text string | id string | dump string | url string | date string | file_path string | offset int64 | token_count int64 | language string | page_average_lid string | page_average_lid_score float64 | full_doc_lid string | full_doc_lid_score float64 | per_page_languages list | is_truncated bool | extractor string | page_ends list | fw_edu_scores list | minhash_cluster_size int64 | duplicate_count int64 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Why monitor water?
Unpolluted water bodies like ponds and streams are literally teeming with life, little of which we can see. To get a closer look at what's going on underwater, there are many projects and activities that you can carry out which are fun and safe to do. These include carrying out local river clean-ups, doing a survey of what actually lives in your local stream, similar to the ones used by scientists monitoring river pollution.
How to monitor water quality?
You don't need to be a scientist to carry out a survey of your local waterway. As a wildlife detective you can discover many creatures that live in the river neighbourhood by using the "Quality Rating System". This system is used by Irish biologists to monitor our waterways for signs of organic pollution.
It relates amounts of five key groups of macro-invertebrates (small insects living on the bottom of the stream/river) to water quality, which is then classed from unpolluted (Q5) to highly polluted (Q1). Although the system is primarily based on surveying the macro-invertebrates, other factors taken into account include the presence of slimy moulds or algae and higher plants.
The best time to see animals around water bodies (rivers, lakes, etc.) is early in the morning or at dusk. If you're the patient type, you might be lucky enough to see a badger, fox or even the secretive otter!
Have a good look around. Bats are common to river areas and summer evenings are a good time to spot them feeding. Watch out also for birds of prey, the hovering kestrel may be lurking about for some food.
No luck yet? Don't worry, many animals are shy and sensitive to human presence. Check for signs of animals that are present - droppings and tracks might be easier to discover.
How to carry out a biological survey
If you want to carry out further study of the animals and plants which live in the river or stream, carry out a small invertebrate survey - these are the insects that live beneath the water surface and can give you a very good idea of the quality of the water and may give an indication of the presence of pollution. Biological surveys might have been carried out before so ask the local library for a copy of it. Try your own river water quality survey. For this you need a pair of wellies, a net, a basin and a magnifying glass.
Note: Do this with friends and be safe.
Action Step 1
Taking a sample
There are two basic methods of sampling for macro-invertebrates which you can use. Try one first and see how it goes:
1) Kick sample
The operator faces upstream and holds the standard net sampler in front of him/her, with the bottom firmly held against the bottom of the river or stream. Vigorously kick the area in front of the net and the debris disturbed flows into the net. After 2-3 minutes stop sampling and place the net over a basin. Empty the material collected and have a look.
2) Stone wash
Take two or three medium sized stones from the stream and place in the basin, have a good look, notice any unusual creature features - some of these animals have special clamping devices which enable them to stick to the stones.
Action Step 2
Examining the sample
Take note of the amount of animals you find in each sample. Have a go at identifying them using a magnifying glass and an identification aid.
There are identification guides available which will help in identifying them. Try your local library for some books or use the simple indicator above. The insects which form an important part of the river ecosystem are very sensitive to slight changes in pollution levels and there might be a big difference between the tolerances of one family of macro-invertebrates to another. For example, stonefly nymphs are sensitive to small amounts of pollution while leeches can live in quite high levels of organic pollution.
What type of creatures have you found? Does it indicate any pollution in the area?
Be safe!
Make your investigation more safe and enjoyable by following these few rules:
• Always wear gloves near rivers or canals to protect yourself from 'Weil's Disease', a deadly disease contracted from rats.
• Carry out your survey in a stony shallow area of the stream.
• Always face upstream when sampling.
• Bring your sample to the river bank to examine it.
• If you have any cuts on your hands, let someone else carry out the sampling.
• Some rivers are prone to flooding, so do the survey during a dry spell. | <urn:uuid:1e46b937-117b-4f19-9db7-999372e30a28> | CC-MAIN-2017-17 | http://ecounesco.ie/images/resources/activitysheets/ACF28.pdf | 2017-04-29T17:40:54Z | crawl-data/CC-MAIN-2017-17/segments/1492917123549.87/warc/CC-MAIN-20170423031203-00250-ip-10-145-167-34.ec2.internal.warc.gz | 124,607,618 | 935 | eng_Latn | eng_Latn | 0.999134 | eng_Latn | 0.999203 | [
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
2373,
4453
] | [
3.875
] | 1 | 2 |
Alaska State Constitution education clause
Section 7.1 - Public Education.
The legislature shall by general law establish and maintain a system of public schools open to all children of the State, and may provide for other public educational institutions. Schools and institutions so established shall be free from sectarian control. No money shall be paid from public funds for the direct benefit of any religious or other private educational institution.
Mission of the State Board of Education & Early Development
To ensure quality standards-based instruction to improve academic achievement for all students.
Recent milestones in leadership
Over the last two years, the State Board has promulgated regulations to improve Alaska’s public schools. This foundation of educational excellence positioned Alaska to receive a waiver from the accountability system of No Child Left Behind. The state and school districts are working to make this foundation a reality in the classroom.
Specifically, we have:
- increased the rigor of our English language arts and mathematics standards, which now span all grades;
- tied educator evaluations partly to student learning; and
- implemented an Alaska system of accountability and support for schools.
Rigorous assessments are planned for spring 2015.
The ultimate aim of our new K-12 standards is to provide a platform for increasing student achievement.
The ultimate aim of educator evaluations is to provide supports to teachers in order to increase student achievement.
The ultimate aim of the accountability system is to provide supports to students, teachers and schools in order to increase student achievement.
The ultimate aim of assessing students is to provide supports to students, teachers and schools in order to increase student achievement.
REGULATIONS AND OTHER BOARD ACTIONS
Assessments and accountability
To reduce the number of assessments that school districts must administer, the State Board in April repealed the requirement to give students a norm-referenced test in grades 5 and 7. Norm-referenced tests compare students with sample populations of students nationwide, rather than with a set of standards. Alaska will continue to have points of comparison through the National Assessment of Educational Progress in grades 4 and 8 and the SAT and ACT for college-going juniors and seniors. See http://education.alaska.gov/State_Board/pdf/13_april_packet.pdf
In June, the State Board adopted regulations to implement Alaska’s new accountability system, replacing the federal accountability system of No Child Left Behind. Alaska’s new accountability system includes the Alaska School Performance Index; a star rating system for schools; public acknowledgement of highest-performing and high-progress schools; state assistance to schools that need improvement; public reporting of aggregate data; and reporting of individual student results to parents and their educators. No individually identifiable data about students will be made available to the federal government.
Alaska’s accountability system is based on data about student achievement and growth in reading, writing and mathematics; attendance; performance on work-ready and college-entrance assessments in high school; participation in work-ready assessments; and high school graduation. This formula, called the Alaska School Performance Index, ranks schools from one star to five stars.
Additionally, each school and district has the goal of reducing its percentage of non-proficient students by half over six years, including in each subgroup of students: students with disabilities, English language learners, economically disadvantaged students, Alaska Natives and American Indians, Caucasians, African-Americans, Hispanics, Multi-Race, and Asian/Pacific Islanders.
Districts are required to implement improvement plans in one-star, two-star and three-star schools. Improvement plans also are required for four-star and five-star schools whose graduation rate has declined from the previous year; or whose assessment scores have declined for two consecutive years; or which have not met their targets for reducing non-proficiency for two consecutive years. The last two criteria apply to achievement in the student body as a whole or any subgroup(s) of students.
As required by the U.S. Department of Education, the state will:
- recognize highest-performing and high-progress schools as Reward Schools;
• require the lowest-performing 5% of Title I schools (recipients of federal anti-poverty funds) to implement a significant program of improvement aligned with comprehensive turnaround principles (Priority Schools);
• and require the next 10% of low-performing Title I schools to implement appropriate interventions to address specific deficiencies (Focus Schools).
The results of the first year of the new accountability system appear later in this report.
Teacher quality
In April, the State Board approved the University of Alaska Southeast’s endorsement program in distance delivery and e-learning for certified teachers. The program will increase the competence of teachers to design and deliver online courses. The program fits well with Alaska’s Learning Network, whose goal is for highly qualified Alaska teachers to design and deliver online high school courses so that all students have access to career-ready and college-ready courses. [http://education.alaska.gov/State_Board/pdf/13_april_packet.pdf](http://education.alaska.gov/State_Board/pdf/13_april_packet.pdf)
In June, the State Board approved an advanced endorsement program from the University of Alaska Anchorage for certified elementary teachers. The 18-credit endorsement is in teaching English language learners. Teachers will learn to support students’ academic achievement while sustaining their cultural identity. The program supports the board’s adoption of cultural standards for teachers and schools, and its goal of academic achievement for all students. See [http://education.alaska.gov/State_Board/pdf/13_june_packet.pdf](http://education.alaska.gov/State_Board/pdf/13_june_packet.pdf)
In September, the State Board approved an advanced endorsement program in K-8 elementary education at the University of Alaska Southeast. The 18-credit program is offered by distance throughout Alaska. See [http://education.alaska.gov/State_Board/pdf/13_sept_packet.pdf](http://education.alaska.gov/State_Board/pdf/13_sept_packet.pdf)
In December, the State Board approved a new bachelor’s degree program in secondary education at the University of Alaska Fairbanks. Candidates can obtain an initial teaching certificate with a secondary education endorsement (grades 7-12) in art, biology, chemistry, Earth science, economics, English, French, German, history, mathematics, political science, or Spanish. Candidates simultaneously take a double major: one in their subject matter, and the other in secondary education. Candidates potentially can complete the program in four years. Prior to this program, students earned a bachelor’s degree in a subject area and then underwent one to two years of teacher training for which there was very limited financial aid. See [http://education.alaska.gov/State_Board/pdf/14-DecemberPacket.pdf](http://education.alaska.gov/State_Board/pdf/14-DecemberPacket.pdf)
Energy efficiency
In accordance with Senate Bill 237, the State Board received a recommendation from the department’s Bond Reimbursement and Grant Committee for energy-efficient codes for school construction and major renovations. In March, the State Board adopted by reference the
Residential programs
In March, the State Board adopted regulations to allow district-operated statewide residential programs to accept variable-term students. Variable-term programs rotate students in and out of the program for short periods of study. The programs operate throughout the full school year. The board was responding to requests from rural districts that want to bring students from villages to hub cities for short-term programs in career and technical subjects, personal growth, and study skills. The regulations support the board’s goal of serving the needs of all students.
In December, the State Board adopted a regulation to align residential program regulations with new state law. The regulation refers to residential programs as residential schools, removes the limit on the number of such schools, allows for district-wide residential schools, and allows for schools that accept students for variable terms during the school year.
Early literacy
In June, the State Board adopted regulations to require districts to screen kindergarten, first-grade, second-grade, and certain third-grade students for early literacy skills, in order to identify students experiencing delays. The department will maintain a list of approved screening assessments. Districts will report the data once a year. The regulation implements a state appropriation for such screenings. See http://education.alaska.gov/State_Board/pdf/13_june_packet.pdf
In December, the State Board adopted a regulation to clarify the frequency of required early literacy screenings, provide two tracks by which a screening tool may be approved by the department, and clarify the manner in which districts must provide data to the department. The regulation gives districts more flexibility in choosing screening tools and more time to report data.
State Museum
In June, the State Board adopted regulations to formalize the policies of the state-required Museum Collections Advisory Committee regarding the acquisition and deaccession of artifacts. See http://education.alaska.gov/State_Board/pdf/13_june_packet.pdf
The 70% instruction requirement
In March, the State Board approved requests from five school districts for waivers from the state requirement that districts spend at least 70% of their operating funds on instruction. These waivers refer to the audited financial statements for fiscal year 2012. The districts are: Alaska Gateway, Galena, Kashunamiut, Klawock, and Yakutat.
In October, the State Board approved waivers for 24 districts from the state requirement to budget at least 70% of their operating funds for instruction. The districts are: Alaska Gateway, Aleutian Region, Aleutians East, Bristol Bay, Chatham, Copper River, Hoonah, Hydaburg, Iditarod, Kake, Kashunamiut, Kuspuk, Lake and Peninsula, Nome, North Slope, Northwest Arctic, Pelican, Pribilof, Saint Mary’s, Skagway, Southeast Island, Tanana, Yukon Flats, and Yupiit.
Charter schools
In March, the State Board approved a five-year renewal of the Anvil City Science Academy’s charter in Nome, a 10-year renewal of the Frontier Charter School’s charter in Anchorage, and a five-year initial charter for the Greatland Academy Charter on the Kenai Peninsula. See http://education.alaska.gov/State_Board/pdf/13_march_packet.pdf.
In June, the State Board approved a 10-year renewal of Highland Tech Charter School in Anchorage. See http://education.alaska.gov/State_Board/pdf/13_june_packet.pdf
New officers, members and staff
The State Board elected Jim Merriner as Chair, Esther Cox as First Vice-Chair, and Janel Keplinger as Second Vice Chair, effective July 1, 2013, through June 30, 2014.
Sue Hull of Fairbanks was sworn in as a member of the State Board in March. Hull will serve a five-year term in a seat reserved for the Fourth Judicial District.
James Fields of Glennallen was sworn in as a member of the State Board in April. Fields will serve a five-year term in a seat reserved for the regional educational attendance areas, which are the school districts in the unorganized borough.
Carly Williams of Palmer joined the State Board in July as student advisor for a one-year term.
Lt. Col. Douglas Hays joined the State Board in September as military advisor. The military determines his term.
In June, longtime Alaska educator James A. Seitz of Anchorage was named Executive Secretary (director) of the Alaska Professional Teaching Practices Commission. The nine-member commission, appointed by the Governor, ensures that members of the teaching profession at the K-12 and postsecondary levels are qualified and ethical educators.
In March, Jackie Fernandez was named Curator of Collections at the Sheldon Jackson Museum in Sitka, one of the Alaska State Museums. She oversees 6,000 artifacts representing each of Alaska’s Native groups.
The State Board approved four appointees to Mt. Edgecumbe High School’s advisory board. They are Doreen Deaton, Loraine DeAsis, Regina Johnson, and Ty Mase.
**Resolutions**
In January 2013, the State Board passed a resolution supporting the Denali Centennial Climb scheduled for July 2013, in which descendants of the first people to reach the summit, in 1913, climbed Denali. Many of the original climbing party were young Alaska Natives. The State Board supported the educational and inspirational nature of the climb. See [http://education.alaska.gov/State_Board/resolutions/01-2013.pdf](http://education.alaska.gov/State_Board/resolutions/01-2013.pdf).
SIGNIFICANT STEPS
No Child Left Behind (NCLB) waiver
In May, the U.S. Department of Education granted Alaska a two-year waiver from major provisions of the federal Elementary and Secondary Education Act, commonly known as No Child Left Behind. The waiver took effect in the 2013-2014 school year.
Alaska was the 37th state (plus Washington, D.C.) to receive a waiver. Under the waiver, states agreed to:
• adopt standards in English language arts and mathematics that prepare students for education and training after high school, often referred to as college-ready and career-ready standards;
• devise their own system for holding schools accountable for students’ academic success, including student populations that traditionally underperform; and
• require school districts to evaluate teachers and principals partly on student achievement.
Under the two-year waiver, Alaska has opted out of NCLB’s system of accountability and consequences known as Adequate Yearly Progress.
NCLB’s goal was that all assessed students be proficient in reading and math by spring 2014. Schools and districts were held accountable in up to 31 categories. If schools and districts underperformed in any category to any degree, they were subject to consequences. School districts around the nation were concerned they would soon face consequences for not meeting unattainable goals. States were concerned they would have to implement consequences that are expensive, disruptive, and in some cases unjustified.
Alaska was in a position to apply for a waiver because it had been working since 2010 on new standards and on methods of evaluating educators:
• In June 2012, the State Board adopted Alaska’s college-ready and career-ready standards.
• In December 2012, the State Board adopted regulations for school districts’ evaluations of educators.
• In June 2013, the State Board adopted regulations to implement Alaska’s own accountability system.
New accountability system: the Alaska School Performance Index (ASPI)
The Alaska School Performance Index measures schools by a combination of data: student achievement on the state’s reading, writing and math assessments; growth in the school’s student body in those assessments from the prior year; and attendance. Schools with high school students also are measured by graduation rates; student performance on college-ready and career-ready assessments such as the SAT, ACT, and WorkKeys; and students’ participation rate in the WorkKeys assessment.
This year’s school ratings are at: http://education.alaska.gov/aspi/. Fifty-two of 503 rated schools earned five stars, the highest rating; 190 schools are four-star schools; 162 schools are three-star schools; 49 schools are two-star schools; and 50 schools are one-star schools. Collectively, nearly 92 percent of students attended schools in 2012-2013 that earned three stars or above.
Reward Schools
Under the Alaska School Performance Index, the state’s new accountability system, the department recognized 49 schools as 2013 Reward Schools to honor their student achievement from the 2012-2013 school year.
Reward Schools are recognized in two categories: highest performing and high progress. Thirty-one schools were highest-performing and 37 schools were high progress. Nineteen schools were recognized in both categories, making a total of 49 schools to be named Reward Schools.
Alaska names both categories of Reward Schools in three grade spans: K-8 schools, 9-12 schools, and K-12 schools, which represent the spectrum of rural and urban schools. (Elementary schools and middle schools are included in the K-8 grade span.)
To qualify for Reward status as a *highest-performing* school:
- the school must be in the top 10 percent of schools in its grade span (K-8, 9-12, or K-12) based on its score under the Alaska School Performance Index (explained above);
- over the two most recent years, the school must have a graduation rate that averaged at least 85 percent, if it has 12th-graders; and
- over the two most recent years, the school must have met its goal for increasing the percentage of students who are proficient in reading, writing, and math, for the student body as a whole and all subgroups of students.
To qualify for Reward status as a *high-progress* school:
- the school must be in the highest 10 percent of all schools in the Growth and Proficiency Index (explained below);
have an average score of at least 95 in the Growth and Proficiency Index over the past three years for all students;
have an average Growth and Proficiency Index score of at least 90 in the most recent year for the subgroups Alaska Native/American Indian students, economically disadvantaged students, students with disabilities, and English language learners (if there are at least five students in a subgroup);
the graduation rate must average at least 85 percent over the two most recent years, if the school has 12th-graders.
The Growth and Proficiency Index, briefly stated, measures whether a student population in a school is increasing, remaining stable, or declining in achievement in reading, writing, and math from one year to the next. A school receives an index score for its student body as a whole, and scores for each of the four subgroups mentioned above. The index looks at each student’s performance over those two years and creates a combined picture of a school’s performance.
See http://education.alaska.gov/news/releases/2013/reward_schools_oct2013.pdf
Implementing accountability
The department’s website now provides easy access for educators, parents, the media, and the general public to understand Alaska’s English language and mathematics standards, educator-evaluation regulations, the school accountability system, and eventually the new assessments.
The webpages include background documents, fact sheets, FAQs, and resources for educators. The standards are broken down by grade level, for easy access by educators and parents. The parent link supplies easy access to parent guides and PTA tips for each grade level, as well.
The department regularly emails a newsletter to school districts and education organizations to alert them to new resources and upcoming professional-development opportunities.
The department has participated in conferences and trainings with educators, including superintendents and principals, bilingual/multicultural educators, career and technical educators, science and math teachers, and place-based educators.
The department has distributed 40,000 printed copies of the parent guide and tips. Through ads in newspapers, on movie screens, and over the radio the department has publicized this parent resource.
The department has distributed 45,000 copies of a parent brochure about early learning, emphasizing its value, the ways that schools help struggling readers, and how to help children at home. Through ads in newspapers and over the radio, the department has publicized these parent guides.
The department has posted Alaska School Performance Index and Annual Measureable Objective worksheets for all schools, using 2012-2013 student performance data. Based upon these results, all schools have received a performance ranking from one star to five stars. Sixteen schools have been designated as Priority Schools, 29 schools as Focus Schools, 48 schools as Reward Schools, and 12 districts as Tier II and Tier III districts.
All districts are categorized within one of three tiers. Districts in which fewer than 25% of the schools are 1-star or 2-stars are Tier I districts. Districts in which 25% to 49.99% of the schools are 1-star and 2-star schools, or 25% to 49.99% of the students attend a 1-star or 2-star school, are Tier II districts. Districts in which 50% or more of the schools are 1-star and 2-star schools, or 50% or more of the students attend a 1- or 2-star school, are Tier III districts. Tier II and III districts must submit an improvement plan to the department.
Nine department staff have been trained and assigned as liaisons to the 98 1-star and 2-star schools and the 12 Tier II and III districts. These liaisons assist in completing School and District Improvement Plans. Schools submitted plans by the November 1 deadline, and liaisons are providing feedback.
**Implementing Awareness Campaign for Early Literacy**
In accordance with amendments to AS 14.03.072 (a), the department has implemented a campaign to improve parental awareness of the importance of early literacy. The department created brochures informing parents about their schools’ intervention strategies, home literacy plans, grade retention policies, and strategies and resources to help children learn to read. The department mailed 55,000 copies to the school districts, which are distributing them to parents of children in kindergarten through grade 3. Additionally, the department has established a web page to serve as a resource for parents about literacy research and ways to help their children at home. See [http://education.alaska.gov](http://education.alaska.gov) and click on the yellow Parent/Community star. The department is publicizing the importance of early literacy, and advising parents to contact their schools for more information, through radio and newspaper ads. | <urn:uuid:ed198cbf-365e-426a-bbbf-6d087107ce3e> | CC-MAIN-2024-22 | https://www.akleg.gov/basis/get_documents.asp?session=28&docid=19466 | 2024-05-19T21:33:52+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971057922.86/warc/CC-MAIN-20240519193629-20240519223629-00416.warc.gz | 585,347,623 | 4,418 | eng_Latn | eng_Latn | 0.993862 | eng_Latn | 0.996746 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
1809,
4455,
7619,
9722,
12242,
13110,
15056,
17525,
20101,
22396
] | [
1.65625,
2.140625
] | 1 | 0 |
Using Petitions to Teach Slavery
Damon W. Freeman
University of Pennsylvania, firstname.lastname@example.org
Follow this and additional works at: http://repository.upenn.edu/spp_papers
Recommended Citation
Freeman, D. W. (2003). Using Petitions to Teach Slavery. Retrieved from http://repository.upenn.edu/spp_papers/30
Reprinted from Magazine of History, Volume 17, Issue 3, April 2003, pages 44-50.
Publisher URL: http://www.oah.org/
NOTE: At the time of publication, author Damon Freeman was affiliated with Indiana University. Currently December 2006, he is a faculty member of the School of Social Policy and Practice at the University of Pennsylvania.
This paper is posted at ScholarlyCommons. http://repository.upenn.edu/spp_papers/30
For more information, please contact email@example.com.
Using Petitions to Teach Slavery
Abstract
For many years, the historical experience of slavery has occupied a unique niche in the minds of Americans. For some, the presence of enslaved Africans, while unfortunate, did not necessarily mean that American democracy was flawed (after all, they argued, American slavery was not all that bad). Others were repulsed by the institution and labeled the United States Constitution an immoral document for protecting the horrors of slavery. Regardless of their view, many Americans turned to the words and experiences of slaves themselves to support their arguments.
Comments
Reprinted from *Magazine of History*, Volume 17, Issue 3, April 2003, pages 44-50.
Publisher URL: http://www.oah.org/
NOTE: At the time of publication, author Damon Freeman was affiliated with Indiana University. Currently December 2006, he is a faculty member of the School of Social Policy and Practice at the University of Pennsylvania.
FROM THE EDITOR
3 Exploring Slavery's Roots in Colonial America
Ira Berlin
ARTICLES
5 Recent Literature on Slavery in Colonial North America
Donald R. Wright
11 The Transatlantic Slave Trade and Colonial Chesapeake Slavery
Lorena S. Walsh
17 Slavery in the North
Shane White
23 Slavery in the Lower South
Jane Landers
COLONIAL SLAVERY IN THE CLASSROOM
28 "Amazing Grace": Literature as a Window on Colonial Slavery
James G. Basker
LESSON PLANS
31 Complicating Slavery: Teaching with Runaway Slave Advertisements from Northern Colonies
Matthew Mason and Rita G. Koman
35 Virginia's Black Codes: Uncovering the Evolution of Legal Slavery
Gary Hart
37 The Code Noir: Construction of Slavery in French Colonial Louisiana
Kevin Arlyck
TEACHING AMERICAN HISTORY WITH DOCUMENTS FROM THE GILDER LEHRMAN COLLECTION
41 Using Primary Source Documents: African Americans in the Revolutionary War
Steven Mintz
TEACHING TALKING HISTORY
44 Using Petitions to Teach Slavery
Damon Freeman
BRINGING HISTORY ALIVE
52 The Survey, Again
Julie Roy Jeffrey
55 INTERNET RESOURCES
The Transatlantic Slave Trade and American Slavery
Ellen Bucy
57 LETTER TO THE EDITOR
60 HISTORY HEADLINES
For many years, the historical experience of slavery has occupied a unique niche in the minds of Americans. For some, the presence of enslaved Africans, while unfortunate, did not necessarily mean that American democracy was flawed (after all, they argued, American slavery was not all that bad). Others were repulsed by the institution and labeled the United States Constitution an immoral document for protecting the horrors of slavery. Regardless of their view, many Americans turned to the words and experiences of slaves themselves to support their arguments.
This article looks at slavery petitions as one source for uncovering the experiences of enslaved African Americans and the general history of American slavery. From the 1770s to the 1860s, thousands of southerners petitioned their state legislatures asking for new laws to govern slave behavior, regulate interracial relations, and restrict the movement of free persons of color. Approximately three thousand of these petitions have survived over the years and have been collected by the Race and Slavery Petitions Project at the University of North Carolina at Greensboro <http://history.uncg.edu/slaverypetitions/intro.html>. The project’s director, Professor Loren Schweninger, was interviewed by the OAH’s *Talking History* radio program on 15 October 2001.
In his interview, Schweninger described the unique quality of these sources for understanding the history of slavery. Unlike the celebrated narratives of former slaves such as Frederick Douglass, Harriet Jacobs, and others, slavery petitions represented the immediate testimony of persons at the time. They are also verifiable sources of information since most petitions had cosigners who would attest to the validity of the petitions’ claims. Schweninger also emphasized that petitions have an edge over the famous Federal Writers Project interviews with former slaves during the 1930s. Due to the natural loss of memory over time, many interviewees would have forgotten important details by the time they were in their eighties and nineties. In addition, many of them were children at the time of the Civil War. Their youthful age might have softened the impact that slavery had on them compared to adults. Petitions are therefore invaluable sources for studying slavery.
Analyzing the many petitions proposing changes in existing laws or a new law brings out a wealth of information. Petitioners frequently alluded to laws that did not work in regulating slave behavior and underscored the importance of the institution as a form of property. For instance, a South Carolina magistrate petitioned the state legislature asking for ten pounds reimbursement. He had guarded a slave who was to be burnt at the stake for murder. To prepare for the execution, he purchased tar, kindling, a large pole, and chains. Expecting to be compensated for the materials since he had taken “care” of the condemned slave, the petitioner emphasized the centrality of the idea of slaves as property. Other petitions requested manumission, free blacks often filing petitions on behalf of other slaves. Free blacks also petitioned to protest laws circumscribing their activities.
Schweninger stressed that further research was necessary to determine under what conditions would legislatures grant freedom, how they handled petitions, and for what reasons would they refuse to grant such petitions. The unfinished second phase of the study, analyzing and cataloguing fifteen thousand county court petitions from across the South, might shed light on the subject.
**Classroom Exercise**
There are multiple ways in which petitions can be used in the classroom. Whether in United States history survey courses or more specialized courses on the history of slavery, it might be fruitful to use them at different points during the semester or quarter rather than devoting one class to the subject of petitions. Slavery petitions covered every conceivable topic from the American Revolution to the Civil War, including free blacks, compensation, children, education, slave resistance, women’s property rights, religion, colonization in Africa, the War of 1812, and even international affairs. Although most petitions...
that survived are from the Upper South, a significant portion from South Carolina, Mississippi, and Texas ensure geographic breadth. This exercise should take two class periods of fifty minutes each with a homework assignment and, due to the difficult language used in the petitions, is recommended for high school and college level classes only.
**Day One**
Teachers should start by giving a brief lecture on the growth of slavery during the 1820s to provide historical context. In particular, they should focus on the aborted 1822 slave conspiracy in South Carolina led by Denmark Vesey. Facts addressed in the lecture should include the size and scope of slavery in South Carolina and the nation, the demographic composition of the conspirators, and the response by state governments across the South to the conspiracy (1). The states of Delaware and Mississippi should also be covered. In focusing on Delaware, Mississippi, and South Carolina, it is important that students understand the regional differences in slavery and what slaves would have experienced themselves. At the same time, they should know the national and global factors that led to slavery’s expansion into southwestern areas. Students must take careful notes for the homework assignment. The lecture should last no more than twenty minutes.
Following the introductory lecture, the class should listen to Schweninger’s interview. Lasting about twenty minutes, students at the end should be able to: 1) articulate what slavery petitions were; 2) why they were sent; 3) who sent them; and 4) provide one or two examples from the recording. This can be done through class discussion or perhaps in the form of a short quiz, but teachers should leave ample time to distribute and explain the homework assignment.
**Homework**
Divide the class into three groups. All students should get copies of each petition. Petition One describes an 1823 proposal by the South Carolina Association to prevent the entry of all free blacks into the state. Petition Two features an 1824 request from Andrew Burland, described as a free mulatto, to the Mississippi state legislature asking for the same citizenship rights as any white man. Petition Three, from the Wilmington Union Colonization Society, calls for the removal of all free blacks in the state to west Africa in 1827.
Following the distribution of the petitions, the class will receive one question to ponder as they do their reading: Should slaves and free blacks have national restrictions imposed on their activities? Students in Group One will answer in the affirmative, while Group Two students will answer no. As they read the three petitions, they should construct arguments that support their position. Group Three students will act as a congressional committee assigned to hear the arguments for and against restrictions. They should prepare a series of questions designed for each side based on their reading of the three petitions. In addition, all students regardless of their grouping should draw on their notes from the introductory lecture and the *Talking History* interview. If teachers wish, they may require a one to two page paper from students that outlines the points each would make to support their position. This may be helpful in grading those students who might be reluctant to speak in class.
**Day Two**
At the beginning of the class, teachers should allow each group to huddle together for fifteen minutes to prepare for the class discussion. Students in each group should compare and contrast the points or questions each individual compiled the previous night. Groups One and Two will select no more than three spokespersons each to make their arguments. Group Three students should select six spokespersons, three to question Group One and three to question Group Two. Group Three students should also choose at least five questions to ask each side. Teachers should circulate to answer questions and to help with the process.
After preparation for the discussion, Group One spokespersons will have seven and a half minutes to make their arguments in support of restrictions. The first Group Three spokespersons can question Group One participants, but the discussion should be moderated by teachers. At the end of Group One’s time, Group Two will have the same amount of time to state their opposition to restrictions. The second Group Three spokespersons should question Group Two. At the end of the group discussions, Group Three students will meet as a whole and take a quick vote on which side won the debate.
During the last twenty minutes of class, teachers should conclude by having a general discussion about slavery and the use of slavery petitions as sources. Such questions may include: 1) What can petitions tell us about slavery? 2) Are they reliable sources of recorded events or do they reflect the biases of the petitioners? Should state legislatures have relied on them to make political decisions? 3) Most importantly, what do these petitions reveal about American democracy? How can the concept of people as property be reconciled with the national belief in “life, liberty, and the pursuit of happiness?”
As Professor Schweninger stated in the *Talking History* interview, the use of slavery petitions is an invaluable tool in understanding the history of American slavery. Moreover, understanding slavery is essential towards developing multi-cultural awareness in today’s student population. With the help of enthusiastic and passionate instructors, students will begin to appreciate and comprehend slavery’s legacy in modern America.
**Endnote**
(1) For further information about Vesey’s life and influence, readers should consult Douglas R. Egerton, *He Shall Go Out Free. The Lives of Denmark Vesey* (Madison, Wisconsin: Madison House, 1999) and David Robertson, *Denmark Vesey, A Buried History* (New York: Alfred A. Knopf, 1999).
*Damon Freeman is a Ph.D candidate in history at Indiana University. He has taught courses in American and African American history at the high school and college level. His research focuses on the Civil Rights Movement, social policy, and African American intellectuals.*
Petition 1
South Carolina, ca. December 1823
To the HONOURABLE the Members of the SENATE of the State of SOUTH-CAROLINA; THE MEMORIAL Of the Officers and Members of the South-Carolina Association;
SHEWETH,
That a complaint amongst our citizens, being of late years very prevalent, that the laws enacted against free persons of colour, were not executed; your Memorialists have recently formed themselves into an Association, for the purpose of aiding in their enforcement, by giving to the constituted authorities, the earliest information of their infraction. The fundamental principle of their Society, being, OBEDIENCE TO THE LAWS, and reverence for the civil magistrate, and their labours being felt, to be evidently beneficial to the State at large, they have had the good wishes of their fellow-citizens generally, and their Association has increased, in numbers and respectability, beyond their most sanguine expectations.
In the prosecution of their object, your Memorialists have had ample opportunities, from the personal experience of their Standing Committee, of perceiving the defects in some of the these laws: and they have thought it their duty, with the utmost deference to the Legislature, to notice a few of the most prominent, and to petition for redress.
In the first place, there can scarcely exist in our southern community, an evil of greater magnitude, to the country at large, than the constant intercourse, which is maintained between the blacks of the North and the South. The means of communications has been confined, principally to the City of Charleston: and hence it is, that in the interior, there is not the same knowledge of the danger to the State at large, from this intercourse. Not only are the greatest facilities afforded, to such as would inveigle away our slaves, by the employment of blacks on board of the passage vessels and packets, whereby this evil has increased of late to an alarming degree; but abundant opportunities are offered these people, for introducing among our slaves, the moral contagion of their pernicious principles and opinions. These evils are the more to be dreaded, because, there appears every prospect of this intercourse increasing. The difficulty on the part of the free negroes at the North, in procuring employments suited to their habits and inclinations, and the consequent low wages at which they may be procured, has induced many ship owners there, to employ them, in preference to whites. In one instance the Liverpool Line Ship Canada arrived here from New-York (in June last) with her whole crew, fifteen in number, all black, and the Brig Maine from Boston, has also since come into this port, with her crew also black. There is scarcely a vessel which arrives in our port from the North, which has not two or three, or more black persons employed, as stewards, cooks, or mariners; and the belief is general, that were it not for the obstacles, offered by the informations and prosecutions of your Memorialists, most of the vessels coastwise, would, in a few years, be manned principally by free negroes and persons of colour from the Northern and Eastern States. The consequence of this, to our slave property, and to the peace and quiet of the State, must be obvious to all. Now too, that so many different lines of packets are established, between this port and New-York, and the opportunities for embarking are occurring almost every day in the year, there can be no security, that our slaves, will not be seduced from the service of their masters, in greater numbers than heretofore, and that the Abolition Societies of the North, will not be encouraged to persevere in their designs, to intrigue, through this class of persons, with our slave population. Heretofore the societies there, have confined their views, to the abolition of slavery in the particular State, or section of the Union, in which they originated. But of late, their views have been greatly extended, To permit a free intercourse to exist, under such circumstances, between our slaves and their free persons of colour, would be, to invite new attempts at insurrection. To your Memorialists, who, from the agents which they employ, have the best knowledge of the proceedings of the blacks at the North, and of the projects of their adherents and friends there, the evil presents itself, in a form truly appalling, to every owner of lands and negroes.
But it is not from North alone, that we are threatened with doctrines subversive of our peace. In all the British West-India Islands, with scarcely an exception, there is, at this moment, considerable inquietude, in consequence of the desire of a strong party in the British Parliament, to interfere with the regulations of their slaves. In the Island of Grenada, a memorial was presented by the free persons of colour, settling forth, "that as loyal and dutiful subjects, they ought to be admitted into a participation, in the rights and privileges to which every Englishman is entitled, under
the British Constitution." The Committee to whom the House of Assembly referred this memorial, have reported, "that a bill should be brought into the House, to repeal an existing law in that colony, so far as the rights and privileges of the free coloured inhabitants are affected thereby, and also that the elective franchise ought to be extended, to free persons of colour, possessing the qualification required by law." In Antigua and St. Christophers, similar petitions have been presented to their Colonial Assemblies, the fate of which is not known. In the Island of Jamaica, a similar question was intended to be made, and such has been the uneasiness in some of the Islands, that some persons, it is said, have actually removed into the United States with their families. But, in Demerary, as appears by the Governor's proclamation of the 19th August, the United Colony of Demerary and Essquebo, was put under martial law, in consequence of a very serious attempt, at a general insurrection. From official documents, it appears, that on the East coast of Demerary, near one thousand armed negroes were embodied, but afterwards defeated and dispersed by the military, with the loss of about one hundred and fifty negroes; and by the Royal Gazette of that Colony of the 28th August, it also appears that the convictions were numerous, and the examples prompt and terrible. In the Island of Barbadoes, the Governor in August last, was obliged to issue his proclamation, to contradict a report, that the slaves were to be emancipated; and later accounts represent, that they were then in alarm, in the expectation of an insurrection. From other Islands, other reports on the same subject, entitled to great credit, have from time to time reached different parts of the United States; but, as they come to your Memorialists in no official form, they forbear to mention particulars. Your Memorialists, however, repeat with the utmost confidence, that at no period of the history of the West-Indies, has there been such uneasiness and excitement, and angry feeling on the part of the whites, and such insubordination amongst the slaves, as has been experienced of late in that quarter, attributable altogether to the proceedings of the African Associations in London, and to the influence of Mr. WILBERFORCE in Parliament, whose object is now open and avowed, that the work of abolishing slavery in the Colonies, ought immediately to be commenced. The conductors of the public journals in all the Islands, unhesitatingly charge the intemperate enthusiasts in and out of the British Parliament, as the sole, and immediate cause of all the disturbances, and from several of the Colonial Assemblies, remonstrances and addresses have been forwarded to the Mother Country, in spirit and feeling, not greatly inferior to a Declaration of Independence.
With such proceedings in these Islands, and with the known habits and sentiments, of the coloured people of the North, aided and encouraged as they are, by a portion of their white population, your Memorialists cannot conceive a measure, which can give greater security to the State in general, than to prevent ANY FREE COLOURED PERSON FROM ANY PART OF THE WORLD ever entering again into the limits of the State of South-Carolina, by LAND OR BY WATER. It has been the most anxious desire of your Memorialists, to avail themselves of the existing laws for the purpose of stopping an intercourse, which they feel to be so ruinous to the country; and defective as the laws are, by reason of the mildness of their penalties, your Memorialists have, nevertheless, at considerable expense to their Society, greatly succeeded. Many masters of vessels begin to bring white seamen into our port, and with a little aid from the Legislature, your Memorialists are confident, that by the excellence of their organization, and by means of their incessant informations, and prosecutions, it would be in their power, to bring to justice all violators of these laws, and to suppress the intercourse for ever hereafter. They confidently hope, that every man who has a family, or property to protect, would rejoice at such an event. That the Legislative body may be apprized, of the extent, to which this intercourse may be maintained, your Memorialists beg leave to submit, that since the organization of their Society, which is not much more than two months, they have on one subject alone, caused the Act of the Legislature to be executed against one hundred and fifty-four coloured persons, who have entered the State, in defiance of its enactments. Of these, there were
| From Northern Ports | 118 |
|---------------------|----|
| the West-Indies | 15 |
| Europe | 21 |
| | 154|
If in so short a time, and principally during a season, when there is little or no trade, so many have arrived here, some idea may be formed, of the number which must enter into our limits, in the course of the year.
In entering upon their important duties, your Memorialists have had to struggle, with a great and an increasing difficulty. This arises from the inadequacy of the law, to prevent its re-iterated infraction, by some who have already been subjected to its penalties. Amongst those who have entered the State contrary to law, some have been confined in jail twice, and some thrice for the same offence. The penalty of mere confinement during the stay of the vessel in port, which in the case of Northern vessels, generally does not exceed a few days, seems to be disregarded by many, who would cheerfully submit to this temporary deprivation of liberty, rather than forego the irresistible temptation which these people have to come to a Southern country. As the act now stands, there is no penalty upon the captain, who brings into the State a person of colour. The penalty only occurs if the master refuses or neglects to carry him away; your Memorialists would, therefore, respectfully suggest, that an adequate fine be imposed upon the master of the vessel in the first instance; and that, for the first offence, the seaman should be confined in jail, during which confinement he should receive regular notice from a magistrate, never to enter again into the State; and that if he shall ever return to the State, after being regularly warned and sent away, that he should be liable to corporal punishment, or to be sold for a term of years. With these alterations in the law and by extending the act to all the descendants of negroes, whether on the father’s or mother’s side, your Memorialists believe, the evil would be at once suppressed, whilst as the law stands at present, it can never be enforced, so as to be productive of the good, contemplated by the Legislature.
The intercourse being so far stopped, that no person of colour from abroad shall ever again land on our shores; your Memorialists would pray to have the law revised, which prohibits free persons of colour from visiting the Northern and Eastern States; nor is it less essential to extend the provisions of the act, so as to prevent slaves who are carried out of the State by their masters, from being returned again into it, if at any time during their absence, they have been in the West-Indies, or in any part of Europe, or within the limits of States North, of the Potomac, or the Susquehannah. Your Memorialists lastly, most respectfully pray your honourable body, that you would give your earliest attention, to the state of our laws, respecting slaves and free persons of colour generally. Most of these laws were passed, prior to the adoption of our State Constitution, and when we were a Colony of Great Britain. Some of their provisions are useless, some obsolete, and many require modification. To adapt them to the present state of society, and to the new relations in which we stand to the rest of the world, would be productive of great public good. Passing from the dependency of a Colony, to the rank of a sovereign State, and at liberty to resort to any measures which may be necessary for our own security, Your Memorialists cannot but hope, that the dangers
which menace our prosperity as a Slave-holding-State, will be met by a corresponding energy in the laws. Your Memorialists, without presuming to point out the alterations which may be necessary and proper, most respectfully suggest and pray your honourable body, that a general revision of these laws should take place, with all the assistance, that time, deliberation and research, and experience and talents can give to the subject; so that our magistrates and citizens hereafter, instead of being compelled to look into hundreds of acts and parts of acts passed in the course of a century, may be presented by the Legislature, with one CONSOLIDATED NEGRO ACT, or code, for the government of this class of people; embracing the provisions of every previous act, which may heretofore have been enacted, and which policy requires to be continued, and repealing, at the same time, every other act or part of an act, in relation to the subject which is to be found on the Statute Book. An act of this nature and character, drawn up with great care and with the subject well distributed and arranged, and in which the framers of it, shall avail themselves, as well "of the reproaches of our enemies, as the suggestions of our friends," and having in view at the same time, every regulation or plan of discipline, which is essential to our own preservation, will give security to the master, without taking away from the protection of the slave; and whilst it shall enable every planter and citizen, at one glance to see his rights and his duties, and thus be a public convenience, it will, in the humble opinion of your Memorialists, give more confidence to the capitalist, and more permanency to the quiet and good order of our slave population, than can be expected, under our present system.
And your Memorialists, as in duty bound, will ever pray. [signed] Keat Simons, President On behalf of the Officers and Members of the South-Carolina Association.
[A total of 334 names was printed on the next page of this typeset petition.]
Source: Records of the General Assembly, Petition of the South Carolina Association to the Senate, ca. December 1823, ND #1415, SCDAH. Granted. PAR #11382224.
Petition 2
Jefferson County, Mississippi, ca. 1824
The petition of Andrew Barland of Jefferson County To the Honble the Senate and House of Representatives of the State of Mississippi: Your petitioner Humbly Sheweth That he is the offspring of a white man by a mulatto woman- That he was born in Adams County and is now about thirty nine years of age, that his father gave him a decent education and property enough to be independant, that he intermarried with a respectable white family, by which said wife he has two children, that he has resided about sixteen years in the County of Jefferson and is well known to the most respectable Citizens of said County, that he has almost in every case & by every means, been treated and received as well as tho he had been a white ?man and of fair character; that he has been summoned as a juror very often and served as Grand & Petit Juror and often given testimony in open court as a Legal witness- that his vote at elections has often been taken & for many years your petitioner has enjoyed all the priviledges of a free white Citizen, but a controversy with a bad man of the name of Joseph Hawk caused an exception to be taken to your petitioners testimony on account of his blood, but with pride your petitioner can state, that altho his oath was refused the jury who tried the cause gave a verdict in favor of the word of your petitioner altho opposed by the oath of his adversary, a white man- Your petitioner further sheweth to your Honble bodies that his education, his habits, his principles and his society are all identified with your views, that he holds slaves and can Know no other interest than that which is common to the white population, that his sisters have all married white men of fair and respectable standing and have always recd. the same respect shewn to white women of the same station in society- Your petitioner prays your Honble. bodies, to extend to your petitioner such priviledgs as his Coun[tr]y men may think him worthy to possess, and them and ?to their recommendation your petitioner most confidently refers your Hon. bodies & your petitioner will ever pray. [signed] Andrew Barland We whose names are hereto subscribed have know[n] Andrew Barland for many years, some have known him from his childhood others as long as they have lived in the County, and view him as a most excellant man honest, moral, industrious and worthy the granting of priviledges of a free man, and recommend him for that purpose, but should the
[signed] P. B. Harrison R. Dunbar Jun. Tho. Hinds Philip Dixon B. M. Bullen K.H. Holmes Jas. G. Wood Wm M. Green James Dunbar Jacob Stampley-Se[n]ior Filmer W. Green Abner Pipes Wm Harper
Source: Legislative Petitions, Petition of Andrew Barland of Jefferson County to the Mississippi General Assembly, ca. 1824, RG 47, boxes 16-7, MDAH; Certificate, P.B. Harrison, et al., ca 1824. No act was passed. PAR #11082401.
Petition 3
Wilmington, Delaware, ca. 1827
To the honourable the Senate and House of Representatives of the State of Delaware.
The Memorial of the Wilmington Union Colonization Society respectfully solicits your attention to the condition of the free negroes and free mulattoes in this country. Your memorialists are greatly mistaken, if this condition does not present to our Statesmen a subject deserving their most anxious care and requiring all their wisdom.
The free people of colour now constitute a considerable part of our population; and they are fast increasing. Their natural increase is as rapid, as that of white persons; and every year, many are added to their number by the enfranchisement of slaves.
These people are in one of the most important, if not the most important, classes of our population — the labouring class; and it is not necessary to remark, that they do in various ways affect this class. The effect produced by the diminution of respectability, not to say degradation, of the labouring class, by which many, who would be the most useful members of the community, are driven from their proper sphere, to oppress society with their burden instead of profiting it by their labour, has consequences not easily calculated.
There is a more important view of this subject. We have liberated the free people of colour from physical restraint. So far as conduct is concerned,—the right to pursue the dictates of their own judgements or inclinations,—they have all the freedom secured by our constitution and laws. But we do not allow to them the means of moral restraint, without which freedom will not be discreetly used. Our laws do not and cannot permit them to enjoy the most important civil privileges. They cannot elect nor be elected to any office; they cannot serve on a jury, so that trial by jury, a most important feature of which is trial by one’s peers, is not allowed to them; they can not be heard as witnesses in a court of justice in opposition to the interest or in contradiction of the testimony of a white person. Our manners are and must be as unfavorable to them as our laws. We will not permit them to associate with us. We will not tolerate any notion of equality with them. We will not act in reference to them nor will we suffer them to act in relation to us, except upon up the unquestioned principle, that they are in a state of degradation degradation, to which we will not descend, and from which they must not expect to rise. The consequence is, that those powerful motives, which form the palladium of morals and the safe-guard even of laws, and which enable men to be free without abusing freedom, the love of reputation, the desire of respectability, the dread of reproach, the value of character, are either unknown to them or have little influence.
In these observations your Memorialists intend no accusation against our laws or our manners. Our separation from these people is the effect of moral causes, the foundation of which we could not safely remove; amalgamation would demoralize society; the consequence of breaking up the present distinctions would be not to raise the free coloured people, but to sink all to a state of degradation yet unknown. Your Memorialists believe, that every one will assent to the correctness of their conclusion, that the increase of these people among us, as they must increase if they remain among us, is an alarming consideration If we will reflect upon the progress of this increase, we shall see, that their numbers in a few years must be troublesome, independent of the deleterious influence, which has been noticed, upon the labouring class, and independent of the danger threatened by this growing evil.
This danger is of two kinds. As to one,—will not crimes increase as rapidly, as their numbers?—As to the other,—brought up, as these people are, in the sight of our priveleges, will they consent to be excluded from them?—Numbers will give power,—and at all events, will afford facility for secret mischief, if not encouragement to open violence. Are not these people by their very condition our enemies? Do we, or can we, bind them to us or to our laws by any ties of common feeling or reciprocal obligation, by the influence of gratitude or respect? Must we they not feel themselves to be, as we treat them, aliens to our common weal? When therefore your Memorialists ask the question.—Will prudence permit such a heterogeneous population to take root in our soil and grow up into power among us?—does not the reflecting mind anticipate every argument, which they could urge for the removal of these people? We ought not to conceal this evil from ourselves.
Let us consider, that this condition is still in infancy; that the real character of this population is not yet disclosed. The negro, when emancipated from slavery, retains many of the habits of thinking, which had formed themselves in bondage. Among these, there are always fear and deference, sometimes affectionate regard for white people. We have not yet reached the time, when these habits have not a general and powerful influence. They are however wearing off by degrees; time is planting other feelings in their place; and he is a careless observer, who does not see, that the character of this population is undergoing, in the particular, to which allusion is here made, a constant change. In illustration of some of our these remarks, your Memorialists could cite the laws of several States expelling free negroes from their limits. They will mention only the Act of our own General Assembly of 1811 prohibiting free negroes from coming from other States into this State. The difficulty heretofore has respected the removal of the free people of colour. The question has been, how or where can they be removed? The answer to this question will, for its reception, depend upon the opinion, which is entertained of the necessity of the measure. If we are indifferent about a measure, a slight inconvenience attending its execution may seem to be an insurmountable obstacle. That this population can be removed from our soil, and that this removal can be effected with ease by the power of this nation, your Memorialists consider to be perfectly certain.
This certainty, they believe, will be apparent to every one, who will examine the subject. The American Colonization Society has obtained on the coast of Africa a place to receive these people. It is proved by experience, that the climate suits their constitution. The soil is fertile, beyond what we have any knowledge of, and the country is pleasant and most advantageously situated. There is ample room for all the coloured people in the United States, and their posterity, for generations,—place for the growth of a mighty nation. Nature herself points to Africa, whence the progenitors of these people were brought, and where is still their kind, as the place country, to which they should be restored.
The American Colonization Society was organized in December 1816. In December 1821 they succeeded in obtaining a suitable district of country for their purpose. It was to be expected, that an undertaking, the chief operations of which were upon another continent, would be attended by some disasters. The history of the settlement of many of these States wou fully illustrates this remark. It was also to be expected, that the change from the climate of this country to that of Africa would have no inconsiderable effect upon the health even of people of colour. At first, it was not known how to guard against the effects of this change, and there were no conveniencies [sic] upon the spot to aid any endeavours for this object. The society has had to contend with difficulties and has surmounted them. It is now known, when is the best season for arrival upon the coast of Africa; and what measures should be pursued for preserving the health of the emigrants.
A colony has been planted; and it flourishes. It is proved by experiment, that these people can be removed to that country and comfortably and advantageously settled. The expenses of removal and the time consumed by the voyage are also ascertained by experiment. The removal of the first emigrants cost, for each, fifty dollars. This expense has been gradually diminished and the expense of the last removals did not exceed on an average ten dollars for each emigrant. The present perfect state of navigation renders the voyage of little account. A vessel departing from this country in first part of February will reach this colony during March. Can there be a doubt, when we see, that this voyage can be performed in less than two months and at the expense of ten dollars for each emigrant, that this nation can remove, and with facility, this population?
The question has been suggested, Will these people consent to go? Your Memorialists might answer this question by stating the fact, that this Society has always found more desirous to go, than they had means to remove. They however say confidently, that if so much of the resources of the National Government were applied to this object as to make facilities for this removal general and common, there can be no doubt, that this whole population would flow in a current in that direction. It would be understood, that in Africa, the land of their fathers, are fertile fields and pleasant skies, and that a nation is forming there, in which they can establish themselves in comfort and independence, in the undisturbed enjoyment of the rights of man.
The view, which your Memorialists have taken, concerns our own safety, the measures, which enlightened policy requires us to pursue? May they not bring before you another view? May they not ask, Is there no obligation upon us to restore these people to their country? We have emancipated them from slavery; but we have given to them, we can give to them, none of the advantages of freedom; none of those great advantages, of which if we were deprived, we should deem ourselves slaves. Can we permit them to remain in this state of humiliation? Do not the highest considerations require, that if we can not admit them to the participation of the rights of freemen on our own soil, we ought to place them, where they will not be driven from society and set without the influence of every noble principle, by the very circumstances of their condition?
The Wilmington Union Colonization Society deeply impressed with the importance of this subject have deemed it their duty to bring it before the honourable the Senate and House of Representatives. The course which the National Government will pursue in relation to it must depend upon public opinion; and this opinion will be greatly influenced by deliberations and resolves of the State Legislatures.
It is among your highest duties to guard against occasions of evil; to take care reasonably to eradicate whatever may threaten calamity to ourselves or to posterity. Your Memorialists believe, that no subject deserves more careful attention, than that, which they have now submitted to you. They are satisfied, that you will not let[t] it pass without examination, and that you will consider of the best means to promote the measure, which your Memorialists have briefly explained and which they believe to be of vital concern to the happiness and prosperity of this country. By Order of the Society
[signed] Robert Porter Chairman
Source: Petition of the Wilmington Union Colonization Society to the Senate and House of Representatives of Delaware, ca. 1827, General Assembly, Legislative Papers, DSA. Resolution Passed. PAR #10382701. | <urn:uuid:03a3fd93-037c-4198-9f19-99f896daef1c> | CC-MAIN-2016-36 | http://repository.upenn.edu/cgi/viewcontent.cgi?article=1031&context=spp_papers | 2016-08-31T04:20:55Z | crawl-data/CC-MAIN-2016-36/segments/1471983577646.93/warc/CC-MAIN-20160823201937-00009-ip-10-153-172-175.ec2.internal.warc.gz | 213,155,010 | 8,868 | eng_Latn | eng_Latn | 0.973934 | eng_Latn | 0.998282 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
804,
1764,
3003,
7230,
13424,
18437,
26560,
31680,
36358,
43296
] | [
3.296875,
1.421875
] | 10 | 0 |
LAB 1. OSMOSIS AND DIFFUSION
ESSAY 1992
A laboratory assistant prepared solutions of 0.8 M, 0.6 M, 0.4 M, and 0.2 M sucrose, but forgot to label them. After realizing the error, the assistant randomly labeled the flasks containing these four unknown solutions as flask A, flask B, flask C, and flask D.
Design an experiment, based on the principles of diffusion and osmosis, that the assistant could use to determine which of the flasks contains each of the four unknown solutions.
Include in your answer:
a. a description of how you would set up and perform the experiment;
b. the results you would expect from your experiment; and
c. an explanation of those results based on the principles involved.
Be sure to clearly state the principles addressed in your discussion.
The effects of pH and temperature were studied for an enzyme-catalyzed reaction. The following results were obtained.
a. How do (1) temperature and (2) pH affect the activity of this enzyme? In your answer, include a discussion of the relationship between the structure and the function of this enzyme, as well as a discussion of how structure and function of enzymes are affected by temperature and pH.
b. Describe a controlled experiment that could have produced the data shown for either temperature or pH. Be sure to state the hypothesis that was tested here.
LAB 3. MITOSIS & MEIOSIS
ESSAY 1987
Discuss the process of cell division in animals. Include a description of mitosis and cytokinesis, and of the other phases of the cell cycle. Do not include meiosis.
ESSAY 2004
Meiosis reduces chromosome number and rearranges genetic information.
a. **Explain** how the reduction and rearrangement are accomplished in meiosis.
b. Several human disorders occur as a result of defects in the meiotic process. **Identify** ONE such chromosomal abnormality; what effects does it have on the phenotype of people with the disorder? **Describe** how this abnormality could result from a defect in meiosis.
c. Production of offspring by parthenogenesis or cloning bypasses the typical meiotic process. **Describe** either parthenogenesis or cloning and compare the genomes of the offspring with those of the parents.
A controlled experiment was conducted to analyze the effects of darkness and boiling on the photosynthetic rate of incubated chloroplast suspensions. The dye reduction technique was used. Each chloroplast suspension was mixed with DPIP, an electron acceptor that changes from blue to clear when it is reduced. Each sample was placed individually in a spectrophotometer and the percent transmittance was recorded. The three samples used were prepared as follows.
- Sample 1 — chloroplast suspension + DPIP
- Sample 2 — chloroplast suspension surrounded by foil wrap to provide a dark environment + DPIP
- Sample 3 — chloroplast suspension that has been boiled + DPIP
| Time (min) | Light, Unboiled % transmittance Sample 1 | Dark, Unboiled % transmittance Sample 2 | Light, Boiled % transmittance Sample 3 |
|-----------|----------------------------------------|----------------------------------------|----------------------------------------|
| 0 | 28.8 | 29.2 | 28.8 |
| 5 | 48.7 | 30.1 | 29.2 |
| 10 | 57.8 | 31.2 | 29.4 |
| 15 | 62.5 | 32.4 | 28.7 |
| 20 | 66.7 | 31.8 | 28.5 |
a. Construct and label a graph showing the results for the three samples.
b. Identify and explain the control or controls for this experiment.
c. The differences in the curves of the graphed data indicate that there were differences in the number of electrons produced in the three samples during the experiment. Discuss how electrons are generated in photosynthesis and why the three samples gave different transmittance results.
The rate of photosynthesis may vary with changes that occur in environmental temperature, wavelength of light, and light intensity. Using a photosynthetic organism of your choice, choose only ONE of the three variables (temperature, wavelength of light, or light intensity) and for this variable
- **design** a scientific experiment to determine the effect of the variable on the rate of photosynthesis for the organism;
- **explain** how you would measure the rate of photosynthesis in your experiment;
- **describe** the results you would expect. **Explain** why you would expect these results.
The results below are measurements of cumulative oxygen consumption by germinating and dry seeds. Gas volume measurements were corrected for changes in temperature and pressure.
| Time (minutes) | Cumulative Oxygen Consumed (mL) | Cumulative Oxygen Consumed (mL) | Cumulative Oxygen Consumed (mL) | Cumulative Oxygen Consumed (mL) | Cumulative Oxygen Consumed (mL) |
|---------------|---------------------------------|---------------------------------|---------------------------------|---------------------------------|---------------------------------|
| | Germinating seeds 22°C | Dry Seeds (non-germinating) 22°C| Germinating Seeds 10°C | Dry Seeds (non-germinating) 10°C| |
| 0 | 0.0 | 0.0 | 0.0 | 0.0 | |
| 10 | 8.8 | 0.2 | 2.9 | 0.0 | |
| 20 | 16.0 | 0.1 | 6.2 | 0.2 | |
| 30 | 23.7 | 0.0 | 9.4 | 0.1 | |
| 40 | 32.0 | 0.1 | 12.5 | 0.2 | |
a. **Plot** the results for the germinating seeds at 22°C and 10°C.
b. **Calculate** the rate of oxygen consumption for the germinating seeds at 22°C, using the time interval between 10 and 20 minutes.
c. Account for the differences in oxygen consumption observed between:
- germinating seeds at 22°C and at 10°C
- germinating seeds and dry seeds.
d. **Describe** the essential features of an experimental apparatus that could be used to measure oxygen consumption by a small organism. **Explain** why each of these features is necessary.
The diagram below shows a segment of DNA with a total length of 4,900 base pairs. The arrows indicate reaction sites for two restriction enzymes (enzyme X and enzyme Y).
a. Explain how the principles of gel electrophoresis allow for the separation of DNA fragments.
b. Describe the results you would expect from electrophoretic separation of fragments from the following treatments of the DNA segment above. Assume that the digestion occurred under appropriate conditions and went to completion.
I. DNA digested with only enzyme X
II. DNA digested with only enzyme Y
III. DNA digested with enzyme X and enzyme Y combined
IV. Undigested DNA
c. Explain both of the following:
1. The mechanism of action of restriction enzymes
2. The different results you would expect if a mutation occurred at the recognition site for enzyme Y.
The human genome illustrates both continuity and change.
a. **Describe** the essential features of **two** of the procedures/techniques below. For each of the procedures/techniques you describe, **explain** how its application contributes to understanding genetics.
- The use of a bacterial plasmid to clone and sequence a human gene
- Polymerase chain reaction (PCR)
- Restriction fragment polymorphism (RFLP analysis)
b. All humans are nearly identical genetically in coding sequences and have many proteins that are identical in structure and function. Nevertheless, each human has a unique DNA fingerprint. **Explain** this apparent contradiction.
In fruit flies, the phenotype for eye color is determined by a certain locus. $E$ indicates the dominant allele and $e$ indicates the recessive allele. The cross between a male wild type fruit-fly and a female white eyed fruit-fly produced the following offspring.
| | Wild-Type Male | Wild-Type Female | White-eyed Male | White-Eyed Female | Brown-Eyed Female |
|----------------|----------------|------------------|-----------------|-------------------|-------------------|
| F1 | 0 | 45 | 55 | 0 | 1 |
The wild-type and white-eyed individuals from the F1 generation were then crossed to produce the following offspring.
| | Wild-Type Male | Wild-Type Female | White-eyed Male | White-Eyed Female | Brown-Eyed Female |
|----------------|----------------|------------------|-----------------|-------------------|-------------------|
| F2 | 23 | 31 | 22 | 24 | 0 |
a. **Determine** the genotypes of the original parents (P generation) and **explain** your reasoning. You may use Punnett squares to enhance your description, but the results from the Punnett squares must be discussed in your answer.
b. Use a Chi-squared test on the F2 generation data to analyze your prediction of the parental genotypes. **Show** all your work and **explain** the importance of your final answer.
c. The brown-eyed female of the F1 generation resulted from a mutational change. **Explain** what a mutation is, and **discuss** two types of mutations that might have produced the brown-eyed female in the F1 generation.
| Probability (p) | Degrees of Freedom (df) |
|-----------------|-------------------------|
| .05 | 1 |
| | 2 |
| | 3 |
| | 4 |
| | 5 |
| .05 | 3.84 |
| | 5.99 |
| | 7.82 |
| | 9.49 |
| | 11.1 |
The formula for Chi-squared is:
$$\chi^2 = \sum \frac{(observed - expected)^2}{expected}$$
LAB 8. POPULATION GENETICS
ESSAY 1989
Do the following with reference to the Hardy-Weinberg model.
a. **Indicate** the conditions under which allele frequencies (p and q) remain constant from one generation to the next.
b. **Calculate**, showing all work, the frequencies of the alleles and frequencies of the genotypes in a population of 100,000 rabbits of which 25,000 are white and 75,000 are agouti. (In rabbits the white color is due to a recessive allele, w, and agouti is due to a dominant allele, W.)
c. If the homozygous dominant condition were to become lethal, what would happen to the allelic and genotypic frequencies in the rabbit population after two generations?
A group of students designed an experiment to measure transpiration rates in a particular species of herbaceous plant. Plants were divided into four groups and were exposed to the following conditions.
- **Group I:** Room conditions (light, low humidity, 20°C, little air movement.)
- **Group II:** Room conditions with increased humidity.
- **Group III:** Room conditions with increased air movement (fan)
- **Group IV:** Room conditions with additional light
The cumulative water loss due to transpiration of water from each plant was measured at 10-minute intervals for 30 minutes. Water loss was expressed as milliliters of water per square centimeter of leaf surface area. The data for all plants in Group I (room conditions) were averaged. The average cumulative water loss by the plants in Group I is presented in the table below.
| Time (minutes) | Average Cumulative Water Loss (mL H₂O/cm²) |
|----------------|------------------------------------------|
| 10 | 3.5 x 10⁻⁴ |
| 20 | 7.7 x 10⁻⁴ |
| 30 | 10.6 x 10⁻⁴ |
1. Construct and label a graph using the data for Group I. Using the same set of axes, draw and label three additional lines representing the results that you would predict for Groups II, III, and IV.
2. **Explain** how biological and physical processes are responsible for the difference between each of your predictions and the data for Group I.
3. **Explain** how the concept of water potential is used to account for the movement of water from the plant stem to the atmosphere during transpiration.
ESSAY 2002
In mammals, heart rate during periods of exercise is linked to the intensity of exercise.
a. **Discuss** the interactions of the respiratory, circulatory, and nervous systems during exercise.
b. **Design** a controlled experiment to determine the relationship between intensity of exercise and heart rate.
c. On the axes provided below, **indicate** results you expect for both the control and the experimental groups for the controlled experiment you described in part B. Remember to label the axes.
A scientist working with *Bursatella leachii*, a sea slug that lives in an intertidal habitat in the coastal waters of Puerto Rico, gathered the following information about the distribution of the sea slugs within a ten-meter square plot over a 10-day period.
| time of day | 12 mid | 4am | 8am | 12 noon | 4pm | 8pm | 12 mid |
|-------------|--------|-----|-----|---------|-----|-----|--------|
| average distance between individuals | 8.0 | 8.9 | 44.8| 174.0 | 350.5 | 60.5 | 8.0 |
a. For the data above, provide information on each of the following:
- **Summarize** the pattern.
- Identify **three** physiological or environmental variables that could cause the slugs to vary their distance from each other.
- **Explain** how each variable could bring about the observed pattern of distribution.
b. Choose **one** of the variables that you identified and **design** a controlled experiment to test your hypothetical explanation. **Describe** results that would support or refute your hypothesis.
The activities of organisms change at regular time intervals. These changes are called biological rhythms. The graph depicts the activity cycle over a 48-hour period for a fictional group of mammals called pointy-eared bombats, found on an isolated island in the temperate zone.
a. **Describe** the cycle of activity for the bombats. **Discuss** how three of the following factors might affect the physiology and/or behavior of the bombats to result in this pattern of activity.
- temperature
- food availability
- presence of predators
- social behavior
b. **Propose** a hypothesis regarding the effect of light on the cycle of activity in bombats. **Describe** a controlled experiment that could be performed to test this hypothesis, and the results you would expect.
A biologist measured dissolved oxygen in the top 30 centimeters of a moderately eutrophic (mesotrophic) lake in the temperate zone. The day was bright and sunny and the wind was calm. The results of the observation are presented below.
| Hour | [O₂] mg/L |
|---------------|-----------|
| 6:00 A.M. | 0.9 |
| 8:00 A.M. | 1.7 |
| 10:00 A.M. | 3.1 |
| 12:00 noon | 4.9 |
| 2:00 P.M. | 6.8 |
| 4:00 P.M. | 8.1 |
| 6:00 P.M. | 7.9 |
| 8:00 P.M. | 6.2 |
| 10:00 P.M. | 4.0 |
| 12:00 midnight| 2.4 |
a. Using the graph paper provided, plot the results that were obtained. Then, using the same set of axes, draw and label an additional line/curve representing the results that you would predict had the day been heavily overcast.
b. Explain the biological processes that are operating in the lake to produce the observed data. Explain also how these processes would account for your prediction of results for a heavily overcast day.
c. Describe how the introduction of high levels of nutrients such as nitrates and phosphates into the lake would affect subsequent observations. Explain your predictions.
LAB 12. DISSOLVED OXYGEN (2)
ESSAY 2004B
In most aquatic environments, primary production is affected by light available to the community of organisms.
Using measurements of dissolved oxygen concentration to determine primary productivity, design a controlled experiment to test the hypothesis that primary productivity is affected by either the intensity of light or the wavelength of light. In your answer, be sure to include the following.
- A statement of the specific hypothesis that you are testing
- A description of your experimental design (Be sure to include a description of what data you would collect and how you would present and analyze the data using a graph.)
- A description of results that would support your hypothesis | <urn:uuid:2918d288-0c24-4d5a-994f-2eaf5abbfa35> | CC-MAIN-2019-22 | http://www.explorebiology.com/documents/Lab-Related-Essays.pdf | 2019-05-23T11:20:36Z | crawl-data/CC-MAIN-2019-22/segments/1558232257243.19/warc/CC-MAIN-20190523103802-20190523125802-00301.warc.gz | 275,705,917 | 3,713 | eng_Latn | eng_Latn | 0.995489 | eng_Latn | 0.996813 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
779,
1346,
2197,
4263,
4862,
7096,
7947,
8603,
10954,
11639,
13299,
13816,
14828,
15602,
16806,
17550
] | [
3.984375
] | 7 | 3 |
School Health Screening Programs
Pennsylvania Public School Code of 1949, Section 1402(a) states that each child of school age shall be given vision and hearing tests, a measurement of height and weight, and such other tests as the Advisory Health Board may deem advisable to protect the health of the child.
Body Mass Index, Height & Weight Screening
The Pennsylvania Public School Code states that height and weight measurement shall be conducted at least once annually. Every effort shall be made to determine the pattern of growth for each child so that his weight and height can be interpreted in light of his own growth pattern rather than those of his classmates. Nutrition is recognized as a critical factor in the promotion of health and the prevention of disease. Moderate malnutrition can have lasting effects on children’s cognitive development and school performance. When children are hungry or undernourished, they have difficulty resisting infection and therefore are more likely than other children to become sick, to miss school, and to fall behind in class. They are irritable and have difficulty concentrating; and they have low energy levels. Unhealthy eating patterns may result in under-nutrition, iron deficiency anemia, and overweight and obesity.
Overweight and obesity in children and adolescents represents one of the most challenging conditions to treat. Yet intervention is necessary as recent data from the National Center for Health Statistics (NCHS) indicates approximately one in five children in the United States is overweight, a statistic that has doubled in the last three decades. Overweight is associated with an increased incidence and prevalence of hypertension and diabetes mellitus before and during adulthood as well as with the later development of cardiovascular disease in adults (Krauss, et al. 2000).
In early 2003, the Department of Health unveiled the Pennsylvania Nutrition and Physical Activity Plan to Prevent Obesity and Related Chronic Diseases. One of the goals of this plan is to increase parent/guardian awareness of the BMI-for-Age measure as a screening tool to assess growth patterns in children and youth. BMI is a weight for stature index that can be used to help determine whether the student is within a normal growth pattern, overweight, at risk of becoming overweight or underweight.
Growth screening enables school health professionals to:
1. Monitor growth and development patterns of students;
2. Identify students who may be at nutritional risk or who may have a common nutritional problem;
3. Notify parents/guardians of screening results with a recommendation to share findings with the student’s health care provider for further evaluation and intervention, if necessary.
Students are screened annually in all grades. Annual BMI results are available to parents upon request. Students will be weighed and measured in a setting that provides privacy. Confidentiality is always important and care is taken to ensure that findings are not accessible to other students or shared with staff.
Annual Physical Examinations
Dental Screening
Dental diseases are the most prevalent chronic conditions of children in the United States and the major cause of loss of teeth in children and adolescents. Dental diseases account for much pain and disruption of time and attention in school. Dental diseases untreated are progressively destructive of teeth, gums and bony supporting structures. Dental disease is largely preventable by the practice of appropriate dental and oral hygiene care. Schools have played a considerable role in delivery of dental services to children from the earliest days of school health. The school dental health program in Pennsylvania is an integral part of the total school health program. The mandated dental examination program represents the minimum dental health services which students in specified grades must receive. The dental examination provides baseline data for determining the dental health status of the pupil population served.
Parents/guardians are encouraged to have their family dentist perform the examinations and report the results of the examination on approved forms provided by the school and returned to the school to be included in the comprehensive school health record. Examinations done by the family dentist within four months prior to the opening of school are accepted for the required examination that year. Annual dental screenings are required for students in kindergarten, first, third and seventh grades. Please be prompt in returning the examination form so that the School Nurse can keep your child's school health record updated.
Vision Screening
The purpose of a school vision screening program is to identify students with visual impairments. Visual problems can and do affect the educational, social and emotional development of children. Early detection of vision problems assures the child of the opportunity of taking the best advantage of his/her educational opportunities. Ninety percent of all information is transferred to the brain via the eyes. Most vision problems are correctable, at least to some degree. Impaired vision is most damaging in primary grades because it is at these grade levels that the foundations for learning are taught. Those children with vision loss severe enough to require special educational opportunities must be identified early if they are to be helped.
Although it is recommended that every child has an eye examination very early in life, vision screenings continue to provide an important tool in the early detection of vision disorders in the pediatric population. However, the opportunity for vision screenings is not always afforded to every child in the early years of life. As attendance at school is mandated for all children in Pennsylvania, the school setting provides an accessible place where children may have their vision screened. It is possible for children in Pennsylvania as young as four to have their vision screened if they attend kindergarten.
Recognizing the above statements, vision screening has been rightly mandated for Pennsylvania school age children since 1957. Students are screened annually in all grades. Results of vision screening will be provided annually to the student's parent or guardian. The most important aspect of the screening program is referral with follow-up. The child who fails the screening should receive a comprehensive eye examination by an eye care specialist.
Hearing Screening
The purpose of the school hearing screening and threshold testing program is to identify children with hearing impairments. Results of hearing screening program have shown that five to ten percent of the school-age population does not pass audiometric tests. The majority of these children are in need of medical treatment. Such treatment may result in restoration of hearing and prevention of permanent hearing impairment. Communication is an integral part of human behavior. Seldom does one consider the
implications of not being able to hear. The most serious effect of a hearing loss is the interference with and breakdown of communication between persons. In a child, some of the consequences may be:
1. Interference with normal speech and language development;
2. Development of abnormal social growth and behavior.;
3. Interference with education and human potential;
4. Development of adjustment problems in the child and his/her family;
5. Isolationism in a hearing world.
A child's behavior in the classroom may indicate the possibility of a hearing loss. The child may be inattentive, may ask for frequent repetitions, or his/her achievement may be low. The observation of such behavior will assist in identifying children in need of help and indicate the need to assess hearing levels. While it is extremely important to conduct hearing tests on the young, school age student to ensure early identification of those with hearing loss and for hearing conservation purposes, it is equally important to conduct hearing tests on the older adolescent. The older student is less likely to complain of ear or hearing problems than a younger child; the impact on their ability to perform can be as detrimental as on a young child. This is an annual screening for students in kindergarten, first, second, third and seventh grades. Results of hearing screening will be provided annually to the student's parent or guardian.
Scoliosis Screening
Scoliosis is a lateral and rotary curvature of the spine, most commonly found during the adolescent growth period. It is estimated that approximately 4% of school-age children will have a curvature in varying degrees. The effect of scoliosis depends upon its severity, how early it is detected, and how promptly it is treated. The purpose of the screening program is to detect possible curvature of the spine in children. If the condition is detected early and appropriately treated, progressive spinal deformity may be prevented. The screening test is very simple and can be performed in less than a minute. A trained screener will check the student's back by observing it while the student is standing and bending forward. This is an annual screening for students in sixth and seventh grades. Parents will be notified if there is any reason to have the student examined by the family's primary care provider for further evaluation.
Pennsylvania's Children's Health Insurance Program
CHIP is short for the Children's Health Insurance Program - Pennsylvania's program to provide health insurance to all uninsured children and teens who are not eligible for or enrolled in Medical Assistance. There are a lot of reasons kids might not have health insurance - maybe their parents lost a job, don't have health insurance at work or maybe it just costs too much. Whatever the reason, CHIP may be able to help. Parents may think their kids can't get CHIP because they make too much money. Not true! CHIP covers all uninsured kids and teens up to age 19 who are not eligible for Medical Assistance. No family makes too much money for CHIP because there is no income limit. For many families, CHIP is free. Families with incomes above the free CHIP limits will pay low monthly premiums and co-pays for some services.
CHIP is administered by private health insurance companies that are licensed and regulated by the Pennsylvania Insurance Department and have contracts with the Commonwealth to offer CHIP coverage. Once enrolled, children are guaranteed 12 months of CHIP coverage unless they no longer meet the basic eligibility requirements. Families must renew their coverage every year in order for the coverage to continue. CHIP insurance companies send renewal notices 90 days
before their benefits are going to end, and families must fill out and send the renewal information back to their CHIP insurance company in order for benefits to continue. For more information on Pennsylvania's Children's Health Insurance Program, visit www.chipcoverspakids.com. Figuring out insurance questions these days can be complicated, but applying for CHIP is simple. Knowledgeable, courteous counselors are available at 1-800-986-KIDS (TTY/TDD 1-800-451-5886) to assist you. A counselor will also help you sort through the information and can help you apply for CHIP and other social service programs.
**Parent Emergency Notification System (PENS)**
Bear Creek Community Charter School has implemented the Parent Emergency Notification System to allow the School to quickly contact parents in the event of an emergency. The system allows the School to send emergency text messages to cell phones and/or e-mail addresses of parents and other interested parties, including employees who register to receive the message. To receive text messages, your cell phone must have text messaging capabilities. Bear Creek Community Charter School will not share the cell phone numbers or e-mail addresses of subscribers with any third party vendors, and this system will only be utilized in the event of an emergency. Bear Creek Community Charter School will make every effort to use this system effectively and efficiently, but cannot guarantee subscribers will receive every message due to factors beyond our control (i.e. cell phone powered off, out of cell phone service area, etc.). While there is no charge to you for using this system, your cell phone service provider may charge you a fee for the connection time used or text messages received.
To register for the system, please visit the School’s web page at www.bearcreekschool.com and select "Emergency Notification" from the "Parents" tab. Enter your name, cell phone and email information (see below). Select which "home" school district you reside in, and finish by selecting "Sign Up Now". You can unsubscribe at any time by using this same web page. The School encourages all parents and staff to update PENS with new cell phone and e-mail information each year to ensure current information is available for the system to use in the even an emergency alert is issued. Emergency alerts are generally issued for severe weather events, school evacuations, or other similar emergency situations that may arise.
Student Transportation
School bus transportation is the responsibility of your local school district if its borders are within ten (10) miles of Bear Creek Community Charter School. To arrange for bus transportation for your children, please call your district of residence transportation office.
| Wilkes-Barre Area School District | STA Bus Line |
|----------------------------------|--------------|
| 730 South Main Street | 532 Blackman Street |
| Wilkes-Barre, PA 18711-0375 | Wilkes-Barre, PA 18702 |
| Phone: (570) 826-7188 | Phone: (570) 823-8611 |
| Contact: Sylvia Decker | Contact: Janel Davison |
| Wyoming Valley West School District | Myers Bus Company |
|------------------------------------|-------------------|
| Maple & Price Streets | 446 Elm Street |
| Kingston, PA 18704 | Kingston, PA 18704 |
| Phone: (570) 288-6551 Ext. 10801 | Phone: (570) 288-8035 |
| Contact: Janet Sott | Contact: Phillip Meyers |
| Hanover Area School District | Churnetski Bus Company |
|------------------------------------|------------------------|
| 1600 Sans Souci Parkway | 146 Hillside Street |
| Hanover, PA 18706 | Hanover, PA 18706 |
| Phone: (570) 831-2303 | Phone: (570) 824-0832 |
| Contact: Deidra | Contact: Mary Ellen |
| Wyoming Area School District | Pace Transportation |
|------------------------------------|------------------------|
| 20 Memorial Street | 123 Armstrong Road |
| Exeter, PA 18643 | Pittston, PA 18640 |
| Phone: (570) 655-3733 Ext. 2346 | Phone: (570) 883-0620 |
| Contact: Angelo Falzone | Contact: Rob Pace |
| Pittston Area School District | Pace Transportation |
|------------------------------------|------------------------|
| 5 Stout Street | 123 Armstrong Road |
| Yatesville, PA 18640 | Pittston, PA 18640 |
| Phone: (570) 654-2415 | Phone: (570) 883-0620 |
| Contact: Dan Mancini | Contact: Rob Pace |
| Crestwood School District | Rinehimer Bus Company |
|------------------------------------|------------------------|
| 281 South Mountain Boulevard | 1899 Slocum Road |
| Mountain Top, PA 18707 | Slocum, PA 18707 |
| Phone: (570) 474-6782 Ext. 428 | Phone: (570) 868-3667 |
| Contact: Sarah | Contact: Moon Eckrote |
If you choose to drive your child to school, drop off times are from 8:00 a.m. to 8:30 a.m. We are unable to accommodate parents dropping off students prior to 8:00 a.m. Pick up times are from 3:15 p.m. to 3:30 p.m.
Please use extreme caution when travelling in the school parking lot and remember that the school buses have the priority and right of way.
Books and Materials
All books must be covered. Students will be responsible for keeping them in good condition. Students should never keep folded papers in their books because eventually the book bindings will break. If a book damaged, lost or stolen, the student’s parents/guardians will be required to pay for replacement of the book. The appropriate collection efforts will be taken to collect reimbursement for lost, stolen or damaged books and other school property.
Student Lockers
Each student in grades 3 through 8 is assigned a locker in which belongings, other than valuables, can be stored. The student is responsible for the locker’s neatness and condition. Food is not to be left in lockers overnight. Students must not place stickers on the inside or outside of the lockers. Students are not to change locker assignments. Students should immediately report defective lockers to the office.
It is strongly recommended that valuable items not be brought to school and left in lockers. Lockers are equipped with locks and should be kept locked at all times. Combinations should not be revealed to anyone. Students assume responsibility for items removed from improperly locked or unlocked lockers. The administration reserves the right to inspect lockers at any time. Students and their parents/legal guardians will be held financially responsible for the replacement of locks or lockers that are damaged or lost by the student.
A student is not to use a locker during class time unless they have a pass from a teacher. Students may go to their locker before homeroom, before and after lunch, and after school.
Lockers belong to the school and are provided to the student only for limited purposes. The administration has a right to inspect a student’s locker at any time. The administration inspects and/or searches lockers as often as may be necessary to maintain order and to protect the safety and well-being of the school community. These searches may or may not involve the aid of law enforcement canine. During such a search, it is expected that all closed containers kept in lockers will be opened and their contents examined.
Student book bags must be able to fit into the student’s locker with a door to the locker secured. Book bags with wheels are not permitted.
Personal Property
The school is not responsible for any personal property brought to school by a student. Students should not bring money, cell phones, portable equipment, money, or anything else of value. If a personal article must be brought to school, it should be kept secured in the student’s locker for safekeeping.
Lost and Found
The lost and found is located in the Commons under the stairs and is purged quarterly. Lost articles may be claimed after school. The school is not responsible for any personal property placed in lost and found.
Lost or Damaged School Property
Students and their parents/guardians will be held financially responsible for the replacement of lost or damaged textbooks or other school property lost or damaged by students. The appropriate collection efforts will be taken to collect reimbursement for lost, stolen or damaged books and other school property.
School Meal Accounts
Each student is provided a school meal account, where funds can be deposited to pay for school meals (breakfast and lunch).
Bear Creek Community Charter School understands that there will be times when parents forget to send in money. Students who do not have money in their account and fail to bring money or a lunch to school will be provided a full school lunch. They will not be provided anything beyond a full lunch, including seconds, snacks, ala carte items, etc.
Children need healthy meals to learn. Students who continually come to school without lunch or money to purchase a lunch are a real concern. Bear Creek Community Charter School administrators reserve the right to contact the appropriate social service agency to address the concern related to the student’s health and welfare. Parents will be notified (note home, e-mail, letter, or telephone call) if a child’s account becomes negative. The cost of providing meals to students when they fail to bring a lunch or lunch money will be added to the student’s school meal account. All negative lunch balances remaining at the end of the year (when students take meals without payment) are the responsibility of the student’s parent/guardian. All negative balances must be paid prior to the end of each school year. The School reserves the right to pursue all available collection efforts, including action with the local magistrate, for unpaid account balances.
Bear Creek Community Charter School participates in the National School Lunch Program, and based upon household income and family size, students may qualify for free or reduced priced school meals. We urge all parents/guardians to complete a new Free and Reduced Priced School Meals Family Application and return it to the school. For more information, visit the Food Service section of the school’s web site.
Field Trips
Field trips are special functions associated with “The Bear Creek Experience”, and are considered a privilege. Since students represent Bear Creek Community Charter School, they should dress appropriately and should behave in a respectable, polite manner towards teachers and chaperones in charge, both on the bus and at the specific destination. All school policies are in effect on field trips. To ensure student safety, parents or other relatives are not permitted to meet the students at the field trip location. All participants on field trips must be approved through the main office and have all required clearances on file. School administrators may exclude students from field trips for academic, attendance and/or disciplinary purposes.
Fire Drills
Fire drills are conducted at least once a month. When the alarm signals a fire drill, all students will leave the room in single file and walk out of the building through the nearest exit. Complete directions for the fire drill and proper exit routes are posted in each room and students receive training from classroom teachers. There will be no conversation during the fire drill.
Inclement Weather
In the event that school will be delayed or closed because of weather conditions, announcements to this effect will be made over local television – particularly WNEP TV Channel 16. Additionally, Bear Creek Community Charter School has implemented the Parent Emergency Notification System (PENS) which is a tool to keep parents informed of weather related and other emergency issues. PENS is an automated internet-based system that allows parents to register their e-mail address and cell phone number to receive emergency related notifications, informational updates and information about weather related emergencies. To register for this system, log onto the Bear Creek Community Charter School’s website at www.bearcreekschool.com and select Emergency Notification from the Resources section.
Because the Wilkes-Barre Area School District provides transportation to the vast majority of Bear Creek Community Charter School students, it is common for the Charter School to close or delay in a fashion similar to the District.
Volunteer Program
Research supports that family involvement in a child’s education is an extremely important factor in raising student self-esteem and academic achievement. School wide family volunteer input dramatically increases the effectiveness of the school’s overall quality of educational, academic, and social programs.
Additionally, family volunteer hours are a significant element of the school’s charter. A successful volunteer program assures that we are in compliance with our school’s charter. Based on the mission statement and goals of Bear Creek Community Charter School, every family must be involved in the volunteer program.
The charter for Bear Creek Community Charter School requires parents to volunteer 2 hours per month during the school year. With approximately 9 full months for the school year, parents should strive to volunteer a total 18 hours anytime throughout the school year to meet the minimum requirements.
Volunteer hours will be counted towards chaperone selection for field trips. Chaperones will be selected by April 15th of each year. Parent volunteers who have completed 18 hours will receive their name in a drawing for field trips, for every ten hours over that they will receive an extra chance. Hours will be collected from April 1st of the previous school year to March 31st of the current year. In addition parent volunteers who meet this minimum requirement will be recognized at a Volunteer Recognition Event each year. Additionally, the top hour winners will receive prizes in recognition of their service.
Volunteer hours must be recorded on Volunteer Hours Record slips located in the school office or from the Director of Student Affairs. Slips should be filled out completely and signed by an authorized representative (secretaries, teachers, administrators, PTO leaders and PTO committee chairs). Volunteer hours must be placed in the Volunteer Record Hour Slip box located in the main office on a
monthly basis. Slips should be turned in no later than the 10th of the month for the previous. A spreadsheet of volunteer hours will be updated on a monthly basis.
Volunteer Clearance Requirements
It is the policy of Bear Creek Community Charter School that all volunteers are required to comply with Pennsylvania’s Child Protective Services Law in obtaining clearances. All required clearances must be on file in the main office prior to performing any volunteer service involving the interaction with children. This includes volunteering for class parties, school events and field trips.
All volunteers must submit certifications prior to the commencement of service. All prospective volunteers must obtain the following certifications:
- Report of Criminal History from the Pennsylvania State Police (PSP); and
- Child Abuse History Certification from the Pennsylvania Department of Human Services (Child Abuse).
Additionally, a fingerprint-based federal Criminal History (FBI) submitted through the Pennsylvania State Police or its authorized agent is required if the prospective volunteer has lived outside the Commonwealth of Pennsylvania in the last ten (10) years. Prospective volunteers who have been a continuous resident of Pennsylvania for the past ten (10) years must swear or affirm in writing that they are not disqualified from service based upon a conviction of an offense under 23 Pa.C.S. § 6344. If a volunteer has not been a resident of Pennsylvania for the past ten (10) years, but obtained their FBI certification at any time since establishing residency, they must provide a copy of the certification to the Director of Student Affairs and they are not required to obtain any additional FBI certifications.
Please visit the School's web site for in-depth information regarding the School's Volunteer Criminal History and Child Abuse Clearance Policy.
Family Educational Rights and Privacy Act (FERPA)
The School may disclose certain information, known as directory information, in its discretion without consent. Parents or eligible students may refuse to let the school release any or all of this information. If you do not want this information released, you must send written notice annually to the School, to the attention of the Chief Executive Officer, on or before September 30 of each school year. The following information regarding students is considered directory information: (1) name, (2) address, (3) telephone number, (4) date and place of birth, (5) major field of study, (6) participation in officially recognized activities and sports, (7) weight and height of members of athletic teams, (8) dates of attendance, (9) degrees and awards received, (10) the most recent previous educational agency or institution attended by the student, and (11) other similar information that would not generally be considered harmful or an invasion of privacy if disclosed.
It is the policy of the Bear Creek Community Charter School not to discriminate on the basis of sex, handicap, race, color, religion, or national origin in its educational and vocational programs, activities, or employment as required by Title IX, Section 504, and Title VI. Bear Creek Community Charter School will take steps to assure that lack of English language skills will not be a barrier to admission and participation in all educational and vocational programs. For information about your civil rights and grievance procedures, contact the building principal at:
Bear Creek Community Charter School
30 Charter School Way
Bear Creek Township, PA 18702
(570) 820-4070
Students and parents must read the Student/Parent Handbook and both must sign this acknowledgment. The acknowledgment form must be completed and returned to Bear Creek Community Charter School by the end of the first week of school.
We understand as parents, we have voluntarily chosen to enroll our child/children at Bear Creek Community Charter School. We understand the School’s Mission and Core Values. We acknowledge reading the Student/Parent Handbook and reviewing it with our child/children. We agree to comply with its contents.
We understand the importance of attendance and its impact on the academic process. We agree to ensure our child/children attend school and arrive on time, and ready to learn. We understand that the School has an Attendance Policy that will be enforced. Excessive absenteeism will result in notification of the student’s home district of residence, as well as potential referrals to the local magistrate for truancy violations. Parents will be held accountable if students miss too many days of school.
We read and discussed the School’s behavior expectations and discipline structure. As the parent/guardian, I assume responsibility for my child and agree to cooperate and work with the school staff as it relates to this policy.
We read and discussed the School’s policy on Acceptable Use of Technology, and understand what is expected of students as it relates to this policy.
We understand that any lost or damaged school property as a result of a student’s actions will be the responsibility of the parent/guardian.
We understand that Bear Creek Community Charter School will make a complete school lunch available to any student who forgets to bring a lunch and does not have money to pay for a lunch. This courtesy will be extended for up to five days. The cost of school meals provided to students is the responsibility of the parent/guardian, and we agree that any negative balance due and owing Bear Creek Community Charter School will be paid in full at the end of the school year.
As parent/guardian, I understand that Bear Creek Community Charter School believes strongly in parental involvement, and embraces parents as a key partner in the educational process. As a parent/guardian of a Bear Creek Community Charter School student, I agree to openly communicate and problem-solve with the school staff to ensure the student is working towards achieving his/her fullest potential. I further agree to support and participate in school programs that are designed to enhance and support the educational process.
Student’s name (printed and/or signature) ____________________________________________
Parent’s name (printed) ___________________________________________________________
Parent’s signature _______________________________________________________________
Date Signed _____________________________________________________________________ | <urn:uuid:54196858-e9f8-44db-ac58-e8742ecc1cff> | CC-MAIN-2017-39 | http://www.bearcreekschool.com/docs/handbook.pdf | 2017-09-21T06:52:45Z | crawl-data/CC-MAIN-2017-39/segments/1505818687702.11/warc/CC-MAIN-20170921063415-20170921083415-00632.warc.gz | 385,052,600 | 6,032 | eng_Latn | eng_Latn | 0.997423 | eng_Latn | 0.998593 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
3102,
7035,
10758,
13235,
16150,
18997,
21969,
25375,
27256,
28959,
31867
] | [
3.171875,
1.1796875
] | 1 | 0 |
It was a sunny Saturday in March, 1993 in the Sea of Cortez. The Research Vessel *Laney Chouest* cruised over hydrothermal vent fields that lay thousands of feet below. On deck in a van crammed with computers, video monitors, and people, geologist Veronique Robigou of the University of Washington at Seattle smiled broadly. She was getting her first glimpse of a very realistic three-dimensional map of the seafloor that lay beneath her. (The map is shown on this page.)
In earlier years, making such a map might have required as many as twenty-five submersible dives. Collecting the data could have taken months, or even years. The data used to make this map was collected in just two weeks by the Remotely Operated Vehicle *Jason*, as part of the 1993 JASON Project.
The data was then sent by a computer-satellite-computer relay to a land-based team from WHOI, lead by Ken Stewart. They used the data to create the image you see above. Within hours, they sent this image back to Veronique.
The map arrived at the *Laney Chouest* just in time. Veronique was on camera, taking part in a videoconference with thousands of scientists from North America and Great Britain.
Telecommunications and remote-sensing are changing the way oceanography is done. In this issue, *Ocean Explorer* describes more experiments that combine these techniques to help us unravel more of the mysteries of the deep, dark ocean.
Far out to sea, a herd of hundreds of dolphins is hunting. At the easternmost edge of the group, a dolphin discovers a large shoal of fish. It shares the news with dolphins near it. Instantly, they relay the information to others further away. As one, the group dashes eastward to join the chase. This pooling of information, called "sensory integration," helps dolphins survive.
Scientists around the world pool information too — within institutions where they work, at conferences they attend, in scientific journals and books they read and write, and increasingly, via computer networks, such as Internet, the "network of networks" that links four million scientists around the world. Networks shrink the distance between people, letting them practice "mental integration," as they share resources, swap information, and work together.
A WORLD-WIDE WEB
Use of Internet (also called "the Net") is growing by leaps and bounds. It's changing the way scientists do their work. The Net's electronic mail capability lets a scientist in Vladivostok stay in daily communication with another in Mexico City, despite a sixteen-hour time difference. It allows both of them to browse through almost all of the university libraries on earth to research a given topic. It lets interested scientists read the results of experiments within days of their conclusion, instead of waiting months, or even years, for results to be reported in technical journals.
SCIENCEnet Links Many Oceanographers
Most scientists have access to Internet and use it for many different purposes. There are also specialized networks that serve scientists in certain fields. For example, many oceanographers use a network that is called SCIENCEnet, run by Omnet of Newton, MA.
Omnet was begun twelve years ago by Bob Heinmiller, who was then at the Massachusetts Institute of Technology. Bob was managing a big research project, called PEQUOD (Pacific Equatorial Ocean Dynamics Experiment). Forty scientists living in the United States, Australia and Canada needed to be in constant communication for the project to succeed.
The prospect of keeping forty different people living in five different time zones up to date on all aspects of a complex project was daunting, even though it was not necessarily unfamiliar. Many oceanographic projects require scientists in different countries to work together. Often oceanographers are far from their home laboratory, at sea, or at a remote field station.
Where some might have seen a nightmare, Bob saw an opportunity. He set up a computer network that would allow the forty oceanographers to communicate via electronic mail. They could stay in touch, even though they couldn't work together in real time. A scientist in Boston, stumped on a problem at the end of a work day, could leave a message for a colleague in Australia. The Australian could read the message while the Bostonian slept, and have the answer ready when the Bostonian arrived at work the next morning.
Long technical papers, which were once laboriously photocopied and placed in the mail, sometimes arriving weeks later, could now zip around the world at the speed of light. Data could be transmitted as soon as it was collected.
Having access to this network shrank the size of the world for these scientists. Soon word of the project spread, and other scientists were knocking at Bob's door, hoping to gain access to this invaluable hook-up.
Today the forty-scientist experiment has grown into SCIENCEnet, which links thousands of scientists in 50 countries around the world. SCIENCEnet also can make itself available to researchers in surprisingly remote locations. For example, it is the communications network for research stations in Antarctica and on the Greenland ice sheet. In 1989, SCIENCEnet made it possible for a climbing party on top of Mt. Everest to receive specialized up-to-the-minute weather forecasts from the University of Pennsylvania.
For about the last ten years, oceanographers at sea have been able to access SCIENCE.net as well, via hookups to two satellites: the Applications Technology Satellite (ATS) and Inmarsat.
MORE INFORMATION, PLEASE
This ship-to-shore capability is very valuable, though it has shortcomings. Ships must be within range of the satellites, which limits the times of day they can transmit data, the amount of data they can transmit, and the areas they can travel to and still be able to access the network.
Oceanographers would really like to be able to gather much more data from the sea than they can today, at the instant it is being recorded. They'd like to be able to receive continuous data from devices, such as research buoys, that they have moored at locations around the world (see pages 4-5). A real-time, low-cost, continuous communications link with the ocean is a long-held dream of many.
SEANET: THE NEXT WAVE
New possibilities are offered by an experiment called SeaNet. It is being developed by Bob Heinmiller at Omnet, and Andy Maffei and Ken Stewart at WHOI along with the Joint Oceanographic Institute, Inc., a group of oceanographic institutions that works together. Its purpose is to connect vessels and research devices at sea to Internet, eventually quite inexpensively. [The first test of this new idea produced the 3-D map shown on page 1.]
"Any ship doing research out in the ocean should be connected to Internet," says Andy, network manager at WHOI. "We're trying to provide some common networking capabilities to connect ships at sea back to shore." SeaNet also hopes to provide a continuous data link for buoys and other devices at sea.
As connections like SeaNet become reality, oceanographers around the world will be able to monitor data in real-time from remote ocean locations, allowing them to share information, to react instantly to what they observe, and to change experiments, working as a team — like a fast-moving herd of dolphins hunting on the open sea.
With internet access it's possible to find written information on almost any topic imaginable. With the proper software, it's also possible to see hundreds of thousands of different images, such as this one of the earth's topography (left) including the ocean floors. The data used to make this single image was collected by researchers all over the world.
With internet, you can probe a subject that interests you. By connecting with a computer at the University of Michigan, you can call up an hours-old satellite image that shows the U.S. weather. Do you see that storm over Florida? Let's get a closer look at it. (See below.)
Pressing a few more keys brings a close-up image of the storm. Can you locate the counterclockwise swirl of the storm system? By looking carefully, you may also see the large, isolated thunderstorm just at the center of the swirl. It doesn't look like a very good beach day in Miami!
SATELLITE IMAGES COURTESY NOAA. SPECIAL THANKS TO PETER BLOOM, INGRID HESTEC, AND DEREK HALLO AND JON HORNABROOK. WHOI, MIT/NERC HELP IN ASSEMBLING WEB MATERIAL.
Turn on the television news any evening, and you’re likely to see a weather map showing temperature and precipitation in dozens of cities, warm and cold pressure fronts, and satellite pictures of cloud cover. This detailed information is made possible by World Weather Watch, a system that has been in place since 1963.
Oceanographers wish they could have as clear an idea of conditions beneath the sea as we have of weather on land. They are working hard to achieve that goal, using communications technology and remote sensors to discover what’s happening throughout the ocean.
**THE WORLD’S LARGEST THERMOMETER**
How would you measure the temperature of the Pacific Ocean? One way might be to have each of the 4,500 working oceanographers around the world dunk thermometers in the water in different places at the same time. That’s pretty impractical. And the readings would only tell you the temperatures at the moment they were taken. To study the condition of the ocean over time, measurements need to be made over and over again.
Physical oceanographers John Spiesberger of Pennsylvania State University, and Dan Frye, manager of WHOI’s Advanced Engineering Laboratory, have a more efficient way to take the ocean’s temperature. They’re using sound.
“We know that sound travels great distances over the ocean,” says Dan. “By looking at the way that sound propagates [travels], we can learn something about how the temperature changes.”
The sea absorbs 97% of the heat that the earth receives from the sun. Scientists suspect that if the amount of heat in the sea changes, then our climate might change, too. Scientists will better be able to make long-term weather predictions if they can come up with a way to monitor the ocean’s temperature changes over time. An acoustic (sound-using) thermometer seems to be an excellent tool to do just that.
“Everybody thought it would be more expensive to map temperatures in the ocean than the atmosphere. Just the opposite is true,” says John, who developed the thermometer in the 1980s.
**SOUND AND SEA TEMPERATURE**
Sound can travel thousands of miles underwater. It changes its speed according to the water’s temperature. In warm water, the sound waves speed up slightly. In cold water, sound moves more slowly. When scientists know the precise distance from a sound source to a receiver, and the time it takes for a sound pulse to travel between them, they can tell the temperature of the water along the way.
Later this year, Dan, John and others will begin an experiment called GAMOT, short for Global Acoustic Mapping of Ocean Temperature. GAMOT is a two-year project using sound to measure the temperature of the North Pacific.
GAMOT’s sounds will be made by a device that dangles down 1500 feet into the ocean, suspended from a buoy off the coast of Hawaii. Every few hours, the device will give off a very brief low-frequency pulse. Within an hour, the sound will reach ten floating receivers scattered across the Northeast Pacific basin.
Precise clocks on the transmitter and receiver will record the instant the sound is made and the instant it arrives. The receivers will also have instruments to record their position to within 90 feet. The receivers will be able to beam their data to orbiting satellites. The satellites will send the information to a land station, which will relay the findings to participating scientists. Since the scientists will know the exact distances between the transmitter and receivers, they’ll be able to figure out the sound’s speed. With this data they can calculate the water temperature along the sounds’ paths.
Interpreting the data to decide whether the ocean is warming or cooling is not complicated. “If the travel time comes in sooner, that means the ocean’s warming,” says John. But the measurements are critical. Even though the sound is traveling thousands of miles, at speeds of over 3,000 miles per hour, its arrival has to be measured to within a millisecond, much less than the time it takes you to blink your eyes.
If GAMOT is successful at collecting deep-sea temperature data, more such transmission systems may be set up at other locations, increasing the amount of knowledge we have about temperatures beneath the sea. “Nature has decided that sound is the best way to communicate underwater. That’s why we’re using it.”
**MEASURING WAVES AND WIND**
In a winter storm on the open sea near Bermuda, white caps heave and crash, and blustery winds whip the water into foam. These waves and wind set currents into motion that can stir as much as the top 100 feet of the ocean’s surface. Suddenly, a rogue wave, 42 feet tall, twice as high as those around it, sweeps the area.
Normally, such a wave would pass through the seas unobserved. But this wave was noticed—first by a floating buoy at sea, then by a passing satellite that picked up a signal from the buoy, and finally by a group of scientists at Woods Hole Oceanographic Institution, who received the satellite’s transmission.
“What we’re trying to do is understand how the wind moves the surface water,” says WHOI physical oceanographer Bob Weller. “We’re learning little pieces of information all the time.”
The scientists want to know the height and direction of passing waves and weather conditions, such as wind speed, air temperature and humidity. These measurements are difficult to make on the open ocean during storms. And it’s expensive to keep a research ship in one spot day after day to record data. So instead, Bob and others use buoys to make their observations.
**HIGH TECH BUOYS ON THE JOB**
This past winter, oceanographers on the research ship *Knorr* deployed two buoys near Bermuda. One buoy measures waves while the other monitors the weather and currents. Both buoys record their data on tape cassettes. In the spring, the scientists will return and pick the buoys up. Back in the lab, they’ll analyze the recorded data.
But in the meantime, the buoys are beaming some of their data to satellites. The satellites in turn relay the data to an earth station which passes the data to the scientists.
Bob’s buoys take weather measurements every few minutes. Though there are not enough available satellites for the buoys to send all of their data to shore, what they do send is of enormous value. Bob can start analyzing the data without having to wait for the buoys to be retrieved. He will know within hours if a buoy breaks or is destroyed, taking with it years of work. And he’ll have a back-up archive of the weather data in case the recorders on the buoy break down.
“We sweat bullets as to whether a ship’s going to run over a mooring and destroy the data,” says Bob. “We check every day. If it breaks free we know. Then we launch a rescue effort.”
Last year, the satellite data showed that one of Bob’s buoys in the South Pacific was beginning to malfunction. “We sort of pushed the panic button,” Bob says. Four WHOI engineers were soon on a plane to New Caledonia. A French research ship brought them to the troubled buoy. They were able to make a quick repair.
Bob looks forward to the day when new satellites and cellular phone networks will make it possible for every person to have a portable phone with a unique number, reachable anywhere, anytime. Even objects at sea, like buoys, will have their own phone numbers. “Then we can call our buoys directly,” says Bob. “This technology will enable us to do better science.”
LEO-15, PHONE HOME
Dream Becomes Reality as Seafloor Research Station Begins Construction
Before the end of this century, students in the Midwest who can't get access to the ocean, will be able to conduct seafloor experiments and drive underwater robots off the coast of New Jersey, without leaving their classroom. These explorations will take place with a computer and video hook-up to an underwater research station called LEO-15.
LEO-15 is the brainchild of a team of twenty-five scientists and engineers led by biologist Fred Grassle, Director of the Institute of Marine and Coastal Sciences at Rutgers University, and Chris von Alt, who heads up the Oceanographic Systems Laboratory at WHOI.
LONG TIME COMING
It was back in 1971 that Fred first started to dream about a long-term research station on the seafloor. Then based at WHOI, Fred and others would conduct deep-sea research from the submersible *Alvin*. "We'd set up experiments and revisit them on a later cruise," Fred remembers. Usually the return cruise would be a year later, or more.
Though much was learned from this method, the system was far from perfect. Once an experiment was set up, it couldn't be changed, or even examined, until it was collected. The time lapse between an experiment's beginning and end was often quite long, making the pace of discovery somewhat slow. Also, in recent years, simply getting back to the same place has gotten harder and harder, as funding for deep-sea research cruises has become much scarcer.
Fred knew that for a long-term underwater site to be useful, it needs to be as flexible and as accessible as a field laboratory on land. Ideally, it needs to be in constant communication with land-based scientists who can keep track of the progress of their experiments, or make changes as the need arises.
DREAM COMES TRUE
Fred's long-held dream will soon become reality, thanks to the support of the National Science Foundation. Work has begun on LEO-15, a research station that will lie on the seafloor a few miles off the coast of New Jersey.
The facility, whose name stands for Longterm Ecosystem Observatory — Fifteen Meters, will be the ocean's first link in a chain of environmental monitoring facilities that will someday extend from the inland Pinelands Reserve on the Mullica River near Atlantic City, past an old Coast Guard life-saving station at Tuckerton that serves as the Institute's field station, into the ocean, across the continental shelf, and finally out into the deep sea.
"We want to extend the kind of information that people routinely get on the terrestrial environment out into the ocean," says Fred.
LEO-15'S REACH TO EXCEED ITS GRASP
LEO-15 will be a fixed site, tied into the Institute's lab and also to satellites looking down from space. By monitoring the satellite images, scientists may detect an event they want to explore that is taking place just beyond LEO-15's sensor reach. For that reason, Chris von Alt's lab is also developing a set of un tethered vehicles, singly and collectively called REMUS (Remote Environmental Measuring UnitS) that can travel up to 15 nautical miles away from LEO-15, as needed.
"REMUS can go on excursions, looking for information," says Chris. "It will bring the information back to the LEO-15 site, dock, and download information over the network."
LEO-15: IN TOUCH
When LEO-15 is up and running, the research station will be linked by fiber optic cable to schools throughout New Jersey, as well as the Camden Aquarium and the Liberty Science Center in Jersey City. The link will
extend to Internet as well, eventually making video images sent back from LEO-15 accessible to people around the world, like that classroom in the Midwest.
Students will be able to operate winches, gather data, control sampling, move instrument panels up and down to study water density, and calibrate information that will go to satellites. "We're not just trying to create a new generation of marine scientists," says Mike De Luca, in charge of the educational thrust of LEO-15. "Our aim is to make young people more environmentally aware. If students are better prepared to understand these issues and discuss them intelligently, we will all be better off."
Fred gets excited when he talks about LEO-15. He says, "Chris and I keep asking each other, 'Why didn't somebody think of this a long time ago? There are so many possibilities!'" | <urn:uuid:254c5903-bc47-49d0-8027-a38bf76ed5f4> | CC-MAIN-2016-36 | https://www.whoi.edu/fileserver.do?id=41413&pt=10&p=29092 | 2016-08-31T02:17:37Z | crawl-data/CC-MAIN-2016-36/segments/1471983553659.85/warc/CC-MAIN-20160823201913-00286-ip-10-153-172-175.ec2.internal.warc.gz | 990,358,851 | 4,262 | eng_Latn | eng_Latn | 0.998943 | eng_Latn | 0.998982 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
1410,
6258,
8439,
13142,
15889,
19459,
20302
] | [
2.578125,
3.921875
] | 5 | 2 |
The Pet Store and The Toy Store
**The Pet Store** (lesson on pages 36–40)
*Counting*
*Reading Level 1.0*
This book uses the setting of a pet store to teach counting. Students count animals from one to twenty. Each page contains the target numeral and corresponding number of pets. Students read the number word and a description of each animal within the text on the page.
**The Toy Store** (lesson on pages 41–45)
*Counting*
*Reading Level 0.3*
The focus of this book is counting toys. Students count toys from one to twenty. Each page contains the target numeral and corresponding number of toys. Students read the corresponding number word within the text.
At the Pond and In the Garden
**At the Pond** (lesson on pages 60–64)
*Comparing Numbers*
*Reading Level 1.0*
This book shows students how to compare quantities as they read about life in a pond. Students must count to find out how many plants or animals there are in the photographs. Then students compare the quantities of two plants or animals. The text introduces the comparing terms *greater, less, more, fewer,* and *equal.*
**In the Garden** (lesson on pages 65–69)
*Comparing Numbers*
*Reading Level 0.4*
In this book, students find out what grows in a garden and what animal life is in a garden. Students count objects in the garden and then compare the quantities with other things found in the garden. Students learn about the comparing terms: *greater, less,* and *equal.*
At the Playground and Fun in the Sun
At the Playground (lesson on pages 84–88)
Addition
Reading Level 1.0
In this book, students learn how to add using playground activities. Jump ropes, slides, and swings become part of the addition problems as students learn that addition means joining two quantities together. The photographs support the text, the number sentences, and the number line representations, so students are given a variety of representations to help them understand the concept.
Fun in the Sun (lesson on pages 89–93)
Addition
Reading Level 0.4
This book highlights all the ways to have fun in the sun. Students learn how to join two quantities together in order to show addition using outdoor items such as pinwheels, beach balls, and inner tubes. This book teaches students about what happens when objects are added. Number sentences and number line representations strategically placed to correspond to the photographs show students visually the connection between numbers and real-world objects.
The Snack Shop and The Bakery
The Snack Shop (lesson on pages 108–112)
Subtraction
Reading Level 1.0
This book describes what happens as treats are bought at a snack shop. Students learn about subtraction as snacks are purchased from the shop. Number sentences and number line representations show students the relationship between how many treats the snack shop started with and how many were sold.
The Bakery (lesson on pages 113–117)
Subtraction
Reading Level 0.4
This book shows that bakery items do not stay on the shelf for long. As the bakery goodies such as cupcakes, bagels, and pies are purchased, students learn about subtraction. Xs on the photographs clearly show which goodies have been bought. Corresponding number sentences and number lines show what is happening numerically.
Recess Time and Games Are Fun
**Recess Time** (lesson on pages 132–136)
*Patterns*
*Reading Level 0.9*
This book teaches students that patterns are all around us—even at recess. Swings go forward and back; forward and back. The parachute is blue, red, green; blue, red, green. Patterns featuring many recess activities are featured so that students can see a variety of types of patterns. The patterns are clearly labeled with letters so that students learn about the ways patterns can be described.
**Games Are Fun** (lesson on pages 137–141)
*Patterns*
*Reading Level 0.3*
This book describes the patterns that can be made with games. From the pattern found on a checkerboard to creating your own pattern with pick-up sticks, students will see a variety of patterns in many different games. Photographs clearly show a variety of size and color patterns using various objects. Letters under the objects clearly label each type of pattern that is shown.
Around Town and Around Home
**Around Town** (lesson on pages 156–160)
*Shapes*
*Reading Level 1.0*
This book shows students that shapes are all around us. Movie tickets are rectangles. Wheels are circles. Students learn about four shapes—rectangles, squares, triangles, and circles—as they look for them in photographs of places they go around town.
**Around Home** (lesson on pages 161–165)
*Shapes*
*Reading Level 0.2*
This book describes four shapes—rectangles, squares, triangles, and circles. Students look at common objects found around the home to find and identify shapes by their number of sides and corners.
After School and At School
After School (lesson on pages 180–184)
Nonstandard Measurement
Reading Level 1.0
This book uses after-school activities to show students how they can measure objects using a variety of tools—everything from basketballs to flippers. Students learn about how long, wide, tall, and heavy objects are by measuring things they would see or use in after-school activities such as dance or other sports.
At School (lesson on pages 185–189)
Nonstandard Measurement
Reading Level 0.4
In this book, students learn how easy it is to measure objects at school. Photographs clearly show students how to measure. Students learn how long, wide, tall, and heavy objects are by using related objects—such as pencils, blocks, and paper clips—as measuring tools.
Farm Animals and Wild Animals
Farm Animals (lesson on pages 204–208)
Classifying and Sorting
Reading Level 0.8
This book is designed to teach students how to classify and sort. Students view a group of farm animals and are asked to sort the animals in one way. The subsequent page shows the animals sorted by the category so that students can self-check. The book covers sorting by color, size, speed, and number.
Wild Animals (lesson on pages 209–213)
Classifying and Sorting
Reading Level 0.4
Throughout this book, students are asked to classify and sort wild animals. Students are asked to sort by color, size, speed, and number as they view a photograph of a group of animals. The subsequent page shows the animals sorted correctly. | <urn:uuid:17630cb9-9c3e-4da8-9e4f-7beaee1fc1bd> | CC-MAIN-2021-10 | https://www.nelson.com/school/elementary/mathK8/mathematicsreaders/documents/mathematicsreadersummariesk.pdf | 2021-03-03T14:59:56+00:00 | crawl-data/CC-MAIN-2021-10/segments/1614178366969.45/warc/CC-MAIN-20210303134756-20210303164756-00018.warc.gz | 859,822,674 | 1,376 | eng_Latn | eng_Latn | 0.998505 | eng_Latn | 0.99861 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
1461,
3284,
4874,
6392
] | [
4.34375
] | 1 | 1 |
Lessons from orangutans: Upright walking may have begun in trees
by Bend_Weekly_News_Sources
By observing wild orangutans, researchers have concluded that our upright walking style may have first arisen in relatively ancient, tree-dwelling apes. The theory challenges current thinking, which suggests two-legged walking emerged in more recent human ancestors that had already descended to flat lands. The new proposal appears in the June 1 issue of the research journal Science.
Upright walking, or bipedalism, has long been considered a defining feature of humans and our closest ancestors. One of the leading explanations, known as the savannah hypothesis, suggests that the ancestors of chimps, gorillas and humans descended from the trees and began walking on all fours. An adult female Sumatran Orangutan and her infant in the Gunung Leuser National Park, Indonesia. (Courtesy SKS Thorpe)
Over time, this four-legged gait would have evolved into the knuckle-walking that chimps and gorillas still use today; upright, two-legged walking would have been the next stage. Paleontologists have confirmed actually used signs of bipedalism as key criteria for distinguishing early human, or acho-mina-in, fossils from those of other apes. But this distinction is complicated by recent evidence that some early hominins, including the creature dubbed Lucy, lived in woodlands. Still earlier forms seem to have lived in the forarest canopy and moved on two legs. Our findings blur the picture even further, said Robbin Crompton of the University of Liverpool, U.K., one of the studyauthors. If we're right, it means you can't rely on bipedalism to tell whether you're looking at a human or other ape ancestor. It's been getting more and more difficult for us to say what's a human and what's an ape, and our work makes that much more the case. Crompton and colleagues at the University of Birmingham in Birmingham, U.K., drew their conclusions by watching wild orangutans in Sumatra, Indonesia. Orangutans spend almost their whole lives in trees, making them useful models for how our ancestors moved around several million years ago, Crompton and colleagues said. To understand the data, the University of Birmingham's Susan Sanjana Thorpe spent a year in the Sumatran rainforest recording various activity the orangutans made. Then, she and her colleagues used these observations to test the hypothesis that bipedalism would have been a fit for tree-dwelling ape ancestors. Because these ancestors were probably fruit-eaters, as orangutans are, they would have needed a way to navigate the thin, flexible branches at the tree peephole, where the fruit typically ally is. Moving on two legs and using their arms primarily for balance, or acohand-as-sisted bipedalism, may have helped them travel on these branches, the researchers said. They analyzed nearly 3,000 examples of orangutan movement, and found that the orangutans were more likely to use hand-assisted bipedalism when they were on the thinnest branches. When bipedal, the animals also tended to grip multiple branches with their long toes. On medium-sized branches, the orangutans used their arms more to support their weight, changing their moving style to incorporate hanging. They only tended to walk on all fours when navigating the largest branches, the researchers found. Hand-assisted bipedalism may have offered several advantages that allowed our tree-dwelling ancestors to venture onto thin branches, Crompton and colleagues argued. The animals could have gripped multiple branches with their toes and distributed their center of gravity more effectively, while keeping one or both of their long arms free to reach for fruits and other supports. Orangutans also keep their legs straight while standing on bending branches, the authors reported. The benefit of the straight legs is unclear, but when humans run on springy surfaces, we also keep our weight-bearing legs straighter, so this may have an evolutionary-related advantage. Our results suggest that bipedalism is used to navigate the smallest
branches where the tastiest fruits are, and also to reach further to help cross gaps between trees," said Thorpe. The authors propose an evolutionary scenario that begins as other researchers have envisioned. Somewhere toward the end of the Miocene era, 24 to 5 million years ago, climate in East and Central Africa became alternately wetter and drier, and the rainforest increased increasingly patchy. Apes living in the forest canopy would have begun to encounter gaps between trees that they couldn't cross through the high canopy.
Human ancestors would thus have abandoned the high canopy for the forest floor, where they remained bipedal and began eating food from the ground or smaller trees. The ancestors of chimps and gorillas, on the other hand, became more specialized for vertical climbing between the high canopy and the ground. They thus would have developed knuckle-walking for crossing from one tree to another on the ground. The upright style, called arboreal bipedalism, had very strong adaptive benefits. So, we don't need to explain how our ancestors could have gone from being quadrupedal to being bipedal," Thorpe said. Observations of orangutan movement should be useful for conservation efforts, according to Thorpe. These animals are seriously endangered, mainly because of habitat destruction. If you can understand how they cross gaps in the forest, you can learn about effects that living in logged or degraded habitat would have on their locomotion. These could affect energy levels, for example, if they have to go to the ground, which is incredibly risky because the Sumatran tiger is down there licking its lips. The Sumatran orangutan population is predicted to be extinct in the next decade if habitat degradation continues. Our research further highlights the need for protecting these animals," she said.
Lessons from orangutans: Upright walking may have begun in trees by Bend_Weekly_News_Sources | <urn:uuid:df009d7d-a19d-47bd-b7ae-a98cb93d6c49> | CC-MAIN-2016-36 | http://www.bendweekly.com/pdf_version.php?id=6683 | 2016-08-31T04:58:44Z | crawl-data/CC-MAIN-2016-36/segments/1471983577646.93/warc/CC-MAIN-20160823201937-00021-ip-10-153-172-175.ec2.internal.warc.gz | 324,030,327 | 1,243 | eng_Latn | eng_Latn | 0.998506 | eng_Latn | 0.998505 | [
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
4073,
6010
] | [
2.15625
] | 5 | 0 |
The familiar pear-shaped incandescent light bulb has been with us for more than 100 years. Yet these bulbs are very inefficient, producing far more heat than light and wasting electricity in the process. ENERGY STAR® qualified compact fluorescent light bulbs (CFLs) save both energy and money while providing safe, quality light for your home.
By replacing the 10 incandescent light bulbs you use most with ENERGY STAR qualified CFLs, you can save more than $50 each year!
**CFL FACTS AND BENEFITS**
Today’s CFLs incorporate the best features of fluorescents—high efficiency and long life—and produce steady, quiet, warm white light. In addition, CFLs come in a variety of shapes and sizes to fit different fixtures throughout your home.
**CFLs offer many benefits, including:**
- **Longer life.** Most CFLs last 6 to 10 years compared to about one year for incandescent bulbs. This saves you both time and money on replacement bulbs, and reduces waste.
- **Lower energy costs.** Compared to incandescent bulbs, CFLs use about 75 percent less energy to produce the same amount of light. Because the average home spends about 20 percent of its electricity costs on lighting, this can result in significant savings.
- **Cooler operation.** CFLs burn cooler, producing about 75 percent less heat so they’re safer to operate and can cut energy costs associated with home cooling.
According to the U.S. Environmental Protection Agency (EPA), if every home in the U.S. replaced just one incandescent light bulb with an ENERGY STAR qualified CFL, we would save enough energy to light more than three million homes and prevent greenhouse gas emissions (which contribute to global climate change) equivalent to those of more than 800,000 cars annually.
**INSTALLATION TIPS**
- Always install or remove a CFL by grasping the plastic base—never the glass tubing.
- CFLs can be used base up, down or sideways unless otherwise marked on the plastic base or packaging.
- Properly enclosed fixtures are required for outdoor CFL use; some bulbs are not designed to be used where exposed to weather.
- Select dimmable CFL bulbs for use with dimmer switches. Regular CFLs are not suitable for use with dimmer switches.
- Regular CFLs can be installed in fixtures with three-way switches, but no change in brightness occurs between positions. Note that three-way CFLs are available that operate like an incandescent three-way bulb.
Most CFLs last 6 to 10 years. If a bulb burns out within the warranty period, look at the CFL base to find the manufacturer’s name. Manufacturers producing ENERGY STAR qualified CFLs are required to offer at least a two-year limited warranty (covering manufacturer defects) for residential applications. Contact the manufacturer to find out their warranty terms.
| INCANDESCENT BULB | COMPACT FLUORESCENT BULB (approximate equivalent wattage) | LIFETIME SAVINGS |
|-------------------|----------------------------------------------------------|------------------|
| 40 watt | 9–11 watt | $25–$30 |
| 60 watt | 13–17 watt | $40–$45 |
| 75 watt | 18–20 watt | $50–$55 |
| 100 watt | 23–26 watt | $70–$75 |
| 150 watt | 32–42 watt | $105–$115 |
Based on 8,000-hour bulb lifetime at $0.12 per kWh.
To find retailers near you that sell ENERGY STAR qualified CFLs, you can call 866.432.8947 or visit www.focusonenergy.com/findretailer. You can also visit the national ENERGY STAR program Web site energystar.gov.
**CFL TORCHIERES**
Compact fluorescent torchieres are now available to replace the Halogen pole lamps that were popular in the 1990s. These energy efficient lamps use CFLs that deliver more light than Halogen bulbs and burn much cooler. Halogen torchieres are expensive to operate and dangerous to use. Halogen bulbs get extremely hot and can pose a hazard for children and pets, and have caused fires when flammable materials such as curtains and drapes have come in contact with the bulb.
**MERCURY AND CFLs**
The increasing popularity of CFLs has prompted some to question the mercury content of the bulbs and its effect on the environment. While CFLs contain small amounts of mercury, they are safe in normal use.
The largest source of mercury in our air comes from burning coal to produce electricity. Because CFLs require significantly less electricity than incandescent bulbs, they result in a reduction of mercury in the environment.
**PROPER DISPOSAL**
EPA recommends that consumers take advantage of local recycling options, such as retailers and recycling centers, to dispose of CFLs. Call 866.432.8947 or visit www.focusonenergy.com/findretailer for a listing of retailers who recycle CFLs.
**CLEANUP OF BROKEN CFLs**
If a CFL breaks, take care in cleaning up. Even though the amount of mercury is very small, EPA recommends the following steps:
- Open nearby windows to disperse any vapors and leave the room for 15 minutes.
- Carefully scoop up the fragments and powder with stiff paper or cardboard and seal them in a plastic bag.
- Wipe the area clean with damp paper towels and place them in the plastic bag.
- Do not use a vacuum or broom to clean up the broken bulb on hard surfaces.
- Place all cleanup materials in a sealed plastic bag.
- Place the bag in a second sealed plastic bag and place it in an outdoor trash container. Note: Some states require broken and unbroken CFLs be taken to a recycling center.
- Wash your hands after disposing of the bag.
If a fluorescent bulb breaks on a rug or carpet, do your best to remove all visible materials using the steps above. Use sticky tape such as duct tape to help you pick up the small pieces and powder. If you need to vacuum after all visible materials have been removed, remove the vacuum bag (or empty and wipe the canister) and place the bag or vacuum debris in two sealed plastic bags and dispose of at your local recycling center.
**Brighten the holidays with LED lighting**
LEDs (light-emitting diodes) are the “next big thing” in energy efficient lighting, and holiday lights are one of their first uses in the home. This microchip-based technology offers many benefits, including:
- **Longer life.** LEDs last up to 10 times longer than filament miniature bulbs.
- **Convenience.** If one LED lamp burns out, the rest of the string stays lit so you can find and replace the bulb easily.
- **Safety.** LEDs produce almost no heat, increasing safety and reducing the risk of fire. These bulbs won’t break because the casing is solid plastic.
- **Greater efficiency.** LEDs use up to 90 percent less energy than incandescent bulbs. | <urn:uuid:35f39de5-4b4f-4931-847f-386890c52c81> | CC-MAIN-2021-10 | http://homeenergyplus.wi.gov/docview.asp?docid=16545&locid=%2025 | 2021-03-03T14:30:48+00:00 | crawl-data/CC-MAIN-2021-10/segments/1614178366969.45/warc/CC-MAIN-20210303134756-20210303164756-00018.warc.gz | 42,119,523 | 1,465 | eng_Latn | eng_Latn | 0.997847 | eng_Latn | 0.997936 | [
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
3545,
6880
] | [
2.625
] | 2 | 0 |
| Task | Grade Level | Author(s) |
|------------------------------------|-------------|------------------------------------------------|
| What will the Weather be? | K/1/2 | Cherri Locke and Emily Hopple |
| Walk in the Woods | 1 | Nancy Skerritt |
| Estuaries | 2 | Nancy Skerritt |
| Vegetable Gardens* | 3 | Nancy Skerritt |
| Clean Water Healthy Fish | 3/4 | Nancy Skerritt and Pat Otto |
| Bioblitz! | 3/4/5 | Nancy Skerritt and Pat Otto |
| Carbon Footprint | 4/5 | Pam Chun, Chelsea Tomita, Shanley Wingert, and Alicia Chang |
| Forest Benefits* | 4/5 | Nancy Skerritt and Pat Otto |
| Forest Management* | 4/5/6 | Nancy Skerritt and Pat Otto |
| Save Our Salmon: Clean Water | 4/5 | Nancy Skerritt and Pat Otto |
| Save Our Salmon: Water Flow | 4/5 | Nancy Skerritt and Pat Otto |
| Marine Debris* | 5/6/7 | Julie Tennis |
| Storm Water Pollution* | 4/5/6 | Nancy Skerritt and Pat Otto |
| Rain Gardens* | 5/6/7 | Nancy Skerritt and Pat Otto |
| Stormwater Engineers* | 5/6/7 | Nancy Skerritt and Pat Otto |
| Water Quality Monitoring | 6/7/8 | Nancy Skerritt and Pat Otto |
| Healthy Waters | 5/6/7 | Nancy Skerritt and Pat Otto |
| Renewable and Non-Renewable Energy | 6/7/8 | Nancy Skerritt |
| Renewable Energy: Wind | 6/7/8 | Nancy Skerritt |
| Renewable Energy: Solar Power | 6/7/8 | Nancy Skerritt |
| Renewable Energy: Hydropower | 6/7/8 | Nancy Skerritt |
The Pacific Education Institute appreciates the significant contributions of each author to the Performance Task Collection.
| Task | Grade Level | Author(s) |
|-------------------------------------------|-------------|----------------------------|
| Renewable Energy: Biomass | 6/7/8 | Nancy Skerritt |
| Renewable Energy: Geothermal | 6/7/8 | Nancy Skerritt |
| Summer in the City: Urban Heat Islands | 5/6/7 | Nancy Skerritt and Pat Otto|
| Invasive Plants* | 6/7 | Nancy Skerritt and Pat Otto|
| Microplastics | 6/7/8 | Nancy Skerritt and Pat Otto|
| Integrated Pest Managements (MS) | 7/8 | Nancy Skerritt and Pat Otto|
| The Urban Heat Island Effect | 8/9/10 | Nancy Skerritt and Pat Otto|
| Ocean Acidification | 8/9/10 | Nancy Skerritt and Pat Otto|
| Climate Change, Carbon, and Trees | 8/9/10 | Nancy Skerritt and Pat Otto|
| Earth Day* | 8/9/10 | Nancy Skerritt and Pat Otto|
| Integrated Pest Management (HS) | 9/10/11 | Nancy Skerritt and Pat Otto|
The Pacific Education Institute appreciates the significant contributions of each author to the Performance Task Collection.
December 17, 2019 | <urn:uuid:a157b887-755d-4790-b8a2-f038c00edfd4> | CC-MAIN-2020-16 | https://1ekryb746l31vb9z22pz51o9-wpengine.netdna-ssl.com/wp-content/uploads/2017/03/UPDATED_Attributions-2.22.2019.pdf | 2020-04-08T17:49:17+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585371821680.80/warc/CC-MAIN-20200408170717-20200408201217-00100.warc.gz | 321,705,156 | 805 | eng_Latn | eng_Latn | 0.939629 | eng_Latn | 0.907112 | [
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
2479,
3784
] | [
3.609375
] | 1 | 0 |
particularly the Weaver, the Dane, the Wheelock, and the Bollin, a considerable stream, running through that part of Macclesfield called The Waters; a large open space below the old church, and well adapted (by removing an old house or two situate almost in the centre, and many years occupied as a school by Miss Gosling) for a market-place. The Mersey is formed by the union of several small streams at the extremity of the N.E. horn of this county. It is there named The Etherow; and having been enlarged by numerous tributary streams, particularly the Irwell from Lancashire; and still more by the falling in of the Weaver, it swells into a majestic estuary, and empties itself into the Irish sea at Liverpool. It becomes navigable for vessels of 60 or 70 tons a little above the town of Warrington in Lancashire. The Dee, originating in the mountains of Merionethshire in N. Wales, passes eastward, and making numerous fantastic curves and windings, emerges into the great plain of Cheshire, beneath the park of Wynnstay. Again pursuing its sinuous course, and half encompassing the walls of Chester, it becomes an extensive estuary, inclining to the N.W., and opening a principal channel to the Irish trade. There are interspersed throughout the county numerous lakes and meres, abounding with excellent fish of various kinds. The facilities and comforts of internal intercourse afforded by canals are in this country very abundant. The Duke of Bridgewater's canal enters Cheshire near Stretford, and joins the river Mersey at Runcorn. The Grand Trunk crosses Cheshire in a direction from N.W. to S.W., pursuing a course of about 30 miles in this county. The Ellesmere canal forms a direct junction between the Mersey, the Dee, and the Severn. It communicates with many extensive collieries, and with many valuable quarries of slate and limestone, as also with several iron-works and lead-mines in Shropshire and Derbyshire. The Chester canal had long been clogged with almost insurmountable difficulties to its completion; but its junction with the Ellesmere canal has nearly, if not entirely, removed them. The Peak Forest canal belongs rather to Derbyshire. It enters this county from Launceston; crosses the N.E. horn; and, following the course of the stream Goyt for a few miles, passes into Derbyshire near the village of Whaley.
Members of Parliament, &c.—Cheshire sends 4 members to Parliament: two for the city of Chester, (Thos. Grosvenor and John Egerton, Esqrs.) and two for the shire, (Davies Davenport and Wilbraham Egerton, Esqrs.) It does not appear that this county is under any particular parliamentary influence. The Davenports, Egertons, Bootles, Tattons, which three last are now united in that of Egerton; the families of Booth, Warburton, Cholmondeley, Cotton, and Crewe, have either long existed in this county, or have represented the county in their own persons. It was not till the year 1549 that this county returned any members to Parliament, being before that time entirely under the jurisdiction of its own earls.—It has been used to pay 7 parts of the land-tax, and to furnish 560 men to the militia.
Eminent Persons, Titles, and Heraldic Honours.—This county has produced numerous persons worthy of particular note; but the limits of these delineations will allow very little more than a list of the names of some of them.—Henry Booth, Earl of Warrington, represented this county in several Parliaments in the reign of Charles II. In 1634 he succeeded to the title of Lord Delamer, and was committed to the Tower. At the accession of James II. he was tried for high treason, but acquitted. Though he rendered considerable service to William at the Revolution, he lost the favour of that prince by opposing some of his measures; he was nevertheless afterwards created Earl of Warrington, with a pension. He died in 1694. He published some of his own speeches in Parliament; and his son George, the 2d Earl, wrote a book concerning divorces, 1739.—If not for his good deeds, at least for his honesty in a very critical post, and under very peculiar circumstances, the name of John Bradshaw will ever be remembered. He was born at Marple Hall in this county, in the year 1586. When a party of hot-brained fanatics had determined on the destruction of Charles I., when "men whose talk is of bullocks?" had usurped the chair of state, and those had proceeded to make laws who knew not how to keep them, Bradshaw, perhaps the only honest man of all the traitors, was appointed by the Parliament to be president of the court to try the king. He had a guard for his security; the Dean of Westminster's house for his habitation; 5000l. in money; and the Duke of St. Albans's seat, called Summer Hill; and Lord Cottington's estate of Font Hill in Wiltshire, valued at 1500l. per annum. Such were the notions of republican economy and liberty which the pious regicides of that time entertained! Bradshaw, however, was himself a consistent enemy of kingly corruption, hence by no means suited the vile purposes of the infamous Cromwell; and he was turned out of his post. Bradshaw was doubtless a well-meaning, but greatly mistaken man; a greater proof of which could not be given, than that he made it a point of conscience to sit in judgement upon his lawful sovereign. He did not flee the country at the Restoration; but kept himself concealed till his death in 1659. Charles II. displayed the genuine character of a mean revengeful heart, in causing his body to be taken up, and hung at Tyburn along with that of Cromwell and Ireton.—Thomas Egerton, Lord Chancellor of England, was born in this county about the year 1340. He was created Viscount Brackley, and died A.D. 1617. One or two of his works, respecting the High Court of Chancery and the office of Lord Chancellor, were published after his death.—Raphael Holingshead, the well-known English chronicler, was born here; but little or nothing is known of his history or profession. His Chronicles were first published in 1577, in 2 vols. folio, and again in 1587, in 3 vols.; but in this latter edition the keen eye of some Government zealot perceived certain passages offensive to the higher powers, and those sheets were castrated; but they were nevertheless subsequently reprinted separately. In the edition in 6 vols. 4to, published a few years ago, with a copious general index, &c., compiled by the writer of these Delineations, the castrations are again incorporated with the text, and our honest historian is once more reinstated in all his original dignity, among the most faithful of all our early writers.—This county has also the honour of having given birth to that laborious and faithful compiler, John Seren. He was born at Farndon, about 1535, and was bred a tailor; but his native genius and talents leading him to a more respectable occupation, he became a useful historian and antiquary. Besides his History of Great Britain, he published a work entitled "The Theatre of the Empire of Great Britain;" a work not dissimilar in its plan to the present publication. It is a collection of county maps, "remarkable for being the first set that was ever published, with all the hundreds distinguished from each other." To these maps, brief delineations of each county are added, furnishing, at the time (1610), the best work of the kind that had ever before appeared. It is a large folio volume, now become scarce. Speed died in 1629, aged 74.—Besides the above, may be enumerated—Sir J. Berkenhead, a poet and political writer. Born at Northwich, 1615. Died 1679.—E. Bereswood, a mathematician. Born at Chester, 1565. Died 1615.—W. Brooke, a poet. Died 1743.—William Cowper, a learned physician and antiquary. Born at Chester. Died 1767.—J. Gerard, an excellent botanist. Born at Nantwich, 1548. Died 1607.—Sir R. Knolles, a gallant commander in the reign of Edward III. Died 1407.—The late amiable, pious, and Rev. Theophilus Lindsey was a native of this county. He died, in the 86th year of his age, on the 3d of Nov. 1608, at his house in Essex Street, Strand, London. His disinterested
piety was never disputed, not even by his bitterest enemies, till this present year, (1814) when certain reviewers, in noticing the Life of this excellent man, lately published by his Rev. successor, Mr. T. Belsham, discovered, that because Mr. Lindsey did not resign his church preferments the moment he began to doubt of the truth of the doctrines he had been bred up to believe, he was a very bad man! Saving and except by these new-raised pretenders to extraordinary zeal and goodness, Mr. Lindsey's memory has been revered by all parties.—Thomas Newton, a learned divine and physician. Born at Prestbury, near Macclesfield. Died 1607.—William Noy, a celebrated lawyer. Died in 1634.—John Richardson, a learned prelate. Died in 1654.—J. Swinton, an ingenious and industrious antiquary. Born at Bexton, 1703. Died 1777.—Rev. J. Watson, author of a History of Halifax in Yorkshire. Born at Prestbury, 1724. Died 1783.—J. Whitehurst, an ingenious mechanic. Born at Congleton. Died 1788.—And last, yet not by any means least, but perhaps greatest in this honourable list, the amiable and pious Dr. Thomas Wilson, Bp. of Sodor and Man, whose memory and writings will be revered as long as honest integrity and simplicity of conduct have any hold on the admiration of mankind. This apostolical man was born at Burton, 1665, and died 1735, in the 93d year of his age and the 58th of his consecration.—Perhaps it would be deemed almost inexusable, confined as our limits are, to omit some notice of the well-known Cheshire prophet, Nixon. He was born at Over, near Middlewich, in the year 1467; or rather, according to Oldmixon, who wrote his life, in the reign of James I. He appears to have been a harmless idiot; yet his pretended prophecies are believed even to the present day. He was starved to death in a closet belonging to the King, who had him up to court in consequence of the fame of his predictions.
The eldest son of the King is always Earl of Chester—Nantwich and Mulfax give the title of Viscount to the Cholmondeley family—Macclesfield of Earl to the Parker family—Kinderton gives the title of Baron to the Venables—Cholmondeley Earl and Baron to the Cholmondeley family—Dutton Baron to the Hamiltons—Eaton Baron to the Grosvenors—Dunham-Massey Baron to the Greys—Stathersford to the Sforrows—Crewe to the Crews—and Alvanley to the Andens—Combermere gives the title of Baron to the Cotton family. This title has recently been created in honour of the distinguished services of Gen. Sir Stapleton Cotton, now Baron Combermere.
Landed Proprietors.—These are so very numerous, that to attempt a perfect list of them would much exceed the bounds of our limits. Some of the principal, besides those gentlemen whose houses are mentioned in the next article, are the following:—Sir J. Delves Broughton, Bart., Lord Crewe, and Davies Davenport, Esq. The estates belonging to the families of Egerton, Warburton, Lords Grosvenor and Bulkley, Browne, Leicester, Leigh, Parker, the Earl of Stamford and Warrington, Jodrell, Moseley, the Earl of Harrington, Cholmondeley, Stanley, &c. &c., are very extensive. Messrs. Ryle and Dainty, and Mr. Smyth, are also considerable proprietors.
Stats, Situations, Houses, Remarkable Buildings, Plantations, Parks, &c.—Cheshire abounds with numerous very excellent houses; a bare list of which would entirely occupy the room allotted to this delineation. The following are worthy of note:—Addington Hall, near Macclesfield—Alderley Park, near Macclesfield—Arley, near Nantwich—Aston Hall, near Frodsham—The Beach, Upper and Lower, near Macclesfield—Boughton Hall, near Chester—Heaton Hall, near Chester—Birtles Hall, near Macclesfield—Bolsworth, near Malpas—Ilyman's House, near Macclesfield—Beeston Castle—Capesthorne Hall, near Macclesfield—Combermere Abbey, near Nantwich—Chester Castle, Chester—Cholmondeley Hall, near Malpas—Crewe Hall, near Sandbach—The Fence, near Macclesfield—Dunham Massey, near Altrincham—Gawsworth Hall, and Henbury Hall, near Macclesfield—Hurdscifield House, near Macclesfield, the seat of Gervas Ward, Esq.—Thornycroft Hall, near Macclesfield—Swinesfield Hall, near Congleton—Withington Hall, near Macclesfield—Swettenham Hall, near Congleton—Rode Hall, near Congleton—Hule, near Chester—Lark Hall, near Macclesfield—The Onehouse, near Macclesfield—Croker, near Macclesfield—Lower Tabley, near Congleton—Ashe Hall, near Macclesfield—Mere Hall—Tatton Park, near Knutsford—Mottram St. Andrew—Leigh Hall—Taxel Hall—West House, near Congleton—Withinshaw, near Stockport—Morton Hall, near Congleton—Butley Hall, near Macclesfield—The Pasture, near Macclesfield—Shrigley Hall, near Macclesfield—Poeror Hall, near Macclesfield—Briereton Hall—Dean Water, near Stockport—Park House, near Macclesfield—Whitfield House, near Macclesfield—Cragg Hall—Wildborough—and Foden Bank, near Macclesfield.
Manufactures, Trade, &c.—This is a very great manufacturing county. Salt and cheese constitute the great staple commerce of the county. Nantwich, though the most ancient, is now the most inconsiderable of all the salt places, there being only about four small pans worked at Nantwich. In Northwich, Middlewich, and Winsford, there are 200 and upwards. Their form is oblong, and of various dimensions, from 30 feet long and 12 broad, to 90 or 100 long, and 60 or 70 feet broad; their general depth being about 16, 18, or 20 inches. They are constructed of iron plates riveted together; except some of the largest, which are part iron and part clay and brick. The brine springs in Cheshire are principally found upon the banks of the rivers Weaver, Dane, Croke or Croker, Poeror, and Wheelock. In some places they break out upon the surface of the earth, and in others lie at a great depth. At Nantwich the brine pits are not more than 6 or 7 yards deep, but in other places they are from 40 to 50, 60 or 80 yards in depth; the brine is raised from these pits by means of water, wind, and steam engines, into large reservoirs prepared for that purpose; from which it is occasionally conveyed in pipes to the pans. The principal places in this county where salt is manufactured, are Northwich and its neighbourhood, Winsford, Middlewich, Nantwich, Wheelock, and Lawton. Salt is made by evaporation; for as the fresh water flies off in steam, the salt gradually forms itself at the top in small grains, until it becomes heavier than the brine, when it sinks in small flakes to the bottom. When the salt is forming, it has the appearance of water freezing in a keen frosty day in winter. When the pan is filled with brine, the fires are made as quick as possible, then a little glue (some use a little blood or jelly made from calves' feet) is thrown in, which clears and clarifies the brine, and causes the scum to rise, which is all carefully taken off. When the fresh water is sufficiently evaporated by boiling, so that the salt begins to form itself, the pan is carefully raked over, and all salt which has formed and fallen to the bottom before the scum was entirely removed is carefully taken out; the fire is then slackened, and the brine let down to a heat considerably under boiling hot, in which date it is continued, when the salt keeps gradually forming at the top, and falling down to the bottom of the pan, until the next morning, when it is raked to the side of the pan, and ladled out into pyramidal wicker baskets; and when it is sufficiently drained, they are removed into the stove to dry, and the pan is again filled up with fresh brine for another operation. This is what is generally called common or hard salt. When salt of a finer lighter grain is wanted, the brine is kept in a higher degree of heat, in consequence of which the operation goes on much quicker; in this case the pan is charged with fresh wine twice a day. When very fine or lump salt is made, the pan is kept boiling during the operation, which causes the salt to fall in very small grains; and by being taken out into the baskets boiling hot, it adheres together in one solid mass or lump, in which state it is carried to the stove and dried: in
this case the pan is charged with fresh brine 2 or 3 times in 24 hours. Another kind of salt is made, which is continued in operation, in a warmish state, 3 or 4 days before the salt is drawn out of the pan; this is a large hard-grained salt, resembling sleet or small hail-stones. Another kind, called large-grained fishery salt, is 8 or 10 days in operation, during which time it is continued in a lukewarm state, when it crystallizes and forms into very large grains, similar to sugar candy. This, when taken out of the pan, is broken up in large masses or lumps, and carried to the store to dry. This last is used by the fish-curers, and at the navy victualing-offices, to pack fish, beef, &c. In some cases the white of an egg, beat up with a little cold brine, is very useful in clearing the pan and raising the scum; and when salt of a fine light grain is required, a little good old ale thrown in, will answer the purpose; but they are very rarely put in practice.—Macclesfield has long been celebrated for its silk manufacture, particularly throwing and weaving. Messrs. Ryle and Dinsley, and Messrs. Critchley and Co. have very extensive silk mills; as also Messrs. Pearsons, and Mr. Gervas Ward, &c. &c. Messrs. Ryle and Co. have also very large cotton mills; also in the same manufacture should be mentioned Messrs. Beresford and Co., and Messrs. Goodall and Birchinal, who carry on very large spinning concerns. Stockport has an immense trade in cotton weaving, particularly muslins. There are but few manufacturing towns in Cheshire besides these two. The cotton manufacture, begun at Middlewich, is come to nothing; and the buildings are converted into dwelling-houses, and a public brewery. There is a manufacture of shoes at Sandbach.
Recent Acts, Improvements, &c.—Roads: Improving road from Doncaster in Yorkshire to Salter's Brook; from Marchwell in Wales to Malpas; from Huddersfield in Yorkshire to Woodhead. Including lands in the parish of Chendle. The towns of Macclesfield and Stockport have recently been much improved, particularly the former. A new market-place, or shambles; a very large and extensive inn, and several new and elegant buildings, have within these few years risen, to manifest the increasing state and population, as well as the public spirit of Macclesfield. A dispensary is in agitation, under the patronage of some of the most respectable inhabitants; as also a plan for watching and lighting the town. The Sunday-schools of this town, chiefly under the management of John Whitaker, Esq., one of the best informed, public-spirited, and benevolent men of his day, are among the principal establishments of the kind in this or any other country. Yet they are equalled, if not exceeded, by the schools of Stockport, chiefly founded by Mr. Mayer, another excellent and indefatigable philanthropist. Both these gentlemen belong to the Wesleyan Methodists.
| Towns. | Dist. | Market. | Hours. | Inhabitants |
|--------------|-------|-----------|--------|-------------|
| CHESTER | 182 | Wed. Sat. | 3,295 | 16,740 |
| Altringham | 181 | Tuesday | 4,165 | 2,032 |
| Budworth | 185 | | 102 | 504 |
| Congleton | 182 | Saturday | 944 | 4,616 |
| Frodsham | 182 | Wed. | 126 | 736 |
| Halton | 185 | Saturday | 151 | 893 |
| Knutsford | 183 | Saturday | 448 | 2,114 |
| Macclesfield | 187 | Monday | 2,418 | 12,099 |
| Malpas | 185 | Thursday | 195 | 938 |
| Middlewich | 167 | Tuesday | 279 | 1,252 |
| Nantwich | 162 | Saturday | 816 | 2,999 |
| Northwich | 173 | Friday | 305 | 1,382 |
| Over | 167 | | 339 | 1,796 |
| Sandbach | 162 | Thursday | 435 | 932 |
| Stockport | 179 | Friday | 3,162 | 17,545 |
| Tarporley | 171 | | 155 | 701 |
| Winsford | | | | |
Fairs.
Last Thurs. in Feb., cattle; July 5, Oct. 10, cattle, Irish linen, cloth, and hardware.
April 9, August 5, November 22, cattle and drapery.
February 13, April 5, October 2, cows, horses, swine, hats, and pedlary.
Thursday before Shrovetide, May 15, July 13, December 5, cattle and pedlars' ware.
May 15, August 21, cattle and pedlary.
Old Lady-day, June 10, July 10, November 8, cattle and drapery.
May 6, June 23, July 11, October 4, November 11, cattle, wool, and cloth.
April 5, July 25, St. James's, December 8, cattle, linen, woollen cloths, hardware, and pedlary.
St. James's, July 23, Holy Thursday, cattle.
March 15, September 4, December 16, cattle, horses, cloths, flannels, hardware, pewter, and bedding;
August 2, December 16, cattle, drapped goods, and bedding.
May 1, September 23, horses, cattle, sheep, pigs, onions, and pedlary ware.
Easter Tuesday, 1st Thursday after September 10, cattle and horses.
March 4, March 25, May 1, October 23, cattle and pedlars' ware.
May 1, Monday after St. Bartholomew, August 24, December 10, cattle, and pedlars' ware.
May 8, November 23, horses, cattle, sheep, pigs, hats, cloth, and other merchandise. | <urn:uuid:54de6cad-5f93-4ffe-91e8-67eb859e2aae> | CC-MAIN-2020-16 | https://wheelock.one-name.net/wp-content/uploads/2017/05/Cheshire-1600.pdf | 2020-04-08T19:11:08+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585371821680.80/warc/CC-MAIN-20200408170717-20200408201217-00101.warc.gz | 759,470,232 | 5,419 | eng_Latn | eng_Latn | 0.998044 | eng_Latn | 0.998288 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
8093,
16186,
21394
] | [
1.3359375,
2.015625
] | 2 | 5 |
21ST Sunday in Ordinary Time
August 24th, 2014
Sacred Hearts Tent Party 2014
Come Celebrate with US
The Basilica Parish of the Sacred Hearts of Jesus and Mary
Southampton, NY
Welcome to the Basilica Parish of the Sacred Hearts of Jesus and Mary
Pastoral Team:
Rev. Michael A. Vetrano, Pastor
In Residence: Rev. Msgr. William J. Gill
Carl Sanfilippo, Deacon
Jennifer Ferrantino, Director, Religious Education
Suzanne Marchisella, Parish & Cemetery Secretary
Jo Ann Morse, Director of Music
Bill Kunzer, Plant and Facilities Manager
Daily Mass
Mon. Wed. Thurs. Fri. at 12 noon
Tue. at 8:00 am
First Saturday 8:00 am
Weekend Masses
Saturday: 5 PM
Sunday: 8 AM, 9:30 AM,
11 AM, 12:30 PM (in Spanish) and 5 PM
Reconciliation
Saturday: 4 PM - 4:45 PM
Ministry to the Sick
For communion at home or Anointing please contact the Parish Office.
Baptism
Please contact the Parish Office to schedule an appointment with our Deacon. Baptisms are generally performed on Saturdays.
Marriage
Arranged at least six months in advance, please call the Parish Office.
Becoming A Catholic
We welcome those who would like to become Catholic and adult Catholics who have never received formal religious education and/or sacraments.
Parish Leadership:
Finance Committee
Fred Weinfurt (trustee)
Pat Jordan (trustee)
Jay Diesing
Charlene Kagel
John Neknez
Pastoral Council
In formation
Liturgy
Jack Hanlon
Consolation
Sr. Barbara McKenna, RSM
Adult Faith Formation
Contact Us
Parish Office
168 Hill Street Southampton, NY
P: 631-283-0097, option 0
F: 631-283-3836
W: www.shjmbasilica.org
E: firstname.lastname@example.org
M-F 9 AM - 4:00 PM
Weekend by appointment
Fr. Mike Vetrano
E: email@example.com
Religious Education Office
P: 631-283-0508
E: firstname.lastname@example.org
Our Lady of Hamptons School
Sister Kathy Schlueter, CSJ
160 North Main Street
Southampton, New York 11968
P: 631-283-9140
E: email@example.com
Human Resources of the Hamptons
Kerry Lewendoski, Director
P: 631-283-6415
Apostolado Hispano
Rev. Steve Grozio
631-283-4379 Cell: 631-375-1001
Vincentian Fathers
631-287-9647
Human Resources of the Hamptons — Help for those in Need
The Human Resources Program volunteers reach out to meet the temporal needs of the elderly, the housebound, and the poor of our parish and community. Our parish Care for the Caregiver Program delivers hot meals to families in need of this kind of help on Wednesday evenings. Call the Human Resources Office for information and assistance.
BASILICA PARISH OF SACRED HEARTS OF JESUS & MARY
Twenty First Sunday in Ordinary Time :: August , 2014
Readings: Is 22:19-23; Rom II:33-36; Mt 16:13-20
Mission Statement: We are a Eucharistic centered people, who by following Christ’s teaching,
join together to love and serve those in spiritual and physical need in our community.
Liturgical Ministers Schedule
Saturday, Aug 30 5 PM Father Bill Gill
SERVERS Lenahan Family
E.M.’S A. Fiore
LECTORS S. Krawciw, F. Milani
Sunday, Aug 31 8 AM Father Bill Gill
SERVERS B. Ambrose, K. Culver, L. Martin
E.M.’S K. Duggan, D. Dwyer, D. Gilmartin, M. King, J. Taranto
LECTORS A. Enstine, K. King-Bush
GREETERS K. Moffa
9:30 AM Father Mike Vetrano
SERVERS Malone Bros., M. Terry
E.M.’S Sr. M. Assunta, G. Bauer, N. McCulley, Sr. B. McKenna
LECTORS J. Kepczynska, M. Knight
GREETERS J. McCulley
11 AM Father Ed Kiernan
SERVERS May Family
E.M.’S S. Adelante, S. McCulley, L. Robins
LECTORS J. Hanlon, P. Bogan
GREETERS C. Brown, C. Butler, R. Essay
5 PM Father TBA
SERVERS M. Donovan, A. O’Brien
E.M.’S Anyone available
LECTORS N. Conroy, S. O’Brien
ALTAR MINISTRY
ALTARS: J. Rippalone
ALTAR CLOTHS: G. Bauer
HAND LINENS - August 25-30 K. Duggan
SOUTHAMPTON HOSPITAL
August 24—J. McCarthy
August 31—D. Podlaski
HAMPTON CENTER
August 24—A. Beatty, S. Raynor
August 31—T. Alegria, M. McDonald
Rosary - August 21—M. Lane
Mass Intentions for the Week of August 25-31
Monday 12:00 JoAnn Oakley
Tuesday 8 AM Sherburne Brown
Wednesday 12:00 Christopher O’Hanrahan
Thursday 12:00 Anthony Polemeni
Friday 12:00 Warren Buckley
Saturday 5 PM Roger Revere
Sunday 8:00 Sylvia Minickene
9:30 People of the Parish
11:00 Ceil Isnardi, Regina June Thiele Jean-Paul Picot, Sr. Mary Waters
12:30 Mass in Spanish
5 PM Linda Mallon Bakalo
Financial Realities and Stewardship
The August 17th collection was $14,877.00 The August 10th collection was $14,276.00.
Thank you for your generosity!
Memorial donations
To donate the flowers on the altar or bread and wine and/or candles offered at Mass each week, please contact the parish office.
Dear Parish Family,
The cover of our parish bulletin this week is a little different than our usual gospel based cover! As summer draws to an end I asked Mickey Paraskevas to draw us an invitation to our annual tent party! Mickey is an illustrator of children’s books and a well know local artist, whose pictures of east end life are often on the covers of local magazines and papers. He and his new wife Maria were married here at Sacred Hearts this summer and he welcomed the opportunity to help us out with an image of our special yearly event.
Of course it never occurred to me that I might be in the picture! I console myself with this thought: I made out better than a certain Renaissance cardinal, who Michelangelo painted in hell in his famous Last Judgment scene in the Sistine Chapel. By comparison, my artist painted me in heaven! For that is what Sacred Hearts is to me.
Our bulletin covers are usually scenes from the gospels. In an important way this week’s cover continues the tradition. After all, gospel means good news, and there is nothing more important that a church can be than good news to all. A church should a sign of hope and friendship, welcome and holiness, not only for its own members but for all those who come across our path.
What I love about our church is that people come here for so many reasons. We have long time members for whom this is the only spiritual home they have ever known. We have visitors, who look for a community to welcome them and celebrate the Eucharist with them each Sunday. We have people who have heard of our history, our art, and our still new status as Rockville Centre’s first Basilica. And others who stumble upon this great church on Hill Street and want to see what is here. All have one thing in common — they are all welcome here and whether for a moment or a lifetime, it belongs to them as a place of peace and worship.
Our tent party is a great symbol of what our church is all about: place where everyone is welcome to come together and to celebrate our community.
I hope you will join us in celebration this year. It’s not too late. It is just a week away. So make plans to be in the picture and celebrate the 106th anniversary of this spiritual home.
Sincerely yours in Christ,
Rev. Michael A. Vetrano, Pastor
You and your friends are invited to
Celebrate
The 106th Anniversary of the Dedication of Sacred Hearts of Jesus & Mary Church
At
An Evening Cocktail Party
Under the Tent on the Great Lawn of the Parish
Dancing to the Music of
Doug Dwyer
Saturday, August 30, 2014
6:30 to 8:30 PM
Rain or Shine
Super Raffle
50/50 Raffle
Donation $35.00 per person in advance
$40.00 at the Door
Cocktail Party and Raffle Tickets can be purchased at the Parish Office during office hours this week.
Monday—Friday—9 AM—12:30 PM & 1:30 PM—4 PM
SHJM’S SUPER RAFFLE
Purchase in Person or ONLINE at shjmbasilica.org
Ticket sales are well under way for Sacred Hearts Super Raffle. Over 95% have been sold so far. Don’t miss out on your chance to win!! Only 500 tickets will be sold. Each participant will have a 1 in 50 chance of winning one of our 10 prizes!
Tickets will be $100 and you can purchase them on your own or take a chance or chances with a group of friends to increase your chances of winning. Anyone wishing to join the committee in selling chances before and after Mass to please contact: Charlie Mottern—631-283-3785.
Altar Flowers
The Blessed Mother’s altar flowers for this week were given in loving memory of Elizabeth Bennett on her birthday by her husband, Albert.
New:: Praise and Worship Prayer Group
The Resurrection Prayer Group continues the Life in the Spirit seminar entitled “As by a New Pentecost”, a DVD from Renewal Ministries, on Thursdays at 7 pm in the Parish Center. It is led by the Upper Room Prayer Group from St. Rosalie’s Parish. It includes talks by Ralph Martin and Patti Mansfield from the original Charismatic Renewal decades ago. All are welcome.
We pray for the sick of our Parish and Community
Winnie Chin John Bishop Robert O’Shea Suzanne Parillo
Gwendolyn Porter Eileen Finlay Roger Williams Robert Melter
Daniel Sheerin Stan Witkowski Anne O’Brien Anna Norsic
Joseph Lyons Emil Norsic J T Welker Khristina Muller
Marcelle Enne Peg Jordan Paul Beatty, Sr. Philip Masi
Patricia Kahl Dorothy Higgins Michael Kelley Aubrie Press Rodecker
Christina Haag Susan Katzer Drew Bodin Ann Blackmore
Perry DeLallo
A Note from Religious Education Director :: Jennifer Ferrantino
I hope you are all enjoying this most beautiful time of year on the East End!! We continue to prepare for the new year of religious education. We are building the community of families who share the love of our Lord with all. All are welcome.
Families please remember to send in your registration forms as soon as possible.
We will have open registration in our Religious Education office Wednesday, September 10 and September 17, from 10 AM – 3 PM. Please stop by if you have not sent in your registration forms. No registration on the first day. These days would be a great opportunity for First grade families and New families to stop in. Please bring with you a copy of the baptismal certificate if your child was not baptized at Sacred Hearts. We are looking forward to a fun and spirit filled year!
Classes begin Wednesday, October 1, 2014 or Sunday, October 5, 2014.
We are in need of a Fifth Grade teacher on Wednesday afternoons. Sharing the love of Our Lord Jesus with children is a privilege and an honor, if you are interested in more information please contact me. Teaching time is about one hour and we follow the school calendar. We are also in need of assistants, to help assist the teacher and students, hall monitors, and helpers.
Thank you! firstname.lastname@example.org or 283-0508.
All Young Adults – you are invited to join us for our next Faith on Tap …
When: Monday, September 22
Time: Talk begins at 7:30 …. Doors open at 7:00 – come early, get something to eat or drink!
Speaker: Bishop Nelson J. Perez, Auxiliary Bishop, Diocese of Rockville Centre
Topic: Joy of the Gospel
“The joy of the gospel fills the hearts and lives of all who encounter Jesus”
Pope Francis
Where: Molly Malone’s – 124 Maple Avenue, Bay Shore NY
Dear Parish Family,
For more than 100 years, the parish of the Sacred Hearts has been an important part of the community of Southampton. Since my arrival in 2012, I have felt warmly welcomed and I look forward to many years serving in this community. In my very first summer I asked parishioners to tell me what our goals might be over these next years. One area that was mentioned over and over again was to develop and maintain our beautiful church as a place of welcome.
The challenges of maintaining a historic church are great. It is not easy for any church these days, but for a relatively small congregation the demands of, not only upkeep, but of preservation and restoration are enormous. In the 1990s, our parish established a fund to help with these demands. We call it the *In Nomine Domini Fund*, dedicated to the preservation, improvement, and restoration of our church. At the present time, we need to add almost $1 million to this fund to help us with the needs described in this letter.
This summer I will be reaching out to parishioners and friends to help us with these tasks. We will be much more successful if I have the support of people like yourselves in this effort. I know you are among the most supportive and helpful members of this parish community; hence, I write to you today to ask if you would consider helping us.
If you are able to make a gift to help us with our needs, I would be most grateful. I would also welcome the opportunity to meet you and discuss this in person or by telephone, if you so desire.
Regardless of your response, would you please keep us in your prayers and thoughts and know that you are always welcome here.
Rev. Michael A. Vetrano, Pastor
**In Nomine Domini Fund**
**Preserving our Heritage Building our Future**
| Founders | In Nomine Domini | Stewards | Supporters |
|----------|------------------|---------|------------|
| □ $100,000 | □ $5000 | □ $500 |
| □ $75,000 | □ $25,000 | □ $250 |
| □ $50,000 | □ $15,000 | □ $250 |
| | □ $10,000 | □ Other____ |
I would like to make my gift in ____ payments over □ One Year □ Two Years
Name ________________________________
Address: ________________________________
Telephone: _____________________________
A check payable to Sacred Heart Church – In Nomine Domini is enclosed or please charge $ ___________ to MC Visa Amex
Card Number ____________________________ Exp. ___________
Signature _____________________________ Security Code _______
If you have any questions about your gift or the In Nomine Domini Fund please contact Fr. Mike Vetrano 631-283-0097 x311
Heating and Cooling
When our parish undertook a substantial renovation of our beautiful church almost 25 years ago, a decision was made to forego the upgrade of our heating and cooling system. At the time there was concern that modernization, in particular air conditioning, would sacrifice the beauty of our building. This was certainly the case at the time when the only approach would have necessitated very visible air ducts in the building. But time and technology has changed quite a bit and what was once impossible is within reach.
Between heat and humidity, summer can be a very uncomfortable time at Sacred Hearts. We have kept careful records over the past two years and we know that our attendance drops during the warmest days of summer. We are celebrating very few weddings in the months of July and August when our church should be at its busiest. For those who do brave the warm temperatures the experience on these warm days is of much discomfort and the noise of our fans.
Solution: Present technology would make it possible to replace our radiators with air handler units that would both heat and cool our church. In a sense we would be simply replacing our radiators with these integrated heating / cooling units. The units could be wood finished, similar to the one shown here, and actually look quite a bit better than the radiators! Total cost for heating / cooling / new electrical $650K
Facilities:
The comfort of our parishioners and guests is important. Our church had become a destination for people from all across our island and a frequent issue is the lack of rest rooms in our church. We have consulted an architect and it would be easily possible to add rest rooms within the vestibules on the east and west front doors of our church. The expansion needed would be minimal and barely noticeable outside the church. The total anticipated cost would be about 75K.
Lighting:
Lighting is a major energy cost in our church. We need to upgrade our historic fixtures to use modern energy efficient systems (fluorescent and LED). We also need to examine the safety lighting outside our church. If you have ever come here in the evening or on winter afternoons you have probably noticed that our walkway and door lighting could be improved. Estimated cost: 50K
Bell Tower:
Our parish is blessed with four cast bells which call us to worship each week. These historic bells have been many years without the refurbishment of their ringing hardware. Originally the bells were actually swung – probably by a system of ropes! At some point electric strikers were installed. This system now needs to be renewed. First of all, the mountings for the bells have been corroded by our salt air and need to be replaced with new stainless hardware. The hardware itself is not expensive but the work of lifting and restoring bells is very specialized. As this work is done it makes sense to update the ringing system which currently is almost impossible to program. Total cost for these improvements: 60K
Pew Refinishing:
Our pews are truly part of our history at SHJM. They are over 100 years old and have accommodated our parishioners and some celebrities over these years. These days most parishes simply replace pews with new ones as they wear. But here they are part of our history and most parishioners would prefer that they be cleaned and renewed. Our pews were attended to in our last restoration with a process of sanding and applying a new coat of urethane. One can notice many areas where the urethane has worn or become scratched. It would be possible now to do a more comprehensive restoration. This would involve sanding, repairing, strengthening, and applying a furniture grade quality finish. This would make our pews beautiful for another 100 years! Cost: 75K
Carpeting:
The carpet in our church is almost at the end of its useful life and it will need to be replaced as work is done to our pews and heating / cooling. Cost will be about 45K.
SHJM Welcomes Mary Black
Friday :: November 7th
For the last quarter-century, singer Mary Black has been a dominant presence in Irish music, both at home and abroad. She has shared stages, T.V. shows and recording studios with some of the most revered performers of her time. She has also played a frontline role in bringing Irish music, past and present, to an increasingly appreciative and ever-growing global audience.
What a fine singer Ireland’s Mary Black is. Unfussy, gimmick-free and capable of switching from confessional intimacy to assured declaration in the space of a phrase, she always puts the song’s story first. The effect can be breathtaking, catching out the listener with a vocal catch or a sung-through line that will break your heart or make you laugh out loud, depending on the lyric. - *The Art of the Torch Singer*
The San Francisco Chronicle has described her as "One of the best interpretative singers around".
On Friday, November 7, The Basilica of Sacred Hearts will welcome Mary for a memorable evening of music as she begins her Last Call Tour of the USA. Don’t miss the opportunity.
Check out Mary on her website: www.mary-black.net
Tickets are on sale now. Visit shjm.brownpapertickets.com
Premium seats are $40 general seating is $32
A couple of weeks ago, we read in the Gospel about Peter stepping into rough seas to walk with Jesus on the water. On one hand he had the courage to try and on the other he doubted and started to sink. In this Sunday’s Gospel Peter is again center stage. This time he proclaims Jesus the Christ, the Son of the living God for which Peter is named Rock. But moments later we know Jesus is calling Peter Satan for objecting to Jesus’ prediction of His impending suffering. We might think Peter a rather unstable Rock, but thank God for that. What Peter is is a very real human being, sometimes brave and sometimes scared, sometimes wise and sometimes a bit foolish, sometimes a sinner, but ultimately a saint. Peter is much like all of us and, because of that, he is a great model for us. Even if a bit unstable, let’s be rocks on which Jesus can build His Church of love, mercy, peace, and justice for everyone and all times.
This fall, couples that have been married 50 years or more will be honored at liturgies on Sunday, September 21 at Church of Christ the King, Commack and on Sunday, October 5th, at the Church of St. Rose of Lima, Massapequa. Both begin at 2:30 PM. You may register for one liturgy. Registration due by September 3rd for September 21st and September 17th for October 5th. For more information please call (516)678-5800 Ext. 207.
The new school year at Our Lady of the Hamptons will open on September 3 with the “Prep”, (the special program for grades 6, 7 and 8) in the brand new modern Wellness Center, and the relocated Primary and Intermediate Learning Communities in the newly renovated traditional building. The school is deeply grateful for the support of the parish and local communities to finance and build the new Wellness Center-classroom extension.
There will be an Open House on Sunday, September 7 from 9AM-12 noon to allow parishioners the opportunity to see the new facilities after Sunday mass.
There are opportunities for memorials within the new facility. Memorial bricks for the special patio and walkway to the new Wellness Center are available for dedication. A donation of $75 secures a brick. Please call the school for details.
Our Lady of the Hamptons Regional Catholic School is the East End’s venue for a traditional, outstanding Catholic education for students in pre-school through grade 8.
Religious education, values, service and outreach provide a framework for the intensive concentration on English Language Arts skills. The main campus, located at 160 North Main Street, Southampton provides:
• “The Prep” for grades six through eight in the recently dedicated extension, complete with new Science lab, state-of-the-art classrooms and total access to the Wellness Center gymnasium and suspended running track. Curriculum provides for accelerated classes in Mathematics and Science, as well extensive Fine Arts.
• Intermediate Learning Community for grades three through five, with total access to a full library and labs for Science and Technology as well as the new gym, Dance and Music studios.
• Primary Learning Community for kindergarten through grade two, with special emphasis on language skills and mathematics foundations. These students also have access to the gym, library and Fine Arts.
Pre-school Community for three and four years on the campus of St. Rosalie’s Parish in Hampton Bays. The half day and extended day options provide a strong foundation for language and math, as well as social and recreational activities.
We invite parishioners and friends to learn more about Our Lady of the Hamptons by visiting the website www.ohl.org. Tours can be arranged at any time, by calling 283-9140.
El Reino de Dios - ¿Quién es el Hijo de Dios? "Unos dicen que eres Juan el Bautista; otros, que Elías; otros, que Jeremías o alguno de los profetas". Pedro reconoció a Jesús como "el Mesías, el Hijo de Dios vivo". El Reino de Dios es un gran acontecimiento. Dios hace valer su poder salvífico sobre la humanidad de un modo nuevo. Cuando la presencia y obra de Dios se hacen visibles como amor incondicional y compasión por los demás, podemos decir que el Reino de Dios está aquí. ¿Estás haciendo la labor que te corresponde para construir la Iglesia fundada en la piedra de Pedro? Texto: Philip J. Sandstrom, STD © 2001, OCP. Derechos reservados.
Ser Testigos - La liturgia de hoy nos revela la sabiduría y la generosidad de Dios, creador y origen de toda vida, y nos desafía, por lo tanto, a profesar nuestra fe como lo hiciera Simón Pedro en el evangelio, cuando reconoció a Jesús como Mesías. Decididamente, los demás pueden llegar a conocer a Jesús si lo ven en nosotros y en nuestras acciones. El verano está concluyendo; nosotros hemos de evaluar nuestra participación como testigos de Jesucristo en la sociedad. Entre otras, esta pregunta es evidente: ¿cómo ponemos en evidencia el hecho de que conocemos y sentimos a Jesús no sólo en nuestra mente sino también en nuestro corazón? By Juan J. Sosa, Phro., from Liturgia y Canción 2011 © 2011, OCP. All rights reserved.
Seguro de Salud para Niños - La representante de Fidelis Care, Konny Tapias, estará en el Apostolado Hispano los miércoles de las 10 AM hasta la 1:00 PM, para ayudar con seguro de salud para los niños.
PFI - El Instituto Pastoral de Formación ofrece un proceso de crecimiento dinámico, con una amplia instrucción integral y personal en la fe cristiana. Las clases se llevarán a cabo los sábados en el salón parroquial de Bridgehampton. Para más información llame a Diana Pizarro 516-678-5800 Ext. 592.
Inscripción para Clases de Catecismo para Niños - Cada domingo después de la Misa en el Apostolado Hispano.
Taller de Ministerios - Habrá un taller para los ministros de la liturgia el sábado, 20 de septiembre, de las 9:00 AM a la 1:00 PM en Mercy-McGann High School, 1225 Ostrander Ave. en Riverhead. Si usted quiere ser lector, ministro de la Comunión o ministro de la hospitalidad, hable con Padre Esteban. Él tiene que inscribirle en el taller para que puedan asistir.
Encuentro Diocesano 2014 - Se celebrará el lunes, 1º de septiembre, de las 9 AM – 4 PM en el Seminario de la Inmaculada Concepción en Huntington, 440 W Neck Rd. Huntington NY 11743. Nuestro obispo, William Murphy, presidirá la Misa a las 10 AM junto a los Obispos Nelson Perez y Robert Brennan, seguida por un Picnic.
Rincón de Información
Curso Pre-Bautismal
Domingo, 31 de agosto, a la 1:30 PM en el Apostolado o las 5 PM en la iglesia en East Hampton. Favor de llevar la copia del acta de nacimiento del niño. Bautizos en Southampton serán el 7 de septiembre, el 5 de octubre y el 2 de noviembre.
Preparación Pre Matrimonial – Para casarse por la iglesia, haga una cita para una entrevista con el P. Marvin o el P. Esteban. El curso pre-matrimonial se da por seis domingos, de las 9 AM al mediodía comenzando el primer domingo de junio, oct. o feb.
El Asesor de Inmigración de Caridades Católicas
En el Apostolado el 28 de agosto, de las 2 a las 5 PM.
Comunidad de Oración para Adultos y Familias
Los martes a las 7:30 PM en la el salón parroquial. El tercer martes de cada mes se reúne en la iglesia para la hora santa.
Divina Misericordia - Misa en la Basílica el cuarto miércoles de cada mes a las 8:00 PM.
Requisitos para el Bautismo de un Niño
Cursó: Para bautizar a su hijo, es necesario que los padres y padrinos asistan al curso pre-bautismal.
Padrinos: Debe escoger a los padrinos conscientes de los requisitos. Los padrinos tienen que ser católicos bautizados, confirmados y que han hecho su Primera Comunión y deben poder comulgar. El padrino (madrina) debe ser un(a) soltero(a) o debe ser casado por la iglesia.
Permisos: Si viven afuera de la zona servida por el Apostolado Hispano, necesitan una carta de su párroco dándonos permiso para bautizar su hijo.
Padre Esteban: Cel: 631-375-1001; Fax: 631-287-0986
Apostolado Hispano: 631-283-4379; Fax: 631-287-7123
Horas del Apostolado: Miércoles y Jueves - 2-4 PM
Build a Church
1. On an 8 1/2 X 11 piece of paper, draw a very large church.
2. Color your church with various colors. You may want to add trees, bushes and a sidewalk outside your church.
3. When finished, get a pair of scissors and cut your picture in half. Put the 2 halves together and cut those in half.
4. You should have 4 pieces now. Put those together and cut them in half.
5. Put your 8 piece puzzle together to build your church.
*Make more cuts for a more difficult puzzle!
Jesus asks Simon Peter, “Who do you say that I am?”
Peter said, “You are the Messiah,
the Son of the Living God.”
Is 22:19-23 Ps138:1-3, 6, 8
Rom 11:33-36 Mt 16:13-20
Directions: Begin with the letter J in the center and decode the message by skipping every other letter.
| U | T | S | F |
|---|---|---|---|
| H | E | | |
| S | J | A | |
| G | | M | O |
| I | Q | S | C | L | K |
Jesus tells Peter he is the rock and “upon this rock I will build my church”.
Directions: Find the correct path to the church.
Jesus tells the disciples to tell no one that He is the Messiah.
Directions: Use the letters D I S C I P L E S to come up with as many words as you can.
1. ______________________
2. ______________________
3. ______________________
4. ______________________
5. ______________________
6. ______________________
7. ______________________ | <urn:uuid:5dd147aa-6d49-43d5-8db3-59ee7e162503> | CC-MAIN-2018-05 | http://shjmbasilica.org/BulletinArchive/2014/2014-08-24.pdf | 2018-01-18T19:42:00Z | crawl-data/CC-MAIN-2018-05/segments/1516084887600.12/warc/CC-MAIN-20180118190921-20180118210921-00697.warc.gz | 322,052,109 | 6,977 | eng_Latn | eng_Latn | 0.906045 | eng_Latn | 0.988558 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"spa_Latn",
"eng_Latn"
] | false | rolmOCR | [
176,
2495,
4567,
6862,
7396,
9163,
10989,
13589,
17574,
18848,
20203,
22529,
26822,
28169
] | [
0.98046875,
3.0625
] | 3 | 0 |
CHILD INTERVIEW GUIDE
Harborview Center for Sexual Assault & Traumatic Stress
1401 East Jefferson, 4th floor
Seattle, WA 98122-5570
206-521-1800
Contact: Laura Merchant, M.S.W., Assistant Director
firstname.lastname@example.org
Washington State Criminal Justice Training Commission
19010 First Avenue South
Seattle, WA 98148-2055
Contact: Patti Toth, J.D., Program Manager – Child Abuse Training
206-835-7293
email@example.com
This Child Interview Guide was developed by the WA State Criminal Justice Training Commission and the Harborview Center for Sexual Assault and Traumatic Stress. The Guide is based on the NICHD Protocol for Investigative Interviews of Alleged Sex Abuse Victims (Michael Lamb, Kathleen Sternberg, Phillip Esplin, Irit Hershkowitz, and Yale Orbach).
Use of the Guide: This Guide is intended to assist the interviewer/investigator through an investigative interview with children. It is meant for use by law enforcement, CPS workers, specialized child interviewers, and others who have responsibility to conduct the investigative interview. These professionals are encouraged to coordinate their efforts in order to minimize the number of interviews of individual children.
The Guide provides an empirically based method of interviewing that helps interviewers incorporate research-based interviewing techniques with their own styles while allowing for the individual differences of each child. It is aimed at encouraging accurate and complete narratives from children. The Guide works best with grade-school-age children. Many of the techniques are useful with pre-school age children and adolescents. Keep in mind that concerns about suggestibility are no greater with developmentally normal teens than with adults.
If the approaches recommended here are not successful in eliciting narratives, interviewers may enhance the interview with use of other techniques that are more focused and direct. The interviewer should carefully consider using these techniques based on the possibility of ongoing risk to the child. If the child begins to talk about the topic of concern, the interviewer should then try to elicit narratives with open-ended prompts. Other interview tools and strategies may be appropriate and necessary (e.g., drawings and writing), but should be used judiciously.
Be patient. Listen to what the child says. Take time to think and formulate your next question. Whenever possible, use what the child has just said in your next question (and use the child’s words.)
It is important to remember that the interview is only one aspect of a complete investigation. The interviewer should keep in mind that information generated during a skilled interview may lead to corroborative evidence, such as providing the basis for interviews with other witnesses and searches for physical evidence.
The first section of the Guide provides the interviewer with the central framework and principles of good interviewing. Definitions of key concepts are included.
The second section of Guide provides the interviewer with examples of questions and statements that can be used for each stage of the interview.
- Unless specifically stated, in this Guide the term “younger children” refers to children 11 yrs and younger.
I. Preparing for the Interview
- Always consider the child’s age and developmental level when talking to the child. Adjust your interview and vocabulary accordingly.
- Take time before the interview to find out whether the child has special needs. If the child has needs related to developmental and/or physical disabilities, try to consult with a specialist who knows the child and can provide input into how the disability may impact the child’s ability to provide and receive information. Adjust your interview accordingly.
- When interviewing a child from a cultural or ethnic background different than your own, consider consulting a specialist from that background about ethnic/cultural factors that may impact the interview process. Adjust your interview accordingly.
- Know ahead of time if an interpreter is required and ensure a qualified one is present for the interview. (Avoid using another child or family member to interpret.)
- If possible before the interview, find out about a neutral event (birthday/holiday/activity) in the child’s life that may assist in establishing rapport, practicing narratives, and assessing the child’s memory and developmental level.
- Take time before the interview to consider alternative explanations for the statements or behavior leading to concern about the possibility of abuse. Abuse may or may not have occurred. This will enable you to ask questions to more fully and objectively explore what the child may have experienced.
- Take time before the interview to formulate specific questions (especially “transition” questions) based on the information available related to the reasons for concern about the possibility of abuse.
II. Introduction
- Begin with introducing yourself and give a neutral explanation of your job and role.
- Introduce anyone else in the room/anyone observing.
III. Documentation
- Tell the child about the documentation method you are using.
- Explain the purpose of documenting the conversation.
IV. Ground Rules
Truth/Lie:
- Inform the child that he/she should talk only about things that really happened.
- For children pre-school through age 7, use Appendix A to determine Truth/Lie understanding.
- For children ages 8-11, use scenarios to demonstrate the child understands the difference between telling the truth and telling a lie. Refer to scenario in this Guide.
- For children ages 12 and older, establish that child understands what it means to be truthful, in terms the child can understand.
- For all children, establish that the child understands it is wrong to lie. (Refer to Appendix A for children pre-school through age 7).
- For all children, elicit an agreement to tell the truth or to talk only about things that really happened.
Other Ground Rules:
- Instruct all children about these rules. Elicit acknowledgment. There is no need to practice with children 12 years and older unless the child seems confused.
- Encourage the child to admit any lack of knowledge, understanding, or memory. **TEST child’s ability/willingness to do so.**
- Give the child permission to correct you. **TEST** the child’s ability /willingness to do so by mis-stating a fact about a neutral topic and see if the child will correct you. Follow up with the child to explain and elicit correction.
- Explain that a repeated question doesn’t mean the child was wrong or wasn’t believed, but that maybe the interviewer forgot, got confused, or needed clarification.
- Give the child permission to decline to answer uncomfortable questions “right now.”
- Inform the child that you don’t know what happened and need the child to tell you everything he/she remembers in his/her own words.
V. **Rapport Building/Developmental Assessment/Practicing Narratives**
- Encourage the child to give narrative accounts about neutral **events**.
- The child’s answers should be longer than interviewer questions.
- Address neutral topics such as school, hobbies, after-school activities, and family. (Keep in mind that in some cases, a family member may be the suspected abuser. This may prevent the topic of family from being a neutral subject.)
- Ideally, find out something about the child before beginning the interview to assist in asking about neutral topics.
- Language, pacing, and complexity of questions should match child’s pacing and speech, and developmental level.
- Address developmental concepts as needed. Use concrete, simple questions for younger children. When using conceptual terms (over/under, up/down, in/out, before/after, today/yesterday/tomorrow), ensure that the child understands.
- Start questioning with open-ended prompts.
- Request that the child elaborate and provide more details.
- Preschool age children will often need more focused questions to provide information, but also tend to be more susceptible to suggestion. Be sure to pair focused questions with open-ended follow-up invitations.
VI. Training in Specific Event Memory
Special Event:
- If possible, identify an event the child recently experienced: first day of school; birthday party; holiday celebration; vacation or field trip; etc. Ask about that event.
- Start with open-ended invitations to get a narrative account.
- Follow with requests to elaborate, using time segmentation and sensory focus questions to try to get more information. Continue questioning as indicated.
Yesterday or Today:
If unsuccessful in eliciting narrative information about a specific event, try asking about what the child did “yesterday” or “today.”
- Young children may have trouble with the concept of “yesterday”, so interviewer may use “today.”
- Begin with open-ended prompts, and follow with requests for elaboration, and time segmentation and sensory focus questions.
End this section with a statement reiterating the need for the child to tell only about things that really happened.
VII. Transition to Substantive Issues
- Take time before the interview to formulate specific questions based on information previously provided. Write these questions down. Be sure these questions suggest as few details as possible.
- Begin with open-ended questions: ask if the child knows why you’re talking to him/her, what s/he was told by person who accompanied him/her, and/or why child thinks you want to talk to him/her.
- Indicate you understand something may have happened and ask the child to tell you what happened. (Use this technique if the child doesn’t respond to initial questions about why s/he is there.)
- Emphasize that the interviewer wasn’t there and doesn’t know what happened.
- Ask appropriate contextual questions, especially when the child has not previously reported abuse to anyone. (Use the questions you formulated as you prepared for the interview).
- Narrow the focus of questions a little at a time as needed (funnel, or hourglass, approach), rather than jumping to the more direct questions right away.
- If the child gives information related to abuse concerns, clarify whether there was a single incident or whether there were multiple incidents. Don’t ask young children to tell you how many times something happened. Then focus on the most recent incident and return to open-ended follow-ups, requests to elaborate, time segmentation and sensory focus questions to gather detailed information about that incident before moving on to other incidents.
- Always consider using time segmentation and sensory focus questions (sights, sounds, etc.) to elicit more details.
- Be alert for any signs of reluctance or anxiety and address them.
- If the child doesn’t report abuse, the interviewer must assess the need to either continue questioning or stop the interview. More direct questions may be needed if, based on the
CHILD INTERVIEW GUIDE
information already provided, there is a concern that the risk to the child is too high to stop the interview. Remember, abuse may not have occurred.
- If outside information strongly suggests or confirms abuse (e.g., photos exist, the suspect has admitted, an eyewitness gives credible account, etc.), focused questions are much less risky – you can ask directly about something for which you have good independent evidence. Follow up with open-ended prompts and requests to elaborate.
VIII. Investigating the Incidents
*Once the child has said something related to abuse concerns, questioning should maximize use of techniques that encourage narrative responses:*
- **Separate** Separation of incidents (last, first, another time); attempt to explore each incident separately
- **Invite** Open-ended invitations
- **Elaborate** Requests to elaborate
- **Focus**
- **Time** Time segmentation
- **Senses** Sensory focus
- **Key Facts**
- Focused questions relating to the specific incident mentioned by the child
- Focused questions relating to other incidents mentioned by the child
- If some central details of the allegations are still missing or unclear after exhausting open-ended questions, carefully use more direct questions, narrowing focus gradually. First focus the child’s attention on the detail mentioned, then ask the direct question
- **Clarify & Elaborate** Pair open ‘invitations’ with direct questions whenever possible
IX. Use of Interview Tools
- It is appropriate to allow children to free style draw as a way to engage them or to give them something to do with their hands.
- Carefully assess whether or not tools will clarify abuse related information provided by the child during the interview.
- Body maps may be useful in clarifying abuse related statements already provided by the child during the course of the investigative interview. Try using the least suggestive tools first, for example – a “gingerbread” outline of a person instead of anatomical drawings.
- Body maps should NOT be used as the initial entry into the abuse content of the interview.
- Body maps should NOT be used for body identification during the rapport building/developmental assessment of an interview.
- Having the child draw or write about the abuse (if child has already acknowledged that abuse has occurred) may be a helpful as well as powerful way to explain the abuse when the child has difficulty talking about what happened. (This becomes part of the client record or case.)
- “Feeling faces” may be used, when needed, to help young children demonstrate/report/talk about how they feel about certain people or situations. This can be especially helpful for children with developmental disabilities.
The child can talk on a toy telephone, or use a puppet if that enables him/her to tell you things. [Interviewer must be clear with the child that this is a tool to help talk and it is not an opportunity to “play” or “pretend.”]
X. Break (Optional)
- Take this break as needed. It is especially useful when others are observing the interview. If the interview is for a more limited safety assessment, a break may not be needed.
- Tell the child why there is a break.
- Do not turn the audio or video recorder off – leave it running during this break.
- During break time, review notes, and/or check with interview observers to see if any additional information is needed. Plan the rest of the interview and draft notes for possible focused questions.
After the Break:
- Resume questioning based on reflection and consultation during break.
XI. Eliciting Information That Has Not Been Mentioned by the Child
- The interviewer should ask these focused questions if s/he has tried other approaches and still feels that forensically important information is missing, such as information related to concerns about the child’s safety.
- Ask about other potential victims and other possible offenders as appropriate.
If the Child Fails To Mention Information Previously Provided to Others:
- Carefully assess whether or not to use more focused or direct questions.
- If there are previous known conversations in which the child has provided information, indicate knowledge of those conversations. This cues the child to the person s/he talked to previously, without reference to content.
- If details about prior statements by the child are known and the child has not told interviewer, briefly summarize concerns without mentioning specific details if possible.
- If an abuse-related incident was observed, let the child know what was observed, summarizing it in the least suggestive way.
- If the child talks about having told someone else about the incident(s), ask the child to tell the interviewer about what happened, because you need to hear it from child.
XII. Eliciting Information about Prior Statements Made by the Child to Others
- Find out the circumstances surrounding any previous statements made by the child.
- Address prior abuse related statements made by the child. This will help in considering any contamination, exploring alternative explanations, and assessing consistency in the child’s report.
- Consider addressing solid proof/evidence of abuse (pictures/offender confession/video).
XIII. Closing
- Thank the child for his/her effort, **not** the content.
- Ask the child if there is anything he/she wants the interviewer to know, or wants to ask the interviewer. Talk to the child briefly about a neutral topic.
- Address a safety plan if you are concerned about potential risk to the child.
- Offer your business card to the child and invite him/her to call with any questions or thoughts about your talk today.
Narrative invitations/Open-ended prompts: Broad invitations using open-ended questions or statements to encourage the child to talk. Designed to increase the details and accuracy of responses without the use of focused questions. Encourages the child to talk “in paragraph form” about an event or topic, without input or interruption from the interviewer.
Examples:
- “Tell me about…”
- “Tell me all about daycare.”
- “I’d like to know you better. Tell me about what you like to do.”
- “Tell me everything that happened, even the little parts you don’t think are important.”
- “Tell me about your family.”
- “What happened next?”
Focused questions: Questions that focus on a particular person, body part, action, location, or circumstance of the abuse concerns. These questions often elicit relevant information but are not leading. Focused questions also serve to trigger memory. These questions are more specific than open-ended questions and may be used to introduce a new topic.
Examples:
- “I heard you talked to your teacher about something that happened to you. Tell me what happened.”
- “You said you and Miguel were in the garage. Tell me what happened when you and Miguel were in the garage.”
Direct/closed questions: Questions that are yes/no and multiple-choice follow-up inquiries to elicit additional details from the child. These questions may be necessary after narrative and more open-ended techniques have been exhausted. These questions may be useful to cue the child’s memory but should be carefully phrased to reduce the amount of new information introduced in the question. Multiple-choice questions should include all relevant options and a catchall category (e.g., “Was Uncle Rob in the house, in the yard, or someplace else?”) These questions often combine the identity of a person with potentially abusive action and therefore are more suggestive than focused questions.
Examples:
- “Was Uncle Rob in the house, in the yard, or someplace else?”
- “Did Mary touch you on any other part of your body?”
Paired questions: When compelled to use focused or direct questions, follow up with an open-ended question or a narrative invitation that allows for a narrative account by the child.
Example:
After child reported that Tommy touched his “winkie”, interviewer asked: “Tell me everything about the time Tommy touched your winkie.” [pause for response] “Did Tommy touch you with any other part of his body?” [Pause for response] “Tell me all about that time.”
Time segmentation: Probing for details by asking about a particular time during an event described by the child - breaking down a reported event into smaller segments of time.
Example:
“You told me about your birthday party. Tell me what you did from the time your friends came to your party until you opened your presents.”
CHILD INTERVIEW GUIDE
Sensory focus questions: Questions that focus on the senses, especially sight, sound, smell, and taste.
Examples:
- “Think about what it looked like, and tell me everything you saw.”
- “Think about the sounds, and tell me everything you heard.”
Substantive questions: Questions related to abuse concerns.
Examples:
- “You said Tommy touched you in a way you didn’t like. Tell me about that.”
- “Tell me about how Tommy touched you with his hands, from the beginning until he stopped touching you.”
I. Preparing for the Interview
- Remember to use your pre-interview preparation.
II. Introduction
“Hello, my name is [Name]. My job is to talk with [children/kids/teens] about things that happen to them.”
“Detective [Name] is here today. She’ll be sitting in with us.”
“This is [Name]. He’s here to listen/help take notes.”
III. Documentation
If audio or video-taping:
“Today is [date] and it is now [time]. I am interviewing [child’s name] at [location]”
“As you can see, there is a video-camera/tape recorder here. It will record us, so I can remember everything you tell me. Sometimes I forget things and the recorder lets me listen to you without having to write everything down.” (Implied consent)
If taking notes:
“I will be taking notes about what we talk about today, so that I can remember everything you tell me. Sometimes I might need your help to make sure I get everything right.”
[Note any response from the child.]
IV. Ground Rules
Truth/Lie:
For younger children (11 and under):
“I talk with lots of children. It’s always important that they tell me the truth. So, before we begin, I want to make sure that you understand how important it is to tell the truth.”
“I want to make sure you know the difference between what is true and not true/what it means to tell the truth and to tell a lie/what is real and not real.”
For children pre-school through age 7:
Use Appendix A.
Then, “Today as we talk, will you promise to tell the truth/talk only about this things that really happened?” [Wait for a response]
“Will you tell me any lies?” [Wait for a response]
CHILD INTERVIEW GUIDE
For children ages 8 to 11, use the following:
“I want you to listen to this story and then tell me the right answer:
Joe ate all the cookies. Joe’s mom asked if he ate the cookies and Joe said ‘No, the dog ate the cookies.’ Is Joe telling the truth or telling a lie?” [Wait for response]
“That would be a lie/would not be true, because Joe really ate the cookies.”
[If child demonstrates understanding, move to assess the child’s understanding of the importance of telling the truth:]
“Is it right or wrong/good or bad to tell the truth/tell a lie?” [Wait for response]
“What happens when someone lies/to people who tell lies?” [Wait for response]
“I see that you understand what telling the truth means/what is real and not real. It is very important that you only tell me the truth today. You should only tell me about things that really happened to you.”
For children 12 and over:
“I talk with lots of kids and it’s always important that they tell me the truth.”
For all children, elicit a promise or agreement to tell the truth/talk only about things that really happened.
“Today as we talk, will you promise to tell the truth/talk only about this things that really happened?” [Wait for a response]
Other Ground Rules:
ñ “If I ask you a question and you don’t remember, it’s okay to say you don’t remember.”
[Pause]
ñ “If I ask a question and you don’t know the answer, just say, ‘I don’t know.’ Okay?”
ñ “If I make a mistake, I want you to tell me/correct me.”
ñ “If I ask you a question you don’t want to answer, just tell me ‘I don’t want to talk about it right now’.”
ñ “If I ask you the same question more than once, it doesn’t mean your first answer was wrong, maybe I forgot or got confused. If your first answer was right, just tell me again.” [Wait for response]
ñ “I don’t have all the answers. So when we talk today, I need you to tell me everything that happened in your own words, because I wasn’t there and I don’t know what happened to you.”
For younger children (11 and under), practice “I don’t know”:
“So, if I ask you, ‘What is my dog’s name?’ what would you say?”
[Wait for an answer.]
If the child says, “I don’t know,” say:
“Right. You don’t know, do you?”
If the child offers a guess, say:
“No, you don’t know because I haven’t told you my dog’s name. When you don’t know the answer, don’t guess – it’s okay to say that you don’t know.”
Have the child practice again. [Pause.]
For younger children (11 and under), practice “If I make a mistake”:
“So if I said that your name is [use an incorrect name], what would you say?”
[If the child does not correct you, say:]
“What would you say if I made a mistake and called you [an incorrect name]?”
[Wait for response.]
“That’s right. Now you know it’s okay to tell me if I make a mistake or say something that is not right.”
“And if I say things that are wrong, you should tell me. Okay?”
V. Rapport Building/Developmental Assessment/Practicing Narratives
“Now I want to get to know you better/to find out more about you.”
“Tell me about things you like to do.”
[Wait for response.]
[If the child does not answer, gives a short answer, or gets stuck, you can ask:]
“I really want to know you better. Tell me more about [from previous short answer]. Or, ‘Tell me about things you like to do with your friends.’”
[Wait for response.]
“Tell me more about [activity the child has mentioned in his/her account or ask about special interests, hobbies, activities, sports groups the child is involved in – [AVOID FOCUSING ON TV, VIDEOS, AND FANTASY].”
[Wait for response.]
“Now that I know about some of the things you like to do, I want to hear about your school/pre-school. Tell me all about your school/pre-school.” “Tell me some things you like/don’t like about school.”
[Wait for response]
[If the child does not answer, gives a short answer, or gets stuck, you can ask:]
“Tell me about your favorite subject/your teacher.”
[Wait for response.]
“Tell me about the other children in your class.”
[Wait for response. Once topic is exhausted, move to questions about family.]
“I would like to know about your family. Tell me about your family.”
[Wait for response.]
“What else can you tell me about your family?”
VI. Training In Specific Event Memory
Invite and Elaborate - Special event
“A few [days/weeks] ago was [holiday/birthday party/the first day of school/other event]. Tell me everything that happened then.”
“You were telling me about [activity or event]. Tell me everything you can remember from the time [event] began until it ended.”
“And then what happened? Tell me more.”
Focus - Use time segmentation to probe for more details:
“Tell me everything that happened from [one portion of the event mentioned by the child] to [another portion].”
Continue open-ended follow-ups and requests to elaborate:
“Tell me more about [activity mentioned by the child].” Or
“Earlier you mentioned [activity of child]. Tell me everything about that.”
Focus - Sensory focus to probe for more details:
“Think about [previously mentioned event]. Tell me about [the sounds you heard/the things you saw.]”
Yesterday or Today (for children 11 and younger)
“I really want to know about things that happened to you. Tell me everything that happened yesterday from the time you woke up until you went to bed.” Or
“Tell me everything that happened to you today, from the time you got up until [I came to talk to you/you came to see me.]”
“I don’t want you to leave anything out. Tell me everything that happened from the time you woke up until [some activity or portion of the event mentioned by the child in response to the previous question].”
VII. Transition to Substantive Issues
Begin by stating, “Now I want to talk to you about why you are here today/why I came to talk to you today.”
**Open-ended questions:** (If the child does not report sexual abuse, after one open-ended question, move to other open-ended questions, and if necessary, ask more focused questions – see examples. If the child makes a report about abuse, move to section # VIII)
“Tell me why you think [I came to talk to you today/you came to see me today].”
“As I told you, my job is to talk to kids. Tell me why [you are here/ you came here/ why you think I came to talk to you today]”
“Did anyone say anything to you about why I’m talking to you?”
“What did [person who brought you here] tell you about why I wanted to talk to you?”
“Tell me why you think [accompanying person] brought you here.”
“I understand that something may have happened to you. Tell me everything that happened from the beginning to the middle to the end.”
[If the child has made a prior statement:] “I heard that you talked to [identified person] about something that happened to you. It’s important for me to understand, tell me what happened.”
“Tell me about [context/location of alleged abuse].”
**Vague concerns/allegations:**
“Tell me about the people who live with you.”
“Tell me some things you like/don’t like about [person].” [Wait for response.] What don’t you/do you like about [person]?”
“What happens when you go to [location]? ” [Wait for response] “Tell me all about that.” OR “What are fun/not so fun things that happen at [location]?”
**Specific examples:**
“Earlier we talked about daycare, tell me about the teachers who work there.”
“Earlier you talked about visits to your dad’s. Tell me what happens at your dad’s.”
“Who helps you get ready for bed?” “Tell me more about tuck-in time.”
*If these contextual questions don’t elicit information from the child regarding abuse concerns, you have the option to move to carefully considered focused questions.*
**Focused questions:**
“Tell me more about [location/time of alleged incident/ alleged offender]. What are some things you [like/don’t like]. Why?” “Tell me about that.”
CHILD INTERVIEW GUIDE
Respond to non-verbal actions or specific concerns of the child:
“I see you’re crying. Tell me why.”/“You’re very quiet. Tell me why.”
“What do you think will happen if you tell? Why?”
“What makes you think you might be in trouble?” “Tell me more about that.”
More focused transition questions:
“I heard you talked to [identified person] about [a problem you were having/a picture that you drew, etc.].” [Pause] “Tell me about [problem/picture/etc].”
[If no response ask:]
“Your [mom/teacher/counselor/friend] is worried that something might have happened to you. Do you know what [your mom/teacher/counselor/friend] is worried about?”
“I heard you were doing something at [location] – [touching other children/saying bad words, etc]. Tell me about that.”
“I heard you talked to [identified person] about [brief description of event]. Tell me what happened.”
“Did somebody [briefly summarize allegations or suspicions without specifying names of alleged perpetrator or providing too many details].”
Specific example:
“Did somebody do something wrong to you/do something you didn’t like?”
VIII. Investigating the Incidents
Separation of incidents and exploration of specific incidents:
As soon as you get an indication about possible abuse from the child, clarify whether there was a single incident or multiple incidents.
“Did that happen one time or more than one time?”
If child says “one time,” ask questions as indicated below & maximize use of open-ended technique and use recommended pattern of questions [INVITE, ELABORATE, FOCUS (time, senses, key facts), CLARIFY AND ELABORATE] to exhaust information about the event.
Open-ended invitations:
“Tell me everything about [child’s words describing the allegation].”
[With older children, you can simply say, “Tell me everything about that.”]
“Tell me everything that happened, from the beginning to middle to end, even the little parts you don’t think are important.”
CHILD INTERVIEW GUIDE
Requests to elaborate:
“Then what happened?”
“What happened next?”
“Tell me more about [person/ object/ activity mentioned by the child].”
“You mentioned [person/ object/ activity mentioned by the child], tell me everything about that.”
Time segmentation:
“Think back to that [day/ night]. Tell me everything that happened from [some previous event mentioned by child] until [alleged abusive incident described by child].”
“Tell me everything about [one segment of the event to another segment of the event]”
Sensory focus:
“Think about what it looked like when [event]. Tell me everything you saw.”
“Think about what it sounded like. Tell me everything you heard.”
Clarification and elaboration:
“You’ve told me a lot, and that’s really helpful, but I’m a little confused. To be sure I understand, tell me again [how it started; how it ended/etc.]”
“Let’s see if I’ve got this right. [Briefly summarize each segment of the event]. [Pause after each segment and elicit response as to accuracy of each segment].”
Focused questions relating to the specific incident mentioned by the child:
The general format of a focused question is:
“You said/talked about [person/object/activity]”. “[Ask for specific detail]”.
Specific examples:
“You said that one of your friends saw [event]. What was [his/her] name?” [Pause, wait for response] “Tell me what [name of friend] was doing there.”
“You said you were watching TV. What were you watching?” “Tell me everything that happened when you were watching_____.”
“Earlier you said that your daddy ‘messed with you.’ Tell me what you mean by ‘messed with you’.”
“Earlier you said that your uncle used Vaseline. Tell me exactly what [your uncle] did.”
If child indicates there was “more than one” incident, start by asking about most recent time:
Use pattern of questions [INVITE, ELABORATE, FOCUS (time, senses, key facts), CLARIFY AND ELABORATE] to exhaust information about first event. Then explore other incidents as appropriate:
“Tell me everything about the last time [event mentioned by child] happened.”
Use pattern of questions to exhaust information about most recent event. Then,
“Tell me everything about the first time [event mentioned by child] happened
Use pattern of questions to exhaust information about most recent event. Then,
“Tell me everything about [another time you remember].”
“Tell me about the time in [a location mentioned by the child].”
“You mentioned [person]. Tell me all about what happened the time [person] was there.”
“Tell me everything about [previous event mentioned by child].”
IX. Use of Tools
“Where did_____ happen? Tell me everything about where it happened/draw a picture of where it happened.”
“Draw me a picture of what happened in the [location].”
“You don’t want to say it? How about writing down the word for me.”
Specific examples:
“You said that Jamal licked you on your coochie. Show me on this picture/doll where your coochie is.” “Draw me a picture of what Jamal did.” “Draw me a picture of where you were when Jamal licked your coochie.”
“You said Nina put her finger in your pookie. Show me on this picture/doll how she put her finger in your pookie.”
“You told me that you had to kiss David’s ‘icky’. Draw me a picture of David’s ‘icky.’ OR “Draw me a picture of the time you had to kiss David’s ‘icky.’”
X. Break (Optional)
“Now I want to make sure I understand what happened to you. I will just [think about what you told me/go over my notes/go and check with (name of observer)] to see if there’s anything else I need to ask you.”
After the Break:
“Tell me more about [unclear information].”/“What else happened?”/ “Then what happened?”/“Tell me everything about that.”
XI. Eliciting Information That Has Not Been Mentioned by the Child
“When you told me about _____ you said _____. [focused question]?”
Follow with an invitation - “Tell me [all/everything/more] about that.”
Specific examples:
“You told me about the time in the basement, when Sam took off his pants. What happened to your clothes?” “Tell me all about that.”
“You told me about the time on the playground. Did anybody else see what happened?” “Who?” “Tell me more about that.”
“Do you know if something like that happened to other children?” “How do you know?” “Tell me everything about that.”
“Did someone else ever [touch you/make you touch them] like that before?” “One time or more than one time?” “Tell me everything [about that].”
If child fails to mention information previously provided by others:
“I heard that you talked to [person’s name] at [time/place]. Tell me what you talked about.”
“I heard [summarize allegation, specifically but without mentioning incriminating details if possible]. Tell me everything about that.”
“I saw/heard [summarize knowledge/proof]”. “Tell me in your own words about what happened.” It is okay to ask direct questions about known facts. Then ask child to tell in his/her own words.
“Has something happened to you at [place/time]? Tell me everything about that.”
If needed:
“I heard that someone saw [summarize what was seen in the least suggestive way possible]. Tell me everything about that.”
Carefully assess whether to use more specific questions such as:
“Did somebody touch you on your privates when you were at grandma’s?” If response is affirmative ask: “Tell me about that.”
If the child talks about having told someone else about the incident(s):
“Tell me everything you can about how [the person mentioned by the child] found out.”
“Tell me everything you talked about with [person child talked to].”
“Does someone else know about [alleged abuse as described by the child]? Who? Tell me what [name] knows about it.”
When direct questions are necessary, pair with open-ended questions.
“Did someone touch your _____?” If response is affirmative ask: “Tell me everything that happened.”
“What did [person] touch your _____ with?” [Wait for response] “Tell me all about that.”
CHILD INTERVIEW GUIDE
XII. Eliciting Information about Prior Statements Made by the Child to Others
If during the investigative interview, the child didn’t mention telling anyone, seek information to clarify how the abuse information became known.
Open-ended invitation: “Tell me what happened after [specific incident].”
More-focused: “Does anybody else know what happened?” “Who?”
Another way to try: “I want understand how other people found out about [the specific incident].”
Another way to try: “Who was the first person besides you and [the alleged offender] to find out about [alleged abuse as described by the child]?”
How did [person to whom child reported incident, who then made report which brought the allegation to your attention] find out about what happened?”
XIII. Closing
“You have answered lots of questions/told me lots of things today, and I want to thank you for talking with me.”
“Is there something else you feel like telling me right now/is there something else you want me to know right now?”
“Are there any questions you want to ask me about what we talked about today?”
Ask the child safety questions:
“Who can you tell if you are worried about something?”
“Who can you get help from if you are hurt or something bad or scary happens to you?”
“Why do you think [person named] can help you?”
“What can [person named] do to help you?”
End on neutral note/refocus child to neutral topic – “Now you are going to go back to class. What will you do when you get back to class?” “Thanks for talking with me. What are you going to do after we are done here?”
As appropriate, briefly tell child your next steps. “Now I’m going to talk to [name].”
Truth/Lie Tasks
The purpose of using Lyon/Saywitz Materials for Interviewing Professionals is to assist the child interviewer in “determining whether a child witness understands the difference between truth and lies, and appreciates the importance of telling the truth.” (Lyon/Saywitz, Qualifying Children to Take the Oath: Materials for Interviewing Professionals. Revised May 2000).
For the purposes of use with the Washington State Child Interview Guide, these tasks will be conducted with children pre-school through age 7.
The following is a synopsis of the above-mentioned article by Lyon and Saywitz, which includes the actual materials for use in the interview. For a copy of their article, go to http://hal-law.usc.edu/users/tlyon.
Lyon and Saywitz developed tasks for the purpose of minimizing young children’s difficulties with defining and discussing truth and lies, and to ensure that young children will not falsely appear competent due to guessing.
The first task, (truth vs. lie) evaluates whether the child understands that the words “truth” and “lie”. The second task (morality) determines whether a child understands the consequence of telling a lie.
- Give the child four different truth vs. lie task problems. If the child answers four of the four problems correctly, this demonstrates good understanding of the concept.
- Emphasize the words that appear in the capital letters in the script when reading the script to the children.
- Once the child gives an answer to an item question, say “okay” in a friendly manner that does not indicate whether they answered correctly.
- Always start with the boy/girl on the left side of the picture.
- Give the child four different morality task problems. If the child answers four of the four problems correctly, this demonstrates good understanding of the concept.
- Emphasize the words that appear in the capital letters in the script when reading the script to the children.
- Once the child gives an answer to an item question, say “okay” in a friendly manner that does not indicate whether they answered correctly.
- Always start with the boy/girl on the left side of the picture.
If the child shows good understanding on the first two items of each task, some of the language may be omitted for the last two items:
- For truth/lie task, “one will tell a lie and one will tell the truth,” may be omitted.
- For morality task, “well, one of these girls/boys is going to get in trouble for what she/he says,” may be omitted.
TRUTH VS. LIE TASK
Here’s a picture. Look at this animal—what kind of animal is this?
OK, that’s a [child’s label].
LISTEN to what these girls say about the [child’s label]. One of them will tell a LIE and one will tell the TRUTH, and YOU’LL tell ME which girl tells the TRUTH.
(point to girl on the left) THIS girl looks at the [child’s label] and says “IT’S a [child’s label].”
(point to girl on the right) THIS girl looks at the [child’s label] and says “IT’S a FISH.”
Which girl told the TRUTH? (Correct answer is girl on the left)
* Truth vs. Lie tasks from Lyon/Saywitz, Qualifying Children to Take the Oath: Materials for Interviewing Professionals.
Here’s another picture. Look at this food—what kind of food is this?
OK, that’s a [child’s label].
LISTEN to what these girls say about the [child’s label]. One of them will tell a LIE, and one will tell the TRUTH.
(point to girl on the left) THIS girl looks at the [child’s label] and says “IT’S an [child’s label].”
(point to girl on the right) THIS girl looks at the [child’s label] and says “IT’S a BANANA.”
Which girl told the TRUTH? (correct answer is girl on the left)
* Truth vs. Lie tasks from Lyon/Saywitz, *Qualifying Children to Take the Oath: Materials for Interviewing Professionals*.
Here’s another picture. Look at this toy--what kind of toy is this?
OK, that’s a [child’s label].
LISTEN to what these boys say about the [child’s label]. One of them will tell a LIE, and one will tell the TRUTH.
(point to boy on the left) THIS boy looks at the [child’s label] and says “IT’S a BOOK.”
(point to boy on the right) THIS boy looks at the [child’s label] and says “IT’S a [child’s label].”
Which boy told the TRUTH? (correct answer is boy on the right)
Which girl told a LIE? (correct answer is girl on the left)
* Truth vs. Lie tasks from Lyon/Saywitz, Qualifying Children to Take the Oath: Materials for Interviewing Professionals
Prepared by Harborview Center for Sexual Assault & Traumatic Stress &
Criminal Justice Training Commission
9/01/02
Here’s another picture. Look at this food—what kind of food is this?
OK, that’s a [child’s label].
LISTEN to what these boys say about the [child’s label]. One of them will tell a LIE and one will tell the TRUTH.
(point to boy on the left) THIS boy looks at the [child’s label] and says “IT’S a [child’s label].”
(point to boy on the right) THIS boy looks at the [child’s label] and says “IT’S a CARROT.”
Which boy told a LIE? (Correct answer is boy on the right)
* Truth vs. Lie tasks from Lyon/Saywitz, Qualifying Children to Take the Oath: Materials for Interviewing Professionals.
Here’s a School Principal. She wants to know what happened to these boys.
Well, **ONE** of these boys is **GONNA GET IN TROUBLE** for what he says, and **YOU’LL tell ME** which boy is **GONNA GET IN TROUBLE**.
**LOOK** [child’s name],
*(point to left boy)* This boy tells the **TRUTH**.
*(point to right boy)* This boy tells a **LIE**.
Which boy is **GONNA GET IN TROUBLE**? *(Correct answer is boy on the right)*
* Morality tasks based Lyon/Saywitz, *Qualifying Children to Take the Oath: Materials for Interviewing Professionals*.
Here’s a Lady who comes to visit these girls at home. She wants to know what happened to these girls.
Well, **ONE** of these girls is **GONNA GET IN TROUBLE** for what she says.
**LOOK** [child’s name],
*(point to left girl)* This girl tells a **LIE**.
*(point to right girl)* This girl tells the **TRUTH**.
Which girl is **GONNA GET IN TROUBLE**? *(Correct answer is girl on the left)*
* Morality tasks based Lyon/Saywitz, *Qualifying Children to Take the Oath: Materials for Interviewing Professionals*.
Here’s a School Nurse. She wants to know what happened to these boys.
Well, ONE of these boys is GONNA GET IN TROUBLE for what he says.
LOOK [child’s name],
(point to left boy) This boy tells a LIE.
(point to right boy) This boy tells the TRUTH.
Which boy is GONNA GET IN TROUBLE? (Correct answer is boy on the left)
* Morality tasks based Lyon/Saywitz, Qualifying Children to Take the Oath: Materials for Interviewing Professionals.
Here’s a Grandma. She wants to know what happened to these girls.
Well, ONE of these girls is GONNA GET IN TROUBLE for what she says.
LOOK, [child’s name],
(point to left girl) This girl tells the TRUTH.
(point to right girl) This girl tells a LIE.
Which girl is GONNA GET IN TROUBLE? (Correct answer is girl on the right).
* Morality tasks based Lyon/Saywitz, Qualifying Children to Take the Oath: Materials for Interviewing Professionals. | <urn:uuid:3110dd12-80a5-4cd9-a989-70854b87a051> | CC-MAIN-2021-39 | https://marshalldefense.com/wp-content/uploads/Washington-State-Child-Interview.pdf | 2021-09-23T20:07:04+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057447.52/warc/CC-MAIN-20210923195546-20210923225546-00296.warc.gz | 439,016,459 | 10,007 | eng_Latn | eng_Latn | 0.967659 | eng_Latn | 0.997258 | [
"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",
"eng_Latn"
] | false | rolmOCR | [
428,
3256,
6010,
8187,
10996,
13757,
16270,
16706,
19523,
20048,
21698,
23703,
25526,
27391,
29568,
31536,
33265,
35267,
37518,
39204,
41704,
42369,
42975,
43745,
44337,
44877,
45390,
45831,
46279
] | [
3.03125,
3.71875
] | 1 | 0 |
RSU 1 K-8 READING STANDARDS
Graduation Standard #1
Comprehends and Interprets Literary and Informational Texts
Reading Foundations
Understand concepts of print and basic conventions of English.
Grade K
1. Demonstrate understanding of the organization and basic features of print. (RF1)
- Follow words from left to right
- Recognize that spoken words are represented in written language by specific sequence of letters.
- Understand that words are separated by spaces in print.
- Recognize and name all upper and lower case letters of the alphabet.
2. Demonstrate understanding of spoken words, syllables, and sounds. (RF2)
- Recognize and produce rhyming words.
- Count, pronounce, blend, and segment syllables in spoken words.
- Blend and segment onsets and rimes of single-syllable spoken words.
- Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.\(^1\) (This does not include CVCs ending with /l/, /r/, or /x/.)
- Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
3. Know and apply grade level phonics and word analysis skills in decoding words. (RF3)
- Demonstrate basic knowledge of 1-1 letter-sounds correspondences by producing the primary or many of the most frequent sound for each consonant.
- Associate the long and short sounds with the common spellings for the 5 major vowels.
- Read common high-frequency words by sight.
- Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
4. Read emergent-reader texts with purpose and understanding. (RF4)
Grade 1
1. Demonstrate and understanding of the organization and basic features of print. (RF1)
- Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (RF2)
- Distinguish long from short vowel sounds in spoken single-syllable words.
- Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
3. Know and apply grade-level phonics and word analysis skills in decoding words. (RF3)
- Know the spelling-sound correspondences for common consonant digraphs.
- Decode regularly spelled one-syllable words.
- Know final -e and common vowel team conventions for representing long vowel sounds.
- Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
- Decode two-syllable words following basic patterns by breaking the words into syllables.
- Read words with inflectional endings.
- Recognize and read grade-appropriate irregularly spelled words.
4. Read with sufficient accuracy and fluency to support comprehension. (RF4)
- Read grade-level text with purpose and understanding.
- Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Grade 2
1. Know and apply grade-level phonics and word analysis skills in decoding words. (RF3)
- Distinguish long and short vowels when reading regularly spelled one-syllable words.
- Know spelling-sound correspondences for additional common vowel teams.
- Decode regularly spelled two-syllable words with long vowels.
- Decode words with common prefixes and suffixes.
- Identify words with inconsistent but common spelling-sound correspondences.
- Recognize and read grade-appropriate irregularly spelled words.
2. Read with sufficient accuracy and fluency to support comprehension. (RF4)
- Read grade-level text with purpose and understanding.
- Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Grade 3
1. Know and apply grade-level phonics and word analysis skills in decoding words. (RF3)
- Identify and know the meaning of the most common prefixes and derivational suffixes.
- Decode words with common Latin suffixes.
- Decode multi-syllable words.
- Read grade-appropriate irregularly spelled words.
2. Read with sufficient accuracy and fluency to support comprehension. (RF4)
- Read grade-level text with purpose and understanding.
- Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Grade 4
1. Know and apply grade-level phonics and word analysis skills in decoding words. (RF3)
- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
2. Read with sufficient accuracy and fluency to support comprehension. (RF4)
- Read grade-level text with purpose and understanding.
- Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Grade 5
1. Know and apply grade-level phonics and word analysis skills in decoding words. (RF3)
- Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
2. Read with sufficient accuracy and fluency to support comprehension. (RF4)
- Read grade-level text with purpose and understanding.
- Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Grades 6-8
Applied in reading comprehension & interpretation performance indicators.
Reading Comprehension
Read and comprehend appropriately complex literature and informational texts independently and proficiently.
Grade K
1. With prompting and support, retell familiar stories in literature, including key details. (RL 2)
2. With prompting and support, identify the main topic and retell key details of an informational text. (RI2)
3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (RI3)
4. With prompting and support, ask and answer questions about unknown words in a text. (RI4)
Grade 1
1. Retell stories in literature, including key details, and orally demonstrate understanding of their central message or lesson. (RL2)
2. Identify the main topic and retell key details of an informational text. (RI2)
3. Describe the connection between two individuals, events, ideas, or pieces of information in a text. (RI3)
4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (RI4)
Grade 2
1. Recount stories in literature, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. (RL2)
2. Identify the main topic of a multi-paragraph informational text as well as the focus of specific paragraphs within the text. (RI2)
3. Describe the connection among a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (RI3)
4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. (RI4)
Grade 3
1. Recount stories in literature, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. (RL2)
2. Determine the main idea of an informational text; recount the key details and explain how they support the main idea. (RI2)
3. Describe the relationship among a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. (RI3)
4. Determine the meaning of general academic and domain-specific words and phrases in a text, including figurative language, relevant to a grade 3 topic or subject area. (RI4)
Grade 4
1. Determine a theme of a story, drama, or poem in literature from details in the text; summarize the text. (RL2)
2. Determine the main idea of an informational text and explain how it is supported by key details; summarize the text. (RI2)
3. Explain the relationship among individuals, events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. (RI3)
4. Determine the meaning of general academic and domain-specific words or phrases in a text, including figurative language, relevant to a grade 4 topic or subject area. (RI4)
Grade 5
1. Determine a theme of a story, drama, or poem in literature from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. (RL2)
2. Determine two or more main ideas of an informational text and explain how they are supported by key details; summarize the text. (RI2)
3. Explain the relationship or interactions among two or more individuals, events, procedures, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. (RI3)
4. Determine the meaning of general academic and domain-specific words and phrases in a text, including figurative language, relevant to a grade 5 topic or subject area. (RI4)
**Grade 6**
1. 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. (RL 2)
2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. (RI 2)
3. Analyze in detail in any text how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). (RL 3 & RI 3)
4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. (RL 4, RI 4, L 4,5,6)
**Grade 7**
1. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. (RL 2)
2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. (RI 2)
3. Analyze the interactions between individuals, events, and ideas in any text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). (RL 3 & RI 3)
4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. (RL 4, RI 4, L 4,5,6)
**Grade 8**
1. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. (RL 2)
2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
3. Analyze how any text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). (RL 3 & RI 3)
4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone. (RL 4, RI 4, L 4,5,6)
**Reading Interpretation**
Interpret, analyze and evaluate appropriately complex literary and informational texts.
**Grade K**
1. With prompting and support, ask and answer questions about key details in a text. (RI1)
2. Identify the front cover, back cover, and title page of a book. (RI5)
3. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. (RI6)
4. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). (RL7)
5. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). (RI7)
6. With prompting and support, identify the reasons an author gives to support points in a text. (RI8)
7. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). (RI9)
**Grade 1**
1. Ask and answer questions about key details in a text. (RI1)
2. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. (RI5)
3. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. (RI6)
4. Use illustrations and details in a story to describe its characters, setting, or events. (RL7)
5. Use the illustrations and details in a text to describe its key ideas. (RI7)
6. Identify the reasons an author gives to support points in a text. (RI8)
7. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). (RI9)
**Grade 2**
1. Ask and answer such questions as *who*, *what*, *where*, *when*, *why*, and *how* to demonstrate understanding of key details in a text. (RI1)
2. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. (RI5)
3. Identify the main purpose of a text, including what the author wants to answer, explain, or describe. (RI6)
4. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. (RL7)
5. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. (RI7)
6. Describe how reasons support specific points the author makes in a text. (RI8)
7. Compare and contrast the most important points presented by two texts on the same topic. (RI9)
**Grade 3**
1. Ask and answer such questions as *who*, *what*, *where*, *when*, *why*, and *how* to demonstrate understanding of key details in a text. (RI1)
2. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. (RI5)
3. Identify the main purpose of a text, including what the author wants to answer, explain, or describe. (RI6)
4. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). (RL7)
5. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). (RI7)
6. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). (RI8)
7. Compare and contrast the most important points and key details presented in two texts on the same topic. (RI9)
**Grade 4**
1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (RI1)
2. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. (RI5)
3. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. (RI6)
4. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. (RL7)
5. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. (RI7)
6. Explain how an author uses reasons and evidence to support particular points in a text. (RI8)
7. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. (RI9)
**Grade 5**
1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (RI1)
2. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. (RI5)
3. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. (RI6)
4. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). (RL7)
5. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. (RI7)
6. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). (RI8)
7. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. (RI9)
**Grade 6**
1. Cite textual evidence to support analysis of what the literary or informational text says explicitly as well as inferences drawn from the text. (RL 1&RI 1)
2. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a literary or informational text and contributes to the development of the ideas. RL 1&RI 1)
3. Determine the author’s point of view or purpose in a literary or informational text and explain how it is conveyed in the text. (RI+RL6)
4. Integrate the story or information in a text presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic, issue, story, drama or poem. (RL7 & RI7)
5. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. (RI 8)
6. Compare & contrast texts in different forms or genres in terms of their approaches to similar themes or topics. (RL+RI9)
**Grade 7**
1. Cite several pieces of textual evidence to support analysis of what the literary or informational text says explicitly as well as inferences drawn from the text. (RL1&RI 1)
2. Analyze the structure an author uses to organize a literary or informational text, including how the major sections contribute to the whole and to the development of the ideas. RL1&RI 1)
3. Determine the author’s point of view or purpose in a literary or informational text and how the author develops & contrasts the points of view of different characters or narrators. (RI+RL6)
4. Compare and contrast a literary or informational text text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject & the effects of the technique unique to each medium. (RL7 & RI7)
5. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. (RI 8)
6. Compare & contrast how multiple texts demonstrate factual or interpretive agreement, conflict, or different information on the same topic, and draw on themes, patterns or character types from a variety of literary and informational texts. (RL+RI.9)
**Grade 8**
1. Cite the textual evidence that most strongly supports an analysis of what the literary or informational text says explicitly as well as inferences drawn from the text. (RL 1 & RI 1)
2. Compare and contrast the structure of two or more literary & informational texts and analyze how the differing structure of each text contributes to its meaning and style. (RL 5 & RI 5)
3. Determine an author’s point of view, purpose, or rhetorical strategies in a literary or informational text, analyzing how conflicting evidence and points of view impact the text, or how a character’s point of view creates effects such as suspense or humor. (RI+RL.6)
4. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea in a literary or informational text. (RL7 & RI7)
5. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. (RI 8)
6. Analyze how multiple texts demonstrate factual or interpretive agreement, conflict, or different information on the same topic, and draw on themes, patterns or character types from a variety of literary and informational texts. (RL+RI.9) | <urn:uuid:afebe3e4-430b-45e5-9171-087c29411e0e> | CC-MAIN-2018-43 | http://www.rsu1.org/userfiles/2/my%20files/curriculum/rsu%201%20reading%20standards%20k-8%20.pdf?id=544852 | 2018-10-23T21:46:14Z | crawl-data/CC-MAIN-2018-43/segments/1539583517376.96/warc/CC-MAIN-20181023195531-20181023221031-00290.warc.gz | 555,374,699 | 4,901 | eng_Latn | eng_Latn | 0.989868 | eng_Latn | 0.991647 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
2153,
4899,
6898,
9641,
12560,
15677,
18965,
22040
] | [
4.53125,
4.46875
] | 3 | 4 |
Washtenaw Community College Comprehensive Report
SOC 250 Juvenile Delinquency
Effective Term: Spring/Summer 2011
Course Cover
Division: Math, Natural and Behavioral Sciences
Department: Behavioral Sciences
Discipline: Sociology
Course Number: 250
Org Number: 11230
Full Course Title: Juvenile Delinquency
Transcript Title: Juvenile Delinquency
Is Consultation with other department(s) required: No
Publish in the Following: College Catalog, Time Schedule, Web Page
Reason for Submission: Three Year Review / Assessment Report
Change Information:
Outcomes/Assessment
Rationale: Update master syllabus.
Proposed Start Semester: Spring/Summer 2011
Course Description: The growing-up process of late childhood and adolescence from a sociological and cultural viewpoint is a focus of this class. Problems of the individual in his/her social environment, group forces which lead to maladjustment and sociological principles for working with youth from the viewpoint of parent, teacher, police and youth organization leader are analyzed.
Course Credit Hours
Variable hours: No
Credits: 3
Lecture Hours: Instructor: 45 Student: 45
Lab: Instructor: 0 Student: 0
Clinical: Instructor: 0 Student: 0
Total Contact Hours: Instructor: 45 Student: 45
Repeatable for Credit: NO
Grading Methods: Letter Grades
Audit
Are lectures, labs, or clinicals offered as separate sections?: NO (same sections)
College-Level Reading and Writing
College-level Reading & Writing
College-Level Math
No Level Required
Requisites
Prerequisite
Academic Reading and Writing Levels of 6
General Education
MACRAO
MACRAO Social Science
General Education Area 5 - Social and Behavioral Science
Assoc in Applied Sci - Area 5
Assoc in Science - Area 5
Assoc in Arts - Area 5
Request Course Transfer
Proposed For:
Student Learning Outcomes
1. Compare and contrast the various perspectives and theories explaining juvenile delinquency.
**Assessment 1**
- **Assessment Tool:** Written Essay
- **Assessment Date:** Fall 2012
- **Assessment Cycle:** Every Three Years
- **Course section(s)/other population:** All sections
- **Number students to be assessed:** Random sample of 50% of the students up to a maximum of 20.
- **How the assessment will be scored:** Departmentally-developed rubric
- **Standard of success to be used for this assessment:** 75% of the students will score 4 or higher on the essay.
- **Who will score and analyze the data:** Departmental faculty will score and analyze the data.
2. Describe the social, economic and political impact of juvenile delinquency in the U.S.
**Assessment 1**
- **Assessment Tool:** Discussion Board Essays
- **Assessment Date:** Fall 2012
- **Assessment Cycle:** Every Three Years
- **Course section(s)/other population:** All sections
- **Number students to be assessed:** Random sample of 50% of the students up to a maximum of 20.
- **How the assessment will be scored:** Departmentally-developed rubric
- **Standard of success to be used for this assessment:** 75% of the students will score 4 or higher on the essay.
- **Who will score and analyze the data:** Departmental faculty will score and analyze the data.
3. Identify various types and patterns of delinquent behavior and analyze them in terms of applicable theories.
**Assessment 1**
- **Assessment Tool:** Multiple-choice test
- **Assessment Date:** Fall 2012
- **Assessment Cycle:** Every Three Years
- **Course section(s)/other population:** All sections
- **Number students to be assessed:** All students
- **How the assessment will be scored:** Test will be scored using an answer key.
- **Standard of success to be used for this assessment:** 75% of the students will score 70% or higher.
- **Who will score and analyze the data:** Departmental faculty will score and analyze the data.
Course Objectives
1. Understanding Juvenile Delinquency: Discuss and provide current examples of the social problems faced by modern adolescents. Define juvenile delinquency and the related concepts of deviance and crime. Broadly describe some of the causes of juvenile delinquency and recognize the term "aging out process." Describe some of the components and functions of the juvenile justice system. Compare and contrast the characteristics of the 1950's youth and the 1990's youth. Describe "at risk" youth and estimate the number of at risk youths in America. Explain the parens patriae philosophy, describe its influence on legal responsibilities for children, and provide examples of its application in the juvenile justice system. Define the term status offense and provide examples of specific status offenses. Compare and contrast the juvenile justice system's philosophies and practical handling of delinquents and status offenders.
**Methods of Evaluation**
- Activity or Exercise
- Exams/Tests
**Matched Outcomes**
1. Compare and contrast the various perspectives and theories explaining juvenile delinquency.
3. Identify various types and patterns of delinquent behavior and analyze them in terms of applicable theories.
2. Understand both sides of the delinquency dilemma: the tension between treatment and "get tough" policies in the juvenile justice system. Describe the typical delinquent and assess victimization rates for juveniles. Compare and contrast the data derived from official sources, self-reports and victimization sources. Assess the validity and accuracy of data from each of the three different sources. Describe crime patterns in terms of regional and seasonal influences. Discuss some of the possible explanations for the recent increase in teenage violence. Discuss three reasons for committing hate crimes. Analyze some of the explanations for the similar personal characteristics of victims and perpetrators. Compare and contrast the different effects of gender, race, class and age on delinquency. Describe the recent trends in male and female delinquency. Describe the delinquent rates of different races and ethnic origins. Describe the effects of social class on delinquency.
**Methods of Evaluation**
- Activity or Exercise
- Exams/Tests
- Quizzes
**Matched Outcomes**
1. Compare and contrast the various perspectives and theories explaining juvenile delinquency.
2. Describe the social, economic and political impact of juvenile delinquency in the U.S.
3. Identify various types and patterns of delinquent behavior and analyze them in terms of applicable theories.
3. Compare and contrast the divergent results of official statistics and self-reports in terms of racial disparity. Describe the delinquent rates of different races and ethnic origins. Describe the effects of social class on delinquency. Compare and contrast the divergent results of official statistics and self-reports in terms of racial disparity. Differentiate between a life course, a life history and life cycle of delinquency. Identify a number of factors that influence the life course of crime and delinquency. Identify factors that can be turning points in the life cycle of crime.
**Methods of Evaluation**
Activity or Exercise
Case Analysis, Scenario or Study
Exams/Tests
**Matched Outcomes**
1. Compare and contrast the various perspectives and theories explaining juvenile delinquency.
2. Describe the social, economic and political impact of juvenile delinquency in the U.S.
3. Identify various types and patterns of delinquent behavior and analyze them in terms of applicable theories.
4. Theories of Delinquency Causation: Explain the difference between theories which were developed within the classical school and those in the positive school. Contrast theory differences that recognize free will and inter-group conflict in society. Discuss the major sociological and psychological theories which have been used and continue to be used as a basis for delinquency control programs. Know which theories are best supported by empirical research. Differentiate between the theories generally used by police, court and correctional personnel. Articulate some reasons as to how bio-social theories and psychological theories differ from sociological theories. Describe the varied influences of biochemical factors and genetics on criminal behavior and provide examples of empirical research in these areas. Describe various forms of neurological dysfunction and explain how those conditions can lead to delinquency.
**Methods of Evaluation**
Activity or Exercise
Clinical Performance or Competency
Exams/Tests
Quizzes
**Matched Outcomes**
1. Compare and contrast the various perspectives and theories explaining juvenile delinquency.
3. Identify various types and patterns of delinquent behavior and analyze them in terms of applicable theories.
5. Explain the link between personality, intelligence and delinquency, and provide examples that illustrate the difficulties encountered when attempting to correlate personality and intelligence measures with delinquency. Provide examples of delinquency prevention programs based on individual-level theories. Define the term social stratification and provide examples of economic, political and social stratification in America. Discuss the effects of social stratification on delinquency. Discuss the general effects of social structure on delinquency. Describe the effects of such social disorganization elements as relative deprivation, community change, wealth and opportunity, fear of crime and neighborhood social control. Identify and describe a number of social process theories. Differentiate between social learning theories and social control theories. Give examples of socialization and its accompanying social processes.
**Methods of Evaluation**
Activity or Exercise
Discussion
Exams/Tests
**Matched Outcomes**
1. Compare and contrast the various perspectives and theories explaining juvenile
delinquency.
2. Describe the social, economic and political impact of juvenile delinquency in the U.S.
3. Identify various types and patterns of delinquent behavior and analyze them in terms of applicable theories.
6. Compare and contrast differential association, differential reinforcement and neutralization theories. Compare and contrast various integrated theories and identify the theoretical foundations of each of these theories. Identify some delinquency prevention programs that have been created based on the theoretical concepts of social process theories. Articulate the differences between social reaction theories and other theories of delinquency causation. Describe the process of labeling and the effects of the labeling process. Discuss the possibility of discrimination and bias in juvenile justice system processing. Evaluate labeling theory in terms of criticisms and its importance as a theoretical model. Briefly describe the political and economic philosophy of Karl Marx. Describe the impact of social process theories of delinquency prevention programs in this country. Discuss the various socialization theories of female delinquency.
**Methods of Evaluation**
- Activity or Exercise
- Discussion
- Exams/Tests
- Paper(s)
**Matched Outcomes**
1. Compare and contrast the various perspectives and theories explaining juvenile delinquency.
2. Describe the social, economic and political impact of juvenile delinquency in the U.S.
3. Identify various types and patterns of delinquent behavior and analyze them in terms of applicable theories.
7. Compare and contrast the liberal feminist viewpoint with the radical feminist viewpoint on female criminality.
**Methods of Evaluation**
- Activity or Exercise
- Discussion
- Exams/Tests
**Matched Outcomes**
1. Compare and contrast the various perspectives and theories explaining juvenile delinquency.
3. Identify various types and patterns of delinquent behavior and analyze them in terms of applicable theories.
8. The Family and Juvenile Delinquency: Discuss the psychological and sociological contributions to understanding the family's influence on delinquency. Identify the family characteristics that are related to delinquency. Recognize patterns of family interaction that are likely to result in delinquency. Describe the ongoing change in the structure and definition of the American family. Explain the link between stress and conflict in the family and delinquency. Discuss the theoretical views on the family and delinquency. List and describe the four categories of family functioning that promote delinquent behavior. Address the controversy surrounding divorce vs. staying together in a conflict-ridden home as it pertains to the effects on child behavior. Describe the relationship between discipline, supervision and delinquency. Define abuse and neglect and list the basic components of
abuse and neglect criminal statutes. Discuss several theories that explain child abuse and neglect.
**Methods of Evaluation**
- Activity or Exercise
- Discussion
- Exams/Tests
- Quizzes
**Matched Outcomes**
1. Compare and contrast the various perspectives and theories explaining juvenile delinquency.
2. Describe the social, economic and political impact of juvenile delinquency in the U.S.
3. Identify various types and patterns of delinquent behavior and analyze them in terms of applicable theories.
9. Identify some of the psychological and behavioral effects of sexual abuse. Discuss the causes of child abuse including; the cyclic pattern of violence, the effects of substance abuse and its relationship to social class. Describe the overall philosophy and practice of the child protection system. Discuss the involvement of law enforcement, juvenile court and correctional personnel in the prevention, detection and treatment of child abuse and neglect cases. Compare the role of personnel in the juvenile justice system with that of the protective services worker in handling the abused or neglected child's case. Describe child protective service's programs and related community services which can prevent and treat abuse and neglect. Describe delinquency prevention programs that are based on family intervention.
**Methods of Evaluation**
- Activity or Exercise
- Case Analysis, Scenario or Study
- Discussion
- Exams/Tests
**Matched Outcomes**
1. Compare and contrast the various perspectives and theories explaining juvenile delinquency.
2. Describe the social, economic and political impact of juvenile delinquency in the U.S.
3. Identify various types and patterns of delinquent behavior and analyze them in terms of applicable theories.
10. The Adolescent: Describe behavior that is considered "normal" for contemporary adolescents. Analyze delinquent's circumstances and identify those difficulties stemming from their status as adolescents as distinct from those resulting from other causes. Discuss the importance of studying gangs, developing policy to control gangs and the difficulties inherent in reducing gang activity. Describe contemporary gang members in terms of age and gender. Describe contemporary gang structure in terms of formation, leadership and communication patterns. Describe the different forms of criminality associated with gangs. Compare and contrast the four types of gangs based on racial and ethnic composition. Compare and contrast four theories of gang delinquency. Describe ongoing police and community-oriented gang control programs. Describe some of the processes by which the school plays an important role in shaping the norms and values of American children.
**Methods of Evaluation**
- Activity or Exercise
- Case Analysis, Scenario or Study
- Discussion
- Exams/Tests
**Matched Outcomes**
1. Compare and contrast the various perspectives and theories explaining juvenile delinquency.
2. Describe the social, economic and political impact of juvenile delinquency in the U.S.
3. Identify various types and patterns of delinquent behavior and analyze them in terms of applicable theories.
11. Explain the process by which the school can determine a child's social and economic status in later life. Identify the current educational crisis in America. Explain how academic performance is related to delinquency. Summarize the various theoretical views on the interrelationship of schools and delinquency. Explain the relationship between school failure and delinquency and identify factors linked to the onset of school failure. Describe the interaction between student alienation, irrelevant curriculum and subculture and their combined relationship with cheating, dropping-out and delinquency. Provide some explanation of school crime and list some factors associated with school crime rate. Identify and describe specific programs and policies used to control and prevent school crime. Describe the current state of legal rights, in terms of compulsory school attendance, free speech and school discipline, as afforded to students within the school.
**Methods of Evaluation**
- Activity or Exercise
- Discussion
- Exams/Tests
**Matched Outcomes**
2. Describe the social, economic and political impact of juvenile delinquency in the U.S.
3. Identify various types and patterns of delinquent behavior and analyze them in terms of applicable theories.
12. Identify and describe three primary sources of data on teenage substance abuse. Discuss the physical and psychological effects of the major types of drugs, including alcohol, which are used by adolescents. Trace the changing image that the public and criminologist have held of the drug abuser. Discuss several theories that explain drug abuse among adolescents. Understand the effects of alcohol and other drug abuse on tendencies to commit violent and property crimes. Discuss the connection between the juvenile justice system and the drug treatment system. Compare and contrast "pure" and other prevention programs which are used for adolescent drug and alcohol abusers.
**Methods of Evaluation**
- Activity or Exercise
- Discussion
- Exams/Tests
- Quizzes
**Matched Outcomes**
1. Compare and contrast the various perspectives and theories explaining juvenile delinquency.
3. Identify various types and patterns of delinquent behavior and analyze them in terms of applicable theories.
13. Prevention and Treatment: Trace the development of today's juvenile justice system. Describe the extent, components, operation and actors in the modern juvenile justice system.
Describe the overall juvenile justice process and provide details from each state in the process. Discuss recent changes in juvenile law and in the operation of the police and court agencies. Understand the debate about the appropriate role of the juvenile court and the law in responding to status offenders. Discuss the discrimination in police and court decision-making. Describe the key dilemmas facing police, social workers and court personnel. Compare and contrast the adult and juvenile justice systems. List and describe five major areas for suggested improvement in juvenile justice. Discuss the variety of past and current delinquency prevention programs. Compare and contrast the rehabilitation, justice and hybrid theoretical models of juvenile justice.
**Methods of Evaluation**
- Discussion
- Exams/Tests
- Paper(s)
- Quizzes
**Matched Outcomes**
1. Compare and contrast the various perspectives and theories explaining juvenile delinquency.
2. Describe the social, economic and political impact of juvenile delinquency in the U.S.
3. Identify various types and patterns of delinquent behavior and analyze them in terms of applicable theories.
14. Describe the various juvenile court organization structures. Describe the varied jurisdiction the court has in terms of age and nature of the offense. Discuss the major federal efforts which are pure prevention programs. Provide numerous definitions for the term probation. Describe the nature of probation in terms of a contractual agreement between the court and the child. Provide a brief historical review of the evolution of juvenile probation in this country. Describe the various organizational and administrative structures used by juvenile probation departments. List the duties, responsibilities and skills needed of a juvenile probation officer. List the various conditions of probations and describe the revocation process. Describe the operation and success of various probation innovations. Describe the philosophy and goals of restitution programs. Evaluate the effectiveness of restitution and provide criticisms of its use.
**Methods of Evaluation**
- Discussion
- Exams/Tests
**Matched Outcomes**
1. Compare and contrast the various perspectives and theories explaining juvenile delinquency.
2. Describe the social, economic and political impact of juvenile delinquency in the U.S.
3. Identify various types and patterns of delinquent behavior and analyze them in terms of applicable theories.
15. Discuss the different treatment methods currently used with delinquents. Discuss the impetus behind and the philosophy of community-based corrections programs. Differentiate between residential and non-residential community treatment and provide specific examples of ongoing programs from both approaches. Critique the effectiveness of the community treatment approach in terms of cost and benefits. Evaluate the effectiveness of community-based programs in lowering recidivism rates.
**Methods of Evaluation**
- Discussion
- Exams/Tests
Quizzes
**Matched Outcomes**
1. Compare and contrast the various perspectives and theories explaining juvenile delinquency.
2. Describe the social, economic and political impact of juvenile delinquency in the U.S.
3. Identify various types and patterns of delinquent behavior and analyze them in terms of applicable theories.
**New Resources for Course**
**Course Textbooks/Resources**
- Textbooks
- Manuals
- Periodicals
- Software
**Equipment/Facilities**
- Level III classroom
| Reviewer | Action | Date |
|---------------------------|----------------------|---------------|
| Faculty Preparer: | Faculty Preparer | Nov 09, 2010 |
| Department Chair/Area Director: | Recommend Approval | Nov 16, 2010 |
| Starr Burke | | |
| Dean: Martha Showalter | Recommend Approval | Nov 17, 2010 |
| Vice President for Instruction: Stuart Blacklaw | Approve | Feb 24, 2011 | | <urn:uuid:d56a0f5a-cf70-45d5-96ee-61f0ee99d4db> | CC-MAIN-2014-42 | http://www4.wccnet.edu/departments/curriculum/file.php?loc=9&file=ms_soc/ms_soc250.pdf | 2014-10-31T06:14:11Z | crawl-data/CC-MAIN-2014-42/segments/1414637898979.18/warc/CC-MAIN-20141030025818-00069-ip-10-16-133-185.ec2.internal.warc.gz | 1,146,849,733 | 4,313 | eng_Latn | eng_Latn | 0.95914 | eng_Latn | 0.987625 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
1604,
3879,
7097,
9863,
12759,
15593,
18364,
21389,
22384
] | [
1.2265625,
2
] | 3 | 8 |
Small World + World Elementary = a world of difference
Quality education is now available through Grade 6.
NASHUA - From infant to grade six, World Elementary and Small World Country Day School offers a continuum of quality and enriched education, nurturing family and child support, and summer camp in an academic environment in which all children can flourish. The added value of a Small World Country Day School and World Elementary experience makes a distinctively positive difference in the life of the growing child. Fulfilling another dream for founders of Small World, World Elementary is becoming a full scale reality at 138 Spit Brook Road in Nashua with full expansion to occur during the coming school year. Addressing the needs of children and families from infant through grade six, with quality and enriched education and care has been the agenda since the school opened with only 20 children on Daniel Webster Highway in 1980. This will mark the coming to fruition of a dream that began over twenty years ago. Statistics and brain research are increasingly pointing to the impact of quality experiences in the early years of a child's life. World Elementary and Small World Country Day School has always been on the cutting edge of providing this for children throughout the area while offering consistency, familiarity and family support at the most vital developmental time for children.
With a mandate to enrich and enhance the development of the "whole" unique child while supporting and enriching the life of the whole diverse family, World Elementary and Small World Country Day School provides a setting where a child is safe and nurtured in a high-quality environment. Engraved on a large marble plaque, gazing all who enter, is a clear statement of how the school perceives its children: "Through these Doors Walk the Greatest Kids in the World."
State-licensed and inspected, the school is accredited by the National Academy of Early Childhood Programs, the accrediting branch of the National Association for the Education of Young Children (NAEYC), and serves as the only New Hampshire Department of Education approved private elementary school in the Nashua area to offer programs for such an age range at one site.
With the knowledge that young children learn through play and at their own unique rates, the school is carefully designed to provide uninterrupted indoor and outdoor play for all ages, particularly in the Country Day School where learning through play is a child's work.
The World Elementary Program is sequentially set up to foster academic thinking and hands-on learning thereby addressing the "whole" child's needs.
The quality and uniqueness of the school are reflected in the facility's distinctive architecture, colorful and imaginative hand-painted murals focusing on character, literacy, families and children welcome visitors. Light, bright state-of-the-art spaces support the varied programs, most of which are flexibly scheduled allowing parents to choose the days and times that are best for their children.
The school's Executive Director Kathy Nelson, is very proud of the beautiful 23,000-square-foot facility and its resources. Located on six wooded acres, the building houses a computer lab, music room, multi-functional "Great Room" that serves as a cafeteria and gym, alternately, and a fully equipped kitchen which is very capably supervised by Cindy Campbell with a keen eye on nutrition, sanitation and food preparation.
The main wing incorporates a library and a Library/Art Room, as well as two, large, airy classrooms connected to the main building through a bright "greenhouse" area. All classrooms in the school have the added convenience of their own bathrooms and telephones. The entrance to the school is controlled by a magnetic card system for enhanced security, safety and accountability.
Appearances are important in judging schools, but they are certainly not the only consideration. The philosophy, staff and curriculum do not seem to have any trouble fulfilling the expectations that characterize such a school facility.
At World Elementary and Small World CDS the focus is on enrichment and individualization. This occurs in developmentally appropriate small classes that emphasize literacy, character, diversity/multiculturalism, conflict resolution, negotiation, problem solving/communication skills and family uniqueness, which serve a strong base to the children whose future will be global in scope.
A common strategy used in the Elementary Program is looping. That means a teacher stays with his/her students for two academic years rather than the traditional one. The school found this to be so very successful because it allows for accelerated student learning in the same due to student/teacher familiaritry and bonding. Small child/teacher ratios in all classes encourage many personal interactions between the adults and children while fostering self-esteem, independence and emergent curricula.
Ann Cohen, the school's associate director of elementary studies, explains, "The school's early elementary program emphasizes math and language because these skills are at the foundation of all future learning. Science and social studies basics are also covered. The middle and upper-elementary program continues this emphasis placing an added importance on science and social studies in the core curriculum. In language arts, World Elementary spends a great deal of time developing the student's writing process, first constructing thoughts, then sentences, then paragraphs on given topics. Journal writing is also encouraged. Reading, phonics, spelling, vocabulary, grammar, speaking, listening, literature and the appreciation of comprehension are also vital components of our language arts program. By the end of the third grade a student should be able to express his/her thoughts on a subject and answer questions in clear, concise written paragraph, demonstrating both comprehension of the question and correct grammar, spelling and appropriate vocabulary. By the end of the fourth grade, a student should be able to write various forms of literary compositions, and discuss, comprehend and appreciate age-appropriate literature. He/she should be able to use their language arts skills to reason, understand, reason, explore, discuss and write about subject matter including math, science and social studies."
"In math," she continues, "our objective is to reach beyond the common core math basal by delving into mathematical reasoning, relationships, communication, problem solving and applied mathematics. Mathematical areas we cover in increasing depth through the grades include basic calculation (addition, subtraction, multiplication and division), estimation, relationships, fractions, decimals, geometry, problem solving, communication, measurement, data analysis and statistics, patterns and elementary algebra.
As students progress through the elementary, they should be able to demonstrate not only increased computational competence in the areas above but also the ability to reason, explain and justify their answers in both verbal and written form.
"Regularly, our staff, our teachers are our greatest asset," says Nelson. "Our children are renewed, daily, through their interactions with such dedicated, experienced, inspired and caring child advocates and teachers. We are blessed with precisely the quality of faculty needed to create an environment in which all children can flourish."
Education and commitment are important factors that influence the hiring of teachers at World Elementary and Small World Country Day School. School Director Lynn Ouellette, explains that, "degreed and experienced teachers, specifically those with early childhood degrees for the Country Day School and elementary-education degrees for the Elementary Program, are sought out for the school staff. Only those who support the school's mission and philosophy, focusing on the child and family empowerment, and who contribute to the results of strong children are selected." She reiterated that, "both the administration and teachers aspire to the same goal, that being the school motto of 'Excellence in the Early Years.'"
"In addition," she continued "the school's curriculum is carefully chosen and constantly enriched, and updated through teacher collaboration and professional development ideas." She speaks with first-hand knowledge as she has been with Small World for almost twenty years.
Lynn helps to organize the comprehensive program through which academies are presented in a developmentally appropriate manner for the Country Day School children. This work is supported for World Elementary by Karen Stone, who is the school's kindergarten Liaison and grade three teacher (she goes to grade 2 with her students) and Barbara Carey, assistant director and reading specialist.
"We are teaching skills for life," Kathy Nelson continues. "A child leaves our program with a good amount of lifetime knowledge and skills by age eight. Our dedication to ensure that they learn them properly and in-depth is reflected in our mission, and we are constantly assessing our effectiveness toward this goal."
In addition to the curriculum guided by their classroom teacher and their own interest, during a typical week at World Elementary students at Small World CDS, our children have the unique opportunity to spend time with other children similarly prepared and motivated.
Christopher Jenkins of Harvard once said, "If you want the best for your child, you must not only have him/her physically and mentally ready to learn, but you must put the child in a favorable environment with other children similarly prepared and motivated." If we accept these two factors as determinants of a child's success in school, this school is truly the best of all possible worlds for every child.
Mrs Cohen, technology specialist & associate director of elementary studies, works with a student in the computer lab.
Ann Proncke, focuses on both the physical and social sides of sports and fitness. Physically, the emphasis is on increasing student coordination, fitness, agility, stamina and knowledge of; and experience in sports and games. She is serving in a highly participative role in the President's National Physical Fitness Program annually.
Socially, sports and games are used as a springboard to explore important issues such as team building, cooperation, team spirit, personal goal setting, problem solving, coping with failure, competition, and peer coaching. Nutrition and hygiene are also important parts of the elementary physical education experience.
Our Elementary Art Program, taught by Anne Lucidio, who is also the art director at The Telegraph newspaper, is designed to promote creative expression while encouraging the students to experiment with many different mediums and Perspectives.
Extracurricular opportunities for private vocal, instrument lessons, dance and karate are available for children, as well as the option to participate in scouting and cheerleading for those who wish.
Many students take advantage of our wrap-around before- and after-school care. Our after-school program (Big Kids City) is a relaxing extension of the school day, with homework and special and daily activities occurring in various areas throughout the complex.
Small World's original purpose was to address the needs of thirty-eight three to five year olds. Today, the school serves approximately 450 families of children from ages six weeks through thirteen years of age on a continuum, with developmentally appropriate academic and recreation programs.
This includes full wrap-around child care, before and after school with transportation, vacation/holiday programs and Super Summer Camp, including swimming in two pools, camping and nature activities, all on-site, with additional activities and field trips offered off-site. World Elementary and Small World Country Day School is open Monday through Friday, from 6:30 a.m. to 6 p.m., offering nutritionally balanced breakfast, lunch and three snacks, daily. It is centrally located with the beautifully landscaped entrance designed for easy access of and pick up. The proximity to Nashua's Roby Park provides access to ball fields, ice skating, open spaces and sledding.
Parents' Night Out is featured on the third Saturday night of each month for the school's families. This provides parents evening out, while their children are in a safe and familiar environment with their friends, from 6 p.m. until midnight.
We have the mandate to educate, nurture and support our children and their families very seriously at Small World. World Elementary and Small World Country Day School has received high marks from a great many area families and its continued growth reflects on its quality and its dedication to excellence and to responding to community needs. This past summer they added a special community structure on site and redesigned the "Great Room" space to better facilitate indoor organized team sports for the children.
Assistant Director Sheila O'Riordan, whose main focus is the financial health and value added by a World Elementary education, cites several of the many reasons why she feels World Elementary is a good choice for all children. "Our school encourages parent/teacher communication and a parent/teacher/student team approach to the learning process. Frequent valuable feedback comes to and from current/future teachers of the children, including specialists, helps in guiding our children's academic progress and development. Teaching and learning is approached from multiple angles recognizing the fact that students have different learning styles that should be matched to teachers' teaching styles, whenever possible, for maximum learning experiences. Our curricula, which is constantly being updated to exceed state and national standards, is organized in seamless, coordinated progression from K through sixth grade. In addition, we have various in-class options for advancement for students capable of additional challenge, and academic support for students who are having difficulty in certain areas of learning, and our small class sizes allow for greater individual attention for each student. Our children feel safe and see school as a positive experience. What more could we ask for in a program for our children?"
Christopher Jenkins of Harvard once said, "If you want the best for your child, you must not only have him/her physically and mentally ready to learn, but you must put the child in a favorable environment with other children similarly prepared and motivated." If we accept these two factors as determinants of a child's success in school, this school is truly the best of all possible worlds for every child. | <urn:uuid:3954808a-7d48-4216-bf96-5a2c1684090a> | CC-MAIN-2022-27 | https://worldacademynh.com/sites/default/files/press/in-the-news/2000-Press-A-World-of-Difference.pdf | 2022-07-04T02:42:14+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656104293758.72/warc/CC-MAIN-20220704015700-20220704045700-00092.warc.gz | 650,320,847 | 2,694 | eng_Latn | eng_Latn | 0.998371 | eng_Latn | 0.998371 | [
"eng_Latn"
] | false | rolmOCR | [
14844
] | [
3.109375
] | 2 | 0 |
Quick Overview — Sandhill Cranes come to California’s Central Valley every fall and remain through to spring. A beautiful, majestic family of birds there are 15 different species found worldwide. Sandhill Cranes are the most abundant of the world’s cranes and we are fortunate to get to experience them so close to the San Francisco Bay Area. Just outside of Lodi, CA. we spent our day on Staten Island Road and Woodbridge Road learning about Sandhill Cranes and the other species that come to winter in and around the agricultural fields and open spaces found here. For many this was the first time they had experienced cranes, geese and swans. The good news, all these birds will be here until next spring, so there is time to go back & experience it all again.
Birds Observed —
Tundra Swans
Greater White-Fronted
Canada Goose – Common
Canada Goose – Cackling
Canada Goose - Aleutian
Snow Goose
Mallard
Gadwall
American Wigeon
Northern Pintail
Northern Shoveler
Bufflehead
Canvasback
Green-winged Teal
Pied-billed Grebe
Double-crested Cormorant
Great Blue Heron
Great Egret
Snowy Egret
Green Heron
Northern Harrier
White-tail Kite
Red Shouldered Hawk
Red-tail Hawk
Turkey Vulture
American Kestrel
Peregrine Falcon
Sandhill Cranes
American Coot
Black-necked Stilt
Greater Yellowlegs
Long-billed Curlew
Dowitcher
Western Sandpiper
Least Sandpiper
Wilson’s Snipe
Killdeer
Black-bellied Plover
Ring-billed Gull
California Gull
Herring Gull
Rock Pigeon
Mourning Dove
Eurasian Collared Dove
Black Phoebe
Say’s Phoebe
Loggerhead-Shrike
American Crow
Bewick’s Wren
Marsh Wren
Northern Mockingbird
European Starling
American Pipit
Yellow-rumped Warbler
California Towhee
Song Sparrow
White-crowned Sp
Golden-crowned Sp
Fox Sparrow
Red-winged Blackbird
Brewer’s Blackbird
Western Meadowlark
House Finch
House Sparrow
Images of our day -
The group checking out flocks of waterfowl, cranes and shorebirds – Lisa Myers / Sandhill Cranes
photographed through a spotting scope – Lisa Myers / Aleutian Geese fly over – Lisa Myers / adult White-crowned Sparrow
enjoying a meal – Cadao Do / Song Sparrow & juvenile White-crowned Sparrow - Priya Balasubramaniam / Least Sandpiper
probing the mud – Cadao Do
After our day a donation was made to the International Crane Foundation in support of the work they do so that we can all experience cranes. Thank you to all that contributed. | <urn:uuid:d301af08-b740-48e1-8e3d-18d7464cd694> | CC-MAIN-2017-34 | http://letsgobirding.com/images/trips/StatenIslandRoad_111613.pdf | 2017-08-24T08:35:51Z | crawl-data/CC-MAIN-2017-34/segments/1502886133447.78/warc/CC-MAIN-20170824082227-20170824102227-00692.warc.gz | 230,946,475 | 624 | eng_Latn | eng_Latn | 0.978795 | eng_Latn | 0.978795 | [
"eng_Latn"
] | false | rolmOCR | [
2369
] | [
2.921875
] | 2 | 2 |
RATIONALE
Patterson Lakes Primary School emphasises that all members of the school community operate in an environment that is both safe and supportive, free from physical, emotional, cyber and social harassment and where individual rights are respected.
AIM
To support students through providing a safe and respectful school environment and to prevent bullying, cyberbullying and other unacceptable behaviours.
GUIDELINES
Definition – Bullying is when someone, or a group of people, deliberately upset or hurt another person or damage their property, reputation or social acceptance on more than one occasion. There is an imbalance of power in incidents of bullying with the bully or bullies having more power at the time due to age, size, status or other reasons.
Rights and responsibilities of the individual – At Patterson Lakes Primary School students, staff, parents and visitors to the school have the right to be treated with respect as worthwhile individuals. Every student at Patterson Lakes Primary School has the right to an education in a safe environment free from bullying and harassment. With these benefits and individual freedom comes a duty of the individual to act responsibly to others and within the school community. It is the responsibility of all individuals to refrain from indulging in bullying behaviours.
IMPLEMENTATION
Strategy to deal with bullying
- An Emotional Intelligence program is implemented from Prep to Year 6. This program draws on a variety of resources designed to provide students and teachers with strategies to deal with bullying behaviours. This program aims to build resilience.
- All students and parents will sign and agree to the Internet Acceptable Use Policy.
- In the case of a bullying incident the following steps will be taken (Support Group Approach):
1. Information about the bullying situation is collected.
2. The victim meets to obtain more information.
3. Empathy is expressed for the victim’s situation.
4. The victim’s permission is sought to hold a support group meeting (using the restorative practices script and/or Circle Time) with the students involved. It may also be appropriate to have bystanders and supportive classmates involved in this meeting.
5. The victim’s situation is described in order to elicit an empathic response from the group. Everyone is asked to make suggestions for improving the situation for the victim.
6. Parents will be contacted to inform them of the outcome, where appropriate.
7. A follow up (or sooner/more regularly if required) meeting will be held to review progress:
- The victim (formally or informally) meets again to see if there have been any changes.
- Each student in the support group informally meets about what they have been able to do.
- If the bullying situation continues and the bully/bullies choose not to change, then a Values Reflection Sheet will be completed and the following consequences will take place:
- Having ‘re-think’.
- Internal suspension.
- External suspension (in line with Department of Education and Training Guidelines).
It may also be relevant to involve Student Support Services Officers, such as social worker or psychologist.
- In order to ensure that bullying and harassment are not tolerated, we must all speak up and report cases, even at risk to ourselves.
This requires staff to:
- Be role models in word and action.
- Be observant of signs of distress, suspected incidents of bullying or bullying behaviours.
- Take immediate steps to help victims without placing the victim at further risk.
Last Updated: September 2016
• Report suspected incidents to the appropriate staff member who will follow up to ensure that the bullying ceases. This process may involve the classroom teacher, Year Level Coordinator, Wellbeing Officer or Assistant Principal. The Assistant Principal will consult with the Principal for serious breaches of the behaviour code.
• Inform students that the situation has been dealt with.
• Based on teacher discretion, inform parents that the situation has been dealt with.
*Note:* If a situation is of a medium – serious breach of school rules, initial contact will be made before the end of the school day, to inform parents that the situation is being dealt with. When the situation has been dealt with, follow up contact will be made within 24 hours, where practicable.
**This requires students to:**
• Refuse to be involved in any bullying situation. If present when bullying occurs he/she should take some form of preventative action and report the incident.
• Avoid retaliation. It is important to take other action such as asking the bully to stop, laughing it off or telling someone who will support you.
• Refrain from bullying behaviours.
**This requires parents to:**
• Be role models in word and action.
• Watch for signs of distress in your child.
• Encourage your child to not retaliate.
• Be watchful of your child exhibiting bullying behaviours.
• Let your child know regularly and firmly that you disapprove of bullying. Students who come from families that oppose bullying are less likely to bully others.
• Avoid any type of bullying at home. Deal firmly with siblings who attempt to bully one another.
• Encourage your child to see the positive side to other students, rather than express contempt and superiority.
• Model and encourage respect for others. Emphasise seeing things from another’s point of view.
• Encourage your child to act courageously and support any other student that is being bullied.
• Develop resilient social skills in your child, such as speaking assertively, negotiating, expressing their own opinion and using a confident voice.
• Talk to your child about the qualities associated with developing true, caring friendships and assist them to build and maintain these friendships.
• Be willing to attend meetings at school about the incident.
• Support the school’s approach and work closely with the school to prevent bullying.
**When an incident does occur families are encouraged to follow the recommended procedures:**
1. Parents are encouraged to listen to their child and approach the classroom teacher to discuss the matter and to establish all the facts.
2. The next step is to speak with the Year Level Coordinator if the classroom teacher is unavailable.
3. In the absence of the Year Level Coordinator please refer the matter to the Wellbeing Officer.
4. The final stage when working through an incident is with the Assistant Principal. The Assistant Principal will refer the matter to the Principal, if required.
Upon completion of the above procedure, an appointment can be arranged with the Principal if concerns still exist.
This policy should be read in conjunction with the ‘Student Wellbeing and Engagement Policy’ where procedures are outlined. When teachers, students and parents work together on bullying, we can create a school environment that allows the student to maximise his/her potential without interference from others.
**EVALUATION**
Guidelines are updated annually and/or as per DE&T recommendations.
**CERTIFICATION**
This policy was ratified at the School Council Meeting held at Patterson Lakes Primary School, September 13, 2016.
Signed........................................ Signed........................................
School Council President Principal
Last Updated: September 2016 | <urn:uuid:9a0eec7c-cfbc-4956-b082-ca6ec4217d96> | CC-MAIN-2017-34 | http://patterson-lakes-ps.vic.edu.au/uploaded_files/media/anti_bullying_policy.pdf | 2017-08-24T08:29:39Z | crawl-data/CC-MAIN-2017-34/segments/1502886133447.78/warc/CC-MAIN-20170824082227-20170824102227-00689.warc.gz | 320,214,115 | 1,411 | eng_Latn | eng_Latn | 0.998308 | eng_Latn | 0.998339 | [
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
3611,
7415
] | [
3.953125
] | 2 | 1 |
An Unlikely Destination
Iceland used to be a place American tourists stopped off on their way to Europe. It was the cheapest way to cross the Atlantic, but nobody stayed for more than a day or two. Today it is one of the world’s fastest-growing travel destinations. In the last five years, visitor numbers have doubled. And that rise is due to continue as new hotels are built, budget airlines open up routes and new attractions open. Here’s a quick rundown of what you can expect.
Northern Lights or endless nights
Due to its geographical position at the top of the globe, summer and winter are very different here. In June, there is virtually no nighttime, and in December virtually no day. People mostly visit in the summer because of the long days and better weather but increasingly people are coming in winter to see the breathtaking Northern Lights. Tour guides take you on snowmobiles to areas with no light pollution to increase your chance of seeing the phenomenon. But bring warm clothes, it can be freezing! In the summer, enjoy near-endless daylight – why not go whale-watching at midnight?
Hot pots everywhere
There are 30 active volcanoes here, many of them under thick ice. There are natural hot springs all over this geothermic kingdom. These mineral-rich waters will soothe the mind and the soul and help you unwind. The biggest (but most touristy) is the Blue Lagoon. It is a superb spot with enormous open-air pools, natural steam rooms and saunas, and white silica mud to exfoliate your skin. You won’t regret a visit here, but come late to avoid the crowds.
Other-worldly landscapes
Iceland’s natural beauty is almost without equal. You’ll be amazed to see icebergs, glaciers, cascading waterfalls, immense black beaches and lava fields all in one day! Wildlife includes large puffin colonies, whales, seals and the delightful artic fox (which can be hard to spot in the wilderness). The population of Iceland is just 325,000, so it is not hard to get lost in the deserted countryside!
A trekker’s paradise
From leisurely treks to multi-day trips, there is something for everyone here. With the exception of glacier hiking, the best time to go trekking is summertime. Expect to see deserts, gorges, cliffs and, of course, waterfalls wherever you go. However, there are very few trees – only 1 per cent of the country is forested.
If you like the idea of feeling small in an immense and desolate landscape, you’ll love Iceland. For me, it’s more like the moon than the earth, so it’s no wonder that astronauts come here to train!
4 Read the article again. Match 1–8 with a)–h) to form sentences containing collocations from the article.
1 We went on a leisurely
2 There are budget
3 Just imagine sinking into an open-air
4 Iceland has a unique geographical
5 The country has a rather desolate
6 Iceland is now one of the most popular travel
7 There are plenty of active
8 The natural hot
a) landscape that not everybody likes.
b) volcanoes here, so don’t get too close!
c) trek across the valley, just an hour or so.
d) airlines flying to Iceland in the summer.
e) destinations in the world.
f) springs have purifying qualities.
g) pool looking at the Northern Lights!
h) position which explains its strange scenery.
5 Work in pairs or groups and discuss. What is your opinion of Iceland now? Choose one option. Explain your reasons.
1 I would like to go to Iceland more than before. I love the sound of all the activities!
2 I would hate to go! I love trees, animals and green places.
3 I would only like to go in the summer. In the winter it sounds too dark and cold.
6 Listen to a lecturer talking about why Iceland has become such an unlikely but popular travel destination. What are the best two summaries of his talk?
1 It’s impossible to understand why so many tourists want to go to Iceland, it’s cold and far away.
2 The rise in visitors to Iceland suggests there are new kinds of tourists out there.
3 With the rise in tourism, the Icelandic people have to be careful not to destroy their beautiful landscapes.
4 Iceland offers the usual hotels and packages but in a unique environment.
5 Iceland basically appeals to outdoors people who like nature.
7 Listen again. Are the sentences true (T) or false (F)? Correct the false sentences.
1 The rise in tourism has been gradual.
2 The place has few conventional attractions.
3 The key to its success is the originality of its landscapes.
4 Iceland attracts visitors who like organised trips.
5 It is badly situated to get lots of visitors.
6 The building of new hotels has already done some damage to the environment.
8 The words in the box are from the recording. Complete the sentences with the correct form of the words in the box.
demand growth challenge attract addictive willing discomfort asset
1 Iceland’s main ___________ is its pure and original landscapes.
2 There is an increased ___________ for tourist destinations of this kind.
3 Trekking and other kinds of ‘green tourism’ have seen rapid ___________ in recent years.
4 Some tourists are not ___________ to do everything themselves, they want everything to be organised for them.
5 Iceland ___________ stereotypes about what tourists want from a holiday.
6 Some people find the landscapes of Iceland really ___________, they want to go back there again and again.
7 Camping and trekking holidays often involve some kind of ___________, it’s not like staying in a five-star hotel.
8 You might be surprised to learn that destinations like Iceland ___________ all kinds of people.
9 Work in pairs or small groups and discuss.
1 Can you think of an original place to go on holiday? What makes it original?
2 Describe the place and try to persuade your partner(s) of its attractions.
3 Do you like the idea of an organised holiday, or do you prefer an independent trip which you design yourself? Why? | <urn:uuid:2867d4f7-20c8-4f52-9bfd-0e777bbe4a60> | CC-MAIN-2017-34 | http://ingleseoi.es/c1/extras/l4.pdf | 2017-08-24T08:46:31Z | crawl-data/CC-MAIN-2017-34/segments/1502886133447.78/warc/CC-MAIN-20170824082227-20170824102227-00688.warc.gz | 202,067,047 | 1,258 | eng_Latn | eng_Latn | 0.999139 | eng_Latn | 0.999239 | [
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
2560,
5864
] | [
3.625
] | 1 | 3 |
| Section | Topic | Details | Reference |
|---------|----------------------------------------------------------------------|------------------------------------------------------------------------|-----------|
| D. | Value Added Growth | Pupil Performance Standards | Section B |
| | | Ability grouping for reading | Section D |
| | | Ability grouping for math | Section J |
| | | Student Study Team | Section S |
| | | Personal Education Plan | |
| | | ELL programming | |
| E. | Curriculum Areas Not Assessed by CSAP | Pupil Performance Standards | Section B |
| | | Quarterly Performance | Section E |
| | | Projects | |
| F. | School Accountability Report | School Accountability Report | Section G |
| | | School Advisory Committee | |
| | | Public Reporting | |
| G. | Annual Report to Public | School Advisory Committee | Section G |
| | | Public Reporting | |
| H. | Safe Schools Act | Student Discipline Policy | Section Q |
| | | Parent and Student Handbook | Appendix N|
| I. | Colorado Basic Literacy Act | SFA Reading | Section D |
| | | Ongoing quarterly assessment | Section E |
| J. | Educational Technology and Information Literacy | Technology programs | Section D |
| J. | Recruitment and Retention of Teachers | Employment policies | Section H |
| | | Employee Handbook | Appendix L|
| J. | Contextual Learning | Technology programs | Section D |
| | | International Experience | |
| | | Environmental Studies | |
| | | Character Development | |
| K. | Finance | Financial policies | Section F |
| | | Board of Directors | Section G |
| K. | US Flag | Board Policy | TBD |
| K. | Principal Professional Development | TBD | TBD |
**S. Serving Students with Special Needs**
Aspen Ridge is an inclusive community of students, teachers, parents, and administrators collaborating to traverse a common, shared body of knowledge along the rigorous, content-rich Aspen Ridge Trailways thereby fostering a lifelong love of learning and discovery. Aspen Ridge is designed as an inclusive school, a school without labels. Students of all abilities and disabilities will have equal access to the educational and enrichment programs of Aspen Ridge.
Aspen Ridge intends to serve a diverse population of students, reflective of the local area, who desires a learning community that recognizes scholarship, academic achievement, and creativity while respecting each student as a valued individual of great potential and promise. Within the diverse population of students will be those who are gifted in various areas as well as those students who may be at-risk for academic failure. The Founders of Aspen Ridge intend to meet each student's individual needs with ongoing assessment, ability grouping, and Personal Education Plans which allow students to set and achieve individual goals.
Aspen Ridge believes that the strongest partner in any child's education is the parent. Therefore, the parent will be integral to the PEP development and review for all students. When applicable, parents will be vital contributors to the RtI process and the identification of appropriate interventions, and as necessary the IEP and or 504 Plan Team. The parent will be invited to share probable causes for the student's performance and identification as at-risk, as well as suggest possible intervention strategies. Information obtained by parents from private parties, such as medical doctors and family therapists will be considered when assessing and evaluating, determining strategies and interventions, and/or considering eligibility for services.
Aspen Ridge embraces the Response to Intervention (RtI) process to enhance the success of all students with a variety of academic and/or behavior needs. In alignment with Tier I, the Universal Level, prevention of academic deficits for many students is possible through a well-planned program of academic instruction. Aspen Ridge has assembled a rigorous academic program based on research-proven curricula - a common mountain of knowledge with the Core Knowledge Sequence, the Aspen Ridge Trailways which provide the pathways for traversing the mountain, and the individual curricula components that are the tools for helping students reach the summit. The development and quarterly review of the PEP provides for recognition of student's individual strengths and needs, establishment of individual goals, and identification of specific interventions. Differentiated instruction and ability grouping in both reading and math allow for students to work at their individual level and teachers to focus instruction on specific skills, providing for academic success. A research-proven program for English Language Learners and a knowledgeable team of educators will make accommodations for students with special needs to ensure the success of students with diverse learning needs.
Despite best efforts at prevention, some students will enter the school with deficits, some students will be slower to perform on grade level, and some students may be under-achieving according to their measured ability levels. As defined by Colorado RtI Model definitions, a student who does not achieve adequately for the student's age or meet state-approved grade-level standards in one or more of the following areas may be in need of targeted interventions: Oral expression; Listening comprehension; Written expression; Basic reading skill; Reading fluency skills; Reading comprehension; Mathematical calculation; Mathematics problem solving. Aspen Ridge may also consider targeted interventions for students who are habitually truant and/or consistently violate the student behavior expectations. The use of ongoing assessments and the
monitoring of individual progress through the PEP process will assist in the identification of students who meet the above at-risk criteria. In collaboration with teachers, administrators, parents, and students immediate interventions will be identified for students who meet any of the above criteria.
In Alignment with Tier II of the RtI process, Aspen Ridge will implement targeted interventions and monitor the academic progress of at-risk students. Students who meet the criteria of at-risk will be referred by the classroom teacher to the RtI Team. The RtI Team will collect data and evidence as to the student’s overall performance. This evidence will be reviewed by the RtI Team along with the parents and student, if age appropriate. The RtI Team will identify strategies and/or interventions to improve student performance. Interventions may include those offered at Aspen Ridge site and resources available in the community. Student performance data will be tracked and reviewed periodically to determine response to the intervention. Students who demonstrate improved performance as a result of an intervention will continue with the intervention in place in the general education setting. Students who continue to struggle despite various interventions may be referred for a formal evaluation by a school psychologist to determine eligibility for special education services.
As part of the sound educational program established by Aspen Ridge, interventions offered at Aspen Ridge site may include individual or small group tutoring, after school academic programs, ELL programs, assessment for disabilities or special needs, transportation coordination and assistance, and/or behavior support plans. Interventions for at-risk students must clearly align with the student’s identified challenges and will be clearly described on the PEP document. At minimum, the effectiveness of the interventions will be assessed quarterly.
Research shows that through a rigorous research-based educational program that is responsive to individual learning needs and combined with targeted interventions when necessary, the vast majority of students will achieve academic success. There are, however, those students for which a more intensive and individual educational program is necessary. For those students who demonstrate chronic or ongoing difficulty with academic or social growth and who have not responded to targeted interventions, further diagnostic assessment may be necessary. Tier III of the RtI process provides for the assessment of students for specific disabilities and eligibility for services under 504 or IEP plans.
**SPECIAL EDUCATION AND 504 SERVICES**
Aspen Ridge will be responsible for the development of assessment plans for students with suspected disabilities, in alignment with Sponsoring District procedures and forms. The assessment plan will describe the types of assessments that may be used to determine the eligibility of students for special education instruction and services. Assessments will be conducted, within legal timelines, after receiving the parents’ written consent. Aspen Ridge shall conduct an Individualized Education Program (IEP) team meeting that includes required team members within mandated timelines for each
student assessed to discuss results, determine eligibility, and (if eligible) specify special education and/or 504 Plan instruction and services. Aspen Ridge will make decisions regarding eligibility, goals, program, placement, and exit from special education through the IEP and/or 504 Plan process according to federal, state and Sponsoring District timelines.
Aspen Ridge will work collaboratively with the Sponsoring District to ensure delivery of services as designated on students’ IEPs. The Sponsoring District supports students with disabilities attending charter schools commensurate with district schools and for purposes of special education, the Sponsoring District will be the LEA of record for Aspen Ridge. Specific details for providing special education services and the Charter School’s payment for services will be agreed upon in an annual contract between Aspen Ridge and the Sponsoring District.
Aspen Ridge will make special education services available to exceptional children, including both students with disabilities and gifted students, in accordance with C.R.S. 22-20-103(3.4) and the Individuals with Disabilities Education Act as reauthorized, including:
- An equal opportunity for all children who may not be denied on the basis of a disability
- A written Individualized Education Program (IEP) for all students identified and qualified as having a disability and receiving special education services
- A free and appropriate public education program, this program to be determined on an individual case-by-case basis depending on each student's unique needs and which may be challenged by the student's parent(s) through due process procedures
- A least restrictive environment or "natural environment" in consideration of the following factors: (1) a comparison between educational benefits available to a disabled student in a traditional classroom and a special education classroom; (2) the non-academic benefits to the student with a disability from interacting with non-disabled students; (3) the degree of disruption of the education of other students resulting in the inability to meet the unique needs of the disabled student
- Due process requirements which include notification of parent(s) of the intent to evaluate for special education and consent to this process by the parent(s).
- Nondiscriminatory evaluation procedures for children with IEP's
The Sponsoring District shall supervise special education services at the Charter School. Aspen Ridge will employ/contract qualified, licensed personnel, with experience in ability grouping, classroom differentiation, compaction, and subject matter acceleration strategies for exceptional children to deliver and monitor the prescribed program in an IEP. The Sponsoring District will provide itinerant staff who are district employed (psychologist, speech, OT, PT) for the provision of related services in accordance with a student's Individual Education Plan (IEP) or 504. Special education personnel will work with students, classroom teachers, and parents to identify and
develop strategies for meeting the needs of students with diverse learning styles and disabilities.
In the event that Aspen Ridge is unable to provide an appropriate placement or services for a student with special needs, the Charter School will contact the Sponsoring District to discuss placement and service alternatives. Placement options shall be recommended by the Sponsoring District during the IEP meeting. Charter School IEP teams will ensure participation of a Sponsoring District special education representative at an IEP team meeting whenever it is anticipated that special education programs outside of the Charter School, including but not limited to placement at a Sponsoring District school or at a non-public or private school, will be considered.
**INSTRUCTIONAL MODELS FOR SPECIAL POPULATIONS**
All students at Aspen Ridge will be challenged on their independent learning levels through Personal Education Plans, a rigorous curriculum, and the use of ability grouping. Aspen Ridge supports the movement of students with disabilities into less restrictive environments and increased interactions of students with disabilities with non-disabled students. Aspen Ridge’s program of instruction for students with disabilities shall be responsive to the required sequence of courses and related curricular activities provided for all students in Aspen Ridge. Assessment and standardized testing procedures shall be implemented, including guidelines for modifications and adaptations, to monitor student progress.
As focus will be on an inclusive setting and delivering instruction in the general education classroom, an emphasis on staff development and in-service will be maintained to ensure that all classroom teachers use effective strategies to ensure student success. Accommodations for students are made following the principles outlined in *Teaching Kids with Learning Difficulties in the Regular Classroom* by Susan Winebrenner. Behavior Support Plans will be individualized, responsive to the needs of the student, and support the student in all settings.
Gifted students are no exception to the philosophy of achieving individual goals and demonstrating personal growth in achievement. Teachers will utilize the tools set forth in Susan Winebrenner’s book, *Teaching Gifted Kids in the Regular Classroom*. The book is written based upon Winebrunner’s own experiences as well of those of other creative teachers to provide a blueprint for teachers who wish to involve, excite, and entice gifted students to be learners. It also addresses the competitive nature of some gifted students and how to address and embrace that characteristic to achieve, learn and contribute in school while setting the academic goals high enough to challenge, but not too high that they become unattainable. At Aspen Ridge, it is our vision to challenge each student appropriately so they can reach their personal best in all academic areas.
Some students enrolled at Aspen Ridge will be English Language Learners (ELL). Aspen Ridge will employ an ELL specialist to work with students who need ELL services. Students with a need for ELL services will be placed in the regular classroom
for the majority of the day. They may be pulled out to work one on one or in a small group on their English language skills on an occasional basis. It is a goal of Aspen Ridge to be an inclusive environment. With full immersion in an English language program, ELL students will flourish, learning skills from their peers and teachers, while still having the support of an ELL specialist.
Aspen Ridge will comply with all required aspects of monitoring, assessing, and ensuring growth of students in the area of language acquisition. The goal will be to create a learning environment whereby all English Language Learners achieve the same challenging grade level standards as native-English speaking students. Through a small school environment focusing on individualized and personalized attention via PEP, differentiated instruction, ability grouping, and the RtI process, this goal is attainable. Students’ progress in acquiring English proficiency will be determined by using the California English Language Assessment (CELA) to assess listening, speaking, reading, writing, oral language and comprehension.
The CELA Placement Test will be initially administered to any student new to Aspen Ridge or Sponsoring District who has been identified by a home language survey as having a primary home language other than English and has not been previously assessed with the CELA. Annually, the CELA Proficiency Test will be administered to those students identified by the Placement test as Non-English proficient (NEP) or Limited-English proficient (LEP) and are receiving program services.
Aspen Ridge will implement the following curricular plan to meet the needs of its ELL students:
- All teachers will know the classification levels of ELL students assigned to their classroom for instruction.
- Colorado’s ELD Standards for listening, speaking, reading, and writing will be used as a guide to instruct students on a daily basis.
- Differentiated instruction and ability grouping will be used in an inclusive setting.
- Cooperative learning activities and instructional strategies embedded in SFA Reading programs will enhance instructional opportunities with ELL students.
- *On Our Way to English*, published by Rigby/Harcourt will be implemented for direct ELD instruction in a pull-out format.
- Progress will be monitored with the goal of one level progress per year through the process of attaining fluency.
- Reclassification will be based upon parent participation/opinions, two measurable indicators and a recommendation from the teacher based upon academic achievement (e.g. CSAP (proficiency level), CELA scores, and a classroom achievement grade of a B or higher).
With regard to Aspen Ridge’s general curriculum program, the Success for All Foundation has conducted research and developed materials to provide schools with resources to meet the challenges of their linguistically and culturally diverse populations. Cooperative learning, a teaching methodology at the core of all SFA programs, is ideally suited to the need of ELL students. Students work with teams to
study and learn together, practice skills, and exchange roles as teachers and learners. These small groups provide a “safe place” for ELL students to interact with their peers, practice language, and work on academic tasks. Systematic, daily contact with native speakers provides the invaluable, authentic language practice that is necessary to truly acquire language.
The research-based curriculum materials developed by the Success for All Foundation also include ELD strategies built into each lesson. There are no separate ELL lessons that require special grouping, additional teachers/aides or alternate assessment measures. Lessons are structured so that ELL students are studying material on their grade level with native English speakers but still receiving the support they need to make the lessons comprehensible. Keeping students at a challenging level while providing targeted assistance, enables them to achieve at the same rate as other students.
There are a range of supports in place. Reading materials identify important vocabulary for ELL students in each lesson, and suggest different ways of presenting it to ensure comprehension (proven techniques such as realia, TPR, pantomime, and choral response are all used). Curriculum support materials such as colorful vocabulary cards, puppets, and letter-blending cards provide strong visuals to aid in retention of new vocabulary and concepts. Assessment measures help pinpoint problem areas in vocabulary, oral language production and comprehension so these skills can be addressed directly, depending on the needs of individual students. Videos and DVDs, created exclusively for ELL students (but beneficial and enjoyable for all students) address important skills such as phonemic awareness, letter sounds, sound blending, vocabulary development, and specific reading strategies and skills (reading with fluency, making predictions, and monitoring for meaning and others).
**T. Dispute Resolution**
Aspen Ridge recognizes there may be a need for formal complaint procedures, employee grievance procedures, and dispute resolution procedures, at some point in time.
Formal complaint procedures are outlined in the Complaint Policy included in Appendix O of this document. For purpose of this policy a formal complaint may involve student-to-student, adult-to-student, adult (parent or other)-to-adult (school employee). A formal complaint form must be completed and submitted to the Administrator for investigation and resolution. Aspen Ridge will have forty-five (45) days to render a decision. Decisions may be appealed to the Board of Directors.
Employee grievance procedures are outlined in the Employee Manual included in Appendix L of this document. Upon employment, employees are requested to sign a document agreeing to submit disputes exclusively to binding arbitration under the federal Arbitration Act, 9 U.S.C., Section 1. This arbitration shall be the exclusive means of resolving any dispute arising out of the employment or termination from | <urn:uuid:9aa0e638-0254-4f3c-86bf-dcf7cfd408ad> | CC-MAIN-2017-34 | http://c.ymcdn.com/sites/coloradoleague.org/resource/collection/E9F22B40-1CD5-451B-8459-522447EF1644/Aspen_Ridge_Serving_Special_Needs_Students_Section.pdf | 2017-08-24T08:33:02Z | crawl-data/CC-MAIN-2017-34/segments/1502886133447.78/warc/CC-MAIN-20170824082227-20170824102227-00694.warc.gz | 66,023,548 | 3,949 | eng_Latn | eng_Latn | 0.995517 | eng_Latn | 0.995785 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
5740,
9255,
12527,
15600,
18795,
21887,
24917
] | [
2.0625,
1.7421875
] | 1 | 2 |
Zagorísios (zah-goh-REE-see-ohs) is a dance from the villages of the region of Zagóri, located north of the city of Ioannina in Épiros. The isolation of the area served the inhabitants well during the Ottoman occupation, when both Greeks and Vlachs developed a mixed economy based on emigrant traders, muleteers and herdsmen. The dance belongs to the group of Tsámikos-type dances that includes Kléftes and Berátis. The many songs to which Zagorísios is danced are always played in 5/4 meter, a rhythm found in ancient Greek poetry and music. The dance is traditionally for men, but women now dance it too; in some villages men and women dance in separate lines. The description here is based on notes by John Pappas, who taught the dance at Stockton Folk Dance Camp ('71 & '76), Kolo Festival ('66 & '76) and Mendocino Folklore Camp ('76, '94 & '01), and by Joe Graziosi (MFL '86 and SFDC '89). Épirot musicians often follow Zagorísios with another dance, usually Sta Dyo (Pogonísios), sometimes Tsámiko. They sometimes insert without interruption a brief segment of music in 3/4 meter known as Tsakistós (tsakisma means break). Steps for Tsakistós are described in Figure III below.
Music: LP: Folkraft LP-6, Greek Folk Dances, Side A/2.
Cassettes: John Pappas (Kalákos Band): Elliniki Hori #3, Side B/4 (O Kostandas);
Joe Graziosi: MFL '86, Side A/3; also, Summer of '87.
Rhythm: Meter = 5/4 = 1/4 + 1/4 + 1/4 + 1/4 + 1/4, counted here as 1, 2, 3, 4, 5.
Formation: Open circle facing center, hands joined in W-pos with leader on the right. If women are separate, the first woman may join R hand with L hand of last man.
Styling: Like many dances of Épiros, Zagorísios is very fluid in style; the feeling is proud and movements are controlled. Men may raise the free leg so that the thigh is parallel to the ground, keeping the swinging foot close to the supporting leg. There are many pauses, as in the Tsámikos. Women’s style is more subdued than that of men.
| Measure | 5/4 meter | PATTERN |
|---------|-----------|---------|
| | | INTRODUCTION. Begin with musical phrase at the choice of the leader. |
| I. BASIC ZAGORÍSIOS |
| 1 | Facing ctr with wt on R ft, raise L ft in front of R to ankle height or higher (ct 1); swing L leg slightly to L (ct 2); turning body to face diag R of ctr, step on L across in front of R (ct 3); touch R ft beside L or raise R ft to ankle or calf height behind L leg (ct 4); hold (ct 5). |
| 2 | Facing diag R of ctr, step on R in LOD (ct 1); step on L across in front of R (ct 2); step on R in LOD (ct 3); step on L across in front of R (ct 4); pause, beginning CCW turn to face ctr (ct 5). |
| 3 | Complete turn to face ctr, swinging R ft CCW around in front of L ft (ct 1); swing R ft back slightly to R (ct 2); step back on R (ct 3); touch L ft slightly fwd or raise L ft in front of and to height of R knee (ct 4); hold (ct 5). |
| 4 | Moving in RLOD, step on L to L (ct 1); step on R behind L (ct 2); step on L to L (ct 3); step on R in front of L (ct 4); raise L ft slightly beside R (ct 5). |
II. ZAGORÍSIOS VARIATIONS
Measure The leader (only) may make rapid turns in place or three step turns during meas 2 while moving in LOD or during meas 4 while moving in RLOD.
any Leader may slap free R ft with R hand.
Individual dancers may dance variations, including, but not limited to:
1 Facing ctr, step on L to L (ct 1); step back on R (ct 2);
1 (M only) Raise bent L knee high (ct 1); hold (ct 2); step on L in place (ct 3);
1 ............; (M only) hook R ft behind L calf (ct 4); hold (ct 5).
3 Swing R around and step on it in front of L (ct 1); rock back onto L (ct 2); swing R around and step on it just behind L (ct 3); raise L and swing (or hook) it around and next to R leg (ct 4); hold (ct 5).
3 ............; touch L ft fwd (ct 4); raise L (ct 5).
4 ............; step on R in front of L (ct 2);
any ............; (M only) leader and nearby dancers squat (ct 4); rise (ct 5).
SEQUENCE: Dance Fig I until the end of the Zagorísios music, inserting Fig II variations at will.
III. TSAKISTÓS
Music: J. Graziosi: Summer '87; Greek Dances Japan #2, 8/90 (Palio Zagorísios); 3/4 meter
Measure: The following one measure patterns may be danced alone or interchangeably for the duration of the Tsákistos music.
a Facing ctr, step on R to R (ct 1); swing L across in front of R (ct 2); leap back onto L, swinging R out straight-legged fwd to the L (ct 3).
b Facing ctr, leap onto R, swinging L out in front of R straight-legged (ct 1); small leap onto L (ct &); small leap back onto R (ct 2); leap back onto L, swinging R out in front of L (ct 3). | <urn:uuid:d6426820-f229-4fbb-b2e6-0ca0d3032092> | CC-MAIN-2023-50 | http://www.folkdance.com/LDNotations/Zagorisios2002LD.pdf | 2023-12-09T17:43:31+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100942.92/warc/CC-MAIN-20231209170619-20231209200619-00483.warc.gz | 66,676,551 | 1,383 | eng_Latn | eng_Latn | 0.982848 | eng_Latn | 0.989799 | [
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
3086,
4659
] | [
2.484375
] | 1 | 5 |
Thank you totally much for downloading *personal timeline create a multi tiered timeline must*. Most likely you have knowledge that, people have look numerous period for their favorite books behind this personal timeline create a multi tiered timeline must, but stop up in harmful downloads.
Rather than enjoying a good ebook in the manner of a cup of coffee in the afternoon, then again they juggled considering some harmful virus inside their computer. *personal timeline create a multi tiered timeline must* is comprehensible in our digital library an online access to it is set as public for that reason you can download it instantly. Our digital library saves in fused countries, allowing you to get the most less latency times to download any of our books bearing in mind this one. Merely said, the personal timeline create a multi tiered timeline must is universally compatible following any devices to read.
**How to Make a Fold Out Timeline Book | Tutorial How To Make A Timeline Book | Homeschool | My Father's World**
Timelines Introduction
Writing a book - Book planning - create a timeline first
Timelines for kids - A comprehensive overview of timelines for k-6 students
Personal timeline
Timeline project example
How To Make A Timeline
How to Design Your Life (My Process For Achieving Goals)
Personal Timeline Project
Make a Timeline Book with a Timeline Template
How to Create Your Self-Publishing Plan and Timeline, + a FREE Template!
How to Outline Your Novel - The Storyboard
Get to Inbox Zero in Gmail with SaneBox (Email Tips)
How to Make Pop-up Book
Trello Automation: 9 Workflows You Can Use Right Now
\(^{1}\)“How do I introduce multiple characters at once?”\(^{1}\)
#AskAbbie TECH-005 - Create a quick and simple Time Line (Gantt Chart) in Excel
How to Make a Timeline in PowerPoint Part 1
Paper Weave Timeline Notion is Truly an All-in-One Productivity Tool (App Review)
Rotating Scrapbook Tutorial | Scrapbook Ideas | By Crafts Space
How We Make Memories: Crash Course Psychology #13
DIY Accordion Timeline, Tutorial for Foldable Book of Centuries
Personal Timeline Where and When Will Inventory JUMP? How to Protect Yourself in HOT Market?
What to do TODAY? School project - My life timeline | ScarLo TV
The 5 Biggest Real Estate Lessons. 18 Years of Experience as a Real Estate Investor.
Introducing History: Personal Timeline Activity Four Founders of Hogwarts \u0026 Hogwarts Origins Explained
Personal Timeline Create A Multi
Create a timeline for free with Adobe Spark. To get started, add the first event to your timeline. Don’t worry if you’re not happy with it, as you can change it at any time. You can search thousands of images and icons to add to your design. Finally, choose the look and feel from a set of professional designs.
Free Timeline Maker | Adobe Spark
Preceden is an online tool for creating interactive text-based timelines. Users can enter a title, date, and description for each event, which is added with a dot on the
timeline. Full text for events is displayed when the user mouses over the dot on the timeline. The free timeline option allows you to add 10 events to your timeline.
10 Free and Paid Interactive Timeline Makers (Updated 2020) 📅
Timelines are an essential tool for both learning and project management. But they can take time to create. A Microsoft timeline template can help. These free timeline templates are visually appealing and feature a variety of styles, colours, formats, illustrations and infographics.
Timelines - Office.com
How To Make a Personal Timeline. Making a timeline is a way of personal development. You have a drawing where you can base what your future life plans should look like. Although making one can be easier than you think it is, there are timeline formats that you have to consider. Follow the steps below to start with it.
27+ Personal Timeline Examples in PDF | MS Word | Examples
Scroll down to the Resources section and download the Personal Timeline Excel Worksheet. This personal timeline template is easy to customize and use. a) Plot the positive life events and decisions on top of the horizontal line and the negative life events and decisions on the bottom. b) To move the entire timeline up or down on the page, delete or insert rows above the timeline title.
How to Create a Personal Timeline | Healthfully
Part 1: Prepare your data for creating timeline/milestone chart. The first section will guide you to prepare data for a timeline/milestone chart creating in Excel. Step 1: Prepare a table and enter your original data as the following screen shot shown: Step 2: Add height values for each event in the Column E.
How to create timeline (milestone) chart template in Excel?
How to Make Timelines in 5 Steps. Use the timeline maker to create a visual story of your company or your business journey. Choose from one of many easy-to-customize templates. Change the icons, colors, backgrounds, and fonts to match your theme. Make the template longer or shorter at any time.
Free Timeline Maker - Create a Timeline In 5 Steps | Visme
The personal timeline template documents that can be used as a format to create personal timelines. These are professionally made designs that can also be used to trace the growth of a company or an organization. These formats can help us trace the important event in our lives and cater to analyze ...
6 How to make a timeline. 6.1 Figure out the objective of the timeline; 6.2 Write down the important information; 6.3 Choose a template that fits; 6.4 Use pictures; 6.5 Use multiple timelines if necessary; 7 Timeline Samples; 8 Common mistakes to avoid when making a timeline. 8.1 Too much text; 8.2 Bad color schemes; 8.3 Unreadable Text; 8.4 Too many events
30+ Timeline Templates (Excel, Power Point, Word) ▶ ...
Create tasks for each goal. Assign each task a due date. Consult a calendar to factor in weekends, holidays and other special events that affect your ability to complete a task. Begin each task with an action verb. Instead of writing "budget classes," write "Enroll in a personal finance education class at the community college."
How to Make a Timeline for Personal Short & Long-Term ... of this personal timeline create a multi tiered timeline must can be taken as with ease as picked to act. Free ebooks are available on every different subject you can think of in both fiction and non-fiction. There are free ebooks available for adults and kids, and even those tween and teenage readers.
Personal Timeline Create A Multi Tiered Timeline Must
For business The timeline will help to quickly and easily carry out planning your business processes and projects, analyze you enterprise’s capabilities and make correct predictions. This is an indispensable tool for those purposes where you need to plan projects accurately and meet high standards of work. Also service allows you to create and share Gantt charts online and use it for project ...
Free online timeline maker
Mutli-tier timelines allow you to follow and track several different parallel events at once so you can see how one event relates to another over a span of time. These are easy to make and can be a fun project to complete for family and friends or even just for personal fulfillment.
How to Make a Multi-Tier Timeline | Pen and the Pad
Create a basic timeline Open a new Word document and change the page orientation from Portrait to Landscape, which will make room for more items to be placed on the timeline. To do so, go to the Layout tab on the Word ribbon and click on Orientation. Select the Insert tab and click on the SmartArt button in the Illustrations section.
How to Make a Timeline in Microsoft Word + Free Template
Use this personal timeline to highlight career events, show family histories, list educational accomplishments, or plan weddings. Adjust the timeline dates to suit your project, and then add the significant moments you are documenting or the tasks you are planning. This is a straightforward way to create a timeline that is
both attractive and ...
Free Blank Timeline Templates | Smartsheet
Get parents involved in recreating the milestones of their child's life, from birth to present. This activity for my personal timeline is great to do at the start of the year so your class can get to know each other better! Ask for photographs and information on age the milestone was reached and let each child arrange their pictures in order. Also great for a topic on 'Ourselves' or 'All ...
Activity My Personal Timeline | Teacher-made Resources
CREATE THIS TIMELINE TEMPLATE. 1. Use a project management timeline template to organize projects and get things done. Project managers need to juggle multiple balls. A timeline template is a perfect addition to your presentation, project plan, proposal, project management software or other documents where you need to share project details with stakeholders and keep the team on track.
40+ Timeline Template Examples and Design Tips - Venngage
A vertical template of a timeline works well to show the history of an era, country or project. If you're managing a team, try a template of a timeline that assigns tasks. Add visual interest to your schedules with a sticky note or rocket timeline template. There are even timeline templates for your personal goals, like getting fit.
Timelines - Office.com
Hopefully, these creative timeline examples got you jazzed about all the project timelines you can make for your team. Whether you're creating timelines by hand on paper or a whiteboard or using powerful data crunching tools to make them, I hope these creative timelines examples have highlighted the important information you should be sharing with your team. | <urn:uuid:de2ed4db-d645-4f06-94f8-50c8c970954e> | CC-MAIN-2022-05 | http://autos.ohio.com/cgi-bin/content/view.php?data=personal_timeline_create_a_multi_tiered_timeline_must&filetype=pdf&id=457009b467c31a2428b135fc09f3b193 | 2022-01-19T22:04:57+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301592.29/warc/CC-MAIN-20220119215632-20220120005632-00226.warc.gz | 5,415,743 | 1,997 | eng_Latn | eng_Latn | 0.997163 | eng_Latn | 0.997323 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
2982,
5369,
8019,
9706
] | [
2.640625
] | 1 | 0 |
When 1 + 1 = 4
Diana Sumanatro, - CCD limited to 2006 - 8.
Dennis vanE - no CCD in field for last 3 years.
BUT globally, bees continue to dwindle.
Theme
Research shows that pesticides, fungicides and herbicides while not fatal by themselves, are killing bees by acting together. Each pollutant, according to regulating agencies, is safe for us, but for the first time we are realizing that regulatory limits for single compounds are meaningless. This has considerable implications for human health as we are exposed daily to thousands of low level toxicants in our food and environment.
What Chris Mullen has called Toxic House Syndrome
Began the C20th in PA one room school houses ...
WWII was a turning point:
- from a relatively small-scale, pastoral operation with stationary hives and little chemical input, to
- a highly industrialized business where mobility is intrinsic and pesticides, antibiotics and artificial feed are essential.
All this is happening in a larger context:
- monoculture, with extensive use of insecticides, weed killers, fungicides;
- the many viruses it triggers;
- increasing resistance to chemicals and thus ever more severe treatments.
Theme of beg of C21:
SYNERGY: when the combined action is greater than the parts.
Bees are on the front line when it comes to testing whether synergy between minute levels of chemicals found in pesticides/fungicides/herbicides might have unexpected toxic effects.
Data Points
6000 scientific articles in 10 years. 600 pa. or 2 per day.
# of chemicals formally registered - 50 m (Sept 2009)
In US, 1.2 bn lbs of pesticide sprayed pa. 3 lbs per person.
From Honey Colony web site: we're exposed to 82,000 synthetic chemicals every day!
1. 2007 - 12: PSU (Mullin, Jim Frazier and Maryann Frazier,)
Looked for 171 toxic chemicals in pollen taken from 1200 plant and wax samples:
- found 137
- Average of 5.4 chemicals per pollen sample
- up to 31 in a single pollen sample
- 214 ppm in stored pollen
- 121 different chemicals in wax comb
- 39 chemicals in a single wax sample
Of those 137 chemicals, 10 were found at more than 1/10th of the LD level for bees.
Suggests that sub-lethal affects were highly likely. Sub lethal effects include:
- bees have less resistance to varroa;
- larval development is abnormal
- adult's ability to perform in-house procedures is confused
Using the above data, Washington State Univ. studied worker bees on the comb:
- delayed brood development times (a boon to varroa)
- increased death of larvae in the cells,
- reduced life spans for workers.
Main target of suspicion: Neonicotinoids. Initially thought to be safe as seed treatments, as compared to a spray, but they are present in nectar and pollen at 10 ppm., which was thought to be harmless to bees. But:
- France, Apimondia 2009 - bees died when placed near fields of sunflowers treated with imidacloprid, the first of the neonic pesticides.
France: bans in 2013, despite protests of pesticide indus, which continues to test neon's individually.
Discussions with Alsace beekeepers - skeptical (too short, too many ignore.)
- Kim Flottum and monarch butterflies (drift to adjacent acreage, milk weed, 164 ppb, v 9 ppb for monarch butterfly larvae.)
- Ontario - 80% agric. acreage nemonic free by 2017.
Note: European credo, promote balance between humans and nature
US credo, manage nature to serve human prosperity.
So Europe - new chemicals must be proven safe before released
US - released with minimal testing and onus is to prove their failings after their release.
2. Yves LeConte:
Bees exposed to both imidacloprid and nosema showed
- a higher bee mortality, which was associated with ...
- lower resistance to disease: bees showed a reduced functioning of an enzyme (glucose oxidase) which is involved in the production of hydrogen peroxide, which adult bees secrete into the food they feed larvae, which sterilizes the secretions and prevents disease. Thus the colony environment less antiseptic.
Just as impactful on wild bees.
3. Wanyi Zhu, PSU, life table analysis - plotted all the findings since 2006:
Subtle effects -
- small increases in larval mortality
- disoriented foragers don’t return to the hive, therefore reduced pollen/nectar collection
- workers start to forage one or two days earlier than they normally would.
Result in
- reduction of the adult worker population
- the age structure that characterizes a healthy colony is disrupted;
- disrupts the balance of eggs, larvae, pupae and adults
- earlier foraging by adult bees which removes younger bees from house duties such as feeding the young, and thus higher brood mortality.
Zhu’s model mimics toxic house syndrome almost exactly. Superficially all seems well, and then they start to dwindle and eventually die.
Synergy between the chemicals in pesticides, herbicides and fungicides:
- reduces a bee’s ability to detoxify itself,
- diminishes the immune system’s capacity to respond to disease,
- limit a bee’s production of agents that sterilize larval food.
So, add to this more toxic, less sterile, more vulnerable environment ...
- a disease such as nosema which induces worker bees to start foraging at a younger age, or
- a virus triggered by varroa,
and synergy turns deadly. The factors do not simply add up - they escalate exponentially. 1 + 1 not = 2.
Human Health.
US Environmental Working Group’s “Dirty Dozen” - crops most contaminated by pesticides and fungicides.
http://www.ewg.org/foodnews/list.php
Executive Summary: EWG publishes its annual rating of conventional foods with the most and least pesticide residues to fill the void left by the U.S. Environmental Protection Agency, which has largely failed to tell Americans they have a right to know about the risks of pesticide exposure and ways they can reduce pesticides in their diets.
apples: 99% test positive for at least one pesticide.
single strawberry contains at least 15 pesticides, as do
grapes: celery: cherry tomatoes: imported snap peas,
spinach tests positive for at least one pesticide, as does
sweet bell peppers, imported nectarines:
potatoes: have more pesticides by weight than any other food
Because the toxins in even apples are too small to have a noticeable health effect, the argument is that the health benefits of a diet rich in fruits and vegetables outweigh the risks of pesticide exposure. But the EWG site also states that synergy between these minute doses of pesticide is linked to
- toxicity of the nervous system
- cancer
- hormone system disruption
- IQ deficits
and may be associated with
- ADD in children
- diabetes
Add to this the links between
- PVC building materials - childhood asthma
- arsenic in decking materials - bladder cancer
- birth control pills - early onset of puberty in young girls, via drinking water
- vitamin A in sun screen - emergence of skin cancer.
- combustion products from coal - preterm births
- ingredients in plastics - asthma
- air pollution, and heavy metals - autism
and we are living in a toxic chemical soup.
Toxic substances have been screened individually, but none has been evaluated in groups of two, or three, of five, or ten of 100.
Ross Conrad. Realistically, no chemical is going to be thoroughly tested for safety either to humans or insects before being marketed. Consider that to test the synergistic actions of just 1000 toxic chemicals in combinations of five chemicals each would involve testing over eight trillion chemicals. At one million per year it would take 8000 years to complete such a study.
Diane Reame on increased death rates of heroin users. Heroin and phenobarbital growers or suppliers cut pheno. into heroin, increases affect by as much as 12 x. Users take usual dose not knowing …
Marla Spivak; (TED talk) Not no what CCD feels like, but does know what flu (a virus) grocery store, food desert, toxins, not find way home.
Suppose I am exposed to pesticides in strawberries, arsenic from my deck, sunscreen on my face. Is each present at 1 millionth of a harmful dose, or does synergy amplify their effects?
Suppose I just had the flu, or a mild heart attack, or I’m 9 months old and my brain is in over-drive? (EAS - neon’s pass thru placenta to brain of babies in utero)
Anecdotal: grandchildren, how often sick, miss school, Luke and pediatrics … Not what I experienced. New generation of super bugs? My grandchildren not representative of all? or the food we eat, the air we breathe, the water we drink, have been permeated by chemicals, many of which are toxic, many of which synergies in ways of which we are unaware? A chemical soup.
We don’t know, and we should be outraged that we don’t know. Beekeepers are the ones who are witnessing it first hand in microcosm.
Meanwhile the EPA still issues risk assessments based on tests of one material at a time.
Sacrifice quality of life in the interests of quantity and short term profits.
Berkley, Princeton, Stanford study: honey bee may disappear in three human generations, not because bees are sick but because environment too toxic to support them.
An Alternative:
Pharmaceutical industry.
Estimated global cost of illnesses and deaths caused by synergistic interactions between drugs is $130 bn. e.g..
- Warfarin (an anticoagulant) interacts with aspirin and antidepressants
- St John’s Wort interacts with tobacco and garlic
- Monoamine oxidase (antidepressant) interacts with chocolate, cheese, avocados
- Lipitor + grapefruit can lead to liver damage or kidney failure
So regulatory authorities require exhaustive tests on drug interactions, and pharmacists are trained to inform patients of potential dangers with prescriptions.
Solutions.
- more small, local beekeeping operations integrated into the local agric. system
- Improved habitat (greater diversity, blooming weeds. (Mark Wilson - monocultures NOT the most efficient way to feed a global population of 9 bn by 2050.)
- Improve management of all pollinators,(eg.honey, bumble, mason bees)
- Improve understanding of species needs and interactive mechanisms. eg. monarch butterfly, milk weed and neonics.
- More rigorous testing and less use of pesticides, fungicides, herbicides
- nation wide initiatives, eg
Obama initiative re pollinator habitat
Natureparif: a European wide agency for preserving biodiversity. Three objectives:
1. to record, evaluate and monitor the status of biodiversity;
2. to foster public dialogue and support local initiatives;
3. to identify and share best practices..
The question now is - Are we going to be proactive, or does there have to be a monumental natural disaster before we act?
Beacons of hope:
Ontario
3 years of education of public and journalists
Toronto Star story
Legislation - 2017, neonics free
roadside verges pollinator habitat zones.
East to feel pessimistic or powerless and to project one’s worst fears.
Think back to dire warnings that preceded freeing of slaves, women getting the vote, civil rights enactment, gay marriage.
1989 - anyone who suggested that Berlin Wall, apartheid, smoking ... Revolutions from below - people voted with their feet and their wallets.
Franceso Panella: The agro-chemical industry is in control. 8000 years ago agriculture was the key in the move from barbarism to civilization. That which made us civilized is now under threat. In the middle of the financial crisis there is also an agricultural crisis.
What was once seen as a magic solution is now poisoning our environment. We see that pesticides are more effective but less safe. | <urn:uuid:3408f6e3-6395-480f-8964-caa5c3e42eeb> | CC-MAIN-2018-43 | http://susquehannabeekeepers.com/pdfs/JBarnes_11_11_2015_SBA_Toxic_House_Syndrome.pdf | 2018-10-19T01:40:02Z | crawl-data/CC-MAIN-2018-43/segments/1539583512161.28/warc/CC-MAIN-20181018235424-20181019020924-00418.warc.gz | 357,960,911 | 2,553 | eng_Latn | eng_Latn | 0.996253 | eng_Latn | 0.996589 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
1711,
3548,
5330,
7162,
9657,
11527
] | [
2.265625
] | 1 | 1 |
Q: How much time does it take to keep bees?
A: Beekeeping is a seasonal hobby, and therefore, the time varies with the seasons. In the winter, there is practically nothing to do except to occasionally check for physical damage or snow blocking the entrances. The busiest time is in the early summer when each hive should be checked weekly to prevent swarming, and to add additional honey supers. This need take no longer than a few minutes once you get the hang of it.
Q: Is beekeeping hard work?
A: Beekeeping does require some strength, and a bit of physical labor, although both handicapped people and blind people have been known to keep bees. There are ways of reducing the physical labor involved. Join the Delaware [or your local] Beekeepers Association and find out how.
Q: How much will it cost me to get started?
A: There are several bee supply houses that offer a variety of beginner kits. These contain all the equipment you will need to start your first hive. The woodenware can often be purchased pre-assembled. While these kits are handy, they tend to have some things that may not be needed by the beginner, and are a little expensive. They range in price from $215 to more than $300.
Q: What equipment do I need to start keeping bees?
A: First you will need the hive. This consists of a bottom board, two hive bodies with frames and foundation, three medium honey supers with frames and foundation, an inner cover, and an outer cover. Secondly, you will need a smoker and hive tool. Buy a large smoker with guard, and the long hive tool.
Q: Do I need a bee suit?
A: You will need some sting protection. You can buy a veil and gloves for about $25, a full deluxe English type bee suit and gloves for around $100, and several in between to fit your budget. While you may learn to shed your protection with time, good sting protection makes sense when you are just starting out.
Q: How much honey will I get?
A: That depends on the strength of the colony, and the weather. While the Delaware average is around 50 lbs, strong colonies on a good honey flow have been known to make 100 to 200 pounds per year.
Q: Will I get stung?
A: To come to the point...yes. But, it really isn’t as bad as you think. Stings on the hands and arms don’t really hurt much, if you learn to remove the sting properly. Some seasoned beekeepers actually enjoy the first stings of the year. It means that spring is surely here.
Q: What do I do if I get stung?
A: Bite your tongue, and pull out the stinger...quickly. Never grab the bulb (venom sac) of the stinger and pull. That squeezes all the venom into your skin, like a hypodermic syringe. Instead, scrape the stinger off with a fingernail, or the sharp edge of your hive tool. This grabs the shaft of the stinger, and pulls it out, leaving most of the venom in the sac.
Q: If I swell when stung, am I allergic?
A: No, swelling is the body’s natural immune system at work. Some swelling is normal at first. With enough stings, swelling is non-existent.
Q: Where can I buy bees?
A: Most of the bee supply houses have bees for sale. There are some local producers who sell bees, and many suppliers are listed in the beekeeping periodicals.
Q: Can I keep bees in my garden?
A: Yes, you can. It is advisable that you use a gentle strain of bee, and have the entrance facing away from work areas. Sometimes a barrier such as a low fence or hedge placed ten feet in front of the hive will force the bees to fly up, and away from traveled areas of your property.
Q: Will bees bother my neighbors?
A: No, not usually. Remember to locate the bees’ flight path away from traveled areas. Often, if the hives are hidden from view, no one knows they are there. | <urn:uuid:3e015bd8-bb45-44cf-9b22-1d63f8931f1d> | CC-MAIN-2017-39 | http://c.ymcdn.com/sites/www.abfnet.org/resource/resmgr/imported/Q%26A.pdf | 2017-09-25T04:19:18Z | crawl-data/CC-MAIN-2017-39/segments/1505818690318.83/warc/CC-MAIN-20170925040422-20170925060422-00416.warc.gz | 55,020,227 | 854 | eng_Latn | eng_Latn | 0.999518 | eng_Latn | 0.999515 | [
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
2423,
3703
] | [
3.0625
] | 1 | 1 |
Cochlear implants
Information for families
Great Ormond Street Hospital for Children NHS Foundation Trust
Welcome to the Great Ormond Street Hospital (GOSH) Cochlear Implant Programme
This booklet explains about cochlear implants and what to expect when your child comes to GOSH to be assessed to see whether one is suitable. It also explains about the operation to fit a cochlear implant and what happens afterwards.
The Cochlear Implant Programme at GOSH is one of around 20 in the UK and to date has carried out over 500 cochlear implants. The implant team is ‘multidisciplinary’, comprising people from many different relevant specialist areas. These people include consultant audiovestibular physicians, ear, nose and throat (ENT) surgeons, audiologists, speech and language therapists, teachers of the deaf, hearing therapist and clinical psychologists.
How do we hear?
The ear consists of three parts: the outer ear, the middle ear and the inner ear. Sound waves enter the ear canal and make the eardrum vibrate. The sound then passes through the middle ear via the three small bones of hearing (ossicles), on to the inner ear that is filled with fluid.
The movement of fluid in the cochlea stimulates hair cells inside it to trigger a nerve impulse, which is carried to the brain by the auditory nerve. The brain then interprets these nerve impulses as sound.
In some people, the hair cells inside the cochlea become damaged, either before birth or later on in life. This is called ‘sensori-neural deafness’. In this condition, although sound travels through the ear in the usual manner, the hair cells are not stimulated and so no nerve impulse is sent to the brain. The hair cells can be damaged to such an extent that no sound is heard, or, in some cases, only loud noises can be heard. Some people can be fitted with hearing aids, which amplify (make louder) sounds until they can be picked up by the hair cells. However, this will not benefit people whose hair cells are too damaged to pick up any sound and in these cases a cochlear implant may be suggested.
What is a cochlear implant?
A cochlear implant is an electronic system that stimulates the auditory nerve directly, bypassing the hair cells in the cochlea. It can give a sensation of sound to profoundly deaf children who have been unable to hear using the most powerful hearing aids available. Over a period of time after cochlear implants have been fitted, children can learn about the sounds around them and may use these to help their lip-reading. In time, some children may learn to understand and use speech without needing to lip-read, and may even be able to use a conventional telephone.
Cochlear implants will not ‘cure’ your child’s deafness but they should provide a useful sensation of hearing sound. However, it takes a lot of time, patience and practice to use them as well as possible.
Each cochlear implant system is made up of two components that work together to send nerve impulses to the brain. The speech processor (which looks like a hearing aid) is worn behind the ear and picks up sound that is converted into an electrical signal. From this processor, the electrical signal then passes to the coil so it can be sent to the receiver that is under the child’s scalp. This then converts the signal into a tiny electrical current that eventually stimulates the auditory nerve. The nerve carries signals to the brain. When the brain decodes these signals, your child can have a sensation of hearing.
There are several groups of children who benefit most from having a cochlear implant. They are:
- those who have lost their hearing after learning to talk
- those who have hearing loss that is getting worse over time
- those who are born deaf or become deaf within the first few months of life and who have a cochlear implant by the time they are four years old.
While these groups benefit most obviously from cochlear implants, the team may not automatically exclude your child from assessment if their hearing problems are not on this list. However, it is important to keep in mind that they may not benefit from implants, and many children are better helped by other kinds of hearing aids.
The degree to which your child develops their speech and language will depend on a variety of factors including age of implantation, access to sound before implantation, amount of language acquired before implantation, amount and quality of rehabilitation, other difficulties and more. It is not always possible to predict how much your child will benefit from their implants.
Assessing your child
As the process of having a cochlear implant and learning to use it is a very long one, you and your child will need to go through a thorough assessment programme before deciding whether to go ahead. This means that you will have the chance to talk to the team about any concerns or questions and meet other families with children with a cochlear implant. Members of our team will visit your child’s school or nursery, if appropriate. If your child has a local speech and language therapist, we will also contact them for information. It is important to have the support of such people locally, as they will also be involved in the period after the operation when your child is learning to use the cochlear implant. Your child will be helped to get the maximum benefit from their cochlear implant if you, they, the medical team and other people involved with them, for example at school, all work together.
Your child will need various tests and checks, which take place over several appointments. These include:
- **General health check** – your child’s general health will be checked by the consultant audiological physician (doctor who specialises in hearing).
- **Ear check** – the consultant audiological physician or audiologist will also regularly check your child’s middle ear. If your child has glue ear this may affect their hearing and an operation to insert grommets to correct this may be suggested.
- **Hearing tests** – your child will need tests to check how much they can hear with and without hearing aids. This will include behavioural tests where your child responds to sound. Your child will also need a test called an Auditory Brainstem Response (ABR). This is a test that measures the response of the hearing nerve to sounds. It is usually carried out under sedation or general anaesthetic during your child’s computerised tomography (CT) scan.
Child care pathway within the Cochlear Implant Programme
Initial assessment with the team
CT and MRI scans and other investigations as required
Cochlear Implant Programme assessment
- Audiology: Approx. 3 appointments
- Speech & language therapy: Up to 3 appointments
- Clinical psychology: 2 to 3 appointments
- Teacher of the deaf: 1 school/home visit
Team decision followed by meeting with parents and choice of device
Arrangement of funding from local services if cochlear implant is not offered, children are referred back to original doctor
Pre-operative appointment
Operation
1 to 2 day stay
2 weeks after surgery 2 switch on appointments
Mapping appointments
- Map 1: 2 weeks after switch on
- Map 2: 4 weeks after switch on
- Map 3: 3 months after switch on
Speech and Language Therapy/AVT Appointments
Up to eight therapy sessions in the period following Map 2
Review appointments
At 6, 9, 12, 18 and 24 months after switch on
Assessment reviews
Speech and language therapy reviews annually until age of 5 years
Audiology reviews annually until age of 16 to 18 years
Transfer to adult Cochlear Implant Programme
Medical, psychology, teacher of the deaf and hearing therapist follow-up as appropriate
School/home visits
As appropriate by speech and language therapists, hearing therapists and teachers of the deaf
In addition to these tests, a questionnaire will be used to find out about your child’s ability to hear sounds at home and, if appropriate, at school.
**Computed Tomography (CT) scan of the cochlea** – this is a scan to check the bony formation of the cochlea. The surgeon needs to make sure that there are no problems with the cochlea which could make inserting the implant more difficult. These scans are usually carried out while the child is sedated or under a general anaesthetic as they need to remain absolutely still for the period of the test.
**Magnetic Resonance Imaging (MRI) scan** – this is another scan that gives very detailed pictures and helps to identify the auditory nerve. This scan may be carried out under sedation.
**Vestibular balance and vision tests** – your child will also receive these tests as your hearing and balance systems are linked.
**Hearing aid check** – Your child’s hearing will be tested while wearing hearing aids. The team may wish to try different models of hearing aids or new ear moulds.
**Communication skills** – the team will assess your child’s communication. The more we know about the child’s skills, personality and interests, the better we are able to help with the learning process afterwards.
**Psychological assessment** – all children are routinely assessed by a Clinical Psychologist, who will find out about your child’s general development, learning style and ability. They will also discuss any concerns about your child’s behaviour and emotional well-being.
**Further tests** – additional tests may be required to look at the cause of hearing loss
If you agree, some of these tests will be recorded on video, so the team can refer back to them later on in the process. You will be invited to sign a consent form before the assessments start.
Team meeting and decision making
When we have the results of all these tests, the team will meet to decide whether to offer your child cochlear implants. You will be given the opportunity to meet with the team to discuss the outcome of the assessment. If you decide to proceed with cochlear implants, we will arrange a device choice meeting and apply for funding from your local service.
The operation
What happens before the operation?
You will already have received information about how to prepare your child for the operation in the Welcome to our hospital booklet and your admission letter. The doctors will explain about the operation in more detail, discuss any worries you may have and ask you to give permission for the operation by signing a consent form. Another doctor will also visit you to explain about the anaesthetic.
If your child has any medical problems, particularly allergies and constipation, please tell the doctors about these. Please also bring in any medicines your child is currently taking.
What does the operation involve?
The operation takes about three to six hours and is carried out when your child is deeply asleep under a general anaesthetic. Your child will need to have a small amount of hair shaved off for the operation, but again this is done once they are asleep. The surgeon makes an incision (cut) behind their ear, and drills through the bone, through the middle ear and into the cochlea. The electrode array is inserted into the cochlea. A ‘bed’ is made in the bone behind the ear to hold the receiver and internal magnet. The surgeon use dissolvable stitches to close the cut.
Once the cochlear implant is in place, it will be tested to ensure that it is working correctly.
What are the risks of the operation?
Any surgery carries the risk of bleeding or infection during or after the operation but this is small. Your child will be given an injection of antibiotics during their operation to reduce this risk. Any anaesthetic carries a risk. After an anaesthetic some children may feel sick and vomit. They may have a headache, sore throat or feel dizzy. These side effects do not usually last long and are not severe.
Your child may also feel dizzy for a while after the operation due to the balance mechanisms of their ear being disturbed during surgery. There is also a chance that your child could have ‘ringing in the ears’ temporarily after the operation.
There is a small risk that the operation may damage the facial nerve, which runs between the bone at the side of the ear and the middle ear. This could result in weakness down one side of the face. The nerve is closely monitored throughout the surgery.
The nerve that takes taste sensations from the tongue to the brain is also very occasionally damaged, resulting in taste disturbances after the operation.
If your child has unusual inner ear anatomy, your consultant will spend additional time discussing this with you.
People with cochlear implants are able to lead normal lives as long as they take a few sensible precautions. These include:
- avoiding trauma to the head
- care with medical procedures - always check that your medical professional is aware of the implanted ear
- care with electricity and static
- seek medical attention if you see any signs of infection
What happens after the operation?
Your child will return to the ward after starting to recover from the anaesthetic. They will have a large pressure bandage around the head and may need an intravenous drip (infusion into a vein) of fluids and drugs for the first 24 hours. They will also have an x-ray to check that the implant is in the right place in the cochlea. Your child will be able to get up the day after the operation, and by the second day are usually back to normal and playing with other children on the ward. They will usually be able to return home after one or two days, but will need to come back for regular appointments. We will send you the date of their next outpatient appointment in a letter.
Coming back to the hospital
‘Switch on’ and ‘Mapping’
The first ‘switch on’ appointment usually takes place around three weeks after surgery and will then involve frequent visits to the hospital on a regular basis. This is so that the settings on the implant can be altered as it settles into the cochlea and as your child gets more used to detecting sounds. An ENT doctor will attend the first appointment to check that your child’s scar is healing well.
The audiologist will start by connecting the speech processor to a computer and activating the implant gradually to establish your child’s level of hearing. They will also program the processor so that the volume of sound your child can hear is comfortable and not too loud. This process is known as mapping. The audiologists tend to be cautious, and set the levels of stimulation low to begin with, so that your child is not overwhelmed by sound. The level is gradually increased as your child becomes accustomed to the sound from the implant.
The ‘switch on’ process takes place on two separate sessions in the cochlear implant department. Following switch on, regular mapping appointments are required to ensure that your child’s speech processor remains optimally programmed.
**Learning to use the cochlear implant**
Like the mapping process, it may take a while for your child to learn to use the cochlear implant. The learning process is a collaboration between the team at GOSH, your family and your child’s teachers and speech and language therapist. Members of the team will make regular visits to their local colleagues to plan the learning process. The specialist teacher of the deaf may visit your child’s local teachers to make suggestions about the first listening games which will encourage him or her to learn about sound. The team’s speech and language therapist will also liaise with his or her local colleague to plan activities. They will also offer you and your child up to eight therapy sessions at the hospital as a supplement to any therapy you may be receiving locally. The local Speech and Language Therapist and/or Teacher of the Deaf will be invited to attend one of these sessions to ensure effective liaison. It is important that your child learns to wear the speech processor all his
or her waking hours. The sooner he or she learns to enjoy improved access to sound, the sooner he or she will start to make progress with listening.
Children who have never heard sound or who have a limited experience of hearing can take a long time to learn how to hear. The sound that the implant produces through electrical stimulation is very different from the sound produced from a hearing aid. Therapy following implantation aims to help your child understand the new sounds they hear. It also aims to encourage your child’s listening and spoken language development through carefully graded steps.
The team will monitor your child’s listening, language and communication skills over time. You will need to visit the hospital annually for the first five years for formal assessment of your child’s progress.
However, if you or any professional working with your child have concerns about your child’s progress, appointments may be arranged with the cochlear implant team. Intervention can be offered as needed from the Clinical Psychologists, Teachers of the Deaf, Hearing Therapists and Speech and Language Therapists.
We hope you have found this introductory booklet helpful. If you have any questions or require further information, please contact the team.
Notes
Notes
If you need more advice from the Cochlear Implant Department at GOSH, please telephone 020 7813 8316 from Monday to Friday, 9am to 5pm or email email@example.com
You can get further advice, and contact with people in similar situations, from:
The Royal National Institute for Deaf People (RNID):
Information line: 0808 808 0123
Textphone: 0808 808 9000
Email: firstname.lastname@example.org
National Deaf Children’s Society (NDSC)
Information line: 0808 800 8880
Voicetext open 10am – 5pm
Monday – Friday
Email: email@example.com
Website: www.ndcs.org.uk
Cochlear Implant Children’s Support Group
Website: www.cicsgroup.org.uk
Ear Foundation
Tel: 0115 942 1985
Website: www.earfoundation.org.uk | <urn:uuid:d239ad61-6439-49bf-bba0-327041702ed1> | CC-MAIN-2020-16 | https://www.gosh.nhs.uk/file/390/download | 2020-04-08T17:27:21+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585371821680.80/warc/CC-MAIN-20200408170717-20200408201217-00102.warc.gz | 935,010,544 | 3,648 | eng_Latn | eng_Latn | 0.974071 | eng_Latn | 0.999205 | [
"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"
] | false | rolmOCR | [
107,
864,
2081,
3506,
4580,
6474,
7810,
9625,
11355,
12929,
14652,
15925,
17198,
17205,
17212,
17924
] | [
2.484375
] | 1 | 0 |
“Are You Really Sad?” Infants Show Selectivity in Their Behaviors Toward an Unconventional Emoter
Sabrina S. Chiarella, and Diane Poulin-Dubois
Department of Psychology
Centre for Research in Human Development
Concordia University
We examined whether 18-month-olds understand how the emotional valence of people’s experiences predicts their subsequent emotional reactions, as well as how their behaviors are influenced by the reliability of the emoter. Infants watched a person express sadness after receiving an object that was either inappropriate (conventional emoter) or appropriate (unconventional emoter) to perform an action. Then, infants’ imitation, social referencing, and prosocial behaviors (helping) were examined when interacting with the person. Results showed that during the exposure phase, the unconventional group showed visual search patterns suggesting hypothesis testing and expressed less concern toward the person than the conventional group. In the social referencing task, the conventional group preferred to search for the target of a positive expression as opposed to the disgust object. In contrast, the unconventional group was more likely to trust the person’s negative expression. As expected, no differences were found between the groups on the instrumental helping tasks. However, during the empathic helping tasks, the conventional group needed fewer prompts to help than the unconventional group. These findings provide the first evidence that the congruence between a person’s emotional responses and her experiences impacts 18-month-olds’ subsequent behaviors toward that person.
Children constantly observe and interact with others to gain knowledge about the world (e.g., Csibra & Gergely, 2009; Harris & Koenig, 2006). As not all individuals have accurate or relevant knowledge about a given topic, children must be selective in whom they choose to learn from (Harris, 2007). Thus, understanding the developmental factors that underlie infants’ ability to selectively choose whom to learn from becomes a critical component of our understanding of how children learn. Evidence for selective trust has begun to be documented during the infancy period. For example, 8-month-olds are able to monitor the reliability of an individual’s gaze and prefer to...
follow the gaze of a conventional looker (Tummeltshammer, Wu, Sobel, & Kirkham, 2014). Research examining selective trust during the second year of life has shown that 14-month-olds prefer to imitate an irrational action from a model who properly uses a familiar object (Zmyj, Buttelmann, Carpenter, & Daum, 2010), 16-month-olds look longer at a person who mislabels objects (Koenig & Echols, 2003), and by 18 months, infants are more likely to imitate an irrational action and learn new words from an accurate rather than an inaccurate speaker (Brooker & Poulin-Dubois, 2013).
While these studies used object labeling, gaze, and object use as a source of reliability for infants, previous work has shown that it is also possible to examine children’s sensitivity to people’s behaviors in the emotional domain, by manipulating the appropriateness of emotional expressions. Infants are sensitive to emotional expressions in the first few months of life, and they rely on others’ emotional cues to regulate their behavior by the end of the first year (Feinman, Roberts, Hsieh, Sawyer, & Swanson, 1992; Hornik, Risenhoover, & Gunnar, 1987; Walden & Ogan, 1988). In a recent study, 18-month-old infants, but not 15-month-olds, showed more checking behaviors when they observed an actor exhibiting an emotional reaction (happiness or sadness) that was unexpected after a positive or negative experience (Chiarella & Poulin-Dubois, 2013). More specifically, infants detected the incongruencies of an individual displaying Pollyanna-type behaviors (i.e., positive emotional expression to an object loss or pain event) or crybaby-type behaviors (i.e., negative emotional expression after receiving an object). Interestingly, another recent study reported that infants as young as 14 months show increased pupil dilation when they witness an actor expressing emotions that are incongruent with the valence of their ongoing actions (e.g., patting a toy tiger with an angry expression), suggesting some lower level processing of emotion–context associations that may be leading to sympathetic arousal (Hepach & Westermann, 2013). Similarly, 10-month-olds have been shown to be sensitive to a cartoon’s facial expressions after either successfully or unsuccessfully achieving a desired goal (e.g., sadness after successfully jumping over a barrier; Skerry & Spelke, 2014). Interestingly, an absence of emotional display following a negative event (object loss) is not considered anomalous, even by 18-month-olds (Chiarella & Poulin-Dubois, 2015). Together, these studies show a developmental progression in the ability to detect action–emotion mismatches.
The selectivity of infants’ responses toward individuals who demonstrate conventional or unconventional emotional cues has just started to be examined (Poulin-Dubois & Brosseau-Liard, 2016). In the first investigation on infants’ behavior as a function of emotional reliability, Chow, Poulin-Dubois, and Lewis (2008) exposed 14-month-olds to either a conventional emoter, who expressed positive affect while looking inside a box that held a toy, or an unconventional emoter, who expressed positive affect while looking inside an empty box. Then, infants watched the same adult gaze behind a barrier. Infants were more likely to follow the gaze of the conventional looker behind the barrier (Chow et al., 2008). In a task using similar emotional reliability conditions, infants watched the same adult turn on a push-on light in an unconventional manner, using her forehead to illuminate the light (Poulin-Dubois, Brooker, & Polonia, 2011). In this case, infants were more likely to imitate the unconventional action if the adult had previously exhibited conventional emotional behavior while looking inside the container. These findings suggest that by 14 months, infants are selective in whom they choose to imitate and whose gaze they choose to follow. However, the conventionality of the emotional expressions had a direct impact on the child,
as he or she was repeatedly deceived about the content of the box, which was empty. Thus, one might argue that infants’ reluctance to follow the gaze or imitate the model was result of this deception. To address this confound, this study examined infants’ selective trust toward an emotional emoter who did not interact with the child but expressed sad emotions that did or did not match their current experience.
A well-established finding in the literature is that infants begin to engage in prosocial behaviors during the second year of life (Dunfield, Kuhlmeier, O’Connell, & Kelley, 2011; Warneken & Tomasello, 2007). For example, infants as young as 14 months demonstrate instrumental prosocial behaviors (Warneken & Tomasello, 2007), and by 18 months, they add empathic helping to their prosocial repertoire (Svetlova, Nichols, & Brownell, 2010). In a more recent study, Hepach, Vaish, and Tomasello (2012) had 3-year-olds watch an adult consistently express sadness in either an appropriate (harm), neutral (no visible harm), or inappropriate (minor harm) context. Although the original goal of their study was to document the conditions required for children to exhibit empathic responses, they also found that children were more likely to show checking behavior (i.e., to decipher what occurred) when the sad reaction mismatched the context, or what they refer as crybaby behaviors (minor harm), or when the children were unaware of what had occurred (no visible harm), compared to when they saw appropriate distress following harm (harm condition). They were also faster to help the conventional emoter than the unconventional emoter in a subsequent prosocial task. Although these studies have provided a starting point for this line of research, there is no research regarding the effect of a model’s emotional displays on infants’ prosociality, similar to the one demonstrated with preschoolers (Hepach et al., 2012). Given that it has been shown that infants detect emotionally unconventional individuals (Chiarella & Poulin-Dubois, 2013; Hepach & Westermann, 2013; Skerry & Spelke, 2014), it remains unknown whether watching an individual display mismatching or matching sad reactions to a positive event will decrease infants’ spontaneous willingness to help that person. Thus, one of the main objectives of the current study was to examine infants’ selective helping behaviors toward emotionally unconventional individuals across different helping contexts, including both nonemotional, goal-oriented instrumental helping (Warneken & Tomasello, 2007), and emotional, empathic helping (Svetlova et al., 2010). Based on previous research (Chiarella & Poulin-Dubois, 2013), it was expected that 18-month-old infants would be able to identify the object required to complete a simple action (e.g., spoon for eating) and correctly infer whether an actor’s sad emotional expression is appropriate if she receives the target object (e.g., a spoon) or a distracter (e.g., a block). It was hypothesized that if infants detect a mismatch between an event and the emotional reactions, this detection will lead infants to show less concern toward the sad individual and more visual search behaviors while looking at the scene. Nonverbal behaviors such as visual search patterns while looking at an event are observed in infants as young as 12 months and interpreted as an attempt to comprehend distress (Zahn-Waxler, Radke-Yarrow, Wagner, & Chapman, 1992). If this detection occurs, we predicted that infants’ subsequent willingness to help the emotionally unconventional individual would be specific to a context where requests for help are expressed through emotional expressions of distress. In contrast, emotional unreliability was not expected to affect instrumental helping, a form of prosocial behavior known to be very robust in very young children (Warneken & Tomasello, 2007).
The second major focus of this study was to examine the extent to which infants’ imitation and social referencing are selective toward an individual who has previously
expressed sadness in an inappropriate context. While a number of recent studies have shown that infants’ learning is influenced by an individual’s past expertise and competence, we have yet to understand whether emotionally unconventional individuals influence infants’ willingness to learn. Thus, we examined whether 18-month-olds’ exposure to an emotionally unconventional individual impacts their responses toward that person during a social referencing task. Infants have been shown to use others’ emotions to guide their behavior in ambiguous situations as early as 12 months of age (Campos & Stenberg, 1981). Moreover, in an emotional referencing paradigm, Repacholi (1998) showed that when presented with two containers, 14- and 18-month-olds are more likely to initially search the container previously associated with a “happy” expression, compared to a container associated with a “disgust” emotional expression. This suggests that infants as young as 14 months are able to use both the experimenter’s attentional cues and their emotional expressions, in order to predict the nature of the referent that is the focus of their attention. However, it remains unknown whether infants’ experience with an emotionally unconventional individual would impact their powerful tendency to first look inside the box associated with a positive emotion.
Given that a major objective of this study was to examine the extent of 18-month-olds’ selective behaviors, infants’ willingness to gain information from the emoter was also investigated using a classic imitation task for assessing episodic memory in infants (Bauer & Mandler, 1989). Examining imitation was deemed important to rule out a simple halo effect, that is, a negative bias toward the unconventional model or a positive bias toward the conventional model (who always received the nontarget object in the reliability exposure phase). In contrast to the rational imitation task used in previous research on selective trust (Poulin-Dubois et al., 2011; Zmyj et al., 2010), the imitation task does not require infants to choose between the models’ novel action and a conventional action. Rather, the Bauer and Mandler (1989) task simply requires the infant to replicate a three-step action produced by the actor. The inclusion of this task (as well as the instrumental helping task) allowed for an investigation of whether emotional unreliability might influence infants’ selective behavior in a nonemotional context, providing a strict test of the impact of the model’s emotional conventionality.
METHOD
Participants
Eighty-six 18-month-old infants \((M = 18.2\) months, \(SD = .68\) months, range = 17.1–19.6 months) participated in this study. In order to be included in the final sample, infants were required to watch three of the four reliability exposure trials. Thirteen infants did not meet the inclusion criterion (0/4 trials \(n = 2\), 1/4 \(n = 3\), 2/4 \(n = 8\); conventional: \(n = 7\), unconventional: \(n = 6\)), leaving a final sample of 73 infants (conventional: \(n = 37\), unconventional: \(n = 36\); 46 males, 27 females). The two groups were equivalent in age: \(M = 17.1\) months, \(SD = .74\) months, and \(M = 17.1\) months, \(SD = .61\) months for the conventional and unconventional groups, respectively. This study was conducted according to guidelines laid down in the Declaration of Helsinki, with written informed consent obtained from a parent or guardian for each child before any assessment or data collection. All procedures involving human subjects in this study were approved by the University Human Research Ethics Committee at Concordia University.
Materials and procedure
Infants and their parents first spent a brief period of time in a waiting room to familiarize themselves with the two experimenters, who were warm without excessive positive affect. Parents were asked to sign a consent form and complete a short demographic questionnaire. Infants’ expressive vocabulary was measured using the Level II short form of the MacArthur–Bates Communicative Development Inventory: Words and Sentences (MCDI: WS), a parent report checklist of language comprehension and production developed by Fenson et al. (2000). They were then invited to the testing room. Infants were seated in a high chair, and parents were asked to sit behind and to the left of the infants. They were instructed to remain neutral and keep their eyes on the stage so as to maintain the infants’ attention to the events. A screen (controlled by E2) was lowered between trials, and a small bell was rung at the onset of each trial to attract infants’ attention back toward the stage.
Reliability task
During the reliability task, an apparatus resembling a puppet theater was used to display a female experimenter acting out four live events. The four events were expected to be familiar to infants of that age, so that they could identify which object would be appropriate to complete the actions (e.g., spoon to eat). Infants observed the scene from a child seat placed 90 cm from the display. A video camera placed underneath the stage was focused on infants’ faces to record looking times and behaviors. All infants were administered four trials, during which the experimenter tried to complete an action without the required object: Play-Drums, Play-Pegs, Eat-Spoon, and Play-Ball (all trials were counterbalanced across participants). Each trial lasted 20 s and included two phases, a familiarization (10 s) and a test phase (10 s). During the familiarization phase, infants watched as the experimenter pretended to complete an action without a target object, then received either an appropriate or an inappropriate object. During the test phase, the experimenter always expressed sadness (based on Ekman, Friesen, & Ellsworth, 1972) once she received the object.
On each trial, the experimenter was positioned to the left side of the “puppet theater” stage. She had one object located in front of her and two objects located on the right-hand side of the stage, blocked from her view by a small barrier located in the center of the stage. In the Play-Drums familiarization phase, the experimenter mimicked beating a toy drum with an invisible drumstick and then sighed audibly in frustration before peering over the barrier at the two objects. These objects consisted of a drumstick (appropriate object) and a brush (inappropriate object). This sequence of actions was repeated twice. A gloved hand then entered the scene through the right-hand side of the stage and handed the experimenter either the drumstick (unconventional condition) or the brush (conventional condition). As she looked at the toy, she exclaimed “Ah” (unconventional condition), with a higher pitch to mimic a pleasant tone, or “Oh” (conventional condition), with a lower pitch to mimic disappointment, before taking the object from the hand (with a neutral facial expression). The same vocalizations were included before grasping the object in all events in order to emphasize that the object received was either appropriate or inappropriate to maximize the ecological validity of the scene. In the Play-Pegs familiarization phase, the experimenter mimicked hammering a set of pegs twice, sighed, and then peered over the
barrier at the two objects, which included a hammer (appropriate) and a cup (inappropriate). Then, the arm offered either the hammer or the cup, again followed by vocalizations. In the Eat-Spoon familiarization phase, the experimenter twice mimicked eating from a bowl of rice, and again sighed and looked over at the objects available, which included a spoon (appropriate) and a wooden block (inappropriate). E2’s gloved hand then handed either the spoon or the block. In the Play-Ball familiarization phase, the experimenter twice mimicked bouncing a ball up and down, sighed, and then peered over the barrier at the two objects which included a ball (appropriate) and a plastic bowl (inappropriate). The gloved hand then handed either the ball or the bowl. The test phase of each trial lasted 10s and started as the experimenter turned her head, expressed sadness while holding the object in her left hand, then looked downward with a frozen sad expression. The experimenter avoids looking at the child in order to avoid attracting the infant’s attention to her face and eyes, as well as to reduce infants’ arousal during the negative facial expressions. The test trials ended by lowering a screen.
The four trials of the reliability task were fully counterbalanced, and each infant was randomly assigned to either the conventional or unconventional condition. Following the reliability task, infants in both groups engaged in the same four interactive tasks with the same experimenter. They remained seated in a high chair that was placed in front of a table across her. There were four orders for the interactive tasks, whereby each of the four tasks was administered first in the set. The remaining tasks were quasi-counterbalanced into four different orders.
**Coding of the reliability task.** The percentage of looking time at the stage (which included the actor’s face and hand) during the familiarization phase (i.e., when the event occurred) and the test phase (i.e., when the actor was expressing the target emotion) was coded for each trial using INTERACT 8.0 (Mangold, 2010). Two other variables, hypothesis testing and concern, were coded based on adaptations of the coding scheme developed by Zahn-Waxler et al. (1992). Hypothesis testing was assessed by examining infants’ sequence of looking behaviors at the event. Looking behaviors are considered a primary variable for hypothesis testing as they appear to be a sign of very young children attempting to attribute a cause to a particular event (e.g., see Hepach et al., 2012; Knafo, Zahn-Waxler, Van Hulle, Robinson, & Rhee, 2008; Zahn-Waxler et al., 1992). Hypothesis testing was coded on a 4-point scale: 0 = none; 1 = looks back and forth between face and object or hands at least twice, in an attempt to decipher the distress; 2 = looks back and forth between face and object or hands more than twice in a more frequent attempt to decipher the distress than 1; 3 = looks back and forth between experimenter’s face and object at least twice, in addition to a back and forth look toward the parent in the room or looks back and forth between parent and the actor at least twice, in a more frequent attempt to decipher the distress than 1 or 2. Concern included infants’ observable preoccupied responses. Given the nature of the exposure phase (the sadness expression was only 10s in length) and that infants were seated in a high chair rather than standing, the concern variable coding was reduced from the original 5-point scale (which included different intensities and lengths, in seconds, of concern; Zahn-Waxler et al., 1992) to a 3-point scale: 0 = none; 1 = facial concern only (e.g., furrowed or raised eyebrows in concern, open mouth, widened eyes); and 2 = facial concern with vocalizations (e.g., same as 1, but with vocalizations such as “Oh!” or calling to the parent in the room with concern or
pointing to the actor). Hypothesis testing and concern were not mutually exclusive, and thus, children could engage in both behaviors simultaneously.
Interactive tasks
During the interactive tasks, the infants sat in a high chair at a table directly across from E1. A split-screen camera angle focused on the infant’s face, while a second camera recorded the whole scene. The emotional referencing task included two colored boxes with lids, a plastic cockroach, and a toy figurine. The Book Stacking (instrumental helping) task was administered using three thin sheets of wood painted blue to resemble books. These wooden “books” were exact replicas of those used in Warneken and Tomasello’s (2007) study. The Blocks (instrumental helping) task consisted of six differently colored plastic shapes, a red container, and a pair of plastic tongs. For the empathic helping tasks, a pair of red cotton gloves and a brown teddy bear were used. The Rattle trial of the imitation task included two plastic blue containers (which fit into one another) and a small rubber ball. The Teddy-to-Bed trial consisted of a purple teddy bear, a pink toy crib, a small felt pillow, and a cover.
Instrumental helping tasks. Two instrumental helping tasks adapted from Warneken and Tomasello (2007) were administered. In the Book Stacking task, E1 demonstrated the stacking of three blue wooden “books” on top of one another. During the test phase, E1 pretended to drop the fourth book next to the pile while exclaiming “Oh,” and remained neutral for 30s through a series of prompts (looking at the book, gazing back and forth from the infant to the book, and ending with, “Oh no! It fell!”). This was repeated for two more test trials. In the Blocks task, E2 quietly entered the room and sat behind the infant. E1 then demonstrated placing three blocks into a bucket using plastic tongs. After E1’s demonstration, E2 placed one block in front of the infant, whereas remaining neutral E1 engaged in a series of prompts to encourage the infant to hand her the block (reaching toward the block using the tongs, gazing back and forth from the block to the infant, and ending with, “Oh no! I can’t reach it!”). The Blocks task included three test trials.
Coding of the instrumental helping tasks. During the Book Stacking task, infants were given a score of 1 if they helped at any point during the 30s trial, either by placing the book on the stack or by handing the fallen book to E1 (total score of 3). During the Blocks task, infants were given a score of 1 if they handed or pushed the block toward E1 at any point during the 30s trial (total score of 3). The Book Stacking and Blocks tasks were counterbalanced across participants.
Empathic helping tasks. Two empathic helping tasks were adapted from Svetlova et al. (2010). For the Glove task, E1 showed the infant a pair of unfamiliar red gloves and displayed positive affect by saying, “Look! These are my favorite gloves! They keep me warm!” E1 then rubbed her hands together while saying “Brrrr!” before putting on the gloves. E1 then handed the infant one of her gloves and said, “Here, this one is yours!” E2, who was not wearing gloves, then entered the room, put on E1’s remaining glove, rubbed her hands together, and walked out of the room, leaving E1 with no glove. In the Bear task, E1 showed the infant a teddy bear while displaying facial and vocal expressions of happiness by saying, “Look! This is my favorite bear!”
while hugging the bear. She then handed the bear to the infant and said, “Here you can play with it.” E2 then entered the room and pretended to whisper something sad to E1, by cupping E1’s ear in her hand and hissing in different tones for 3–5s. E2 then left the room. For both tasks, E1 gasped loudly as E2 vacated the room, and then went through a series of 5s prompts to encourage the child to help her (see Table 1). Each cue was presented for 5s with no pause between cues. As in Svetlova et al. (2010), once the child handed the target object to the experimenter, she stopped providing cues. If the child did not bring the target object by the last cue, the experimenter got up and retrieved it herself without any emotional reaction or comment, and then proceeded to the next trial. To reduce the possibility of simple compliance or attempts to seek the adult’s approval, the experimenter did not thank, praise, or reward the child when he or she brought the object, but instead neutrally described the result. The Glove and Bear tasks were counterbalanced across participants.
**Coding of the empathic helping tasks.** Infants were given a score from 0 (no help) to 8 (gave the bear/glove during E1’s first prompt), with higher scores indicating that infants needed less overt, verbal requests for the bear/glove from E1 (i.e., needing only the emotional cues) before handing the bear/glove to E1 (see Table 1).
**Emotional referencing task.** The emotional referencing task was modeled after Repacholi (1998). After a brief warm-up trial, E1 placed two round, opaque containers with lids on the table, out of the infant’s reach. E1 shook the containers to indicate that they were full and placed one container to her left and one to her right. E1 always began by turning to the container on her left. During the “happy” container trial, E1 opened the lid, tilted the container toward her, and exclaimed, “Wow! I found something! Wow I can see it! Wow!” (10s), accompanied by happy vocalizations and facial expressions, and then replaced the lid. E1 then turned to her right, opened the lid and said, “Ew! I found something… Ew! I can see it… Ew!” (10s), to the “disgust” container, while displaying vocal and facial expressions of disgust. She then replaced the lid and adopted a neutral facial expression, gazed at a marker on the table located in front of the infant, and slid the two containers simultaneously toward the infant, at an equal distance from the marked area on the table. E1 continued to look at this marked area until the task ended (30s). The order of presentation of the “happy” and “disgust” containers was counterbalanced. Infants were given 30s to open one of the two
### TABLE 1
Communicative Cues and Helping Score
| Order of presentation | Description | Helping scores |
|-----------------------|--------------------------------------------------|----------------|
| 1 | Facial/vocal cues of sadness | 8 |
| 2 | “I’m sad” | 7 |
| 3 | “I need something to make me happy/warm” | 6 |
| 4 | “A teddy bear/Glove!” | 5 |
| 5 | Alternating gaze from child to bear/glove | 4 |
| 6 | Reaching toward the bear/glove | 3 |
| 7 | “Can you help me?” | 2 |
| 8 | “Can you give me my bear/glove please?” | 1 |
| 9 | No response | 0 |
*Note.* Adapted from Svetlova et al. (2010).
boxes. The first container that infants attempted to open (by touching the lid) was coded.
**Imitation tasks.** All infants engaged in two imitation tasks adapted from Bauer and Mandler (1989). The experimenter maintained a neutral facial expression during the administration of the task. In the Rattle task, infants were shown two plastic containers (which fit into one another) and a small rubber ball that could fit inside the containers, aligned on a tray. After a brief warm-up period, E1 said, “Watch me!” before taking the ball and putting it in the largest container. She then picked up the small container, inverted it, placed it on top of the large container (containing the ball), and then shook the items together to make a rattle while remaining neutral. This demonstration was repeated twice. During the test trial, E1 lined the items up on the tray while saying, “Can you make the ball move, just like I did?” while sliding the tray toward the infant. E1 gazed at a marker on the table located in front of the infant while remaining neutral until the test trial was over (60s). In the Teddy-to-Bed task, infants were shown a teddy bear, a toy crib, a small felt pillow, and a cover. After a brief warm-up period, E1 took the items back, said “Watch me!” and placed the pillow, teddy, and cover in the crib, respectively. This demonstration was repeated twice. Then E1 replaced all of the items on the tray and said, “Can you make the teddy go night-night, just like I did?”
**Coding of the imitation tasks.** During the Rattle task, infants were given a score of 1 for each step they completed in the correct order (1 = ball into large container, 2 = small container inverted over large container, and 3 = shaking the containers) for a maximum score of 3. During the Teddy-to-Bed task, infants were given a score of 1 for each step they completed in order (1 = pillow into the crib, 2 = teddy on pillow, and 3 = cover on teddy) for a maximum score of 3.
**Intercoder reliability**
In order to keep the coder blind to the hypotheses during the reliability exposure phase, all looking times for the entire sample were coded first, which allowed each event to be divided into the familiarization and test trials. The behavioral variables were then coded (concern and hypothesis testing) during the 10s test trial, which did not include the vocalization in the familiarization phase (and thus the scene and condition remained blind to the coder). To establish intercoder reliability, 40% of the sample \((n = 30)\) was coded by a second, independent observer, who was blind to the hypotheses and the condition. The kappa for the concern variable was \(\kappa = .89\), while the hypothesis testing variable yielded \(\kappa = .94\). Pearson’s correlations were calculated to determine the inter-rater agreement for the looking time measures. The inter-rater agreement for looking time at the stage was \(r(28) = .98, p = .001\). The four kappas for the interactive tasks ranged from \(\kappa = .95–1.00\).
**RESULTS**
There were a total of four different task orders across the interactive tasks. To control for order effects, a Condition \(\times\) Gender \(\times\) Task Order repeated measures MANOVA
was run on the dependent variables of the emotional helping, instrumental helping, emotional referencing, and imitation tasks on the subset of children who completed all trials of the interactive tasks ($n = 56$; Tabachnick & Fidell, 2007). Results revealed no significant main effect of Task Order, $F(3, 40) = .681, p = .569, \eta^2 = .049$. In addition, there were no Condition $\times$ Task Order, $F(3, 40) = 1.67, p = .190, \eta^2 = .111$, Task Order $\times$ Gender, $F(3, 40) = 2.604, p = .065, \eta^2 = .163$, or Condition $\times$ Task Order $\times$ Gender, $F(3, 40) = 1.69, p = .183, \eta^2 = .113$, interactions. As Task Order effects were not observed, this variable was removed from the remaining analyses to preserve the integrity of the data. In addition, there were no main effects of Gender, $F(1, 40) = 1.646, p = .207, \eta^2 = .040$, nor Condition $\times$ Gender effects, $F(1, 40) = 3.46, p = .070, \eta^2 = .08$. Therefore, gender was also removed from the remaining analyses on the interactive tasks.
Although participants were randomly assigned to each condition, infants’ vocabulary scores on the Level II short form of the MCDI: WG (Fenson et al., 2000) were compared across groups and correlated with the scores on each interactive task. Two families did not complete the MCDI. Results revealed no difference in the verbal abilities between the infants in the conventional ($M = 14.67, SD = 12.74$) and unconventional ($M = 12.88, SD = 12.14$) groups, $t(69) = .695, p = .489$. In addition, infants’ verbal skills were unrelated to any of the scores on the individual interactive tasks (imitation (rattle): $r(.59) = .133, p = .308$; imitation (teddy): $r(.58) = −.034, p = .798$; instrumental helping (paper ball): $r(.65) = −.046, p = .713$; instrumental helping (book): $r(.65) = .067, p = .593$; empathic helping (bear): $r(.63) = −.046, p = .717$; empathic helping (glove): $r(.63) = −.034, p = .791$; emotional referencing: $t(.50) = −.231, p = .818$).
**Reliability task**
Infants’ looking times at the scene during the familiarization and test trials were analyzed with two Condition (Conventional/Unconventional) $\times$ Gender repeated measures MANOVAs on the four exposure trials (Pegs/Drums/Spoon/Ball). During the familiarization phase, no significant between-subjects main effects of Condition, Trial, or Gender emerged nor any interactions among these variables. Similarly, during the test phase, no significant effects were observed. In addition, infants’ looking times at the scene on the four trials were correlated, both during the familiarization phase ($r(.70) = .184−.558, p = .000−.018$) and during the test phase ($r(.70) = .312−.573, p = .000−.008$). Thus, infants in both conditions looked at the stage an equally high amount of time during the familiarization phase (unconventional: $M = 95.87\%, SD = 4.31\%$; conventional: $M = 94.71\%, SD = 6.91\%$), and during the test phase (unconventional: $M = 76.31\%, SD = 11.94\%$; conventional: $M = 80.41\%, SD = 9.06\%$).
To analyze the effects of Condition on the hypothesis testing and concern variables during the test phase, a Gender $\times$ Condition MANOVA was run. There was a main effect of Gender, in that boys showed more concern overall ($M = .58, SD = .48$) than girls ($M = .36, SD = .36$), $F(2, 68) = 4.73, p = .012, \eta^2 = .122$, Wilks’ $\lambda = .878$. A main effect of Condition also emerged, $F(2, 68) = 8.21, p = .001, \eta^2 = .195$, Wilks’ $\lambda = .805$. Infants in the unconventional group showed more hypothesis testing than those in the conventional group, $F(1, 69) = 5.07, p = .028, \eta^2 = .068$. In contrast, the conventional group showed more concern than the unconventional group, $F(1, 69) = 7.69, p = .007, \eta^2 = .100$ (see Figure 1). No Gender $\times$ Condition interaction emerged, $F(2, 68) = 1.24, p = .295, \eta^2 = .035$, Wilks’ $\lambda = .965$.
Interactive tasks
Regarding the effects of the agent’s emotional reliability on individual interactive tasks, a significant overall Condition × Task interaction emerged, $F(2.85, 114.12) = 3.11$, $p = .031$, $\eta^2 = .072$, indicating a significant effect of condition on at least one dependent variable. Post hoc analyses from the mixed MANOVA revealed a condition effect for empathic helping as well as for emotional referencing. However, given that not all children completed all four interactive tasks, independent samples $t$-tests were conducted separately, to increase the number of children per task and, in turn, increase statistical power.
**Instrumental helping**
Of the 73 infants, four were excluded due to fussiness (conventional: $n = 3$, unconventional: $n = 1$), leaving a final sample of 69. The Book Stacking and Blocks tasks trended to significance ($r(67) = .22$, $p = .066$) and were thus averaged into a single score out of 3. An independent samples $t$-test revealed that infants in the conventional and unconventional conditions were equally likely to engage in instrumental helping, $t(67) = -1.46$, $p = .148$, $d = -.36$ (conventional: $M = 2.13$, $SD = .856$, unconventional: $M = 2.41$, $SD = .742$; see Figure 2).
**Empathic helping**
Of the 73 infants, five infants were excluded due to fussiness (conventional: $n = 3$, unconventional: $n = 2$) and one infant was excluded due to parental interference (unconventional: $n = 1$), leaving a final sample of 67. The scores on the Bear and Glove tasks were significantly correlated ($r(65) = .61$, $p = .001$) and were thus averaged into a single score on 8. An independent samples $t$-test showed that infants in the conventional condition helped more quickly (i.e., at earlier prompts) than those in the unconventional condition, $t(65) = 2.478$, $p = .016$, $d = .62$ (conventional: $M = 5.27$, $SD = 2.49$, unconventional: $M = 3.85$, $SD = 2.19$; see Figure 2). Infants’ scores were further examined by dividing each infant’s score into covert prompts.
**Figure 1** Concern and hypothesis testing scores for the conventional and unconventional groups.
(scores 4–8), in which E1 did not directly ask for help, and overt prompts (scores 0–3), in which E1 directly asked infants for help through gestures or vocalizations. Infants in the conventional group were more likely to give E1 the object based on covert ($n = 25$) rather than overt cues ($n = 8$), while infants in the unconventional group were equally likely to give after covert ($n = 16$) and overt cues ($n = 18$) ($\chi^2 = 5.808$, $p = .016$, $\varphi = -.294$).
**Emotional referencing**
Of the 73 infants, 20 were excluded from the emotional referencing tasks because they did not try to open the containers (conventional: $n = 2$, unconventional: $n = 2$), opened both containers simultaneously (conventional: $n = 3$, unconventional: $n = 6$), or were fussy (conventional: $n = 4$, unconventional: $n = 3$), leaving a total of 53 infants (conventional: $n = 27$, unconventional: $n = 26$). A Pearson chi-square revealed that infants in the conventional condition were more likely to choose the “happy” container ($n = 17$) than the “disgust” container ($n = 10$), whereas the infants in the unconventional group tended to choose the “disgust” container ($n = 17$) more than the “happy” container ($n = 9$; $\chi^2 = 4.259$, $p = .039$, $\varphi = .283$). In addition, Fisher’s exact test revealed no difference between conditions for excluded infants.
**Imitation**
Of the 73 infants, nine infants were excluded due to fussiness (conventional: $n = 5$, unconventional: $n = 4$) and two infants were excluded due to parental interference, leaving a total sample of 62. The Rattle and Teddy-to-Bed tasks were correlated ($r(60) = .392$, $p = .002$) and were thus averaged into a score on 3. An independent samples $t$-test showed that infants in both conditions recalled an equal amount of steps in order, $t(60) = 1.08$, $p = .285$, $d = .28$ (conventional: $M = 1.14$, $SD = .944$, unconventional: $M = .894$, $SD = .836$). Exploratory analyses also revealed that infants in both conditions were equally likely to imitate the steps in any order, $t(60) = -.301$,
DISCUSSION
The current findings offer two main contributions. The first is within the area of selective trust and provides evidence that, in accordance with our hypothesis, infants displayed different behaviors toward a conventional as opposed to an unconventional emoter on tasks at which infants of this age are quite competent. It was predicted that infants’ observations of an unconventional emotional individual would influence their subsequent behaviors toward that individual. Furthermore, it was hypothesized that these influences would be observed specifically when the interactions between the infant and the agent involved emotional cues (i.e., emotional referencing and empathic helping) but not in tasks during which the emoter was neutral (instrumental helping and imitation). This hypothesis was supported for both tasks. First, a mismatch between an emoter’s expressions and her experience (i.e., receiving or not a target object) impacts infants’ selective emotional referencing. The present findings replicate and extend those of Repacholi (1998) who reported that, when uncertain about the contents of two containers, infants are influenced by the valence of an adult’s emotional expression. As expected, this was replicated in our study, as most 18-month-olds in the conventional group first looked into the “happy” container. Remarkably, however, infants in the unconventional group were more likely to first choose the “disgust” container. Thus, when the actor’s previous show of sadness followed a positive experience, 18-month-olds subsequently interpreted her negative emotional cues toward one container as indicative of a positive experience, overriding their robust tendency to first touch the “happy” container (Repacholi, 1998). An alternative, “leaner” interpretation would be that infants first opened the “disgust” box in order to check whether the disgust expression was also unconventional, as was the sad expression to which they were exposed during the reliability exposure phase. Nonetheless, these are striking findings, as they suggest that infants generalized an actor’s past emotional unreliability to a different context (akin to social referencing) and that they generalized their experience with the actor to another emotional expression, that is, from sadness to disgust. These findings suggest that some form of “emotional monitoring” might be occurring at this young age.
Second, with regard to the helping tasks, infants in the unconventional group showed fewer helping behaviors on the basis of emotional cues than those in the conventional group. More specifically, infants required more overt, verbal prompts, and explicit reaching gestures from the emotionally unconventional adult before offering to help than the infants who were exposed to the emotionally conventional individual. In fact, the empathic helping score of the infants in the conventional condition is almost identical to the score reported in the default condition of the original study reporting this task (Svetlova et al., 2010). More importantly, the score in the unconventional condition was lower than this baseline. Thus, in the case of empathic helping, infants responded differently to requests for help in the conventional versus unconventional condition, as shown by a longer latency to help. These findings demonstrate that while infants are willing to help an actor in emotional distress (Svetlova et al., 2010), the development of this prosocial ability is emerging along with infants’ capacity to
monitor the past reliability of a person’s emotional reactions. Importantly, infants appear to be relying on both emotional and nonemotional cues in order to determine whether or not they should offer help to an unconventional emoter. These findings also expand upon past research showing that preschoolers are hesitant to help adults who have displayed unconventional distress (Hepach et al., 2012). We extend this literature in an important way by showing that infants detect unconventional emoters by showing more checking behaviors and less concern and that they are subsequently less likely to be guided by an unconventional emoter in situations where she displays emotion. Importantly, no differences were found in infants’ willingness to help an emotionally unconventional or conventional actor when instrumental, goal-directed behavioral cues were used as requests for help, suggesting that the observed selective helping is specific to situations involving a need for emotional help. Importantly, this study provides the first evidence of the development of these specific helping preferences at such a young age. It is known that instrumental helping related to simple, shared, goal-oriented tasks emerges around 14 months of age, which is much earlier than the emergence of emotional or empathic helping (Svetlova et al., 2010; Warneken & Tomasello, 2007). Thus, it confirms that at that age, instrumental helping may be a more reflexive or automatic form of prosocial behavior, which is less rooted in context, as evidenced in a similar study which also found no differences in 18-month-old infants’ instrumental helping behaviors toward accurate and inaccurate speakers (Brooker & Poulin-Dubois, 2013). Past research has mapped helping behaviors into categories of instrumental, empathic, and altruistic helping, all of which are said to develop sequentially in order of their complexity and required breadth of understanding (Svetlova et al., 2010). Thus, the absence of effect with regard to unconventional emotional responses on instrumental helping reinforces past findings that empathic and instrumental helping are qualitatively different behaviors at this point in development.
Finally, the lack of significant difference between the two conditions in the imitation task, which included no explicit emotional cues from the model, also corroborates our hypothesis that infants’ selective behaviors would be exhibited uniquely within the emotional domain.
The second important contribution of the current paper is to the empathy literature, as the results indicated that infants exposed to an adult expressing sadness instead of happiness following a positive experience (unconventional condition) showed reduced concern while watching the “crybaby.” These behaviors toward a crybaby individual (unconventional distress) are consistent with what has been demonstrated in 3-year-old children (Hepach et al., 2012) and, more recently, in 18-month-olds (Chiarella & Poulin-Dubois, 2013). These findings suggest that children and infants show selectivity in determining whether a person’s distress is warranted. While it has been reported that 14- and 15-month-old infants do not appear to consider the experience of the emoter and that they react solely to emotional expressions on the basis of facial or attentional cues (Chiarella & Poulin-Dubois, 2013; Vaish & Woodward, 2010), recent evidence suggests that even younger infants may be sensitive to incongruent emotional reactions when pupil dilation is the measure of infants’ reactions or when they must monitor simple goal attainment (Hepach & Westermann, 2013; Skerry & Spelke, 2014). Given that the agent made a vocalization to mark the reception of the object, it is possible that infants only detected a mismatch between the valence of the vocalization and the valence of the subsequent emotional expression (i.e., “Ah!” followed by sadness), and not between the facial expression and the fulfillment of the desire for a target toy.
Regardless of the depth of infants’ processing of the event, the detection of some form of incongruence between what happened to the agent during the familiarization phase and the sad facial expression that followed altered their subsequent behaviors toward the emoter.
Taken together, these findings propose that infants’ ability to detect incongruent emotional responses shows a developmental progression. First, infants appear to be able to identify and appropriately match emotional reactions that are directly related to the achievement or nonachievement of simple goals, as shown in their looking behaviors (Skerry & Spelke, 2014). Then, they appear to detect the emotional expressions that should accompany simple actions (Hepach & Westermann, 2013), followed by the ability to engage in observable empathic and looking responses, in scenarios in which emotional reactions match, or do not match, the fulfillment of object requests, as shown in the current study as well as others (Chiarella & Poulin-Dubois, 2013). Thus, as children gain more knowledge about the social world, their detection of appropriate emotions becomes more sophisticated.
No doubt, there are other possible interpretations to account for the differences between the conventional and unconventional groups during the interactive tasks. First, it is possible that infants reacted simply to the familiarity of the behaviors displayed by the conventional emoter. By definition, to be tested on the selective trust paradigm, infants must be familiar with the behaviors expected in a given context (e.g., a speaker’s accuracy cannot be detected until a child knows the correct words). Thus, an unconventional model (e.g., speaker, object user, emoter) typically displays an unfamiliar behavior, and a conventional model displays a familiar behavior. However, if infants simply reacted to familiarity and preferred the individual most similar to them, then such a bias should have been observed in all of the interactive tasks. However, this is not what was observed; infants displayed specific preferences for the conventional individual, that is, only when she displayed emotional expressions.
A second possible interpretation for infants’ selective behavior toward the two persons is that they were confused by the unconventional model’s unexpected emotional expressions. If so, infants would have been expected to either act randomly toward that individual or refuse to respond on all of the following interactive tasks. This is not what was observed. Importantly, evidence challenging this interpretation comes from the results of the emotional referencing task. During that task, infants were guided by the model’s emotions in their decision of which container to open. A striking reverse effect was observed with infants in the unconventional condition choosing the box associated with a disgust expression, and infants in the conventional condition choosing the positive box. Had infants been confused in the presence of the unconventional emoter, there would be no reason for them to choose the “disgust” container over the “happy” container, as the emotional expression would have appeared ambiguous to them. The fact that they did show a preference for the disgust container suggests that infants in the unconventional group were guided by their knowledge that this individual’s negative emotions were misleading.
Finally, it is possible that the interactions that children had with the actor during the interaction tasks diminished the impact of the manipulation. Given that the model remained neutral during the imitation and the instrumental helping tasks, this potential confound is irrelevant. Regarding the emotional referencing task, there was only one trial and the appropriateness of the actor’s expression was only discovered by the child when the boxes were opened. The fourth task, emotional helping, is the only task in
which the actor in the unconventional condition acted as expected, that is, expressed sadness after being deprived of a glove or toy. However, this conventional attitude did not overwrite the infants’ information about this emoter and showed a longer delay and more overt cues to offer help. Taken together, while it is well known that the depth of infants’ understanding of an agent’s behaviors is difficult to assess, we believe that the current pattern of findings provides evidence that by 18 months of age, infants recognize the appropriateness of an individual’s emotional reactions and that they take this information into account when subsequently interacting with that individual.
While the current study has many strengths, one limitation is that only negative emotional expressions were examined. In order to replicate and extend previous research, examining empathic responses to unconventional and conventional expressions of sadness was critical during the exposure phase. Although the detection of a mismatch between happy emotional expressions and negative experiences has recently been documented in infants of this age (see Chiarella & Poulin-Dubois, 2013), an important line of future research will be to investigate whether it will have a similar impact on subsequent prosocial behaviors. Similarly, as recent research shows that 8-month-old infants are sensitive to inappropriately sad reactions in response to goal achievement (see Skerry & Spelke, 2014), it would be intriguing to investigate whether they also display selective behaviors toward such unconventional emoters.
In sum, the current findings suggest that by 18 months of age, infants have begun to develop some ability to distinguish between conventional and unconventional sad expressions and that this distinction impacts infants’ subsequent emotional referencing and empathic helping behaviors. This is in line with recent accounts of a precocious form of cognitive empathy (attempts to explore and comprehend others’ distress) during the second year of life (Davidov, Zahn-Waxler, Roth-Hanania, & Knafo, 2013; Hoffman, 2000). More importantly, the present findings make an important contribution to the growing literature on the early development of selective trust in infancy by showing that infants’ expertise in the emotional domain prepares them to detect the best informants, as well as the needs of their social partners.
ACKNOWLEDGMENTS
This research was supported by a research grant (# 435-202-1403) from the Social Sciences and Humanities Research Council of Canada (SSHRC) to Diane Poulin-Dubois, and by a graduate fellowship from the Social Sciences and Humanities Research Council of Canada (SSHRC) to Sabrina Chiarella. This research was also supported by NICHD under award #R01HD468058 to the second author and does not necessarily represent the views of the National Institutes of Health. The authors would like to thank Josée-Anne Bécotte, Olivia Kuzyk, Sara Kriplani, Jessica Reider, and Amanda Santache for their help in data collection, coding, and reliability. Finally, the authors would like to express their gratitude to the research participants whose contribution made this project possible. The authors certify that they have no affiliations with or involvement in any organization or entity with any financial or nonfinancial interest in the subject matter or materials discussed in this manuscript.
REFERENCES
Bauer, P. J., & Mandler, J. M. (1989). One thing follows another: Effects of temporal structure on 1- to 2-year-olds’ recall of events. *Developmental Psychology, 25*, 197–206.
Brooker, I., & Poulin-Dubois, D. (2013). “Is a bird an apple?” The effect of speaker labeling accuracy on infants’ word learning, imitation, and helping behaviors. *Infancy, 18*, E46–E68.
Campos, J. J., & Stenberg, C. (1981). Perception, appraisal, and emotion: The onset of social referencing. In M. E. Lamb, & L. R. Sherrrod (Eds.), *Infant social cognition: Empirical and theoretical considerations* (pp. 273–314). Hillsdale, NJ: Erlbaum.
Chiarella, S. S., & Poulin-Dubois, D. (2013). Cry babies and pollyannas: Infants can detect unjustified emotional reactions. *Infancy, 18*, E81–E96.
Chiarella, S. S., & Poulin-Dubois, D. (2015). “Aren’t you supposed to be sad?” Infants do not treat a stoic person as an unconventional emoter. *Infant Behaviour and Development, 38*, 57–66.
Chow, V., Poulin-Dubois, D., & Lewis, J. (2008). To see or not to see: Infants prefer to follow the gaze of a conventional looker. *Developmental Science, 11*, 761–770.
Csibra, G., & Gergely, G. (2009). Natural pedagogy. *Trends in Cognitive Sciences, 13*, 148–153.
Davidov, M., Zahn-Waxler, C., Roth-Hanania, R., & Knafo, A. (2013). Concern for others in the first year of life: Theory, evidence, and avenues for research. *Child Developmental Perspectives, 7*, 126–131.
Dunfield, K. A., Kuhlmeier, V. A., O’Connell, L., & Kelley, E. (2011). Examining the diversity of prosocial behavior: Helping, sharing, and comforting in infancy. *Infancy, 16*, 227–247.
Ekman, P., Friesen, W. V., & Ellsworth, P. (1972). *Emotion in the human face: Guidelines for research and an integration of findings*. New York, NY: Pergamon Press.
Feinman, S., Roberts, D., Hsieh, K., Sawyer, D., & Swanson, D. (1992). A critical review of social referencing in infancy. In S. Feinman (Ed.), *Social referencing and the social construction of reality in infancy* (pp. 15–54). New York, NY: Plenum.
Fenson, L., Pethick, S., Renda, C., Cox, J. L., Dale, P. S., & Reznick, J. S. (2000). Short form versions of the MacArthur Communicative Development Inventories. *Applied Psycholinguistics, 21*, 95–115.
Harris, P. L. (2007). Trust. *Developmental Science, 10*, 135–138.
Harris, P. L., & Koenig, M. A. (2006). Trust in testimony: How children learn about science and religion. *Child Development, 77*, 505–524.
Hepach, R., Vaish, A., & Tomasello, M. (2012). Young children sympathize less in response to unjustified emotional distress. *Developmental Psychology, 49*, 1132–1138.
Hepach, R., & Westermann, G. (2013). Infants’ sensitivity to the congruence of others’ emotions and actions. *Journal of Experimental Child Psychology, 115*, 16–29.
Hoffman, M. L. (2000). *Empathy and moral development: Implications for caring and justice*. Cambridge, UK: Cambridge University Press.
Hornik, R., Risenhoover, N., & Gunnar, M. (1987). The effects of maternal positive, neutral, and negative affective communications on infant responses to new toys. *Child Development, 58*, 937–944.
Knafo, A., Zahn-Waxler, C., Van Hulle, C., Robinson, J., & Rhee, S. H. (2008). The developmental origins of a disposition towards empathy: Genetic and environmental contributions. *Emotion, 8*, 737–752.
Koenig, M. A., & Echols, C. H. (2003). Infants’ understanding of false labeling events: The referential role of words and the people who use them. *Cognition, 87*, 179–208.
Mangold, P. (2010). *Interact user guide, V. 8.0. ff.* Arnstorf: Mangold International.
Poulin-Dubois, D., Brooker, I., & Polonia, A. (2011). Infants prefer to imitate a conventional person. *Infant Behavior and Development, 34*, 303–309.
Poulin-Dubois, D., & Brosseau-Liard, P. (2016). The developmental origins of selective social learning. *Current Directions in Psychological Science, 25*, 60–64.
Repacholi, B. M. (1998). Infants’ use of attentional cues to identify the referent of another person’s emotional expression. *Developmental Psychology, 34*, 1017–1025.
Skerry, A. E., & Spelke, E. S. (2014). Preverbal infants identify emotional reactions that are incongruent with goal outcomes. *Cognition, 130*, 204–216.
Svetlova, M., Nichols, S. R., & Brownell, C. A. (2010). Toddlers’ prosocial behaviors: From instrumental to empathic to altruistic helping. *Child Development, 81*, 1814–1827.
Tabachnick, B. G., & Fidell, L. S. (2007). *Using multivariate statistics* (5th ed.). Boston, MA: Allyn & Bacon/Pearson Education.
Tummeltshammer, K. S., Wu, R., Sobel, D. M., & Kirkham, N. Z. (2014). Infants track the reliability of potential informants. *Psychological Science, 25*, 1730–1738.
Vaish, A., & Woodward, A. (2010). Infants use attention but not emotions to predict others’ actions. *Infant Behavior and Development, 33*, 79–87.
Walden, T. A., & Ogan, T. A. (1988). The development of social referencing. *Child Development, 59*(5), 1230–1240.
Warneken, F., & Tomasello, M. (2007). Helping and cooperation at 14 months of age. *Infancy, 11*, 271–294.
Zahn-Waxler, C., Radke-Yarrow, M., Wagner, E., & Chapman, M. (1992). Development of concern for others. *Developmental Psychology, 28*, 126–136.
Zmyj, N., Buttelmann, D., Carpenter, M., & Daum, M. M. (2010). The reliability of a model influences 14-month-olds’ imitation. *Journal of Experimental Child Psychology, 106*, 208–220. | <urn:uuid:d37fb1d5-ebe0-437b-a1be-919cb31a583c> | CC-MAIN-2018-43 | https://www.cldlab.com/uploads/1/0/3/0/103049056/chiarella___poulin-dubois_2018.pdf | 2018-10-19T01:06:55Z | crawl-data/CC-MAIN-2018-43/segments/1539583512161.28/warc/CC-MAIN-20181018235424-20181019020924-00419.warc.gz | 911,408,322 | 13,668 | eng_Latn | eng_Latn | 0.936897 | eng_Latn | 0.996994 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
2296,
6289,
10352,
14003,
17629,
21514,
24985,
28816,
32037,
35946,
38114,
40196,
43730,
47741,
51664,
55085,
59807,
60511
] | [
2.0625,
1.484375
] | 2 | 1 |
Southern Africa Chapter Packet
Africa Race
Southern Africa
Section 1
MAIN IDEAS
1. Southern Africa's main physical feature is a large plateau with plains, rivers, and mountains.
2. The climate and vegetation of Southern Africa is mostly savanna and desert.
3. Southern Africa has valuable mineral resources.
Key Terms and Places
escarpment the steep face at the edge of a plateau or other raised area
veld open grassland areas of South Africa
Namib Desert a desert located on the Atlantic coast, the driest place in the region
pans low, flat areas into which ancient streams drained and later evaporated
Section Summary
PHYSICAL FEATURES
Southern Africa is covered with grassy plains, steamy swamps, mighty rivers, rocky waterfalls, and steep mountains and plateaus.
Most of Southern Africa lies on a large plateau. The steep face at the edge of a plateau or other raised area is called an escarpment. In eastern South Africa, part of the escarpment is made up of a mountain range called the Drakensberg. Farther north, the Inyanga Mountains separate Zimbabwe and Mozambique.
Many large rivers cross Southern Africa's plains. The Okavango flows from Angola into a huge basin in Botswana. The Orange River passes through the Augrabies Falls and flows into the Atlantic Ocean.
CLIMATE AND VEGETATION
Southern Africa's climates change from east to west. The east coast of the island of Madagascar is the wettest place in the region. In contrast to the eastern part of Africa, the west is very dry. Deserts along the Atlantic coast give way to plains with semiarid and steppe climates. Much of Southern...
Africa is covered by a large savanna region. On this grassland plain, shrubs and short trees grow. These grassland areas are known as the veld in South Africa.
The Namib Desert on the Atlantic Coast is the driest area in the region. The Kalahari Desert covers most of Botswana. Here ancient streams have drained into low, flat areas, or pans. On these pans, a glittering white layer forms when the streams dry up and leave minerals behind.
While the mainland is mostly dry, Madagascar has lush vegetation and tropical forests. Many animals, such as lemurs, are found here and nowhere else in the world. Unfortunately, rain forest destruction has endangered many of Madagascar’s animals.
**RESOURCES**
Rich in natural resources, Southern Africa has useful rivers, forests, and minerals. Its rivers provide a source of hydroelectric power and irrigation for farming. Forests are a source of timber. Mineral resources include gold, diamonds, platinum, copper, uranium, coal, and iron ore. Mining is very important to Southern Africa’s economy. However, mining can harm the surrounding natural environments.
**CHALLENGE ACTIVITY**
**Critical Thinking: Summarizing** Based on what you’ve read so far, write a one-sentence summary to go with each of the following headings.
a. Physical Features of Southern Africa
b. Climates of Southern Africa
c. Vegetation of Southern Africa
d. Resources of Southern Africa
Southern Africa
Section 2
MAIN IDEAS
1. Southern Africa’s history began with hunter-gatherers, followed by great empires and European settlements.
2. The cultures of Southern Africa are rich in different languages, religions, customs, and art.
Key Terms and Places
**Great Zimbabwe** the stone-walled capital built by the Shona in the late 1000s
**Cape of Good Hope** area at the tip of Africa near where a trade station was set up by the Dutch in 1652
**Afrikaners** Dutch, French, and German settlers and their descendants living in South Africa
**Boers** Afrikaner frontier farmers who had spread out from the original Cape colony
**apartheid** the policy of racial separation set up by South Africa’s government
**township** the separate areas where blacks had to live under apartheid
Section Summary
**HISTORY**
Bantu farmers moved from West Africa to Southern Africa about 2,000 years ago. In the 1700s, Europeans settled on the Southern Africa coast. They changed the region’s landscape and way of life forever.
The Khoisan peoples lived in Southern Africa for centuries. They were hunter-gatherers and herders. When the Bantu came to the area, they brought new languages and iron tools.
A Bantu group, the Shona, built an empire that reached its peak in the 1400s. The Shona farmed, raised cattle, and traded gold. They also built **Great Zimbabwe**, a stone-walled capital made of huge granite boulders and stone blocks. The city became a large trading center until the gold trade slowed.
In the late 1400s Portuguese traders set up bases on the Southern African coast. These bases served as a stopping place between Portugal and Asia. Other Europeans, including the Dutch, arrived after...
the Portuguese. In 1652 the Dutch set up a trade station in a natural harbor near the Cape of Good Hope. The Cape sits at the tip of Africa.
Other Europeans settled on the Cape. In South Africa, the Dutch, French, and German settlers and their descendants were called Afrikaners.
The British took over the Cape area in the early 1800s. The Boers, Afrikaner frontier farmers, tried to stop the British, but lost. At about this time, the Zulu became a powerful force in the region. The Zulu were a Bantu-speaking group. However, the British defeated them and took over this land, too.
When slavery ended in the British Empire in the 1830s, trade shifted from slaves to ivory. Then trade shifted away from ivory, to diamonds and gold, which were found in South Africa in the 1860s.
South Africa was ruled by white Afrikaners and became more racist in the 1900s. Black South Africans who opposed them formed the African National Congress (ANC). The white government set up a policy called apartheid, which divided people into four groups: whites, blacks, Coloureds, and Asians. Coloureds and Asians could only live in certain areas. Blacks had to live in separate areas, called townships. They had few rights.
Starting in the 1960s, the Southern Africa colonies slowly gained independence from Europe.
CULTURE
Southern Africa has a rich and diverse culture. Its people belong to hundreds of different ethnic groups. They speak many languages, most of which are related to Khoisan or Bantu. They practice different religions, including Christianity and traditional African religions. Its arts reflect its many cultures, using traditional ethnic designs and crafts.
CHALLENGE ACTIVITY
Critical Thinking: Drawing Inferences What do you think the culture of Southern Africa would be like today if Europe still ruled over the region?
MAIN IDEAS
1. South Africa ended apartheid and now has a stable government and strong economy.
2. Some countries of Southern Africa have good resources and economies, but several are still struggling.
3. Southern African governments are responding to issues and challenges such as drought, disease, and environmental destruction.
Key Terms and Places
sanctions economic or political penalties imposed by one country on another to force a change in policy
Cape Town city in South Africa that attracts many tourists
enclave a small territory surrounded by a foreign territory
Section Summary
SOUTH AFRICA
Today South Africa has made great progress, but challenges remain. Perhaps South Africa’s biggest challenge has been ending apartheid. Many people objected to apartheid. As a result, some countries put sanctions—penalties to force a change in policy—on South Africa. Protest within the country increased as well. In response, the government outlawed the African National Congress (ANC), a group defending the rights of black South Africans.
In the late 1980s, South Africa moved away from apartheid. In 1990 the government released its political prisoners, including Nelson Mandela. He was elected South Africa’s president in 1994. South Africa’s new government is a republic. Its constitution stresses equality and human rights.
South Africa has the region’s strongest economy, with more resources and industry than most African countries. Large cities such as Johannesburg and Cape Town contribute to the economy.
What are sanctions?
What is the ANC?
Who was elected president of South Africa in 1994?
OTHER COUNTRIES OF SOUTHERN AFRICA
Surrounded by South Africa, Lesotho and Swaziland are both enclaves. An enclave is a small territory surrounded by a foreign territory. Both countries are kingdoms, but are governed by an elected prime minister and a parliament.
Namibia gained independence in 1990. It is a republic. Most of its income comes from mineral resources. Fishing and ranching are also important.
Botswana is rich in mineral resources and has a stable, democratic government. Cattle ranching and diamond mining are its main economic activities.
Zimbabwe has a poor economy. It is also politically unstable. In 2000, the president began a land reform program, taking land from white farmers and giving it to black residents. However, food shortages resulted.
Mozambique is one of the world’s poorest countries. The economy was hurt by a civil war. It relies on taxes collected on products shipped out of its ports from the interior of Africa.
Madagascar has an elected president, but the economy is struggling. The country is popular with tourists because of its unique plants and animals. Comoros is made up of four tiny islands. It is poor and politically unstable. However, the government hopes to improve education and promote tourism.
ISSUES AND CHALLENGES
Southern Africa is doing better than most other African countries. Still the region faces many challenges, especially poverty, disease, and environmental destruction. The African Union (AU) is working to promote cooperation among African countries to try to solve these problems.
CHALLENGE ACTIVITY
Critical Thinking: Drawing Inferences Of the Southern African countries you’ve read about, how could some use their resources differently to help improve their economies? Give support for your answer.
Desmond Tutu
1931—
HOW HE AFFECTED THE WORLD
Desmond Tutu is considered a key leader in the struggle to end apartheid in South Africa. As a religious leader, he emphasized peaceful protests. He also encouraged other countries to use economic pressure on South Africa to end its racist policy of separation.
As you read the biography below, think about how Desmond Tutu’s leadership in using peaceful means to overcome apartheid helped lead to its end.
Desmond Tutu was born in Klerksdorp, near Johannesburg, South Africa. As a young man, he studied at the Pretoria Bantu Normal College and University of South Africa. After graduating college he followed in his father’s footsteps and became a teacher. He then went on to study theology, and became ordained as an Anglican priest in 1961.
After becoming a priest, Tutu continued to study theology. He earned a Master of Theology degree from Kings College in London, England. After that, he taught theology and served as an assistant director for the World Council of Churches. In 1975 he became Dean of St. Mary’s Cathedral in Johannesburg. He was the first black person to hold this position.
In 1978 Tutu became General Secretary of the South African Council of Churches. During this time, he gained worldwide attention as a leading advocate for the rights of black South Africans. He helped lead nonviolent protests against apartheid, the South African government’s policy that divided people into groups, based on their race. Tutu also
protested against this policy because it limited
the rights of blacks, who represented the majority
of people in South Africa. He encouraged other
countries to use economic pressure to end
apartheid.
In 1984 Tutu received the Nobel Peace Prize. This
award recognized Tutu’s role as a leader in the
nonviolent struggle to end apartheid. In 1986 he
was elected Archbishop of Cape Town, a position
he held until his retirement in 1996. After the
end of apartheid, South African President Nelson
Mandela appointed Tutu head of the Truth and
Reconciliation Commission. This commission was
set up to look into human rights abuses and try to
help heal South Africa’s wounds from apartheid.
Tutu has done a lot of writing and speaking to
promote democracy and human rights around the
world. Many of his lectures and sermons have also
been published. Today Tutu lives in Cape Town and
continues to teach and publish his writings.
WHAT DID YOU LEARN?
1. **Recall** Why was Desmond Tutu awarded the Nobel Peace Prize?
2. **Draw a Conclusion** Why do you think Nelson Mandela chose Desmond Tutu as
head of the Truth and Reconciliation Commission?
ACTIVITY
Imagine that Desmond Tutu will be visiting your school, and you are a
newspaper reporter assigned to interview him. What questions would
you ask? How do you think he would respond? Write your interview
on a separate piece of paper. | <urn:uuid:96e17d7d-8e9e-49c7-a5af-7f3afabfe327> | CC-MAIN-2017-34 | http://kacel.weebly.com/uploads/1/2/6/4/12645201/southern_africa_packet.pdf | 2017-08-23T19:45:45Z | crawl-data/CC-MAIN-2017-34/segments/1502886123359.11/warc/CC-MAIN-20170823190745-20170823210745-00195.warc.gz | 230,418,212 | 2,727 | eng_Latn | eng_Latn | 0.996496 | eng_Latn | 0.997226 | [
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
43,
1624,
3039,
4757,
6592,
8218,
10002,
11499,
12882
] | [
4.1875
] | 1 | 0 |
Salt Spring Island Parish and Home
OCTOBER, 1899.
Lovely weather all through September.
It is reported that Mrs. Worg is raising money in England towards an organ for the church at Plumper Pass.
A very well attended meeting of the Farmers' Institute was held at the Hall, Pender Island, on the 1st ult.
His Lordship, the Bishop of Columbia, paid an informal, friendly visit to the Island the first week in September. On Saturday there was an afternoon reception at Mr. Wilson's house, and on Monday a picnic party at Fulford Harbour; and on Sunday the Bishop preached at both churches, and administered the Holy Communion at St. Mark's.
Home Sunday School.—October 15th to November 12th (5 weeks).—Exodus, chapters I. to VII.
First class: (1) How did Pharaoh treat the Israelites? (2) Name Moses' father and mother. (3) Why did Moses flee from Egypt? (4) What was Moses doing when God first called him? (5) Why was Aaron sent to help Moses? (7) Who was Zipporah? (8) By what name was God known to the Israelites? (9) How many plagues were sent upon Pharaoh? (10) What was the first plague? Second class: (11) Why was the infant Moses hidden by his mother? (12) What did Moses' sister do? (13) Where was Moses brought up? (14) What happened at Horeb? (15) Who was Jetro? Third class: (16) How was the baby, Moses, saved from being killed? (17) What hard work did the Israelites have to do? (18) Why did Moses kill an Egyptian? (19) Tell about the Burning Bush. (20) What did God tell Moses and Aaron to do?
Our Annual Exhibition, which took place on Wednesday, September 16th, is generally admitted to have been a great success this year. The weather was all that could be desired, the attendance was large and the show of fruit, vegetables, farm produce, etc., exceedingly good. The part of the hall allotted to ladies' work was well filled up and some very pretty things were shown. A new feature was the presence of a detachment of pupils and their teachers from the Indian Industrial School on Kuper Island; they exhibited some very tasty work, and enlivened the proceedings with their brass band. Outside the hall, the show of live stock was not so large as might be wished; neither swine nor sheep were very much in evidence. Of horses and cattle there was a fair number, also poultry. The riding and driving competitions excited considerable interest; but another year there should be a better programme of sports to fill up the time.
Mr. H. Stevens also had a serious fall from the top of a load of oat hay on the 14th ult.; he came down on some stones, and was considerably bruised and shaken up, but we hope will soon be all right again.
Mr. William Cotsford, of the North End, was last month presented with the medal of the Royal Canadian Humane Society, at the Drill Hall, Victoria, for having on the 24th of May saved the life, at the risk of his own, of a young fellow named Donald Mackay. A gale was blowing at the time, and it was with difficulty that both rescued and rescuer were recovered.
Mr. Frank Scott met with what might have been a very serious accident on the 8th ult. He was removing the scaffolding of his new barn, after shingling, when suddenly it gave way, and he was precipitated twenty feet to the ground. He was rendered insensible by the fall, but happily no bones were broken, and he is able now to be about again.
Harvest Thanksgiving service was held in St. Mark's Church on Sunday, September 17th. Some very fine fruit and vegetables adorned the church, which was afterwards collected and forwarded to the Protestant Orphans' Home. The singing was very bright and full toned, the choir seats in the chancel being occupied for the first time. Thanksgiving service is to be held at St. Mary's Church, Sunday, October 1st.
Home Sunday School.—The marks for the past year have been counted. In the first class Bertie Raines stands first, Mary McFadden second; in the second class, (1) Mary Walter, (2) Alvin Raines; in the third class (1) May Raines, (2) Arthur Raines. Either of these prize winners may, if they wish, compete also for the Diocesan prizes, the examination papers for which will be issued in a few weeks. Our Home Sunday School is starting now on its fourth year, and we hope there will be a large increase in the number of scholars. Steps will be taken to have some suitable children's magazine supplied to the members. We want as many little children as possible to join the third class. They will not be required to write out their answers this year, but simply to answer a few questions. Please note that, throughout the year, children of the 1st class are expected to write out answers, with chapter and verse, to all the questions given; children of the 2nd class to all the 2nd and 3rd class questions. The 1st class is expected to learn the whole of the Church Catechism; the 2nd class to the end of the Commandments; the 3rd class the Lord's Prayer and the Creed. | <urn:uuid:3f3e8598-6e90-4057-9434-9cf4abf2a6af> | CC-MAIN-2017-39 | http://saltspringarchives.com/wilson/ParishandHome/images/1899/Oct1899.pdf | 2017-09-25T04:33:15Z | crawl-data/CC-MAIN-2017-39/segments/1505818690318.83/warc/CC-MAIN-20170925040422-20170925060422-00420.warc.gz | 298,514,619 | 1,165 | eng_Latn | eng_Latn | 0.999437 | eng_Latn | 0.999437 | [
"eng_Latn"
] | false | rolmOCR | [
4935
] | [
2.34375
] | 2 | 0 |
Analyze characters using theatre techniques!
Students will use drama to analyze characters in the text *A Bad Case of Stripes* by David Shannon. After partaking in an interactive read-aloud of the text, students will all take on roles of characters in story. We will step into a role drama and analyze the major problem presented in the story. Characters will then either present possible endings for the story. Students will then independently write their own ending to the story. We will read the ending of the text aloud and then have a class discussion/reflection about our student devised endings.
**Essential Question:** How can drama be used to analyze the characters in a text and how their actions contribute to the sequence of events?
**Process:**
**Warm-Up: Character Statues**
- Students “freeze” over the space
- Starts freeze when “Actors Neutral” is announced
- A character prompt is given and students create a standing statue of the character
- Ex: “A happy clown juggling”, “A baseball player catching a fly ball”, “An angry prime minister, movie star signing autographs”, “Abraham Lincoln making a speech”
**Main Activity Scaffolded**
- Read part of the text using masks, tableaux, and “Roll on the Wall” strategy to dramatize the beginning of the story and the character’s feelings
- Roll on the Wall Strategy: On another sheet of paper, draw an outline of a human figure. In the space inside the outline, have students suggest adjectives used to describe the main character’s internal feelings and characteristics. Outside the outline, have students suggest adjectives used to describe the character’s external appearance.
- Stop read-aloud half-way through text
**Role Drama**
- Ask students to step into role as someone in Camilla’s life
- Ask students to sit at desk and “quick write” in role as the character they are developing
- Prompts: Name, age, relationship to Camilla
- Students explore the space walking like their character and interacting with others as their character
- Students then sit down in a circle
- Announce that there is going to be a town meeting to help Camilla
- Announce that I am going to role as Camilla’s mother and I am seeking guidance on how to help Camilla
- Step into role and discuss Camilla’s condition
- Discuss possible solutions and challenges
**Assessment**
- Students return to their seats and write their new endings to the story based on their study of Camilla and the story’s events
- If time permits, pair share and share out as a class
**Reflection**
- Finish reading the story
- “Rainbow of Desire” to show how Camilla has changed from the beginning to the end
- Discuss how the actual ending compares to our student-devised endings
**Materials**
- Anchor Chart Paper
- Markers
- Colored construction paper
- Pencils
- *A Bad Case of Stripes*, by David Shannon
**Vocabulary**
**Tableau**
A “living picture” in which actors pose and freeze in the manner of a picture or photograph
**Narrative**
The act of telling a story
**Storytelling**
Communicating events in words and images, often by improvisation or embellishment
**Character**
A person, entity or role an actor/actress recreates
**Feelings**
Emotion
**Facial Expression**
Use of the facial muscles to convey emotion and communicate the feelings and thoughts of the characters to the audience
**Classroom Tips**
Use cueing methods when directing tableau in your classroom:
“3-2-1- Freeze”
**Assessment**
Formative assessment– Class discussion, Tableaux and Role Drama performed, anecdotal notes when observing students during Role Drama, class reflection/discussion
Summative Assessment– Student written ending to the story
**Extensions**
- Students create and publish their ending to the original ending
- Students get in small groups and dramatize their ending
**Common Core Georgia Performance Standards**
**ENGLISH LANGUAGE ARTS**
**GRADE 2**
**ELACC2RL3:** Describe how characters in a story respond to major events and challenges.
**ELACC2RL5:** Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
**ELACC2RL6:** Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
**National Standards**
**THEATRE ARTS**
Standard 2: Acting by assuming roles and interacting in improvisations
**Georgia Performance Standards**
**THEATER**
**GRADE 2**
**TAES2.3:** Acting by developing, communicating, and sustaining roles within a variety of situations and environments | <urn:uuid:a1f400e4-6da7-4df7-9cbf-a1cc8bd8a839> | CC-MAIN-2020-45 | https://s3-us-west-2.amazonaws.com/artsnowguides/creating-a-role-drama-to-analyze-characters-in-a-text-2.pdf | 2020-10-27T10:04:17+00:00 | crawl-data/CC-MAIN-2020-45/segments/1603107893845.76/warc/CC-MAIN-20201027082056-20201027112056-00384.warc.gz | 501,131,802 | 985 | eng_Latn | eng_Latn | 0.994362 | eng_Latn | 0.994447 | [
"unknown",
"eng_Latn"
] | false | rolmOCR | [
44,
4599
] | [
5.0625
] | 1 | 0 |
Viceroys of India
History Notes PDF
Dear readers,
Here are the Modern History Notes PDF on Viceroy of India, which you must read. This PDF contains the list of British Viceroys during British India. The below given list is important for the upcoming Railways & SSC Exams 2020. Happy Reading!!
**Viceroys of India**
**Lord Canning (AD 1856-62):**
- The last Governor General and the first Viceroy.
- Withdrew Doctrine of Lapse.
- Revolt of 1857, Mutiny took place. Indian Penal Code 1860 was passed.
- Passed the Act, 1858, which ended the rule of the East India Company. The Universities of Calcutta, Bombay and Madras were established in 1857.
**Lord Elgin (AD 1862):**
- Wahabi Movement
**Lord John Lawrence (AD 1864-69):**
- Established the High Courts at Calcutta, Bombay and Madras in 1865.
- Telegraphic communication was opened with Europe. Created the Indian Forest Department.
**Lord Mayo (AD 1869-72):**
- Organised the Statistical Survey of India and for the first time in Indian history, a census was held in 1871.
- Started the process of financial decentralisation in India. Established the Department of Agriculture and Commerce.
- Established the Rajkot College at Kathiawar and Mayo College at Ajmer for the Indian princes.
- He was the only viceroy to be murdered in office by a Pathan convict in the Andamans in 1872.
**Lord Northbrook (AD 1872-76):**
- Kuka Rebellion in Punjab, Famine in Bihar.
**Lord Lytton (AD 1876-80):**
- Known as the 'Viceroy of Reverse Character'
- Royal Titles Act of 1876 and the assumption of the title of 'Empress of India' by Queen Victoria, the Delhi Durbar in January 1877.
- Vernacular Press Act (also called the 'Gagging Act' to restrain the circulation of printed matter) and the Arms Act (made it mandatory for Indians to acquire license in arms) of 1878.
**Lord Rippon (AD 1880-84):**
- First Factory Act of 1881 (prohibited labour). Local Self-Government was introduced in 1882.
- Repealed the Vernacular Press Act in 1882. Finances of the centre were divided.
- Lord Rippon is regarded as 'the founding father of local self-governance' in India.
- An Education Commission was appointed under Sir William Hunter in 1882 to improve primary and secondary education.
- The Ilbert Bill Controversy (1883) enabled Indian district magistrates to try European criminals.
**Lord Dufferin (AD 1884-88):**
- Third Burmese War (AD 1885-86). Establishment of the Indian National Congress in 1885.
**Lord Lansdown (AD 1888-94):**
- Factory Act of 1891 granted weekly holiday and stipulated working hours for women and children.
- Civil services were divided into Imperial, Provincial and Subordinate Services.
- Indian Councils Act of 1892.
- The Durand Commission defined the Durand Line between British India and Afghanistan (now between Pakistan and Afghanistan) in 1893.
Lord Elgin II (AD 1894-99):
- Southern uprisings of 1899. Great famine of 1896-1897 and Lyall Commission on famine was established.
Lord Curzon (AD 1899-1905):
- A Commission was appointed under Sir Thomas Raleigh in 1902, to suggest reforms regarding universities, the Indian Universities Act of 1904 was passed on the basis of its recommendations.
- Ancient Monuments Preservation Act of 1994. Thus, Archaeological Survey of India was established.
- Agricultural Research Institute was established at Pusa in Delhi. Partitioned Bengal in 1905.
Lord Minto (AD 1905-10):
- Swadeshi Movement (1905-08); Foundation of Muslim League (1906); Surat Session and split in the Congress (1907). Morley-Minto Reforms (1909).
Lord Hardinge (AD 1910-16):
- Capital shifted from Calcutta to Delhi (1911); Delhi Durbar; Partition of Bengal was cancelled. The Hindu Mahasabha was founded in 1915 by Pandit Madan Mohan Malaviya.
Lord Chelmsford (AD 1916-21):
- Gandhi returned to India (1915) and founded the Sabarmati Ashram (1916), Champaran Satyagraha, Satyagraha at Ahmedabad, Kheda Satyagraha (1918).
- August Declaration (1917) by Montague, the then Secretary of State, and Montford reforms or the Government of India Act of 1919.
- Rowlatt Act (March 1919) and the Jallianwala Bagh Massacre (13th April 1919).
- Khilafat Committee was formed and Khilafat Movement started (1919-20).
- Non-Cooperation Movement started (1920-22). Women's University was founded at Poona (1916).
Lord Reading (AD 1921-26):
- Repeal of Rowlatt Act. Chauri-Chaura incident. RSS, founded in 1925. Suppressed Non-Cooperation Movement. Formation of Swaraj Party.
- Moplah Rebellion (1921) took place. Kakori Train Robbery on 1st August 1925. Communal Riots of 1923-25 in Multan, Amritsar, Delhi etc.
Lord Irwin (AD 1926-31):
- Simon Commission visited Indian in 1927. Congress passed the Indian Resolution in 1929.
- Dandi March (12th March, 1930). Civil Disobedience Movement (1930).
- First Round Table Conference was held in England in 1930. Gandhi-Irwin Pact.
- Lahore Session of Congress and Poorna Swaraj Declaration (1929).
Lord Willingdon (AD 1931-36):
- Second Round Table Conference in London in 1931 and third in 1932.
- Government of India Act (1935) was passed. Communal Awards (16th August 1932) assigned seats to different religious communities. Gandhiji went on an epic fast to protest against this division.
Lord Linlithgow (AD 1936-43):
- Congress Ministries resignation celebrated as 'Deliverance Day' by the Muslim League (1939), the Lahore Resolution (23rd March 1940) of the Muslim League demanding a separate state for the Muslims. (It was at this session that Jinnah propounded his Two-Nation Theory). The outbreak of World War II in 1939. Cripps Mission in 1942. Quit India Movement (8th August 1942).
Lord Wavell (AD 1943-47):
- Cabinet Mission Plan (16th May 1946).
- First meeting of the Constituent Assembly was held on 9th December 1946.
- Arranged the Shimla Conference on 25th June 1945 with the failure of the Indian National Congress and Muslim League.
Election to the Constituent Assembly was held and an interim government was appointed under Nehru.
**Lord Mountbatten (March to August 1947):**
- Last Viceroy of British India and the first Governor-General of free India.
- Partition of India decided by the **3rd June Plan or Mountbatten Plan**.
- Retired in June 1948 and was succeeded by C Rajagopalachari, the first and the last Indian Governor-General of Free India.
- Indian Independence Act was passed by the British Parliament on **4th July 1947**, by which India became independent on **15th August 1947**.
Gradeup Green Card
Features:
- 350+ Full-Length Mocks
- 30+ SSC & Railways Exams Covered
- Tests Available in English & Hindi
- Performance Analysis & All India Rank
- Previous Year Question Papers in Mock Format
- Available on Mobile & Desktop
GET IT ON Google Play
www.gradeup.co | <urn:uuid:ee5bf9a8-abd5-4bf8-95e7-c0a597306212> | CC-MAIN-2023-14 | https://byjusexamprep.com/liveData/f/2020/2/indian_history_notes_english_part_pdf_72_13.pdf | 2023-04-01T05:22:13+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949701.0/warc/CC-MAIN-20230401032604-20230401062604-00084.warc.gz | 191,312,162 | 1,762 | eng_Latn | eng_Latn | 0.942179 | eng_Latn | 0.970335 | [
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
35,
2831,
5905,
6474,
6760
] | [
2.625
] | 4 | 0 |
Almost everyone has moles, a type of skin growth that's usually harmless but in rare cases can become cancerous.
Known medically as nevi, they form when melanocytes, a cell type found mainly in the skin, grow in clusters. Melanocytes produce the natural pigment melanin, the substance that darkens your skin after exposure to the sun.
"A mole can be seen as an unsuccessful attempt by the skin to protect itself from light rays," says Dr. Christoffer Gebhardt, deputy director of the Department of Dermatology and Venereology at Hamburg-Eppendorf Medical Center in Germany.
As the most common type of benign skin growth, moles come in various colors, shapes and sizes. Typically brown, they can also be tan, black, red, blue or pink. Most are oval or round and less than 6 millimeters in diameter. They can be smooth, wrinkled, flat or raised, and may have hair growing from them. Moles can be either congenital or acquired. The exact cause of the former is unclear. Acquired moles, which generally appear in childhood or adolescence, are caused by a combination of genetic predisposition and exposure to ultraviolet (UV) radiation from the sun.
So-called age spots, sometimes called liver spots, are also caused by prolonged exposure to UV radiation. They're harmless.
Since a mole can become cancerous, you should be examined by a dermatologist annually if you have a mole that looks unusual, grows or changes.
"Statistically, only one in 10,000 moles develop into malignant melanoma – skin cancer, in other words," says Gebhardt, adding that the more moles you have, the greater your cancer risk.
"If you have more than 50 moles, you're five times more likely to develop skin cancer, and you're 10 times more likely if you have more than 100," Gebhardt says. "You're also at significantly higher risk if a first-degree relative – a parent or sibling – has developed skin cancer."
It can be difficult to decide whether a skin growth looks suspicious or not. But as dermatologist Dr. Katharina Schuerings points out, "The ABCDE guide is an important self-examination tool that can help you assess moles."
A is for asymmetrical shape. B is for a border that's irregular. C is for a color that has changed or is uneven; the more colors a mole has, the more suspicious it is. D is for a diameter of more than 6 millimeters. E is for evolving – a mole that has changed in size, shape, color or height, or starts to itch or bleed.
If you have a mole that seems suspicious or any skin growth that you're uncertain of, you should see a dermatologist. When detected and treated early, skin cancer can usually be cured. A cancerous mole will need to be surgically removed.
Sometimes moles are removed for aesthetic reasons or because they're located in places where they cause irritation, for example under a bra or in the area of the waistband. Schuerings notes, however, that scars on the torso – compared with those on the face – don't heal very well. | <urn:uuid:5bbbf087-9f0b-4790-aa0b-8465408ba12f> | CC-MAIN-2023-14 | https://s7a6b03b963cb5c85.jimcontent.com/download/version/1605013566/module/9026862114/name/Spotting%20changes%20in%20color%20and%20shape%20-%20Beitrag%20mit%20Frau%20Dr.%20Sch%EF%BF%BD%EF%BF%BDrings.pdf | 2023-04-01T04:27:02+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949701.0/warc/CC-MAIN-20230401032604-20230401062604-00080.warc.gz | 552,776,903 | 653 | eng_Latn | eng_Latn | 0.999212 | eng_Latn | 0.999212 | [
"eng_Latn"
] | false | rolmOCR | [
2957
] | [
2.765625
] | 2 | 0 |
Phosphate mining in the Peace River watershed has been the source of serious environmental problems for many years, and large new mines are planned. Florida’s Department of Environmental Protection (DEP) and the Southwest Florida Water Management District (SWFWMD) must take measures to safeguard the river and communities in the watershed from mining impacts, including protecting drinking water, and important tourism and commercial fishing industries.
The Peace River begins in central Florida at Green Swamp and flows south 105 miles to the Charlotte Harbor Estuary. Fresh water from the Peace River is vital to maintain the delicate salinity balance in the estuary that hosts several endangered species as well as commercial and recreational harvests of shrimp, crabs and fish.
The river has always been a vital resource to the people in its watershed. Historically, the abundant fishery and wildlife supported Native American populations. Today, the Peace is an important source of drinking water, supplying some 6 million gallons of drinking water every day. The river is also an important source of economic vitality, providing tourism, recreation, and commercial fishing. During 1995-1996, these industries generated almost $4.5 billion and created more than 91,000 jobs in the watershed.
The Risk
Phosphate is a growing export to China, where it is used in fertilizer, but the consequences of mining it are borne in the Peace River watershed. Phosphate mining companies bore and scrape huge pits up to 60 feet deep over thousands of contiguous acres. More than 180,000 acres have been mined in the Peace River watershed already, and mining corporations are now seeking permits for another 100,000 acres—an expansion of more than 50 percent.
One byproduct of the extraction process is clay, which is stored in settling ponds that eventually comprise more than 40 percent of a mine site. Some of these ponds can measure thousands of acres. Rain is trapped in these massive clay-laden ponds rather than soaking into the soil to replenish underlying aquifers. That rain then flows in the Peace River. Since the 1960s, the average annual flow of the middle Peace River has declined from 1,350 cubic feet per second [cfs] to 800 cfs. Most of this flow reduction is due to phosphate mining.
Each holding pond is a potential time bomb that threatens water quality, public health, wildlife and the regional economy. Dams restraining the ponds have burst or overflowed, sending a slurry of clay, containing uranium and radium, into the river and coating the banks for many miles with a toxic clay slime that suffocates flora and fauna. One such incident killed 3 million fish. In 1971, two million gallons of phosphate waste swept into the river, causing a five-foot tide of slime that spread into adjacent pastures and wetlands. On some occasions, clay slime spills have prevented the Peace River Manasota Water Supply Authority from using river flows for drinking water, forcing counties to seek water supplies elsewhere or rely on stored supplies.
On at least 24 occasions, heavy rains have created sinkholes beneath the settling ponds. This caused the floor of the ponds to collapse, allowing mine waste to be released into underground aquifers.
The 12-Month Outlook
On May 10, 2004, a judge will examine the Florida DEP’s decision to allow IMC-Cargill to expand the Ona Mine by 4,000 acres. The company has signaled that it may expand the site by an additional 16,000 acres beyond that at some point in the future. Charlotte County, the Peace River Manasota Water Supply Authority and conservation groups are challenging the DEP’s decision for the mine. It appears DEP is poised to issue a permit for construction, despite the fact that an Environmental Impact Statement has not been completed for this project. DEP should reject the Ona Mine.
Charlotte County and conservation groups are challenging or monitoring at least five other phosphate mine proposals. These proposed mines and mine expansions total over 40,000 acres. DEP should deny permits for each of them.
After a three-year delay, SWFWMD is scheduled to set new minimum flow levels for the middle and lower Peace River in 2004. The large number of pending mine permits and their consequences for flows make it imperative that SWFWMD set minimum flow levels without further delay. The district should set minimum flows in the Peace River that will preserve and protect drinking water and fish and wildlife habitat. If SWFWMD attempts additional stalling, the state legislature should mandate that the decision be made in 2004.
Most of the Peace River was listed under the Clean Water Act as an impaired river in 1998, and the DEP has agreed to develop a cleanup plan for the river. DEP should resist pressure from phosphate mining companies and establish clean water management requirements that will lead to improved water quality in the river.
The Bush administration has halted a Clinton-era initiative to strengthen the Total Maximum Daily Load program in the Clean Water Act and has signaled that it will propose weaker regulations. The administration should not dilute this program, which is the Clean Water Act’s primary tool for cleaning up waters like the Peace that are impaired by development, mining, and other land uses that generate pollution.
Contacts
Serena S. McClain, American Rivers, (202) 347-7550 ext. 3004, email@example.com
Honey Rand, Charlotte County Commission, (813) 948-6400, firstname.lastname@example.org
Becky Ayech, Environmental Federation of Southwest Florida, (941) 322-2164
Dennis Mader, HARDCAP, (863) 494-4687, email@example.com
Glenn Hampton, Manasota-88, (941) 966-6356, firstname.lastname@example.org
For more information or to take action: www.americanrivers.org/peace2004.html | <urn:uuid:f76d60de-206d-415f-916c-6a2339254ed2> | CC-MAIN-2023-14 | https://sarasota.wateratlas.usf.edu/upload/documents/EndangeredPeaceRiver.pdf | 2023-04-01T05:23:54+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949701.0/warc/CC-MAIN-20230401032604-20230401062604-00081.warc.gz | 546,911,732 | 1,216 | eng_Latn | eng_Latn | 0.996272 | eng_Latn | 0.996272 | [
"eng_Latn"
] | false | rolmOCR | [
5796
] | [
2.765625
] | 1 | 0 |
1. Answer the following questions: 10×4=40
(a) (i) *Sailing to Byzantium* describes ‘the metaphorical journey of a man pursuing his own vision of eternal life’. Comment.
Or
(ii) Draw a sketch of Prufrock’s character as revealed in *The Love Song of J. Alfred Prufrock*.
(b) (i) Discuss Auden's *September 1, 1939* as a war poem.
Or
(ii) How is nature portrayed in the poem, *Fern Hill* by Dylan Thomas?
(c) (i) *An Introduction* is a poem about the poetess' search for identity. Discuss.
Or
(ii) Bring out the psychological crisis of the poet in the poem, *Still Another View of Grace*.
(d) (i) What is Whitman reflecting on, in the poem, *In Paths Untrodden*? How does he resolve it?
Or
(ii) What is the central idea of the poem, *Spring Pools*? Discuss.
2. Read the following passage and paraphrase it in your own words:
Perseverance is the very hinge of all virtues. On looking over the world, the cause of nine-tenths of the lamentable failures which occur in men's undertakings, and darken and degrade so much of their history, lies not in the want of talents, or the will to use them,
but in vacillating and desultory mode of using them, in flying from object to object, in staring away at each little disgust, and thus applying the force which might conquer any one difficulty to a series of difficulties, so large that no human force can conquer them. The smallest brook on earth, by continuing to run, has hollowed out for itself a considerable valley to flow in. Commend me therefore to the virtue of perseverance. Without it all the rest are little better than fairy gold, which glitters in your purse, but when taken to market proves to be slate or cinders.
Carlyle
★★★
1. Why did Yeats want to sail to the holy city of Byzantium?
2. What is Prufrock's Tragedy?
3. How did Ramanujan try to escape from his passion?
4. "Fit in. Oh, Belong, cried the categorizers." Who are the 'categorizers'? Why did they tell Das to fit in?
5. What was Auden's expression/opinion of the whole of Europe in September 1, 1939?
6. Briefly explain the theme of *Fern Hill*.
7. How does Frost describe the *Spring Pools*?
8. Why did Whitman forge ahead to explore the paths of untrodden? | <urn:uuid:97fadeba-2e58-4b98-a0ba-0a386b3eeb1a> | CC-MAIN-2023-14 | http://eccnagaland.edu.in/wp-content/uploads/2022/02/El.eng-202_2017_compressed.pdf | 2023-04-01T05:27:41+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949701.0/warc/CC-MAIN-20230401032604-20230401062604-00082.warc.gz | 17,327,970 | 570 | eng_Latn | eng_Latn | 0.992611 | eng_Latn | 0.998636 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
272,
1104,
1698,
1760,
1846,
2042,
2136,
2203
] | [
2.703125
] | 2 | 0 |
TK/Kindergarten Suggested Summer Reading List
The following books are only suggestions. Please feel free to add any books that are appropriate for your reader. You can find any of these books at your local library. You can also enjoy them via youtube or epic! You can access epic by visiting getepic.com, click on the tab that says class code and enter tbk2481. Epic is a digital library for students.
Reading Challenge: Read at least 2 books a week and fill out the summer reading log. Through listening to and talking about stories, children will learn to relate spoken words with printed words on a page. Repeated readings of the same book also help students with word recognition, vocabulary, fluency, and comprehension.
Books About Me
• I Like Me! by Nancy L. Carlson
• I Like to Be Little by Charlotte Zolotow
• The Mixed-Up Chameleon by Eric Carle
• My Five Senses by Aliki
• Owen by Kevin Henkes
• When I Get Bigger by Mercer Mayer
Family Stories
• Just Me Books by Mercer Mayer
• Mama Do You Love Me? by Barbara M. Joosse
Predictable Books
• Curious George by H. A. Rey
• Each Peach Pear Plum by Janet and Allan Ahlberg • The Gingerbread Boy by Paul Galdone
• Gregory the Terrible Eater by Mitchell Sharmat • Goodnight Moon by Margaret Wise Brown • Millions of Cats by Wanda Gág
• What’s in Fox’s Sack? by Paul Galdone
Beginning, Middle, and End Concept
• Bony-Legs by Joanna Cole
• A Camping Spree with Mr. Magee by Chris Van Dusen • Love You Forever by Robert Munsch
• Rosie’s Walk by Pat Hutchins
• The Runaway Bunny by Margaret Wise Brown
Color and Counting Books
• Each Orange Had Eight Slices: A Counting Book by Paul Giganti Jr.
• Fish Eyes: A Book You Can Count On by Lois Ehlert • Frog Counts to Ten by John Liebler
• Inch by Inch by Leo Lionni
• Is it Red? Is it Yellow? Is it Blue? by Tana Hoban • Planting a Rainbow by Lois Ehlert
• Ten Bears in My Bed: A Goodnight Countdown by Stanley Mack
• Ten Little Fish by Audrey Wood
• 26 Letters and 99 Cents by Tana Hoban
Caldecott Winners and Honor Books
• Color Zoo by Lois Ehlert
• Madeline by Ludwig Bemelmans
• More, More, More Said the Baby by Vera B. Williams • Officer Buckle and Gloria by Peggy Rathman
• Swimmy by Leo Lionni
• Tops and Bottoms by Janet Stevens
Mother Goose and Nursery Rhymes
• James Marshall’s Mother Goose by James Marshall • My Very First Mother Goose by Iona Opie and Rosemary Wells
• Tomie dePaola’s Mother Goose by Tomie dePaola
Folktales and Fairy Tales
• Chicken Little by Steven Kellogg
• Cinderella by Marcia Brown
• The Hare and the Tortoise by Brian Wildsmith
• Henny Penny by H. Werner Zimmermann
• The Little Red Hen by Margot Zemach
• The Three Bears by Paul Galdone
• The Three Billy Goats Gruff by Peter Christen Asbjornsen • Three Little Pigs by James Marshall
• The Three Little Pigs by Rodney Peppé
• The Ugly Duckling by Hans Christian Andersen
Stories in Rhyme
• All the Colors of the Earth by Sheila Hamanaka
• Bringing the Rain to Kapiti Plain by Verna Aardema • Miss Spider’s Tea Party by David Kirk
Friends
• Benjamin and Tulip by Rosemary Wells
• We Are Best Friends by Aliki
• Who Will Be My Friends? by Syd Hoff
Fabulous Science Books
• Cars and How they Go by Joanna Cole
• Eyewitness Juniors Amazing Frogs and Toads by Barry Clarke
• Magic School Bus On the Ocean Floor by Joanna Cole
Name: __________________________
Summer Reading is Fun!
| Date | Title | Rate It |
|------|-------|--------|
| 1 | | |
| 2 | | |
| 3 | | |
| 4 | | |
| 5 | | |
| 6 | | |
| 7 | | |
| 8 | | |
| 9 | | |
| 10 | | |
Summer Reading is Fun!
Name: __________________________
Show what happened in your book.
Draw a picture about your favorite part of your book.
What happened at the beginning?
What happened in the middle?
What happened at the end?
Name:
Summer Reading is Fun!
| Date | Title | Rate It |
|------|-------|--------|
| 1 | | |
| 2 | | |
| 3 | | |
| 4 | | |
| 5 | | |
| 6 | | |
| 7 | | |
| 8 | | |
| 9 | | |
| 10 | | |
Summer Reading is Fun!
Name: __________________________
Show what happened in your book.
Draw a picture about your favorite part of your book.
What happened at the beginning?
What happened in the middle?
What happened at the end? | <urn:uuid:90f51ea7-559d-41f8-a24b-e431a5be3c15> | CC-MAIN-2023-14 | http://www.srdlcs.com/uploads/1/3/2/9/132900669/tk_k_reading_log_and_list.pdf | 2023-04-01T04:51:18+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949701.0/warc/CC-MAIN-20230401032604-20230401062604-00078.warc.gz | 95,758,380 | 1,181 | eng_Latn | eng_Latn | 0.98768 | eng_Latn | 0.985862 | [
"eng_Latn",
"unknown",
"eng_Latn",
"unknown",
"eng_Latn"
] | false | rolmOCR | [
3319,
3691,
3928,
4273,
4510
] | [
4.15625
] | 1 | 0 |
Rare rocks drilled from Pangaean time
This summer, while drilling into an underwater plateau off the northwest coast of Australia, an international scientific team pulled up a rich haul of sediments chronicling the breakup of the supercontinent Pangaea, the waxing and waning of global seas and the evolution of one of the most important marine plants. Investigators on Leg 122 of the Ocean Drilling Program also collected the oldest section of sedimentary rock ever obtained during scientific ocean drilling.
"There has never been a leg where they have recovered such a diverse set of sediments," says paleontologist Timothy J. Bralower from Florida International University in Miami, who returned last week from the drilling.
For Leg 122, the drilling program focused on the Exmouth plateau. This submerged feature sits on a sunken piece of the Australian continent that was once attached to India when all the continents were assembled into a single land mass called Pangaea.
For safety reasons, previous scientific drilling programs have avoided this kind of location. Continental margins often contain pockets of oil or gas, and the program's drillship JOIDES Resolution is not equipped to deal with hitting a hydrocarbon deposit. For Leg 122, however, the investigators drilled near oil-company holes that had already shown an absence of deposits. The co-chief scientist of the cruise, Bilal U. Haq of the National Science Foundation, says the success of Leg 122 provides incentive for planning more drilling into the scientifically important continental margins.
The oldest sediments collected during the leg date back approximately 220 million years to the later part of the Triassic period. Made of clay and silt, these rocks formed from deposits at the bottom of shallow seas or river deltas along the coast of Pangaea.
Within the Triassic sections of rock, the shipboard crew found some of the oldest fossilized shells of calcareous nanoplankton—single-celled marine plants with a hard covering of calcium carbonate. Through the new specimens, scientists hope to gain clues about the early evolution of these tiny plants, which have been the dominant plankton in the ocean during certain periods in Earth's history, says Bralower.
Researchers also hope to use some sediments from Leg 122 to help decipher how global sea levels have wavered over time. Findings from the cores will bear on a controversy concerning whether scientists can compare sea level changes recorded on different continental margins around the world (SN: 3/7/87, p.154).
— R. Monastersky
Plastic stretches transistor science
Traditional semiconductors are made of inorganic materials such as silicon or germanium, but for nearly a decade, researchers have tried crafting semiconductors from organic polymers—the family of carbon-based materials that includes vinyl. British scientists now say they have manufactured polymer diodes and transistors that are superior in several ways to any built of polymer before. Moreover, they say, the devices eventually might double as elements for computers that use light in addition to electricity to compute.
The transistors and diodes are fashioned out of a stretchy material called polyacetylene, a collection of long, zigzagging chains of carbon atoms. Semiconductors have been made from polyacetylene before, but the newly manufactured devices are better at directing electrons—up to "three orders of magnitude better"—and have some novel properties that seem useful, report Jeremy Burroughes, Carole Jones and Richard Friend of Cavendish Laboratory in Cambridge, England, in the Sept. 8 NATURE.
Usually polyacetylene semiconductors, like traditional semiconductors, need to be "doped" with impurities in order to conduct electricity. The British scientists, however, have not needed to dope their material because it has picked up some trace impurity in the processing, Friend says. Because of the relative purity of their polyacetylene, the group claims to be able to resolve a controversial question about whether defects in a molecule's electron cloud called "solitons" (SN: 6/11/83, p.378) exist in the polymer, endowing it with its conductive properties. "What we've shown is that you actually get [solitons] in the devices," he says.
Doping can also change polyacetylene's optical properties, so another advantage of not doping the mixture is that optical changes occur only when an electric field is passed through the devices. This ultimately may be useful to create a transistor-like "gate" to steer light in optical computers, Friend says. "But we're some way from that at the moment," and the new semiconductors will be used mostly to further understanding of these materials, he adds.
— C. Vaughan
Experiments challenge genetic theory
For more than 40 years, microbiologists have held that the only bacteria able to survive environmental upheavals, such as abrupt temperature shifts or food shortages, are those that have changed, or mutated, before encountering the stress. But recent experiments may prompt scientists to revise this view. Researchers at the Harvard School of Public Health in Boston say they have shown that bacteria can somehow adopt genetic traits in response to a particular environment, then pass on these acquired characteristics to their offspring.
This field has long remained dormant, says one of the researchers, in part because it is so complicated.
In one set of experiments, reported in the Sept. 8 NATURE, the scientists began with a population of Escherichia coli bacteria incapable of metabolizing the sugar lactose. When such lac⁻ E. coli mutate to lac⁺, they acquire the ability to survive in an environment whose only source of sugar is lactose. The researchers introduced lac⁺ E. coli to lactose and, not surprisingly, verified established genetic rules: The lac⁻ E. coli that happened to have mutated to lac⁺ before encountering lactose survive. But using complex statistical analysis, the scientists also observed that a small number of bacteria mutate from lac⁻ to lac⁺ when they encounter lactose.
The experiments revealed that the response was specific to the lac gene; other genes did not mutate in response to the lactose. The researchers conclude that bacterial mutations arise spontaneously and randomly and that bacteria can mutate in a more purposeful manner, to adapt to a particular environment. In other words, the two genetic views are not necessarily mutually exclusive, they believe.
John Cairns, who led the study, says he does not have the final explanation for the unexpected results, although he suggests that yet-undiscovered molecular mechanisms may provide an answer, and proposes a theory along those lines. On the other hand, evolutionary biologist Barry Hall of the University of Connecticut in Storrs, who will report findings supporting Cairns' in an upcoming issue of GENETICS, says scientists in the field do not yet have enough information to propose such theories. Another possibility is that certain experimental factors, such as the culture medium changing the rate of mutation, might account for the results, suggests population geneticist Bruce Levin of the University of Massachusetts in Amherst.
Whatever the explanation, says Levin, "these experiments are important because they force scientists to reconsider an issue thought to be closed."
— M. Hendricks | <urn:uuid:5b3d5663-63ec-427c-b69d-75caa3223a98> | CC-MAIN-2023-14 | https://www.sciencenews.org/wp-content/uploads/1988/09/00368423.ap071813.07a00090.pdf | 2023-04-01T05:02:55+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949701.0/warc/CC-MAIN-20230401032604-20230401062604-00079.warc.gz | 1,047,150,508 | 1,474 | eng_Latn | eng_Latn | 0.99834 | eng_Latn | 0.99834 | [
"eng_Latn"
] | false | rolmOCR | [
7395
] | [
2.265625
] | 1 | 0 |
Being intentional about the formation of small groups supports how and what individuals and the group learn. Although random assignments can be efficient and effective, it is often helpful to consider group composition and sometimes student input ahead of time. Of course, there is no simple formula. Depending on the nature and structure of the task, time frame, and learning goals for you or your students, different factors will come into play. The checklist given here identifies eight factors to keep in mind when forming groups.
**How** Group formation is driven by the demands of the task. The first step is to consider whether a task is group worthy. The next is to identify what kinds of skills and roles the task requires. Use the following checklist if you want to consider further the composition of a small group.
**Group Formation Checklist**
**Size** As group size expands, the opportunity for each learner to share and negotiate ideas decreases. Groups of three can add a level of complexity that groups of two may lack. Groups of three to four learners are more likely to generate complex interactions and potentially constructive conflict. Group size is determined in part by the capacity of the group to engage in productive work and conversation and to negotiate conflict. Ideally, groups should be small enough for each person to track the ideas and contributions of others.
**Stability** If contributing to collective knowledge is the goal of group work, then relatively stable small groups will work well (though they can occasionally be mixed up). If your focus is individual learning, group stability over time becomes less important. Jigsaw grouping\(^2\) is a cooperative learning technique in which each student in a home group is responsible for specializing in one aspect of a learning unit. Students meet with members from other groups who are assigned the same aspect and, after mastering the material, they return to the home group to teach the others what they have learned. Jigsaw groups encourage students to take more responsibility for their learning and deepen their own understanding by teaching other students.
**Gender and Cultural Background** Gender and cultural background have a strong influence on how groups function and learn. Girls tend to prefer smaller groups than boys. Learners from diverse cultural backgrounds bring multiple perspectives that can enrich the conversation and expand students’ awareness and understanding of different points of view.
Student Interests and Competencies Students’ engagement in the topic influences their commitment to a task. Depending on the topic and the learning goals, consider bringing together learners with shared or complementary interests. Grouping students together with different (but not too different) levels of ability supports the learning of all group members. Depending on the task, you may want to include a range of competencies such as writing, drawing, math, facilitation, and leadership skills. Try putting together more verbal students with students who are more action oriented.
Friendship Sometimes friends work well in a group; sometimes they distract each other. Friendship can provide confidence in the face of novelty. Although friends may be more apt to disagree with each other than students who are not friends, the disagreements are also less likely to disturb the relationship and easier to resolve. Friends can also provide an especially attentive audience for work presented by their peers. Students who have been in multiple classes together are often skilled at drawing on each other’s competencies (e.g., they know who is strong in math, art, facilitation, and so on).
Student Input Involving students in the formation of small groups can increase their commitment to the work and the group. There is a difference between asking, “With whom do you want to be?” and “With whom do you learn the best?” You can request student input as one consideration but still make the final decision yourself or with one or more students. Students may surprise you with the thoughtfulness of their suggestions. Feel free to share some or all of these considerations with students.
Variations and Extensions
- Along with students, develop a set of norms for the group (e.g., monitor your airtime; it is OK to disagree; equal participation). Ask pairs of students to serve as norm guardians from time to time to assess how the norms are working.
- Experiment with different kinds of groups as a way to learn more about students and forming more productive groupings. For example, create groups that are single sex or mixed sex, group together quiet children, put students of mixed ability into groups of four or fewer, or put students in a group with at least one other person with whom they work well.
- Facilitate a conversation with your students seeking their thoughts about different aspects of small-group formation such as friends, size, student input, and so on.
- Introduce or develop a rubric with students to assess individual and group work.
- Occasionally ask students to track their participation in small groups and analyze the results.
If You Only Have Five Minutes . . .
- Debrief after small-group work by asking learners to identify one thing that worked well and one thing they need to work on. | <urn:uuid:c5b1beef-9c82-49b7-b674-ae214401d94a> | CC-MAIN-2023-14 | http://www.diesse.org/cm-files/2019/11/15/mltv2019-forming-small-groups.pdf | 2023-04-01T03:52:22+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949701.0/warc/CC-MAIN-20230401032604-20230401062604-00093.warc.gz | 73,451,707 | 996 | eng_Latn | eng_Latn | 0.998068 | eng_Latn | 0.998097 | [
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
2509,
5338
] | [
4.03125
] | 2 | 0 |
'Desert' in the Sea
A miniature "Dead Sea" in which animal life is nonexistent has been discovered off the coast of North Carolina.
Less than 30 feet below the surface is more than 60,000 square yards of putrid sediment giving off a gas that has killed every living creature in the area. The basin, called Cape Lookout Bight, is one of four known major areas in the world's oceans where nature—though with man's help—has polluted the water to such an extent. The other three are some of the Norwegian fjords, a basin off the coast of Venezuela and the Black Sea.
One theory of the lifeless area's formation is that of Dr. Robert Menzies, of Duke University's marine laboratory. He believes that when a man-made inlet was opened between the bight and Core Sound, organic material, washed out to sea in rivers, piled up around the bight, virtually cutting off the ocean currents.
The currents were a source of oxygen. When they became greatly reduced, the organic material was able to burn up the limited oxygen faster than it could be replenished. The result is that hydrogen sulfide, a toxic gas that smells like rotten eggs, is being formed on the bottom, and animal life has disappeared. Hydrogen sulfide will not form in the presence of oxygen.
(Hydrogen sulfide poses problems on the surface world as well. As a by-product of making coke from coal, it pollutes the air around many large manufacturing centers and peels the paint off houses in steel-mill towns.)
There may be other such areas forming off North Carolina's coast in spots which, while not "dead," have dangerously low oxygen content. Increased industrial wastes or other organic materials being dumped into rivers might easily upset the precarious balance, Dr. Menzies said.
The area is more than just a tragedy of water pollution, however, he believes. Conversely, it could also be a valuable natural laboratory that could offer a unique opportunity to study the formation of undersea life.
By simply altering the bight to let in fresh currents, a fresh supply of oxygenated water could be allowed to start circulating. "Once oxygen is present," Dr. Menzies says, "it is safe to predict that this ocean floor will be quickly populated by species of animal life of benefit to man, such as clams and shrimp."
He intends to ask that a study of Cape Lookout Bight be made part of the International Biological Program, a multi-nation project similar to the International Geophysical Year of 1957.
SPECTROPHOTOMETRY
Pollution Detection
The sophisticated techniques of ultraviolet spectroscopy applied to the question of pollution in the Great Lakes is turning up the possibility that Lake Ontario may be more polluted than even the eutrophying Lake Erie.
Spectroscopy is a process of identifying chemical compounds by the fingerprints they leave in a beam of light—that is, the particular light frequencies they absorb.
A shipboard team under the direction of P. H. Jones and G. W. Heinke of the Department of Civil Engineering, University of Toronto, made several cruises of the two lakes, using a Beckman ultraviolet spectrophotometer, aboard the Canadian Coast Guard vessel Port Dauphine. Continuous recordings of absorbance of surface waters were obtained, first in polluted and then in clear waters.
The size of the vessel and the low concentration of pollutants in the huge areas of the lakes made more conventional scanning techniques impractical.
Higher absorbance readings were obtained consistently in Lake Ontario than in Lake Erie, despite the fact that the latter is popularly believed to be the most polluted lake in the chain, the researchers reported. The reason for this apparent contradiction, they say, will not be known until more data is gathered and a statistical correlation between specific pollutants and ultraviolet absorbance is obtained.
The implication that Lake Ontario is more heavily polluted than Lake Erie is borne out to some extend by the chlorine concentrations that were recorded. Chlorides are contained in sewage and salt from city streets.
The highest chloride concentration in Lake Ontario was recorded at 25 percent higher than the equivalent concentration in Lake Erie. Similarly, the lowest concentration in Lake Ontario is over 70 percent higher than the lowest in Lake Erie. Measurements on pollutants such as phosphates and chlorides were also taken.
HIGH ENERGY PHYSICS
Quark Hunt
Some 60 physicists from all over the world gathered at the University of Miami in Florida last week to bring some order into the chaos of subatomic particle physics. The attempt is a yearly event; progress is slow.
As at past conferences—this is the fourth—there were both theoretical attempts to explain experimental results, and reports of experiments to test the theories. This year, one theory—the idea that a theoretical unit called a quark is the building block of all the myriad particles that physicists produce when they operate atom-smashers—received primary attention from the experimentalists.
Quarks were an invention of Dr. Murray Gell-Mann of the California Institute of Technology, Pasadena. He suggested several years ago that the many particles observed in high-energy collisions could be described better if they were considered to be made up of different combinations of a single basic particle, fancifully named a quark, and its opposite, an antiquark. According to Dr. Gell-Mann's theory, no particle thus far observed would involve more than three quarks and antiquarks.
In the first session of the three-day Coral Gables conference, experiments designed to expand the quark hypothesis were described by Dr. Gerson Goldhaber of the University of California at Berkeley. Dr. Goldhaber and his colleague, Dr. G. H. Trilling, also of Berkeley, constructed imaginary particles made up of four and five quarks, then ran experiments to see if they could find the particles in nature. None of the particles hypothesized by Drs. Goldhaber and Trilling were observed in the experiments, which did not necessarily mean they do not exist. Dr. Goldhaber said experiments are continuing on other hypothetical particles, at least one of which is "a good candidate" to be discovered.
Dr. Goldhaber and other experimentalists at the conference expressed hope for finding a quark to be more than a mathematical idea with the new 200-Bev accelerator which the U.S. is planning to build.
Present accelerators are not nearly powerful enough to do the necessary experiments. And until the larger ones are built, quarks will remain a mystery. With the 200 Bev machine on the way, planners are already looking beyond, to the 600 to 1,000 Bev range. | <urn:uuid:1e6f2335-5c37-4d69-b218-8f377cea06fa> | CC-MAIN-2023-14 | https://www.sciencenews.org/wp-content/uploads/1967/02/00368423.ap070048.07a00090.pdf | 2023-04-01T03:46:07+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949701.0/warc/CC-MAIN-20230401032604-20230401062604-00092.warc.gz | 1,073,823,919 | 1,357 | eng_Latn | eng_Latn | 0.998891 | eng_Latn | 0.998891 | [
"eng_Latn"
] | false | rolmOCR | [
6667
] | [
2.90625
] | 2 | 0 |
Worksheet: Defining Family and Personal Support Networks
✔ Take three minutes and write down:
The family members who are most involved in your life now:
✔ Write down the name of a person in your family who is important to you and yet you are worried about the relationship.
As each of the following descriptors comes up in the screen:
- write down yes if the descriptor frequently applies to the relationship
- write down no if the descriptor rarely applies
Do not take the time to write down the descriptor, just quickly respond ‘yes’ or ‘no’ using your gut reaction
| Family Member Name: |
|---------------------|
| Y | N | Descriptor |
| | | Ridicule or insult then say “you were joking”, or accuse the other of “lacking a sense of humour” |
| | | Withhold approval, appreciation or affection |
| | | Use the silent treatment, walk away without answering |
| | | Criticize, call names, yell |
| | | Humiliate privately or in public |
| | | Accuse others of being too sensitive |
| | | Hurt others especially when they are down |
| | | Become energized by fighting, while others are exhausted |
| | | Have unpredictable mood swings for no apparent reason |
| | | Present a different face to the world than to partner or family |
| | | “Twist” words, turning what was said against the other person |
| | | Try to control all decisions e.g. money, hair style or clothes |
| | | Complain about how badly you are treated |
| | | Threaten to leave, or threaten to throw the other out |
| | | Say things to make your partner or family member feel good, but do things that make them feel bad |
Education Session: Worksheet: Wk 5 Session 2, Number 30
Name:______________________ Date:______________________
| | |
|---|---|
| | Hit or push the other, even “accidentally” |
| | Stir up trouble just when the family or two of you seem to be getting closer |
| | Compliment enough to keep others happy, yet criticize enough to keep them insecure |
| | Harass about imagined affairs or wrong doings including addiction |
| | Manipulate with lies and contradictions |
| | Destroy furniture, punch holes in walls, break appliances |
| | Make the other feel like they can’t win |
| | Frequently say things that are later denied or accuse the other of misunderstanding |
Total Yes Column
Total No Column
Add up the number of yes’s and the number of no’s.
If you answered ‘yes’ to most of the questions, there is a chance that you may be involved in a toxic relationship with a member of your family. You need to consider making some changes. Couple or family counseling can help.
If you answered ‘no’ to most of the questions you likely only need to work on the areas of concern and may wish to make a plan with your Counselor. The healthier you, your partner, and family become the less chance of unhealthy interactions.
Who are my family members who are most involved in my life now?
Who are the family members I do not have much contact with but would like to increase contact?
Who is the one family member I can most count on when I am in trouble? What behaviors do they exhibit that makes me think I can count on them?
Relationship Strength and Weakness Inventory
Education Session: Worksheet: Wk 5 Session 2, Number 30
Name:______________________ Date:______________________
Worksheet:
Parental Relationships and You, Child Relationships and You
Quick Inventory of Your Family “Hot Buttons”
Pg. 20-21, “I’m Okay, You’re My Parents, How to Overcome Guilt, Let Go of Anger and Create a Relationship That Works,” Dale Atkins, Ph.D., Henry Holt and Company, New York, 2004. This is an excellent resource for those clients wanting more reading and support to work on parent relationships.
Write down the three most traumatic family-related events of your childhood e.g. divorce, drug abuse
a. ____________________________________________________________
b. ____________________________________________________________
c. ____________________________________________________________
Write down the three things you still feel guilty about from your childhood even if you think they weren’t your fault. Omit if you don’t feel guilty about anything
a. ____________________________________________________________
b. ____________________________________________________________
c. ____________________________________________________________
List the top three things that still get you angry at your parents
a. ____________________________________________________________
b. ____________________________________________________________
c. ____________________________________________________________
Save this as your quick check as to why you may be reacting in certain ways with your parents.
On Your Own Time:
Use your exercises from “The Feeling Good Handbook” to help you move on from some of these old emotions.
Think back and try to identify what your old roles were. What do those old roles mean now that you are an adult? Are you still playing them?
Education Session: Worksheet: Wk 5 Session 3, Number 31
Name:______________________ Date:______________________ | <urn:uuid:55ffcaa7-1da3-4839-95bc-62a52f90c1f2> | CC-MAIN-2021-04 | http://mdesigns.ca/images/comm/chc-handouts.pdf | 2021-01-27T09:15:17+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610704821381.83/warc/CC-MAIN-20210127090152-20210127120152-00623.warc.gz | 59,727,155 | 1,101 | eng_Latn | eng_Latn | 0.996013 | eng_Latn | 0.99888 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
1767,
3363,
5187
] | [
2.921875
] | 2 | 0 |
Can a Negro Study Law in Texas? (1946), by artist Charles White. In 1950, the U.S. Supreme Court ruled that a Negro could. The decision in Sweatt v. Painter was one of a long series of rulings by the high court, beginning in the late 1930s, that chipped away at the legal foundations of segregation.
Blacks in America
On June 29, 1964, the United States Congress passed a sweeping Civil Rights Act, climaxing a decade of rising protest against the racial segregation that the Supreme Court had sought to end in *Brown v. Board of Education*. Since then, amid much turmoil, the condition of black Americans and notions of civil rights have vastly changed. Black leaders, notably the Reverend Jesse Jackson, have moved from protest into mainstream politics. The federal courts have begun to confront the thorny issue of “color-conscious” remedies for racial discrimination. Meanwhile, across the nation, seven million black Americans now live in households earning more than the white median income, many of them in integrated suburbs. Left behind is a large urban “underclass,” victims of growing family instability, economic shifts, and mediocre schooling. Our contributors assess black gains and setbacks, many of them unpublicized, since the 1964 act was passed.
THE SECOND RECONSTRUCTION
*by Harvard Sitkoff*
“There comes a time,” Lyndon Baines Johnson liked to say, quoting Cactus Jack Garner, “in poker and politics, when a man has to shove in all his stack.”
For LBJ, the moment came on November 22, 1963. President Kennedy was dead. Few Americans knew what to make of his successor. To the press, the Texan was known as a wheeler-dealer with a cynical disdain for principle. He had stolen (it was rumored) his first election to the Senate. In Congress, he had frequently thwarted the aims of the Democratic Left. His dislike of the Kennedy family was plain. Now, as President, he needed to establish his legitimacy.
Less than 24 hours after taking the oath of office in Dallas aboard Air Force One, President Lyndon Johnson decided to “go for broke” on civil rights.
On November 27, five days after JFK's assassination, Johnson told a joint session of Congress that "no memorial, oration, or eulogy could more eloquently honor President Kennedy's memory than the earliest passage of the civil-rights bill for which he fought." In the months that followed, Johnson steered through the House and Senate an omnibus civil-rights statute, a bill even stronger than the one that Kennedy had submitted in June of 1963. It was no easy task.
The Strength of an Idea
In the Senate, a coalition of Southern Democrats and conservative Republicans had stood for decades as an impassable barrier to any significant civil-rights legislation. Led by Richard Russell (D.-Ga.), the Southerners mounted a filibuster to keep the bill from coming up for a vote. They counted on the civil-rights forces being unable, as they so often had been in the past, to muster the 67 votes needed to impose cloture. Winter turned to spring as Russell's stalwarts droned on and on. Finally, in May, after several "good long talks" at the White House, Senate minority leader Everett Dirksen (R.-Ill.) cast his lot with the President. With the help of Dirksen's moderate Republicans, cloture was invoked. The Senate approved Johnson's civil-rights bill, 73 to 27, on June 29.
It was the first major civil-rights legislation since the era of Reconstruction, and it represented the beginning of a belated effort by the executive and legislative branches of government to back up what the federal courts had been saying for more than a decade. Among other things, the Civil Rights Act of 1964 prohibited racial discrimination by employers and labor unions, and in most places of public accommodation; authorized the government to withhold money from public programs practicing discrimination; created an Equal Employment Opportunity Commission; and gave the attorney general power to file suits against school districts that maintained segregated facilities.
What it did not do, as opponents of civil-rights legislation had feared that it might, was require employers to hire workers on the basis of race to correct some sort of racial imbalance.
Harvard Sitkoff, 44, is professor of history at the University of New Hampshire. Born in Altoona, Pennsylvania, he received his B.A. in 1961 from Queens College of the City University of New York and his Ph.D. from Columbia in 1975. He is the author of A New Deal for Blacks (1978) and The Struggle for Black Equality (1981). This essay is copyright © 1984 by Harvard Sitkoff.
"No army," Everett Dirksen had said when announcing his support of the civil-rights bill, "can withstand the strength of an idea whose time has come." Legal equality for blacks had been a long time coming. That it finally arrived was due in part to economic and demographic changes that had brought blacks north and into the Democratic Party. The Kennedy assassination provided moral impetus.
But most important of all was the disciplined, organized pressure—in the form of sit-ins, marches, and boycotts that frightened many whites, hurt others economically, and focused national attention on the Negro's plight—by blacks who had grown tired of waiting. "For years now I have heard the word 'Wait,'" the Rev. Martin Luther King, Jr., declared in 1963. "It rings in the ear of every Negro with piercing familiarity. This 'Wait' has always meant 'Never.'"
Forging Alliances
During the final quarter of the 19th century, with the gains of Reconstruction beginning to recede, all three branches of the federal government had permitted the white South to reduce blacks to a state of peonage, to segregate them, and to disenfranchise them. Blacks did what they could to protest (or escape) the closed, rigid caste system that was the Southern way. Largely bereft of white allies, their successes were few.
For most blacks, life would not change until World War II. There were, nevertheless, a few glimmers of hope. Some stemmed from the mass migration of blacks to the urban North between 1910 and 1920. Few found the Promised Land, but most experienced some relief from the tenantry, poverty, and ignorance of the Black Belt. Northern blacks, moreover, could vote. Politically, the Negro began to command attention.
The New Deal gave blacks some economic assistance and considerable symbolic consolation, though Franklin Roosevelt made few concrete attempts to end de jure racial discrimination. Responding to the growth of the black vote in the North, and its pronounced shift away from the party of Lincoln after 1932, Roosevelt appointed more than 100 blacks to senior government posts and tripled the number of black federal employees. In the administration of relief programs, Roosevelt also made sure that blacks received a fair share of the pie, even in the segregated South. And the First Lady identified herself closely with civil-rights leaders and organizations. As *All in the Family*'s Archie Bunker would later complain, "Eleanor Roosevelt discovered the colored. . . . We didn't know they were there."
Louisville flood victims, 1937, by Margaret Bourke-White. New Deal relief efforts meant more to Negroes than to whites. Differences in income, literacy, and life expectancy narrowed during the Roosevelt era but remained wide.
FDR's appointments to the Supreme Court (including Hugo Black, Felix Frankfurter, and William O. Douglas) also made a difference. The high court's favorable decisions in cases involving the exclusion of blacks from juries, the right to picket against racial discrimination in employment, disenfranchisement, discrimination in the pay of black teachers, and the admission of blacks to graduate education all helped make the Afro-American less a freedman and more a free man.
Inevitably, the rising expectations of American blacks began to exceed Washington's performance. The onset of World War II helped bring matters to a head. The ideological character of the struggle against fascism (and Nazi racism), along with the government's desperate need for men in both overalls and uniform, led many blacks to anticipate a better deal. The result, when this did not occur, was a new militancy in black communities.
In 1941, for example, A. Philip Randolph of the Brotherhood of Sleeping Car Porters threatened to mobilize an all-black march on Washington unless the President opened up jobs in defense industries to blacks. Roosevelt responded with Executive Order 8802, which created a Fair Employment Practices Commission and prohibited racial discrimination in companies and unions engaged in war-related work. This, combined with a
wartime labor shortage, created jobs for two million blacks. Another 200,000 entered the federal civil service. The number of black union members doubled, to 1,250,000.
The war created the preconditions for a successful black crusade on behalf of racial justice. By war's end, many blacks in the North held decent blue-collar jobs. They were, as a group, more self-confident than ever before. Membership in the biracial National Association for the Advancement of Colored People (NAACP) had grown sevenfold (to 351,000) during the war years. Several strong alliances had been forged: with the liberal wing of the Democratic Party, for example, and with Big Labor. Meanwhile, the new prominence of the United States as a world power, and its claims to moral leadership in the Cold War, elevated the "race problem" into a national embarrassment.
Harry Truman became the first U.S. President to identify his office with the specific objectives of the civil-rights movement. He did so despite intense opposition from within his own party. The coalition of Southern Democrats (including freshman Sen. Lyndon B. Johnson of Texas) and conservative Republicans on Capitol Hill stymied Truman's efforts to create a permanent Fair Employment Practices Commission and killed his proposed anti-lynching and anti-poll tax laws. When the President endorsed the civil-rights plank written into the 1948 Democratic platform, Strom Thurmond (D.-S.C.) and other Southern delegates walked out of the convention and formed the splinter Dixiecrats, a split that nearly cost Truman the election.
Assault on Jim Crow
Truman rarely got his way in Congress on civil-rights issues, but he issued executive orders in 1948 ending segregation in the military and barring racial discrimination in federal employment and in work done under government contract. His Justice Department prepared amicus curiae briefs backing the positions taken by the NAACP as its lawyers argued major civil-rights cases before the Supreme Court. One such case, involving an eight-year-old in Topeka, Kansas, named Linda Brown—who had to travel a mile by bus to reach a black elementary school even though she lived only three blocks from a white elementary school—began its journey through the courts in 1951.
No issue in the immediate postwar years meant more to blacks than school desegregation, and the NAACP's Legal Defense and Education Fund, led by Thurgood Marshall, coordinated a series of lawsuits in several states charging that segregated education was discriminatory per se. Many blacks and liberal whites
TURMOIL AND PROGRESS: 1940–1984
1940 Census finds 12.9 million blacks in United States, 9.8 percent of population.
1941 President Roosevelt establishes Fair Employment Practices Commission.
1942 Congress of Racial Equality (CORE) founded by James Farmer.
1943 Race riots in Detroit, Mobile, New York (Harlem), and other cities; Army Air Force deploys first of two all-black fighter squadrons in Europe.
1946 President Truman creates Committee on Civil Rights.
1947 Jackie Robinson breaks major league baseball color barrier, joining Brooklyn Dodgers.
1948 After black threats to boycott revived Cold War draft, Truman ends segregation in armed forces; 35 Southern delegates reject civil-rights platform at Democratic presidential nominating convention, endorse Dixiecrat candidate Sen. Strom Thurmond (D-S.C.).
1950 Supreme Court desegregates University of Texas law school; blacks fight in Korea in racially mixed units.
1954 Supreme Court rules public school segregation unconstitutional; Southern White Citizens Councils formed in protest.
1955 Montgomery bus boycott organized by Rev. Martin Luther King, Jr.
1956 Southern Manifesto signed by 101 members of U.S. Congress.
1957 Martin Luther King, Jr., organizes Southern Christian Leadership Conference; President Eisenhower dispatches 101st Airborne to Little Rock to enforce federal district court school desegregation order.
Integrating Central High, Little Rock, 1957
1960 Wave of sit-ins begins after four black students are denied service at Greensboro lunch counter; Student Non-Violent Coordinating Committee formed.
1961 President Kennedy creates Committee on Equal Employment Opportunity; CORE Freedom Rides through South provoke white violence.
Martin Luther King, Jr., at massive March on Washington, 1963
1962 U.S. Marshals escort James Meredith to University of Mississippi to guarantee his court-ordered admission to the school; long-awaited JFK executive order forbids racial/religious discrimination in federally supported housing.
1963 Sit-in protesting discrimination in Birmingham met by harsh white resistance; estimated 250,000 people at March on Washington; JFK assassinated (Nov. 22).
1964 Congress passes Civil Rights Act; President Johnson signs Economic Opportunity Act creating Job Corps, Head Start, VISTA; LBJ issues executive order on affirmative action; Martin Luther King, Jr., receives Nobel Peace Prize.
1965 Malcolm X assassinated (Feb. 21); Voting Rights Act passed; massive civil-rights march from Selma to Montgomery; rioting and looting in Watts, Los Angeles, leaves 34 dead, 1,032 injured.
1966 Edward W. Brooke (R-Mass.) becomes first black elected to U.S. Senate since Reconstruction; Robert Weaver appointed U.S. Secretary of Housing and Urban Development, becoming first black cabinet member; looting and riots in Lansing, Omaha, Cleveland, and other cities.
1967 Thurgood Marshall is first black named to Supreme Court; 14,000 army paratroopers, National Guardsmen, and state and city police required to control disturbances in Detroit.
1968 Martin Luther King, Jr., assassinated in Memphis (April 4); rioting and looting ensue in Washington and 125 other U.S. cities, leaving 38 dead, 3,500 injured.
1969 President Nixon’s Labor Department initiates Philadelphia Plan.
1971 Jesse Jackson founds Operation PUSH; Supreme Court upholds compulsory busing to achieve school desegregation.
1973 Supreme Court rules potential jurors can be questioned to detect racial prejudice.
1975 Violence in Louisville over first court-ordered cross-district school-busing program.
1976 Some 1,800 blacks hold elective office in Southern states.
1977 Representative Andrew E. Young (D-Ga.) becomes first black U.S. Ambassador to United Nations.
1978 Supreme Court rules minority quota in medical-school admission policy unconstitutional.
1980 Race riot in Miami leaves 16 dead.
1981 President Reagan curbs spending for Comprehensive Employment and Training Act programs, Aid to Families with Dependent Children, food stamps, and other social welfare programs.
1983 Supreme Court bans tax exemptions for schools with racial barriers; Rev. Jesse Jackson declares candidacy for Democratic presidential nomination; Congress approves a national holiday (third Monday in January) commemorating Martin Luther King, Jr.
1984 Census reports 28 million blacks in U.S., 12 percent of U.S. population; in shift, U.S. Civil Rights Commission opposes race quotas in hiring.
believed that a Supreme Court decision ruling "separate but equal" schooling unconstitutional would promptly spell the end of Jim Crow in every other area of life.
On May 17, 1954, in the case of *Oliver Brown et al. v. Board of Education of Topeka*, the Supreme Court, headed by former California Governor Earl Warren, ruled that separate educational facilities "are inherently unequal" and deprived blacks of the equal protection of the laws guaranteed under the Fourteenth Amendment. The landmark decision was greeted with hosannas by black leaders and hoots by Southern politicians. Sen. James Eastland (D.-Miss.) asserted that the South would neither "abide by nor obey this legislative decision by a political court."
Eastland was right, at least for a while.
For a decade after 1954, despite the Supreme Court's decision in *Brown* and its subsequent rulings against other forms of segregation, virtually nothing of consequence changed in the South. In 1960, fewer than one percent of Southern black children attended school with white children.
**'Massive Resistance'**
Part of the blame lay with the Supreme Court. A year after *Brown*, the court issued its so-called *Brown II* decision, rejecting the NAACP's plea to order instant and total school desegregation and adopting instead a "go slow" approach. The Court assigned responsibility for drawing up desegregation plans to (white) local school authorities, requiring only that desegregation proceed with "all deliberate speed," a tempo otherwise undefined.
For his part, President Dwight D. Eisenhower was not disposed to press the matter. He did not like the *Brown* ruling. He stated flatly once that "I do not believe you can change the hearts of men with laws or decisions." No bigot, but blind to the importance of ending racial injustice, Eisenhower had no intention of enforcing compliance with the high court's ruling in the South. He was under no pressure from Congress to do so.
Not surprisingly, Washington's indifference emboldened white supremacists in the South, who pursued a campaign of "massive resistance" to desegregation. State governors felt free to defy the President himself, as Orval Faubus demonstrated at Little Rock, Arkansas, in 1957. When Eisenhower intervened on that occasion with U.S. troops, it was less to ensure that nine black students safely took their seats in Central High School than to uphold the law and assert his authority as chief executive.
Eisenhower's failure to use his office as a "bully pulpit" to persuade whites that racial discrimination ran counter to both
law and morality was a lost opportunity. The costs would be high. Denied the fruits of the victories that they had won in court, and without support in Washington, blacks now looked to new tactics, organizations, and leaders. A battle that had been waged indoors, before the bench, now burst into the streets.
It began in Montgomery, Alabama, when Mrs. Rosa Parks, a black woman, said No to a bus driver on December 1, 1955. Her refusal to give up her seat to a white man on a crowded bus, and her subsequent arrest, sparked a bus boycott that would unite the city's 50,000 blacks and demonstrate the effectiveness of nonviolent mass protest. Led by 26-year-old Rev. Martin Luther King, Jr., pastor of the Dexter Avenue Baptist Church, 90 percent of Montgomery's blacks shunned the Montgomery City Line beginning on Monday, December 5. Despite lawsuits, arrests, and bombings, they stayed off the buses for 381 days until vindicated by the Supreme Court.
The bus boycott won sympathetic coverage in the Northern news media. Blacks across the country took heart. More important, blacks now had a charismatic leader in the person of Martin Luther King, Jr. Not only had he fused the precepts of Christ, Gandhi, and Jefferson into a moral demand for racial justice; he had also displayed, in the course of a trying and dangerous year, a genius for organization. Eventually united in King's Southern Christian Leadership Conference, black ministers became a key element in the civil-rights struggle. (Today, 25 black Protestant denominations claim 17 million members; their churches remain local bulwarks of black social and political life.)
A Stroke of the Pen
Stirred by the example of Montgomery, black student activists began employing the "sit-in" at local restaurants throughout the South to demand the right to equal service. By the end of 1960, despite thousands of arrests, sit-ins had accomplished their purpose in 140 Southern towns and cities, and blacks were busily conducting wade-ins at beaches, kneel-ins at churches, sleep-ins at motels, and read-ins at public libraries. In 1961, the Congress of Racial Equality (CORE) stepped up its Freedom Ride campaign. To prod the White House, and its new occupant, John F. Kennedy, into enforcing Supreme Court desegregation orders, interracial groups of CORE members in May began boarding Greyhound and Trailways buses in Washington, D.C., and riding into the deep South.
The momentum of protest placed the new administration in a difficult position. As a senator, John F. Kennedy had seldom
raised his voice in support of racial justice. But needing the black vote (and the white liberal vote) to win the Presidency in 1960, he campaigned as a champion of racial equality. However, his narrow margin of victory—roughly 100,000 votes—gave him little room to maneuver. On the Hill, he faced the same coalition of Southern Democrats and conservative Republicans that had thwarted Harry Truman.
For most of his thousand days in the White House, Kennedy expeditiously balanced the conflicting claims of white and black, North and South, conservative and liberal. He appointed more blacks to high federal office than any previous president but deferred to James Eastland, chairman of the Senate Judiciary Committee, on the appointment of several outright segregationists to the federal bench. He intervened to desegregate the University of Mississippi when a crisis forced his hand but did little to push integration in the public schools of the old Confederacy. He procrastinated for two years before fulfilling his campaign pledge to end discrimination in federally financed housing with "a stroke of the presidential pen."
**On to Black Power**
Unless the pressure became unbearable and relentless, Kennedy would not, or could not, act. Civil-rights leaders, tired once more of waiting—and worried, too, that lack of progress would strengthen the growing radical fringe of the movement—launched a new series of mass protests in April 1963.
The confrontation that King and his aides had plotted for Birmingham worked to perfection. Birmingham was more than just unyielding on segregation. It was, for Negroes, a dangerous city. Blacks called it "Bombingham" for the 18 racial bombings and more than 50 cross-burning incidents that had occurred there since 1957. Leading the vanguard of the last-ditch defenders of segregation was police commissioner Eugene ("Bull") Connor. King counted on Connor's vicious response to peaceful black demonstrations to awaken both the nation and the President.
He was not disappointed. The vivid, televised scenes of police dogs lunging at peaceful protestors, of surging nightsticks and electric cattle-prods, of high-pressure water-hoses ripping the clothes off black women, of thousands of hymn-singing children being hauled off to jail—all of this aroused the conscience of millions of Americans. It went on for two months.
"The sound of the explosion in Birmingham," King observed, "reached all the way to Washington." In June, when Alabama Governor George Wallace sought to bar two black
students from enrolling in the University of Alabama, the President decided that the time had come.
In an address to the nation on June 11, Kennedy asserted his leadership on what he called "a moral issue . . . as old as the Scriptures and . . . as clear as the American Constitution." He backed up his words with a deed, urging Congress to enact the most comprehensive civil-rights law in U.S. history. That August, some 250,000 Americans participated in the March on Washington, massing before the Lincoln Memorial to show their support for the legislation that Kennedy had sent to the Hill.
Yet, in the three months remaining to him, Kennedy had little more to say on civil rights, perhaps heeding opinion polls which indicated that white Americans thought he was moving too fast on integration. Congress took no action on the civil-rights bill. President Kennedy traveled to Dallas in November, apparently content to let future events create the sense of urgency necessary to vanquish the Southern foes of equal rights in Congress. Ironically, his assassination did just that.
A year after the Civil Rights Act of 1964 was signed into law, in the wake of renewed black protest demonstrations, this time in Selma, Congress passed a Voting Rights Act that President Johnson declared would "strike away the last major shackle" of the Negro's "ancient bonds." The act prohibited literacy tests and other devices long employed to deter black voters in the South. It authorized federal examiners to register qualified black voters directly. Within four years, the number of Southern blacks registered to vote would grow from one million to 3.1 million. The lock on the ballot box was broken.
But so, in some respects, was the civil-rights movement. The summer of 1965 brought an escalation of the war in Vietnam and a bloody race riot in Watts, Los Angeles. The Watts riot inaugurated a succession of "long hot summers" for a troubled nation and spelled the end of the era of nonviolence. Within a year, the civil-rights movement was hopelessly divided over strategy and tactics, over Black Power and black separatism. A resentful Lyndon Johnson, who believed himself betrayed by those he had sought to help, devoted only 45 words to civil rights in his 1967 State of the Union address. The Second Reconstruction had set much in motion, but it was over. | <urn:uuid:39c317dd-49c4-4e3d-a28e-9ff51371f52c> | CC-MAIN-2023-14 | https://wilsonquarterly-legacy-attachments.s3.amazonaws.com/second-reconstruction.pdf | 2023-04-01T04:44:32+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949701.0/warc/CC-MAIN-20230401032604-20230401062604-00086.warc.gz | 711,314,686 | 5,304 | eng_Latn | eng_Latn | 0.994711 | eng_Latn | 0.998167 | [
"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 | [
299,
2080,
4604,
7123,
8685,
11260,
13443,
15754,
18340,
20892,
23431,
25788
] | [
2.234375,
3.28125
] | 1 | 0 |
Imagine a city centre where street lights are not only smart, turning themselves off when nobody is there, but also provide atmosphere, changing colour according to residents' preferences. That city already exists (almost). On Friday, Dutch city Eindhoven will introduce a city-lighting system that's both sustainable and fun.
"We want to make Eindhoven as comfortable as possible for every resident", says the city's lighting project manager Rik van Stiphout. "We're still investing in regular lighting as well, but our new LED lighting system can be controlled by computers, which means that each streetlight can be controlled individually."
That means that a street lantern can switch on and off depending on how busy the street is: if nobody is there, they dim, but as soon as a car, bike or pedestrian approaches, they turn themselves on and accompany the vehicle or person on his way. "They can even remember your regular walks", explains van Stiphout. "For example, if you have a regular walk with your dog, the lights will even guide you."
LED street lights, already in use in several dozen cities around the world, though in a less innovative fashion than in Eindhoven, save energy costs compared to regular street lights, though the up-front cost is more expensive. Of course, having street lights that automatically switch themselves off when the street is empty further reduces costs and CO2 emissions.
Twilight, a startup based in the Dutch university city of Groningen, offers similar light systems with dimming lights that turn themselves on as residents move about. They're now being implemented in German, Irish and Dutch cities.
"Having street lights automatically dim when nobody is around wouldn't have been possible five years ago", notes CEO Chintan Shah. "You need a combination of wireless and sensors."
European and American cities, Shah adds, are usually quite empty after 10pm, yet providing light to those on them remains essential for security. Both in Eindhoven's new
initiative and in the cities working with Twilight, the street lights provide a small glow to empty streets, giving residents the feeling that the street is fully illuminated, while in reality the lights only turn on fully as a person approaches.
On 14 March, Eindhoven will switch on its first batch of computer-controlled LED lights. "All the lights contain colour, though that doesn't mean that we're creating completely blue streets or anything like that", says Serge van den Berg of the energy sustainability firm Het Energie Bureau, who's in charge of the light installation. "But we're adding a bit of green and blue to enhance residents' feeling of well-being."
The setup also means the street lanterns can be adapted to fit the weather, even flashing red to warn residents of approaching storms or floods. But they can also be remotely adjusted - using wireless technology - down to areas as small as a street or a corner of a city square in order to provide a particular ambience to that area. An Italian restaurant will, for example, be able to adjust the street lanterns around it to create a more Italian atmosphere, and residents will be able to decide their respective streets' illumination look, initially for a couple of hours each night. "Residents are the real customers of light, and we tend to forget that", explains van den Berg. "A sustainable environment is one that's not just energy-efficient but also one where people enjoy being."
Using street illumination in yet another shape, Eindhoven has even installed illuminated pedestrian crossings, where sensor-equipped white stripes illuminate to tell pedestrians it's safe to cross. Twilight has a similar solution.
The Dutch artist Daan Roosegaarde, meanwhile, has created an innovative plan for highway illumination, making the dreary sector seem like fertile ground for sustainable innovation. His Smart Highway, currently in a pilot phase in the Netherlands, features giant snowflakes and flowers that, painted in illuminating paint onto the road surface, light up to tell drivers the outside temperature and provide interactive traffic directions. There's even a lane that automatically recharges electric cars.
Other concepts include highway roadside lights resembling white flowers that automatically turn themselves on as a car approaches. "Roads are often pushed aside and treated like junk space, but when you look at a city, you notice the roads, not the cars", Roosegaarde tells Guardian Sustainable Business. "I'm a hippie with a business plan. My goal is to make sustainable roads, where the connection between the car and the road is more intrinsic."
Being accompanied by shining snowflakes on long drives, and arriving in a city bathing in a cosy orange gleam, does sound rather appealing.
Join the community of sustainability professionals and experts. Become a GSB member to get more stories like this direct to your inbox
More features
Topics
Sustainability Smart cities
Save for later Article saved
Reuse this content | <urn:uuid:d08ead57-ac2b-46ab-a8e8-5cec04f5cddc> | CC-MAIN-2023-50 | https://tvilight.com/wp-content/uploads/2020/02/illuminatingcitieswithsustainablesmartlightingsystems-guardiansustainablebusiness-theguardian.pdf | 2023-12-10T19:43:31+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679102637.84/warc/CC-MAIN-20231210190744-20231210220744-00580.warc.gz | 643,475,773 | 977 | eng_Latn | eng_Latn | 0.975387 | eng_Latn | 0.999086 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
2003,
4949,
5027
] | [
2.21875
] | 1 | 1 |
whether we segregate or not. It may be the only feasible solution while crowding and teacher shortages continue.
7. To achieve sound principles and practices in segregation of the gifted we must have, first, extended and improved student personnel services; second, many more kinds of valid and reliable diagnostic tests; and, third, a great deal of fundamental research in the psychology of learning, in personality, in group processes and in curriculum.
ANNA G. SHEPPERD
Teaching the Gifted in the Regular Classroom
Many activities and opportunities for enriching the program for the gifted child in the regular classroom are suggested in this article. You will, of course, wish to insert your own ideas.
Many school systems place the gifted child in a regular classroom situation. This placement may be based upon the philosophy of the system or it may be the most practical means of caring for a widely scattered segment of the school population. Regardless of the reason for such placement, the classroom teacher is responsible for providing an educational program for abilities ranging from the mentally slow to the mentally superior. This is no easy task. The teacher may think that the problem can be solved by giving the gifted "more of the same" program that is given to the average so he will be "kept busy." This is not a satisfactory solution to the problem—either for the teacher or the gifted pupil.
In order to meet satisfactorily the needs of the pupil with superior mental ability, it is necessary that his program should include many of the experiences enjoyed by the average child plus those that will deepen and expand his already existing superior abilities. These experiences, which are usually termed enrichment experiences, should be a part of a planned and unified program, broad in scope and intensive in nature.
Identifying the Gifted
Before the teacher can begin to plan for an enriched curriculum for the gifted, he must first understand the performance characteristics of the gifted pupil. The teacher must realize that the character traits of the mentally superior child are relative. Even though
many traits may be identified with this group, they will be found in varying degrees within each individual. For example, it is generally accepted that a gifted child develops high moral values such as honesty, trustworthiness, integrity and responsibility more quickly than a child of average ability. The degree to which these traits are developed, however, varies from one gifted individual to another.
In the area of physical development research has found that the gifted individual is usually above average in height, weight, coordination and stamina. It must not be assumed that all healthy and physically well-developed children are gifted, but that most tend to be.
In considering the intellectual characteristics of the gifted, the teacher must understand that he is able to organize, analyze, draw conclusions, make generalizations and see relationships at a much earlier age than the average. He manifests unusual facility in creative and critical thinking, reasoning and verbalizing. He possesses a high degree of intellectual curiosity and is able to discuss rationally and express ideas clearly and sequentially. His interests cover a wide and varied range and because of this it is important that he be given many opportunities to pursue these interests to his own satisfaction, which is generally beyond that reached by the average child.
Finally, the teacher must be cognizant of the gifted's social-emotional traits. The gifted individual is able to adjust more readily to new and different situations and he enjoys the challenge of such. On the other hand, he tends to become bored and even lazy if kept at routine and repetitive activities beyond the time when they are contributing to learning a skill or developing a concept. He is very alert to the feelings of others and quite sensitive to the feelings of others toward him—be it peers or adults. Because of this deep sensitivity to feeling, he may show unusual concern over school marks, lest his parents and teachers be disappointed in him. Yet at the same time he desires wholesome group recognition and in order to maintain this he may resist working to his capacity purposefully for fear of losing the support and comradeship of his peers whose abilities are more limited.
An Enriched Curriculum for the Gifted
An enriched curriculum is a means of insuring better provision for the individual needs and differences of the gifted. The experiences of such a curriculum should present opportunities to: increase skills and knowledges; deepen attitudes and appreciations; develop acceptance of social responsibilities; explore a wide and varied range of school and community resources; further initiative, originality and creative aptitudes through experimentation and research; and use and extend leadership qualities to the fullest extent.
Meeting Needs of the Gifted in a Regular Classroom
One must remember that for the purposes of this article the teacher has a class composed, in the main, of average children with a few slow learners and a few gifted, possibly one or two.
Thus one must realize that the program is geared to the average and that the gifted pupil functions within the general scope of this program. His program is based upon that of the total group but his experiences should have greater breadth and depth commensurate with his superior abilities.
A suggested list of enrichment activities\(^1\) in language arts, creative arts and social living is presented here to give the regular classroom teacher a few clues to the kinds of things the gifted in the classroom should be expected to do over and above the average grade level program.
**LANGUAGE ARTS ACTIVITIES**
**Listening:**
Listen to debates, discussions, newscasts and talks to form opinions, to hold discussions, to draw conclusions.
Listen to speakers to pick out main points of their talks and to arrange them in sequence.
Listen to radio and television performers to discover: errors or difficulties in speech, new words, beautiful and appropriate words.
Make and listen to own voice recordings to discover errors or difficulties.
Listen to the various sounds in and around the school and give an opinion of their effects upon the pupils.
Listen for and make a list of sound effects used on a particular radio or television program and find out, through research, how these sounds are produced.
**Speaking:**
Interview resource people in preparation for an oral report.
---
\(^1\)The suggested list of activities is adapted from materials produced by a 1955 summer workshop committee of the Maryland Department of Education, Baltimore, Maryland.
Use the dictionary, glossary and thesaurus to improve the range and exactness of effective vocabulary.
Design and follow a balanced, leisure time reading program.
**Writing:**
- Compile files of unit materials.
- Catalogue materials.
- Prepare bibliographies.
- Make graphs.
- Organize and adapt difficult material used by the average or slow group.
- Learn the techniques of speedy and accurate note taking.
- Learn the skills of outlining.
- Learn to use footnotes, abbreviations and library classifications.
- Create dramatizations and pantomimes.
- Compile a list of new words learned and make a study of their origin.
- Learn to recognize and use the forms and techniques of journalism—such as editorials, feature articles and advertisements.
- Make objective checks, charts and outlines as guides for gathering information.
**CREATIVE ARTS ACTIVITIES**
**Arts and Crafts:**
- Experiment with many media.
- Plan stage settings.
- Design costumes.
- Design and construct puppets.
- Plan and arrange hall or classroom bulletin boards.
- Arrange exhibits.
- Construct scale models.
- Make scale drawings.
- Draw cartoons of current events—local, state, national.
- Plan and carry out a decorating scheme for a special occasion.
- Express ideas and feelings through painting, clay modeling, sculpture and dioramas.
- Create stories or pictures to interpret musical selections and/or poems.
Visit art gallery for research data and to extend artistic tastes and appreciations.
**Music:**
- Study the origin and historical significance of folk songs, folk dances and patriotic songs.
- Compose lyrics and music of songs for special occasions.
- Set poems to music.
- Direct a small orchestra or rhythm band.
- Make a study of the development of certain musical instruments, such as the piano, violin or harp.
- Participate in vocal and/or instrumental music groups.
- Gather data on experiments conducted by various industrial plants on effects of music on production.
- Visit music conservatory for research data.
**Dramatics:**
- Direct dramatic productions.
- Write, produce and direct an original play or program.
- Participate in community theatre groups, school operettas and plays.
- Develop original dance routines.
- Give dramatic readings for assemblies or parents' groups.
- Arrange and participate in pantomime programs.
**SOCIAL LIVING ACTIVITIES**
The social living field is so broad that it presents almost unlimited opportunities for enriching the educational program of the gifted child. Rather than formulate a list of activities for this area, it is suggested that the gifted child should not only study the same units or problems as the other members of the classroom group, but that he be given additional opportunities to search for more profound understandings of historic, geographic, economic, social and scientific truths. Through these understandings the mentally gifted should: (a) develop a deeper appreciation and respect for individual differences, contributions and efforts; (b) learn to adjust himself more readily to individuals, groups and situations; and (c) develop and follow acceptable standards of conduct without fear of group criticism. Thus every experience in social living should lead toward the continuous development of the individual's appreciation for mankind.
This article on enriching the program for the gifted child in the regular classroom is neither exhaustive for an area nor comprehensive of the total educational program. However, it is hoped that it will help teachers see the possibilities of extending the phases presented and will stimulate them to think through and set up activities in the underdeveloped areas.
ASCD TO MEET IN NEW YORK CITY,
MARCH 19-23, 1956
Conference Theme: Creative Thinking, Living and Teaching
Headquarters: Hotel New Yorker
Activities will include:
- **General Sessions**
Developing each major aspect of the conference theme: creative thinking, creative living, creative teaching
- **Assemblies**
Centering on exploration of creative ideas in teacher education, testing, citizenship, curriculum development, etc.
- **Clinics**
Focusing on creative practices to improve education
- **Study-discussion Groups**
(a) Exploring creative ideas in current literature
(b) Reporting and analyzing significant research findings
(c) Sharing creative ideas on problems facing today's schools
(d) Visiting school and community resources in the New York metropolitan area.
For further information and registration write to:
Association for Supervision and Curriculum Development, NEA
1201 Sixteenth Street, N. W.
Washington 6, D. C.
Copyright © 1956 by the Association for Supervision and Curriculum Development. All rights reserved. | <urn:uuid:9f27bef1-90ce-4bc3-9a20-2f80d2b8ba97> | CC-MAIN-2021-04 | http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_195601_shepperd.pdf | 2021-01-27T10:12:01+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610704821381.83/warc/CC-MAIN-20210127090152-20210127120152-00627.warc.gz | 123,908,893 | 2,197 | eng_Latn | eng_Latn | 0.987146 | eng_Latn | 0.997233 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
2136,
5200,
6767,
9662,
11407,
11509
] | [
4.09375
] | 1 | 0 |
2013 Regional Competition
March 3rd, 2013
Illinois Math Science Academy
Technical Problem Solving
Team Name______________________ V or JV_____
Team #______________
Participant’s Names______________________, _________________________
Topics covered
Closed tube harmonics
Open Tube Harmonics
Catalase reaction
Required materials –
• Rubber stopper per group
• Deep sink or large graduated cylinder
• 480 Hz Tuning fork per group or key must be adjusted.
• 2” diameter PVC pipe of ~15 inches per group
• Meterstick per group
• 1 thermometer total.
Part One Closed tube harmonics
1. The speed of sound is 332 m/sec at 273 K and increases 0.6 m/s for each degree above zero celsius. What should be the speed of sound in this room?
2. What is the frequency of the tuning fork provided to you?
3. Strike the tuning fork on the rubber stopper to produce a frequency. Draw a picture indicating which way the tines vibrate.
4. Insert the PVC pipe in water and use the tuning fork (with rubber stopper) to find the loudest sound you can make. What height of PVC makes that sound?
5. Determine the wavelength using the height found in number four.
6. Assuming that your tuning fork was exactly at the top of the pipe, calculate the speed of sound. Show work.
7. Calculate your % error. Show work.
8. What is the place in a standing wave of maximum displacement?
9. What is the phenomenon called where waves reinforce each other?
10. What is the place in a standing wave of zero displacement?
11. What part of a sound is the amplitude equivalent to?
12. What part of a sound is the frequency equivalent to?
13. At what fractions of a wavelength do open ended pipes resonate?
Catalase reaction
The following data were obtained by decomposing hydrogen peroxide with catalase:
| Time (sec) | 0.20 M H₂O₂ | 0.30 M H₂O₂ | 0.40 M H₂O₂ |
|------------|-------------|-------------|-------------|
| | Pressure (atm) | Pressure (atm) | Pressure (atm) |
| 0 | 0 | 0 | 0 |
| 20 | 0.30 | 0.45 | 0.60 |
| 40 | 0.60 | 0.90 | 1.20 |
| 60 | 0.90 | 1.34 | 1.34 |
| 80 | 1.20 | 1.34 | 1.34 |
| 100 | 1.34 | 1.34 | 1.34 |
| 120 | 1.34 | 1.34 | 1.34 |
1. What is the unit (unabbreviated) for pressure? [1]
2. Write the balanced reaction that occurs for the decomposition of H₂O₂ with catalase. Include catalase. [5]
3. What substance in your reaction produces the pressure recorded? [1]
4. Using the data table above, explain why H₂O₂ is first order. [2]
5. Use the data table given to construct an appropriate graph. Include ALL parts of a quality graph. [15]
6. How would your GRAPH above change if H₂O₂ was 2nd order? [2]
7. What concentration had the fastest initial rate? Explain [3]
8. What concentration had the fastest final rate? Explain [3]
9. Draw a prediction of the line that would form for 0.50M H₂O₂. [2]
10. What is the unit for rate in the above graph? [1]
11. How would the graph change if a substantial amount of H₂O₂ decomposed before measurements were taken? [3]
12. How would the graph change if the student adding the catalase could not immediately attach the pressure sensing cap? [3]
13. What substance(s) in the above reaction is an enzyme? [2]
14. What substance(s) in the above reaction is a substrate? [2]
Another experiment was performed where the temperature was measured at 10°C, 20°C, and 150°C.
15. Which temperature would you expect to have the fastest initial rate? Explain. [4]
16. Which temperature would you expect to have no rate? Explain. [3]
17. Catalase was taken from pig liver. What pH would you expect to have the fastest rate? Explain. [3]
18. If a cell did not have any catalase, does the reaction proceed faster, slower, or not at all? [1]
Two different sources of catalase were tested. Source A came from a hot spring of pure water. Source B came from a cold water fish that lives in an acidic lake.
19. How would you expect the conditions of optimum functionality to differ between Source A and Source B. Explain. [4]
Answer Key Technical Problem Solving Regional 83pts. High score wins. First lab 1-13 is tie breaker.
1. $22^\circ$ is room temp. so $(0.6*22) + 332 = 345 \text{ m/sec.} +1\# +1\text{ unit}$ [2]
2. 480 Hz is what we used and it is labeled. +1# +1 unit [2]
3. [1]
4. 15-18 cm or so. +2 within tolerance +1unit [3]
5. .17*4=.68 m or 68cm [2]
6. $c=f\lambda$ 480*.68=326 m/sec +1 m not cm, +2 answer, +1 unit[4]
7. $(345-326)/345=5.5\%$ Note: answer to #1 and #6 used. [2] 1pt for yield instead
8. Antinodes [1]
9. Constructive interference [1]
10. Node [1]
11. Intensity of sound [1]
12. Pitch [1]
13. $\frac{1}{4}, \frac{3}{4}, \text{multiples of } \frac{1}{2} \text{ after } \frac{1}{4}$ [2]
Catalase Reaction
1. Atmosphere [1]
2. $2\text{H}_2\text{O}_2 \xrightarrow{\text{Catalase}} \text{O}_2 + 2\text{H}_2\text{O}$ +1react+2prod, +1cat,+1bal [5]
3. Oxygen [1]
4. As the concentration of H$_2$O$_2$ doubles, the time cuts in half [2]
5. • +1 Title
• +2 for Axis labeled Time and Pressure
• +2 for units of sec and atm
• +2 for appropriate scale for y axis
• +2 for appropriate scale for x axis
• +3 for plot (increasing taper at top)
• +3 for using at least half of the graph paper, but not going “off” the paper.
6. The slope of the line would be steeper at first.
7. 0.40 M because it has the steepest slope. +1 answer+2 reason
8. All the same. The slope was the same.
9. Added line with steeper slope +1 and same plateau+1
10. Atm/sec
11. The slope would be less and the plateau would be lower+1 each +3 both
12. Plateau would be lower and slow faster (See above)
13. Catalase only
14. H₂O₂ only
15. 20 C. It is warm, but not so hot it destroys the enzyme
16. 150 C because it would denature the enzyme so rx’n so slow no rate
17. pH of 6-8 b/c that is what living things basically have.
18. slower.
19. A—higher temp and neutral pH. B lower temp and lower pH | <urn:uuid:00eb38d6-33a7-4237-953d-8b130ad9bc86> | CC-MAIN-2021-04 | https://scioly.org/wiki/images/a/a6/Tech_Prob_Solving_IMSA_Regional_with_KEY.pdf | 2021-01-27T11:27:05+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610704821381.83/warc/CC-MAIN-20210127090152-20210127120152-00623.warc.gz | 523,658,041 | 1,743 | eng_Latn | eng_Latn | 0.917249 | eng_Latn | 0.993763 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
556,
1675,
4178,
5399,
6062
] | [
3.921875
] | 1 | 1 |
Cadastral maps and registers in family history research by Jay Osborn
The term “cadastre” is used to describe the registers and maps which record locations and features of real property in a country, together with information about a property’s owner and often its value.\(^1\) Cadastral registration systems have been in use for 2,000 years and in many countries today form the basis for legal documentation of land and immovable property. The maps and registers are already well known for their potential in historical research of urban and rural economies, among a wide variety of other uses.\(^2\)
Although not a primary source of genealogical data, historical cadastral maps link individuals and families to specific locations in towns and villages; they also identify neighbouring families, markets, community buildings, roads and waterways.\(^3\)
When combined with vital records and other record types, this valuable information can also significantly enrich a genealogist’s understanding of family economic and social situations and networks. In areas where more than one cadastral survey was recorded, changes in a profile over time can be analysed to better understand the evolution of families, neighbourhoods, and the larger community.\(^4\)
Cadastral land surveys were used in imperial Rome to tie ownership and tax responsibility to some properties gifted by its emperors but that system ended with the empire and no similar system was employed during medieval times.
In England and Wales, the Domesday Book is a remarkable early inventory and statistical record of property and its value, listed by place but largely without geographical descriptions within urban and rural areas. Even today, just 80 per cent of British land is registered, though maps of various styles have been used to settle land disputes since the 15th century and more systematic land surveys and registration began in the 19th century.\(^5\)
Elsewhere in Europe, cadastral systems were developed in the 17th to the 19th centuries. Surveys and mapping of the vast domain of the Habsburg monarchy began with the Duchy of Milan in 1720, then a series of community and farm maps in 1747, followed by surveys and maps of productive land within municipal borders in a large portion of the realm in 1785.\(^6\)
**The first Habsburg survey**
The first comprehensive survey with high-scale maps of the Austrian empire began in 1817 and swept across the realm for 35 years; a similar effort covered Hungary between 1856 and 1883.
It was a massive undertaking, covering more than 300,000 square kilometres, including more than 30,000 cadastral communities divided into some 50 million land parcels, each individually surveyed and mapped.\(^7\)
Imperial orders required maintenance of the cadastral data and many towns and villages were surveyed and mapped two or more times in later years until the empire collapsed in World War I.
Historical cadastral maps and records have never lost their value to local and national governments, but the state to which an individual town belongs may have changed many times since World War I ended. Land surveys and claims continued under new authorities, sometimes using older cadastral records to resolve even 21st-century conflicts.
Historical cadastral records were preserved in archives of existing or new states. Paper maps and registers are currently managed in regional or local archives, libraries or offices but some were lost in the upheavals of the past century.
The surviving original 19th-century maps of the Habsburgs, a shared heritage of 12 modern European countries are now distributed among many archives, few with administrative controls to manage their cadastral maps as a centralised category.\(^8\) Countries outside the historical boundaries of the Habsburg lands face similar archive issues.
**Conferences and workshops**
In 2010, an ongoing series of conferences and workshops began to enable networking between archives across Europe and to develop strategies for organisation, restoration, preservation, digitisation and publication of historical cadastral maps.
These activities, funded under the EU Cultural Programme and originally organised by Icarus (International Centre for Archival Research), the Budapest City Archives, and the National Archives of Hungary, should enable simple access to the maps and registers by all users. Given the different needs and advancement of the programme’s partners and the complexity of the map resources, significant progress visible to users will take years.
In the meantime, with some effort, many historical cadastral maps can be viewed now by researchers either in digital form online or hands-on in archives and the value of this resource can be appreciated immediately.
Often the first aspect one notices in historical cadastral maps is their beauty. Features are drafted with precision, crisply lithographed and filled with four to eight (or more) colours. Patterns in the mapped terrain, indicating different types of land use or characteristics, are defined in a legend.\(^9\)
Even initial field sketches (*Feldskizzen*) made by surveyors and uncoloured intermediate drafts of the maps (*Indikationsskizzen*) can be gems of artistic worth. Images of excerpts from the 1853 cadastral map of Komarno (*see overleaf*), now in the L’viv oblast [Russ: administrative division or zone] of Ukraine, are typical.\(^{10}\)
However, the real value of the maps is in their detailed geographic data linking property owners to land parcels and buildings inside and outside a town’s residential areas. Roads and streets were often unnamed in 19th-century towns but on the maps all buildings of value are numbered and many land parcels are both numbered and labelled with the name of the owner.
These property numbers relate to the bound registers where the owners (either individuals, communities or the state) are listed numerically by property or alphabetically.
Even without referring to the registers, inspection of the maps alone can reveal important features of the historical towns, such as a dense collection of synagogues and other Jewish community buildings adjacent to a market square, the development of waterways into reservoirs, canals, mills, etc., and the growth of “suburbs” away from an original town centre. Successive maps and registers of the same town a few decades apart can reveal much more about the changing fortunes of its residents.
**How to find a family**
Locating a family within a town often begins with a vital record. In one example, birth records show several children born to Jozef and Rifke Horn in the town of Rohatyn (now in the Ivano-Frankivsk oblast in Ukraine) around the turn of the 20th century.
See the record for Jonas, born in 1898, (*above right*). Like the other children, Jonas was born in house number 128. He was named a week after his birth in the “Old Bethlehem” synagogue; his younger sister Sime was named in the “Great” synagogue but for some of the children only “synagogue” was recorded.
What can a cadastral map tell us about this family? Only one map of Rohatyn is known to survive, the *Feldskizzen* from 1846, today preserved in the Ukraine Central State Historical Archive in Lviv.
An excerpt from that map is presented here, showing the houses numbered 128a/b, adjacent to several (unnamed) synagogues in an area of town which the cadastral records tell us is predominantly Jewish.\(^{13}\)
Much of the town was destroyed in the two world wars, and the 19th-century houses here were lost but the roads remain. With this map, a few years ago my wife was able to walk where her Horn relatives had once lived in this Jewish quarter of Rohatyn.
The cadastral records can also provide clues to help extend genealogical research. An 1820 property register for which there is no map lists a Mendel Horn as owner of house 128.\(^{14}\) Many vital records are missing and my wife has none for known Horn family earlier than the Jozef listed above but the surname and house number here suggest a strong possible link.
Similarly, there are vital records for children born to an Isaak Horn, who also does not yet appear in my wife’s tree, in house 128, in 1861 and 1866.\(^{15}\) Yet in the 1846 cadastral register associated with the map, the owner of house 128 is listed as “Mender Storm” and “Mender Storm”. Is this the same Mendel Horn from 1820? Possibly. Elsewhere in the 1820 and 1846 cadastral records, the script “H” and “St” appear similar and a surveyor’s field notes transcribed later may have introduced an error.
Cadastral maps can be even more useful for researching at the community level. Most towns and villages had a market square, visible on the maps with each building numbered. Where corresponding cadastral registers have survived, one can identify all the business owners on the
square, and virtually “re-populate” an entire town, as has been done for Rohatyn.\textsuperscript{16} Anyone researching Nagelbergs in that town would be interested to know that Asor and Abraham Nagelberg owned adjacent shops at the centre of the market.
**Resources for map access**
Unfortunately there is no coherent index to European cadastral maps and registers, in paper or digital form, although the International Federation of Surveyors (FIG) and the Austrian Federal Office of Metrology and Surveying (BEV) are attempting to maintain a source index for maps of the 19th-century Habsburg surveys\textsuperscript{17} and the Icarus project described above will likely organise an index soon.
In some countries, state archives or land survey offices have digitised most of their historical cadastral maps and published them for free viewing. This is the case for the Czech Republic\textsuperscript{18} and Hungary.\textsuperscript{19} In England and Wales, major maps are held by the map division of the National Archives\textsuperscript{20} but many records for towns are held locally.
In Poland and Ukraine, cadastral maps are divided between national and regional archives plus some libraries, with sometimes confusing overlap.
For the historical region of Galicia, a survey of Polish and Ukrainian map sources was published by the East European Genealogical Society in a series of articles in their newsletter\textsuperscript{21} and \textit{Gesher Galicia} has been collecting and assembling map and record data from the region since 2007.\textsuperscript{22} For many other places access to cadastral maps and records will require some research but the rewards for that effort can be substantial.
- The author created the \textit{Gesher Galicia} online Map Room, assembling more than 40 digital cadastral maps of historical Galician towns to date and continues as volunteer co-ordinator of the site.
**REFERENCES**
1. Wikipedia: \url{https://en.wikipedia.org/wiki/Cadastre}.
2. Andras, S, “Cadastral Maps in Central Europe: Aims and Possibilities of Archival Cooperation”. Paper presented at the Icarus meeting and workshop “European Archives: one heritage, one future, one cooperation”, Poznan Poland, 2011.
3. Lenius, B, “Cadastral Land Surveys and Maps for Galicia, Austria”, \textit{East European Genealogist}, Vol. 13, 3, 2005.
4. Weisberger, P, “Gesher Galicia’s Cadastral Map and Landowner Project: A Virtual Recreation of a Vanished Province”. Paper presented at the ENArC/Icarus workshop “Cartography and Cadastral Maps: Visions from the Past, for a Vision of Our Future”, SNS Pisa Italy, 2013.
5. Andrew, J, “Cadastral Mapping in a Cadastre-less State: Three Major Land Surveys of England and Wales in the National Archives of the United Kingdom”, paper presented at the ENArC/Icarus workshop “Cartography and Cadastral Maps: Visions from the Past, for a Vision of Our Future”, SNS Pisa Italy, 2013.
6. Gabriele, W, “An Overview of the Cadastral Surveys in the Austrian Empire”, \textit{East European Genealogist}, Vol. 13, 3, 2005.
7. \textit{Ibid}.
8. \textit{Ibid}.
9. Osborn, J, “References and More Information About the Gesher Galicia Map Room”, 2014. \url{http://maps.geshergalicia.org/references/}.
10. \textit{Gesher Galicia} Map Room, Komarno 1853. \url{http://maps.geshergalicia.org/cadastral/komarno-1853/}.
11. AGAD Archive fond 300, \textit{sygnatura} 2461, page 14; search and results by Jewish Records Indexing—Poland. \url{http://jri-poland.org/agad/}.
12. \textit{Ibid}, p129.
13. \textit{Gesher Galicia} Map Room, Rohatyn 184, \url{http://maps.geshergalicia.org/cadastral/rohatyn-rogatin-1846/}.
14. Ukraine Central State Historical Archive in L’viv, record 20.9.189; image by Jay Osborn for the Rohatyn \textit{Shtetl} Research Group
15. \textit{Ibid}. 11, \textit{sygnatura} 1023, pages 11, 63.
16. Rohatyn \textit{Shtetl} Research Group House Number Project: \url{https://sites.google.com/site/rohatynjh/rsrg}.
17. \url{www.fig.net/hsm/franz.htm}.
18. \url{http://archivnimapye.cuzk.cz/}.
19. \url{http://mlp.archivportal.hu/index.php?lang=en}.
20. \url{www.nationalarchives.gov.uk/maps}.
21. Various authors. \textit{East European Genealogist}, Vol. 13, 3, 2005.
22. \url{www.geshergalicia.org/projects/cadastral-map-and-landowner-records/}. | <urn:uuid:1a173050-c436-454e-b4a6-df2401ada888> | CC-MAIN-2023-50 | https://maps.geshergalicia.org/references/osborn_shemot_1404.pdf | 2023-12-10T21:24:11+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679102637.84/warc/CC-MAIN-20231210190744-20231210220744-00585.warc.gz | 410,515,596 | 3,022 | eng_Latn | eng_Latn | 0.952962 | eng_Latn | 0.992293 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
5426,
8866,
13161
] | [
2.34375
] | 2 | 0 |
I’ve only been birding for about eight years, but I’ve been a map nut my whole life. There’s pleasure in looking at places from above as if you were flying, savoring the features of the land, imagining what it looks like on the ground. When I started birding, I found a whole new reason for buying more maps. I needed road maps of every town in the state, just in case I wanted to chase a rarity reported in some obscure location. But I also needed other types of maps to tell me what the road maps can’t.
Topographic maps, or topos, can be one of the best tools a birder can use when looking for new birding locations. They literally show the “lay of the land.” Woods, marshes, open areas, and cities are shown in different colors and textures. Hills and mountains are described by contour lines. Parks, recreation areas, and perhaps best of all, sewage treatment plants, are all outlined, just waiting for the enterprising birder to discover them.
A good way to start is at home. It might be tempting to go for the topo of a favorite hot spot, but you’ve already discovered the hot spot. What you want is to find new places. First, find your street on the map. If you live in an area where houses are close together, the background color of the map will be gray or red, telling you that individual buildings are not shown, but otherwise you may be able to find a black box representing your own home. Now look for habitat nearby.
If you are an urban dweller, this may be a little more of a challenge than for the rural or suburban birder, but it is surprising where you can find suitable birding habitat. Since property in urban areas is at a premium, virtually all undeveloped areas are likely to be public or “semi-public” property, so the urban birder can actually have advantages over the rural birder who has to be concerned over trespassing. Most areas in a city will appear in the red or gray that signifies “built-up area,” but any place where there is a break in this background, showing green, white, or blue, has potential for birds. Parks, cemeteries, and school campuses often cover large areas with mixed habitat. Pay particular attention to wet spots within these areas. These can get overgrown and are not always obvious from a walking tour, but in season they are magnets for herons, Eastern Kingbirds, Warbling Vireos, several warbler species, and orioles. If the area is marshy, you could even find bitterns and rails.
In winter, the urban birder can even have an advantage over the rural birder at ponds and streams. Because of warm microclimates and effluents, urban water sources seem to stay open longer than those further afield; the result can be a winter birding bonanza. Look for dabbling ducks, herons, and even an overwintering warbler or two.
Even if the map doesn’t show a green spot, certain “semi-public” structures can be clues to pockets of habitat nearby. Churches, schools, shopping centers, industrial parks, and railroad tracks sometimes have adjacent scrub and trees, and while you probably don’t want to make a special trip, it’s worth checking out a few close to home. Such places can be surprisingly productive during passerine migration. A tired warbler who is flying over a city when he’s ready to land doesn’t insist on much foraging area. You will run into the occasional “no trespassing” sign, but for the most part these are areas that are open to the public within reason.
Farther afield in the suburbs or country, you have a lot more options. One of my favorite areas for birding is under powerlines. These areas are periodically clearcut by the utility companies to maintain access to the towers. Yes, this does contribute to the forest fragmentation we know can be so harmful to woodland species, but since powerlines are there, we might as well enjoy them. The low growth is ideal for species such as Brown Thrasher, Prairie and “winged” warblers, Common Yellowthroat, Indigo Bunting, and Field Sparrow. (See “Forest-powerline edges, Clearcutting, and Bird Communities” in this issue.) Under one short section of powerline that I discovered by topo, I found a Yellow-breasted Chat and a breeding Golden-winged Warbler within a one-week period in June 1996.
Many of these powerlines abut woods where thrushes, warblers, and tanagers can be seen and heard. The view of the sky is largely unobscured for a good view of raptors flying overhead. Powerlines on topos are indicated by parallel lines (solid or dotted) punctuated by dots representing poles or towers. The color and texture of the background can give you clues to its accessibility. For example, if the background color is blue, expect to get wet—or better yet, look for a different section of the powerline to explore.
Gravel pits or sandpits are shown on topo maps as pink areas with tiny crossed shovels. As private property, many are inaccessible, and others are simply devoid of interest; however a few can offer interesting birding. A steam shovel, working on a hill of sand, leaves a cliff that makes an ideal place for a Bank Swallow colony. Abandoned gravel pits often have the low, scrubby vegetation that encourages species mentioned under power lines. In June 1997, I was exploring a gravel pit where I had seen a Vesper Sparrow a few years ago, and was delighted to discover a singing Clay-colored Sparrow.
Smaller airports and airstrips must keep grassy areas from growing into brush, and it is generally most economical to mow only once or twice a year. This results in excellent habitat for grassland species. Many Massachusetts birders are familiar with the airport on the Plum Island turnpike in Newburyport, where Upland Sandpipers can be found, and the Turner’s Falls airport in Gill is known for its breeding Vesper and Grasshopper Sparrows. Look for labeled airstrips on topo maps, but be aware that not all are open to the public. Even if
you can’t actually enter airport land, careful listening or scoping from a good vantage point can yield a good bird.
A major element of “topography” is, of course, elevation. Topo maps show changes in elevation with contour lines. The further apart they are, the more gradual the slope. If you’re looking for a pleasant walk without a lot of scrabbling up hills, this is useful information. However, tightly bunched lines showing a steep hill can give clues to habitat and hence bird species. Worm-eating Warblers, for example, are partial to steep, wooded slopes with good undergrowth. You might be lucky enough to discover your own breeding pair.
1. A Marsh is indicated by “grass tufts,” shown here with a railroad bed that may provide access. 2. A cemetery (shown by a cross) can offer semi-public space for birding in an urban area. 3. A trail or dirt road is shown as a dotted line. 4. Contour lines show the change in elevation. This example, with lines very close together, indicates a steep hill. 5. Powerlines are often a good place to look for species partial to short vegetation. 6. Sand and gravel pits are indicated by “crossed shovels.”
When you see an expanse of solid green, this indicates a wooded area. This does not always mean solid woods, but can be mixed woods and open areas. If you see an area that piques your interest, look for a label. If it is a wildlife management area, park, or recreation area, it will generally be marked as such, and you can feel relatively sure that it will be accessible. Conservation areas sometimes have no access paths, but look for dotted lines which indicate trails. Even if a wooded area is unlabeled on a map, it may be accessible for birding and merit checking out. Because the “wooded area” symbol can cover a wide variety of habitats, it is impossible to predict species by just looking at the map, but exploration and discovery is the fun part of birding by map.
Marshes, of course, are a wonderful place for birds, but are often very difficult to gain access to. On topographical maps, the symbol for marsh is a blue, white, or green background, overprinted with symbols looking like tufts of grass. When you find a marsh on a topo, look for clues for access. A road or path beside the marsh is an obvious one, but sometimes you can find a dike or abandoned railroad bed running across the marsh that can double as a trail. Two
years ago, when I started a new job, I immediately opened my topo map and found such a railroad bed through a marsh just yards from my office. In one short visit I found Virginia Rails, Soras, gnatcatchers, Yellow Warblers, yellowthroats, and innumerable Swamp Sparrows. The following fall, I discovered it was a wonderful evening blackbird roost, with hundreds of grackles, Red-winged and Rusty Blackbirds. I’m still waiting for my first bittern, but I remain optimistic.
Topos are not the only maps that can help find new birding locales. One of the best resources for birding by map can be as close as town hall. Many cities and towns have conservation departments, and often a map of the town outlining the conservation areas is available. Usually the charge for such a map is nominal, but I hold a special warm place in my heart for those towns that charge nothing. I recall a visit to the conservation office of a town near where I work. When I told the woman in charge I was interested in birding, she handed me map after map—beautiful, detailed little maps of each area, plus an overview map of the town showing me the location of each. All the while, she gave me a running commentary on the breeding birds at each location.
The advantages of town conservation areas are obvious: this is land set aside for pursuits like ours. In many cases, there aren’t any signs indicating that they are public land, and you might otherwise pass by a fine birding area for fear of trespassing.
When I first started birding, I kept a stack of topo maps in my car, but recently I have been exploring topos on my computer. While several topographical map programs are available, the one I have includes a database that even lets you search for the nearest park, swamp, or cemetery. Unfortunately the database does not include sewage treatment plants.
Topographic maps are published by the USGS (U.S. Geological Survey) division of the Department of the Interior, and are available in outdoor stores such as REI (Recreation Equipment, Inc.) and EMS (Eastern Mountain Sports), or from map specialty stores such as the Map Shack in Winchester and the Globe Corner Bookstore in Harvard Square. Try your yellow pages under “Maps” for a place nearer you. For more information about topographic maps produced by the USGS call 1-800-USA-MAPS. For information on maps for a computer call Earthvisions at 1-800-627-7236.
Marjorie W. Rines is President of Bird Observer of Eastern Massachusetts, Inc., the non-profit corporation that publishes Bird Observer. She lives in Arlington, MA. | <urn:uuid:4191a5e4-4705-4805-a742-508ec6718a63> | CC-MAIN-2023-50 | https://sora.unm.edu/sites/default/files/BirdObserver25.3_Page151-154_Looking%20for%20Where%20to%20Look%20-%20Maps%20for%20Birding_Marjorie%20W.%20Rines.pdf | 2023-12-10T20:01:56+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679102637.84/warc/CC-MAIN-20231210190744-20231210220744-00580.warc.gz | 585,616,565 | 2,387 | eng_Latn | eng_Latn | 0.998718 | eng_Latn | 0.9988 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
2778,
5884,
8282,
10855
] | [
2.6875
] | 1 | 0 |
1. Multiple choice:
a. What current technology is replacing the DVD?
Answer: C
b. What is the average capacity of a DVD?
Answer: D
c. Which of the following is NOT a storage device?
Answer: B
d. Which one is an internal hard drive’s average rotational speed?
Answer: C
e. Which of the following is a limitation of an internal hard drive?
Answer: B
f. Which of the following is a limitation of an external hard drive?
Answer: C
g. Which of the following is an advantage of solid-state drives?
Answer: A
h. Which of the following is an advantage of flash drives?
Answer: B
i. Which of the following is an advantage of optical drives?
Answer: A
j. Which of the following is not an advantage of cloud storage?
Answer: A
2. Matching items
Choose a term/concept from COLUMN B that matches the description in COLUMN A. Write only the letter next to the question number.
Answer: 2.1 C 2.2 F 2.3 A 2.4 D 2.5 G
3. True or false statements
Indicate whether the following statements are TRUE or FALSE. Write ‘true’ or ‘false’ next to the question number. Correct the statement if it is FALSE. Change the underlined word(s) to make the statement TRUE. You may not simply use the word ‘NOT’ to change the statement.
a. Another name for a flash disk is a thumb drive.
*Answer: True*
b. A flash drive is the least robust storage device.
*Answer: False - most*
c. An internal hard drive has the highest storage capacity.
*Answer: True*
d. A hard drive has a shorter life span than a solid-state drive.
*Answer: False – longer*
e. Cloud storage is for free for a specific amount.
*Answer: True*
4. Short questions
Answer the following questions:
a. What is the difference between internal and external hard drives?
*Answer: An internal hard drive is situated inside the computer box in a fixed position. An external hard drive is portable but usually has less storage capacity, and is more expensive.*
b. What is the difference between an HDD and a SSD?
*Answer: Solid State Drive is a storage device that has no moving parts while a hard drive (HDD) has a larger storage capacity than the SSD, but is slower in terms of memory retrieval.*
c. How would you explain cloud storage to a grade 10 CAT learner?
*Answer: Cloud storage is a system where your data is stored on a remote server that you can access over the internet.*
d. What five points must you take into consideration when choosing a storage device? Explain the five points briefly.
*Answer:*
- Its storage capacity, which determines how much information you can save on the device.
- Its storage speed, which determines how quickly new information can be written to the device or read from the device.
- Its volatility, which determines if the device will lose the data when turned off. You do not want a device that will lose all data in case of a power outage.
- Its reliability and durability which determines how likely the device is to break down. When you store thousands of hours' worth of work or years' worth of photographs on a storage device, you do not want it to break unexpectedly.
5. Scenario
Read through and understand the following scenarios to provide an appropriate solution.
a. Your parents gave you R1 500 to buy a storage device for your computer. Explain the factors involved for your decision to either buy a hard drive or a SSD. State your choice at the end.
Assessment tool
Use the following checklist to assess the learner’s task.
| Criteria | Yes/No |
|-------------------------------------------------------------------------|--------|
| Did the learner mention the advantages of HDD and SSD? | |
| Did the learner mention the disadvantages of HDD and SSD? | |
| Did the learner compare the advantages and disadvantages of HDD and SSD?| |
| Did the learner come to a conclusion based on their comparison? | |
b. Your uncle wants to open up a store that sells music CDs and DVDs and clean CDs. Give him your advice on the relevance and future of CDs and DVDs. Give your uncle your opinion on whether it is wise to open such a store and why.
Assessment tool
Use the following checklist to assess the learner’s task.
| Criteria | Yes/No |
|-------------------------------------------------------------------------|--------|
| Did the learner discuss the relevance of CDs and DVDs in the future? | |
| Did the learner discuss why it would or would not be wise to open a CD/DVD store? | |
| Did the learner mention potential future developments such as Blue Ray and virtual reality? | |
| Did the learner indicate a possible adjustment that would make the store successful? | | | <urn:uuid:819845e6-cd4f-44e7-8375-35d09c0a82fe> | CC-MAIN-2021-04 | https://www.eccurriculum.co.za/Worksheets/CAT%20Grade%2012%20Worksheet%208%20Answer%20Sheet.pdf | 2021-01-27T10:20:29+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610704821381.83/warc/CC-MAIN-20210127090152-20210127120152-00625.warc.gz | 749,776,276 | 1,053 | eng_Latn | eng_Latn | 0.997212 | eng_Latn | 0.998147 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
1013,
3202,
4945
] | [
4.5
] | 1 | 1 |
Most woodlands in Kansas are along rivers and streams in riparian forests. A healthy riparian forest is needed to provide maximum benefits for timber production, water quality, wildlife, and people. Active management may be the best way to maintain a healthy riparian forest.
Timber stand improvement is an effective management tool used to increase the health and productivity of the woodland. A healthy riparian forest serves as an effective buffer to filter out excess sediment, nutrients, and other pollutants in runoff from adjacent lands.
Timber stand improvement focuses on the improvement of crop trees. Crop trees are those kept for future harvest, wildlife, or aesthetics. Improvement of crop trees can be achieved by removing competing trees and vines, or by pruning. These activities open up the canopy to release seedlings of desirable species in the understory, allow crop trees to grow more quickly in diameter and develop bigger crowns, and improve the quality of sawlogs on future crop trees. At the same time crop tree quality is increased, the riparian forest will continue to function as a buffer and provide benefits to water quality.
Benefits and Value
There are many ways riparian forests help maintain and improve water quality (Figure 1.) One way is by acting as filters for nonpoint source pollution. As water from adjacent land flows through the riparian forest buffer, it is slowed by tree trunks, understory vegetation, and the organic litter layer. When the water is slowed, sediment settles out and nutrients, such as nitrogen and phosphorus, and harmful bacteria are removed. The sediment, along with the leaf litter, creates a porous organic layer that allows for infiltration of the water into the soil. Woodland soils have a high infiltration rate, which means much of the surface runoff percolates into the ground and is filtered by the soil.
The forest canopy (leaves and branches) also helps maintain water quality by providing shade to the stream, keeping water temperatures low and oxygen at adequate levels for aquatic life. The leaves, limbs, and trunks that enter the water naturally are a critical source of organic
matter needed by the stream’s inhabitants for spawning, food, and shelter.
Unmanaged woodlands can become less productive. Overstocked forests with many small diameter trees can lead to underdeveloped crowns, poor tree growth, and poor form. This can result in low-quality timber, high tree mortality, an underdeveloped organic layer, and little to no understory or natural regeneration. Vines on trees can out-compete tree leaves for light and can eventually kill trees. All of this can lead to unhealthy riparian forests.
Management of riparian forest buffers through timber stand improvement helps maintain the productivity of the buffer. Removal of undesirable tree species that compete with crop trees improves the growth of more valuable trees. As trees mature they need more room to increase in diameter and spread their branches. By removing lower quality trees and/or undesirable tree species from the woodland, the remaining trees will have better diameter growth and healthier crowns. In addition, openings created by thinning will help promote regeneration of seedlings in the understory. Thinning a buffer can also be a way to create a more diverse tree component. Healthy trees and a diversity of tree species mean a more productive riparian forest buffer and improved water quality.
**Implementation of Practice**
Timber stand improvement in a riparian forest must be done carefully and should be planned with the help of a forester or other trained natural resource professional. Important things to remember include: minimize the disturbance of the forest floor to keep the organic layer intact; keep machinery out of the stream by using properly constructed stream crossings; remove trees and large branches that fall into the streams; and properly dispose of debris. Methods of disposal include removal of wood debris for other use such as firewood, creating brush piles for wildlife habitat, or burning. For debris that is left in the woodland, slash the material to make sure it is in contact with the ground to speed up decomposition. When planning timber stand improvement, consider the selection of crop trees, which trees to remove, and the method of removal.
**Crop Tree Selection**
The crop trees selected depend on the goals of the landowner for timber stand improvement, and certain trees may be kept for timber value, aesthetics, or wildlife. In any case, the trees kept as crop trees will depend on the species and on the vigor and form of the tree.
**Tree Species**
The tree species that are kept depend on the overall goal of the thinning. If wildlife is important, mast bearing trees such as oak, walnut, and hickory should be favored. Several large, coarse limbed trees such as sycamore and cottonwood may be kept as roosting trees for turkeys and herons.
If a timber harvest is the objective, more valuable species such as walnut, oak, maple, and ash should be favored over less desirable species such as Osage-orange, honey locust, elm, and box elder.
If species diversity is the goal, healthy trees of several species should be selected to keep.
**Tree Health and Form**
It is important that crop trees selected are in good health without evidence of sickness such as insect infestation, large wounds or fungi. If there is interest in a future harvest, healthy trees with straight trunks and few branches and forks should be favored to stay.
Trees that are not in good health should generally be removed. However, keep in mind some should be kept as snag trees to provide food and shelter for wildlife. If cavity nesting birds are important to the landowner then some trees with hollows and broken branches should be retained. Three dead or dying trees per acre is generally accepted. Trees with unique form or other characteristics also can be kept for aesthetics.
**Tree Removal**
The trees removed from a riparian forest buffer during timber stand improvement will depend on crop trees selected, natural regeneration present, total number of trees present, and location of trees in relation to the body of water. There are also several methods to kill and/or remove the trees. The method used will depend on the level of experience and the preference of the person implementing the timber stand improvement.
**Crop Trees and Regeneration**
Competing trees should be removed around selected crop trees on two or three sides to open up the crowns, which will increase diameter growth and timber value. If there is an area with several trees that would qualify as crop trees, the best ones should be selected and the others removed. A pair of close crop trees can be selected if the crowns are released from other competition. In other areas where a crop tree has not been selected but there are many seedlings of desirable species in the understory trees may also be removed to create an opening for
sunlight to reach the forest floor to release the seedlings.
**Number of Trees Removed**
The number of trees removed depends on the goal of the thinning and the number of trees present at the time of timber stand improvement. No more than 25 percent of the stand should be removed within the riparian area. While enough trees should be removed to release crop trees, an over-thinned stand should be avoided. Just as an over-stocked stand is unhealthy, an over-thinned stand will be a less effective riparian buffer.
**Location within the Riparian Forest Buffer**
The location within the riparian forest where the trees are harvested or removed through timber stand improvement is important. Trees within 15 feet of a streambank should only be removed if they will not affect the stability of the streambank. Only remove a tree directly on the streambank if it has very high timber value (i.e. black walnut), as it may have higher value for streambank stabilization if left standing.
Some trees may be undercut and leaning out over the water, threatening to fall into the streams. In such a case, the top may be cut, leaving about 2 feet of the trunk still in the ground. This will remove the pressure on the roots while allowing the roots to continue to hold the soil together. Most trees will re-sprout and continue to provide browse to wildlife and streambank stabilization.
**Methods of Tree Removal**
The most common method of removal of trees during timber stand improvement is using a chain saw to fell the trees. Felling however, is not always the most convenient method. There are different methods that can be used to kill trees without cutting them down. These include single or double girdle with or without herbicide, and hack and squirt. To girdle a tree, a chain saw is used to cut a ring 1 to 2 inches into the tree trunk at a comfortable height above the ground. If a double girdle is used, the second ring is cut into the trunk about 3 inches above the first ring. When girdling a tree an herbicide may be used to kill the tree more quickly. Because of the proximity to water only an herbicide approved for use near streams and wetlands should be used with careful application techniques.
Another alternative is the hack and squirt method where an axe is used to cut through the bark into the cambium and herbicide is squirted into the fresh cut. Hacks are usually spaced 3 to 4 inches apart, so a 4-inch diameter tree may require three cuts while a 10-inch diameter tree may require eight cuts. Always follow the label instructions. Again, when using herbicide in a riparian forest buffer, it is important to make sure it is approved for use near water.
**Pruning**
To increase the value of crop trees left behind for a future harvest, lower branches should be pruned. Pruning is labor intensive so it should be limited to trees with good form and to those species such as walnut, pecan, and oak where it will be most beneficial. Removing branches reduces knots and defects on the logs and adds value to crop trees that will eventually be harvested.
Branches should be pruned when they are 2 inches or less in diameter (Figure 2), as these cuts will heal faster than large wounds. Live branches should be pruned just outside of the branch collar and the bark ridge that forms where the branch meets the stem. The cut should angle down and away from the tree stem. Branches should not be cut flush against the main trunk as this results in a large wound and can cause decay in the main stem.
No more than one third of the live crown should be removed from the tree in any one year. Dead branches should be pruned at the branch collar where the woundwood tissue has begun to form.
**Vine Removal**
Vines growing up crop trees should be killed. In many cases, if vines are left alone they can be detrimental to the health of the tree (Figure 3.) Vines such as poison ivy and Virginia creeper have root-like structures that cling to the tree trunk and into the crown. Grape vines tend to grow up the tree and wrap around branches extending into neighboring trees as well. Once the vines enter the crown they compete for and limit the amount of sunlight the tree receives. This reduces the ability of the tree to produce food and eventually can lead to decline. Additionally, hanging vines can cause top breakage of the tree in
wind or ice storms, which will also cause decline of the tree.
Ideally vines should be removed before they grow into the crown of the tree. For larger vines, a 1- to 2-foot section should be cut near the ground to ensure they will not grow back together. Hanging vines should be cut so that when they swing free they do not come in contact with the ground as they will re-root. The cut stub attached to the roots should be treated with the appropriate herbicide to prevent re-sprouting. The upper end of the vine will wither and fall away on its own. Although vines may pose a problem to the health of trees, some vines are beneficial to wildlife and may be left to grow on the edges of the forests or on undesirable tree species. Vines that bear fruit and berries, such as grape and dewberry, are an excellent and needed food source for birds and other wildlife. Others vines, such as greenbrier, provide excellent shelter for birds.
For additional information on timber stand improvement, cost-share opportunities, or technical assistance, contact the Kansas Forest Service, your local conservation district office, K-State Research and Extension office, Natural Resources Conservation Service office, or the Kansas Department of Wildlife and Parks.
References
How to Prune Trees. 1995. USDA Forest Service Northeastern Area State and Private Forestry
Improving your woodland for Timber Production. 1999. Kansas Forest Service. Kansas State University, Manhattan, Kansas. Publication No. L725
The Kansas Department of Health and Environment has provided financial assistance to this project through EPA Section 319 Nonpoint Source Pollution Control Grant #C9007405 11.
Brand names appearing in this publication are for product identification purposes only. No endorsement is intended, nor is criticism implied of similar products not mentioned.
Publications from Kansas State University are available on the World Wide Web at: www.oznet.ksu.edu
Contents of this publication may be freely reproduced for educational purposes. All other rights reserved. In each case, credit Deborah Goard, Riparian Forest Best Management Practices: Timber Stand Improvement, Kansas State University, August 2006. | <urn:uuid:08cb35a2-c79b-48b3-a2d0-0ef7bdc25788> | CC-MAIN-2021-04 | https://www.kansasforests.org/streamside_forestry/streamside_docs/Timber_Stand_Improvement.pdf | 2021-01-27T11:06:17+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610704821381.83/warc/CC-MAIN-20210127090152-20210127120152-00623.warc.gz | 822,553,175 | 2,733 | eng_Latn | eng_Latn | 0.996241 | eng_Latn | 0.997696 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
2164,
7021,
11474,
13681
] | [
3.359375
] | 1 | 1 |
St Killian's College, Garron Tower
Numeracy: A Guide for Parents
What is Numeracy?
- An ‘at homeness’ with numbers.
- Ability to make use of Mathematical skills to cope with the practical Mathematical demands of everyday life.
- Ability to estimate and approximate number in a range of situations.
- Appreciation and understanding of information presented in Mathematical terms, (in graphs, charts or tables).
(Cockcroft Report 1982)
The aim of the Mathematics department in St Killian’s College is to ensure that all pupils irrespective of perceived ability will experience a rich Numeracy learning environment. We believe that being competent in Mathematics/Numeracy is essential for success in other areas of study.
You as a parent can make a big difference by supporting and encouraging your child at home. Practical number activities, games and support with homework can help to promote confidence, improve everyday problem solving skills and make number work fun. The purpose of this booklet is to explain how you can help your child develop their Numeracy skills at home.
Guidance on helping your child with Maths homework
Don’t
☒ Put your child under too much pressure.
☒ Pass on negative feelings you may have about Maths.
☒ Rush your child’s learning.
☒ Work with your child when you’re tired or stressed, otherwise you may do more harm than good.
☒ Worry about mistakes.
☒ Jump in too quickly with the answer. Encourage your child to solve problems for themselves.
☒ Compare your children.
Do
☑ Talk & listen to your child about their work in Maths. Remember, you are not expected to teach your child Maths.
☑ Encourage your child to talk about how they work things out, it will help if they have to explain to you and most importantly encourage them to use their Maths notebook for assistance.
☑ Be positive about Maths, even if you don’t feel confident about it yourself. As a parent you can play a major part in developing a ‘can do’ attitude to Maths.
☑ Work together for short sessions – little and often will be of much more benefit to your child than a lengthy session.
☑ Stop as soon as either of you has had enough.
☑ Let the teacher know by writing a note in the homework diary if your child is having difficulties with homework.
Most importantly - make Maths fun and give lots of praise and encouragement!
How you can help your child at home
There are many ways in which you can help your child to develop their Numeracy skills at home and when out and about. Here are some examples:
**At home**
- Using the clock – identify the numbers telling the time using both analogue and digital clocks.
- Discussing time in 12 and 24 hour clock.
- Using a TV guide to calculate the length of programmes. How many hours of soaps do you watch in a week?
- Calculating time differences in foreign countries. What time is it in Sydney?
- What age am I? I was born in 1967.
- Looking at a calendar – days, weeks, months. How many months is it to Christmas? How many days is it?
- Using telephone numbers – what is the sum of all the digits in your phone/mobile number, check the phone book. Can you find 5 other phone numbers that have the same sum as yours?
- Help your child to scale a recipe up or down to feed the right amount of people – you have a recipe for 4 people, get them to adapt it for 2/8 people etc
- Measure out ingredients for baking.
- Using sandwiches to show fractions: $\frac{1}{2}, \frac{1}{4}, \frac{3}{4}$
- Using a pizza to show fractions: $\frac{1}{2}, \frac{1}{4}, \frac{1}{6}, \frac{3}{4}$ etc
- Calculate the heights of each family member in Inches and feet & inches. Who is the tallest? What is the difference in height between the tallest and smallest in the family? (1 foot = 12 inches)
- Weigh your child using the bathroom scales. What is your weight in pounds and stones/ pounds? Now hold an object/pet. Can they work out the weight of the object/pet? (1 Stone = 14lb)
- Is your child interested in sport? Look at GAA results in the local paper.
Glenariffe 7-3, Cushendall 3-15 Glenravel 2-18, Ballymena 3-9
Cushendun 2-4, Glenarm 4-2 Larne 3-10, Cloughmills 4-13
Who wins and by how much? Or was it a draw?
- Display times tables on the bathroom door.
**Extension**
- How many days to Christmas, now can you work out how many hours?
- Can you find a number in your phone book all made up of square numbers?
- Discuss cutting a pizza into equal sized slices to cater for 4, 6 or 8 people. Ask if you divide a pizza into 8 slices and only 6 people share it, what fraction of the pizza will be left over if everyone eats a single piece?
- Using a recipe for 4 people, adapt it for 6/10 people etc.
- Make a scale drawing of your bedroom using 2m = 1cm.
Using games:
- Guess the number – my number is a 2 digit number. Can you guess my number? (You must ask questions like: Is it odd or even? a prime number? a multiply of 5?)
Beat the clock:
- Count up to 100 in even/odd numbers starting from 2/1.
- Counting up to 10, 20, and 100 – backwards and forwards.
- Count back from 105 in fives.
- Starting at four, count up in tens to 204.
- Starting at 29, counting up in twenties to 229.
Extension
- Count up in higher numbers – start at 16, count up in sixteens.
- Learn square and cube numbers beyond $12^2$ and $5^3$.
- Using game 24. Can you make 24 by using the following numbers:
\[8\ 2\ 7\ 6\]
\[2\ 5\ 5\ 8\]
\[3\ 3\ 3\ 5\]
(If you require more examples, your child’s class teacher can send extra examples home)
Out and about
- Convert miles to kilometres on a car journey. (5 miles = 8 kilometres)
- Count particular vehicles on a journey. E.g. how many blue cars can you spot?
- Use a bus or train timetable. Ask your child to work out what service to take and how long the journey should take.
- Using car number plates – add the digits, what is the biggest/smallest number you can make?
- Estimate the distance to/between the various places along the route.
- Calculate the cost of the family going to the cinema, swimming pool etc
Extension
- Using 5 miles = 8 Kilometres, convert 44Km into miles.
- If you were travelling at about 30 miles an hour (that’s one mile every two minutes), roughly. How far would you travel in $1\frac{1}{2}$ hours?
- Using car number plates, find the sum of the squares of all the numbers.
While shopping there are many learning opportunities:
- Look at prices.
- Talk about the best way to buy a number of similar items, e.g. crisps, yoghurts. Is it better to buy a pack of 6 or 6 individual items?
- Discuss special offers re: price and weight, e.g. 3 for the price of 2, 10% extra, $\frac{1}{2}$ price, $\frac{1}{3}$ off. Which is better value: a 6 pack of cola costing £2.79 or 6 individual cans at 55p each?
- Calculating discounts e.g. 20% reduction, 50% sale.
• Weighing fruit and vegetables in the supermarket – estimating the weight of items.
• Estimating the final bill at the end of shopping while waiting at the cash out.
• Encourage your child to work out the change in his/her head if paying by cash. Check the change.
**Extension**
• Look at special offer packages – 25% extra free. What was in it originally?
• You bought a coat in the sale at £50, you receive 10% discount, what price was it before the sale?
**Ordering food:**
• Cut your pizza into 6 equal slices. What fraction does each slice represent?
• The pizza cost £4.80. How much does each slice cost? What about 2 slices? $\frac{1}{2}$ the pizza?
• What if the pizza was cut into 4 equal slices?
These are just a few ideas. Try to involve your child in as many problem-solving activities as possible. The more relevant or real a problem is, the more they will understand it and the more motivated they will be when trying to solve the problem.
**Times tables**
As part of our Numeracy policy in the college, year 8 pupils are not permitted to use a calculator; this is to encourage them to use their mental skills. The learning of times tables are essential in year 8. Pupils are tested on a regular basis in class and we would highly recommend that parents ensure times tables are practised regularly at home. Below are some ideas on how you can assist your child in doing so:
• Pick a number e.g. 14. Get your child to tell you what 2 numbers multiplied gives 14. (2x7, 7x2, etc)
• Randomly ask 10 mixed tables per night – record your score.
• Using a grid similar to below – how long does it take to complete?
| | 3 | 6 | 4 | 5 | 2 |
|---|---|---|---|---|---|
| 2 | | | | | |
| 5 | | | | | |
| 3 | | | | | |
| 6 | | | | | |
| 4 | | | | | |
**Extension**
• Extend the table to a $12 \times 12$ table and include tables up to the 12 times tables.
• Practise harder multiplications. E.g. $24 \times 19$ ($24 \times 20 = 480 - 24 = 456$) etc $16 \times 25$ ($4 \times 25 \times 4 = 400$) etc. All done mentally
Try to beat your personal best or compete against an older sibling or parent!
The following websites are extremely useful to practise times tables:
www.mathsisfun.com/timestable
www.woodlands-junior.kent.sch.uk/maths/timestable/
www.teachingtables.co.uk/timetable/tgame1.html
Other useful websites
- www.counton.org has lots of ideas and games to play.
- www.learn.co.uk help for all children with reading, Maths and revision.
- www.bbc.co.uk/schools games to play and links to many subjects.
- www.AAAmath.com AAA Math features explanations of various Mathematical topics, practice problems and fun, challenging games.
- www.coolmath.com This fully interactive site allows the user to sharpen basic math skills, play games and explore new math concepts.
- www.funbrain.com/numbers.html This site includes 17 original games based on soccer, car racing and much more. Other games include Math Baseball, where a child can score runs with correct answers and Operation Order, where students can build pyramids with their knowledge of algebra.
- www.maths24.com your child will be familiar with this game from primary school. In St Killian’s we have a game 24 tournament in March and the winners will represent the college at a tournament held at Antrim Board Centre in May.
- www.primarygames.co.uk This site features learning games, action games, puzzles, card games, virtual worlds, colouring pages, and more!
- www.mathsforschools.co.uk Alta Maths
Each pupil in year 8 is registered for Alta Maths. Alta Maths is a complete, web-based, formative assessment system. It is designed for primary and post-primary schools, with content specifically designed for the Northern Ireland curriculum. It supports students in KS3. It offers increased motivation and enjoyment and the opportunity for them to develop their ICT skills.
It allows students to:
- practise questions on selected topics.
- work at levels suited to their ability.
- confirm their level on certain topics.
- work at advanced mode.
- obtain feedback on assessments with model answers.
Alta Maths is suitable for all students but especially for high and low achievers. All sections are adaptive with the difficulty of the next question depending on the previous answer.
My Maths Mat
My 100 Square
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
|---|---|---|---|---|---|---|---|---|----|
| 11| 12| 13| 14| 15| 16| 17| 18| 19| 20 |
| 21| 22| 23| 24| 25| 26| 27| 28| 29| 30 |
| 31| 32| 33| 34| 35| 36| 37| 38| 39| 40 |
| 41| 42| 43| 44| 45| 46| 47| 48| 49| 50 |
| 51| 52| 53| 54| 55| 56| 57| 58| 59| 60 |
| 61| 62| 63| 64| 65| 66| 67| 68| 69| 70 |
| 71| 72| 73| 74| 75| 76| 77| 78| 79| 80 |
| 81| 82| 83| 84| 85| 86| 87| 88| 89| 90 |
| 91| 92| 93| 94| 95| 96| 97| 98| 99| 100|
My Times Tables Square
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
|---|---|---|---|---|---|---|---|---|----|
| 2 | 4 | 6 | 8 | 10| 12| 14| 16| 18| 20 |
| 3 | 6 | 9 | 12| 15| 18| 21| 24| 27| 30 |
| 4 | 8 | 12| 16| 20| 24| 28| 32| 36| 40 |
| 5 | 10| 15| 20| 25| 30| 35| 40| 45| 50 |
| 6 | 12| 18| 24| 30| 36| 42| 48| 54| 60 |
| 7 | 14| 21| 28| 35| 42| 49| 56| 63| 70 |
| 8 | 16| 24| 32| 40| 48| 56| 64| 72| 80 |
| 9 | 18| 27| 36| 45| 54| 63| 72| 81| 90 |
| 10| 20| 30| 40| 50| 60| 70| 80| 90| 100|
My 2D Shapes
- square
- circle
- rectangle
- triangle
- hexagon
- pentagon
My 3D Shapes
- cylinder
- cube
- cuboid
- sphere
- pyramid
- prism
Maths Symbols
- add plus addition
- take away minus subtract
- multiply times lots of
- divide share equal groups
- equals makes is the same as
Basic Fractions
- 1 whole
- 2 halves
- 4 quarters
St Killian’s College Numeracy support
### My 100 Square
| | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
|---|---|---|---|---|---|---|---|---|---|----|
| 1 | | | | | | | | | | |
| 11| | | | | | | | | | |
| 21| | | | | | | | | | |
| 31| | | | | | | | | | |
| 41| | | | | | | | | | |
| 51| | | | | | | | | | |
| 61| | | | | | | | | | |
| 71| | | | | | | | | | |
| 81| | | | | | | | | | |
| 91| | | | | | | | | | |
### My Maths Mat
#### 1 whole
- $\frac{1}{2}$
- $\frac{1}{3}$
- $\frac{1}{4}$
- $\frac{1}{5}$
- $\frac{1}{6}$
- $\frac{1}{8}$
- $\frac{1}{10}$
- $\frac{1}{12}$
#### Fraction table
| Fractions | Decimal | Percentage |
|-----------|---------|------------|
| $\frac{1}{2}$ | 0.5 | 50% |
| $\frac{1}{4}$ | 0.25 | 25% |
| $\frac{3}{4}$ | 0.75 | 75% |
| $\frac{1}{10}$ | 0.1 | 10% |
| $\frac{1}{5}$ | 0.2 | 20% |
| $\frac{1}{3}$ | 0.3 | 33% |
| $\frac{1}{6}$ | 0.16 | 16% |
### Equivalences
www.communication4all.co.uk
### 2D Shapes
- square
- circle
- triangle
- rectangle
- pentagon
- hexagon
- pyramid
### 3D Shapes
- cuboid
- cylinder
- sphere
- prism
- cube
### Metric Measurements
- 1 centimetre (cm) = 10 millimetres (mm)
- 1 metre (m) = 100 centimetres
- 1 kilometre (km) = 1000 metres
- 1 kilogram (kg) = 1000 grams (g)
- 1 tonne (t) = 1000 kilograms
- 1 litre (L) = 1000 millilitres (ml)
- 1 litre = 1000 cm$^3$
- 1 cm$^3$ = 1 millilitre
### Maths Symbols
- $+$ add, plus, total, sum, addition, more, altogether, increase
- $-$ take away, minus, subtract, fewer, difference between, decrease
- $\times$ multiply, times, lots of, groups of, product, array, repeated addition
- $\div$ divide, divided by, share, divided into equal groups, share equally
- $=$ equals, makes, total is the same as | <urn:uuid:0eb5ab68-5b61-4aaf-9dae-b8ce3e4b7647> | CC-MAIN-2017-34 | http://stkillianscollege.org.uk/wp-content/uploads/2014/11/Numeracy-booklet-for-parents.pdf | 2017-08-24T08:42:38Z | crawl-data/CC-MAIN-2017-34/segments/1502886133447.78/warc/CC-MAIN-20170824082227-20170824102227-00690.warc.gz | 425,842,288 | 4,364 | eng_Latn | eng_Latn | 0.935639 | eng_Latn | 0.998157 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
65,
2339,
4729,
6806,
8967,
11129,
12513,
14483
] | [
4.375
] | 5 | 1 |
The Netherlands
The fishing fleet in the port of Dunkirk, France, 1920s.
The children of the poor, 1900s
The photograph shows a group of people, likely in traditional Dutch attire, gathered outdoors near a house with a thatched roof. The individuals appear to be engaged in conversation or a social activity. The setting suggests a rural or village environment, and the clothing style indicates a historical period, possibly the late 19th or early 20th century.
The Dutch people have a long history of living in close-knit communities, and their culture is deeply rooted in their traditions and customs. The Dutch are known for their hard work, diligence, and sense of community. They value education and are proud of their achievements in science, technology, and the arts. The Dutch are also known for their love of nature and their commitment to preserving the environment.
The image shows a scene with two men in a boat, one standing on the shore. In the background, there is a windmill and a flock of sheep grazing in a field. The setting appears to be rural, possibly in a European countryside.
The Dutch people in their traditional clothing.
The image shows a group of people in a small boat on a body of water, with one person standing outside the boat holding a long pole or oar. The setting appears to be rural, with grassy banks and some structures in the background. The individuals in the boat seem to be engaged in an activity that involves the use of the pole, possibly for propulsion or steering. The overall scene suggests a traditional or historical context, given the style of clothing and the method of transportation.
The film is a silent comedy that follows the adventures of two men, one of whom is a fisherman and the other a sailor. The fisherman, played by Buster Keaton, is a skilled skater who uses his ice skating skills to outsmart the sailor, played by Roscoe Arbuckle. The sailor, who is also a skilled skater, tries to outdo the fisherman but ends up falling into the water. The film is a classic example of slapstick comedy and features many physical gags and pratfalls. The film was released in 1923 and has since become a cult classic.
The Netherlands, 1900s
A family stands in front of their home, dressed in traditional Dutch clothing. The woman and child wear white bonnets, while the man wears a dark jacket. A bicycle is parked nearby.
The image shows three individuals standing in front of a row of houses with red-tiled roofs. They are dressed in traditional clothing, which includes dark-colored coats and hats. The setting appears to be a residential area, possibly in a rural or small-town environment. The individuals seem to be posing for the photograph, and the overall atmosphere suggests a historical or cultural context.
Volanders. Het schaakbordgesprek.
Dance in traditional Dutch clothing, possibly from the Netherlands.
HOLLAND-DORDT
VAN 1859
CAFE MASTENBROEK BILLARD
The image shows a group of sailboats docked at a harbor, with one small boat in the foreground being rowed by two people. The scene is set on a body of water, likely a lake or sea, and the sky appears overcast. The sailboats vary in size and design, suggesting a mix of recreational and possibly commercial vessels. The overall atmosphere is calm and serene, typical of a quiet day at the harbor.
The Dutch people have a long history of using wooden toys, and they have been making them for centuries. The Dutch are known for their craftsmanship and attention to detail, which is evident in their wooden toys. These toys are often made from high-quality wood and are designed to be durable and long-lasting. The Dutch also have a strong tradition of storytelling, and many of their wooden toys come with stories or instructions on how to play with them. This has helped to keep the tradition of wooden toys alive and thriving in the Netherlands.
The Netherlands
The photograph captures a moment in time, showcasing the daily life and interactions of people in a street setting. The individuals are engaged in various activities, with some standing near a building, possibly engaging in conversation or observing something of interest. The presence of children adds a sense of community and everyday life. The overall scene reflects a slice of life from a bygone era, offering a glimpse into the past and the social dynamics of that time.
The photograph shows three individuals in a public setting, possibly at an outdoor market or fair. The person on the left is wearing a patterned dress with a long skirt and carrying a handbag. The individual in the middle appears to be smoking a pipe and is dressed in a suit. The person on the right is seated and wearing traditional attire, including a head covering and a long, flowing garment. The background includes a sign that reads "FOTOGRAAF," indicating the presence of a photographer or photography service. The overall scene suggests a casual, social interaction in a public space.
The Dutch have a long history of maritime trade and exploration, which has shaped their culture and economy. The Netherlands is known for its canals, windmills, and tulip fields, but it also has a rich maritime heritage. The Dutch have been involved in shipping, fishing, and trade for centuries, and their ships have sailed to every corner of the world. Today, the Dutch continue to be a major player in international trade and shipping, and their maritime industry remains an important part of their economy.
1910
Tida | <urn:uuid:e3bbad33-ca20-4120-8df2-82a6a9706dab> | CC-MAIN-2022-05 | https://vriendenvanvolendamserfgoed.nl/site-vriendenvan/storage/files/1599/volendam_-_toen.pdf | 2022-01-19T23:28:12+00:00 | crawl-data/CC-MAIN-2022-05/segments/1642320301592.29/warc/CC-MAIN-20220119215632-20220120005632-00223.warc.gz | 655,300,147 | 1,132 | eng_Latn | eng_Latn | 0.997955 | eng_Latn | 0.999083 | [
"unknown",
"unknown",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown"
] | false | rolmOCR | [
15,
73,
106,
464,
880,
1105,
1154,
1645,
2179,
2386,
2783,
2818,
2887,
2937,
3335,
3885,
3902,
4379,
4974,
5486,
5492,
5498
] | [
2.5
] | 2 | 0 |
The huge crowd arrived early in the day and had been waiting for hours. On the enormous green lawn families sat packed together, eating sandwiches and sipping soft drinks. Their voices buzzed with excitement like thousands of bees.
High above, the sun glinted off the shiny metal of the spaceship, *President*. The craft towered in the sky like a silver needle, casting a long, dark shadow on the people below.
James Maxwell sat and listened to the hum of the voices. Maxwell knew what had brought so many people here. Some were curious. A few were scientists. Others wished to be present at this important event. But many spectators, especially the younger ones, were here simply because they felt the urge—the powerful *longing* to travel in space far beyond the stars.
Longing? Maxwell wondered if anyone had ever felt that longing as deeply as he had. But at the same time, he knew that they had. People had
always felt the call of the stars. In his heart he was sure that they always would.
Maxwell felt a touch of regret as he wondered how many of the youngsters here would succeed in their wish to reach the stars. And how many, many more would fail, as he had failed. They would take the sensible, respectable jobs in the community. They would become cogs in the machinery of society.
And yet society needed cogs to make the wheels of its machinery run. Everyone couldn't be an astronaut, of course. The world needed doctors, and teachers, and even government officials. Everyone was a cog—from the President down to the lowest-paid worker. Even the astronauts were cogs—all cogs in the machine.
Yes, even the astronauts were cogs, he thought to himself.
And then, suddenly, he wasn't so sure. He stared into the bright afternoon sky and wondered, as he often did. And he asked himself the same
old question: What would have happened if he had followed Gerald Adams' path twenty years ago?
He and Gerald had shared the longing, the call of the stars. Gerald, too, had stared out into the cool blackness of the night. But Gerald had seen and found his future there.
Gerald Adams had been the first astronaut to land on Venus.
Later, he had died in space, touching down on Mars. His rocket had broken apart, bursting into a million fragments. Still, Gerald had achieved his dream. To die in space was his destiny—and he would not have changed it for anything.
James Maxwell wondered how he would die. In bed, probably, an old man—too feeble to make it to the next room, much less to the stars!
Sometimes he felt that fate had played a cruel joke on him. But there it was and what could he do? The answer was the same as always: nothing.
"Maybe next year," he'd told Gerald. James Maxwell had gone to law school. His family was so practical, so very practical.
"Do the sensible thing," they'd said. Then, when his chance had passed him by, he'd felt cheated. He wanted to blame others—but nobody else was really to blame. Now he waited quietly staring up at the sky. He had no excuses to offer.
A speaker appeared and the crowd suddenly hushed. The voice boomed out over the loudspeaker. It swept over the huge crowd, while the great spaceship sparkled and shone in the late afternoon sun.
The man spoke of the glorious conquest of space—of the women and men who had led the way—of the women and men who would journey today among the stars.
James Maxwell let his gaze wander upward. He stared at the shining metal spaceship. In less than an hour the crowd would be asked to move back. Then they'd watch with pounding hearts as the powerful rocket roared into the sky. James Maxwell could feel his own heart beating faster. Very soon, he knew, the rocket would be knifing through space, speeding toward the light of Alpha Centauri.
If only he were aboard that rocket!
The feeling was still there. If only he could leave the life he had now. If only he could trade it for that of a crew member. If only—
He nearly laughed aloud. It was too late, years too late. Others would be aboard the *President*—younger people, people who had been trained to do their job, trained to be cogs that helped run the machine.
James Maxwell was a cog, too. He had studied law. He had also been trained. The machine had found a place for him. It's that simple, he thought.
The crowd suddenly cheered again, as the crew of the *President* came onto the speaker's stand. The astronauts shifted nervously, smiling, proud of the part they would play, these pleased but humble voyagers in the vastness of space.
James Maxwell looked carefully at each face. He could read his thoughts there. How he wished he could go with them! He felt a sudden stab of jealousy, but he was not bitter. This was the way it was, the way it had to be.
A great cheer went up as Mercedes Diaz, Director of Space Exploration, rose and walked across the platform. She carried a pair of scissors to cut
the bright red ribbon in front of the spaceship. As she did, the crowd shouted and clapped and roared and cheered. The glad sounds echoed again and again in the warm afternoon air.
James Maxwell felt a part of the enthusiasm. His blood rushed through his body. His heart pounded with excitement. These people—many of them—wanted to go. But they would go in spirit only, represented by those aboard. And *they* were satisfied.
Suddenly James Maxwell realized that he, too, was satisfied. He would be represented even more than the others. In a way, it would be as though he, himself, were soaring through the depths of space.
A voice came booming over the loudspeaker. "Ladies and gentlemen... The President of the World Republic!"
The voice echoed from the spaceship and rolled over the crowd. As a new cheer filled the air, James Maxwell cleared his throat and stepped to the microphone.
SELECTING DETAILS FROM THE STORY.
Each of the following sentences helps you understand the story. Complete each sentence below by putting an \( x \) in the box next to the correct answer.
1. James Maxwell often wondered what would have happened if he had
- [ ] a. become a doctor or a teacher.
- [ ] b. decided to be a scientist.
- [ ] c. followed the path that Gerald Adams took.
2. As Maxwell stared at the shiny metal spaceship, he
- [ ] a. was glad he was not aboard that rocket.
- [ ] b. wished he were aboard that rocket.
- [ ] c. decided to train to become an astronaut.
3. The Director of Space Exploration walked across the platform and
- [ ] a. cut the ribbon in front of the spaceship.
- [ ] b. congratulated each astronaut.
- [ ] c. shook hands with James Maxwell.
4. At the end of the story we learn that Maxwell is
- [ ] a. one of the astronauts.
- [ ] b. a famous lawyer.
- [ ] c. President of the World Republic.
HANDLING STORY ELEMENTS. Each of the following questions reviews your understanding of story elements. Put an \( x \) in the box next to the correct answer to each question.
1. What happened last in the plot of “The Cog”?
- [ ] a. The crew of the President came onto the speaker’s stand.
- [ ] b. James Maxwell stepped to the microphone.
- [ ] c. A speaker told the crowd about the glorious conquest of space.
2. Who is the main character in the story?
- [ ] a. Gerald Adams
- [ ] b. James Maxwell
- [ ] c. the Director of Space Exploration
3. Which sentence best characterizes James Maxwell?
- [ ] a. He longed to be an astronaut.
- [ ] b. He longed to return to law school.
- [ ] c. He wished that he had gained fame and fortune.
4. When is “The Cog” set?
- [ ] a. in the future
- [ ] b. in the past
- [ ] c. at the present time
Observing New Vocabulary Words.
Answer the following vocabulary questions by putting an \( x \) in the box next to the correct answer. The vocabulary words are printed in boldface in the story. If you wish, look back at the words before you answer the questions.
1. The rocket had broken apart, bursting into a million fragments. The word fragments means
- [ ] a. broken pieces.
- [ ] b. shining stars.
- [ ] c. beautiful pictures.
2. He thought he would probably die in bed, an old man too feeble to make it to the next room. The word feeble means
- [ ] a. worried.
- [ ] b. annoyed.
- [ ] c. weak.
3. Many spectators had come to see the launching of the spaceship. Spectators are people who
- [ ] a. are paid to play sports.
- [ ] b. look on without taking part.
- [ ] c. build rockets.
4. Maxwell went to law school because his family was very practical and suggested that he do the sensible thing. What is the meaning of the word sensible?
- [ ] a. reasonable; wise
- [ ] b. enjoyable; pleasant
- [ ] c. unusual; strange
Completing a Cloze Passage.
Complete the following paragraph by filling in each blank with one of the words listed in the box below. Each of the words appears in the story. Since there are five words and four blanks, one word in the group will not be used.
Without a telescope, you can see only about 2,000 of the ____________ of stars in the universe. Of course during the day, it is easy to see the star that is closest to Earth—the _________. Compared to other ________, the sun is not large. But since it is “only” 93,000,000 miles away, it appears bigger and __________ than any other star.
| millions | sun |
|----------|-----|
| machinery | stars |
| brighter |
\[
\begin{align*}
\text{NUMBER CORRECT} & \times 5 = \text{YOUR SCORE} \\
\text{NUMBER CORRECT} & \times 5 = \text{YOUR SCORE}
\end{align*}
\]
KNOWING HOW TO READ CRITICALLY. Each of the following questions will help you to think critically about the selection. Put an x in the box next to the correct answer.
1. The story suggests that if Maxwell could live his life over, he
□ a. wouldn't change a thing.
□ b. would be an astronaut.
□ c. would take a practical job in the community.
2. Which statement is true?
□ a. Very few people came to see the spacecraft take off.
□ b. Maxwell's family encouraged him to become an astronaut.
□ c. Although Maxwell was President of the World Republic, he still considered himself a cog in the machine.
3. Maxwell respected Gerald Adams because Gerald had
□ a. been a friend.
□ b. gone to school with him.
□ c. followed his dream.
4. During the ceremonies, Maxwell must have been
□ a. inside the rocket.
□ b. on the lawn.
□ c. on the speaker's platform.
Questions for Writing and Discussion
• According to an old saying: "The grass is always greener on the other side of the fence." How might this saying be applied to "The Cog"?
• Why do you think the author called the spaceship the President? What does this suggest about James Maxwell?
• At the end of the story, James Maxwell "cleared his throat and stepped to the microphone." Think about what had been going through Maxwell's mind. Then tell what you think he might have said to the crowd.
Use the boxes below to total your scores for the exercises. Then write your score on pages 150 and 151.
SELECTING DETAILS FROM THE STORY
+ HANDLING STORY ELEMENTS
+ OBSERVING NEW VOCABULARY WORDS
+ COMPLETING A CLOZE PASSAGE
+ KNOWING HOW TO READ CRITICALLY
Score Total: Story 5 | <urn:uuid:8a3577b0-612f-46c5-9572-6ddff0d8a5c2> | CC-MAIN-2017-34 | http://stutsman.weebly.com/uploads/5/0/9/3/5093024/the_cog.pdf | 2017-08-23T19:30:30Z | crawl-data/CC-MAIN-2017-34/segments/1502886123359.11/warc/CC-MAIN-20170823190745-20170823210745-00201.warc.gz | 411,714,593 | 2,639 | eng_Latn | eng_Latn | 0.999383 | eng_Latn | 0.999635 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
914,
1810,
3791,
4884,
5778,
7621,
9505,
11172
] | [
4.5
] | 2 | 0 |
Long before Amy Poehler became famous for her comic roles as Hillary Clinton on "Saturday Night Live," and as indefatigable bureaucrat Leslie Knope on "Parks and Recreation," she was a college freshman looking for something to do outside class. During her first week on campus, she auditioned for the school’s improvisational theater group, "My Mother’s Fleabag," and discovered a passion. "Everyone was getting to act and be funny and write and direct and edit..."
all at the same time,” she writes in her memoir, *Yes, Please*. “My college life sort of exploded in happiness,” she adds.
What Poehler found liberating as a performer — the free-wheeling, creative and judgment-free nature of improv — is what makes it an appealing way to learn.
Improvisation is well-known as comedy and entertainment, but during the past decade it has grown as a method of teaching and learning as well, says Robert Kulhan, adjunct professor of business administration at Duke’s Fuqua School of Business, and CEO of [Business Improvisations](https://www.businessimprovisations.com). Today, improv is offered in the theater departments of many colleges and some high schools, according to Kulhan. As well, improv troupes around the country offer short workshops to school kids on specific subjects, and teach the basics of the art form in afterschool programs and summer camps. ImprovBoston, a 30-year old nonprofit comedy theater, sends staff into local schools to perform assemblies and share the fundamentals of improv to teachers and students.
The first rule of improvisation is “yes, and,” meaning that anyone’s contribution to the group discussion is accepted without judgment. “We always talk about the four ‘c’s of improv: creativity, critical thinking, collaboration and communication,” says Deana Criess, director of ImprovBoston’s National Touring Company, about how she teaches the form to seventh-graders. To persuade students to abandon their fear of mistakes, she insists on unconditional support to all answers, then works to build trust among the group and invite risk-taking. “Once we have confidence in our ideas and in our teammates, we can free ourselves up to have fun,” she says. “So support, trust, risk, confidence and fun. That’s what improv is all about,” Criess says.
Improv enthusiasts rave about its educational value. Not only does it hone communication and public speaking skills, it also stimulates fast thinking and engagement with ideas. On a deeper level, improv chips away at mental barriers that block creative thinking — that internal editor who crosses out every word before it appears on a page — and rewards spontaneous, intuitive responses, Criess says. Because improv depends on the group providing categorical support for every answer, participants also grow in confidence and feel more connected to others.
“It’s one of the few opportunities they have to truly create something, and have a voice that isn’t prescribed for them,” Criess says about students engaged in an improv exercise. And the form’s imperative to be fully “in the zone,” as Kulhan puts it, is a rebellion against the interruptions and distractions of our modern, high-tech lives.
Improv is especially beneficial for atypical kids, no matter their stripe. It helps children with learning and physical disabilities develop a sense of play, and enables the socially awkward intellectual to socialize more easily, Kulhan explains. Run-of-the-mill introverts, who might be reluctant to raise their hands or audition for the play, also gain from the experience, Criess says. When they know they’ll be supported no matter their answer, introspective kids thrive. “Introverts give improv its richness,” she says,
adding that many improv instructors identify themselves as introverts.
Facilitators at ISKME’s Big Ideas Fest 2014 conveyed the improv mindset for solving problems and learning new ideas.
And improv is liberating for those in fields like science, where emotional detachment is critical for success. The Alan Alda Center for Communicating Science at Stony Brook University offers a graduate course on improv to help emerging scientists convey their ideas without resorting to textbook speak or one-sided lectures. “Improv helps the scientist re-engage with their own passions in their work, get out of their head and connected to the needs of the listener, be able to respond more freely, spontaneously and flexibly,” says Valeri Lantz-Gefroh, the improvisation coordinator at Stony Brook.
A Student’s Perspective
Lilly Hartman, now a junior at Brookline High School in Brookline, Massachusetts, took her first improv class in eighth grade, and remembers thinking it seemed cool but kind of nerve-wracking. Her first few times on stage she felt anxious about what her peers would think of her, worrying that she might do something foolish or embarrassing. But the more times Hartman did it, the less self-conscious she became, and the quicker she began to trust her own ideas and to think on her feet. “It’s about deciding to go with the flow and acting on what’s around you, and making decisions based on that,” she says. “And then feeling good about those decisions,” she adds.
Unlike the classroom, where the learning environment is often tense and competitive, an improv setting builds enthusiasm among the participants, Hartman explained. “When you’re performing, it’s not competitive,” she says, and the trust that the performers build with one another is rewarding in itself. Acknowledging that math and English classes teach important skills, Hartman says that her improv work has been more personally transformative. “Improv helps you change on the inside,” she says. Without it, “I would be a more scared and quiet person,” she says. In fact, she adds, “I wouldn’t be the same person.”
**Improvisation Exercises**
Improv works cumulatively, so that a group ordinarily starts with a simple task and moves on to more challenging assignments once they’ve loosened up and begun to trust one another. Kulhan offers these two simple introductory examples:
One-Word Story: In this exercise, a group of individuals tells a cohesive story one word at a time. It starts when one person says a single word, and unfolds when someone else in the group offers up another word. Groups can do this in circles, so the participants know when it’s their turn to talk, or at the will of the teacher, adding a randomness to the exercise. The improvising continues until the group has created a story. “It takes a lot of focus, concentration, adaptability, flexibility, attentive listening, etc., just to create a single sentence … let alone a whole story,” Kulhan says.
Conducted Story: This is more advanced than the one-word story. Here, participants form a line with the teacher up front, who behaves like the conductor of a line orchestra. When the conductor points to a student, that person talks for as long as the conductor remains pointing — perhaps just a couple of words, or maybe a few sentences. But as soon as the conductor turns to another student, the first talker must stop immediately and allow the second speaker to take over the narrative. The conductor moves haphazardly, forward and back through the line, lending even more unexpected twists to the story.
Variations of improv are also useful in helping revitalize a sleepy or distracted class or to introduce more proactive kinds of learning:
Shakeout Exercise: Together, the teacher and class stand at their desks and count backward from eight to one — then seven to one, and six to one, etc. — saying the number out loud as if it’s the most important word they’ve ever heard. While counting, they also shake their right
hands in keeping with the number. Then they do the same series of countdowns while moving their left hand, then their right leg, and finally their left leg. “It’s superpowerful,” says Criess, “and doing it together can teach kids and adults it’s OK to look foolish in front of each other.”
**Living Wax Museum/Historical Talk Show:** Students pick an important historical figure to research, and later “become” that person, improvising answers to questions posed by fellow classmates, visiting parents or the talk-show “host”.
**An Aid for Teachers and Schools**
Inviting kids of all types to engage together in improv exercises reinforces the values that most schools seek, Criess says. With its emphasis on support and acceptance of all ideas, improv’s “yes, and” code penetrates social tribes and teaches kids to see the positive in their peers, creating a healthier climate at school. “It helps kids be positive community members,” she says.
Facilitators at ISKME’s Big Ideas Fest 2014 conveyed the “Yes, and” mindset for solving problems and learning new ideas.
Training in improv may help teachers be more effective as well. Criess began learning improv while working in a preschool for children on the autism spectrum, and found herself applying the lessons from theater to the class. “What I was doing there with adults is exactly what these kids needed,” she says. Improv class helped her work with the kids on their level rather than according to a preconceived idea about what they needed to know.
It also reminds teachers that listening and responding to students, and adapting to their needs, is more educational than obeying a rigid teaching plan, Kulhan explains. “It’s communication based on observation, collaboration, and not teaching with blinders on,” he says. Teachers might also find that kids are energized and more attentive after engaging in simple improv exercises that induce everyone to look ridiculous together.
But does “yes, and” diminish one’s ability to think critically? Are there limits to all the right answers? “Improv says yes to the idea of ideas,” Criess says. Not every original thought will turn into the next invention, but offshoots of that first idea may lead to better ones, she explains. “Let’s agree to have ideas,” she says. “And set up a culture where
risks are encouraged, and greeted positively and with respect.”
SEE COMMENTS
MINDSHIFT
What Giving Students Choice Looks Like in the Classroom | <urn:uuid:2c9cb265-0880-4597-b5f4-9068b0a3e1b3> | CC-MAIN-2019-43 | https://yamass.org/view/download.php/programs/theater/educational-materials/improvboston | 2019-10-15T07:39:06Z | crawl-data/CC-MAIN-2019-43/segments/1570986657586.16/warc/CC-MAIN-20191015055525-20191015083025-00117.warc.gz | 1,171,802,937 | 2,080 | eng_Latn | eng_Latn | 0.997743 | eng_Latn | 0.998278 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
465,
2282,
3709,
4526,
6076,
7703,
8653,
10013,
10160
] | [
3.5
] | 1 | 0 |
As much as 80 percent of the water used around the home during summer is used outside. Watering the lawn is the main outside water use. During dry summers, local water authorities may cut off water for outside use or only allow watering on certain days. Both measures are necessary and effective means of reducing water use and relieving the strain on city water supplies.
To avoid severe loss of turfgrass and to conserve water, homeowners should manage their lawns each year in anticipation of water restrictions.
This guide describes practices that will reduce the need for irrigation while improving the competitiveness and appearance of your lawn.
Learn to read a lawn and know when to water
Turfgrass water-use rates are high during sunny and windy days with low relative humidity. In situations where lawns are not watered and rainfall is limited, grasses first show symptoms of wilt and later turn completely brown.
Signs that a lawn should be thoroughly watered for grasses to remain green and actively growing
Grass blades turn bluish-purple, indicating plant wilt.
Footprints remain in the lawn for several hours. Leaves with plenty of water quickly return to their rigid upright shape, but leaves lacking water will remain trampled for a period of time.
Leaves are folded or rolled lengthwise along the blade.
If high temperatures and dry conditions continue without rain or irrigation, the aboveground portion of grasses will turn entirely brown. Grasses are said to be dormant during this browned-out stage because the lower portion of the plant, called the crown, usually remains alive but is not growing. Thorough watering will bring the lawn out of dormancy, and new growth will resume from the crown of the grass plants.
Although grasses are dormant, watering restrictions that result in extended dry periods can cause large ground cracks, severe soil-drying and excessive loss of turfgrass cover even when watering is resumed later in the summer or early fall.
Quick facts on lawn watering
- Lawns in Missouri may require as much as 1 to 1½ inches of water per week from irrigation or rainfall during summer to remain green and actively growing.
- When managed properly, tall fescue requires 25 percent less water and zoysiagrass requires 50 percent less water than Kentucky bluegrass to maintain a green, actively growing lawn in Missouri.
- Turfgrasses in Missouri rank as follows in resistance to leaf wilting and browning during summer dry periods — Bermuda, zoysia, tall fescue, Kentucky bluegrass, perennial ryegrass.
- During extended periods of summer drought, dormant lawns (browned-out leaves) containing Kentucky bluegrass, tall fescue or perennial ryegrass should receive 1½ inches of irrigation every two weeks to maintain hydrated grass crowns and allow for full lawn recovery when more favorable moisture and temperature return in the fall.
- Deeper roots draw moisture from a larger volume of soil and thus require less supplemental irrigation.
- Taller grass has deeper roots and a lower tendency to wilt.
- Taller grass provides shading of the soil surface and reduces lethal temperatures near the base of grass plants.
- Lawns mowed weekly at a taller mowing height are less likely to be scalped. Scalped lawns lose density and have shallow root systems.
Summer dormancy of grasses is a mechanism that helps a lawn survive, but it does not guarantee that a lawn will fully recover from the browned-out stage.
Dormant lawns should receive at least 1 inch of water every two or three weeks during summer to prevent complete turfgrass loss. Grasses may not show a noticeable greening but that amount of irrigation should be sufficient to hydrate the lower plant portions and increase the recovery once adequate moisture is available.
Wet wilt is another type of wilt to look for. Wet wilt occurs when the soil is obviously wet, but the root system is not able to keep pace with the water demands from the atmosphere. The curling of leaves from wet wilt looks very similar to wilt caused by lack of soil moisture. Waterlogged lawns that have a shallow root system are susceptible to wet wilt on hot days when plant transpiration rates are higher.
Do not add more water when lawns are wilting and soil moisture appears to be adequate, for it will only aggravate the problem by starving the root zone of oxygen.
**Prepare for a drought**
Management practices in the fall and spring determine the drought tolerance of the lawn in summer. To reduce the need for irrigation, your lawn management program should maximize root volume and depth in preparation for summer drought. By the time summer arrives, you can do little to help a lawn except mow and irrigate properly.
The following lawn-care tips will help reduce the need for irrigation and increase the chance of surviving summer drought.
**Avoid the temptation to irrigate in spring just to get grass growing.** Allow it to green up naturally. Mow frequently and avoid scalping. Do not begin to irrigate until dry conditions of early summer cause obvious turfgrass wilt that lasts for more than one day. In the spring, atmospheric water demands are low, and moderate wilting of turfgrass does not damage the lawn.
If the soil is allowed to dry slightly in the spring and the grass to wilt some, a deeper and more-hardy root system will develop. Such a root system will be necessary to reduce the need for summer irrigation and to survive drought conditions or city water restrictions.
**Mow grass as tall and as frequently as possible with a properly sharpened blade** to produce a dense cover with a deep root system. Taller grasses develop a deeper root system that draws moisture from a larger volume of soil and results in less need for irrigation.
Grass height should never be less than 2½ inches after mowing. Mow frequently enough so that clippings are only one-third the total height of the grass plant. A lawn mowed at heights of 3½ to 4 inches will have a better chance of surviving prolonged drought and water restrictions. Most homeowners mow lawns once a week regardless of the mowing height. But taller mowing heights are less likely to cause turf scalping, especially when grass leaves are rapidly growing in the spring. Dull mower blades and scalped turf result in an unattractive lawn that too many homeowners try to correct with overwatering.
**Apply nitrogen fertilizer to cool-season grasses** (Kentucky bluegrass, tall fescue and perennial ryegrass) primarily in the fall.
Some nitrogen may be applied in the spring if the lawn is sparse and bare soil is visible. Avoid summer application of nitrogen. Nitrogen fertilizer applied in the spring and summer causes excessive leaf growth, which uses stored plant energy that normally would be used to produce roots needed for water uptake during summer.
**Test the soil to ensure an adequate amount of phosphorus and potassium.** Additional applications of potassium — one pound of K₂O per 1,000 square feet — in April and again in May or June will improve summer lawn performance.
**Core aerify cool-season lawns in the fall or spring** to increase air, water and nutrient movement into the soil. This builds better root systems. Avoid summer coring in the absence of water because it may cause excessive drying and drought stress.
**Limit thatch removal by power raking or verticutting to early spring or fall,** when water demands are low and turfgrass recovery is rapid. Do not severely power rake lawns in the late spring or summer or they will require excessive irrigation to remain alive. When necessary, severe power raking and seeding should be done in September on cool-season lawns.
**Select grasses that require less summertime irrigation to remain attractive.** Zoysia is a warm-season grass more tolerant to heat and drought, and tall fescue is a more deeply rooted cool-season grass. Both are noted for their ability to make an attractive summer lawn with less irrigation.
**Select a sprinkler that best fits your needs**
Automatic irrigation systems with pop-up sprinklers are often associated with excessive irrigation. However, properly designed and operated systems supply water uniformly over an entire area without wasted runoff.
Missouri soils generally have low water-infiltration rates. Automatic controllers can be set to supply several short cycles so that the total amount of water desired is supplied without runoff.
The most common type of watering occurs with hose-end sprinklers. Some studies have shown that the average homeowner applies 2½ times the amount of water required for over growth when using hose-end sprinklers.
Several types of hose-end sprinklers are available (Figure 1). Select one that best fits the size and shape of your lawn, and operate it efficiently. All hose-end sprinklers can be attached to inexpensive timers that can be used to shut off unattended sprinklers and avoid overwatering.
**How much water to apply**
Once you have selected the best sprinkler for the size and shape of your lawn, you must decide how long to operate a sprinkler in a certain location. To make an informed decision, you need to know how many inches of water your system puts out in a certain amount of time. Take the following steps to determine your system’s water application rate:
1. Place shallow, straight-sided containers (tuna cans work well) or rain gauges in a grid pattern around the sprinkler.
2. Operate the sprinkler, using overlapping patterns (Figure 2) where needed, for a given amount of time.
3. Measure the depth of water in the cans with a ruler or read directly from the rain gauges.
4. Use the calculation in Example 1 to determine your water application rate in inches per hour.
| Sprinkler type | Comments |
|----------------|----------|
| Rotary or pulse | Rotary head shoots water out in a pulsating action. Some have adjustable screw or paddle that breaks up jet stream and disperses water pattern. Can be set to water partial circles. Best for large areas. Accurately distributes water when placed in an overlapping triangular pattern. |
| Traveling | Path guided by hose placement. Traveling action covers a large area without assistance. Requires level ground and overlapping pattern to evenly distribute water. Used primarily on large lawns. Can easily be manipulated for large irregular, lawn shapes. Wheel drive types are not suitable for newly seeded lawns where soft soil conditions result in stuck sprinklers. |
| Whirling-head | Deposits largest amount of water closest to spray head. Use a 50 percent overlapping pattern. Deposits larger amount of water in short period of time and requires frequent movement. Good for watering tight locations. |
| Stationary | Applies water in irregular pattern even with overlapping moves. Difficult to water large areas uniformly. Good for spot-watering tight locations. Deposits a large amount of water in a short period of time and requires frequent movement. |
| Oscillating | Delivers water in a rectangular pattern. Deposits most of the water near sprinkler head. Difficult to achieve even water pattern on large areas that require sprinkler relocation. Can be adjusted to water smaller rectangular areas and other tight locations. |
| Soaker hose | Flat pin-holed hose sprays fine streams of water. Requires several moves to water medium-sized lawn. Delivers water slowly — good for hard-to-wet locations. Can be manipulated to water irregular areas and long tight areas along house or walks. |
**Figure 1. Some sprinkler types and their applications.**
**Example 1**
If a sprinkler delivers \( \frac{1}{4} \) inch of water in 45 minutes, then how much water does it apply in 1 hour (60 minutes)?
\[
\frac{0.25 \text{ inch}}{45 \text{ minutes}} = \frac{X \text{ inches}}{60 \text{ minutes}}
\]
\[
\frac{(0.25 \text{ inch} \times 60 \text{ minutes})}{45 \text{ minutes}} = 0.33 \text{ inch per hour}
\]
An alternative approach would be to measure the area that your sprinkler pattern covers and the length of time it takes to fill a one-gallon container directly from the sprinkler. Example 2 describes how to calculate your water application rate using this approach.
**Example 2**
If a sprinkler takes 1 minute and 13 seconds (73 seconds) to discharge 1 gallon of water, then how many gallons of water can it discharge in 1 hour (3,600 seconds)?
\[
\frac{1 \text{ gallon}}{73 \text{ seconds}} = \frac{X \text{ gallons}}{3,600 \text{ seconds}}
\]
\[
\frac{(1 \text{ gallon} \times 3,600 \text{ seconds})}{73 \text{ seconds}} = 49 \text{ gallons in 1 hour}
\]
If 49 gallons of water is applied to 235 square feet per hour, then how many gallons are applied to 1,000 square feet in 1 hour?
\[
\frac{49 \text{ gallons}}{235 \text{ square feet}} = \frac{X \text{ gallons}}{1,000 \text{ square feet}}
\]
\[
\frac{(49 \text{ gallons} \times 1,000 \text{ sq ft})}{235 \text{ sq ft}} = 208 \text{ gallons per 1,000 sq ft}
\]
If 624 gallons of water equals 1 inch of water per 1,000 square feet, then how many inches of water will 208 gallons of water provide per 1,000 square feet?
\[
\frac{1 \text{ inch per 1,000 sq ft}}{624 \text{ gallons}} = \frac{X \text{ inches per 1,000 sq ft}}{208 \text{ gallons}}
\]
\[
\frac{(1 \text{ inch} \times 208 \text{ gallons})}{624 \text{ gallons}} = 0.33 \text{ inches per 1,000 sq ft}
\]
In the above examples, sprinklers should be operated about three hours in each location to supply 1 inch of irrigation water per week.
Most soils in Missouri will absorb only about \( \frac{1}{2} \) inch of water per hour. If your sprinkler system delivers more than \( \frac{1}{2} \) inch of water per hour, move it to a different location more frequently, after each time \( \frac{1}{2} \) inch of water has been applied. Repeat the process until the full amount of water desired has been applied.
Rotary sprinklers that are set to deliver a half or quarter sprinkler pattern will discharge two or four times the amount of water on a given area, respectively. Operate rotary sprinklers with half patterns for half the amount of time and sprinklers with quarter patterns for one-quarter the amount of time.
The utility water meter connected to your home can also be used to check how effectively water is being applied. It accurately measures water in cubic feet. When no other water is being used in the home, water a known area for a set amount of time, and use these conversion factors to determine your water application rate:
- 624 gallons (83.3 cubic feet) of water are required to apply 1 inch of water on 1,000 square feet of lawn.
- 7.48 gallons = one cubic foot of water.
Once you have decided that your lawn has sufficiently wilted and irrigation is needed, supply enough water to last a week. Depending on the type of sprinkler and the soil water infiltration rate, several sprinkler changes may be required over a two- or three-day period to supply the amount of water desired.
If no rainfall occurs, continue to irrigate on a weekly schedule. If rainfall does occur, delay the next irrigation until symptoms of wilt are present. Even though water application is discussed on a weekly basis, it is not crucial that water be applied every seven days. Keep the application schedule flexible, and irrigate based on the determination of lawn wilting and soil moisture.
Once you have decided to irrigate, use Table 1 to determine the appropriate amount of irrigation for your lawn and develop an irrigation schedule. Should puddles or runoff occur before the total amount of water is applied, stop irrigating and resume only after the ground has absorbed the free moisture. Lawn areas that are moist, firm and have no visible water are ready for a repeat irrigation cycle. Areas that are soft and produce squishy footprints when walked on are not ready to receive additional irrigation.
One day after watering, check a few different locations in the yard to determine how well your irrigation program is distributing water in the root zone. With a shovel, cut a slender 2-inch wedge 6 to 8 inches deep. This wedge of soil, roots and turfgrass can be replaced easily without damage to the lawn after inspection.
Estimate the moisture content at different depths in the soil profile by pressing together a golf ball-sized amount of soil. If drops of water can be squeezed from the soil ball, you may be irrigating too much or too often. Soils that hold together without crumbling and appear moist have been irrigated properly. Soils that appear dry and dusty and do not form a ball when squeezed have not received enough irrigation or the water is running off the surface of the lawn and not into the root zone.
Adequate soil moisture 6 to 8 inches deep is sufficient to maintain grasses during the summer. A foot-long slender screwdriver pushed into the ground in several locations can also give a quick assessment of the moisture condition of the soil. The screwdriver will easily penetrate to the soil depth that has received sufficient water. The screwdriver test can also be used to help determine where and when irrigation is needed.
**Conserve water by knowing when to water**
The best time to water a lawn is from 6 to 8 a.m. During this time, the water pressure is highest, disruption of the water pattern from wind is low, and water lost to the atmosphere by evaporation is negligible. Watering early in the morning also has the advantage of reducing the chance of turfgrass diseases that require extended periods of leaf moisture. Avoid irrigation during midday and windy conditions.
Move sprinklers frequently enough to avoid puddles and runoff. Difficult-to-wet areas such as slopes, thatched turfgrass and hard soils may benefit from application of a wetting agent to improve surface penetration of water.
Water only when the plant tells you to. Become familiar with areas of the lawn that wilt first — bluish-purple leaves,
rolled leaves, foot printing. Water within a day of observing these symptoms.
Water problem areas by hand to postpone the need for irrigation of the entire lawn. Some areas of a lawn usually wilt before others. These areas, called “hot spots,” may be caused by hard soils that take up water slowly, slopes, southern exposures and warmer areas next to drives and walks. Lawns that have unusual shapes also may require some hand-watering to avoid unnecessary watering of paved surfaces, mulched beds and buildings. Soaker hoses that have a narrow pattern and supply water at a slow rate may be useful in these areas.
**Watering new lawns**
Newly seeded or sodded lawns require special irrigation. A newly seeded lawn should be watered daily and may need as many as four light waterings in a single day. Keep the seedbed moist, but not saturated, to a depth of 1 to 2 inches until germination occurs (green cast to lawn and seedlings are \( \frac{1}{4} \) to \( \frac{1}{2} \) inch tall).
Seedlings of a new lawn must not be stressed to the point of wilt. Continue with light applications of water — \( \frac{1}{8} \) to \( \frac{1}{4} \) inch — one to four times a day.
Apply straw (one bail per 1,000 square feet) at time of seeding to help shade the ground and prevent rapid drying of the soil surface. Straw also will reduce seedling damage from the force of large sprinkler drops. Watering with a light mist is best for establishing new lawns. As seedlings reach 2 inches in height, gradually reduce the frequency of watering and water more deeply. After the new lawn has been mowed two or three times, deep, infrequent waterings are the best.
Newly sodded lawns require watering one or two times a day. Begin irrigation immediately after laying sod. Plan your sodding operation so that a section of laid sod can be watered immediately while other areas are being sodded.
Sod should be watered so that both the sod strip and the top inch of soil below the sod are wet. The first irrigation will take about an inch of water to completely wet the sod. After watering, lift up pieces of sod at several locations to determine if it has been adequately irrigated. Continue watering one to two times a day with light irrigations to prevent wilting and to ensure moist soil just below the sod layer.
As sod becomes established and roots penetrate and grow in the soil, gradually reduce the frequency of watering. After sod has been mowed two or three times, irrigate deeply and infrequently. During hot, windy conditions, establishing sod may require several light mistings per day to prevent wilt and potentially lethally high temperatures. In this case, light misting, just to wet the leaf surface and not to supply water to the soil, cools the grass plant as water is evaporated from the leaves.
Do not overwater, or saturate, the soil because that will inhibit sod roots from growing into the soil. If the sod cannot be watered on a daily basis, thoroughly water the sod and soil to a depth of 6 inches. Although this will delay the rooting time of sod, it will also reduce the chance of rapid drying and severe loss of grass.
**Summary**
Good lawn care practices save water and harden turfgrasses in preparation for dry periods or local lawn-watering restrictions. Taller mowing and fall nitrogen fertilization of cool-season grasses develop a hardy and efficient root system that reduces the need for supplemental irrigation.
Irrigation schedules should be kept flexible and associated with identification of lawn wilting. Choose a sprinkler that best fits the size and shape of your lawn. Determine the amount of water the sprinkler applies to accurately water your lawn. During establishment of newly seeded or sodded lawns, water daily. After a new lawn has been mowed a few times, water deeply and infrequently.
ALSO FROM MU EXTENSION PUBLICATIONS
G6700 Cool-Season Grasses: Lawn Establishment and Renovation
G6705 Cool-Season Grasses: Lawn Maintenance Calendar
G6730 Establishment and Care of Buffalograss Lawns
G6879 Irrigating Trees and Shrubs During Summer Drought
MG10 Managing Lawns and Turfgrass
extension.missouri.edu | 800-292-0969 | <urn:uuid:bb1ccd8f-8297-4cfa-abf8-c534c896ed73> | CC-MAIN-2023-14 | https://cms1files.revize.com/wentzvillemo/g06720.pdf | 2023-04-01T05:47:24+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949701.0/warc/CC-MAIN-20230401032604-20230401062604-00081.warc.gz | 203,061,276 | 4,751 | eng_Latn | eng_Latn | 0.933298 | eng_Latn | 0.998161 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
4195,
9726,
14151,
17901,
21731,
22069
] | [
3.390625,
2.625
] | 1 | 1 |
Values of the Justice System
Section 5
International Rights and Responsibilities
Section 5 – International Rights and Responsibilities
Activity 5.1: The Convention on the Rights of the Child
Time: 225-300 minutes
Description:
This multi-faceted activity, under the broader umbrella of the Universal Declaration of Human Rights, emphasizes and familiarizes students with the origins and development of children’s rights, and the nature, scope and current state of those rights. The main part of the activity is a research investigation and presentation on child labour. The culminating activity for this unit is the development of an action plan to address specific concerns about child labourers. These activities are designed to prepare students for a visit by a legal or other expert (e.g., Amnesty International, Human Rights Watch, Free the Children) on the subject of international law and human rights.
Overall Expectations:
ICV.04 - explain what it means to be a “global citizen” and why it is important to be one.
PCV.03 - analyse responses, at the local, national, and international levels, to civic issues that involve multiple perspectives and differing civic purposes.
ACV.01 - apply appropriate inquiry skills to the research of questions and issues of civic importance.
Specific Expectations:
IC4.01 - analyse contemporary crises or issues of international significance (e.g. health and welfare, disasters, human rights, economic development, environmental equality, terrorism).
IC4.02 - summarize the rights and responsibilities of citizenship within the global context, as based on an analysis of the United Nations Universal Declaration of Human Rights (1948) and Convention on the Rights of the Child (1989).
IC4.03 - evaluate civic actions of individuals and non-governmental organizations that have made a difference in global affairs (e.g. Cardinal Émile-Paul Léger, Jean Vanier, Nelson Mandela, Mother Theresa, Jody Williams, Craig Kielburger, David Suzuki, Stephen Lewis, The International Federation of Red Cross and Red Crescent Societies,
PC1.01 - describe fundamental beliefs and values associated with democratic citizenship (e.g. rule of law, human dignity, freedom of expression, freedom of religion, work for the common good, respect for the rights of others, sense of responsibility for others).
PC1.02 - explain how democratic beliefs and values are reflected in citizen actions (e.g. Remembrance Day services, Montreal unity rally, National Aboriginal day, December 6 commemorations of the Montreal Massacre, White Ribbon campaign).
PC3.02 - demonstrate an understanding of a citizen’s role in responding to non-democratic movements and groups (e.g. fascism, Stalinism, supremacist and racist organizations) through personal and group actions (e.g. the actions of individuals such as Medgar Evers, Emily Murphy, Norman Bethune, Alexander Solzhenitsyn, Simon Wiesenthal and those granted the title “Righteous Among the Nations,” of groups such as the Canadian Civil Liberties Association).
PC3.03 - describe examples of human rights violations (e.g. Nuremburg Laws, hate crimes, torture, genocide, political imprisonment, recruitment of child soldiers, gender-based discrimination) and assess the effectiveness of response to such violations (e.g. media scrutiny, political responses, military intervention, international tribunals, pressure from non-governmental organizations).
PC3.04 - analyse the evolution of Canada’s participation in international tribunals (e.g. the Nuremburg trials after World War II, the international Court of Justice’s prosecution of war crimes, formation of the International Criminal Court).
AC1.01 - formulate appropriate questions for inquiry and research, locate relevant information in a variety of sources (e.g. texts, reference materials, news media, maps, community resources, the Internet); and identify main ideas, supporting evidence, points of view and biases in these materials.
Planning Notes:
- Although the full text of the Convention on the Rights of the Child is available in some of the Civics textbooks in use, a “non-legalese” version is included in Appendix 5.1.
The small group research activity must be carefully planned so that students have sufficient time to research and organize their material for the brief presentations which will follow. Following the introductory activity in Part 1, students should be given a week to do their research and organization. During this time, teachers will conference with student groups to ensure time-line goals are being met.
Teachers may wish to have on hand textual or other materials to assist in the brainstorming exercise about the types and sources of child labour. The ideas developed in the brainstorming session will provide the focus for the students’ research and the group presentations.
One period should suffice for the five-minute presentations, however, one additional period should be set aside for any presentations not completed on day one. This second class should be used to consolidate the recommendations and practical strategies students made in their presentations and should be used to develop a class action plan for dealing with the problems they identified.
A short list of print and non-print materials to support the research investigation is provided in the “Resources” section below.
Prior Knowledge Required:
It will be useful for the teacher to review basic research, organizational and presentation techniques with the class.
Teachers should also emphasize the need for student groups to develop:
1. A clear plan that includes specific responsibilities for each group member.
2. A time-line for their research.
3. A schedule for group meetings to enable students to organize and prepare for the presentation.
Teaching/Learning Strategies:
Part 1: Introduction: 100 minutes
1. Inform the class that the purpose of this lesson is to provide an in-depth investigation into the “real world” of children’s rights. Indicate that the intention is to extend their understanding of the state of children’s rights, and to develop an action plan for the class to address the concerns their research will reveal. The teacher can generate interest in children’s rights and provide a context for further discussion by asking questions such as: Why are children’s rights important? What rights do grade 10 students have? Do you consider
yourselves to be children? How would your rights be different without legal safeguards?
2. Distribute copies of the Appendix 5.1 *Convention on the Rights of the Child*. Briefly review the introductory material on the origins and development of the children’s rights movement.
3. Have students label each of the rights according to the applicable category:
- **Survival Rights** ensure that children survive and grow.
- **Developmental Rights** enable children to develop the varied aspects of themselves.
- **Protection Rights** protect children from harmful treatment and influences.
- **Participation Rights** allow children to express what they think and to play an active part in society at large.
4. Initiate a brief discussion on the state of these rights in Canada and worldwide. Students will likely suggest problems of inadequate food. (Millions of children are among the approximately 36 million people who continue to die annually from malnutrition. This has occurred in spite of the United Nations-sponsored, Rome Declaration on World Food Security (1996), which committed signatories to reducing the number of malnourished people by 50% by 2015).
Students may mention the millions of children who are dead or dying of AIDS, the millions more devastated by on-going wars, or the millions of children who receive no formal education. Students might also make reference to the additional problem of the illegal abduction and/or purchase and transportation of children for various illegal purposes, including cheap labour and sexual exploitation. (A recent report from the Solicitor General of Canada indicates that this practice takes place here too, involves 8,000 to 16,000 people a year, and generates $120 to $160 million.) A further indication that Canada mirrors the world situation to some degree can be found in a recent government sponsored survey entitled, *A Canada Fit for Children*, in which the top two concerns identified by children across the country were “poverty” and “abuse and violence”.
5. Whether or not it is mentioned in the foregoing discussion, one of the major problems afflicting children worldwide is child labour. This will be the focus of the students’ group research investigations. Teachers should indicate that the International Labor Organization, a U.N. agency, estimates that 250 million children between the ages of 5 and 14 are working in developing countries. Half of these children work full time. If the number of “hidden” or unreported child workers and street children were added to this figure, it is estimated that the number of children working as child labourers would climb to well over half a billion.
6. Discuss the meaning of “child labour”. Although working children may be different ages in one or another geographic location, the main principle is that they are young people working full or part time for long hours for little or no pay at jobs that are often dangerous, unhealthy, and are not in their best interest.
7. Conduct a brainstorming exercise on the types (and sources) of child labour that exist, indicating that these topics will form the basis of their research. Types that will emerge include: street kids, sex workers, child soldiers, agricultural workers (both for the family and for commercial purposes), factory workers, migrant workers, minority group workers, work that involves girls in particular (and the special problems girls face in developing countries), bonded labour, and the role of globalization in generating child labour. Child labour in developed countries could form a distinct topic or could be blended into one or more of the others.
8. Divide students into groups of two or three and have them choose a topic for their research and presentation.
9. Ask students to indicate the names of the members of the group, their topic, a time-line for their research, a schedule of their group meetings and a date to meet with the teacher to review their progress. The teacher should emphasize that there are three main parts to each topic and that students must provide:
(a) evidence of the existence/prevalence of the type of child labour they are investigating;
(b) a clear description of what life is actually like for the children doing this type of labour; and
(c) one or two practical “doable” suggestions for improving or doing away with this type of labour.
This will be the focus of their short, clear, five-minute presentations.
10. Discuss with students the implications of a five-minute presentation. Emphasize the need for organization both of their material and the responsibilities of presenters and the need to know exactly how and when visual or other aids are to be used, if they choose to use them.
11. Review the basis for evaluation using an Oral Presentation Rubric (as can be found in the ESL/ESD Resource Guide for CIVICS CHV20, Toronto District School Board, February, 2001, Handout 3.17.)
Part 2: Presentations: 75-90 minutes
12. As the presentations are made, make an ongoing list of the suggestions for addressing each of the types of child labour.
Part 3: Follow up and Development of Action Plan: 45 – 60 minutes
13. Introduce the action plan phase of the activity with materials that demonstrate how individuals and groups are fighting successfully to promote human rights and those of children through national and international actions. Examples can be found in Civics textbooks. Additional information about the work of the recent winners of the John Humphrey Freedom Award can be found in Appendix 5.2. This material also demonstrates the supporting work of human rights NGOs such as Rights and Democracy which may be taken into account in developing a class action plan.
14. Review, with the students, the recommendations for action contained in the presentations. Develop a class consensus on what practical, “doable” action the class should take. This may take the form of letter writing to a government official, a human rights organization or an individual human rights promoter. It might also involve forming or participating in an existing human rights group to monitor on-going developments in the area of child labour.
15. The final activity in this section involves inviting a representative from a human rights or international law organization to come and speak to the class. Teachers might try contacting someone for Amnesty International, Human Rights Watch, Free the Children or another organization that focuses on the problems of child labour. To ensure a successful class teachers should:
(a) Prepare the speaker by specifying the topic and the objective of the presentation. Inform the speaker of the knowledge the class has gained from completing this unit and indicate any follow-up activities the class has decided upon. The teacher should also indicate the length of the class and provide details about the size of the class and the academic ability of the students.
(b) Provide students with background information about the organization and the speaker. Encourage students to prepare some questions in advance and to have their list of concerns about child labour prepared to discuss with the “expert”. The class may decide to make a priority list of two or three possible actions and address them to this international law/human rights “expert” for final advice.
(c) Ensure that any equipment the speaker requests functions and is available.
Assessment/Evaluation Techniques
Formative assessment of class discussion.
Summative evaluation of group research and presentations.
Print Resources:
Bequele, A. and W. Myers. *First Things First in Child Labour: Eliminating Work Detrimental to Children*. Geneva: UNICEF and ILO, 1995.
Black, Maggie. *In the Twilight Zone: Child Workers in the Hotel, Tourism and Catering Industry*. ILO, 1995.
Challis, James and David Elliman. *Child Workers Today*. Quartermain House, 1979.
*Development and Change*, Special Issue on Child Labour. 13:4, 1982.
Ennew, Judith. *Exploitation of Children*. Hove, East Sussex: Wayland, 1996.
Ennew, Judith. *The Sexual Exploitation of Children*. Cambridge: Polity Press, 1986.
*ESL/ESD Resource Guide for CIVICS CHV20*, Toronto District School Board, February, 2001, Handout 3.17.)
Freedman, Russell. *Kids at Work: Lewis Hine and the Crusade Against Child Labour*. New York: Clarion, 1994.
Fyfe, Alec. *Child Labour*. Cambridge: Polity Press, 1989.
Harvey, Pharis J. and Lauren Riggin. *Trading Away the Future: Child Labor in India’s Export Industries*. Washington, D.C.: International Labor rights Education and Research Fund, 1994.
Human Rights Watch Children’s Rights Project. *The Small Hands of Slavery: Bonded Child Labor in India*. New York: Human Rights Watch, 1996.
ILO. *Child Labour: Targeting the Intolerable*. Geneva: ILO, 1996.
Kielberger, Craig & Mark Kielberger, *Take Action*. Toronto: Gage Learning: 2002.
Lavalette, Michael. *Child Employment in the Capitalist Labour Market*. Aldershot: Avebury, 1994.
Lee-Wright, Peter. *Child Slaves*. London: Earthscan, 1990.
Machel, Graca. *Impact of Armed Conflict on Children*. Report of the Expert of the Secretary-General. United Nations, 1996.
Marcus, Rachel and Caroline Harper. *Small Hands: Children in the Working World*. London: Save the Children, 1996.
Moran, Kerry. *Displaced Carpet Children: A Case Study of the UCEP/AAFLI Joint Programme*, Katmandu: UNICEF, 1995.
Myers, William E., ed. *Protecting Working Children*. London and New Jersey: Zed Books (with UNICEF), 1991.
Nieuwenhuys, Olga. *Children’s Lifeworlds: Gender, Welfare and Labour in the Developing World*. London and New York: Routledge, 1994.
Reiter, Ester. *Making Fast Food: From the Frying Pan into the Fire*, 2nd ed. Montreal and Kingston: McGill-Queen’s University Press, 1996.
Sawyer, Roger. *Children Enslaved*. London and New York: Routledge, 1988.
Springer, Jane. *Listen to Us: The World’s Working Children*. Toronto: Douglas and McIntyre, 1997.
UNICEF. State of the World’s Children, 1997.
Weiner, Myron. *The Child and the State in India*. Princeton: Princeton University Press, 1991.
**Selected Websites:**
Amnesty International: [www.amnesty.org](http://www.amnesty.org)
Amnesty International: list of all public documents relating to the International Criminal Court: [http://web.amnesty.org/web/web.nsf/pages/fact_sheets](http://web.amnesty.org/web/web.nsf/pages/fact_sheets)
Amnesty International Canada: [www.amnesty.ca](http://www.amnesty.ca)
Canadian Government’s Department of Foreign Affairs and International Trade: [http://www.dfait-maeci.gc.ca/](http://www.dfait-maeci.gc.ca/)
Casa Alianza: [http://www.casa-alianza.org/EN/index-en.shtml](http://www.casa-alianza.org/EN/index-en.shtml)
Child Workers in Asia: [http://www.cwa.tnet.co.th/](http://www.cwa.tnet.co.th/)
Human Rights Watch: [www.hrw.org](http://www.hrw.org), [www.hrw.org/french/](http://www.hrw.org/french/)
International Criminal Court: [http://www.icc.int/](http://www.icc.int/)
International Human Rights Law Group: [http://www.hrlawgroup.org/](http://www.hrlawgroup.org/)
Kids Can Free The Children: [www.freethechildren.com](http://www.freethechildren.com)
Save the Children: [www.savethechildren.ca](http://www.savethechildren.ca), [www.savethechildren.ca/fr/index.html](http://www.savethechildren.ca/fr/index.html)
United Nations: [www.un.org](http://www.un.org)
United Nations High Commissioner for Human Rights: [http://www.unhchr.ch](http://www.unhchr.ch)
The Universal Declaration of Human Rights: [http://www.un.org/Overview/rights.html](http://www.un.org/Overview/rights.html)
Programme focal sur le travail des enfants: IPEC
[http://www.ilo.org/public/french/standards/ipec/index.htm](http://www.ilo.org/public/french/standards/ipec/index.htm)
Unicef: www.unicef.org
NI – Child labour (No.292, July 1997)
[http://www.newint.org/issue292/contents.html](http://www.newint.org/issue292/contents.html)
Infosud Agence de presse
[http://www.infosud.org/showArticle.php?article=258](http://www.infosud.org/showArticle.php?article=258)
Fédération international – terre des hommes
[http://www.terredeshommes.org/fr/activities/default.asp](http://www.terredeshommes.org/fr/activities/default.asp)
Fédération internationale des Travailleurs du Textile, de l’Habillement et du Cuir
[http://www.itglwf.org/focus.asp?Issue=CHL&Language=FR](http://www.itglwf.org/focus.asp?Issue=CHL&Language=FR)
Appendix 5.1
The Convention on the Rights of the Child
Background:
Beginning in the 1880's, an international social movement began for the purpose of giving children basic civil rights, primarily because of concern for their safety in the workplace. Important milestones in this movement included: the formation in 1919, in the aftermath of World War I, of *Save the Children* by Englishwoman Eglantyne Jebb; in 1924, Jebb’s seven point *Charter of the Rights of the Child* was adopted by the League of Nations, forerunner of today’s United Nations.
Several groups within the United Nations spent many years working on what is now the most widely ratified Convention – the Convention on the Rights of the Child. This document was unanimously approved by the United Nations General Assembly in 1989 and came into force in September, 1990 when 149 countries ratified it. It came into force in Canada on January 12, 1992. Only two countries have not ratified this document: the United States and Somalia. Neither country has indicated any willingness to ratify.
The Convention is now part of international law and is used as a guide to interpret national laws. Every country that has ratified it is bound to develop programs and policies that will respect the rights set out in the Convention. In Canada, the Convention does not have the same legal effect as if enacted in a statute, but the government must ensure that its policies and laws comply with the Convention or face embarrassing political criticism by its own citizens and other member nations.
For more information on the Convention, as well as the full text, see: [http://www.unicef.org/crc/crc.htm](http://www.unicef.org/crc/crc.htm) (http://www.unicef.org/french/crc/crc.htm)
The Convention (in non-legal language)
1. A child is any person under 18.
2. All the rights in the Convention apply to all children equally and regardless of race, colour, gender, language, religion, place of birth or any other factor.
3. Children have the right to express opinions about things that affect them personally.
4. Children have the right, if disabled, to special care and training which will help enable them to lead a dignified, independent and active life.
5. Children who belong to a minority group, have the right to have their own culture, practice their own religion and speak their own language.
6. Children have the right to meet with other children and to join and create clubs, groups, and associations.
7. Children have the right to be protected from abuse of any kind.
8. Children have the right to the best health care available.
9. Children have the right to benefit from money given by the government to their parents and guardians to assist in their upbringing.
10. Children have the right to a name and nationality.
11. Children have the right not to be tortured or to be treated or punished in a cruel, unkind, or humiliating way.
12. Children have the right to be protected from unjustified interference with privacy, family, home, or correspondence.
13. Children have the right to freely communicate views to others through various media (e.g., through letters, posters, petitions, artwork).
14. Children have the right to access information and ideas from various sources, but also to be protected from written and other materials that might affect them in a harmful way.
15. Children have the right not to be exploited for purposes of money-making (e.g., doing dangerous work or working long hours for little pay).
16. Children have the right to have fun, to play, and to join in leisure and cultural activities.
17. Children have the right to an education that considers their real needs and develops their talents and abilities.
18. Children have the right to living standards and conditions that will enable their growth and maturity (e.g., enough food, warm clothing, money, good housing).
19. Children have the right to be protected from drugs or practices that endanger their health.
20. Child refugees and children deprived of their families have the right to special assistance and protection.
21. Children have the right to be protected from ill-treatment by parents and others who are responsible for them.
22. Children have the right to life.
23. Children have the right to their own thoughts and beliefs and, if religious, to practice their faith.
24. Children have the right not to be recruited into the armed forces or to fight in wars.
Appendix 5.2
Fighting for Human Rights and the Rights of Children
A Nigerian Citizen, Ayesha Imam, fights Discriminatory, Anti-democratic Laws.
Each year the International Centre for Human Rights and Democratic Development awards the *John Humphrey Freedom Award* to an individual who has demonstrated exceptional achievement in the promotion of human rights. The award was named after Canadian citizen, John Humphrey, who prepared the first draft of the Universal Declaration of Human Rights. In 2002, the award, which includes a $25,000 grant and a speaking tour of Canada, was endowed to Ayesha Imam founding director of the Nigeria women’s rights group BAOBAB for her exemplary contribution to the movement to protect the rights of women and girls from the restrictive and discriminatory criminal laws recently enacted in Nigeria. The award was presented to Ms. Imam, in Montreal, on International Human Rights Day, Tuesday, December 10, 2002.
The human rights situation in Nigeria has become pivotal in determining the success or failure of its newly emerging democratic system. Nigeria is a populous and multi-ethnic country constitutionally recognized as a secular state. Its secular nature has been challenged in recent times and tensions are rising as Muslims claim a right to implement the Sharia (or strict religious) criminal legal code. For the past two years, in Northern Nigeria, 12 of the 19 states have begun implementing the controversial judicial system, which has led to judicial killings, amputations, deaths by stoning, and other human rights abuses.
For twenty-one years Ayesha Imam, through her human rights association BAOBAB (for more information, see [http://www.whrnet.org/partners_baobab.htm](http://www.whrnet.org/partners_baobab.htm) [http://www.whrnet.org/fr/index.html](http://www.whrnet.org/fr/index.html)), has courageously protested against violations of the rights of women and girls whether under Islamic, secular, or customary laws. She has mobilized organizations across the country to show how conservative religious laws have been used in some Muslim countries to perpetuate violence against women. Through her advocacy work, she has also brought international attention to the discriminatory application and conservative nature of Nigerian Sharia law through such notable cases as that of Bariya Ibrahim Magazu, sentenced to 100 strokes of the cane for having a baby out of wedlock; Hafsatu Abubakar, sentenced to death by stoning (on appeal by BAOBAB, the conviction was quashed); and Safiya Hussein, who was sentenced to death by stoning for adultery while the alleged partner was set free.
Ayesha Imam has risked her life to ensure that women’s voices are heard. Her life and the lives of BAOBAB staff have been threatened and she has often been derided and abused. She has been accused of being anti-Muslim for using her knowledge of Islam
to challenge conservative interpretations of Sharia; however, Ms. Imam’s work in interpreting the Qu’ran from a female viewpoint and exposing male-dominant interpretations of it has drawn attention to the plight of women and girls not only in Nigeria, but also of women living under Muslim, secular and customary laws around the world.
For more information, see: http://www.ichrdd.ca/frame.iphtml?langue=0 http://www.ichrdd.ca/frame.iphtml?langue=1
Canadian Human Rights Organization Supports Human Rights Fighter
*Rights and Democracy* (International Centre for Human Rights and Democratic Development; [http://www.ichrdd.ca/flash.html](http://www.ichrdd.ca/flash.html)) is a Canadian institution with an international mandate to promote, advocate, and defend the democratic and human rights set out in the International Declaration of Human Rights. On June 27, 2002, Interim President of Rights and Democracy, Kathleen Mahoney, wrote to the Honourable Bill Graham, Canada’s Minister of Foreign Affairs, on a matter of serious concern. In part, her letter reads as follows:
I am writing to express my concern regarding the recent intimidation of Dr. Sima Samar, former Deputy Prime Minister and Minister of Women’s Affairs of the Afghan Interim Administration.
A formal charge of blasphemy against Dr. Samar was dismissed by the Supreme Court of Afghanistan on Monday, 24 June, 2002, after a letter to the editor in a weekly newspaper published by Jamiat-e Islami, Payman-e Muhajid ("message of holy warrior"), had previously alleged that Dr. Samar told a Canadian newspaper that she did not believe in sharia. The name of the Canadian newspaper was withheld. The writer had demanded that she be given “appropriate punishment” and the judicial authorities carry out an investigation. After Dr. Samar complained to President Karzai, the court dropped the charge on June 24, saying that it was not supported by sufficient evidence. However Deputy Chief Justice, Fazel Ahmad Manawi, was quoted by the BBC as saying, “Maybe, if we get stronger evidence, we will reopen the case”.
The blasphemy charge is connected to reports of political repression and threats during the loya jirga. During the loya jirga, Dr. Samar and other female delegates were targeted for intimidation on several occasions. According to Human Rights Watch, the blasphemy allegation was repeatedly highlighted by warlords threatening Dr. Samar and helped to marginalize Dr. Samar during and after the loya jirga.
I urge you to call on President Karzai to carry through on his promise to investigate all cases of intimidation during the loya jirga, and to ensure security for those who report such abuses.
As you may know, Dr. Samar was the recipient of the 2001 *John Humphrey Freedom Award* for her efforts to strengthen the human rights of women and girls in Afghanistan and in refugee camps on the Northern border of Pakistan. Last December she traveled across Canada on a speaking tour. She also met privately with Prime Minister Chretien who assured her of Canada’s commitment to support women’s rights in Afghanistan.
Dr. Samar has recently been appointed as President of the Human Rights Commission of Afghanistan. We count on the Canadian Government to support Dr. Samar’s new mandate and urge President Karzai to ensure that she will be able to carry out her functions in a climate of peace, security and respect for human rights.
Please do not hesitate to call on me if *Rights and Democracy* can be of assistance to the Canadian government on these important matters.
I look forward to hearing from you.
Kathleen Mahoney, Interim President of Rights and Democracy
Source: [http://www.ichrdd.ca/frame.iphtml?langue=0](http://www.ichrdd.ca/frame.iphtml?langue=0)
Activity 5.2: The International Criminal Court
Time: 75 minutes
Description:
This activity focuses on the establishment of the most recent international tribunal, the International Criminal Court. Teachers should begin this lesson by reviewing twentieth century developments in international criminal law based on the Nuremberg Trials, the Geneva Conventions and the International Criminal Tribunals instituted to deal with the war crimes that occurred in Rwanda and the former Yugoslavia. Students will then examine and discuss material related to the development of the International Criminal Court. The purpose of this activity is to weigh the arguments given by supporters of the Court, such as Canada, against the arguments made by countries such as Iran, Iraq, Israel, Russia and the United States who oppose it. Students will then write a persuasive “editorial” about the necessity of the International Criminal Court based on their own perspective.
Overall Expectations:
ACV.01 - apply appropriate inquiry skills to the research of questions and issues of civic importance.
Specific Expectations:
PC3.04 - analyse the evolution of Canada’s participation in international tribunals (e.g. the Nuremberg trials after World War II, the international Court of Justice’s prosecution of war crimes, formation of the International Criminal Court).
AC1.01 - formulate appropriate questions for inquiry and research, locate relevant information in a variety of sources (e.g. texts, reference materials, news media, maps, community resources, the Internet), and identify main ideas, supporting evidence, points of view and biases in these materials.
Planning Notes:
- Teachers may wish to use the websites listed below to develop brief materials dealing with the Nuremberg trials, Geneva Convention, International Court of Justice and International Criminal Court.
- Opinion pieces on the support and opposition to the International Criminal Court continue to appear in most newspapers. An online search will readily
provide samples of both perspectives. These can either be provided to students or, preferably, obtained by students and brought to class.
Prior Knowledge Required:
Earlier activities in this package will have introduced students to some of the basic concepts of international law.
Teaching/Learning Strategies:
1. Review the concept of international law by referring to the work of Louise Arbour, the former Chief Prosecutor of the International Criminal Court for the former Yugoslavia and Justice of the Supreme Court of Canada, and currently the United Nations High Commissioner for Human Rights, or refer to the work of other international legal figures.
2. Ask students why some international law proponents began to argue for a permanent international tribunal. (Students will likely note the inadequacy of temporary tribunals or tribunals devoted to a specific situation. They will likely argue that these tribunals were not objective, but were dictated by the “winners” or the most powerful.)
3. Provide students with a brief overview of the development of the International Criminal Court and the role played by Canada. (Canada is not only a signatory and ratifier of the 1998 founding Rome Treaty, but an important member of the Preparatory Commission which did the legal “leg work” that led to the establishment of the International Criminal Court in July, 2002. Philippe Kirsch, a Canadian, is also the first President of the International Criminal Court.)
4. Provide students with examples of countries that have signed and ratified the Rome Treaty and of those that have not. Remind students that ratification of, and not merely the signing of, the Treaty is necessary for the Court to apply to a particular country. Examine and discuss with students the differing perspectives on the desirability/workability of such a Court.
5. Have students write an “editorial” in which both sides of the argument are presented and in which students argue, ultimately, for or against the Court based on their own perspective.
Assessment/Evaluation Techniques:
Formative assessment of class discussion.
Summative evaluation of student “editorials.”
Resources:
The Geneva Convention: http://www.unhchr.ch/html/menu3/b/92.htm
http://www.icrc.org/fre/parties_cg
International Criminal Court: http://www.icc.int/
International Criminal Tribunal for the Former Yugoslavia: http://www.un.org/icty/
http://www.un.org/icty/index-f.html
International Criminal Tribunal for Rwanda: http://www.ictr.org/
http://www.ictr.org/wwwroot/french/index.htm
The Nuremberg Trials (historical accounts):
http://history1900s.about.com/cs/nurembergtrial/index.htm?terms=Nuremburg+Trials
http://fr.encyclopedia.yahoo.com/articles/sy/sy_930_p0.html
http://www.espace-citoyen.net/site_justice/version/intro/photosemaine6.htm
1. What is the International Criminal Court?
The International Criminal Court (ICC) will be a permanent independent judicial body created by the international community of states to prosecute the gravest possible crimes under international law: genocide, other crimes against humanity and war crimes.
2. When was the ICC established?
The Rome Statute of the International Criminal Court established the ICC on 17 July 1998, when 120 States participating in the Rome Conference adopted the Statute. This is the first ever permanent, treaty based, international criminal court established to promote the rule of law and ensure that the gravest international crimes do not go unpunished.
The Statute sets out the Court’s jurisdiction, structure and functions and it provides for its entry into force 60 days after 60 States have ratified or acceded to it. The 60th instrument of ratification was deposited with the Secretary General on 11 April 2002, when 10 countries simultaneously deposited their instruments of ratification. Accordingly, the Statute entered into force on 1 July 2002. Anyone who commits any of the crimes under the Statute after this date will be liable for prosecution by the Court.
3. Why is the Court necessary?
Although, over the past half century the international community has created international and regional systems of human rights protection, millions of people have continued to be the victims of genocide, crimes against humanity and war crimes.
Shamefully, only a handful of those responsible for these crimes have ever been brought to justice by national courts - most perpetrators have therefore committed these crimes in the knowledge that it was extremely unlikely they would be brought to justice for their actions.
The ICC will serve the following purposes:
- It will act as a deterrent to people planning to commit grave crimes under international law;
- It will prompt national prosecutors – who have the primary responsibility to bring those responsible for these crimes to justice – to do so;
- Victims and their families will have the chance to obtain justice and truth, and begin the process of reconciliation;
- It will be a major step towards ending impunity.
4. What effect will the ICC have on national courts?
The national courts will always have jurisdiction over such crimes. Under the principle of "complementarity," the ICC will only act when the national courts are unable or unwilling to do so. For example, a government may be unwilling to prosecute its own citizens, especially if they are high ranking, or where the criminal justice system has collapsed as a result of an internal conflict, there may be no court capable of dealing with these types of crimes.
5. When can the court prosecute individuals suspected of committing grave crimes under international law?
The court has jurisdiction to prosecute individuals when:
- Crimes have been committed in the territory of state which has ratified the Rome Statute;
- Crimes have been committed by a citizen of a state which has ratified the Rome Statute;
- A state which has not ratified the Rome Statute has made a declaration accepting the court's jurisdiction over the crime;
- Crimes have been committed in a situation which threatens or breaches international peace and security and the UN Security Council has referred the situation to the Court pursuant to Chapter 7 of the UN Charter.
6. Will the Court be able to prosecute individuals for crimes committed before the Court's establishment?
No. The Court will only have jurisdiction over crimes committed after the Rome Statute enters into force (after the 60th ratification).
7. Who will decide which cases the Court will prosecute?
The Rome Statute provides that cases can originate in the Court three different ways:
1. The Court's Prosecutor can initiate an investigation into a situation where one or more of the crimes has been committed, based on information from any source, including the victim or the victim's family, but only if the Court has jurisdiction over the crime and individual (see questions 4 and 5).
2. States which have ratified the Rome Statute may ask the Prosecutor to investigate a situation where one or more of the crimes has been committed, but only if the Court has jurisdiction.
3. The UN Security Council can ask the Prosecutor to investigate a situation where one or more of the crimes has been committed. Unlike methods 1 and 2, the ICC will have jurisdiction when the UN Security Council refers the situation to the Prosecutor, even if
the crimes occurred in the territory of a state which has not ratified the Rome Statute or was committed by the national of such a state.
In each of these situations, however, it is up to the Prosecutor, not the states or the Security Council, to decide whether to open an investigation and, based on that investigation, whether to prosecute, subject to judicial approval.
8. Why is it essential that as many countries as possible ratify the Rome Statute
The Prosecutor can only initiate an investigation where the crime has been committed in the territory of a state party to the Statute or the accused person is a citizen of a state party to the Statute, unless the Security Council refers a situation to the Court. The reluctance of the Security Council to establish *ad hoc* international criminal tribunals for situations other than the former Yugoslavia and Rwanda suggests that it is not likely to refer many situations to the Court. Therefore, to a great extent, the court's effectiveness will be measured by how many states ratify the Statute.
A publication of the International Justice Project, reprinted from: [http://web.amnesty.org/ai.nsf/index/ior400022000?OpenDocument&of=THEMES\INTERNATIONAL+JUSTICE](http://web.amnesty.org/ai.nsf/index/ior400022000?OpenDocument&of=THEMES\INTERNATIONAL+JUSTICE) and [http://www.icc.int/en/ICC_origin_page.html](http://www.icc.int/en/ICC_origin_page.html) | <urn:uuid:4da95cb0-e003-43af-b9ad-dc38a4ad5eb8> | CC-MAIN-2023-50 | https://ojen.ca/wp-content/uploads/2016/11/Section-5_International-Rights-and-Responsibilities.pdf | 2023-12-10T21:29:39+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679102637.84/warc/CC-MAIN-20231210190744-20231210220744-00584.warc.gz | 476,185,777 | 8,543 | eng_Latn | eng_Latn | 0.903099 | eng_Latn | 0.994173 | [
"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"
] | false | rolmOCR | [
82,
2078,
4169,
6419,
9104,
11360,
13777,
16211,
18841,
22014,
23286,
26180,
26631,
29935,
31960,
34120,
34775,
36989,
39333,
40743
] | [
4.71875,
3.984375
] | 2 | 0 |
My Teacher Wears a Mask
Today...
My Teacher Wore A Mask
Is she playing dress up?
No, it is a special mask to keep her healthy.
Masks help keep us safe from germs so we won’t get sick.
Sometimes masks are scary, but not this mask. My teacher is safe. I am safe when I’m with her.
I like the way my teacher smiles at me.
Today the mask covered her mouth. I couldn’t see her smile.
But look, I can see her smile with her eyes.
I like seeing her eyes smile.
Sometimes I want to pull the mask off so I can see her whole face.
But I will help her keep it on so we stay safe.
I saw another teacher wear a mask today.
He helps keep us safe too.
I am glad my teacher keeps us safe.
• Sit with a child in front of a mirror. Let them practice holding the mask in front of their face. When they take it down, say something like ‘Look, its still you (insert child name.)’
• Practice seeing and feeling smiling eyes. Put your fingers on your cheekbones and feel how they move when you smile. Help the children to do the same. Help children look in a mirror and see how their eyes change when they smile.
• With older preschoolers, play ‘feelings charade’. See how many emotions children can identify with a mask on. Sad? Surprised? Happy? Worried?
Teachers can use an intentional connecting ritual with infants, toddlers and young preschoolers too. This activity lets children know ‘I am still me’ even with a mask on.
1. Teacher begin ritual with 3 breaths so teacher is completely composed before beginning ritual.
2. I see _______ (cover eyes, then uncover eyes and say child's name)
3. You see Ms/Mr _______ (point to self, say name and smile)
4. I see _______ (cover eyes, then uncover eyes and say child's name)
5. You see Ms/Mr _______ (point to self, say name and smile)
6. I'm wearing a mask to keep you safe (point to child)
7. You're safe (breathe)
8. I'm wearing a mask to keep me safe (point to self)
9. I'm safe (breathe)
10. Hello, Ms/Mr _____ (say name). Hello _____ (child's name)
11. We're safe! (breathe)
CUT-OUT MASK FOR ACTIVITIES
My Teacher Wears A Mask
© 2020
Written by: Nikki Edge, Melissa Sutton, Kim Whitman, and Leslie Corbell
Design by: Mark Currey
Produced with funding support from the Division of Child Care and Early Childhood Education | 1f0a892d-83ba-4aff-a06f-4796641889bb | CC-MAIN-2022-27 | https://medicine.uams.edu/familymedicine/wp-content/uploads/sites/7/2020/05/My-Teacher-Wears-a-Mask-Final.pdf | 2022-06-26T16:36:27+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103271763.15/warc/CC-MAIN-20220626161834-20220626191834-00049.warc.gz | 434,589,473 | 591 | eng_Latn | eng_Latn | 0.990294 | eng_Latn | 0.997742 | [
"unknown",
"unknown",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn"
] | true | rolmOCR | [
23,
57,
130,
188,
284,
386,
463,
580,
650,
687,
1251,
2029,
2058,
2281
] | [
4.21875
] | 3 | 1 |
4-H Creative Cake Decorating
Units 4 – 6
ACKNOWLEDGEMENTS:
The Colorado State 4-H Office/University Extension expresses gratitude and appreciation to the following contributors for their revisions to the Creative Cake Decorating Manual Units 4–6:
Helen Sembra, Professional Wilton Instructor
Kathy Hettinger, Colorado State Fair 4-H Cake Decorating Exhibit Superintendent
Pat Candelaria, Douglas County 4-H Leader
Connie Harris, Bent County 4-H Leader
Stephanie Morrison, Larimer County 4-H Leader
Julia Hurdelbrink, Adams County 4-H Agent
Gisele Jefferson, Golden Plains Area 4-H and Family & Consumer Science Agent
Karen Johnson, Class Content Manager, Wilton Brands
Jennifer Adams, Park County 4-H Agent
Special appreciation is expressed to Wilton Brands for permission to use illustrations from its website and books.
Revised Fall 2019
The 4-H program encourages a process that allows youth to first learn by doing before being told or shown how, and then to examine the experience. The experiential learning model developed by Pfeiffer and Jones (1985), modified by 4-H, includes five specific steps:
1) **Experience** the activity; perform, do it.
2) **Share** reactions, observations publicly.
3) **Process** analyze the experience;
4) **Generalize** to connect the experience to real-world examples.
5) **Apply** what was learned to a similar or different situation; practice.
The Experiential Learning Process guides youth through a process of discovery with little guidance from others. A situation, project or activity is presented that allows for individual thought and problem solving. Outside assistance is provided only at a minimum and supports learning by questioning at each stage. Youth in activities reflect on what they did, how they learned and what could be applied to a life situation.
1) **Experience Questions**: How is it working? What else might you try? What might make it easier?
2) **Share Questions**: What happened? How did you feel? What was the most difficult part?
3) **Process Questions**: What problems seemed to reoccur? What similar experiences have you had?
4) **Generalize Questions**: What did you learn about yourself? What did you learn about the activity? How does this relate to something else in life? How did you decide what to do?
5) **Apply Questions**: Where else can this skill be used? How will you use this in the future? What will you do differently after this experience?
Colorado State University, U.S. Department of Agriculture and Colorado counties cooperating, and Colorado State University Extension programs are available to all without discrimination. To simplify technical terminology, trade names or products and equipment occasionally will be used. No endorsement of products names is intended nor is criticism implied of products not mentioned. 2012
# Table of Contents
Creative Cake Decorating Manual Units 4 – 6 (Overview) ...........................................8
Unit 4 (Character Cakes) ........................................................................................................8
Unit 5 (Small Treats) .............................................................................................................8
Decorated Cupcakes ............................................................................................................8
Decorated Cookies ..............................................................................................................8
Cookie Construction ............................................................................................................8
Unit 6 (Cut-up and Sculptured Cakes) ..................................................................................8
Creative Cake Decorating Unit 4 (Character Cakes) ..........................................................9
Goals for Unit 4 .......................................................................................................................9
Exhibit for Unit 4 ...................................................................................................................9
Decorated Cake .....................................................................................................................9
Frosting ................................................................................................................................10
Design ..................................................................................................................................10
Tips for e-Records ................................................................................................................10
Be Creative ..........................................................................................................................11
Selecting Your Character Plan ............................................................................................11
Baking the Cake ...................................................................................................................12
Pound Cake Recipe ..........................................................................................................12
3-D Cakes .............................................................................................................................14
Preparing a Cake Board .......................................................................................................15
Frosting the Cake ................................................................................................................16
Suggested Steps ...............................................................................................................16
Decorating Help ...............................................................................................................17
| Section | Page |
|------------------------------------------------------------------------|------|
| Pressure | 17 |
| Frosting Your Character Cake | 17 |
| Caring for Decorator Bags | 18 |
| Icing Recipes | 18 |
| References | 21 |
| Creative Cake Decorating Unit 5 (Small Treats) | 22 |
| Goals for Unit 5 | 22 |
| Decorated Cupcakes | 22 |
| Decorated Cookies | 22 |
| Constructed Cookies | 22 |
| Exhibit for Unit 5 (three classes) | 23 |
| Cupcakes | 23 |
| Themed | 23 |
| Stacking | 23 |
| Character/Design | 23 |
| Decorated Cookies | 23 |
| Themed | 23 |
| Stacking | 23 |
| Cookie Construction | 23 |
| e-Record | 24 |
| Tips for e-records | 24 |
| Cupcakes | 25 |
| Tips for Baking Cupcakes | 25 |
| Cupcake Mix (recipe included) | 25 |
| Preparing the Pan | 26 |
| Section | Page |
|----------------------------------------------|------|
| Baking Tools | 26 |
| Pans, Cups and Paper Lines | 27 |
| Filling the Cupcake Liners or Pans | 28 |
| Frosting | 30 |
| How to Pipe a Cupcake Swirl | 31 |
| Buttercream recipe | 32 |
| Decorating Your Character Cupcake | 32 |
| Design and Themes | 33 |
| Cupcake Characters | 33 |
| Themed Cupcakes | 34 |
| Stacking Cupcakes | 35 |
| Storing Cupcakes | 36 |
| Transporting Cupcakes | 36 |
| Attaching Cupcakes to a Board | 36 |
| References | 36 |
| Decorated Cookies | 37 |
| Tips for Baking Cookies | 37 |
| Cookie Recipes | 37 |
| Tips for Rolling Dough | 38 |
| Preparing Baking Pans | 41 |
| Baking Tools | 42 |
| Tips for Successful Cookies | 42 |
| Icing Recipes | 43 |
| Decorating | 44 |
| Transporting | 44 |
| Topic | Page |
|--------------------------------------------|------|
| How to Make a Cookie Box | 44 |
| Themed Cookies | 44 |
| Stacked Cookies | 46 |
| **Cookie Constructions** | 47 |
| Tips for Construction | 47 |
| Tips for Baking Cookie Structures | 47 |
| Gingerbread Recipes | 48 |
| Rolling and Cutting Gingerbread | 50 |
| Building Basics | 50 |
| Baking Tools | 51 |
| Assemble a Gingerbread House | 51 |
| Prepare Icing (two recipes) | 53 |
| Decorating | 54 |
| Transporting | 55 |
| Design | 55 |
| **Creative Cake Decorating Unit 6 (Cut-up and Sculpture Cakes)** | 56 |
| Goals for Unit 6 | 56 |
| Exhibit for Unit 6 | 56 |
| Decorated Cake | 57 |
| Frosting Your Cake | 57 |
| Design | 57 |
| Tips for e-Records | 57 |
| **Baking the Cake** | 58 |
| Recipes | 58 |
| Tips for Cut-up and Sculpted Cakes | 60 |
| Topic | Page |
|--------------------------------------------|------|
| Preparing a Cake Board | 60 |
| Cutting the Cake | 60 |
| Suggested Patterns for Cut-up Cakes | 61 |
| Boat | 61 |
| Fish | 62 |
| Elephant | 62 |
| Flat Bunny | 63 |
| House Pattern | 64 |
| Assembling and Decorating the Cake | 65 |
| Stacking | 65 |
| Decorating | 65 |
| Sculpturing Cakes | 66 |
| Sculptured Bunny | 66 |
| Sneakers | 67 |
| References | 68 |
CREATIVE CAKE DECORATING MANUAL UNITS 4-6
Learning Experiences Emphasized
(Refer to manuals and state fair requirements for exhibit requirements)
UNIT 4: One decorated character real cake (an entire cake which resembles the shape of a character or object made without cutting) other than square, round, oblong, heart, hexagon, oval or petal cake shape. Three-dimensional cakes are acceptable; they should be primarily decorated with star tips and/or other tips appropriate to the design. (Fondant or royal icing can be used only for decorations). Bottom base border that frames the cake is required.
UNIT 5: Small Treats is divided into three sections: Decorated Cupcakes, Decorated Cookies, and Cookie Construction.
A. **Decorated Cupcakes** – using decorating tips and edible items.
There are three classes in this unit that can be chosen for an exhibit.
1. Cupcake Design or Theme
2. Stacking Cupcakes
3. Character or Design using multiple cupcakes
B. **Decorated Cookies** – using decorating tips and edible items.
There are two classes in this unit that can be chosen for an exhibit
1. Themed Decorated Cookies
2. Stacked Decorated Cookies
C. **Cookie Construction** – using decorating tips and edible items.
There is one class in this unit.
1. Cookie Structure
UNIT 6: One decorated real cut-up or sculpted cake using three different types of decorating tips (not different sizes of the same tip) and edible materials for decorations. (Non-edible items can NOT be used). (Fondant or royal icing can be used only for decorations). Non-edible internal supports are allowed but must not show.
Note: Units 4 and up do not have to be taken in order as numbered.
Creative Cake Decorating Unit 4—Character Cakes
This year you will use cake decorating tips and character pans. It will take practice to learn to control the tips but many fun and interesting cakes can be created.
Practice does not always have to be done on a cake. It can be done on waxed paper, a smooth plastic place mat or cutting board, or practice board. Then the icing can be scraped up and used over and over.
Goals for Unit 4
1. Learn to use a character cake pan (a pan with shaped sides and molded top).
2. Begin to develop skill in using the tips recommended for decorating the cake selected. Example: star tips, grass tip, round tip, leaf tip, also #2010-triple star tip.
3. Develop skill in mixing colors and using them effectively.
4. Bake and decorate a minimum of three cakes plus your exhibit cake (total of 4).
Exhibit for Unit 4
1. One decorated character real cake (an entire cake which resembles the shape of a character or object made without cutting) other than square, round, oblong, heart, hexagon, oval or petal cake shape. 3-D shapes are acceptable. Cakes should be primarily decorated using the star, grass, round, leaf tips and/or other tips appropriate to the design.
2. Your completed Cake Decorating e-Record in a sturdy binder/notebook should accompany the cake. Note: Take a picture or make a simple drawing. Then write a short explanation of what you did and what you learned with each cake you decorated.
3. Fair Secret — Let the cake air dry; DO NOT FREEZE or refrigerate.
Decorated Cake
1. The cake must be baked by the exhibitor. This should be noted in the e-Record. It also may be discussed at interview judging.
2. The cake should be placed on a very firm disposable cardboard surface (foam core, cardboard, particle board, etc.) which will not sag with the weight of the cake. Cut the base board to be approximately the shape of the cake. Note: this
is required so the member and/or the judge do not accidentally put their finger into the border.
3. The cake board must be covered with a food safe material—examples are aluminum foil, Wilton--Fanci-Foil wrap, or freezer paper. If you use a decorative or gift wrap paper or fabric, it must be covered in food quality plastic wrap.
**Frosting**
1. All areas should be covered with frosting with no cake showing through.
2. Decorator icing should be the proper consistency for work being done. (No Royal Icing may be used.)
**Design**
1. Decorations covering each area of the cake should be uniform in size and evenly spaced.
2. Colors should not “bleed” into each other.
3. Non-edible items (plastic, paper, toothpicks) cannot be used on the cake.
4. Tips used should be appropriate for the design selected. Example: Star tips—large or small stars depending on the detail; grass tip—for hair. #2010 triple star tip (remove the coupler from the bag and drop the tip in the bag), outline with a round tip, etc.
5. Edible items may be used for decorations. Example: gum drops or mini Oreos for eyes on an animal pan, etc.
**Tips for e-Records**
1. Cake Decorating e-Records should be neat and complete. Instructions should be followed.
2. Cake Decorating e-Records should show that a minimum of three cakes plus the fair exhibit have been made (total 4).
3. Cake Decorating e-Record books will count 25 percent of the placing score.
Be Creative
Look at pictures in books and online to see how you can use one pan for several characters. For example: a panda bear might be made into many different “care” bears. Experiment with different decorating tips to see how you can use them to create different effects on the cake.
Selecting Your Character Pan
Many choices of pans are available to you. They may be light or medium weight, aluminum or old cast iron pans. They may just have the outline of the character or they can be shaped on the bottom to give contours. They can be flat or stand-up characters.
1. If you are not sure that you want to get into cake decorating on a large scale, you might want to choose a character pan kit as found in craft stores or online. This contains:
- A light-weight aluminum pan
- Plastic decorating bags
- Plastic decorating tips
- Food coloring for this design
- Directions
2. If you are sure that you want to continue in cake decorating, you will probably want to get a permanent set of cake decorating tools and a regular weight character pan. You could exchange pans with other club members or your leader to have different characters available and different experiences in decorating. You might also want to watch garage sales for character pans.
NOTE: If you can stack or layer them, they are not character pans (i.e. petal pans, heart, round or square pans).
Baking the Cake
Refer to the Units 1-3 manual for information on baking the cake. You will want to keep the following points in mind for character cakes.
Use pound cake or Bundt cakes for 3-D or stand-up character cakes. Other types of cakes are too fragile. If you use Helen’s Box Cake recipe from Units 1-3, substitute milk for water (1-1/3 cup) and add an additional egg (for a total of 4 eggs) and a small box of instant pudding and pie filling mix (your choice of flavor) and required vegetable oil according to mix instructions. Bake according to instructions. This makes a great pound cake.
Helen Sembra’s Pound Cake Recipe
1 Cake Mix
2 Tablespoons Meringue Powder
1/3 cup Wesson or Crisco Oil
1 (3.4 ounce) Instant Pudding & Pie Filling Mix
1/4 cup Flour
1-1/3 cup Milk
Combine all the above ingredients and beat at medium speed until satiny smooth and thick.
Add:
4 Eggs
Beat on low speed only until eggs are incorporated. Do not over beat.
Bake at 325° for approximately 60-minutes. Test cake for doneness with toothpick.
1. Preheat oven to temperature specified in recipe or on packaged mix.
2. Generously grease the inside of the character cake pan with solid vegetable shortening. Use a pastry brush or paper towel to spread the shortening evenly, and make sure that all inside surfaces (sides, corners, indentations) are well covered.
3. Sprinkle flour inside the pan and shake the pan back and forth so the flour covers all the greased surfaces. Tap out excess flour, and if any shiny spots remain, touch up with more shortening and flour. This important step will help prevent the cake from sticking to the pan.
You may also use an aerosol spray product that has the grease and flour mixed in it.
4. Bake the cake according to the temperature and time specifications in the recipe or on the package instructions.
5. Before removing the cake from the pan, check to make sure that the sides are released (pulled away from the pan). If the cake has a slightly risen top, place parchment paper over the cake and put the cake rack on top and slightly press down, holding down for a minute or two to even the cake. Or you may cut it off with a long-serrated knife or a long piece of dental floss while the cake is in the pan to be sure it is level. To remove the cake from the pan, place the cake rack against the top of the cake and turn both the cake pan and the rack over.
Lift pan carefully.
If the cake will not release from the pan, return it to a warm oven, 250°, for a few minutes and repeat the procedure. Cool the cake completely or freeze. Placing the cake in the freezer until frozen will keep the cake moist and firm and easier to decorate. Then brush the loose crumbs off the cake and it’s ready to ice.
3-D Cakes
3-D pans are also available for your character cakes and are acceptable for this unit. The two-piece pans form both sides of a stand-up figure. Be sure to use a pound or Bundt cake or a recipe which produces a very firm cake.
Prepare the mold by generously greasing both inside halves. If the mold has a hollow baking core, grease the outside. Then lightly dust all surfaces with flour.
1. Shake off excess flour and make sure there are no shiny parts of the mold or baking core exposed. It is important to have all the mold’s indentations and the baking core well coated as it prevents the cake from sticking.
2. Fasten the mold with the clamps provided, making sure both halves fit snugly together. Invert the assembled mold and place on a baking pan or aluminum foil to catch any batter that may seep through or overflow during baking. Pour the amount of cake batter called for in pan directions into the inverted mold.
3. Insert the hollow baking core, which has been greased and floured, into the center of the 3-D mold and twist flanges to secure.
4. Bake the 3-D cake in a 325°F oven for 60 minutes or until done. When finished baking, remove cake mold from the oven and cool upright for about 10 minutes.
5. After cooling for 10 minutes, gently turn the center core clockwise, easing it out of the cake. With the baking core removed, place mold face down, release clamps and tap the back of the mold free with the handle of a spatula.
Replace mold on this loosened back half, turn the mold face up and tap the front of the mold free. Now remove the front half of the mold and let the cake rest face up until cool to the touch. This will prevent cracking. Total cooling time should be at least 35 minutes. Stand the cake upright, remove the other half of the mold and place the cake on a board for decorating.
6. Spaghetti sticks may be used inside stand-up characters to reinforce weak areas (ears, etc.).
7. Decorate the cake as recommended with recipe instructions or use your own ideas.
Preparing a Cake Board
Your shaped cakes will look best on a cake board that follows the contours of the pan.
1. Select smooth, clean corrugated cardboard, foam core board, plywood or particle board.
2. Measure and cut one piece of base material to the desired size. Turn your pan upside down on the base material and draw a line 1-½ to 3 inches (2 inches is good) from the edge of the pan on all sides. Cut out board with a knife.
3. If using cardboard turn a second piece so the corrugation is going in the opposite direction. Cut the same shape. Having the pieces go in opposite directions will make the finished board stronger and prevent warping. Glue the boards together. If using foam core board or wood, only one thickness is needed.
4. Trace board shape onto foil, or other covering material, making outlines 2 inches larger than the board all the way around.
5. Put a circle of glue on side and center of board. To secure the covering to the surface of the board, outline the board with glue as well as placing glue in multiple places throughout the board. Be sure it is centered on the covering.
6. Slash to within 1/4 to 1/2 inch of the board about every 1/2 to 3/4 inch around the edge. Be sure there is a slash where the pan changes direction sharply.
7. Put glue around back side of board and glue all pieces to the back.
8. Cut a piece 1/2 to 1 inch smaller in diameter than the board being covered. Glue on back of board to cover the bottom and edge which have been turned back.
**Frosting the Cake**
**Select a Good Frosting**
Use one of the recipes you found in Units 1-3 or one which your instructor or leader recommends.
**Suggested Steps to Follow When Frosting a Character Cake**
1. Cool cake thoroughly before frosting. If possible, bake the cake the day before decorating day and freeze in foil or a plastic bag. Freezing helps eliminate crumb problems. Be sure to thaw the cake slightly before beginning to frost.
2. Place a “dob” of frosting on cake board. Place the cake on top and center the cake on the board. Gently twist to secure. This prevents the cake from slipping.
3. Be sure the contoured side of the cake is on top.
4. Brush loose crumbs from sides and top of cake.
5. Use a crumb coating, if needed. This is made by slightly thinning the frosting to a soft consistency and applying a thin layer to the cake. Crumb coating done in the color to be used will help to prevent cake showing through if stars, etc., are not close enough. Air dry the cake before applying the finish coat of frosting.
6. Be sure to clean the edge of your board.
Decorating Help (refer to the cake decorating website at: http://co4h.colostate.edu/projects/manuals/4-HCakeDecoratingOnline.pdf
Pressure
The steadiness and amount of pressure applied to the decorating bag will determine the size and uniformity of any frosting design. Some decorations require an even pressure, others a varying application of light, medium or heavy pressure. The more you control the pressure, the more exact your decoration will be.
Frosting Your Character Cake
The shape and design of your cake will determine the techniques you use in decorating. Basic steps will include the following:
1. Ice any larger background areas which will be smooth when finished. Areas to be completely covered with stars, etc., need not be iced.
2. With a toothpick, mark the dividing lines on the design. Cover these marks with a string (outline) of frosting using a round tip.
3. Fill in the areas with the tip suggested, keeping the size consistent and lines straight. Dark colors should be allowed to dry before adding adjoining colors so the colors will not “bleed.”
4. Some shaping can be done with a spatula dipped in cornstarch or your finger dipped in cornstarch.
Buttercream Recipe 1
1-1/2 cup Crisco or Sweetex
1-1/2 sticks of butter, softened but not melted
2 pounds confectioners’ sugar
2 tablespoons milk or water
1 teaspoon flavoring
Pinch of salt
Cream shortening, butter, flavoring, water and salt. Add sugar and blend slowly. Beat on medium speed until color becomes a little whiter, about 3 to 5 minutes. **Note:** If beaten on high speed, too much air will be incorporated into the frosting and it will be more difficult to smooth.
Chocolate Buttercream Recipe 1
Add to Buttercream Recipe 1:
3/4 cup cocoa or three 1-ounce unsweetened chocolate squares, melted
1 to 2 additional tablespoons of milk if needed to soften.
Mix until well blended.
If the icing is too thin add more powdered sugar. If the icing is too thick, add small amounts (1/2 teaspoon at a time) of milk or water until proper consistency is reached.
Buttercream Recipe 2
1-1/2 cups Crisco or Sweetex
1 teaspoon salt
2 teaspoons flavoring (clear or no color)
2 pounds confectioners’ sugar sifted (pure cane confectioners’ sugar if available)
2 tablespoons of water
(1/4 cup of milk if you are going to use lavender color)
Blend the shortening, salt, and flavorings. Add the powdered sugar, then, add water slowly and blend on medium speed until all the ingredients are mixed well. Blend 1 to 2 minutes until all the ingredients are creamy. **Note:** Altering the sugar, shortening, and water ratio too much will cause the icing to break down and look greasy. Add 3 to 4 tablespoons of light corn syrup per recipe to thin for icing the cake.
Chocolate Buttercream Recipe 2
Add to Buttercream Recipe 2:
1/2 to 2/3 cup cocoa powder. If the icing is too thin add more powdered sugar. If the icing is too thick, add small amounts of milk or water until the proper consistency is reached.
Snow White Buttercream Recipe
2/3 cup water
4 tablespoons meringue powder
12 cups sifted confectioners’ sugar (approximately 3 pounds)
1-1/4 cup Crisco or Sweetex
3/4 teaspoon salt
1/2 teaspoon almond flavoring
1/2 teaspoon clear vanilla flavoring
1/4 teaspoon butter flavoring
Combine the water and meringue powder. Whip at high speed until peaks form. Add 4 cups of sugar, 1 cup at a time, beating at low speed after each addition. Add the shortening and the remainder of the sugar alternately. Add the salt and flavorings. Beat at low speed until smooth.
Helen Sembra’s Buttercream for Fondant Looking Cakes Recipe (Stiff Consistency)
2 pounds powdered sugar
4 tablespoons meringue powder
1 teaspoon salt (popcorn salt preferred—finer in texture so will dissolve quickly)
1 cup Crisco
1/3 to ½ cup water (lukewarm)
2 teaspoon vanilla or flavoring of your choice
Combine powdered sugar, meringue powder and salt together. Add remaining ingredients and mix at low to medium speed until smooth.
Note: Experiment with each of these recipes until you decide which recipe works best for you. Snow white buttercream icing has an ideal consistency for frosting cakes to exhibit at shows and fairs.
References:
www.wilton.com
www.bettycrocker.com
http://co4h.colostate.edu/projects/manuals/4-HCakeDecoratingOnline.pdf
Key words:
Character Cakes
Also, YouTube has videos on character cakes that you might want to check out.
Creative Cake Decorating Unit 5—Small Treats
(Cupcakes, Decorated Cookies & Cookie Construction)
Goals for Unit 5
Decorated Cupcakes
1. Learn to bake cupcakes that are uniform in size and suitable for decorating.
2. Practice skills in using frosting and edible food items to create attractive and tasty individual cake portions (cupcakes).
3. Practice skills in using decorating tips, mixing colors, textures, sizes, and edible add-ons to effectively create a design or theme.
4. Bake and decorate a minimum of three batches of cupcakes plus your exhibit cupcakes (total of 4). One batch = 12 cupcakes.
Decorated Cookies
1. Learn to bake cookies that are uniform in size and suitable for decorating.
2. Practice skills in using frosting and edible food items to create attractive and tasty cookies.
3. Practice skills in using decorating tips, mixing colors, textures, sizes, and edible add-ons to effectively create a design or theme.
4. Bake and decorate a minimum of three batches of cookies plus your exhibit cookies (total of 4). One batch = 12 cookies.
Constructed Cookies
1. Learn to bake cookies that are suitable for constructing.
2. Practice skills in using frosting and edible food items to create attractive and sturdy sound structures.
3. Practice skills in using frosting tips, mixing colors, textures, sizes, and edible add-ons to effectively create a design.
4. Bake and decorate a minimum of 3 structures plus your exhibit structure (total of 4).
Exhibit for Unit 5
Class: Decorated Cupcakes using frosting and edible items. Fondant and royal icing can be used only for decorations.
There are three classes in this unit that may be chosen for an exhibit.
1. Cupcakes
A. **Themed Cupcakes**. A minimum of 3 and maximum of 6 regular size (2-¾ inches) cupcakes in liners. Cupcakes should be of a similar design or theme. Cupcakes should be displayed in a 6-cup muffin tin or placed in foil or paper liners and placed on sturdy paper/plastic plate that is labeled with the Exhibitor’s name and county.
B. **Stacking Cupcakes**. A minimum of 4 and a maximum of 8 cupcakes creating one design or theme where cupcakes are stacked on top of each other and decorated. Cupcakes (at least 2 and not more than 4 stacked cupcakes) should be secured to a sturdy covered board for display. Board size should be appropriate to design (use guideline for cakes).
C. **Character or Design Cupcakes**. Using multiple cupcakes, a character design is created by grouping and decorating several cupcakes. The character must be displayed on one cake board with a maximum size of 9 x 13 inches or 14 inch round.
2. Decorated Cookies
A. **Themed Cookies**. A minimum of 3 and maximum of 6 regular size (3 inches) cookies displayed on a disposable base. Cookies should be of a similar design or theme. Cookies should be displayed on a 12-inch disposable platter that is labeled with the Exhibitor’s name and county.
B. **Stacking Cookies**. A minimum of 6 inches in height and maximum 12 inches in height cookies creating one design or theme where cookies are stacked on top of each other and decorated. Cookies should be secured to a sturdy covered board for display not to exceed 12 x 12 inches.
3. Cookie Construction
A. A cookie structure that is no more than 11 inches wide with a maximum height of 20 inches. The structure should be placed on a 14 x 14 inch disposable base and labeled with the Exhibitor’s name and county. The structure may be placed in a glass case.
e-Record -- Your completed Cake Decorating e-Record in a sturdy binder/notebook should accompany the cupcakes, cookies and cookie structure. Note: Take a picture or make a simple drawing. Then write a short explanation of what you did and what you learned with each batch you decorated.
Tips for e-Records
Cupcakes
1. Cake Decorating e-Records should be neat and complete. Instructions should be followed.
2. Cake Decorating e-Record book should contain evidence of the skills learned in this unit.
3. Cake Decorating e-Records should show a minimum of three batches of cupcakes, plus the fair exhibit cupcakes, for a minimum of four baking and decorating experiences.
4. Cake Decorating e-Records will count 25 percent of the placing score.
Decorated Cookies
1. Cake Decorating e-Records should be neat and complete. Instructions should be followed.
2. Cake Decorating e-Record book should contain evidence of the skills learned in this unit.
3. Cake Decorating e-Records should show a minimum of three batches of cookies, plus the fair exhibit cookies, for a minimum of four baking and decorating experiences.
4. Cake Decorating e-Records will count 25 percent of the placing score.
Cookie Construction
1. Cake Decorating e-Records should be neat and complete. Instructions should be followed.
2. Cake Decorating e-Record book should contain evidence of the skills learned in this unit.
3. Cake Decorating e-Records should show a minimum of three structures, plus the fair exhibit structure, for a minimum of four structures.
4. Cake Decorating e-Records will count 25 percent of the placing score.
Cupcakes
Tips for Baking Cupcakes
- Use a proven scratch cake recipe or brand name cake mixes such as Duncan Hines or Betty Crocker for best results.
- Do not use generic cake mixes.
- One cake mix will usually make 30 cupcakes.
- Use a medium cookie scoop to consistently fill the liners.
- Bake at 325°F, test for doneness. To test for doneness, press gently down on top of the cupcake. If it springs back then it is done.
- Put cupcakes in freezer once cooled to hold in moisture.
- Use Crisco or Sweetex in the icing.
- Follow high altitude adjustments, if needed.
Perfect Cake Mix Cupcakes
Use any of the brand name cake mixes for a firm cupcake. Avoid cake mixes with pudding in the mix and lighter kinds such as angel food; cupcakes require a firm cake.
**Cupcake Mix**
1 box (18.25 ounces) cake mix (such as classic vanilla or devil’s food)
1 cup buttermilk (in place of the water called for on the box)
Vegetable oil (the amount on the box)
4 large eggs (in place of the number called for on the box)
Combine all the ingredients in a large bowl. Beat using an electric mixer until moistened, about 30 seconds. Increase the speed to high and beat until thick, about 2 minutes longer.
Bake at 325°F. Test cake for doneness with toothpick.
24 cupcakes can be baked side by side in the oven.
Remove from oven and place in freezer on wire racks.
Take from [www.wilton.com](http://www.wilton.com)
Helen Sembra’s Pound Cake Recipe
1 cake mix
2 tablespoons meringue powder
1/3 cup Wesson or Crisco Oil
1 (3.4 ounce) instant pudding & pie filling mix
1/4 cup flour
1-1/3 cup milk
Combine all the ingredients and beat at medium speed until satiny smooth and thick.
Add:
4 eggs
Beat on low speed only until eggs are incorporated. Do not over beat.
Bake at 325-degrees for approximately 12-15-minutes. Test cake for doneness with toothpick.
When using scratch recipes, use the information on High Altitude Cooking found on the Colorado State University Extension website.
Preparing the Pan
If you are baking in a pan with a dark or non-stick surface, you should lower the recommended recipe temperature by 25°F to avoid overbrowning. Dark pans give your cakes a darker finish when baked at 325°F.
Baking Tools
- Muffin Pan
- Baking Cups
- Silicone Cups
- Cookie Sheet
With Paper/Foil Cups (in metal muffin pan)
Cups create a pretty fluted surface and allow you to bake without grease or pan spray. They also help keep cupcakes from drying out. Be sure to spread cups evenly in pan cavities and check that cups are level before filling. When using foil cups, remove paper liners, if included, before filling and baking. Liners are included to help separate the thin foil cups. *(Note: Themed Cupcakes are to use liners.)*
Without Paper/Foil Cups (in metal muffin pan)
Even non-stick pans must be prepared before baking. Prepare pan cavities by spraying with non-stick vegetable oil pan spray. Or brush cavities with vegetable shortening and flour for perfect release without sticking. *(Note: Themed cupcakes are to use liners.)*
With Silicone Cups
These are oven-safe flexible cups. These cups release cupcakes with ease and are dishwasher safe. Prepare the cups with a non-stick pan spray before baking. Place cups on a cookie sheet or sheet pan for level baking and easy removal from the oven. To remove cupcakes, invert cup and apply gentle pressure to the bottom while gently peeling cup away. You may need to add more baking time for some shapes. *(Note: Themed cupcakes are to use liners.)*
Figure 5: Information and pictures taken from: www.wilton.com
Cupcake Pans and Paper Liners
Cupcake baking pans are available in three sizes: small (mini – about 2 inches), medium (regular – about 2-¾ inches), and large – about 3-½ inches. This variety allows you to experiment with different decorating ideas. Recipes can be baked in any size pan, but the baking time will need to be adjusted for mini and large pans. Mini cupcakes usually take 5-7 minutes less than the medium-sized cupcakes, and the large cupcakes usually take 5-10 minutes more than the medium-sized pans.
| Pan Size | Batter Amt. | Baking Temp | Baking Time | Yield – 1 mix |
|--------------------------|----------------------|-------------|---------------|---------------|
| Standard Muffin Pan | 1/4 – 1/3 cup | 325°F | 18-20 minutes | About 2 dozen |
| Mini Muffin Pan | 1 heaping tablespoon | 325°F | 8-10 minutes | About 5 dozen |
| King-Size Muffin Pan | Slightly less than 1 cup | 325°F | 24-26 minutes | About 6 |
| Jumbo Muffin Pan | 1/2 – 2/3 cup | 325°F | 20-22 minutes | About 1 dozen |
| Mini Fanci-Fill Pan | 1/2 cup (per pan) | 325°F | 18-20 minutes | |
Cupcakes can be baked in greased cupcake pans or in paper liners. When using the paper liners, the cupcakes are easier to handle and stay fresh longer. Paper liners are available in a wide range of sizes, colors and patterns. If you want the sides of the cupcake to be smooth or if it will be completely frosted in a design or grouping, then bake the cupcakes directly in the pan. Grease the cups with shortening or cooking spray, and then lightly flour the cups. You might need to run a knife around the edge of the cupcakes to release them from the pan.
**Filling the Cupcake Liners or Pans**
For a consistent cupcake size, fill cups 1/2 to 2/3 full.
**Decorating Bag**
The best way we’ve found to add the batter is to squeeze it into the cup using a decorating bag. Just fill the bag about halfway with batter and squeeze perfect portions into your cups. Using a bag will give you better control, especially when making mini cupcakes. The bag keeps batter from spilling over the cavities.
**Ice Cream Scoop (Portion Scoops)**
Another way to fill is by using a standard ice cream scoop in half-circle shape with lever handle. Fill the scoop with batter and place in baking cup and repeat until cavity is filled 1/2 to 2/3 full.
Spoon
When using a heaping tablespoon, it will take 3 to 4 tablespoons of batter to fill a cavity 1/2 to 2/3 full.
Measuring Cup
The purpose of using a measuring cup is to give you a small and convenient container into which to put the batter. You will not be using it to actually measure the amount of batter going into cavities. Follow the same procedure as with the decorating bag, ice cream scoop and spoon; fill the cavity with batter 1/2 to 2/3 full.
Figure 6: Information and pictures taken from www.wilton.com
Pancake Batter Dispenser
The purpose of this dispenser is to select the size on handle for perfect portions.
Figure 7: Picture taken from www.wilton.com
Perfect Fill Batter Dispenser – www.wilton.com
Fill cups and pan cavities easily with no drips or mess! Built-in valve controls batter flow for uniform filling, so you get great-looking cupcakes and cakes every time.
Figure 8: Information and picture taken from www.wilton.com
Frosting
For a smooth experience, keep the frosting at room temperature and stir before using.
Place a dollop of frosting at the center of the cupcake.
Spread frosting across the top, pushing toward the edges. For a smooth look, run a small (4 to 4-½ inch) spatula edge across the top.
(4 to 4-½ inch spatula)
For a fluffier look, lightly touch the iced surface with a small spatula blade and lift-up.
Figure 9: Information and pictures from www.wilton.com
How to Pipe a Cupcake Swirl
Instructions
Step 1
Using a decorating bag fitted with tip 1M, 2D or 2A, hold the bag straight up, with the tip about half an inch above the surface of the cupcake.
Step 2
Squeeze to form the center of the swirl. Without releasing pressure, raise the tip a little bit and move it slightly to the side. This will be the starting point of your swirl.
Step 3
Pipe a line of frosting toward the top of the star. Using a circular motion, pipe a “C” until it connects to the starting point.
Step 4
After completing the first rotation, move the tip slightly inward and repeat the circular motion. Continue spiraling until you reach the desired height. End the spiral at the center of the cupcake. Stop squeezing before pulling tip away.
Figure 10: How to Pipe a Cupcake Swirl. https://www.wilton.com/tip-1m-swirl/WLTECHButtercream Recipe 1
1-1/4 cup Crisco or Sweetex
1-1/2 sticks butter, softened but not melted
2 pounds confectioners’ sugar
2 tablespoons milk or water
1 teaspoon flavoring
Pinch of salt (only if using unsalted butter)
Cream Crisco or Sweetex, butter, flavoring, water & salt. Add sugar and blend slowly. Beat on medium speed until color becomes a little whiter, about 3 to 5 minutes. **Note:** If beaten on high speed, too much air will be incorporated into the frosting and it will be more difficult to smooth.
Decorating Your Character Cupcake
The shape and design of your cupcake will determine the techniques you will use in decorating. Basic steps will include the following:
1. Ice any larger background areas which will be smooth when finished. Areas to be completely covered with stars, etc., need not be iced.
2. With a toothpick, mark the dividing lines on the design. Cover these marks with a string (outline) of frosting using a round tip.
3. Fill in areas with tip suggested, keeping size consistent and lines straight. Dark colors should be allowed to dry before adding adjoining colors, so the colors will not “bleed.”
4. Some shaping can be done with a spatula dipped in cornstarch or your finger dipped in cornstarch.
Designs and Themes
Cupcake Characters
Cupcake characters use multiple, individually decorated cupcakes that come together to create the character. That is, if a cupcake is removed, the design or character will be ruined. Or any design that cannot be displayed in a cupcake pan as individual cupcakes. The design should be one dimension with no stacking.
Figure 11: Pictures taken from Pinterest.
Themed Designs
There are various techniques that can be used to design cupcakes. Think about the theme or occasion that you want the cupcakes for, then decorate your cupcakes according to the theme. For example: if you are doing a garden theme party, decorate your cupcakes as butterflies, ladybugs, flowers, spiders, etc. If your theme is Halloween, then you can decorate your cupcakes as witches, ghosts, pumpkins, etc. The possibilities are endless.
For more ideas on designs and themes for your cupcakes go to: www.wilton.com and search cupcakes. Also, there are many books on the market about cupcakes such as: Hello, Cupcakes! What’s New? and Crazy About Cupcakes. The internet has many interesting sites on cupcakes.
Key Word Search:
- Theme cupcakes
- Character cupcakes
- Stacked Cupcakes
- Pull apart cakes
Books: Hello, Cupcake! What’s New? and Crazy About Cupcakes
Stacking Cupcakes
Stacking cupcakes can be a fun way to create new designs and themes.
2 Layered Stacked Cupcake
(Example)
Bake a standard and a mini cupcake and cool.
Cover standard cupcake with tip 16 number pull-out stars in green buttercream icing. Stack mini cupcake on top of standard cupcake and cover with tip number 16 pull-out stars in green buttercream icing. Sprinkle both with nonpareils and position cookie on top.
Figure 13: Picture taken from www.wilton.com
https://www.wilton.com/two-tiered-tree-cupcakes/WLPROJ-4321.html?q=christmas+cupcakes&prefn1=contentType&sz=90&start=200&prefv1=decorating
Cupcake Tower (Example)
This cupcake tower uses a giant cupcake pan, jumbo muffin pan, standard muffin pan and mini muffin pan.
Bake and cool 1 of each size pan and trim off crowns. Bake and cool 2 additional swirl tops for tiers 2 and 3 using a Dimensions pan; use only 1/2 cup cake batter for tier 2 then 1/3 cup for tier 3.
Trim off pointed tops and trim sides to match diameters of Jumbo and Standard muffins. Ice bottoms smooth in assorted colors.
Tint 2 oz fondant in each color. Roll out 1/16 inch thick. For bottom tier cut 17 wavy strips, 3-1/2-inch long fitted with 2 wavy wheels and 1/4-inch spacer. Brush backs with damp brush and attach, about 1 inch apart. Cut 17 plain strips, 3-1/2-inch long, using cutter fitted with 2 straight wheels and 1/4 inch spacer. Attach over wavy strips. For 2nd tier, cut 12 circles using wide end of tip 12; attach. Use frosting to pipe tip 2 swirls. For 3rd tier, cut 12 zigzag strips, 1-1/2 inch long, using cutter fitted with 2 zigzag wheels and no spacer. Attach about ½ inch apart. For top tier, cut 10 dots using small end of tip 12; attach. Frost tops fluffy for bottom 3 tiers.
Figure 14: Information and picture taken from www.wilton.com
Assemble bottom tiers. Insert wooden dowel rod into stacked cupcakes. Ice mini muffin top and position on tower.
https://www.wilton.com/cupcake-stack-cake/WLPROJ-5249.html?q=stacked+cupcakes&prefn1=contentType&sz=90&prefv1=decorating&start=10
**Storing Cupcakes**
Store your cupcakes in an airtight plastic container in the refrigerator. They will stay fresh for several days. Cupcakes also keep well in the freezer in an airtight plastic container. You also can freeze the cupcakes before frosting. Then, frost and decorate them before serving.
**Fair Secret**
For exhibit let cupcakes air dry and do not freeze or refrigerate before or after decorating.
**Transporting Cupcakes**
Use plastic packaging designed for cupcakes to transport to events or other locations. Look for these special containers at cake and restaurant supply stores or online suppliers.
Also, a clean cupcake pan is a good way to transport your cupcakes. Be sure to lightly cover the decorated cupcakes with aluminum foil, being care not to touch the top of the cupcakes. Carefully remove the cupcakes onto a platter or serving tray.
Cupcakes can be packed in a cake box, using tissue paper between cupcakes.
**Attaching Cupcakes to a Board**
A dab of frosting or piping gel on the bottom of the cupcake will secure it to the cake board.
**References**
**Books:**
www.wilton.com
www.bettycrocker.com
Key Words: cupcakes
Decorated Cookies
Tips for Baking Cookies
- Use a proven scratch cookie recipe or brand name cookie mixes such as Krusteaz, Pillsbury, or Betty Crocker for best results.
- Do not use generic cookie mixes.
- One cookie mix will usually make approximately 24 3-inch cookies.
- Use a medium cookie scoop to make a round or roll them or slice them into a round.
- Bake according to recipe.
- Use Crisco or Sweetex in the frosting.
- Follow high altitude adjustments, if needed.
Cookies Recipes
**Sugar Cookie**
1 cup (8oz) unsalted butter
1 cup (8oz) granulated sugar
2 large eggs
1 tsp vanilla extract (can use other flavors such as lemon, almond, anise, etc.)
15 oz all-purpose flour
2 tsp baking powder (adjust for altitude: 1 tsp at 5000 - 6500', ¾ tsp above 6500')
1 tsp Kosher salt
1. Preheat oven to 325°F.
2. Cream butter and sugar until light yellow and well blended.
3. Add in eggs one at a time, scraping bowl in between additions of eggs. Mix well.
4. Add in vanilla extract.
5. Combine flour, baking powder and salt in a separate bowl.
6. Add flour mix into egg and sugar mix and combine well into a dough.
7. Remove from bowl and roll out to ¼-inch thickness on well-floured surface.
8. Cut into desired shapes and place on parchment-lined or nonstick baking pan.
9. Bake for 8 minutes or until just golden brown on the edges.
10. Remove from pan and cool on wire rack.
11. Decorate as desired.
Shortbread: King Arthur Flour Baker’s Companion, All Purpose Baking Cookbook
1 cup (8oz) unsalted butter
1 tsp Kosher salt
3/4 cup (5-1/4 oz) granulated sugar
2 cup (8-1/2 oz) all-purpose flour
1. Preheat oven to 300°F.
2. In medium bowl, cream butter, salt and sugar together with a mixer or by hand.
3. Add the flour and blend until the mixture resembles fine cornmeal.
4. To shape: roll the dough into 1-1/2 inch balls, press with a cookie stamp or the bottom of a glass dipped in sugar to prevent sticking. Chill in the freezer for 30 minutes before baking. If pressing dough into a shortbread mold, no need to freeze it.
5. Bake on ungreased baking sheets for about 20 minutes. Watch cookies carefully. When bottoms are a light sand color, remove them from the oven and transfer to a rack to cool.
6. Store cookies in tins lined with waxed or parchment paper.
Recipes/information located at the Wilton website:
- Roll-Out Cookie Dough
- Gingerbread Cookies
- Shortbread Cookie
- 4 Common Cookie Fails and How to Avoid Them
Tips for rolling out cookie dough
- Roll dough out on back of cookie sheet or on parchment so you don’t have to pick up cut cookie dough. Cookies may become misshaped when moved.
- Lift excess dough away from cookies rather than lifting cookie from dough.
- Dip cookie cutter in flour before cutting. Make cut, then wiggle the cutter slightly to make sure you have a clean cut.
- Roll out dough on a floured surface. Flour rolling pin before each use. Use flour sparingly as adding too much flour into the dough will make it tougher. Try using confectioners’ sugar instead as it will not toughen the dough.
- If rolled cookie dough puffs too much when baking, add a little flour to dough. Excess moisture in the dough will over activate the baking powder.
Buttercream Recipe 1
1-1/4 cup Crisco or Sweetex
1-1/2 sticks butter, softened but not melted
2 pounds confectioners’ sugar
2 tablespoons milk or water
1 teaspoon flavoring
Pinch of salt (only if using unsalted butter)
Cream Crisco or Sweetex, butter, flavoring, water & salt. Add sugar and blend slowly. Beat on medium speed until color becomes a little whiter, about 3 to 5 minutes. **Note:** If beaten on high speed, too much air will be incorporated into the frosting and it will be more difficult to smooth.
Poured Cookie Icing Recipe
1 cup confectioners’ sugar (sifted)
2 teaspoons of milk
2 teaspoons light corn syrup
Place sugar and milk in bowl. Stir until mixed thoroughly. Add corn syrup and mix well. For filling in areas, use thinned icing (add small amounts or light corn syrup until desired consistency is reached).
Some character designs require run-in sugar or flood work. This should be done with a Royal Icing.
**Royal Icing (Wilton Recipe)**
3 level tablespoons meringue powder
4 cups (approx. 1 lb.) sifted confectioners’ sugar
6 tablespoons water*
Yield: 3 cups
Beat all ingredients at low speed for 7-10 minutes (10-12 minutes at high speed for portable mixer) until icing forms peaks.
*When using large countertop mixer or for stiffer icing, use 1 tablespoon less water.
---
**Helen Sembra’s Special Royal Icing**
Mix together in a large bowl…
1/2 tsp. cream of tartar
1-1/2 tbsp. *Gum Arabic
2 pounds powdered sugar (lump free—sift if necessary)
In a large electric mixing bowl, Combine…
2/3 cups lukewarm water
1/4 cup meringue powder
Mix the meringue and water until frothy at a medium speed. Add at low speed the dry ingredients and beat until it holds a firm peak for flowers made with royal, medium peak for extension and drop work and finally, soft peak for embroidery and scripting on cakes.
**Caution:** All utensils and equipment must be absolutely grease free.
*Specialty cake stores or online websites.
Remember that all utensils and tools must be grease free.
To use run-in sugar or flood work for eyes, nose, etc., on cookies:
1. Seal the area to be covered with run-in sugar or flood work with piping gel.
2. Outline the area with a round tip using either butter cream or royal icing. This creates a dam or dike to hold the run-in sugar.
3. Prepare run-in sugar by taking the quantity of royal icing needed for the design area. Add one drop of water at a time until thinned to the consistency of heavy cream. (When dropped from a spoon it will dissipate or smooth out to the slow count of 10.) Make certain all utensils are free of grease when preparing run-in sugar.
4. Fill in the area desired. Do not break the outline (dam) or icing will overflow onto cookie.
**Preparing Baking Pans**
Follow the recipe for pan preparation.
Non-stick bakeware large cookie pan
With the Bake-N-Coat and Pan Set, you can bake cookies in the pan and decorate them on the rack.
Make sure that your pans are flat and not warped. Darker pans will heat up faster and will hold the heat therefore taking less time to bake the cookies. Lighter pans take longer to heat up therefore the baking time will be a little more. When using a stone pan you will need to cool the stone before putting another set of cookies on it. Baking stones retain heat longer than metallic pans do, so this might take a while. Make sure you adjust your baking time depending on the type of pan used.
**Baking Tools**
- Cookie Spatula
- Cookie cutters
- Cookie scoop
- Parchment
- Flat cooling racks
- Sharp paring knives
- Rolling pins
**Tips for successful cookies**
- Spacing—1-inch between cookies and edges of pan
- Roll cookies out on parchment paper or on a silicon mat
- Flour surface before rolling out the cookie dough
Move cookies onto baking pan with spatula or you can place the parchment paper with the cookies onto the baking pan.
**Icing Recipes**
**Royal Icing (Wilton Recipe)**
3 level tablespoons meringue powder
4 cups (approx. 1 lb.) sifted confectioners’ sugar
6 tablespoons water*
Yield: 3 cups
Beat all ingredients at low speed for 7-10 minutes (10-12 minutes at high speed for portable mixer) until icing forms peaks.
*When using large countertop mixer or for stiffer icing, use 1 tablespoon less water.
**Helen Sembra’s Special Royal Icing**
Mix together in a large bowl…
1/2 tsp. cream of tartar
1-1/2 tbsp. *Gum Arabic
2 pounds powdered sugar (lump free—sift if necessary)
In a large electric mixing bowl, Combine…
2/3 cups lukewarm water
1/4 cup meringue powder
Mix the meringue and water until frothy at a medium speed. Add at low speed the dry ingredients and beat until it holds a firm peak for flowers made with royal, medium peak for extension and drop work and finally, soft peak for embroidery and scripting on cakes.
**Caution:** All utensils and equipment must be absolutely grease free.
*Specialty cake stores or online websites.
Remember that all utensils and tools must be grease free
Decorating
- Covering Cookies with Thinned Icing – shows step outs
- Covering a Cookie with Cookie Icing – No images but better written instructions
- Outline and Fill Cookies – shows step outs
- Color Flow Dragging – same technique as using royal icing, shows step outs
- Coloring Cookie Dough
- Cookies 101: Using Royal Icing
Transporting
- Bake cookies 2 days before transporting.
- Always cool before packing to prevent sticking.
- Line cardboard containers with foil or plastic wrap to keep cookies fresh.
- Place sheets of parchment between layers of cookies, especially those which are iced or decorated with royal icing. Cookies iced with buttercream don't stack well.
- Pack delicate and decorated cookies in shallow containers; the fewer layers, the better.
- Wrap cookies singly or in pairs and group wrapped cookies in a pretty box, bag or basket.
How to Make a Cookie Box
- How to Make a Cookie Box (Taken from www.wilton.com)
Themed Cookies
There are various techniques that can be used to design cookies. Think about the theme or occasion that you want the cookies for, and then decorate your cookies according to the theme. For example: if you are doing a garden theme party, decorate your cookies as butterflies, ladybugs, flowers, spiders, etc. If your theme is Halloween, then you can decorate your cookies as witches, ghosts, pumpkins, etc. The possibilities are endless.
Figure 16: Pictures taken from www.wilton.com
Stacked Cookies (example -Christmas tree)
Step 1
Mold bases. Use Cordial Cups mold to make 1 solid candy cup for each tree. Chill until firm.
Step 2
Prepare dough. Roll out small amount for yellow stars (1 per tree); cut using smallest cutter from set. Tint remaining dough green. For each tree, cut 2 stars with each of the 4 smallest cutters from set. Bake and cool.
Step 3
Brush cookies with Piping Gel; sprinkle with green or yellow sugar. Assemble tree using melted candy in cut parchment bag. Attach confetti trims with melted candy.
https://www.wilton.com/stacked-christmas-tree-cookie/WLPROJ-6304.html?q=christmas+cupcakes&prefn1=contentType&sz=90&start=4&prefv1=decorating
Cookie Constructions
Tips for Construction
- Plan your design well ahead
- Cut out pattern pieces and make sure that they fit
- Plastic file folders or card stock paper are the best template for cutting patterns
- Keep the design simple
- Creativity can come from the decorating of the structure
- No pre-made kits are allowed
- Be aware that this is a multi-day project. It cannot be rushed.
- Prepare a base that is sturdy, at least 1/2 inch thick using cardboard, foam core, particle board, or plywood, and cover with food safe aluminum.
Tips for Baking Cookie Structures
- Use a proven gingerbread cookie recipe
- Bake according to recipe. Adjust as need for High Altitude.
- Roll dough to 1/4 to 3/8 inch thick
- For minimum distortion, roll dough on parchment or silicon mat or on the back side of the cookie sheet
- If rolling on parchment, transfer pieces on the parchment to baking pan
- Label piece name on parchment (not on gingerbread)
- Keep similar sizes together on baking pan
- Bake according to recipe. Larger sizes may take longer to cook.
- Pieces may spread slightly as they bake. Carefully recut the pieces while they are warm (cooled pieces may be trimmed with a serrated bread knife if necessary)
- Allow pieces to cool over night
- Use Crisco or Sweetex in the frosting
Gingerbread Recipe for Cookie Construction
15 oz all-purpose flour
2 tsp ground ginger
1 tsp ground cinnamon; 1 tsp ground nutmeg
1 tsp baking soda (adjust for altitude: 1/2 tsp at 5000-6500', 1/4 tsp above 6500')
1/4 tsp Kosher salt
6 oz unsalted butter at room temperature
6 oz brown sugar
6.5 oz molasses
1 large egg
1 tsp vanilla extract
1. Combine all dry ingredients in a bowl.
2. Cream butter and brown sugar in medium bowl using a mixer or by hand.
3. Add molasses, egg, and vanilla to creamed mixture and mix to combine. Scrape sides of bowl to make sure all ingredients are blended.
4. Add dry ingredients to wet ingredients slowly, blending well with each addition. Remove dough from bowl and shape into a ball or log. Wrap tightly with plastic wrap and refrigerate a minimum of 4 hours or overnight.
5. Preheat oven to 350°F when ready to work with dough.
6. Work with half the dough at a time and keep the other half refrigerated. Place dough onto a well-floured surface. Roll dough to 1/4 inch thick. Cut dough into desired shapes using a knife or cutters.
7. Bake for 8-10 minutes on ungreased baking sheets. Cookies will still be slightly soft when done. Cookies will firm up as they cool.
Wilton Gingerbread House Recipe
Ingredients:
5 to 5-1/2 cups all-purpose flour
1 teaspoon baking soda
1 teaspoon salt
2 teaspoon ground ginger
2 teaspoon ground cinnamon
1 teaspoon ground nutmeg
1 teaspoon ground cloves
1 cup solid vegetable shortening
1 cup granulated sugar
1-1/4 cup molasses
2 eggs (beaten)
Note: Recipe can be halved for smaller houses.
Instructions:
Preheat oven to 375°.
Thoroughly mix flour, soda, salt and spices.
Melt shortening in large saucepan over low heat until just melted, not hot. Add in order, sugar, molasses and eggs; mix well. Cool slightly, then add four cups dry ingredients and mix well.
Turn mixture onto lightly floured surface. Knead in remaining dry ingredients by hand. Add a little more flour, if necessary, to make a firm dough.
If you’re not going to make your gingerbread house right away, wrap dough in plastic and refrigerate. Refrigerated dough will keep for a week but be sure to remove it 3 hours prior to rolling so it softens and is workable.
After cutting out house, wrap any remaining gingerbread dough in plastic. This extra dough can be used in case one of your house pieces cracks or breaks. Small cracks can be repaired with icing.
Bake at 375° for 10-15 minutes for large pieces, 6-8 minutes for average to small sizes. Check frequently for over-browning. After baking, loosen gingerbread pieces with spatula to prevent sticking. While warm, place your patterns on gingerbread pieces to check sizes. If a piece has baked too big or crooked, trim excess or uneven edges with a sharp knife. Then let cool for 10 minutes. Remove gingerbread pieces from cookie sheet and cool uncovered overnight on cooling rack.
Rolling out and cutting gingerbread
Note: Gingerbread should be baked 48 hours before assembling.
Working with one recipe of kneaded gingerbread dough, place a third of the dough on a lightly floured cookie sheet surface. Large pieces can be cut out directly on a cookie sheet or on the back of a cookie pan. Or you can roll it out on parchment, then transfer the pieces on the parchment to the cookie sheet for baking. Place dampened towel under cookie sheet or pan to prevent slippage as you roll out dough. Keep remainder of dough wrapped in plastic to prevent drying. Press dough to flatten. Lightly dust rolling pin with flour to keep gingerbread from sticking and roll out dough to approximately 1/4 inch thickness. As you roll, work dough out from the center. Do not worry about thin edges; these will be trimmed.
Place patterns on top of the rolled-out dough. Cut around the patterns with a sharp knife or pizza cutter. Carefully remove pattern and excess dough. Lift smaller pieces on to cookie sheet with spatula. Be sure to bake small sizes together to avoid burning. Repeat rolling and cutting procedures, using additional cookie sheets as needed.
Building Basics
Ice bottom edge of first piece and attach to board. Position a heavy jar or can on each side for support until completely dry. Ice bottom and side of next piece, attach to first piece. Repeat to build the 4 walls. Don’t worry about icing squeezing through seams. It will be covered with decorations later.
When wall panels seem sturdy enough, add the roof in the same manner. Squeeze icing onto peaks, side wall and center side of roof. Position one side of roof so it meets house peaks and side wall. Hold this half in place while you add the other side. Adjust so that each side is evenly pitched, and center seams meet. Hold in place several minutes to allow icing to set.
Baking Tools
Patterns
Flat baking sheets
Rolling pin
Rolling mat or parchment paper
Pizza cut
Paring Knife
Cookie cutter
Exacto knife
Ruler
Serrated bread knife for trimming
How to Assemble a Gingerbread House
Step 1
Join one side wall to one peaked wall. Pipe icing along the bottom of the side wall and along the bottom and inside of the peaked wall. Join the panels so that the side wall is positioned on the inside edge of the peaked wall. Press the sides together and attach to the base. Hold in place for several minutes until the icing begins to set.
Step 2
Attach the other side wall and peaked wall in the same way.
Step 3
Press together and let dry at least one hour before going to the next step.
Step 4
Pipe the icing along the roof angle of both peaked wall panels and along the top side walls. Pipe icing along one long side of one roof panel. (This will be the peak of the roof.) Position one roof section, so it meets the peaked wall and side wall edges.
Step 5
Hold this half in place while you add the other roof section.
Step 6
Adjust so that each side is evenly pitched, and the center seam meets. Press and hold in place several minutes to allow the icing to set.
Step 7
Let your house dry at least two to three hours before decorating.
Figure 18: Information and Pictures taken from www.wilton.com
Prepare icing
You may use royal icing or Isomalt to put your structure together.
Tips for Structure
- Use cans, foams, or books for support
- Cover icing with damp towel over the top of it so it won’t dry out
- Allow walls or bottom to dry thoroughly before adding roof or upper sections
- Allow to dry 48 hours before decorating
- Work from top to bottom when decorating
- Humidity is your enemy
- Put in dry place for storage
- Gingerbread can be decorated for all seasons
Royal Icing (Wilton Recipe)
3 level tablespoons meringue powder
4 cups (approx. 1 lb.) sifted confectioners’ sugar
6 tablespoons water*
Yield: 3 cups
Beat all ingredients at low speed for 7-10 minutes (10-12 minutes at high speed for portable mixer) until icing forms peaks.
*When using large countertop mixer or for stiffer icing, use 1 tablespoon less water.
Helen Sembra’s Special Royal Icing
Mix together in a large bowl…
1/2 tsp. cream of tartar
1-1/2 Tbsp. *Gum Arabic
2 pounds powdered sugar (lump free—sift if necessary)
In a large electric mixing bowl, Combine…
2/3 cups lukewarm water
1/4 cup meringue powder
Mix the meringue and water at a medium speed until frothy. Add at low speed the dry ingredients and beat until it holds a firm peak for flowers made with royal, medium peak for extension and drop work and finally, soft peak for embroidery and scripting on cakes.
Caution: All utensils and equipment must be absolutely grease free.
*Specialty cake stores or online websites.
Remember that all utensils and tools must be grease free.
Decorating
- Ways to Decorate a Gingerbread House (Taken from www.wilton.com)
Transporting
- Make sure all icing is dry and structure is sturdy before transporting.
- Place some kind of padding underneath the structure to absorb vibrations and bumps.
Design
- Look for patterns on the internet or pick a style you like.
- Once you find a pattern, begin by creating a template out of cardboard or plastic.
- Keep proportions in mind.
- Assemble your template with tape to make sure the pieces will fit together correctly.
- Disassemble and use template pieces to cut gingerbread pieces.
Figure 19: Pictures taken from Pinterest.
Creative Cake Decorating Unit 6—Cut-Up & Sculpted Cakes
In this unit you will cut up or sculpt cakes to form different shapes. Decorator tips should be used in creating your design; however, edible materials may also be used.
A cut-up cake is cut into different shapes and assembled to create shapes of animals, vehicles and other items. A sculpted cake is when layers of cake are carved carefully into shapes (like shoes, pillows, animals, etc.).
Goals for Unit 6
1. Build on skills learned in units 1 through 3.
2. Frost and decorate cut-up or sculpted cakes.
3. Develop skill in using a variety of decorating tips.
4. Learn to cut up flat cakes and put them together to form different shapes.
5. Learn how to sculpt cakes or form cereal treats into different shapes.
6. Learn how to treat cut surfaces to eliminate unnecessary and unsightly crumbs.
7. Develop more skills in mixing colors.
8. Bake and decorate a minimum of three cakes plus your exhibit cake (total of 4).
Exhibit for Unit 6
1. One decorated cut-up or sculpted real cake using three different types of decorating tips (not different sizes of the same tip) to decorate along with edible materials. Nonedible items can NOT be used on the cake. Fondant or royal icing can be used only for decorations. Nonedible internal supports are allowed but must not show. 14-inch x 14-inch base—12-inch x 12-inch x 12-inch cake size.
2. Diagram or pattern used must be included in the e-Records.
3. Your completed Cake Decorating e-Record in a sturdy binder/notebook should accompany the cake. Note: Take a picture or make a simple drawing. Then write a short explanation of what you did and what you learned with each cake you decorated.
4. Fair Secret — Let the cake air dry; DO NOT FREEZE or refrigerate.
Decorated Cake
1. The cake must be baked by the exhibitor. This should be noted in the e-Record. It also may be discussed at interview judging.
2. The cake should be placed on a firm disposable surface (foam core, cardboard, particle board, etc.) which will not cause the cake to crack in transportation.
3. The shape of the board should be the shape of the cake. Board should be 1-1/2 inches larger than bottom border of cake on all sides.
4. The cake board must be covered with a food safe material—examples: aluminum foil, Wilton-Fanci-Foil or freezer paper. If you use a decorative or gift wrap paper or fabric to cover your board, it must then be covered in food quality plastic wrap to make it food safe.
Frosting Your Cake
1. All areas should be covered with frosting or edible materials with no cake showing through. Fondant and royal icing can only be used for decorations.
2. The cut pieces should be attached securely to each other and the board to form the design.
3. There should be no crumbs showing through the frosting.
4. Frosting should be the proper consistency for the work being done.
Design
1. Color and design should be balanced and pleasing to the eye.
2. The design should be applied using at least three different decorator tips of your choice (i.e., closed star tip and open star tip are the same tips). However, parts of the design may be created with edible materials (coconuts, candies, etc.).
3. Only edible items may be used on the cake.
Tips for E-records
1. Cake Decorating e-Records should be neat and complete. Instructions should be followed.
2. Cake Decorating e-Records should show that a minimum of three cakes plus the fair exhibit have been made (total of 4).
3. Cake Decorating e-Record books will count 25 percent of the placing score.
Baking the Cake
Most cut-ups begin with 8, 9, or 10-inch layers, or a 9 x 13-inch cake. Select the design you want to use, and then select a recipe which will give the size cake needed.
Follow the instructions for baking cakes that you have learned in previous units. Be sure the cake is level before cutting because the pieces need to be the same height when piecing the design together.
Pound Recipes: Cut-up and Sculpted Cakes
Helen Sembra’s Pound Cake Recipe
1 cake mix
2 tablespoons meringue powder
1/3 cup Wesson or Crisco Oil
1 (3.4 ounce) instant pudding & pie filling mix
1/4 cup flour
1-1/3 cup milk
Combine all the above ingredients and beat at medium speed until satiny smooth and thick.
Add:
4 eggs
Beat on low speed only until eggs are incorporated. Do not over beat.
Bake at 325° for approximately 60-minutes. Test cake for doneness with toothpick.
Wilton Classic Pound Cake
Ingredients:
1-1/2 teaspoon Wilton Pure Vanilla Extract
2-3/4 cups all-purpose flour
2 teaspoons baking powder
1/2 teaspoon salt
2 cups (4 sticks) butter, softened
1-3/4 cups granulated sugar
6 eggs
vegetable pan spray
Instructions:
Step 1
Preheat oven to 350° F. Generously grease inside of pan and coat with flour.
Step 2
In medium bowl, stir together flour, baking powder and salt.
Step 3
In large bowl, beat butter and sugar with electric mixer until light and fluffy. Add eggs one at a time, beating well after each addition. Add vanilla and beat until well combined. Add flour mixture and beat on low speed for 1 minute, scraping bottom and sides of bowl as needed. Pour batter into prepared pan.
Step 4
Bake 50-55 minutes or until toothpick inserted in center of cake comes out clean. Cool in pan on cooling grid 15 minutes. Loosen sides of cake and remove from pan; cool completely on grid.
Tips for Cut-up and Sculpted Cakes
- Use a sharp knife
- Crumb coating is very necessary – all cut edges
- It is very important when attempting to carve a cake that you choose a recipe that is dense enough to carve successfully.
- Cakes that are moist, firm and smooth and soft enough for easy carving will provide the best results. Pound cake or cakes of a similar consistency are highly recommended because they are moist and won’t crumble (a necessity) when working with them.
- Choose a pan that best fits the general shape of the cake (i.e. round if carving snowman, square if carving gift box, etc.)
- Consider proportions when designing your cake. That will help you determine how many cakes you will need.
- Avoid recipes that include raisins, nuts or chocolate chips.
Preparing a Cake Board
Follow instructions in Units 1 and 4 on preparing a cake board. The shape of the design will determine whether you want a shaped board as was done with character cakes or a round, square or oblong board.
The shape of the board should be the shape of the cake. Board should be 1 ½ inches larger than bottom border of cake on all sides.
Cutting the Cake
1. Draw an actual size pattern of the basic cake and how it is to be cut to form the design. Plan to use most of the cake in your design. This will reduce crumbs.
2. Cool cakes completely before cutting and decorating.
3. Measure and mark the cake with wooden toothpicks before actually cutting. Then cut exactly.
4. Use a large serrated knife to cut pieces and make a straight vertical cut unless design requires different cut.
5. Crumb coat the cake. (See previous units for information on crumb coating.)
6. Freeze the cake before cutting. A frozen cake is easier to carve than a fresh cake. If it is too hard to carve, allow cake to defrost slightly.
7. Use a very sharp, strong knife for cutting. It should not bend when cutting the cake.
8. Carve the cake on your prepared board so you don’t have to move it.
9. Remove cake in small pieces. It is easier to cut more off than try to put pieces back on the cake.
10. Exaggerate the shape when cutting so when you add icing you don’t lose the detailed shape.
11. If covering cake in fondant, make sure surfaces are smooth. Fondant will pick up any bumps or imperfections.
12. Use dowel rods where needed for stability.
**Suggested Patterns for Cut-Up Cakes**
There are many patterns for cut-up cakes. You may want to collect them or develop your own patterns. A few suggestions are given here:
**Boat (9-inch square pan)**
You may use white frosting on sails, chocolate frosting for hull, licorice or chocolate frosting for mast, round candies for portholes and cut gumdrops for anchor or boat insignia. Or use decorator tips for applying details.
Fish (9 x 9-inch square pan)
You may use pale green frosting, gumdrops for eye and mouth, slivers of licorice for a flirty eyelash, candy scales and bubbles. At least three decorator tips should be used.
Elephant (two 9-inch round pans)
You may use pink frosting, chocolate cookie for ear, gumdrop for eye and twist of licorice for the tail. At least three decorator tips should be used.
Flat Bunny Cake (two 9-inch round cakes)
This house pattern would require extra supports under the roof area (two 8-inch square pans).
Measure one dowel rod at the cake’s lowest point. Using this dowel rod for measuring, cut five other rods (using small saw or wire cutters, or a new dog nail trimmer) the same size. The size must be exact, and the ends smooth to keep the cake level. Push the dowel rods into the cake 2 inches from the sides so they are centered under the upright section of the cake. Two dowel rods should support each of the pieces above. Care should be taken not to shift dowel rods after they have been placed in the cake.
Completing the Cake
Assembling and Decorating the Cake
1. Assemble all cake pieces on the board before frosting.
2. Clean the side of the board.
3. Frost the pieces together to hold them in place.
4. Then frost all cut edges, leaving tops and uncut edges for last.
5. A crumb coating may be used to control the crumbs. Use frosting which has been slightly thinned. Let this dry completely, and then apply the regular frosting.
Stacking
- Make sure the layers are level. The thicker, more solid each layer is, the more solid your cake will be.
- Choose a filling that will give you a firm consistency such as a crusting buttercream. Stay away from jams and puddings as they are more likely to cause layers to slip.
Decorating
- Chill the cake before crumb coating
- Cover cake with buttercream or fondant
- Smaller pieces of the figure can be molded using rice cereal treats.
Sculpting Cakes
If you stack pieces more than two layers high, you may need to put supports inside to hold the weight. The supports do not need to be edible and should not be visible.
Sculptured Bunny Cake (13 x 9 inch cake)
Sneakers (11x 17-inch oblong cake pan)
(Patterns from Creative Cakes by Stephanie Crookston)
More Resources for Cut-Up Cakes
"Bakers Easy Cut-Up Party Cakes" by Bakers
"Easy Cut-UP Cakes for Kids by Melissa Barlow"
References
www.bettycrocker.com
www.wilton.com
Key Words: Cut-Up Cakes, Shaped Cakes, Sculpted Cakes
Figure 21: Pictures taken from www.wilton.com | 754054c9-fb92-46ca-aabd-97d0e608d7a3 | CC-MAIN-2024-33 | https://kiowa.extension.colostate.edu/wp-content/uploads/sites/11/2021/12/Cake-Decorating-Unit-4-to-6.pdf | 2024-08-04T05:55:58+00:00 | crawl-data/CC-MAIN-2024-33/segments/1722640389685.8/warc/CC-MAIN-20240804041019-20240804071019-00696.warc.gz | 272,496,536 | 17,626 | eng_Latn | eng_Latn | 0.969129 | eng_Latn | 0.997385 | [
"unknown",
"eng_Latn",
"eng_Latn",
"gmh_Latn",
"unknown",
"unknown",
"unknown",
"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",
"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",
"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",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
40,
852,
2843,
5894,
8111,
9625,
11106,
12025,
13697,
15605,
17049,
18441,
19488,
20851,
22652,
24085,
25382,
26989,
27476,
28566,
29372,
30247,
31728,
33753,
35371,
36783,
37660,
39475,
41401,
42080,
42824,
43673,
44915,
45315,
46198,
48015,
49427,
50839,
52630,
53467,
54669,
55582,
56410,
57644,
59044,
59091,
59781,
61082,
62291,
63975,
65834,
66406,
66896,
67660,
68724,
69359,
71133,
72931,
73806,
74737,
76813,
77504,
77896,
77938,
78544,
79426,
79654,
79874,
80026
] | [
2.609375,
0.90234375
] | 1 | 0 |
Caribou Comeback:
Recovering an iconic species at risk in Jasper National Park
Caribou herds in Jasper National Park are at risk
Caribou have roamed the peaks and valleys of what is now Jasper National Park for millennia. They rely on the vast and undisturbed habitat found in the mountains and forests of the Rocky Mountains. During long, cold winters caribou survive by digging through snow-covered slopes to eat lichens. That survival is now precarious.
Precise historical caribou population sizes in Jasper National Park are difficult to know. We do know that the numbers of mountain caribou used to be much larger and more widely distributed than they are today. Both Indigenous knowledge-holders and archaeological research have identified the coexistence of humans and caribou in this landscape for thousands of years. A radiocarbon-dated caribou antler, found melted out of an ice patch, shows that caribou have existed here for at least 1300 years. More recently, written records from the early 1970s show that there were several herds with hundreds of animals. But over the last fifty years, those numbers have become drastically lower.
Populations are now so small that they cannot recover on their own. By rebuilding the dwindling herds of caribou in Jasper National Park, we can ensure the continued existence of some of the world’s southernmost caribou.
Parks Canada commits to “protect, as a first priority, the natural and cultural heritage of our special places and ensure that they remain healthy and whole.”
Parks Canada Charter
Park management practices of the early 1900s are at the root of the problem
When Jasper National Park was established in 1907, elk and wolf populations were naturally low. Two wildlife management practices introduced in the early 1900s altered elk and wolf populations for decades. This had long-term effects on caribou.
Photo by Layla Neufeld.
Eighty-nine elk were reintroduced to Jasper National Park in 1920 (after being hunted to local extinction). At the same time, a program to cull wolves kept predator numbers very low. Without predators, the elk population soared to a height of roughly 3000 in the mid-1930s and remained high, numbering about 2500 into the late 1960s. When wolf control practices ended in 1959, wolves had a plentiful food source of elk and quickly multiplied in the park.
Mountain caribou avoid predators like wolves by living at higher elevations. As the density of wolves increased after wolf control ended, wolves used caribou habitat more often and they naturally preyed on caribou they came across. Wolf density remained high between 1950 and 2006. During this period, the population and distribution of elk eventually declined. Caribou populations also declined, but to a much greater degree - caribou are less abundant and less resilient than elk.
Wolf numbers remained high for many decades but naturally declined as elk became less plentiful. As resource managers came to better understand these dynamics between predator and prey, Parks Canada developed wildlife management practices to lessen human influence. This included moving elk away from the town where they take refuge from predators. Parks Canada also began incinerating roadkill rather than discarding it into gravel pits where wolves could access it and supplement their diet. But by the time wolf populations in the park declined to more sustainable levels in 2014, the Maligne, Brazeau, and Tonquin caribou herds had become very small.
Parks Canada has acted to reduce many of the influences on caribou decline
Parks Canada has taken steps to reduce many of the threats to caribou in Jasper National Park. Over the past fifteen years, these actions have reduced human influence on wolf and elk populations, limited the effects of human recreation on caribou, and protected caribou habitat. (See insert for details)
Taking these steps has created better conditions for caribou survival and recovery. However, it seems that our actions could not overcome the impact of high wolf density on caribou herds before 2014. When herds get too small, they become more vulnerable to natural threats such as predators, disease, and accidents. Now, reducing threats to the herds is not enough because caribou populations are so small, they cannot recover on their own.
The Canada National Parks Act and Species at Risk Act protect caribou and their habitat. Parks Canada implemented the following actions in Jasper National Park between 2006 and 2021:
- Changed how we disposed of roadkill so that wolves can no longer access it and artificially supplement their diet, to prevent unnatural predator population growth.
- Closed occupied caribou ranges in winter, so human trails and roads don’t give wolves easy access to the herds.
- Discontinued cross-country ski track-setting and the use of snowmobiles (for park or outfitter operations) in caribou habitat, to prevent wolves from using trails to access the herds in winter.
- Approved Marmot Basin Ski Area’s site guidelines and long-range plan, which reduced the ski area’s leaseshold by 17% and rezoned that area to wilderness, and prohibited ski lift development in off-piste ski runs.
- Prohibited access to bicycles, dogs, and landing and takeoff by hanggliders and paragliders in caribou habitat, to avoid disturbing caribou.
- Prohibited trail development, limited the number of random camping permits available, and reduced random camping group sizes in caribou habitat.
- Established guidelines for aircraft to avoid disturbing caribou.
- Implemented reduced highway speed zones and warning signs to protect caribou from traffic.
- Ongoing assessments of projects, including prescribed fire, for their impact on caribou and caribou habitat.
- Ongoing monitoring of wolves, elk, deer, and caribou to understand changes in their populations.
- Ongoing research and monitoring to understand the potential for large-scale habitat changes caused by fire, forest insects, climate change, human activities, the introduction of non-native species to an ecosystem, or wildlife management practices.
Photos (top to bottom):
Mark Bradley,
Layla Neufeld.
Without intervention, the only two herds remaining entirely within Jasper will disappear
Two of the five documented caribou herds in Banff and Jasper national parks are gone. The last five members of the Banff herd died in an avalanche in April 2009. The Maligne herd persisted for nearly 15 years in Jasper with fewer than ten animals. But with no signs of the last three caribou since 2018, Parks Canada now considers the Maligne herd extirpated (locally extinct.) Caribou continue to persist in small numbers in the Tonquin and Brazeau herds of Jasper National Park, and in larger numbers in the À la Pêche herd on Jasper’s northern boundary.
Parks Canada estimates that as of 2020, the Tonquin herd consists of 49-55 caribou, and the Brazeau herd has fewer than 15 caribou. These two herds have had low, but stable numbers since 2015. However, the number of female caribou is now so small – an estimated 9 in the Tonquin and 3 in the Brazeau – that these herds will not produce enough calves each year to grow the herds.
The À la Pêche herd is a partially migratory herd of about 150 animals (2018 estimate) that are primarily managed and monitored by the Province of Alberta. Some animals in the herd stay in Jasper National Park year-round, some stay in the foothills of Alberta’s Rocky Mountains, and some migrate back and forth. This herd has stabilized and is growing as a result of the Province of Alberta’s recovery efforts, including wolf management, outside of national park boundaries.
Current conditions in Jasper National Park support rebuilding caribou populations
Jasper National Park has abundant habitat for caribou. Current ecological conditions are also favourable to support larger caribou herds.
“Canada’s protected areas, especially national parks, are vital to the protection and recovery of species at risk.”
Species at Risk Act
Parks Canada continues to take actions to maintain the ecological conditions needed to support the existing caribou population and a potential conservation breeding and release program.
A conservation breeding program is the best option to rebuild herds in Jasper National Park
Parks Canada’s wildlife specialists have worked with experts from government, Indigenous partner communities, and academia and conservation organizations around the world to understand how to best protect and recover caribou in Jasper National Park.
As part of the broader Multi-Species Action Plan for Jasper National Park 2017, Parks Canada has developed a proposal to rebuild the Tonquin and Brazeau caribou herds, and eventually the Maligne herd, through conservation breeding.
Through a conservation breeding and release program, the first of its kind for caribou in Canada, Parks Canada would:
• capture a small number of wild caribou from regional herds,
• breed them in a protected facility in Jasper National Park,
• release young animals born in the facility into the Tonquin herd of wild caribou,
• monitor the animals and adapt the program based on what is learned along the way, and
• potentially reintroduce captive-bred caribou into areas of the park where herds have disappeared.
Parks Canada envisions a future with caribou herds that can thrive on their own
To achieve a future where caribou herds can thrive on their own, we have explored several options to support caribou recovery.
Based on extensive research and consultation with experts in caribou ecology and conservation breeding, and a comprehensive scientific review, Parks Canada is confident that:
- Without our help, the Tonquin and Brazeau herds will disappear and caribou will not return to the historic Maligne or Banff caribou ranges.
- Jasper National Park provides a unique, protected space where southern mountain caribou herds may have the best chance of recovery and long-term survival. With continued action by Parks Canada to minimize threats to caribou, the existing ecological conditions in the park can support larger caribou populations.
- A conservation breeding and release program has the highest chance of success to prevent the extirpation of caribou in Jasper National Park and to support self-sustaining herds. Other strategies to increase the population size of these herds (such as maternity penning, direct translocation, or predator fencing) are not likely to be effective or feasible as a primary strategy in Jasper National Park.
- Chances of success are better while wild caribou and their natural characteristics and behaviours remain in the park. Wild caribou can guide the animals bred in captivity in their return to the wild herds.
- The long-term recovery of caribou in Jasper National Park requires a collaborative effort between Parks Canada, provincial governments, Indigenous peoples, and park users. There is no one-size-fits-all solution, nor is there one approach guaranteed to restore nature’s balance. Ongoing monitoring and research to understand the risk of predation on caribou, the impacts of our conservation actions, and the impacts of climate change and other uncertainties will guide how Parks Canada adapts its conservation measures.
Next steps: more research, understanding the project impact and hearing from you
The Government of Canada has provided funding for Parks Canada to further protect ecological integrity and contribute to the recovery of species at risk. Budget 2021 made over $24 million available for caribou conservation in Jasper National Park. Through this funding, Parks Canada is moving forward with developing details of the proposal and planning consultation with Indigenous partners and the Canadian public.
More research and collaboration are underway to help us better understand aspects of the proposal in more detail. This includes:
- confirming which regional source herds are genetically and behaviourally suitable,
- working with partners to agree on the best approaches to sourcing animals for the program and how the program can support caribou conservation throughout the region,
- developing a detailed design for the proposed facility and a wildfire protection plan, and
- researching how to give caribou bred in captivity the best chance of survival once they are released back into the wild herd.
Following consultation and an impact assessment process, Parks Canada will decide whether or not to move forward with a conservation breeding program and building the facility in Jasper National Park.
“The woodland caribou is an iconic species that is an important part of the natural and cultural history of Canada. Through this important initiative, the Government of Canada is moving forward with concrete action to assist the species in its recovery within the boundaries of Jasper National Park – a special protected place that provides the best scenario for a successful conservation effort.”
The Honourable Jonathan Wilkinson, former Minister of the Environment and Minister responsible for Parks Canada
A vision for future caribou herds in Jasper National Park
Parks Canada could, at the earliest, bring wild caribou into a facility in Jasper National Park in early 2025. That means the first yearlings born in the facility could be released into the Tonquin herd the following year. Modelling shows a good probability that 14-18 females could be born to about 40 adult females in captivity each year, with most being released into the wild. Male yearlings would be released too, but it’s the females that determine how quickly the herd can reach sustainable levels by producing new generations of calves.
The goal is to rebuild the Tonquin herd to 200 caribou within 5-10 years after the first caribou are released. Based on the experience and results with the Tonquin herd, Parks Canada would explore releasing animals back into the Brazeau and Maligne ranges to reach populations of 300-400 caribou in Jasper National Park.
It’s important to remember that there is some uncertainty in programs like this. There are risks and there could be project delays along the way. Some caribou will die in captivity and others after release into the wild, as they do normally. However, research shows that taking the risks into account, this program has a good chance of successfully restoring these herds to their traditional habitat, rather than losing them forever.
All Canadians have a role to play in this important conservation story
Parks Canada is seeking input from many important groups of people, and in particular:
• partners within the Provinces of British Columbia and Alberta,
• other scientists and researchers,
• Indigenous people, whose history and culture are linked with the caribou and who have been stewards of caribou and the land for millennia, and
• the Canadian public, for whom caribou are part of our wilderness and our identity.
Efforts to protect caribou and critical caribou habitat in Jasper National Park are part of a broader effort by federal and provincial governments as well as Indigenous partners, peoples, and Canadians to support the recovery of woodland caribou across Canada.
To learn more about caribou in Jasper National Park visit parkscanada.ca/caribou-jasper or email email@example.com.
Join our mailing list to receive information about the caribou conservation program in Jasper National Park, including research, monitoring, conservation breeding, and consultation. Sign up on our website at parkscanada.gc.ca/jasper-mailing-list.
Cover and back cover photos by Layla Neufeld. | b5cb146c-fcef-4d42-8dbc-94387919d687 | CC-MAIN-2022-27 | https://iaac-aeic.gc.ca/050/documents/p83456/143127E.pdf | 2022-06-25T17:13:28+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103036077.8/warc/CC-MAIN-20220625160220-20220625190220-00453.warc.gz | 344,479,440 | 3,176 | eng_Latn | eng_Latn | 0.988401 | eng_Latn | 0.996811 | [
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown"
] | true | rolmOCR | [
78,
1876,
1901,
3497,
6106,
6160,
9304,
13103,
15583,
15630
] | [
3.609375
] | 2 | 1 |
Part XXII
Orbifolds
The goal for this lesson is to fold up wallpaper patterns into orbifolds and study their curvature.
Folding up wallpaper patterns
Imagine folding a wallpaper pattern along mirror lines and rolling it up at rotation points so that all points on the paper with the same pattern are glued together, or identified as a single point. This resulting glued up object is called an orbifold. For example, the orbifold corresponding to this pattern looks like a cone with a corner.
Pick a wallpaper pattern and find its orbifold.
- Roll your pattern around gyration points to create cone points.
- Fold your pattern along mirror lines to create boundary edges. (If folding makes the paper too thick, you can just cut along mirror lines instead.)
- Sometimes it is easiest to start with a fundamental domain and glue (or tape) together the edges that have the same part of the pattern on them.
Calculate the total curvature of your orbifold.
Curvature at gyroscope and kaleidoscope points
If a wallpaper pattern has a gyration point of order $n$, what will the curvature be at the resulting cone point?
If a wallpaper pattern has a kaleidoscope point with $n$ mirrors, what will the curvature be at the resulting boundary corner?
Total curvature of wallpaper orbifolds
- Is it possible to have an orbifold with total curvature -720 degrees? Total curvature -360 degrees?
- What numbers could be possible for the total curvature of an orbifold made from a wallpaper pattern?
Topology of wallpaper orbifolds
- What numbers are possible for the Euler number of an orbifold made from a wallpaper pattern?
- What topological surfaces are possible for the underlying topology of an orbifold made from a wallpaper pattern?
Non-orientable orbifolds
Consider the orbifolds that we have made that are non-orientable. What do their wallpaper patterns have in common?
What is the relationship between reflections, glide reflections, and non-orientable orbifolds?
More examples for building orbifolds
Identify the orbifold signature. Ignore color. Hint: three signatures appear twice.
1. For two of the patterns on the previous page of patterns, do the following:
- Describe its orbifold (e.g., a sphere with cone points or a disk with corners, or a disk with corners and a cone point, or a Möbius band, etc.).
- Take a picture of the orbifold or draw a careful sketch, or draw its gluing diagram (handy for those that are difficult to build because they are projective planes or the like).
- Calculate its curvature based on its Euler number.
- Calculate its curvature from "first principles" by finding the angle defect at each cone point and corner. Show work. (You should get the same answer as the previous answer.) | 9f4cb15b-41b0-4d98-81fb-9856591d8b5c | CC-MAIN-2022-27 | https://lindagreen.web.unc.edu/wp-content/uploads/sites/5262/2015/12/Math53_Part22_Orbifolds.pdf | 2022-06-28T09:29:13+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103360935.27/warc/CC-MAIN-20220628081102-20220628111102-00748.warc.gz | 408,598,809 | 579 | eng_Latn | eng_Latn | 0.997842 | eng_Latn | 0.998339 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
121,
495,
957,
1248,
1495,
1740,
1978,
2101,
2751
] | [
4.25
] | 1 | 0 |
Making The Future
Building The Factory
Western North Carolina’s exciting new learning center
The Factory is a division of KidSenses, Inc.
A Dramatic New Landmark
THE FACTORY as viewed from Taylor Street behind KidSenses Museum
THE FACTORY and Discovery Garden as viewed from Toms Street
What is the THE FACTORY?
THE FACTORY is the exciting new 8,400-square-foot addition to KidSenses Children’s Interactive Museum. Now under development, THE FACTORY will be a special place where youth can meet friends, ask questions, share ideas, make things, and pursue their passions.
Increasingly, jobs in our region are reflecting a STEM (science, technology, engineering and math) based economy, and THE FACTORY will help our youth acquire the knowledge and develop the skills necessary to succeed in this future work environment. Youth will be encouraged to be creative, innovative, independent, and technologically literate.
The current audience for KidSenses is families with children from infancy to age 10. THE FACTORY will be designed to engage youth from age 11 and up.
Our goal is to open THE FACTORY in 2020.
“A century ago, psychologist and education reformer John Dewey extolled the virtues of learning by doing, and contemporary science of the brain confirms the importance of tactical engagement and of using our hands in the learning process. When you’re making something, the object you create is a demonstration of what you’ve learned to do, thus you are providing evidence of your learning. The opportunity to talk about that object, to communicate about it, to tell a story about it is another way we learn at the same time we teach others.”
Dale Dougherty
Founder of Make magazine and the creator of Maker Faire
Photos from FACTORY Preview Workshops
KidSenses Children’s Interactive Museum is an 11,000-square-foot learning center located on Main Street in historic downtown Rutherfordton. On average, 30,000 individuals visit the museum annually, and another 30,000 participate in our many STEM educational programs, all of which support and reflect the North Carolina core curricula.
- Over 56% of our visitors are from outside Rutherford County.
- Each visit generates on average about $25 of income for area businesses, resulting in a $7,000,000 economic impact since 2004.
- We present outreach programs in schools and libraries within a 14-county region.
- The museum is a vital asset in recruiting businesses and corporations to the region.
- KidSenses is a charter member in the largest statewide organization of informal STEM learning centers in the country.
- The addition of THE FACTORY, and the opening of the Discovery Garden as a year-round experience, should double attendance to 60,000 visitors a year.
- When completed, the Museum will comprise a 27,000-square-foot campus.
“Often, when I meet new people and tell them I’m from Rutherford County, their faces light up and they say, “Oh! That’s where KidSenses is!” or “Wow, there’s an amazing children’s museum there!” Our educational exhibits and programs rival those of much larger museums in major U.S. cities, and I am particularly proud to have been a steward of such a vital asset in the very community that shaped me as a student. The addition of THE FACTORY will undoubtedly serve as a wonderful environment for future generations to dream big, explore exciting career opportunities, and lead fulfilling lives.”
Jessica Moss Mallicote
KidSenses employee, 2008-2013, and Executive Director 2010-2013
The new 27,000-square-foot complex will include KidSenses Children’s Interactive Museum (11,000 square feet), year-round Discovery Garden (7,600 square feet), and THE FACTORY (8,400 square feet).
“KidSenses Children’s Museum is truly a community treasure for Rutherford County residents, and for those visiting our area. With the addition of THE FACTORY, tweens and teens will be able to develop their skills in a socially interactive environment where they can proudly display their accomplishments. The full potential of THE FACTORY will be measured for decades to come.”
Jimmy Dancy
Mayor of Rutherfordton
THE FACTORY is a place where all members of the family will find stimulating activities and opportunities to learn and grow. At different times during the day, different members of the family will be able to experience THE FACTORY.
For example, mornings during the school year, our current visitors to KidSenses will have access to the FACTORY maker areas. They can engage in many of the same activities as their older siblings.
In the afternoons, evenings, and weekends during the school year, youth 11 and up will be able to invent and create in the different maker zones.
Our young visitors can create interest groups and clubs using the technologies available in THE FACTORY to explore and share their personal passions.
Adults will have opportunities to mentor and share their skills and knowledge.
The possibilities and opportunities are limitless!
“KidSenses has meant so much to so many kids in our region. Now our leaders are attempting to expand the dream to build a building that will house the pathways of opportunity, discovery, creativity and acceptance for our older kids. The Chamber fully supports this effort and is thankful that you will help build our future in believing in and caring about our kids.”
Clark Poole, Director
Rutherford County Chamber of Commerce
Whole Community Engagement
In addition to providing exciting new learning opportunities for our youth, THE FACTORY will also be a place where adults, businesses, and community groups can gather and play.
With its garden space and kitchen, THE FACTORY will be an ideal location for weddings, family reunions, and other social events.
Want to build team unity in your workplace? THE FACTORY will have many opportunities for fun, challenging activities.
Maybe you want to learn new culinary skills, try 3-D printing, or perhaps discover your inner inventor. THE FACTORY will be a place to explore your passions. It’s never too late to learn!
“Stimulating preteens’ sense of wonder and curiosity is absolutely critical to their development and THE FACTORY will play a vital role. The community is extremely excited about this project as KidSenses already has a proven record of creating inviting and fun environments to pique a child’s interest in science, technology, engineering and math – all critical components to build a solid foundation of future leaders and a modern workforce.”
Steve Garrison
Rutherford County Manager
THE FACTORY and the Maker philosophy
Programming in THE FACTORY embraces the Maker philosophy. Youth of all ages and adults will have opportunities to discover and nurture their passions.
Makerspaces support hands-on exploration and learning. They are interdisciplinary, promoting important educational principles such as inquiry, play, imagination, innovation, critical thinking, problem solving and passion-based learning.
Makerspaces allow children to take control of their learning as they take ownership of projects they have not just designed but defined. Maker environments nurture curiosity, and help students engage in the creative thinking and problem-solving skills which will further their futures.
Learnability is the path to career security
In an environment where new skills emerge as fast as others become extinct, employability is less about what you already know and more about your capacity to learn.
Embrace disruption and take advantage of technology
65% of children starting their first year of school this year will eventually do jobs that don’t yet exist. So, without a doubt today’s and tomorrow’s workforce will need to keep reskilling to stay relevant through longer working lives.
Find out what you care about and try to align it with your work
It might sound clichéd and it’s not always possible, but it’s important to be interested – even passionate – about what you do. In this respect, we can learn a lot from the millennial generation. They care – about communities, about giving back – and they look for that in their employers too.
People with balanced lives bring their best selves to work
Some of the most inspiring people we meet in our jobs are often those with balanced and interesting lives outside of work. Diversity of personal experience brings better perspective and judgement in professional circumstances. Young people should embrace this, seek out diverse opportunities, meet those who do different jobs from their parents and explore different cultures – whether that’s outside of their school, neighborhood or country.
Stick or twist? Just have a go and keep your options wide open
College is important educationally and culturally, but what young people learn at university alone doesn’t equip them for today’s job market and too many leave grad-ready, not job ready.
Jonas Prising, CEO, Manpower Group
"The moment I realized I was too old for KidSenses, I was devastated. Then I heard about THE FACTORY program they were starting. I was so happy and excited. I can't wait to be a part of it!"
Addison Lane
"Addison always loved going to KidSenses. I'm so thankful that they are creating a program like THE FACTORY that gives kids a chance to keep learning and exploring. The STEM based activities, cooking programs and collective youth environment where they can talk and learn from each other is amazing. It is a fantastic addition to our community that will help prepare our youth for the future"
Leniece Lane
Leniece and Addison are a mother and daughter who participated in one of our stakeholder meetings.
Each floor of THE FACTORY is 2,800 square feet, and will have its own distinct architectural character and purpose. The overall aesthetic will celebrate the building’s industrial heritage while providing an efficient and contemporary work and play environment.
“Intelligence is, at its foundational level, about curiosity. A place that allows that curiosity to be explored, tested and pushed is a necessary part of our educational infrastructure.”
Scott F. Dadson
Executive Director, Isothermal Regional Commission
Idea Zone
“Hey, I’ve got an idea. Let’s kick it around and see if it’s any good!”
In the Idea Zone, youth will have monitors, projectors, white boards and other media to facilitate conversation and share ideas and projects. There will be comfortable modular furniture which can be configured as needed. Youth can share and discuss concepts and projects, seek partners, develop friendships, and have fun!
“As we look towards a brighter future, the investment made in THE FACTORY will bring forth a way for our youth to explore how they can make an impact on the world around them. This project is bigger than the walls that confine it; it’s the place that allows the minds of our youth to find purpose, explore possibility, and seek to make our future better than our past.”
Doug Barrick
Rutherfordton Town Manager
Tech Lab
Think it. Design it. Build it. Test it. Make it better. Learning in THE FACTORY is about process. How do I achieve the results I want? What are the resources I need to achieve success? How do I evaluate the results?
The Tech Lab will be equipped with computers, laser cutters, 3-D printers, and a wide variety of other technology, all of which will enable young visionaries to become conversant with 21st century tools. Whether learning to write computer code, building a robot, or creating some not yet imagined device, our young visitors will find the means to fabricate what they imagine in the Tech Lab.
“Young people learn in different ways. Look no further than Thomas Edison, Henry Ford, Steve Jobs and Bill Gates to see that for some the lab or factory is mightier than the classroom. THE FACTORY gives our community this valuable learning tool.”
James Cowan
Stonecutter Foundation
Creativity and social interaction are nourished in the Food Studio, a fully equipped kitchen in which budding culinary maestros can create and share inventive cuisine in a convivial atmosphere. Youth can bring the same maker mindset of invention and exploration to the kitchen where they can learn about the science of nutrition while they exchange culinary and intellectual “recipes.”
“KidSenses is an important part of the puzzle in teaching young people (and their parents) that they can make personal choices that affect their health and their futures. Our county ranks in the bottom quartile of overall health factors in our state. Every activity and opportunity to influence the health and opportunity for the next generation is of ultimate and urgent focus for our Foundation. We view KidSenses as a key partner in meeting our goals.”
Jill Miracle
Director, RHI Legacy Foundation
The Make It Place will have familiar tools – both power and manual – “tools of the trades”. Our goal for THE FACTORY is to ensure that the resources are available to help our young visitors create what they imagine. We want them to be entrepreneurial in spirit, collaborative and congenial in nature, and tolerant of themselves and others as they create and grow. Success will be achieved with every experiment, whether or not the results are what they expect or wish for.
“At Isothermal Community College, where I serve as President, we are all about “lifelong learning,” and KidSenses Museum shares that vision. With KidSenses, children start early in life through interactive exhibits learning about STEM, but KidSenses also makes it fun. The new Factory project to serve teens is a natural progression and will benefit this community immensely. We know the future will happen, and this is our opportunity to direct that future and define it in a positive way.”
Walter Dalton
President, Isothermal Community College
The Designers
haizlipstudio
planning · architecture · exhibits
Mary Haizlip
Principal
Reb Haizlip
Founder & Principal
Stephens Farrell
Director of Sustainable Architecture
Planners, architects, designers and tinkerers who create distinctive places of learning, imagination, enrichment, and play. Since 1997, we have helped clients worldwide inspire audiences, tell memorable stories, and achieve lasting success.
Reb Haizlip conducts youth focus group meeting
Stephens Farrell conferring with Rutherfordton Town Manager Doug Barrick at building site
“Haizlip Studio is delighted to be working alongside KidSenses to expand their educational impact on the community by bringing to life THE FACTORY! Having been involved with KidSenses since 1997, we feel like members of the community and are devoted to the success of THE FACTORY.”
Mary Haizlip
Principal – Haizlip Studio
FACTORY Campaign
Project total: $2,250,000
Fundraising efforts to date:
Funds raised
Foundations
$380,000
Funds raised
State of North Carolina
$250,000
Funds raised
Town of Rutherfordton
$50,000
Foundation Challenge Grant
$250,000 ($50,000 met)
Active Requests (Foundations and Federal)
$215,000
Funds to be raised
$1,105,000
“The proposed building of THE FACTORY, and its potential to serve the community, not only fills the need to meaningfully engage teenagers in areas of STEM, entrepreneurialism, and practical problem solving, it also stands to become a beacon of innovation and community engagement. Having had the pleasure of knowing the Executive Director and Education Director of KidSenses, I am confident in their ability to raise support for this project and to see it through to its full potential.”
Christa Flores
STEMlab Manager, Asheville Museum of Science, and author of “Making Science; Reimagining STEM in Middle School and Beyond”
We thank the many individuals, foundations, and businesses who have contributed to the museum, and who continue to provide support through memberships, donations, partnerships and sponsorships. Among them are:
BB&T Bank
Belk Foundation
Cannon Foundation
Community Foundation of Western North Carolina
The Glenn and Lucile Daniel Foundation
Dover Foundation
Duke Energy Foundation
Duke Endowment
Eaton Corporation
Paul and Pamela Deck
Family Dollar
Facebook
First National Bank
Glaxo Smith Kline
Google Foundation
Janirve Foundation
Kathryn Hunt
Mathias Family Trust
Mi Pueblito Restaurants
NC GlaxoSmithKline Foundation
Laura Pocock
Provident Benevolent Foundation
Ronald McDonald House Charities of the Carolinas
RHI Legacy Foundation
State of North Carolina
Stonecutter Mills Foundation
Tanner Foundation
Timken Foundation
Town of Rutherfordton
Tryon Equestrian Foundation
Ultimate Textiles Inc.
Wachovia Bank
Wells Fargo Bank
Dick Wilkins
Z. Reynolds Smith Foundation
“The transfer of knowledge is only one facet of education. Fostering curiosity, creative exploration, the capacity for critical thinking and belief in one’s own potential is the passport to a limitless future.”
Sallie Cowan
KidSenses Board Member
How Can I Help?
For more information, and to learn how you can help us build THE FACTORY, please call or email:
Phone: 828-286-2120
Email: firstname.lastname@example.org
(Willard Whitson, Executive Director)
You can always find the latest information about KidSenses and THE FACTORY by visiting our two websites:
www.factorymuseum.org
www.kidsenses.org
And please follow us on Facebook and Instagram @factorymuseum @kidsenses
“STEM learning also means ‘strategies that engage minds.’ I once read that if you merely cram kids full of a lot of what, we leave them utterly unready for the what if. Creativity is teachable if you frequently put kids in an unknown and uncomfortable situation and challenge them to confront the condition seeking a solution for the unknown. Learning by doing is the playground of invention.”
Dr. Samuel H. Houston
President and CEO, North Carolina Science, Mathematics, and Technology Education Center
“The FACTORY will allow KidSenses to expand its range to a hugely significant but frequently neglected age-group that will readily respond to the informal learning environment it offers. It represents an imaginative approach to inspiring children at a crucial stage in their development that will directly impact their future careers. THE FACTORY will clearly be a key resource for Rutherfordton and the region, especially as demand grows for engaged and informed young adults in the workforce.”
Ian Tattersall
Curator Emeritus, Division of Anthropology,
American Museum of Natural History
Tell me and I forget.
Teach me and I remember.
Involve me and I learn.
Benjamin Franklin | 2ade0951-6bc0-426d-a110-9768d7b4cbd4 | CC-MAIN-2021-49 | http://www.odomengineering.com/uploads/7/6/3/1/76316267/the_factory_project.pdf | 2021-11-29T03:21:19+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358685.55/warc/CC-MAIN-20211129014336-20211129044336-00401.warc.gz | 138,636,691 | 3,800 | eng_Latn | eng_Latn | 0.988921 | eng_Latn | 0.997028 | [
"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 | [
139,
291,
1771,
3499,
4111,
5402,
6533,
9609,
10127,
10946,
11850,
12740,
13762,
14644,
15606,
16828,
18351,
18442
] | [
2.203125
] | 2 | 0 |
WHAT MAKES US UNIQUE? WHAT IS IMPORTANT IN YOUR LIFE? HOW DO YOU LIKE TO SPEND YOUR TIME? WHO DO YOU MAKE DECISIONS WITH? HOW ARE WE ALIKE AND DIFFERENT? WHERE DO WE COME FROM?
WHAT CAN WE LEARN THROUGH TRAVELING?
HOW CAN WE HELP EACH OTHER? WHAT MAKES YOU A RESPONSIBLE PERSON?
A HEALTHY LIFE? WHAT DOES IT MEAN TO BE RESPONSIBLE? WHERE WOULD YOU LIKE TO GO?
STUDENT BOOK
McGraw Hill Education ELLevate ENGLISH
Student Book
Module 1: Theme Opener ................................................................. 2
UNIT 1 The Global Village ............................................................... 4
UNIT 2 Cultural Differences ......................................................... 12
UNIT 3 Make Future Plans ............................................................. 20
Use What You Know 1-3 .............................................................. 28
Workbook
Module 1
Unit 1 The Global Village
Vocabulary .......................................................... 1
Grammar ......................................................... 2–3
Conversation .................................................... 4
Reading ......................................................... 5–6
Writing ......................................................... 6
Unit 2 Cultural Differences
Vocabulary ......................................................... 7
Grammar ......................................................... 8–9
Conversation .................................................... 10
Reading ......................................................... 11–12
Writing ......................................................... 12
Unit 3 Make Future Plans
Vocabulary ......................................................... 13
Grammar ......................................................... 14–15
Conversation .................................................... 16
Reading ......................................................... 17–18
Writing ......................................................... 18
Photo Credits ........................................................................... 147
How can we prepare for the future?
Look at the pictures. Read the unit topics and answer the questions.
• What will the future be like?
• How can you prepare for it?
• What kind of future would you like?
What is a global village?
A. Look at the pictures. How is the place in the pictures different from where you live? Read the text and listen to the audio.
Duma of Kenya lives in a very different world today than he did when he was growing up in the 1950s. No one ever saw a television or a phone until the 1970s. Actually, Duma’s home did not get electricity until the 1980s.
Today, Duma’s grandson Jata lives in a very different world. Jata travels about ten kilometers every afternoon to visit an internet café in a neighboring town. He plays games and chats with teens in different countries. Jata uses English to connect to the world.
Duma’s village has not grown much. The number of European tourists on safaris has fallen in recent years. Many villagers have lost their jobs. But the village is interconnected with the world, more than ever before. Now, Duma’s village is connected to other villages and towns by roads made by Chinese companies.
While globalization has improved the village in some ways, in other ways things are not as good. Young people used to look up to older men, like Duma, and listen to their stories. Today, younger people are more interested in Hollywood movies and celebrities. The village language, Taznatit, is also dying. The younger people no longer speak it.
B. Answer the questions about the text.
1. In which country does Duma live?
_______________________________________________________
2. How is life in Duma’s village today different from the 1950s?
_______________________________________________________
3. How is life in Duma’s village better than in the past?
_______________________________________________________
4. Why are things not as good as in the past?
_______________________________________________________
Pair and Share
With a partner, ask and answer questions about Duma’s village.
How is Duma’s village different today?
It is now connected to the world.
Ask and answer questions about yourself.
How has your community changed in the last few years?
It used to be . . . Now it is . . .
A. Listen to the audio and read along. Guess the meaning of the words in bold.
A lot of the historical sites near my hometown have been destroyed, and this has had a negative effect on our town. There aren’t many jobs left for people who don’t have an education. There are a few tourists and celebrities whom people look up to that still come to our town, and some people make money selling them souvenirs and local products. There are also a few low-budget hotels, but they’re small so not many people can work for them. Some close neighboring towns that used to be interconnected don’t have public transport anymore, and some of them don’t even have electricity. When I finish high school, my parents want me to go to college so I can have better opportunities.
B. Choose the correct words from the box to complete the sentences.
1. Online learning makes it possible for more people to get an ________________.
2. We can’t watch TV in my uncle’s village because there is no ________________.
3. Many ________________ hotels have opened to attract tourists who don’t have a lot of money.
4. The world is much more ________________ now than in the past, so people know what is happening far away.
5. The storm damaged this area, so some ________________ homes have been destroyed.
6. Today, most of the tourists are careful not to ________________ the temples.
7. Some people in my town make money selling ________________ products on the Internet.
8. Many people ________________ celebrities as role models.
C. Match the words to make phrases. Write the phrases on the line.
1. negative • him
2. a tourist • effect
3. look up to • airline
4. low-budget • a postcard
5. get • spot
6. send • an education
I am doing (present continuous) y I do (present simple)
Jack is watching television.
He is not playing the guitar.
But Jack has a guitar.
He often plays it and he plays very well.
Jack plays the guitar,
but he is not playing the guitar now.
Is he playing the guitar? No, he isn’t. (PRESENT CONTINUOUS)
Does he play the guitar? Yes, he does. (PRESENT SIMPLE)
B El PRESENT CONTINUOUS expresa una acción en curso, ahora, en el momento de hablar:
I’m doing
| pasado | ahora | futuro |
|--------|-------|--------|
| □ Please be quiet. I’m working. (no I work) … Estoy trabajando. |
| □ Tom is having a shower at the moment (no Tom has) Tom se está duchando … |
| □ Take an umbrella with you. It’s raining. … Está lloviendo. / Llueve. |
| □ You can turn off the television. I’m not watching it. … No la veo. / No la estoy viendo. |
| □ Why are you under the table? What are you doing? … ¿Qué haces / estás haciendo? |
C Se usa el PRESENT SIMPLE con valor general para expresar algo que ocurre habitualmente o con cierta frecuencia:
I do
| pasado | ahora | futuro |
|--------|-------|--------|
| □ I work every day from 9 o’clock to 5.30. Trabajo todos los días … |
| □ Tom has a shower every morning. Tom se ducha todas las mañanas. |
| □ It rains a lot in winter. Llueve … |
| □ I don’t watch television very often. No veo la televisión … |
| □ What do you usually do at the weekend? ¿Qué haces normalmente … ? |
D No uses los verbos siguientes en PRESENT CONTINUOUS (I am -ing):
| like | love | want | know | understand | remember | depend |
|------|------|------|------|------------|----------|--------|
| prefer | hate | need | mean | believe | forget |
Úsalos solamente en PRESENT SIMPLE (I want / do you like? etc.)
□ I’m tired. I want to go home. (no I’m wanting) … Quiero …
□ A: Do you know that girl? ¿Conoces … ?
B: Yes, but I don’t remember her name. … no recuerdo …
□ I don’t understand. What do you mean? No entiendo. ¿Qué quieres decir?
9.1 Contesta las preguntas sobre los dibujos.
1. Does he take photographs? Yes, he does.
Is he taking a photograph? No, he isn’t.
What is he doing? He’s having a bath.
2. Is she driving a bus?
Does she drive a bus?
What is she doing?
3. Does he clean windows?
Is he cleaning a window?
What is he doing?
4. Are they teaching?
Do they teach?
What do they do?
9.2 Completa las frases con am/is/are o do/don’t/does/doesn’t.
1. Excuse me, do you speak English?
2. ‘Where’s Kate?’ ‘I know.’
3. What’s funny? Why you laughing?
4. ‘What your sister do?’ ‘She’s a dentist.’
5. It raining. I want to go out in the rain.
6. ‘Where you come from?’ ‘Canada.’
7. How much it cost to send a letter to Canada?
8. Steve is a good tennis player, but he play very often.
9.3 Pon el verbo en PRESENT CONTINUOUS (I am doing) o en PRESENT SIMPLE (I do).
1. Excuse me, do you speak (you/speak) English?
2. ‘Where’s Tom?’ ‘He’s having (he/have) a shower.’
3. I don’t watch (I/not/watch) television very often.
4. Listen! Somebody (sing).
5. Sandra is tired. (she/want) to go home now.
6. How often (you/read) a newspaper?
7. ‘Excuse me, but (you/sit) in my place.’ ‘Oh, I’m sorry.’
8. I’m sorry, (I/not/understand). Can you speak more slowly?
9. It’s late. (I/go) home now. (you/come) with me?
10. What time (your father / finish) work every day?
11. You can turn off the radio. (I/not/listen) to it.
12. ‘Where’s Paul?’ ‘In the kitchen. (he/cook) something.’
13. Martin (usually/walk). (not/usually/drive) to work. He
14. Sue (not/like) coffee. (she/prefer) tea.
9.4 Traduce al inglés.
1. Eva está tocando el piano.
2. Normalmente bebo té, pero ahora estoy bebiendo café.
3. ¿Qué haces? ‘Estoy estudiando.’
4. ¿Entiendes lo que quiero decir?
5. Puedes apagar la radio. No la escucho.
6. ¿Qué hacen Juan y Luisa? ‘Están viendo la televisión.’
7. ¿Qué hacen Agustín y Laura? ‘Son médicos.’
8. Me gusta esa canción. ¿Quién canta?
Present Progressive: Simple present vs present progressive
Use the **present progressive** to talk about events that are happening now. It is formed by combining *to be* and the verb ending in *-ing*.
| Simple present vs Present progressive | Examples |
|--------------------------------------|----------|
| Present progressive (action verbs) | To talk about things happening now or soon in the future.
We are talking on the phone.
We are studying for exams this week. |
| Simple present (stative verbs) | To talk about feelings, perceptions, and states happening now, use simple present.
They feel tired after walking for two hours.
I see Josh and Jim now.
Lee is 15 years old. |
| Simple present (action verbs) | To talk about how often things happen.
She rarely travels. |
A. Read the following sentences. How are the simple present and the present progressive different?
He is surfing the Internet.
The souvenir shop is open.
He is reading the menu.
B. Complete the sentences using present progressive verbs.
1. Paul ____________ (drive) to the closest souvenir shop.
2. Maria and Lisa ____________ (look for) the bus station on the map.
3. They ____________ (present) their art work to the team right now.
4. I ____________ (record) the local wedding ceremony with my phone.
5. The coach ____________ (explain) why his techniques are important.
6. The crowd ____________ (follow) the celebrity from the famous TV show.
C. Write sentences about yourself using believe, like, dislike, feel, see, or hear.
Example: I believe that we should learn two languages.
1. ____________________________________________________________
2. ____________________________________________________________
3. ____________________________________________________________
4. ____________________________________________________________
Use say and tell
Say and tell have the same meaning; to communicate. They are also used in reported speech. Usually a reference to a person (either a noun or a pronoun) comes right after tell. The past tense of say and tell is said and told.
"She said that she wants to go home."
"I told Maria that the party is tonight."
Erica said that she looks up to her sister.
D. Circle the correct word.
1. I (said / told) mom that I was going to be home late.
2. Mingli (said / told) that the tourists from Japan have arrived at the hotel.
3. They (said / told) that a powerful earthquake destroyed many homes.
4. She (said / told) us that she will bring the balloons for the party.
5. The man (said / told) the visitors that the museum will be closed in ten minutes.
E. Complete the sentences using say, said, tell, or told.
Bill: I want to visit an African village. You once (1) __________ me Anthony lived in an African village.
Dan: Yes, he (2) __________ it was a very old village, far from any towns.
Bill: Really?
Dan: Yes, he (3) __________ me it is hard to get to.
The roads are not very good.
Bill: How long was Anthony there?
Dan: He spent a year there. He (4) __________ it was the best year of his life. I'll (5) __________ him you would like to visit that village.
Bill: Great. Maybe he can (6) __________ me how to get there and when to go.
Dan: I'll be sure to (7) __________ him.
Pair and Share
Talk to your partner about something your teacher said.
He said that . . .
She told me that . . .
Before Listening
A. Read Gail’s complaint. Do you agree? Do older people communicate differently?
My parents often complain that I’m not paying attention to them when they talk to me. They get upset that I am texting my friends and talking to them at the same time. I don’t think it’s right that they get mad just because they can’t text and talk at the same time.
B. Listen to the audio. Circle F for Fact or O for Opinion. Listen again to check your answers.
1. Gail communicates better than her parents.
F O
2. Young people find answers online.
F O
3. Older people will use more technology in the future.
F O
4. Young people use too much social media.
F O
After Listening
C. Read an article from a magazine or newspaper to find facts and opinions.
Title: ___________________________ Facts: _______________________________________
Opinions: ________________________________________________________________
Listening Strategy:
Listen for fact and opinion
When we talk, we use both facts and opinions. You can prove a fact, but you can’t prove an opinion. Opinions are ideas or beliefs.
A. Listen to the conversation and complete the sentences. Listen again and check your answers.
Kathy: Is something wrong, Grandma?
Grandma: I can’t get this new phone to work. If I push this, nothing happens. (1) ________________ these new electronic things out.
Kathy: You have to swipe.
Grandma: (2) ______________________
Kathy: You need to put your finger here and swipe on the green button.
Grandma: Oh, I see. But (3) ________________ your mother’s phone number. It was much easier to find on my old phone.
Kathy: Look in the contacts folder.
Grandma: (4) ______________________
Kathy: All your contacts are collected in your contact folder. See? It’s this one. Move your finger slowly down and the names move up.
Grandma: Thanks! (5) ______________________. I guess this won’t be so bad after all.
B. Your Turn
Roleplay the conversation with a partner. How would Kathy end the conversation? Write your answer in the blank space.
Your idea: ____________________________________________________________
C. Listen to the audio. Take notes to prepare for a conversation about a smartphone game.
______________________________________________________________
______________________________________________________________
______________________________________________________________
A. The country of Myanmar has a lot more tourists now than in the past. How do you think this has changed Myanmar?
B. Read the text. Underline facts and circle opinions as you read.
Tourism Comes to Bagan
I first went to Bagan, Myanmar in 1986. It had thousands of temples and looked like a lost city. I don’t remember seeing anyone living there. [1] I thought it was deserted. There probably weren’t enough tourists for any hotels. I also remember that it was very hot. I wanted to get a drink, but no one was selling anything. [2] I thought it was like a city that time forgot: left alone, yet beautiful.
I returned to Bagan last month. Things have changed a lot. While there are still thousands of temples, Bagan is now a tourist spot in Southeast Asia. [3] There are now more than 20 hotels of all sizes. Some of them are luxury hotels, with fancy restaurants and swimming pools, while others are for low-budget travelers. I also saw a lot of restaurants last month. [4] I visited restaurants with both local Burmese and Western food. They had signs and menus in many languages. [5] I guess all types of tourists will feel welcome. The place also had a lot of tourist shops that sell many things. I saw postcards, clothes, traditional puppets, and many Burmese souvenirs for sale. There were also dozens of children, some as young as nine, selling things to tourists. [6] Many of these children don’t go to school, but they sell things to make money for their families.
Emily Young, a volunteer worker, tries to show families in Bagan ways to make money from the tourists without using their children. Her organization helps families make handcrafts and souvenirs for tourists. Instead of using children to sell these, her organization hires local taxi drivers to do it. This way the children stay in school and finish their education. [7] She believes that tourists bring in money for the families living in Bagan, but tourism also has negative effects.
It won’t be long, says Emily, until [8] you will see McDonald’s® and Starbucks® all over Bagan. All the big international hotels, like Hilton®, Sheraton®, and Holiday Inn®, will have hotels here. I’m sure that within ten years, Bagan will also have a large shopping mall. Although these things do help the local economy, they also destroy many community traditions. Even though globalization and tourism do bring money to some people, they also have negative impacts as well. [9] In many places in the world, tourism has destroyed much of the local culture and way of life. With help from organizations like Emily’s, Bagan may be able to keep its culture as it becomes a more global city.
After Reading
C. Read the numbered statements again from the text above. Write F for Fact or O for Opinion next to each number below.
1. _____ 2. _____ 3. _____ 4. _____ 5. _____ 6. _____ 7. _____ 8. _____ 9. _____
D. Complete the chart to compare the positive and negative effects of tourism.
| Positive Effects | Negative Effects |
|------------------|------------------|
| | |
| | |
| | |
| | |
| | |
Writing
A. Organize details and examples before you write.
Step 1. Work with a partner. Choose one of the topics below:
1. Why tourism is good for my country.
2. Why tourism is bad for my country.
Step 2. Brainstorm one or more reasons that you think tourism is good or bad. Make notes on the details that support your views.
B. Read the passage. Circle the main idea. Underline the reasons the author gives to support his thoughts.
Tourism is good for my country because it creates jobs. Many people in my hometown can’t find a job, so they go to tourist areas. They can easily find jobs there as cooks, hotel workers, and tour guides. Also, people in tourist areas can start their own business, such as a restaurant or a shop.
C. Write a paragraph of 30 to 50 words. Present the reasons you think tourism is good or bad for your country.
How can understanding different cultures change the future?
A. Look at the pictures and read the captions. What kind of cultural differences is Kevin experiencing? Listen to the audio.
Kevin, an Australian, is a tourist in Cambodia. Kevin is on his way to the city of Siem Reap.
He is sharing a taxi with a Cambodian passenger. As soon as they get into the taxi, Kevin introduces himself and strongly shakes his fellow passenger’s hand.
In Siem Reap, Kevin walks along a crowded street, trying to find his way to Angkor Wat.
B. Answer the questions.
1. What kind of transportation did Kevin use to get to Siem Reap?
_______________________________________________________
2. To which place did he need directions?
_______________________________________________________
3. Why do you think his fellow passenger got out of the taxi?
_______________________________________________________
4. Why did Kevin find himself 30 kilometers away from Siem Reap?
_______________________________________________________
5. What did the Cambodian man think that Kevin would understand?
_______________________________________________________
Pair and Share
Ask and answer questions about the text.
How did Kevin upset the Cambodian man?
Kevin pointed his foot at him.
Ask and answer questions about your culture.
How is your culture different from other cultures?
In my culture, we . . .
A. Listen to the audio and read along. Guess the meaning of the words in bold.
A smile is one type of body language that has many functions, and it is used in different contexts. In most countries, it is used to show approval or to welcome someone. But in other countries, it may show lack of understanding or embarrassment. Sometimes, body language can cause cultural misunderstanding. An acceptable greeting or hand gesture in one culture might upset someone from a different culture. How close we stand to people, known as our personal space, differs from one place to another. In Japan, people generally are used to being close together when they speak, but in America, people find this uncomfortable and prefer to have more personal space. For some people, these cultural differences don’t really matter, but for others they do.
B. Choose the correct word from the box to complete the sentences.
1. Using your finger to ask someone to come over to you is ____________________________ in North America, but it is rude in some other parts of the world.
2. Pointing with your finger is an example of ____________________________ .
3. I couldn’t ____________________________ my way to the airport, so I missed my plane.
4. She doesn’t know the different ____________________________ of this app.
5. Pointing with your finger is considered a rude ____________________________ in some countries.
6. A common ____________________________ in China is “Have you eaten yet?”
C. Match the words from the box with the correct definitions.
1. absence of something needed
2. to be important
3. events related to a particular situation
4. beliefs and behavior of a group of people
5. belong to one person
6. have a positive opinion about something
- personal
- culture
- lack
- context
- matter
- approval
I have done (present perfect 1)
A
His shoes are dirty.
He is cleaning his shoes.
He has cleaned his shoes.
Se ha limpiado los zapatos.
They are at home.
They are going out.
They have gone out.
Han salido.
B
has cleaned / have gone etc. son formas del PRESENT PERFECT (have + participio pasado):
| I we you they | have ('ve) have not (haven’t) |
|---------------|-------------------------------|
| he she it | has (%) has not (hasn’t) |
cleaned finished started lost
done been gone
| have | I we you they |
|------|---------------|
| has | he she it |
cleaned? finished? started? lost?
done? been? gone?
verbos regulares
verbos irregulares
participio pasado
Verbos regulares: el participio pasado termina en -ed (igual que el PAST SIMPLE afirmativo):
clean → I have cleaned finish → we have finished start → she has started
Verbos irregulares: el participio pasado es a veces igual que el PAST SIMPLE y otras veces diferente (Apéndices 2–3). Por ejemplo:
igual: buy → I bought / I have bought have → he had / he has had
diferente: break → I broke / I have broken fall → it fell / it has fallen see → you saw / you have seen go → they went / they have gone
C
El PRESENT PERFECT expresa una acción del pasado cuyos resultados tienen efecto en el presente. Muchas veces corresponde al pretérito perfecto compuesto del español:
- I’ve lost my passport.
He perdido … (y no lo encuentro)
- ‘Where’s Rebecca?’ ‘She’s gone to bed.’
… ‘Se ha acostado.’ (y ahora está en la cama)
- We’ve bought a new car.
Nos hemos comprado … (y lo tenemos ahora)
- It’s Rachel’s birthday tomorrow and I haven’t bought her a present.
… no le he comprado … (no tengo un regalo para ella ahora)
- ‘Bob is away on holiday.’ ‘Oh, where has he gone?’
… ¿Dónde se ha ido? (¿dónde está ahora?)
- Can I take this newspaper? Have you finished with it?
… ¿Has terminado (de leerlo)? (¿lo necesitas ahora?)
16.1 Observa los dibujos. ¿Qué ha ocurrido? Usa una de estas expresiones en la forma correcta.
| antes | ahora |
|-------|-------|
| go to bed | clean his shoes |
| close the door | fall down |
| stop raining | have a shower |
1. He has cleaned his shoes.
2. She ..........................................
3. They ..........................................
4. It ..........................................
5. He ..........................................
6. The ..........................................
16.2 Completa las frases con uno de los verbos de la lista.
break buy decide finish forget go go
invite read see not/see take tell not/tell
1. ‘Can I have a look at your newspaper?’ ‘Yes, I .......................................... with it.’
2. I .......................................... some new shoes. Do you want to see them?
3. ‘Where is Liz?’ ‘She’s not here. She .......................................... out.’
4. I’m looking for Paula. .......................................... you .......................................... her?
5. Look! Somebody .......................................... that window.
6. ‘Does Lisa know that you’re going away?’ ‘Yes, I .......................................... her.’
7. I can’t find my umbrella. Somebody .......................................... it.
8. ‘Where are my glasses?’ ‘I don’t know. I .......................................... them.’
9. I’m looking for Sarah. Where .......................................... she .......................................... ?
10. I know that woman, but I .......................................... her name.
11. Sue is having a party tonight. She .......................................... a lot of people.
12. What are you going to do? .......................................... you .......................................... ?
13. a: Does Bill know about the meeting tomorrow?
b: I don’t think so. I .......................................... him.
14. ‘Do you want this magazine?’ ‘No, I .......................................... it, thanks.’
16.3 Traduce al inglés.
1. He terminado mi trabajo.
2. ¿Dónde está Gerry? ‘Ha salido.’
3. Hemos invitado a mucha gente a nuestra fiesta.
4. Sandra ha perdido sus llaves. ¿Las has visto?
5. ¿Ha llegado Mary? ‘No la he visto.’
6. ¿Dónde han ido tus padres de vacaciones?
7. ¿Has comprado un nuevo ordenador?
de vacaciones = on holiday
ordenador = computer
Present Perfect Progressive
The present perfect progressive tells about actions that started in the past but are still happening now. It is formed by adding “has been” or “have been” in front of a verb ending in -ing. The present perfect progressive is often used with for and since.
| Subject | Present Perfect | Progressive (-ing) |
|---------------|--------------------------|-------------------------------------|
| I / You / We | have been | waiting for three hours. |
| | haven’t been | studying since last winter. |
| She / He | has been | telling me about it for a long time.|
| | hasn’t been | teaching philosophy since 2010. |
A. Look at the pictures and read the sentences. What do they mean?
He has been driving for six hours.
They have been living here since 1986.
B. Complete the sentences using the present perfect progressive of the verbs.
1. Tom ______________________ (cry) since he left the house.
2. My sister and I ____________________ (get) along better since I moved out.
3. It _________________________ (rain) every day during the summer.
4. The flight attendants ______________________ (greet) passengers since the gate opened.
5. She _________________________ (recover) from the disease at home.
6. The tree ______________________ (block) the road for the last couple of hours.
C. Choose the correct answers.
1. She ____________________________ her assignment last week, but it was late.
a. submitted b. has been submitting
2. They ____________________________ on their project since last week, but it’s still not finished.
a. are working b. have been working
3. We ____________________________ this trip for the last six months.
a. has planned b. have been planning
4. They ____________________________ with friends because their house is being painted.
a. are stayed b. have been staying
5. Our research team ____________________________ a new type engine for the last two years.
a. has been developing b. have developed
D. Look at the picture. Write six sentences about what people have been doing since the cafeteria opened 15 minutes ago.
1. ________________________________________________________________
2. ________________________________________________________________
3. ________________________________________________________________
4. ________________________________________________________________
5. ________________________________________________________________
6. ________________________________________________________________
Pair and Share
With a partner, ask and answer questions about what you have been doing recently.
What have you been working on this week?
I’ve been searching for information and picture for the science project.
How long have you been . . . ?
I’ve been . . .
Before Listening
A. How do people in different countries give directions? Do they rely on verbal communication, body language, or both?
B. Listen to the audio. How are directions given in different cultures? Complete the table. Listen again to check your answers.
| Details about directions you might receive |
|-------------------------------------------|
| North America |
| Northern Europe |
| Southern Europe |
| Middle East |
| South East Asia |
After Listening
C. With your partner, take turns giving directions to a famous place in your city.
5 | Pronunciation
v vs w
To pronounce the letter v, slightly touch the top set of your teeth to your bottom lip. To pronounce the letter w, do not touch your teeth to your lips. Your teeth stay inside your mouth, but your lips are rounded.
A. Listen and circle the correct sound.
1. v / w 2. v / w 3. v / w 4. v / w 5. v / w
B. Listen to the audio and repeat.
A. Listen to the conversation and complete the sentences. Listen again and check your answers.
Kim: Jake, what did you do with my wallet?
Jake: What do you mean?
Kim: I know you did something with my bag. But my wallet isn’t there. Where is it?
Jake: Kim, (1) _______________ your wallet. I didn’t mean to frighten you.
Kim: I was surprised when I couldn’t find it. I thought I knew where it was!
Jake: Kim, I promise, I didn’t know your wallet was in your bag. (2) _______________.
I just wanted to play a trick on you.
Kim: Let me check inside. I hope my new tablet is OK.
Jake: Please Kim, (3) _______________. I’ll replace it if it’s damaged. I’ll give you mine.
You’ve always liked it.
Kim: Whew! My tablet is OK and there is my wallet! (4) _______________, Jake.
That was a pretty good trick.
Jake: I promise. No more practical jokes! Is that a deal?
B. Your Turn
Roleplay the conversation with a partner. How would Kim answer the last question? Write your answer in the blank space.
Your idea: ____________________________________________________________
_______________________________________________________________
C. Listen to the audio. Take notes to prepare to make an apology.
Before Reading
A. Look at the pictures and discuss these questions. How do people react when they are close together? How do people in your country use gestures instead of words to communicate?
B. Read the text. Circle the main idea in each paragraph.
It’s Not Always What You Say That Matters
Part A An acceptable greeting in different cultures can range from a strong handshake to a kiss or moving your head down and then up. Most Europeans, Australians, and Americans shake hands when they introduce themselves. But not all handshakes are the same. The German handshake usually consists of a single pump and a short hold, while the British handshake consist of three to five pumps. The American handshake may have five to seven pumps and a strong hold. Asian and Arabic cultures often continue holding the hand after the handshake is over. The French and Italians usually kiss twice, once on each cheek. Similarly, the Dutch, Belgian, and Arabs kiss, but they kiss three times. It is not uncommon to see men hugging and kissing each other in Mediterranean cultures. On the other hand, English-speaking cultures are likely to do so in sports to celebrate a big score or a win.
Part B Body language has been changing, especially among young people, due to the media, films, games, and the Internet. Gestures which were not acceptable in the past are being used with a new meaning. For example, the thumbs up signal showing approval in English-speaking countries is now used to indicate number one in Germany, France, and Hungary. In India, a thumbs up means disagreement or “It won’t work!” if the hand moves from side to side. Yet, the thumbs up gesture now is used universally on social media as an icon to show a positive response.
Part C Personal space defines a person’s invisible territory around the person’s body. The size of this territory is different depending on culture and circumstances. For example, the Japanese are used to crowded surroundings with little personal space. On the other hand, Western cultures keep a certain distance depending on the relationship between people. Standing close to other people is used only for family and close friends. The distance gradually increases for social functions, strangers such as workers, and finally for addressing an audience. Westerners who use public transportation during rush hour avoid eye contact, speaking, or moving. Many keep their eyes down as if studying the floor or their shoes. Faces remain expressionless. This body language establishes a mental distance among individuals in the crowd.
After Reading
C. Choose a title for each section. Explain why you chose that title.
Part A
1. Meeting and Celebrating ________________________________________________________
2. Do We All Shake Hands? _______________________________________________________
3. How Can You Move It? _________________________________________________________
Part B
1. Internet Icons _________________________________________________________________
2. Rude Gestures ________________________________________________________________
3. Are Gestures Universal? _______________________________________________________
Part C
1. Keep Your Distance! ___________________________________________________________
2. Close Friends and Relatives _____________________________________________________
3. Don’t Make Eye Contact ________________________________________________________
D. Based on the text, roleplay a scene of two people from different countries who use the wrong body language or gesture.
Writing
A. Work with a partner. Brainstorm examples of communication (body language, gestures, and tone of voice) in your country that are:
- different from an English-speaking country
- similar to an English-speaking country
Make a chart showing the similarities and the differences.
B. Read the text. Underline phrases that show similarities or differences.
Not all Europeans share the same characteristics in face-to-face interaction. Usually, Northern Europeans respect personal space and are more soft-spoken compared to Southern Europeans. Italians use larger hand gestures while they speak, while Germans and Scandinavians appear not to move much compared to them. Many Greeks will not hesitate to tap another passenger on the shoulder to pass through. On the other hand, Germans will avoid touching.
C. Write a paragraph about some similarities and differences between your culture and an English-speaking culture. Use your chart and notes.
What are the pros and cons of making big plans for the future?
A. Look at the pictures and match them to the correct speakers. Listen to the audio.
Brian: I don’t like planning everything earlier. I like to “go with the flow.” My friend Dennis thinks I’m too lazy to organize things sooner. Dennis is planning a trip to Spain for next summer, but I don’t like planning an adventure a year in advance. What if I change my mind?
Jorgen: Now that I’m a graduate, I’m going to travel for a year. I have my savings, and I’ll get a summer job. I’m going to check on visas tomorrow. I want to travel to Africa and Asia, so I’ll need shots for some countries. I’ll call my doctor to make an appointment.
Ken: I’m going snowboarding with friends this weekend. People think it’s easy if you know how to ski, but it’s not the same. We’ve made arrangements for lessons with an instructor. I love the challenge of learning new skills.
B. Read the sentences and circle T for True or F for False. Correct the false statements.
1. Brian is planning a trip to Portugal next winter.
T F
2. All the speakers plan everything before a certain time.
T F
3. Ken is going to fly to New York.
T F
4. Jorgen is going to take a year off.
T F
Pair and Share
With a partner, ask and answer questions about the text.
What is Ken planning to do on the weekend?
He is planning to go snowboarding with friends.
Ask and answer questions about your plans.
What are you planning to do this weekend?
I am planning to . . .
A. Listen to the audio and read along. Guess the meaning of the words in bold.
It normally takes three to five years to graduate and get a college degree. After high school graduation, a break is sometimes needed from classrooms, tests, and homework assignments. Today, some college students take a year off, called a gap year, to move to a different country. They often take on a challenge, such as building an orphanage or starting a charity. Sometimes, they want an adventure, such as hiking in the Andes or sailing around the islands in Indonesia. They believe that these experiences will help them develop the confidence they need to succeed in their plans for the future with their chosen professions.
Word Box
adventure
appointment
arrangement
challenge
check
college
degree
future
graduate
move
plan
profession
B. Choose the correct word from the box to complete the sentences.
1. I made an ____________________________ to meet Dr. Johnson at 3:00 p.m. in her office.
2. I will ____________________________ with the airline company about our tickets to Turkey.
3. I spent five years studying to get my ____________________________, so I hope to find a good job.
4. It is very expensive to go to ____________________________ for four years.
5. I don’t want an easy job. I want a ____________________________ to build my confidence.
6. Sarah would love to ____________________________ to New York and find a job.
C. Write the words next to their definitions below.
1. ____________ plan to do something
2. ____________ person who has earned a degree from a school or college
3. ____________ decide how to do something
4. ____________ exciting and dangerous experience
5. ____________ type of job that requires a specific education or skill
6. ____________ period of time that has not yet come
I'm going to ...
A I'm going to do something
I'm going to watch TV this evening.
She is going to watch TV this evening. Va a ver la televisión esta noche.
Se usa am/is/are going to ... para el futuro:
| I am | do ... |
|------|--------|
| he/she/it is (not) going to | drink ... |
| we/you/they are | watch ... |
| am I | buy ... ? |
|------|----------|
| is he/she/it | eat ... ? |
| are we/you/they | wear ... ? |
B I am going to do something = Voy a hacer algo
am/is/are going to ... equivalen al español 'voy a ... / vas a ... / va a ... / van a ...' etc.
decidí hacerlo
I'm going to do it
pasado ahora futuro
- I'm going to buy some books tomorrow. Voy a comprar ...
- Sarah is going to sell her car. ... va a vender ...
- I'm not going to have breakfast this morning. I'm not hungry. No voy a desayunar ...
- What are you going to wear to the wedding next week?
¿Qué vas a ponerle para la boda de la semana que viene?
- 'Your hands are dirty.' 'Yes, I know, I'm going to wash them.' ... voy a lavármelas.'
- Are you going to invite Martin to your party? ¿Vas a invitar ... ?
Oberva que se dice I'm going to ... (no I go to):
- My hands are dirty. I'm going to wash them. (no I go to wash them)
Cuando hablamos del futuro, especialmente de planes, se usa también el PRESENT CONTINUOUS (I am doing) (→ Unidad 26):
- I am playing tennis with Julia tomorrow.
C Something is going to happen
Cuando parece evidente que algo va a suceder se usa también am/is/are going to ... :
- Look at the sky! It's going to rain.
... Va a llover.
- Oh dear! It's 9 o'clock and I'm not ready.
I'm going to be late.
Voy a llegar tarde.
presente con significado futuro → Unidad 26 will → Unidades 28–29
27.1 ¿Qué dicen estas personas? Observa los dibujos y responde a la pregunta.
1. I’m going to watch TV.
2. I’m going to take a bath.
3. I’m going to buy a new car now!
4. We’re going to play football.
27.2 Completa las frases usando going to ... + uno de los siguientes verbos:
do eat give lie down stay walk -wash- watch -wear-
1. My hands are dirty. I’m going to wash them.
2. What are you going to wear to the party tonight?
3. It’s a nice day. I don’t want to take the bus. I’m going to walk.
4. Steve is going to London next week. He’s going to stay with some friends.
5. I’m hungry. I’m going to eat this sandwich.
6. It’s Sharon’s birthday next week. We’re going to give her a present.
7. Sue says she’s feeling very tired. She’s going to lie down for an hour.
8. There’s a good film on Channel 6 tonight. Are you going to watch it?
9. What is Rachel going to do when she leaves school?
27.3 Observa los dibujos. ¿Qué va a pasar?
1. It’s going to rain.
2. The shelf
3. The car
4. He
27.4 ¿Qué vas a hacer hoy o mañana? Escribe tres frases.
1. I’m
2.
3.
27.5 Traduce al inglés.
1. Mañana no voy a estudiar inglés.
2. ‘¿Vais a jugar al tenis el sábado?’ ‘No, Vamos a jugar al fútbol.’
3. Tengo sed. Voy a beber un vaso de agua.
4. ¿Va a comprarse un coche Marisa?
5. ‘El cielo está gris y hace frío.’ ‘Sí, Va a nevar.’
6. Cuando llegue a casa voy a tomar una ducha.
Sarah goes to work every day. She is always there from 8.30 until 4.30.
It is 11 o’clock now. Sarah **is** at work.
*Son las 11. Sarah está en el trabajo.*
At 11 o’clock yesterday, she **was** at work.
*Ayer a las 11 estaba en el trabajo.*
At 11 o’clock tomorrow, she **will be** at work.
*Mañana a las 11 estará en el trabajo.*
**will + infinitivo (will be / will win / will come etc):**
| I/we/you/they | he/she/it | will ('ll) | will not ('won’t) | be win eat come etc. |
|---------------|-----------|------------|-------------------|----------------------|
| | | | | |
| will | I/we/you/they | he/she/it | be? win? eat? come? etc. |
|---------------|---------------|-----------|--------------------------|
**will se contrae en ‘ll’:** I’ll (I will) / you’ll / she’ll etc.
**will not se contrae en ‘won’t’:** I won’t (= I will not) / you won’t / she won’t etc.
---
**B**
Se usa **will** para hablar del futuro (tomorrow / next week etc):
- Sue travels a lot. Today she is in Madrid. Tomorrow she’ll be in Rome.
*Next week she’ll be in Tokyo. … estará … estará …*
- You can call me this evening. I’ll be at home. … estaré …
- Leave the old bread in the garden. The birds will eat it. … se lo comerán.
- We’ll probably go out this evening. … saldremos …
- Will you be at home this evening? ¿Estarás …?
- I won’t be here tomorrow. (= I will not be here) No estaré …
- Don’t drink coffee before you go to bed. You won’t sleep. … No dormirás.
Con frecuencia se dice I think … will …:
- I think Kelly will pass the exam. *Creo que Kelly aprobará el examen.*
- Do you think the exam will be difficult? ¿Crees que … será …?
En inglés se dice I don’t think … will … (no I think … won’t …). Por ejemplo:
- I don’t think it will rain this afternoon.
En español se puede decir ‘No creo que llueva esta tarde’ o ‘Creo que no lloverá esta tarde.’
---
**C**
No se usa **will** para hablar de cosas ya acordadas o decididas (→ Unidades 26-27):
- We’re going to the cinema on Saturday. Do you want to come with us? (*no* We will go)
- I’m not working tomorrow. (*no* I won’t work)
- Are you going to do the exam? (*no* Will you do)
---
**D**
**shall**
Se puede decir I shall (= I will) y we shall (= we will):
- I shall be late tomorrow. o I will (I’ll) be late tomorrow.
- I think we shall win. o I think we will (we’ll) win.
Pero no uses **shall con you/they/he/she/it:**
- Tom will be late. (*no* Tom shall be)
28.1 Helen está viajando por Europa. Completa las frases usando she was, she’s o she’ll be.
1 Yesterday ____________ in Paris.
2 Tomorrow _______________ in Amsterdam.
3 Last week _________________ in Barcelona.
4 Next week _________________ in London.
5 At the moment _______________ in Brussels.
6 Three days ago _______________ in Munich.
7 At the end of her trip ______________ very tired.
28.2 ¿Dónde estarás? Responde hablando de ti y usando:
I’ll be … o I’ll probably be … o I don’t know where I’ll be.
1 (at 10 o’clock tomorrow) ____________________________
2 (one hour from now) _________________________________
3 (at midnight tonight) _________________________________
4 (at 3 o’clock tomorrow afternoon) ______________________
5 (two years from now) _________________________________
28.3 Completa las frases con will (‘ll) o con won’t.
1 Don’t drink coffee before you go to bed. You ________ sleep.
2 ‘Are you ready yet?’ ‘Not yet. I _______________ be ready in five minutes.’
3 I’m going away for a few days. I’m leaving tonight, so I _______________ be at home tomorrow.
4 It _______________ rain, so you don’t need to take an umbrella.
5 A: I don’t feel very well this evening.
B: Well, go to bed early and you _______________ feel better in the morning.
6 It’s Bill’s birthday next Monday. He _______________ be 25.
7 I’m sorry I was late this morning. It _______________ happen again.
28.4 Escribe frases que empiecen por I think … o por I don’t think … .
1 (Kelly will pass the exam) _____________________________
2 (Kelly won’t pass the exam) ___________________________
3 (we’ll win the game) _________________________________
4 (I won’t be here tomorrow) ___________________________
5 (Sue will like her present) ____________________________
6 (they won’t get married) ______________________________
7 (you won’t enjoy the film) _____________________________
28.5 En cada frase hay dos verbos subrayados. Estudia la Unidad 26 y decide cuál es el correcto.
1 We’ll go / We’re going to the theatre tonight. We’ve got tickets. (We’re going es la forma correcta)
2 What will you do / are you doing tomorrow evening? ‘Nothing. I’m free.’
3 They’ll go / They’re going away tomorrow morning. Their train is at 8.40.
4 I’m sure your aunt will lend / is lending us some money. She’s very rich.
5 ‘Why are you putting on your coat?’ ‘I’ll go / I’m going out.’
6 Do you think Claire will phone / is phoning us tonight?
7 Steve can’t meet us on Saturday. He’ll work / He’s working.
8 Will you / Shall you be at home tomorrow evening?
9 A: What are your plans for the weekend?
B: Some friends will come / are coming to stay with us.
28.6 Traduce al inglés.
1 Carmen estará en la oficina a las 9.
2 No creo que Daniel venga este fin de semana.
3 Creo que llegarcnos tarde.
4 No creo que Ricardo se compre estos zapatos.
5 ¿Crees que ganarás la carrera?
6 Creo que veré a Andy el domingo.
7 Es una buena estudiante. Aprobará sus exámenes.
8 ¿Cuándo sabrás el resultado de tu examen?
9 Creo que no terminaré este ejercicio hoy.
llegar tarde = be late
carrera = race
resultado = result
Simple Future: will vs be going to
The simple future talks about future events, predictions, plans, and willingness to do something. Use will or be going to to make a simple future sentence. They are used with time expressions such as tomorrow, tonight, next (Monday), this (month), and in (an hour).
| will | be going to |
|-------------------------------------------|--------------------------------------------------|
| I will move to Berlin next month. | I’m going to see the doctor tomorrow. |
| Jill will join the group this week. | It’s going to snow soon. |
| They will study art history next year. | We are going to drive to the airport in an hour. |
For grammar reference, go to Grammar Appendix.
Use will to make a promise.
I will send her an email tonight.
Silvia will deliver the package for you.
Use be going to for a plan or a prediction.
I am going to take physics next semester.
My parents are going to spend their vacation in Bali.
A. Look at the pictures and read the sentences. Explain the use of will or be going to.
Don’t worry! We will help you move!
I am going to see the doctor.
We are going to the park.
B. Circle the correct answers.
1. I will (pay / pays) for all of your travel expenses.
2. Lee is not (going to / go to) take us to the art gallery.
3. Ali and James (are / is) going to drive to the store.
4. Meechoke (is / will) help me with my homework tonight.
5. The Japanese are (going to / will to) build a very long bridge.
6. His company (is not going / is going not) to move to China.
C. Complete the sentences using will or be going to.
1. Beth ________________________________ (get) a haircut this weekend.
2. Don’t worry. I ___________________________ (not tell) anyone about the surprise party.
3. I _________________________________ (become) a journalist when I grow up.
4. I am not sure if Ron ______________________ (accept) the job offer in New York.
5. We _________________________________ (have) pizza for dinner tonight.
D. Write three sentences about what you plan to do using will or be going to.
1. ____________________________________________________________
2. ____________________________________________________________
3. ____________________________________________________________
E. Circle the correct form.
1. I (will try / will be trying) to speak to Dr. Patel about my grade tomorrow.
2. Sorry, I can’t meet you tomorrow between 5:00 and 5:30 p.m. I (will be attending / will attend) a lecture then.
3. At this time next week, we (will be presenting / are presenting) our results to the group.
4. Don’t leave your clothes out. It (will get / will be getting) wet in the rain.
5. They (will wait / will be waiting) for you to join them for dinner when you arrive.
6. Today around 4 p.m. they (are discussing / will be discussing) how to plan a summer trip to Mexico for teens.
Pair and Share
With a partner, ask and answer questions about your future plans.
Where are you planning to go tomorrow?
I’m planning to go to the city.
What are you doing tonight?
I’m going to . . .
Before Listening
A. Look at the pictures. What plans do you have for the future?
B. Listen to the audio. Identify the author’s purpose in each section as inform, persuade, or entertain. Listen again to check your answers.
Section 1: ____________________________________________________________
Section 2: ____________________________________________________________
Section 3: ____________________________________________________________
After Listening
C. Complete the sentences.
1. The Learning Adventure School is based in ________________________.
2. Students who spend a gap year in Peru will participate in market research for ________________________.
3. Those who apply to the Learning Adventure School should be between the ages of _________________.
4. Sweetie Pie chased the girl because ________________________.
5. Students who take a gap year in Peru spend six months as an ________________________.
6. The author advises students interested in Peru to ________________________.
Pronunciation
Silent b
There are many words in English that have a silent letter, one that you cannot hear when you say the word. The letter b is usually silent when it follows the letter m or when it comes before the letter t.
Follows the letter m: crumb, climb, lamb, thumb
Comes before the letter t: debt, doubt, subtle
A. Listen and circle the word you hear.
1. comb cob 3. crumb cram 5. debt deep
2. thumb thin 4. limb lime 6. doubt dub
B. Listen to the audio and repeat.
A. Listen to the conversation. Complete the sentences with expressions to repeat information. Listen again to check your answers.
Alan: I’m thinking of taking a gap year before college.
Richard: I didn’t hear what you said. (1) ____________________________?
Alan: You know, I want to take a year off before I start college. What about you?
Richard: I’ve been dreaming about going to Africa since we started high school.
Alan: No kidding! Where will you go?
Richard: I’d like to spend some time living with a family in a small village and work with wildlife. So I’ll choose a combo conservation and community project.
Alan: I’m sorry. (2) ____________________________ a combo project. (3) ____________________________?
Richard: A project that combines conservation and community. It will be working with wildlife and teaching at the local school or helping with construction.
Alan: You mean that you’ll be working with lions and elephants, teaching children, and helping with construction? That’s not my idea of a gap year! I’m more interested in backpacking, trekking, climbing, diving, crossing rivers, and rafting. I think the idea of a gap year is to have fun.
Richard: You said that very fast. (4) ____________________________, a little slower? What are you interested in?
B. Your Turn
Roleplay the conversation with a partner. How would Alan answer Richard’s questions? Write your answer in the blank space.
Your idea: _______________________________________________________
______________________________________________________________
C. Listen to the audio. Take notes to prepare for a conversation about your plans.
A. Look at the pictures and discuss these questions. Do girls and boys make similar study or career choices after graduation? What do you think are the most and least popular fields for boys and for girls?
B. Read the text. Circle the following words: minority, stereotypes, specialists, career counseling, salary.
Do You Know What You Will Do?
A study shows that teaching is the top career choice for teenagers. More than ten percent of teenagers name teaching as their dream profession. The numbers are divided almost equally between girls and boys in this field. In the past, more girls became teachers, and male teachers traditionally have been a minority.
Girls choose nursing and childcare at a much higher percentage than boys do. Boys choose business, sports, and the military at a much higher rate than girls do. Law is a top choice on the girls’ list, but law is one of the least popular of the boys’ choices. Science and biology are divided equally between boys and girls. About 47 percent age of boys try to get a higher education degree, compared to 38 percent of girls. Overall, boys are more confident about their choices than girls are.
The same study shows that attitudes toward graduate studies and careers are formed as early as sixth grade. Most students rely on parents and friends for advice. Unfortunately, that advice is often not updated. It can limit young people’s choices to traditional careers in medicine, law, or economics. Specialists who study career research believe that students need better career counseling services to help them decide about their future.
This study also shows that a high salary is important for boys, while girls look for more than just money and want job security, a positive working environment, and job satisfaction. Some experts believe that the girls’ choices are influenced by traditional stereotypes of gender roles. These stereotypes show men as the higher wage earners. On the other hand, others say that girls’ attitudes and choices come from social changes that require women to provide for their families.
Finally, this study shows that fewer boys than girls have long-term plans. Most boys plan only up to five years after graduation. When it comes to other choices such as travel or gap year programs, boys are more interested in **challenge** and **adventure**. They are more willing to take risks and to change plans quickly. In contrast, girls often **plan** carefully for the long-term. They also travel in small groups to share expenses and to avoid risks.
It is important to remember that research findings do not remain the same from one year to the next. But they can show social and individual differences. These differences can help educators, parents, and future employers understand teenagers!
**After Reading**
C. Underline the words in the text that helped you figure out the meanings of these words. Write the meaning of the words.
1. minority
Meaning: __________________________________________________________
2. stereotypes
Meaning: __________________________________________________________
3. career counseling
Meaning: __________________________________________________________
4. specialists
Meaning: __________________________________________________________
5. salary
Meaning: __________________________________________________________
D. Make inferences about the differences between career paths chosen by boys and girls. What reasons are suggested by the text, but not stated? Complete the chart.
| Inferences about girls | Inferences about boys |
|------------------------|-----------------------|
| | |
| | |
8 | Writing
A. Before Writing
Work with a partner. Think of something you would like to do in the future. Explore a few ideas about how you will do it, what you need to succeed, who can help you, and when you want to do it. Make notes.
B. Use your ideas to write an 80-word email about your future plans to a friend.
**Writing Strategy: Write an email**
At work, emails use more formal language than emails between friends. Emails between friends use informal language that is similar to spoken language. A greeting may be *Hi* and an ending may be a phrase such as *See you soon*, *Talk soon*, or *Take care*.
While emails can be informal, make sure the writing is clear. Think about the information and how to inform, entertain, or persuade. Check the email after writing it. Imagine you are receiving the email while you read and edit it.
A. Put each word or phrase in a category.
| Travel | Communication | Education |
|--------------|---------------|-----------|
| body language | college | context |
| graduation | degree | gesture |
| postcard | souvenir | tourist |
B. Write a sentence with a word or phrase from each category.
1. ____________________________________________________________
2. ____________________________________________________________
3. ____________________________________________________________
C. Match the words with their definitions.
1. acceptable • ruin completely
2. celebrity • thing kept because it reminds you of a special person, event, or place
3. destroy • satisfactory; good enough to be accepted
4. greeting • plan to do something
5. souvenir • words said to someone you meet
6. local • period of time yet to come
7. personal • favorable opinion; consent
8. arrangement • belong to one person
9. future • have to do with a particular place
10. approval • person who is well known
A. Complete the sentences using the simple present or present progressive.
1. Jake (live) ______________ in a small town in New England.
2. I (not / believe) ______________ a word he says. He has lied to me before.
3. Sorry, he can’t speak to you now. He (help) ______________ his father in the garage.
4. Linda is in the library. She (work) ______________ on her assignment.
5. Keith (change) ______________ the tire, so we can drive to the market.
B. Complete the sentences using will or be going to.
Carol has to leave for the airport in 30 minutes, but she is still packing. Judy, her roommate, has just gotten home from work.
Carol: I’m stressed! The taxi (1) ______________ be here in 30 minutes and I haven’t finished packing.
Judy: I (2) ______________ help! Tell me what you need.
Carol: Wait a second. I have a list somewhere here. I can’t find it!
Judy: I (3) ______________ find it. Go and get dressed!
Carol: I think I (4) ______________ have a quick shower first.
Judy: Good idea! Here’s the list! I (5) ______________ check and make sure you haven’t forgotten anything.
Carol: What about stuff that I haven’t packed?
Judy: Don’t worry. I know where you keep everything. I (6) ______________ ask you if I can’t find something.
The phone rings. Judy answers.
Judy: Carol! The taxi (7) ______________ be here in 45 minutes! You have plenty of time!
C. Choose the correct answers.
1. Martin ____________ that he would wait for me at the cafeteria, but he didn’t.
a. told b. said c. spoke
2. They ____________ us that they are going to arrange an appointment.
a. talked b. told c. said
3. I ____________ her that she can buy a low-budget flight ticket on the internet.
a. said b. spoke c. told
4. Did Andrew ____________ you what happened when you were out of town?
a. tell b. say c. speak
Promoting Science Literacy
Do you like to learn about science? Science can frighten most people who feel that it is too difficult and is only available to the smartest and most educated people. Scientific texts can be intimidating and too complicated for many of them to read. Students may feel that science will always be beyond their understanding and prefer to choose an easier course of study. However, there are many parents who hope their children will choose a profession in the sciences, such as medicine, research, or engineering. In addition, developing scientific thinkers is needed to solve some of our most challenging problems, such as global warming and pollution.
What makes scientific texts so difficult to read? They often contain large amounts of information and present very complex ideas. They may also include a lot of unfamiliar scientific terms. One way to understand these complex ideas is to break them into smaller pieces or chunks that are easier to understand. But there is a problem. If students look at science in smaller chunks, they may not understand the larger, more complex ideas. Developing students’ scientific literacy means increasing their ability to think like a scientist. This includes questioning things, making predictions, and setting up experiments to test if the predictions are correct. It also includes an understanding of how little chunks of information connect to each other to explain how the world works.
One of the biggest challenges for teachers and learners is making a connection between science and the real world. In some primary schools, students study science through projects, like taking care of a class pet or growing seeds in a paper cup. Students may go on school trips to natural settings for study and research. They can learn how to observe, collect samples, categorize, and record their findings. This approach makes science more appealing, easier to understand, and creates connections to the students’ lives. This is a complete way to learn about science. Unfortunately, not all schools have the resources for this kind of study. So, not every student has this opportunity.
High school courses, on the other hand, rarely use a complete approach. They usually focus on different subject areas such as chemistry, biology, physics, and astronomy, which are more complex. Therefore, classes are often focused on learning smaller chunks of information, such as memorizing scientific theories and learning scientific words. They may not make connections between science and real-world uses for it.
Some scientists are trying to make science more understandable and improve people’s scientific literacy skills. These scientists, such as Brian Cox, Bill Nye and Neil deGrasse Tyson, bring science to the public through interesting and popular TV shows. They make science easier to understand and even make it fun to learn. Some of these shows have even been included in national school programs.
It’s important for students to develop literacy skills in science because the world requires more creative solutions to difficult and challenging problems. Making science easily available and appealing to students should be a goal for all schools.
A. Read the sentences. Would the author agree or disagree?
1. Most schools do a good job in teaching scientific literacy. (agree / disagree)
2. Scientific literacy includes questioning new ideas. (agree / disagree)
3. Television shows can improve scientific literacy. (agree / disagree)
4. Advanced science concepts should be taught through memorization. (agree / disagree)
B. Choose two of the underlined sentences in the text. With a small group, discuss whether you agree or disagree with each sentence.
C. Choose one of the questions below. With a small group, write a plan to find the answer.
1. Is the water in the school safe to drink?
2. Is there a connection between time spent watching television and getting good grades?
3. Does a bamboo plant grow better inside or outside?
Project
In this project, you will create a poster to show how the world will change in the next 50 years. Use what you know from Units 1 to 3 to complete the project.
**Step 1 Brainstorm**
Where will the greatest change happen in the next 50 years—technology, travel, families, entertainment, jobs, or friendships?
Choose one area and write a paragraph describing your vision. Give details.
**Step 2 Plan**
In your group, choose one area for your poster.
List three to five ideas.
Find useful words and images.
**Step 3 Create**
Illustrate your ideas with words and images on a poster or PowerPoint™ slide.
**Step 4 Present**
Present your poster to the class. Explain your ideas and images. Make sure every group member says something. | 7fe9be26-bc9c-4c90-9e9f-5421ed1e2154 | CC-MAIN-2024-30 | https://sb8d91387dd52c979.jimcontent.com/download/version/1690231354/module/10720630370/name/INGLES%20Student%20Book%20-%20Level%204%20Modulo%201.pdf | 2024-07-21T09:10:51+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763517663.24/warc/CC-MAIN-20240721091006-20240721121006-00090.warc.gz | 446,202,274 | 15,264 | eng_Latn | eng_Latn | 0.935751 | eng_Latn | 0.999368 | [
"wes_Latn",
"por_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",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
414,
2173,
2380,
4471,
6181,
8146,
10085,
11545,
13463,
14589,
15892,
18547,
19982,
21395,
23203,
25135,
27559,
29016,
30480,
31542,
32753,
35327,
37267,
38796,
40601,
42316,
43729,
46252,
49373,
51034,
52559,
54045,
55687,
57769,
60278,
61305,
63183,
65336,
67192,
67941
] | [
4.75,
4.875
] | 1 | 0 |
Florida Native Aquatic Plants for Ornamental Water Gardens
Eva C. Worden and David L. Sutton
Water gardening is increasing in popularity in ornamental landscapes across the country. Ornamental aquatic plants can be grown in small ponds and in containers on the patio or in the yard. Many water-tight containers of many sizes and shapes are available for displaying ornamental aquatic plants. Water gardens provide additional, attractive features to landscapes not available with terrestrial plants.
An aquatic plant palette of considerable variety is available for water gardens in Florida (Table 1). The abundance of sunshine and warm temperatures provides ideal growing conditions for many aquatic plant species.
Invasive Aquatic Plants
Caution needs to be exercised in the selection of aquatic plants for the water garden as some ornamental plants can be invasive to wetlands and other bodies of water. For example, water hyacinth (*Eichhornia crassipes*), in spite of its beautiful purple flower (Figure 1), is a serious weed in Lake Okeechobee (Figure 2) and nearby waters. To avoid the introduction of plants like water hyacinth that may cause problems, consult the Florida Exotic Pest Plant Council's current list of invasive plants (available on the Internet at www.fleppc.org) prior to introducing ornamental aquatic plants in your water garden. Also, contact your local county extension agent for advice on how to avoid prohibited, invasive aquatic plants. Above all, do not discard any live plants in Florida's waterways.
Characteristics of an Aquatic Plant
Approximately 1% of all plant species live and complete their life cycle in and around water. Saturated and flooded soils create anaerobic conditions that kill most plants. However, aquatic plants have developed anatomical and morphological adaptations that allow them to grow and thrive in these low oxygen environments.
Oxygen and carbon dioxide are critical requirements for the growth of all plants. Aquatic plants meet this requirement through the development...
of specialized cells called aerenchyma, which allow movement of these gases from plant parts that are in the air to those parts of the plant growing under anaerobic conditions. Aerenchyma tissue forms air spaces within the plant showing different patterns and formations depending on the plant species (Figures 3, 4, 5, 6, and 7).
**Basic Terminology of Aquatic Plants**
Aquatic plants may be classified according to their habit of growth: marginal, floating-leaved, floating, and submerged. In water gardens, marginal and floating-leaved plants typically are used more than floating or submerged, because of their showy flowers and unique foliage.
**Marginal Aquatic Plants**
Marginal or emergent plants have their shoots above the water and portions of the shoot and roots below the water. Many shoreline plants fall into this category such as Alligator flag (Figures 8 and 9), and pickerelweed (Figures 10 and 11). These plants must be rooted, and they require fertilizer applied in the root zone for optimum growth.
**Floating-leaved Plants**
Floating-leaved plants have only their leaves floating on the surface of the water, and the remaining portions of the plant under water. Waterlilies (Figures 12 and 13) are an example. Floating-leaved plants must be rooted and fertilizer applied in the root zone for optimum growth. American lotus (Figures 14 and 15) is another plant with floating leaves. However, about half of their leaves are held above the surface of the water by erect, stout stems. American lotus and waterlilies require high amounts of fertilizer for flowering.
**Floating Plants**
Floating plants are not attached to the soil and float freely in the water. Plants may float on the surface like the duckweeds (Figures 16 and 17), or under the water like purple bladderwort (Figure 18). These plants receive all their nutritional needs from the water.
**Submerged Plants**
Submerged plants, such as eelgrass, grow completely covered with water (Figure 19). These plants are typically planted in a water garden to help provide oxygen to the water. Submerged plants receive most of their nutritional needs from the sediments in which they are growing.
**Books of Interest for Water Gardening**
Ledbetter, Gordon T. 1979. *Water Gardens*. Alphabooks, Sherborne, Dorset, England. First American edition 1980 by W.W. Norton & Company., New York. 152 pp.
Nash, Helen and Steve Stroupe. 1998. *Aquatic Plants & Their Cultivation - A Complete Guide for Water Gardeners*. Sterling Publishing Company, Inc., 387 Park Avenue South, New York, N.Y. 10016. 224 pp. (Other books by Helen Nash include: *Low-Maintenance Water Gardens*, *The Complete Pond Builder: Creating a Beautiful Water Garden*, and *The Pond Doctor: Planning & Maintaining a Healthy Water Garden*).
Paul, Anthony and Yvonne Rees. 1986. *The Water Garden*. Penguin Books, Viking Penguin Inc., 40 West 23rd Street, New York, N.Y. 10010. 167 pp.
Robinson, Peter. 1987. *Pool and Waterside Gardening*. Collingridge Books, an imprint of The Hamlyn Publishing Group Limited, Bridge House, 69 London Road, Twickenham, Middlesex, England in association with The Royal Botanic Gardens, Kew. 124 pp.
Russell, Stanley. 1985. *The Stapely Book of Water Gardens*. David & Charles Inc., North Pomfret, Vermont 05053. 180 pp.
Slocus, Perry D. and Peter Robinson with Frances Perry. 1996. *Water Gardening: Water Lilies and Loutses*. Timber Press, Inc., The Haseltine Building, 133 S.W. Second Avenue, Suite 450, Portland, Oregon 97204. 322 pp.
Retail Distributors
While there exists great variety in ornamental aquatic plants that may be used for Florida water gardens, currently there are few retail outlets for this plant material. The listing below is provided to assist in locating the plants listed herein. Use of company names does not imply endorsement of their products or exclusion of similar ones not mentioned.
Mail-Order Catalogues and Internet Sites
Lilypons Water Gardens
P.O. Box 10
Buckeystown, MD 21717-0010
(800) 999-5459
www.lilypons.com
Paradise Water Gardens
14 May Street
Whitman, MA 02382
(800) 955-0161
www.paradisewatergardens.com
Waterford Gardens
74 E. Allendale Road
Saddle River, NJ 07458
(201) 327-0721
www.waterford-gardens.com
Kraus Tropicals, Inc.
P.O. Box 2748
Riverview, Florida 33569
Dania Beach Water Gardens and Gifts
400 S. Federal Highway
Dania Beach, Florida 33004
(954) 920-0321
Figures
Figure 1. Flowers of water hyacinth. Credits:
Figure 2. Overgrowth of the water hyacinth in Lake Okeechobee.
Figure 3. Air chamber in a pickerelweed stem (a) longitudinally and (b) cross-section. Credits:
Figure 4. American lotus (*Nelumbo lutea*) showing the air channels in a cross-section of petiole cut just below the under-surface of a floating leaf. Credits:
Figure 6. Stem of alligator flag (*Thalia geniculata*) showing the air spaces in longitudinal view. The bars are 1 cm apart.
Figure 5. American lotus (*Nelumbo lutea*) showing the air channels in rhizomes.
Figure 7. Stem of alligator flag (*Thalia geniculata*) showing the air spaces in a cross section.
Figure 8. Alligator flag in culture.
Figure 9. Flowers of alligator flag are small in relation to the large leaves of this plant.
Figure 10. Pickerel weed in culture.
Figure 11. Honeybees are frequent pollinators of pickerel weed flowers.
Figure 12. Young water lily plants in culture, with their leaves floating on the surface, attached by long stems to the rhizome growing in the soil below the surface.
Figure 13. Flower of fragrant water lily plants growing in Lake Okeechobee.
Figure 14. American lotus growing in Lake Okeechobee.
Figure 15. Flowers of lotus are large and showy. Hybrids with flowers of various colors are now available from many aquatic plant nurseries.
Figure 16. Members of the duckweed family contain the smallest flowering plants in the world. The plants shown here are called "giant duckweed" because they are the largest in the family.
Figure 17. Roots on the duckweed plants function to help keep plants upright as they float on the surface.
Figure 18. Flowers of the purple bladderwort extending above the surface of Lake Okeechobee.
Figure 19. Dense submerged growth of eelgrass. Leaves are just under the water surface, and a flower extends above the water.
| Scientific Name | Common Name | Growth Habit | Form | Size | Leaves, Stems | Flowers, Fruit | Comments |
|-----------------|-------------------|------------------|-----------------------|-----------------------------|-------------------------------------------------------------------------------|--------------------------------------------------------------------------------|--------------------------------------------------------------------------|
| Bacopa caroliniana | Lemon bacopa | marginal to submerged | Upright above water | 12-16 inches | Leaves ovate, 3/4 inch; strong lemon scent; Stem reddish brown, fuzzy | Lavender, 1/2 inch; Fruit inconspicuous | Becoming weed problem in south Florida. Propagation by apical cuttings under mist |
| Bacopa monnieri | | marginal | prostrate | 2 inches | Ovate, 1/2 inch herbaceous | White, 5 petals, 1/2 inch; Inconspicuous fruit | Easy to propagate from stem cuttings. Keeps weeds out |
| Habenaria repens | Aquatic orchid | floating, marginal | Grass-like rosette growing from rhizomes | 1-2 feet | Light green strap leaves 1 inch wide, 3 inches long | Green, small on 4-6-inch spike inflorescence 6 feet 8 inches; Fruits few per spathe | Hardy to pests Divide rhizomes Easy to propagate from rhizomes |
| Pellandra | Pellandra | marginal | Clumping rhizomes | 2 feet | Sagittate | Spathae green outer, white inner, 4-6 inches; fruits fleshy, few per spathe | Slow-growing compact clump, not very competitive; no known problems |
| Pontederia cordata | Pickerel weed | marginal | Upright vertical clumps, rhizomes | 3-4 feet | Long petioles, cordate to lanceolate leaf blade, stem rhizome | Lavender, pink, or white; flower 1/2-inch; inflorescence 6 feet numerous | Flowers attract bees and other insects Propagate from rhizomes or seeds |
| Sagittaria lanceolata | Lance arrowhead | marginal | Clumping upright | 2-6 feet | strap-like leaf blade from 1/4 - 4 inches width; 6-10 inches length | Up on long stalks above leaves, 3 petals, white inflorescence | Less hardy to pests |
| Sagittaria latifolia | Arrowhead | marginal | Clumping upright | 2-6 feet | Leaves with distinct venation; 1-8 inches length | Below leaves, 3 petals, white inflorescence | |
| Seris seris | Lizard's tail | marginal | Clumping upright | To 7 feet | Leaves - cordate, dark green, light green underside Stem - Light red-brown; smooth | Flowers - Very small, light yellow, becoming orange with age; catkin 3-6 inches sweet fragrance. | Trim back dead stems once a year. Propagation easy; mist tips/stems, rhizomes Very little insect damage | | 34fe45c6-f7d9-412d-8067-4b605e92795a | CC-MAIN-2022-27 | https://irrec.ifas.ufl.edu/media/irrecifasufledu/teach-aquaculture-/Florida-Native-Aquatic-Plants-for-Ornamental-Water-Gardens.pdf | 2022-07-03T05:59:06+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656104215790.65/warc/CC-MAIN-20220703043548-20220703073548-00133.warc.gz | 369,151,056 | 2,642 | eng_Latn | eng_Latn | 0.975143 | eng_Latn | 0.992144 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown"
] | true | rolmOCR | [
2044,
5568,
6514,
6962,
7275,
7631,
8125,
8346,
11932
] | [
2.65625
] | 1 | 0 |
Chapter 4
Outreach and engagement: communicating the work of the UN
UN Geneva engages in a global conversation on peace
With the Palais des Nations as the location of choice for bringing parties together for complex and sensitive negotiations, UN Geneva plays a central role in international peacebuilding efforts. On top of that, the city of Geneva is well equipped to champion collaboration, with its extraordinary mix of international organizations, permanent missions, non-governmental organizations and other actors.
In the wake of COVID-19, peacebuilding efforts were dealt a setback, while remaining more important than ever. Two of International Geneva’s flagship peace events, the Geneva Peace Talks and Geneva Peace Week, transitioned to a virtual format, enabling organizations, institutions and individuals from all over the world to participate.
The Geneva Peace Talks were livestreamed from the Council Chamber at the Palais des Nations on 21 September, the International Day of Peace. The Talks were centred on the theme of “shaping peace together”. Eleven speakers discussed crucial issues such as racism, education, rights for refugees, mental health, tribalism, redemption, international and traditional peacebuilding, and social entrepreneurship. Around 400 participants tuned in to watch the 8th edition of the Geneva Peace Talks.
Geneva Peace Week has been a leading annual forum in international peacebuilding since 2014. This year, it focused on rebuilding trust after disruption and finding new pathways for international cooperation. It also served as an umbrella for 70 events held virtually, and for a new Digital Series addressing issues such as cyber peace, environmental peacebuilding, and harnessing the economy for peace in the COVID-19 era. The 7th edition of Geneva Peace Week connected 4,261 people from 159 countries in 170 sessions. Neither of these events would be possible without the extraordinary engagement of many speakers and participants, and of UN Geneva’s partners – the Geneva Peacebuilding Platform, Interpeace, the Graduate Institute of International and Development Studies, the Government of Switzerland, and many more.
Global Leadership for the 21st Century conference
The Global Leadership for the 21st Century conference, held on 15 and 16 December, was the culmination of a year-long joint project between UN Geneva and the World Academy of Art and Science to develop cross-sectoral catalytic strategies to address current global leadership challenges. The conference was held from the Palais des Nations, with 800 participants joining virtually from about a hundred countries.
The objective of the project was to develop forward-looking recommendations for dynamic and efficient global leadership strategies, in support of the findings of the UN’s 75th anniversary report *The Future We Want, The United Nations We Need*. The project’s work was based on the findings of 16 working groups, a major e-conference that took place in June, and several smaller events involving some 400 experts from over 70 partner organizations of the UN system, academia and civil society.
The two-day conference included thematic sessions on peace and human security, the economy and employment, health and food security, the environment, financing, education, and implementation of the Sustainable Development Goals. It examined leadership strategies for a renewed multilateralism via the engagement of civil society, the media, youth networks, social movements and the private sector. It also examined the integration of research into policymaking and policy implementation.
More than 60 speakers – diplomats, representatives of the UN system, scientists, civil society actors, journalists, members of academic institutions, and youth and business community representatives – shared their visions, innovative solutions and practical suggestions.
All panelists agreed on the importance of the 2030 Agenda for Sustainable Development as a compass for action and leadership, but stressed the need for innovative and inclusive solutions to tackle climate change. It was repeatedly underlined that people should not only be at the centre of our strategies, but they should also be directly engaged in designing solutions and contributing to a renewed multilateralism. The outcomes of this conference and of the overall project will serve to inform global leaders about good practices and innovative strategies fit for the 21st century.
Scan the QR code to watch videos of the proceedings of the Global Leadership for the 21st Century conference.
An expert panel explored the multilayered relationship between climate change and security sector governance and reform, at the 15th annual seminar hosted jointly by UN Geneva and the Geneva Centre for Security Sector Governance. The event, held virtually on 10 December, was entitled “The impact of climate change on global and local security governance: learning from local experiences of the security sector”. It highlighted how national-level experiences can be a driver of sound approaches to multilateral climate security policy.
In her opening remarks, UN Geneva Director-General Tatiana Valovaya stressed: “Climate change is much more than just an environmental crisis. It is also a pressing threat to peace and security. It directly challenges governance structures at the State, regional and international levels, including the crucial work of the security sector.”
The Director of the Geneva Centre for Security Sector Governance, Thomas Guerber, moderated the session and shared some of the Centre’s perspectives on climate change, and particularly on the relevance of good governance of the security sector to address climate-related security risks.
Participants in the seminar shared their insights and articulated innovative ideas to prevent and tackle climate-related security challenges. The speakers included the Special Representative of the Secretary-General for Disaster Risk Reduction, Mami Mizutori; the Ambassador and Permanent Representative of Barbados, Chad Blackman; the Director of the National Centre of Strategic and Security Studies of the Niger, Mahamadou Seidou Magagi; the Programme Manager at the Geneva Centre for Security Sector Governance, Gabriela Mareea; and the Director of Political Affairs at the United Nations Office for West Africa and the Sahel, Moudjib Djinnadou.
The long-standing partnership between UN Geneva and the Geneva Centre for Security Sector Governance is a testament to the vital contribution that think tanks and other research institutions make to the work of the UN.
Scan the QR code to see an overview of the Joint UN Geneva and Geneva Centre for Security Sector Governance seminars held since 2003.
Did you know that 8 of the 15 countries most susceptible to climate change risks host a UN peacekeeping or special political mission?
A member of the Brazilian battalion of the United Nations Stabilization Mission in Haiti carries an infant through floodwaters after Hurricane Noel in 2007, an example of climate change directly challenging security actors.
Moving from crisis to resilience
On 9 June, the SDG Lab and the International Labour Organization (ILO) convened a high-level panel that focused on inequalities and the informal economy during the COVID-19 pandemic.
The UN Geneva Director-General, Tatiana Valovaya, was joined by the ILO Director-General, Guy Ryder, and the Executive Secretary of the Economic Commission for Latin America and the Caribbean, Alicia Bárcena, as well as three country representatives from Central Asia, the Middle East and South Africa, to stress the importance of providing social protection to informal workers and other vulnerable groups, not only during times of crisis but as established policy measures to build long-term resilience to support achievement of the 2030 Agenda for Sustainable Development. More than 400 participants joined the virtual discussion.
As a follow-up to the high-level event, an opinion piece by Ms. Valovaya, Mr. Ryder and Ms. Bárcena was published in three languages (English, French and Spanish) in 12 media outlets in Switzerland and the Americas. This article stressed the importance of the Sustainable Development Goals framework as a universal road map for tackling inequalities and guiding the post-COVID-19 recovery.
SDG Lab Director Nadia Iker and SDG Lab Senior Communications Adviser Edward Mshauta listen as UN Geneva Director-General Tatiana Valovaya opens a high-level panel on COVID-19 and global inequalities.
Spotlighting Sustainable Development Goals implementation challenges in Europe
Ahead of the Economic Commission for Europe (ECE) Regional Forum on Sustainable Development, five ECE member States joined the SDG Lab’s pilot online session which focused on sharing challenges that countries face in implementing the Sustainable Development Goals.
Representatives of Austria, Bulgaria, North Macedonia, Romania and Slovenia used the 16 March webinar to focus on a key issue faced by each of their governments in delivering the 2030 Agenda for Sustainable Development. The SDG Lab worked closely with the five countries to prepare a two-page outline on each implementation challenge, and then brought together a group of experts from the Geneva 2030 Ecosystem and beyond to provide ideas, resources and connections for the countries on the issues highlighted.
The five countries also used the session to stimulate an exchange of solutions among themselves, and to benefit from each other’s ideas and from lessons learned in the ECE region. The exchange demonstrated a strong appetite by ECE member States for seeking novel ideas and advice from other countries and International Geneva experts.
Scan the QR code to learn more about the Geneva 2030 Ecosystem.
Staying connected with the support of International Geneva
The COVID-19 pandemic has underscored the critical importance of digital networks to ensure inclusivity, connectivity, and that no one is left behind – not only during times of crisis, but also to accelerate progress towards achieving the 17 Sustainable Development Goals with their 169 associated targets.
Connectivity is even more important in remote rural regions of the planet, where access to basic public goods and services remains inconsistent and scarce.
One country leapfrogging the digital divide is the Niger, through its Smart Villages project, a broadband infrastructure initiative supported by the Geneva-based International Telecommunication Union (ITU) that is now inspiring other countries to provide better Internet access and digital services to underserved communities. This partnership between the Niger and ITU was born out of a collaboration supported by UN Geneva’s SDG Lab.
In March 2018, after discussions with representatives of the Niger’s National Agency for the Information Society about how to bring meaningful connectivity to people in rural areas, the SDG Lab organized and led brainstorming sessions to introduce the Nigerien project to a set of experts from the Geneva 2030 Ecosystem. The interactions were focused on providing ideas, practical tools and resources to advance the Government’s ambitious vision. One such connection formed was with ITU.
After the initial connection spearheaded by the SDG Lab, in July 2020 the National Agency for the Information Society and ITU piloted a Smart Villages project in the Niger, and launched *Building Smart Villages: A Blueprint* to share Niger’s experiences of bringing meaningful connectivity and digital transformation to its disadvantaged rural communities with other countries that face similar challenges.
The Blueprint is based on lessons learned from the experiences of setting up, managing and sustaining projects in different parts of the world, including the Niger’s Smart Villages project. It contains a step-by-step guide that shows how to establish, manage and run an intelligent village as a sustainable development project.
“Through the SDG Lab’s convening and connecting power, the Niger had access to the unique International Geneva ecosystem. In just a few days, we were able to leverage the ecosystem’s technical and policy expertise to accelerate our Niger 2.0 project for attaining the Sustainable Development Goals through information and communications technology,” Minister and Special Adviser to the President of Niger and Director-General of the National Agency for the Information Society, Ibrahima Guimba-Saidou.
Celebrating the SDG Moment in Geneva
Member States held the first-ever SDG Moment on 18 September to highlight a vision for delivering the Sustainable Development Goals during the Decade of Action and for recovering better from COVID-19.
During the SDG Moment, representatives of Member States and other actors highlighted poverty and inequality, the climate crisis and a healthy planet, and gender equality, while cross-cutting issues such as finance, partnership, governance and technology were discussed throughout the three-hour broadcast.
Members of the Geneva 2030 Ecosystem joined a virtual gathering, hosted by the SDGs Lab and the International Institute for Sustainable Development, to watch the live stream of the SDG Moment and to brainstorm about how to more effectively communicate in Geneva what happens during New York-based meetings, such as of the General Assembly.
Geneva 2030 Ecosystem members used the session to connect with each other and share best practices so that the Ecosystem can better leverage such events and translate the knowledge and support to initiatives being put into action in Geneva and at the country level.
Young Activists Summit showcases youth vision and achievements
Seven young activists from four continents shared a message of hope and expressed their determination to make the world a better place at the Young Activists Summit 2020. The online event attracted an audience of over 9,000 people from 106 countries, on 20 November. It spotlighted young activists’ initiatives on issues such as climate action, biodiversity, gender equality, human rights, and sustainable and ethical fashion.
Emma, 15, and Zahraa, 21, described how they had created “Locate Victims Beirut”, a platform to locate missing victims, following the explosion on 4 August in Lebanon’s capital. Another young activist, Vanessa, 24, participating from Uganda, pointed to the way global issues intersect and asked, “How can we eradicate poverty without addressing climate change?”
In a video message, UN Geneva Director-General Tatiana Valovaya commended the young activists’ resilience and resourcefulness. “The mobilization of youth reminds us that to build a better future, we must act now, and we must act together with youth,” she said.
The Young Activists Summit 2020 was organized by dev.tv in collaboration with the United Nations Information Service in Geneva, the Graduate Institute of International and Development Studies, and Radio Télévision Suisse.
Scan the QR code to watch a video recording of the Young Activists Summit 2020.
Accessing the latest information from UN Geneva
The new www.ungeneva.org website and portal was unveiled in April to share the most up-to-date information and knowledge with Member States and the public. Produced in-house, the site is aligned with global UN branding, accessibility and multilingual requirements, and features a clean, responsive design.
Offering visitors a secure and seamless experience across devices, the new site shines a light on how the United Nations family in Geneva works together to promote peace, rights and well-being. Users can quickly access information about what’s happening at UN Geneva and about the issues we address daily as we work to support the achievement of the Sustainable Development Goals.
Key features include:
— Easy access to information about the UN and upcoming events at UN Geneva
— A news centre highlighting the latest developments coming out of Geneva
— Dynamic content, including photos, videos and audio files, throughout the site
— An interactive Blue Book to quickly find information about the permanent missions to the UN in Geneva
— Quick access to Library and Archives resources and information
— Ability to host multilingual content, in all six official UN languages
— All of UN Geneva’s social media feeds
— Content tailored to help youth and academics learn more about the UN, how to take action and how to contribute to multilateralism
— Portals to relevant content hosted by other UN entities based in Geneva and elsewhere
— Analytics to ensure that the appropriate content reaches its intended audience and that the site infrastructure remains accessible
UN Geneva reaches 1 million followers on social media
In July, the four UN Geneva social media accounts, combined, surpassed 1 million followers, on Twitter, Facebook, Instagram and LinkedIn. This milestone came 10 years after the opening of UN Geneva’s first social media account.
Reaching the 1 million mark was no small feat, as the growth has been 100% organic — no funds were used to ‘boost’ our posts or promote any content. It is the fruit of constant efforts to publicize initiatives from the Palais des Nations and across International Geneva, while at the same time contributing to global UN campaigns, such as Verified, which seeks to combat misinformation about COVID-19.
UN Geneva’s social media presence continued to grow in the second half of the year, with the launch in July of a new Twitter account in French, @CNUGeneve.
As at 31 December 2020, the total number of followers across our platforms stood at 1.15 million.
The video series Faces of UN Geneva highlighted priorities and sparked conversations on UN Geneva’s social media accounts.
New podcast and Twitter account in French
Renewing its commitment to multilingualism, the United Nations Information Service (UNIS) in Geneva launched a French-language podcast and Twitter account.
Every Friday, UNIS journalists share the news of the week from the Palais des Nations and International Geneva via the ONU Info Genève podcast. On Wednesdays, the podcast features interviews with various personalities from International Geneva. As part of the UN’s 75th anniversary celebrations, the podcast featured Geneva locals discussing their vision for the future of the UN.
UNIS uses the @ONUGenève Twitter account, the latest addition to the UN’s social media suite, as a valuable tool for communicating with French-speaking audiences in Geneva and around the world.
Sharing the positive impact made by International Geneva
UN Geneva’s Perception Change Project continues to influence an international public by producing creative content that shows the positive impact of the work done by Geneva-based international organizations.
In 2020, the Perception Change Project developed a number of social media campaigns, videos, infographics and more to communicate this message. A newsletter, Social Geneva, was also sent out, which could be used by social media managers to source and exchange content to raise awareness of International Geneva’s work.
With the start of the COVID-19 pandemic, the Perception Change Project adapted the focus of its content to share how Geneva-based international organizations were working to prevent the spread of the virus and mitigate its impacts on societies. This included:
— Two dedicated editions of the monthly Impact Stories of International Geneva newsletter
— An infographic for social media, produced in partnership between the Perception Change Project and twelve international organizations
— Focusing the Perception Change Project’s social media campaigns on topics such as the importance of solidarity and unity and fighting misinformation, and on initiatives led by the World Health Organization, including Together At Home and #HealthyAtHome
— Updating the 3D map of International Geneva, an online visual map of key international organizations in Geneva, so that users can easily link directly to each organization’s website and see what they are doing to fight COVID-19.
The ONU Info Genève team with two actors from International Geneva at its studio in the Palais des Nations.
Addressing global challenges through publications
In 2020, UN Geneva’s Perception Change Project produced a number of publications to engage the public, particularly young people, in some of the most pressing global issues of our time.
New book in the Iceberg series
News headlines about the UN often only show the tip of the iceberg. The Perception Change Project’s Iceberg series of books aims to give a fuller picture that also explores the positive work being done “below the surface”.
International Geneva is tackling global problems. In 2020, the Perception Change Project published a new book in this series, adding to the four books already available.
*Jamila* is about young people who are forced to flee their country of origin in search of a safer and more secure life. It reveals the challenges that young migrants face and encourages a better understanding of those who undertake daunting journeys across land and sea.
All the books in the Iceberg series are available online.
Scan the QR code to access all the publications of the Perception Change Project.
Fairy tales from around the world
At the beginning of 2020, the Perception Change Project reached out to all the permanent missions to the United Nations in Geneva, inviting them to take part in a project to collect traditional fairy tales from countries around the world. The aim of the project is to illustrate the Sustainable Development Goals in a creative way for children. Despite the impact of the pandemic, a number of Member States embraced this project with great enthusiasm.
The collection is available online and more fairy tales will be curated during 2021.
170 Actions to Combat Climate Change booklet and website
Extreme weather patterns, rising sea levels and the mass extinction of species are just some indications that climate change is accelerating at an alarming rate. And because climate change is related to human activities, we all have a role to play if we want to reverse its effects. But often we’re at a loss to know how we can best help our planet and its people.
The 170 Actions to Combat Climate Change booklet – available in all six official UN languages – is full of actions that each of us can take in our daily lives to make a difference, from carsharing to buying locally made products.
Officially launched on World Environment Day in both print and downloadable formats, the booklet complements two earlier publications by the Perception Change Project: 170 Daily Actions to Transform Our World and 170 Jobs with a Purpose.
#YouNeedToKnow exhibition at the Place des Nations
In early September, the people of Geneva were invited to see the #YouNeedToKnow travelling exhibition, which communicates key facts about the 17 Sustainable Development Goals. Ten large and striking banners showed concrete actions that are being taken by the UN and its partners to achieve the Goals; one banner was dedicated to actions being taken to mitigate the spread of COVID-19.
Although the exhibition travelled around parts of Switzerland and France in 2019, this was the first time it was displayed in Geneva.
The exhibition on the Place des Nations was opened by the Director-General of UN Geneva, Tatiana Valovaya, the Administrative Councillor of the City of Geneva, Alfonso Gomez, and the president of the Fondation pour Genève, Ivan Pictet. This project was made possible by the support of the Fondation pour Genève and the City of Geneva.
The art of the Palais des Nations in the heart of Geneva
To bring the UN and the Palais des Nations closer to the city of Geneva and its people, UN Geneva partnered with the D10 Art Space gallery this year for an exhibition entitled ‘Tout un monde – l’art du Palais des Nations s’invite en ville’.
Inaugurated on 23 June, the exhibition presented to the public 55 works from UN Geneva’s collection, including famous pieces such as *Pax*, by Mimmo Rotella, *Von der Dunkelheit zum Licht*, by Günther Uecker, and prints by Robert Rauschenberg and Octavio Rios. This was the first time that UN Geneva’s artworks had been exhibited outside the walls of the Palais des Nations.
The exhibition is touring nationwide until August 2021, giving the people of Switzerland an insight into the art and culture of UN Geneva.
Scan the QR code to virtually visit the exhibition.
Regional effort keeps Ciné-ONU on the screen
COVID-19 hit cinemas worldwide hard. But that didn’t stop the UN’s Ciné-ONU screenings from taking place. At the height of lockdown in Europe, Ciné-ONU Geneva invited Ciné-ONU Brussels and Vienna to organize together the first virtual event in May, which reached audiences across the globe with the 2017 documentary *Unseen Enemy* about global pandemics.
Viewers first watched the film online and then took part in virtual discussions with the film directors and subject-matter experts. Brussels, Geneva and Vienna organized similar events in June with *Sharkwater Extinction*, about illegal shark fishing, and in October with *Waking up on Mars*, about one refugee family’s experience of dealing with trauma while waiting to learn its fate in Sweden.
“We knew the pandemic was going to be with us for a while and we didn’t want our followers to forget about Ciné-ONU. If they can’t come to Ciné-ONU, we thought, why not bring Ciné-ONU to them?”
Chief of Press and External Relations at the United Nations Information Service in Geneva, Rhéal LeBlanc
Ciné-ONU Geneva teamed up with Ciné-ONU Brussels and Vienna to shift movie screenings and discussions with filmmakers and experts online.
Match of our lives
For the International Day of Sport for Development and Peace, UN Geneva partnered with famous sportspeople, including NBA basketball players, Formula One racing drivers, tennis, cycling and boxing stars, and more. They created a video that called for solidarity during the global COVID-19 pandemic and highlighted the importance of working together to defeat the virus. The video was shared widely through UN Geneva’s social media platforms, as well as by the sports personalities featuring in the campaign.
Scan the QR code to watch the Match of Our Lives video.
Sports personalities from around the world participated in the Match of Our Lives video.
#KidsWannaKnow
The Perception Change Project’s #KidsWannaKnow initiative lets students put themselves in the shoes of reporters to interview experts from across International Geneva.
Students first choose a topic related to international cooperation, such as health or migration, and then prepare questions in their class or in groups. The Perception Change Project finds the relevant experts and organizes the interview. With the support of a camera operator from UN Geneva, the interview is filmed. It is then edited and shared widely on social media.
In 2020, #KidsWannaKnow interviews were held with experts from the United Nations Conference on Trade and Development and the Office of the United Nations High Commissioner for Human Rights.
Scan the QR code to watch the series of #KidsWannaKnow interviews.
UN receives sustainable fashion award
The fashion industry accounts for about 10% of global carbon emissions and produces 20% of the world’s wastewater, yet it can make dramatic changes to this situation through sustainable fashion.
The Green Carpet Fashion Awards celebrate sustainable fashion and the commitment of fashion houses to rapid change while preserving their heritage and authenticity.
In September, UN Geneva Director-General Tatiana Valovaya received, on behalf of the UN, the Green Carpet Fashion Awards North Star Award, for organizations or individuals that show extraordinary leadership. The award was conferred on the UN in recognition of the work of the United Nations Alliance for Sustainable Fashion and for promoting ways in which the fashion industry can become a driving force for achieving the Sustainable Development Goals by addressing social, economic and environmental concerns. | 69c21115-3441-43b9-9339-58ad1efd294e | CC-MAIN-2021-39 | https://sites.ungeneva.org/annualreport/2020/documents/chapter-4.pdf | 2021-09-27T10:27:46+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780058415.93/warc/CC-MAIN-20210927090448-20210927120448-00236.warc.gz | 558,504,475 | 5,363 | eng_Latn | eng_Latn | 0.994348 | eng_Latn | 0.995421 | [
"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 | [
68,
3624,
7125,
9830,
12521,
15097,
17800,
20250,
22798,
24576,
26492,
28222
] | [
1.1875,
2.53125
] | 1 | 0 |
Quick Guide: Using Moby from Home
Navigating MobyMax
1. **Subject Library**
This is where you'll find all the MobyMax learning subjects available to your child. From this screen, they can simply click on any of the icons to launch a new lesson or placement test.
2. **Assignments**
This is where you'll find any lessons that have already been assigned by the teacher. This is the best place to start — if you don't see anything here, it means you and your child are free to choose your own learning path from the library tab.
3. **Fun & Games**
Students can come here to cash in hard-earned game time, see the rewards they've won, and check in on their progress and growth.
4. **Communication**
Check here for announcements and tasks from your child's teacher, or use the MobyMax Messenger to send the teacher a message.
5. **Customization**
Students can click here to customize their MobyMax experience. They can change the color theme and add or create new friends to accompany them on their Moby journey.
There are all kinds of options in MobyMax, but which ones should your child be focusing on?
The first step is to check the Assignments tab — if your child’s teacher has assigned one or more lessons, those should be the top priority.
Once assigned work is completed (or if your child didn’t have any assignments to begin with), head back over to the library tab. You can’t go wrong with any of these subjects, but some make for better starting points than others. When in doubt, we recommend choosing from this list:
- Math
- Language
- Foundational Reading
- Writing Workshop
- Science
- Social Studies
Starts with a placement test to ensure your child is working at the correct level!
Quick Guide: Using Moby from Home
Lessons in MobyMax
Once you’ve launched a lesson or placement test, you’re pretty much good to go! Most lessons start with a brief instructional video before progressing to increasingly more challenging questions to test your knowledge.
Audio is an important part of the Moby experience. Make sure your volume is turned up or put on a set of headphones. If you aren’t hearing everything, check the sound settings in the drop-down menu.
For more complicated problems, feel free to use the Moby scratch pad to work through multiple steps.
If you’re stuck on a concept, grab a hint here or click the video icon to watch the introduction again for a refresher.
Keep an eye on the progress bar — this will show you how far you’ve come and how many problems you have left until the end of the lesson. If you need to step away from your lesson, we’ll automatically save your progress so you can pick up right where you left off the next time you launch the subject.
When the lesson is complete, you’ll see a screen like this with your results and all the rewards you earned along the way.
Learning is a collaborative experience, and no one is more important to your child’s education than you. Here’s how you can access the MobyMax parent portal to see detailed information about the progress your child is making, broken down by subject matter.
• Go to www.mobymax.com/signin.
• Select the AS A PARENT tab.
• Search for your child’s school (double-check the city and state to make sure it’s the right one).
• Log in using **your child’s** username and password.
From here, you can see where your child is spending time in the program, track their grade-level growth, and view completed and upcoming lessons. Click on any of the subject icons at the top of the screen for a deeper dive.
**Need Help?**
Moby has you covered. We always recommend starting with your child’s teacher first, but if that doesn’t work, we’re standing by to support you in a variety of ways, including:
• Visit our online Help Center at https://support.mobymax.com
• Give us a call at (888) 793-8331
• Email any questions to email@example.com
• Click the Chat with us button at the bottom of the screen to initiate a conversation with a MobyMax expert. Please note that the button will only appear if an agent is available to chat with you.
MobyMax support is available from 7:00 am - 6:00 pm Eastern Standard Time, Monday-Friday (except for holidays). | 6f024cce-624a-43a4-852d-d97a900cca4c | CC-MAIN-2021-04 | https://www.rosedalecurriculum.com/uploads/2/3/4/2/23429024/using_mobymax_from_home-final.pdf | 2021-01-16T04:58:58+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703500028.5/warc/CC-MAIN-20210116044418-20210116074418-00094.warc.gz | 962,499,981 | 922 | eng_Latn | eng_Latn | 0.99865 | eng_Latn | 0.998829 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
1028,
1719,
2843,
4190
] | [
2.265625
] | 2 | 0 |
Determining the Best Places to Live in Washington DC:
Based on Population Density and Proximity to a Subway Station and Tennis Court
Introduction
Washington DC is the nation’s capital and home to over 650,000 residents who live in diverse and eclectic neighborhoods. Residents represent a wide range of ages, races, ethnicities, annual incomes, and education levels. Some areas of Washington DC are resource poor, while other areas are resource rich. In the latter, residents have access to community recreational spaces, public transportation, and other resources that promote health and well-being.
Thinking about a possible move to Washington DC, I would want to live in a location nearby a tennis court and subway station. Such a location would support my efforts to meet national recommendations for weekly physical activity and give me easy access to public transportation to traverse the city. Additionally, I would want to live in a densely populated area so that I can live in a popular part of the city.
Objective
To figure out where in Washington DC are areas that are population dense and also near a tennis court and subway station in order to find a place to live.
Methodology
To map areas in Washington DC that are best suited for me to live, I analyzed data on locations of tennis courts and subway stations, 2010 U.S. Census Blocks, and included roads, water bodies, and national parks areas on my map. I began by clipping base-map and topography layers to limit to the Washington DC and slightly surrounding area. Using 2010 U.S. Census Block data, I calculated population density by normalizing by hectares.
Then I created a model that calculated radial distances from subway stations to tennis courts. Since the distances included areas outside of Washington DC where subway stations and tennis court locations were not being measured, I created a mask in order to account for locations in Washington DC only. I reclassified the results into quintiles with 1 representing areas that are not close to tennis courts and subway stations and 5 representing areas that are close to both.
I created a second model that calculated population density in Washington DC using 2010 U.S. Census Block data by projecting the census onto a MD state plane 1900 projection. I added a field to the census block projected to calculate the population density in meters squared and converted the census block density field from a polygon to a raster. Finally, I reclassified the results into quintiles with 1 representing less population dense census blocks and 5 representing more population dense census blocks.
Finally, I combined scores to create a composite value of proximity from subway stations to tennis courts plus population density. The combined scores ranged from 2 to 10. A score of 2 indicated locations not nearby a tennis court or subway station and less densely populated. A score of 10 indicated locations nearby both a tennis court and subway station and more densely populated. I reclassified the scores into four groups numerically indicating the best fit for me to live based on proximity and density.
Results
The final map indicates many places that would be a good fit for me to live and many places I might want to avoid living given my criteria. The highest concentration of best places for me to live are in central Washington DC in neighborhoods such as Dupont Circle, Woodley Park, and Capitol Hill. The places I would generally want to avoid living are on the outskirts of DC in the southern and northern areas of the city.
Limitations
There are several limitations to my map:
- The radial distances that measure proximity do not take into account the sidewalks and streets used to get from a subway station to a tennis court. Instead, it measures proximity “as the crow flies”, which is not an accurate measurement for walking.
- My final map likely underestimates the best places to live. The spatial mechanism is selecting census blocks containing a population density, but it is not granular enough to distinguish a singular neighboring census block with a different population density from the ones surrounding it. My assumption is that living in a census block with many other people would be great, but based on my map, I would miss opportunities to live across the street from a densely populated block.
- My final map does not take into account other real life factors that determine where I would want to live such as housing cost, size of home, school district quality, proximity to my job, neighborhood safety, etc. It also does not ascertain whether the recommended areas are residential versus commercial, park land, or something else that makes them unlivable.
Projected Coordinate System: NAD 1983 StatePlane Maryland FIPS 1900
Data Sources: Fundamentals of GIS; Term Project; Tennis Court Sites, District of Columbia Department of Parks and Recreation data, created as part of the DC Geographic Information System (DC GIS) for the D.C. Office of the Chief Technology Officer; 2010 Census Data, American FactFinder, accessed Sept. 2015; 2010 Census Data, accessed Dec. 5, 2015; American Community Survey 5-Year Estimates for District of Columbia, 2007-2011, TIGER/Line with Selected Demographic and Economic Data; accessed Dec. 5, 2015 | Kaczynski AT, Bessenyi GM, Stanis SA, et al., (2014). Are park proximity and park features related to park use and park-based physical activity among adults? Variations by multiple socio-demographic characteristics. Int J Behav Nutr Phys Act. 11:146
Deena Zytnick, MPH
DrPH student, Dept of Public Health and Community Medicine
Friedman School of Nutrition, 0231: Fundamentals of GIS
Professor Paul Cote
December 2015 | 3690d1d0-6bbd-4db7-845b-8b0106bd8cb7 | CC-MAIN-2022-27 | https://sites.tufts.edu/gis/files/2016/01/Zytnick_Deena_Nutr231_2015.pdf | 2022-07-02T02:08:24+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103983398.56/warc/CC-MAIN-20220702010252-20220702040252-00406.warc.gz | 571,100,413 | 1,158 | eng_Latn | eng_Latn | 0.996401 | eng_Latn | 0.996401 | [
"eng_Latn"
] | true | rolmOCR | [
5720
] | [
2.09375
] | 1 | 0 |
PROJECT SUMMARY SHEET
PROJECT TITLE: The Regional Environmental Education Series “TREES”
NAME, ADDRESS, PHONE AND E-MAIL OF LEAD PROJECT SPONSOR
Foster County Soil Conservation District
6720 Hwy 200
Carrington, ND 58421
STATE CONTACT PERSON: Jill D. Vigesaa, Educator Coordinator, Foster County SCD
PHONE 701-799-5488 FAX None E-MAIL email@example.com STATE North Dakota
TMDL Development □ and/or Implementation □ (Check any that apply)
PROJECT TYPES WATERBODY TYPES NPS CATEGORY
[X] STAFFING & SUPPORT [ ] GROUNDWATER [ ] AGRICULTURE
[ ] WATERSHED [ ] LAKES/RESERVOIRS [ ] URBAN RUNOFF
[ ] GROUNDWATER [ ] RIVERS [ ] SILVICULTURE
[X] I&E [ ] STREAMS [ ] CONSTRUCTION
[ ] WETLANDS [ ] OTHER [ ] RESOURCE EXTRACTION
[ ] OTHER [ ] STOWAGE/LAND DISPOSAL [ ] HYDRO MODIFICATION
[X] OTHER
PROJECT LOCATION: North Dakota Statewide Education Project
SUMMARIZATION OF MAJOR GOALS: The goal of this project is to continue to provide a Nonpoint Source educational opportunity where future generations will place a greater value on natural resources, understand the causes of nonpoint source pollution and participate as informed citizens to retain the results of Nonpoint Source Pollution control efforts implemented on the ground today. Ultimately, the aim is to produce a generation who can not only define “Non-Point Source Pollution,” but whose knowledge and appreciation for the value of all natural resources will cause them to be committed to the wise use of those resources. In addition, they will have the ability to address future non-point source pollution concerns with a rational, holistic approach to decision making. This will be achieved by the continuation of the highly successful statewide conservation education program called “The Regional Environmental Education Series” or “TREES.” The lyceum-style programs are presented annually to approximately 30,000 elementary level students throughout North Dakota.
PROJECT DESCRIPTION: “TREES” has been an ongoing education project widely utilized across North Dakota for the past 26 years. Schools have incorporated the programs into their annual curriculum and seek to participate yearly. Soil Conservation Districts are the primary contact with their local schools. SCD’s pay a per program fee and provide in-kind assistance with scheduling. The Program Manager determines the schedule for all programs, records necessary statistics, and handles all billing and receipts. The website at www.samtingonline.com provides additional information. The financial support of this NPS 319 Grant, North Dakota SCD’s, the NDASCD, NDCDEA, NRCS and others make these programs available at no cost to the schools. The Foster County SCD is requesting support to continue these valuable statewide education programs.
FY 16 319 Funds Requested $ 230,000 Match $ 182,565
Other Federal Funds $7,000 Total project cost $412,565 319 Funded Full Time Personnel 0
2.0 STATEMENT OF NEED
2.1 Water quality issues are one of the main priorities for Soil Conservation Districts in North Dakota. The impacts of water quality concerns are a vital part of the goals of conservation programs. The Foster County SCD recognizes that to retain any lasting results in conservation efforts implemented today, those efforts must be coupled with the education of future generations. The future generation will then have the understanding they need to retain Best Management Practices on the land, and make informed decisions that will continue to preserve and protect our natural resources. It is to this end that the Foster County SCD designed and continues to promote a non-point source pollution educational series entitled: The Regional Environmental Education Series.
This ongoing project, "TREES," is already a component of the North Dakota overall NPS I/E strategy. As stated in the North Dakota NPS Management Plan, delivery of a balanced information and education (I/E) program throughout the state is a critical component of the NPS Pollution Management Program. The NPS plan states that the primary purpose of the pollution education network is to “establish the knowledge base needed to ensure NPS pollution impacts are always considered by individuals involved in natural resource management, whether they are agricultural producers, consultants, engineers, homeowners, or federal/state/local agency personnel.” NPS Watershed projects would have limited success if they only addressed NPS water movement, without consideration of soil use, plant and animal life present, human use, air quality, culture significance and financial needs. Similarly, an education program that only defines the concept of non-point source pollution would have limited value and success. NPS education must be addressed in a way that students not only understand the issue of water pollution but also develop an appreciation for their own personal responsibility in managing all our resources wisely.
The programs are designed to educate youth and adults, in an entertaining way, about environmental concerns that affect all members of society. The programs are unique lyceum-style presentations which incorporate character roles, acting, visual aids, educational materials, and audience participation to effectively educate about such issues as water quality, non-point source pollution, and the depletion of our natural resources. The programs are also an integral part of most Eco-Ed Programs, Water Quality Festivals and the Envirothon State competition.
It is very important that students have the opportunity to participate in the “TREES” series. Before students can begin to understand and define nonpoint source pollution, they must first learn that water is a limited natural resource and vital to life. They learn the water cycle and how humans utilize water. These concepts are addressed in Programs Ia and Ib for younger students and set the basis for the next programs in the series. Program II explores water quality through the perspective of the weasel family and the fact that humans need to be responsible for taking care of the land/water resources. Programs IIIa and b are fast action game shows that expose the students to many aspects of resource conservation and more specifically introduce them to Non-Point Source pollution and its definition. The final program to be introduced, Program IV is a perfect tie to the elementary curriculum with Lewis and Clark information presented as a tool to further reinforce to students the importance of caring for the land/water resources. Their fascination with Lewis and Clark encourages them to have the adventuresome spirit of being pioneers in protecting the land/water. It could be stated that 100 percent of each program is focused on water quality and NPS, since teaching students to value and care for water
resources is the ultimate goal of the series. A more detailed description of program content is included in Appendix C.
It should be noted that the ability of “extra-curricular” type programs to be received in schools is being further limited with the focus on achievement and pressure to show student success on standardized testing. If programs do not tie to standards or common core requirements, schools are reluctant to take additional class time away from the students. It is also becoming more challenging to work around all the student testing times. Many of the schools are also frustrated by this but have continued to make an effort to fit in the Project “TREES” programs.
The rural nature of many North Dakota schools also makes access to programs that relate to natural resources and water quality limited. It is vital to them that this quality education opportunity continues to be offered. Comments such as one from Kathy Barnett, Principal at the Victor Solheim Elementary School in Bismarck are common. She writes in part, “I can’t tell you how much we appreciate having Tom Gibson come to our school each year to talk about history and conservation. He is such a talented speaker that he is one that we never miss including on our yearly schedule. His sense of humor, of course, is delightful but more importantly, he carries an important message that students of all ages can understand and transfer.” Part of the success of these programs has been the approach to learning that the educational community supports. Some programs that are offered in the schools lack any tie to the class curriculum content for the grade level. Educators also realize the value and effectiveness of an approach to learning that addresses issues before the students every year. The “TREES” programs seek to present the educational information in a positive format. They not only teach some of the potential sources of NPS, but also emphasize the efforts to protect against such contamination occurring.
The Foster County SCD has a solid reputation for managing the program efficiently. They are involved in many aspects of education, with Project “TREES” being one of their most successful projects, impacting the entire state of North Dakota. The project is currently operating in its 26th year utilizing grant funds and the number of students reached by these programs each year is remarkable. With huge growth each year, the 2002-2003 grant year ended with a total of 590 programs being presented and over 41,000 participants! In recent years, with just one presenter (Tom Gibson) traveling the state, the maximum number of presentations has been limited to 500. With a total enrollment in ND schools of approximately 68,000 K-6 students, the number reached by the “TREES” programs in one year is over 60%. When the number of students that the program is reaching each year is compared to the total 319 NPS funds that have been expended for the program, the cost per student is approximately $3.50. (See Appendix B)
The “TREES” programs are the only statewide lyceum-style presentations on topics such as water quality being offered in North Dakota. The “TREES” programs complement existing curriculum material offered by agencies such as NDSU Extension Service, the ND State Water Commission and the ND Forest Service as well as projects such as Food, Land & People, Eco-Ed, WET, WILD, and Project Learning Tree. The coordinator and presenter of “TREES” attend or assist in facilitating for these agencies as requested and encourage educators to follow-up their programs with complimentary conservation materials. To be efficient and informed on the many educational aspects of conservation, and because of the reputation of the “TREES” programs, the Program Manager, Jill Vigesaa, has been very active in many natural resource educational efforts. In 1984, a National Curriculum Development Committee, Project Food, Land & People appointed Vigesaa to their National Steering Committee. In 1997, Vigesaa was elected to serve as Secretary of that National Committee and continues that role to date. While serving on the national committee, Vigesaa has had the opportunity to share
information on the success and content of the “TREES” NPS Education Project as well as become better educated in her role as program manager. In 1998 Vigesaa was appointed to serve on the state Ag in the Classroom Council. Vigesaa has served a very active role on this board in implementing FLP Workshops across the state as well as providing “TREES” presentations at these workshops. In 2010, Vigesaa was selected from nominations across the country to receive recognition as the “Agriculture Advocate of the Year” from the USDA Ag in the Classroom Consortium.
The "TREES" project has obtained a reputation in schools as a quality education project and one that the students have both enjoyed and benefited from participating in. In addition to being very successful in reaching students, the project has managed funding efficiently.
2.2 The target audience for the presentations is based on the educational content of the program. Three programs, identified as Ia, Ib and IV, have content targeted for grades K-3. Programs IIIa, IIIb and IV are geared towards an audience of 4th-6th graders while Program II is suitable for any age audience. (See Appendix C for more complete descriptions) The average audience of students per program is about 70. The yearly total audience will therefore be dependent upon the funding level.
This project draws together the mutual concerns of Soil Conservation and the Clean Water Act. Many of the goals that Soil Conservation Districts are attempting to reach can be shown to have a direct correlation and positive impact on water quality. Increased residue on the land, a major educational emphasis of Soil Conservation, will reduce non-point source pollution as well as controlling erosion. Watershed Projects developed by local Soil Conservation Districts and funded through the NPS 319 Task Force continue to take shape across North Dakota. Foster County SCD has also worked with other 319 projects, including the Multi-County Pipestem Creek Watershed Project and the Kelly Creek Project. They understand that joint educational efforts are very beneficial for EPA and Soil Conservation Districts.
3.0 PROJECT DESCRIPTION
3.1 The Goal of Project “TREES” is to increase the awareness and understanding of non-point source pollution, natural resource conservation, and the relationships between land use and water quality, by providing quality education programs in the schools. The lyceum-style programs will be presented to approximately 33,000 students at 500 presentations in North Dakota each fiscal year from 2016-2019. Tom Gibson will be contracted by the Foster County SCD to present the programs and Jill Vigesaa will also be contracted as Program Manager.
3.2 PROJECT OBJECTIVES AND TASKS
Objective I Design and Planning of Education Programs
Task 1 Secure necessary contract with presenter and Program Manager. Plan the educational content of the programs to be offered during the upcoming school year. Meet with NDDH NPS Program Staff as requested, to review programs.
PRODUCT:
- Contract with Presenter
- Contract with Program Manager
- A minimum of six age appropriate programs targeted for the K-3 and 4-6 grade level students with options for K-12 and adult audiences.
ESTIMATED COST PER YEAR:
- 319 Funding $200/year
- Foster County SCD Board In-kind $400/year
Task 2 Design and distribute an electronic newsletter with updates and information on the Project “TREES” website, programs and contacts. Include credit line to identify EPA and North Dakota NPS Task Force sponsorship as identified in the EPA guidelines. Order any necessary educational materials.
PRODUCT:
- Electronic design of current year newsletter
- Education materials to support programs
ESTIMATED COST PER YEAR:
- 319 Funding $500/500/500
- In Kind Expense $400/year
- NRCS Federal Funding $1000
Objective II Dissemination of Information and Promotion
Task 3 Distribute an electronic newsletter to schools as requested. Utilize e-mail or phone to inform all Soil Conservation Districts of the procedures and cost to sponsor programs. Seek information regarding specific date requests from schools/districts. Have promotional display at the NDASCD Annual Meeting. Review and update website information as necessary. Seek additional funding opportunities.
PRODUCT:
- Website Updated
- Information to all SCD’s and elementary schools in North Dakota
- List of SCD’s and schools ready to sponsor/host programs
- Display
ESTIMATED COST PER YEAR:
- 319 Funding $2000/$2000/$1000
- Cash Expense Website Support $500/year
- In-kind Expense – Office in Home & SCD’s $7,200/year
Task 4 Based on requests received; coordinate the travel routes and presentation dates, make arrangement with contractor, and inform SCD’s of their scheduling dates and programs to be presented.
PRODUCT:
Google calendars with up-to-date information regarding program locations, program choice, grade levels, day/time
**ESTIMATED COST PER YEAR:**
- 319 Funding $12,500/$12,500/$5000
- SCD In-kind Expense $4,730/year
- Cash Expense - NDASCD $2,000/year
**Objective III Presentation of Programs**
**Task 5** Contractor presents an average of 40-45 “TREES” programs per month throughout school year; as requested and as funding provides.
**PRODUCT:**
- 45-60 presentations per month @ $240/$245/$250 per program/per year
- Average 70 students per presentation
**ESTIMATED COST PER YEAR:**
- 319 NPS Funding $82,000/$82,500/$20000
- Cash - ND Soil Conservation Districts $35,625/$38,000/$8,500
- In-Kind Expense $21,000/$21,500/$10,000
**Task 6** Program Manager prepares billings for sponsoring organization and keeps accounts payable current. Program Manager maintains active in meetings, related activities and workshops of supporting organizations and agencies. Attend SCD Meetings as necessary.
**PRODUCT:**
- Billing statements sent to SCD’s on a weekly or as needed basis.
- Attendance and participation at AITC (Ag in the Classroom), FLP (Food, Land & People), NDEA (ND Education Association, NDASCD (ND Association of Soil Conservation Districts) and related meetings.
**ESTIMATED COST PER YEAR:**
- 319 NPS Funding $3,500/$3,500/$1,200
- In-Kind Expenses $2,400/year
**Task 7** Program Manager will compile reports indicating location of school, number of programs, number of participants, reports in-kind from all SCD’s and reviews evaluations from each county. Annual Reports are submitted to the NDDH in September of each year as well as a final project report in September 2019.
**PRODUCT:**
- Completed evaluation and assessment information from schools
- Statistics of programs presented
- Timely and accurate reports
**ESTIMATED COST PER YEAR:**
- 319 NPS Funding $2,000 Total
- In-Kind Expense $300/year
## MILESTONE TABLE FOR THE REGIONAL ENVIRONMENTAL EDUCATION SERIES PROJECT
### STATE FISCAL YEARS 2016-2019
| TASK/RESPONSIBLE INDIVIDUALS & ORGANIZATIONS | OUTPUT | QTY | YEAR 1 | YEAR 2 | YEAR 3 |
|---------------------------------------------|--------|-----|--------|--------|--------|
| | | | 07/16 | 06/17 | 07/17 | 06/18 | 07/18 | 06/19 |
| | | | July - June | July - June | July - June | July - June |
| **OBJECTIVE I - Design and Planning** | | | | | | | | |
| Task 1: Have a Program Manager employed | Manager | 1 | X | | | | | |
| Contract with Presenter for Fiscal Year | Contract | 1 | X | | | | | |
| Approve content of Program to be presented | Programs | 6 | X | | | | | |
| Task 2 Draft and print biennial Brochure | Brochures | 10000 | X | | | | | |
| Draft and print Newsletter | Newsletter | 500 | X | | | | | |
| Purchase necessary program supplies | Supplies | X | X | | | | | |
| Group 1, 2, 3, 5 | | | | | | | | |
| **OBJECTIVE II - Dissemination of Information and Promotion** | | | | | | | | |
| Task 3: Do promotional mailing of Newsletters to SCD's, Schools & Organizations | Information Packets | 5000 | X X | | | | | |
| Have booth/programs at NDASCD Convention | Displays & Presentations | 4-5 | X X | | | | | |
| Task 4: Program Manager plans schedules as requested | Schedules | 12 mo | X X X X X X X X X X X X | X X X X X X X X X X X X | X X X X X X X X X X X X |
| Group 1, 2, 4, 6 | | | | | | | | |
| **OBJECTIVE III - Presentation of Programs** | | | | | | | | |
| Task 5: Contractor present programs as requested | Programs | 475 | 0-0-60-30-55-45-80-65-65-50-50-0 | | | | | |
| Task 6: Program Manager maintains billing/receipts for all programs | Bills/Receipts | 50+ | Weekly As Needed | | | | | |
| Program Manager maintains active role in organizations | Meetings | 12+ | X X X X X X X X X X X X | | | | | |
| Task 7: Prepare Semi-Annual and Annual Reports | Reports | 2 | X | | | | | |
| Complete Annual Report | Reports | 1 | X | | | | | |
| Group 1, 2, 3 | | | | | | | | |
**GROUP 1** Program Manager
**GROUP 2** Contract Presenter
**GROUP 3** Foster County SCD
**GROUP 4** NRCS Statewide Staff
**GROUP 5** ND Department of Health NPS Program Staff
**GROUP 6** Soil Conservation Districts (statewide)
3.4 The coordination of Soil Conservation Districts in implementing this project has been a very successful system. SCD’s receive program information from the Program Manager, Jill Vigesaa. They are asked to indicate if they are planning to sponsor programs, the number of schools, and program choice. Upon receipt of this information, Foster County SCD Program Manager Jill Vigesaa sends the SCD a tentative calendar for their schools and they are responsible for contacting the individual schools and making final schedules. The sponsoring SCD calls/e-mails the Program Manager when scheduling is complete and the information is relayed to the presenter.
4.0 COORDINATION PLAN
4.1 The Foster County SCD continues to take the lead for the “TREES” program implementation across the state of ND. However, many partnerships have formed with Project TREES and other agencies/organizations to further educational efforts. Soil Conservation Districts and Natural Resource Conservation Service employees work together in each of the counties through a Memorandum of Understanding agreement. Because of their federal nature, in-kind services provided by the NRCS are not tracked and accumulated for use with this grant, but they are an integral part of the program partnerships and success. Tom Gibson, Contractor and Presenter of the programs, has been invited to participate in training and education meetings of the Game and Fish Department, Project Wild, NDSU Extension Service, State Health Department, and the Soil Conservation Districts, as well as other national organization functions, which he does on his own time. Through this cooperative effort, information presented in the programs is consistent with state and local activities and is also the most current information available. In 2006, the ND Farm Bureau Foundation also partnered and assisted the “TREES” Program in purchasing a lap-top computer, which is used extensively by the Program Manager for record-keeping and correspondence related to the "TREES" Project. The professional accounting program “QuickBooks” is utilized for keeping accurate financial records for the project. Excel Worksheets are utilized for keeping statistics regarding the programs and student numbers and the schedules are coordinated through Outlook.
4.2 Support for the programs is evidenced by the sustained demand for programs each year. Every Soil Conservation District in the state has sponsored local programs and they are anticipating continued funding as well. Without the support of the 319 NPS program, most SCD’s would no longer be able to provide this opportunity to their schools. Programs have also been sponsored and paid for by groups other than SCD’s such as; the Fish and Wildlife Service, ND State Parks, the Game & Fish Department, PTA groups and 4-H Clubs. The “TREES” programs have become very well-known across the state and receive considerable media attention. Thank you messages and telephone calls of commendation are received by Foster County SCD and sponsoring SCD’s. Copies of messages and evaluations are on file and can be made available to the Task Force upon request.
4.3 Program Manager Jill Vigesaa is very active and involved in working with related conservation education programs. Vigesaa also communicates with other agencies outside ND in receiving education materials and information that can assist in the development of the programs. The Program Manager remains active and involved in serving on and assisting with such committee appointments as the USDA Ag in the Classroom Council and the Project Food, Land & People National Steering Committee. Vigesaa will also work with the NDDH NPS Program Staff to review program content and receive assistance in the development of new programs.
The "TREES" programs, targeted for elementary students and presented lyceum style, are the only one of their kind, providing information on water quality issues. Other education programs that are utilized by the North Dakota Game and Fish Department (Project WET and WILD) and the North Dakota Forest Service (Project
Learning Tree) are aimed at providing education and information curriculum to the educators. The "TREES" programs provide a unique opportunity for their students to experience someone new coming into their schools/classrooms and engages them in an entertaining educational program. The "TREES" program is designed as a curriculum enhancement project rather than a curriculum development project.
The ND Nonpoint Source Pollution Management Plan states that to establish wide spread awareness, the target audiences will vary between educational projects and generally cover the entire spectrum including K-12 students and teachers. These programs are not limited to a specific grade level, but a majority of their programming is presented to the grade level(s) noted in the appendix. Each program serves a separate audience yet builds on the previous program.
5.0 EVALUATION AND MONITORING PLAN
5.1 The Foster County SCD will monitor the project on a biweekly basis to assure that the program goals are being met. Program questionnaires are given to teachers on an intermittent basis to provide feedback on the quality of the programs and any suggestions for improvements. This information is correlated and discussed with the presenter to assure a quality education program. The NDDH NPS Program Staff will be consulted to analyze any future programs that may be developed.
5.2 Evaluation of the programs for effectiveness is difficult to test and measure when effectiveness is determined by increased awareness and attitude changes toward our natural resources. The process of developing non-reader and non-discriminatory testing and statistically analyzing this data is costly and the results may be inconclusive. The programs have also been in existence for over 25 years, so control group students would be difficult to identify. The Program Manager and contractor have provided responsive questions that students were asked prior to participating in the program. These sample questions are included in Appendix E. The questions were asked again at the conclusion of the program, and the results were quantified and statistically analyzed. This information was a gauge of the substantive content of the program and not an accurate measure of the attitude change that occurs over time. This type of evaluation required the participation of a school administrator or teacher to provide assistance and required additional time spent at each school for the presenter. The results of the sample assessment showed conclusive evidence that the students were engaged in the learning and their knowledge of water resources and the ability to define nonpoint source pollution was significantly improved. The continued demand and positive response from educators, administrators and students will continue to be an accurate measure when used as a gauge for effectiveness of these programs.
| PART I: FUNDING SOURCES | 2016-2017 | 2017-2018 | 2018-2019 | TOTAL |
|-------------------------|-----------|-----------|-----------|-------|
| EPA SECTION 319 FUNDS | | | | |
| 1) FY 16 319 Funds | $104,310.00 | $105,590.00 | $20,100.00 | $230,000.00 |
| OTHER FEDERAL FUNDS | | | | |
| 1) NRCS (FA) | $2,000.00 * | $2,500.00 * | $2,500.00 * | $7,000.00 |
| STATE/LOCAL MATCH | | | | |
| 1) STATEWIDE SCD'S (TA & FA) | $47,775.00 | $50,050.00 | $13,900.00 | $111,725.00 |
| 2) ND ASSOCIATION OF SCD'S | $1,700.00 | $1,800.00 | $2,000.00 * | $5,500.00 |
| 3) PRESENTER IN-KIND | $20,000.00 | $20,500.00 | $10,000.00 | $50,500.00 |
| PROJECT COORDINATOR IN-KIND | $4,880.00 | $4,880.00 | $3,580.00 | $13,340.00 |
| 4) ND CONSERVATION DISTRICTS EMPLOYEES ASSOCIATION | $500.00 | $500.00 | $500.00 | $1,500.00 |
| SUBTOTALS | $74,855.00 | $77,730.00 | $29,980.00 | $182,565.00 |
| TOTAL BUDGET | $181,165.00 | $185,820.00 | $52,580.00 | $419,565.00 |
FA: Financial Assistance
TA: Technical Assistance
NRCS: Natural Resources Conservation Service
This is included for informational purposes to acknowledge that MOU's between SCD's and NRCS offices allow resources to be shared, which provides a valuable source of in-kind to enable this program to operate efficiently.
PART 2: Section 319/Non-Federal Budget
PERSONNEL/SUPPORT
| Item | 2017 | 2018 | 2019 | TOTAL COSTS | CASH MATCH | IN-KIND MATCH | 319 FUNDS |
|-------------------------------------------|--------|--------|--------|-------------|-------------|--------------|-----------|
| 1) Program Manager (a) | $26,400| $27,600| $5,000 | $59,000 | $6,000 | $1,000 | $53,000 |
| 2) Travel - Program Manager (b) | $500 | $500 | | $1,000 | | | |
| 3) Internet Service, Office Equipment & Supplies | $780 | $780 | $780 | $2,340 | | $2,340 | |
| 4) Promotional/Workshops | $150 | $150 | | $300 | | | $300 |
| 5) Office Space (c) | $3,600 | $3,600 | $3,600 | $10,800 | | $10,800 | |
| 6) Telephone | $1,000 | $1,100 | $500 | $2,600 | | | $2,600 |
| SUBTOTAL | $32,430| $33,730| $9,880 | $76,040 | $6,000 | $14,140 | $55,900 |
OBJECTIVE 1: Design and Planning
| Item | 2017 | 2018 | 2019 | TOTAL COSTS | CASH MATCH | IN-KIND MATCH | 319 FUNDS |
|-------------------------------------------|--------|--------|--------|-------------|-------------|--------------|-----------|
| 1) Contracts with Presenter and Manager | $400 | $400 | $400 | $1,200 | | $1,200 | |
| 2) Program Supplies | $150 | $150 | | $300 | | | $300 |
| 3) Printing of Annual Newsletter/Biennial Brochure | | | | $- | | | |
| SUBTOTAL | $150 | $150 | | $300 | | | $300 |
OBJECTIVE 2: Promotion/Dissemination of Information
| Item | 2017 | 2018 | 2019 | TOTAL COSTS | CASH MATCH | IN-KIND MATCH | 319 FUNDS |
|-------------------------------------------|--------|--------|--------|-------------|-------------|--------------|-----------|
| 1) SCD's planning & supporting In-kind | $9,650 | $9,650 | $4,000 | $23,300 | | $23,300 | |
| 2) Postage for newsletter mailings | $200 | $200 | $100 | $500 | | | $500 |
| 3) Telephone | $500 | $500 | $500 | $1,500 | $1,500 | | |
| 4) Website Hosting & Support | | | | $- | | | |
| SUBTOTAL | $10,350| $10,350| $4,600 | $25,300 | $1,500 | $23,300 | $500 |
OBJECTIVE 3: Presentation of Programs
| Item | 2017 | 2018 | 2019 | TOTAL COSTS | CASH MATCH | IN-KIND MATCH | 319 FUNDS |
|-------------------------------------------|--------|--------|--------|-------------|-------------|--------------|-----------|
| 1) Contractor - 475 Maximum Programs @ $240/245/250 (d) | $114,000| $116,375| $25,000| $255,375 | $82,125 | $173,250 | |
| 2) Postage for billings/evaluations | $35 | $15 | | $50 | | | $50 |
| 3) Travel - Inkind and billed to others (e) | $21,000| $21,500| $10,000| $52,500 | | $52,500 | |
| SUBTOTAL | $135,035| $137,890| $35,000| $307,925 | $82,125 | $52,500 | $173,300 |
ADMINISTRATIVE
| Item | 2017 | 2018 | 2019 | TOTAL COSTS | CASH MATCH | IN-KIND MATCH | 319 FUNDS |
|-------------------------------------------|--------|--------|--------|-------------|-------------|--------------|-----------|
| 2) SCD Coordination Meetings | $1,200 | $1,200 | $600 | $3,000 | | $3,000 | |
| SUBTOTAL | $1,200 | $1,200 | $600 | $3,000 | | $3,000 | |
TOTAL 319/NON-FEDERAL BUDGET
| | 2017 | 2018 | 2019 | TOTAL COSTS | CASH MATCH | IN-KIND MATCH | 319 FUNDS |
|--------------------------------|--------|--------|--------|-------------|-------------|--------------|-----------|
| | $179,165| $183,320| $50,080| $412,565 | $89,625 | $92,940 | $230,000 |
(a) Program Manager is an independent contractor
(b) Travel by Program Manager to SCD/Organization meetings is billed to program; most other travel is all in-kind
(c) Office-in-home space provided in-kind - $300/month
(d) The number of programs requested by schools is over 500 per year. The matching portion charged to SCD’s per program will be $75/$80/$85
(e) Presenter is an independent contractor. Expenses for mileage, lodging and meals are paid by the contractor and not reimbursed by the program. If there are special requests for the Program Manager or Presenter to be present for a single event, mileage is billed in addition to presentation fee.
* For a more detailed description of the In-Kind Match, see Appendix A
DESCRIPTION OF IN-KIND SUPPORT PROVIDED TO PROJECT “TREES”
PERSONNEL/SUPPORT
2) Travel – Program Manager
The Program Manager occasionally travels on behalf of the “TREES” program with a personal vehicle. This mileage is not billed to the program but is considered as in-kind. The monthly value of this in-kind is based on $0.54/mile and is an estimated in-kind contribution of $500 per year for year 1 and 2.
5) Office Space
The Program Manager coordinates the “TREES” Programs from an office in home. The value of the office space and the necessary Internet Service are provided as in-kind support. The value is determined to be $300/month for office space or a total of $3600 per year.
OBJECTIVE 2: Promotion/Dissemination of Information
1) SCD’s Planning & Supporting In-Kind
The “TREES” programs are supported by in-kind from sponsoring Soil Conservation Districts. This includes the time spent by the SCD Board Members to review and take action regarding their commitment to sponsor programs. It also includes the SCD Office Personnel time for all aspects of sponsoring the programs, from contacting the schools, setting up the schedules to attending the programs.
OBJECTIVE 3: Presentation of Programs
3) Travel – In-kind and billed to others
The presenter for the “TREES” programs (Contractor Tom Gibson) is paid on a per program basis and expenses for mileage, lodging and meals while traveling are paid on his own. These amounts are considered to be in-kind since they are not paid directly by the grant.
This is calculated by using actual amounts for lodging, mileage at $0.575/mile and meals based on state rates. The presenter (Tom Gibson) prepares a monthly report of his travel expenses, which is submitted to the Manager and documented. The estimated amounts included in this grant are reflective of previous years.
| | 2016-2017 | 2017-2018 | 2018-2019 |
|----------------|-----------|-----------|-----------|
| Lodging | $5,000 | $5,500 | $2,000 |
| Meals | $3,000 | $3,500 | $1,000 |
| Mileage | $12,000 | $12,500 | $7,000 |
| TOTALS | $20,000 | $21,500 | $10,000 |
| COUNTY | SCHOOL | # PROGRAMS | # STUDENTS |
|-----------------|---------------------------------------------|------------|------------|
| Barnes County | Washington Elementary | 3 | 280 |
| | Barnes Co Eco Ed | 1 | 96 |
| | Jefferson Elementary | 4 | 325 |
| | Maple Valley - Oriska | 1 | 70 |
| | Maple Valley - Buffalo | 1 | 63 |
| | Litchville-Marion | 2 | 83 |
| | Barnes Co Eco Ed | 1 | 31 |
| | St. Cates | 2 | 122 |
| | Barnes County North | 2 | 107 |
| Griggs/Steele | Griggs/Steele Eco Ed | 1 | 112 |
| Foster County | Juannita Lake Eco-Ed | 1 | 85 |
| Cass County | Central Cass | 8 | 228 |
| | Heart River | 3 | 307 |
| | South Heart | 3 | 93 |
| | Trinity East | 3 | 136 |
| | Trinity West | 3 | 240 |
| | Water Festival | 14 | 280 |
| Rolette County | Dunseith | 2 | 84 |
| | Rolette | 3 | 326 |
| Cass County | Kennedy | 1 | 114 |
| | Bennett | 5 | 382 |
| Traill County | Peter Boe Jr. Elementary | 1 | 40 |
| Cass County | Oak Grove | 5 | 239 |
| West McLean | Max | 2 | 101 |
| Nelson | Lakota | 2 | 105 |
| | Dakota Prairie | 2 | 171 |
| Grand Forks | Winship | 3 | 147 |
| | Midway | 2 | 157 |
| | Northwood | 2 | 96 |
| | Emerado | 2 | 147 |
| | Wilder | 2 | 50 |
| Mouse River | Newburg | 2 | 86 |
| | Westhope | 2 | 155 |
| Grand Forks | St. Michaels | 2 | 281 |
| | Thompson | 2 | 142 |
| | South Middle | 1 | 42 |
| | Lewis & Clark | 4 | 191 |
| | Holy Family | 2 | 242 |
| | New Testament Baptist - Larimore | 1 | 209 |
| Ransom County | Enderlin | 1 | 26 |
| | Lisbon | 1 | 103 |
| | Ft. Ransom | 1 | 63 |
| Grand Forks | Manvel | 2 | 304 |
| | Schroeder Middle | 2 | 112 |
| | Century | 5 | 465 |
| | Ben Franklin | 5 | 221 |
| COUNTY | SCHOOL | # PROGRAMS | # STUDENTS |
|-----------------|---------------------------------------------|------------|------------|
| Burke County | Bowbells | 2 | 159 |
| | Lignite/ Burke Central | 1 | 49 |
| | Powers Lake | 2 | 174 |
| Grand Forks | Kelly | 5 | 380 |
| Traill County | Hatton | 2 | 250 |
| | Hillsboro | 2 | 123 |
| Morton County | Flasher | 2 | 27 |
| | St. Anthony/Little Heart | 1 | 117 |
| | Sweet Briar | 1 | 74 |
| | Prairie View | 2 | 190 |
| | Roosevelt | 1 | 48 |
| | Glen Ullin | 2 | 112 |
| | Hebron | 2 | 194 |
| | Mary Stark | 1 | 65 |
| | St. Joseph's | 1 | 90 |
| | Christ the King | 1 | 72 |
| Kidder County | Steele Elementary | 2 | 80 |
| North McHenry County | TGU Granville | 2 | 125 |
| | TGU Towner | 2 | 107 |
| Burleigh County | St Mary's | 5 | 244 |
| | Northridge | 6 | 215 |
| | Miller | 3 | 128 |
| | Brentwood | 1 | 46 |
| | Grimsrud | 5 | 175 |
| | St. Anne's | 3 | 236 |
| | Northridge | 6 | 272 |
| | Sunrise | 14 | 688 |
| | Centennial | 10 | 295 |
| | Roosevelt | 5 | 214 |
| | Liberty | 3 | 6 |
| | Myhre | 1 | 11 |
| | Manning | 2 | 63 |
| | Apple Creek | 2 | 54 |
| | Prairie Rose | 6 | 298 |
| | Murphy | 6 | 459 |
| | Moses | 6 | 298 |
| | Pioneer | 6 | 274 |
| | Sterling | 2 | 148 |
| | Menoken | 2 | 122 |
| | Will Moore | 2 | 542 |
| | Solheim | 2 | 122 |
| | Miller | 6 | 708 |
| Ward County | Washington Elementary | 2 | 148 |
| | McKinley | 2 | 150 |
| | South Prairie | 2 | 433 |
| | Longfellow | 2 | 72 |
| COUNTY | SCHOOL | # PROGRAMS | # STUDENTS |
|-----------------|-------------------------------|------------|------------|
| Bel Air | | 2 | 120 |
| Bell | | 2 | 319 |
| Dakota Elementary| | 2 | 87 |
| Bishop Ryan | | 1 | 25 |
| Pierce County | Ely Elementary | 1 | 20 |
| | Little Flower | 2 | 148 |
| Towner County | North Star - Cando | 2 | 250 |
| | Cando Living Center | 1 | 51 |
| Ramsey County | Central Middle School | 2 | 255 |
| | Sweetwater | 5 | 256 |
| Ward County | Bishop Ryan | 1 | 175 |
| | Sunnyside | 2 | 151 |
| | Roosevelt | 1 | 22 |
| Cavalier County | St. Alphonsus | 1 | 34 |
| | Munich | 2 | 67 |
| Walsh County | Minto | 2 | 253 |
| | Fordville | 2 | 144 |
| | Granfton - Century | 1 | 151 |
| | Grafton - Central Middle | 1 | 93 |
| | Park River | 2 | 89 |
| Foster County | Carrington | 5 | 288 |
| Grant County | Grant & Roosevelt Elementary | 1 | 40 |
| | Grant Co. Junior High | 1 | 25 |
| | Prairie Learning Center | 1 | 15 |
| Bowman-Slope | Rhame | 2 | 259 |
| | Bowman | 2 | 70 |
| | Scranton | 2 | 214 |
| Slope-Hettinger | Hettinger | 2 | 128 |
| | Mott | 2 | 250 |
| Adams County | New England | 2 | 86 |
| Oliver County | Center | 1 | 129 |
| LaMoure County | Kulm | 1 | 27 |
| | Edgeley | 1 | 33 |
| | Willowbank | 1 | 80 |
| | Fairview | 1 | 39 |
| | LaMoure | 1 | 22 |
| Logan County | Gackle | 2 | 158 |
| Richland County | Breckinridge Elementary | 1 | 33 |
| | Rothsay | 1 | 62 |
| | Circle of Nations | 1 | 41 |
| | St. John's | 2 | 169 |
| | St. Mary's | 1 | 90 |
| | Central Elementary | 2 | 215 |
| | Fairmount | 1 | 47 |
| Hankinson | | 1 | 77 |
| Lidgerwood | | 1 | 87 |
| Campbell | | 1 | 24 |
| Richland 44 | | 2 | 113 |
| Mercer County | Beulah | 3 | 54 |
| | Beulah Middle | 2 | 119 |
| Morton | Water Festival | 7 | 72 |
| Western Stark | Belfield | 2 | 39 |
| Golden Valley | Beach | 1 | 95 |
| Golva | | 2 | 90 |
| Wibaux | | 2 | 179 |
| Western Stark | Hope Christian Academy | 2 | 93 |
| | Roosevelt | 2 | 157 |
| | Lincoln | 6 | 406 |
| Wells County | Fessenden-Bowdon | 2 | 183 |
| | Harvey | 2 | 94 |
| Bottineau | Water Festival | 4 | 18 |
| Stutsman County | Washington Elementary | 1 | 88 |
| | Hillcrest SDA School | 1 | 63 |
| | Anne Carlson School | 1 | 88 |
| | St. John's | 2 | 42 |
| | Roosevelt | 1 | 37 |
| McIntosh County | Ashley | 2 | 28 |
| | Zeeland | 2 | 136 |
| | Wishek | 2 | 101 |
| Wild Rice | Sargent Central | 2 | 81 |
| | Milnor | 1 | 294 |
| | North Sargent | 1 | 89 |
| Cass County | Carl Ben Eielson | 6 | 89 |
| | Clara Barton | 6 | 573 |
| Grand Forks County | Water Festival - Dakota Science | 8 | 80 |
| Cass County | Central Cass | 6 | 127 |
| | Kindred Elementary | 5 | 231 |
| Traill County | Central Valley - Buxton | 2 | 121 |
| Grand Forks County | Viking | 5 | 314 |
| Cass County | Northern Cass | 4 | 296 |
| | South Elementary | 3 | 150 |
| | Dakota Montessori | 2 | 162 |
| | Bennett | 4 | 47 |
| | Horace Elementary | 5 | 127 |
| | Harwood | 5 | 205 |
| | Kennedy | 1 | 119 |
**TOTAL** 458 27134
PROGRAMS IA AND IB
Ia Pete Bogg and the Amazing Water Machine
Designed for the K-3rd grade levels, this program begins the process of teaching students about the value of water in our lives. This knowledge and appreciation is the basis for future education about conservation and the impact of pollution. Pete Bogg is a cowboy who teaches the students about what can happen to water as it flows along a river. Examples of both point source and non-point source pollution are given (utilizing urban runoff, municipal waste and livestock waste runoff scenarios), which enter the river (a glass of water) and cause pollution (food coloring drops). Students are asked to give examples of what could be done to protect and conserve our water. The presenter also gives examples. A small-scale distiller powered by a Bunsen burner is used to demonstrate and describe the water cycle to the students.
K-3rd Grade—30 Minutes in Length.
Ib “Water You Doing?”
This program is also designed for K-3 grade audiences and builds a broad basis for appreciation of why caring for our water resources is so important. Taking us back to the early 1800’s with a historical perspective, a shy German immigrant “Gunnar” portrays the captivating struggle to obtain a good, clean constant source of water in the everyday life of the settler. He shares the intense feeling of the early settlers as they sought to protect and preserve their water resources. Those were the days of the TRUE reduce, reuse and recycle. As the younger students begin to grasp the fact that life without water could not be possible, they are ready for the next step in learning more about personal responsibility and the higher level learning concepts of NPS pollution.
K-3 Grade Levels—30 Minutes in Length.
PROGRAM II
The was the first program developed by Independent Contractor Tom Gibson, prior to the NPS Grant. Entertaining for any age group, Sam Ting is a Norwegian who gets all dressed up to come and tell his American friends about the Weasel family. Utilizing good ‘ol Norwegian humor, Sam teaches about adaptations and habitat of wildlife and closes with a high impact example of how non-point or point source pollution can affect wildlife and human resources. Students are left with the thought that humans must be responsible in the wise use of our natural resources.
K-12th Grade & Adult—60 Minutes in Length
PROGRAMS IIIA AND IIIB
Designed for the 4th-6th grade levels, these programs have a game show format with host “Darin Ewe” awarding the students with “Conservation Bucks” for correct natural resource answers/decisions and “Common Cents” the incorrect choices or answers. The questions deal with a wide range of natural resource issues including wetlands and non-point source pollution. These programs are a perfect fit for the NPS Management Plan which encourages instruction in resource management including human, financial, soil, water, plant, animal, air and culture. There are currently two separate versions of this high energy, motivating and highly requested program.
4-6 Grade Levels—50 Minutes in Length
PROGRAM IV – “TRAVELING WITH LEWIS & CLARK”
The newest program in the series was developed to tie the natural resource message into a huge effort in the schools to feature Lewis and Clark curriculum. In order for programs to be utilized by the schools, a connection to current learning is essential. Therefore, it was the perfect opportunity to enhance the learning of students by making them more aware of the natural resources as our early explorers saw them and further encouraging them to value and protect them yet today. Students experience a bit of the Lewis and Clark Expedition with “George Gibson.” George Gibson was one of the nine men from Kentucky enlisted in the US Army to join the Corps of Volunteers for the North Western Discovery. The program takes the audience back to March 1805 at Ft Mandan and Pvt. Gibson is out hunting. As the program progresses, the older students may be given the opportunity to interact with Pvt. Gibson and try some trading. Students are fascinated by the hands-on learning and the closing message builds upon the previous program goals of creating a desire within students to do their part to preserve and protect the water and soil resources for ourselves and future generations.
K-3 Grade Level Program—30 minutes in length
4-6 Grade Level Program—50 minutes in length
Counties Supporting Project “TREES” Programs and Number of School Programs able to be Presented During One School Year
Total for year – 577 Programs
Counties in white were unable to be reached this year. They typically sponsor school programs but the presenter could not get to all in one year.
SAMPLE QUESTIONS FOR STUDENT ASSESSMENT
ORAL TEST for K-3 Students Scheduled for Pete Bogg Presentation
Please write the response choices in a place visible to the students… Yes, No and Maybe. Then read the following statements aloud to your students and ask them to respond with the answer that best fits how they feel. They can either raise their hands or the teacher can have them all reply at once with thumbs up, thumbs down or a closed fist for maybe. Please record the number of responses. This Pre-test should be completed prior to watching “Pete Bogg and the Amazing Water Machine.” Please repeat the activity again immediately following his program.
1. I feel it is important for me to care about the environment
Yes ____ No ____ Maybe ____
Post Test - FOLLOWING PRESENTATION
Yes ____ No ____ Maybe ____
2. When I use water, I think about ways that I can conserve or use less
Yes ____ No ____ Maybe ____
Post Test - FOLLOWING PRESENTATION
Yes ____ No ____ Maybe ____
3. I think that everyone, everywhere should conserve water
Yes ____ No ____ Maybe ____
Post Test - FOLLOWING PRESENTATION
Yes ____ No ____ Maybe ____
4. I could describe the water cycle
Yes ____ No ____ Maybe ____
Post Test - FOLLOWING PRESENTATION
Yes ____ No ____ Maybe ____
5. I have some good ideas of how to take care of the water and soil
Yes ____ No ____ Maybe ____
Post Test - FOLLOWING PRESENTATION
Yes ____ No ____ Maybe ____
6. I would like to have a job helping people care for the environment
Yes ____ No ____ Maybe ____
Post Test - FOLLOWING PRESENTATION
Yes ____ No ____ Maybe ____
***TOTAL NUMBER OF STUDENTS SURVEYED: _______ GRADE LEVEL OF STUDENTS _______ | 73df1e0b-24b7-435a-b2d8-403f02d90d8a | CC-MAIN-2019-47 | https://deq.nd.gov/publications/WQ/3_WM/NPS/Final_ProjectProposals/FY2016/TREESFY16PIP_1-28-16.pdf | 2019-11-20T02:33:29 | crawl-data/CC-MAIN-2019-47/segments/1573496670389.25/warc/CC-MAIN-20191120010059-20191120034059-00493.warc.gz | 366,954,058 | 12,657 | eng_Latn | eng_Latn | 0.909685 | eng_Latn | 0.995091 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"mlt_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
3058,
6956,
11145,
13855,
15963,
17889,
21253,
25350,
28238,
29672,
35125,
37300,
46126,
53020,
55407,
57445,
57743,
59489
] | [
3.265625,
3.1875
] | 6 | 0 |
AGENDA
1. Call to Order
2. Approval of the Agenda
3. Public Comments
4. Closed Session – Conference with Legal Counsel – Anticipated Litigation (One Case)
§ 54956.9
5. Senior Director Report
6. Consent Agenda
The following items are considered by the Senior Director to be of a routine nature. The last item in this section is a single vote to approve them en masse with one motion. Any recommendation may be removed at the request of any Board Member and placed on the regular agenda.
a. December Regular Board Meeting Minutes
b. December Special Board Meeting Minutes
c. Updates to the 2020-2021 Employee Handbook
d. Updates to the 2020-2021 Parent-Student Handbook
e. Updates to the Tech Policy for Staff
f. Approve Consent Agenda Items
7. Discussion and Potential Action on the 2019-2020 School Accountability Report Card (SARC)
8. Discussion and Potential Action on the November Financials
9. Discussion and Potential Action on the December Financials
10. Discussion and Potential Action on Invoices over $100,000
11. Discussion and Potential Action on STRS Pension2
12. Discussion and Potential Action on the Opt-Out Notice for CharterSAFE
13. Discussion on the COVID-19 Prevention Plan
14. Discussion and Potential Action on the Evaluation Policy for Staff
15. Discussion and Potential Action on the Harassment, Discrimination, Intimidation and Bullying Prevention Policy
16. Announcement of Next Regular Scheduled Board Meeting
17. Adjournment
Public comment rules: Members of the public may address the Board on agenda or non-agenda items either in person through the teleconference platform, zoom. Zoom does not require the members of the public to have an account or login. Any person on zoom wishing to speak please either utilize the chat option to communicate with the administrative team your desire to address the board or simply communicate orally your desire to address the board when the board asks for public comments. Speakers may be called in the order that requests are received. We ask that comments are limited to 2 minutes each, with no more than 15 minutes per single topic so that as many people as possible may be heard. If a member of the public utilizes a translator to address the board, those individuals are allotted 4 minutes each. If the board utilizes simultaneous translation equipment in a manner that allows the board to hear the translated public testimony simultaneously, those individuals are allotted 2 minutes each. By law, the Board is allowed to take action only on items on the agenda. The Board may, at its discretion, refer a matter to school staff or calendar the issue for future discussion.
Note: Cabrillo Point Academy Governing Board encourages those with disabilities to participate fully in the public meeting process. If you need a disability-related modification or accommodation, including auxiliary aids or services, to participate in the public meeting, please contact the Governing Board Office at 951-290-3013 at least 48 hours before the scheduled board meeting so that we may make every reasonable effort to accommodate you. (Government Code § 54954.2; Americans with Disabilities Act of 1990, § 202 (42 U.S.C. § 12132)).
Cabrillo Point Academy
Board Meeting: January 28, 2021
Cabrillo Community Updates
Cabrillo Club Hub
- Schedules, links, calendars, how to video
22 clubs offered in 2nd semester
- Examples: American Sign Language, Drama, American History Heroes, Spanish Songs, Character Traits, Geography
ELPAC Test Preparation Workshops offered to EL students
Parent Survey created by DELAC president for input and feedback on the EL program
DELAC meeting in January focused on the dashboard, data and the importance of testing for our school
Star 360 Update
- We are currently working on our Winter Star 360
- We really need everyone’s participation!
- We need this data to show that our students are making growth, even during a Pandemic
High School Achievements
- Amazing growth in college & career readiness and graduation rate
- We do have a lot of room for growth, but we are very encouraged by this data!
- We plan on implementing programs and positions that will support college and career readiness
| | 2016-17 | 2017-18 | 2018-19 | 2019-20 (Dashboard) | Progress |
|--------------------------|---------|---------|---------|---------------------|----------|
| **Graduation Rate** | 19.40% | 58.6% | 86.6% | 93% | +6.4% |
| CCI Percentage Prepared | 4.6% | 6.7% | 20.8% | 27.5% | +7 |
| CCI Percentage Approaching Prepared | 17.2% | 16.9% | 16.8% | 15.7% | -1.1 |
| CCI Percentage Not Prepared | 78.2% | 76.4% | 62.4% | 56.7% | -5.7 (note: a negative is good for this performance band) |
Cabrillo Staffing Update
Director of Student Support:
Janet Ho
Vendor Specialist:
Kyle White
San Diego, Riverside, Orange County, and Imperial County all remain in purple tier.
- School events, teacher meetings, & teacher created field trips will continue to be virtual.
- In-person services are allowed only for vendors that sign an addendum certifying they are following county guidelines.
- Parents were notified of the risks associated with in-person services.
We will continue to update parents with any changes!
Form 700 Update
- Form 700 Annual Filing Period for 2021 is open
- Deadline is April 1
- Staff will complete their Form 700s in conjunction with the evaluation process
- Board members will have the opportunity to file electronically - more information to come
Thank you for all you do!
Regular Scheduled Board Meeting – Cabrillo Point Academy
December 10, 2020 – 1:00 pm
3152 Red Hill Ave., #150, Costa Mesa, CA 92626
Attendance: Caroline Moon, Sherri McFadden, Lisa Rumsey, Gloria Antonini, Natasha Brunstetter
Through Teleconference
Also Present: Jenna Lorge, Erika Vanderspek
Through Teleconference
Call to Order
Caroline Moon called the meeting to order at 1:00 pm.
Approval of the Agenda
Lisa Rumsey motioned to approve the agenda.
Gloria Antonini seconded.
-Unanimous
Public Comments
No public comments.
Closed Session - Conference with Legal Counsel – Anticipated Litigation (Two Cases) § 54956.9
Caroline Moon motioned to enter closed session at 1:02 pm. Natasha Brunstetter seconded.
-Unanimous
Caroline Moon motioned to leave closed session at 1:56 pm. Sherri McFadden seconded.
-Unanimous
Action taken:
Caroline Moon motioned to approve Check #80288. Sherri McFadden seconded.
-Unanimous
Consent Agenda
Discussion and Potential Action on the November Board Meeting Minutes
Lisa Rumsey motioned to approve the minutes. Sherri McFadden seconded.
-Unanimous
Independent Contractor Agreement between Michael Barr and Cabrillo Point Academy
Contractor is to provide financial consulting services to Cabrillo Point Academy.
Caroline Moon motioned to approve the Independent Contractor Agreement. Natasha Brunstetter seconded.
-Unanimous
Discussion and Potential Action on the 2021 Budget Overview for Parents
No parent feedback received.
Tyler Myers noted changes made.
Caroline Moon motioned to approve the Budget Overview. Lisa Rumsey seconded.
- Unanimous
Discussion and Potential Action on the November Financials
Due to the earlier meeting this month, November Financials will be reviewed in January.
Caroline Moon motioned to move November Financials to January. Sherri McFadden seconded.
- Unanimous
Discussion and Potential Action on the 2020-2021 1st Interim Report
Tyler Myers presented.
Additional learning loss mitigation funds added
Attendance
Revenue
Expenses
Fund Balance still on track
Cash Balance
Entity Balances
12 Month Cash minor adjustments
1st Interim Overview – Positive surplus and cash balances all three years
Compliance
Caroline Moon motioned to approve the 2020-2021 Interim Report. Natasha Brunstetter seconded.
- Unanimous
Senior Director’s Report
a. Community Events: Past events were the Literature Inspired Gingerbread House and the Info Session for Science & Engineering Fair. Upcoming in 2021: Spelling Bee, Science Fair.
b. ELAC Meeting: New members were voted in. Discussed virtual community events, writing workshops, SEL website. ELAC Bylaws approved.
c. COVID-19 & In-Person Update: All counties are in purple tier.
d. Staff Update: Open position Director of Student Support. Hired part-time Homeschool Teacher, Psychologist, 2 Education Specialists for Special Education Department.
Discussion and Potential Action on the Operational Memorandum of Understanding Between the Dehesa School District and Cabrillo Point Academy
Reviewed terms the District is requiring. Bios done by Cabrillo Board. Staff completed Conflict of Interest form.
Caroline Moon motioned to approve the Operational Memorandum of Understanding. Natasha Brunstetter seconded.
- Unanimous
**Discussion and Potential Action on the Special Education Memorandum of Understanding Between the Dehesa School District and Cabrillo Point Academy**
Reviewed the Special Education Memorandum of Understanding.
Caroline Moon motioned to approve the Special Education Memorandum of Understanding. Lisa Rumsey seconded.
- Unanimous
**Discussion and Potential Action on Universal Complaint Policy**
This policy outlines the process for filing a complaint. Need to designate a Compliance Officer to file the report.
The Compliance Officer needs to respond or file a report within 60 days of complaint. The discrimination rules that were removed will be added to the anti-discrimination policy presented at the next meeting.
Sherri McFadden motioned to approve the Universal Complaint Policy. Natasha Brunstetter seconded.
- Unanimous
**Discussion and Potential Action on Title IX Policy**
Contact information changed. Change on How the School Investigates a Complaint.
Sherri McFadden suggested adding a generic email to the form to limit future changes to the form.
Natasha Brunstetter motioned to approve the Title IX Policy. Sherri McFadden seconded.
- Unanimous
**Announcement of Next Regular Scheduled Board Meeting**
January 28, 2021 @ 1:00 pm
**Adjournment**
Caroline Moon motioned to adjourn at 2:29 pm. Gloria Antonini seconded.
- Unanimous
**Prepared by:**
Lisa Rumsey
**Noted by:**
Board Secretary
Special Board Meeting – Cabrillo Point Academy
December 10, 2020 – 12:55 pm
3152 Red Hill Ave., #150, Costa Mesa, CA 92626
Attendance: Caroline Moon, Sherri McFadden, Lisa Rumsey, Gloria Antonini, Natasha Brunstetter
Through Teleconference
Also Present: Jenna Lorge, Erika Vanderspek
Through Teleconference
Call to Order
Caroline Moon called the meeting to order at 12:55 pm
Approval of the Agenda
Caroline Moon motioned to approve the agenda.
Sherri McFadden seconded.
-Unanimous
Public Comments
No public comments.
Discussion and Potential Action on Invoices over $100,000
One invoice for Provenance ICS Operational Fees for January 2021
Sherri McFadden motioned to approve the invoice. Gloria Antonini seconded.
-Unanimous
Adjournment
Caroline Moon motioned to adjourn at Caroline Moon 12:57 pm. Natasha Brunstetter seconded.
-Unanimous
Prepared by:
Lisa Rumsey
Noted by:
Board Secretary
EMPLOYEE HANDBOOK
2020-2021
CONTENTS
SECTION 1 – WELCOME 5
SECTION 2 – GENERAL 6
SECTION 3 – PHILOSOPHY 7
SECTION 4 – EMPLOYMENT 9
EMPLOYMENT APPLICATIONS 9
EQUAL EMPLOYMENT OPPORTUNITY 9
HARASSMENT 10
AT WILL EMPLOYMENT 14
OPEN COMMUNICATION POLICY 14
LACTATION ACCOMMODATION POLICY 14
PUBLIC RELATIONS 15
WHISTLEBLOWER POLICY 15
SECTION 5 – THE EMPLOYMENT PROCESS 17
EMPLOYEE STATUS AND CLASSIFICATIONS 17
WORK SCHEDULES 17
WORKWEEK AND WORKDAY 18
SPECIAL VIRTUAL CLASSROOM EMPLOYMENT CONDITIONS 18
ATTENDANCE AND PUNCTUALITY 19
PROFESSIONAL DEVELOPMENT 19
TIME RECORDS (NON-EXEMPT EMPLOYEES) 20
OVERTIME 20
OFF THE CLOCK WORK 20
MEAL AND REST PERIODS (NON-EXEMPT EMPLOYEES) 20
PAYDAYS 22
PAYROLL WITHHOLDINGS 22
SECTION 6 - CONDITIONS OF EMPLOYMENT 22
IMMIGRATION LAW COMPLIANCE 22
CREDENTIAL REQUIREMENTS 23
TUBERCULOSIS TEST 23
CRIMINAL BACKGROUND CHECK 23
CHILD ABUSE AND NEGLECT REPORTING ACT 23
PERSONNEL FILES 24
CHANGES IN EMPLOYEE INFORMATION 24
| Section | Page |
|----------------------------------------------|------|
| SECTION 7 – PERFORMANCE | 25 |
| PERFORMANCE EVALUATIONS | 25 |
| SECTION 8 – LEAVES | 26 |
| FAMILY MEDICAL LEAVE ACT/CALIFORNIA FAMILY | 26 |
| RIGHTS ACT | |
| PREGNANCY DISABILITY LEAVE | 29 |
| MILITARY SPOUSE LEAVE | 30 |
| WORKERS’ COMPENSATION LEAVE | 30 |
| BEREAVEMENT LEAVE | 30 |
| JURY DUTY LEAVE | 31 |
| TIME OFF TO VOTE | 31 |
| SCHOOL ACTIVITIES LEAVE | 31 |
| SCHOOL APPEARANCE/SUSPENSION LEAVE | 32 |
| CRIME VICTIM LEAVE | 32 |
| DOMESTIC VIOLENCE LEAVE/SEXUAL ASSAULT | 32 |
| LEAVE | |
| MILITARY LEAVE | 34 |
| ADULT LITERACY LEAVE | 34 |
| ORGAN DONOR / BONE MARROW DONOR LEAVE | 34 |
| DRUG & ALCOHOL REHABILITATION LEAVE | 34 |
| VOLUNTEER CIVIL SERVICE LEAVE | 35 |
| CIVIL AIR PATROL LEAVE | 35 |
| SECTION 9 – BENEFITS | 36 |
| SCHOOL HOLIDAYS | 36 |
| PAID TIME OFF (PTO) – A-BASIS ONLY | 37 |
| SICK LEAVE | 38 |
| PAID SICK LEAVE DONATION POLICY | 42 |
| INSURANCE BENEFITS | 43 |
| COBRA BENEFITS | 43 |
| SOCIAL SECURITY/MEDICARE | 43 |
| STATE DISABILITY INSURANCE (WAGE SUPPLEMENT) | 44 |
| PAID FAMILY LEAVE (WAGE SUPPLEMENT) | 44 |
| WORKER’S COMPENSATION INSURANCE | 44 |
| SECTION 10 – EMPLOYEE COMMUNICATIONS | 45 |
| POLICY | |
| COMMUNICATIONS POLICY | 45 |
| SOCIAL MEDIA POLICY | 48 |
| Policy Title | Page |
|------------------------------------------------------------------------------|------|
| EQUIPMENT POLICY | 49 |
| CELL PHONE POLICY | 50 |
| NO SOLICITATION/DISTRIBUTION POLICY | 51 |
| ANTI-NEPOTISM POLICY | 52 |
| BUILDING SECURITY/SCHOOL KEYS | 54 |
| INTERNAL INVESTIGATIONS & SEARCHES | 54 |
| VIOLENCE IN THE WORKPLACE | 54 |
| SECTION 11 – STANDARDS OF CONDUCT | 56 |
| PERSONAL STANDARDS | 56 |
| TEACHER-STUDENT INTERACTIONS | 56 |
| CUSTOMER & PUBLIC RELATIONS | 59 |
| PROHIBITED CONDUCT | 59 |
| CONFIDENTIAL INFORMATION | 61 |
| CONFLICTS OF INTEREST | 61 |
| POLICY REGARDING INCONSISTENT, INCOMPATIBLE OR CONFLICTING EMPLOYMENT, ACTIVITY OR ENTERPRISE BY SCHOOL PERSONNEL | 62 |
| EXPENSE REIMBURSEMENT POLICY | 63 |
| POLICY CONFIRMING RESTRICTION ON THE PROVISION OF FUNDS OR OTHER THINGS OF VALUE TO STUDENTS, PARENTS OR GUARDIANS | 63 |
| SECTION 12 – SAFETY | 65 |
| SUBSTANCE AND ALCOHOL POLICY | 65 |
| SMOKING | 66 |
| SECURITY | 67 |
| PARKED VEHICLES | 67 |
| PERSONAL AUTOMOBILE | 67 |
| PERSONAL PROPERTY | 67 |
| SAFETY POLICY | 67 |
| ERGONOMICS | 68 |
| CHEMICAL EXPOSURE WARNING | 68 |
| SECTION 13 – TERMINATION | 69 |
| VOLUNTARY TERMINATION | 69 |
| INVOLUNTARY TERMINATION | 69 |
| EXIT INTERVIEWS | 69 |
| VERIFICATION AND REFERENCE POLICY | 69 |
| EMPLOYEE HANDBOOK ACKNOWLEDGEMENT | 70 |
SECTION 1 – WELCOME
Welcome to Cabrillo Point Academy!
We are happy to have you join us at Cabrillo Point Academy (CPA or School). We believe our school is truly unique. We serve a diverse group of talented and hardworking students. We regard the work we do as being of utmost importance. Therefore, we have very high expectations for professionalism and performance for each one of our employees. All employees should treat all individuals, including students, teachers, administrators, volunteers, and family members, with respect, and approach all situations as opportunities to learn.
This handbook has been written to provide you with an overview of CPA, its personnel policies and procedures, and your benefits as a CPA employee.
This handbook is intended to explain in general terms those policies that most often apply to your day-to-day work activities. This handbook cannot anticipate every situation or answer every question about employment, and it is not an employment contract. Employees are expected to read this handbook thoroughly upon receipt, to know and abide by the policies outlined herein, and as revised over time, throughout their employment. No CPA guideline, practice, manual or rule may alter the “at-will” status of your relationship with CPA.
In order to retain necessary flexibility in the administration of its policies, procedures and benefits, CPA reserves the right to change, deviate from, eliminate, or revise the handbook, except for the at-will provisions, at any time, without notice, whenever CPA determines that such action is warranted. For these reasons, we urge you to check with your supervisor to obtain current information regarding the status of any particular policy, procedure or practice. This handbook supersedes and replaces all previous personnel policies, practices and procedures.
We welcome you and wish you great success and fulfillment at CPA.
SECTION 2 – GENERAL
This handbook has been written to serve as a guide for the employer/employee relationship. This handbook applies to faculty and staff at CPA.
This handbook contains only general information and guidelines. It is not intended to be comprehensive or to address all the possible applications of, or exceptions to, the general policies and procedures described. For that reason, if you have any questions concerning eligibility for a particular benefit, or the applicability of a policy or practice to you, you should address your specific questions to your supervisor or Human Resources. You are responsible for reading, understanding, and complying with the provisions of this handbook. Our objective is to provide you with a work environment that is constructive to both personal and professional growth.
Neither this handbook nor any other CPA document confers any contractual right, either express or implied, to remain in CPA’s employ, nor does it guarantee any fixed term or condition of your employment. Except as otherwise provided in an executed employment agreement, your employment is not for any specified period of time and may be terminated at will, with or without cause and without prior notice, by CPA or you may resign for any reason at any time.
No supervisor or other representative of CPA except the Principal, with the approval of the Board of Directors, has the authority to enter into any agreement for employment for any specified period of time, or to make any agreement contrary to the above. Further, the procedures, practices, policies and benefits described herein may be modified or discontinued from time to time with or without advance notice. We will try to inform you of any changes as they occur.
SECTION 3 – PHILOSOPHY
CORE PURPOSE
CPA exists to inspire children to realize their potential to become extraordinary and active members of society.
CORE VALUES
The following three core values are what distinguish CPA from other schools:
1. Mentoring – to inspire students to forge their paths in the world
2. Passionate – to strive for excellence
3. Collaborative – to be active, engaging, and contributing team members
PERMISSION-TO-PLAY VALUES
The following Permission-to-Play values are minimum behavioral standards that all employees must exhibit consistently:
1. Innovative
2. Dynamic
3. Results-oriented
4. Data-driven
5. Extraordinary
6. Confident
7. Energetic
STRATEGIC ANCHORS
To ensure success of our core purpose and core values, CPA will use the following two strategic anchors to inform every decision the school makes and the basis for how decisions and actions will be evaluated:
1. Academic achievement through relevant curricula, clear expectations, and shared accountability
2. Relationship building through mentorship and consistent communication
School-wide Learning Outcomes
All students at CPA strive to achieve the School-wide Learning Objectives (SLOs). Each year, CPA will assess student progress towards attainment of the SLOs and review and revise the SLOs, as necessary. CPA students will be:
1. Technologically proficient and will:
a. Develop media literacy to analyze different information outlets and their influences.
b. Navigate various online platforms and participate in virtual discussion.
c. Use the Internet to acquire, organize, manipulate, interpret, and communicate information.
d. Adapt, integrate and utilize various emerging online resources in order to compete in the workplace and connect with their passion.
2. Critical thinkers who will:
a. Produce original products through written and/or oral work, problem solutions, or artistic presentation and/or performances.
b. Problem solve through questioning, making inferences, predicting, and hypothesizing.
c. Apply learned skills to new situations or problems.
d. Take ownership of their learning and modify their performance based on feedback and assessment to attain their goals.
e. Focus on learning state adopted standards and demonstrate mastery in core content areas as evaluated through standardized assessments. (CAASPP, STAR 360)
3. Effective communicators who will:
a. Listen, speak, read, and write proficiently using standard English according to commonly accepted rubrics.
b. Articulate thoughts, rationale and logic with confidence in oral presentation.
c. Present work using a variety of media, including drawing, essays, short speech, or activity sheets.
d. Contribute effectively in collaborations during office hour discussions or Jigsaw meetings.
4. Responsible and self-directed citizens who will:
a. Set attainable personal and academic goals through the Individual Learning Plan and the Individualized Graduation Plan.
b. Demonstrate integrity and respect within the academic and personal setting.
c. Become active members of the community through community service and volunteering.
d. Be cognizant of local and global issues.
SECTION 4 – EMPLOYMENT
EMPLOYMENT APPLICATIONS
We rely upon the accuracy of information contained in the employment application and the accuracy of other data presented throughout the hiring process and employment. Any misrepresentations, falsifications, or material omissions in any of this information or data may result in exclusion of the individual from further consideration for employment or, if the person has been hired, termination of employment.
EQUAL EMPLOYMENT OPPORTUNITY
CPA is an equal opportunity employer. In accordance with applicable law, CPA prohibits discrimination against any employee or applicant for employment on the basis of an individual’s protected status, including race/ethnicity (which includes, but is not limited to, traits historically associated with race, including, but not limited to, hair texture and protective hairstyles), color, religious creed (which includes, without limitation to religious dress and grooming practices), gender, gender identity, gender expression, color, national origin (which includes, but is not limited to, national origin groups and aspects of national origin, such as height, weight, accent, or language proficiency), ancestry, physical disability, mental disability, medical condition, age, sexual orientation, marital status, parental status, sex (which includes pregnancy, childbirth, breastfeeding, and related medical conditions), gender, gender identity/expression, military service, veteran status (including state and federal active and reserve members as well as those ordered to duty or training), immigration/citizenship status or related protected activities (which includes undocumented individuals and human trafficking), genetic information, protected medical leaves, domestic violence victim status, political affiliation, or any other consideration protected by applicable law. Also in accordance with applicable law, CPA prohibits discrimination against any qualified disabled employee or applicant, against a disabled veteran, or against a veteran of the Vietnam era with a physical or mental disability. These categories include a perception that the individual has any of these characteristics or is associated with a person who has (or is perceived to have) any of these characteristics. CPA will ensure that applicants and employees are treated in all aspects of employment without unlawful discrimination because of these or any other protected basis. Such aspects of employment include, but are not limited to, recruitment, hiring, promotion, demotion, transfer, layoff, termination, compensation, and training. Additionally, in accordance with applicable law, CPA prohibits all forms of unlawful harassment of a sexual or other discriminatory nature. Any conduct contrary to this policy is prohibited. This policy applies to all applicants and employees of CPA.
To comply with applicable laws ensuring equal employment opportunities to qualified individuals with a disability, CPA will make a good faith effort to provide reasonable accommodations for the known physical or mental limitations of an otherwise qualified applicant or employee with a disability, unless undue hardship would result to CPA. An applicant or employee who believes he or she requires an accommodation in order to perform the essential functions of the job should contact Human Resources and request such an accommodation, specifying what accommodation he or she needs to perform the job. CPA will analyze the situation, engage in an interactive process with the individual, and respond to the individual’s request.
If you believe you have been subjected to discrimination, please follow the complaint procedure outlined below.
HARASSMENT
It is the policy of CPA to ensure equal employment opportunity without discrimination or harassment on the basis of race (which includes, but is not limited to, traits historically associated with race, including, but not limited to, hair texture and protective hairstyles), religious creed (which includes, without limitation, to religious dress and grooming practices), color, national origin (which includes, but is not limited to, national origin groups and aspects of national origin, such as height, weight, accent, or language proficiency), ancestry, physical disability, mental disability, medical condition, genetic information, marital status, sex (which includes pregnancy, childbirth, breastfeeding, and related medical conditions), gender, gender identity, gender expression, age, sexual orientation, military or veteran status (including state and federal active and reserve members as well as those ordered to duty or training), immigration/citizenship status or related protected activities (which includes undocumented individuals and human trafficking), protected medical leaves, domestic violence victim status, political affiliation, or any other consideration made unlawful by federal, state, or local laws, ordinances, or regulations. These categories include a perception that the individual has any of these characteristics or is associated with a person who has (or is perceived to have) any of these characteristics.
CPA prohibits any such discrimination or harassment. In addition, we prohibit abusive conduct/workplace bullying in the work environment. It is our mission to provide a professional work and learning environment free of harassment, discrimination and/or workplace bullying that maintains equality, dignity, and respect for all. This policy protects all employees of the School as well as interns, volunteers, and potential employees (applicants). All employees of the School are required to abide by this policy, regardless of position or status, including supervisors, administration, and co-workers. In addition, this policy prohibits unlawful harassment by third parties, including students, parents, vendors or other third parties, who have workplace contact with our employees. This policy applies to all applicants and employees (or other listed individuals), whether related to conduct engaged in by fellow employees or someone not directly connected to CPA (e.g. an outside vendor, consultant or customer). Conduct prohibited by these policies is unacceptable in the workplace and in any work-related setting outside the workplace, such as during business or field trips, meetings and business or school-related social events.
What is Harassment?
Harassment can take many forms. As used in this Employee Handbook, the terms “discrimination” and “harassment” includes all unwelcome conduct that comprises the following behavior pertaining to any of the above protected categories or characteristics:
- Offensive remarks, comments, jokes or slurs pertaining to an individual’s race, religion, sex, sexual orientation, gender or gender identity or gender expression, age, national origin or ancestry, disability, citizenship, veteran status, or any other protected status as defined by law or regulation whether verbally or by electronic means including email, and/or text messages
- Offensive sexual remarks, sexual advances, flirtations, or requests for sexual favors regardless of the gender of the individuals involved and whether verbally or by electronic means
• Offensive physical conduct, including, but not limited to, touching, blocking normal movement or interfering with another’s work regardless of the gender of the individuals involved, including, but not limited to threats of harm, violence or assault
• Offensive pictures, drawings or photographs or other communications, including email, text messages, or other forms of electronic communication
• Holding work functions in inappropriate venues, such as a strip-club
• Sex or gender based practical jokes, sexual favoritism
• Threatening reprisals due to an employee’s refusal to respond to requests for sexual favors or for reporting a violation of this policy
• Unwelcome sexual advances, requests for sexual favors and other verbal or physical conduct of a sexual nature, regardless of gender, when:
o Submission to such conduct is made either explicitly or implicitly a term or condition of an individual’s employment;
o Submission to, or rejection of, such conduct by an individual is used as a basis for employment decisions affecting such individual;
o Such conduct has the purpose or effect of substantially interfering with the individual’s work performance or creating an intimidating, hostile or offensive working environment.
What is abusive conduct/workplace bullying?
• Conduct of an employee in the workplace that a reasonable person would find hostile, threatening, intimidating, humiliating and unrelated to an employer’s legitimate business interests.
o Use of derogatory remarks, insults and/or epithets.
o Verbal or physical conduct that sabotages or undermines a person’s work performance that is threatening, humiliating or intimidating.
• Bullying, gossip, profanity, abusive conduct and negative comments are destructive to our School culture, create false rumors, disrupt school operations and interfere with the privacy of others.
What is Retaliation?
Retaliation against an individual for reporting harassment, discrimination, abusive conduct or for participating in an investigation of a claim of such is a serious violation of this policy and, like harassment or discrimination itself, will be subject to disciplinary action. Acts of retaliation should be reported immediately and will be promptly investigated and addressed.
As used in this policy, “retaliation” means taking any adverse employment action against an employee because the employee engaged in protected activity pursuant to this policy. Protected activity may include, but is not necessarily limited to, opposing a practice or conduct the employee reasonably believes to be unlawful, reporting or assisting in reporting suspected violations of this policy, cooperating or participating in investigations or proceedings arising out of a violation of this policy, or engaging in any other activity protected by applicable law.
As used in this policy, an “adverse employment action” means conduct or an action that materially affects the terms and conditions of the employee’s employment status or is reasonably likely to deter the employee from engaging in further protected activity. An adverse employment action may include, but is not limited to, the following: demotion, suspension, reduction in pay, denial of
merit salary increase, failure to hire, refusing to promote, denying employment opportunities, changing work assignments or otherwise treating an employee differently.
Any retaliatory adverse action because of a protected activity will not be tolerated. If an employee believes he/she has been subjected to, has witnessed, or has knowledge of retaliation in violation of this policy, please follow the complaint procedure outlined below.
**Responsibility**
All CPA employees have a responsibility for keeping our work environment free of harassment, discrimination, retaliation and abusive conduct in accordance with this policy.
**Reporting**
CPA encourages reporting of all perceived incidents of discrimination, harassment, abusive conduct or retaliation, regardless of the offender’s identity or position. Individuals who believe that they have been subjected to such conduct should immediately discuss their concerns with their immediate supervisor, the Principal or Human Resources. Do not report your complaint to any individual who has allegedly engaged in the inappropriate behavior that is the subject of your complaint. In addition, CPA encourages individuals who believe they are being subjected to such conduct to promptly advise the offender that his or her behavior is unwelcome and request that it be discontinued. Often this action alone will resolve the problem. CPA recognizes, however, that an individual may prefer to pursue the matter through formal complaint procedures. Every effort will be made to keep such reports as confidential as possible, although confidentiality cannot be guaranteed. CPA is serious about enforcing its policy against harassment; however, CPA cannot resolve a harassment problem that it does not know about. Therefore, employees are responsible for bringing any such problems to CPA’s attention so it can take whatever steps are necessary to correct the problems.
Supervisors must report any and all conduct of which they are made aware, which violates, or may violate, policies regarding discrimination, unlawful harassment, or retaliation to Human Resources, the Principal or the Chair of the Board of Directors, if appropriate. Supervisors who fail to report alleged violations may be subject to disciplinary action, up to and including termination.
**Investigation/Complaint Procedure**
All complaints of harassment, discrimination, retaliation or abusive conduct will be promptly investigated.
CPA encourages the prompt reporting of complaints or concerns so that rapid and appropriate remedial action can be taken before relationships become irreparably strained. Therefore, while no fixed reporting period has been established, early reporting and intervention have proven to be the most effective method of resolving actual or perceived incidents of harassment.
CPA’s investigation methods will vary depending on the nature of the complaint, the allegations, the witnesses, and other factors. The investigation may include individual interviews with the parties involved and, where necessary, with individuals who may have observed the alleged conduct or may have other relevant knowledge. All complaints will be handled as confidentially as possible and information will be disclosed only as it is necessary to complete the investigation and resolve the matter.
All employees are required to fully cooperate with CPA’s investigation, which includes, but is not limited to, providing all pertinent information in a truthful manner, submitting pertinent documents in their possession, not interfering with the investigation in any manner, and maintaining an appropriate level of discretion regarding the investigation. Failure to do so may result in disciplinary action, up to and including termination.
During the investigation, CPA will provide regular progress updates, as appropriate, to those directly involved. CPA will strive to complete its investigation as efficiently as possible in light of the allegations and will reach any conclusions based on the evidence collected and credibility of the witnesses.
CPA may investigate conduct in the absence of a formal complaint if CPA has reason to believe that an individual has engaged in conduct that violates CPA policies or applicable law. Further, CPA may continue its investigation even if the original complainant withdraws his or her complaint during the course of the investigation.
Any conduct which CPA believes constitutes harassment, discrimination, abusive conduct, or retaliation in violation of this policy will be dealt with appropriately. Corrective action may include, for example, training, referral to counseling and/or disciplinary action such as warning, reprimand, withholding of a promotion or pay increase, reassignment, temporary suspension without pay or termination, as CPA believes appropriate under the circumstances. Due to privacy protections, CPA may not be able to fully disclose its entire decision regarding corrective action to the complainant. False and malicious complaints of harassment, discrimination, abusive conduct, or retaliation as opposed to complaints, which, even if erroneous, are made in good faith, may be the subject of appropriate disciplinary action.
**Conclusion**
This policy was developed to ensure that all employees could work in an environment free from harassment, discrimination, abusive conduct and retaliation. CPA will make every reasonable effort to ensure that all concerned are familiar with these policies and aware that any complaint in violation of such policies will be investigated and resolved appropriately. Any employee who has questions or concerns about these policies should talk with Human Resources or the Principal. Finally, these policies should not, and may not, be used as a basis for excluding or separating individuals of a particular gender, or any other protected characteristic, from participating in business or work-related social activities or discussions. In other words, no one should make the mistake of engaging in discrimination or exclusion in order to avoid allegations of harassment. The law and the policies of CPA prohibit disparate treatment on the basis of sex or any other protected characteristic, with regard to terms, conditions, privileges and prerequisites of employment. The prohibitions against harassment, discrimination, abusive conduct, and retaliation are intended to complement and further those policies, not to form the basis of an exception to them.
If you believe you have experienced discrimination, harassment, or abusive conduct you may file a Department of Fair Employment and Housing (“DFEH”) or Equal Employment Opportunity Commission complaint. For information contact the DFEH or EEOC. You may find their phone numbers in the phone directory.
Training Requirements
CPA requires all employees to abide by California’s training requirements, which includes training within six months of hire and retraining every two years thereafter. Employees who fail to complete this required training will be subject to disciplinary action, up to and including termination.
AT WILL EMPLOYMENT
We believe that an employment relationship is successful as long as both parties are mutually satisfied. Accordingly, both you and CPA will have the right to terminate your employment and all related compensation and benefits at any time, with or without cause and with or without notice. In addition, CPA may eliminate or change any term or condition of your employment (including but not limited to your job assignment, duties, or salary) at will, at any time, for any reason not prohibited by law, with or without cause and with or without previous notice.
This is called “employment at will,” and no one other than the Principal of CPA with the approval of the Board of Directors, has the authority to alter your employment at-will status, to enter into an agreement for employment for a specified period of time, or to make any agreement contrary to this policy. Further, any such agreement must be in writing and must be signed by the Principal. Statements of specific grounds for termination set forth in this Handbook, or elsewhere, are not all-inclusive and are not intended to restrict CPA’s right to terminate at-will.
OPEN COMMUNICATION POLICY
We want to hear from you. CPA strongly encourages employee participation in decisions affecting their employment and their daily professional responsibilities. Our greatest strength lies in our employees and our ability to work together. We encourage open communication about all aspects of our school and organization. Employees are encouraged to openly discuss with their supervisors any problems or suggestions they believe would make our organization better and stronger. CPA is interested in all our employee’s success and fulfillment. We welcome all constructive suggestions and ideas.
Employees who have work-related concerns or complaints are encouraged to discuss them with their supervisor, or the Principal. Employees are encouraged to raise their work-related concerns as soon as possible after the events that cause concern. CPA will attempt to keep the employee’s concerns and complaints and any resulting investigation confidential to the extent feasible. However, in the course of an investigation and/or in resolving the matter, some dissemination of information to others may be necessary, appropriate, and/or required by law. Employees with concerns or complaints relating to harassment, discrimination or retaliation should follow the reporting procedure outlined in this Handbook.
LACTATION ACCOMMODATION POLICY
CPA provides a reasonable amount of break time to accommodate a female employee’s need to express breast milk for the employee’s infant child. The School will also make a reasonable effort to provide the employee with the use of a room or other location in close proximity to the employee’s work area for the employee to express milk in private.
The School reserves the right to deny an employee’s request for a lactation break if the additional break time will seriously disrupt operations.
Employees requesting an accommodation under this policy should comply with the following requirements:
1. The employee should complete an accommodation request form and contact the employee’s supervisor or Human Resources to request designation of a location and time to express breast milk under this policy.
2. The requested break time should, if possible, be taken concurrently with other scheduled break periods. Nonexempt employees should clock out for any lactation breaks that do not run concurrently with normally scheduled rest periods. Any such breaks will be unpaid.
Retaliation for making a lactation accommodation request is strictly forbidden. If the employee believes she has been retaliated against it should be reported immediately to her supervisor, Human Resources or Principal. Discrimination against and harassment of lactating employees in any form is unacceptable, a form of prohibited sex/gender discrimination, will not be tolerated at CPA and will be handled in accordance with CPA’s policy on discrimination and harassment.
PUBLIC RELATIONS
The success of a school depends upon the quality of the relationship among the school, its employees, students, parents and the general public. The public impression of CPA and its interest in our school will be formed in part, by CPA employees. Our employees are ambassadors. The more goodwill an employee promotes, the more employees, students, parents and the general public will respect and appreciate the employee, CPA, and our school’s services.
Below are several things employees can do to help leave people with a good impression of CPA.
These are the building blocks for our continued success:
- Communicate with parents regularly.
- Act competently and deal with others in a courteous and respectful manner.
- Communicate pleasantly and respectfully with other employees at all times.
- Follow up on requests and questions promptly, provide business-like and personable replies to inquiries and requests, and perform all duties in an orderly manner.
- Respond to email and voicemail within 24 hours during the workweek.
- Take great pride in your work and enjoy doing your very best.
WHISTLEBLOWER POLICY
CPA is committed to maintaining a workplace where employees are free to raise good faith concerns regarding certain business practices, specifically: (1) reporting suspected violations of law, including but not limited to federal laws and regulations; (2) providing truthful information in connection with an inquiry or investigation by a court, agency, law enforcement, or other
governmental body; and (3) identifying potential violations of CPA policy, specifically the policies contained in CPA’s Employee Handbook.
An employee who wishes to report a suspected violation of law or CPA Policy may do so by contacting the Principal, Assistant Principal or Human Resources.
CPA expressly prohibits any form of retaliation, including harassment, intimidation, adverse employment actions, or any other form of retaliation, against employees who raise suspected violations of law, cooperate in inquiries or investigations, or identify potential violations of CPA policy. Any employee who engages in retaliation will be subject to discipline, up to and including termination.
Any employee who believes that he or she has been subjected to any form of retaliation as a result of reporting a suspected violation of law or policy should immediately report the retaliation to one of the following: the Principal, Assistant Principal or Human Resources. Any supervisor, manager, or human resources staff member that receives complaints of retaliation must immediately inform the Principal or Chair of the Board of Directors, if appropriate.
Reports of suspected violations of law or policy and reports of retaliation will be investigated promptly and in a manner intended to protect confidentiality as much as possible (although confidentiality cannot be guaranteed) and consistent with a full and fair investigation. Human Resources and a member of CPA’s administration will conduct the investigation or designate other internal or external parties to conduct the investigations. The investigating parties will notify the concerned individuals of their findings as appropriate.
SECTION 5 – THE EMPLOYMENT PROCESS
EMPLOYEE STATUS AND CLASSIFICATIONS
Each CPA employee is either a “full-time,” “part-time,” or “temporary” employee and either an “exempt” or “non-exempt” employee. Some of the policies and benefits described in this handbook depend on whether the employee is full-time or part-time. Full-time employees are those employees regularly scheduled to work 35 or more hours or more each week. Part-time employees are those regularly scheduled to work less than 35 hours each week. Temporary employees are those employed for short-term assignments or in connection with a specific project or event. Temporary employees are not eligible for employee benefits, except those mandated by applicable law.
Every member of the team is designated as a “Certificated employee” or “Classified employee.” Some of the policies and benefits described in this handbook depend on how the employee is designated.
Exempt
This category includes all regular employees who are determined by the School to be exempt from certain wage and hour provisions of state and federal laws. Exempt employees are paid a fixed salary that is intended to cover all of the compensation to which they are entitled. Exempt employees will be expected to work the number of hours necessary to complete their assigned responsibilities. Because they are exempt, such employees are not entitled to additional compensation for extra hours of work. Typically, full-time Teachers and Administrators are exempt employees.
Non-Exempt
This category includes all regular employees who are covered by certain wage and hour provisions of state and federal laws. Non-exempt employees are entitled to overtime and doubletime pay as well as meal and rest breaks, as prescribed by law. Typically, all part-time and temporary employees are non-exempt. Additionally, most Classified staff are typically non-exempt employees.
Certificated Employee
Certificated Employees are teachers and administrators. Teachers are B-Basis (11 Months) or C-Basis (10 Months) employees. Administrators are A-Basis (12 Months).
Classified Employee
Classified Employees include those employees hired by CPA that do not primarily instruct students, nor require state certification, such maintenance, assistants and other operational employees. Full-time Classified employees are A-Basis (12 Months), B-Basis (11 Months), D-Basis (11 months) or C-Basis (10 Months) employees.
WORK SCHEDULES
All employees will be assigned a work schedule suitable for their job assignment and will be expected to begin and end work according to the schedule. Please note that schedules may vary
depending on a variety of factors including whether you work during the academic year or on an annual basis. The Principal or your supervisor will assign your individual work schedule. In order to accommodate the needs of our business, it may be necessary to change individual work schedules on either a short-term or long-term basis. All employees are expected to be at their desks or workstations at the start of their scheduled shift, ready to work. If you need to modify your schedule, request the change with Human Resources or your supervisor. All schedule changes or modifications must be approved by the Principal.
CPA reserves the right to assign employees to jobs other than their usual assignment when necessary, provided the employee is capable of performing the essential functions of the alternate assignment.
Non-exempt employees are not to work before or to continue working after their scheduled hours unless specifically assigned by the supervisor. Non-exempt employees are not allowed to work “off the clock.” Attendance at School-sponsored functions is not compensated unless the supervisor has required you to attend. Employees violating these rules may be subject to disciplinary action up to and including termination.
**WORKWEEK AND WORKDAY**
CPA’s workweek is from Sunday at 12:00 A.M. through the following Saturday at 11:59 P.M. CPA’s standard workday is 12:00 A.M. to 11:59 P.M. (midnight) each day.
**SPECIAL VIRTUAL CLASSROOM EMPLOYMENT CONDITIONS**
**Position Responsibilities:**
1. Teachers may be assigned a “Virtual Class” or “Virtual Classes”
2. Teachers are provided, at CPA’s expense, a computer capable of maintaining a high speed internet connection for their entire virtual class.
3. Teachers must be available each school day from 8:00 a.m. – 5:00 p.m. by internet and/or phone.
4. Teachers **may** be required to conduct a virtual classroom session **up to** two (2) hours per day for grades TK – 8 and **up to** three (3) hours per day for grades 9 – 12.
5. Teachers must have access to a phone for calling/responding to students/parents during the teacher’s scheduled time within two (2) hours by phone or four (4) hours by internet.
6. Teachers will use the tracking and monitoring system integrated into the student’s assigned course. Teachers will provide continual monitoring of the student’s progress and their scheduled benchmarked progress status.
7. Teachers will be responsible for all virtual school required record keeping and reporting.
**Training:**
Teachers are required to attend training sessions hosted virtually or in-person. Mileage reimbursement will follow standard CPA protocols and procedures.
**Worksites:**
Most classes will be held virtually. Teachers may work from home.
**ATTENDANCE AND PUNCTUALITY**
Employees are expected to observe regular attendance and be punctual. Each of our employees is critical to our success. Therefore, regular attendance and punctuality is considered an essential function of all positions. If you are unable to report for work on any particular day, you must call your supervisor at least one hour before the time you are scheduled to begin working for that day. If you call in less than one hour before your scheduled time to begin work, you will be considered tardy for that day. Absent extenuating circumstances or a medical provider’s order excusing you from work for a period of time, you must call in on any day you are scheduled to work and will not report to work. The School understands that in some cases, advance notice is not possible. In these cases, notify your supervisor personally at the earliest possible moment. In some circumstances, you may be required to provide verification of the reason or documentation for your absence.
More than three instances of tardiness by a non-exempt employee or instructional employee during any twelve-month period are considered excessive. Any unexcused absence is considered excessive.
If you fail to report for work without any notification to your supervisor and the absence continues for a period of three business days, the School will determine that you have abandoned your job and voluntarily terminated your employment.
**PROFESSIONAL DEVELOPMENT**
Employees are expected to attend and participate in all professional development sessions and other school sponsored trainings that may be scheduled. While we understand that scheduling conflicts may arise, consistent tardiness, absenteeism and early departures may result in disciplinary action.
When an employee attends a School sponsored professional development and/or training, the time spent in attendance shall be counted as time worked. All employees are required to sign-in and out for the purpose of record keeping. These records will serve as the official roster of attendance.
CPA will pay hourly employees for attendance at mandatory trainings, lectures and meetings outside of regular working hours at the employee’s hourly rate. As exempt employees, salaried staff may be required to attend training seminars that may be outside of CPA’s normal business hours with no additional pay.
In the event that an employee must leave early or is unable to attend a scheduled training (i.e. Professional Development sessions), during their normal work hours, an employee MUST put in a time-off request according to the time-off policy. Employees may also be required to attend make-up sessions of any missed training.
Failure to comply with this policy may result in disciplinary action.
TIME RECORDS (NON-EXEMPT EMPLOYEES)
Non-exempt employees must accurately complete time records within the School’s time keeping system on a daily basis. Each time record must show the exact time work began and ended, the meal periods taken, and your signature. The school’s time keeping system is set up to round at the 7-minute mark. This means that clocking in 6 minutes before or after the employee’s scheduled shift would not create additional minutes paid. Absences and overtime must be accurately identified on your time record. Non-exempt employees are not allowed to work “off the clock.” All time actually worked must be recorded. You cannot record time and/or submit a time record for another employee. Each employee must sign and submit his or her own time record. Employees must record all time actually worked.
Exempt employees must report full days of absence from work. Deductions from an exempt employee’s salary will be made only in accordance with applicable law. Employees should immediately contact Human Resources with any questions concerning their pay so that inadvertent errors can be corrected.
OVERTIME
All non-exempt employees are required to obtain approval from their supervisor prior to working overtime or doubletime. Failure to obtain such approval may subject an employee to discipline, up to and including termination. However, in all cases, the School will compensate its non-exempt employees for all hours worked.
OFF THE CLOCK WORK
CPA prohibits all non-exempt employees from working off the clock at any time. All time worked must be recorded on the employee’s timesheet. This includes the use of laptops, computers, PDAs or cell-phones to check work email, voicemail or to send text messages after hours.
MEAL AND REST PERIODS (NON-EXEMPT EMPLOYEES)
All non-exempt employees are provided with an opportunity to take meal and rest periods consistent with the law. During your meal periods and rest periods, you may not work at all. You are excused from all duties. In addition, please understand that you may not combine required meal or rest periods in order to take a longer break. Also, you may not miss a required meal or rest period in order to start work later or leave work earlier. In the rare event that you believe you cannot take a meal or rest period, or you are unable to take a full meal or rest period pursuant to School policy or you must begin your meal period more than five hours after your work period began, you must notify Human Resources in advance whenever possible (and, in any event, as soon as possible) so that the proper measures may be taken.
Failure to comply with the School’s policy regarding meal and/or rest periods can lead to discipline, up to and including termination.
Meal Periods
Non-exempt employees (hourly employees) scheduled to work more than five hours in a day are given a 30-minute duty-free unpaid meal period. The meal period must be taken before the end of the fifth (5th) hour of work. For example, if the employee begins working at 7:00 a.m., then the
employee must clock out to begin his or her meal period no later than 12:00 p.m. (noon). The employee may waive this meal period if his/her workday will be completed within a total of six hours or less. To waive a meal period, the employee must receive prior written approval from their supervisor and complete a “Meal Period Waiver” form.
If an employee’s day exceeds ten hours of work time, the employee is entitled to an additional 30-minute duty-free meal break. The employee only may waive this second meal period if he/she has taken the required first meal break of at least 30 minutes and his/her workday will not exceed 12 hours. To waive the second meal period, the employee must receive prior written approval from their supervisor and complete a “Second Meal Period Waiver” form.
Non-exempt employees must observe assigned working hours, the time allowed for meal periods, and report any missed, late or short meal periods on that days’ time record and to the employee’s supervisor immediately. The meal period must be accurately recorded on the employee’s time sheet. Meal periods are unpaid time and employees are free to leave the premises. Meal periods may not be combined with rest periods or used to come in later or leave earlier on a workday.
**Rest Periods**
Non-exempt employees are authorized and permitted to take a 10-minute rest period for each four (4) hours of work or major portion thereof. Your supervisor may schedule your rest periods. Rest periods should be taken as close to the middle of a work period as possible and cannot be taken in conjunction with a meal period. Rest periods are paid work time; they cannot be waived by the employee in order to shorten the workday or used towards additional time off.
| Hours Worked | Number of Rest Periods |
|-------------------------------|------------------------|
| 3.5 hours to 6 hours | 1, 10-minute rest period |
| Over 6 hours to 10 hours | 2, 10-minute rest periods |
| Over 10 hours to 14 hours | 3, 10-minute rest periods |
Non-exempt employees must observe assigned working hours, the time allowed for rest periods, and report any missed rest period immediately as set forth below. Employees are encouraged to report any concerns regarding meal or rest periods to Human Resources.
**Reporting Missed, Late or Short/Interrupted Meal and Rest Periods**
Any employee who misses a meal or rest period or who experiences a late, short, or interrupted meal period – for any reason – must immediately report this issue in writing (via email) to Human Resources on the same workday that he or she experienced the non-compliant meal or rest period. The employee must include a description providing a thorough explanation for the non-compliant meal or rest period.
If an employee voluntarily chooses to miss a meal or rest period or take a late, short, or interrupted meal period (e.g., I chose to take my lunch later in the day or I chose to refuse an “authorized” meal period at the time provided by CPA), the employee is not entitled to premium pay (one additional hour of pay). If an employee involuntarily experiences a missed meal or rest period or a late, short, or interrupted meal period (e.g., my supervisor asked me to handle a client call or meeting that caused me to miss or take a late meal period), the employee is entitled to premium
pay. Employees must report the reason for the non-compliant meal or rest period to Human Resources.
PAYDAYS
Employees are paid semi-monthly in accordance with the School’s payroll schedule. The Payroll Coordinator or his or her designee will distribute checks to those who do not have direct deposit. If a normally scheduled pay day falls on a weekend or holiday, paychecks will be distributed the preceding business day.
A written, signed authorization is required for mail delivery or for delivery of your paycheck to any other person. If you have automatic deposit for your paycheck, your funds will be deposited to the financial institution you requested by the end of business on the scheduled payday. While an automatic deposit may actually credit to your account before your actual “payday,” the School is not responsible for automatic payments or withdraws dated prior to your actual payday and you should not depend on early deposits of your pay.
If a wage garnishment order is received by CPA for one of our employees, we are obligated by law to comply with the demand. The effected employee will receive notice from his or her supervisor or Human Resources as soon as possible.
PAYROLL WITHHOLDINGS
CPA is required by law to withhold Federal Income Tax, State Income Tax, Social Security (FICA), State Teachers Retirement Service (STRS for eligible credentialed faculty) and State Disability Insurance from each employee’s paycheck as outlined below. Additionally, if a garnishment, tax levy, or an order to withhold child support payments should be delivered, CPA must comply with that order within the time allowed by law, and cannot postpone the payroll deduction for any reason. Voluntary deductions, which must be authorized in writing by employees, may include retirement plans, employee portion of insurance premiums, or any other benefit made available to employees.
If an employee believes an error has been made in his or her pay or deductions, CPA will work in good faith to resolve errors as soon as possible. The employee should notify the Payroll Coordinator or his or her designee of any errors in pay or deductions withheld within seven (7) days from the date paid.
Every deduction from the employee’s paycheck is explained on the check voucher/paystub. If the employee does not understand the deduction, then he or she should ask Human Resources to explain it. The employee may change the number of withholding allowances he or she wishes to claim for Federal and/or State Income Tax purposes before any pay period by filling out a new W4 form and submitting it to Human Resources.
SECTION 6 - CONDITIONS OF EMPLOYMENT
IMMIGRATION LAW COMPLIANCE
CPA employs only those authorized to work in the United States in compliance with the Immigration and Control Act of 1986. Each new employee, as a condition of employment, must complete the Employment Eligibility Verification Form I-9 and present original documentation
establishing identity and employment eligibility as outlined on the I-9 instruction forms. Former employees who are rehired must also complete the form if they have not completed an I-9 with CPA within the past three years or if their previous I-9 is no longer retained or valid.
CREDENTIAL REQUIREMENTS
If you are a credentialed team member, you must provide copies of your credential, official transcripts, and/or test scores prior to your first day of actual work. Failure to provide these documents may delay your ability to begin work.
You are also responsible for keeping required certificates, credentials, and registrations current and in good standing, for paying the costs associated with renewal, and for providing both your Principal and the School with verification of renewals. Failure to provide these updated documents to the School may result in suspension without pay until such time as the necessary documentation has been provided.
If a teacher fails to obtain the appropriate credential, or allows a credential, certificate, registration, or required course deadline to expire, or fails re-certification, training, or testing, the School reserves the right to suspend the teacher without pay until the teacher’s credential is cleared, or release the teacher from at-will employment as necessary.
TUBERCULOSIS TEST
Before the first day of employment, all new employees must have had a tuberculosis test as described in Education Code 49406 or a TB Risk Assessment (pursuant to AB1667) within the past 60 days. Employees transferring from other public or private schools within the State of California must either provide proof of an examination or a completed Risk Assessment within the previous 60 days or a certification showing that he or she was examined within the past four (4) years and was found to be free of communicable tuberculosis. The current physician’s statement or Risk Assessment must be on file in the office before the first day of employment. Failure to provide documentation on time may result in delay of your ability to begin work or termination.
TB Clearance is good for four years and it is the employee’s responsibility to remain in compliance and ensure the School has a valid certificate on file.
CRIMINAL BACKGROUND CHECK
As required by law, all individuals working or volunteering at the School will be required to submit to fingerprinting and a criminal background investigation.
The School shall, on a case-by-case basis, determine whether a volunteer will have more than limited contact with pupils or consider other factors requiring a criminal background check for such a volunteer.
CHILD ABUSE AND NEGLECT REPORTING ACT
Since our employees work directly with children, they are in a position to detect instances of child abuse and neglect. It is CPA’s policy that all School employees shall comply with the California State law regarding child abuse reporting procedures. Section 11166 of the California Penal Code mandates the reporting to designated authorities of cases of suspected child abuse as follows:
“Any child care custodian, health practitioner, or employee of a child protective agency who has knowledge of or observes a child in his or her professional capacity or within the scope of his or her employment whom he or she knows or reasonably suspects has been the victim of child abuse shall report the known or suspected instance of child abuse to a child protective agency immediately or as soon as practically possible by telephone and shall prepare and send a written report thereof within 36 hours of receiving the information concerning the incident.”
While each employee has the responsibility to ensure the reporting of any child he/she suspects is a victim of abuse, the employee is not to verify the suspicion or prove that abuse has occurred. Teachers or staff who become aware of suspected child abuse should report the suspicions as required.
It is extremely important that CPA’s employees comply with the requirements of the Child Abuse and Neglect Reporting Act (CANRA). No mandated reporter can be held civilly or criminally liable for any report required or authorized by CANRA. In addition, any other person who voluntarily reports a known or suspected incident of child abuse or neglect will not incur civil or criminal liability unless it is proven that the report was false and the person knew the report was false or made the report with reckless disregard of its truth or falsity.
Your direct supervisor is available to answer any questions employees may have about their responsibilities under CANRA, or to assist an employee in making a report under CANRA. If an employee makes a report pursuant to CANRA without CPA’s assistance, he or she is required to notify CPA of the report if it is based on incidents he or she observed or became aware of during the course and scope of his or her employment with CPA.
PERSONNEL FILES
An employee or former employee (or designee) has the right to inspect or receive a copy of his or her personnel records at reasonable times, at a reasonable place, and on reasonable advance notice to Human Resources. All requests should be put in writing preferably on the form maintained by CPA. If the request includes a request for copies the employee or former employee may be required to pay for the actual costs of copying. Employer will respond to such a request within 30 days of receipt of the written request.
Employees are not entitled to inspect or copy: letters of reference, records that relate to an investigation of possible criminal activity, ratings, reports, or records obtained prior to employment, prepared by examination committee members or obtained in connection with a promotional examination.
CHANGES IN EMPLOYEE INFORMATION
An employee is responsible for notifying Human Resources about changes in the employee’s personal information and changes affecting the employee’s status (ex. name changes, address or telephone number changes, marriages or divorces, etc.). This notification by the employee must occur as close to the change as possible, but no later than 30 days following the change.
SECTION 7 – PERFORMANCE
PERFORMANCE EVALUATIONS
Staff will be evaluated annually or every other year per the Evaluation Policy. Staff will meet with their direct supervisor annually to establish and review SMART goals for the school year.
Performance evaluations generally are conducted annually to provide both employees and supervisors with the opportunity to discuss the employee’s position, tasks, identify and correct weaknesses, encourage and recognize strengths, and discuss methods for improving performance. The performance evaluations are intended to make employees aware of their progress, areas for improvement, and objectives or goals for future work performance. Favorable performance evaluations do not guarantee an increase in salary or promotional opportunities, or even continued employment. Salary increases and promotions are solely within the discretion of CPA and depend upon many factors in addition to performance.
Teachers:
At the start of each academic year, each Teacher will meet with their Regional Coordinator to establish Performance Objectives or SMART Goals for that school year. The Teacher will put these objectives in writing in accordance with a template to be provided by the Regional Coordinator.
The Regional Coordinator will generally evaluate the Teacher’s performance at least once a year formally and on an ongoing basis informally. The evaluation will be based on factors including the Teacher’s job description, accomplishment of the Performance Objectives, the CPA’s charter, and standards for teaching performance developed by the Principal, the CPA’s Board of Directors, and/or other CPA staff.
In addition to these more formal performance evaluations, CPA encourages you and your supervisor to discuss your job performance on an ongoing basis.
CPA’s provision of performance evaluations does not alter the at-will employment relationship. Nothing in this policy shall limit the right to terminate employment at will or limit CPA’s right to transfer, demote, suspend, administer discipline, and change the terms and conditions of employment at its sole discretion. Employment is at the mutual consent of the employee and CPA. Accordingly, either the employee or CPA can terminate the employment relationship at will, at any time, with or without reason and with or without notice.
Classified Staff:
Formal evaluations are generally held once each year. You will be provided a copy of the evaluation tool and as part of the process you will do a self-evaluation. Your supervisor may schedule your evaluation time in advance so that you are prepared for the process.
In addition to these more formal performance evaluations, CPA encourages you and your supervisor to discuss your job performance on an ongoing basis.
SECTION 8 – LEAVES
FAMILY MEDICAL LEAVE ACT/CALIFORNIA FAMILY RIGHTS ACT\(^1\)
Eligible employees may request a family and medical leave of absence under the circumstances described below. Eligible employees are those who have been employed by the School for at least 12 months (not necessarily consecutive), have worked at least 1250 hours during the 12 months immediately prior to the family and medical leave of absence, and are employed at a worksite where there are 50 or more employees of the School within 75 miles.
Ordinarily, you must request a planned family and medical leave at least 30 days before the leave begins. If the need for the leave is not foreseeable, you must request the leave as soon as possible. You should use the School’s request form, which is available upon request from Human Resources. Failure to comply with this requirement may result in a delay of the start of the leave.
A family and medical leave may be taken for the following reasons:
1. The birth of an employee’s child or the placement of a child with the employee for foster care or adoption, so long as the leave is completed within 12 months of the birth or placement of the child;
2. The care of the employee’s spouse, child, parent, or registered domestic partner with a “serious health condition”;
3. The “serious health condition” of the employee;
4. The care of the employee’s spouse, child, parent, or next of kin who is a member of the Armed Forces, including a member of the National Guard or Reserves, and who is undergoing medical treatment, recuperation, or therapy, is otherwise in outpatient status, or is otherwise on the temporary disability retired list, for a serious injury or illness; or
5. Any qualifying exigency as defined by the applicable regulations arising out of the fact that the employee’s spouse, child, or parent is on active duty (or has been notified of an impending call or order to active duty) in the Armed Forces in support of a contingency operation.
A “serious health condition” is one that requires inpatient care in a hospital or other medical care facility or continuing treatment or supervision by a health care provider. You may take a leave under paragraph (2) above only if due to a serious health condition, your spouse, child, parent, or registered domestic partner requires your care or assistance as certified in writing by the family member’s health care provider. If you are seeking a leave under paragraph (3) above, you must provide the School with a medical certification from your health care provider establishing eligibility for the leave, and you must provide the School with a release to return to work from the
\(^1\) Employees may qualify for FMLA/CFRA Leave only if the School has 50 or more employees, the employees work within 75 miles of their respective worksites and meet other eligibility requirements set forth above. Please check with Human Resources to determine whether you are eligible for FMLA/CFRA leave.
health care provider before returning to work. You must provide the required medical certification to the School in a timely manner to avoid a delay or denial of leave. You may obtain the appropriate forms from Human Resources.
Family and medical leave is unpaid and may be taken for up to 12 workweeks during the designated 12-month period (with the exception of qualifying leaves to care for a member of the Armed Services who has a serious illness or injury, which may be taken for up to a total of 26 workweeks of leave during a single 12-month period). The 12-month period will be defined as a “rolling twelve months” looking backward over the preceding 12 months to calculate how much family and medical leave time has been taken and therefore determine the amount of leave that is available. Qualifying leaves to care for a member of the Armed Services who has a serious illness or injury will be calculated on the 12-month period looking forward. All time off that qualifies as family and medical leave will be counted against your state and federal family and medical leave entitlements to the fullest extent permitted by law.
You will be required to use any available PTO during unpaid family and medical leave. You will also be required to use any available paid sick leave during unpaid family and medical leave that is due to your own or a family member’s serious health condition. However, if an employee is receiving benefit payments pursuant to a disability insurance plan (such as California’s State Disability Insurance plan or Paid Family Leave program) or workers’ compensation insurance plan, the employee and the School may mutually agree to supplement such benefit payments with available PTO and/or paid sick leave.
Benefit accrual, such as PSL, PTO, and holiday benefits, will be suspended during the approved leave period and will resume upon return to active employment. During a family and medical leave, group health benefits will be maintained as if you were continuously employed. However, you must continue to pay your share of applicable premiums (for yourself and any dependents) during the leave.
If you do not return to work on the first workday following the expiration of an approved family and medical leave, you will be deemed to have resigned from your employment. Upon returning from such a leave, you will normally be reinstated to your original or an equivalent position and will receive pay and benefits equivalent to those you received prior to the leave, as required by law. In certain circumstances, “key” employees may not be eligible for reinstatement following a family and medical leave. The School will provide written notice to any “key” employee who is not eligible for reinstatement.
If you have any questions concerning, or would like to submit a request for a family and medical leave of absence, please contact Human Resources.
**Emergency Family and Medical Leave Expansion Act (“E-FMLA”)**
In addition to other qualifying Family Care and Medical Leave identified herein, the School provides Emergency Family and Medical Leave as described below.
Until no longer required by Federal law, the School will provide an eligible employee with up to 12 weeks of leave to care for their children, who are under the age of 18, because of a COVID-19 related school or child care related closure.
Eligible Employee: Eligible employee means an employee who has been employed by the School for at least 30 calendar days and is unable to work (or telework) due to a need for leave to care for that employee’s son or daughter if the child’s school or place of care has been closed, or the child care provider of such son or daughter is unavailable, due to a public health emergency.
Rehired Employees: An employee is considered to have been employed by an employer for at least thirty calendar days if: 1) the employer had the employee on its payroll for the thirty calendar days immediately prior to the day that the employee’s leave would begin; or 2) the employee was laid off or otherwise terminated by the employer on or after March 1, 2020, and rehired or otherwise reemployed by the employer on or before December 31, 2020, provided that the employee had been on the employer’s payroll for thirty or more of the sixty calendar days prior to the date the employee was laid off or otherwise terminated.
An employee who has been employed by an employer for a least thirty calendar days is eligible for E-FMLA regardless of whether the employee would otherwise be eligible for leave under FMLA.
Paid/Unpaid Leave: For the first 10 days for which an employee takes E-FMLA leave, it will be unpaid unless the employee elects to substitute any accrued vacation leave, personal leave, or medical or sick leave for unpaid leave.
After the first 10 days of leave, the leave shall be paid by the School in accordance with the following calculations:
- No less than two-thirds of an employee’s regular rate of pay as determined under 29 U.S.C. § 207(e); and
- The number of hours the employee would otherwise be normally scheduled to work.
- If the employee’s schedule varies from week to week to such an extent that the employer is unable to determine with certainty the number of hours the employee would have worked if the employee had not taken leave, the employer shall use the following in place of such number:
- A number equal to the average number of hours that the employee was scheduled per day over the 6-month period ending on the date on which the employee takes such leave, including hours for which the employee took leave of any type.
- If the employee has not been employed for six months, the average number of hours the employee and the employer agreed at the time of hiring that the employee would work each workday. If there is no such agreement, the scheduled number of hours is equal to the average number of hours per workday that the employee was scheduled to work over the entire period of employment, including hours for which the employee took leave of any time.
If an eligible employee elects or is required to use leave available to the employee under the employer’s policies, such as vacation or personal leave or paid time off, concurrently with E-FMLA, the employer must pay the employee a full day’s pay for that day. However, the employer is capped at taking $200 a day or $10,000 in the aggregate in tax credits for E-FMLA.
An employer shall not be required to pay more than $200 per day and $10,000 in the aggregate for each employee for paid E-FMLA leave.
Notice: In any case where the necessity for E-FMLA leave is foreseeable, an employee shall provide the School with such notice of leave as is practicable.
Restoration to Position: An employee who takes E-FMLA leave shall be entitled, on return from such leave, (A) to be restored by the employer to the position of employment held by the employee when the leave commenced; or (B) to be restored to an equivalent position with equivalent employment benefits, pay and other terms and conditions of employment.
The previously described details relating to Family and Medical Leave Act apply to E-FMLA leave to the extent it is not inconsistent with E-FMLA. E-FMLA and FMLA run concurrently.
PREGNANCY DISABILITY LEAVE
The School provides pregnancy disability leaves of absence without pay to eligible employees who are temporarily unable to work due to a disability related to pregnancy, childbirth, or related medical conditions. Employees should make requests for pregnancy disability leave to their supervisor at least 30 days in advance of foreseeable events and as soon as possible for unforeseeable events. A health care provider’s statement must be submitted, verifying the need for such leave and its beginning and expected ending dates. Any changes in this information should be promptly reported to Human Resources. Employees returning from pregnancy disability leave must submit a health care provider’s verification of their fitness to return to work.
The School will make a good faith effort to provide reasonable accommodations and/or transfer requests when such a request is medically advisable based on the certification of a health care provider. When an employee’s health care provider finds it is medically advisable for an employee to take intermittent leave or leave on a reduced work schedule and such leave is foreseeable based on planned medical treatment because of pregnancy, the School may require the employee to transfer temporarily to an available alternative position. This alternative position will have equivalent rate of pay and benefits and must better accommodate recurring periods of leave than the employee’s regular job.
Eligible employees are normally granted unpaid leave for the period of disability, up to a maximum of four months (or 17 1/3 weeks or 693 hours) per pregnancy. Employees will be required to use any unused allotted sick time during any unpaid portion of pregnancy disability leave. Employees may also elect to use any available PTO during any unpaid portion of pregnancy disability leave. If an employee is receiving benefit payments pursuant to a disability insurance plan (such as California’s State Disability Insurance plan or Paid Family Leave program), the employee and the School may mutually agree to supplement such benefit payments with available PTO and/or sick leave.
Benefit accrual, such as PTO, sick leave, and holiday benefits, will be suspended during the approved pregnancy disability leave period and will resume upon return to active employment. Group health benefits will be maintained during the approved pregnancy disability leave as if you were continuously employed. However, you must continue to pay your share of applicable premiums (for yourself and any dependents) during the leave.
So that an employee’s return to work can be properly scheduled, an employee on pregnancy disability leave is requested to provide the School with at least one week’s advance notice of the date she intends to return to work.
When an approved pregnancy disability leave ends, the employee will be reinstated to the same position, unless the job ceased to exist because of legitimate business reasons. An employee has no greater right to reinstatement to the same position or to other benefits and conditions of employment than if she had been continuously employed in this position during the pregnancy disability leave or transfer. If the same position is not available, the employee will be offered a comparable position in terms of such issues as pay, location, job content, and promotional opportunities, if one exists. An employee has no greater right to reinstatement to a comparable position or to other benefits or conditions of employment than an employee who has been continuously employed in another position that is being eliminated.
If you have any questions regarding pregnancy disability leave, please contact Human Resources.
**MILITARY SPOUSE LEAVE**
An eligible employee-spouse of a qualified service member is entitled to take ten (10) days unpaid leave during a period when the spouse is on leave from deployment during a period of military conflict.
An eligible employee must work an average of 20 hours per week; must provide notice of his or her intention to take the leave within two (2) business days of receiving official notice that the service member will be on leave; and submit written documentation certifying that the service member will be on leave during the time the leave is required.
The employee may use unused and available PSL or PTO for this leave.
**WORKERS’ COMPENSATION LEAVE**
Employees that are temporarily disabled due to a work-related illness or injury will be placed on workers’ compensation leave. The duration leave will depend upon the rate of recovery and the medical provider’s recommendation. Workers’ compensation leave will run concurrently with any other applicable medical leave of absence (i.e. FMLA/CFRA if applicable). Human Resources will reach out to employees that have requested a workers’ compensation leave regarding employer provided health insurance benefits. If you have any questions concerning this leave and/or any benefit related questions, please contact Human Resources.
**BEREAVEMENT LEAVE**
CPA provides regular full-time employees up to three (3) days of paid bereavement leave, beyond sick or personal time, due to the death of an immediate family member. This includes a parent (including an in-law and step-parent), spouse, domestic partner, dependent, sibling, stepsibling, grandparent or grandchild. If a funeral is more than 500 miles from your home, you may receive paid leave for five (5) days with prior approval from your supervisor.
JURY DUTY LEAVE
All employees who receive a notice of jury/witness duty must notify their supervisor as soon as possible so that arrangements may be made to cover the absence. In addition, employees must provide a copy of the official jury/witness duty notice to their supervisor. Employees must report for work whenever the court schedule permits. Either the School or the employee may request an excuse from jury/witness duty if, in the School’s judgment, the employee’s absence would create serious operational difficulties.
Non-exempt employees who are called for jury/witness duty will be provided time off without pay. Exempt employees will receive their regular salary unless they do not work any hours during the course of a workweek. Employees may elect to use any available PTO during jury/witness duty leave.
In the event that the employee must serve as a witness within the course and scope of his or her employment with the School, the School will provide time off with pay.
TIME OFF TO VOTE
The School will allow any non-exempt employee who is a registered voter and does not have enough time outside of working hours to vote in a statewide election up to two (2) hours of work time without loss of pay to vote. The request must be made at least two (2) working days in advance. The time must be at the beginning or end of the employee’s regular shift, whichever allows the most free time for voting and the least time off from work unless the School and the employee agree otherwise. The employee may be required to prove he or she is a registered voter.
An employee may also serve as an election official on Election Day without being disciplined, however the School will not pay the employee for this time off. Available PTO may be used for this time off.
SCHOOL ACTIVITIES LEAVE
The School encourages employees to participate in the school activities of their child(ren). If you are the parent or guardian of a child who is in school up to grade 12, or who attends a licensed daycare facility, you may take up to 40 hours of unpaid leave per year to participate in the activities of the school or daycare facility, to find, enroll or reenroll your child in a school or with a licensed childcare provider and/or to address a childcare provider or school emergency.
The leave is subject to all of the following conditions:
- The time off for school activity participation cannot exceed eight (8) hours in any calendar month, or a total of forty (40) hours each year;
- Unless it is an emergency, employees planning to take time off for school visitations must provide as much advance notice as possible to their supervisor;
- If the School employs both parents, the first employee to request such leave will receive the time off. The other parent will receive the time off only if the leave is approved by his or her supervisor;
• Employees must use existing PTO in order to receive compensation for this time off;
• Employees who do not have paid time off available will take the time off without pay.
• Documentation of participation may be requested and will be sufficient if it is provided in writing by the school or the licensed child care/day care facility.
**SCHOOL APPEARANCE/SUSPENSION LEAVE**
If the parent or guardian of a child facing suspension from school is summoned to the school to discuss the matter, the employee should alert his or her supervisor as soon as possible before leaving work. In compliance with California Labor Code section 230.7, no discriminatory action will be taken against an employee for taking time off for this purpose.
This leave is unpaid but the employee may choose to use available PTO. You will not be discharged or discriminated against because of an absence protected by this law.
**CRIME VICTIM LEAVE**
Employees are allowed to be absent from work to attend judicial proceedings related to a violent felony, serious felony (as defined by the California Penal Code) or felonies related to theft or embezzlement if they are:
• A victim of such a crime;
• An immediate family member (i.e., spouse, registered domestic partner, child, step-child, sibling, step-sibling, parent, step-parent, or the child or a registered domestic partner) is a victim of such a crime.
An employee must give reasonable advanced notice to the School by providing documentation of the proceeding. Documentation may be from any of the following:
• Notice from the court or government agency setting the hearing;
• The district attorney or prosecuting attorney’s office; or
• The victim/witness assistance office advocating on the victim’s behalf.
This leave is unpaid but the employee may choose to use available sick, or personal time off (PTO). You will not be discharged or discriminated against because of an absence protected by this law.
**DOMESTIC VIOLENCE LEAVE/SEXUAL ASSAULT LEAVE**
If you are a victim of domestic violence, you may take unpaid time off to obtain or attempt to obtain judicial relief, such as obtaining restraining orders, to help insure your health, safety or welfare or that of your child(ren). Employees may use available PTO (if applicable) or PSL. Otherwise, the time off is unpaid. All employees can take time off from work to get medical attention or services from a domestic violence shelter, program, or rape crisis center, or receive psychological counseling, or safety planning related to domestic violence, sexual assault, or stalking.
You must give the School reasonable notice unless advance notice is not feasible, and provide certification that you are seeking such assistance.
Certification may be sufficiently provided by any of the following:
- A police report indicating that you were a victim of domestic violence or sexual assault;
- A court order protecting or separating you from the perpetrator of an act of domestic violence or sexual assault, or other evidence from the court or prosecuting attorney that you appeared in court; or
- Documentation from a medical professional, domestic violence advocate, health care provider, or counselor that you are undergoing treatment for physical or mental injuries or abuse resulting in victimization from an act of domestic violence or sexual assault.
Employees have the right to ask the School for help or changes in their workplace to make sure they are safe at work. The School will work with its employees to see what changes can be made. Changes in the workplace may include putting in locks, changing shifts or phone numbers, transferring or reassigning the employee, or help with keeping a record of what happened to the employee. The School may ask the affected employee for a signed statement certifying that this request is for a proper purpose and may also request proof showing the need for an accommodation. The School will maintain confidentiality to the extent possible regarding any requests for accommodations under this policy.
The School will also, to the extent allowed by law, maintain the confidentiality to the extent possible of an employee requesting leave under this provision. The School will not discharge, discriminate, or retaliate against an employee who exercises their rights under this law. Domestic violence, sexual assault, and stalking victim’s leave for medical treatment does not exceed or add to the unpaid leave time that FMLA/CFRA allows.
CPA is committed to ensuring employees are not treated differently or retaliated against because of any of the following:
- The employee is a victim of domestic violence, sexual assault, or stalking.
- The employee asked for time off to get help.
- The employee asked CPA for help or changes in the workplace to ensure safety at work.
Employers are prohibited from discharging, discriminating, or retaliating against an employee who is a victim of domestic violence, the victim of sexual assault or stalking for taking time off to seek medical attention, obtain services from a domestic violence shelter or program or rape crisis center, obtain psychological counseling, participate in safety planning, or temporary or permanent relocation.
MILITARY LEAVE
California’s military leave laws, found at Military & Veterans Code section 389 et seq. and the Uniformed Services Employment and Reemployment Rights Act (“USERRA”), found at 38 U.S.C. Section 4301 et seq., ensure that employees are not adversely affected in their employment after taking leave for military service. Employees who serve in the military and are entitled to a military leave of absence without pay from the School under applicable laws should notify Human Resources regarding the need for military leave.
Please see Human Resources for more information regarding job reinstatement rights upon completion of military service.
ADULT LITERACY LEAVE
Pursuant to California law, the School will reasonably accommodate any eligible employee who seeks to enroll in an adult literacy education program, provided that the accommodation does not impose an undue hardship on the School. The School does not provide paid time off for participation in an adult literacy education. However, you may utilize available PTO if you want compensation for this time off. If you do not have any PTO available, you will be permitted to take the time off without pay.
ORGAN DONOR / BONE MARROW DONOR LEAVE
If you donate an organ to another person you may take up to thirty (30) days paid leave per year for this process or up to five (5) days paid leave for the donation of bone marrow.
You must give as much notice as is practicable and must provide certification of the medical necessity of the procedure. You will be required to use up to ten (10) days of any available paid leave (sick and/or PTO) for organ donation and up to five (5) days of available paid leave (sick and/or PTO) for bone marrow donation. This leave does not run concurrently with FMLA/CFRA. You must have been employed for at least a 90-day period immediately preceding the beginning of the leave, if otherwise eligible.
You may take this leave incrementally, as medically necessary, or all at one time. All health benefits shall be maintained during this leave to the extent they exist at the time of the leave. This leave shall not be considered a break in service and the employee shall continue to receive paid time off and other benefits as if they had continued working. The Employee shall be required to pay any portion of their benefits they are currently paying.
An employee shall not have any greater rights during this leave than if he or she had been actively working during this time, but will be reinstated to their same or equivalent job prior to the leave. No employee shall be discriminated or retaliated against for taking an organ donation or bone marrow leave.
DRUG & ALCOHOL REHABILITATION LEAVE
CPA will reasonably accommodate any employee who volunteers to enter an alcohol or drug rehabilitation program, if the reasonable accommodation does not impose an undue hardship on the School. Reasonable accommodation includes time off without pay and adjusting work hours.
You may use allotted and unused sick leave. All reasonable measures to safeguard your privacy will be maintained.
This policy in no way restricts CPA’s right to discipline an employee, up to and including termination of employment, for violation of CPA’s Substance and Alcohol Policy.
**VOLUNTEER CIVIL SERVICE LEAVE**
You are allowed to be absent from work to engage in volunteer emergency duty as a volunteer firefighter, reserve police officer, or emergency rescue personnel. This is an unpaid leave, but the employee may use any earned sick, and/or PTO.
**CIVIL AIR PATROL LEAVE**
CPA provides eligible employees who are volunteer members of the California Wing of the Civil Air Patrol and are called to emergency operational missions up to (10) days of unpaid leave per calendar year. Leave for a single emergency operational mission will generally be limited to three days unless an extension is granted by appropriate government entities and approved by the School.
To be eligible, employees must have been employed with CPA for 90 days immediately preceding the commencement of leave. Additionally, the School may require certification from the proper Civil Air Patrol authority to verify the eligibility of the employee for the leave requested or taken.
Employees may use available paid time off for leave taken under this policy. The notice and eligibility requirements for any such paid time off will generally apply to an employee’s request for use of PTO under this policy.
SECTION 9 – BENEFITS
SCHOOL HOLIDAYS
The School observes 12 paid holidays during the year:
- New Year’s Day
- Martin Luther King Day
- Lincoln’s Birthday
- Washington’s Birthday
- Memorial Day
- Independence Day
- Labor Day
- Veteran’s Day
- Thanksgiving Day
- Day after Thanksgiving
- Christmas Eve Day
- Christmas Day
To be eligible for holiday pay, an employee must be full-time and non-exempt and must work both the business day before and after the holiday. Part-time employees, temporary employees, exempt employees and teachers are not eligible for holiday pay. Exempt employees and teachers will receive their regularly scheduled pay during holidays.
Eligible employees will receive time off with pay at their regular rate of pay on the School-observed holidays listed above. When a holiday falls on a Saturday or Sunday, it is usually observed on the preceding Friday or following Monday. However, the School may close on another day. Holiday observance will be announced in advance. The School reserves the right to change this policy at any time, with or without notice.
Holiday hours do not count as hours worked for purposes of calculating overtime. For example, if you receive 8 hours of holiday pay on Monday and work 40 hours Tuesday-Saturday (8 hours/day), you will not be eligible for overtime.
Recognized religious holidays may be taken off by an employee whose religion requires observance of the particular day. Employees must request the day off in advance by written notice to their supervisor. The employee may use paid time off (PTO) if the employee has unused PTO available, otherwise the holiday will be unpaid. All steps will be taken to reasonably accommodate a religious holiday (or practice) absent an undue hardship.
To qualify for holiday pay, all employees must work the last scheduled day before and the first scheduled day after the holiday unless the employee is absent:
- At the Supervisor’s request/approval
- Due to closure of schools because of inclement weather
- Due to sickness with a doctor’s note verifying need for absence
- Prior to or following Jury Duty or Bereavement Leave
• Due to a previously scheduled and approved time off
PAID TIME OFF (PTO) – A-BASIS ONLY
Full-time A-Basis (12 Months) school based employees are entitled to paid time off (PTO) according to this policy. PTO days may be used for vacation, personal time, illness, or time off to care for family or dependents. All other employees, including teachers, temporary employees, part-time employees are not eligible to receive or accumulate PTO.
PTO must be scheduled at least five (5) days in advance and approved by your supervisor, except in the case of an illness or emergency. In the case of illness or emergency you are required to contact your immediate supervisor at least one (1) hour before your shift begins, if possible or otherwise as soon as practicable. Employees using extended PTO time (in excess of three (3) days) must submit a request at least two (2) weeks before the extended PTO or, if used as sick time, the employee may be required to submit a doctor’s release upon return to work. Your supervisor uses his/her discretion to approve PTO without advance notice.
Unless used for illness related purposes, PTO may not be taken the last week of the school year, or on scheduled in-service and/or training days, testing administration day, or immediately before or after holidays without supervisor’s permission.
All full-time A-Basis (12 Months) employees may be eligible to receive up to ten (10) days (i.e., 80 hours) of PTO each school year (July 1 – June 30). Once an employee’s PTO balance reaches twenty (20) days (i.e., 160 hours), the employee stops receiving any additional PTO until PTO is used and the employee’s balance falls below the 20-day cap. PTO days will not accumulate during any unpaid leave of absence.
The following terms also apply to PTO:
• For both non-exempt and exempt employees, vacation time may be taken in minimum increments of .25 hours. If an exempt employee absents himself or herself from work for part or all of a workday, he or she will be required to use available PTO to make up for the absence.
• In the event an employee has exhausted his or her PTO, any additional time off must be approved by their supervisor and will be taken without pay.
• Any employee who misses three (3) consecutive days of work without notice to their supervisor may be deemed to have abandoned his/her job and voluntarily resigned from employment.
• Upon separation of employment, employees will be paid their earned PTO based on their date of separation and their regular rate of pay.
• To the extent permitted by law, PTO accumulated prior to the start of a requested and approved unpaid leave of absence must be used to cover hours missed before the start of the unpaid leave.
As with all of its policies and procedures, the School reserves the right to modify, alter, or otherwise eradicate this policy at its sole and absolute discretion to the extent allowed by law.
SICK LEAVE
The School enacted this policy in accordance with the California Healthy Workplaces, Healthy Families Act and the City of San Diego Earned Sick Leave and Minimum Wage Ordinance to provide paid sick leave (“PSL”) to eligible employees.
Eligible Employees
All employees (including part-time and temporary) who work for the School more than 30 days within a year in California and who work at least two hours within a year in the City of San Diego are allotted PSL as set forth in this policy.
Permitted Use
Eligible employees may use their allotted PSL to take time off for the following reasons:
- for the diagnosis, care, or treatment of an existing health condition of (or preventive care for) the employee or the employee’s family member;
- when the employee is physically or mentally unable to perform his or her duties due to the employee’s illness, injury, or a medical condition;
- for other medical reasons of the employee, such as pregnancy or obtaining a physical examination;
- to provide care or assistance to a family member with an illness, injury, or medical condition, including assistance in obtaining professional diagnosis or treatment of a medical treatment;
- for the use of “safe time” (as defined by applicable law) and for reasons related to domestic violence, stalking, or sexual assault;
- when the employee’s worksite is closed by order of a public official due to a public health emergency; and
- when the employee is providing care or assistance to a child whose school or child care provider is closed by order of a public official due to a public health emergency.
For purposes of this policy, “family member” means a child, parent, spouse, registered domestic partner, grandparent, grandchild, or sibling of the employee as well as a child or parent of the employee’s spouse. “Child” means a biological child, a foster child, an adopted child, a step-child, a child of a registered domestic partner, a legal ward, or a child of a person standing in loco parentis. “Parent” means a biological, foster, or adoptive parent, a step-parent, or a legal guardian of the employee or the employee’s spouse or registered domestic partner. “Spouse” means a legal spouse, as defined by California law.
Allotment
PSL days are allotted as set forth below to eligible employees:
- **Full-time A-Basis, B-Basis, C-Basis, and D-Basis school based employees:**
On July 1 of each year, eligible employees will be allotted ten days (80 hours) of PSL per school year (July 1 – June 30), which unused PSL days will carryover year to year subject to a cap of 18 days (144 hours). Employees hired after July but before December 31 will receive ten days (80 hours) of PSL on his or her first day of employment. Employees hired after December 31 will receive five days (40 hours) of PSL on his or her first day of employment.
- **All other eligible employees:**
All other eligible employees will be allotted five days (40 hours) of PSL each school year (July 1 – June 30) on July 1 or on his or her first day of employment, even if hired mid-year. PSL days are “use it or lose it” and, as such, do not carry over from year to year.
Limits on Use
Eligible employees may use allotted PSL beginning on the 90th day of employment.
PSL may be taken in minimum increments of .25 hours. If an exempt employee absents himself or herself from work for part or all of a workday for a reason covered by this policy, he or she will be required to use allotted PSL to make up for the absence.
Notification
The employee must provide reasonable advance notification, orally or in writing, of the need to use PSL, if foreseeable. If the need to use PSL is not foreseeable, the employee must provide notice as soon as practicable.
Termination
Employees will not receive pay in lieu of unused PSL. Unused PSL will not be paid out upon termination.
No Discrimination or Retaliation
The School prohibits discrimination or retaliation against employees for using their PSL.
Emergency Paid Sick Leave (“E-Sick Leave”)
In addition to the School’s PSL identified above, the School will provide to each employee employed by the School to the extent that the employee is unable to work (or telework) due to a need for leave because of any of the following:
- The employee is subject to a Federal, State or local quarantine or isolation order related to COVID-19;
- The employee has been advised by a health care provider to self-quarantine due to concerns related to COVID-19;
● The employee is experiencing symptoms of COVID-19 and seeking a medical diagnosis. This means the employee is experiencing any of the following symptoms: Fever, dry cough, shortness of breath, or any other COVID-19 symptoms identified by the U.S. Centers for Disease Control and Prevention. This sick leave is limited to time the employee is unable to work because the employee is taking affirmative steps to obtain a medical diagnosis, such as making, waiting for, or attending an appointment for a test for COVID-19;
● The employee is caring for an individual who is subject to an order as described in the first bullet or has been advised as described in the second bullet. Caring for an individual means an employee’s immediate family member, a person who regularly resides in the employee’s home or a similar person with whom the employee has a relationship that creates an expectation that the employee would care for the person if he or she were quarantined or self-quarantined. “Individual” does not include persons with whom the employee has no personal relationship;
● The employee is caring for a son or daughter of such employee if the school or place of care of the son or daughter has been closed, or the child care provider of such son or daughter is unavailable, due to COVID-19 precautions. In this situation, sick leave is only available if no other suitable person is available to care for the son or daughter during the period of leave;
● The employee is experiencing any other substantially similar condition specified by the Secretary of Health and Human Services in consultation with the Secretary of the Treasury and the Secretary of Labor.
All employees, regardless of how long the employee has been employed by the School, are eligible for E-Sick Leave.
For full-time employees, the School will grant the employee 80 hours of paid E-Sick Leave. Full-time employees are those that are normally scheduled to work at least 40 hours each workweek. For part-time employees, a number of hours granted will be equal to the number of hours that such employee works, on average, over a 2-week period.
If the employee’s schedule varies from week to week to such an extent that the employer is unable to determine with certainty the number of hours the employee would have worked if the employee had not taken E-Sick Leave, the employer shall use the following in place of such number:
● If the part time employee has been employed for at least six months, the employee is entitled to up to the number of hours of paid sick leave equal to fourteen times the average number of hours that the employee was scheduled to work each calendar day over the six-month period ending on the date on which the employee takes paid sick leave, including any hours for which the employee took leave of any type.
● For employees employed fewer than six months, the employee is entitled to up to the number of hours of paid sick leave equal to fourteen times the number of hours the employee and the employer agreed to at the time of hiring that the employee would work, on average, each calendar day. If there is no such agreement, the employee is entitled to up to the number of hours of paid sick leave equal to fourteen times the average number of
hours per calendar day that the employee was scheduled to work over the entire period of employment, including hours for which the employee took leave of any type. Unused paid E-Sick Leave does not carry over from 1 year to the next and is not paid out on termination. Once an employee who received paid E-Sick Leave returns to work, the School will not provide the employee any further paid E-Sick Leave.
The School shall not require, as a condition of providing paid E-Sick Leave, that the employee involved search for or find a replacement employee to cover the hours during which the employee is using paid E-Sick Leave.
Paid E-Sick Leave is calculated based on the employee’s required compensation and the number of hours the employee would otherwise be normally scheduled to work, except that an employer shall not be required to pay more than $511 per day and $5,110 in the aggregate when an employee uses E-Sick Leave for that employee’s own COVID-19 related needs, and $200 per day and $2,000 in the aggregate when an employee uses E-Sick Leave for caring for another person’s COVID-19 related needs or the employee is experiencing any other substantially similar condition as specified above.
3. **Intermittent Leave under E-FMLA or E-Sick Leave**
Subject to the conditions and applicable limits, an employee may take E-FMLA or E-Sick Leave intermittently only if the employer and employee agree. The employer and employee may memorialize in writing any agreement under this provision, but a clear and mutual understanding between the parties is sufficient.
The ability of an employee to take either of these leaves intermittently while reporting to an employer’s worksite depends upon the reason for the leave. If the employer and employee agree, the employee may take up to the entire portion of the leave intermittently to care for the employee’s son or daughter whose school or place of care is closed, or child care provider is unavailable, because of reasons related to COVID-19. Under such circumstances, intermittent leave may be taken in any increment of time agreed to by the employer and employee.
An employee may not take Paid Sick Leave intermittently if the leave is taken for the following reasons: 1) the employee is subject to a Federal, State, or local quarantine or isolation order related to COVID-19; 2) the employee has been advised by a health care provider to self quarantine due to concerns related to COVID-19; 3) the employee is experiencing symptoms of COVID-19 and seeking medical diagnosis from a health care provider; 4) the employee is caring for an individual who is subject to 1-3; or the employee has a substantially similar condition as specified by the Secretary of Health and Human Services. Once the Employee begins taking Paid Sick Leave for one or more reasons, the employee must use the permitted days of leave consecutively until the employee no longer has a qualifying reason to take Paid Sick Leave.
If an employer directs or allows an employee to telework, or the employee normally works from home, the employer and employee may agree that the employee may take Paid Sick Leave for any qualifying reason or E-FMLA intermittently, and in any agreed increment of time (but only when the employee is unavailable to telework because of a COVID-19 related reason).
If an employee takes E-Sick Leave or E-FMLA intermittently as the employee and employer have agreed, only the amount of leave actually taken may be counted toward the employee’s leave entitlements. For example, an employee who normally works forty hours in a workweek only
takes three hours of leave each work day has only taken fifteen hours of the employee’s Paid Sick Leave or 37.5% of a workweek of the employee’s E-FMLA.
**PAID SICK LEAVE DONATION POLICY**
**Personal Hardship**
Employees who have exhausted all paid sick leave (PSL) may request donations from co-workers through this policy. The PSL donation policy applies to employees suffering from a catastrophic illness or other medical emergency, which for the purposes of this policy, constitutes an employee’s or a family member’s medical condition that will require the prolonged/extended absence of the employee from duty and will result in a substantial loss of income to the employee due to the exhaustion of all PSL available.
**Eligibility**
Employees who are experiencing hardship due to a catastrophic illness or medical emergency are eligible to request and receive donations of PSL from other employees who have agreed to surrender leave to the School sponsored leave bank.
**Requests for Donations**
A written request for PSL donations that describes the specific medical emergency or medical condition must be submitted to Human Resources. Human Resources will verify the employee’s eligibility, and make a written determination which will be given to the employee as soon as practical.
**Donations of Paid Leave**
Employees who have more than 40 hours of PSL and who wish to donate PSL to the School sponsored leave bank on behalf of an eligible employee shall complete a PSL Donation Form indicating the number of PSL hours to be donated and the employee, if any, who the employee requests receive the benefit of the donation. All such donations are voluntary and irrevocable.
1. Donating employees must maintain a minimum of 40 hours of PSL after reducing their leave balance to effect the donation.
2. In any 12-month period, no employee may donate more than 40 hours.
3. Voluntary donations of PSL are final upon submission of a signed PSL Donation Form that satisfies the conditions established by this policy. The donating employee’s PSL balance account shall thereupon be reduced by the hours donated.
4. Donated hours not used by the eligible employee during the hardship period shall remain in the eligible employee’s PSL account balance.
5. The names of donating employees, hours donated, and the value of such donations shall be kept confidential to the extent possible.
**Valuation of Donated PSL**
The value of the donated paid leave shall be determined by multiplying the number of hours donated by the donating employee’s current hourly rate to determine the value of the donation in dollars (“Donation Value”). The Donation Value shall then be divided by the eligible employee’s
current hourly rate to determine the number of hours to be added to the eligible employee’s PSL balance. Human Resources shall periodically notify the eligible employee of donations made pursuant to this policy. The eligible employee may then request to receive payment for these hours, which will be treated as taxable “wages” to such eligible employee for the payroll period utilized. No employee shall receive payment for more than 40 hours of paid leave, whether allotted or donated, during any week unless required by state or federal law.
INSURANCE BENEFITS
Full-time employees are entitled to insurance benefits offered by CPA. These insurance benefits will include medical, dental, and vision. The School will set a defined contribution towards the employee’s insurance premiums that are sponsored by CPA. This amount will be determined on an annual basis. The employee’s portion of the monthly premiums will be deducted from the employee’s paycheck on a pre-tax basis.
If medical insurance premium rates increase, employees may be required to contribute to the cost of the increase to retain coverage. Unless otherwise mandated by law, employees on a leave of absence may be responsible for selecting continuing health coverage and paying the premium for such coverage through COBRA. If you have any benefit related questions while on a leave of absence, please contact Human Resources.
Additional voluntary insurance plans will be offered through the School that will be the employee’s responsibility to purchase and pay for.
COBRA BENEFITS
The Federal Consolidated Budget Reconciliation Act (COBRA) gives employees and their qualified beneficiaries the opportunity to continue health insurance coverage under CPA’s health plan when a “qualifying event” would normally result in the loss of eligibility.
Some common qualifying events are resignation, termination of employment, or death of an employee, a reduction in an employee’s hours or leave of absence, divorce or legal separation, and a dependent child no longer meeting eligibility requirements.
Under COBRA, the employee or beneficiary pays the full cost of coverage at CPA group rates plus an administration fee. CPA or our carrier provides each eligible employee with a written notice describing rights granted under COBRA when the employee becomes eligible for coverage under CPA’s health insurance plan. The notice contains important information about the employee’s rights and obligations.
SOCIAL SECURITY/MEDICARE
If you are a full time regular employee contributing to a teacher’s retirement system (PERS/STRS), your earnings from this job are not covered under Social Security. When you retire, or if you become disabled, you may receive a pension based on earnings from this job. If you do, and you are also entitled to a benefit from Social Security based on either your own work or the work of your spouse, or former spouse, your pension may affect the amount of the Social Security benefit you receive. Your Medicare benefits, however, will not be affected.
CPA withholds income tax from all employees’ earnings and, if elected, participates in FICA (Social Security), for temporary employees and Medicare withholding and matching programs as required by law.
**STATE DISABILITY INSURANCE (WAGE SUPPLEMENT)**
All employees are enrolled in California State Disability Insurance (SDI), which is a partial wage replacement insurance plan for California workers. Employees may be eligible for SDI when they are ill or have non-work related injuries, or may be eligible for work related injuries if they are receiving workers’ compensation at a weekly rate less than the SDI rate. Specific rules and regulations relating to SDI eligibility are available from Human Resources.
**PAID FAMILY LEAVE (WAGE SUPPLEMENT)**
Under California law, eligible employees may participate in the Paid Family Leave (“PFL”) program, which is part of the state’s unemployment compensation disability insurance program. The PFL program provides up to six weeks of partial wage replacement benefits to employees who take time off to care for a seriously ill or injured child, spouse, parent, registered domestic partner, siblings, grandparents, grandchildren, or parents-in-law or to bond with a new child (birth, foster care, adoption). The PFL program does not provide job protection or reinstatement rights. It is a wage supplement provided concurrently while an employee takes an eligible leave of absence under CPA policy and applicable law.
CPA will require you to take up to two weeks of unused PTO prior to your receipt of benefits under the PFL program.
The program will be administered in a manner consistent with California law. For more information regarding this program, you may contact the California Employment Development Department.
**WORKER’S COMPENSATION INSURANCE**
Eligible employees are entitled to workers’ compensation insurance benefits when suffering from an occupational illness or injury. This benefit is provided at no cost to the employee.
In the event of an occupational injury or illness (as defined under Workers’ Compensation Law) an employee may be covered by workers’ compensation insurance instead of group insurance.
If an employee should become injured or in any way disabled on the job, he or she must report the injury immediately to his or her supervisor. It is a felony to file a fraudulent or false workers’ compensation claim.
SECTION 10 – EMPLOYEE COMMUNICATIONS POLICY
COMMUNICATIONS POLICY
Every employee is responsible for using CPA’s computer system, including, without limitation, its computers, laptops, iPads, tablets, cellular phones, electronic mail (Email) system, telephone, video conferencing, voicemail, facsimile systems and the Internet (“Communications Systems”), properly and in accordance with this policy. Any questions about this policy should be addressed to the employee’s immediate supervisor.
The Communication Systems are the property of CPA and have been provided for use in conducting CPA business. All communications and information transmitted by, received from, created, or stored in its CPA’s Communication Systems are records and property of CPA. The Communication Systems are to be used for School purposes only. Employees may, however, use CPA technology resources for the following incidental personal uses so long as such use does not interfere with the employee’s duties, is not done for pecuniary gain, does not conflict with CPA business, and does not violate any CPA policies:
- To send and receive necessary and occasional personal communications;
- To use the telephone system for brief and necessary personal calls; and
- To access the Internet for brief personal searches and inquiries during meal periods or other breaks, or outside of work hours, provided that employees adhere to all other usage policies.
No Expectation of Privacy
CPA has the right, but not the duty, to monitor any and all of the aspects of its Communication Systems, including, without limitation, reviewing documents created and stored on its Communication Systems, deleting any matter stored in its system (including, without limitation, its Email and word processing systems), monitoring sites visited by employees on the Internet, monitoring chat and news groups, reviewing material downloaded or uploaded by users to the Internet, and reviewing Email and instant messages sent and received by users and/or voicemails. Further, CPA may exercise its right to monitor its Communications Systems for any reason and without the permission of any employee. Employee use of CPA’s Communication Systems constitutes consent to all the terms and conditions of this policy.
Even if employees use a password to access the Communication Systems (or any aspect thereof), the confidentiality of any message stored in, created, received, or sent from CPA’s Communication Systems is not assured. Use of passwords or other security measures does not in any way diminish CPA’s right to monitor and access materials on its Communication Systems, or create any privacy rights of employees in the messages and files on the system. Any password used by employees must be revealed CPA upon request for any reason that CPA, in its discretion, deems appropriate. Further, employees should be aware that deletion of any Email messages, voicemails or files would not truly eliminate the messages from the system. All Email messages, voicemails and other files may be stored on a central back-up system in the normal course of data management.
Employees have no expectation of privacy in anything they view, create, store, send, or receive on the Communication Systems.
Notwithstanding the foregoing, even though CPA has the right to retrieve, read, and delete any information viewed, created, sent, received, or stored on its Communication Systems, Email messages should still be treated as confidential by other employees and accessed only by the intended recipient. Employees are not authorized to retrieve or read any Email messages that are not sent to them or by them. Any exception to this policy must receive the prior approval of the Principal.
**Professional Use of Communication Systems Required**
Employees are reminded to be courteous to other users of the system and always to conduct themselves in a professional manner. Emails and other text communications, in particular, are sometimes misdirected or forwarded and may be viewed by persons other than the intended recipient. Users should write Email communications with no less care, judgment, and responsibility than they would use for letters or internal memoranda written on CPA letterhead.
**Offensive and Inappropriate Material**
CPA’s policy against discrimination and harassment, sexual or otherwise, applies fully to CPA’s Communication Systems, and any violation of that policy is grounds for discipline up to and including discharge. Therefore, no Email messages should be created, sent, or received if they contain intimidating, hostile, or offensive material concerning race, color, religion, sex, age, national origin, disability or any other classification protected by law. Further, material that is fraudulent, harassing, abusive, embarrassing, sexually explicit, profane, obscene, intimidating, defamatory, unlawful, inappropriate, or offensive (including offensive material concerning sex, race, color, national origin, religion, age, disability, or other characteristic protected by law) may not be downloaded from the Internet or displayed or stored in CPA’s computers. Employees encountering or receiving this kind of material should immediately report the incident to their Principal.
CPA may (but is not required) to use software to identify inappropriate or sexually explicit Internet sites. Such sites may be blocked from access by CPA networks. Employees who encounter inappropriate or sexually explicit material while browsing on the Internet should immediately disconnect from the site, regardless of whether the site was subject to CPA’s blocking software.
**Solicitations**
CPA’s Communication Systems may not be used to solicit for political causes, commercial enterprises, outside organizations, or other non-job-related solicitations. Approval from the Principal is required before anyone can post any information on commercial on-line systems or the Internet.
**Licenses and Fees**
Employees may not agree to a license or download any material over the Internet for which a registration fee is charged without first obtaining the express written permission of his/her Principal.
**Games and Entertainment Software**
Employees may not use a CPA Internet connection to download games or other entertainment software, or to play games over the Internet.
Confidential Information
Employees may not transmit information over the Internet or through email that is confidential or proprietary. Employees are referred to CPA’s “Confidential Information” policy, contained herein, for a general description of what CPA deems confidential or proprietary. When in doubt, employees must consult their immediate supervisor and obtain approval before transmitting any information that may be considered confidential or proprietary.
Copyrights and Trademarks
CPA’s Communication Systems may not be used to send (upload) or receive (download) copyrighted materials, trade secrets, proprietary financial information, or similar materials without prior authorization from his/her Principal. Employees, if uncertain about whether certain information is copyrighted, proprietary, or otherwise inappropriate for transfer, should resolve all doubts in favor of not transferring the information and consult a supervisor.
Any CPA approved material that is posted or sent via its computer system should contain all proper copyright and trademark notices. Absent prior approval from a supervisor to act as an official representative of CPA, employees posting information must include a disclaimer in that information stating, “Views expressed by the author do not necessarily represent those of CPA.”
Maintenance and Security of the System
Employees must not deliberately perform acts that waste resources or unfairly monopolize resources to the exclusion of others. These acts include, but are not limited to, sending mass mailings or chain letters, spending excessive amounts of time on the Internet, playing games, streaming video or audio files, engaging in online chat groups, printing excessive copies of documents, or otherwise creating unnecessary network traffic. Because audio, video, and picture files require significant storage space, files of this or any other sort may not be downloaded unless they are business-related. In addition, employees should routinely delete outdated or otherwise unnecessary voicemails, Emails and computer files. These deletions will help keep the system running smoothly and effectively, as well as minimize maintenance costs.
To ensure security and to avoid the spread of viruses, employees accessing the Internet through a computer attached to CPA’s network must do so through an approved Internet firewall. Accessing the Internet directly by modem is strictly prohibited unless the computer you are using is not connected to CPA’s network.
Files obtained from sources outside CPA including disks brought from home; including files downloaded from the Internet, news groups, bulletin boards, or other online services; files attached to email; and files provided by customers or vendors, may contain dangerous computer viruses that may damage CPA’s computer network. Employees should never download files from the Internet, accept email attachments from outsiders, or use disks from non-CPA sources, without first scanning the material with CPA approved virus checking software. If you suspect that a virus has been introduced into CPA network, notify technology personnel immediately.
Violations of this Policy
Violations of this policy will be taken seriously and may result in disciplinary action, including possible termination, and civil and criminal liability.
Amendment and Modification of this Policy
CPA reserves the right to modify this policy at any time, with or without notice. CPA may require employees to acknowledge and comply with a separate Acceptable Use Policy for Internet and Network Resources, which shall control in the event of a conflict.
SOCIAL MEDIA POLICY
CPA has adopted the following policy with regard to employees’ behavior on social networking sites including but not limited to Facebook, Twitter, LinkedIn, Pinterest, Instagram, SnapChat and YouTube. If you wish to use networking protocols or set up a social media site as a part of the educational process, please work with your administrators and technology staff to identify and use a restricted, School-endorsed networking platform. Such sites will be the property of the School who will have unrestricted access to, and control of, such sites.
Employees shall not accept students as friends on any personal social networking sites and are to decline any student-initiated friend requests. Teachers are not to initiate “friendships” with students or parents. Employees must delete any students already on their “friends” list immediately.
With regard to social networking content, employees should not use commentary deemed to be defamatory, obscene, proprietary, or libelous with regard to any School-related business or policy, employee, student, or parent. Additionally, employees should exercise caution with regards to exaggeration, obscenity, copyrighted materials, legal conclusions, and derogatory remarks or characterizations. Employees should weigh whether a particular posting puts his/her effectiveness as a School employee at risk. CPA encourages employees to post only what they want the world to see. Imagine that students, their parents, or administrators will visit your site as most information is available to the general public even after it is removed from the site. Employees may not discuss students nor post images that include students.
Due to security risks, employees must be cautious when installing the external applications that work with the social networking site. At a minimum, it is recommended that all employees should have all privacy settings set to “Only Friends”. The settings “Friends of Friends” and “Networks and Friends” open your content to a large group of unknown people, including students.
Personal or Professional Blogs
If you are developing a website or writing a blog that will mention CPA, you must identify that you are an employee of the organization and that the views expressed on the blog or web site are yours alone and do not represent the views of CPA. Unless given permission by your Principal, you are not authorized to speak on behalf of CPA or to represent that you do so. If you are developing a site or writing a blog that will mention CPA, as a courtesy to the organization, please let your Principal know in advance of publication. Your Principal may choose to visit your blog or social networking site from time to time.
You may not share information that is confidential and proprietary with regard to CPA. This includes, but is not limited to, information about curriculum, School dynamics, School programs, future goals, or current challenges within the organization. These are given as examples only and do not cover the range of what CPA considers confidential and proprietary. If you have any
questions about whether information has been released publicly or doubts of any kind, speak with your Principal.
When writing a blog or participating in any other social networking site, employees should speak respectfully about CPA and our current and potential employees, students, parents, and competitors. Name-calling or behavior that will reflect negatively on the organization’s reputation is discouraged. Note that the use of copyrighted materials, unfounded, harassing, libelous, or derogatory statements, or misrepresentation is not viewed favorably by CPA and can result in disciplinary action, up to, and including termination.
All employees who engage in social networking may be legally liable for anything he/she writes or presents online. Employees can be disciplined, if appropriate, by CPA for commentary, content, or images that are defamatory, pornographic, proprietary, harassing, libelous, or that can create a hostile work environment.
This policy should not be construed, and will not be applied, in a manner that violates employee rights under the National Labor Relations Act.
Employees may not comment on a student’s blog or a student’s other social networking commentaries.
Employees may not use trade names, or logos belonging to the School without express written permission of the Principal.
Failure to comply with CPA’s social media policy will result in disciplinary action, up to, and including, immediate termination.
EQUIPMENT POLICY
CPA attempts to provide all staff members with the equipment and supplies needed to do their job. Providing equipment is a great expense to the School. It is expected that everyone will protect and care for all equipment and supplies issued to them. Staff members are responsible for the cost of lost, stolen, or broken items issued to them including: keys, textbooks, teacher guides, laptops, and any other equipment that may be assigned to them if the loss is due to willful misconduct or gross negligence.
Laptop Computers
Each staff member assigned a laptop for professional use shall be required to sign a laptop Agreement Form and will be charged for any damages, loss or theft to the laptop caused by willful misconduct or gross negligence.
Although issued to an individual employee, all computing devices are considered the personal property of the primary organizational unit to which the receiving employee belongs and shall be returned upon termination of employment with the School, after reassignment of job duties or immediately upon request at any time by an official of the School.
Employees are expected to take all appropriate measures and precautions to prevent the loss, theft, damage and/or unauthorized use of such equipment. Such precautions shall include, but not be limited to the following:
• Keep the computing device in a locked and secured environment when not being used;
• Do not leave the computing device for prolonged periods of time in a vehicle, especially in extreme temperatures;
• Keep food and drinks away from all computing devices and work areas;
• Do not leave the computing device unattended at any time in an unsecured location (e.g., an unlocked empty office); and
• Keep the computing device in sight at all times while in public places, such as public transportation, airports, restaurants, etc. Should an employee’s computing device be lost or stolen, the employee must:
o Immediately report the incident to his/her immediate supervisor and/or Principal;
o Obtain an official police report documenting the theft or loss; and
o Provide a copy of the police report to his/her immediate supervisor or Principal.
If the employee fails to adhere to these procedures, the employee may be held legally and financially responsible to the School for the replacement of such equipment.
The School is under no legal, financial or other obligation to provide for a replacement computing device to any employee whose device is lost, stolen or damaged.
There is no expectation of privacy in School equipment. The School may add security and other tracking technology to any and all computing devices issued by it and any and all such usage is subject to management review, monitoring, and auditing by the School. Other audits may be performed on the usage and internal controls as deemed necessary.
Non-compliance with any policies or procedures regarding Employee Computers and Portable Computing Devices issued by the School will result in appropriate disciplinary action and/or reimbursement of any and all costs to the School.
CELL PHONE POLICY
If you are required to perform business on a cell phone for CPA while driving, you must utilize the hands-free option on the cell phone or a headset/earpiece device. Sending, writing, or reading text based communications on your cell phone while driving a School vehicle or your own vehicle to conduct School business is prohibited. Text based communications include, but are not limited to, text messages, instant messages, and email.
If you are assigned a School cell phone to conduct School business, please notify your supervisor if the cell phone is misplaced, stolen, or damaged. Personal calls, received or placed, are not allowed on School cell phones.
Telephone Calls and Texting
While at work and during staff meetings, the employee’s undivided attention is expected. Cell phones, texting, and pagers are not allowed so that the activities or discussion are not disturbed. Employees should wait to make personal phone calls during breaks.
NO SOLICITATION/DISTRIBUTION POLICY
In order to minimize non-work-related activities that could interfere with providing quality education, teamwork, and safety, CPA has established the following policy concerning solicitation and the distribution of written materials other than those directly related to the School’s business.
Non-employees may not solicit or distribute written materials of any kind at any time on premises that are owned, leased, operated, managed, or controlled by CPA.
Employees may not solicit other employees during the workday when either the person doing the solicitation or the person being solicited is engaged in or required to be performing work tasks.
Employees may not distribute written materials of any kind during the workday when either the distributing employee or the employee receiving the materials is engaged in or required to be performing work tasks.
Additionally, distribution of written materials of any kind by CPA employees is prohibited at all times in all working areas on School premises.
Employees may solicit other employees when both parties are on non-work time. Employees may distribute written materials in non-work areas during non-work time.
The sole exceptions to this policy are charitable and community activities supported and approved by CPA.
School bulletin boards are the only areas where any merchandise or notices may be placed. Such items must meet the guidelines established by the School. CPA must approve any postings prior to posting.
CPA reserves the right to discontinue any solicitation or distribution if the activities become disruptive to employees or the efficient operation of the School’s business.
Employees are required to leave School premises and other work areas at the completion of their workday. Employees are not permitted to enter or remain on School premises or work areas unless the employee is on duty, scheduled for work, coming to or departing from scheduled work, or otherwise has specific authorization from their supervisor.
Definitions
School “premises”: property owned, leased, operated, managed, or controlled by the School, including buildings, parking lots, and play areas that the School has the right to use exclusively or in common with others, vehicles owned or operated by the School.
Work time: any time when employees are engaged in or required to be performing work tasks. Work time does not include break periods, meal times, or other periods during the workday when employees are properly not engaged in performing their work tasks.
Work areas: all areas controlled by the School where employees are performing work, except cafeterias, employee break areas, and parking lots (non-work areas).
**Employee Responsibility**
If you have a need to solicit and/or distribute materials on School premises, it must be in compliance with this policy. If you have questions, talk with Human Resources. If solicitation or distribution is conducted within the parameters of this policy, the manner of activities must not harass or intimidate other employees. If you are subjected to such behavior at any time, report the activity to your supervisor. If solicitation or distribution occurs while you are working, report the activity to your supervisor.
**ANTI-NEPOTISM POLICY**
**Policy Statement**
It is the policy of CPA to avoid Nepotism, which means to avoid creating or maintaining circumstances in which the appearance or possibility of favoritism, conflicts of interest, or management disruptions exist due to a relationship between a CPA decision-maker and his or her Family Member. This policy is to ensure effective supervision, internal discipline, security, safety, and positive morale in the workplace and to avoid the potential for problems of actual or perceived favoritism, conflicts in loyalty, discrimination, and appearances of impropriety or conflict of interest. This policy applies to all CPA board members, employees, individual consultants hired or retained by CPA, and School Services Providers hired or retained by CPA.
Relationships between CPA board members, employees, consultants, or School Services Providers are permissible under the following circumstances:
(a) Family Members of CPA board members, employees, individual consultants, or School Services Providers shall not be hired for or retained in an employment position if one Family Member would have the authority or be in a position to directly supervise, hire, or discharge the other.
(b) Any time a board member, employee, individual consultant, or School Services Provider is a Family Member of another, the relationship shall not result in an adverse impact on work productivity or performance. The determination of whether there is an adverse impact shall be in the discretion of the supervisor(s) of the employee(s), consultant(s), or School Services Provider(s), or in the case of a board member, in the discretion of the CPA’s board of directors.
(c) Any time a board member, employee, individual consultant, or School Services Provider is a Family Member of another, the relationship shall not create an actual conflict of interest under the law, and shall not create a detrimental perceived conflict of interest. The determination of whether there is a detrimental perceived conflict of interest shall be in the discretion of the supervisor(s) of the employee(s), consultant(s) or School Services Provider(s), or in the case of a board member, in the discretion of the CPA’s board of directors.
Definitions
“Family Members” include an employee’s parent, child (natural, adopted, or legal guardianship), spouse, domestic partner, brother, sister, grandparent, grandchild, step-relationships within the preceding categories, brother-in-law, sister-in-law, son-in-law, daughter-in-law and father-in-law.
“Nepotism” describes a work-related situation in which there is the potential for favoritism toward a Family Member (such as giving a job, promotion, biased performance reviews, or more favorable working conditions) on the basis of the familial relationship.
“School Services Provider” shall mean any provider of school services to CPA, and in the case of an organization shall mean be the responsible individual at such organization that provides school services to CPA.
Procedures
When a Family Member of a current CPA board member, employee, individual consultant, or School Services Provider applies to become a board member or employee, or requests to be a consultant or School Services Provider, the Family Member’s application/request must be denied if a conflict under this policy exists (*e.g.*, if one Family Member would have the authority or be in a position to directly supervise, hire, or discharge the other). Special circumstances may be reviewed by the Board in the event that CPA’s best interests would be served otherwise.
When a Family Member of a current CPA board member, employee, individual consultant, or School Services Provider applies for a transfer to a new employment position within CPA, the Family Member’s application must be evaluated to determine whether a conflict under this policy exists. If a conflict exists, the application for transfer must either be denied or one of the Family Members must seek a position transfer to avoid the conflict, if any such opportunity exists. In the event that no such opportunity exists, the application for transfer must be denied.
In implementing this policy, it is permissible to ask an applicant, potential consultant, or School Services Provider to state whether he or she has a Family Member who is presently employed by or on the board of CPA, but such information may not be used as a basis for an employment decision except as stated herein.
When a relationship that creates a conflict with this policy occurs during employment, CPA will attempt to arrange a transfer or change in position/duties to eliminate the conflict. If a suitable transfer/change in position/duties is not available, one of the employees may be separated from service. Every attempt will be made to effect transfer or separation on the basis of agreement between the employees involved and CPA. If a mutual agreement is unattainable, the Board will determine, in CPA’s best interest, which employee is to be transferred or separated.
Responsibilities
The Principal or designee shall coordinate with the current employee’s direct supervisor to develop appropriate plans to ensure that a Family Member’s employment does not conflict with this policy. If the situation cannot be resolved by a transfer, then the Principal or designee will deny the application for employment. Special circumstances may be reviewed by the Board in the event that CPA’s best interests would be served by the employment of a Family Member.
The Principal or designee shall investigate reports of Nepotism and take appropriate action. Employees are required to disclose changes in their personal situations to the Principal or designee which may be covered by this policy. Supervisors may inquire about the family relationship between employees to determine the appropriateness of the working relationship under this policy. The Board shall make the final determination concerning potential conflicts with this policy involving the Principal.
BUILDING SECURITY/SCHOOL KEYS
All employees who are issued keys to any building or office are responsible for their safekeeping. You will be assigned all appropriate building keys needed to conduct your daily job responsibilities. You are responsible for all keys. Duplication of any School key is not allowed and strictly prohibited. It is against School policy to loan or distribute your assigned keys to another employee or non-employee of the School. If your school keys are lost, misplaced, destroyed, or stolen, you must report it immediately to the Principal.
The last employee, or a designated employee, who leaves the office and/or the school site at the end of the business day assumes the responsibility to ensure that all doors are securely locked, the alarm system is armed, thermostats are set on appropriate evening and/or weekend setting, and all appliances and lights are turned off with exception of the lights normally left on for security purposes. Employees are not allowed on school property before or after hours without prior authorization.
INTERNAL INVESTIGATIONS & SEARCHES
From time to time CPA may conduct internal investigations pertaining to security, auditing, or work-related matters. Employees are required to cooperate fully with and assist in these investigations if required to do so.
In CPA’s discretion, employees’ work areas (i.e. desks, file cabinets, lockers, etc.) may be subject to a search without notice. Employees are required to cooperate. Because even a routine search for CPA property might result in the discovery of an employee’s personal possessions, all employees are encouraged to refrain from bringing into the workplace any item of personal property that they do not wish to reveal to CPA. CPA will generally try to obtain an employee’s consent before conducting a search of work areas, but it may not always be able to do so. Employees have no expectation of privacy in their work areas.
VIOLENCE IN THE WORKPLACE
CPA has adopted a policy prohibiting workplace violence. Consistent with this policy, acts or threats of physical violence, including intimidation, harassment, bullying, and/or coercion, which involve or affect CPA or which occur on CPA property will not be tolerated. Examples of workplace violence include, but are not limited to, the following:
- All threats or acts of violence occurring on CPA premises, regardless of the relationship between CPA and the parties involved
- All threats or acts of violence occurring off CPA premises involving someone who is acting in the capacity of a representative of CPA
Specific examples of conduct, which may be considered threats or acts of violence, include, but are not limited to, the following:
- Hitting or shoving an individual
- Threatening an individual or his/her family, friends, associates, or property with harm
- Intentional destruction or threatening to destroy CPA property
- Making harassing or threatening phone calls
- Harassing surveillance or stalking (following or watching someone)
- Unauthorized possession or inappropriate use of firearms or weapons
CPA’s prohibition against threats and acts of violence applies to all persons involved in CPA’s operation, including but not limited to all personnel, contract, unpaid interns, volunteers and temporary workers, and anyone else, including parents on CPA property. Violations of this policy by any individual on CPA property will lead to disciplinary action, up to and including termination and/or legal action as appropriate. All employees are encouraged to report incidents of threats or acts of physical violence of which they are aware to their supervisors or to their Principal.
If an employee becomes aware of an imminent act of violence, a threat of imminent violence, or actual violence, emergency assistance must be sought immediately. In such situations, the employee should contact the law enforcement authorities by dialing 911. Immediately after contacting the law enforcement authorities, the employee must report the
There will be no retaliation against any employee who brings a complaint in good faith under the Violence in the Workplace Policy or who honestly assists in investigating such a complaint, even if the investigation produces insufficient evidence that there has been a violation, or if the charges cannot be proven. However, disciplinary action may be taken against employees who, in bad faith, make false or frivolous accusations.
SECTION 11 – STANDARDS OF CONDUCT
PERSONAL STANDARDS
School Dress Code
It is the goal of the school to foster a professional work environment for all staff, as part of our commitment to providing excellent customer service to our families, our communities, our professional associates, and respect for one another.
General rules: Clothing should be clean, free of wrinkles, rips or tears, and appropriate for the workplace. Nothing too tight or revealing (i.e. nothing too low cut in the front or back, or sheer), no bare midriffs, no spaghetti straps, and no undergarments showing. No shorts or yoga pants. No offensive language or images. Hair should be clean and neatly groomed. Please cover tattoos whenever possible.
Casual Business Attire
Tops:
Polo style or button-down shirts or blouse
Pullovers or sweaters
*No tank tops
Bottoms:
Skirt (no more than 3” above the knee)
Dress slacks or Khakis
Capri pants
Denim jeans
Dresses:
No more than 3" above the knee
Hats:
School hats
Shoes:
Comfortable and professional: This may include dress shoes, boots, heels, sandals, or flats
*If you are in a position where you are moving items or furniture, please wear closed-toe shoes.
TEACHER-STUDENT INTERACTIONS
Boundaries Defined
For the purposes of this policy the term “boundaries” is defined as acceptable professional behavior by staff members while interacting with a student. Trespassing beyond the boundaries of a student-teacher relationship is deemed an abuse of power and a betrayal of public trust.
Acceptable and Unacceptable Behavior
Some activities may seem innocent from a staff member’s perspective, but some of these activities can be perceived as flirtation or sexual insinuation from a student or parental point of view. The purpose of the following lists of unacceptable and acceptable behaviors is not to restrain innocent,
positive relationships between staff and students, but to prevent relationships that could lead to, or may be perceived as, inappropriate or sexual misconduct.
Staff members must understand their own responsibilities for ensuring they do not cross the boundaries as written in this policy. Disagreeing with the wording or intent of the established boundaries will be considered irrelevant for any required disciplinary purposes. Thus, it is critical that all employees study this policy thoroughly and apply its spirit and intent in their daily activities.
**Unacceptable Behaviors**
These lists, and any subsequent lists, are not meant to be all-inclusive, but rather illustrative of the types of behavior addressed by this policy.
- Giving gifts to an individual student that are of a personal and intimate nature
- Kissing of ANY kind
- Any type of unnecessary physical contact with a student in a private situation
- Intentionally being alone with a student away from school
- Making, or participating in, sexually inappropriate comments
- Sexual jokes, or jokes/comments with sexual overtones or double-entendres
- Seeking emotional involvement (which can include intimate attachment) with a student beyond the normative care and concern required of an educator
- Listening to or telling stories that are sexually oriented
- Discussing inappropriate personal troubles or intimate issues with a student in an attempt to gain their support and understanding
- Becoming involved with a student so that a reasonable person may suspect inappropriate behavior
- Giving students a ride to/from school or school activities without parental permission
- Being alone in a room with a student at school with the door closed
- Allowing students in your home without signed parental permission for a pre-planned and pre-communicated educational activity which must include another educator, parent, or other responsible adult
- Remarks about the physical attributes or physiological development of anyone
- Excessive attention toward a particular student
- Sending emails, text messages, Facebook responses, or letters to students if the content is not about school activities
Acceptable and Recommended Behaviors
- Obtaining parent’s written consent for any school activity (exclusive of tutorials)
- Obtaining formal approval (site and parental) to take students off school property for activities such as field trips or competitions
- Emails, text-messages, phone conversations, and other communications to and with students, if permitted, must be professional and pertain to school activities or classes (communication should be initiated via school-based technology and equipment)
- Keeping the door open when alone with a student
- Keeping reasonable and appropriate space between you and the student
- Stopping and correcting students if they cross your own personal boundaries
- Keeping parents informed when a significant issue develops about a student
- Keeping after-class discussions with a student professional and brief
- Immediately asking for advice from senior-staff or administration if you find yourself in a difficult situation related to boundaries
- Involving your supervisor in discussion about boundaries that have the potential to become more severe (including but not limited to: grooming or other red flag behaviors observed in colleagues, written material that is disturbing, or a student’s fixation on an adult)
- Making detailed notes about an incident that in your best judgment could evolve into a more serious situation later
- Recognizing the responsibility to stop unacceptable behavior of students and/or co-workers
- Asking another staff member to be present, or within close supervisory distance, when you must be alone with a student after regular school hours
- Prioritizing professional behavior during all moments of student contact
- Asking yourself if any of your actions, which are contrary to these provisions, are worth sacrificing your job and career
Reporting
When any staff member becomes aware of another staff member, volunteer, guest or vendor having crossed the boundaries specified in this policy, or has a reasonable suspicion of misconduct, he or she must report the suspicion to their immediate supervisor or the Principal promptly. Reasonable suspicion means it is based on facts which would lead a reasonable person to believe the conduct occurred. Prompt reporting is essential to protect students, the suspected staff member, any witnesses, and the School as a whole. Employees must also report to the administration any awareness of, or concern about, student behavior that crosses boundaries, or any situation in which a student appears to be at risk for sexual abuse.
Investigating
The School will promptly investigate and document the investigation of any allegation of sexual misconduct or inappropriate behavior, using such support staff or outside assistance, as it deems necessary and appropriate under the circumstances. Throughout this fact-finding process, the investigating administrator, and all other privy to the investigation, shall protect the privacy interests of any affected student(s) and/or staff member(s) including any potential witnesses, as much as possible.
Consequences
Staff members who have violated this policy will be subject to appropriate disciplinary action, and where appropriate, will be reported to authorities for potential legal action.
CUSTOMER & PUBLIC RELATIONS
The School’s image in front of students, parents (i.e. our “customers”) and the general public is critical to our success. All employees are expected to be prompt, polite, courteous and attentive to our customers and the public. It is possible an employee may come into contact with a dissatisfied or hostile individual based on the nature of the employee’s work. If this happens, you should immediately notify your supervisor or the Principal. We will absolutely not tolerate conduct toward our customers or the general public that might be interpreted as unlawful discrimination or harassment. If you witness conduct in violation of this policy, you should immediately bring it to the attention of your supervisor or the Principal.
PROHIBITED CONDUCT
The following is a list of conduct that is prohibited and will not be tolerated by the School. It is not an all-inclusive list, but rather a list designed to give examples of the types of conduct prohibited by the School.
- Falsification of employment records, employment information, or other School records
- Recording the work time of another employee or allowing any other employee to record your work time, or allowing falsification of any time card, either your own or another’s
- Theft, deliberate or careless damage, or loss of any School property or the property of any employee or customer
- Provoking a fight or fighting during working hours or on School property
- Participating in horseplay or practical jokes on School time or on School premises where such conduct might be a safety risk or might be interpreted as offensive
- Carrying firearms or any other dangerous weapons on School premises at any time or while acting on behalf of the School
- Violation of the Substance and Alcohol policy
• Insubordination, including but not limited to, failure or refusal to obey the orders or instructions of a supervisor or member of administration, or the use of abusive or threatening or abusive language toward a supervisor or member of administration
• Unreported absence on scheduled workdays unless otherwise excused
• Excessive tardiness or absenteeism unless otherwise excused
• Unauthorized use of School equipment, time, materials, facilities, or the School name
• Sleeping or malingering on the job
• Failure to observe working schedules, including the required rest and meal periods
• Soliciting other employees for membership, funds, or other similar activity in connection with any outside organization during your working time or the working time of the employee(s) solicited
• Distributing unauthorized literature or any written or printed material during working time or in work areas (“Working time” does not include your meal and break periods.)
• Failure to timely notify your supervisor when you are unable to report to work
• Failure of an employee to obtain permission to leave work for any reason during normal working hours
• Abuse of sick leave
• Violation of the Communications Policy
• Failure to provide a physician’s certificate when requested or required to do so
• Violating the School’s Personal Standards or dress code
• Breaching confidentiality
• Making derogatory racial, ethnic, religious, or sexual remarks or gestures; any violation of the Harassment and/or Equal Employment Opportunity policy; or using profane or abusive language at any time on School premises or during working hours
• Violation of any safety, health, security, or School rule
• Negligence or other conduct leading to the endangerment of harm of a child or children
• Working overtime without authorization or refusing to work assigned overtime
• Unsatisfactory job performance
• Willfully or maliciously making false statements regarding any co-worker or submitting a complaint known to be false.
CONFIDENTIAL INFORMATION
It is important to the School to protect and preserve its trade secrets and confidential information. Confidential information includes, but is not limited to, student information, all student lists, techniques and concepts, marketing plans, design specifications, design plans, strategies, forecasts, bid plans, bid strategies, bid information, contract prices, new products, software, computer programs, writings, and all know-how and show-how whether or not protected by patent, copyright, or trade secret law.
The School prohibits audio or video recordings in the workplace, during working hours, without authorization of the School due to privacy and confidentiality concerns and protections.
The School devotes significant time, energy, and expense to develop and acquire its trade secrets and confidential information. As an employee of the School you will, during the course of your employment, have access to and become familiar with various trade secrets and confidential information that are owned by the School. An employee shall not, directly or indirectly, disclose or use any of the foregoing information other than for the sole benefit of the School, either during the term of your employment or at any other time thereafter. This information shall not be disclosed except through normal channels and with authorization. Any and all trade secrets or confidential information shall be returned to the School during extended leaves of absence or upon termination.
During your employment with the School, you will not be permitted nor required to breach any obligation to keep in confidence proprietary information, knowledge, or data acquired during your former employment. You must not disclose to the School any confidential or proprietary information or material belonging to former employers or others.
Violations of this policy may result in disciplinary action, up to and including termination.
CONFLICTS OF INTEREST
All employees must avoid situations that result in actual or even potential conflicts of interest. Personal, social, and economic relationships with competitors, suppliers, customers, parents, or co-employees that may impair an employee’s ability to exercise good judgment on behalf of the School or which give the appearance of such impairment create an actual or potential conflict of interest. For example, romantic or personal relationships between a supervisor and subordinate employee can lead to supervisory problems, claims of harassment, and morale problems.
Any employee involved in such situations or relationships must immediately and fully disclose the nature of the situation or relationship to the Principal so a determination can be made as to whether an actual or potential conflict exists, and if so, how to correct the situation.
CPA expects employees to devote their best efforts to the interests of our school. CPA recognizes your right to engage in activities outside of your employment, which are of a private nature and unrelated to our business. However, outside activities (second jobs, side businesses, clubs, etc.) must not interfere with your ability to fully perform your job duties at CPA or create a conflict of interest with your statutory duty of loyalty to the School. The School prohibits employees from working with another School or external organization that competes with CPA whether as a regular employee or as a consultant.
If you have any questions whether an action or proposed course of conduct would create a conflict of interest, you should immediately contact the Principal to obtain advice on this issue. A violation of this policy will result in immediate and appropriate discipline, up to and including, immediate termination.
This policy is in addition to CPA’s Revised Nonprofit Conflict of Interest Policy and Conflict of Interest Code.
**Outside Employment**
If you are a full time employee we expect that you devote your full professional effort to your position at CPA. If you wish to participate in outside work activities you are required to obtain written approval from the Principal prior to starting those activities. Approval will be granted unless the activity conflicts with CPA’s interests. In general, outside work activities are not allowed when they:
- Prevent you from performing work for which you are employed at CPA.
- Involve organizations that are doing or seek to do business with CPA including actual or potential vendors.
- Violate provisions of law or CPA policies or rules.
- When the employee is on a medical leave (FMLA/CFRA/PDL or any other medical leave).
Your obligations to CPA must be given priority. Full time employees are hired and continue employment with the understanding that CPA is their primary employer and that other employment, commercial involvement or volunteer activity that is in conflict with the business interests of the school is strictly prohibited.
**POLICY REGARDING INCONSISTENT, INCOMPATIBLE OR CONFLICTING EMPLOYMENT, ACTIVITY OR ENTERPRISE BY SCHOOL PERSONNEL**
**Policy Statement**
It is the policy of CPA that its officers and employees may not engage in any outside activity, employment, or enterprise for compensation which is inconsistent, incompatible with, or in conflict with, his or her duties as an officer or employee of CPA. During working hours or on school premises, officers or employees shall not engage in political or religious activities, or recruit or solicit students or members of the public for political or religious activities.
An officer’s or employee’s outside activity, employment, or enterprise for compensation shall be determined to be inconsistent, incompatible with, or in conflict with, his or her duties as an officer of employee of CPA if any of the following apply:
1. It involves the use of CPA time, facilities, equipment, supplies, or the officer’s or employee’s position or influence with CPA, for private gain or advantage.
2. It involves receipt or acceptance by the officer of employee of any money or other consideration for the performance of an act that would otherwise be required within the scope of the officer or employee’s duties with CPA.
3. It involves the performance of an act as part of the outside activity that involves services performed for CPA.
4. It affects the officer’s or employee’s work hours, interferes or conflicts with the officer’s or employee’s job duties, raise any ethical or conflict of interest concerns, or create any conditions that impact the officer’s or employee’s job performance.
Officers and employees may not use CPA’s name, logo, supplies, equipment or other property in connection with any outside activities.
**Procedure**
In the event that an officer or employee believes that an outside activity for compensation may be inconsistent, incompatible with, or in conflict with, his or her duties as an officer or employee of CPA, the officer or employee shall obtain a written determination of the Principal or his or her designee that the outside activity is not in violation of this policy before engaging in such activity.
**EXPENSE REIMBURSEMENT POLICY**
CPA will reimburse employees for certain reasonably necessary business expenses incurred in the furtherance of CPA business. In order to be eligible for reimbursement, employees must follow the protocol set forth in the school’s relevant fiscal and accounting policies and procedures. In general, the immediate supervisor must have previously approved all expenses, prior to the employee spending money. All receipts pertaining to the reimbursement must be original and detailed, and should be submitted to the appropriate supervisor for review and approval, prior to submission for final approval and payment.
**POLICY CONFIRMING RESTRICTION ON THE PROVISION OF FUNDS OR OTHER THINGS OF VALUE TO STUDENTS, PARENTS OR GUARDIANS**
**Policy Statement**
It is the policy of CPA that CPA shall not provide any funds or thing of value to any student or his or her parent or guardian that a school district could not legally provide to a similarly situated student, or his or her parent or guardian. CPA does not and shall not provide, for example, “sign up bonuses” to parents or guardians or other incentives unrelated to education.
Additionally, a student, parent or guardian shall not use his or her status as a student, parent or guardian with CPA in order to obtain funds or thing of value from CPA. For example, this policy prohibits an individual from utilizing his or her status as a parent or guardian to obtain a vendor contract with CPA for compensation. It also prohibits an individual from utilizing his or her status as a parent or guardian to refer or encourage any students enrolled in CPA, or their parents or guardians, to select that individual or his or her company or another provider of services, in connection with the student’s education at CPA, resulting in the individual’s receipt of funds or thing of value from CPA.
**Procedures**
The prior approval of the Principal or his or her designee must be obtained for any of the following in order to ensure that it does not conflict with this policy:
1. Any funds or thing of value provided to a student, parent or guardian which has not previously been approved. This applies in any situation in which a student, parent or guardian would any funds or thing of value, whether in their capacity as a student, parent, guardian, vendor, service provider or other circumstance.
2. Any proposed incentive to be offered to students or parents.
In requesting approval, the educational purpose of any such funds, thing of value or incentive must be provided to the Principal or his or her designee.
SECTION 12 – SAFETY
SUBSTANCE AND ALCOHOL POLICY
It is the intent of CPA to promote a safe, healthy and productive work environment for all employees. The School recognizes that the illegal and/or excessive use of drugs and/or alcohol is not conducive to safe working conditions, employees’ health, efficient operations, or School success.
For purposes of this policy, “illegal drugs” includes, but is not limited to, substances that are prohibited by law (such as cocaine, heroin, etc.), controlled substances, marijuana (including medicinal marijuana and marijuana vaping or other recreational marijuana use), and prescription drugs (if they are not prescribed for the person using them and/or not being used as prescribed). “Drug paraphernalia” means any accessory for the use, possession, manufacture, distribution, dispensation, purchase, or sale of illegal drugs. “Under the influence” means that the employee is affected by alcohol, prescription medication that impairs cognitive or physical functions, and/or illegal drugs in any detectable manner.
The School complies with all Federal and State regulations regarding drug use while on the job. This policy prohibits the following:
- Use, possession, purchase, or offer for sale of illegal drugs, drug paraphernalia, or alcohol during working hours, including meal and break periods, or in the presence of pupils;
- Use, possession, purchase, or offer for sale of illegal drugs, drug paraphernalia, or alcohol on School property at any time;
- Use, possession, purchase, or offer for sale of illegal drugs, drug paraphernalia, or alcohol while attending a School function or event;
- Storing alcohol (if unauthorized), illegal drugs, or drug paraphernalia in a locker, desk, automobile, or other repository on the School’s premises;
- Refusing to submit to an inspection or testing when requested by administration;
- Being under the influence of illegal drugs, prescription medication that impairs cognitive or physical functions and/or alcohol during working hours, while on the School’s premises and/or attending a School function or event.
Employees taking physician-prescribed medications, which impair the employee’s job performance, (including medical prescribed marijuana) should not report to work. In addition, if you are required to take any kind of prescription or nonprescription medication that will affect your ability to perform your job, you are required to report this to Human Resources. Human Resources will determine if it is necessary to temporarily place you on another assignment or take other action as appropriate to protect your safety and the safety of other employees and students. Employees taking physician-prescribed medication which will not impair their job performance may be required to present a statement from the prescribing physician to the employee’s supervisor indicating the duration of the prescription and stating that the use of the prescription will not impair the employee’s ability to perform his or her specific job duties. This policy does not require or
request the prescribing physician or the employee to identify any prescription drug or the medical condition for which it is prescribed. No employee shall use or have in his or her possession on the School premises any prescription medication other than medications currently prescribed by a physician for the employee.
This policy will not be construed to prohibit the use of alcohol at social or business functions. However, employees must remember their obligation to conduct themselves appropriately at all times while at School-sponsored functions or while representing the School.
The School may at times conduct unannounced searches of School property for alcohol, illegal drugs, drug paraphernalia, and/or unauthorized controlled substances or to ensure compliance with any other School-related policy. As a result, employees do not have an expectation of privacy in this regard.
Violation of this Substance and Alcohol Policy may result in disciplinary action, up to and including termination, at the School’s sole discretion.
Employees should be aware that participation in a rehabilitation program will not necessarily prevent the imposition of disciplinary action, including termination, for violation of this policy. Employees who undergo voluntary counseling or treatment and who continue to work, if any, must meet all established standards of conduct and job performance.
Compliance with this Substance and Alcohol Policy is a condition of employment at the School. Failure or refusal of an employee to cooperate fully, sign any required document, submit to any inspection, or follow any prescribed course of substance abuse treatment will result in discipline, up to and including termination.
Because the use, sale, purchase, possession, or furnishing of an illegally obtained substance is a violation of the law, the School may report such illegal drug activities to an appropriate law enforcement agency.
The School may require a test by intoxicator, blood test, urinalysis, medical examination of those persons whom the School reasonably suspects of using, possessing, or being under the influence of a drug or alcohol or is acting in such manner that they may harm themselves or another employee.
Any refusal to submit to such testing will be considered a positive screen. An employee’s consent to submit to such a test is required as a condition of employment, and an employee’s refusal to consent may result in disciplinary action, including termination for a first refusal or any subsequent refusal. The School shall determine the manner in which such testing is conducted with the goal being to ensure that the test results are accurate.
Such a test may be required of employees involved in any work-related accident or unsafe practice where the safety of the employee of other employees was jeopardized. Periodic retesting may also be required following positive test results or after any violation of this policy or rehabilitation.
SMOKING
All School buildings and facilities are non-smoking facilities. This includes nicotine and non-nicotine cigarettes including (herbal cigarettes) as well as e-cigarettes, vaping and/or pipes (both
tobacco and marijuana products). Smoking is prohibited within 20 feet of a school building and within 25 feet of a school playground or event location.
SECURITY
All employees are responsible for helping to maintain a secure workplace. Be aware of persons loitering for no apparent reason. All staff is expected to question any unknown person seen in the workplace who does not have a visitor’s pass. If you are leaving late at night or are in any other situation that presents security concerns or where you do not feel comfortable, please seek the assistance of your Principal, other employees or call 911. Report any suspicious persons or activities to your Principal. Never attempt to force an individual to leave the workplace if s/he is uncooperative. Immediately contact your supervisor or school administrators for assistance or call 911. Secure your desk or work area at the end of the day or when called away from your work area for an extended length of time, and do not leave valuable and/or personal articles that may be accessible in or around your work area. Employees shall not use their cell phone or similar device to engage in any form of audio or video recording on school property without the prior written approval of the Principal and the written consent of the individual being recorded. Please report any problems with our security systems to your Principal.
VIDEO SURVEILLANCE FOR DANIELSON STREET OFFICE
Cabrillo Point Academy (“Charter School”) is committed to maintaining a safe and healthy learning environment for all members of the school community. In furtherance of this goal, Charter School has installed security cameras in the hallways, entry ways, inventory rooms, and other locations throughout the administrative office at 13915 Danielson Street, Suites 101 and 200, Poway, California 92064 (“Office”) for the safety of visitors and to secure Charter School property.
These systems have visual recording capabilities and the recordings may be retained in Charter School’s sole discretion. There are no cameras in restrooms and other similar sensitive locations (“Sensitive Locations”).
While in or around the Office, Charter School employees are subject to video surveillance and recording and do not have an expectation of privacy other than while in Sensitive Locations. Employee conversations are not considered confidential in relation to these recordings.
PARKED VEHICLES
Employees are responsible for their own parked vehicles and the personal possessions within while parked on CPA property. Be cautious: keep school property and/or personal possessions out of sight and lock your car. Insuring your vehicle and personal property against loss and damage is recommended for your protection.
PERSONAL AUTOMOBILE
Employees who use their own automobiles for travel on authorized school business will be reimbursed for mileage at the rate established by the Internal Revenue Services and in accordance
with the School’s Reimbursement policies. Employee must have prior supervisory approval for the use of personal vehicles and must carry, at their own expense, the minimum insurance coverage for property damage and public liability.
**PERSONAL PROPERTY**
CPA cannot be responsible and will assume no liability for any loss or damage to employee personal property resulting from theft, fire, or any other cause on CPA’s premises, including the parking area, or away from school property while on school business. CPA employees are prohibited from using personal property for work-related purposes unless approved in advance by the Principal.
**SAFETY POLICY**
CPA is firmly committed to maintaining a safe and healthy working environment. All employees of the School are expected to be safety conscious on the job at all times. All unsafe conditions or hazards should be corrected immediately. Report all unsafe conditions or hazards to your supervisor or Principal immediately, even if you believe you have corrected the problem. If you suspect a concealed danger is present on School premises, or in a product, facility, piece of equipment, process, or business practice for which the School is responsible, bring it to the attention of your supervisor or Principal immediately. Supervisors should arrange for the correction of any unsafe condition or concealed danger immediately and immediately contact the Principal regarding the problem.
All workplace injuries and illnesses must be immediately reported to your supervisor and Human Resources.
CPA has in place a written Injury and Illness Prevention Program as required by law. It is located in the main office for review.
**ERGONOMICS**
CPA has invested in providing a work environment that is safe for all employees. To lessen the risk of ergonomic hazards, the School will make necessary adjustments to an individual’s workstation, educate employees on ergonomic safety, and modify processes when deemed necessary to ensure the well-being and safety of our employees. You should report any ergonomic concerns to your Principal.
**CHEMICAL EXPOSURE WARNING**
Employees should be aware that work areas might contain chemicals known to the State of California to cause cancer or to cause birth defects or other reproductive harm. If you have any questions or concerns about possible chemical exposure in your work area, contact your Principal.
SECTION 13 – TERMINATION
VOLUNTARY TERMINATION
CPA will consider an employee to have voluntarily terminated his or her employment if the employee does any of the following: (1) elects to resign from CPA; (2) fails to return from an approved leave of absence on the date specified without notifying the school for the need for continued leave including failure to communicate with the School; or (3) fails to report for work without notice to CPA for three consecutive work days. CPA requests that employees provide at least two weeks written notice of a voluntary termination. All CPA property must be returned immediately upon terminating employment. CPA retains the right to accept resignation immediately and pay the amount of straight time compensation an employee would have earned in lieu of further performance.
IN VOLUNTARY TERMINATION
An employee may be terminated involuntarily for, among other reasons, poor performance, misconduct or other violations of CPA’s Rules of Conduct as set forth herein. Notwithstanding the foregoing, or anything else contained in this handbook, CPA reserves the right to terminate any employee at any time, with or without advance notice and with or without cause.
EXIT INTERVIEWS
All employees who leave employment at CPA may be asked to take part in an exit interview with their supervisor to communicate their challenges and growth while employed at CPA. Information shared during an exit interview will be treated as confidential to the extent possible.
VERIFICATION AND REFERENCE POLICY
All requests for employment verification, references or personal information verification or disclosures must be directed to Human Resources. Only Human Resources is authorized to provide verifications or references, or disclose personal information, pertaining to current or former employees.
With respect to verification requests, CPA will disclose only the dates of employment and the title of the last position held. CPA will verify or disclose additional information about the employee only if the employee provides written authorization for CPA to provide the information. However, CPA will provide information about current or former employees as required by law or court order. CPA will not provide any letters of reference for current or former employees. Please refer all questions about this policy to Human Resources.
EMPLOYEE HANDBOOK ACKNOWLEDGEMENT
By my signature below, I acknowledge that I have received a copy of Cabrillo Point Academy’s (“CPA”) Employee Handbook, on the date indicated below and agree to my at-will employment as described below. I acknowledge that it is my responsibility to read and review the Employee Handbook carefully. I also acknowledge that it is my responsibility to ask for clarification if I do not understand any of the policies included in the Employee Handbook.
I understand that the Employee Handbook contains important information regarding CPA’s expectations, policies and guidelines and that I am expected to comply with these expectations, policies and guidelines at all times. I understand that the Employee Handbook does not provide a binding contract, but provides guidelines for personnel concerning some of CPA’s policies.
In particular, I have read and understand CPA’s Anti-Nepotism Policy, Policy Regarding Inconsistent, Incompatible or Conflicting Employment, Activity or Enterprise by School Personnel, Policy Confirming Restrictions on the Provision of Funds or Other Things of Value to Students, Parents or Guardians, and restrictions and procedures to avoid Conflicts of Interest.
Just as I am free to terminate the employment relationship with CPA at any time, CPA, in its sole discretion, also reserves the right to modify or terminate the employment relationship with me at any time for any or no reason and with or without notice. Further, there is no agreement, express or implied, written or verbal, between the employee and CPA for any specific period of employment, for continuing or long-term employment, or for guaranteed terms and conditions of employment. No one other than the Principal of CPA, with the approval of the Board of Directors, has the authority to alter your employment at-will status, to enter into an agreement for employment for a specified period of time, or to make any agreement contrary to this policy. Further, any such agreement must be in writing and must be signed by the Principal. This is the entire agreement between CPA and me regarding this subject. All prior or contemporaneous inconsistent agreements are superseded. If I have an individually negotiated written employment agreement with CPA, then the terms and conditions of that agreement will prevail to the extent it differs from the policies in this Handbook.
CPA reserves the right to modify, alter, add to or delete any of the policies, guidelines or benefits contained in this handbook at any time with or without notice.
Other than CPA Board of Directors, no other entity or person has the authority to modify this employee handbook.
Employee Name (print): _______________________________________
Employee Signature: ___________________________________________
Date: _______________________________________________________
CPA Parent/Student Handbook
2020/2021
# Table of Contents
| Section | Page |
|------------------------------------------------------------------------|------|
| Mission and Vision Statement | 4 |
| Description of the Program | 4 |
| Schoolwide Learner Outcomes (SLOs) | 4 |
| WASC Accreditation | 6 |
| Admissions, Registration and Intake | 6 |
| The Parent/Guardian’s Role | 7 |
| Student Behavioral Expectations | 8 |
| School Calendar | 9 |
| Curriculum Choices & Learning Paths | 10 |
| Graduation Requirements | 17 |
| Academic Expectations | 20 |
| I CAN Statements | 20 |
| Academic Integrity | 21 |
| Report Cards | 22 |
| Attendance | 23 |
| Withdrawing Your Student | 23 |
| Topic | Page |
|--------------------------------------------|------|
| Educational Materials and Restitution Policy | 24 |
| Special Education | 26 |
| Planning Amounts | 29 |
| CPA Tech Team | 32 |
| Non-Compliance Policy | 37 |
| Work Samples | 37 |
| Testing & Assessment | 38 |
| COVID-19 | 40 |
| Records Department | 41 |
| Student Mental and Physical Health | 43 |
| Harassment | 44 |
| Expulsion & Suspension | 45 |
| Due Process Statement | 49 |
| Family Educational Rights & Privacy Act (FERPA) | 49 |
| Signature Of Receipt & Acknowledgement | 53 |
Mission Statement
Cabrillo Point Academy provides a flexible personalized learning experience, empowering families to tailor a program designed around the specific needs of each student. In collaboration with highly qualified credentialed teachers, students engage in diverse and dynamic learning pathways and unparalleled enrichment opportunities to achieve personal and academic success.
Vision Statement
Cabrillo Point Academy develops the individual gifts of students to become critical thinkers, responsible citizens, and innovative leaders prepared for academic and real life success in the 21st century.
Description of the Program
CPA respects a family’s right to educate their children and strives to offer innovative, personalized learning options for all families. Our programs engage students with a truly personalized learning plan based on their own interests and specific learning needs while preparing them for success both now and in the future. Enrollment in our independent study program is tuition free.
Our programs provide students with many opportunities:
- Learn at home or on the go with options for flexible, standards based learning pathways using choices of curriculum, online platforms, and or bundled textbook programs
- Receive guidance, support, and assistance in person and virtually from your assigned credentialed Homeschool Teacher
- Optional field trips and community events
- Numerous and diverse vendor services and programs
Schoolwide Learner Outcomes (SLOs)
At CPA, we have goals for our students. They are known as our Schoolwide Learner Outcomes, and they represent what students at Cabrillo Point Academy Charter School engage in and strive to achieve when they work through our program. The SLOs are a part of our school culture, and they reflect our school vision, the College and Career Readiness standards, the education of the whole child, and the values of our homeschool community. Teachers, students, and parents partner together throughout the year to review and reflect on student progress of the SLOs. SLOs are also an important part of the WASC process as they demonstrate our school’s commitment to support student learning.
Cabrillo Point Academy’s Students are:
Navigators of the Digital World - Navigators of the digital world who are proficient in the use of technology, media, and online resources.
Self-Directed - Self-directed and motivated students who are able to set attainable goals to achieve academic success.
Personalized Learners - Personalized learners who are able to thrive in the style of education that best fits their individual needs.
Independent Critical Thinkers - Independent critical thinkers who have the ability to problem solve, take ownership, and apply their knowledge to a variety of problems.
Responsible Citizens - Responsible citizens who demonstrate integrity and respect while actively seeking knowledge of local and global issues.
Effective Communicators - Effective communicators who can thoughtfully articulate their thinking with confidence while collaborating with peers.
WASC Accreditation
The WASC process is designed to allow us to go through an in-depth self-study of our school, focusing specifically on organization, curriculum, instruction, assessment, and school culture. We take a close look at all grade levels, with a special focus on our high school students and their success. In addition, we identify and reflect on our progress towards our school-wide learning outcomes (SLOs). The WASC cycle includes targeting our areas of strength and areas of growth and the creation of an action plan to address those areas to increase student achievement.
When a school becomes accredited, it:
- Certifies to the public that the school is a trustworthy institution of learning.
- Validates the integrity of a school's program and student transcripts.
- Fosters improvement of the school's program and operations to support student learning.
- Assures a school community that the school's purposes are appropriate and being accomplished through a viable educational program.
- WASC accreditation is important because the military often requires applicants to be from accredited schools and many school districts and universities will only accept credits from WASC accredited schools.
- Allows high school students' courses, grades, and units to be accepted at more colleges and universities after graduation.
Admissions, Registration, & Intake
Required registration documentation includes: Proof of age, immunization record or waiver, and proof of residence.
The student must reside within a county our school serves and provide proof of residency prior to registration. If, while attending our school, a family moves they must submit a new proof of residence annually and within ten days of a mid-year change in residence to their Homeschool Teacher. If a family moves outside of the service area for the school, the student will need to dis-enroll. There are accommodations for Homeless/Foster Youth and students of active military families.
Proof of Residency (POR): This will be verification of a service to the home address listed on your application. The best document to upload is a current utility bill dated within the last 60 days. For example: a gas, water, electric or cable bill. If providing a utility bill, please make sure that your document has the "Service Address" specifically listed in addition to your name, the date, and the utility name. Just having the document addressed to you will not be enough, it must include the "Service Address" on the utility bill. You can also use your most current property tax bill, vote-by-mail ballot, mortgage statement, or lease agreement. Please make sure that the name, date and address are visible on the document you provide.
If you have one of the extenuating circumstances below, you would need to complete the corresponding forms:
- Living with a friend or relative: Verification of Residence
High school transcripts are necessary for determining proper class placement and for creating Individualized Graduation Plans (IGP). Transcripts should be submitted during the registration process and can be submitted by hand, faxed, or emailed.
All information on the application must be true and correct. If misrepresentations are made or incorrect information is provided, the application may be considered as not meeting the requirements of the school and may result in the revocation or halting of registration until accurate information is provided.
Registration in our school is contingent upon the student, parent, and teacher signing an Independent Study Master Agreement Form (Master Agreement) prior to the commencement of instruction and services. Parents and students will not have access to curriculum or Planning Amounts until the Master Agreement is signed and returned.
All students will be placed in their age-appropriate grade level, unless a previous school has officially approved a retention or promotion.
Our school is a full-time, general education, independent study program; not a supplemental program or a part-time program. A student may not be dual enrolled in any other private or public school.
**The Parent/Guardian’s Role**
- Regularly support your student in daily learning during the school day, following the educational plan you and your Homeschool Teacher agree to.
- Treat all Cabrillo Point Academy Homeschool Teachers and school staff with respect and professionalism.
- Work in collaboration with your Homeschool Teacher, ensuring your student participates fully in their homeschool learning journey.
- Make sure your student participates in online or other recommended intervention supports if needed and advised by your Homeschool Teacher.
- Complete and submit the monthly Student Learning Log (attendance log).
- Complete the STAR 360 online assessment 3 times per school year.
- Support student in attending state-mandated testing (SBAC, CAST, and Physical Fitness Test).
- Practice consistent communication to enhance collaboration through daily checks of email and phone.
- Attend scheduled Learning Period meetings, as well as any other necessary meetings (on the phone, via web conference, or in person), with Cabrillo Point Academy staff and student.
Student Behavioral Expectations
At CPA learning takes place in a variety of settings. These may include, but are not limited to:
- Online classroom sessions
- Public libraries, coffee shops, parks, community sites
- Vendor locations
- Cabrillo Point Academy sponsored field trips, workshops, and social events
At Cabrillo Point Academy, the primary focus is on student learning. Any behaviors that prevent all students from this focus will be reviewed and discussed with all parties involved. As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other in an environment that does not distract from the mutual commitment to academic inquiry and reflection. To that end, the following student behavioral expectations have been established.
1. When participating in group dialogue, no one monopolizes discussions to the exclusion of others, either in terms of time or opinions expressed.
2. Conflicting opinions among members of a group are respected and responded to in a polite and respectful manner.
3. No side conversations or other distracting behaviors are engaged in during group discussions or presentations.
4. No offensive comments, language, or gestures are part of the learning environment.
5. Impersonating another person in an online platform is prohibited.
6. Use only your own username and password for any online platforms, and do not share these with anyone.
7. Do not post personal information in online environments (Phone Number, YouTube, Facebook, Physical Address, Email Address, Passwords, etc.)
An infraction of these expectations that is deemed to be disruptive of the learning environment, is cause for removal of a student from an activity and may result in disciplinary action.
Consequences
Staff shall enforce disciplinary rules and procedures fairly and consistently. Discipline includes, but is not limited to, advising and counseling students, conferring with parents/guardians, and the use of alternative educational environments, suspension and expulsion. Suspended or expelled students shall be excluded from all school and school-related activities unless otherwise agreed during the period of suspension or expulsion.
Curriculum Choices & Learning Paths
Cabrillo Point Academy’s academic program is designed to be extremely flexible and customizable. Working together, credentialed teachers and parents design a learning plan that can incorporate:
- A variety of evidence based curriculum options and platforms
- Academic support including interventions
- A child’s optimal learning modalities
- Seemingly limitless enrichment resources, materials, and experiences
- School sponsored learning enrichment, field trips, and student activities
- A blend of virtual and in-person support
If you are looking for an engaging, easy-to-follow learning platform, explore the options below managed by our Curriculum Department. Other curriculum options such as Timberdoodle, Bookshark, Moving Beyond the Page, BYU Independent Study, UC Scout, and many more can be ordered through the Enrichment Ordering System.
Cabrillo Point Academy Charter Schools’ curricula include learning paths and platforms designed to address the needs of all students including:
- English Language Learners
- Active Military
- Students in Special Education
- Students with 504 Plans
- Socioeconomically Disadvantaged Youth
- Homeless/Foster Youth
- Gifted & Talented
Objectionable Materials
If your family finds certain lessons or materials in a particular unit of study to be objectionable for various personal reasons, please contact your Homeschool Teacher and she/he will work with you to identify alternative lessons to meet the lesson objectives.
Curriculum: Transitional Kindergarten - 8th Grade
Transitional Kindergarten through 8th grade students enrolled in CPA have many options including various online curriculum with built-in pacing, bundled textbook programs, or unlimited choices of homeschool curriculum for a personalized learning path. A discussion with your credentialed Homeschool Teacher will help pinpoint how to gain the most from your curriculum.
Transitional Kindergarten: EMBARK (K12)
- Newly updated delivery platform, same great content
- Designed to help preschoolers from ages 4-5 prepare for Kindergarten
• Online and offline lesson delivery
• Thematic units include Math, ELA, Science, Social Studies, Art, and Music
• Engaging, research-based curriculum with kits of learning materials
**Kindergarten through 5th grade: K12**
• (Middle School courses now available through FuelEd - see below)
• Language Arts, Math, Science and History bundle
• Online and offline lesson delivery with course material kits for core subjects
• Combines multimedia with comprehensive hands-on activities
**Kindergarten through 5th grade: Calvert Learning by Edmentum**
• **Instructional Services** (grading & feedback) may be added. Curriculum built with over 100 years of homeschool education experience
• All lessons are Project-Based and follow the PLUS model: Project, Learn, Use, Show
• Teacher Tips available for each lesson for both parent and teacher accounts
• Teacher will have some grading and feedback to provide students
• *Some History courses may not fully align to CA History Standards
• [Intro Video](#), [Material List](#), and [Course Catalog](#) (4 core, plus PE &Health (K-1) or Art (2-5))
**Transitional Kindergarten through 8th grade: Lincoln Empowered**
• **Instructional Services** may be added to the above courses for Teacher Facilitator Updated thematic units incorporated into Math, Science, Reading, Writing, and Social Studies
• Combines multimedia with comprehensive hands-on kits with learning materials and activities
• Online and offline lesson delivery with live videos from teachers (recorded live)
• [General Information](#) and [Elementary Information](#)
**Kindergarten through 8th grade: Acellus**
• Language Arts, Math, Science, History, World Language, Honors courses, and electives
• HST-supported, HST can customize based on student needs
• HST-assigned assignments and assessments include written responses
• Students in all grade levels must use the I Can statements (TK-8) or curriculum maps to ensure proficiency in all standards that are missed.
**Transitional Kindergarten through 8th grade: McGraw Hill**
• **TK Kit**: My Math Pre-K, World of Wonders Reading Pre-K
• **K-5 Kit**: My Math, CA Reading Wonders, Inspire Science* (NEW), Impact Social Studies* (NEW)
• **6-8 Kit**: CA MS Math, ELA – StudySync, Inspire Science* (NEW), Social Studies Networks
o Find info about the above programs and books included in the bundle [here](#)
• *Materials all updated to align with Common Core, NGSS, and CA State Standards
• Designated EL Option available to supplement Core ELA for K-5
• Student Bundles below include books plus online access, TE is Online Teacher’s Books in above bundles are available while supplies last
• [General information](#)
**Kindergarten through 7th grade: Redbird (Math and ELA/Writing)**
• Developed by Stanford University
• [Math](#) for Grades K-7, [ELA/Writing](#) for Grades 2-7
• Individualized Assessment and Learning
• Adaptive instruction, gamification, and digital project-based learning
• Provide students with a richly personalized path through the curriculum
3rd grade through 8th grade: ALEKS (Math)
• Individualized Assessment and Learning for Grades 3-12
• Adaptive Environment Avoids Multiple-Choice Questions
• Detailed Progress Monitoring on Student Mastery of Common Core and State Standards
• Fully Bilingual Courses Available in English and Spanish
• QuickTables - Math Fact Mastery Program (included w/Math 3, 4 & 5; add to any course)
3rd grade through 8th grade: Odysseyware
• Odysseyware Academy (OWA) Courses, w/OWA instructors -
• Language Arts, Math, Science and History
• Assessments include written responses
• All lessons are online with optional, hands-on activities included
• Customizable courses to fit student’s needs with pretesting option available
• SPARK Courses available for remediation on content from K-12 grade
• Student Account Intro
• Lesson Example & Features - Advance to 28:20 for the student view and lesson demo
6th grade through 8th Grade*: ChoicePlus Bridge powered by Bridgeway
• *Updated to include 7th and 8th grade options.
• All courses taught by Bridgeway Academy certified content expert instructor
• Each course has one live online class each week (60-90 min class)
• Only 25 Inspire students per online class with flexible scheduling
• Instructor support includes weekly office hours, grading and community building
• Parent will grade some supportive assignments (answer keys provided)
• Rigorous and engaging curriculum that is aligned to Common Core State Standards
• Exclusive Inspire program info - General Information, Supply List, and 20-21 Class Schedule
7th through 8th Grade: ChoicePlus Academy
• Check our the CPA Catalog for additional information and schedule of classes
• All courses taught by Highly-Qualified Content Teacher
• Each course has two live-online classes each week (60 min class)
• Fully online core content from McGraw-Hill provided with the courses
• Teachers provide support through weekly office hours, grading and feedback
• Fully aligned to California and Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS)
6th through 8th grade: Edmentum EdOptions Academy
• All courses taught by Edmentum state-certified instructors
• Each course has one live online class each week (students do not sign up for a specific day/time, recording available if missed)
• Weekly office hours with instructor, plus content specialist support 5-days a week
• Research-based and engaging curriculum aligned to Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS)
• Short instructional videos throughout, max length is 2 minutes 30 seconds
• Multiple modes of learning incorporated
• General Information
6th grade through 8th grade: Edgenuity
• Fully web-based interactive curriculum with pretesting option available
• Rigorous and engaging curriculum aligned with Common Core and California State Standards and Next Generation Science Standards
• Direct-instruction videos from expert teachers with multimedia & interactive learning tools
• Online platform provides a built-in “text-to-speech” in many different languages
• California A-G curriculum available to meet UC standards and grad requirements for High School
• General Information
6th grade through 8th grade: StrongMind Digital Learning
• 100% online, award-winning curriculum engages students with multimedia, gaming, and interactive learning tools and resources
• Rigorous, research-based curriculum that is aligned with Common Core and California State Standards and Next Generation Science Standards
• A Parent/Student Portal facilitates communication and provides feedback on progress
• Asynchronous student collaboration allows for flexible schedule to accommodate outside needs
• Direct-instruction videos from expert teachers w/multimedia & interactive learning tools
• Online platform provides a built-in “text-to-speech” plus teacher resource guides available
• General Information and 20/21 StrongMind Catalog
6th through 8th grade: FuelEd
• Fully web-based interactive curriculum
• FuelEd Instructors are available to be added for
• Rigorous and engaging curriculum aligned with Common Core and California State Standards and Next Generation Science Standards
• Mobile compatibility
• General Information and 20/21 Course Catalog
Transitional Kindergarten through 12th grade: ChoicePlus
Within the ChoicePlus option, families are welcome to choose their favorite secular curriculum. We have a variety of vendors to choose from and curriculum costs vary based on which homeschool curriculum each family requests to purchase. Some popular homeschool curriculum vendors that our families use, but are not limited to are:
• Rainbow Resource
• Homeschool Buyers CoOp
• Timberdoodle (Secular)
• Bridgeway Grade Level Kits
• BookShark
• BYU High School Suite
• G3
If you need more options or help choosing a curriculum, we are happy to assist you. Please reach out to your homeschool teacher (HST).
Curriculum: High School
CPA offers an Individualized Graduation Plan (IGP) for all high school students. Upon enrollment, students will discuss and create an IGP with their Homeschool teacher or a High School Counselor, based on the student’s short and long-term academic goals. CPA provides high school students with various homeschool curricula and vendor options, including college prep, “a-g,” and AP courses. Students have the freedom to choose courses in:
**Ultimate HQT Bundle:** Students may take unlimited courses from ChoicePlus Academy, Edgenuity (HQT-led), and McGraw Hill (HQT-led) Textbook Program as a bundle program.
**ChoicePlus Academy Courses:**
NCAA Approved
- California A-G curriculum
- Highly-Qualified Content Teacher Support
- Meets high school graduation requirements
- Aligned to Common Core and California State Standards and Next Generation Science Standards
**Edgenuity (HQT-led)**
NCAA Approved
- California A-G curriculum
- Web-based interactive curriculum
- Meets high school graduation requirements
- Aligned to Common Core and California State Standards and Next Generation Science Standards
- Direct-instruction videos from expert teachers with multimedia & interactive learning tools
- Online platform providing built-in “text-to-speech” in many different languages
- [General Information](#)
- A la carte HQT-led courses
**ChoicePlus McGraw Hill (HST managed)**
California A-G through the use of ICS Course Outlines and weekly access to an HQT (please see details in section 5.5 of the HST Handbook)
- Pacing guides and rubrics available in the google drive, please align texts to ICS outlines in section 5.5 of the HST handbook
- HST supported
**Edmentum EdOptions Academy**
NCAA/UC Approved
- Fully web-based interactive curriculum
- Meets high school graduation requirements
- Aligned to Common Core and California State Standards and Next Generation Science Standards
- Mobile compatibility
**FuelEducation (HST-managed with FuelEd. instructor)**
California A-G curriculum
- Fully web-based interactive curriculum
- Meets high school graduation requirements
- Aligned to Common Core and California State Standards and Next Generation Science Standard
- Mobile compatibility
- [General Information](#) & [20/21 Course Catalog](#)
**StrongMind Digital Learning**
- 100% online, award-winning curriculum engages students with multimedia, gaming, and interactive learning tools and resources
- California A-G curriculum
- Meets high school graduation requirements
- Aligned to Common Core and California State Standards and Next Generation Science Standard
- A [Parent/Student Portal](#) facilitates communication and provides feedback on progress
- Asynchronous student collaboration allows for flexible schedule to accommodate outside needs
- Direct-instruction videos from expert teachers w/multimedia & interactive learning tools
- Curated, moderated courses are taught by live, credentialed, subject matter experts from StrongMind that your student has access to every school day
- Integrated, computer-graded assessments arm teachers with “real time” data
- Online platform with built in “text-to-speech”
- [General Information](#) and [20/21 StrongMind Catalog](#)
**ALEKS**
- Individualized Assessment and Learning for [Grade Levels 3-12](#)
- Adaptive Environment Avoids Multiple-Choice Questions
- Detailed Progress Monitoring on Student Mastery of [Common Core and State Standards](#)
- Fully Bilingual Courses Available in English and Spanish
- [QuickTables](#) (additional cost) - Math Fact Mastery Program
**Odysseyware (HST managed)**
- HST-supported
- California A-G curriculum
- Meets high school graduation requirements
- Assessments include written responses
- All lessons are online with optional, hands-on activities included
- Customizable courses to fit student’s needs
- Translation tools and text-to-speech audio supports
- [Parent Information & General Overview](#)
- [More Features Specifically for Students](#)
- [Lesson Example & Features](#) – Advance to 28:20 for the student view and lesson demo
**Odysseyware Academy**
- Take advantage of CTE courses for both CTE and/or “a-g” credit
**ChoicePlus**
Families are welcome to choose their favorite curriculum, either through School-Adopted curriculum options or textbook, online and learning center vendors of choice. Curriculum costs vary and options are
ordered through Vendor Lobby if not listed on the Curriculum Survey. If you need help choosing a curriculum that fits your child’s needs, please first reach out to your homeschool teacher (HST).
For further guidance and help with high school options, please contact your HSSC.
**Acellus**
- Language Arts, Math, Science, History, World Language, and electives
- HST-supported - with a GoldKey, HST can customize based on student needs
- HST-assigned assignments and assessments include written responses
- Students in all grade levels must use the I Can statements (TK-8) or curriculum maps to ensure proficiency in all standards that are missed. All HS core courses (or courses where an outline is available) must be completed in conjunction with the ICS Course Outlines, following all guidelines provided in section 5.5 of the HST Handbook.
**Curriculum Department Return Policy**
McGraw Hill Textbooks - the refund start date is the date books were shipped to the student
All other in-house, COS-ordered curriculum (including McGraw Hill)
- 0 - 14 days = 100% refund
- 15+ days = No refunds
*All textbooks and novels ordered through the curriculum department are meant to be returned upon completion of a course. The curriculum department will email return labels to the family at the end of the semester-long course or school year. There is a $100 textbook deposit held upon the first time a textbook is ordered, up to 6 courses.
AP courses are also offered through BYU, K12, APEX, and other curricula options that offer College Board adoptable AP courses with an AP instructor attached.
Graduation Requirements
High school graduation requirements and college entrance requirements are not the same. Course selection should be based on academic, career, and personal interest. Student interests and goals should guide the path through high school.
College admission requirements will vary from school to school, it is recommended that students check admission requirements before applying to their college of choice. Students can always reach out to their Cabrillo Point Academy Counselor if they have questions about graduation requirements or the college admission process.
| Subject Area | Graduation Requirements | Total Credits |
|-------------------------------|-----------------------------------------------------------------------------------------|---------------|
| Social Studies | 6 semester courses (Must include 1 year of US History, 1 year World History, 1 semester of Government, and 1 semester of Economics) | 30 |
| English | 6 semester courses | 30 |
| Math | 4 semester courses (Algebra 1 must be completed) | 20 |
| Science | 4 semester courses (Must include 1 year of Physical Science and 1 year of Biological Science) | 20 |
| Visual & Performing Arts | 2 semester courses | 10 |
| World Language | | |
| Electives | 18 semester courses | 90 |
Total = 200 Credits
* Please note that once a subject area graduation requirement has been fulfilled, all excess credits will be rolled over to the Electives category.
### Suggested Course Sequence
| 9th Grade | 10th Grade | 11th Grade | 12th Grade |
|------------------------------------------------|-----------------------------------------------|-----------------------------------------------|-----------------------------------------------|
| ● English 9 | ● World History | ● US History | ● Economics and Government |
| ● Algebra 1 | ● English 10 | ● English 11 | ● Elective / Elective |
| ● Physical Science or Earth Science | ● Math | ● World Language or Visual & Performing Arts | ● Elective / Elective |
| ● Elective / Elective | ● Biology | ● Elective / Elective | ● Elective / Elective |
| ● Elective / Elective | ● Elective / Elective | ● Elective / Elective | ● Elective / Elective |
### 4-year College Entrance Requirements
Students who plan to apply to a 4-year college right after high school graduation should plan to meet “a-g” requirements. These requirements are mandatory for students who apply to the CSU or UC systems, and recommended for students who plan to apply to private and out-of-state colleges and universities. The “a-g” requirements are summarized below:
| A-G | Subject Area | Subject Requirement |
|-----|-----------------------|--------------------------------------------------------------------------------------|
| a | History | Social Science | 2 years (1 year of World History and 1 year of US History, or ½ year of US History and ½ year of Government) |
| b | English | 4 years |
| | Subject Area | Requirement |
|---|-------------------------------|----------------------|
| c | Mathematics | 3 years |
| | | (Algebra or higher) |
| d | Laboratory Science | 2 years |
| | | (At least 2 of the 3 disciplines of Biology, Chemistry, and Physics) |
| e | Language Other Than English | 2 years |
| | | (Must be 2 years of the same language) |
| f | Visual & Performing Arts | 1 year |
| g | College-Preparatory Elective | 1 year |
Students who plan to apply to the UC or CSU systems will need to take courses that are “a-g” approved. All “a-g” courses must be completed with a grade of C or better. There are alternative ways to meet “a-g” requirements through testing and community college courses. Students can check the progress of their “a-g” requirements by consulting with their Cabrillo Point Academy counselor.
Subject requirements will vary for private and out-of-state colleges and universities. However, most students who are eligible for UC admission and fulfill the “a-g” requirements will also likely meet the admission requirements for most of the private and out-of-state colleges and universities.
Students should also plan to take the SAT or ACT. SAT Subject Tests are usually optional; however, students who are applying to specific departments or highly selective schools will want to check with the admissions office of the college or university of interest to verify requirements.
For more information, please visit the sites below:
- [“A-G” Requirements](#)
- [Cabrillo Point Academy’s “a-g” Course List](#)
- [SAT Information](#)
- [ACT Information](#)
High School Elective Credit for 7th & 8th Graders
Cabrillo Point Academy will grant high school elective credit for high school core courses taken by 7th and 8th grade students. As a parent choice school, we allow 7th and 8th graders to take high school courses, but it is important to consider how taking courses in middle school will affect high school and college before choosing this option for your student. Please contact your HST to discuss starting high school courses early prior to enrolling in high school level courses.
Families choose to enroll at CPA for a variety of reasons, but at the cornerstone of each decision is a supportive partnership between the family and their chosen/assigned credentialed Homeschool Teacher. Our school provides the tools and guidance for students to experience a high quality education by providing access to personalized curriculum and instruction. Students need to be engaged in learning each school day. Families and credentialed Homeschool Teachers work together to provide support for struggling students. Families are required to meet with their credentialed Homeschool Teacher once every 20 school days.
All high school students enrolled at our school will discuss and create an Individualized Graduation Plan (IGP) with their Homeschool Teacher. Short and long term goals will be created based on the needs of each student. A guidance counselor is also assigned to each student and will review the IGP. Our ultimate goal is to help students meet graduation requirements. It is incredibly important for students to pass courses so that graduation is attainable within 4 years of high school.
The minimum number of credits that should be earned at the end of each semester is listed below:
| | Grade 9 | Grade 10 | Grade 11 | Grade 12 |
|----------------|---------|----------|----------|----------|
| Semester 1 | 25 | 75 | 125 | 175 |
| Semester 2 | 50 | 100 | 150 | 200 |
Students and parents should work with their Homeschool Teacher and guidance counselor if they wish to graduate high school early. Students who have surpassed the minimum number of credits that should be earned at the end of each semester must still be enrolled in a minimum of four courses (20 credits) each semester. Students must complete a minimum of 5 courses each semester (25 credits) to remain on track for graduation. Students who fail a course will earn 0 credits for the course and could potentially no longer be “on track” for graduation. Students who become credit deficient should work with their teacher and guidance counselor to adjust the Individualized Graduation Plan. Students are expected to meet with their Homeschool Teacher(s) regularly to ensure adequate progress is made toward completing courses.
I Can Statements
I Can Statements are family-friendly guides that can be used to help your family and ensure your students are on track for their grade level. All learning objectives for Math, Language Arts, Science and Social Studies are provided, written in family-friendly language. I Can Statements help make grade level learning targets clear for families and they address the standards students of the same grade learn in all public schools.
The school is committed to empowering each student to reach their full potential. Our students are engaged learners capable of deep understanding, creative thinking, and innovative approaches to problem solving. Using the I Can Statements (State Standards), the student interests, talents and learning styles profile as their guide, as well as hands-on experiential learning, field trips, park days, and activities in the local community, credentialed teachers partner with parents to develop unique Personalized Learning Plans for each student.
**Academic Integrity**
Cabrillo Point Academy urges students to conduct themselves ethically and honorably. It is expected that the grade a student earns is based upon work that the student has completed.
By definition, Academic Integrity is the moral code or ethical policy of academia. This includes values such as avoidance of cheating or plagiarism; maintenance of academic standards; honesty and rigor in academic work.
The following behaviors may be considered as acts that do not uphold Academic Integrity:
- Plagiarism
- Talking during a proctored exam
- Copying another student’s test/assignment
- Allowing others to copy your work
- Exchanging assignments with other students (either handwritten or computer generated)
- Using a computer or other means to translate an assignment/part of a World Language assignment to another language
- Using summaries or commentaries (Cliff Notes, Spark Notes) in lieu of reading the assigned materials
- Submitting purchased papers
- Altering a grade (on a computer, on a report card, on an assignment)
- Taking an exam for someone else
- Using bribery/blackmail/threats
Any student known to have acted without academic integrity will be subject to disciplinary action in the following manner:
- **First offense:** For the first offense of academic dishonesty, students will receive an ‘unofficial’ warning. The goal is to educate students to ensure they have a comprehensive understanding of academic honesty. Students will receive a grade of F and/or 0% on the assignment/exam with a chance to resubmit within 1 week. The parent/guardian will be notified.
- **Second offense:** For the second offense of academic dishonesty, students will receive a grade of F and/or 0% on the assignment/exam with a chance to resubmit within 1 week. The
parent/guardian will be notified and students will sign an Academic Integrity contract. The offense will be documented for staff use. A grade of F and/or 0% on the assignment/exam with no resubmit and conference with parent/guardian.
- **Third offense:** For the third offense of academic dishonesty, students will receive a grade of F and/or 0% on the assignment/exam with no option to resubmit. The Homeschool Teacher will also conference with the parent/guardian and school administrator. The offense will be documented for staff use. A grade of F in the class, in-person conference, and placement on Academic Probation for 1 year.
- **Fourth offense:** For the fourth offense of academic dishonesty, students will receive a grade of F in the class. The school will also hold another conference, and the student will be placed on Academic Probation for one year. Students placed on Academic Probation may be subject to the following consequences:
- Copy of cheating referral placed in permanent cumulative file
- Proctored unit tests and finals by a staff member (HST)
- Restricted from participating in school activities (field trips, prom, graduation)
- Ineligible to receive letters of recommendation from staff and faculty Disciplinary hearing; possible expulsion from the school
- **Any subsequent offenses:** For any subsequent offenses of academic dishonesty, a disciplinary hearing will be held, with possible expulsion from the school as a result.
Students placed on Academic Probation may be subject to the following consequences:
- Copy of cheating referral placed in permanent cumulative file
- Proctored unit tests and finals by an Cabrillo Point Academy staff member
- Restricted from participating in school activities (field trips, prom, graduation)
- Ineligible to receive letters of recommendation from staff and faculty
**Report Cards**
**Review of Student Work**
Families share all of the learning that has occurred during their monthly meetings with their teachers. Teachers work with the family to review and reflect on student learning. Teachers will use the shared information to determine mastery of standards and match these to the standards based I CAN statements.
**AWRs- Assignment and Work Records**
Each Learning Period, the homeschool teacher will work with their families to plan assignments based on the California Common Core Standards. After the assignments have been completed by the student, the teacher will grade and record the work done in the Cabrillo Point Academy Student Information System. These records are called AWRs and are available to the parent on the CPA Parent Portal.
Report Cards - TK-8th
At Cabrillo Point Academy Charter School, students, parents, and teachers work in partnership to design personalized learning plans and goals. The credentialed Homeschool Teacher affirms the learning plan and is guided by the I CAN statements.
Report Cards are required for grades TK-8. Report cards reflect the hard work our students do each semester and are sometimes necessary for other student endeavors such as sports teams, insurance, government verifications, etc. Parents will receive a copy of their child’s report card at the end of each semester. A copy of each report card will also be placed in the student’s cumulative file.
Report Cards - High School
All 9th -12th grade students are required to have a report card issued at the conclusion of each semester. Semester report cards will be based on progress made in the student’s assigned high school courses.
Students in high school earn letter grades. High school students need to complete requirements and lessons as outlined by their Homeschool Teacher or by the High School Content Teacher, as applicable.
The chart below shows the grading rubric for quality of assigned work:
| Percentage | Grade |
|------------|-------|
| 90-100% | A |
| 80-89% | B |
| 70-79% | C |
| 60-69% | D |
| 59 and below | F |
Attendance
- Parent/guardian is responsible for ensuring that their child is actively engaged in learning each school day.
● Monthly Student Learning Log (Attendance Log) must be signed and submitted to your Homeschool Teacher at the end of each month. The Homeschool Teacher will communicate with individual families/students on the collection process of this document.
● The following are acceptable reasons for not logging attendance: prolonged illness, hospitalization, bereavement, family emergency, natural disaster. In such cases the absences would be considered excused. Some instances may require verification, such as a doctor’s note, to be provided to your teacher.
● Homeschool Teachers will be knowledgeable of student progress, learning, and engagement in school. This can occur at regularly scheduled meetings, calls, emails, and or other methods.
● If the Homeschool Teacher is unable to obtain knowledge of the progress, learning, and engagement in school, attempts to contact will be documented and a non-compliance letter may be sent. After multiple failed attempts to contact a family, the school may deem that enrollment in Cabrillo Point Academy is not in the best interest of the student and he/she may be subject to withdrawal. (Refer to Non-Compliance Policy)
**Withdrawing Your Student**
To withdraw your student, please provide your Homeschool Teacher with the following information:
● Last date of attendance in our school
● Name of school or school district your student will be enrolling in
● Reason for withdrawal
● Submit your last attendance log and work sample
○ The last day of documented attendance is the last day of enrollment
Once this information is received your Homeschool Teacher will assist you with the materials return process. All school property must be returned upon withdrawal, with the exception of assistive technology devices required by a student’s Individual Education Plan (IEP). In that instance, such materials must be returned to the School when alternative arrangements are made or until two months have elapsed from the date of withdrawal. Families may be billed for any items not returned and student transcripts may be held until all materials are returned.
Please Note: Enrichment Certificates for services beyond the student’s withdrawal date will be canceled and any services attended/continued, again after the student’s withdrawal date, will be at the family's expense.
**Educational Materials & Restitution Policy**
This policy supports Cabrillo Point Academy’s efforts to remain a sound steward of public funds and ensure students continue to have access to educational materials.
The purpose of the Cabrillo Point Academy Governing Board approving this Educational Materials and Restitution Policy is to accomplish the following:
1. Provide an Overview for the Educational Materials and Restitution Policy
2. Outline the Procedures for the Restitution Process
Overview: Students attending Cabrillo Point Academy may receive access to certain school property during the course of the school year, including educational technology and textbooks, and they are responsible for ensuring the educational materials are returned (with reasonable wear and tear). California law states that the parent or guardian of a minor can be held liable to a school for all property loaned to and failed to be returned, or willfully damaged by a minor. The liability shall not exceed $10,000.
Cabrillo Point Academy shall seek restitution when a student, among other things, willfully cuts, defaces, or otherwise damages any property, or loses or fails to return property, borrowed or personal belonging to Cabrillo Point Academy. This includes but is not limited to, installing unauthorized software applications, modifying, adding or deleting software or any alteration to the configuration of any and all IT computing devices - such as laptops and other devices.
Cabrillo Point Academy, after affording the student due process rights, may withhold the grades, diploma, and official transcripts of a student until the student or parent/guardian pays for the lost or damaged school property (e.g., educational technology, textbooks, etc.). Cabrillo Point Academy may also withhold full privileges of participation in school activities.
Withholding Grades, Diploma and Transcripts and Transferring Students
The authority to withhold grades, diploma, or official transcripts applies only to situations where the student, parent or guardian has requested a copy of the student’s records. When a student transfers to another K-12 school, the student’s permanent record must be sent to the requesting K-12 school. The permanent record, or copy, must be sent even though there may be charges or fees owed by the student, parent, or guardian. In such cases, upon sending the permanent student record to the new (receiving) school, the new school shall be notified of the restitution debt.
Procedures:
1. Cabrillo Point Academy shall use inventory systems that clearly identify the student and type of school property issued to the student.
2. Cabrillo Point Academy shall implement a restitution process by which students are afforded the opportunity to return the missing property or pay for the damages. Assuming the student returns the missing property or pays for damages, the debt is discharged and any withheld grades, diploma, or official transcripts of the student shall be released and the full privileges of participation in school activities shall be restored. Parents are responsible to pay out of pocket to return items that are taken out of state.
3. Cabrillo Point Academy shall follow the due process procedure listed below that allows the parent/guardian or student an opportunity to review and respond to the imposition of any fees or charges resulting from this policy.
a. Cabrillo Point Academy shall provide the parent/guardian written notice of alleged loss or damage of school property (“Written Notice”).
b. The Written Notice will inform families that Cabrillo Point Academy may contact law enforcement and/or refer the debt to a collections agency.
c. If the parent/guardian disagrees with Cabrillo Point Academy’s Written Notice, they may appeal the Written Notice in writing to the school. The parent/guardian’s appeal should explain why a fee or charge should not be imposed in response to the Written Notice.
d. After reviewing any information provided by the parent/ guardian, the Principal (or his/her designee) shall decide whether or not to withhold grades, diploma, or official
transcripts and/or impose the fee for damages. The parent/guardian shall be notified in writing of the decision. The written decision of the Principal is final. There is no appeal beyond the school level.
4. Upon receiving notification of Cabrillo Point Academy’s decision (“Second Written Notice”), the parent or guardian must address the outstanding obligation payable to Cabrillo Point Academy or return missing property.
5. If the parent/guardian does not respond to the Written Notice or if a parent/guardian loses their appeal, Cabrillo Point Academy may withhold the transcript, diploma, and grades until the debt is resolved. The Second Written Notice shall explain if Cabrillo Point Academy is withholding the transcript, diploma, and grades until the parent/guardian pays or remedies the outstanding debt.
6. Upon receiving payment or the unreturned educational materials in satisfactory condition (e.g., reasonable wear and tear), Cabrillo Point Academy shall ensure the debt is discharged. If Cabrillo Point Academy withheld student’s grades, diploma, and/or official transcripts, Cabrillo Point Academy shall release grades, diploma, and/or transcripts.
7. The purpose of this policy is to provide families a reasonable opportunity to return missing educational equipment or pay for damaged and missing school property to avoid Cabrillo Point Academy having to seek a legal recourse. If the Second Written Notice is unsuccessful, Cabrillo Point Academy may consider referring the debt to a collections agency as a last resort.
Special Education
Cabrillo Point Academy Charter School’s personnel are committed to identifying and serving students who have exceptional needs and are eligible to receive special education supports and services. Our commitment is based on the belief that all students shall have access to a high quality public education.
In cooperation with the El Dorado County Charter Special Education Local Plan Area (SELPA), Cabrillo Point Academy Charter School will work to ensure that a Free and Appropriate Public Education (FAPE) is provided to all eligible students with exceptional needs in the student’s Least Restrictive Environment (LRE). Specifically, Cabrillo Point Academy Charter School will comply with all applicable state and federal laws in serving students with disabilities, including, but not limited to the Individuals with Disabilities Education Improvement Act of 2004 (IDEA), Title II of the Americans with Disabilities Act, and any other civil rights enforced by the U.S. Department of Education Office of Civil Rights (OCR), and applicable special education policies and practices of the SELPA.
Common Questions
The following are the most common questions that the special education department receives from families regarding special education at Cabrillo Point Academy. Please review and contact the department which serves your child if you would like to discuss these topics further.
What is Special Education?
Special Education is specially designed instruction, supports, and services to meet the unique educational needs of individuals with disabilities, which cannot be met in the general education program. It is an integral part of the total public education system, and special education services are provided:
- In a way that promotes interaction between students with and without exceptional needs;
- At no cost to families; and
- Include a full range of program options to meet the educational and service needs in the least restrictive environment (LRE). --California Education Code Section 56031
Who should you contact when you believe your child may need additional academic support?
Your assigned Homeschool Teacher is the best person to initially discuss any academic questions or concerns with. Your Homeschool Teacher will most likely recommend interventions and/or accommodations for you to use with your child if appropriate.
In the event that you and your Homeschool Teacher need additional guidance in supporting your child, you may request for a Student Study Team (SST) meeting be held. This meeting will document the concerns of school staff and families, identify interventions attempted, and possibly recommend additional interventions. Interventions should be attempted for six to eight weeks and a second SST
meeting should be held to document the student’s response to intervention. Depending on the successful implementation of the intervention, the SST will contact the Assessment or 504 Team for additional support or recommendations, as needed.
**How is it determined that a student is eligible to receive special education?**
Assessments are the basis for Special Education eligibility, placement, and service decisions. The assessments will be done by professionals who have had specialized training and required certification/licensure. Please note: General Education teachers and parents, who know the students well, play a critical role in understanding a student’s academic strengths and struggles and are essential in the process of documenting/identifying areas of needs.
When the school receives a referral for special education, the child’s legal guardian will be sent an assessment plan that details the types of assessments being proposed. The child will receive a full and individual initial evaluation” to determine if the child has a disability and determine the child’s educational needs. A full evaluation means that the child shall be assessed in all areas of suspected disability within 60 calendar days of parental consent received by Cabrillo Point Academy via signature on an assessment plan (timelines adjusted for student breaks over five consecutive days).
**What is an Individual Education Program (IEP)?**
An IEP is a contractual, legal obligation, on the part of the school stating how the school plans to assist a student once they have been determined eligible for Special Education supports and services. The IEP document is written following the determination of a student’s need and eligibility for special education and held at least annually after the initial IEP meeting.
The Individual with Disabilities Education Act (IDEA) requires that an IEP include a “statement of measurable annual goals” which allow the child to be involved in and make progress in the general education curriculum and meet each of the child’s other educational needs that result from the child’s disability.” The IEP team develops the IEP document annually and identifies the child’s needs, annual goals, objectives, adaptations, services and placement.
**What is the role of the parent in an IEP meeting?**
Parents are required members of the IEP meeting and are encouraged to participate in the IEP meetings by providing information on present levels of performance, as well as which supplementary aids and services, program accommodations, and support for the parent’s role as learning coach are needed to help the child progress toward attaining progress in general education curriculum and on their IEP goals. Please speak with your Special Education teacher further regarding the structure of IEP meetings and if you have any questions or concerns.
**How are special education services provided at our independent study school?**
Students with IEPs are required to participate in special education services as indicated in their IEP documents.
- Specialized Academic Instruction (SAI) is delivered virtually and is taught by experienced and credentialed special education teachers. The format of these sessions are determined by the student’s IEP team and based on their academic IEP goals.
- Related Special Education services, such as occupational therapy, speech and language therapy, etc. may be provided by qualified District staff or via non-public agencies (NPA) contracted with Cabrillo Point Academy. NPAs have a certification with the California Department of Education to work with school aged students and they are carefully selected by Cabrillo Point Academy.
**May a family maintain the same special education NPA Providers/individual therapists, if they enroll in Cabrillo Point Academy and year to year?**
Each NPA oversees the scheduling and availability of their services providers. Our Special Education Department will confirm an NPA’s certification with the California Department of Education and establish a contract with that NPA to start services.
Please note: CPA acknowledges the importance of consistency with special education providers; however, the Special Education Department is not able to guarantee that a student may maintain the same NPA providers/individual therapists.
**Should Special Education Teachers be included in the development of a student’s education plan, designed by the Homeschool Teacher?**
Whenever possible, it is recommended that a Special Education Teacher be included in the development of a student’s education plan, which is designed by the learning coach and Homeschool Teacher. While it is not a requirement, the involvement of the Special Education Teacher provides an opportunity for the team to get a different perspective on how to help support a student’s needs, challenges, and strengths.
**Shall your Homeschool Teacher collect work samples for students with an IEP?**
Yes, Cabrillo Point Academy’s Work Sample policy is the same for all students.
Planning Amounts
Program Description
At Cabrillo Point Academy Charter School, we focus on Personalized Learning, a philosophy that truly puts every student first by supporting them in honoring and exploring their unique skills, special gifts, talents, and aspirations. In furtherance of this philosophy and Cabrillo Point Academy’s educational mission, families and staff together carefully select educational items and services for students to fit their goals and education plan. The Governing Board of Cabrillo Point Academy adopted Educational Vendor Policies and Procedures to ensure Cabrillo Point Academy funds are budgeted and expended on Cabrillo Point Academy-approved educational items and services. In order to allow families flexibility on their personalized learning path we allocate a Planning amount that is used for carefully selected educational products, such as curriculum, technology items, supplemental enrichment materials, and field trip opportunities, and services, such as enrichment lessons and classes to fit each student’s academic goals. All orders must be nonsectarian and are approved by your Homeschool Teacher. Students may not “share” or “borrow” planning amounts from their siblings. There are no exceptions.
Key requirements detailed in this policy include:
- The Homeschool Teacher and Senior Director (terms defined policy) must approve all requests for educational items or services to ensure they are aligned with the charter petition and student’s personalized learning plan.
- The Senior Director must approve all vendors before they can provide educational items or services to students.
- No family may spend, or obligate Cabrillo Point Academy to spend, any Cabrillo Point Academy monies on educational items and services. Cabrillo Point Academy is responsible for making purchases of approved educational items and services.
- Parents make requests for educational items and services to Cabrillo Point Academy. The Senior Director can deny any request for educational items or services in his or her sole discretion for any reason. The Homeschool Teacher and Senior Director shall ensure purchased educational items and services meet the following requirements:
- From approved vendors only.
- Support the requesting student’s personalized curriculum and education plan.
- Must be aligned with State standards, student’s course of study, and student’s independent study master written agreement.
- From a vendor who is not related to the family requesting the educational items or services and otherwise does not present conflict of interest concerns.
- The Homeschool Teacher and Senior Director must ensure students have access to all necessary “core subject curriculum” – education items/services necessary for the student to complete his/her State standards-aligned course of study – before approving any extracurricular activities or supplemental educational or enrichment items.
- Cabrillo Point Academy establishes a planning amount for students for educational items and services per full school year. Cabrillo Point Academy developed the planning amount to help ensure the school provides educational items and services aligned with its budget and to help
ensure fair and equal treatment of students, to the extent consistent with individual needs. This planning amount cannot be transferred to any other student. This planning amount does not carry over from year to year.
- All educational items requested through the Enrichment Ordering System are the property of Cabrillo Point Academy. Families must return all educational products upon disenrollment or upon request by the Senior Director or Homeschool Teacher. In accordance with applicable law, parents are responsible for replacing lost, stolen, damaged, or otherwise unreturned educational items. Certain items are “consumable”, meaning they are not functional after use (e.g., workbooks). These items can be discarded by families after use.
- Students must attend regular learning period meetings with their Homeschool Teacher to discuss progress, turn in quality work samples, and complete their Student Activity Logs (Attendance Logs) in order to make requests for extracurricular educational activities (e.g., non-core curriculum items) through Enrichment Ordering System.
**Product:**
- Academic Enrichment Materials
- Curriculum
- Technology Items*
- Educational Field Trips
**Service:**
- Fine Art Lessons & Classes
- Performing Art Lessons & Classes
- Academic Enrichment Classes
- Physical Education Classes
- Tutoring Services
- Driver’s Education Courses
- Reading and Writing Classes
- STEM Classes
*The Technology Acceptable Use Acknowledgement must be signed in order to receive the technology equipment. All families receive this form through email at the beginning of the year.
All materials ordered through Cabrillo Point Academy with state funding are the property of the school. Materials are loaned to enrolled students for educational purposes only. The items and materials must be returned to the school upon withdrawal from Cabrillo Point Academy. Families may be billed for any items not returned and student transcripts may be held until all materials are returned.
All services requested through Cabrillo Point Academy with state funding must be approved by the Homeschool Teacher and will only be provided with an Enrichment Certificate during the student’s enrollment period. Any services provided without an Enrichment Certificate and/or beyond the student’s enrollment dates will be the financial responsibility of the family. Upon withdrawal, families shall be
responsible for notifying their service vendor(s) they are no longer enrolled with Cabrillo Point Academy.
**How to Request Services/Products**
1. Visit the Enrichment Ordering System (EOS) to request educational services and products.
2. Services may only be requested through approved educational service vendors.
3. The first time a family uses a vendor for service, they will need to sign and submit an online waiver form through the EOS.
4. If services are approved by the Homeschool Teacher, an Enrichment Certificate will be created and sent via email to the parent. Parents can also access Enrichment Certificates on the EOS. Students are not able to start cannot receive educational services without an Enrichment Certificate, and backdated services may not be approved.
5. Families will present the Enrichment Certificate to the vendor. Services should must not begin prior to providing the vendor with an Enrichment Certificate.
6. Each vendor will invoice the charter school for the approved educational services approved on the certificate.
7. The school pays vendors directly. Parents should must not pay vendors for student services as we cannot provide payment/reimbursement to families.
8. Technology devices can be ordered requested from an approved list through the Enrichment Ordering System. Please reach out to email@example.com with any questions.
9. The Technology Acceptable Use Acknowledgement must be signed in order to receive approved technology equipment. All families receive this form through email at the beginning of the year.
**How to Request New Vendors**
If you would like to suggest a new service vendor, we have a form you can submit here: Suggest a Vendor. This can only be filled out by the parent or the teacher. Please include as much information as possible, including a contact person and email address for the vendor.
We have the most success when we reach out to the potential vendor first. Letting them know that your child’s lessons or classes could be covered with planning amounts and the potential to bring more students their way can spark interest.
Once the Vendor Support Team receives the survey response, they will verify if we can move forward with the newly suggested educational vendor. If eligible, the vendor will receive an email requesting additional information and eventually the documents that need to be completed and returned for approval.
Once the vendor has completed the onboarding process, they will be listed as an approved vendor in our Enrichment Ordering System.
The Senior Director is responsible for approving vendors, and must ensure the vendor meets guidelines, including, but not limited to the following:
- Vendor must have the qualifications, skills and, if applicable, the certification and licenses necessary to perform the requested services in a competent and professional manner.
- Vendor conducts background checks in compliance with applicable law to ensure Vendor (if an individual), its employees, and agents who interact with students have not committed a serious or violent felony.
• Vendor services and/or products must be non-sectarian. Vendor’s services and products must not discriminate on the basis of disability, gender, gender identity, gender expression, nationality, race or ethnicity, religion, sexual orientation or any other protected basis under California law.
• Vendor must not be a private school offering services through a part-time program (e.g., after school programs) or a parent-organized group (also known as “co-op”).
Field Trips & Events
We believe in inspiring our community and learning through educational experiences through school-organized field trips and events. All field trips and events are optional and require Homeschool Teacher approval based on the student’s educational plans.
Student Supervision
Students are required to be accompanied by a parent and/or designated guardian for all school-organized field trips. Parents and/or guardians are responsible for ensuring the safety and behavior of their students.
Liability
All families will be required to sign a liability waiver releasing Cabrillo Point Academy from any and all liability or costs associated with or arising from their participation in each field trip.
How to Request School-Organized Field Trips & Events
All school-organized field trips and events are booked through the Field Trips & Events System (FTE). Families will log into the FTE site to search for available field trips and submit their field trip requests to their Homeschool Teacher for approval.
Choosing educational technology can be overwhelming. The Tech Team helps simplify your process by providing selection by providing a curated list of qualified devices, items, and software. All items offered meet internal standards of quality, performance, value, availability, and support. These items can be obtained as part of a student’s Planning Amount as it aligns with his/her learning plan.
Some technology items (e.g. computers, laptops, tablets and printers) require specific configurations, must meet certain standards or be purchased through select suppliers, channels, or agreements.
Tech Costs
These items can be requested through the EOS and the Charter School may grant the request using Planning Amount funds from a student’s Planning Amount. Most devices offered by the Tech Team are business-class devices and are not found in local retail stores. The cost of devices includes taxes (e.g. sales tax) and fees (e.g. shipping, CA e-waste disposal) are also included in the price you see deducted from a Planning Amount.
Cabrillo Point Academy’s provision of educational technology may include software and device licenses, school compliance features, management services, enhanced warranties and damage protection, solid state drives (SSD), protective cases, asset tagging and inventory, packaging materials, shipping both ways, and lifetime support for the device. These items are factored into the Planning Amount fund cost of educational technology items.
Unfortunately, we are not able to price match.
Pricing also includes software and device licenses, school compliance features, management services, enhanced warranties and damage protection, solid state drives (SSD), protective cases, asset tagging and inventory, packaging materials, shipping both ways, and lifetime support for the device is standard. These items are factored into the Planning Amount cost of Tech Items.
The following limits have been placed for tech devices assigned to students and families:
- 1 computer per student
- 1 tablet per student
- 1 printer per student
Please note: Cabrillo Point Academy is not obligated to grant any parent request for educational technology, as the school must ensure any such request aligns and supports a student’s course of study.
How to Make a Request
Parents/guardians can make requests for educational technology through the Tech devices are available through the Enrichment Ordering System (https://www.icsinspirationstation.com/login), and can be ordered requested in the same fashion as other enrichment items. For a read-only catalog of current offerings, you may visit the Tech Catalog (https://techhelp.charter.academy/help/en-us/7/4).
Tech Center Returns
All Tech items are the property of CPA and returns should be submitted to the CPA Tech Team. Please contact your HST for detailed directions on how to return items.
The school is unable to does not sell any enrichment/technology items to families.
For CPA Tech Team assistance or questions, please email firstname.lastname@example.org
All items purchased using Planning Amount funds is Cabrillo Point Academy’s property and must be returned to Cabrillo Point Academy. Refunds/credit for devices purchased through Planning Amounts may be given at the discretion of Cabrillo Point Academy. Worn, misused, or damaged items may not qualify for refund/credit.
To return an item for full or partial credit to a student’s Planning Amount, the following minimum requirements must be met:
1. 100% Credit: For a Tech Order to be eligible for a full refund/credit:
1. Refund request is initiated within 30 days of receiving the device by submitting a ticket
2. Device must not be damaged and must be in the same condition as when it was received
3. Devices must be returned with all accessories
2. 50% Credit: Partial credit of 50% may be given within 30 to 90 days of when the Tech Order was originally processed. After 90 days, no credit will be given. The device must be returned to Cabrillo Point Academy and evaluated by a member of the IT Department before being issued a credit. Worn, abused, misused or damaged items may or may not qualify for credit.
Notwithstanding anything to the contrary herein, the Senior Director and/or designee retains sole discretion to determine whether a credit is applicable to a student’s Planning Amount and the amount of such credit.
Return Process for Students
Upon withdrawal, students are required to immediately return all school-owned devices. The IT Department will evaluate the device to determine if there are any damages. If damages are beyond normal wear and tear, applicable charges may be applied.
To return an item for any reason, please:
1. Contact our helpdesk at:
1. Email: email@example.com
2. Please include:
1. The reason for the return
2. School Asset Tag number or EOS order number
3. Your mailing address
4. Your current phone number
5. Student’s name and associated email address
Upon receipt of such notification, the IT Department will provide a return authorization. Cabrillo Point Academy will provide a shipping label at no cost if shipped from within the state of California. Item(s) will be returned to the School’s IT Department in Poway, California. (Devices should not be given to any individual than as instructed). Once returned, the item will be evaluated. A credit or replacement will be issued, if eligible. If an item is not returned within the allotted time, the Educational Materials and Restitution Policy will apply.
**Requests to Transfer Devices**
Students may not “transfer devices” amongst enrolled family members without express permission from the IT Department, and in some instances, the Senior Director. Cabrillo Point Academy acknowledges a device transfer may be suitable to support both students’ course of study. Students must comply with the following guidelines to request a device transfer:
1. Parent/guardian requesting to transfer their child’s device must inform their assigned teacher.
2. The school will only consider transfer requests between currently enrolled siblings.
3. The receiving sibling must not already have a device in the same category as the device being transferred.
4. Any and all damages to the device will be the responsibility of the transferee.
5. No credits will be made to the previous student’s account.
6. The following charges to Planning Amounts will generally apply based on the IT Department’s review:
- If the date of the transfer request is within 180 days of the original purchase date of the device, 100% original device price will be charged to the receiving student’s Planning Amount.
- If the date of the transfer request is after 180 days of the original purchase date, 50% original device price will be charged to receiving student’s Planning Amount to more accurately reflect the cost of the educational technology.
7. A helpdesk ticket must be submitted requesting to transfer a device to another student. Details must include the current student’s name, assigned teacher, technology serial and asset number, and name of the sibling.
The IT Department has a responsibility to update and track the inventory systems and data regularly. For safety regulations, it is important to always stay informed about the usage of each device. Properly updating information is a part of ensuring all safety precautions are taken at all times.
If the IT Department has concerns/questions about transferring devices, they shall seek review from the Executive Director.
**Parent-Student Information Technology Acceptable Use Policy**
It is the mission of Cabrillo Point Academy Charter Schools’ Tech Team to empower our students with access to technology, information, and digital resources while fostering safe, responsible, and ethical learning environments.
CPA is committed to upholding important security, privacy, and safety regulations, protocols, and standards. Users of CPA devices, networks, accounts, and other resources must adhere to CPA policies.
Users are expected to fully comply with local, state, and federal regulations. Failure to adhere to these policies or regulations may result in discipline, legal action, or other remedies determined to be within the rights of CPA. Relevant regulations include (but are not limited to):
- The Family Educational Rights and Privacy Act (FERPA)
- Children's Internet Protection Act (CIPA)
- Individuals with Disabilities Education Act (IDEA)
- Children's Online Privacy Protection Act (COPPA)
- Health Insurance Portability and Accountability Act (HIPAA)
To the extent practical, minor students’ online access to inappropriate materials and materials harmful to minors is restricted. To the extent practical, steps shall be taken to promote the safety and security of users of Cabrillo Point Academy’s online computer network when using electronic mail, chat rooms, instant messaging, and other forms of direct electronic communications. Specifically, as required by the Children’s Internet Protection Act, prevention of inappropriate network usage includes: (a) unauthorized access, including so-called “hacking,” and other unlawful activities; and (b) unauthorized disclosure, use, and dissemination of personal identification information regarding minors.
**DEFINITIONS:**
1. CPA, School, Organization, and or We - Cabrillo Point Academy Charter School and its subsidiaries, programs, and divisions
2. ITD - Cabrillo Point Academy Charter School’s Information Technology Department
3. You, Your, and or I - The parent/guardian, student, and signer of this Acceptable Use of Technology Policy
4. Resources - Devices, systems, services or networks owned, operated or issued by CPA
5. User - Any person(s) accessing or utilizing CPA resources that is not a resource operator
6. AUP - Parent/Student Information Technology Acceptable Use Policy
**USER RESPONSIBILITIES:**
Access to CPA technology, resources, and support is a privilege which offers a wealth of educational benefits. To maintain these privileges, all users must agree to, learn about, and comply with all information within this Acceptable Use Policy (AUP) document.
1. You agree to learn about and comply with all the information outlined in this AUP document.
2. Persons to whom items are assigned are expected to exercise reasonable care to protect those items against damage, loss and theft. “Reasonable care” is defined as:
1. Never leaving items unattended
2. Never lending, giving or releasing items to a person other than an authorized Cabrillo Point Academy employee, such as an CPA Tech Team member
3. Never removing protective accessories or features (e.g. cases, bumpers)
4. Keeping items away from dangerous conditions (e.g. liquids, heat sources, unstable surfaces or items) and preventing actions which promote damage beyond normal wear and tear
5. Maintaining student supervision by parent/guardian during access and usage
3. You must immediately report damaged, lost or stolen items/resources. Items reported stolen or missing will require a police report.
4. Parent/guardians are expected to provide supervision and monitor device/Internet access and usage.
5. You are expected to make a reasonable effort to protect your passwords, information and data.
6. You must safeguard internal safety and security policies, such as authentication methods and password conventions.
7. You are obligated to notify ITD of continued access to resources beyond student departure (e.g. withdrawal, graduation, expulsion) in the event ITD has not contacted you to do so.
8. Items, devices and resources issued by CPA are School property and must be returned or relinquished to CPA upon request.
**ACCEPTABLE USE OF CPA RESOURCES BY USERS:**
1. All CPA-issued accounts are intended solely for use by the person authorized to use the account.
2. When sharing or exposing personal information or data online, extreme caution should be exercised.
3. Any information or communication accessible via any CPA network should be assumed private property.
4. CPA reserves the right to verify whether specific uses of CPA technology or networks are consistent with this acceptable use policy.
5. CPA is bound by certain licensing agreements. Users are expected to comply with those agreements.
6. Educational and instructional use as related to CPA only
**UNACCEPTABLE USE OF CPA RESOURCES:**
1. All commercial or for-profit usage is prohibited.
2. The access, use or transmission of objectionable material (e.g. materials that are obscene, bullying, profane, lewd, threatening, disrespectful, hateful, pornographic) is prohibited.
3. Violation of any local, state or federal laws as well as School, board or administrative policies are prohibited. Example: Federal copyright laws ([Title 17, USC](#))
4. Any attempt to circumvent CPA security measures, content filters or access restricted resources is prohibited.
5. All malicious and nefarious activities are prohibited. Examples include (1) unauthorized trespassing or infiltration of a network or device, (2) the intentional distribution of malware, (3) any attempt to deny a remote service. Malicious actors may also be in violation of *California’s unauthorized computer access law*, *Penal Code 502(c) PC*.
6. The intentional collection, mining or uncovering of personal information, files, passwords belonging to a user other than yourself is prohibited.
7. Publicly advertising internal authentication methods and/or password conventions.
8. Impersonation of any user other than yourself is prohibited.
9. Unauthorized falsification or modification of any school records is prohibited.
10. The collection or transmission of personal information (e.g. home address, phone number, personal email) which may be useful to identify an individual without written consent is prohibited.
11. Political lobbying or advertising is prohibited.
12. Unauthorized maintenance, service, repairs, or upgrades are prohibited. CPA owned or operated resources must be maintained by ITD or authorized third parties.
**Damage Caused by Carelessness**
Students are expected to exercise reasonable care to protect school-owned devices to prevent damage. Damage caused by carelessness is not considered “Accidental Damage.” Device damage resulting from carelessness will be assessed by the IT Department. Examples of student carelessness would be: iPad (pens) that are noticeably damaged, latches that hold the lid closed being pulled out of the computer case, sticky devices from liquid spills, broken LCD screens that result from shutting the lid with objects still in the keyboard, and the continual loss of keys from the keyboard. When asked how the damage occurred, the answer “I don’t know”, or “it was fine when I put it in my bag” will be considered damage caused by carelessness. *Habitual damage is considered abuse of school property.*
**EXPECTATION OF PRIVACY:**
For email, networks, systems and other resources owned or operated by CPA, users should have no expectation of privacy. CPA reserves the right to manage and monitor all aspects of its own resources. The following are examples of actions which may be performed for reasons deemed legitimate by CPA:
1. Obtain emails, messages and their attachments transmitted to or through CPA owned or operated email systems
2. Monitor an individual’s use of CPA owned resources
3. Locate or track the location of an CPA owned resource
4. Confiscate, search, disable or wipe any CPA owned device, item or their contents/data
Personal devices are private. CPA must obtain permission to access personal devices.
**CYBERBULLYING:**
Cyberbullying is the use of technology resources to willfully harm either a person or persons through electronic systems (e.g. texts, photos, videos, messages, and social media). Examples of this behavior include but are not limited to:
1. Transmitting false, cruel, hateful or embarrassing information or media targeting others
2. Creating posts or websites that have stories, cartoons, pictures, or jokes ridiculing others
3. Unauthorized access to any resource (e.g. social media, email) for purposes of downloading or transmitting vicious or embarrassing materials
4. Engaging someone in electronic communication, tricking that person into revealing sensitive personal information and transmitting that information or media to others
5. Posting of a student picture without their permission.
6. The use of derogatory comments, including those regarding race, age, gender, sexual orientation, religion, ability, political persuasion, body type, physical, or mental health.
**STUDENT DEPARTURE:**
1. Upon student departure (ex. withdrawal, graduation, or expulsion) from CPA, all issued items must be returned upon disenrollment. Prepaid return labels and pick up services may be provided at no cost. Please review our *CPA Tech Center and Issued Technology Agreement* for complete details regarding returns.
2. For information regarding technology returns, please review our *CPA Tech Center and Issued Technology Agreement* or contact ITD.
**DISCLAIMER & ACKNOWLEDGEMENTS:**
1. CPA reserves the right to modify its policies at any time.
2. All items, devices, and resources issued by CPA are school property. School property must be returned or relinquished to CPA upon request or departure from the school.
3. CPA reserves the right to issue penalties (e.g. denial of access to resources, withholding of transcripts) or seek legal remedies in response to non-compliance.
4. Access to CPA technology, resources and support is a privilege, not a right. These privileges are offered at the discretion of CPA.
5. CPA will not be held liable for the information or data retrieved, stored, or transmitted by means of CPA owned or operated resources, devices, networks, or systems.
6. Users should not have an expectation of privacy in the use of CPA resources, email, systems, or networks.
7. Illegal activities performed using CPA devices, networks, and systems may be reported to the proper authorities when discovered.
8. CPA will not be held responsible for losses or damages suffered by any user, including loss of data, interruption of service, delays, or non-deliveries.
9. CPA issued property reported as lost, missing or stolen may be remotely tracked, located and/or disabled at the discretion of CPA.
10. CPA may confiscate and search any CPA technology in the event of policy discrepancy.
11. CPA is not in any way an Internet Service Provider.
USER AGREEMENT:
I have read, understand, and will abide by the above PARENT/STUDENT ACCEPTABLE USE OF TECHNOLOGY POLICY while using any CPA technology and other electronic resources issued, owned or operated by CPA. I also give permission to collect verifiable personal information from my child (under 13 years of age) to be in to the extent required to comply-compliance with the Children’s Online Privacy Protection Act (COPPA). I further understand that any violation of the policies above are considered unethical and in some cases may constitute a criminal offense. Should I violate any of the policies outlined in this agreement, I understand my access to any CPA resource may be limited or revoked, and disciplinary and or legal action may be taken.
BY SIGNING THE PARENT/STUDENT HANDBOOK SIGNATURE OF RECEIPT AND ACKNOWLEDGEMENT SECTION, YOU AGREE YOU HAVE READ, UNDERSTOOD AND ACCEPT THE TERMS WITHIN THIS PARENT/STUDENT ACCEPTABLE USE OF TECHNOLOGY POLICY
Non-Compliance Policy
Cabrillo Point Academy Homeschool Teachers partner with families to educate students enrolled in our programs. The partnership is effective if students and parent/guardians are actively participating in our program and meeting enrollment requirements.
Indications that a student is not actively participating in our program include:
- Non-attendance
- Missing or refusing to schedule meetings
- Unable to contact
- Not meeting enrollment requirements
- Not submitting requested work samples
- Making inadequate progress
In these instances CPA may:
- Contact the family by phone and email requesting resolution within two school days.
- Two school days later, if there is not a satisfactory resolution, the Homeschool Teacher will attempt to contact the family again by phone, email, and a letter of non-compliance will be sent to the address on file. The letter will request a resolution within five school days.
- If the issue is resolved, the parent/guardian and teacher will confer to review expectations and create a plan to maintain compliance.
- If the issue is not resolved, the Homeschool Teacher will attempt to contact the family again by phone, email, and a second letter of non-compliance will be sent to the address on file. The letter will request a resolution within five school days. In addition, an Administrative Conference Call will be scheduled to be held no sooner than six days of the date the letter was sent.
- It may be deemed, at that time, that independent study is not the best educational placement for the student and the student may be withdrawn.
- Should a student be Administratively Withdrawn, the student is not eligible to re-enroll in the school for at minimum, one full academic school year.
Work Samples
To meet California Independent Study Guidelines, Work Samples will be required and collected at the end of each Learning Period. Students are required to submit work samples as requested by their Homeschool Teacher to demonstrate and document student learning. Failure to provide work samples may jeopardize your child’s enrollment status at Cabrillo Point Academy.
Acceptable Work Sample Criteria:
- Original or scanned PDF version
- Demonstrates neat and organized work
● Demonstrates a good reflection of your child’s learning and abilities
● Includes student’s name and date in the top right hand corner
● The sample needs to be completed and dated within the collection Learning Period
● Must be non-sectarian (non-religious)
● Photographs must include a summary from the student’s perspective
● Samples may be typed or handwritten by the student. Younger students may dictate to the parent to write or type for them
Non-Compliant Work Samples Include:
● Scanned documents that are difficult to read or are very light
● A scanned or printed document of a certificate of completion or report from an online learning platform
● Samples completed and dated not within the Learning Period
● A photograph which does not include the student’s summary of the project/concept
● Incomplete worksheets or work
Testing & Assessment
Assessment data is critical to Cabrillo Point Academy Charter Schools. Essentially, assessments are one indicator of student learning. Using assessment data is not only a healthy thing to do internally as a school community, but also a required part of the WASC accreditation process and the charter renewal process.
WASC accreditation shows that a school has met and is maintaining a high level of standards. Furthermore, having WASC accreditation validates the integrity of the school’s program for transfer students and transcripts for university acceptance. Many of our families put great value on WASC accreditation. In order to receive WASC accreditation, a school must go through a rigorous process of describing, demonstrating, and evaluating its instructional program through a school-wide action plan.
It is a wonderful accomplishment for a school to be accredited, but the work is not finished. Maintaining accreditation is an ongoing cycle of managing change and improvement through regular assessment, planning, implementing, monitoring and reassessing. All of our Cabrillo Point Academy charters are involved in the WASC cycle.
Assessment data is also an important piece in our charter renewal process. All charter schools are authorized by a sponsoring school district. The authorizer is granting permission to the petitioning organization to make their own independent decisions and operate their own school. In return, the charter school needs to demonstrate compliance with the essential terms of the charter, which include Ed Code, student achievement, governance, reporting requirements, etc. Each charter that makes up Cabrillo Point Academy Charter Schools must remain in good standing with each authorizer. Without authorization, we have no charter! Authorizers gauge compliance and achievement with assessment data. Scores at the individual student level are never shared, and privacy of student names is maintained according to federal laws that protect students.
It is very important to the school that all students participate in school wide assessment. We do our very best to listen to the needs of parents and students. We hope this year there are positive changes for you and your child with the different assessment adoptions.
**State Standardized Tests – California Assessment of Student Performance and Progress (CAASPP)**
As students of a public charter school, our students participate in the following state standardized tests:
- Grades 3 – 8: Smarter Balanced Assessment Consortium (SBAC)
- Grade 11: Smarter Balanced Assessment Consortium (SBAC)
- Grades 5, 8, and one time in High School during the year of their last science course: California Standards Test for Science (CAST)
- Grades 5, 7 and 9: Physical Fitness Test (PFT)
- ELPAC: English Language Proficiency Assessments for California (English Learners only)
As a public charter school we receive state funds that each student accesses when they use their planning amounts.
Participation rates are critical to the success of our school. A public school is required to achieve a participation rate of 95% on any state testing. If a school has less than 95% of its students participate in any assessment, the school runs the risk of receiving a serious penalty by the state of California.
Cabrillo Point Academy faculty administers all state standardized tests at facilities located within driving distance of your home. A testing schedule will be provided to you from your teacher. Individual student performance results on statewide achievement testing will be made available to parents that would like a copy.
Often our families have questions or concerns about the SBAC/CAST assessments. At Cabrillo Point Academy Charter Schools we want our families to feel informed about assessments so they are prepared and feel more comfortable partaking. Your HST will provide resources such as practice tests and videos as it gets closer to the testing dates. We also ask that you work closely with your teacher so your student can be assigned any designated supports that would help them during their testing session.
**Star 360**
Cabrillo Point Academy Charter Schools believes that ongoing assessments will help to inform instructional practices. The Star 360 is not designed to find flaws but rather to build strength and skills necessary to become successful in the student’s educational career.
CPA chose Star 360 because of its adaptive and non-adaptive nature and the diagnostic tool pinpoints students’ needs down to the sub-skill level. Star 360 provides data-driven insights and support for
successful implementation of the new standards. Star 360 has a custom assessment (paper-pencil version) that can be used in place of the adaptive assessment. CPA will provide the parents with the results of Star 360, so the parent and teacher can work together to create a personalized learning plan for each student.
Assessments allow our teachers to monitor student growth and performance consistently and continuously over a student’s entire K-12 career. The questions will automatically change the level of difficulty, thus “adaptive,” based on student response patterns. The non-adaptive paper pencil version of Star 360 will allow students to show mastery in standards over the course of the year and we can still measure growth and use these assessments to drive our instruction.
Star 360 Testing will occur up to three times a year, typically in the fall, winter, and spring of each year.
**Testing for English Language Learners**
California state law requires that the ELPAC be given each year to English Learners. The ELPAC (English Language Proficiency Assessments for California) is a test that measures how well a student can listen, speak, read, and write in English. The purpose of ELPAC is to ensure all students receive adequate support to succeed.
New students that have declared another language besides English on their home language survey must be assessed. This includes TK students. Students that have been previously designated as English Learners at another public school (even if it was years ago) must be tested by law every year until they reach a level of proficiency and are reclassified. At that point they will no longer need to take the test.
**COVID-19**
As a non-classroom-based independent study school, Cabrillo Point Academy’s academic model is in line with Distance Learning Guidance provided by the California Department of Education. Cabrillo Point Academy continues to provide homeschooling families with a variety of curriculum delivery options, including online instruction courses led by credentialed teachers, offline courses, and virtual courses that employ built-in accommodations, teacher support, performance tasks, and progress monitoring. Families select the combination of systems that best suit student learning needs and interests. We ensure students are engaged in appropriate educational activities on instructional days, assess the time value of independent work, and the quality of contemporaneous work samples.
Records Department
The Records Department supports families by maintaining student records and will process requests for various documents such as work permits, enrollment verification, report cards, and transcripts.
| Document Requested | Expected Time of Processing |
|---------------------------------------------------------|----------------------------|
| Work Permit | 2-3 Business Days |
| Enrollment Verification | 2-3 Business Days |
| Copies of Grades & Official/Unofficial Transcripts | 3-5 Business Days |
| Copies of CUME (Student Records) | 3-5 Business Days |
Work Permits
There are two types of work permits: Entertainment and Non-Entertainment
- **Entertainment Work Permits** are obtained from the entertainment industry employer, filled out, and sent to firstname.lastname@example.org
- **Non-Entertainment Work Permits** are different. Before the Records Department can fill out a regular work permit, the employer needs to provide the student a B1-1 permit (think of this as the permit to attain a permit). This is important because it tells our department where the student wishes to work. Once the B1-1 permit is sent to email@example.com, one of our Records specialists will fill it out and provide a B1-4 at the same time. The B1-4 is the actual permit.
Concurrent, College Enrollment Exceptions
For all concurrent, college enrollment requests, please send applications and inquiries to your Guidance Counselor. There is a minimum five (5) business day turnaround for these applications, so please plan accordingly.
An education record is any written or computerized document, file, entry, or record containing information directly relating to a student that is compiled and maintained by Cabrillo Point Academy. Such information includes but is not limited to:
· Date and place of birth, parent and/or guardian’s address, and where the parties may be contacted for emergency purposes;
· Grades, test scores, courses taken, academic specializations and school activities;
· Special education records;
· Disciplinary records;
· Medical and health records;
· Attendance records and records of past schools attended;
· Personal information such as, but not limited to, student identification numbers, social security numbers, photographs, or any other type of information that aids in identification of a student. Please note that Cabrillo Point Academy shall not collect or solicit social security numbers or the last four digits of social security numbers from students or their parents/guardians, unless otherwise required to do so by state or federal law.
Cabrillo Point Academy shall not use any school resources or data to be used to create a registry based on race, gender, sexual orientation, religion, ethnicity or national origin. An education record does not include any of the following:
· Records that are kept in the sole possession of the maker, are used only as a personal memory aid, and are not accessible or revealed to another person except a temporary substitute for the maker of the record;
· Records maintained by a law enforcement unit of Cabrillo Point Academy that were created by that law enforcement unit for the purpose of law enforcement;
· Records relating to a Cabrillo Point Academy employee that are made and maintained in the normal course of business, relate exclusively to the individual in that individual’s capacity as an employee; and are not available for use for any other purpose;
· Records on a student who is 18 years of age or older, or is attending an institution of postsecondary education, that are: a) made or maintained by a physician, psychiatrist, psychologist, or other recognized professional or paraprofessional acting in his or her professional capacity or assisting in a paraprofessional capacity; b) made, maintained, or used only in connection with treatment of the student; and c) disclosed only to individuals providing the treatment. For the purpose of this definition, “treatment” does not include remedial educational activities or activities that are part of the program of instruction at Cabrillo Point Academy.
· Records that only contain information about an individual after he or she is no longer a student at Cabrillo Point Academy.
· Grades on peer-graded papers before they are collected and recorded by a teacher.
Parents and eligible students that they have the right to:
· Inspect and review the student’s education records;
· Seek amendment of the student’s education records that the parent or eligible student believes to be inaccurate, misleading or otherwise in violation of the student’s privacy rights;
· Consent to disclosures of personally identifiable information contained in the student’s education records, except to the extent that FERPA and the Code of Federal Regulations authorize disclosure without consent;
· File with the Department of Education a complaint concerning alleged failures by Cabrillo Point Academy to comply with the requirements of FERPA and its promulgated regulations.
· Request that Cabrillo Point Academy not release student names, addresses and telephone listings to military recruiters or institutions of higher education without prior written parental consent.
**Student Mental & Physical Health**
The school is committed protecting the health and well-being of all Cabrillo Point Academy students, including vulnerable youth populations, by having procedures in place to prevent, assess the risk of, intervene in, and respond to suicide and self-harming behavior. Vulnerable youth populations include LGBTQ (lesbian, gay, bisexual, transgender, questioning) youth, youth living with mental and/or substance use disorders, youth who engage in self-harm or have attempted suicide, youth in out-of-home settings, youth experiencing homelessness, American Indian/Alaska Native youth or youth that identify with other racial minority groups, youth bereaved by suicide and youth living with medical conditions and disabilities.
Cabrillo Point Academy recognizes that:
a) Physical, behavioral, and emotional health is an integral component of a student’s educational outcome
b) Further recognizes that suicide is a leading cause of death among young people
c) The has an ethical responsibility to take a proactive approach in preventing deaths by suicide
d) Acknowledges the school’s role in providing an environment which is sensitive to individual and societal factors that place youth at greater risk for suicide and one which helps to foster positive youth development. In recognition of the need to protect the health, safety and welfare of its students, to promote healthy development, to safeguard against the threat or attempt of suicide among school aged youth, and to address barriers to learning, Cabrillo Point Academy has adopted a policy, which corresponds with and supports other federal, state and local efforts to provide youth with prevention education, early identification and intervention, and access to all local resources to promote health and prevent personal harm or injury.
Suicide Prevention Policy
The school’s Suicide Prevention Policy can be found on the school website under Boards and Board Policies.
With the intention of creating a safe and nurturing educational entity that minimizes suicidal ideation in students, we also recognize our duty to protect the health, safety, and welfare of our students, and aim to safeguard students and staff against suicide attempts, deaths and other trauma associated with suicide. These safeguards include ensuring adequate supports for students, staff, and families affected by suicide attempts and loss. Because the emotional wellness of students greatly impacts learning, motivation, and educational success, the current policy shall be paired with other policies that support the emotional and behavioral wellness of students.
Cabrillo Point Academy’s policy is based on research and best practices in suicide prevention, and has been adopted with the understanding that suicide prevention activities decrease suicide risk, increase help-seeking behavior, identify those at risk of suicide, and decrease suicidal behaviors. Empirical evidence refutes a common belief that talking about suicide can increase risk or “place the idea in someone’s mind.” In an attempt to reduce suicidal behavior and its impact on students and families, Cabrillo Point Academy has developed strategies for suicide prevention, intervention, and postvention, and the identification of the mental health challenges frequently associated with suicidal thinking and behavior. These strategies shall include professional development for parents/guardians, caregivers, students, and school personnel who regularly interact with students or serve in a position to recognize the risk factors and warning signs of suicide.
Harassment
It is the policy of CPA to prohibit harassment by any means, including but not limited to: sexual, physical, verbal, written, electronic, mental, emotional and visual harassment, intimidation, bullying, and cyberbullying. Whether direct or indirect, such intentional acts substantially harm and interfere with a student's education, threaten the overall educational environment, and disrupt the operation of school.
Harassment for any reason including, but not limited to: race, religious creed (including religious dress and grooming practices), color, national origin (including language use restrictions), immigration status, citizenship status, ancestry, physical disability, mental disability, medical condition, genetic information, marital status, sex (including pregnancy, childbirth, breastfeeding and medical conditions related to pregnancy or childbirth), gender, gender identity, gender expression, age, sexual orientation, military and veteran status, or association with a person or group with one or more of the aforementioned characteristics or any other legally protected category is a violation of both state and federal law. Verified harassers may face loss of computer or other special privileges, suspension, or expulsion. Any disciplinary action will be determined by the school administrators and board of directors. In addition, when any kind of threat is communicated or when a hate crime is committed, the administration will report such crimes to local law enforcement officials. Harassers may also be subject to civil and criminal liability for any such unlawful behavior.
CPA will take measures against harassment. This includes any act that takes place on or immediately adjacent to the location of any school event, at any school-sponsored activity, on school-provided transportation, or off-campus activities that cause or threaten to cause a substantial and material disruption at school or interfere with the rights of students to be secure.
In situations in which electronic or cyber bullying originates from a non-school computer, but is brought to the attention of school officials, any disciplinary action shall be based upon whether the conduct is determined to be so severely disruptive of the educational process that it markedly interrupts or severely impedes the student learning.
It is important to understand that jokes, stories, cartoons, nicknames, the sending or posting of inappropriate and hurtful email messages, instant messages, text messages, digital pictures or images, or website postings, including blogs and comments that violate school, state, and federal law may be offensive to others and will not be tolerated.
If you feel you have been a victim of harassment or are being bullied, inform your Homeschool Teacher or school administrator immediately. Keeping quiet or ignoring the problem will not make it go away. The teacher or school administrator will document the events, contact the appropriate parties, and appropriate steps will be taken.
**Expulsion & Suspension**
**Definition of Expulsion**
Expulsion shall be defined as permanent dismissal from CPA, without re-enrollment privileges, and must be approved by the CPA Charter Board or their authorized designee.
**Definition of Suspension**
Suspensions shall be defined as a temporary leave of absence from CPA that may occur at the discretion of the individual CPA Homeschool Teacher, Regional Administrator, or the CPA Charter Board.
**Grounds for Suspension and Expulsion**
A student may be subject to suspension and/or expulsion when it is determined that he/she, while on or within view of the Preferred Vendor Program, Vendor Locations, at a school sponsored activity/field trip, or online.
- Caused, attempted to cause, or threatened to cause physical injury to another person or willfully used force or violence upon another person, except in self-defense.
- Possessed, sold, or otherwise furnished any firearm, knife, explosive, or other dangerous object.
● Unlawfully possessed, used, sold, or otherwise furnished, or was under the influence of, any controlled substance as defined in Health and Safety Code 11053-11058, alcoholic beverage, or intoxicant of any kind.
● Unlawfully offered, arranged, or negotiated to sell any controlled substance as defined in Health and Safety Code 11053-11058, alcoholic beverage or intoxicant of any kind, and then sold, delivered, or otherwise furnished to any person another liquid, substance or material and represented the same as a controlled substance, alcoholic beverage or intoxicant.
● Committed or attempted to commit robbery or extortion.
● Caused or attempted to cause damage to school property or private property.
● Stole or attempted to steal school property or private property.
● Possessed or used tobacco or any products containing tobacco or nicotine products, including but not limited to: cigars, cigarettes, miniature cigars, clove cigarettes, smokeless tobacco, snuff, chew, and packets. This restriction shall not prohibit a student from using or possessing his/her own prescription products.
● Committed an obscene act or engaged in habitual profanity or vulgarity.
● Unlawfully possessed or unlawfully offered, arranged, or negotiated to sell any drug paraphernalia, as defined in Health and Safety Code 11014.5.
● Disrupted school activities or otherwise willfully defied the valid authority of supervisors, teachers, administrators, other school officials, or other school personnel engaged in the performance of their duties.
● Knowingly received stolen school property or private property.
● Possessed an imitation firearm, i.e., a replica of a firearm that is so substantially similar in physical properties to an existing firearm as to lead a reasonable person to conclude that the replica is a firearm unless, in the case of possession of any object of this type, the student had obtained written permission to possess the item from a certificated school employee, Charter School's Board of Directors, or designee(s)'s concurrence.
● Committed or attempted to commit a sexual assault as defined in Penal Code 261, 266c, 286, 288, 288a or 289, or committed a sexual battery as defined in Penal Code 243.4.
● Harassed, threatened, or intimidated a student who is a witness or complaining witness in a school disciplinary proceeding for the purpose of preventing that student from being a witness and/or retaliating against that student for being a witness.
● Made terrorist threats against school officials, students, and/or school property.
● Committed sexual harassment as defined in Education Code 212.5.
● Caused, attempted to cause, threatened to cause, or participated in an act of hate violence as defined in Education Code 33032.5.
● Intentionally harassed, threatened or intimidated a student or group of students to the extent of having the actual and reasonably expected effect of materially disrupting classwork, creating substantial disorder, and invading student rights by creating an intimidating or hostile educational environment including, but not limited to, acts outlined in the Harassment section.
● Engaged in an act of bullying, including, but not limited to, bullying committed by means of an electronic act. “Bullying” means any severe or pervasive physical or verbal act or conduct, including communications made in writing or by means of an electronic act, and including one or
more acts committed by a student or group of students which would be deemed hate violence or harassment, threats, or intimidation, which are directed toward one or more students that has or can be reasonably predicted to have the effect of one or more of the following:
- Placing a reasonable student or students in fear of harm to that student’s or those students’ person or property.
- Causing a reasonable student to experience a substantially detrimental effect on his or her physical or mental health.
- Causing a reasonable student to experience substantial interference with his or her academic performance.
- Causing a reasonable student to experience substantial interference with his or her ability to participate in or benefit from the services, activities, or privileges provided by the Charter School.
A. “Electronic act” means the creation or transmission originated on or off the school site, by means of an electronic device, including, but not limited to, a telephone, wireless telephone, or other wireless communication device, computer, or pager, of a communication, including, but not limited to, any of the following:
(i) A message, text, sound, video, or image.
(ii) A post on a social network internet website, including, but not limited to:
(I) Posting to or creating a burn page. “Burn page” means an internet website created for the purpose of having one or more of the effects listed in paragraph (1).
(II) Creating a credible impersonation of another actual pupil for the purpose of having one or more of the effects listed in paragraph (1). “Credible impersonation” means to knowingly and without consent impersonate a pupil for the purpose of bullying the pupil and such that another pupil would reasonably believe, or has reasonably believed, that the pupil was or is the pupil who was impersonated.
(III) Creating a false profile for the purpose of having one or more of the effects listed in paragraph (1). “False profile” means a profile of a fictitious pupil or a profile using the likeness or attributes of an actual pupil other than the pupil who created the false profile.
(iii) (I) An act of cyber sexual bullying.
(II) For purposes of this clause, “cyber sexual bullying” means the dissemination of, or the solicitation or incitement to disseminate, a photograph or other visual
recording by a pupil to another pupil or to school personnel by means of an electronic act that has or can be reasonably predicted to have one or more of the effects described in subparagraphs (A) to (D), inclusive, of paragraph (1). A photograph or other visual recording, as described in this sub clause, shall include the depiction of a nude, semi-nude, or sexually explicit photograph or other visual recording of a minor where the minor is identifiable from the photograph, visual recording, or other electronic act.
(III) For purposes of this clause, “cyber sexual bullying” does not include a depiction, portrayal, or image that has any serious literary, artistic, educational, political, or scientific value or that involves athletic events or school-sanctioned activities.
(iv) Notwithstanding paragraph (A) and subparagraph (i), an electronic act shall not constitute pervasive conduct solely on the basis that it has been transmitted on the internet or is currently posted on the internet.
B. “Reasonable pupil” means a pupil, including, but not limited to, a pupil with exceptional needs, who exercises average care, skill, and judgment in conduct for a person of that age, or for a person of that age with the pupil’s exceptional needs.
Note: Pursuant to Education Code 48900.7, the making of a terrorist threat includes any written or oral statement by a person who willfully threatens to commit a crime which will result in death, great bodily injury to another person or property damage in excess of $1,000, with the specific intent that the statement is to be taken as a threat, even if there is no intent of actually carrying it out.
Suspension & Expulsion for Students with Disabilities
A student identified as an individual with disabilities pursuant to the Individuals with Disabilities Education Act or Section 504 of the federal Rehabilitation Act of 1973 is subject to the same grounds for suspension and expulsion which apply to general education students. All the procedural safeguards established by Charter School policies and regulations shall be observed in considering the suspension or expulsion of students with disabilities. In the case of a suspension or an expulsion of a student identified as having special education needs, CPA shall comply with federal and state law.
Due Process Statement
CPA shall provide for the fair treatment of students facing suspension and expulsion by affording them due-process rights. Rules regarding suspension and expulsion shall be revised periodically as required by any changes in CPA policy, regulation, or law.
In all cases, CPA disciplinary policies shall afford students due process. To this end, the CPA Charter Board shall develop rules and regulations governing the procedures by which students may be suspended or expelled.
In the event of an expulsion, a student will be entitled to written notice of the grounds for their proposed removal and will be given a full due-process hearing in regard to the proposed expulsion. Parent(s)/guardian(s) will also be given written notice in advance of said hearing so that they may attend. CPA will maintain a record of the notice and of the hearing. The student will also be entitled to appeal a decision to expel said student, pursuant to the appeal procedures established by the CPA Charter Board.
Grievance Policy and Procedure
CPA is committed to achieving student/family satisfaction. The following procedure was developed to ensure that student, family and Cabrillo Point Academy staff grievances are addressed fairly by the appropriate persons in a timely manner. CPA prohibits discrimination against students/families on the basis of ethnicity, sex, ancestry, physical or mental disability, race, color, gender, national origin, sexual orientation or religion.
The parent/guardian will address in writing any concern or grievance initially with the student’s Homeschool Teacher and supervisor. Both Homeschool Teacher and supervisor will respond within ten (10) school days.
If the concern or grievance is not resolved, the parent/guardian may, within ten (10) school days, request a meeting with school leadership to discuss the concern or grievance. The Sr. Director will investigate and respond with ten (10) school days. A written email and letter will be sent to the family that will address the concern and outcome.
Family Educational Rights and Privacy Act (FERPA)
Notification of Rights under FERPA for Elementary and Secondary Schools
The Family Educational Rights and Privacy Act (FERPA) affords parents and students who are 18 years of age or older ("eligible students") certain rights with respect to the student's education records. These rights are:
1. The right to inspect and review the student’s education records within 45 days after the day Cabrillo Point Academy Charter Schools receives a request for access.
Parents or eligible students should submit to the school principal [or appropriate school official] a written request that identifies the records they wish to inspect. The school official will make arrangements for access and notify the parent or eligible student of the time and place where the records may be inspected.
2. The right to request the amendment of the student’s education records that the parent or eligible student believes are inaccurate, misleading, or otherwise in violation of the student’s privacy rights under FERPA.
Parents or eligible students who wish to ask CPA to amend a record should write to the school principal [or appropriate school official], clearly identify the part of the record they want changed, and specify why it should be changed. If the school decides not to amend the record as requested by the parent or eligible student, the school will notify the parent or eligible student of the decision and of their right to a hearing regarding the request for amendment. Additional information regarding the hearing procedures will be provided to the parent or eligible student when notified of the right to a hearing.
3. The right to provide written consent before the school discloses personally identifiable information (PII) from the student’s education records, except to the extent that FERPA authorizes disclosure without consent.
One exception, which permits disclosure without consent, is disclosure to school officials with legitimate educational interests. A school official is a person employed by the school as an administrator, supervisor, instructor, or support staff member (including health or medical staff and law enforcement unit personnel) or a person serving on the school board. A school official also may include a volunteer or contractor outside of the school who performs an institutional service of function for which the school would otherwise use its own employees and who is under the direct control of the school with respect to the use and maintenance of PII from education records, such as an attorney, auditor, medical consultant, or therapist; a parent or student volunteering to serve on an official committee, such as a disciplinary or grievance committee; or a parent, student, or other volunteer assisting another school official in performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility.
Upon request, the school discloses education records without consent to officials of another school district in which a student seeks or intends to enroll, or is already enrolled if the disclosure is for purposes of the student’s enrollment or transfer. [NOTE: FERPA requires a school district to make a reasonable attempt to notify the parent or student of the records request unless it states in its annual notification that it intends to forward records on request.]
4. The right to file a complaint with the U.S. Department of Education concerning alleged failures by CPA to comply with the requirements of FERPA. The name and address of the Office that administers FERPA are:
Family Policy Compliance Office
U.S. Department of Education
400 Maryland Avenue, SW
Washington, DC 20202
FERPA permits the disclosure of PII from students’ education records, without consent of the parent or eligible student, if the disclosure meets certain conditions found in §99.31 of the FERPA regulations. Except for disclosures to school officials, disclosures related to some judicial orders or lawfully issued subpoenas, disclosures of directory information, and disclosures to the parent or eligible student, §99.32 of the FERPA regulations requires the school to record the disclosure. Parents and eligible students have a right to inspect and review the record of disclosures. A school may disclose PII from the education records of a student without obtaining prior written consent of the parents or the eligible student –
- To other school officials, including teachers, within the educational agency or institution whom the school has determined to have legitimate educational interests. This includes contractors, consultants, volunteers, or other parties to whom the school has outsourced institutional services or functions, provided that the conditions listed in §99.31(a)(1)(i)(B)(1) - (a)(1)(i)(B)(2) are met. (§99.31(a)(1))
- To officials of another school, school system, or institution of postsecondary education where the student seeks or intends to enroll, or where the student is already enrolled if the disclosure is for purposes related to the student’s enrollment or transfer, subject to the requirements of §99.34. (§99.31(a)(2))
- To authorized representatives of the U. S. Comptroller General, the U. S. Attorney General, the U.S. Secretary of Education, or State and local educational authorities, such as the State educational agency in the parent or eligible student’s State (SEA). Disclosures under this provision may be made, subject to the requirements of §99.35, in connection with an audit or evaluation of Federal- or State-supported education programs, or for the enforcement of or compliance with Federal legal requirements that relate to those programs. These entities may make further disclosures of PII to outside entities that are designated by them as their authorized representatives to conduct any audit, evaluation, or enforcement or compliance activity on their behalf. (§§99.31(a)(3) and 99.35)
- In connection with financial aid for which the student has applied or which the student has received, if the information is necessary to determine eligibility for the aid, determine the amount of the aid, determine the conditions of the aid, or enforce the terms and conditions of the aid. (§99.31(a)(4))
- To State and local officials or authorities to whom information is specifically allowed to be reported or disclosed by a State statute that concerns the juvenile justice system and the system’s ability to effectively serve, prior to adjudication, the student whose records were released, subject to §99.38. (§99.31(a)(5))
● To organizations conducting studies for, or on behalf of, the school, in order to: (a) develop, validate, or administer predictive tests; (b) administer student aid programs; or (c) improve instruction. (§99.31(a)(6))
● To accrediting organizations to carry out their accrediting functions. (§99.31(a)(7))
● To parents of an eligible student if the student is a dependent for IRS tax purposes. (§99.31(a)(8))
● To comply with a judicial order or lawfully issued subpoena. (§99.31(a)(9))
● To appropriate officials in connection with a health or safety emergency, subject to §99.36. (§99.31(a)(10)
● Information the school has designated as “directory information” under §99.37. (§99.31(a)(11))
Signature Of Receipt & Acknowledgement
By signing, you are agreeing to the policies and procedures of the Parent Student Handbook including, but not limited to:
- Registration Requirements
- Academic Expectations
- Report Cards & Grading
- Attendance
- Non-Compliance
- Work Samples
- Technology Usage
- Testing & Assessments
- Behavioral Expectations
- Planning Amounts and Learning Plans
- Academic Integrity
- Field Trip Guidelines
- COPPA Permissions
Student Name (Please print)__________________________________________
Student Signature__________________________________________________ Date_______________
Parent Name (Please print)__________________________________________
Parent Signature__________________________________________________ Date_______________
Information Technology Department
Policies and Procedures Manual for Staff
Overview
[INSERT TABLE OF CONTENTS]
Introduction
Overview
This document serves as a rulebook/Information Technology Policy and roadmap for successfully and properly utilizing Procedure Manual (Manual) sets forth [Insert School Name]'s (School) policies and procedures for use of the School’s technology equipment, software, operating systems, storage media, mobile devices, network accounts providing electronic mail or resources at Cabrillo Point Academy (CPA)-Your-, and other information technology devices and/or services (IT Resources) by employees, staff, volunteers, vendors, contractors, and other individuals employed or acting on behalf of the employee, School (collectively referred throughout this document as “Staff”).
The School’s IT Resources must be used for educational and school business-related purposes with the intent to serve the interests of the students, teachers, parents/guardians, and staff. Staff are responsible for familiarizing themselves with the policies and procedures set forth in this Manual prior to obtaining and using the School’s IT Resources, as well as signing any acceptable use agreement. Any misuse, misappropriation, negligence, or deliberate disobedience of the School’s IT Resources will not be tolerated and the School reserves the right to take any action necessary to address misuse.
To ensure that the School keeps all IT policies and procedures current and relevant, the School may need to modify and amend this Manual from time-to-time. This Manual is not all encompassing; it is the responsibility of every user to know these guidelines and to use their best judgement and exercise reasonable care when using the School’s IT Resources.
The School’s IT Department encourages all Staff to take appropriate precautions in use of IT Resources. In the event that Staff may have questions or concerns regarding the use of IT Resources, they should always take careful consideration to verify that all actions contact the School’s IT Department at the following number [insert phone number] or email address [insert email address].
Purpose and Scope
The School’s IT Department is committed to protecting the School’s users from illegal or damaging actions by individuals who use the School’s IT Resources. The purpose of this Manual is to outline the acceptable use of the School’s IT Resources. Staff must ensure that all use of IT Resources provided by the School are consistent with this Manual and fall within the authorized parameters for access, utilization, distribution, and modification of CPA’s technology resources set forth within this document-the School’s IT Resources.
Any misuse, misappropriation, negligence, or deliberate disobedience concerning these policies and procedures will not be tolerated. It is up to each individual employee and affiliate of CPA to familiarize him/herself with the policies and procedures set forth prior to signing the agreement form associated to these policies and procedures:
It is the purpose of the CPA Information Technology Department (ITD) to provide these policies and procedures in order to address potential situations and to provide steps to take during these situations. However, not all situations can ever be addressed; so it is up to each individual employee and affiliate to use these policies and procedures as an example of what actions to take.
The CPA Information Technology Department does encourage all CPA employees and associates to take precautions; should a difficult situation present itself. Please contact the ITD at (619-749-
1928); if you require further assistance or have any questions:
Contents
Overview
Acceptable Use of Information Technology
Unacceptable Use
Enforcement
Password Policies and Procedures
Internet and Email Policy Equipment
Configuration Policy
Acceptable Use of Information Technology Resources
Overview
Cabrillo-Point Academy Acceptable Use of Information Technology Resources policy (AUP) provides for access to information technology (IT) resources and communications networks within a culture of openness, trust, and integrity. In addition, Cabrillo Point Academy (CPA) is committed to protecting itself and its students, faculty, and staff from unethical, illegal, or damaging actions by individuals using these systems.
CPA is committed to upholding important security, privacy, and safety regulations, protocols, and standards. This Manual is an integral part of the IT Department’s policies and procedures. The guidelines set forth in this Manual apply to all IT Resources owned or leased by the School. Applicable sections of this Manual may also apply to privately-owned equipment that is connected to the School’s network (i.e., WiFi Network), which can include, but is not limited to, computer equipment, software, operating systems, storage media, and the internet.
Users of CPA devices, networks, accounts, and other resources IT Resources must adhere to CPA policies—the School’s policies and manuals, including, but not limited to, the Employee Handbook and this Manual. Users are expected to fully comply with local, state, and federal laws and regulations. Failure to adhere to these policies or regulations applicable law may result in discipline, legal action, or other remedies determined to be within the rights of CPA—Relevant regulations School’s authority. These laws include (but are not limited to):
- The Family Educational Rights and Privacy Act (FERPA).
- Children’s Internet Protection Act (CIPA)
- Individuals with Disabilities Education Act (IDEA)
- Children’s Online Privacy Protection Act (COPPA)
- Health Insurance Portability and Accountability Act (HIPAA)
DEFINITIONS:
1. CPA or School or Organization or We—Cabrillo Point Academy and its subsidiaries, programs, and divisions
2. ITD—Cabrillo Point Academy Information Technology Department
3. You or Your or I—employee of CPA and/or signer of this Acceptable Use of Technology Policy
4. Resources—devices, systems, services or networks owned, operated or issued by CPA
5. User—any person(s) accessing or utilizing CPA resources that is not a resource operator
6. AUP—INFORMATION TECHNOLOGY ACCEPTABLE USE POLICY
Purpose
The purpose of this policy is to outline the ethical and acceptable use of information systems at Cabrillo Point Academy. These rules are in place to protect students, faculty, and staff; i.e., to ensure that members of the Cabrillo Point Academy community have access to reliable, current IT resources that are
Insecure practices and malicious acts expose Cabrillo Point Academy and individual students, faculty, and staff to risks including virus attacks, compromise of network systems and services, and loss of data or confidential information. Security breaches could result in legal action for individuals who violate CPA school policies and ITD policies. In addition, security breaches damage the school’s reputation and could result in loss of services. Other misuses, such as excessive use by an individual, can substantially diminish resources available for other users.
**Scope**
This outline is an integral part of IT security policies and applies to faculty, staff, and students; as well as any other individuals or entities who use information and IT resources at Cabrillo Point Academy. This policy applies to all IT resources owned or leased by Cabrillo Point Academy; and to any privately owned equipment connected to the schools network and includes, but is not limited to, computer equipment, software, operating systems, storage media, and the Internet.
Securing and protecting these significant and costly resources from misuse or malicious activity is the responsibility of Other administrative units may be permitted to develop or implement additional policies and procedures related to the use of the School’s IT Resources so long as those who manage systems as well as those who use them. Effective security is a team effort involving the participation and support of every member of the CPA community who accesses and uses IT resources. Therefore, every user of Cabrillo Point Academy that utilizes IT resources is required to know the policies and to conduct their activities within the scope of the AUP, and the **Policies, Standards, and Guidelines for IT Security** (see Resources below). Failure to comply with this policy may result in disciplinary action, suspend or deny user access from assigned resources to preserve the integrity of the ITD security.
**Acceptable Use Policy (AUP)**
Unless otherwise specified in this policy or other CPA policies, use of school information technology resources is restricted to job-related purposes to the school’s mission. Eligible individuals are provided access in order to support their job duties as employees, official business with the school, and other school-sanctioned activities. Individuals may not share with or transfer to others their user accounts including passwords, or other access codes that allow them to gain access to CPA Information Technology resources. The protection and privacy of our students and staff information is the highest priority and each staff member is expected to enact safety privacy measures (password-protect files that have confidential information when handling personal identifiable information of students and staff) according to current state and federal laws (FERPA). Violation of this could result in disciplinary action or termination.
Other administrative units have considerable latitude in developing complementary technology use policies and procedures, as long as they are consistent with this **policy Manual** and any other applicable technology use-related policies of the school. For more information about developing technology policies and procedures, please contact the **Information Technology School’s IT Department (ITD)**.
Incidental personal use of information technology resources must adhere to all applicable school policies. Under no circumstances may incidental personal use involve violations of the law, interfere
with the fulfillment of an employee’s school responsibilities, or adversely impact or conflict with activities supporting the mission of the school.
Users are prohibited from engaging in any activity that is illegal under local, state, federal, or international law or in violation of school policy. The categories and lists below are by no means exhaustive, but attempt to provide a framework for activities that fall into the category of acceptable/unacceptable use.
**Definitions**
- “**[Insert School Name]**” or “**School**” or “**Organization**” or “**We**” means **[Insert School Name]**
- ‘**IT Department**’ or “**ITD**” means **Information Technology Department.**
- ‘**IT Resources**’ include, but are not limited to:
- Computers
- Desktop Computers (if applicable), Mobile Devices, Laptops, etc.
- Network Equipment
- Routers, Network and Communication Cabling, VoIP Phones, HotSpots, Cradlepoints, etc.
- Audio/Video Equipment: **Projectors**, **Cameras**, **Copiers/Printers**, **Fax Machines**, **Security Cameras**, TVs, etc.
- Software
- Operating Systems, Application Software,
- Cloud Based Systems
- Web Content Filter, Azure Services, Teamviewer, Adobe, Email, Google
- Resources
- Group Drive File Storage, Website File Storage, Email Accounts, Social Networking Accounts, etc.
- “**You**” or “**Your**” means employee, contractor, volunteer, or any other individual who has been issued a School IT Resource.
- “**User**” means any person(s) accessing or utilizing the Schools’ IT Resources that is not a resource operator.
- “**AUP**” means **Information Technology Acceptable Use Policy.**
Acceptable Use Policy
General Use and Ownership Rights
Use of the School’s IT Resources is a privilege. As with all privileges, it is the responsibility of the user to use the IT Resources appropriately and in compliance with the School’s policies and procedures, as well as applicable law. Staff are responsible for exercising good judgment regarding the use of the School’s IT Resources. Staff should be aware that IT Resources and any data that is created on the network is the property of the School. Staff should not have an expectation of privacy, express or implied, in their use of the School’s IT Resources. The IT Department may monitor equipment, systems, and network at any time. The IT Department reserves the right to audit networks and systems on a periodic basis to ensure compliance with applicable policies and laws. The School assumes no responsibility for any loss or damage to IT Resources not owned by the School while on the School’s network.
The privacy of our students and staff is the highest priority and Staff are expected to take appropriate measures (e.g., password-protect files that have confidential information) when handling confidential information, including personally identifiable information related to a student, that is consistent with state and federal laws (e.g., FERPA).
If staff require assistance in determining appropriate security measures, they must contact the IT Department. Violation of this Manual and/or related law or policies could result in disciplinary action (e.g., termination).
The following activities provide a general roadmap to use CPA’s technology resources in an acceptable manner for use of the School’s IT Resources:
1. YouStaff agree to learn about and comply with all information outlined in this AUP document Manual.
2. Persons to whom items are assigned are expected to Staff must exercise reasonable care to protect those items/IT Resources against damage, loss, and theft. “Reasonable care” is defined as:
- Never includes, but is not limited to: never leaving items unattended
- Never, never lending, giving, or releasing items to a person other than an employee of the ITD
- Never unauthorized individuals: never removing protective accessories or features (e.g. cases, bumpers, asset tags)
- Keeping items away from dangerous conditions (e.g. liquids, heat sources, unstable surfaces or items) and preventing actions which promote damage beyond normal wear and tear.
3. You must immediately report damaged, lost or stolen items/resources. Items reported stolen or missing will require a police report.
4. Staff are expected to make a reasonable effort to protect your passwords, private and prevent the unauthorized or inadvertent disclosure of confidential information and backup your data.
5. Employees/Staff must use extreme caution when opening emails with attachments received from unknown senders; if you receive an email you don’t recognize, do not open it,
just delete it or, Delete the email and notify the FFD-IT Department.
6. All users should lock the workstation their workstations when unattended (i.e., save your work and then log off the device or turn off the device).
7. Upon termination of employment, all technology IT Resources must be returned immediately to the IT Department on your final day. If any attempt to collect the items have failed, all matters will be handled by local law enforcement.
Acceptable Use Policy (AUP) - For more
Unless otherwise specified in this Manual or other School policies or procedures, use of School IT Resources is restricted to educational and school-related business purposes, which must be aligned with the School’s mission. Staff are provided access to IT Resources in order to support their job duties, official School business, and other school-related activities.
Staff shall not share with, or transfer to, others their IT Resources and/or school-related accounts, including passwords, or other access codes that allow them to gain access to School IT Resources without the prior approval of the School Principal or his/her designee.
Staff Responsibilities
Staff are responsible for ensuring that they comply with the following:
1. Staff must use the IT Resources for school purposes only, in alignment with the staff’s job duties, and in a professional and courteous manner.
2. Staff must respect and protect the privacy of others by refraining from distributing private information, please contact the CPA about others or themselves; using only assigned accounts; and only viewing or accessing networks to which they are authorized.
3. Staff cannot use IT Resources to access any social media platforms (e.g., Facebook, Instagram, Twitter, etc.) for non-school related activities.
4. Staff must use IT Resources in a manner consistent with the School’s policies, including the policies provided in the Employee Handbook.
5. Staff must respect and protect the integrity, availability, and security of all IT Resources by observing all filters and network security practices; reporting security risks or violations; not destroying or damaging data, networks, or other resources without School’s permission.
6. Staff are prohibited from using IT Resources to further other acts that are illegal or violate the School’s policies. For example, Staff shall not engage in any harassing or discriminatory behaviors or accessing any sexually explicit internet sites.
7. Staff are prohibited from using IT Resources to create, access, download, edit, view, store, send or print materials that are illegal, offensive, harassing, intimidating, discriminatory, sexually explicit or graphic, pornographic, obscene or otherwise inconsistent with the values and general standards for the School.
8. Staff shall refrain from using IT Resources for purposes other than those related to the School’s program. For example, Staff cannot use Information Technology Department.
8. to buy, sell, advertise, or otherwise conduct business.
9. Staff are prohibited from using the IT Resources to solicit for political causes, commercial enterprises, outside organizations, or other non-job-related solicitations.
10. Staff must abide by all copyright, trademark, patent, and other laws governing intellectual property. No software may be installed, except as permitted by applicable law or School administration, copied or used on School equipment except as permitted by law. All software license provisions must be strictly followed.
The duties and responsibilities set forth above by no means are exhaustive; they are intended to provide a framework and guidepost for the activities that are acceptable.
Use of IT Resources for Incidental Purposes
IT Resources are to be used for educational and school-related purposes. However, Staff may use IT Resources for incidental purposes provided that they comply with all applicable School policies, including, but not limited to, this Manual, the Employee Handbook, applicable law. Incidental use is permitted only if it does not:
1. Directly or indirectly interfere with the School’s operation of IT Resources.
2. Interfere with the user’s job duties.
3. Burden the School with noticeable incremental costs.
4. Violate the law or School’s policies.
5. Used for commercial purposes not under the auspices of the School.
6. Used for personal financial gain except as permitted under applicable policies.
Under no circumstances may incidental personal use violate the law, interfere with the fulfillment of Staff responsibilities, or adversely impact or conflict with activities supporting the School’s mission. Any incidental personal use of the School’s IT Resources may be designated as the School’s records subject to disclosure to the School and third parties in accordance with law.
The duties and responsibilities set forth above by no means are exhaustive; they are intended to provide a framework and guidepost for the activities that are acceptable.
Revocation of Privileges
Staff access or privilege to the School’s IT Resources may be revoked or revised at any time and as necessary in the event that one of the following events occur (which are non-exhaustive):
1. Staff transfer.
2. Staff resignation.
3. Staff termination.
4. Investigation related to Staff conduct.
5. Interfere with the user’s employment or other obligations to the School.
6. Burden the School with noticeable incremental costs
Unacceptable Use
Excessive Non-Priority Use of Computing Resources
Priority for the use of IT resources is given to activities related to the school’s missions of teaching, learning, research, and outreach. CPA computers and resources are limited in capacity and are in high demand. To conserve IT resource capacity for all users, individuals should exercise restraint when utilizing computing and system resources. Individual users may be required to stop non-priority use of IT resources, such as recreational activities and non-academic, non-business services.
General Use Restrictions
Under no circumstance are Staff permitted to engage in any activity that is illegal under local, state, or federal law, or violate the School’s policies, including this Manual and the Employee Handbook, while utilizing the School’s IT Resources.
The activities listed below, in general, are prohibited unless Staff are expressly exempt. The list of prohibited activities below is non-exhaustive and is intended to provide a framework of activities which fall within the category of “unacceptable use”. Staff must ultimately use their best judgement and exercise reasonable care when using the School’s IT Resources.
Unacceptable system Use of School Systems and network activities include: Networks
Engaging in or effecting security breaches or malicious use of system communication including, but not limited to:
1. Obtaining configuration information about a network or system for which the user does not have administrative responsibility.
2. Except when anonymous access is explicitly provided, engaging in activities intended to hide the user’s identity or otherwise forging and/or misrepresenting the user’s identity.
3. Purposefully creating nuisance traffic for the network or systems attached to the network.
4. Purposefully creating nuisance radio waves or Wi-Fi traffic which prevents successful wireless communication.
5. Purposefully deleting work related files, shared drive files or confidential files that CPA school officials, teachers, staff, and IT employees utilize to perform the duties and responsibilities on the job.
6. Circumventing user authentication or accessing data, accounts, or systems that the user is not expressly authorized to access.
7. Interfering with or denying service to another user on the CPA network or using IT resources to interfere with or deny service to persons outside CPA.
8. Any other use that purposely causes a negative potential impact on CPA systems or operations or otherwise causes a loss of confidentiality, integrity, or availability of CPA data or services.
Unauthorized Use of CPA Property
Users are responsible for complying with the guidelines of this Manual and all applicable laws and regulations regarding the dissemination and protection of data and information that is confidential, particularly with regards to the Family Educational Rights and Privacy Act of 1974 (FERPA), the Health Insurance Portability and Accountability Act (HIPAA), Children’s Internet Protection Act (CIPA), and any other applicable state and federal legislation dealing with information privacy. Violations include, but are not limited to:
Except as provided by fair use principles, engaging in unauthorized The following activities are strictly prohibited:
1. Unauthorized copying, distribution, display, or publication of copyrighted material including, but not limited to, digitization and distribution of photographs from magazines, books, or other copyrighted sources; copyrighted music or video; and the installation of any copyrighted software without an appropriate license.
2. Using, displaying, or publishing licensed trademarks, including Cabrillo Point Academy’s/the School’s trademarks, without license or authorization or using them in a manner inconsistent with any terms of authorization.
3. Exporting software, technical information, encryption software, or technology-in violation of international or regional export control laws.
Inappropriate or malicious use of IT systems includes:
4. Disclosing personally identifiable information related to a student without prior written consent.
4.5. Setting up file sharing in which protected intellectual property is illegally shared.
2.6. Intentionally introducing malicious programs into the system or server (e.g., viruses, malware, worms, Trojan horses, email bombs, etc.).
3.7. Inappropriate or unauthorized use or sharing of school-authorized School IT privileges or resources Resources, networks, systems, accounts, etc.
8. Revealing your account username and password to others or allowing use of your account by others (e.g., family or other household members).
4.9. Changing another user’s password, access, or authorizations.
5.10. Using an Cabrillo Point Academy computing asset the School’s IT Resources to actively engage in displaying, - or transmitting material that is in violation of the School’s policies or applicable laws, including, but not limited to, the sexual harassment policy or laws, hostile workplace laws, or other illegal or impermissible activity.
6.11. Using an Cabrillo Point Academy computing asset the School’s IT Resources for any private purpose or for personal gain, unless otherwise permitted.
12. Engaging in, or effecting security breaches, or malicious use of system communication.
13. Obtaining configuration information about a network or system for which the user does not have administrative responsibility.
14. Except when anonymous access is explicitly provided, engaging in activities intended to hide the user’s identity or otherwise forging and/or misrepresenting the user’s identity.
15. Purposefully creating nuisance traffic for the network or systems attached to the network.
16. Purposefully creating nuisance radio waves or Wi-Fi traffic which prevents successful wireless communication.
17. Purposefully deleting work related files, shared drive files, or confidential files that the School officials, teachers, staff, and IT employees utilize to perform the duties and responsibilities on the job.
18. Circumventing user authentication or accessing data, accounts, or systems that the user is not expressly authorized to access.
19. Misuse/Interfering with or denying service to another user on the School’s network or using IT Resources to interfere with or deny service to persons outside School.
20. Any other use that purposely causes a negative potential impact on School systems or operations or otherwise causes a loss of confidentiality, integrity, or availability of School data or services.
**Unacceptable Use** of Electronic Communications
Electronic communications (i.e., emails, messenger, etc.) are essential in carrying out the activities of the school/School and for individual communication among staff, faculty, students, and their correspondents. Individuals/Staff are required to know and comply with the school’s/School’s policy on Mass Email and Effective Electronic Communication (see Resources below).
Key prohibitions include, but are not limited to:
1. Sending unsolicited messages, including “junk mail” or other advertising material, to individuals who did not specifically request such material, except as approved under the policy on Mass Email and Effective Electronic Communication.
2. Engaging in harassment or discriminatory behaviors via electronic communications/communication, whether through language, frequency, or size of messages.
3. Masquerading as someone else by using their email or internet address, or electronic signature.
4. Soliciting email from any other email address, other than that of the poster’s account, with the intent to harass or to collect replies.
5. Creating or forwarding “chain letters” or solicitations for business schemes.
6. Using email originating from Cabrillo Point Academy’s the School-provided accounts for commercial-use or non-School related business (e.g., personal gain-use).
**Excessive Non-Priority Use of Computing Resources**
Priority for the use of IT Resources is given to activities related to the School’s missions of teaching, learning, researching, and outreach. School computers and resources are limited in capacity and are in high demand. To conserve IT Resources for all users, individuals should exercise restraint when utilizing computing and system resources. Individual users may be required to stop non-priority use of IT Resources, such as recreational activities and non-academic, non-business services.
Enforcement
The Acceptable-Use-of-Information-Technology-Resources policy This Manual is enforced through the following mechanisms: various measures, including those set forth below. Any user who discovers unauthorized access or use of IT Resources or attempts to, or other engages in, improper usage of Cabrillo Point Academy technology should access or use of IT Resources must immediately report the infraction to the Information Technology IT Department, or other appropriate administrators.
Management personnel and the School Principal, Staff are responsible for ensuring employees are aware of and trained in the provisions of this policy that they understand the guidelines set forth in this Manual and other applicable policies, including, but not limited to, the Employee Handbook.
Interim Measures
The school may temporarily disable service to an individual or a computing device, when an apparent misuse of school computing facilities or systems has occurred, and the misuse:
1. Is a violation of criminal law
The School may take interim measures to prevent unauthorized or unacceptable access or use of the School’s IT Resources. This can include, but is not limited to any activity that:
1. Violates the law or the School’s policies.
2. Has the potential to cause significant damage to, or interference with school facilities or services the School’s operations.
3. May cause significant harm or damage to another person (by threats, harassment or defamation of character), e.g., actions that are threatening, discriminatory, or violate any School policies or applicable law.
4. May result in liability to the school/School
An attempt will be made to contact the person responsible for the account or equipment prior to disabling service; unless law enforcement authorities forbid it or Information Technology staff determine that immediate action is necessary to preserve the integrity of the school network. In any case, the user shall be informed as soon as possible so that they may present reasons in writing why their usage is not a violation or that they have authorization for the use:
Suspension of Services and Other Action
Users may be issued warnings, may be required to agree to conditions of continued service, or may have their privileges suspended or denied if:
- After hearing the user’s explanation of the alleged violation, an IT administrator has made a determination that the user has engaged in a violation of this code, or
- An employee disciplinary body has determined that the user has engaged in a violation of the code.
Interim measures may include, but are not limited to, temporarily disabling Staff access to, or use of, IT Resources.
Violations of Policy
Violations of the policies set forth in this Manual will be taken seriously and may result in disciplinary action, including possible termination, and civil and criminal liability.
Password Policies and Procedures
Overview
Passwords are an important aspect of computer security. They are the front line of protection for user accounts. A poorly chosen password may result in the compromise of Cabrillo Point Academy’s/the School’s entire privacy network. As such, all employees (including contractors and vendors with access to Cabrillo Point Academy/the School’s network or utilize its IT Resources) are responsible for taking the appropriate steps, as outlined below, to select and secure their passwords. The scope of this policy includes all personnel who have, or are responsible for an, a School-affiliated account, service, or network (or any form of access that supports or requires a password) on any system that resides at any CPA facility; has access to the CPA database; or stores any non-public information pertaining to CPA. The Password Protection Standards below also apply to the use of family accounts and should always be handled with care and common sense.
Even if Staff use a password to access the IT Resources (or any aspect thereof), the confidentiality of any message stored in, created, received, or sent from the School’s IT Resources is not certain. Use of passwords or other security measures does not in any way diminish the School’s right to monitor and access materials on its IT Resources, nor does it create any privacy right of Staff in the messages and files stored or transferred through the School’s IT Resources.
Any password used by Staff must be revealed to the School upon request for any reason that the School, in its discretion, deems appropriate. Further, Staff should be aware that deletion of any email messages, voicemails, or files would not truly eliminate the messages from the system. All email messages, voicemails, and other files may be stored on a central back-up system in the normal course of data management.
Password Protection Standards
A: General Password Construction Guidelines
Passwords are used for various purposes at Cabrillo Point Academy. Some of the more common uses include: user-level accounts, web accounts, email accounts, screensaver protection, voicemail password, and local router logins. Everyone Staff should be aware of how to select strong passwords when using School IT Resources.
+ Poor, (unacceptable) passwords have the following characteristics:
- The password contains fewer than 8 characters
- The password is a word found in a dictionary (English or foreign)
- The password is a common usage word such as:
- Names of family, pets, friends, coworkers, fantasy characters, etc.
- Computer terms and names, commands, sites, companies, hardware, software
• Acronyms for the agency or city.
• Birthdays and other personal information, such as addresses and phone numbers
• Word or number patterns like aaabbb, qwerty, zyxwvuts, 123321, etc.
• Any of the above spelled backwards
• Any of the above preceded or followed by a digit (e.g., secret1, 1secret)
2. Strong (acceptable) passwords have the following characteristics:
✓ Contain both upper and lowercase characters (e.g., a-z, AZ)
✓ Have digits and punctuation characters as well as letters (e.g., 0-9, !@#$%^&*()_+|~;: !@#$%^&*()_+|~;)
✓ Are at least ten alphanumeric characters long
✓ Are not based on personal information, names of family, etc.
Try to create passwords that can be easily remembered. One way to do this is to create a password based on a song title, affirmation, or other phrase. For example, the phrase might be: ?This May Be One Way To Remember? and the password could be: ?TmB!w2R?! or ?Tmb!W>r~? or some other variation. (NOTE: Do not use either of these examples as passwords!)
NOTE: Do not use either of these examples as passwords!
B. Password Protection Standards
Do not use the same password for Cabrillo Point Academy School accounts as you use for other non-Cabrillo Point Academy access School accounts (e.g., personal ISP account, personal email accounts, etc.).
Here is a list of “don’ts” Do NOTs related to password usage:
✓ Don’t reveal a password over the phone to ANYONE.
✓ Don’t reveal a password in an e-mail message.
✓ Don’t talk about a password in front of others.
✓ Don’t hint at the format of a password (e.g., “my family name”).
✓ Don’t reveal a password on questionnaires or security forms.
✓ Don’t share a password with family members.
✓ Don’t reveal a password to co-workers while on vacation.
✓ - **Don’t** write a password in an obvious place that is accessible to others.
✓ - **Don’t** share passwords with anyone, including passwords associated to ANY student accounts.
All passwords are to be treated as sensitive, confidential CPASchool information. If a password is requested by a parent or student, verify their identity, then simply forward them an associated link to reset their password. We are not responsible for creating passwords for end-users.
Disabling Login Password
Internet and Email
Policy Overview
Overview
Voice-mail, email, and Use of IT Resources, such as sending or retrieving voicemails or emails or using the internet usage assigned to an employee’s computer or telephone extensions are must be solely for the purpose of conducting Cabrillo Point Academy School-related business and activities. Most job responsibilities at CPAthe School require access to the internet and the use of educational software. Only people appropriately authorized, for CPASchool purposes, may use the internet to access and download additional software.
This authorization is generally exclusive to decisions that the ITDIT Department makes in conjunction with the need to perform your job duties and any request made from managers or directors: the School Principal or his/her designee.
Staff do not have an expectation of privacy in anything they view, create, store, send, or receive through the School’s IT Resources, including email accounts. Email messages must be treated as confidential by other Staff and accessed only by the intended recipient. Staff are not authorized to retrieve or read any email messages that are not sent to them or by them. Any exception to this policy must receive the prior approval of the School Principal or his/her designee.
Software Access
Software needed, in addition to the Google products, must be authorized by your manager immediate supervisor and/or the School Principal and downloaded by the ITD-staff-IT Department. If you need access to software or specific websites, YouTube videos (educational-), or whitelist apps, please talk with your manager immediate supervisor and consult with the ITDIT Department to explain what you expect to receive from the product.
All reasonable requests that are not considered a security risk will be considered for you and other employees.
Internet Usage
Internet use on Cabrillo Point Academy time, using CPA-owned devices during School hours or use of School IT Resources that are connected to the schools Schools network, is authorized to conduct school business must only be School-related. Internet use brings the possibility of breaches of the security of confidential information. Internet use also creates the possibility of contamination to our system via viruses or spyware. Spyware allows unauthorized people, outside of CPAthe School, potential access to CPAthe School passwords and other confidential information.
Removing such programs from the network requires IT staff to invest time and attention that is better devoted to making technological progress. For this reason, and to assure the use of work time appropriately for work, we ask staff members to limit internet use.
Additionally, under no circumstances may CPA-owned-computers School IT Resources or other electronic equipment, including devices owned by the-employee-Staff, be used on CPASchool time at work to obtain, view, purchase, or reach/access any pornographic, or otherwise immoral, unethical, or non-business-related internet sites. Doing so can lead to disciplinary action up to and including termination of employment.
**Social Media**
We understand that part of what you do in social media is outreach that recruits new employees and enhances our school brand. Many employees have social media responsibilities in their job description including the social media marketers, tech support, and recruiters.
We strongly encourage you to limit the use of social media to work-related content and outreach during work hours. Additionally, you are prohibited from sharing any confidential or protected information that belongs to or is about CPA. You are strongly encouraged not to share disparaging information that places CPA or coworkers in an unfavorable light, or is about the School.
The school’s reputation and brand should be protected by all employees. The lives and actions of your coworkers should never be shared online. Please note that staff must maintain the confidentiality of all students at all times.
There are great Social Media
If you wish to use networking protocols or set up a social media site as a part of the educational process, please work with your School Principal and IT Department to identify and use a restricted, School-endorsed networking platform. Such sites will be the property of the School.
Staff shall not accept students as friends on any personal social networking sites and are to decline any student-initiated friend requests. Teachers are not to initiate “friendships” with students or parents. Staff must delete any students already on their “friends” list immediately.
With regard to social networking content (e.g., Instagram, Facebook, Twitter, etc.), Staff should not use commentary deemed to be defamatory, obscene, proprietary, or libelous with regard to any School-related business or policy, employee, student, or parent. Additionally, employees should exercise caution with regards to exaggeration, obscenity, copyrighted materials, legal conclusions, and derogatory remarks or characterizations. Employees should weigh whether a particular posting puts his/her effectiveness as a School employee at risk. School encourages employees to post only what they want the world to see. Imagine that students, their parents, or administrators will visit your site as most information is available to the general public even after it is removed from the site. Employees may not discuss students nor post images that include students.
Due to security risks, employees must be cautious when installing the external applications that work with the social networking site. At a minimum, it is recommended that all employees should have all privacy settings set to “Only Friends”. The settings “Friends of Friends” and “Networks and Friends” open your content to a large group of unknown people, including students.
Although there are advantages to the use of social media and there are many disadvantages; these include, including, but are not limited to:
- The overuse and availability of bandwidth to all employees
- Malware and network hijack
- Decrease in work productivity
In social media participation from work devices or during working hours, social media content that discriminates against any protected classification including age, race, color, religion, gender, national origin, disability, or genetic information is prohibited. It is CPA’s policy to also recognize sexual preference as qualifying for discrimination protection. Any employee who participates in social media who violates this policy will be dealt with according to the CPA harassment policy.
Staff should be cautious when using social media platforms and should use their best judgement.
Email Usage at CPASchool
Email is to be used for CPASchool business only. CPASchool confidential information must not be shared outside of the school, without authorization, at any time. You are also not to conduct personal business using CPASchool computers or emails. - , unless otherwise permitted. Please keep this in mind, also, as you consider forwarding non-business emails to associates, family members, or friends. Non-business related emails waste time and attention.
Viewing pornography, or sending pornographic jokes or stories via email, is considered sexual harassment and will be addressed according to our sexual harassment policy. Immediate termination is the most frequent disciplinary action. Please keep all email messaging appropriate and professional when communicating with co-workers and families.
Mass Email and Effective Electronic Communication
All electronic communications are expected to. Transmission of mass emails must comply with federal and state laws, as well as school regulations and the School’s policies. Mass emails should be limited and for educational and school-related purposes. Mass email is appropriate for information that pertains to the majority of the recipients; is critical and/or time-sensitive; and provides the School community with essential information.
Permission to mail to a group is: Mass emails that are not needed if in line with the School’s mission or those that are for personal gain or businesses purposes are inappropriate. You must obtain permission for any email lists to which you are then not authorized sender for the group or are conducting normal school business. Before using a list that someone else owns, you must ask permission-to-use-it-to access. Access to a list does not necessarily imply permission to use.
If you wish to do a large mailing to a group you must get approval from a manager, the School Principal.
**Mass Email Checklist**
Before you send a large-scale mailing or mass email, you should ensure you can answer “yes” to each of the following questions:
- Is email the best or appropriate method to get information to your intended audience?
- Is the message relevant to the school’s core mission?
- Have you included in the content of the message:
- A “From:” address where replies will be received;
- The office, organization, or individual sending the message;
- Contact information if there is a question, comment, or complaint about the message;
- An explanation of why the recipient is receiving the message; and
- Required information presented
- Pointers to our website or elsewhere for additional information
- Do you have authorization to use the mailing list?
- If your mailing will go to more than 1,000 recipients, do you have approval to do a mass mailing to your intended audience?
Please note that Gmail has strict sending limits when sending bulk mail. Contact your IT Department for more information about these limitations.
**Employee Email**
Keep in mind that EPA owns any communication sent via email or that is stored on CPASchool equipment. Management and other authorized staff have the right to access any material in your email or on your computer at any time. Please do not consider your electronic communication, storage, or access to be private if it is created or stored on work devices or the School’s IT Resources.
**Emails That Discriminate**
Any email content that discriminates against any protected classification including, but not limited to, age, race, color, religion, sex, national origin, or disability or genetic information is prohibited. Any employee who sends an email that violates this policy will be dealt with according to the harassment policy. Threatening or offensive emails are prohibited at Cabrillo Point Academy. Violation of this policy could result in disciplinary action or termination.
Phishing Emails are SCAMS
Phishing is a type of attack carried out in order to steal usernames, passwords, credit card information, Social Security Numbers, and other sensitive data by masquerading as a trustworthy entity. Phishing is most often seen in the form of malicious emails pretending to be from credible sources. We ask that you do your due diligence to ensure that the email you receive is safe and coming from a reputable source. No institution, bank or otherwise, will ever ask for private information via email. It may not always be easy to tell whether an email or website is legitimate, but there are many ways to help identify, such as the following:
- In the body of an email, you might see questions asking you to “verify” or “update your account” or “failure to update your records will result in account suspension.” It is usually safe to assume that no credible organization will ever ask you to re-enter or disclose private account information, so do not fall for this trap.
• Any email that asks for your personal or sensitive information should be seriously scoured and not be trusted. Even if the email has official logos or text or even links to a legitimate website, it could easily be fraudulent. Never give out your personal information.
• Do not respond to warning messages claiming you have a virus or have been hacked.
• Check the email address - ask yourself: "does it come from someone you know? Am I expecting an email from that source? Does it match or legitimize the organization it is tied to?"
• Hover over the link, don’t click it. (Look at the bottom left corner of your monitor to reveal the URL).
• Never forward emails that aren’t work related or may appear to be a scam. Emails with advertisements and/or suggestions to forward to someone else are usually a trap and could introduce viruses to all users.
If you suspect any malicious activity, please contact the IT Department immediately.
Overview
The School’s goal is to provide sufficient equipment to allow employees/School staff to manage their duties efficiently. Equipment is usually assigned and issued immediately upon hire for all new employees. All new devices require a minimum of between three (3) days to three (3) weeks for delivery and configuration; therefore management is. Therefore, administrators/supervisors are advised to notify the IFFIT Department immediately upon hiring a new staff member.
This document/Manual provides Cabrillo Point Academy (CPA)/the School policy requirements to assure appropriate and equitable issuance to faculty and staff of basic computer technology equipment/the School’s IT Resources. This policy guides faculty and staff concerning utilization and support of computer and peripheral needs and basic network access, as well as personal responsibilities of the employee-and-supervisor/staff.
New Hire Details – When welcoming: Upon hiring a new employee-on-board, it is required that, School management must send to the Information Technology/IT Department (IFFD) with the following details-information:
- The employee’s full name
- Supervisor or manager’s full name
- Address Employee’s full address (only necessary for staff that work off-site)
- Title Employee’s title of position (please include department)
- Start Date
- Equipment Employee’s start date
- List of equipment needed (only if they require additional equipment)
- E-mail Requested school-affiliated email address you’d like to assign
Standard The School may offer the following standard devices and /equipment offered to all employees may include, but are not limited Staff:
Up to:
1. HP Elitebook 15.6 – a fast 15.6 laptop which usually includes touchscreen Windows Laptop
2. Brother MFC-J985DW - wireless printer/scanner/fax machine
3. 1-1-1 or 2 displays, two monitors, one keyboard, one mouse, and one dock (offered to office staff ONLY)
4. Office phone extension line w/approval by the School Principal approval (offered to office staff
ONLY) or his/her designee is required)*
Please note, all requests should have All IT Resources require prior approval from a manager and of the Staff’s immediate supervisor and should be made by submitting a ticket via helpdesk: firstname.lastname@example.orgemail@example.com. For detailed instructions on placing an email order, please see the Technology Ordering Policy to the School’s Helpdesk at the following address: [insert]
CPASchool Owned Equipment
Any device or computer IT Resource including, but not limited to, desk phones, smartphones, tablets, laptops, desktop computers, and iPad/tablets that CPAthe School provides for your use, should only be used for school business-related purposes. Keep in mind that CPAthe School owns the devices and the information in these devices. If you leave the school/School for any reason, CPA will require that you must return the equipment IT Resources upon request or on your last day of work, whichever occurs first.
You may use personal electronic devices that are not connected to the CPASchool network to access any appropriate internet site during breaks and lunch.
Staff Use of Equipment/Materials
The equipment at CPA IT Resources provided on School property is for the benefit of students and staff and student instruction. The care of all devices is the responsibility of each staff member. If at any time there is an issue with a computing device an IT Resource, please contact the FFDIT Department for more instructions. Employees/Staff may use equipment for non-instructional and not-for-profit use, subject to the following conditions:
1. If school/School-owned equipment is to be removed from its assigned location, prior approval must be given by management/the School Principal or his/her designee.
2. The employee is Staff are responsible for the cost of repairing any damaged and lost or stolen item while in the employee’s their control or possession. Please Staff must immediately contact your manager and the FFD with School Principal or his/her designee and the IT Department to report any reports of loss or damage damaged, lost, or stolen IT Resource.
3. In Under no circumstance circumstances may equipment be used for private or personal business ventures. IT Resources can only be used for school business.
4. Upon departure from CPAthe School all staff are asked to Staff must return IT Resources upon request or on their items on the last day, whichever occurs first. If all the School’s attempts to collect a device is unsuccessful, the matter School will be handed over take necessary action to local law enforcement retrieve the device.
Pre-Purchase Review Requirements
To ensure sound purchasing, supportability, and appropriate pricing, and assure to ensure security of the school's resources, the purchase of all CPA technology equipment and software, regardless of the source of funds, School IT Resources shall be approved by the ITDIT Department prior to purchase. If there is an item that is "out of the ordinary," prior approval from a manager must be given the School Principal or his/her designee is required.
*Please note, the schoolSchool has a large list of vendors or suppliers that support our organizational needs, therefore the lead time for items purchased through these vendors may vary.
**Software**
The schoolSchool considers software piracy a serious offense. CPA The School abides by all legal requirements for licensing software. Only licensed software will be installed on school owned equipment. The Information Technology IT Department will be responsible for purchasing licenses for applications that are appropriate and included as part of the standard configuration.
We strongly discourage the purchase of licensing for individual and small groups, unless this is a part of your job duties. The Information Technology staff IT Department will not be liable for licensing issues when software isn't in accordance with use for school related business and did the Staff member did not have prior authorization to access, use, or purchase the software. Licensing purchases (including software) that have not been approved by management may be classified as a personal purchase and may not be reimbursed; this also applies to hardware. In order to provide a software recovery mechanism for individuals and small groups, each department is required to maintain the licensing documentation and original media of software purchases.
Software purchased through the schoolSchool shall not be installed on personally owned computers/devices without the prior approval. of the School Principal or his/her designee.
**Security**
Providing technology to all staff and students opens up to a certain amount of threats and malicious activity. It is the responsibility of CPA to insure that we're compliant with local, state and federal laws prohibiting the unfair use and distribution of confidential information. Every member of the CPASchool community is responsible for protecting the security of schoolSchool information and information systems by adhering to the objectives and requirements stated within all CPASchool policies, including privacy and security protections. If multiple policy statements or security standards are relevant for a specific situation, the most restrictive security standards will apply.
Failure to comply with established policies and practices may result in loss of computingIT privileges and/or disciplinary action.
**Replacement Cycle and Redeployment**
Where possible every opportunity The School will attempt to reuse or find new uses for retired
computers will appropriately dispose of any IT Resources that can no longer be explored before equipment is retired-used appropriately. Redeployment and/or replacement is at the discretion of the department manager and ITD-IT Department. All employees are asked to Staff must contact their manager and obtain the approval prior to requesting a replacement device of any IT Resources from the Information Technology IT Department.
Disposal of Equipment
The CPA-ITD IT Department is solely responsible for the sale and disposal of all computing equipment and peripheral storage devices when they are deemed surplus. No department or individual may arrange for the sale of, or collect money for, school owned equipment, computers, furniture, or other supplies/materials purchased with school funds, regardless of the source of funds. Departmental personnel No individual may not gift or donate equipment, including, but not limited to, computers, cell phones, furniture, or other items without CPASchool approval. School owned equipment, including, but not limited to, computers, laptops, tablets, cell phones, furniture, and other materials may not be removed from the school, converted to personal property, or retained for personal use when deemed excess.
Equipment Configuration Policy
Overview
Overview
This policy manual has been established to create a standard configuration for all technology resources at CPA IT Resources. Because of the variances between the types, makes, models, configurations, builds, versions, and brands of technology resources available, it is necessary to standardize all technology resources to make service and maintenance easier and also to help keep costs down.
Policy
All employees generally, staff shall order and utilize equipment that is serviceable and recommended by the CPA School IT Department. Since equipment availability changes over time, especially when referring to technology, a comprehensive list indicating appropriate hardware would be almost impossible to create. Because of this, any individual or department wishing to purchase technology equipment IT Resources should first consult a CPA ITD staff member for current specifications for any given piece of equipment with the IT Department staff. This applies to any and all technology equipment IT Resources, including, but not limited to:
- Computers (Servers, Desktop, Laptop, Tablets and Mobile Devices, etc.)
- HDTVs, Printers, scanners, copiers, fax machines, or all-in-one devices
- Projectors, and screens
- VoIP phones
- Digital cameras and camcorders
- Software (Application, Operating System, Network-Based, etc.)
8x8 Virtual Office Phone System
What is Virtual Office?
Virtual Office is a secure, cloud-based service that integrates voice, messaging, and meetings all in one place. You can use your virtual office with a traditional desk phone or a computer based softphone application. Providing this software makes it easy and fun to receive and place calls. If you’d like more information on how to use 8x8 Virtual Office, please contact your Information Technology IT Department for more details and instructions.
*Do not provide your internal phone number or extension to the public, always use your external
number and/or call queue extension.
Student Equipment Policy
Overview
Use of technology is a privilege extended to students in order to enhance learning and exchange information. The use of available hardware and software (including both external and internal resources) is for the purpose of facilitating the best learning experience. All students and families are required to comply with the Information Technology Acceptable Use Policy and any accompanying protocols.
Student Use of Equipment/Materials
The care of all equipment is the responsibility of each student/parent. If at any time there is an issue with a computing device, please contact the ITD for more instructions. Access to CPA technology, resources, and support is a privilege which offers a wealth of educational benefits. To maintain these privileges, all users must agree to: learn about; and comply with all information within this AUP document. Staff members are required to know and understand policies related to student/parent usage of CPA devices:
1. Students are never allowed to leave a device unattended
2. Never lend out or transfer device’s to other CPA students unless given permission
3. Keep all items away from dangerous conditions (e.g., liquids, heat sources, unstable surfaces or items) and keep away from conditions that would promote damage beyond normal wear and tear:
4. You are obligated to notify ITD of continued access to resources beyond student departure (e.g., withdrawal, graduation, expulsion) in the event ITD has not contacted you to do so.
5. The parent/guardian is expected to monitor and supervise device usage when their child is on the internet
6. All damages are to be immediately reported to the ITD
All parents are given a copy of the Acceptable Use Policy in addition to any support documents and policies.
Standard devices and equipment offered to all students include, but are not limited to: 1.
Apple Macbook Air
2. Apple iPad
3. Windows Laptops
4. Chromebooks
HP 255 G6 – 15.6 inch laptop or Macbook Air 13 inch
5. Apple iMac 21 inch desktop
6. Amazon Fire Tablets and Ipads (versions may vary)
7. HP Officejet or Brother printers
*All available devices are subject to change without notice.*
**Equipment Transfer**
We do not allow students to transfer their devices to someone else, even those students that are currently enrolled in CPA without first contacting the Information Technology Department. There are times when exceptions can be made, depending on the circumstances. For instance, Devices can be transferred within the same family from one sibling to another, however we must be informed of this transfer so all related records can be updated, and charge the following Planning Amounts:
a) 100% computer price in EOS if the date of transfer request is within 180 days of original purchase date
b) 50% computer price in EOS if the date of transfer request is after 180 days of original purchase date
If there are other circumstances, the device must be sent back to us so we can properly re-assign, image, refurbish, wipe/clear all personal information and user-installed software.
**Damage Caused by Carelessness**
Much of the damage that occurs is the result of student carelessness. Damage caused by carelessness is not considered “Accidental Damage.” Tablet and accessory damage resulting from carelessness will be assessed. Examples of student carelessness would be: iPad (pens) that are noticeably damaged; latches that hold the lid closed being pulled out of the computer case, sticky devices from liquid spills, broken LCD screens that result from shutting the lid with objects still in the keyboard, and the continual loss of keys from the keyboard. When asked how the damage occurred, the answer “I don’t know”; or “it was fine when I put it in my bag” will be considered damage caused by carelessness. Habitual damage is considered abuse of school property.
Individual school laptop computers and accessories must be returned to CPA at the end of each school year. Students who graduate early, are suspended or expelled, or terminate enrollment at CPA for any other reason must return their individual school technology on the date of termination or no later than 30 days after termination. Attempts to retrieve technology issued to students will follow the Educational Materials and Restitution Policy. Failure to return the computer will result in a theft report being filed with the local law enforcement. The student will also pay the replacement cost of the computer, or, if applicable, any insurance deductible.
Furthermore, the student will be responsible for any damage to the computer, consistent with the Acceptable Use Policy and must return the computer and accessories to the CPA Technology Department in satisfactory condition. The student may be charged a fee for any needed repairs not to exceed the replacement cost of the device.
**Multiple Device Replacements**
It is CPA policy to replace devices if there is a reasonable cause. Any technology purchased with the use of Planning Amounts Instruction Funds is considered the property of Cabrillo Point Academy. It is the parents responsibility to see that reasonable care is always taken when any item is loaned to a student. Therefore CPA prohibits loaning any equipment more than 3 times during a school year per student. If a student damages an item and requests for a replacement more than the allotted privileges, those consecutive occurrences will be considered abuse of school property and no device will be given out to that family/student for the remaining year. Excessive abuse of school property will lead to penalties placed on the student’s records and further investigation.
Technology Orders
Overview
Technology is an important part of our learning environment and making sure we have those resources available is extremely important to the success of Cabrillo Point Academy. A reasonable attempt shall be made at all times to address the needs of our students and employees, particularly when those needs are due to an accessibility issue presented by a physical impairment or learning disability of some kind. The CPA IT Department shall make every effort to ensure that each and every student and or staff is presented with an equal or comparable environment regardless of the hurdle they may face.
Policy
This policy establishes the ordering guidelines for all CPA-owned technology resources. The purpose of this policy is to ensure that every CPA student is presented with an equal opportunity to learn and that all employees can adequately use the required technology equipment for the purpose of their required occupation. There are state regulated requirements that must be met where any physical and/or learning impairment exists for any student or work limitation exists for any employee. Please refer to Work Limitations guideline to determine if there are any reasonable accommodations that must be met. Please note that the ITD is prohibited from making orders for “out of the ordinary” items for Special Education (SPED) students. If you require assistance with a SPED order, please contact your local SPED Director.
Types of accessibility requirements include, but are not limited to, the following applications or devices:
- Screen reading software
- Stereo headsets or other sound devices
- Touchscreen laptops
Work Limitations/Reasonable Accommodations
The California Fair Employment and Housing Act requires that employers of five or more employees to provide reasonable accommodations for individuals with a physical or mental disability to apply for jobs and perform their essential job duties, unless it would cause an undue hardship. Reasonable accommodations include, but not limited to:
1. Changing job duties
2. Providing leave for medical care
3. Changing work schedules
4. Relocating the work area
5. Providing mechanical and electrical aids
Employers must initiate an “interactive process” when an applicant or employee requests reasonable accommodations. The ITD attempts to provide the most useful resources available to employees and students with a disability in a timely manner. If you want more information please contact the HR Director.
Student Tech Orders - Tech Store
The Tech Centre is an integral solution for students to purchase items relevant to their specific needs. All student purchases should be made through the Enrichment Ordering System. Employees that assist families with making technology purchases are expected to familiarize themselves with the use and function of the Enrichment Ordering System/Tech Centre. To learn more about this great and easy way to place orders, please visit: https://www.icsinspirationstation.com/.
Transferring Devices
Swapping or transferring devices amongst enrolled family members is allowed. However there are some restrictions and standards that must be followed. In order to better track and update our student data, all technology transfers must first qualify before any transfer is approved.
1. The student/family requesting to transfer their device must inform and update their assigned teacher
2. The student/family or teacher must report the student as “Withdrawn” before a device can be transferred. If the student transferring the device was enrolled for less than six months, the decision to allow a transfer will be escalated to school leaders:
3. Transfers can ONLY exist amongst enrolled siblings. You can not transfer or loan a device to any other person(s) that is not a sibling currently enrolled with Cabrillo Point Academy
4. The receiving sibling must not already have a device in the same category as the device being transferred
5. Any and all damages to the device will be the responsibility of the transferee
6. No reimbursements will be made to the previous student’s account
7. Charges to Planning Amounts will apply:
- 100% original device price if the date of transfer request is within 180 days of original purchase date
- 50% original device price if the date of transfer request is after 180 days of original purchase date
8. A helpdesk ticket must be submitted requesting to transfer a device to another student. Details must include the current student’s name, exit date, assigned teacher, technology serial and asset number and name of the related sibling
The CPA tech department has a responsibility to update and track the inventory systems and data regularly. For safety regulations, it is important to always stay informed about the usage of each device. Properly updating information is a part of ensuring all safety precautions are taken at all times.
Returns
All items purchased using Instructional Funds Planning Amounts must be returned and is the property of CPA. Refunds/credit are given at the discretion of Cabrillo Point Academy and may (or may not) be given for any reason. Worn, abused, misused or damaged items may or may not qualify for refund/credit. The return requirements are as follows:
100% Refund/Credit
For a Tech Order to be eligible for a full refund/credit:
- The refund request must be initiated within 30 days of receiving the device by submitting a ticket
- Must be undamaged and in the same condition as when it was received
- Must be complete with all accessories
50% Refund/Credit
Partial refunds/credit of 50% may be given within 30 to 90 days of when the Tech Order was originally processed. After 90 days, no refund/credit will be given. The device must be returned to Cabrillo Point Academy and evaluated by a member of the ITD before being issued a refund/credit. Worn, abused, misused or damaged items may or may not qualify for refund/credit.
Return Process for students
We are a non-profit school, therefore any monies obtained for educational resources is the responsibility of Cabrillo Point Academy. Upon the withdrawal process, please ensure that the student has technology loaned/purchased through CPA and immediately initiate the return process. It is the policy of CPA that all students, once withdrawn from the school, must return any item within 30 days from their exit date. Please instruct students/parents to follow the return process below. You are also welcomed to return items on behalf of a student, however, you will therefore be liable if an item isn’t returned. Students returning products due to damages must provide the damaged item before a replacement can be given. The IT Department will evaluate the severity of the damages and determine the best course of action thereafter. If damages are beyond normal wear and tear, applicable charges may be applied.
To return an item for any reason, please:
1. Contact our helpdesk:
- Email: firstname.lastname@example.org
- Call: (619)-749-1928, Press 3
2. Please include and have ready:
- Your reason for the return
- CPA Asset Tag number or EOS order number
- Your mailing address
d. Current phone number
i. Please include the student name and associated email
3. Return authorization will be given by a tech support agent.
4. A shipping label will be provided at no cost if shipped from within the state of California. Home pick-up services may also be available at no additional cost.
5. Item(s) will be returned to the Cabrillo Point Academy Technology Department in Poway, CA. Do not give your devices to anyone other than as instructed.
6. Once returned, the item will be evaluated.
7. A refund, credit, or replacement will be issued, if eligible.
8. If an item is not returned within the allotted time, the Educational Materials and Restitution Policy will apply. Local law enforcement will pursue the device on behalf of CPA. Any missing technology will be added to the student's record by the Records Department.
Note: If you support a student or family that requires a specialty device not provided by the Technology Department, please contact the Enrichment Department in your location for more instructions.
Stolen Technology
All devices issued by the Charter School are encrypted with BitLocker. BitLocker Drive Encryption is a data protection feature that integrates with the operating system and addresses the threats of data theft or exposure from lost, stolen, or inappropriately decommissioned computers. Data on a lost or stolen computer's device is vulnerable to unauthorized access, either by running a software-attack tool against it or by transferring the computer's device's hard disk to a different computer device. BitLocker helps mitigate unauthorized data access by enhancing file and system protections.
CPA is proud to work with Absolute Software – a solution that allows for effective security technology and student safety programs that track, locate and recover your endpoints in the event of a theft, while ensuring safety for students. Absolute provides:
- Remote security to monitor and protect each device
- Reporting tools that give hardware and software information
- Remote device freeze with user verification messaging
- Track assets on Google Maps, including recent and historical locations
- Web filtering to protect students on and off-school networks
- Adherence to CIPA regulations around internet security policies
- Thief investigation services, remediation and more
The Recovery Investigation team will work with local law enforcement to recover any stolen device that is tracked through Absolute. They will attempt to collect the device up to 60 days. If they're unsuccessful, CPA may be compensated up to $500 for that device.* Pricing may vary and is subject to change without notice and is not guaranteed.
The CPA ITD always tries to take the most cautious and diplomatic approach when attempting to recover any stolen items. If the student has withdrawn from the School and the return process has been initiated but failed, three attempts will be made to contact the family using all forms of communication. Once our attempts have been unsuccessful; a police report is established and all information is handed over to the Absolute Recovery Team for further investigation. Absolute will then continue their process by tracking the device, contact the person in question, communicate with local law enforcement and if found provide a warrant to search for the device.
If a student has a lost or stolen device while still enrolled with the School, please report the device to local law enforcement and contact the CPA Technology Department to begin the investigation process. We will do our best to recovery and replace any device that has been reported as lost, stolen or missing. A police report must be provided prior to starting the investigation.** Please note that this does not apply to all devices. Exclusions include purchases made through a third-party vendor, Amazon Tablets or any related Amazon purchase, Apple devices, and older computers without Software. For Apple device’s please contact the IT Department for more detail.**
For more details, please visit: www.absolute.com/en/about/legal/agreements/absolute
Personal Technology Policy IT Resources
Overview
This policy will set forth the rules and regulations which will determine how the CPA faculty, staff and customer are to Staff will perform work on personally-owned employee products. The FFD IT Resources, to the extent permitted. The IT Department does not service technology equipment for personal devices/IT Resources. It is strongly advised that no employee use their personal devices to access confidential school information unless otherwise given permission from a Director or the Information Technology staff permitted by the School Principal (or designee) and the IT Department.
Policy
The IT Department always strives to ensure that CPASchool employees, students, and affiliates receive the best possible technology assistance available. The CPASchool IT Department is able to provide support for personal devices. However, this can leave something to be desired for non-CPA personally-owned technology equipment owned by employees, students, and affiliates.
This policy will set forth the rules, regulations, and guidelines for which the Information Technology applies as it relates to IT Department staff may provide services for personally-owned technology equipment.
All personal technology work will be performed within the following restrictions: For Faculty and Staff
- Personal technology work may be performed during regular business hours, only if such work does not directly interfere or delay the normal operations or job duties of the CPA employee.
- No parts purchases/support for personal devices:
- CPA is not responsible for damages, repairs, placements or upgrades to any personally owned hardware or software
- Access to confidential school information is prohibited on personally owned devices, and is only allowed on a case-by-case basis. Your Director must grant approval.
For Students and Affiliates
- The FFD IT Department is prohibited from installing software on personal devices unless it is strictly for school purposes and approved by the School Principal or his/her designee.
- Staff are prohibited from assisting/not permitted to assist students and/or parents/guardians with repairs or work on personal devices for customers (students and/or parents)
- School-owned equipment. This includes installing or assisting with software not purchased through Planning Amounts
- Guiding, or guiding and directing the customer/student or his/her parent/guardian on
how to fix or repair an issue
- **the problem.** If a personally-owned student or parent/guardian is having issues with the use of a personal device doesn’t meet the needs necessary to complete an assignment, the ITD will offer or school-owned equipment. Staff must report this to place a tech order for a new device that may fit their needs. Planning Amounts will be used for all technology purchases. the IT Department to determine appropriate next steps.
**CPA-ITD** The IT Department is prohibited from placing orders for students and/or staff with the use of personal funds.
By February 1 of each year, every school in California is required by state law to publish a School Accountability Report Card (SARC). The SARC contains information about the condition and performance of each California public school. Under the Local Control Funding Formula (LCFF) all local educational agencies (LEAs) are required to prepare a Local Control and Accountability Plan (LCAP), which describes how they intend to meet annual school-specific goals for all pupils, with specific activities to address state and local priorities. Additionally, data reported in an LCAP is to be consistent with data reported in the SARC.
- For more information about SARC requirements, see the California Department of Education (CDE) SARC web page at https://www.cde.ca.gov/ta/ac/sa/.
- For more information about the LCFF or LCAP, see the CDE LCFF web page at https://www.cde.ca.gov/fg/aa/lc/.
- For additional information about the school, parents/guardians and community members should contact the school principal or the district office.
DataQuest
DataQuest is an online data tool located on the CDE DataQuest web page at https://dq.cde.ca.gov/dataquest/ that contains additional information about this school and comparisons of the school to the district and the county. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners).
The California School Dashboard (Dashboard) [https://www.caschooldashboard.org/](https://www.caschooldashboard.org/) reflects California’s new accountability and continuous improvement system and provides information about how LEAs and schools are meeting the needs of California’s diverse student population. The Dashboard contains reports that display the performance of LEAs, schools, and student groups on a set of state and local measures to assist in identifying strengths, challenges, and areas in need of improvement.
**Jenna Lorge, Principal**
- Principal, Cabrillo Point Academy
**About Our School**
Dear Families,
We are so excited you have decided to share your homeschooling journey with us! It is our sincerest hope that this site will provide you with guidance, encouragement, and valuable resources to help you create an individualized learning plan for your child. Please remember that we are here to serve and support you in any way we can. Welcome to the Cabrillo Point Family!
We would like to hear from you to ensure the website continues to be both relevant and valuable. We look forward to hearing from you. Please send us an email or give us a call to share your thoughts, ideas, and questions with us!
Sincerely,
Jenna Lorge
Principal, Cabrillo Point Academy
email@example.com
Contact
Cabrillo Point Academy
4612 Dehesa Rd.
El Cajon, CA 92019-2922
Phone: 951-741-4376
Email: firstname.lastname@example.org
About This School
Contact Information (School Year 2020–2021)
District Contact Information (School Year 2020–2021)
| District Name | Dehesa Elementary |
|---------------------|-------------------|
| Phone Number | (619) 444-2161 |
| Superintendent | Bradley Johnson |
| Email Address | email@example.com |
| Website | www.dehesasd.net/ |
School Contact Information (School Year 2020–2021)
| School Name | Cabrillo Point Academy |
|---------------------|-------------------------|
| Street | 4612 Dehesa Rd. |
| City, State, Zip | El Cajon, Ca, 92019-2922|
| Phone Number | 951-741-4376 |
The mission of Cabrillo Point Academy is to develop the individual gifts of students in San Diego County and adjacent counties to become critical thinkers, responsible citizens and innovative leaders prepared for academic and real-life success in the 21st Century. The mission will be accomplished through quality, personalized, standards-based education, which could include online coursework, offline textbook work, and unique hands-on and experiential learning experiences facilitated in partnership with students, parents, staff, and the community.
Schoolwide Learner Outcomes
At Cabrillo Point Academy, we have goals for our students that are known as Schoolwide Learner Outcomes (SLOs). SLOs are a part of our school culture: they reflect our school vision, the College and Career Readiness Standards, and the education of the whole child.
Cabrillo Point Students Are:
- Navigators of the Digital World - Navigators of the digital world who are proficient in the use of technology, media, and online resources.
- Self-Directed - Self-directed and motivated students who are able to set attainable goals to achieve academic success.
- Personalized Learners - Personalized learners who are able to thrive in the style of education that best fits their individual needs.
- Independent Critical Thinkers - Independent critical thinkers who have the ability to problem-solve, take ownership, and apply their knowledge to a variety of problems.
- Responsible Citizens - Responsible citizens who demonstrate integrity and respect while actively seeking knowledge of local and global issues.
Effective Communicators - Effective communicators who can thoughtfully articulate their thinking with confidence while collaborating with peers.
Student Enrollment by Grade Level (School Year 2019–2020)
| Grade Level | Kindergarten | Grade 1 | Grade 2 | Grade 3 | Grade 4 | Grade 5 | Grade 6 | Grade 7 | Grade 8 | Grade 9 | Grade 10 | Grade 11 | Grade 12 |
|-------------|--------------|---------|---------|---------|---------|---------|---------|---------|---------|---------|---------|---------|---------|
| Number of Students | 562 | 392 | 413 | 387 | 369 | 348 | 351 | 379 | 337 | 224 | 190 | 130 | 22 |
Student Enrollment by Student Group (School Year 2019–2020)
| Student Group | Black or African American | American Indian or Alaska Native | Asian | Filipino | Hispanic or Latino | White |
|---------------|---------------------------|----------------------------------|-------|----------|-------------------|-------|
| Percent of Total Enrollment | 2.40 % | 0.40 % | 5.60 %| 1.20 % | 26.70 % | 65.00%|
### State Priority: Basic
The SARC provides the following information relevant to the State priority: Basic (Priority 1):
- Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching;
- Pupils have access to standards-aligned instructional materials; and
- School facilities are maintained in good repair
#### Teacher Credentials
| Teachers | School 2018–2019 | School 2019–2020 | School 2020–2021 | District 2020–2021 |
|-----------------------------------------------|-------------------|-------------------|-------------------|---------------------|
| With Full Credential | 253 | 307 | 205 | |
| Without Full Credential | 0 | 0 | 0 | |
| Teachers Teaching Outside Subject Area of Competence (with full credential) | 0 | 0 | 0 | |
### Teacher Misassignments and Vacant Teacher Positions
| Indicator | 2018–2019 | 2019–2020 | 2020–2021 |
|------------------------------------------------|-----------|-----------|-----------|
| Misassignments of Teachers of English Learners| 0 | 0 | 0 |
| Total Teacher Misassignments* | 0 | 1 | 0 |
| Vacant Teacher Positions | 0 | 0 | 0 |
*Total Teacher Misassignments includes misassignments of teachers of English learners, teachers without full credentials, and teachers teaching outside subject area of competence.
Note: "Misassignments" refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc.
* Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.
Last updated: 1/23/2021
Quality, Currency, Availability of Textbooks and Other Instructional Materials (School Year 2020–2021)
Year and month in which the data were collected: September 2020
| Subject | Textbooks and Other Instructional Materials/year of Adoption | From Most Recent Adoption? | Percent Students Lacking Own Assigned Copy |
|--------------------------|-------------------------------------------------------------|----------------------------|-------------------------------------------|
| Reading/Language Arts | McGraw-Hill Edgenuity ALEKS K12 Lincoln Empowered StrongMind Odysseyware Acellus Redbird | Yes | 0.00 % |
| Subject | Textbooks and Other Instructional Materials/year of Adoption | From Most Recent Adoption? | Percent Students Lacking Own Assigned Copy |
|-------------------------|-------------------------------------------------------------------------------------------------------------------------------|-----------------------------|------------------------------------------|
| Mathematics | McGraw-Hill
Edgenuity
ALEKS
K12
Lincoln Empowered
StrongMind
Odysseyware
Acellus
Redbird | Yes | 0.00 % |
| Science | McGraw-Hill
Edgenuity
K12
Lincoln Empowered
StrongMind
Odysseyware
Acellus | Yes | 0.00 % |
| History-Social Science | McGraw-Hill
Edgenuity
K12
Lincoln Empowered
StrongMind
Odysseyware
Acellus | Yes | 0.00 % |
| Foreign Language | McGraw-Hill
Edgenuity
K12
Lincoln Empowered
StrongMind
Odysseyware
Acellus | Yes | 0.00 % |
| Health | McGraw-Hill
Edgenuity
K12
Lincoln Empowered
StrongMind
Odysseyware
Acellus | Yes | 0.00 % |
| Subject | Textbooks and Other Instructional Materials/year of Adoption | From Most Recent Adoption? | Percent Students Lacking Own Assigned Copy |
|-------------------------------|-------------------------------------------------------------|-----------------------------|------------------------------------------|
| Visual and Performing Arts | McGraw-Hill Edgenuity K12 Lincoln Empowered StrongMind Odysseyware Acellus | Yes | 0.0 % |
| Science Lab Eqpmt (Grades 9-12) | N/A | N/A | 0.0 % |
Note: Cells with N/A values do not require data.
Last updated: 1/23/2021
School Facility Conditions and Planned Improvements
Cabrillo Point Academy is a non-classroom-based charter school and takes great efforts to ensure that all administrative office is clean, safe, and functional. To assist in this effort, the school used the facility survey instrument developed by the State of California OPSC. The results shown for school facility are in reference to the administrative office. Students are educated through independent study in accordance with the terms of an approved master agreement, the approved charter, and applicable laws.
Last updated: 1/23/2021
School Facility Good Repair Status
Using the most recently collected Facility Inspection Tool (FIT) data (or equivalent), provide the following:
- Determination of repair status for systems listed
- Description of any needed maintenance to ensure good repair
- The year and month in which the data were collected
- The rate for each system inspected
- The overall rating
Year and month of the most recent FIT report: January 2021
| System Inspected | Rating | Repair Needed and Action Taken or Planned |
|----------------------------------|--------|-------------------------------------------|
| Systems: Gas Leaks, Mechanical/HVAC, Sewer | Good | |
| Interior: Interior Surfaces | Good | |
| Cleanliness: Overall Cleanliness, Pest/Vermin Infestation | Good | |
| Electrical: Electrical | Good | |
| System Inspected | Rating |
|------------------------------------------------------|--------|
| Restrooms/Fountains: Restrooms, Sinks/Fountains | Good |
| Safety: Fire Safety, Hazardous Materials | Good |
| Structural: Structural Damage, Roofs | Good |
| External: Playground/School Grounds, Windows/Doors/Gates/Fences | Good |
**Overall Facility Rate**
Year and month of the most recent FIT report: January 2021
| Overall Rating | Good |
|----------------|------|
*Last updated: 1/12/2021*
**State Priority: Pupil Achievement**
The SARC provides the following information relevant to the State priority: Pupil Achievement (Priority 4):
- **Statewide assessments** (i.e., California Assessment of Student Performance and Progress [CAASPP] System, which includes the Smarter Balanced Summative Assessments for students in the general education population and the California Alternate Assessments [CAAs] for English language arts/literacy [ELA] and mathematics given in grades three through eight and grade eleven. Only eligible students may participate in the administration of the CAAs. CAAs items are aligned with alternate achievement standards, which are linked with the Common Core State Standards [CCSS] for students with the most significant cognitive disabilities); and
- The percentage of students who have successfully completed courses that satisfy the requirements for entrance to the University of California and the California State University, or career technical education sequences or programs of study.
**CAASPP Test Results in ELA and Mathematics for All Students**
*Grades Three through Eight and Grade Eleven*
*Percentage of Students Meeting or Exceeding the State Standard*
| Subject | School 2018–2019 | School 2019–2020 | District 2018–2019 | District 2019–2020 | State 2018–2019 | State 2019–2020 |
|----------------------------------------------|------------------|------------------|--------------------|--------------------|-----------------|-----------------|
| English Language Arts / Literacy (grades 3-8 and 11) | 45.0% | N/A | 44.0% | N/A | 50% | N/A |
| Mathematics (grades 3-8 and 11) | 22.0% | N/A | 23.0% | N/A | 39% | N/A |
Note: Cells with N/A values do not require data.
Note: The 2019–2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waived the requirement for statewide testing for the 2019–2020 school year.
Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy.
Note: ELA and mathematics test results include the Smarter Balanced Summative Assessment and the CAA. The "Percent Met or Exceeded" is calculated by taking the total number of students who met or exceeded the standard on the Smarter Balanced Summative Assessment plus the total number of students who met the standard (i.e., achieved Level 3-Alternate) on the CAAs divided by the total number of students who participated in both assessments.
Last updated: 1/11/2021
| Student Group | Total Enrollment | Number Tested | Percent Tested | Percent Not Tested | Percent Met or Exceeded |
|---------------------------------------------------|------------------|---------------|----------------|--------------------|-------------------------|
| All Students | N/A | N/A | N/A | N/A | N/A |
| Male | N/A | N/A | N/A | N/A | N/A |
| Female | N/A | N/A | N/A | N/A | N/A |
| Black or African American | N/A | N/A | N/A | N/A | N/A |
| American Indian or Alaska Native | N/A | N/A | N/A | N/A | N/A |
| Asian | N/A | N/A | N/A | N/A | N/A |
| Filipino | N/A | N/A | N/A | N/A | N/A |
| Hispanic or Latino | N/A | N/A | N/A | N/A | N/A |
| Native Hawaiian or Pacific Islander | N/A | N/A | N/A | N/A | N/A |
| White | N/A | N/A | N/A | N/A | N/A |
| Two or More Races | N/A | N/A | N/A | N/A | N/A |
| Socioeconomically Disadvantaged | N/A | N/A | N/A | N/A | N/A |
| English Learners | N/A | N/A | N/A | N/A | N/A |
| Students with Disabilities | N/A | N/A | N/A | N/A | N/A |
| Students Receiving Migrant Education Services | N/A | N/A | N/A | N/A | N/A |
| Foster Youth | N/A | N/A | N/A | N/A | N/A |
| Homeless | N/A | N/A | N/A | N/A | N/A |
Note: Cells with N/A values do not require data.
Note: The 2019–2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waived the requirement for statewide testing for the 2019–2020 school year.
Last updated: 1/11/2021
| Student Group | Total Enrollment | Number Tested | Percent Tested | Percent Not Tested | Percent Met or Exceeded |
|---------------------------------------------------|------------------|---------------|----------------|--------------------|-------------------------|
| All Students | N/A | N/A | N/A | N/A | N/A |
| Male | N/A | N/A | N/A | N/A | N/A |
| Female | N/A | N/A | N/A | N/A | N/A |
| Black or African American | N/A | N/A | N/A | N/A | N/A |
| American Indian or Alaska Native | N/A | N/A | N/A | N/A | N/A |
| Asian | N/A | N/A | N/A | N/A | N/A |
| Filipino | N/A | N/A | N/A | N/A | N/A |
| Hispanic or Latino | N/A | N/A | N/A | N/A | N/A |
| Native Hawaiian or Pacific Islander | N/A | N/A | N/A | N/A | N/A |
| White | N/A | N/A | N/A | N/A | N/A |
| Two or More Races | N/A | N/A | N/A | N/A | N/A |
| Socioeconomically Disadvantaged | N/A | N/A | N/A | N/A | N/A |
| English Learners | N/A | N/A | N/A | N/A | N/A |
| Students with Disabilities | N/A | N/A | N/A | N/A | N/A |
| Students Receiving Migrant Education Services | N/A | N/A | N/A | N/A | N/A |
| Foster Youth | N/A | N/A | N/A | N/A | N/A |
| Homeless | N/A | N/A | N/A | N/A | N/A |
Note: Cells with N/A values do not require data.
Note: The 2019–2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waives the requirement for statewide testing for the 2019–2020 school year.
Last updated: 1/11/2021
### CAASPP Test Results in Science for All Students
**Grades Five, Eight and High School**
**Percentage of Students Meeting or Exceeding the State Standard**
| Subject | School 2018–2019 | School 2019–2020 | District 2018–2019 | District 2019–2020 | State 2018–2019 | State 2019–2020 |
|--------------------------------|------------------|------------------|--------------------|--------------------|-----------------|-----------------|
| Science (grades 5, 8, and high school) | 28 | N/A | 25 | N/A | 30 | N/A |
Note: Cells with N/A values do not require data.
Note: The 2019–2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waived the requirement for statewide testing for the 2019–2020 school year.
Note: The new California Science Test (CAST) was first administered operationally in the 2018–2019 school year.
*Last updated: 1/11/2021*
### CAASPP Tests Results in Science by Student Group
**Grades Five, Eight and High School (School Year 2019–2020)**
| Student Group | Total Enrollment | Number Tested | Percent Tested | Percent Not Tested | Percent Met or Exceeded |
|----------------------------------------------------|------------------|---------------|----------------|--------------------|-------------------------|
| All Students | N/A | N/A | N/A | N/A | N/A |
| Male | N/A | N/A | N/A | N/A | N/A |
| Female | N/A | N/A | N/A | N/A | N/A |
| Black or African American | N/A | N/A | N/A | N/A | N/A |
| American Indian or Alaska Native | N/A | N/A | N/A | N/A | N/A |
| Asian | N/A | N/A | N/A | N/A | N/A |
| Filipino | N/A | N/A | N/A | N/A | N/A |
| Hispanic or Latino | N/A | N/A | N/A | N/A | N/A |
| Native Hawaiian or Pacific Islander | N/A | N/A | N/A | N/A | N/A |
| White | N/A | N/A | N/A | N/A | N/A |
| Two or More Races | N/A | N/A | N/A | N/A | N/A |
| Socioeconomically Disadvantaged | N/A | N/A | N/A | N/A | N/A |
| English Learners | N/A | N/A | N/A | N/A | N/A |
| Students with Disabilities | N/A | N/A | N/A | N/A | N/A |
| Students Receiving Migrant Education Services | N/A | N/A | N/A | N/A | N/A |
| Student Group | Total Enrollment | Number Tested | Percent Tested | Percent Not Tested | Percent Met or Exceeded |
|---------------|------------------|---------------|----------------|--------------------|-------------------------|
| Foster Youth | N/A | N/A | N/A | N/A | N/A |
| Homeless | N/A | N/A | N/A | N/A | N/A |
Note: Cells with N/A values do not require data.
Note: The 2019–2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-30-20 was issued which waived the requirement for statewide testing for the 2019–2020 school year.
Last updated: 1/11/2021
Career Technical Education (CTE) Programs (School Year 2019–2020)
At Cabrillo Point Academy, we offer CTE courses, organized by sequenced pathways, pursuant to Education Code §51226. See below for a list of offered CTE pathways:
- Animation
- Agriscience
- Patient Care
Given that curriculum is delivered predominately virtually, we are in the process of converting our many CTE offerings into vertically aligned pathways. Our principal is our primary representative for our CTE advisory committee.
Last updated: 1/11/2021
Career Technical Education (CTE) Participation (School Year 2019–2020)
| Measure | CTE Program Participation |
|------------------------------------------------------------------------|---------------------------|
| Number of Pupils Participating in CTE | 43 |
| Percent of Pupils that Complete a CTE Program and Earn a High School Diploma | -- |
| Percent of CTE Courses that are Sequenced or Articulated Between the School and Institutions of Postsecondary Education | -- |
Last updated: 1/11/2021
Courses for University of California (UC) and/or California State University (CSU) Admission
| UC/CSU Course Measure | Percent |
|------------------------------------------------------------|---------|
| 2019–2020 Pupils Enrolled in Courses Required for UC/CSU Admission | 97.69% |
| 2018–2019 Graduates Who Completed All Courses Required for UC/CSU Admission | 7.21% |
State Priority: Other Pupil Outcomes
The SARC provides the following information relevant to the State priority: Other Pupil Outcomes (Priority 8):
- Pupil outcomes in the subject area of physical education
California Physical Fitness Test Results (School Year 2019–2020)
| Grade Level | Percentage of Students Meeting Four of Six Fitness Standards | Percentage of Students Meeting Five of Six Fitness Standards | Percentage of Students Meeting Six of Six Fitness Standards |
|-------------|-------------------------------------------------------------|-------------------------------------------------------------|-----------------------------------------------------------|
| | | | |
Note: Cells with N/A values do not require data.
Note: The 2019–2020 data are not available. Due to the COVID-19 pandemic, Executive Order N-56-20 was issued which waived the requirement to administer the physical fitness performance test for the 2019–2020 school year.
State Priority: Parental Involvement
The SARC provides the following information relevant to the State priority: Parental Involvement (Priority 3):
- Efforts the school district makes to seek parent input in making decisions for the school district and each school site
Opportunities for Parental Involvement (School Year 2020–2021)
At Cabrillo Point Academy, we ensure parents, guardians, teachers, classified staff members, and all relevant stakeholders have an opportunity to participate in our school's governance. Some of the board of directors are parents or guardians of students enrolled within our school providing insight into students and families related to program planning, design, and implementation.
We do not assume each parent/guardian has broad-band or high-speed access to the internet or speaks English at home. Our communication strategies include surveys, emails, social media, school website, telephone calls, regular mail delivery, and text messages. We translate questionnaires into appropriate languages and provide translation services during virtual meetings. Board meetings, public hearings, and stakeholder input meetings are open to the public via Zoom, ensuring transparency. Members of the public are invited to participate in the public hearing via Zoom and to submit comments via Zoom, telephone, or email. We encourage verbal and written comments.
Parent satisfaction surveys are delivered electronically to all parents annually in the spring, and hard copies by request. We have also kept our stakeholders informed of the fluidity of the COVID-19 pandemic and engaged in assessing related
needs through various mediums, including surveys administered in April and August 2020 and in virtual meetings in August and September 2020. Our parent satisfaction surveys now include questions related to socio-emotional related needs. Survey results are shared with all stakeholders and help inform our operations and services.
Last updated: 1/18/2021
State Priority: Pupil Engagement
The SARC provides the following information relevant to the State priority: Pupil Engagement (Priority 5):
- High school dropout rates; and
- High school graduation rates
Dropout Rate and Graduation Rate (Four-Year Cohort Rate)
| Indicator | School 2016–2017 | School 2017–2018 | School 2018–2019 | District 2016–2017 | District 2017–2018 | District 2018–2019 | State 2016–2017 | State 2017–2018 | State 2018–2019 |
|-----------------|------------------|------------------|------------------|--------------------|--------------------|--------------------|----------------|----------------|----------------|
| Dropout Rate | 29.30% | 31.00% | 12.30% | 27.40% | 32.10% | 35.00% | 9.10% | 9.60% | 9.00% |
| Graduation Rate | 60.90% | 58.60% | 85.20% | 32.60% | 34.90% | 38.70% | 82.70% | 83.00% | 84.50% |
Dropout/Graduation Rate (Four-Year Cohort Rate) Chart
Last updated: 1/11/2021
State Priority: School Climate
The SARC provides the following information relevant to the State priority: School Climate (Priority 6):
- Pupil suspension rates;
- Pupil expulsion rates; and
- Other local measures on the sense of safety
**Suspensions and Expulsions**
(data collected between July through June, each full school year respectively)
| Rate | Suspensions | Expulsions |
|---------------|-------------|------------|
| School 2017–2018 | 0.00% | 0.00% |
| School 2018–2019 | 0.10% | 0.00% |
| District 2017–2018 | 0.10% | 0.00% |
| District 2018–2019 | 3.50% | 0.10% |
State 2017–2018
**Suspensions and Expulsions for School Year 2019–2020 Only**
State (data collected between July through February, partial school year due to the COVID-19 pandemic)
| Rate | Suspensions | Expulsions |
|---------------|-------------|------------|
| School 2019–2020 | -- | -- |
| District 2019–2020 | 2.50% | 0.10% |
State 2019–2020
Note: The 2019–2020 suspensions and expulsions rate data are not comparable to prior year data because the 2019–2020 school year is a partial school year due to the COVID-19 crisis. As such, it would be inappropriate to make any comparisons in rates of suspensions and expulsions in the 2019–2020 school year compared to prior years.
Last updated: 1/11/2021
**School Safety Plan (School Year 2020–2021)**
By March 1 of each school year, the Cabrillo Point Academy safety planning committee, composed of the principal, teachers, parents, and classified employees, updates and formulates our comprehensive safety plan. We consult with a representative from a law enforcement agency, a fire department, and other relevant first responders. Comprehensive school safety plan components include (not an exhaustive list):
- Child Abuse reporting procedures
- Bullying/Cyberbullying Prevention
• Disaster procedures with adaptations for students/staff with disabilities
• School Discipline policy
• Procedures for conducting tactical responses to criminal incidents
Our board reviews and approves our comprehensive safety plan before submitting it to our authorizer and county office of education.
The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.
**Ratio of Pupils to Academic Counselor (School Year 2019–2020)**
| Title | Ratio |
|-------------------------------|-------|
| Pupils to Academic Counselor* | 500 |
*One full time equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.
**Student Support Services Staff (School Year 2019–2020)**
| Title | Number of FTE* Assigned to School |
|--------------------------------------------|----------------------------------|
| Counselor (Academic, Social/Behavioral or Career Development) | 1.60 |
| Library Media Teacher (Librarian) | |
| Library Media Services Staff (Paraprofessional) | |
| Psychologist | 3.30 |
| Social Worker | |
| Nurse | 0.70 |
| Speech/Language/Hearing Specialist | 1.30 |
| Resource Specialist (non-teaching) | |
| Other | 58.70 |
*One full time equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time.
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2018–2019)
We are a single school charter
| Level | Total Expenditures Per Pupil | Expenditures Per Pupil (Restricted) | Expenditures Per Pupil (Unrestricted) | Average Teacher Salary |
|------------------------|------------------------------|-------------------------------------|---------------------------------------|------------------------|
| School Site | $9852.00 | $736.00 | $9116.00 | $48880.00 |
| District | N/A | N/A | $9852.00 | $48880.00 |
| Percent Difference – School Site and District | N/A | N/A | -- | -- |
| State | N/A | N/A | $7750.12 | $71448.00 |
| Percent Difference – School Site and State | N/A | N/A | -- | -- |
Note: Cells with N/A values do not require data.
Types of Services Funded (Fiscal Year 2019–2020)
At Cabrillo Point Academy, we offer various programs and services to support our students and families. All programs and services are aligned with our Local Control and Accountability Plan and, most recently, Learning Continuity and Attendance Plan. Our programs and services include (not an exhaustive list):
- Comprehensive professional development for staff, including for English Learners (LFCC base and supplemental funds)
- Diagnostic and interim student academic assessments that yield critical standards-based data to inform our practice. Expenditures associated with this action include the costs of assessment services (LFCC base and supplemental funds)
- Instructional and curriculum materials (LFCC base and supplemental funds)
- Additional devices and resources to increase access to the internet, including hotspots, particularly during the COVID crises (COVID specific funds, including Federal CARES funds)
- A rich curriculum, including aspects specific to English Language Learners and students with Exceptional Needs (LCFF base and supplemental funds and designated categorical funds, including that provided to local SELPA)
- Staff and parent training related to our tiered supports, particularly for those who are most vulnerable to the impact of COVID 19, such as our English Learners, students living in poverty, and students placed in foster care, the action will
principally benefit them (LFCC base and supplemental funds and COVID specific funds, including Federal CARES funds)
- Staff and parent training related to trauma-informed practices, including Social Emotional Learning, particularly for English Learners, students living in poverty, students placed in foster care, students experiencing homelessness, and those with exceptional needs who are most vulnerable to the effects of the pandemic and resulting learning loss that exacerbates previous achievement gaps (LFCC base and supplemental funds and COVID specific funds, including Federal CARES funds)
## Teacher and Administrative Salaries (Fiscal Year 2018–2019)
| Category | District Amount | State Average For Districts In Same Category |
|-----------------------------------------------|-----------------|---------------------------------------------|
| Beginning Teacher Salary | -- | $46,965 |
| Mid-Range Teacher Salary | -- | $67,638 |
| Highest Teacher Salary | -- | $88,785 |
| Average Principal Salary (Elementary) | -- | $112,524 |
| Average Principal Salary (Middle) | -- | $117,471 |
| Average Principal Salary (High) | -- | -- |
| Superintendent Salary | -- | $128,853 |
| Percent of Budget for Teacher Salaries | 20.00% | 30.00% |
| Percent of Budget for Administrative Salaries | 8.00% | 6.00% |
For detailed information on salaries, see the CDE Certificated Salaries & Benefits web page at [https://www.cde.ca.gov/ds/fd/cs/](https://www.cde.ca.gov/ds/fd/cs/).
### Teacher Salary Chart
Principal Salary Chart
Average Principal Salary (Elementary) Average Principal Salary (Middle) Average Principal Salary (High)
Last updated: 1/11/2021
## Advanced Placement (AP) Courses (School Year 2019–2020)
### Percent of Students in AP Courses 1.90%
| Subject | Number of AP Courses Offered* |
|--------------------------------|-------------------------------|
| Computer Science | 0 |
| English | 4 |
| Fine and Performing Arts | 1 |
| Foreign Language | 1 |
| Mathematics | 1 |
| Science | 0 |
| Social Science | 7 |
| **Total AP Courses Offered** | **14** |
*Where there are student course enrollments of at least one student.
_Last updated: 1/11/2021_
### Professional Development
| Measure | 2018–2019 | 2019–2020 | 2020–2021 |
|-------------------------------------------------------------------------|-----------|-----------|-----------|
| Number of school days dedicated to Staff Development and Continuous Improvement | 14 | 15 | |
_Questions: SARC TEAM | firstname.lastname@example.org | 916-319-0406_
California Department of Education
1430 N Street
Sacramento, CA 95814
School Accountability Report Card (SARC) 2019-20
Data: Categories
Pre-populated by state
> Demographic and enrollment
> Pupil outcomes
- State assessments, CTE, and A-G
> Pupil engagement
- Graduation and dropout rates
> School Climate
- Discipline rates
Uploaded by school
> Conditions of learning
- Teacher credentials and assignments
- Textbooks
- Condition of facilities
> Parent involvement
> School Climate
- Safety Plan
> Other
- Class size, student to counselor ratio, support staff, avg. salary, expenditures per pupil A-G courses, and professional development
| Category | School Year(s) |
|-----------------------|---------------------------------|
| Conditions of Learning| 2018-19 through 2020-21 |
| Pupil Outcomes | 2018-19 & 2019-20 |
| Parent Involvement | 2020-21 |
| Pupil Engagement | 2016-17 through 2018-19 |
| School Climate | 2017-18 through 2020-21 |
| Other | 2017-18 through 2020-21 |
Cabrillo Point Academy
Monthly Financial Presentation – December 2020
CABRILLO POINT – Highlights
- **Annual Projected Revenue**: Increased by $385k
- **Annual Project Expenses**: Increased by $339k
- **Annual Projected Surplus**: $763k
- **SB740 Requirements**:
- In Compliance
- Cert.: 45.6%
- Instr.: 82.5%
- 2,587,738 | 1,162,488
- Must exceed 40% / 80%
- In Compliance
- Pupil:Teacher Ratio: 22.63 :1
- Must be equal to or less than 25:1
CABRILLO POINT – Attendance
Attendance Metrics
Enrollment & Per Pupil Data
| | Avg | Forecast | Budget |
|----------------------|------|----------|--------|
| Enrollment | 4458 | 4600 | 4600 |
| ADA | 4506 | 4506 | 4506 |
| Attendance Rate | 101.1% | 98.0% | 98.0% |
| Unduplicated % | 34.3% | 34.3% | 33.4% |
| Revenue per ADA | $10,207 | $10,033 | |
| Expenses per ADA | $10,038 | $9,732 | |
- Forecasted Annual Daily Attendance (ADA) – Last Year P2
- Unduplicated Pupil % - 34.3%
CABRILLO POINT – Revenue
- Year to date (+) variance due to timing of revenue received
- Main increase due to Learning Loss Mitigation Funds (LLMF)
- Coronavirus Relief Fund = $284k
- General Fund = $328k
| Revenue | Year-to-Date Actual | Year-to-Date Budget | Year-to-Date Fav/(Unf) |
|--------------------------|---------------------|---------------------|------------------------|
| State Aid-Rev Limit | $18,773,969 | $15,031,876 | $3,742,093 |
| Federal Revenue | 283,713 | - | 283,713 |
| Other State Revenue | 1,697,468 | 1,171,780 | 525,689 |
| Other Local Revenue | 42,251 | - | 42,251 |
| **Total Revenue** | **$20,797,401** | **$16,203,656** | **$4,593,745** |
| Revenue | Annual/Full Year Forecast | Annual/Full Year Budget | Annual/Full Year Fav/(Unf) |
|--------------------------|----------------------------|-------------------------|---------------------------|
| State Aid-Rev Limit | $40,911,635 | $40,800,381 | $111,254 |
| Federal Revenue | 818,805 | 535,325 | 283,480 |
| Other State Revenue | 4,220,033 | 3,894,479 | 325,554 |
| Other Local Revenue | 42,251 | - | 42,251 |
| **Total Revenue** | **$45,992,724** | **$45,230,185** | **$762,539** |
Overall expenses are favorable year-to-date, but only due to a timing difference.
Salary forecast based on 12/31 payroll
| Expenses | Year-to-Date Actual | Year-to-Date Budget | Year-to-Date Fav/(Unf) | Annual/Full Year Forecast | Annual/Full Year Budget | Annual/Full Year Fav/(Unf) |
|---------------------------|---------------------|---------------------|------------------------|---------------------------|-------------------------|---------------------------|
| Certificated Salaries | $7,302,834 | $7,658,542 | $355,708 | $15,278,855 | $15,317,084 | $38,229 |
| Classified Salaries | 1,056,814 | 1,073,506 | 16,692 | 2,282,414 | 2,147,012 | (135,401) |
| Benefits | 2,312,359 | 2,584,350 | 271,991 | 5,187,139 | 5,221,816 | 34,677 |
| Books and Supplies | 2,997,696 | 2,812,627 | (185,070) | 8,452,172 | 6,030,022 | (2,422,151) |
| Subagreement Services | 2,796,362 | 4,986,950 | 2,190,589 | 9,665,884 | 10,611,959 | 946,076 |
| Operations | 253,158 | 215,150 | (38,008) | 482,816 | 430,300 | (52,516) |
| Facilities | 150,109 | 86,869 | (63,240) | 232,278 | 173,738 | (58,540) |
| Professional Services | 1,424,606 | 1,603,864 | 179,258 | 3,168,187 | 3,335,845 | 167,658 |
| Depreciation | 1,428 | 1,450 | 22 | 2,878 | 2,900 | 22 |
| Interest | 71,720 | 257,282 | 185,562 | 476,641 | 602,902 | 126,262 |
| **Total Expenses** | **$18,367,085** | **$21,280,590** | **$2,913,504** | **$45,229,263** | **$43,873,579** | **$(1,355,684)** |
CABRILLO POINT – Fund Balance
- Ending fund balance within State requirements
- Annual surplus is 1.69% of total expense
| Year-to-Date | Actual | Budget | Fav/(Unf) |
|--------------|--------------|------------|-----------|
| Total Surplus(Deficit) | $2,430,316 | $(5,076,934) | $7,507,249 |
| Beginning Fund Balance | $2,855,635 | | |
| Ending Fund Balance | $5,285,951 | $(2,221,299) | |
As a % of Annual Expenses: 11.7% -5.1%
| Annual/Full Year | Forecast | Budget | Fav/(Unf) |
|------------------|-------------|------------|-----------|
| Total Surplus(Deficit) | $763,461 | $1,356,606 | $(593,145) |
| Beginning Fund Balance | $2,855,635 | | |
| Ending Fund Balance | $3,619,096 | $4,212,241 | |
As a % of Annual Expenses: 8.0% 9.6%
CABRILLO POINT – Cash Balance
- Cash balance remains positive at year end and above budget
- Next factoring forecasted for March/April 2021
Still three entities listed under the due to/from section of the balance sheet and one entity in the receivables.
| Other Entities | Account Balance |
|--------------------------------------|-----------------|
| Due (to)/from Inspire LA | (1,181) |
| Due (to)/from Inspire Charter Services | 4,358,840 |
| Due (to)/from Granite Mountain Charter School | 40,014 |
| Total Due (to)/from Balance | 4,397,673 |
| Entities in Receivables | Account Balance |
|--------------------------------------|-----------------|
| Triumph | $88,789 |
| Total Due Balances | $88,789 |
CABRILLO POINT – 12 Month Cash
- Cash projected as positive for next 12 months
- Cash deferrals are reflected in the projections
| | Jan-21 | Feb-21 | Mar-21 | Apr-21 | May-21 | Jun-21 | Jul-21 | Aug-21 | Sep-21 | Oct-21 | Nov-21 | Dec-21 | Jan-22 |
|----------------------|----------|----------|----------|----------|----------|----------|----------|----------|----------|----------|----------|----------|----------|
| **Revenues** | 4,370,641| 3,841,242| 1,743,066| 1,361,442| 1,118,269| 1,118,269| 255 | 2,177,989| 2,229,479| 4,117,766| 4,130,021| 3,997,138| 4,350,946|
| **Expenses** | 4,251,560| 4,053,210| 4,189,381| 4,556,619| 4,076,341| 5,166,863| 2,058,994| 2,622,910| 3,433,471| 3,657,348| 2,812,095| 2,881,129| 3,724,168|
| **Surplus** | 119,081 | (211,968)| (2,446,315)| (3,195,177)| (2,958,072)| (4,048,594)| (2,058,738)| (444,921)| (1,203,992)| 460,418 | 1,317,926| 1,116,008| 626,777 |
| **Cash flows from operating activities** | | | | | | | | | | | | | |
| Depreciation/Amortization | 242 | 242 | 242 | 242 | 242 | 242 | 243 | 243 | 243 | 243 | 243 | 243 | 247 |
| Public Funding Receivables | 365,521 | - | - | - | - | - | 2,788,358| 1,969,550| 1,982,160| 1,969,550| 1,406,821| 466,346 | 1,059,610|
| Accounts Payable | (459,135)| - | - | - | - | - | (568,204)| - | - | - | - | - | - |
| **Cash flows from financing activities** | | | | | | | | | | | | | |
| Proceeds from Factoring | - | - | - | 4,106,563| 2,994,600| 3,761,000| - | - | 2,991,925| - | - | 2,992,117| - |
| Payments on Factoring | - | - | - | - | - | - | - | (1,880,500)| (3,347,130)| (3,754,034)| (1,880,500)| (2,991,925)| - |
| Proceeds from Debt | 676 | 676 | 676 | 676 | 676 | 676 | 676 | 676 | 676 | 676 | 676 | 676 | 676 |
| Payments on Debt | - | - | - | - | - | - | - | (225,514)| (225,702)| (225,890)| (226,079)| (226,267)| - |
| **Total Change in Cash** | 26,385 | (211,050)| (2,445,397)| 912,304 | 37,446 | (286,676)| 162,335 | (354,952)| 198,367 | (1,548,849)| 619,276 | 1,357,386| 1,461,043|
| **Cash, Beginning of Month** | 5,849,109| 5,875,494| 5,664,444| 3,219,046| 4,131,351| 4,168,796| 3,882,120| 4,044,455| 3,689,503| 3,887,870| 2,339,021| 2,958,297| 4,315,683|
| **Cash, End of Month** | 5,875,494| 5,664,444| 3,219,046| 4,131,351| 4,168,796| 3,882,120| 4,044,455| 3,689,503| 3,887,870| 2,339,021| 2,958,297| 4,315,683| 5,776,726|
| Area | Due Date | Description | Completed By | Board Must Approve | Signature Required |
|------------|----------|-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|-------------------------------|---------------------|--------------------|
| DATA | Feb-01 | **School Accountability Report Card** - All public schools in California are required to prepare an annual SARC (2019/20). SARCs are intended to provide the public with important information about each public school and to communicate a school's progress in achieving its goals. EC Section 35256 requires LEA governing boards to approve SARCs for publications. | CPA | Yes | No |
| FINANCE | Feb-20 | **Certification of the First Principal Apportionment** - The Principal Apportionment includes funding for the Local Control Funding Formula, the primary source of an LEA’s general purpose funding; Special Education (AB 602); and funding for several other programs. The First Principal Apportionment (P-1), certified by February 20, is based on the first period data that LEAs report to CDE in November through January. P-1 supersedes the Advance Apportionment calculations and establishes each LEA’s monthly state aid payment for February through May. | Charter Impact | No | Yes |
| FINANCE | Feb-24 | **E-Rate FCC Form 470 Due date (FY2021)** - To requests bids for service, applicants certify an FCC Form 470 in the E-rate Productivity Center (EPC). This is a formal process to identify and request the products and services you need so that potential service providers can review your requests and submit bids. The FCC Form 470 must be certified in EPC at least 28 days before the close of the filing window. February 24, 2021 is the deadline to certify an FY2021 FCC Form 470 and still be able to certify an FCC Form 471 within the FY2021 filing window. | CPA | No | No |
| FINANCE | Feb-28 | **Consolidated Application (ConApp) reporting** - Winter - The ConApp is used by the CDE to distribute categorical funds from various state and federal programs to county offices, school districts, and direct-funded charter schools throughout California. The winter release is submitted in January of each year and contains the LEA’s entitlements for each funded program. | Charter Impact | No | No |
| FINANCE | Feb-28 | **Southwest SELPA AB602 and Mental Health Interim Expenditure Report** - Interim financial reporting for actuals are due to SELPA. | Charter Impact | No | No |
| FINANCE | Mar-01 | **Every Student Succeeds Act Per-Pupil Expenditure Application** - The Elementary and Secondary Education Act of 1965 (ESEA), as reauthorized by the Every Student Succeeds Act (ESSA), requires state educational agencies (SEAs) and their local educational agencies (LEAs) to prepare and publish annual report cards that contain specified data elements, including LEA and school-level per-pupil expenditures (PPE). | Charter Impact | No | No |
| DATA | Mar-05 | **CALPADS - Fall 2 deadline** - Please be mindful that Level-2 certification within CALPADS means that these data have been reviewed and approved by your superintendent or IRC administrator. Failure to properly review and submit these data in CALPADS within the allotted amount of time will result in important difficulties of using Fall 2 data when CALPADS is used. It can impact a number of things, including LCFF funding, student course enrollments, staff assignments and English learner education services. | Charter Impact submits with data provided by CPA | No | No |
| FINANCE | Mar-15 | **2nd Interim Financial Report** - Local educational agencies (LEAs) are required to file two reports during a fiscal year (interim reports) on the status of the LEA’s financial health. The first interim report is due December 15 for the period ending October 31. The second is due March 15 for the period ending January 31 | Charter Impact | Yes | Yes |
| FINANCE | Mar-19 | **El Dorado SELPA Pre-Test for Year-End Maintenance of Effort (Special Education)** - Report due to charter school’s SELPA. Maintenance of Effort (MOE) is a requirement that you spend each year at least what you spent last year in the area of special education (with some exceptions). If you reduce your special education budget (or expenditures) in a given year, you need to be careful to ensure that you have met the MOE requirement. This does not mean you can’t reduce costs, but you must do so within the guidelines of federal MOE. | Charter Impact | No | No |
| FINANCE | Mar-25 | **E-Rate FCC Form 471 Due date (FY2021)** - To apply for program discounts, applicants file an FCC Form 471 in EPC to provide USAC with information about the services they are requesting and the discount(s) for which they are eligible. The FCC Form 471 must be certified by March 25, 2021. | CPA | No | No |
| FINANCE | Mar-31 | **Annual Audit Review and Board Approval** - Charter Schools are required to submit an independent audit report to the CDE, the State Controller’s Office (SCO), the local County Superintendent of Schools, and, if applicable, the chartering entity, by December 15 of each year. Note that the audit report due date was automatically extended to March 31, 2021, due to COVID-19. | CPA with Charter Impact support | Yes | No |
| FINANCE | Mar-31 | **Southwest SELPA IDEA Expenditure Report 2** - Interim financial reporting for actuals through March 31 are due to SELPA. | Charter Impact | No | No |
CABRILLO POINT – Appendix
- Monthly Cash Flow / Forecast 20-21
- Budget vs. Actual
- Statement of Financial Position
- Statement of Cash Flows
- Check Register
- AP Aging
## Cabrillo Point Academy
### Budget vs Actual
For the period ended December 31, 2020
| Revenues | Current Period Actual | Current Period Budget | Current Period Variance | Current Year Actual | YTD Budget | YTD Budget Variance | Total Budget |
|-----------------------------------------------|-----------------------|-----------------------|-------------------------|--------------------|------------|---------------------|--------------|
| **State Aid – Revenue Limit** | | | | | | | |
| LCFF State Aid | $3,516,979 | $3,511,019 | $5,960 | $17,975,670 | $14,434,191| $3,541,479 | $39,012,526 |
| Education Protection Account | 225,295 | - | 225,295 | 450,591 | 225,296 | 225,296 | 901,182 |
| State Aid – Prior Year | - | - | - | 46,240 | - | 46,240 | - |
| In Lieu of Property Taxes | - | 70,931 | (70,931) | 301,469 | 372,390 | (70,921) | 886,673 |
| **Total State Aid – Revenue Limit** | 3,742,274 | 3,581,951 | 160,323 | 18,773,969 | 15,031,877 | 3,742,093 | 40,800,381 |
| **Federal Revenue** | | | | | | | |
| Special Education – Entitlement | - | - | - | - | - | - | 535,325 |
| Title I, Part A - Basic Low Income | - | - | - | - | - | - | - |
| Other Federal Revenue | - | - | - | 283,713 | - | 283,713 | - |
| **Total Federal Revenue** | - | - | - | 283,713 | - | 283,713 | 535,325 |
| **Other State Revenue** | | | | | | | |
| State Special Education | 244,338 | 253,449 | (9,111) | 1,248,838 | 1,041,957 | 206,881 | 2,817,500 |
| Mandated Cost | - | 103,823 | (103,823) | 103,821 | 103,823 | (2) | 103,823 |
| State Lottery | - | - | - | - | - | - | 933,156 |
| Prior Year Revenue | - | - | - | 1,967 | - | 1,967 | - |
| Other State Revenue | 311,485 | - | 311,485 | 342,842 | 26,000 | 316,842 | 40,000 |
| **Total Other State Revenue** | 555,823 | 357,272 | 198,551 | 1,697,408 | 1,171,780 | 525,689 | 3,894,479 |
| **Other Local Revenue** | | | | | | | |
| Interest Revenue | - | - | - | 42,251 | - | 42,251 | - |
| **Total Other Local Revenue** | - | - | - | 42,251 | - | 42,251 | - |
| **Total Revenues** | $4,298,097 | $3,939,223 | $358,874 | $20,797,401 | $16,203,656| $4,593,745 | $45,230,185 |
| Expenses | Current Period Actual | Current Period Budget | Current Period Variance | Current Year Actual | YTD Budget | YTD Budget Variance | Total Budget |
|-----------------------------------------------|-----------------------|-----------------------|-------------------------|--------------------|------------|---------------------|--------------|
| **Certificated Salaries** | | | | | | | |
| Teachers’ Salaries | $920,669 | $906,027 | $(14,643) | $5,402,845 | $5,436,160 | $33,315 | $10,872,320 |
| Teachers’ Extra Duty/Stipends | 126,886 | 120,928 | $(5,958) | 593,573 | 725,568 | 131,995 | 1,451,136 |
| Pupil Support Salaries | 49,234 | 65,487 | 16,253 | 300,447 | 392,921 | 92,474 | 785,842 |
| Administrators’ Salaries | 115,002 | 125,750 | 10,749 | 718,689 | 754,500 | 35,811 | 1,509,000 |
| Other Certificated Salaries | 52,311 | 58,232 | 5,922 | 287,280 | 349,393 | 62,113 | 698,786 |
| **Total Certificated Salaries** | 1,264,102 | 1,276,424 | 12,322 | 7,302,834 | 7,658,542 | 355,708 | 15,317,084 |
| **Classified Salaries** | | | | | | | |
| Instructional Salaries | 26,750 | 18,687 | $(8,063) | 164,898 | 112,122 | $(52,776) | 224,243 |
| Support Salaries | 85,376 | 110,475 | 25,100 | 495,105 | 662,851 | 167,746 | 1,325,702 |
| Supervisors’ and Administrators’ Salaries | 21,100 | 21,000 | $(100) | 126,500 | 126,000 | $(500) | 252,000 |
| Clerical and Office Staff Salaries | 38,629 | 28,756 | $(9,873) | 186,167 | 172,533 | $(13,633) | 345,067 |
| Other Classified Salaries | 19,876 | - | 19,876 | 84,144 | - | $(84,144) | - |
| **Total Classified Salaries** | 191,730 | 178,918 | $(12,813) | 1,056,814 | 1,073,506 | 16,692 | 2,147,012 |
| **Benefits** | | | | | | | |
| State Teachers’ Retirement System, certificated positions | 199,130 | 206,145 | 7,016 | 1,124,376 | 1,236,872 | 112,496 | 2,473,743 |
| OASDI/Medicare/Alternative, certificated positions | 11,543 | 11,093 | (450) | 65,899 | 66,559 | 660 | 133,118 |
| Medicare/Alternative, certificated positions | 20,520 | 21,103 | 582 | 118,050 | 126,617 | 8,567 | 253,233 |
| Health and Welfare Benefits, certificated positions | 151,417 | 160,633 | 9,216 | 878,229 | 963,800 | 85,571 | 1,927,600 |
| State Unemployment Insurance, certificated positions | 618 | 6,640 | 6,022 | 65,176 | 39,837 | (25,339) | 132,790 |
| Workers’ Compensation Insurance, certificated position | 10,105 | 13,389 | 3,284 | 60,630 | 80,336 | 19,706 | 160,672 |
| Other Benefits, certificated positions | - | 11,722 | 11,722 | - | 70,330 | 70,330 | 140,660 |
| **Total Benefits** | 393,332 | 430,725 | 37,393 | 2,312,359 | 2,584,350 | 271,991 | 5,221,816 |
| **Books & Supplies** | | | | | | | |
| Textbooks and Core Materials | - | - | - | 194,603 | - | $(194,603) | - |
| School Supplies | 343,051 | 184,034 | $(159,018) | 2,205,693 | 1,465,920 | $(739,774) | 3,173,827 |
| Software | 12,061 | 59,243 | 47,182 | 436,038 | 355,460 | $(80,579) | 710,919 |
| Office Expense | 2,510 | 600 | $(1,910) | 18,089 | 3,600 | $(14,489) | 7,200 |
| Business Meals | - | 258 | 258 | - | 1,550 | 1,550 | 3,100 |
| Noncapitalized Equipment | 25,732 | 123,796 | 98,064 | 143,273 | 986,098 | 842,825 | 2,134,976 |
| **Total Books & Supplies** | 383,354 | 367,931 | $(15,423) | 2,997,696 | 2,812,627 | $(185,070) | 6,030,022 |
| **Subagreement Services** | | | | | | | |
| Special Education | 252,990 | 186,950 | $(66,040) | 1,377,591 | 1,121,700 | $(255,891) | 2,243,400 |
| Other Educational Consultants | 25,071 | 485,249 | 460,178 | 1,418,770 | 3,865,250 | 2,446,480 | 8,368,559 |
| **Total Subagreement Services** | 278,060 | 672,199 | 394,139 | 2,796,362 | 4,986,950 | 2,190,589 | 10,611,959 |
| **Operations & Housekeeping** | | | | | | | |
| Auto and Travel | - | 608 | 608 | 1,660 | 3,650 | 1,990 | 7,300 |
| Dues & Memberships | 3,162 | 1,042 | $(2,120) | 5,162 | 6,250 | 1,088 | 12,500 |
| Insurance | 31,508 | 29,767 | $(1,742) | 193,533 | 178,600 | $(14,933) | 357,200 |
| Utilities | 1,467 | 1,500 | 33 | 6,968 | 9,000 | 2,032 | 18,000 |
| Miscellaneous Expense | - | - | - | 23,656 | - | $(23,656) | - |
## Cabrillo Point Academy
### Budget vs Actual
For the period ended December 31, 2020
| | Current Period Actual | Current Period Budget | Current Period Variance | Current Year Actual | YTD Budget | YTD Budget Variance | Total Budget |
|--------------------------------|-----------------------|-----------------------|-------------------------|--------------------|------------|---------------------|--------------|
| Communications | 342 | 2,917 | 2,575 | 8,246 | 17,500 | 9,254 | 35,000 |
| Postage and Shipping | 488 | 25 | (463) | 13,933 | 150 | (13,783) | 300 |
| **Total Operations & Housekeeping** | 36,968 | 35,858 | (1,109) | 253,158 | 215,150 | (38,008) | 430,300 |
| Facilities, Repairs & Other Leases | | | | | | | |
| Rent | (19,253) | 14,220 | 33,473 | 148,000 | 85,319 | (62,681) | 170,638 |
| Additional Rent | - | - | - | 500 | - | (500) | - |
| Other Leases | 125 | 250 | 125 | 800 | 1,500 | (700) | 3,000 |
| Real/Personal Property Taxes | - | - | - | 74 | - | (74) | - |
| Repairs and Maintenance | - | 8 | 8 | 735 | 50 | (685) | 100 |
| **Total Facilities, Repairs & Other Leases** | (19,128) | 14,478 | 33,606 | 150,109 | 86,869 | (63,240) | 173,738 |
| Professional/Consulting Services | | | | | | | |
| IT | - | 1,783 | 1,783 | 2,569 | 10,700 | 8,131 | 21,400 |
| Audit & Taxes | - | 4,233 | 4,233 | 5,400 | 12,700 | 7,300 | 12,700 |
| Legal | 25,390 | 2,233 | (23,157) | 83,646 | 13,400 | (70,246) | 26,800 |
| Professional Development | - | 2,458 | 2,458 | 640 | 14,750 | 14,110 | 29,500 |
| General Consulting | 2,150 | 3,050 | 900 | 28,050 | 18,300 | (9,750) | 36,600 |
| Special Activities/Field Trips | - | 20,657 | 20,657 | 2,905 | 164,541 | 161,636 | 356,243 |
| Bank Charges | 2,511 | 5,390 | 2,879 | 12,239 | 29,645 | 17,406 | 61,985 |
| Printing | 80 | 260 | 180 | 293 | 1,430 | 1,137 | 2,990 |
| Other Taxes and Fees | 3,799 | 3,130 | (669) | 6,141 | 17,215 | 11,074 | 35,995 |
| Payroll Service Fee | 2,094 | 2,757 | 664 | 17,445 | 16,544 | (900) | 33,089 |
| Management Fee | 238,714 | 192,228 | (46,486) | 1,212,910 | 1,153,370 | (59,540) | 2,306,739 |
| District Oversight Fee | 37,423 | 35,820 | (1,603) | 52,369 | 150,319 | 97,949 | 408,004 |
| County Fees | - | - | - | - | 950 | 950 | 3,800 |
| **Total Professional/Consulting Services** | 312,161 | 274,000 | (38,161) | 1,424,606 | 1,603,864 | 179,258 | 3,335,845 |
| Depreciation | | | | | | | |
| Depreciation Expense | 238 | 242 | 4 | 1,428 | 1,450 | 22 | 2,900 |
| **Total Depreciation** | 238 | 242 | 4 | 1,428 | 1,450 | 22 | 2,900 |
| Interest | | | | | | | |
| Interest Expense | 676 | 82,379 | 81,703 | 71,720 | 257,282 | 185,562 | 602,902 |
| **Total Interest** | 676 | 82,379 | 81,703 | 71,720 | 257,282 | 185,562 | 602,902 |
| **Total Expenses** | $ 2,841,493 | $ 3,333,154 | $ 491,661 | $ 18,367,085 | $ 21,280,590 | $ 2,913,505 | $ 43,873,580 |
| Change in Net Assets | 1,456,604 | 606,068 | 850,535 | 2,430,316 | (5,076,934) | 7,507,250 | 1,356,605 |
| Net Assets, Beginning of Period | 3,829,347 | | | 2,855,635 | | | |
| **Net Assets, End of Period** | $ 5,285,951 | | | | | | |
## Statement of Financial Position
### Assets
#### Current Assets
| Asset | Current Balance | Beginning Year Balance | YTD Change | YTD % Change |
|--------------------------------------|-----------------|------------------------|--------------|--------------|
| Cash & Cash Equivalents | $5,849,109 | $8,648,020 | $(2,798,911) | -32% |
| Accounts Receivable | 182,424 | 1,961,017 | (1,778,593) | -91% |
| Public Funding Receivables | 64,053 | 5,750,572 | (5,686,519) | -99% |
| Factored Receivables | - | (8,272,700) | 8,272,700 | -100% |
| Due To/From Related Parties | 4,397,674 | 3,984,017 | 413,657 | 10% |
| Prepaid Expenses | 505,471 | 351,752 | 153,719 | 44% |
| **Total Current Assets** | **10,998,731** | **12,422,679** | **(1,423,948)** | **-11%** |
#### Long-Term Assets
| Asset | Current Balance | Beginning Year Balance | YTD Change | YTD % Change |
|--------------------------------------|-----------------|------------------------|--------------|--------------|
| Property & Equipment, Net | 49,911 | 51,340 | (1,428) | -3% |
| Deposits | 96,796 | 118,688 | (21,891) | -18% |
| **Total Long Term Assets** | **146,708** | **170,027** | **(23,320)** | **-14%** |
**Total Assets**
| | Current Balance | Beginning Year Balance | YTD Change | YTD % Change |
|----------------------|-----------------|------------------------|--------------|--------------|
| **Total Assets** | **$11,145,438** | **$12,592,706** | **$(1,447,268)** | **-11%** |
### Liabilities
#### Current Liabilities
| Liability | Current Balance | Beginning Year Balance | YTD Change | YTD % Change |
|----------------------------------|-----------------|------------------------|--------------|--------------|
| Accounts Payable | $459,135 | $1,589,521 | $(1,130,385) | -71% |
| Accrued Liabilities | 1,289,328 | 1,831,379 | (542,051) | -30% |
| Deferred Revenue | 49,359 | 2,258,564 | (2,209,205) | -98% |
| Notes Payable, Current Portion | 405,761 | 405,761 | - | 0% |
| **Total Current Liabilities** | **2,203,583** | **6,085,224** | **(3,881,641)** | **-64%** |
#### Long-Term Liabilities
| Liability | Current Balance | Beginning Year Balance | YTD Change | YTD % Change |
|----------------------------------|-----------------|------------------------|--------------|--------------|
| Notes Payable, Net of Current Portion | 3,655,905 | 3,651,847 | 4,058 | 0% |
| **Total Long-Term Liabilities** | **3,655,905** | **3,651,847** | **4,058** | **0%** |
**Total Liabilities**
| | Current Balance | Beginning Year Balance | YTD Change | YTD % Change |
|----------------------|-----------------|------------------------|--------------|--------------|
| **Total Liabilities**| **5,859,488** | **9,737,071** | **(3,877,584)** | **-40%** |
**Total Net Assets**
| | Current Balance | Beginning Year Balance | YTD Change | YTD % Change |
|----------------------|-----------------|------------------------|--------------|--------------|
| **Total Net Assets** | **5,285,951** | **2,855,635** | **2,430,316** | **85%** |
**Total Liabilities and Net Assets**
| | Current Balance | Beginning Year Balance | YTD Change | YTD % Change |
|----------------------|-----------------|------------------------|--------------|--------------|
| **Total Liabilities and Net Assets** | **$11,145,438** | **$12,592,706** | **$(1,447,268)** | **-11%** |
## Statement of Cash Flows
For the period ended December 31, 2020
| Month Ended 12/31/20 | YTD Ended 12/31/20 |
|-----------------------|---------------------|
| **Cash Flows from Operating Activities** | |
| Change in Net Assets | $1,456,604 | $2,430,316 |
| Adjustments to reconcile change in net assets to net cash flows from operating activities: | | |
| Depreciation | 238 | 1,428 |
| Decrease/(Increase) in Operating Assets: | | |
| Public Funding Receivables | 301,469 | 5,686,519 |
| Grants, Contributions & Pledges Receivable | (2,643,521) | (6,494,107) |
| Due from Related Parties | - | (413,657) |
| Prepaid Expenses | 53,634 | (153,719) |
| Other Assets | 6,175 | 21,891 |
| (Decrease)/Increase in Operating Liabilities: | | |
| Accounts Payable | (68,915) | (1,130,385) |
| Accrued Expenses | 47,618 | (542,051) |
| Deferred Revenue | (311,485) | (2,209,205) |
| **Total Cash Flows from Operating Activities** | (1,158,183) | (2,802,969) |
| **Cash Flows from Financing Activities** | |
| Proceeds from (payments on) Long-Term Debt | 676 | 4,058 |
| **Total Cash Flows from Financing Activities** | 676 | 4,058 |
| Change in Cash & Cash Equivalents | (1,157,506) | (2,798,911) |
| Cash & Cash Equivalents, Beginning of Period | 7,006,615 | 8,648,020 |
| **Cash and Cash Equivalents, End of Period** | $5,849,109 | $5,849,109 |
| Check Number | Vendor Name | Check Date | Check Amount |
|--------------|-------------------------------------------------|--------------|--------------|
| 14399 | Poway Executive Plaza, LLC | 12/1/2020 | $4,621.86 |
| 14400 | IL-Do Taekwondo | 12/3/2020 | 250.00 |
| 14401 | 42 Development LLC | 12/7/2020 | 415.08 |
| 14402 | A Thinking Place | 12/7/2020 | 267.50 |
| 14403 | A1 Driving and Traffic School | 12/7/2020 | 529.00 |
| 14404 | Academics In A Box Inc | 12/7/2020 | 299.40 |
| 14405 | Achieve Inc. | 12/7/2020 | 180.00 |
| 14406 | Alyssa Westphal | 12/7/2020 | 1,320.00 |
| 14407 | Amanda Gifford | 12/7/2020 | 175.00 |
| 14408 | American Academy Of Strategic Education | 12/7/2020 | 12,847.23 |
| 14409 | Amy Roncevich | 12/7/2020 | 700.00 |
| 14410 | Anaheim Ballet | 12/7/2020 | 50.00 |
| 14411 | Apple Inc. | 12/7/2020 | 49.00 |
| 14412 | Aqua Tots LA LLC | 12/7/2020 | 430.00 |
| 14413 | Aqua Tots ORANGE LLC | 12/7/2020 | 112.00 |
| 14414 | Aquatic Explorations | 12/7/2020 | 504.00 |
| 14415 | Art of Problem Solving | 12/7/2020 | 1,153.51 |
| 14416 | Ashleigh Reyes | 12/7/2020 | 880.00 |
| 14417 | Astronomy with Alyson Clark | 12/7/2020 | 120.00 |
| 14418 | Beautiful Feet Books, Inc. | 12/7/2020 | 1,471.07 |
| 14419 | Belami Dufrene | 12/7/2020 | 928.00 |
| 14420 | Bitsbox | 12/7/2020 | 976.75 |
| 14421 | Blue Buoy Swim School, Inc. | 12/7/2020 | 1,200.00 |
| 14422 | Brain Builders STEM Education, Inc | 12/7/2020 | 880.00 |
| 14423 | Brave Writer LLC | 12/7/2020 | 1,489.70 |
| 14424 | Britany Callahan | 12/7/2020 | 160.00 |
| 14425 | Cadenza Music Academy | 12/7/2020 | 150.00 |
| 14426 | California Music Studios | 12/7/2020 | 180.00 |
| 14427 | Caroline Moon | 12/7/2020 | 250.00 |
| 14428 | Charles Jones | 12/7/2020 | 1,177.50 |
| 14429 | Christine Binder | 12/7/2020 | 350.00 |
| 14430 | Cindy Irvine | 12/7/2020 | 200.00 |
| 14431 | Collin Finley | 12/7/2020 | 126.00 |
| 14432 | Connie Herrick | 12/7/2020 | 735.00 |
| 14433 | Cruz Violins & More | 12/7/2020 | 146.81 |
| 14434 | Denise Buskirk | 12/7/2020 | 544.50 |
| 14435 | Denise Lewis | 12/7/2020 | 422.50 |
| 14436 | eat2explore | 12/7/2020 | 629.04 |
| 14437 | Educational Development Corporation | 12/7/2020 | 401.41 |
| 14438 | EG | 12/7/2020 | 342.00 |
| 14439 | Elemental Science | 12/7/2020 | 111.25 |
| 14440 | Ethos Jiu Jitsu | 12/7/2020 | 75.00 |
| 14441 | Evolution Swim Academy Mission Viejo LLC | 12/7/2020 | 883.90 |
| 14442 | Farida Hsu | 12/7/2020 | 4,000.71 |
| 14443 | Fired Up Arts | 12/7/2020 | 100.00 |
| 14444 | For The Love Of Words | 12/7/2020 | 1,460.00 |
| 14445 | Frank Velasquez | 12/7/2020 | 3,445.00 |
| 14446 | Georganne Gould | 12/7/2020 | 140.00 |
| 14447 | Glee Music Academy | 12/7/2020 | 656.00 |
| 14448 | Gloria M Antonini | 12/7/2020 | 250.00 |
| 14449 | Gracie Barra RSM | 12/7/2020 | 2,040.00 |
| 14450 | Gracie Jiu Jitsu Huntington Beach | 12/7/2020 | 600.00 |
| 14451 | Greater Perception Services, Inc. | 12/7/2020 | 350.00 |
| 14452 | Greg Baran Writing | 12/7/2020 | 1,375.00 |
| 14453 | Guillobel Brazilian Jiu-Jitsu International Inc | 12/7/2020 | 159.00 |
| 14454 | Guo’s Elite dba World Elite Gymnastics RSM | 12/7/2020 | 1,042.60 |
| Check Number | Vendor Name | Check Date | Check Amount |
|--------------|-------------------------------------------------|--------------|--------------|
| 14455 | Gymninny Kids | 12/7/2020 | 140.00 |
| 14456 | Hands 4 Building, LLC | 12/7/2020 | 285.98 |
| 14457 | Hangar 18 Climbing Gyms | 12/7/2020 | 132.00 |
| 14458 | Healthy Fit Kids | 12/7/2020 | 261.00 |
| 14459 | History Unboxed LLC | 12/7/2020 | 4,600.81 |
| 14460 | Home Science Tools | 12/7/2020 | 1,077.30 |
| 14461 | Homeschool Buyers Co-op | 12/7/2020 | 155.00 |
| 14462 | IL-Do Taekwondo | 12/7/2020 | 300.00 |
| 14463 | iMath | 12/7/2020 | 1,952.26 |
| 14464 | iMath | 12/7/2020 | 5,384.87 |
| 14465 | Innate Math | 12/7/2020 | 100.00 |
| 14466 | Interval Music | 12/7/2020 | 350.00 |
| 14467 | J.E.M.S. Dance Center | 12/7/2020 | 110.00 |
| 14468 | JaCees LLC dba I9 Sports | 12/7/2020 | 240.00 |
| 14469 | JacKris Publishing, LLC | 12/7/2020 | 77.02 |
| 14470 | Jaclyn Russell | 12/7/2020 | 448.00 |
| 14471 | James Boran | 12/7/2020 | 400.00 |
| 14472 | Jan Martin | 12/7/2020 | 140.00 |
| 14473 | Jenna Reveal-Bourcier | 12/7/2020 | 1,275.00 |
| 14474 | Jonathan Buck | 12/7/2020 | 1,625.00 |
| 14475 | Juliet Aucrerman | 12/7/2020 | 480.00 |
| 14476 | KCINCO Partners, LLC dba Drama Kids | 12/7/2020 | 625.00 |
| 14477 | KHS Ice Arena | 12/7/2020 | 2,350.00 |
| 14478 | KiwiCo, Inc. | 12/7/2020 | 64.65 |
| 14479 | Kristin Strickler | 12/7/2020 | 5,197.10 |
| 14480 | Kumon Mission Viejo-Civic Center | 12/7/2020 | 160.00 |
| 14481 | Kumon of Brea | 12/7/2020 | 270.00 |
| 14482 | Lakeshore | 12/7/2020 | 1,741.57 |
| 14483 | Laura Gagnon | 12/7/2020 | 230.00 |
| 14484 | Learning A-Z | 12/7/2020 | 419.90 |
| 14485 | Learning Journeys Forum | 12/7/2020 | 420.00 |
| 14486 | Learning Without Tears | 12/7/2020 | 47.86 |
| 14487 | Life is Tech USA, Inc. | 12/7/2020 | 120.00 |
| 14488 | Linden Tree Learning | 12/7/2020 | 943.00 |
| 14489 | Lisa Rumsey | 12/7/2020 | 250.00 |
| 14490 | Little Passports | 12/7/2020 | 2,127.55 |
| 14491 | Little Passports | 12/7/2020 | 3,520.59 |
| 14492 | Mari G. Haig | 12/7/2020 | 270.00 |
| 14493 | Mary Lemasters Tahir | 12/7/2020 | 175.00 |
| 14494 | Math and Science Academy of Southern California | 12/7/2020 | 3,444.37 |
| 14496 | Math-U-See Inc. | 12/7/2020 | 2,866.00 |
| 14497 | Mathnasium of Laguna Niguel | 12/7/2020 | 897.00 |
| 14498 | McArt Studio | 12/7/2020 | 73.96 |
| 14499 | McColgan & Associates INC | 12/7/2020 | 3,185.00 |
| 14500 | MEL Science U.S., LLC | 12/7/2020 | 5,584.00 |
| 14501 | Michele Sanchez | 12/7/2020 | 230.00 |
| 14502 | Modern Development Company | 12/7/2020 | 6,648.40 |
| 14503 | Momentum Dance Center Llc 2 | 12/7/2020 | 404.00 |
| 14504 | Morey's Music, Inc. | 12/7/2020 | 87.16 |
| 14505 | Moving Beyond the Page | 12/7/2020 | 2,611.88 |
| 14506 | MoxieBox Art, Inc. | 12/7/2020 | 301.16 |
| 14507 | Mubashera Chaudhry | 12/7/2020 | 928.00 |
| 14508 | Murphy Language Arts, LLC | 12/7/2020 | 447.50 |
| 14509 | Mystery Science Inc. | 12/7/2020 | 138.00 |
| 14510 | Natasha Brunstetter | 12/7/2020 | 250.00 |
| 14511 | NCS Pearson, Inc. | 12/7/2020 | 395.00 |
| 14512 | Newport Sea Base | 12/7/2020 | 5,428.50 |
| Check Number | Vendor Name | Check Date | Check Amount |
|--------------|-------------------------------------------------|--------------|--------------|
| 14513 | Nicole the Math Lady, LLC | 12/7/2020 | 79.00 |
| 14514 | Nuestra Escuelita Spanish Academy | 12/7/2020 | 169.00 |
| 14515 | OC Cambridge Music School | 12/7/2020 | 555.00 |
| 14516 | Office Depot, Inc. | 12/7/2020 | 28.21 |
| 14517 | Oyster Inc. | 12/7/2020 | 224.70 |
| 14518 | Paul Ciolek | 12/7/2020 | 165.00 |
| 14519 | Peace Hill Press, Inc. dba Well Trained Mind Press | 12/7/2020 | 28.00 |
| 14520 | Rebecca Scott | 12/7/2020 | 173.00 |
| 14521 | Riverside County Office of Education | 12/7/2020 | 175.00 |
| 14522 | Robin Young | 12/7/2020 | 1,557.50 |
| 14523 | Rockside Music | 12/7/2020 | 320.00 |
| 14524 | Rockstars of Tomorrow Riverside | 12/7/2020 | 1,010.00 |
| 14525 | Roos Music | 12/7/2020 | 7,327.51 |
| 14526 | Salem Cade | 12/7/2020 | 340.00 |
| 14527 | Science 2 U | 12/7/2020 | 915.00 |
| 14528 | Set Apart | 12/7/2020 | 11,875.00 |
| 14529 | Sherri McFadden | 12/7/2020 | 250.00 |
| 14530 | Singapore Math Inc. | 12/7/2020 | 920.85 |
| 14531 | Sounds of Music / James Messina | 12/7/2020 | 110.00 |
| 14532 | Southland Ballet Academy Inc. | 12/7/2020 | 700.00 |
| 14533 | Specialized Therapy Services, Inc. | 12/7/2020 | 72,111.04 |
| 14534 | Starfall Education Foundation | 12/7/2020 | 35.00 |
| 14535 | STEM Center USA | 12/7/2020 | 1,790.00 |
| 14536 | Studies Weekly | 12/7/2020 | 808.85 |
| 14537 | Success 4 Hoopz | 12/7/2020 | 520.00 |
| 14538 | Supercharged Science | 12/7/2020 | 333.00 |
| 14539 | Supercharged Science | 12/7/2020 | 333.00 |
| 14540 | SwimLabs | 12/7/2020 | 1,945.00 |
| 14541 | Talentz Inc. | 12/7/2020 | 375.00 |
| 14542 | TalkBox.Mom, Inc. | 12/7/2020 | 292.16 |
| 14543 | Teaching Textbooks | 12/7/2020 | 122.16 |
| 14544 | The Center Stage Studio | 12/7/2020 | 475.00 |
| 14545 | The Dragon Institute | 12/7/2020 | 149.00 |
| 14546 | The Music Junction | 12/7/2020 | 99.00 |
| 14547 | The Music School | 12/7/2020 | 38.50 |
| 14548 | The Shakespeare Academy | 12/7/2020 | 110.00 |
| 14549 | TLP Education | 12/7/2020 | 245.00 |
| 14550 | Trigger Memory Co. | 12/7/2020 | 70.85 |
| 14551 | Tustin Dance and Music Center, LLC | 12/7/2020 | 138.00 |
| 14552 | Verizon Wireless | 12/7/2020 | 79.89 |
| 14553 | Vicki Frazier | 12/7/2020 | 2,876.00 |
| 14554 | VocabularySpellingCity | 12/7/2020 | 34.95 |
| 14555 | West Coast Krav Maga Wildomar | 12/7/2020 | 279.00 |
| 14556 | Westminster Arts Academy | 12/7/2020 | 120.00 |
| 14557 | Within Reach Learning Center | 12/7/2020 | 694.00 |
| 14558 | WM Music Lessons | 12/7/2020 | 4,285.00 |
| 14559 | WM Tutoring Services | 12/7/2020 | 200.00 |
| 14560 | Yamaha Music Center - Irvine | 12/7/2020 | 182.00 |
| 14561 | Young Music, LLC. | 12/7/2020 | 62.00 |
| 14562 | Zoom Video Communications Inc | 12/7/2020 | 7,500.00 |
| 14563 | Brave Writer LLC | 12/8/2020 | 517.95 |
| 14564 | Katie Kohn | 12/8/2020 | 2,100.00 |
| 14565 | The Lab Creative Arts Studio | 12/8/2020 | 320.00 |
| 14566 | Jesse Gandt | 12/10/2020 | 360.00 |
| 14567 | A Thinking Place | 12/11/2020 | 390.00 |
| 14568 | Aliso Viejo Kumon Center | 12/11/2020 | 1,160.00 |
| 14569 | BB Enterprises, Inc. | 12/11/2020 | 80.00 |
| Check Number | Vendor Name | Check Date | Check Amount |
|--------------|-------------------------------------------------|--------------|--------------|
| 14570 | Bitsbox | 12/11/2020 | 623.10 |
| 14576 | BookShark | 12/11/2020 | 5,166.00 |
| 14577 | Brain Builders STEM Education, Inc | 12/11/2020 | 1,440.75 |
| 14578 | Brave Writer LLC | 12/11/2020 | 387.00 |
| 14579 | Bre Wood | 12/11/2020 | 425.00 |
| 14580 | Collin Finley | 12/11/2020 | 420.00 |
| 14581 | CrossFit Forest | 12/11/2020 | 1,096.00 |
| 14582 | Educational Development Corporation | 12/11/2020 | 12.60 |
| 14583 | Educational Development Corporation | 12/11/2020 | 24.33 |
| 14584 | Endeavor Gymnastics | 12/11/2020 | 273.00 |
| 14585 | For The Love Of Words | 12/11/2020 | 340.00 |
| 14586 | Gabrina Owen | 12/11/2020 | 412.40 |
| 14587 | Generation Genius, Inc | 12/11/2020 | 125.00 |
| 14588 | Hands 4 Building, LLC | 12/11/2020 | 541.96 |
| 14589 | Heather Patrick | 12/11/2020 | 326.50 |
| 14590 | Home Science Tools | 12/11/2020 | 35.83 |
| 14591 | Honest History Co. | 12/11/2020 | 230.57 |
| 14592 | Inland Empire Musical Arts | 12/11/2020 | 341.00 |
| 14593 | Karen J. Smith | 12/11/2020 | 570.00 |
| 14594 | Katie Kinnaman | 12/11/2020 | 420.00 |
| 14595 | Kitchen Stewardship, LLC | 12/11/2020 | 149.95 |
| 14596 | Krav Maga of Orange County LLC | 12/11/2020 | 728.00 |
| 14597 | Lakeshore | 12/11/2020 | 168.37 |
| 14598 | Language Door, Inc. | 12/11/2020 | 150.00 |
| 14599 | Learning A-Z | 12/11/2020 | 209.95 |
| 14600 | Ling Chou | 12/11/2020 | 63.00 |
| 14601 | Lisa K. Clark-Burnell | 12/11/2020 | 1,548.00 |
| 14602 | Lorie Susan Suntree | 12/11/2020 | 265.00 |
| 14603 | Mad Dog Math | 12/11/2020 | 179.99 |
| 14604 | Math and Science Academy of Southern California | 12/11/2020 | 2,135.60 |
| 14605 | Math-U-See Inc. | 12/11/2020 | 249.00 |
| 14606 | Mathnasium of Mission Viejo | 12/11/2020 | 280.00 |
| 14607 | MEL Science U.S., LLC | 12/11/2020 | 1,954.40 |
| 14608 | Melinda Call | 12/11/2020 | 180.00 |
| 14609 | Minji Noh Lee | 12/11/2020 | 350.00 |
| 14610 | Monica Basurto | 12/11/2020 | 350.00 |
| 14611 | Moving Beyond the Page | 12/11/2020 | 1,020.95 |
| 14612 | MoxieBox Art, Inc | 12/11/2020 | 1,623.52 |
| 14613 | Mubashera Chaudhry | 12/11/2020 | 2,100.00 |
| 14614 | MusicPaige Studio | 12/11/2020 | 81.00 |
| 14615 | Mystery Science Inc. | 12/11/2020 | 69.00 |
| 14616 | N2Y, LLC | 12/11/2020 | 3,062.63 |
| 14617 | Nancy Watilo | 12/11/2020 | 1,400.00 |
| 14618 | Nazgul Shinn | 12/11/2020 | 350.00 |
| 14619 | Nicole Thomas | 12/11/2020 | 306.00 |
| 14620 | OC Cambridge Music School | 12/11/2020 | 105.00 |
| 14621 | Office Depot, Inc | 12/11/2020 | 80.02 |
| 14622 | Portal Languages - Mission Viejo | 12/11/2020 | 200.00 |
| 14623 | San Diego Gas & Electric | 12/11/2020 | 491.26 |
| 14624 | Simply Coding | 12/11/2020 | 99.00 |
| 14625 | Singapore Math Inc. | 12/11/2020 | 241.72 |
| 14626 | Spanish for You! | 12/11/2020 | 111.51 |
| 14627 | Starfall Education Foundation | 12/11/2020 | 70.00 |
| 14628 | TalkBox.Mom, Inc | 12/11/2020 | 357.79 |
| 14629 | Teaching Textbooks | 12/11/2020 | 342.48 |
| 14630 | Temecula Music Academy | 12/11/2020 | 140.00 |
| 14631 | Temecula Tritons Swim Club | 12/11/2020 | 110.00 |
| Check Number | Vendor Name | Check Date | Check Amount |
|--------------|------------------------------------|--------------|--------------|
| 14632 | Temecula Tutor | 12/11/2020 | 555.00 |
| 14633 | Thanitra Pichedvanichok | 12/11/2020 | 477.14 |
| 14634 | The Lampo Group, LLC | 12/11/2020 | 214.91 |
| 14635 | The LaunchPad Therapy for Kids | 12/11/2020 | 230.00 |
| 14636 | Timberdoodle.com | 12/11/2020 | 3,988.06 |
| 14637 | USSD Yorba Linda | 12/11/2020 | 200.00 |
| 14638 | Cadenza Music Academy | 12/14/2020 | 150.00 |
| 14639 | Melissa Clark | 12/14/2020 | 7,478.50 |
| 14640 | San Diego Gas & Electric | 12/14/2020 | 183.89 |
| 14641 | A Plan in Place | 12/18/2020 | 33.96 |
| 14642 | Academic Chess | 12/18/2020 | 3,791.38 |
| 14643 | ACES | 12/18/2020 | 5,826.25 |
| 14644 | AiDB | 12/18/2020 | 6,792.80 |
| 14645 | Aliso Viejo Kumon Center | 12/18/2020 | 1,160.00 |
| 14646 | Alison Maitlen | 12/18/2020 | 4,350.00 |
| 14647 | Amy Roncevich | 12/18/2020 | 810.00 |
| 14648 | Art of Problem Solving | 12/18/2020 | 69.60 |
| 14649 | Art Steps, Inc. | 12/18/2020 | 1,951.75 |
| 14650 | Beach Cities Rock Club | 12/18/2020 | 3,444.50 |
| 14651 | Bigfoot Graphics | 12/18/2020 | 265.00 |
| 14652 | Bitsbox | 12/18/2020 | 625.65 |
| 14653 | Blake Litschke | 12/18/2020 | 390.00 |
| 14654 | Braille Abilities, LLC | 12/18/2020 | 2,946.80 |
| 14655 | Brave Writer LLC | 12/18/2020 | 248.00 |
| 14656 | Briana Harley | 12/18/2020 | 250.00 |
| 14657 | California Music Studios | 12/18/2020 | 234.00 |
| 14658 | Callan Swim School | 12/18/2020 | 758.00 |
| 14659 | Caustics Digital Academy | 12/18/2020 | 100.00 |
| 14660 | Celebration Education | 12/18/2020 | 3,852.00 |
| 14661 | CF Dance Academy | 12/18/2020 | 475.49 |
| 14662 | Christian Arts and Theater | 12/18/2020 | 251.66 |
| 14663 | City of San Clemente | 12/18/2020 | 24.00 |
| 14664 | Code Ninjas | 12/18/2020 | 236.86 |
| 14665 | Cody Noriega | 12/18/2020 | 240.00 |
| 14666 | Connie Herrick | 12/18/2020 | 735.00 |
| 14667 | Cornerstone Therapies | 12/18/2020 | 4,450.00 |
| 14668 | Creative Creatures & Co. | 12/18/2020 | 1,735.00 |
| 14669 | Dell Marketing L.P. | 12/18/2020 | 20,591.24 |
| 14670 | Dexter Music | 12/18/2020 | 165.00 |
| 14671 | Diana Marauri | 12/18/2020 | 194.00 |
| 14672 | Dynamic Therapy Solutions | 12/18/2020 | 1,260.00 |
| 14673 | eat2explore | 12/18/2020 | 109.84 |
| 14674 | Educational Development Corporation| 12/18/2020 | 28.49 |
| 14675 | Effectual Educational Consulting Services | 12/18/2020 | 32,200.00 |
| 14676 | Encore School of Music, Inc. | 12/18/2020 | 1,182.50 |
| 14677 | Evan-Moor | 12/18/2020 | 464.94 |
| 14678 | Express Yourself Therapy | 12/18/2020 | 2,640.00 |
| 14679 | Fashion Camp - Create Design Sew LLC | 12/18/2020 | 805.48 |
| 14680 | Fidayane Amina Khan | 12/18/2020 | 300.00 |
| 14681 | Fine Art Classes, Inc. | 12/18/2020 | 1,446.28 |
| 14682 | Firestorm Freerunning and Acrobatics | 12/18/2020 | 1,510.00 |
| 14683 | Focus Dance Center | 12/18/2020 | 295.00 |
| 14684 | For The Love Of Words | 12/18/2020 | 150.00 |
| 14685 | Freckled Frog | 12/18/2020 | 55.00 |
| 14686 | GamED Academy LLC | 12/18/2020 | 85.00 |
| 14687 | Hands 4 Building, LLC | 12/18/2020 | 142.99 |
| 14688 | Hart Academy of Dance | 12/18/2020 | 260.00 |
| Check Number | Vendor Name | Check Date | Check Amount |
|--------------|-------------------------------------------------|--------------|--------------|
| 14689 | Healthy Fit Kids | 12/18/2020 | 356.00 |
| 14690 | Home Science Tools | 12/18/2020 | 34.43 |
| 14691 | IL-Do Taekwondo | 12/18/2020 | 175.00 |
| 14692 | Jacaranda Music Studios, LLC | 12/18/2020 | 195.00 |
| 14693 | Jenna Harline | 12/18/2020 | 630.00 |
| 14694 | Jenna Reveal-Bourcier | 12/18/2020 | 390.00 |
| 14695 | Joyce Farson | 12/18/2020 | 115.00 |
| 14696 | Julie Gatlin | 12/18/2020 | 350.00 |
| 14697 | KCINCO Partners, LLC dba Drama Kids | 12/18/2020 | 285.00 |
| 14698 | KIDA Academy LLC | 12/18/2020 | 1,950.00 |
| 14699 | Krav Maga of Orange County LLC | 12/18/2020 | 96.00 |
| 14700 | Kumon Mission Viejo-Civic Center | 12/18/2020 | 825.00 |
| 14701 | Laura Gagnon | 12/18/2020 | 130.00 |
| 14702 | Laura4Math, Inc. | 12/18/2020 | 280.00 |
| 14703 | Linette N. Rodriguez | 12/18/2020 | 126.00 |
| 14704 | Mandie Schenkenberger | 12/18/2020 | 455.00 |
| 14705 | Mark James | 12/18/2020 | 120.00 |
| 14706 | Mary Lemasters Tahir | 12/18/2020 | 75.00 |
| 14707 | Mathnasium of Tustin | 12/18/2020 | 897.00 |
| 14708 | McKee Music Therapy Services LLC | 12/18/2020 | 135.00 |
| 14709 | Melodee Klimala | 12/18/2020 | 305.00 |
| 14710 | Michael Barr | 12/18/2020 | 900.00 |
| 14711 | Michaela Ackermann | 12/18/2020 | 6,387.50 |
| 14712 | MVN Dive | 12/18/2020 | 147.00 |
| 14713 | Molly's Music | 12/18/2020 | 632.00 |
| 14714 | Moving Beyond the Page | 12/18/2020 | 1,440.54 |
| 14715 | MoxieBox Art, Inc. | 12/18/2020 | 150.58 |
| 14716 | Mubashera Chaudhry | 12/18/2020 | 700.00 |
| 14717 | Murrieta Dance Project | 12/18/2020 | 406.00 |
| 14718 | Natalie Shohdy | 12/18/2020 | 740.00 |
| 14719 | Nichols Speech, Inc. | 12/18/2020 | 270.00 |
| 14720 | No Hawaiki Nui | 12/18/2020 | 300.00 |
| 14721 | Oak Meadow Inc. | 12/18/2020 | 158.00 |
| 14722 | Orange County Speech Services | 12/18/2020 | 1,785.00 |
| 14723 | Oscar Azucena | 12/18/2020 | 300.00 |
| 14724 | Oxford Consulting Services, Inc. | 12/18/2020 | 10,516.13 |
| 14725 | Pacific Ballet Conservatory | 12/18/2020 | 831.30 |
| 14726 | Paul Ciolek | 12/18/2020 | 165.00 |
| 14727 | Piecemakers | 12/18/2020 | 96.00 |
| 14728 | Procopio, Cory, Hargreaves & Savitch LLP | 12/18/2020 | 10,584.40 |
| 14729 | Professional Tutors of America Inc. | 12/18/2020 | 1,812.50 |
| 14730 | Ricardo Robledo | 12/18/2020 | 145.00 |
| 14731 | Riffs Music | 12/18/2020 | 352.51 |
| 14732 | Robyn Rakov O.D. | 12/18/2020 | 480.00 |
| 14733 | S.T.A.R Academy | 12/18/2020 | 7,768.05 |
| 14734 | San Diego Gas & Electric | 12/18/2020 | 452.23 |
| 14735 | Scholars' Academy | 12/18/2020 | 472.60 |
| 14736 | School Pathways, LLC | 12/18/2020 | 14,728.50 |
| 14737 | Shanelle Gray | 12/18/2020 | 450.00 |
| 14738 | Shih-Yin Lee | 12/18/2020 | 300.00 |
| 14739 | Singapore Math Inc. | 12/18/2020 | 412.24 |
| 14740 | SKY Pediatric Inc. | 12/18/2020 | 6,125.00 |
| 14741 | Sounds Smart Speech Therapy | 12/18/2020 | 7,927.05 |
| 14742 | South Coast Repertory | 12/18/2020 | 117.00 |
| 14743 | Specialized Therapy Services, Inc. | 12/18/2020 | 61,958.51 |
| 14744 | Stowell Learning Centers | 12/18/2020 | 220.50 |
| 14745 | Studies Weekly | 12/18/2020 | 354.97 |
| Check Number | Vendor Name | Check Date | Check Amount |
|--------------|------------------------------------|--------------|--------------|
| 14746 | Studio H Fine Art | 12/18/2020 | 760.00 |
| 14747 | Talentz Inc. | 12/18/2020 | 109.00 |
| 14748 | Teaching Textbooks | 12/18/2020 | 110.16 |
| 14749 | Team Black Belt, Inc. | 12/18/2020 | 700.00 |
| 14750 | Terry Tsang Optometry | 12/18/2020 | 3,538.00 |
| 14751 | The Collective Movements | 12/18/2020 | 160.00 |
| 14752 | The LaunchPad Therapy for Kids | 12/18/2020 | 2,472.50 |
| 14753 | The Music Abode | 12/18/2020 | 540.00 |
| 14754 | The Music Abode | 12/18/2020 | 240.00 |
| 14755 | Thinkwell Corporation | 12/18/2020 | 125.00 |
| 14756 | Tkd Capistrano Corp. | 12/18/2020 | 300.00 |
| 14757 | Tomislav Peraic, ESQ. | 12/18/2020 | 12,195.90 |
| 14758 | U.S. Music Lessons | 12/18/2020 | 1,233.00 |
| 14759 | USSD Yorba Linda | 12/18/2020 | 650.00 |
| 14760 | Valued Voices | 12/18/2020 | 4,010.00 |
| 14761 | Veronica Anne Richards | 12/18/2020 | 480.00 |
| 14762 | Vicki Frazier | 12/18/2020 | 348.00 |
| 14763 | VocabularySpellingCity | 12/18/2020 | 69.90 |
| 14764 | Wildcats Hockey | 12/18/2020 | 350.00 |
| 14765 | Write On! Webb | 12/18/2020 | 168.76 |
| 14766 | Yamaha Music Academy of Fountain Valley | 12/18/2020 | 726.00 |
| 14767 | Yonginjsj | 12/18/2020 | 179.00 |
| 14772 | Amazon Capital Services | 12/22/2020 | 1,512.24 |
| 14773 | Poway Executive Plaza, LLC | 12/23/2020 | 25,086.59 |
| 14774 | Mad Dog Math | 12/28/2020 | 125.87 |
| 14775 | Terry Tsang Optometry | 12/28/2020 | 250.00 |
| 14776 | Terry Tsang Optometry | 12/28/2020 | 250.00 |
| 14777 | The Collective Movements | 12/28/2020 | 1,670.00 |
| 14778 | Hart Academy of Dance | 12/29/2020 | 80.00 |
| 14779 | History Unboxed LLC | 12/29/2020 | 1,350.00 |
| 14780 | Home Science Tools | 12/29/2020 | 484.11 |
| 14781 | Hooked on Phonics | 12/29/2020 | 235.27 |
| 14782 | IL-Do Taekwondo | 12/29/2020 | 500.00 |
| 14783 | Interval Music | 12/29/2020 | 250.00 |
| 14784 | J.E.M.S. Dance Center | 12/29/2020 | 1,165.00 |
| 14785 | Jacaranda Music Studios, LLC | 12/29/2020 | 100.00 |
| 14786 | JamF Software, LLC | 12/29/2020 | 467.50 |
| 14787 | Kathleen Crady | 12/29/2020 | 300.00 |
| 14788 | Katie Kohn | 12/29/2020 | 1,050.00 |
| 14789 | KCINCO Partners, LLC dba Drama Kids | 12/29/2020 | 495.00 |
| 14790 | KHS | 12/29/2020 | 1,040.00 |
| 14791 | Lakeshore | 12/29/2020 | 1,398.82 |
| 14792 | Learn Piano Live | 12/29/2020 | 269.70 |
| 14793 | Learning Without Tears | 12/29/2020 | 75.06 |
| 14795 | Little Passports | 12/29/2020 | 4,383.48 |
| 14796 | Los Angeles County of Education | 12/29/2020 | 700.00 |
| 14797 | M & S Studio MV LLC | 12/29/2020 | 425.00 |
| 14798 | Math-U-See Inc. | 12/29/2020 | 702.00 |
| 14799 | Mathnasium of Dana Point | 12/29/2020 | 350.00 |
| 14800 | Mathnasium of Temecula | 12/29/2020 | 618.00 |
| 14801 | Megan Warren | 12/29/2020 | 140.00 |
| 14802 | MEL Science U.S., LLC | 12/29/2020 | 956.30 |
| 14803 | Miaplaza Inc. | 12/29/2020 | 168.00 |
| 14804 | Michele Liem | 12/29/2020 | 170.00 |
| 14805 | Momentum Dance Center LLC 2 | 12/29/2020 | 765.75 |
| 14806 | Morey's Music, Inc. | 12/29/2020 | 87.16 |
| 14808 | Moving Beyond the Page | 12/29/2020 | 3,851.21 |
| Check Number | Vendor Name | Check Date | Check Amount |
|--------------|-------------------------------------------------|--------------|--------------|
| 14809 | MoxieBox Art, Inc | 12/29/2020 | 708.13 |
| 14810 | Music Moves Academy Inc | 12/29/2020 | 1,155.00 |
| 14811 | MVN Dive | 12/29/2020 | 700.00 |
| 14812 | Mystery Science Inc. | 12/29/2020 | 69.00 |
| 14813 | Nannette Lindsey | 12/29/2020 | 130.00 |
| 14814 | Natasha Brunstetter | 12/29/2020 | 250.00 |
| 14815 | Nicole Thomas | 12/29/2020 | 79.00 |
| 14816 | Nuestra Escuelita Spanish Academy | 12/29/2020 | 150.00 |
| 14817 | Oak Meadow Inc. | 12/29/2020 | 493.81 |
| 14818 | OC Performing Arts, LLC | 12/29/2020 | 260.00 |
| 14819 | Office Depot, Inc | 12/29/2020 | 485.12 |
| 14820 | Orange County Riding Academy | 12/29/2020 | 500.00 |
| 14821 | Pacific Coast Driving Academy | 12/29/2020 | 389.00 |
| 14822 | Paper Moon Music, Inc. | 12/29/2020 | 260.00 |
| 14823 | Portal Languages LLC | 12/29/2020 | 80.00 |
| 14824 | Power of Leverage BJJ | 12/29/2020 | 300.00 |
| 14825 | Reading with TLC | 12/29/2020 | 315.69 |
| 14826 | Robin H Noriega | 12/29/2020 | 60.00 |
| 14827 | Robin Young | 12/29/2020 | 1,967.50 |
| 14828 | Russian School of Mathematics | 12/29/2020 | 1,100.00 |
| 14829 | Sandra Vukoye | 12/29/2020 | 606.06 |
| 14830 | Scholars' Academy | 12/29/2020 | 52.60 |
| 14831 | Science-2-U | 12/29/2020 | 733.00 |
| 14832 | Scott Mogel | 12/29/2020 | 400.00 |
| 14833 | Sherri McFadden | 12/29/2020 | 250.00 |
| 14835 | Silicon Valley High School, Inc. | 12/29/2020 | 6,555.00 |
| 14836 | Singapore Math Inc. | 12/29/2020 | 322.91 |
| 14837 | Studies Weekly | 12/29/2020 | 1,067.61 |
| 14838 | Talentz Inc. | 12/29/2020 | 556.00 |
| 14839 | Temecula Music Academy | 12/29/2020 | 280.00 |
| 14840 | Temecula Music Teacher, LLC | 12/29/2020 | 1,175.00 |
| 14841 | Terra Arts | 12/29/2020 | 6,995.30 |
| 14842 | The Etiquette Factory with Ms. Jenn | 12/29/2020 | 465.00 |
| 14843 | Thinkwell Corporation | 12/29/2020 | 125.00 |
| 14844 | Timberdoodle.com | 12/29/2020 | 5,266.29 |
| 14845 | Tustin Dance and Music Center, LLC | 12/29/2020 | 65.00 |
| 14846 | Tutor Me LA, LLC | 12/29/2020 | 948.00 |
| 14847 | United Studios of Self Defense | 12/29/2020 | 205.00 |
| 14848 | Verna Silvia | 12/29/2020 | 180.00 |
| 14849 | Waterworks Aquatics | 12/29/2020 | 1,172.00 |
| 14850 | WriteAtHome, Inc. | 12/29/2020 | 113.00 |
| 14851 | A+ In Home Tutors, Inc | 12/29/2020 | 310.00 |
| 14852 | Aarib Abdullah | 12/29/2020 | 350.00 |
| 14853 | Absolute Mathmatics | 12/29/2020 | 389.00 |
| 14854 | Accrediting Commission for Schools | 12/29/2020 | 1,070.00 |
| 14855 | Alkawthar Learning Center | 12/29/2020 | 3,447.00 |
| 14856 | American Academy Of Strategic Education | 12/29/2020 | 13,131.13 |
| 14857 | American Tiger Martial Arts & Fitness | 12/29/2020 | 219.00 |
| 14858 | ArcheryChamps | 12/29/2020 | 1,230.25 |
| 14859 | Ardent Academy for Gifted Youth | 12/29/2020 | 525.00 |
| 14860 | Beach Cities Rock Club | 12/29/2020 | 480.00 |
| 14861 | BioBox Labs LLC | 12/29/2020 | 478.09 |
| 14862 | Bitsbox | 12/29/2020 | 1,018.60 |
| 14863 | BookShark | 12/29/2020 | 2,142.56 |
| 14864 | Briana Harley | 12/29/2020 | 250.00 |
| 14865 | Britany Callahan | 12/29/2020 | 120.00 |
| 14866 | BYU Continuing Education Independent Study | 12/29/2020 | 558.00 |
| Check Number | Vendor Name | Check Date | Check Amount |
|--------------|------------------------------------|--------------|--------------|
| 14867 | Callan Swim School | 12/29/2020 | 1,059.00 |
| 14868 | CEG Martial Arts | 12/29/2020 | 406.00 |
| 14869 | CM School Supply Inc. | 12/29/2020 | 45.87 |
| 14870 | Dale Carnegie | 12/29/2020 | 115.20 |
| 14871 | Dexter Music | 12/29/2020 | 495.00 |
| 14872 | Dr. Batista Music Studio | 12/29/2020 | 105.00 |
| 14873 | Dunamix Dance Project | 12/29/2020 | 100.00 |
| 14874 | Educational Development Corporation| 12/29/2020 | 696.85 |
| 14875 | Elemental Science | 12/29/2020 | 117.95 |
| 14876 | Esther Bril | 12/29/2020 | 2,100.00 |
| 14877 | Ethos Jiu Jitsu | 12/29/2020 | 75.00 |
| 14878 | Evan-Moor | 12/29/2020 | 18.99 |
| 14879 | Frazier Martial Arts | 12/29/2020 | 358.23 |
| 14880 | Generation Genius, Inc | 12/29/2020 | 375.00 |
| 14881 | Glee Music Academy | 12/29/2020 | 809.08 |
| 14882 | Gloria M Antonini | 12/29/2020 | 250.00 |
| 14883 | Gracie Barra Corona | 12/29/2020 | 85.00 |
| 14884 | Heather Brinson | 12/29/2020 | 160.63 |
| 14885 | Joycelyn Choo | 12/29/2020 | 272.00 |
| 14886 | Laura Gagnon | 12/29/2020 | 75.00 |
| 14887 | Melinda J. Beebe | 12/29/2020 | 424.00 |
| 14888 | Meredith Barr | 12/29/2020 | 408.80 |
| 14889 | Oscar Azucena | 12/29/2020 | 1,050.00 |
| 14890 | Amy Roncevich | 12/29/2020 | 365.00 |
| 14891 | Ann Zylman | 12/29/2020 | 200.00 |
| 14892 | Brian Marriott | 12/29/2020 | 120.00 |
| 14893 | Caroline Moon | 12/29/2020 | 250.00 |
| 14894 | KHS | 12/29/2020 | 350.00 |
| 14895 | Lisa Rumsey | 12/29/2020 | 250.00 |
| ACPA1217-30 | Charter School Capital | 12/17/2020 | 2,634,400.00 |
| ACPA1222-30 | Amazon Capital Services | 12/22/2020 | 43.37 |
| ACPA1222-30 | Amazon Capital Services | 12/22/2020 | 12.89 |
| ACPA1222-30 | Amazon Capital Services | 12/22/2020 | 20.15 |
| ACPA1222-30 | Amazon Capital Services | 12/22/2020 | 6.51 |
| ACPA1222-30 | Amazon Capital Services | 12/22/2020 | 28.00 |
| ACPA1222-30 | Amazon Capital Services | 12/22/2020 | 14.00 |
| ACPA1222-30 | Amazon Capital Services | 12/22/2020 | 41.99 |
| ACPA1222-30 | Amazon Capital Services | 12/22/2020 | 19.52 |
| ACPA1222-30 | Amazon Capital Services | 12/22/2020 | 6.36 |
| ACPA1222-31 | Amazon Capital Services | 12/22/2020 | 41.21 |
| ACPA1222-31 | Amazon Capital Services | 12/22/2020 | 73.25 |
| ACPA1222-31 | Amazon Capital Services | 12/22/2020 | 42.25 |
| ACPA1222-31 | Amazon Capital Services | 12/22/2020 | 44.17 |
| ACPA1222-31 | Amazon Capital Services | 12/22/2020 | 79.22 |
| ACPA1222-31 | Amazon Capital Services | 12/22/2020 | 18.46 |
| ACPA1222-31 | Amazon Capital Services | 12/22/2020 | 68.52 |
| ACPA1222-31 | Amazon Capital Services | 12/22/2020 | 13.92 |
| ACPA1222-31 | Amazon Capital Services | 12/22/2020 | 76.26 |
| ACPA1222-31 | Amazon Capital Services | 12/22/2020 | 115.27 |
| ACPA1222-32 | Amazon Capital Services | 12/22/2020 | 49.22 |
| ACPA1222-32 | Amazon Capital Services | 12/22/2020 | 17.19 |
| ACPA1222-32 | Amazon Capital Services | 12/22/2020 | 13.58 |
| ACPA1222-32 | Amazon Capital Services | 12/22/2020 | 17.39 |
| ACPA1222-32 | Amazon Capital Services | 12/22/2020 | 16.11 |
| ACPA1222-32 | Amazon Capital Services | 12/22/2020 | 19.34 |
| ACPA1222-32 | Amazon Capital Services | 12/22/2020 | 3.23 |
| ACPA1222-32 | Amazon Capital Services | 12/22/2020 | 7.36 |
| Check Number | Vendor Name | Check Date | Check Amount |
|-------------------|------------------------------------|--------------|--------------|
| APCPA1222-32 | Amazon Capital Services | 12/22/2020 | 70.48 |
| APCPA1222-32 | Amazon Capital Services | 12/22/2020 | 41.75 |
| APCPA1222-33 | Amazon Capital Services | 12/22/2020 | 10.44 |
| APCPA1222-33 | Amazon Capital Services | 12/22/2020 | 13.89 |
| APCPA1222-33 | Amazon Capital Services | 12/22/2020 | 26.93 |
| APCPA1222-33 | Amazon Capital Services | 12/22/2020 | 61.52 |
| APCPA1222-33 | Amazon Capital Services | 12/22/2020 | 7.42 |
| APCPA1222-33 | Amazon Capital Services | 12/22/2020 | 20.72 |
| APCPA1222-33 | Amazon Capital Services | 12/22/2020 | 7.53 |
| APCPA1222-33 | Amazon Capital Services | 12/22/2020 | 65.96 |
| APCPA1222-33 | Amazon Capital Services | 12/22/2020 | 26.39 |
| APCPA1222-33 | Amazon Capital Services | 12/22/2020 | 6.77 |
| APCPA1222-34 | Amazon Capital Services | 12/22/2020 | 65.23 |
| APCPA1222-34 | Amazon Capital Services | 12/22/2020 | 79.72 |
| APCPA1222-34 | Amazon Capital Services | 12/22/2020 | 13.92 |
| APCPA1222-34 | Amazon Capital Services | 12/22/2020 | 11.08 |
| APCPA1222-34 | Amazon Capital Services | 12/22/2020 | 5.92 |
| APCPA1222-34 | Amazon Capital Services | 12/22/2020 | 24.78 |
| APCPA1222-34 | Amazon Capital Services | 12/22/2020 | 13.26 |
| APCPA1222-34 | Amazon Capital Services | 12/22/2020 | 26.93 |
| APCPA1222-34 | Amazon Capital Services | 12/22/2020 | 60.29 |
| APCPA1222-34 | Amazon Capital Services | 12/22/2020 | 16.15 |
| APCPA1222-35 | Amazon Capital Services | 12/22/2020 | 10.76 |
| APCPA1222-35 | Amazon Capital Services | 12/22/2020 | 16.15 |
| APCPA1222-35 | Amazon Capital Services | 12/22/2020 | 23.79 |
| APCPA1222-35 | Amazon Capital Services | 12/22/2020 | 32.31 |
| APCPA1222-35 | Amazon Capital Services | 12/22/2020 | 18.49 |
| APCPA1222-35 | Amazon Capital Services | 12/22/2020 | 16.46 |
| APCPA1222-35 | Amazon Capital Services | 12/22/2020 | 21.54 |
| APCPA1222-35 | Amazon Capital Services | 12/22/2020 | 22.83 |
| APCPA1222-35 | Amazon Capital Services | 12/22/2020 | 3.14 |
| APCPA1222-35 | Amazon Capital Services | 12/22/2020 | 35.49 |
| APCPA1222-36 | Amazon Capital Services | 12/22/2020 | 13.05 |
| APCPA1222-36 | Amazon Capital Services | 12/22/2020 | 4.86 |
| APCPA1222-36 | Amazon Capital Services | 12/22/2020 | 39.92 |
| APCPA1222-36 | Amazon Capital Services | 12/22/2020 | 66.38 |
| APCPA1222-36 | Amazon Capital Services | 12/22/2020 | 6.98 |
| APCPA1222-36 | Amazon Capital Services | 12/22/2020 | 62.59 |
| APCPA1222-36 | Amazon Capital Services | 12/22/2020 | 89.13 |
| APCPA1222-36 | Amazon Capital Services | 12/22/2020 | 64.12 |
| APCPA1222-36 | Amazon Capital Services | 12/22/2020 | 82.92 |
| APCPA1222-36 | Amazon Capital Services | 12/22/2020 | 71.50 |
| APCPA1222-37 | Amazon Capital Services | 12/22/2020 | 8.06 |
| APCPA1222-37 | Amazon Capital Services | 12/22/2020 | 62.73 |
| APCPA1222-37 | Amazon Capital Services | 12/22/2020 | 43.09 |
| APCPA1222-37 | Amazon Capital Services | 12/22/2020 | 62.77 |
| APCPA1222-37 | Amazon Capital Services | 12/22/2020 | 67.61 |
| APCPA1222-37 | Amazon Capital Services | 12/22/2020 | 43.09 |
| APCPA1222-37 | Amazon Capital Services | 12/22/2020 | 14.58 |
| APCPA1222-37 | Amazon Capital Services | 12/22/2020 | 57.36 |
| APCPA1222-37 | Amazon Capital Services | 12/22/2020 | 15.80 |
| APCPA1222-37 | Amazon Capital Services | 12/22/2020 | 25.83 |
| APCPA1222-38 | Amazon Capital Services | 12/22/2020 | 16.16 |
| APCPA1222-38 | Amazon Capital Services | 12/22/2020 | 13.95 |
| APCPA1222-38 | Amazon Capital Services | 12/22/2020 | 84.04 |
| APCPA1222-38 | Amazon Capital Services | 12/22/2020 | 25.26 |
| APCPA1222-38 | Amazon Capital Services | 12/22/2020 | 8.90 |
| Check Number | Vendor Name | Check Date | Check Amount |
|-------------------|------------------------------|--------------|--------------|
| APCPA1222-38 | Amazon Capital Services | 12/22/2020 | 25.85 |
| APCPA1222-38 | Amazon Capital Services | 12/22/2020 | 50.43 |
| APCPA1222-38 | Amazon Capital Services | 12/22/2020 | 8.57 |
| APCPA1222-38 | Amazon Capital Services | 12/22/2020 | 21.11 |
| APCPA1222-38 | Amazon Capital Services | 12/22/2020 | 12.92 |
| APCPA1222-39 | Amazon Capital Services | 12/22/2020 | 13.46 |
| APCPA1222-39 | Amazon Capital Services | 12/22/2020 | 13.94 |
| APCPA1222-39 | Amazon Capital Services | 12/22/2020 | 16.15 |
| APCPA1222-39 | Amazon Capital Services | 12/22/2020 | 10.76 |
| APCPA1222-39 | Amazon Capital Services | 12/22/2020 | 25.85 |
| APCPA1222-39 | Amazon Capital Services | 12/22/2020 | 16.16 |
| APCPA1222-39 | Amazon Capital Services | 12/22/2020 | 23.65 |
| APCPA1222-39 | Amazon Capital Services | 12/22/2020 | 80.80 |
| APCPA1222-39 | Amazon Capital Services | 12/22/2020 | 24.99 |
| APCPA1222-39 | Amazon Capital Services | 12/22/2020 | 31.27 |
| APCPA1222-40 | Amazon Capital Services | 12/22/2020 | 63.56 |
| APCPA1222-40 | Amazon Capital Services | 12/22/2020 | 29.28 |
| APCPA1222-40 | Amazon Capital Services | 12/22/2020 | 52.78 |
| APCPA1222-40 | Amazon Capital Services | 12/22/2020 | 70.03 |
| APCPA1222-40 | Amazon Capital Services | 12/22/2020 | 32.30 |
| APCPA1222-40 | Amazon Capital Services | 12/22/2020 | 36.62 |
| APCPA1222-40 | Amazon Capital Services | 12/22/2020 | 16.15 |
| APCPA1222-40 | Amazon Capital Services | 12/22/2020 | 24.75 |
| APCPA1222-40 | Amazon Capital Services | 12/22/2020 | 73.95 |
| APCPA1222-40 | Amazon Capital Services | 12/22/2020 | 65.67 |
| APCPA1222-41 | Amazon Capital Services | 12/22/2020 | 12.60 |
| APCPA1222-41 | Amazon Capital Services | 12/22/2020 | 136.97 |
| APCPA1222-41 | Amazon Capital Services | 12/22/2020 | 22.59 |
| APCPA1222-41 | Amazon Capital Services | 12/22/2020 | 11.84 |
| APCPA1222-41 | Amazon Capital Services | 12/22/2020 | 8.62 |
| APCPA1222-41 | Amazon Capital Services | 12/22/2020 | 42.17 |
| APCPA1222-41 | Amazon Capital Services | 12/22/2020 | 4.32 |
| APCPA1222-41 | Amazon Capital Services | 12/22/2020 | 14.67 |
| APCPA1222-41 | Amazon Capital Services | 12/22/2020 | 69.66 |
| APCPA1222-41 | Amazon Capital Services | 12/22/2020 | 25.49 |
| APCPA1222-42 | Amazon Capital Services | 12/22/2020 | 16.44 |
| APCPA1222-42 | Amazon Capital Services | 12/22/2020 | 83.81 |
| APCPA1222-42 | Amazon Capital Services | 12/22/2020 | 10.42 |
| APCPA1222-42 | Amazon Capital Services | 12/22/2020 | 7.53 |
| APCPA1222-42 | Amazon Capital Services | 12/22/2020 | 45.99 |
| APCPA1222-42 | Amazon Capital Services | 12/22/2020 | 42.01 |
| APCPA1222-42 | Amazon Capital Services | 12/22/2020 | 21.54 |
| APCPA1222-42 | Amazon Capital Services | 12/22/2020 | 12.92 |
| APCPA1222-42 | Amazon Capital Services | 12/22/2020 | 32.35 |
| APCPA1222-42 | Amazon Capital Services | 12/22/2020 | 64.19 |
| APCPA1222-43 | Amazon Capital Services | 12/22/2020 | 9.15 |
| APCPA1222-43 | Amazon Capital Services | 12/22/2020 | 78.78 |
| APCPA1222-43 | Amazon Capital Services | 12/22/2020 | 26.94 |
| APCPA1222-43 | Amazon Capital Services | 12/22/2020 | 12.71 |
| APCPA1222-43 | Amazon Capital Services | 12/22/2020 | 61.10 |
| APCPA1222-43 | Amazon Capital Services | 12/22/2020 | 36.21 |
| APCPA1222-43 | Amazon Capital Services | 12/22/2020 | 32.19 |
| APCPA1222-43 | Amazon Capital Services | 12/22/2020 | 22.62 |
| APCPA1222-43 | Amazon Capital Services | 12/22/2020 | 101.02 |
| APCPA1222-43 | Amazon Capital Services | 12/22/2020 | 45.30 |
| APCPA1222-44 | Amazon Capital Services | 12/22/2020 | 45.91 |
| APCPA1222-44 | Amazon Capital Services | 12/22/2020 | 25.64 |
| Check Number | Vendor Name | Check Date | Check Amount |
|-------------------|------------------------------------|--------------|--------------|
| APCPA1222-44 | Amazon Capital Services | 12/22/2020 | 214.42 |
| APCPA1222-44 | Amazon Capital Services | 12/22/2020 | 10.76 |
| APCPA1222-44 | Amazon Capital Services | 12/22/2020 | 10.63 |
| APCPA1222-44 | Amazon Capital Services | 12/22/2020 | 215.71 |
| APCPA1222-44 | Amazon Capital Services | 12/22/2020 | 37.70 |
| APCPA1222-44 | Amazon Capital Services | 12/22/2020 | 16.15 |
| APCPA1222-44 | Amazon Capital Services | 12/22/2020 | 19.38 |
| APCPA1222-44 | Amazon Capital Services | 12/22/2020 | 19.62 |
| APCPA1222-45 | Amazon Capital Services | 12/22/2020 | 23.65 |
| APCPA1222-45 | Amazon Capital Services | 12/22/2020 | 12.48 |
| APCPA1222-45 | Amazon Capital Services | 12/22/2020 | 5.38 |
| APCPA1222-45 | Amazon Capital Services | 12/22/2020 | 45.82 |
| APCPA1222-45 | Amazon Capital Services | 12/22/2020 | 21.50 |
| APCPA1222-45 | Amazon Capital Services | 12/22/2020 | 8.01 |
| APCPA1222-45 | Amazon Capital Services | 12/22/2020 | 37.52 |
| APCPA1222-45 | Amazon Capital Services | 12/22/2020 | 22.62 |
| APCPA1222-45 | Amazon Capital Services | 12/22/2020 | 8.61 |
| APCPA1222-45 | Amazon Capital Services | 12/22/2020 | 8.61 |
| APCPA1222-46 | Amazon Capital Services | 12/22/2020 | 62.14 |
| APCPA1222-46 | Amazon Capital Services | 12/22/2020 | 61.41 |
| APCPA1222-46 | Amazon Capital Services | 12/22/2020 | 85.04 |
| APCPA1222-46 | Amazon Capital Services | 12/22/2020 | 87.36 |
| APCPA1222-46 | Amazon Capital Services | 12/22/2020 | 6.99 |
| APCPA1222-46 | Amazon Capital Services | 12/22/2020 | 35.71 |
| APCPA1222-46 | Amazon Capital Services | 12/22/2020 | 7.53 |
| APCPA1222-46 | Amazon Capital Services | 12/22/2020 | 48.47 |
| APCPA1222-46 | Amazon Capital Services | 12/22/2020 | 10.05 |
| APCPA1222-46 | Amazon Capital Services | 12/22/2020 | 7.53 |
| APCPA1222-47 | Amazon Capital Services | 12/22/2020 | 7.53 |
| APCPA1222-47 | Amazon Capital Services | 12/22/2020 | 62.47 |
| APCPA1222-47 | Amazon Capital Services | 12/22/2020 | 87.23 |
| APCPA1222-47 | Amazon Capital Services | 12/22/2020 | 84.00 |
| APCPA1222-47 | Amazon Capital Services | 12/22/2020 | 2.88 |
| APCPA1222-47 | Amazon Capital Services | 12/22/2020 | 7.53 |
| APCPA1222-47 | Amazon Capital Services | 12/22/2020 | 21.54 |
| APCPA1222-47 | Amazon Capital Services | 12/22/2020 | 11.95 |
| APCPA1222-47 | Amazon Capital Services | 12/22/2020 | 15.07 |
| APCPA1222-47 | Amazon Capital Services | 12/22/2020 | 48.93 |
| APCPA1222-48 | Amazon Capital Services | 12/22/2020 | 54.97 |
| APCPA1222-48 | Amazon Capital Services | 12/22/2020 | 11.53 |
| APCPA1222-48 | Amazon Capital Services | 12/22/2020 | 13.86 |
| APCPA1222-48 | Amazon Capital Services | 12/22/2020 | 14.05 |
| APCPA1222-48 | Amazon Capital Services | 12/22/2020 | 13.57 |
| APCPA1222-48 | Amazon Capital Services | 12/22/2020 | 8.74 |
| APCPA1222-48 | Amazon Capital Services | 12/22/2020 | 15.03 |
| APCPA1222-48 | Amazon Capital Services | 12/22/2020 | 8.24 |
| APCPA1222-48 | Amazon Capital Services | 12/22/2020 | 20.46 |
| APCPA1222-48 | Amazon Capital Services | 12/22/2020 | 7.52 |
| APCPA1222-49 | Amazon Capital Services | 12/22/2020 | 7.76 |
| APCPA1222-49 | Amazon Capital Services | 12/22/2020 | 6.45 |
| APCPA1222-49 | Amazon Capital Services | 12/22/2020 | 40.89 |
| APCPA1222-49 | Amazon Capital Services | 12/22/2020 | 83.33 |
| APCPA1222-49 | Amazon Capital Services | 12/22/2020 | 49.53 |
| APCPA1222-49 | Amazon Capital Services | 12/22/2020 | 74.00 |
| APCPA1222-49 | Amazon Capital Services | 12/22/2020 | 149.87 |
| APCPA1222-49 | Amazon Capital Services | 12/22/2020 | 5.38 |
| APCPA1222-49 | Amazon Capital Services | 12/22/2020 | 3.76 |
| Check Number | Vendor Name | Check Date | Check Amount |
|-------------------|------------------------------|--------------|--------------|
| APCPA1222-49 | Amazon Capital Services | 12/22/2020 | 16.83 |
| APCPA1222-50 | Amazon Capital Services | 12/22/2020 | 14.13 |
| APCPA1222-50 | Amazon Capital Services | 12/22/2020 | 8.61 |
| APCPA1222-50 | Amazon Capital Services | 12/22/2020 | 23.69 |
| APCPA1222-50 | Amazon Capital Services | 12/22/2020 | 26.63 |
| APCPA1222-50 | Amazon Capital Services | 12/22/2020 | 36.12 |
| APCPA1222-50 | Amazon Capital Services | 12/22/2020 | 70.03 |
| APCPA1222-50 | Amazon Capital Services | 12/22/2020 | 11.30 |
| APCPA1222-50 | Amazon Capital Services | 12/22/2020 | 5.45 |
| APCPA1222-50 | Amazon Capital Services | 12/22/2020 | 71.86 |
| APCPA1222-50 | Amazon Capital Services | 12/22/2020 | 42.40 |
| APCPA1222-51 | Amazon Capital Services | 12/22/2020 | 11.97 |
| APCPA1222-51 | Amazon Capital Services | 12/22/2020 | 35.43 |
| APCPA1222-51 | Amazon Capital Services | 12/22/2020 | 5.14 |
| APCPA1222-51 | Amazon Capital Services | 12/22/2020 | 50.21 |
| APCPA1222-51 | Amazon Capital Services | 12/22/2020 | 31.51 |
| APCPA1222-51 | Amazon Capital Services | 12/22/2020 | 33.47 |
| APCPA1222-51 | Amazon Capital Services | 12/22/2020 | 7.53 |
| APCPA1222-51 | Amazon Capital Services | 12/22/2020 | 65.35 |
| APCPA1222-51 | Amazon Capital Services | 12/22/2020 | 25.26 |
| APCPA1222-51 | Amazon Capital Services | 12/22/2020 | 40.02 |
| APCPA1222-52 | Amazon Capital Services | 12/22/2020 | 26.49 |
| APCPA1222-52 | Amazon Capital Services | 12/22/2020 | 10.91 |
| APCPA1222-52 | Amazon Capital Services | 12/22/2020 | 16.15 |
| APCPA1222-52 | Amazon Capital Services | 12/22/2020 | 86.59 |
| APCPA1222-52 | Amazon Capital Services | 12/22/2020 | 43.09 |
| APCPA1222-52 | Amazon Capital Services | 12/22/2020 | 12.93 |
| APCPA1222-52 | Amazon Capital Services | 12/22/2020 | 43.05 |
| APCPA1222-52 | Amazon Capital Services | 12/22/2020 | 22.51 |
| APCPA1222-52 | Amazon Capital Services | 12/22/2020 | 26.09 |
| APCPA1222-52 | Amazon Capital Services | 12/22/2020 | 196.64 |
| APCPA1222-53 | Amazon Capital Services | 12/22/2020 | 19.07 |
| APCPA1222-53 | Amazon Capital Services | 12/22/2020 | 43.45 |
| APCPA1222-53 | Amazon Capital Services | 12/22/2020 | 21.64 |
| APCPA1222-53 | Amazon Capital Services | 12/22/2020 | 16.49 |
| APCPA1222-53 | Amazon Capital Services | 12/22/2020 | 43.04 |
| APCPA1222-53 | Amazon Capital Services | 12/22/2020 | 7.53 |
| APCPA1222-53 | Amazon Capital Services | 12/22/2020 | 48.43 |
| APCPA1222-53 | Amazon Capital Services | 12/22/2020 | 16.15 |
| APCPA1222-53 | Amazon Capital Services | 12/22/2020 | 22.46 |
| APCPA1222-53 | Amazon Capital Services | 12/22/2020 | 10.76 |
| APCPA1222-54 | Amazon Capital Services | 12/22/2020 | 53.82 |
| APCPA1222-54 | Amazon Capital Services | 12/22/2020 | 7.51 |
| APCPA1222-54 | Amazon Capital Services | 12/22/2020 | 45.24 |
| APCPA1222-54 | Amazon Capital Services | 12/22/2020 | 26.93 |
| APCPA1222-54 | Amazon Capital Services | 12/22/2020 | 37.58 |
| APCPA1222-54 | Amazon Capital Services | 12/22/2020 | 14.54 |
| APCPA1222-54 | Amazon Capital Services | 12/22/2020 | 49.15 |
| APCPA1222-54 | Amazon Capital Services | 12/22/2020 | 111.94 |
| APCPA1222-54 | Amazon Capital Services | 12/22/2020 | 12.50 |
| APCPA1222-54 | Amazon Capital Services | 12/22/2020 | 30.16 |
| APCPA1222-55 | Amazon Capital Services | 12/22/2020 | 197.17 |
| APCPA1222-55 | Amazon Capital Services | 12/22/2020 | 19.06 |
| APCPA1222-55 | Amazon Capital Services | 12/22/2020 | 16.07 |
| APCPA1222-55 | Amazon Capital Services | 12/22/2020 | 64.64 |
| APCPA1222-55 | Amazon Capital Services | 12/22/2020 | 58.08 |
| APCPA1222-55 | Amazon Capital Services | 12/22/2020 | 10.78 |
| Check Number | Vendor Name | Check Date | Check Amount |
|-------------------|------------------------------------|--------------|--------------|
| APCPA1222-55 | Amazon Capital Services | 12/22/2020 | 7.27 |
| APCPA1222-55 | Amazon Capital Services | 12/22/2020 | 49.13 |
| APCPA1222-55 | Amazon Capital Services | 12/22/2020 | 34.66 |
| APCPA1222-55 | Amazon Capital Services | 12/22/2020 | 14.92 |
| APCPA1222-56 | Amazon Capital Services | 12/22/2020 | 24.45 |
| APCPA1222-56 | Amazon Capital Services | 12/22/2020 | 3.72 |
| APCPA1222-56 | Amazon Capital Services | 12/22/2020 | 13.60 |
| APCPA1222-56 | Amazon Capital Services | 12/22/2020 | 8.18 |
| APCPA1222-56 | Amazon Capital Services | 12/22/2020 | 49.54 |
| APCPA1222-56 | Amazon Capital Services | 12/22/2020 | 43.09 |
| APCPA1222-56 | Amazon Capital Services | 12/22/2020 | 75.03 |
| APCPA1222-56 | Amazon Capital Services | 12/22/2020 | 89.89 |
| APCPA1222-56 | Amazon Capital Services | 12/22/2020 | 85.37 |
| APCPA1222-56 | Amazon Capital Services | 12/22/2020 | 8.36 |
| APCPA1222-57 | Amazon Capital Services | 12/22/2020 | 54.43 |
| APCPA1222-57 | Amazon Capital Services | 12/22/2020 | 45.03 |
| APCPA1222-57 | Amazon Capital Services | 12/22/2020 | 7.42 |
| APCPA1222-57 | Amazon Capital Services | 12/22/2020 | 89.93 |
| APCPA1222-57 | Amazon Capital Services | 12/22/2020 | 8.61 |
| APCPA1222-57 | Amazon Capital Services | 12/22/2020 | 17.11 |
| APCPA1222-57 | Amazon Capital Services | 12/22/2020 | 7.58 |
| APCPA1222-57 | Amazon Capital Services | 12/22/2020 | 18.43 |
| APCPA1222-57 | Amazon Capital Services | 12/22/2020 | 43.38 |
| APCPA1222-57 | Amazon Capital Services | 12/22/2020 | 7.61 |
| APCPA1222-58 | Amazon Capital Services | 12/22/2020 | 6.36 |
| APCPA1222-58 | Amazon Capital Services | 12/22/2020 | 42.84 |
| APCPA1222-58 | Amazon Capital Services | 12/22/2020 | 4.30 |
| APCPA1222-58 | Amazon Capital Services | 12/22/2020 | 80.62 |
| APCPA1222-58 | Amazon Capital Services | 12/22/2020 | 7.52 |
| APCPA1222-58 | Amazon Capital Services | 12/22/2020 | 14.54 |
| APCPA1222-58 | Amazon Capital Services | 12/22/2020 | 64.96 |
| APCPA1222-58 | Amazon Capital Services | 12/22/2020 | 7.49 |
| APCPA1222-58 | Amazon Capital Services | 12/22/2020 | 7.48 |
| APCPA1222-58 | Amazon Capital Services | 12/22/2020 | 8.56 |
| APCPA1222-59 | Amazon Capital Services | 12/22/2020 | 85.96 |
| APCPA1222-59 | Amazon Capital Services | 12/22/2020 | 7.53 |
| APCPA1222-59 | Amazon Capital Services | 12/22/2020 | 7.53 |
| APCPA1222-59 | Amazon Capital Services | 12/22/2020 | 7.53 |
| APCPA1222-59 | Amazon Capital Services | 12/22/2020 | 43.09 |
| APCPA1222-59 | Amazon Capital Services | 12/22/2020 | 6.42 |
| APCPA1222-59 | Amazon Capital Services | 12/22/2020 | 80.57 |
| APCPA1222-59 | Amazon Capital Services | 12/22/2020 | 26.79 |
| APCPA1222-59 | Amazon Capital Services | 12/22/2020 | 32.02 |
| APCPA1222-59 | Amazon Capital Services | 12/22/2020 | 41.26 |
| APCPA1222-60 | Amazon Capital Services | 12/22/2020 | 42.56 |
| APCPA1222-60 | Amazon Capital Services | 12/22/2020 | 8.65 |
| APCPA1222-60 | Amazon Capital Services | 12/22/2020 | 26.87 |
| APCPA1222-60 | Amazon Capital Services | 12/22/2020 | 85.60 |
| APCPA1222-60 | Amazon Capital Services | 12/22/2020 | 7.53 |
| APCPA1222-60 | Amazon Capital Services | 12/22/2020 | 35.01 |
| APCPA1222-60 | Amazon Capital Services | 12/22/2020 | 47.47 |
| APCPA1222-60 | Amazon Capital Services | 12/22/2020 | 80.50 |
| APCPA1222-60 | Amazon Capital Services | 12/22/2020 | 67.86 |
| APCPA1222-60 | Amazon Capital Services | 12/22/2020 | 15.05 |
| APCPA1222-61 | Amazon Capital Services | 12/22/2020 | 14.42 |
| APCPA1222-61 | Amazon Capital Services | 12/22/2020 | 32.31 |
| APCPA1222-61 | Amazon Capital Services | 12/22/2020 | 4.30 |
| Check Number | Vendor Name | Check Date | Check Amount |
|-------------------|------------------------------------|--------------|--------------|
| APCPA1222-61 | Amazon Capital Services | 12/22/2020 | 27.85 |
| APCPA1222-61 | Amazon Capital Services | 12/22/2020 | 32.96 |
| APCPA1222-61 | Amazon Capital Services | 12/22/2020 | 75.28 |
| APCPA1222-61 | Amazon Capital Services | 12/22/2020 | 4.62 |
| APCPA1222-61 | Amazon Capital Services | 12/22/2020 | 79.43 |
| APCPA1222-61 | Amazon Capital Services | 12/22/2020 | 44.40 |
| APCPA1222-61 | Amazon Capital Services | 12/22/2020 | 26.92 |
| APCPA1222-62 | Amazon Capital Services | 12/22/2020 | 59.59 |
| APCPA1222-62 | Amazon Capital Services | 12/22/2020 | 22.14 |
| APCPA1222-62 | Amazon Capital Services | 12/22/2020 | 65.73 |
| APCPA1222-62 | Amazon Capital Services | 12/22/2020 | 8.68 |
| APCPA1222-62 | Amazon Capital Services | 12/22/2020 | 45.15 |
| APCPA1222-62 | Amazon Capital Services | 12/22/2020 | 8.61 |
| APCPA1222-62 | Amazon Capital Services | 12/22/2020 | 60.33 |
| APCPA1222-62 | Amazon Capital Services | 12/22/2020 | 17.23 |
| APCPA1222-62 | Amazon Capital Services | 12/22/2020 | 75.41 |
| APCPA1222-62 | Amazon Capital Services | 12/22/2020 | 107.70 |
| APCPA1222-63 | Amazon Capital Services | 12/22/2020 | 21.53 |
| APCPA1222-63 | Amazon Capital Services | 12/22/2020 | 23.69 |
| APCPA1222-63 | Amazon Capital Services | 12/22/2020 | 223.78 |
| APCPA1222-63 | Amazon Capital Services | 12/22/2020 | 3.22 |
| APCPA1222-63 | Amazon Capital Services | 12/22/2020 | 53.22 |
| APCPA1222-63 | Amazon Capital Services | 12/22/2020 | 43.05 |
| APCPA1222-63 | Amazon Capital Services | 12/22/2020 | 26.92 |
| APCPA1222-63 | Amazon Capital Services | 12/22/2020 | 31.81 |
| APCPA1222-63 | Amazon Capital Services | 12/22/2020 | 26.93 |
| APCPA1222-63 | Amazon Capital Services | 12/22/2020 | 121.22 |
| APCPA1222-64 | Amazon Capital Services | 12/22/2020 | 7.52 |
| APCPA1222-64 | Amazon Capital Services | 12/22/2020 | 66.84 |
| APCPA1222-64 | Amazon Capital Services | 12/22/2020 | 8.52 |
| APCPA1222-64 | Amazon Capital Services | 12/22/2020 | 36.52 |
| APCPA1222-64 | Amazon Capital Services | 12/22/2020 | 41.69 |
| APCPA1222-64 | Amazon Capital Services | 12/22/2020 | 7.49 |
| APCPA1222-64 | Amazon Capital Services | 12/22/2020 | 73.58 |
| APCPA1222-64 | Amazon Capital Services | 12/22/2020 | 65.46 |
| APCPA1222-64 | Amazon Capital Services | 12/22/2020 | 74.41 |
| APCPA1222-64 | Amazon Capital Services | 12/22/2020 | 80.66 |
| APCPA1222-65 | Amazon Capital Services | 12/22/2020 | 44.29 |
| APCPA1222-65 | Amazon Capital Services | 12/22/2020 | 19.43 |
| APCPA1222-65 | Amazon Capital Services | 12/22/2020 | 52.73 |
| APCPA1222-65 | Amazon Capital Services | 12/22/2020 | 8.57 |
| APCPA1222-65 | Amazon Capital Services | 12/22/2020 | 15.07 |
| APCPA1222-65 | Amazon Capital Services | 12/22/2020 | 7.49 |
| APCPA1222-65 | Amazon Capital Services | 12/22/2020 | 7.10 |
| APCPA1222-65 | Amazon Capital Services | 12/22/2020 | 7.53 |
| APCPA1222-65 | Amazon Capital Services | 12/22/2020 | 57.38 |
| APCPA1222-65 | Amazon Capital Services | 12/22/2020 | 72.30 |
| APCPA1222-66 | Amazon Capital Services | 12/22/2020 | 41.34 |
| APCPA1222-66 | Amazon Capital Services | 12/22/2020 | 7.37 |
| APCPA1222-66 | Amazon Capital Services | 12/22/2020 | 7.53 |
| APCPA1222-66 | Amazon Capital Services | 12/22/2020 | 72.50 |
| APCPA1222-66 | Amazon Capital Services | 12/22/2020 | 84.02 |
| APCPA1222-66 | Amazon Capital Services | 12/22/2020 | 35.69 |
| APCPA1222-66 | Amazon Capital Services | 12/22/2020 | 60.29 |
| APCPA1222-66 | Amazon Capital Services | 12/22/2020 | 8.57 |
| APCPA1222-66 | Amazon Capital Services | 12/22/2020 | 69.75 |
| APCPA1222-66 | Amazon Capital Services | 12/22/2020 | 70.79 |
| Check Number | Vendor Name | Check Date | Check Amount |
|-------------------|------------------------------------|--------------|--------------|
| APCPA1222-67 | Amazon Capital Services | 12/22/2020 | 42.92 |
| APCPA1222-67 | Amazon Capital Services | 12/22/2020 | 43.07 |
| APCPA1222-67 | Amazon Capital Services | 12/22/2020 | 147.59 |
| APCPA1222-67 | Amazon Capital Services | 12/22/2020 | 7.01 |
| APCPA1222-67 | Amazon Capital Services | 12/22/2020 | 20.71 |
| APCPA1222-67 | Amazon Capital Services | 12/22/2020 | 18.43 |
| APCPA1222-67 | Amazon Capital Services | 12/22/2020 | 16.30 |
| APCPA1222-67 | Amazon Capital Services | 12/22/2020 | 51.15 |
| APCPA1222-67 | Amazon Capital Services | 12/22/2020 | 6.45 |
| APCPA1222-67 | Amazon Capital Services | 12/22/2020 | 21.75 |
| APCPA1222-68 | Amazon Capital Services | 12/22/2020 | 60.38 |
| APCPA1222-68 | Amazon Capital Services | 12/22/2020 | 26.64 |
| APCPA1222-68 | Amazon Capital Services | 12/22/2020 | 4.88 |
| APCPA1222-68 | Amazon Capital Services | 12/22/2020 | 8.84 |
| APCPA1222-68 | Amazon Capital Services | 12/22/2020 | 81.23 |
| APCPA1222-68 | Amazon Capital Services | 12/22/2020 | 38.76 |
| APCPA1222-68 | Amazon Capital Services | 12/22/2020 | 27.67 |
| APCPA1222-68 | Amazon Capital Services | 12/22/2020 | 11.97 |
| APCPA1222-68 | Amazon Capital Services | 12/22/2020 | 16.38 |
| APCPA1222-68 | Amazon Capital Services | 12/22/2020 | 58.66 |
| APCPA1222-69 | Amazon Capital Services | 12/22/2020 | 7.53 |
| APCPA1222-69 | Amazon Capital Services | 12/22/2020 | 70.53 |
| APCPA1222-69 | Amazon Capital Services | 12/22/2020 | 6.99 |
| APCPA1222-69 | Amazon Capital Services | 12/22/2020 | 74.05 |
| APCPA1222-69 | Amazon Capital Services | 12/22/2020 | 43.13 |
| APCPA1222-69 | Amazon Capital Services | 12/22/2020 | 7.53 |
| APCPA1222-69 | Amazon Capital Services | 12/22/2020 | 68.72 |
| APCPA1222-69 | Amazon Capital Services | 12/22/2020 | 27.21 |
| APCPA1222-69 | Amazon Capital Services | 12/22/2020 | 21.74 |
| APCPA1222-69 | Amazon Capital Services | 12/22/2020 | 57.38 |
| APCPA1222-70 | Amazon Capital Services | 12/22/2020 | 38.76 |
| APCPA1222-70 | Amazon Capital Services | 12/22/2020 | 19.02 |
| APCPA1222-70 | Amazon Capital Services | 12/22/2020 | 5.16 |
| APCPA1222-70 | Amazon Capital Services | 12/22/2020 | 6.35 |
| APCPA1222-70 | Amazon Capital Services | 12/22/2020 | 43.06 |
| APCPA1222-70 | Amazon Capital Services | 12/22/2020 | 15.76 |
| APCPA1222-70 | Amazon Capital Services | 12/22/2020 | 67.16 |
| APCPA1222-70 | Amazon Capital Services | 12/22/2020 | 60.29 |
| APCPA1222-70 | Amazon Capital Services | 12/22/2020 | 83.81 |
| APCPA1222-70 | Amazon Capital Services | 12/22/2020 | 58.79 |
| APCPA1222-71 | Amazon Capital Services | 12/22/2020 | 66.12 |
| APCPA1222-71 | Amazon Capital Services | 12/22/2020 | 40.84 |
| APCPA1222-71 | Amazon Capital Services | 12/22/2020 | 22.06 |
| APCPA1222-71 | Amazon Capital Services | 12/22/2020 | 44.00 |
| APCPA1222-71 | Amazon Capital Services | 12/22/2020 | 8.61 |
| APCPA1222-71 | Amazon Capital Services | 12/22/2020 | 47.29 |
| APCPA1222-71 | Amazon Capital Services | 12/22/2020 | 70.65 |
| APCPA1222-71 | Amazon Capital Services | 12/22/2020 | 8.61 |
| APCPA1222-71 | Amazon Capital Services | 12/22/2020 | 15.21 |
| APCPA1222-71 | Amazon Capital Services | 12/22/2020 | 14.39 |
| APCPA1222-72 | Amazon Capital Services | 12/22/2020 | 40.22 |
| APCPA1222-72 | Amazon Capital Services | 12/22/2020 | 8.73 |
| APCPA1222-72 | Amazon Capital Services | 12/22/2020 | 142.46 |
| APCPA1222-72 | Amazon Capital Services | 12/22/2020 | 68.94 |
| APCPA1222-72 | Amazon Capital Services | 12/22/2020 | 73.16 |
| APCPA1222-72 | Amazon Capital Services | 12/22/2020 | 64.52 |
| APCPA1222-72 | Amazon Capital Services | 12/22/2020 | 72.30 |
| Check Number | Vendor Name | Check Date | Check Amount |
|-------------------|--------------------------------------------------|--------------|--------------|
| APCPA1222-72 | Amazon Capital Services | 12/22/2020 | 7.53 |
| APCPA1222-72 | Amazon Capital Services | 12/22/2020 | 59.25 |
| APCPA1222-72 | Amazon Capital Services | 12/22/2020 | 76.85 |
| APCPA1222-73 | Amazon Capital Services | 12/22/2020 | 80.43 |
| APCPA1222-73 | Amazon Capital Services | 12/22/2020 | 23.81 |
| APCPA1222-73 | Amazon Capital Services | 12/22/2020 | 21.54 |
| APCPA1222-73 | Amazon Capital Services | 12/22/2020 | 35.55 |
| APCPA1222-73 | Amazon Capital Services | 12/22/2020 | 31.25 |
| APCPA1222-73 | Amazon Capital Services | 12/22/2020 | 35.81 |
| APCPA1222-73 | Amazon Capital Services | 12/22/2020 | 48.22 |
| APCPA1222-73 | Amazon Capital Services | 12/22/2020 | 7.53 |
| APCPA1222-73 | Amazon Capital Services | 12/22/2020 | 13.60 |
| APCPA1222-73 | Amazon Capital Services | 12/22/2020 | 24.31 |
| APCPA1222-74 | Amazon Capital Services | 12/22/2020 | 72.48 |
| APCPA1222-74 | Amazon Capital Services | 12/22/2020 | 66.87 |
| APCPA1222-74 | Amazon Capital Services | 12/22/2020 | 65.35 |
| APCPA1222-74 | Amazon Capital Services | 12/22/2020 | 5.52 |
| APCPA1222-74 | Amazon Capital Services | 12/22/2020 | 80.14 |
| APCPA1222-74 | Amazon Capital Services | 12/22/2020 | 12.86 |
| APCPA1222-74 | Amazon Capital Services | 12/22/2020 | 40.89 |
| APCPA1222-74 | Amazon Capital Services | 12/22/2020 | 8.57 |
| APCPA1222-74 | Amazon Capital Services | 12/22/2020 | 158.35 |
| APCPA1222-74 | Amazon Capital Services | 12/22/2020 | 7.59 |
| APCPA1222-75 | Amazon Capital Services | 12/22/2020 | 7.26 |
| APCPA1222-75 | Amazon Capital Services | 12/22/2020 | 7.32 |
| APCPA1222-75 | Amazon Capital Services | 12/22/2020 | 40.93 |
| APCPA1222-75 | Amazon Capital Services | 12/22/2020 | 18.91 |
| APCPA1222-75 | Amazon Capital Services | 12/22/2020 | 13.25 |
| APCPA1222-75 | Amazon Capital Services | 12/22/2020 | 78.57 |
| APCPA1222-75 | Amazon Capital Services | 12/22/2020 | 47.73 |
| APCPA1222-75 | Amazon Capital Services | 12/22/2020 | 61.96 |
| APCPA1222-75 | Amazon Capital Services | 12/22/2020 | 37.28 |
| APCPA1222-75 | Amazon Capital Services | 12/22/2020 | 40.78 |
| APCPA1222-76 | Amazon Capital Services | 12/22/2020 | 42.36 |
| APCPA1222-76 | Amazon Capital Services | 12/22/2020 | 25.85 |
| APCPA1222-76 | Amazon Capital Services | 12/22/2020 | 7.53 |
| APCPA1222-76 | Amazon Capital Services | 12/22/2020 | 21.41 |
| APCPA1222-76 | Amazon Capital Services | 12/22/2020 | 6.17 |
| APCPA1222-76 | Amazon Capital Services | 12/22/2020 | 32.31 |
| APCPA1222-76 | Amazon Capital Services | 12/22/2020 | 4.74 |
| APCPA1222-76 | Amazon Capital Services | 12/22/2020 | 48.09 |
| APCPA1222-76 | Amazon Capital Services | 12/22/2020 | 38.30 |
| APCPA1222-76 | Amazon Capital Services | 12/22/2020 | 7.32 |
| APCPA1222-77 | Amazon Capital Services | 12/22/2020 | 10.59 |
| APCPA1222-77 | Amazon Capital Services | 12/22/2020 | 6.44 |
| APCPA1222-77 | Amazon Capital Services | 12/22/2020 | 5.38 |
| APCPA1222-77 | Amazon Capital Services | 12/22/2020 | 21.68 |
| APCPA1229-11 | Academy 831 | 12/29/2020 | 54.00 |
| APCPA1229-11 | Activities for Learning, Inc. | 12/29/2020 | 99.83 |
| APCPA1229-11 | Activities for Learning, Inc. | 12/29/2020 | 21.75 |
| APCPA1229-11 | Activities for Learning, Inc. | 12/29/2020 | 99.83 |
| APCPA1229-12 | Activities for Learning, Inc. | 12/29/2020 | 70.95 |
| APCPA1229-12 | Activities for Learning, Inc. | 12/29/2020 | 330.28 |
| APCPA1229-12 | Activities for Learning, Inc. | 12/29/2020 | 70.95 |
| APCPA1229-12 | Activities for Learning, Inc. | 12/29/2020 | 99.83 |
| APCPA1229-12 | Activities for Learning, Inc. | 12/29/2020 | 32.25 |
| APCPA1229-12 | All About Learning Press, Inc. | 12/29/2020 | 144.90 |
| Check Number | Vendor Name | Check Date | Check Amount |
|----------------------|--------------------------------------------------|--------------|--------------|
| APCPA1229-12 | All About Learning Press, Inc. | 12/29/2020 | 164.85 |
| APCPA1229-12 | All About Learning Press, Inc. | 12/29/2020 | 144.90 |
| APCPA1229-12 | All About Learning Press, Inc. | 12/29/2020 | 129.80 |
| APCPA1229-12 | All About Learning Press, Inc. | 12/29/2020 | 251.55 |
| APCPA1229-13 | American Martial Arts Academy - 2 (Placentia Campus) | 12/29/2020 | 179.00 |
| APCPA1229-13 | Ava Gamez | 12/29/2020 | 180.00 |
| APCPA1229-13 | BIONERDS, Inc | 12/29/2020 | 827.60 |
| APCPA1229-13 | BIONERDS, Inc | 12/29/2020 | 959.50 |
| APCPA1229-13 | California Sound Music Academy | 12/29/2020 | 50.00 |
| APCPA1229-13 | Dance Works | 12/29/2020 | 270.00 |
| APCPA1229-13 | Jenny Del Greco | 12/29/2020 | 490.00 |
| APCPA1229-13 | Bre Wood | 12/29/2020 | 100.00 |
| APCPA1229-13 | Bre Wood | 12/29/2020 | 100.00 |
| APCPA1229-13 | Deborah Hotchkiss | 12/29/2020 | 80.00 |
| APCPA1229-14 | TSVS | 12/29/2020 | 140.00 |
| APCPA201203- | Amazon Capital Services | 12/3/2020 | 19.38 |
| APCPA201203- | Amazon Capital Services | 12/3/2020 | 29.09 |
| APCPA201203- | Amazon Capital Services | 12/3/2020 | 102.28 |
| APCPA201203- | Amazon Capital Services | 12/3/2020 | 23.48 |
| APCPA201203- | Amazon Capital Services | 12/3/2020 | 27.01 |
| APCPA201203- | Amazon Capital Services | 12/3/2020 | 22.68 |
| APCPA201203- | Amazon Capital Services | 12/3/2020 | 41.62 |
| APCPA201203- | Amazon Capital Services | 12/3/2020 | 21.54 |
| APCPA201203- | Amazon Capital Services | 12/3/2020 | 14.02 |
| APCPA201203- | Amazon Capital Services | 12/3/2020 | 7.53 |
| APCPA201203- | Amazon Capital Services | 12/3/2020 | 8.26 |
| APCPA201203- | Amazon Capital Services | 12/3/2020 | 18.43 |
| APCPA201203- | Amazon Capital Services | 12/3/2020 | 60.32 |
| APCPA201203- | Amazon Capital Services | 12/3/2020 | 14.27 |
| APCPA201203- | Amazon Capital Services | 12/3/2020 | 56.84 |
| APCPA201203- | Amazon Capital Services | 12/3/2020 | 42.97 |
| APCPA201203- | Amazon Capital Services | 12/3/2020 | 21.54 |
| APCPA201203- | Amazon Capital Services | 12/3/2020 | 57.27 |
| APCPA201203- | Amazon Capital Services | 12/3/2020 | 18.85 |
| APCPA201203- | Amazon Capital Services | 12/3/2020 | 59.24 |
| APCPA201203- | Amazon Capital Services | 12/3/2020 | 16.67 |
| APCPA201203- | Amazon Capital Services | 12/3/2020 | 28.43 |
| APCPA201203- | Amazon Capital Services | 12/3/2020 | 8.06 |
| APCPA201203- | Amazon Capital Services | 12/3/2020 | 25.29 |
| APCPA201203- | Amazon Capital Services | 12/3/2020 | 15.30 |
| APCPA201203- | Amazon Capital Services | 12/3/2020 | 15.07 |
| APCPA201203- | Amazon Capital Services | 12/3/2020 | 39.83 |
| APCPA201203- | Amazon Capital Services | 12/3/2020 | 32.31 |
| APCPA201203- | Amazon Capital Services | 12/3/2020 | 71.24 |
| APCPA201203- | Amazon Capital Services | 12/3/2020 | 26.10 |
| APCPA201203- | Amazon Capital Services | 12/3/2020 | 61.39 |
| APCPA201203- | Amazon Capital Services | 12/3/2020 | 8.60 |
| APCPA201203- | Amazon Capital Services | 12/3/2020 | 9.33 |
| APCPA201203- | Amazon Capital Services | 12/3/2020 | 35.54 |
| APCPA201203- | Amazon Capital Services | 12/3/2020 | 29.55 |
| APCPA201203- | Amazon Capital Services | 12/3/2020 | 102.32 |
| APCPA201203- | Amazon Capital Services | 12/3/2020 | 54.99 |
| APCPA201203- | Amazon Capital Services | 12/3/2020 | 23.62 |
| APCPA201203- | Amazon Capital Services | 12/3/2020 | 32.43 |
| APCPA201203- | Amazon Capital Services | 12/3/2020 | 23.69 |
| APCPA201203- | Amazon Capital Services | 12/3/2020 | 20.43 |
| APCPA201203- | Amazon Capital Services | 12/3/2020 | 14.00 |
| Check Number | Vendor Name | Check Date | Check Amount |
|----------------------|--------------------------------------|------------|--------------|
| APCPA201203- Amazon Capital Services | 12/3/2020 | 43.09 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 17.55 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 17.23 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 15.06 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 48.46 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 15.20 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 36.58 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 8.57 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 12.00 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 19.49 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 10.34 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 25.25 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 8.61 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 14.33 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 5.76 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 31.11 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 20.46 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 23.42 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 103.78 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 41.67 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 27.78 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 9.64 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 413.24 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 87.77 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 76.49 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 72.69 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 57.21 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 35.70 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 21.54 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 83.39 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 21.73 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 16.37 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 32.31 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 10.13 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 18.30 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 31.15 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 35.55 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 52.13 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 13.80 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 30.12 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 54.60 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 14.80 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 10.76 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 66.32 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 28.74 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 12.62 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 15.50 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 33.27 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 75.83 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 4.30 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 12.84 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 15.64 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 27.60 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 47.66 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 28.78 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 5.57 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 64.64 |
| Check Number | Vendor Name | Check Date | Check Amount |
|----------------------|------------------------------------|------------|--------------|
| APCPA201203- Amazon Capital Services | 12/3/2020 | 89.24 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 103.42 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 30.44 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 35.29 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 1.93 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 11.90 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 38.48 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 5.81 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 22.82 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 30.89 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 26.24 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 127.11 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 17.56 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 17.19 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 38.75 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 29.04 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 69.78 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 39.54 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 10.00 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 29.08 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 5.38 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 129.29 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 28.33 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 26.62 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 24.19 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 20.45 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 16.50 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 59.68 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 25.57 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 13.98 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 12.92 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 5.65 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 21.30 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 14.00 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 22.63 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 11.90 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 16.15 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 91.39 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 5.38 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 6.43 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 176.14 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 137.44 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 21.54 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 27.60 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 19.05 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 30.55 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 11.01 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 7.43 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 33.94 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 9.59 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 47.77 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 28.66 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 53.86 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 17.67 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 16.15 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 20.46 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 7.09 |
| Check Number | Vendor Name | Check Date | Check Amount |
|------------------------------|--------------------------------------------------|--------------|--------------|
| APCPA201203- Amazon Capital Services | 12/3/2020 | 20.43 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 29.70 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 29.89 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 39.22 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 9.86 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 14.29 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 6.54 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 21.52 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 43.34 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 16.15 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 38.84 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 15.34 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 113.08 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 62.98 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 16.07 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 157.42 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 20.06 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 15.95 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 10.72 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 16.30 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 198.86 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 15.13 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 3.60 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 43.52 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 20.43 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 76.03 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 48.95 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 57.82 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 15.20 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 78.10 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 17.38 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 30.09 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 18.01 |
| APCPA201203- Amazon Capital Services | 12/3/2020 | 5.38 |
| APCPA201207- A Tree of Knowledge Educational Services, Inc. | 12/7/2020 | 225.00 |
| APCPA201207- A Tree of Knowledge Educational Services, Inc. | 12/7/2020 | 1,068.75 |
| APCPA201207- A Tree of Knowledge Educational Services, Inc. | 12/7/2020 | 3,453.75 |
| APCPA201207- Academy 831 | 12/7/2020 | 264.00 |
| APCPA201207- Activities for Learning, Inc. | 12/7/2020 | 99.83 |
| APCPA201207- Activities for Learning, Inc. | 12/7/2020 | 26.75 |
| APCPA201207- Activities for Learning, Inc. | 12/7/2020 | 89.38 |
| APCPA201207- All About Learning Press, Inc. | 12/7/2020 | 191.75 |
| APCPA201207- All About Learning Press, Inc. | 12/7/2020 | 191.75 |
| APCPA201207- All About Learning Press, Inc. | 12/7/2020 | 74.80 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 25.98 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 39.77 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 39.77 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 82.18 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 98.33 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 51.68 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 53.72 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 158.91 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 52.63 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 53.02 |
| APCPA201207- All About Learning Press, Inc. | 12/7/2020 | 211.70 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 32.23 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 48.43 |
| Check Number | Vendor Name | Check Date | Check Amount |
|------------------------------|--------------------------------------------------|------------|--------------|
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 105.26 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 31.37 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 18.65 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 107.96 |
| APCPA201207- Rhonda Parish Music Studio, Inc. | 12/7/2020 | 700.00 |
| APCPA201207- Richter Academy of Classical Dance & Pilates | 12/7/2020 | 200.00 |
| APCPA201207- Savvas Learning Company LLC | 12/7/2020 | 42.44 |
| APCPA201207- Selena Khan Abdullah | 12/7/2020 | 525.00 |
| APCPA201207- All About Learning Press, Inc. | 12/7/2020 | 26.90 |
| APCPA201207- Singapore Math Live | 12/7/2020 | 130.00 |
| APCPA201207- Teacher Synergy, LLC | 12/7/2020 | 49.59 |
| APCPA201207- Teacher Synergy, LLC | 12/7/2020 | 5.00 |
| APCPA201207- Teacher Synergy, LLC | 12/7/2020 | 44.95 |
| APCPA201207- Teacher Synergy, LLC | 12/7/2020 | 119.53 |
| APCPA201207- Teacher Synergy, LLC | 12/7/2020 | 4.00 |
| APCPA201207- Teacher Synergy, LLC | 12/7/2020 | 7.50 |
| APCPA201207- Teacher Synergy, LLC | 12/7/2020 | 5.99 |
| APCPA201207- Teacher Synergy, LLC | 12/7/2020 | 26.00 |
| APCPA201207- Teacher Synergy, LLC | 12/7/2020 | 16.97 |
| APCPA201207- All About Learning Press, Inc. | 12/7/2020 | 211.70 |
| APCPA201207- Teacher Synergy, LLC | 12/7/2020 | 4.50 |
| APCPA201207- Teacher Synergy, LLC | 12/7/2020 | 30.85 |
| APCPA201207- Wonder Crate | 12/7/2020 | 149.95 |
| APCPA201207- Applied Music Studio, LLC | 12/7/2020 | 165.00 |
| APCPA201207- Applied Music Studio, LLC | 12/7/2020 | 330.00 |
| APCPA201207- Applied Music Studio, LLC | 12/7/2020 | 249.96 |
| APCPA201207- Applied Music Studio, LLC | 12/7/2020 | 300.00 |
| APCPA201207- Applied Music Studio, LLC | 12/7/2020 | 200.00 |
| APCPA201207- Applied Music Studio, LLC | 12/7/2020 | 100.00 |
| APCPA201207- Brenda Harp | 12/7/2020 | 756.25 |
| APCPA201207- California Sound Music Academy | 12/7/2020 | 200.00 |
| APCPA201207- Charter Impact, Inc. | 12/7/2020 | 874.26 |
| APCPA201207- Charter Impact, Inc. | 12/7/2020 | 71,691.73 |
| APCPA201207- Charter Impact, Inc. | 12/7/2020 | 40.00 |
| APCPA201207- Drivers Ed Direct | 12/7/2020 | 39.00 |
| APCPA201207- Earthroots Field School | 12/7/2020 | 80.00 |
| APCPA201207- Gregory Fletcher | 12/7/2020 | 320.00 |
| APCPA201207- HopSkipDrive, Inc. | 12/7/2020 | 1,024.95 |
| APCPA201207- Jenny Tu | 12/7/2020 | 145.00 |
| APCPA201207- Logic of English | 12/7/2020 | 82.03 |
| APCPA201207- Logic of English | 12/7/2020 | 118.67 |
| APCPA201207- Martha Desmond | 12/7/2020 | 477.26 |
| APCPA201207- Oku Education Inc | 12/7/2020 | 4,712.89 |
| APCPA201207- One-on-One Tutoring | 12/7/2020 | 350.00 |
| APCPA201207- PA College Prep | 12/7/2020 | 110.00 |
| APCPA201207- PA College Prep | 12/7/2020 | 110.00 |
| APCPA201207- Peace Hill Classical Co-Op LLC | 12/7/2020 | 450.00 |
| APCPA201207- Peace Hill Classical Co-Op LLC | 12/7/2020 | 125.00 |
| APCPA201207- Peace Hill Classical Co-Op LLC | 12/7/2020 | 125.00 |
| APCPA201207- Peace Hill Classical Co-Op LLC | 12/7/2020 | 500.00 |
| APCPA201207- Peace Hill Classical Co-Op LLC | 12/7/2020 | 250.00 |
| APCPA201207- Peace Hill Classical Co-Op LLC | 12/7/2020 | 125.00 |
| APCPA201207- Peace Hill Classical Co-Op LLC | 12/7/2020 | 375.00 |
| APCPA201207- Play Your Part, Inc | 12/7/2020 | 220.00 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 37.02 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 25.82 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 171.81 |
| Check Number | Vendor Name | Check Date | Check Amount |
|----------------------|--------------------------------------------------|--------------|--------------|
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 20.97 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 316.28 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 102.61 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 124.82 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 25.76 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 434.58 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 13.70 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 121.11 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 16.07 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 249.64 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 109.28 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 65.24 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 72.85 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 79.78 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 43.81 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 82.67 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 140.48 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 111.70 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 205.28 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 68.74 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 234.09 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 23.66 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 45.74 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 18.81 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 164.80 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 13.70 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 81.32 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 124.17 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 312.41 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 54.59 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 119.52 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 94.70 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 28.78 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 543.10 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 32.57 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 32.57 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 32.57 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 63.77 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 20.16 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 32.12 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 67.42 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 37.29 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 21.45 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 21.45 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 34.38 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 34.38 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 30.07 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 30.07 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 17.73 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 38.42 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 191.76 |
| APCPA201207- Rainbow Resource Center | 12/7/2020 | 199.45 |
| APCPA201211- ABC Guidance | 12/11/2020 | 1,050.00 |
| APCPA201211- All About Learning Press, Inc. | 12/11/2020 | 144.90 |
| APCPA201211- ATG, Inc. DBA Urban Workshop | 12/11/2020 | 133.00 |
| APCPA201211- BIONERDS, Inc | 12/11/2020 | 345.60 |
| APCPA201211- Breakthrough Sports | 12/11/2020 | 245.00 |
| Check Number | Vendor Name | Check Date | Check Amount |
|----------------------|--------------------------------------------------|--------------|--------------|
| APCPA201211- Breakthrough Sports | 12/11/2020 | 245.00 |
| APCPA201211- Charter Impact, Inc. | 12/11/2020 | 949.25 |
| APCPA201211- Dancing Keys Music Studio | 12/11/2020 | 162.00 |
| APCPA201211- Dancing Keys Music Studio | 12/11/2020 | 145.80 |
| APCPA201211- Dancing Keys Music Studio | 12/11/2020 | 162.00 |
| APCPA201211- Dancing Keys Music Studio | 12/11/2020 | 162.00 |
| APCPA201211- Dancing Keys Music Studio | 12/11/2020 | 145.80 |
| APCPA201211- Julie Carmona Studios | 12/11/2020 | 240.00 |
| APCPA201211- Julie Carmona Studios | 12/11/2020 | 120.00 |
| APCPA201211- Karate For All | 12/11/2020 | 27.50 |
| APCPA201211- Karate For All | 12/11/2020 | 33.00 |
| APCPA201211- Kumon Huntington Beach South | 12/11/2020 | 700.00 |
| APCPA201211- One-on-One Tutoring | 12/11/2020 | 350.00 |
| APCPA201211- One-on-One Tutoring | 12/11/2020 | 350.00 |
| APCPA201211- Peace Hill Classical Co-Op LLC | 12/11/2020 | 125.00 |
| APCPA201211- Phoenix Feather Academy of Music | 12/11/2020 | 849.50 |
| APCPA201211- Provenance | 12/11/2020 | 126,268.00 |
| APCPA201211- Provenance | 12/11/2020 | 109,594.91 |
| APCPA201211- Provenance | 12/11/2020 | 10,129.81 |
| APCPA201211- Provenance | 12/11/2020 | 1,504.92 |
| APCPA201211- Provenance | 12/11/2020 | 65,631.31 |
| APCPA201211- Provenance | 12/11/2020 | 2,530.28 |
| APCPA201211- Provenance | 12/11/2020 | 5,339.56 |
| APCPA201211- Provenance | 12/11/2020 | 3,867.22 |
| APCPA201211- Rainbow Resource Center | 12/11/2020 | 147.47 |
| APCPA201211- Rainbow Resource Center | 12/11/2020 | 241.48 |
| APCPA201211- Rainbow Resource Center | 12/11/2020 | 32.82 |
| APCPA201211- Rainbow Resource Center | 12/11/2020 | 58.95 |
| APCPA201211- Savvas Learning Company LLC | 12/11/2020 | 34.30 |
| APCPA201211- Spanish Time 123 | 12/11/2020 | 445.00 |
| APCPA201211- Teacher Synergy, LLC | 12/11/2020 | 10.00 |
| APCPA201211- Teacher Synergy, LLC | 12/11/2020 | 5.75 |
| APCPA201211- Teacher Synergy, LLC | 12/11/2020 | 6.00 |
| APCPA201211- Teacher Synergy, LLC | 12/11/2020 | 11.00 |
| APCPA201211- Teacher Synergy, LLC | 12/11/2020 | 17.23 |
| APCPA201211- Teacher Synergy, LLC | 12/11/2020 | 5.00 |
| APCPA201211- Teacher Synergy, LLC | 12/11/2020 | 42.08 |
| APCPA201211- Teacher Synergy, LLC | 12/11/2020 | 4.00 |
| APCPA201211- Wonder Crate | 12/11/2020 | 288.00 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 15.06 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 51.71 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 12.55 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 29.70 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 52.41 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 32.31 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 19.90 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 13.94 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 30.00 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 24.71 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 18.92 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 51.70 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 20.33 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 37.13 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 16.28 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 269.36 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 40.82 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 31.80 |
| Check Number | Vendor Name | Check Date | Check Amount |
|----------------------|------------------------------------|--------------|--------------|
| APCPA201215- Amazon Capital Services | 12/15/2020 | 100.98 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 55.65 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 40.29 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 33.91 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 63.52 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 39.60 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 32.31 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 50.36 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 26.34 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 17.64 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 28.61 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 31.01 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 17.06 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 30.16 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 54.27 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 13.08 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 24.99 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 123.11 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 56.71 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 20.97 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 44.72 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 23.93 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 36.76 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 14.00 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 13.90 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 36.62 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 21.54 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 32.83 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 19.38 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 34.79 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 21.50 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 62.43 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 30.49 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 28.97 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 56.02 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 26.32 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 47.29 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 46.71 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 5.03 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 22.92 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 10.76 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 16.01 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 17.37 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 16.10 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 10.78 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 48.89 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 14.00 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 29.83 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 139.00 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 14.71 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 26.75 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 51.30 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 32.33 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 33.81 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 26.61 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 22.36 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 21.54 |
| Check Number | Vendor Name | Check Date | Check Amount |
|----------------------|------------------------------------|--------------|--------------|
| APCPA201215- Amazon Capital Services | 12/15/2020 | 37.85 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 19.56 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 47.29 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 19.38 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 40.72 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 21.60 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 67.31 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 53.57 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 3.75 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 64.64 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 21.75 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 14.84 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 54.94 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 38.07 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 16.10 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 27.31 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 11.68 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 33.65 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 27.18 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 56.13 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 14.04 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 36.95 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 171.72 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 59.59 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 6.44 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 29.32 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 12.16 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 6.29 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 37.95 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 49.44 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 12.81 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 6.04 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 27.78 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 15.70 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 14.73 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 1.93 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 46.98 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 1.78 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 51.41 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 22.46 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 61.80 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 20.35 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 3.87 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 45.14 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 38.52 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 12.88 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 22.51 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 11.84 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 18.26 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 24.77 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 31.19 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 11.66 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 33.89 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 22.84 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 12.93 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 33.71 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 22.80 |
| Check Number | Vendor Name | Check Date | Check Amount |
|----------------------|------------------------------------|--------------|--------------|
| APCPA201215- Amazon Capital Services | 12/15/2020 | 21.50 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 26.93 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 21.54 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 50.55 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 56.60 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 39.86 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 18.24 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 14.04 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 12.06 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 23.69 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 4.97 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 18.60 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 28.72 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 37.04 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 11.30 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 37.57 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 15.49 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 20.34 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 26.88 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 23.54 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 10.76 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 20.65 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 10.66 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 26.12 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 30.17 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 34.47 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 63.22 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 47.41 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 16.84 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 16.10 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 27.80 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 44.15 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 50.77 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 15.07 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 15.57 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 11.84 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 17.72 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 26.05 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 23.67 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 32.25 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 21.54 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 26.00 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 16.33 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 16.29 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 57.94 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 160.55 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 16.15 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 36.80 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 27.51 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 6.25 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 16.79 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 21.50 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 16.63 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 4.06 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 32.76 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 12.92 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 25.85 |
| Check Number | Vendor Name | Check Date | Check Amount |
|----------------------|------------------------------------|--------------|--------------|
| APCPA201215- Amazon Capital Services | 12/15/2020 | 31.85 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 13.04 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 51.71 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 26.93 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 25.13 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 67.61 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 67.40 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 6.45 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 26.88 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 50.98 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 63.03 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 13.65 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 13.46 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 31.43 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 2.44 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 14.00 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 15.07 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 13.64 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 24.11 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 5.28 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 61.22 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 16.11 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 16.05 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 55.65 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 19.38 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 190.72 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 11.84 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 39.67 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 32.31 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 16.13 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 16.67 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 20.11 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 10.69 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 34.46 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 23.27 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 46.73 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 13.34 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 35.43 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 10.76 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 37.62 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 55.32 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 6.45 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 21.93 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 38.25 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 50.25 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 34.47 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 23.69 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 24.87 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 127.04 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 17.23 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 16.91 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 16.57 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 29.99 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 21.53 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 14.00 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 10.53 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 58.92 |
| Check Number | Vendor Name | Check Date | Check Amount |
|----------------------|------------------------------------|--------------|--------------|
| APCPA201215- Amazon Capital Services | 12/15/2020 | 22.15 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 43.45 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 59.30 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 20.35 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 3.96 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 31.88 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 11.84 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 5.92 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 6.33 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 21.73 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 10.70 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 62.39 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 37.47 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 58.89 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 64.51 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 10.23 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 48.06 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 61.85 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 43.09 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 13.57 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 34.75 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 12.90 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 46.76 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 25.08 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 45.16 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 20.89 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 42.98 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 44.56 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 43.13 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 6.70 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 19.56 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 6.45 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 6.52 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 54.38 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 49.07 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 23.86 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 5.20 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 21.54 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 5.38 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 4.34 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 17.44 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 31.47 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 10.74 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 16.11 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 23.63 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 21.10 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 127.13 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 33.58 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 34.90 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 13.82 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 19.63 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 12.64 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 33.93 |
| APCPA201215- Amazon Capital Services | 12/15/2020 | 38.54 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 34.54 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 13.30 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 24.77 |
| Check Number | Vendor Name | Check Date | Check Amount |
|--------------|------------------------------|--------------|--------------|
| APCPA201217- | Amazon Capital Services | 12/17/2020 | 33.46 |
| | | 12/17/2020 | 34.94 |
| | | 12/17/2020 | 25.43 |
| | | 12/17/2020 | 16.15 |
| | | 12/17/2020 | 36.64 |
| | | 12/17/2020 | 10.74 |
| | | 12/17/2020 | 12.30 |
| | | 12/17/2020 | 12.92 |
| | | 12/17/2020 | 13.16 |
| | | 12/17/2020 | 36.62 |
| | | 12/17/2020 | 32.01 |
| | | 12/17/2020 | 24.21 |
| | | 12/17/2020 | 35.09 |
| | | 12/17/2020 | 31.50 |
| | | 12/17/2020 | 27.34 |
| | | 12/17/2020 | 16.10 |
| | | 12/17/2020 | 1.71 |
| | | 12/17/2020 | 34.75 |
| | | 12/17/2020 | 10.76 |
| | | 12/17/2020 | 27.91 |
| | | 12/17/2020 | 13.23 |
| | | 12/17/2020 | 27.32 |
| | | 12/17/2020 | 30.10 |
| | | 12/17/2020 | 16.30 |
| | | 12/17/2020 | 21.53 |
| | | 12/17/2020 | 26.91 |
| | | 12/17/2020 | 26.90 |
| | | 12/17/2020 | 10.75 |
| | | 12/17/2020 | 29.10 |
| | | 12/17/2020 | 157.82 |
| | | 12/17/2020 | 13.81 |
| | | 12/17/2020 | 14.20 |
| | | 12/17/2020 | 13.04 |
| | | 12/17/2020 | 13.31 |
| | | 12/17/2020 | 22.62 |
| | | 12/17/2020 | 11.84 |
| | | 12/17/2020 | 10.45 |
| | | 12/17/2020 | 14.00 |
| | | 12/17/2020 | 145.44 |
| | | 12/17/2020 | 24.96 |
| | | 12/17/2020 | 29.49 |
| | | 12/17/2020 | 25.97 |
| | | 12/17/2020 | 15.04 |
| | | 12/17/2020 | 11.30 |
| | | 12/17/2020 | 20.46 |
| | | 12/17/2020 | 16.28 |
| | | 12/17/2020 | 27.47 |
| | | 12/17/2020 | 17.47 |
| | | 12/17/2020 | 17.01 |
| | | 12/17/2020 | 11.63 |
| | | 12/17/2020 | 25.76 |
| | | 12/17/2020 | 18.31 |
| | | 12/17/2020 | 15.38 |
| | | 12/17/2020 | 12.49 |
| | | 12/17/2020 | 36.00 |
| | | 12/17/2020 | 18.31 |
| | | 12/17/2020 | 29.14 |
| Check Number | Vendor Name | Check Date | Check Amount |
|----------------------|------------------------------------|--------------|--------------|
| APCPA201217- Amazon Capital Services | 12/17/2020 | 18.14 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 19.38 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 32.31 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 10.76 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 13.04 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 14.00 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 17.21 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 21.12 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 160.62 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 15.67 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 16.60 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 12.21 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 29.08 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 27.18 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 24.77 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 12.56 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 13.04 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 27.99 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 15.05 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 14.43 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 26.55 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 28.74 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 10.72 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 11.84 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 32.79 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 16.15 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 17.19 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 25.77 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 19.55 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 16.38 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 27.56 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 16.15 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 14.13 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 282.75 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 21.72 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 11.49 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 21.20 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 31.98 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 11.27 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 107.75 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 30.49 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 26.93 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 26.29 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 13.47 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 24.52 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 3.11 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 23.23 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 27.91 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 35.81 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 29.87 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 11.80 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 112.00 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 26.93 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 35.72 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 16.68 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 15.46 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 20.45 |
| Check Number | Vendor Name | Check Date | Check Amount |
|--------------|------------------------------|--------------|--------------|
| APCPA201217- | Amazon Capital Services | 12/17/2020 | 30.80 |
| | Amazon Capital Services | 12/17/2020 | 10.86 |
| | Amazon Capital Services | 12/17/2020 | 26.83 |
| | Amazon Capital Services | 12/17/2020 | 15.73 |
| | Amazon Capital Services | 12/17/2020 | 28.04 |
| | Amazon Capital Services | 12/17/2020 | 29.23 |
| | Amazon Capital Services | 12/17/2020 | 11.16 |
| | Amazon Capital Services | 12/17/2020 | 32.29 |
| | Amazon Capital Services | 12/17/2020 | 23.13 |
| | Amazon Capital Services | 12/17/2020 | 11.84 |
| | Amazon Capital Services | 12/17/2020 | 25.84 |
| | Amazon Capital Services | 12/17/2020 | 26.93 |
| | Amazon Capital Services | 12/17/2020 | 22.80 |
| | Amazon Capital Services | 12/17/2020 | 24.99 |
| | Amazon Capital Services | 12/17/2020 | 21.74 |
| | Amazon Capital Services | 12/17/2020 | 18.53 |
| | Amazon Capital Services | 12/17/2020 | 36.53 |
| | Amazon Capital Services | 12/17/2020 | 29.07 |
| | Amazon Capital Services | 12/17/2020 | 35.54 |
| | Amazon Capital Services | 12/17/2020 | 21.27 |
| | Amazon Capital Services | 12/17/2020 | 12.92 |
| | Amazon Capital Services | 12/17/2020 | 204.08 |
| | Amazon Capital Services | 12/17/2020 | 11.67 |
| | Amazon Capital Services | 12/17/2020 | 23.37 |
| | Amazon Capital Services | 12/17/2020 | 12.91 |
| | Amazon Capital Services | 12/17/2020 | 13.78 |
| | Amazon Capital Services | 12/17/2020 | 24.13 |
| | Amazon Capital Services | 12/17/2020 | 24.67 |
| | Amazon Capital Services | 12/17/2020 | 13.14 |
| | Amazon Capital Services | 12/17/2020 | 10.72 |
| | Amazon Capital Services | 12/17/2020 | 27.98 |
| | Amazon Capital Services | 12/17/2020 | 16.85 |
| | Amazon Capital Services | 12/17/2020 | 17.23 |
| | Amazon Capital Services | 12/17/2020 | 18.29 |
| | Amazon Capital Services | 12/17/2020 | 11.84 |
| | Amazon Capital Services | 12/17/2020 | 14.00 |
| | Amazon Capital Services | 12/17/2020 | 17.41 |
| | Amazon Capital Services | 12/17/2020 | 13.89 |
| | Amazon Capital Services | 12/17/2020 | 16.15 |
| | Amazon Capital Services | 12/17/2020 | 18.57 |
| | Amazon Capital Services | 12/17/2020 | 32.31 |
| | Amazon Capital Services | 12/17/2020 | 11.84 |
| | Amazon Capital Services | 12/17/2020 | 10.91 |
| | Amazon Capital Services | 12/17/2020 | 26.80 |
| | Amazon Capital Services | 12/17/2020 | 20.46 |
| | Amazon Capital Services | 12/17/2020 | 23.45 |
| | Amazon Capital Services | 12/17/2020 | 19.17 |
| | Amazon Capital Services | 12/17/2020 | 14.00 |
| | Amazon Capital Services | 12/17/2020 | 15.64 |
| | Amazon Capital Services | 12/17/2020 | 21.54 |
| | Amazon Capital Services | 12/17/2020 | 35.94 |
| | Amazon Capital Services | 12/17/2020 | 12.92 |
| | Amazon Capital Services | 12/17/2020 | 32.08 |
| | Amazon Capital Services | 12/17/2020 | 21.53 |
| | Amazon Capital Services | 12/17/2020 | 29.03 |
| | Amazon Capital Services | 12/17/2020 | 21.03 |
| | Amazon Capital Services | 12/17/2020 | 14.96 |
| Check Number | Vendor Name | Check Date | Check Amount |
|----------------------|------------------------------------|--------------|--------------|
| APCPA201217- Amazon Capital Services | 12/17/2020 | 16.58 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 18.25 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 20.26 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 30.16 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 21.50 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 13.75 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 16.11 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 26.93 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 15.50 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 21.73 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 24.02 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 19.36 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 14.85 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 16.15 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 27.89 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 29.66 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 31.39 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 37.02 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 25.32 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 217.53 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 10.65 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 29.12 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 109.86 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 18.31 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 12.80 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 23.63 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 128.22 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 116.80 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 26.94 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 26.28 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 12.46 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 30.15 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 34.71 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 32.61 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 30.17 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 14.57 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 26.94 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 30.91 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 16.85 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 19.47 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 21.48 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 29.96 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 27.81 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 13.27 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 11.84 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 10.72 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 21.50 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 10.89 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 21.37 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 31.05 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 15.07 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 10.76 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 10.91 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 17.39 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 21.01 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 25.40 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 12.91 |
| Check Number | Vendor Name | Check Date | Check Amount |
|----------------------|------------------------------------|--------------|--------------|
| APCPA201217- Amazon Capital Services | 12/17/2020 | 14.93 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 27.89 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 11.57 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 32.13 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 15.67 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 26.82 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 26.95 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 14.07 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 21.43 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 28.53 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 31.22 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 12.38 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 26.57 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 12.49 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 21.84 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 33.93 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 12.88 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 16.15 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 14.75 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 18.31 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 22.61 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 29.05 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 16.14 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 33.68 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 16.26 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 11.84 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 27.98 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 25.61 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 18.40 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 22.93 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 13.64 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 106.16 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 21.84 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 19.38 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 31.01 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 19.02 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 12.04 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 36.41 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 11.84 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 14.08 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 28.25 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 219.68 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 27.98 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 14.00 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 34.96 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 22.08 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 127.65 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 103.18 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 36.62 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 20.43 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 14.13 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 36.40 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 25.84 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 13.04 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 21.66 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 30.44 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 10.76 |
| Check Number | Vendor Name | Check Date | Check Amount |
|------------------------------|--------------------------------------------------|--------------|--------------|
| APCPA201217- Amazon Capital Services | 12/17/2020 | 14.82 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 37.53 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 16.38 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 35.69 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 16.57 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 17.83 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 35.25 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 24.64 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 14.81 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 25.43 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 20.56 |
| APCPA201217- Amazon Capital Services | 12/17/2020 | 27.19 |
| APCPA201218- Academy 831 | 12/18/2020 | 264.00 |
| APCPA201218- Alena Berg Music Studios | 12/18/2020 | 360.00 |
| APCPA201218- Aqua Tots ORANGE LLC | 12/18/2020 | 112.00 |
| APCPA201218- Arbor Learning Community | 12/18/2020 | 9,114.51 |
| APCPA201218- Arden Reading | 12/18/2020 | 1,255.00 |
| APCPA201218- Artistic Dance Academy | 12/18/2020 | 87.00 |
| APCPA201218- Artistic Dance Academy | 12/18/2020 | 87.00 |
| APCPA201218- Artistic Dance Academy | 12/18/2020 | 50.00 |
| APCPA201218- Ballard Boxing & Fitness | 12/18/2020 | 115.00 |
| APCPA201218- California Sound Music Academy | 12/18/2020 | 240.00 |
| APCPA201218- California Sound Music Academy | 12/18/2020 | 240.00 |
| APCPA201218- Celtic Irish Dance Academy | 12/18/2020 | 200.00 |
| APCPA201218- Coastal Music Studios | 12/18/2020 | 280.00 |
| APCPA201218- Deborah Hotchkiss | 12/18/2020 | 205.00 |
| APCPA201218- HopSkipDrive, Inc. | 12/18/2020 | 1,800.86 |
| APCPA201218- Jenny Tu | 12/18/2020 | 340.00 |
| APCPA201218- Jenny Tu | 12/18/2020 | 340.00 |
| APCPA201218- Jenny Tu | 12/18/2020 | 290.00 |
| APCPA201218- Jenny Tu | 12/18/2020 | 270.00 |
| APCPA201218- Jenny Tu | 12/18/2020 | 320.00 |
| APCPA201218- Kathleen Crady | 12/18/2020 | 350.00 |
| APCPA201218- Kimberly Keeth | 12/18/2020 | 320.00 |
| APCPA201218- Kings MMA Anaheim | 12/18/2020 | 387.00 |
| APCPA201218- KiwiCo, Inc. | 12/18/2020 | 16,720.83 |
| APCPA201218- Liliana Harris | 12/18/2020 | 120.00 |
| APCPA201218- Laura Guerrero | 12/18/2020 | 150.00 |
| APCPA201218- Laura Guerrero | 12/18/2020 | 150.00 |
| APCPA201218- Mr. D Math, LLC | 12/18/2020 | 1,762.00 |
| APCPA201218- MusicPaige Studio | 12/18/2020 | 81.00 |
| APCPA201218- OC Cambridge Music School | 12/18/2020 | 100.00 |
| APCPA201218- One-on-One Tutoring | 12/18/2020 | 350.00 |
| APCPA201218- One-on-One Tutoring | 12/18/2020 | 350.00 |
| APCPA201218- One-on-One Tutoring | 12/18/2020 | 310.00 |
| APCPA201218- One-on-One Tutoring | 12/18/2020 | 350.00 |
| APCPA201218- One-on-One Tutoring | 12/18/2020 | 350.00 |
| APCPA201218- One-on-One Tutoring | 12/18/2020 | 350.00 |
| APCPA201218- Peace Hill Press, Inc. dba Well Trained Mind Press | 12/18/2020 | 108.90 |
| APCPA201218- PresenceLearning, Inc. | 12/18/2020 | 44.42 |
| APCPA201218- Rainbow Resource Center | 12/18/2020 | 13.70 |
| APCPA201218- Rainbow Resource Center | 12/18/2020 | 211.88 |
| APCPA201218- Rainbow Resource Center | 12/18/2020 | 60.62 |
| APCPA201218- Rainbow Resource Center | 12/18/2020 | 21.45 |
| APCPA201218- Rainbow Resource Center | 12/18/2020 | 65.85 |
| APCPA201218- Rainbow Resource Center | 12/18/2020 | 61.27 |
| APCPA201218- Rainbow Resource Center | 12/18/2020 | 104.11 |
| Check Number | Vendor Name | Check Date | Check Amount |
|------------------------------|------------------------------------|--------------|--------------|
| APCPA201218- Rainbow Resource Center | 12/18/2020 | 107.96 |
| APCPA201218- Rainbow Resource Center | 12/18/2020 | 22.80 |
| APCPA201218- Rainbow Resource Center | 12/18/2020 | 66.53 |
| APCPA201218- Rainbow Resource Center | 12/18/2020 | 65.73 |
| APCPA201218- Rainbow Resource Center | 12/18/2020 | 22.26 |
| APCPA201218- Stephanie Reyes | 12/18/2020 | 240.00 |
| APCPA201218- Suzanne Silvio | 12/18/2020 | 294.00 |
| APCPA201218- Teacher Synergy, LLC | 12/18/2020 | 60.00 |
| APCPA201218- Teacher Synergy, LLC | 12/18/2020 | 11.96 |
| APCPA201218- Teacher Synergy, LLC | 12/18/2020 | 19.78 |
| APCPA201218- Teacher Synergy, LLC | 12/18/2020 | 96.00 |
| APCPA201218- Teacher Synergy, LLC | 12/18/2020 | 106.50 |
| APCPA201218- Teacher Synergy, LLC | 12/18/2020 | 4.40 |
| APCPA201218- Teacher Synergy, LLC | 12/18/2020 | 33.96 |
| APCPA201218- Teacher Synergy, LLC | 12/18/2020 | 3.20 |
| APCPA201218- Teacher Synergy, LLC | 12/18/2020 | 20.67 |
| APCPA201218- Teacher Synergy, LLC | 12/18/2020 | 23.19 |
| APCPA201218- Teacher Synergy, LLC | 12/18/2020 | 4.00 |
| APCPA201218- Teacher Synergy, LLC | 12/18/2020 | 8.44 |
| APCPA201218- Teacher Synergy, LLC | 12/18/2020 | 10.00 |
| APCPA201218- Teacher Synergy, LLC | 12/18/2020 | 10.00 |
| APCPA201218- Teacher Synergy, LLC | 12/18/2020 | 12.50 |
| APCPA201218- Teacher Synergy, LLC | 12/18/2020 | 149.88 |
| APCPA201218- Teacher Synergy, LLC | 12/18/2020 | 7.00 |
| APCPA201218- Teacher Synergy, LLC | 12/18/2020 | 35.99 |
| APCPA201218- Teacher Synergy, LLC | 12/18/2020 | 4.50 |
| APCPA201218- Teacher Synergy, LLC | 12/18/2020 | 35.96 |
| APCPA201218- Teacher Synergy, LLC | 12/18/2020 | 60.00 |
| APCPA201218- Teacher Synergy, LLC | 12/18/2020 | 5.00 |
| APCPA201218- Teacher Synergy, LLC | 12/18/2020 | 7.00 |
| APCPA201218- Teacher Synergy, LLC | 12/18/2020 | 13.00 |
| APCPA201218- Teacher Synergy, LLC | 12/18/2020 | 44.80 |
| APCPA201218- Teacher Synergy, LLC | 12/18/2020 | 45.00 |
| APCPA201218- Teacher Synergy, LLC | 12/18/2020 | 6.00 |
| APCPA201218- Teacher Synergy, LLC | 12/18/2020 | 8.00 |
| APCPA201218- Teacher Synergy, LLC | 12/18/2020 | 30.00 |
| APCPA201218- Teacher Synergy, LLC | 12/18/2020 | 86.40 |
| APCPA201218- Teacher Synergy, LLC | 12/18/2020 | 47.25 |
| APCPA201218- Teacher Synergy, LLC | 12/18/2020 | 8.00 |
| APCPA201218- Teacher Synergy, LLC | 12/18/2020 | 8.00 |
| APCPA201218- Teacher Synergy, LLC | 12/18/2020 | 60.00 |
| APCPA201218- ULINE | 12/18/2020 | 461.08 |
| APCPA201218- ULINE | 12/18/2020 | 448.57 |
| APCPA201218- ULINE | 12/18/2020 | 691.01 |
| APCPA201218- White Dragon Martial Arts | 12/18/2020 | 306.00 |
| APCPA201218- WM Music Lessons | 12/18/2020 | 2,935.00 |
| APCPA201218- WM Tutoring Services | 12/18/2020 | 300.00 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 56.91 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 7.41 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 40.93 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 46.31 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 74.00 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 50.40 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 43.43 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 137.43 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 23.41 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 15.07 |
| Check Number | Vendor Name | Check Date | Check Amount |
|----------------------|------------------------------------|--------------|--------------|
| APCPA201222- Amazon Capital Services | 12/22/2020 | 68.31 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 18.31 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 27.73 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 24.74 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 8.52 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 25.62 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 30.69 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 10.85 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 49.54 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 28.00 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 43.08 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 14.00 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 8.61 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 21.53 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 12.60 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 79.26 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 59.26 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 16.11 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 37.00 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 5.56 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 8.69 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 7.64 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 68.04 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 80.54 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 55.20 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 54.76 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 60.98 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 75.50 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 73.47 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 37.71 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 8.61 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 74.28 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 7.53 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 6.35 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 8.69 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 107.74 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 21.36 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 75.26 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 13.95 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 49.39 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 5.38 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 8.61 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 7.49 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 6.92 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 8.52 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 20.95 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 19.37 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 39.24 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 71.52 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 6.51 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 76.46 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 43.36 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 103.06 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 80.80 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 14.21 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 7.53 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 53.20 |
| Check Number | Vendor Name | Check Date | Check Amount |
|----------------------|------------------------------------|--------------|--------------|
| APCPA201222- Amazon Capital Services | 12/22/2020 | 17.21 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 78.51 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 66.84 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 74.31 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 5.70 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 32.31 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 7.33 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 13.91 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 64.64 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 7.96 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 12.67 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 33.81 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 13.88 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 10.21 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 8.11 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 39.50 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 27.42 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 23.69 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 36.70 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 14.00 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 12.88 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 50.34 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 22.62 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 72.17 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 15.67 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 105.80 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 6.99 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 32.27 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 25.73 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 82.42 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 8.24 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 74.26 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 8.23 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 19.28 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 72.19 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 42.83 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 60.31 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 45.86 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 5.38 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 17.98 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 3.11 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 38.78 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 26.92 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 26.48 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 12.73 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 14.54 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 22.62 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 7.53 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 52.09 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 24.70 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 56.53 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 42.66 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 6.43 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 6.54 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 43.08 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 61.68 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 26.88 |
| Check Number | Vendor Name | Check Date | Check Amount |
|----------------------|--------------------------------------|------------|--------------|
| APCPA201222- Amazon Capital Services | 12/22/2020 | 59.24 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 46.19 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 5.37 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 8.49 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 57.82 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 46.26 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 9.10 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 29.08 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 27.18 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 51.87 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 83.48 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 6.41 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 75.41 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 74.26 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 68.95 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 38.67 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 41.38 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 26.60 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 53.82 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 49.79 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 5.60 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 80.79 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 40.21 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 40.93 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 7.49 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 1.79 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 8.60 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 38.76 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 5.38 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 12.92 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 13.78 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 12.90 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 26.64 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 16.21 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 16.36 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 4.49 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 32.18 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 12.12 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 16.17 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 7.28 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 16.82 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 87.27 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 50.41 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 25.85 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 6.14 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 72.18 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 6.65 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 82.13 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 64.38 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 66.45 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 13.13 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 7.53 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 8.45 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 117.30 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 31.98 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 12.82 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 20.43 |
| Check Number | Vendor Name | Check Date | Check Amount |
|----------------------|--------------------------------------|--------------|--------------|
| APCPA201222- Amazon Capital Services | 12/22/2020 | 7.53 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 27.24 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 6.45 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 8.51 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 14.99 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 26.05 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 14.88 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 59.15 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 52.90 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 43.17 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 42.15 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 76.87 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 47.94 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 43.09 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 19.81 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 7.81 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 76.45 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 71.23 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 44.68 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 5.37 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 8.61 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 23.60 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 16.16 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 77.57 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 56.44 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 111.91 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 85.96 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 16.15 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 16.30 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 32.50 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 26.32 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 75.40 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 16.15 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 69.13 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 40.92 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 42.54 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 25.73 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 7.53 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 67.86 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 4.46 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 11.82 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 26.93 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 11.54 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 11.31 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 50.59 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 6.41 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 43.03 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 39.19 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 6.50 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 48.56 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 6.41 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 7.76 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 82.03 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 7.60 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 6.45 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 74.32 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 9.15 |
| Check Number | Vendor Name | Check Date | Check Amount |
|----------------------|------------------------------------|--------------|--------------|
| APCPA201222- Amazon Capital Services | 12/22/2020 | 31.80 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 5.30 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 20.72 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 31.85 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 43.08 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 75.41 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 11.84 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 16.15 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 35.54 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 13.89 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 8.61 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 72.20 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 6.45 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 12.91 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 10.72 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 39.85 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 39.81 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 16.94 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 7.54 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 19.38 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 14.06 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 60.33 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 33.36 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 23.69 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 12.35 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 64.64 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 21.50 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 21.52 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 28.94 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 12.60 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 5.81 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 87.04 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 30.15 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 5.37 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 12.63 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 21.11 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 44.79 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 11.80 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 8.61 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 20.34 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 20.82 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 22.12 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 13.12 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 16.23 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 20.77 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 67.82 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 8.65 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 64.40 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 81.99 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 68.92 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 78.63 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 56.01 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 8.69 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 80.09 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 6.45 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 6.45 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 14.00 |
| Check Number | Vendor Name | Check Date | Check Amount |
|------------------------------|--------------------------------------------------|--------------|--------------|
| APCPA201222- Amazon Capital Services | 12/22/2020 | 83.17 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 13.82 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 18.23 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 9.05 |
| APCPA201222- Amazon Capital Services | 12/22/2020 | 52.36 |
| APCPA201229- Jennifer McQuarrie | 12/29/2020 | 146.67 |
| APCPA201229- Karate For All | 12/29/2020 | 75.00 |
| APCPA201229- KiwiCo, Inc. | 12/29/2020 | 18,518.60 |
| APCPA201229- LEGO Education | 12/29/2020 | 91.53 |
| APCPA201229- LEGO Education | 12/29/2020 | 557.55 |
| APCPA201229- Logic of English | 12/29/2020 | 75.55 |
| APCPA201229- Logic of English | 12/29/2020 | 31.34 |
| APCPA201229- Logic of English | 12/29/2020 | 251.71 |
| APCPA201229- M & M Surfing School | 12/29/2020 | 1,240.00 |
| APCPA201229- Melodee Klimala | 12/29/2020 | 80.00 |
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 9.00 |
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 9.89 |
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 7.65 |
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 12.75 |
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 7.99 |
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 9.80 |
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 8.50 |
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 5.00 |
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 34.45 |
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 35.00 |
| APCPA201229- Melodee Klimala | 12/29/2020 | 80.00 |
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 7.00 |
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 25.00 |
| APCPA201229- WM Music Lessons | 12/29/2020 | 180.00 |
| APCPA201229- Wonder Crate | 12/29/2020 | 287.52 |
| APCPA201229- Wonder Crate | 12/29/2020 | 79.95 |
| APCPA201229- Wonder Crate | 12/29/2020 | 288.00 |
| APCPA201229- OC Cambridge Music School | 12/29/2020 | 175.00 |
| APCPA201229- Olympia Training Center | 12/29/2020 | 180.00 |
| APCPA201229- Peace Hill Classical Co-Op LLC | 12/29/2020 | 250.00 |
| APCPA201229- Peace Hill Press, Inc. dba Well Trained Mind Press | 12/29/2020 | 55.60 |
| APCPA201229- Peace Hill Press, Inc. dba Well Trained Mind Press | 12/29/2020 | 102.45 |
| APCPA201229- Portal Languages - Costa Mesa | 12/29/2020 | 240.00 |
| APCPA201229- Rainbow Resource Center | 12/29/2020 | 131.76 |
| APCPA201229- Rainbow Resource Center | 12/29/2020 | 187.19 |
| APCPA201229- Rainbow Resource Center | 12/29/2020 | 83.90 |
| APCPA201229- Rainbow Resource Center | 12/29/2020 | 59.00 |
| APCPA201229- Rainbow Resource Center | 12/29/2020 | 98.94 |
| APCPA201229- Rainbow Resource Center | 12/29/2020 | 92.31 |
| APCPA201229- Rainbow Resource Center | 12/29/2020 | 37.40 |
| APCPA201229- Rainbow Resource Center | 12/29/2020 | 41.10 |
| APCPA201229- Rainbow Resource Center | 12/29/2020 | 433.06 |
| APCPA201229- Rainbow Resource Center | 12/29/2020 | 66.47 |
| APCPA201229- Rainbow Resource Center | 12/29/2020 | 162.44 |
| APCPA201229- Rainbow Resource Center | 12/29/2020 | 222.55 |
| APCPA201229- Rainbow Resource Center | 12/29/2020 | 56.73 |
| APCPA201229- Rainbow Resource Center | 12/29/2020 | 64.99 |
| APCPA201229- Rainbow Resource Center | 12/29/2020 | 194.10 |
| APCPA201229- Rainbow Resource Center | 12/29/2020 | 86.16 |
| APCPA201229- Rainbow Resource Center | 12/29/2020 | 71.81 |
| APCPA201229- Rainbow Resource Center | 12/29/2020 | 130.30 |
| Check Number | Vendor Name | Check Date | Check Amount |
|------------------------------------|--------------------------------------------------|------------|--------------|
| APCPA201229- Rainbow Resource Center | 12/29/2020 | 183.64 |
| APCPA201229- Rainbow Resource Center | 12/29/2020 | 110.50 |
| APCPA201229- Rainbow Resource Center | 12/29/2020 | 111.64 |
| APCPA201229- Rainbow Resource Center | 12/29/2020 | 132.59 |
| APCPA201229- Rainbow Resource Center | 12/29/2020 | 86.16 |
| APCPA201229- Rainbow Resource Center | 12/29/2020 | 69.23 |
| APCPA201229- Rainbow Resource Center | 12/29/2020 | 76.23 |
| APCPA201229- Rainbow Resource Center | 12/29/2020 | 119.93 |
| APCPA201229- Rainbow Resource Center | 12/29/2020 | 94.45 |
| APCPA201229- Rainbow Resource Center | 12/29/2020 | 70.21 |
| APCPA201229- Rainbow Resource Center | 12/29/2020 | 98.16 |
| APCPA201229- Rainbow Resource Center | 12/29/2020 | 88.98 |
| APCPA201229- Rainbow Resource Center | 12/29/2020 | 283.24 |
| APCPA201229- Rainbow Resource Center | 12/29/2020 | 112.61 |
| APCPA201229- Rainbow Resource Center | 12/29/2020 | 121.45 |
| APCPA201229- Rainbow Resource Center | 12/29/2020 | 110.41 |
| APCPA201229- Rainbow Resource Center | 12/29/2020 | 110.41 |
| APCPA201229- Rainbow Resource Center | 12/29/2020 | 138.12 |
| APCPA201229- Rainbow Resource Center | 12/29/2020 | 59.93 |
| APCPA201229- Rainbow Resource Center | 12/29/2020 | 63.77 |
| APCPA201229- Rainbow Resource Center | 12/29/2020 | 191.64 |
| APCPA201229- Rainbow Resource Center | 12/29/2020 | 41.33 |
| APCPA201229- Rhonda Parish Music Studio, Inc. | 12/29/2020 | 300.00 |
| APCPA201229- Sabo Eventing LLC | 12/29/2020 | 300.00 |
| APCPA201229- Savvas Learning Company LLC | 12/29/2020 | 6.40 |
| APCPA201229- Singapore Math Live | 12/29/2020 | 70.00 |
| APCPA201229- Soaring Minds Education | 12/29/2020 | 275.00 |
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 8.00 |
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 42.80 |
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 28.00 |
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 15.00 |
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 71.95 |
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 8.50 |
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 98.55 |
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 14.99 |
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 4.99 |
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 18.00 |
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 10.80 |
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 10.79 |
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 73.48 |
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 68.14 |
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 60.75 |
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 12.83 |
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 4.00 |
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 68.00 |
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 40.00 |
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 23.00 |
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 25.00 |
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 4.50 |
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 25.99 |
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 4.99 |
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 4.25 |
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 3.00 |
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 12.00 |
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 73.57 |
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 69.76 |
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 16.00 |
| Check Number | Vendor Name | Check Date | Check Amount |
|----------------------|------------------------------------|--------------|--------------|
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 77.24 |
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 342.50 |
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 29.99 |
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 22.15 |
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 31.50 |
| APCPA201229- Teacher Synergy, LLC | 12/29/2020 | 8.50 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 49.43 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 53.73 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 24.16 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 12.18 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 35.87 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 151.52 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 30.29 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 26.08 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 13.85 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 12.74 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 19.33 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 120.43 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 12.61 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 32.50 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 26.93 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 21.54 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 14.00 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 26.94 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 42.56 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 37.35 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 46.95 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 35.83 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 10.75 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 19.38 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 134.67 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 12.94 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 23.69 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 19.61 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 120.69 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 25.74 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 31.73 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 16.21 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 31.01 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 41.11 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 21.53 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 45.23 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 15.27 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 45.14 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 34.72 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 21.50 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 34.69 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 10.72 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 33.59 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 14.54 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 13.99 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 24.34 |
| Check Number | Vendor Name | Check Date | Check Amount |
|----------------------|------------------------------------|--------------|--------------|
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 5.89 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 26.93 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 52.19 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 5.43 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 20.95 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 26.96 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 45.42 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 240.24 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 4.58 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 4.31 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 30.55 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 20.46 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 34.57 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 31.78 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 28.03 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 26.90 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 48.67 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 12.00 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 31.10 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 37.61 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 13.99 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 20.64 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 42.98 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 19.78 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 46.31 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 16.15 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 38.49 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 19.93 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 22.14 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 14.13 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 19.36 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 15.07 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 32.31 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 36.92 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 27.78 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 41.60 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 41.57 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 46.11 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 43.53 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 41.99 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 107.31 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 53.64 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 31.05 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 26.93 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 11.31 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 10.85 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 19.38 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 46.29 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 11.84 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 137.46 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 5.55 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 26.05 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 43.08 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 49.13 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 12.95 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 37.70 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 102.47 |
| Check Number | Vendor Name | Check Date | Check Amount |
|--------------|------------------------------------|--------------|--------------|
| CPAAP201211- | Amazon Capital Services | 12/11/2020 | 39.54 |
| | Amazon Capital Services | 12/11/2020 | 27.04 |
| | Amazon Capital Services | 12/11/2020 | 16.22 |
| | Amazon Capital Services | 12/11/2020 | 16.15 |
| | Amazon Capital Services | 12/11/2020 | 38.89 |
| | Amazon Capital Services | 12/11/2020 | 5.43 |
| | Amazon Capital Services | 12/11/2020 | 23.42 |
| | Amazon Capital Services | 12/11/2020 | 25.58 |
| | Amazon Capital Services | 12/11/2020 | 23.35 |
| | Amazon Capital Services | 12/11/2020 | 21.48 |
| | Amazon Capital Services | 12/11/2020 | 11.57 |
| | Amazon Capital Services | 12/11/2020 | 52.64 |
| | Amazon Capital Services | 12/11/2020 | 21.55 |
| | Amazon Capital Services | 12/11/2020 | 25.80 |
| | Amazon Capital Services | 12/11/2020 | 13.95 |
| | Amazon Capital Services | 12/11/2020 | 20.61 |
| | Amazon Capital Services | 12/11/2020 | 12.09 |
| | Amazon Capital Services | 12/11/2020 | 34.44 |
| | Amazon Capital Services | 12/11/2020 | 106.08 |
| | Amazon Capital Services | 12/11/2020 | 43.26 |
| | Amazon Capital Services | 12/11/2020 | 249.16 |
| | Amazon Capital Services | 12/11/2020 | 23.62 |
| | Amazon Capital Services | 12/11/2020 | 14.13 |
| | Amazon Capital Services | 12/11/2020 | 54.99 |
| | Amazon Capital Services | 12/11/2020 | 15.06 |
| | Amazon Capital Services | 12/11/2020 | 16.10 |
| | Amazon Capital Services | 12/11/2020 | 17.53 |
| | Amazon Capital Services | 12/11/2020 | 20.88 |
| | Amazon Capital Services | 12/11/2020 | 33.16 |
| | Amazon Capital Services | 12/11/2020 | 21.52 |
| | Amazon Capital Services | 12/11/2020 | 31.83 |
| | Amazon Capital Services | 12/11/2020 | 40.05 |
| | Amazon Capital Services | 12/11/2020 | 26.88 |
| | Amazon Capital Services | 12/11/2020 | 28.17 |
| | Amazon Capital Services | 12/11/2020 | 10.52 |
| | Amazon Capital Services | 12/11/2020 | 16.13 |
| | Amazon Capital Services | 12/11/2020 | 43.50 |
| | Amazon Capital Services | 12/11/2020 | 56.07 |
| | Amazon Capital Services | 12/11/2020 | 12.30 |
| | Amazon Capital Services | 12/11/2020 | 30.75 |
| | Amazon Capital Services | 12/11/2020 | 42.85 |
| | Amazon Capital Services | 12/11/2020 | 27.96 |
| | Amazon Capital Services | 12/11/2020 | 29.07 |
| | Amazon Capital Services | 12/11/2020 | 155.92 |
| | Amazon Capital Services | 12/11/2020 | 30.83 |
| | Amazon Capital Services | 12/11/2020 | 15.01 |
| | Amazon Capital Services | 12/11/2020 | 24.28 |
| | Amazon Capital Services | 12/11/2020 | 13.82 |
| | Amazon Capital Services | 12/11/2020 | 21.54 |
| | Amazon Capital Services | 12/11/2020 | 46.59 |
| | Amazon Capital Services | 12/11/2020 | 13.46 |
| | Amazon Capital Services | 12/11/2020 | 13.04 |
| | Amazon Capital Services | 12/11/2020 | 17.53 |
| | Amazon Capital Services | 12/11/2020 | 16.11 |
| | Amazon Capital Services | 12/11/2020 | 51.11 |
| | Amazon Capital Services | 12/11/2020 | 58.04 |
| | Amazon Capital Services | 12/11/2020 | 27.03 |
| Check Number | Vendor Name | Check Date | Check Amount |
|----------------------|------------------------------------|--------------|--------------|
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 22.83 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 146.53 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 21.75 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 51.67 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 48.97 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 13.63 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 10.74 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 34.14 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 38.97 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 23.39 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 30.34 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 13.99 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 28.72 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 18.75 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 32.31 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 31.24 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 10.76 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 43.07 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 4.30 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 13.45 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 27.18 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 17.13 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 39.86 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 2.14 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 14.12 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 41.99 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 28.55 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 14.54 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 16.11 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 25.43 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 16.30 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 36.61 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 27.92 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 5.05 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 19.90 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 36.62 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 20.46 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 27.25 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 20.25 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 19.38 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 37.61 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 53.57 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 54.00 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 35.30 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 13.01 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 13.91 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 45.00 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 10.75 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 119.91 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 36.75 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 24.45 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 45.29 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 20.40 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 19.38 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 33.29 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 43.62 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 20.45 |
| Check Number | Vendor Name | Check Date | Check Amount |
|----------------------|------------------------------------|--------------|--------------|
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 22.40 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 12.29 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 40.91 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 51.61 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 16.92 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 23.05 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 14.70 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 17.12 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 12.92 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 23.15 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 18.93 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 20.46 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 13.09 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 39.06 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 28.90 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 14.03 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 28.04 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 18.32 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 58.11 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 108.74 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 29.33 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 31.76 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 138.44 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 34.24 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 10.21 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 17.19 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 47.79 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 26.07 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 25.64 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 24.77 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 24.55 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 21.64 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 120.70 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 27.56 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 35.58 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 24.69 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 18.31 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 26.88 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 18.94 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 24.76 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 20.57 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 34.90 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 26.93 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 29.90 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 20.32 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 26.66 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 12.92 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 129.25 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 11.84 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 58.62 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 32.63 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 34.45 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 14.00 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 43.78 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 39.84 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 27.53 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 41.04 |
| Check Number | Vendor Name | Check Date | Check Amount |
|----------------------|------------------------------------|--------------|--------------|
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 27.87 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 29.50 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 4.49 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 13.91 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 29.07 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 38.50 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 154.40 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 12.92 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 30.93 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 124.34 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 32.31 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 10.33 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 39.98 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 42.94 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 55.63 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 11.80 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 31.46 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 24.84 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 3.01 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 23.67 |
| CPAAP201211- Amazon Capital Services | 12/11/2020 | 10.79 |
| CPAAP201214- Margie Enyeart | 12/14/2020 | 400.00 |
Total Disbursements in December 3,927,089.96
| Vendor Name | Invoice/Credit Number | Invoice Date | Date Due | Current | 1 - 30 Days Past Due | 31 - 60 Days Past Due | 61 - 90 Days Past Due | Over 90 Days Past Due | Total |
|-----------------------------------|-----------------------|----------------|--------------|---------|----------------------|-----------------------|-----------------------|------------------------|-------|
| 42 Electronics | 4934 | 12/18/2020 | 1/17/2021 | $243 | $- | $- | $- | $- | $243 |
| A Brighter Child | 56595 | 12/10/2020 | 1/9/2021 | $97 | $- | $- | $- | $- | $97 |
| A Brighter Child | 56597 | 12/10/2020 | 1/9/2021 | $164 | $- | $- | $- | $- | $164 |
| A Brighter Child | 56602 | 12/10/2020 | 1/9/2021 | $197 | $- | $- | $- | $- | $197 |
| A Brighter Child | 56710 | 12/16/2020 | 1/16/2021 | $35 | $- | $- | $- | $- | $35 |
| A Brighter Child | 56712 | 12/16/2020 | 1/16/2021 | $89 | $- | $- | $- | $- | $89 |
| A Thinking Place | 1424 | 12/16/2020 | 1/15/2021 | $106 | $- | $- | $- | $- | $106 |
| A Thinking Place | 1425 | 12/17/2020 | 1/16/2021 | $74 | $- | $- | $- | $- | $74 |
| ABC Guidance | 114 | 12/16/2020 | 1/16/2021 | $1,050 | $- | $- | $- | $- | $1,050|
| AbleNet Inc. | CI204986 | 12/11/2020 | 1/10/2021 | $332 | $- | $- | $- | $- | $332 |
| Academics In A Box Inc | 11912 | 12/11/2020 | 1/10/2021 | $87 | $- | $- | $- | $- | $87 |
| Academics In A Box Inc | 11913 | 12/11/2020 | 1/10/2021 | $87 | $- | $- | $- | $- | $87 |
| Academics In A Box Inc | 11914 | 12/11/2020 | 1/10/2021 | $87 | $- | $- | $- | $- | $87 |
| Academics In A Box Inc | 11915 | 12/11/2020 | 1/10/2021 | $87 | $- | $- | $- | $- | $87 |
| Academics In A Box Inc | 11916 | 12/11/2020 | 1/10/2021 | $87 | $- | $- | $- | $- | $87 |
| Achieve Inc. | 79 | 12/18/2020 | 1/18/2021 | $350 | $- | $- | $- | $- | $350 |
| Activities for Learning, Inc. | 381285 | 8/27/2020 | 9/26/2020 | $- | $- | $- | $- | $330 | $330 |
| Activities for Learning, Inc. | 382259 | 12/15/2020 | 1/14/2021 | $34 | $- | $- | $- | $- | $34 |
| Adriene Madden Publishing | 1 | 12/13/2020 | 1/12/2021 | $35 | $- | $- | $- | $- | $35 |
| Aesthetic Climbing Gym LLC | 1030 | 12/10/2020 | 1/9/2021 | $1,050 | $- | $- | $- | $- | $1,050|
| All About Learning Press, Inc. | 905176 | 12/4/2020 | 1/3/2021 | $63 | $- | $- | $- | $- | $63 |
| All About Learning Press, Inc. | 905276 | 12/14/2020 | 1/14/2021 | $366 | $- | $- | $- | $- | $366 |
| All About Learning Press, Inc. | 905320 | 12/16/2020 | 1/16/2021 | $52 | $- | $- | $- | $- | $52 |
| All About Learning Press, Inc. | 905331 | 12/17/2020 | 1/17/2021 | $85 | $- | $- | $- | $- | $85 |
| Amazon Capital Services | 11JV-W4J1-1HJ6 | 12/6/2020 | 2/4/2021 | $302 | $- | $- | $- | $- | $302 |
| Amazon Capital Services | 11JV-W4J1-4J9H | 12/6/2020 | 2/4/2021 | $14 | $- | $- | $- | $- | $14 |
| Amazon Capital Services | 11JV-W4J1-4QP9 | 12/6/2020 | 2/4/2021 | $22 | $- | $- | $- | $- | $22 |
| Amazon Capital Services | 11JV-W4J1-7RDT | 12/6/2020 | 2/4/2021 | $4 | $- | $- | $- | $- | $4 |
| Amazon Capital Services | 11JV-W4J1-CGC4 | 12/6/2020 | 2/4/2021 | $26 | $- | $- | $- | $- | $26 |
| Amazon Capital Services | 11JV-W4J1-D79D | 12/6/2020 | 2/4/2021 | $10 | $- | $- | $- | $- | $10 |
| Amazon Capital Services | 11JV-W4J1-DV9N | 12/6/2020 | 2/4/2021 | $86 | $- | $- | $- | $- | $86 |
| Amazon Capital Services | 11JV-W4J1-GFVP | 12/6/2020 | 2/4/2021 | $17 | $- | $- | $- | $- | $17 |
| Amazon Capital Services | 11JV-W4J1-GY6K | 12/6/2020 | 2/4/2021 | $10 | $- | $- | $- | $- | $10 |
| Amazon Capital Services | 11JV-W4J1-KL7L | 12/6/2020 | 2/4/2021 | $172 | $- | $- | $- | $- | $172 |
| Amazon Capital Services | 11JV-W4J1-MP1M | 12/6/2020 | 2/4/2021 | $18 | $- | $- | $- | $- | $18 |
| Amazon Capital Services | 11JV-W4J1-RCD4 | 12/7/2020 | 2/5/2021 | $8 | $- | $- | $- | $- | $8 |
| Amazon Capital Services | 11TC-QW6T-9TKK | 12/10/2020 | 2/8/2021 | $28 | $- | $- | $- | $- | $28 |
| Amazon Capital Services | 11TC-QW6T-L1GW | 12/10/2020 | 2/8/2021 | $11 | $- | $- | $- | $- | $11 |
| Amazon Capital Services | 13DT-XYVT-1HG4 | 12/5/2020 | 2/3/2021 | $20 | $- | $- | $- | $- | $20 |
| Vendor Name | Invoice/Credit Number | Invoice Date | Date Due | Current | 1 - 30 Days Past Due | 31 - 60 Days Past Due | 61 - 90 Days Past Due | Over 90 Days Past Due | Total |
|-----------------------------|-----------------------|----------------|--------------|---------|----------------------|-----------------------|-----------------------|------------------------|-------|
| Amazon Capital Services | 13DT-XYVT-3FG4 | 12/5/2020 | 2/3/2021 | 29 | - | - | - | - | 29 |
| Amazon Capital Services | 13DT-XYVT-97F1 | 12/5/2020 | 2/3/2021 | 33 | - | - | - | - | 33 |
| Amazon Capital Services | 13DT-XYVT-97Q9 | 12/5/2020 | 2/3/2021 | 62 | - | - | - | - | 62 |
| Amazon Capital Services | 13DT-XYVT-C3KP | 12/5/2020 | 2/3/2021 | 44 | - | - | - | - | 44 |
| Amazon Capital Services | 13DT-XYVT-C4WW | 12/5/2020 | 2/3/2021 | 10 | - | - | - | - | 10 |
| Amazon Capital Services | 13DT-XYVT-C4XT | 12/5/2020 | 2/3/2021 | 46 | - | - | - | - | 46 |
| Amazon Capital Services | 13DT-XYVT-CNTK | 12/5/2020 | 2/3/2021 | 47 | - | - | - | - | 47 |
| Amazon Capital Services | 13DT-XYVT-CQU6 | 12/5/2020 | 2/3/2021 | 63 | - | - | - | - | 63 |
| Amazon Capital Services | 13DT-XYVT-CRH7 | 12/5/2020 | 2/3/2021 | 44 | - | - | - | - | 44 |
| Amazon Capital Services | 13DT-XYVT-D1Q9 | 12/5/2020 | 2/3/2021 | 119 | - | - | - | - | 119 |
| Amazon Capital Services | 13DT-XYVT-DLCN | 12/5/2020 | 2/3/2021 | 14 | - | - | - | - | 14 |
| Amazon Capital Services | 13DT-XYVT-FDM4 | 12/6/2020 | 2/4/2021 | 47 | - | - | - | - | 47 |
| Amazon Capital Services | 13DT-XYVT-FTLP | 12/6/2020 | 2/4/2021 | 98 | - | - | - | - | 98 |
| Amazon Capital Services | 13DT-XYVT-G9YF | 12/6/2020 | 2/4/2021 | 50 | - | - | - | - | 50 |
| Amazon Capital Services | 13DT-XYVT-GC7X | 12/6/2020 | 2/4/2021 | 55 | - | - | - | - | 55 |
| Amazon Capital Services | 13DT-XYVT-GV3M | 12/6/2020 | 2/4/2021 | 8 | - | - | - | - | 8 |
| Amazon Capital Services | 13DT-XYVT-H1P3 | 12/6/2020 | 2/4/2021 | 40 | - | - | - | - | 40 |
| Amazon Capital Services | 13DT-XYVT-H1YJ | 12/6/2020 | 2/4/2021 | 13 | - | - | - | - | 13 |
| Amazon Capital Services | 13DT-XYVT-H3JJ | 12/6/2020 | 2/4/2021 | 87 | - | - | - | - | 87 |
| Amazon Capital Services | 13DT-XYVT-HGCL | 12/6/2020 | 2/4/2021 | 4 | - | - | - | - | 4 |
| Amazon Capital Services | 13DT-XYVT-JHYY | 12/6/2020 | 2/4/2021 | 31 | - | - | - | - | 31 |
| Amazon Capital Services | 13DT-XYVT-JMG1 | 12/6/2020 | 2/4/2021 | 3 | - | - | - | - | 3 |
| Amazon Capital Services | 13DT-XYVT-JMWY | 12/6/2020 | 2/4/2021 | 31 | - | - | - | - | 31 |
| Amazon Capital Services | 13DT-XYVT-K9DH | 12/6/2020 | 2/4/2021 | 71 | - | - | - | - | 71 |
| Amazon Capital Services | 13DT-XYVT-KCJ3 | 12/6/2020 | 2/4/2021 | 77 | - | - | - | - | 77 |
| Amazon Capital Services | 13DT-XYVT-KGLQ | 12/6/2020 | 2/4/2021 | 34 | - | - | - | - | 34 |
| Amazon Capital Services | 13DT-XYVT-KPQ4 | 12/6/2020 | 2/4/2021 | 13 | - | - | - | - | 13 |
| Amazon Capital Services | 13DT-XYVT-MVJD | 12/6/2020 | 2/4/2021 | 21 | - | - | - | - | 21 |
| Amazon Capital Services | 13DT-XYVT-RYML | 12/6/2020 | 2/4/2021 | 69 | - | - | - | - | 69 |
| Amazon Capital Services | 13DT-XYVT-TGVL | 12/6/2020 | 2/4/2021 | 63 | - | - | - | - | 63 |
| Amazon Capital Services | 13DT-XYVT-TYXT | 12/6/2020 | 2/4/2021 | 89 | - | - | - | - | 89 |
| Amazon Capital Services | 13DT-XYVT-VNKW | 12/6/2020 | 2/4/2021 | 16 | - | - | - | - | 16 |
| Amazon Capital Services | 13DT-XYVT-W79W | 12/6/2020 | 2/4/2021 | 11 | - | - | - | - | 11 |
| Amazon Capital Services | 13DT-XYVT-XKF9 | 12/6/2020 | 2/4/2021 | 54 | - | - | - | - | 54 |
| Amazon Capital Services | 13GX-MVT3-1M9M | 12/5/2020 | 2/3/2021 | 35 | - | - | - | - | 35 |
| Amazon Capital Services | 13GX-MVT3-3XMG | 12/5/2020 | 2/3/2021 | 21 | - | - | - | - | 21 |
| Amazon Capital Services | 13GX-MVT3-91Y9 | 12/5/2020 | 2/3/2021 | 31 | - | - | - | - | 31 |
| Amazon Capital Services | 13GX-MVT3-CPOY | 12/5/2020 | 2/4/2021 | 11 | - | - | - | - | 11 |
| Amazon Capital Services | 13GX-MVT3-DCML | 12/5/2020 | 2/4/2021 | 8 | - | - | - | - | 8 |
| Amazon Capital Services | 13GX-MVT3-DR1C | 12/5/2020 | 2/3/2021 | 269 | - | - | - | - | 269 |
| Vendor Name | Invoice/Credit Number | Invoice Date | Date Due | Current | 1 - 30 Days Past Due | 31 - 60 Days Past Due | 61 - 90 Days Past Due | Over 90 Days Past Due | Total |
|-----------------------------|-----------------------|----------------|--------------|---------|----------------------|-----------------------|-----------------------|------------------------|-------|
| Amazon Capital Services | 13GX-MVT3-HDGO | 12/6/2020 | 2/4/2021 | 41 | - | - | - | - | 41 |
| Amazon Capital Services | 13GX-MVT3-HF1H | 12/6/2020 | 2/4/2021 | 32 | - | - | - | - | 32 |
| Amazon Capital Services | 13GX-MVT3-J7GR | 12/6/2020 | 2/4/2021 | 7 | - | - | - | - | 7 |
| Amazon Capital Services | 13GX-MVT3-KFHG | 12/6/2020 | 2/4/2021 | 118 | - | - | - | - | 118 |
| Amazon Capital Services | 13GX-MVT3-KFPV | 12/6/2020 | 2/4/2021 | 70 | - | - | - | - | 70 |
| Amazon Capital Services | 13GX-MVT3-P9PN | 12/6/2020 | 2/4/2021 | 42 | - | - | - | - | 42 |
| Amazon Capital Services | 13GX-MVT3-RDCC | 12/6/2020 | 2/4/2021 | 22 | - | - | - | - | 22 |
| Amazon Capital Services | 13GX-MVT3-V3NL | 12/6/2020 | 2/4/2021 | 62 | - | - | - | - | 62 |
| Amazon Capital Services | 13GX-MVT3-V4JW | 12/6/2020 | 2/4/2021 | 35 | - | - | - | - | 35 |
| Amazon Capital Services | 13GX-MVT3-VMPX | 12/6/2020 | 2/4/2021 | 5 | - | - | - | - | 5 |
| Amazon Capital Services | 13GX-MVT3-WRH9 | 12/6/2020 | 2/4/2021 | 25 | - | - | - | - | 25 |
| Amazon Capital Services | 13GX-MVT3-XGKD | 12/6/2020 | 2/4/2021 | 51 | - | - | - | - | 51 |
| Amazon Capital Services | 13GX-MVT3-XH7Y | 12/6/2020 | 2/4/2021 | 16 | - | - | - | - | 16 |
| Amazon Capital Services | 13GX-MVT3-XJPW | 12/6/2020 | 2/4/2021 | 102 | - | - | - | - | 102 |
| Amazon Capital Services | 13GX-MVT3-YGCR | 12/6/2020 | 2/4/2021 | 11 | - | - | - | - | 11 |
| Amazon Capital Services | 13GX-MVT3-YM9N | 12/6/2020 | 2/4/2021 | 40 | - | - | - | - | 40 |
| Amazon Capital Services | 14KM-44PD-WNLV | 12/12/2020 | 2/10/2021 | 19 | - | - | - | - | 19 |
| Amazon Capital Services | 1679-F949-X4VH | 12/4/2020 | 2/2/2021 | 32 | - | - | - | - | 32 |
| Amazon Capital Services | 1679-F949-XY9V | 12/4/2020 | 2/2/2021 | 22 | - | - | - | - | 22 |
| Amazon Capital Services | 16KQ-WY1Q-CXHH | 12/8/2020 | 2/6/2021 | 14 | - | - | - | - | 14 |
| Amazon Capital Services | 19CN-XMRW-T9VC | 12/5/2020 | 2/3/2021 | 9 | - | - | - | - | 9 |
| Amazon Capital Services | 19CN-XMRW-YL63 | 12/5/2020 | 2/3/2021 | 16 | - | - | - | - | 16 |
| Amazon Capital Services | 19XV-NGXN-JLHN | 12/9/2020 | 2/4/2021 | 18 | - | - | - | - | 18 |
| Amazon Capital Services | 1CKJ-7Y9N-WYQQ | 12/9/2020 | 2/7/2021 | 16 | - | - | - | - | 16 |
| Amazon Capital Services | 1CLF-6MQW-1DH1 | 12/6/2020 | 2/4/2021 | 42 | - | - | - | - | 42 |
| Amazon Capital Services | 1CLF-6MQW-3KTX | 12/6/2020 | 2/4/2021 | 82 | - | - | - | - | 82 |
| Amazon Capital Services | 1CLF-6MQW-41Y1 | 12/6/2020 | 2/4/2021 | 70 | - | - | - | - | 70 |
| Amazon Capital Services | 1CLF-6MQW-47CD | 12/6/2020 | 2/4/2021 | 29 | - | - | - | - | 29 |
| Amazon Capital Services | 1CLF-6MQW-6GVT | 12/6/2020 | 2/4/2021 | 15 | - | - | - | - | 15 |
| Amazon Capital Services | 1CLF-6MQW-76VY | 12/6/2020 | 2/4/2021 | 39 | - | - | - | - | 39 |
| Amazon Capital Services | 1CLF-6MQW-9GWL | 12/6/2020 | 2/4/2021 | 161 | - | - | - | - | 161 |
| Amazon Capital Services | 1CLF-6MQW-CQOJ | 12/6/2020 | 2/4/2021 | 34 | - | - | - | - | 34 |
| Amazon Capital Services | 1CLF-6MQW-FDL3 | 12/6/2020 | 2/4/2021 | 12 | - | - | - | - | 12 |
| Amazon Capital Services | 1CLF-6MQW-FRMK | 12/6/2020 | 2/4/2021 | 30 | - | - | - | - | 30 |
| Amazon Capital Services | 1CLF-6MQW-H7J | 12/6/2020 | 2/4/2021 | 81 | - | - | - | - | 81 |
| Amazon Capital Services | 1CLF-6MQW-XJ6L | 12/7/2020 | 2/5/2021 | 17 | - | - | - | - | 17 |
| Amazon Capital Services | 1CLF-6MQW-XN99 | 12/7/2020 | 2/5/2021 | 7 | - | - | - | - | 7 |
| Amazon Capital Services | 1CNI-JJ1Q-1LOX | 12/5/2020 | 2/3/2021 | 23 | - | - | - | - | 23 |
| Amazon Capital Services | 1CNI-JJ1Q-1MFP | 12/5/2020 | 2/3/2021 | 26 | - | - | - | - | 26 |
| Amazon Capital Services | 1CNI-JJ1Q-4V4R | 12/5/2020 | 2/3/2021 | 9 | - | - | - | - | 9 |
| Vendor Name | Invoice/Credit Number | Invoice Date | Date Due | Current | 1 - 30 Days Past Due | 31 - 60 Days Past Due | 61 - 90 Days Past Due | Over 90 Days Past Due | Total |
|-----------------------------|-----------------------|---------------|------------|---------|----------------------|-----------------------|-----------------------|------------------------|-------|
| Amazon Capital Services | 1CNJ-JJ1Q-77RW | 12/5/2020 | 2/3/2021 | 40 | - | - | - | - | 40 |
| Amazon Capital Services | 1CNJ-JJ1Q-9WMH | 12/5/2020 | 2/3/2021 | 74 | - | - | - | - | 74 |
| Amazon Capital Services | 1CNJ-JJ1Q-DCWD | 12/5/2020 | 2/3/2021 | 43 | - | - | - | - | 43 |
| Amazon Capital Services | 1CNJ-JJ1Q-DDFG | 12/5/2020 | 2/3/2021 | 188 | - | - | - | - | 188 |
| Amazon Capital Services | 1CNJ-JJ1Q-DDX7 | 12/5/2020 | 2/3/2021 | 57 | - | - | - | - | 57 |
| Amazon Capital Services | 1CNJ-JJ1Q-DFCK | 12/5/2020 | 2/3/2021 | 38 | - | - | - | - | 38 |
| Amazon Capital Services | 1CNJ-JJ1Q-F7PQ | 12/5/2020 | 2/3/2021 | 31 | - | - | - | - | 31 |
| Amazon Capital Services | 1CNJ-JJ1Q-FPXQ | 12/5/2020 | 2/3/2021 | 12 | - | - | - | - | 12 |
| Amazon Capital Services | 1CNJ-JJ1Q-FVDV | 12/5/2020 | 2/3/2021 | 86 | - | - | - | - | 86 |
| Amazon Capital Services | 1CNJ-JJ1Q-H91W | 12/6/2020 | 2/4/2021 | 40 | - | - | - | - | 40 |
| Amazon Capital Services | 1CNJ-JJ1Q-H9CG | 12/6/2020 | 2/4/2021 | 70 | - | - | - | - | 70 |
| Amazon Capital Services | 1CNJ-JJ1Q-H9QH | 12/6/2020 | 2/4/2021 | 147 | - | - | - | - | 147 |
| Amazon Capital Services | 1CNJ-JJ1Q-HXWG | 12/6/2020 | 2/4/2021 | 36 | - | - | - | - | 36 |
| Amazon Capital Services | 1CNJ-JJ1Q-K9VY | 12/6/2020 | 2/4/2021 | 18 | - | - | - | - | 18 |
| Amazon Capital Services | 1CNJ-JJ1Q-L3LN | 12/6/2020 | 2/4/2021 | 5 | - | - | - | - | 5 |
| Amazon Capital Services | 1CNJ-JJ1Q-LDMD | 12/6/2020 | 2/4/2021 | 9 | - | - | - | - | 9 |
| Amazon Capital Services | 1CNJ-JJ1Q-LF76 | 12/6/2020 | 2/4/2021 | 49 | - | - | - | - | 49 |
| Amazon Capital Services | 1CNJ-JJ1Q-LFXM | 12/6/2020 | 2/4/2021 | 62 | - | - | - | - | 62 |
| Amazon Capital Services | 1CNJ-JJ1Q-M1NH | 12/6/2020 | 2/4/2021 | 16 | - | - | - | - | 16 |
| Amazon Capital Services | 1CNJ-JJ1Q-MGDR | 12/6/2020 | 2/4/2021 | 17 | - | - | - | - | 17 |
| Amazon Capital Services | 1CNJ-JJ1Q-MGGM | 12/6/2020 | 2/4/2021 | 212 | - | - | - | - | 212 |
| Amazon Capital Services | 1CNJ-JJ1Q-V3L3 | 12/6/2020 | 2/4/2021 | 87 | - | - | - | - | 87 |
| Amazon Capital Services | 1CNJ-JJ1Q-W71Y | 12/6/2020 | 2/4/2021 | 46 | - | - | - | - | 46 |
| Amazon Capital Services | 1CNJ-JJ1Q-WFLP | 12/6/2020 | 2/4/2021 | 41 | - | - | - | - | 41 |
| Amazon Capital Services | 1CNJ-JJ1Q-WGCC | 12/6/2020 | 2/4/2021 | 127 | - | - | - | - | 127 |
| Amazon Capital Services | 1CNJ-JJ1Q-WHD6 | 12/6/2020 | 2/4/2021 | 44 | - | - | - | - | 44 |
| Amazon Capital Services | 1CNW-HK71-FT4D | 12/7/2020 | 2/5/2021 | 34 | - | - | - | - | 34 |
| Amazon Capital Services | 1CNW-HK71-QK7N | 12/7/2020 | 2/5/2021 | 16 | - | - | - | - | 16 |
| Amazon Capital Services | 1CNW-HK71-TF3W | 12/8/2020 | 2/6/2021 | 10 | - | - | - | - | 10 |
| Amazon Capital Services | 1CNW-HK71-Y7JW | 12/8/2020 | 2/6/2021 | 35 | - | - | - | - | 35 |
| Amazon Capital Services | 1CWD-GXWF-34MK | 12/4/2020 | 2/2/2021 | 138 | - | - | - | - | 138 |
| Amazon Capital Services | 1CWD-GXWF-6TF7 | 12/4/2020 | 2/2/2021 | 252 | - | - | - | - | 252 |
| Amazon Capital Services | 1CWD-GXWF-KDWR | 12/4/2020 | 2/2/2021 | 16 | - | - | - | - | 16 |
| Amazon Capital Services | 1CWD-GXWF-QTPC | 12/4/2020 | 2/2/2021 | 101 | - | - | - | - | 101 |
| Amazon Capital Services | 1CWD-GXWF-WN69 | 12/4/2020 | 2/2/2021 | 20 | - | - | - | - | 20 |
| Amazon Capital Services | 1CWD-GXWF-XTYC | 12/4/2020 | 2/2/2021 | 139 | - | - | - | - | 139 |
| Amazon Capital Services | 1D4P-1LD-3D6V | 12/8/2020 | 2/6/2021 | 17 | - | - | - | - | 17 |
| Amazon Capital Services | 1DLX-66GK-D49Y | 12/5/2020 | 2/3/2021 | 16 | - | - | - | - | 16 |
| Amazon Capital Services | 1DLX-66GK-PQKX | 12/5/2020 | 2/3/2021 | 32 | - | - | - | - | 32 |
| Amazon Capital Services | 1DLX-66GK-PV3R | 12/5/2020 | 2/3/2021 | 54 | - | - | - | - | 54 |
| Vendor Name | Invoice/Credit Number | Invoice Date | Date Due | Current | 1 - 30 Days Past Due | 31 - 60 Days Past Due | 61 - 90 Days Past Due | Over 90 Days Past Due | Total |
|-----------------------------|-----------------------|----------------|--------------|---------|----------------------|-----------------------|-----------------------|------------------------|-------|
| Amazon Capital Services | 1DT3-P43C-33J9 | 12/14/2020 | 2/12/2021 | 14 | - | - | - | - | 14 |
| Amazon Capital Services | 1DTG-YKNN-1J1W | 12/5/2020 | 2/3/2021 | 20 | - | - | - | - | 20 |
| Amazon Capital Services | 1DTG-YKNN-3R3H | 12/5/2020 | 2/3/2021 | 55 | - | - | - | - | 55 |
| Amazon Capital Services | 1DTG-YKNN-C9HT | 12/5/2020 | 2/3/2021 | 24 | - | - | - | - | 24 |
| Amazon Capital Services | 1DTG-YKNN-CR6V | 12/5/2020 | 2/3/2021 | 61 | - | - | - | - | 61 |
| Amazon Capital Services | 1DTG-YKNN-DN19 | 12/5/2020 | 2/3/2021 | 12 | - | - | - | - | 12 |
| Amazon Capital Services | 1DTG-YKNN-DW4Q | 12/5/2020 | 2/3/2021 | 17 | - | - | - | - | 17 |
| Amazon Capital Services | 1DTG-YKNN-GDRR | 12/6/2020 | 2/4/2021 | 5 | - | - | - | - | 5 |
| Amazon Capital Services | 1DTG-YKNN-GFNY | 12/6/2020 | 2/4/2021 | 49 | - | - | - | - | 49 |
| Amazon Capital Services | 1DTG-YKNN-GYPC | 12/6/2020 | 2/4/2021 | 24 | - | - | - | - | 24 |
| Amazon Capital Services | 1DTG-YKNN-H41H | 12/6/2020 | 2/4/2021 | 11 | - | - | - | - | 11 |
| Amazon Capital Services | 1DTG-YKNN-H91D | 12/6/2020 | 2/4/2021 | 22 | - | - | - | - | 22 |
| Amazon Capital Services | 1DTG-YKNN-H9KC | 12/6/2020 | 2/4/2021 | 34 | - | - | - | - | 34 |
| Amazon Capital Services | 1DTG-YKNN-HWXR | 12/6/2020 | 2/4/2021 | 30 | - | - | - | - | 30 |
| Amazon Capital Services | 1DTG-YKNN-HYWR | 12/6/2020 | 2/4/2021 | 65 | - | - | - | - | 65 |
| Amazon Capital Services | 1DTG-YKNN-J1GP | 12/6/2020 | 2/4/2021 | 51 | - | - | - | - | 51 |
| Amazon Capital Services | 1DTG-YKNN-JFFH | 12/6/2020 | 2/4/2021 | 44 | - | - | - | - | 44 |
| Amazon Capital Services | 1DTG-YKNN-JFGF | 12/6/2020 | 2/4/2021 | 33 | - | - | - | - | 33 |
| Amazon Capital Services | 1DTG-YKNN-JFLY | 12/6/2020 | 2/4/2021 | 43 | - | - | - | - | 43 |
| Amazon Capital Services | 1DTG-YKNN-JGH9 | 12/6/2020 | 2/4/2021 | 14 | - | - | - | - | 14 |
| Amazon Capital Services | 1DTG-YKNN-KJNL | 12/6/2020 | 2/4/2021 | 58 | - | - | - | - | 58 |
| Amazon Capital Services | 1DTG-YKNN-KK7J | 12/6/2020 | 2/4/2021 | 18 | - | - | - | - | 18 |
| Amazon Capital Services | 1DTG-YKNN-L6GF | 12/6/2020 | 2/4/2021 | 57 | - | - | - | - | 57 |
| Amazon Capital Services | 1DTG-YKNN-L6MW | 12/6/2020 | 2/4/2021 | 54 | - | - | - | - | 54 |
| Amazon Capital Services | 1DTG-YKNN-LCJ3 | 12/6/2020 | 2/4/2021 | 62 | - | - | - | - | 62 |
| Amazon Capital Services | 1DTG-YKNN-LCKX | 12/6/2020 | 2/4/2021 | 19 | - | - | - | - | 19 |
| Amazon Capital Services | 1DTG-YKNN-NMMC | 12/6/2020 | 2/4/2021 | 65 | - | - | - | - | 65 |
| Amazon Capital Services | 1DTG-YKNN-T1D6 | 12/6/2020 | 2/4/2021 | 150 | - | - | - | - | 150 |
| Amazon Capital Services | 1DTG-YKNN-TH39 | 12/6/2020 | 2/4/2021 | 50 | - | - | - | - | 50 |
| Amazon Capital Services | 1DTG-YKNN-VPFD | 12/6/2020 | 2/4/2021 | 11 | - | - | - | - | 11 |
| Amazon Capital Services | 1DTG-YKNN-VPRH | 12/6/2020 | 2/4/2021 | 8 | - | - | - | - | 8 |
| Amazon Capital Services | 1DTG-YKNN-VRYX | 12/6/2020 | 2/4/2021 | 3 | - | - | - | - | 3 |
| Amazon Capital Services | 1DTG-YKNN-WFPV | 12/6/2020 | 2/4/2021 | 9 | - | - | - | - | 9 |
| Amazon Capital Services | 1DTG-YKNN-WTF4 | 12/6/2020 | 2/4/2021 | 10 | - | - | - | - | 10 |
| Amazon Capital Services | 1FCG-R3RX-1WG6 | 12/7/2020 | 2/5/2021 | 16 | - | - | - | - | 16 |
| Amazon Capital Services | 1FCG-R3RX-KGQW | 12/7/2020 | 2/5/2021 | 17 | - | - | - | - | 17 |
| Amazon Capital Services | 1G4X-119P-17CT | 12/7/2020 | 2/5/2021 | 6 | - | - | - | - | 6 |
| Amazon Capital Services | 1G4Y-WVXN-KF3X | 12/5/2020 | 2/3/2021 | 10 | - | - | - | - | 10 |
| Amazon Capital Services | 1G4Y-WVXN-QRNW | 12/5/2020 | 2/3/2021 | 14 | - | - | - | - | 14 |
| Amazon Capital Services | 1G4Y-WVXN-YMQG | 12/5/2020 | 2/3/2021 | 27 | - | - | - | - | 27 |
| Vendor Name | Invoice/Credit Number | Invoice Date | Date Due | Current | 1 - 30 Days Past Due | 31 - 60 Days Past Due | 61 - 90 Days Past Due | Over 90 Days Past Due | Total |
|-----------------------------|-----------------------|----------------|--------------|---------|----------------------|-----------------------|-----------------------|------------------------|-------|
| Amazon Capital Services | 1GRW-N77C-1MFX | 12/5/2020 | 2/4/2021 | 47 | - | - | - | - | 47 |
| Amazon Capital Services | 1GRW-N77C-1MND | 12/5/2020 | 2/3/2021 | 11 | - | - | - | - | 11 |
| Amazon Capital Services | 1GRW-N77C-9XCF | 12/5/2020 | 2/3/2021 | 161 | - | - | - | - | 161 |
| Amazon Capital Services | 1GRW-N77C-9XDC | 12/5/2020 | 2/3/2021 | 42 | - | - | - | - | 42 |
| Amazon Capital Services | 1GRW-N77C-CD73 | 12/5/2020 | 2/4/2021 | 14 | - | - | - | - | 14 |
| Amazon Capital Services | 1GRW-N77C-CHJF | 12/5/2020 | 2/3/2021 | 113 | - | - | - | - | 113 |
| Amazon Capital Services | 1GRW-N77C-CIRP | 12/5/2020 | 2/3/2021 | 11 | - | - | - | - | 11 |
| Amazon Capital Services | 1GRW-N77C-CL9Q | 12/5/2020 | 2/3/2021 | 29 | - | - | - | - | 29 |
| Amazon Capital Services | 1GRW-N77C-DKDK | 12/5/2020 | 2/3/2021 | 5 | - | - | - | - | 5 |
| Amazon Capital Services | 1GRW-N77C-DKJ7 | 12/5/2020 | 2/3/2021 | 26 | - | - | - | - | 26 |
| Amazon Capital Services | 1GRW-N77C-FXCG | 12/5/2020 | 2/3/2021 | 8 | - | - | - | - | 8 |
| Amazon Capital Services | 1GRW-N77C-G471 | 12/6/2020 | 2/4/2021 | 4 | - | - | - | - | 4 |
| Amazon Capital Services | 1GRW-N77C-G6L7 | 12/6/2020 | 2/4/2021 | 34 | - | - | - | - | 34 |
| Amazon Capital Services | 1GRW-N77C-G6TP | 12/6/2020 | 2/4/2021 | 45 | - | - | - | - | 45 |
| Amazon Capital Services | 1GRW-N77C-GXWQ | 12/6/2020 | 2/4/2021 | 38 | - | - | - | - | 38 |
| Amazon Capital Services | 1GRW-N77C-H47X | 12/6/2020 | 2/4/2021 | 22 | - | - | - | - | 22 |
| Amazon Capital Services | 1GRW-N77C-K1FJ | 12/6/2020 | 2/4/2021 | 42 | - | - | - | - | 42 |
| Amazon Capital Services | 1GRW-N77C-KDT9 | 12/6/2020 | 2/4/2021 | 13 | - | - | - | - | 13 |
| Amazon Capital Services | 1GRW-N77C-KFPH | 12/6/2020 | 2/4/2021 | 18 | - | - | - | - | 18 |
| Amazon Capital Services | 1GRW-N77C-KG3P | 12/6/2020 | 2/4/2021 | 8 | - | - | - | - | 8 |
| Amazon Capital Services | 1GRW-N77C-PKTP | 12/6/2020 | 2/4/2021 | 97 | - | - | - | - | 97 |
| Amazon Capital Services | 1GRW-N77C-Q11Q | 12/6/2020 | 2/4/2021 | 11 | - | - | - | - | 11 |
| Amazon Capital Services | 1GRW-N77C-TQG4 | 12/6/2020 | 2/4/2021 | 11 | - | - | - | - | 11 |
| Amazon Capital Services | 1GRW-N77C-VJW9 | 12/6/2020 | 2/4/2021 | 55 | - | - | - | - | 55 |
| Amazon Capital Services | 1GRW-N77C-VK7N | 12/6/2020 | 2/4/2021 | 48 | - | - | - | - | 48 |
| Amazon Capital Services | 1GRW-N77C-W4TP | 12/6/2020 | 2/4/2021 | 41 | - | - | - | - | 41 |
| Amazon Capital Services | 1GRW-N77C-W6M3 | 12/6/2020 | 2/4/2021 | 72 | - | - | - | - | 72 |
| Amazon Capital Services | 1GRW-N77C-W736 | 12/6/2020 | 2/4/2021 | 8 | - | - | - | - | 8 |
| Amazon Capital Services | 1GRW-N77C-W7HG | 12/6/2020 | 2/4/2021 | 27 | - | - | - | - | 27 |
| Amazon Capital Services | 1GRW-N77C-W9L3 | 12/6/2020 | 2/4/2021 | 19 | - | - | - | - | 19 |
| Amazon Capital Services | 1GRW-N77C-WN9F | 12/6/2020 | 2/4/2021 | 24 | - | - | - | - | 24 |
| Amazon Capital Services | 1GRW-N77C-WQ1P | 12/6/2020 | 2/4/2021 | 60 | - | - | - | - | 60 |
| Amazon Capital Services | 1GRW-N77C-YX39 | 12/6/2020 | 2/4/2021 | 27 | - | - | - | - | 27 |
| Amazon Capital Services | 1HLM-4QMG-YAN4 | 12/13/2020 | 2/11/2021 | 11 | - | - | - | - | 11 |
| Amazon Capital Services | 1HTM-LX7L-GKKG | 12/4/2020 | 2/2/2021 | 23 | - | - | - | - | 23 |
| Amazon Capital Services | 1JDP-QGG6-CKD1 | 12/9/2020 | 2/7/2021 | 21 | - | - | - | - | 21 |
| Amazon Capital Services | 1JDP-QGG6-XDLD | 12/9/2020 | 2/7/2021 | 45 | - | - | - | - | 45 |
| Amazon Capital Services | 1KDI-7RJG-TKRH | 12/4/2020 | 2/2/2021 | 34 | - | - | - | - | 34 |
| Amazon Capital Services | 1KVQ-G13H-GKYN | 12/7/2020 | 2/5/2021 | 8 | - | - | - | - | 8 |
| Amazon Capital Services | 1MYV-1WLK-1CIY | 12/6/2020 | 2/4/2021 | 25 | - | - | - | - | 25 |
| Vendor Name | Invoice/Credit Number | Invoice Date | Date Due | Current | 1 - 30 Days Past Due | 31 - 60 Days Past Due | 61 - 90 Days Past Due | Over 90 Days Past Due | Total |
|-----------------------------|-----------------------|----------------|--------------|---------|----------------------|-----------------------|-----------------------|------------------------|-------|
| Amazon Capital Services | 1MYV-1WLK-1H6J | 12/6/2020 | 2/4/2021 | 34 | - | - | - | - | 34 |
| Amazon Capital Services | 1MYV-1WLK-3YDK | 12/6/2020 | 2/4/2021 | 27 | - | - | - | - | 27 |
| Amazon Capital Services | 1MYV-1WLK-417N | 12/6/2020 | 2/4/2021 | 15 | - | - | - | - | 15 |
| Amazon Capital Services | 1MYV-1WLK-469H | 12/6/2020 | 2/4/2021 | 40 | - | - | - | - | 40 |
| Amazon Capital Services | 1MYV-1WLK-474N | 12/6/2020 | 2/4/2021 | 62 | - | - | - | - | 62 |
| Amazon Capital Services | 1MYV-1WLK-7HM7 | 12/6/2020 | 2/4/2021 | 28 | - | - | - | - | 28 |
| Amazon Capital Services | 1MYV-1WLK-9994 | 12/6/2020 | 2/4/2021 | 16 | - | - | - | - | 16 |
| Amazon Capital Services | 1MYV-1WLK-9CWP | 12/6/2020 | 2/4/2021 | 149 | - | - | - | - | 149 |
| Amazon Capital Services | 1MYV-1WLK-FG7R | 12/6/2020 | 2/4/2021 | 11 | - | - | - | - | 11 |
| Amazon Capital Services | 1NCR-Y33M-1YQ3 | 12/9/2020 | 2/7/2021 | 8 | - | - | - | - | 8 |
| Amazon Capital Services | 1PH7-9L39-9YT4 | 12/4/2020 | 2/2/2021 | 13 | - | - | - | - | 13 |
| Amazon Capital Services | 1Q3L-V61Q-6Q17 | 12/7/2020 | 2/5/2021 | 9 | - | - | - | - | 9 |
| Amazon Capital Services | 1Q3L-V61Q-CXMK | 12/7/2020 | 2/5/2021 | 23 | - | - | - | - | 23 |
| Amazon Capital Services | 1QHC-YWJP-113Q | 12/6/2020 | 2/4/2021 | 89 | - | - | - | - | 89 |
| Amazon Capital Services | 1QHC-YWJP-1JCV | 12/6/2020 | 2/4/2021 | 18 | - | - | - | - | 18 |
| Amazon Capital Services | 1QHC-YWJP-7VXV | 12/6/2020 | 2/4/2021 | 9 | - | - | - | - | 9 |
| Amazon Capital Services | 1QHC-YWJP-C79Q | 12/6/2020 | 2/4/2021 | 23 | - | - | - | - | 23 |
| Amazon Capital Services | 1QHC-YWJP-CW3F | 12/6/2020 | 2/4/2021 | 32 | - | - | - | - | 32 |
| Amazon Capital Services | 1QHC-YWJP-CW74 | 12/6/2020 | 2/4/2021 | 12 | - | - | - | - | 12 |
| Amazon Capital Services | 1QHC-YWJP-DRKH | 12/6/2020 | 2/4/2021 | 14 | - | - | - | - | 14 |
| Amazon Capital Services | 1QHC-YWJP-GGR6 | 12/6/2020 | 2/4/2021 | 47 | - | - | - | - | 47 |
| Amazon Capital Services | 1QHC-YWJP-GHNF | 12/6/2020 | 2/4/2021 | 47 | - | - | - | - | 47 |
| Amazon Capital Services | 1QHC-YWJP-GTYD | 12/6/2020 | 2/4/2021 | 14 | - | - | - | - | 14 |
| Amazon Capital Services | 1QHC-YWJP-M669 | 12/6/2020 | 2/4/2021 | 46 | - | - | - | - | 46 |
| Amazon Capital Services | 1QHC-YWJP-MGVK | 12/6/2020 | 2/4/2021 | 54 | - | - | - | - | 54 |
| Amazon Capital Services | 1QHC-YWJP-MJNV | 12/6/2020 | 2/4/2021 | 33 | - | - | - | - | 33 |
| Amazon Capital Services | 1QHC-YWJP-NC9V | 12/6/2020 | 2/4/2021 | 33 | - | - | - | - | 33 |
| Amazon Capital Services | 1QHC-YWJP-PHX6 | 12/6/2020 | 2/4/2021 | 11 | - | - | - | - | 11 |
| Amazon Capital Services | 1QHC-YWJP-PKJ1 | 12/6/2020 | 2/4/2021 | 9 | - | - | - | - | 9 |
| Amazon Capital Services | 1QHC-YWJP-TW1D | 12/6/2020 | 2/4/2021 | 22 | - | - | - | - | 22 |
| Amazon Capital Services | 1QHC-YWJP-XIXM | 12/6/2020 | 2/4/2021 | 106 | - | - | - | - | 106 |
| Amazon Capital Services | 1QHC-YWJP-YKXJ | 12/6/2020 | 2/4/2021 | 30 | - | - | - | - | 30 |
| Amazon Capital Services | 1QJ4-PQWR-T9PJ | 12/4/2020 | 2/2/2021 | 13 | - | - | - | - | 13 |
| Amazon Capital Services | 1R37-3XMC-KC9V | 12/7/2020 | 2/5/2021 | 11 | - | - | - | - | 11 |
| Amazon Capital Services | 1R37-3XMC-YHY9 | 12/8/2020 | 2/6/2021 | 18 | - | - | - | - | 18 |
| Amazon Capital Services | 1RJK-CVX6-71QQ | 12/8/2020 | 2/6/2021 | 22 | - | - | - | - | 22 |
| Amazon Capital Services | 1T7H-YYQR-CD79 | 12/5/2020 | 2/3/2021 | 7 | - | - | - | - | 7 |
| Amazon Capital Services | 1T7H-YYQR-HRXW | 12/5/2020 | 2/3/2021 | 59 | - | - | - | - | 59 |
| Amazon Capital Services | 1T7H-YYQR-LV49 | 12/5/2020 | 2/3/2021 | 53 | - | - | - | - | 53 |
| Amazon Capital Services | 1T7H-YYQR-LVM7 | 12/5/2020 | 2/3/2021 | 54 | - | - | - | - | 54 |
| Vendor Name | Invoice/Credit Number | Invoice Date | Date Due | Current | 1 - 30 Days Past Due | 31 - 60 Days Past Due | 61 - 90 Days Past Due | Over 90 Days Past Due | Total |
|-----------------------------|-----------------------|----------------|--------------|---------|----------------------|-----------------------|-----------------------|------------------------|-------|
| Amazon Capital Services | 1T7H-YYQR-NN4F | 12/5/2020 | 2/3/2021 | 82 | - | - | - | - | 82 |
| Amazon Capital Services | 1T7H-YYQR-QX7N | 12/5/2020 | 2/3/2021 | 36 | - | - | - | - | 36 |
| Amazon Capital Services | 1T7H-YYQR-RFYK | 12/6/2020 | 2/4/2021 | 15 | - | - | - | - | 15 |
| Amazon Capital Services | 1T7H-YYQR-T1HW | 12/6/2020 | 2/4/2021 | 84 | - | - | - | - | 84 |
| Amazon Capital Services | 1T7H-YYQR-TL4I | 12/6/2020 | 2/4/2021 | 22 | - | - | - | - | 22 |
| Amazon Capital Services | 1T7H-YYQR-VGM3 | 12/6/2020 | 2/4/2021 | 34 | - | - | - | - | 34 |
| Amazon Capital Services | 1T7H-YYQR-VVT7 | 12/6/2020 | 2/4/2021 | 8 | - | - | - | - | 8 |
| Amazon Capital Services | 1T7H-YYQR-VYMJ | 12/6/2020 | 2/4/2021 | 39 | - | - | - | - | 39 |
| Amazon Capital Services | 1T7H-YYQR-WYFX | 12/6/2020 | 2/4/2021 | 50 | - | - | - | - | 50 |
| Amazon Capital Services | 1T7H-YYQR-WYGV | 12/6/2020 | 2/4/2021 | 29 | - | - | - | - | 29 |
| Amazon Capital Services | 1T7H-YYQR-X3XL | 12/6/2020 | 2/4/2021 | 36 | - | - | - | - | 36 |
| Amazon Capital Services | 1T9V-JVCK-76CC | 12/8/2020 | 2/6/2021 | 22 | - | - | - | - | 22 |
| Amazon Capital Services | 1T9V-JVCK-PQVH | 12/9/2020 | 2/7/2021 | 11 | - | - | - | - | 11 |
| Amazon Capital Services | 1VH3-VRPY-FGVR | 12/7/2020 | 2/5/2021 | 26 | - | - | - | - | 26 |
| Amazon Capital Services | 1VH3-VRPY-HTDD | 12/7/2020 | 2/5/2021 | 196 | - | - | - | - | 196 |
| Amazon Capital Services | 1VTD-R4MP-1YT7 | 12/7/2020 | 2/5/2021 | 6 | - | - | - | - | 6 |
| Amazon Capital Services | 1VTD-R4MP-HDT1 | 12/7/2020 | 2/5/2021 | 13 | - | - | - | - | 13 |
| Amazon Capital Services | 1WR4-FVXH-HRVH | 12/15/2020 | 2/13/2021 | 43 | - | - | - | - | 43 |
| Amazon Capital Services | 1XK6-JQ3G-779X | 12/7/2020 | 2/5/2021 | 30 | - | - | - | - | 30 |
| Amazon Capital Services | 1XK6-JQ3G-HRRQ | 12/7/2020 | 2/5/2021 | 12 | - | - | - | - | 12 |
| Amazon Capital Services | 1XX1-1FQ6-6LWQ | 12/7/2020 | 2/5/2021 | 18 | - | - | - | - | 18 |
| Amazon Capital Services | 1XX1-1FQ6-HG4X | 12/7/2020 | 2/5/2021 | 6 | - | - | - | - | 6 |
| Amazon Capital Services | 1XY1-HLDL-7GJ1 | 12/6/2020 | 2/4/2021 | 31 | - | - | - | - | 31 |
| Amazon Capital Services | 1XY1-HLDL-HHM7 | 12/6/2020 | 2/4/2021 | 93 | - | - | - | - | 93 |
| Amazon Capital Services | 1XY1-HLDL-HWDF | 12/6/2020 | 2/4/2021 | 108 | - | - | - | - | 108 |
| Amazon Capital Services | 1XY1-HLDL-JV3T | 12/6/2020 | 2/4/2021 | 6 | - | - | - | - | 6 |
| Amazon Capital Services | 1XY1-HLDL-KFHH | 12/6/2020 | 2/4/2021 | 8 | - | - | - | - | 8 |
| Amazon Capital Services | 1XY1-HLDL-X9NC | 12/7/2020 | 2/5/2021 | 139 | - | - | - | - | 139 |
| Amazon Capital Services | 1YFD-TK7H-1L1P | 12/6/2020 | 2/4/2021 | 66 | - | - | - | - | 66 |
| Amazon Capital Services | 1YFD-TK7H-3GXW | 12/6/2020 | 2/4/2021 | 56 | - | - | - | - | 56 |
| Amazon Capital Services | 1YFD-TK7H-3LND | 12/6/2020 | 2/4/2021 | 36 | - | - | - | - | 36 |
| Amazon Capital Services | 1YFD-TK7H-96R6 | 12/6/2020 | 2/4/2021 | 15 | - | - | - | - | 15 |
| Amazon Capital Services | 1YFD-TK7H-CRKK | 12/6/2020 | 2/4/2021 | 44 | - | - | - | - | 44 |
| Amazon Capital Services | 1YFD-TK7H-G647 | 12/6/2020 | 2/4/2021 | 5 | - | - | - | - | 5 |
| Amazon Capital Services | 1YFD-TK7H-H7XF | 12/6/2020 | 2/4/2021 | 33 | - | - | - | - | 33 |
| Amazon Capital Services | 1YFD-TK7H-HJ3V | 12/6/2020 | 2/4/2021 | 21 | - | - | - | - | 21 |
| Amazon Capital Services | 1YFD-TK7H-K37T | 12/6/2020 | 2/4/2021 | 8 | - | - | - | - | 8 |
| American Academy Of Strategic Education | DEC2020-CPA | 12/18/2020 | 12/18/2020 | - | 12,041 | - | - | - | 12,041 |
| Amy Roncevich | 398 | 12/14/2020 | 1/13/2021 | 280 | - | - | - | - | 280 |
| Vendor Name | Invoice/Credit Number | Invoice Date | Date Due | Current | 1 - 30 Days Past Due | 31 - 60 Days Past Due | 61 - 90 Days Past Due | Over 90 Days Past Due | Total |
|-----------------------------------|-----------------------|----------------|--------------|---------|----------------------|-----------------------|-----------------------|------------------------|-------|
| Amy Roncevich | 399 | 12/15/2020 | 1/14/2021 | 140 | - | - | - | - | 140 |
| Amy Roncevich | 400 | 12/15/2020 | 1/14/2021 | 140 | - | - | - | - | 140 |
| Amy Roncevich | 401 | 12/15/2020 | 1/14/2021 | 70 | - | - | - | - | 70 |
| Anaheim Ballet | 2020-9 | 12/14/2020 | 1/14/2021 | 80 | - | - | - | - | 80 |
| Angelina L Mosley | IN1357 | 12/17/2020 | 1/16/2021 | 835 | - | - | - | - | 835 |
| Annette Brower | 141 | 12/17/2020 | 1/16/2021 | 72 | - | - | - | - | 72 |
| Ardent Academy for Gifted Youth | 12112020 | 12/11/2020 | 1/10/2021 | 635 | - | - | - | - | 635 |
| Art + Soul Collective | 12.02.2020 | 12/2/2020 | 1/1/2021 | 50 | - | - | - | - | 50 |
| Art + Soul Collective | 12.16.2020 | 12/16/2020 | 1/15/2021 | 99 | - | - | - | - | 99 |
| Art and Wilderness Institute | CP_FALL2021 | 12/15/2020 | 1/15/2021 | 11,039 | - | - | - | - | 11,039|
| Art of Problem Solving | 216260 | 11/12/2020 | 12/12/2020 | - | 116 | - | - | - | 116 |
| Art of Problem Solving | 900047 | 12/18/2020 | 1/18/2021 | 156 | - | - | - | - | 156 |
| Athena's Advanced Academy, LLC | 2020F-ICS-11 | 12/14/2020 | 1/14/2021 | 249 | - | - | - | - | 249 |
| BB Enterprises, Inc. | 102020c | 12/17/2020 | 1/16/2021 | 80 | - | - | - | - | 80 |
| Beautiful Feet Books, Inc. | 13478 | 12/11/2020 | 1/10/2021 | 381 | - | - | - | - | 381 |
| Beautiful Feet Books, Inc. | 13479 | 12/11/2020 | 1/10/2021 | 132 | - | - | - | - | 132 |
| Beautiful Feet Books, Inc. | 13486 | 12/14/2020 | 1/13/2021 | 138 | - | - | - | - | 138 |
| Beautiful Feet Books, Inc. | 13506 | 12/17/2020 | 1/16/2021 | 140 | - | - | - | - | 140 |
| Belami Dufrene | Lit5Nov | 12/17/2020 | 1/16/2021 | 437 | - | - | - | - | 437 |
| Belami Dufrene | Lit6Dec | 12/17/2020 | 1/16/2021 | 640 | - | - | - | - | 640 |
| Belami Dufrene | Lit7Dec | 12/18/2020 | 1/18/2021 | 96 | - | - | - | - | 96 |
| Big Little Ones LLC | 2242 | 11/12/2020 | 11/12/2020 | - | - | 239 | - | - | 239 |
| Big Little Ones LLC | 2251 | 10/15/2020 | 10/15/2020 | - | - | - | 340 | - | 340 |
| Big Little Ones LLC | 2258 | 11/20/2020 | 11/20/2020 | - | - | 185 | - | - | 185 |
| Big Little Ones LLC | 2260 | 11/20/2020 | 11/20/2020 | - | - | 340 | - | - | 340 |
| Big Little Ones LLC | 2267 | 11/30/2020 | 11/30/2020 | - | - | 185 | - | - | 185 |
| Big Little Ones LLC | 2288 | 12/10/2020 | 12/10/2020 | - | - | 104 | - | - | 104 |
| Big Little Ones LLC | 2290 | 12/14/2020 | 12/14/2020 | - | - | 104 | - | - | 104 |
| Big Little Ones LLC | 2292 | 12/14/2020 | 12/14/2020 | - | - | 104 | - | - | 104 |
| Bilingual Books, Inc | 25666-C | 1/29/2020 | 2/28/2020 | - | - | - | - | (45) | (45) |
| BIONERDS, Inc | INV-10291 | 12/14/2020 | 12/14/2020 | - | - | 202 | - | - | 202 |
| Bitsbox | 3346 | 12/12/2020 | 1/11/2021 | 129 | - | - | - | - | 129 |
| Bitsbox | 3354 | 12/15/2020 | 1/14/2021 | 129 | - | - | - | - | 129 |
| Bitsbox | 3357 | 12/15/2020 | 1/14/2021 | 87 | - | - | - | - | 87 |
| Bitsbox | 3365 | 12/17/2020 | 1/16/2021 | 129 | - | - | - | - | 129 |
| Blue Buoy Swim School, Inc. | 10653 | 12/19/2020 | 1/18/2021 | 290 | - | - | - | - | 290 |
| BookShark | 31094209 | 11/24/2020 | 12/24/2020 | - | - | 126 | - | - | 126 |
| BookShark | 31094212 | 11/24/2020 | 12/24/2020 | - | - | 125 | - | - | 125 |
| BookShark | 31094757 | 11/25/2020 | 12/24/2020 | - | - | 856 | - | - | 856 |
| BookShark | 31095350 | 12/2/2020 | 1/1/2021 | 8 | - | - | - | - | 8 |
| Vendor Name | Invoice/Credit Number | Invoice Date | Date Due | Current | 1 - 30 Days Past Due | 31 - 60 Days Past Due | 61 - 90 Days Past Due | Over 90 Days Past Due | Total |
|---------------------|-----------------------|----------------|--------------|---------|----------------------|-----------------------|-----------------------|------------------------|-------|
| BookShark | 31096128 | 12/2/2020 | 1/1/2021 | 9 | - | - | - | - | 9 |
| BookShark | 31096130 | 12/2/2020 | 1/1/2021 | 9 | - | - | - | - | 9 |
| BookShark | 31096192 | 12/2/2020 | 1/1/2021 | 9 | - | - | - | - | 9 |
| BookShark | 31096193 | 12/2/2020 | 1/1/2021 | 9 | - | - | - | - | 9 |
| BookShark | 31096194 | 12/2/2020 | 1/1/2021 | 9 | - | - | - | - | 9 |
| BookShark | 31096195 | 12/2/2020 | 1/1/2021 | 9 | - | - | - | - | 9 |
| BookShark | 31096196 | 12/2/2020 | 1/1/2021 | 9 | - | - | - | - | 9 |
| BookShark | 31096197 | 12/2/2020 | 1/1/2021 | 9 | - | - | - | - | 9 |
| BookShark | 31096802 | 12/3/2020 | 1/2/2021 | 7 | - | - | - | - | 7 |
| BookShark | 31096803 | 12/3/2020 | 1/2/2021 | 7 | - | - | - | - | 7 |
| BookShark | 31096937 | 12/3/2020 | 1/2/2021 | 646 | - | - | - | - | 646 |
| BookShark | 31097197 | 12/3/2020 | 1/2/2021 | 14 | - | - | - | - | 14 |
| BookShark | 31097198 | 12/3/2020 | 1/2/2021 | 15 | - | - | - | - | 15 |
| BookShark | 31097210 | 12/3/2020 | 1/2/2021 | 14 | - | - | - | - | 14 |
| BookShark | 31097245 | 12/3/2020 | 1/2/2021 | 656 | - | - | - | - | 656 |
| BookShark | 31097581 | 12/4/2020 | 1/3/2021 | 4 | - | - | - | - | 4 |
| BookShark | 31097582 | 12/4/2020 | 1/3/2021 | 4 | - | - | - | - | 4 |
| BookShark | 31097583 | 12/4/2020 | 1/3/2021 | 4 | - | - | - | - | 4 |
| BookShark | 31097584 | 12/4/2020 | 1/3/2021 | 4 | - | - | - | - | 4 |
| BookShark | 31097625 | 12/4/2020 | 1/3/2021 | 4 | - | - | - | - | 4 |
| BookShark | 31098183 | 12/4/2020 | 1/3/2021 | 4 | - | - | - | - | 4 |
| BookShark | 31098184 | 12/4/2020 | 1/3/2021 | 4 | - | - | - | - | 4 |
| BookShark | 31098186 | 12/4/2020 | 1/3/2021 | 4 | - | - | - | - | 4 |
| BookShark | 31098187 | 12/4/2020 | 1/3/2021 | 4 | - | - | - | - | 4 |
| BookShark | 31098188 | 12/4/2020 | 1/3/2021 | 4 | - | - | - | - | 4 |
| BookShark | 31098212 | 12/4/2020 | 1/3/2021 | 4 | - | - | - | - | 4 |
| BookShark | 31098213 | 12/4/2020 | 1/3/2021 | 4 | - | - | - | - | 4 |
| BookShark | 31098371 | 12/4/2020 | 1/3/2021 | 4 | - | - | - | - | 4 |
| BookShark | 31098372 | 12/4/2020 | 1/3/2021 | 4 | - | - | - | - | 4 |
| BookShark | 31098480 | 12/8/2020 | 1/7/2021 | 156 | - | - | - | - | 156 |
| BookShark | 31098568 | 12/8/2020 | 1/7/2021 | 475 | - | - | - | - | 475 |
| BookShark | 31098596 | 12/8/2020 | 1/7/2021 | 54 | - | - | - | - | 54 |
| BookShark | 31098610 | 12/8/2020 | 1/7/2021 | 94 | - | - | - | - | 94 |
| Braille Abilities, LLC | 2032 | 12/15/2020 | 1/14/2021 | 48,460 | - | - | - | - | 48,460 |
| Brave Writer LLC | 22979487 | 9/27/2020 | 9/27/2020 | - | - | - | - | - | 239 |
| Brave Writer LLC | 23193762 | 9/28/2020 | 9/28/2020 | - | - | - | - | - | 229 |
| Brave Writer LLC | 23694821 | 10/1/2020 | 9/30/2020 | - | - | - | - | - | 60 |
| Brave Writer LLC | 23794821 | 10/1/2020 | 10/1/2020 | - | - | - | - | - | 229 |
| Brave Writer LLC | 24136020 | 10/8/2020 | 10/8/2020 | - | - | - | - | - | 15 |
| Brave Writer LLC | 24294383 | 10/8/2020 | 10/7/2020 | - | - | - | - | - | 60 |
| Vendor Name | Invoice/Credit Number | Invoice Date | Date Due | Current | 1 - 30 Days Past Due | 31 - 60 Days Past Due | 61 - 90 Days Past Due | Over 90 Days Past Due | Total |
|-----------------------------------|-----------------------|----------------|--------------|---------|----------------------|-----------------------|-----------------------|------------------------|-------|
| Brave Writer LLC | 24394382 | 10/8/2020 | 10/8/2020 | - | - | - | 50 | - | 50 |
| Brave Writer LLC | 24492801 | 10/9/2020 | 10/9/2020 | - | - | - | 89 | - | 89 |
| Bre Wood | 039 | 11/1/2020 | 12/1/2020 | - | - | - | 75 | - | 75 |
| Brenda Harp | 12152020 | 12/15/2020 | 1/14/2021 | 178 | - | - | - | - | 178 |
| Brian Marriott | 1275 | 12/14/2020 | 1/13/2021 | 150 | - | - | - | - | 150 |
| Bridges Equestrian Inc | 6764 | 12/10/2020 | 1/9/2021 | 1,370 | - | - | - | - | 1,370 |
| Bridgeway Academy | Inspire-CPA-005 | 10/9/2020 | 11/8/2020 | - | - | - | 3,668 | - | 3,668 |
| Cadenza Music Academy | 10 | 12/17/2020 | 1/16/2021 | 135 | - | - | - | - | 135 |
| Camino De Santiago Nature School | 2020-091120-1 | 9/11/2020 | 10/10/2020 | - | - | - | - | 775 | 775 |
| Camino De Santiago Nature School | 2020-100120-1 | 12/11/2020 | 1/10/2021 | 350 | - | - | - | - | 350 |
| Capistrano Dance | 066 | 11/2/2020 | 12/2/2020 | - | 170 | - | - | - | 170 |
| Capistrano Dance | 067 | 11/2/2020 | 12/2/2020 | - | 185 | - | - | - | 185 |
| Capistrano Dance | 068 | 11/2/2020 | 12/2/2020 | - | 125 | - | - | - | 125 |
| Celebration Education | 269 | 12/16/2020 | 1/15/2021 | 1,944 | - | - | - | - | 1,944 |
| Cengage Learning | 72591257 | 11/5/2020 | 12/5/2020 | - | 105 | - | - | - | 105 |
| Charles Jones | 112020 | 12/11/2020 | 1/10/2021 | 1,040 | - | - | - | - | 1,040 |
| Charter Impact, Inc. | PR121520 | 12/15/2020 | 12/15/2020 | - | 1,144 | - | - | - | 1,144 |
| Chianese, Inc. c/o Erin Chianese | 101 | 12/10/2020 | 1/9/2021 | 560 | - | - | - | - | 560 |
| Children's Music Academy | 39 | 10/21/2020 | 11/20/2020 | - | - | 400 | - | - | 400 |
| Christian Arts and Theater | 115 | 12/2/2020 | 1/2/2021 | 65 | - | - | - | - | 65 |
| Christian Arts and Theater | 116 | 12/2/2020 | 1/2/2021 | 65 | - | - | - | - | 65 |
| Christy's Piano Instruction | 14 | 12/18/2020 | 1/18/2021 | 117 | - | - | - | - | 117 |
| Chubuddy, LLC | 1384 | 12/15/2020 | 1/14/2021 | 13 | - | - | - | - | 13 |
| Classical Learning Resource Center L.L.C | 2838 | 12/14/2020 | 12/14/2020 | - | 390 | - | - | - | 390 |
| Coastal Music Studios | 4528 | 12/15/2020 | 1/14/2021 | 350 | - | - | - | - | 350 |
| Cornerstone Therapies | 60389 | 11/30/2020 | 12/30/2020 | - | 750 | - | - | - | 750 |
| Cornerstone Therapies | 60390 | 11/30/2020 | 12/30/2020 | - | 500 | - | - | - | 500 |
| Cornerstone Therapies | 60391 | 11/30/2020 | 12/30/2020 | - | 300 | - | - | - | 300 |
| Cornerstone Therapies | 60392 | 11/30/2020 | 12/30/2020 | - | 450 | - | - | - | 450 |
| Cornerstone Therapies | 60393 | 11/30/2020 | 12/30/2020 | - | 600 | - | - | - | 600 |
| Cornerstone Therapies | 60394 | 11/30/2020 | 12/30/2020 | - | 600 | - | - | - | 600 |
| Crafty School Crates | 18376 | 12/16/2020 | 1/15/2021 | 99 | - | - | - | - | 99 |
| Crafty School Crates | 18382 | 12/17/2020 | 1/16/2021 | 54 | - | - | - | - | 54 |
| Crafty School Crates | 18393 | 12/18/2020 | 1/17/2021 | 261 | - | - | - | - | 261 |
| Dancing Keys Music Studio | 8209 | 12/14/2020 | 1/13/2021 | 162 | - | - | - | - | 162 |
| Dancing Keys Music Studio | 8212 | 12/14/2020 | 1/13/2021 | 146 | - | - | - | - | 146 |
| Dancing Keys Music Studio | 8214 | 12/14/2020 | 1/13/2021 | 162 | - | - | - | - | 162 |
| Deborah Horner | December 2020 | 12/16/2020 | 1/16/2021 | 155 | - | - | - | - | 155 |
| Deborah Horner | November 2020B | 12/17/2020 | 1/16/2021 | 155 | - | - | - | - | 155 |
| Department of Justice | 485517 | 12/3/2020 | 12/3/2020 | - | 32 | - | - | - | 32 |
| Vendor Name | Invoice/Credit Number | Invoice Date | Date Due | Current | 1 - 30 Days Past Due | 31 - 60 Days Past Due | 61 - 90 Days Past Due | Over 90 Days Past Due | Total |
|-----------------------------------|-----------------------|----------------|--------------|---------|----------------------|-----------------------|-----------------------|------------------------|-------|
| Dokkio Piano Studio | 1 | 12/17/2020 | 1/16/2021 | 300 | - | - | - | - | 300 |
| eat2explore | 100820 | 12/14/2020 | 1/14/2021 | 110 | - | - | - | - | 110 |
| eat2explore | 100821 | 12/15/2020 | 1/14/2021 | 237 | - | - | - | - | 237 |
| eat2explore | 100822 | 12/15/2020 | 1/14/2021 | 110 | - | - | - | - | 110 |
| eat2explore | 100823 | 12/16/2020 | 1/15/2021 | 110 | - | - | - | - | 110 |
| eat2explore | 100824 | 12/16/2020 | 1/15/2021 | 110 | - | - | - | - | 110 |
| Eaton Interpreting Services, Inc. | 312088 | 12/7/2020 | 1/6/2021 | 525 | - | - | - | - | 525 |
| Edmentum Inc | INV152339 | 12/17/2020 | 1/16/2021 | 11,275 | - | - | - | - | 11,275|
| Education.com Holdings, Inc. | E10803 | 11/12/2020 | 12/12/2020 | - | 120 | - | - | - | 120 |
| Educational Development Corporation | DIR8335454 | 12/8/2020 | 1/7/2021 | 15 | - | - | - | - | 15 |
| Educational Development Corporation | DIR8335460 | 12/8/2020 | 1/7/2021 | 10 | - | - | - | - | 10 |
| Educational Development Corporation | DIR8335467 | 12/8/2020 | 1/7/2021 | 15 | - | - | - | - | 15 |
| Educational Development Corporation | DIR8335524 | 12/8/2020 | 1/7/2021 | 15 | - | - | - | - | 15 |
| Educational Development Corporation | DIR8335543 | 12/8/2020 | 1/7/2021 | 10 | - | - | - | - | 10 |
| Educational Development Corporation | DIR8335578 | 12/8/2020 | 1/7/2021 | 33 | - | - | - | - | 33 |
| Educational Development Corporation | DIR8335625 | 12/9/2020 | 1/8/2021 | 116 | - | - | - | - | 116 |
| Educational Development Corporation | DIR8335627 | 12/8/2020 | 1/7/2021 | 23 | - | - | - | - | 23 |
| Educational Development Corporation | DIR8335641 | 12/9/2020 | 1/8/2021 | 44 | - | - | - | - | 44 |
| Educational Development Corporation | DIR8335642 | 12/9/2020 | 1/8/2021 | 21 | - | - | - | - | 21 |
| Educational Development Corporation | DIR8335643 | 12/9/2020 | 1/8/2021 | 100 | - | - | - | - | 100 |
| Educational Development Corporation | DIR8335644 | 12/9/2020 | 1/8/2021 | 30 | - | - | - | - | 30 |
| Educational Development Corporation | DIR8394825 | 12/14/2020 | 1/13/2021 | 32 | - | - | - | - | 32 |
| Educational Development Corporation | DIR8394826 | 12/14/2020 | 1/13/2021 | 238 | - | - | - | - | 238 |
| Educational Development Corporation | DIR8411162 | 12/15/2020 | 1/14/2021 | 28 | - | - | - | - | 28 |
| Educational Development Corporation | DIR8411178 | 12/15/2020 | 1/14/2021 | 66 | - | - | - | - | 66 |
| eDynamic Learning | 20-0087A Credit | 9/11/2020 | 10/11/2020 | - | - | - | (170) | - | (170) |
| eDynamic Learning | 20-2338 | 12/15/2020 | 1/14/2021 | 265 | - | - | - | - | 265 |
| eDynamic Learning | 20-2339 | 12/15/2020 | 1/14/2021 | 170 | - | - | - | - | 170 |
| Erika S Scheidel | 2020-1711 | 12/14/2020 | 1/13/2021 | 553 | - | - | - | - | 553 |
| Evan-Moor | INV300601 | 12/10/2020 | 1/9/2021 | 100 | - | - | - | - | 100 |
| Evolution Swim Academy Mission Viejo | 1076 | 12/15/2020 | 1/14/2021 | 1,419 | - | - | - | - | 1,419 |
| Express Yourself Therapy | 397 | 12/8/2020 | 1/6/2021 | 67 | - | - | - | - | 67 |
| Express Yourself Therapy | 402 | 12/11/2020 | 1/10/2021 | 80 | - | - | - | - | 80 |
| Express Yourself Therapy | 403 | 12/11/2020 | 1/10/2021 | 67 | - | - | - | - | 67 |
| Express Yourself Therapy | 500 | 11/4/2020 | 12/4/2021 | 160 | - | - | - | - | 160 |
| Express Yourself Therapy | 564 | 12/7/2020 | 1/6/2021 | 160 | - | - | - | - | 160 |
| Express Yourself Therapy | 565 | 12/7/2020 | 1/6/2021 | 120 | - | - | - | - | 120 |
| Express Yourself Therapy | 570 | 12/8/2020 | 1/7/2021 | 80 | - | - | - | - | 80 |
| Express Yourself Therapy | 574 | 12/9/2020 | 1/8/2021 | 120 | - | - | - | - | 120 |
| Express Yourself Therapy | 577 | 12/10/2020 | 1/9/2021 | 120 | - | - | - | - | 120 |
| Vendor Name | Invoice/Credit Number | Invoice Date | Date Due | Current | 1 - 30 Days Past Due | 31 - 60 Days Past Due | 61 - 90 Days Past Due | Over 90 Days Past Due | Total |
|-----------------------------|-----------------------|----------------|--------------|---------|----------------------|-----------------------|-----------------------|------------------------|-------|
| Farida Hsu | 101-12-2020-CPA | 12/18/2020 | 1/17/2021 | 132 | - | - | - | - | 132 |
| Farida Hsu | 102-12-2020-CPA | 12/18/2020 | 1/17/2021 | 176 | - | - | - | - | 176 |
| Farida Hsu | 103-12-2020-CPA | 12/18/2020 | 1/17/2021 | 88 | - | - | - | - | 88 |
| Farida Hsu | 104-12-2020-CPA | 12/18/2020 | 1/17/2021 | 156 | - | - | - | - | 156 |
| Farida Hsu | 105-12-2020-CPA | 12/18/2020 | 1/17/2021 | 151 | - | - | - | - | 151 |
| Fired Up Arts | AS118B62-0019 | 12/14/2020 | 1/13/2021 | 320 | - | - | - | - | 320 |
| German School Campus Inc | 1005 | 12/15/2020 | 1/14/2021 | 126 | - | - | - | - | 126 |
| Glee Music Academy | AH12.2020 | 12/14/2020 | 1/13/2021 | 73 | - | - | - | - | 73 |
| Grace Rowell | 101 | 12/1/2020 | 12/31/2020 | 700 | - | - | - | - | 700 |
| Grace Rowell | 101GONZ | 12/18/2020 | 1/18/2021 | 100 | - | - | - | - | 100 |
| Grace Rowell | 102FITZ | 12/18/2020 | 1/18/2021 | 1,050 | - | - | - | - | 1,050 |
| Growing Minds, LLC | 33264-USD | 12/17/2020 | 12/17/2020 | - | 225 | - | - | - | 225 |
| Guitar Center | 1270847936 | 11/20/2020 | 12/20/2020 | - | 119 | - | - | - | 119 |
| Hands 4 Building, LLC | 1989 | 12/16/2020 | 1/15/2021 | 143 | - | - | - | - | 143 |
| Hands 4 Building, LLC | 1990 | 12/16/2020 | 1/15/2021 | 143 | - | - | - | - | 143 |
| Hands 4 Building, LLC | 1991 | 12/16/2020 | 1/15/2021 | 239 | - | - | - | - | 239 |
| Hands 4 Building, LLC | 1994 | 12/17/2020 | 1/16/2021 | 247 | - | - | - | - | 247 |
| Hands 4 Building, LLC | 1995 | 12/17/2020 | 1/16/2021 | 143 | - | - | - | - | 143 |
| Hands 4 Building, LLC | 1996 | 12/17/2020 | 1/16/2021 | 143 | - | - | - | - | 143 |
| Hands 4 Building, LLC | 1997 | 12/17/2020 | 1/16/2021 | 105 | - | - | - | - | 105 |
| Hands 4 Building, LLC | 1998 | 12/17/2020 | 1/16/2021 | 209 | - | - | - | - | 209 |
| Hands 4 Building, LLC | 2002 | 12/18/2020 | 1/17/2021 | 247 | - | - | - | - | 247 |
| Healthy Fit Kids | 24 | 12/18/2020 | 1/18/2021 | 224 | - | - | - | - | 224 |
| Heather Patrick | 2525 | 12/16/2020 | 1/15/2021 | 255 | - | - | - | - | 255 |
| History Unboxed LLC | wc-8993HU | 12/16/2020 | 1/15/2021 | 66 | - | - | - | - | 66 |
| History Unboxed LLC | wc-8994HU | 12/16/2020 | 1/15/2021 | 102 | - | - | - | - | 102 |
| Home School Coaches | 2021CPA001 | 12/15/2020 | 1/14/2021 | 1,005 | - | - | - | - | 1,005 |
| Home Science Tools | 1081395A | 12/16/2020 | 1/15/2021 | 96 | - | - | - | - | 96 |
| Home Science Tools | 1081397A | 12/12/2020 | 1/11/2021 | 42 | - | - | - | - | 42 |
| Home Science Tools | 1084546A | 12/17/2020 | 1/16/2021 | 46 | - | - | - | - | 46 |
| Home Science Tools | 1084547A | 12/17/2020 | 1/16/2021 | 51 | - | - | - | - | 51 |
| Home Science Tools | 1084548A | 12/17/2020 | 1/16/2021 | 180 | - | - | - | - | 180 |
| Home Science Tools | 1084549A | 12/17/2020 | 1/16/2021 | 60 | - | - | - | - | 60 |
| Homeschool Concierge | 690 | 9/26/2019 | 10/26/2019 | - | - | - | - | (15,640) | (15,640) |
| Honest History Co. | 4835 | 12/18/2020 | 1/17/2021 | 195 | - | - | - | - | 195 |
| Honest History Co. | 4847 | 12/18/2020 | 1/17/2021 | 195 | - | - | - | - | 195 |
| Houghton Mifflin Harcourt Publishing C | 911277719 | 7/30/2019 | 8/29/2019 | - | - | - | - | - | (177) | (177) |
| Houghton Mifflin Harcourt Publishing C | 911277733 | 7/30/2019 | 8/29/2019 | - | - | - | - | - | (87) | (87) |
| Houghton Mifflin Harcourt Publishing C | 911285671 | 9/10/2019 | 10/10/2019 | - | - | - | - | - | (315) | (315) |
| Houghton Mifflin Harcourt Publishing C | 911300131 | 11/20/2019 | 11/20/2019 | - | - | - | - | - | (126) | (126) |
| Vendor Name | Invoice/Credit Number | Invoice Date | Date Due | Current | 1 - 30 Days Past Due | 31 - 60 Days Past Due | 61 - 90 Days Past Due | Over 90 Days Past Due | Total |
|-----------------------------|-----------------------|----------------|--------------|---------|----------------------|-----------------------|-----------------------|------------------------|-------|
| Huijun Cheng | CHEN103120 | 10/31/2020 | 10/30/2020 | - | - | - | 265 | - | 265 |
| Huijun Cheng | CHEN121620 | 10/30/2020 | 12/16/2020 | - | 341 | - | - | - | 341 |
| Interval Music | 121520 | 12/15/2020 | 1/14/2021 | 513 | - | - | - | - | 513 |
| Irvine Therapy Services, Inc.| 112020 B | 12/9/2020 | 1/8/2021 | 660 | - | - | - | - | 660 |
| Irvine Therapy Services, Inc.| 112020 C | 12/9/2020 | 1/8/2021 | 1,155 | - | - | - | - | 1,155 |
| J.E.M.S. Dance Center | 20 12 CPA 2 | 12/15/2020 | 1/14/2021 | 173 | - | - | - | - | 173 |
| Jacqueline Stemmer | 2020.11.01 | 11/20/2020 | 12/20/2020 | - | 350 | - | - | - | 350 |
| Jacqueline Stemmer | 2020.12.01 | 12/17/2020 | 1/16/2021 | 350 | - | - | - | - | 350 |
| JDI Dance Company | 331 | 12/14/2020 | 1/13/2021 | 185 | - | - | - | - | 185 |
| JDI Dance Company | 333 | 12/14/2020 | 1/13/2021 | 185 | - | - | - | - | 185 |
| Jenna Reveal-Bourcier | 117 | 12/11/2020 | 1/10/2021 | 325 | - | - | - | - | 325 |
| Jenny Del Greco | 55 | 12/18/2020 | 1/18/2021 | 420 | - | - | - | - | 420 |
| Jonathan Quijas | QUIJ121620 | 12/16/2020 | 12/16/2020 | - | 98 | - | - | - | 98 |
| Joyce Farson | 20-12 | 12/18/2020 | 1/18/2021 | 115 | - | - | - | - | 115 |
| Julie Carmona Studios | INV0426 | 11/23/2020 | 11/23/2020 | - | - | 140 | - | - | 140 |
| Karate For All | DEC 0205 | 12/16/2020 | 1/15/2021 | 83 | - | - | - | - | 83 |
| Karate For All | DEC 0206 | 12/16/2020 | 1/15/2021 | 99 | - | - | - | - | 99 |
| Karate For All | DEC 0283 | 12/18/2020 | 1/18/2021 | 132 | - | - | - | - | 132 |
| Karate For All | JAN 0279 | 12/15/2020 | 1/14/2021 | 132 | - | - | - | - | 132 |
| Karate For All | JAN 0280 | 12/15/2020 | 1/14/2021 | 180 | - | - | - | - | 180 |
| Karen J. Smith | 38 | 12/16/2020 | 1/15/2021 | 420 | - | - | - | - | 420 |
| Karis Academy | 20201012SC | 12/10/2020 | 1/9/2021 | 220 | - | - | - | - | 220 |
| Kathleen Crady | CPA2020-1 | 12/11/2020 | 1/11/2000 | - | - | - | - | 4,192 | 4,192 |
| Kathleen Elliott | 7741 | 12/18/2020 | 1/18/2021 | 100 | - | - | - | - | 100 |
| Kathleen Elliott | 8732 | 12/18/2020 | 1/18/2021 | 100 | - | - | - | - | 100 |
| Kathleen Elliott | 91132 | 12/18/2020 | 1/18/2021 | 100 | - | - | - | - | 100 |
| KHS | 12415 | 12/15/2020 | 1/14/2021 | 330 | - | - | - | - | 330 |
| KHS | 12416 | 12/15/2020 | 1/14/2021 | 340 | - | - | - | - | 340 |
| KHS | 12417 | 12/15/2020 | 1/14/2021 | 340 | - | - | - | - | 340 |
| KHS | 12418 | 12/15/2020 | 1/14/2021 | 350 | - | - | - | - | 350 |
| KHS | 12419 | 12/15/2020 | 1/14/2021 | 350 | - | - | - | - | 350 |
| KHS | 12424 | 12/17/2020 | 1/16/2021 | 250 | - | - | - | - | 250 |
| KHS | 12425 | 12/17/2020 | 1/16/2021 | 350 | - | - | - | - | 350 |
| KHS | 12426 | 12/17/2020 | 1/16/2021 | 250 | - | - | - | - | 250 |
| KHS | 12427 | 12/17/2020 | 1/16/2021 | 100 | - | - | - | - | 100 |
| KHS | 12428 | 12/17/2020 | 1/16/2021 | 250 | - | - | - | - | 250 |
| KHS | 12429 | 12/17/2020 | 1/16/2021 | 100 | - | - | - | - | 100 |
| KHS | 12430 | 12/17/2020 | 1/16/2021 | 100 | - | - | - | - | 100 |
| KHS | 12431 | 12/17/2020 | 1/16/2021 | 250 | - | - | - | - | 250 |
| KHS | 12432 | 12/17/2020 | 1/16/2021 | 100 | - | - | - | - | 100 |
| Vendor Name | Invoice/Credit Number | Invoice Date | Date Due | Current | 1 - 30 Days Past Due | 31 - 60 Days Past Due | 61 - 90 Days Past Due | Over 90 Days Past Due | Total |
|-----------------------------|-----------------------|----------------|--------------|---------|----------------------|-----------------------|-----------------------|------------------------|-------|
| KHS | 12433 | 12/17/2020 | 1/16/2021 | 250 | - | - | - | - | 250 |
| KHS | 12435 | 12/18/2020 | 1/17/2021 | 350 | - | - | - | - | 350 |
| KHS | 12436 | 12/18/2020 | 1/17/2021 | 350 | - | - | - | - | 350 |
| KHS | 12437 | 12/18/2020 | 1/17/2021 | 350 | - | - | - | - | 350 |
| Kumon Huntington Beach South| 1017 | 12/1/2020 | 1/1/2021 | 660 | - | - | - | - | 660 |
| Kumon of Brea | ELIKIM10 | 12/15/2020 | 1/14/2021 | 320 | - | - | - | - | 320 |
| Kumon of Brea | ELIKIM11 | 12/15/2020 | 1/14/2021 | 270 | - | - | - | - | 270 |
| Kyungeun Christina Lee | 106 | 12/11/2020 | 1/11/2021 | 136 | - | - | - | - | 136 |
| Lakeshore | 1196611220 | 12/12/2020 | 1/11/2021 | 128 | - | - | - | - | 128 |
| Lakeshore | 1260431220 | 12/12/2020 | 1/11/2021 | 61 | - | - | - | - | 61 |
| Lakeshore | 1262231220 | 12/12/2020 | 1/11/2021 | 90 | - | - | - | - | 90 |
| Lakeshore | 1473851220 | 12/13/2020 | 1/12/2021 | 24 | - | - | - | - | 24 |
| Lakeshore | 1478901220 | 12/13/2020 | 1/12/2021 | 113 | - | - | - | - | 113 |
| Lakeshore | 1490941220 | 12/14/2020 | 1/14/2021 | 39 | - | - | - | - | 39 |
| Lakeshore | 1508541220 | 12/13/2020 | 1/12/2020 | - | - | - | - | - | 92 |
| Lakeshore | 1509741220 | 12/13/2020 | 1/12/2020 | - | - | - | - | - | 86 |
| Lakeshore | 1540161220 | 12/13/2020 | 1/13/2021 | 67 | - | - | - | - | 67 |
| Lakeshore | 1604981220 | 12/13/2020 | 1/12/2021 | 26 | - | - | - | - | 26 |
| Lakeshore | 1667331220 | 12/15/2020 | 1/14/2021 | 235 | - | - | - | - | 235 |
| Lakeshore | 1668011220 | 12/15/2020 | 1/14/2021 | 135 | - | - | - | - | 135 |
| Lakeshore | 1722821220 | 12/15/2020 | 1/14/2021 | 92 | - | - | - | - | 92 |
| Lakeshore | 1726881220 | 12/17/2020 | 1/17/2021 | 75 | - | - | - | - | 75 |
| Language City | 12112020 | 12/11/2020 | 1/10/2021 | 99 | - | - | - | - | 99 |
| Learning A-Z | 3031770 | 11/23/2020 | 12/23/2020 | - | 115 | - | - | - | 115 |
| Learning Without Tears | INV100674 | 12/16/2020 | 1/15/2021 | 19 | - | - | - | - | 19 |
| Learning Without Tears | INV94300 | 10/2/2020 | 10/31/2020 | - | - | - | - | 112 | 112 |
| LEGO Education | 1190448496 | 12/17/2020 | 2/15/2021 | 45 | - | - | - | - | 45 |
| LEGO Education | 1190448497 | 12/17/2020 | 2/15/2021 | 145 | - | - | - | - | 145 |
| Lil' Chef School | 0050 | 12/3/2020 | 1/2/2021 | 1,274 | - | - | - | - | 1,274 |
| Ling Chou | 217-2020-DEC | 12/16/2020 | 1/15/2021 | 63 | - | - | - | - | 63 |
| Little Global Citizens | 1040 | 10/29/2020 | 11/29/2020 | - | - | 299 | - | - | 299 |
| Little Passports | 114580364 | 12/15/2020 | 1/14/2021 | 129 | - | - | - | - | 129 |
| Little Passports | 114580372 | 12/15/2020 | 1/14/2021 | 129 | - | - | - | - | 129 |
| Little Passports | 114580374 | 12/15/2020 | 1/14/2021 | 103 | - | - | - | - | 103 |
| Little Passports | 114580534 | 12/15/2020 | 1/14/2021 | 129 | - | - | - | - | 129 |
| Little Passports | 114580571 | 12/15/2020 | 1/14/2021 | 275 | - | - | - | - | 275 |
| Little Passports | 114605361 | 12/15/2020 | 1/14/2021 | 130 | - | - | - | - | 130 |
| Little Passports | 114697092 | 12/15/2020 | 1/14/2021 | 267 | - | - | - | - | 267 |
| Little Passports | 114697147 | 12/15/2020 | 1/14/2021 | 185 | - | - | - | - | 185 |
| Little Passports | 114703925 | 12/15/2020 | 1/14/2021 | 267 | - | - | - | - | 267 |
| Vendor Name | Invoice/Credit Number | Invoice Date | Date Due | Current | 1 - 30 Days Past Due | 31 - 60 Days Past Due | 61 - 90 Days Past Due | Over 90 Days Past Due | Total |
|-----------------------------------|-----------------------|----------------|--------------|---------|----------------------|-----------------------|-----------------------|------------------------|-------|
| Little Passports | 114706446 | 12/15/2020 | 1/14/2021 | 142 | - | - | - | - | 142 |
| Live Education Inc. | 9981 | 12/11/2020 | 1/10/2021 | 492 | - | - | - | - | 492 |
| Mandie Schenkenberger | 79 | 12/12/2020 | 1/11/2021 | 140 | - | - | - | - | 140 |
| Mandie Schenkenberger | 80 | 12/12/2020 | 1/11/2021 | 140 | - | - | - | - | 140 |
| Marnie Cooper School of Acting | CAMPBELL2 | 12/14/2020 | 1/13/2021 | 350 | - | - | - | - | 350 |
| Marnie Cooper School of Acting | KEITH1 | 12/17/2020 | 1/17/2021 | 350 | - | - | - | - | 350 |
| Math-U-See Inc. | 0681997-IN | 12/11/2020 | 2/9/2021 | 199 | - | - | - | - | 199 |
| Math-U-See Inc. | 0682404-IN | 12/15/2020 | 2/13/2021 | 224 | - | - | - | - | 224 |
| Math-U-See Inc. | 0682659-IN | 12/17/2020 | 2/15/2021 | 119 | - | - | - | - | 119 |
| Math-U-See Inc. | 0682709-IN | 12/17/2020 | 2/15/2021 | 119 | - | - | - | - | 119 |
| Math-U-See Inc. | 0682912-IN | 12/18/2020 | 2/16/2021 | 112 | - | - | - | - | 112 |
| McKee Music Therapy Services LLC | 1412 | 12/9/2020 | 1/8/2021 | 203 | - | - | - | - | 203 |
| MEL Science U.S., LLC | DB2020121406 | 12/14/2020 | 1/13/2021 | 140 | - | - | - | - | 140 |
| Melodee Klimala | 4435 | 12/19/2020 | 1/19/2021 | 80 | - | - | - | - | 80 |
| Melodee Klimala | 4502 | 12/5/2020 | 1/5/2021 | 120 | - | - | - | - | 120 |
| Mercurius Inc. | 93637 | 12/16/2020 | 2/14/2021 | 78 | - | - | - | - | 78 |
| Meredith Barr | 407 | 12/17/2020 | 1/16/2021 | 1,240 | - | - | - | - | 1,240 |
| Michelle Terry | 54 | 12/12/2020 | 1/11/2021 | 129 | - | - | - | - | 129 |
| Money Munchkids | 1163 | 11/24/2020 | 12/23/2020 | - | 93 | - | - | - | 93 |
| Monica Basurto | 160 | 12/13/2020 | 1/12/2021 | 385 | - | - | - | - | 385 |
| Moving Beyond the Page | 230019 | 10/12/2020 | 11/11/2020 | - | - | 592 | - | - | 592 |
| Moving Beyond the Page | 237182 | 11/10/2020 | 12/10/2020 | - | 75 | - | - | - | 75 |
| Moving Beyond the Page | 237183 | 11/10/2020 | 12/10/2020 | - | 60 | - | - | - | 60 |
| Moving Beyond the Page | 241504 | 12/10/2020 | 1/9/2021 | 20 | - | - | - | - | 20 |
| Moving Beyond the Page | 241516 | 12/10/2020 | 1/9/2021 | 53 | - | - | - | - | 53 |
| Moving Beyond the Page | 241780 | 12/10/2020 | 1/9/2021 | 36 | - | - | - | - | 36 |
| Moving Beyond the Page | 241810 | 12/10/2020 | 1/9/2021 | 36 | - | - | - | - | 36 |
| Moving Beyond the Page | 241812 | 12/10/2020 | 1/9/2021 | 9 | - | - | - | - | 9 |
| Moving Beyond the Page | 241815 | 12/10/2020 | 1/9/2021 | 42 | - | - | - | - | 42 |
| Moving Beyond the Page | 241871 | 12/10/2020 | 1/9/2021 | 106 | - | - | - | - | 106 |
| Moving Beyond the Page | 242086 | 12/11/2020 | 1/10/2021 | 9 | - | - | - | - | 9 |
| Moving Beyond the Page | 242104 | 12/11/2020 | 1/10/2021 | 9 | - | - | - | - | 9 |
| Moving Beyond the Page | 242114 | 12/11/2020 | 1/10/2021 | 104 | - | - | - | - | 104 |
| Moving Beyond the Page | 242204 | 12/11/2020 | 1/10/2021 | 32 | - | - | - | - | 32 |
| Moving Beyond the Page | 242321 | 12/14/2020 | 1/14/2021 | 35 | - | - | - | - | 35 |
| Moving Beyond the Page | 242383 | 12/14/2020 | 1/14/2021 | 39 | - | - | - | - | 39 |
| Moving Beyond the Page | 242397 | 12/14/2020 | 1/14/2021 | 39 | - | - | - | - | 39 |
| Moving Beyond the Page | 242427 | 12/14/2020 | 1/14/2021 | 70 | - | - | - | - | 70 |
| Moving Beyond the Page | 242434 | 12/14/2020 | 1/14/2021 | 39 | - | - | - | - | 39 |
| Moving Beyond the Page | 242435 | 12/14/2020 | 1/14/2021 | 20 | - | - | - | - | 20 |
| Vendor Name | Invoice/Credit Number | Invoice Date | Date Due | Current | 1 - 30 Days Past Due | 31 - 60 Days Past Due | 61 - 90 Days Past Due | Over 90 Days Past Due | Total |
|-----------------------------------|-----------------------|----------------|--------------|---------|----------------------|-----------------------|-----------------------|------------------------|-------|
| Moving Beyond the Page | 242438 | 12/14/2020 | 1/14/2021 | 148 | - | - | - | - | 148 |
| Moving Beyond the Page | 242439 | 12/14/2020 | 1/14/2021 | 72 | - | - | - | - | 72 |
| Moving Beyond the Page | 242469 | 12/14/2020 | 1/14/2021 | 55 | - | - | - | - | 55 |
| Moving Beyond the Page | 242470 | 12/14/2020 | 1/14/2021 | 39 | - | - | - | - | 39 |
| Moving Beyond the Page | 242474 | 12/14/2020 | 1/14/2021 | 34 | - | - | - | - | 34 |
| Moving Beyond the Page | 242491 | 12/14/2020 | 1/14/2021 | 140 | - | - | - | - | 140 |
| Moving Beyond the Page | 242507 | 12/14/2020 | 1/14/2021 | 9 | - | - | - | - | 9 |
| Moving Beyond the Page | 242748 | 12/15/2020 | 1/14/2021 | 859 | - | - | - | - | 859 |
| Moving Beyond the Page | 242796 | 12/16/2020 | 1/15/2021 | 14 | - | - | - | - | 14 |
| Moving Beyond the Page | 242803 | 12/16/2020 | 1/15/2021 | 7 | - | - | - | - | 7 |
| Moving Beyond the Page | 242808 | 12/16/2020 | 1/15/2021 | 5 | - | - | - | - | 5 |
| Moving Beyond the Page | 242836 | 12/16/2020 | 1/15/2021 | 25 | - | - | - | - | 25 |
| Moving Beyond the Page | 242843 | 12/16/2020 | 1/15/2021 | 60 | - | - | - | - | 60 |
| Moving Beyond the Page | 242890 | 12/16/2020 | 1/15/2021 | 12 | - | - | - | - | 12 |
| Moving Beyond the Page | 242891 | 12/16/2020 | 1/15/2021 | 9 | - | - | - | - | 9 |
| Moving Beyond the Page | 242902 | 12/16/2020 | 1/15/2021 | 25 | - | - | - | - | 25 |
| Moving Beyond the Page | 243020 | 12/16/2020 | 1/15/2021 | 40 | - | - | - | - | 40 |
| Moving Beyond the Page | 243065 | 12/16/2020 | 1/16/2021 | 7 | - | - | - | - | 7 |
| Moving Beyond the Page | 243079 | 12/16/2020 | 1/15/2021 | 7 | - | - | - | - | 7 |
| Moving Beyond the Page | 243226 | 12/17/2020 | 1/17/2021 | 89 | - | - | - | - | 89 |
| Moving Beyond the Page | 243288 | 12/17/2020 | 1/17/2021 | 95 | - | - | - | - | 95 |
| MoxieBox Art, Inc | 6801 | 12/16/2020 | 1/15/2021 | 151 | - | - | - | - | 151 |
| MoxieBox Art, Inc | 6821 | 12/16/2020 | 1/15/2021 | 151 | - | - | - | - | 151 |
| Mubashera Chaudhry | 1003 | 12/17/2020 | 1/16/2021 | 960 | - | - | - | - | 960 |
| Mubashera Chaudhry | 304 | 12/16/2020 | 1/15/2021 | 350 | - | - | - | - | 350 |
| Mudassarah Chaudhry | 2020-2 | 12/14/2020 | 1/14/2021 | 1,020 | - | - | - | - | 1,020 |
| Mystery Science Inc | 112745 | 12/18/2020 | 1/18/2021 | 69 | - | - | - | - | 69 |
| NHC Martial Arts & Fitness | CPAsep2020 | 12/15/2020 | 1/16/2021 | 436 | - | - | - | - | 436 |
| Nick Ganga | 100 | 12/18/2020 | 1/18/2021 | 300 | - | - | - | - | 300 |
| NJA Therapy Services, Inc | 09101120Cab_NJA | 11/29/2020 | 12/29/2020 | - | 432 | - | - | - | 432 |
| Oak Meadow Inc | 116645 | 12/15/2020 | 1/14/2021 | 385 | - | - | - | - | 385 |
| OC All Stars Cheer & Dance, Inc | 121701 | 12/17/2020 | 1/17/2021 | 80 | - | - | - | - | 80 |
| OC Cambridge Music School | 2020-4011121 | 12/17/2020 | 1/17/2021 | 100 | - | - | - | - | 100 |
| OC Cambridge Music School | 2020-4011130 | 12/17/2020 | 1/17/2021 | 100 | - | - | - | - | 100 |
| OC Monart | G | 12/14/2020 | 1/14/2021 | 54 | - | - | - | - | 54 |
| OC Monart | H | 12/14/2020 | 1/13/2021 | 112 | - | - | - | - | 112 |
| OC Performing Arts, LLC | 47270 | 12/1/2020 | 12/1/2020 | - | 169 | - | - | - | 169 |
| Oku Education Inc | 1089 | 12/17/2020 | 12/17/2020 | - | 5,033 | - | - | - | 5,033 |
| Olympia Training Center | 13359 | 12/15/2020 | 1/14/2021 | 201 | - | - | - | - | 201 |
| One-on-One Tutoring | 117 | 12/18/2020 | 1/18/2021 | 330 | - | - | - | - | 330 |
| Vendor Name | Invoice/Credit Number | Invoice Date | Date Due | Current | 1 - 30 Days Past Due | 31 - 60 Days Past Due | 61 - 90 Days Past Due | Over 90 Days Past Due | Total |
|-----------------------------------|-----------------------|----------------|--------------|---------|----------------------|-----------------------|------------------------|------------------------|-------|
| Outschool, Inc. | 19790 | 6/15/2020 | 7/15/2020 | - | - | - | - | 205 | 205 |
| Outschool, Inc. | 19791 | 6/15/2020 | 7/15/2020 | - | - | - | - | 305 | 305 |
| Outschool, Inc. | 19792 | 6/15/2020 | 7/15/2020 | - | - | - | - | 205 | 205 |
| Outschool, Inc. | 19793 | 6/15/2020 | 7/15/2020 | - | - | - | - | 90 | 90 |
| Outschool, Inc. | 19794 | 6/15/2020 | 7/15/2020 | - | - | - | - | 13 | 13 |
| Outschool, Inc. | 19795 | 6/15/2020 | 7/15/2020 | - | - | - | - | 100 | 100 |
| Outschool, Inc. | 19796 | 6/15/2020 | 7/15/2020 | - | - | - | - | 18 | 18 |
| Outschool, Inc. | 19797 | 6/15/2020 | 7/15/2020 | - | - | - | - | 45 | 45 |
| Outside the Box Creation | 3084 | 12/15/2020 | 1/14/2021 | 132 | - | - | - | - | 132 |
| Oxford Consulting Services, Inc. | 139376 | 11/30/2020 | 12/30/2020 | - | 7,179 | - | - | - | 7,179 |
| Peace Hill Press, Inc. dba Well Trained | 53369 | 12/15/2020 | 1/14/2021 | 156 | - | - | - | - | 156 |
| Pearson Education Inc. | 6001566092 | 4/6/2020 | 5/6/2020 | - | - | - | (357) | - | (357) |
| Phoenix Feather Academy of Music | 100184 | 12/30/2020 | 1/30/2021 | 1,020 | - | - | - | - | 1,020 |
| Portal Languages - Mission Viejo | INV-2086 | 12/15/2020 | 12/15/2020 | - | 175 | - | - | - | 175 |
| Portal Languages - Mission Viejo | INV-2087 | 12/16/2020 | 1/15/2021 | 75 | - | - | - | - | 75 |
| Portal Languages LLC | 9 | 12/17/2020 | 1/17/2021 | 800 | - | - | - | - | 800 |
| Power of Leverage BJJ | 213 | 12/12/2020 | 1/11/2021 | 140 | - | - | - | - | 140 |
| Preferred Interpreting Service, LLC | 424245 | 12/15/2020 | 12/15/2020 | - | 90 | - | - | - | 90 |
| Prodigy Education, Inc. | 12092020-1 | 12/9/2020 | 1/8/2021 | 300 | - | - | - | - | 300 |
| Provenance | 1388 | 5/22/2020 | 5/22/2020 | - | - | - | - | 6,601 | 6,601 |
| Provenance | 1390 | 5/22/2020 | 5/22/2020 | - | - | - | - | 4,986 | 4,986 |
| Provenance | 1775 | 5/18/2020 | 5/18/2020 | - | - | - | - | 31,403 | 31,403|
| Provenance | 1893 | 6/25/2020 | 6/25/2020 | - | - | - | - | 65,183 | 65,183|
| Provenance | 1939 | 9/15/2020 | 9/15/2020 | - | - | - | - | 1,904 | 1,904 |
| Provenance | 2697 | 6/15/2020 | 6/15/2020 | - | - | - | - | 17,194 | 17,194|
| Provenance | 2947 | 7/2/2020 | 7/2/2020 | - | - | - | - | 8,606 | 8,606 |
| Provenance | 3063 | 7/15/2020 | 7/15/2020 | - | - | - | - | 68,463 | 68,463|
| Provenance | 3102 | 7/30/2020 | 7/30/2020 | - | - | - | - | 1,590 | 1,590 |
| Provenance | 3146 | 8/11/2020 | 8/11/2020 | - | - | - | - | 3,076 | 3,076 |
| Provenance | 3154 | 8/11/2020 | 8/11/2020 | - | - | - | - | 41,325 | 41,325|
| Provenance | 3425 | 9/1/2020 | 9/1/2020 | - | - | - | - | (75) | (75) |
| Provenance | 3542 | 9/22/2020 | 9/22/2020 | - | - | - | - | 1,374 | 1,374 |
| Provenance | 3713 | 11/3/2020 | 12/3/2020 | - | 2,963 | - | - | - | 2,963 |
| Provenance | 3791 | 11/5/2020 | 12/5/2020 | - | 1,248 | - | - | - | 1,248 |
| Provenance | 3964 | 11/17/2020 | 12/17/2020 | - | 1,524 | - | - | - | 1,524 |
| Provenance | 3965 | 11/17/2020 | 12/17/2020 | - | 7,059 | - | - | - | 7,059 |
| Provenance | 3966 | 11/17/2020 | 12/17/2020 | - | 736 | - | - | - | 736 |
| Provenance | 3967 | 11/17/2020 | 12/17/2020 | - | 637 | - | - | - | 637 |
| Provenance | 3969 | 11/18/2020 | 12/18/2020 | - | 682 | - | - | - | 682 |
| Provenance | 3979 | 11/19/2020 | 12/19/2020 | - | 51 | - | - | - | 51 |
| Vendor Name | Invoice/Credit Number | Invoice Date | Date Due | Current | 1 - 30 Days Past Due | 31 - 60 Days Past Due | 61 - 90 Days Past Due | Over 90 Days Past Due | Total |
|---------------------|-----------------------|----------------|--------------|---------|----------------------|-----------------------|-----------------------|------------------------|-------|
| Provenance | 3985 | 11/19/2020 | 12/19/2020 | - | 36 | - | - | - | 36 |
| Provenance | 3986 | 11/19/2020 | 12/19/2020 | - | 451 | - | - | - | 451 |
| Provenance | 3989 | 11/19/2020 | 12/19/2020 | - | 4,373 | - | - | - | 4,373 |
| Provenance | 4005 | 11/20/2020 | 12/20/2020 | - | 512 | - | - | - | 512 |
| Provenance | 4023 | 11/20/2020 | 11/20/2020 | - | - | (37,375) | - | - | (37,375) |
| Provenance | 4024 | 12/1/2020 | 12/1/2020 | - | - | - | (37,375) | - | (37,375) |
| PWASTudio LLC | 058 | 12/17/2020 | 12/17/2020 | - | 350 | - | - | - | 350 |
| Rainbow Resource Center | 3032651 | 11/10/2020 | 12/10/2020 | - | 16 | - | - | - | 16 |
| Rainbow Resource Center | 3249461 | 12/11/2020 | 1/10/2021 | 185 | - | - | - | - | 185 |
| Rainbow Resource Center | 3249468 | 12/11/2020 | 1/10/2021 | 343 | - | - | - | - | 343 |
| Rainbow Resource Center | 3249471 | 12/11/2020 | 1/10/2021 | 275 | - | - | - | - | 275 |
| Rainbow Resource Center | 3249473 | 12/11/2020 | 1/10/2021 | 52 | - | - | - | - | 52 |
| Rainbow Resource Center | 3249474 | 12/11/2020 | 1/10/2021 | 45 | - | - | - | - | 45 |
| Rainbow Resource Center | 3249476 | 12/11/2020 | 1/10/2021 | 50 | - | - | - | - | 50 |
| Rainbow Resource Center | 3249478 | 12/11/2020 | 1/10/2021 | 48 | - | - | - | - | 48 |
| Rainbow Resource Center | 3249981 | 12/11/2020 | 1/10/2021 | 197 | - | - | - | - | 197 |
| Rainbow Resource Center | 3249982 | 12/11/2020 | 1/10/2021 | 18 | - | - | - | - | 18 |
| Rainbow Resource Center | 3249984 | 12/11/2020 | 1/10/2021 | 31 | - | - | - | - | 31 |
| Rainbow Resource Center | 3249986 | 12/11/2020 | 1/10/2021 | 91 | - | - | - | - | 91 |
| Rainbow Resource Center | 3249987 | 12/11/2020 | 1/10/2021 | 38 | - | - | - | - | 38 |
| Rainbow Resource Center | 3256047 | 12/16/2020 | 1/15/2021 | 259 | - | - | - | - | 259 |
| Rainbow Resource Center | 3256056 | 12/16/2020 | 1/15/2021 | 317 | - | - | - | - | 317 |
| Rainbow Resource Center | 3256064 | 12/16/2020 | 1/15/2021 | 326 | - | - | - | - | 326 |
| Rainbow Resource Center | 3256071 | 12/16/2020 | 1/15/2021 | 163 | - | - | - | - | 163 |
| Rainbow Resource Center | 3256075 | 12/16/2020 | 1/15/2021 | 326 | - | - | - | - | 326 |
| Rainbow Resource Center | 3256083 | 12/16/2020 | 1/15/2021 | 121 | - | - | - | - | 121 |
| Rainbow Resource Center | 3256084 | 12/16/2020 | 1/15/2021 | 179 | - | - | - | - | 179 |
| Rainbow Resource Center | 3256093 | 12/16/2020 | 1/15/2021 | 168 | - | - | - | - | 168 |
| Rainbow Resource Center | 3256094 | 12/16/2020 | 1/15/2021 | 83 | - | - | - | - | 83 |
| Rainbow Resource Center | 3256096 | 12/16/2020 | 1/15/2021 | 47 | - | - | - | - | 47 |
| Rainbow Resource Center | 3256101 | 12/16/2020 | 1/15/2021 | 22 | - | - | - | - | 22 |
| Rainbow Resource Center | 3256104 | 12/16/2020 | 1/15/2021 | 76 | - | - | - | - | 76 |
| Rainbow Resource Center | 3256109 | 12/16/2020 | 1/15/2021 | 114 | - | - | - | - | 114 |
| Rainbow Resource Center | 3256112 | 12/16/2020 | 1/15/2021 | 71 | - | - | - | - | 71 |
| Rainbow Resource Center | 3257666 | 12/17/2020 | 1/16/2021 | 93 | - | - | - | - | 93 |
| Rainbow Resource Center | 3257668 | 12/17/2020 | 1/16/2021 | 59 | - | - | - | - | 59 |
| Rainbow Resource Center | 3257671 | 12/17/2020 | 1/16/2021 | 44 | - | - | - | - | 44 |
| Rainbow Resource Center | 3257674 | 12/17/2020 | 1/16/2021 | 50 | - | - | - | - | 50 |
| Rainbow Resource Center | 3257676 | 12/17/2020 | 1/17/2021 | 134 | - | - | - | - | 134 |
| Rainbow Resource Center | 3257678 | 12/17/2020 | 1/16/2021 | 65 | - | - | - | - | 65 |
| Vendor Name | Invoice/Credit Number | Invoice Date | Date Due | Current | 1 - 30 Days Past Due | 31 - 60 Days Past Due | 61 - 90 Days Past Due | Over 90 Days Past Due | Total |
|---------------------|-----------------------|----------------|--------------|---------|----------------------|-----------------------|-----------------------|------------------------|-------|
| Rainbow Resource Center | 3257685 | 12/17/2020 | 1/16/2021 | 387 | - | - | - | - | 387 |
| Rainbow Resource Center | 3259450 | 12/17/2020 | 1/17/2021 | 46 | - | - | - | - | 46 |
| Rainbow Resource Center | 3259461 | 12/18/2020 | 1/17/2021 | 130 | - | - | - | - | 130 |
| Rainbow Resource Center | 3259560 | 12/18/2020 | 1/17/2021 | 46 | - | - | - | - | 46 |
| Rainbow Resource Center | 3259564 | 12/18/2020 | 1/17/2021 | 241 | - | - | - | - | 241 |
| Rainbow Resource Center | 3259569 | 12/17/2020 | 1/17/2021 | 49 | - | - | - | - | 49 |
| Rainbow Resource Center | 3260182 | 12/18/2020 | 1/17/2021 | 194 | - | - | - | - | 194 |
| Rainbow Resource Center | 3260190 | 12/17/2020 | 1/17/2021 | 34 | - | - | - | - | 34 |
| Rainbow Resource Center | 3260199 | 12/17/2020 | 1/17/2021 | 77 | - | - | - | - | 77 |
| Rainbow Resource Center | 3260205 | 12/18/2020 | 1/17/2021 | 83 | - | - | - | - | 83 |
| Rainbow Resource Center | 3260222 | 12/18/2020 | 1/17/2021 | 83 | - | - | - | - | 83 |
| Rainbow Resource Center | 3260228 | 12/18/2020 | 1/17/2021 | 259 | - | - | - | - | 259 |
| Rainbow Resource Center | 3260235 | 12/18/2020 | 1/17/2021 | 67 | - | - | - | - | 67 |
| Rainbow Resource Center | 3260243 | 12/18/2020 | 1/17/2021 | 116 | - | - | - | - | 116 |
| Rainbow Resource Center | 3260246 | 12/17/2020 | 1/17/2021 | 27 | - | - | - | - | 27 |
| Rainbow Resource Center | 3260252 | 12/17/2020 | 1/17/2021 | 13 | - | - | - | - | 13 |
| Rainbow Resource Center | 3260260 | 12/18/2020 | 1/17/2021 | 232 | - | - | - | - | 232 |
| Rainbow Resource Center | 3260262 | 12/18/2020 | 1/17/2021 | 32 | - | - | - | - | 32 |
| Rainbow Resource Center | 3260268 | 12/18/2020 | 1/17/2021 | 67 | - | - | - | - | 67 |
| Rainbow Resource Center | 3260274 | 12/18/2020 | 1/17/2021 | 134 | - | - | - | - | 134 |
| Rainbow Resource Center | 3260284 | 12/17/2020 | 1/17/2021 | 65 | - | - | - | - | 65 |
| Rainbow Resource Center | 3260347 | 12/17/2020 | 1/17/2021 | 221 | - | - | - | - | 221 |
| Rainbow Resource Center | 3260657 | 12/18/2020 | 1/17/2021 | 126 | - | - | - | - | 126 |
| Rainbow Resource Center | 3260661 | 12/17/2020 | 1/17/2021 | 51 | - | - | - | - | 51 |
| Rainbow Resource Center | 3260673 | 12/17/2020 | 1/17/2021 | 35 | - | - | - | - | 35 |
| Rainbow Resource Center | 3260684 | 12/18/2020 | 1/17/2021 | 244 | - | - | - | - | 244 |
| Rainbow Resource Center | 3260748 | 12/18/2020 | 1/17/2021 | 210 | - | - | - | - | 210 |
| Rainbow Resource Center | 3260751 | 12/17/2020 | 1/17/2021 | 110 | - | - | - | - | 110 |
| Rainbow Resource Center | 3260754 | 12/18/2020 | 1/17/2021 | 59 | - | - | - | - | 59 |
| Rainbow Resource Center | 3260757 | 12/17/2020 | 1/17/2021 | 59 | - | - | - | - | 59 |
| Rainbow Resource Center | 3260761 | 12/18/2020 | 1/17/2021 | 26 | - | - | - | - | 26 |
| Rainbow Resource Center | 3260773 | 12/17/2020 | 1/17/2021 | 137 | - | - | - | - | 137 |
| Rainbow Resource Center | 3260777 | 12/18/2020 | 1/17/2021 | 18 | - | - | - | - | 18 |
| Rainbow Resource Center | 3260778 | 12/17/2020 | 1/17/2021 | 98 | - | - | - | - | 98 |
| Rainbow Resource Center | 3260780 | 12/18/2020 | 1/17/2021 | 18 | - | - | - | - | 18 |
| Rebecca Erkelens | RAE-028 | 12/11/2020 | 1/10/2021 | 176 | - | - | - | - | 176 |
| Rebecca Erkelens | RAE-029 | 12/11/2020 | 1/10/2021 | 80 | - | - | - | - | 80 |
| Rebecca Erkelens | RAF-030 | 12/11/2020 | 1/10/2021 | 80 | - | - | - | - | 80 |
| Rebecca Erkelens | RAE-031 | 12/11/2020 | 1/10/2021 | 176 | - | - | - | - | 176 |
| Rebecca Erkelens | RAE-032 | 12/11/2020 | 1/10/2021 | 80 | - | - | - | - | 80 |
| Vendor Name | Invoice/Credit Number | Invoice Date | Date Due | Current | 1 - 30 Days Past Due | 31 - 60 Days Past Due | 61 - 90 Days Past Due | Over 90 Days Past Due | Total |
|-----------------------------------|-----------------------|----------------|--------------|---------|----------------------|-----------------------|-----------------------|------------------------|-------|
| Rebecca Erkelens | RAE-033 | 12/11/2020 | 1/10/2021 | 65 | - | - | - | - | 65 |
| Rebecca Erkelens | RAE-034 | 12/11/2020 | 1/10/2021 | 82 | - | - | - | - | 82 |
| Rebecca Erkelens | RAE-035 | 12/11/2020 | 1/10/2021 | 105 | - | - | - | - | 105 |
| Rebecca Erkelens | RAE-036 | 12/11/2020 | 1/10/2021 | 70 | - | - | - | - | 70 |
| Rebecca Erkelens | RAE-037 | 12/11/2020 | 1/10/2021 | 74 | - | - | - | - | 74 |
| Rebecca Erkelens | RAE-038 | 12/11/2020 | 1/10/2021 | 74 | - | - | - | - | 74 |
| Rebecca Erkelens | RAE-039 | 12/11/2020 | 1/10/2021 | 74 | - | - | - | - | 74 |
| Rebecca Erkelens | RAE-040 | 12/11/2020 | 1/10/2021 | 85 | - | - | - | - | 85 |
| Rebecca Erkelens | RAE-041 | 12/11/2020 | 1/10/2021 | 86 | - | - | - | - | 86 |
| Richter Academy of Classical Dance & P | 202011007 | 10/31/2020 | 12/1/2020 | - | 350 | - | - | - | 350 |
| Richter Academy of Classical Dance & P | 202011008 | 11/1/2020 | 12/1/2020 | - | 350 | - | - | - | 350 |
| Richter Academy of Classical Dance & P | 202011053 | 11/1/2020 | 12/1/2020 | - | 350 | - | - | - | 350 |
| Richter Academy of Classical Dance & P | 202011054 | 11/1/2020 | 12/1/2020 | - | 288 | - | - | - | 288 |
| Richter Academy of Classical Dance & P | 202011055 | 11/1/2020 | 12/1/2020 | - | 320 | - | - | - | 320 |
| Richter Academy of Classical Dance & P | 202012058 | 12/15/2020 | 1/14/2021 | 90 | - | - | - | - | 90 |
| Richter Academy of Classical Dance & P | 202012060 | 12/16/2020 | 1/15/2021 | 280 | - | - | - | - | 280 |
| Richter Academy of Classical Dance & P | 202012061 | 12/16/2020 | 1/15/2021 | 320 | - | - | - | - | 320 |
| Richter Academy of Classical Dance & P | 202012062 | 12/16/2020 | 1/15/2021 | 350 | - | - | - | - | 350 |
| Richter Academy of Classical Dance & P | 202012063 | 12/16/2020 | 1/15/2021 | 350 | - | - | - | - | 350 |
| Richter Academy of Classical Dance & P | 202012064 | 12/16/2020 | 1/15/2021 | 350 | - | - | - | - | 350 |
| Riffs Music | c 20/21 03 | 12/14/2020 | 1/13/2021 | 455 | - | - | - | - | 455 |
| Rockstars of Tomorrow Riverside | 1061 | 12/15/2020 | 1/15/2021 | 145 | - | - | - | - | 145 |
| Rockstars of Tomorrow Riverside | 1062 | 12/15/2020 | 1/14/2021 | 150 | - | - | - | - | 150 |
| Rockstars of Tomorrow Riverside | 1063 | 12/15/2020 | 1/15/2021 | 145 | - | - | - | - | 145 |
| Rockstars of Tomorrow Riverside | 1064 | 12/15/2020 | 1/15/2021 | 145 | - | - | - | - | 145 |
| Rockstars of Tomorrow Riverside | 1065 | 12/15/2020 | 1/15/2021 | 145 | - | - | - | - | 145 |
| Roos Music | 1070 | 12/12/2020 | 1/11/2021 | 1,745 | - | - | - | - | 1,745 |
| Roos Music | 1071 | 12/12/2020 | 1/11/2021 | 1,700 | - | - | - | - | 1,700 |
| Roos Music | 1072 | 12/17/2020 | 1/17/2020 | - | - | - | - | 720 | 720 |
| Russian School of Mathematics | JS3343 | 10/3/2020 | 11/2/2021 | 250 | - | - | - | - | 250 |
| Russo, Fleck and Associates | 10704 | 10/31/2020 | 11/30/2020 | - | - | - | 179 | - | 179 |
| S.T.A.R Academy | ERICS424.1-02 | 12/16/2020 | 1/15/2021 | 228 | - | - | - | - | 228 |
| S.T.A.R Academy | LAS197.3-03 | 12/15/2020 | 1/14/2021 | 578 | - | - | - | - | 578 |
| S.T.A.R Academy | LAS197.4-02 | 12/15/2020 | 1/14/2021 | 165 | - | - | - | - | 165 |
| S.T.A.R Academy | OT184.1-04 | 12/15/2020 | 1/14/2021 | 248 | - | - | - | - | 248 |
| S.T.A.R Academy | OT187.1-04 | 12/15/2020 | 1/14/2021 | 165 | - | - | - | - | 165 |
| S.T.A.R Academy | OT187.8-01 | 12/15/2020 | 1/14/2021 | 248 | - | - | - | - | 248 |
| S.T.A.R Academy | SAI-IHH188.1-05 | 12/15/2020 | 1/14/2021 | 540 | - | - | - | - | 540 |
| S.T.A.R Academy | SAI184.3-03 | 12/15/2020 | 1/14/2021 | 60 | - | - | - | - | 60 |
| S.T.A.R Academy | SAI187.3-03 | 12/15/2020 | 1/14/2021 | 60 | - | - | - | - | 60 |
| Vendor Name | Invoice/Credit Number | Invoice Date | Date Due | Current | 1 - 30 Days Past Due | 31 - 60 Days Past Due | 61 - 90 Days Past Due | Over 90 Days Past Due | Total |
|-----------------------------|-----------------------|----------------|--------------|---------|----------------------|-----------------------|-----------------------|------------------------|-------|
| S.T.A.R Academy | SAI192.1-04 | 12/15/2020 | 1/14/2021 | 960 | - | - | - | - | 960 |
| S.T.A.R Academy | SAI193.1-05 | 12/16/2020 | 1/15/2021 | 360 | - | - | - | - | 360 |
| S.T.A.R Academy | SAI193.2-04 | 12/15/2020 | 1/14/2021 | 120 | - | - | - | - | 120 |
| S.T.A.R Academy | SAI197.1-04 | 12/15/2020 | 1/14/2021 | 600 | - | - | - | - | 600 |
| S.T.A.R Academy | SAI198.1-04 | 12/15/2020 | 1/14/2021 | 420 | - | - | - | - | 420 |
| S.T.A.R Academy | SAI198.2-04 | 12/15/2020 | 1/14/2021 | 60 | - | - | - | - | 60 |
| S.T.A.R Academy | SAI394.1-04 | 12/15/2020 | 1/14/2021 | 600 | - | - | - | - | 600 |
| S.T.A.R Academy | SAI401.1-03 | 12/15/2020 | 1/14/2021 | 720 | - | - | - | - | 720 |
| S.T.A.R Academy | SAI401.2-01 | 12/15/2020 | 1/14/2021 | 120 | - | - | - | - | 120 |
| S.T.A.R Academy | SAI402.1-02 | 12/15/2020 | 1/14/2021 | 60 | - | - | - | - | 60 |
| S.T.A.R Academy | SAI425.1-01 | 12/15/2020 | 1/14/2021 | 420 | - | - | - | - | 420 |
| S.T.A.R Academy | SAI426.1-01 | 12/15/2020 | 1/14/2021 | 360 | - | - | - | - | 360 |
| S.T.A.R Academy | SAI426.2-01 | 12/15/2020 | 1/14/2021 | 180 | - | - | - | - | 180 |
| S.T.A.R Academy | SAI427.1-01 | 12/15/2020 | 1/14/2021 | 360 | - | - | - | - | 360 |
| Samara Rice | 12142020 | 12/14/2020 | 1/13/2021 | 496 | - | - | - | - | 496 |
| San Diego Gas & Electric | SDGE121420-7713 | 12/14/2020 | 12/14/2020 | - | 106 | - | - | - | 106 |
| San Diego Gas & Electric | SDGE121420-8471 | 12/14/2020 | 12/14/2021 | 234 | - | - | - | - | 234 |
| Sawvas Learning Company LLC | 6001586580 | 12/1/2020 | 12/31/2020 | (26) | - | - | - | - | (26) |
| Scholastic Inc. | 25998568 | 12/1/2020 | 12/31/2020 | 30 | - | - | - | - | 30 |
| School of Rock Huntington Beach | 12182020 | 12/18/2020 | 1/18/2021 | 300 | - | - | - | - | 300 |
| Set Apart | 149 | 12/17/2020 | 1/16/2021 | 18,720 | - | - | - | - | 18,720|
| Sewing Lab Los Alamitos | 1120-1 | 12/18/2020 | 1/18/2021 | 185 | - | - | - | - | 185 |
| Singapore Math Inc. | 353329 | 9/1/2020 | 9/30/2020 | - | - | - | - | - | 26 |
| Singapore Math Inc. | 353331 | 9/1/2020 | 9/30/2020 | - | - | - | - | - | 197 |
| Singapore Math Inc. | 52421 | 12/3/2020 | 1/3/2021 | 36 | - | - | - | - | 36 |
| Singapore Math Inc. | 52424 | 12/3/2020 | 1/3/2021 | 32 | - | - | - | - | 32 |
| South Coast Repertory | 6611580 | 12/15/2020 | 1/14/2021 | 350 | - | - | - | - | 350 |
| South Coast Repertory | 6611583 | 12/15/2020 | 1/14/2021 | 495 | - | - | - | - | 495 |
| South Coast Repertory | 6611584 | 12/15/2020 | 1/14/2021 | 495 | - | - | - | - | 495 |
| South Coast Repertory | 6611585 | 12/15/2020 | 1/14/2021 | 385 | - | - | - | - | 385 |
| South OC Hybrid Homeschool | 1154-CPA | 12/14/2020 | 1/13/2021 | 350 | - | - | - | - | 350 |
| South OC Hybrid Homeschool | 1155-CPA | 12/14/2020 | 1/13/2021 | 350 | - | - | - | - | 350 |
| South OC Hybrid Homeschool | 1156-CPA | 12/16/2020 | 1/15/2021 | 350 | - | - | - | - | 350 |
| Southland Ballet Academy Inc.| 4003 | 12/14/2020 | 1/13/2021 | 60 | - | - | - | - | 60 |
| Southland Ballet Academy Inc.| 4004 | 12/14/2020 | 1/13/2021 | 345 | - | - | - | - | 345 |
| Southland Ballet Academy Inc.| 4006 | 12/14/2020 | 1/13/2021 | 80 | - | - | - | - | 80 |
| Spanish Time 123 | 006 | 12/17/2020 | 1/17/2021 | 1,023 | - | - | - | - | 1,023 |
| SpanishOne Plus | 0010801 | 12/15/2020 | 1/14/2021 | 1,921 | - | - | - | - | 1,921 |
| SPOT Kids Therapy, Inc. | 3965 | 12/16/2020 | 1/1/2021 | 386 | - | - | - | - | 386 |
| Strategic Kids | 200 | 11/24/2020 | 12/24/2020 | - | 2,387 | - | - | - | 2,387 |
| Vendor Name | Invoice/Credit Number | Invoice Date | Date Due | Current | 1 - 30 Days Past Due | 31 - 60 Days Past Due | 61 - 90 Days Past Due | Over 90 Days Past Due | Total |
|---------------------|-----------------------|----------------|--------------|---------|----------------------|-----------------------|-----------------------|------------------------|-------|
| Studies Weekly | 335524 | 12/16/2020 | 9/1/2020 | - | - | - | - | 33 | 33 |
| Studies Weekly | 375611 | 12/3/2020 | 12/30/2020 | - | 65 | - | - | - | 65 |
| Studies Weekly | 375662 | 12/3/2020 | 12/30/2020 | - | 65 | - | - | - | 65 |
| Studio H Fine Art | CBA122020 | 12/17/2020 | 1/17/2021 | 1,000 | - | - | - | - | 1,000 |
| Suzanne Silvio | 2020-390051 | 12/14/2020 | 1/13/2021 | 350 | - | - | - | - | 350 |
| Suzanne Silvio | 2020-390056 | 12/14/2020 | 1/13/2021 | 350 | - | - | - | - | 350 |
| Suzanne Silvio | 2020-390267 | 12/14/2020 | 1/13/2021 | 336 | - | - | - | - | 336 |
| Suzanne Silvio | 2020-395137 | 12/14/2020 | 1/13/2021 | 180 | - | - | - | - | 180 |
| Suzanne Silvio | 2020-396634 | 12/14/2020 | 1/13/2021 | 350 | - | - | - | - | 350 |
| Teacher Synergy, LLC| 137960879 | 12/14/2020 | 1/4/2021 | 8 | - | - | - | - | 8 |
| Teacher Synergy, LLC| 137971953 | 12/14/2020 | 1/13/2021 | 4 | - | - | - | - | 4 |
| Teacher Synergy, LLC| 137976160 | 12/14/2020 | 1/3/2021 | 12 | - | - | - | - | 12 |
| Teacher Synergy, LLC| 137976453 | 12/14/2020 | 1/3/2021 | 40 | - | - | - | - | 40 |
| Teacher Synergy, LLC| 137976476 | 12/14/2020 | 1/3/2021 | 28 | - | - | - | - | 28 |
| Teacher Synergy, LLC| 137976982 | 12/14/2020 | 1/3/2021 | 5 | - | - | - | - | 5 |
| Teacher Synergy, LLC| 137977754 | 12/14/2020 | 1/3/2021 | 7 | - | - | - | - | 7 |
| Teacher Synergy, LLC| 137977901 | 12/14/2020 | 1/3/2021 | 43 | - | - | - | - | 43 |
| Teacher Synergy, LLC| 137981811 | 12/14/2020 | 1/4/2021 | 11 | - | - | - | - | 11 |
| Teacher Synergy, LLC| 137983866 | 12/14/2020 | 1/3/2021 | 24 | - | - | - | - | 24 |
| Teacher Synergy, LLC| 137984798 | 12/14/2020 | 1/3/2021 | 17 | - | - | - | - | 17 |
| Teacher Synergy, LLC| 137986692 | 12/14/2020 | 1/3/2021 | 45 | - | - | - | - | 45 |
| Teacher Synergy, LLC| 137987053 | 12/14/2020 | 1/3/2021 | 107 | - | - | - | - | 107 |
| Teacher Synergy, LLC| 137987774 | 12/14/2020 | 1/3/2021 | 65 | - | - | - | - | 65 |
| Teacher Synergy, LLC| 137989367 | 12/14/2020 | 1/3/2021 | 68 | - | - | - | - | 68 |
| Teacher Synergy, LLC| 138012863 | 12/15/2020 | 1/4/2021 | 12 | - | - | - | - | 12 |
| Teacher Synergy, LLC| 138013551 | 12/15/2020 | 1/4/2021 | 21 | - | - | - | - | 21 |
| Teacher Synergy, LLC| 138056559 | 12/15/2020 | 1/5/2021 | 12 | - | - | - | - | 12 |
| Teacher Synergy, LLC| 138056809 | 12/15/2020 | 1/14/2021 | 35 | - | - | - | - | 35 |
| Teacher Synergy, LLC| 138056983 | 12/15/2020 | 1/5/2021 | 54 | - | - | - | - | 54 |
| Teacher Synergy, LLC| 1381222545 | 12/15/2020 | 1/5/2021 | 1,140 | - | - | - | - | 1,140 |
| Teacher Synergy, LLC| 138131831 | 12/15/2020 | 1/5/2021 | 5 | - | - | - | - | 5 |
| Teacher Synergy, LLC| 138132215 | 12/15/2020 | 1/5/2021 | 3 | - | - | - | - | 3 |
| Teacher Synergy, LLC| 138132455 | 12/15/2020 | 1/5/2021 | 38 | - | - | - | - | 38 |
| Teacher Synergy, LLC| 138133473 | 12/15/2020 | 1/5/2021 | 10 | - | - | - | - | 10 |
| Teacher Synergy, LLC| 138196021 | 12/16/2020 | 1/6/2021 | 75 | - | - | - | - | 75 |
| Teacher Synergy, LLC| 138246586 | 12/16/2020 | 1/6/2021 | 5 | - | - | - | - | 5 |
| Teacher Synergy, LLC| 138246776 | 12/16/2020 | 1/6/2021 | 4 | - | - | - | - | 4 |
| Teacher Synergy, LLC| 138247862 | 12/16/2020 | 1/6/2021 | 39 | - | - | - | - | 39 |
| Teacher Synergy, LLC| 138254209 | 12/16/2020 | 1/6/2021 | 98 | - | - | - | - | 98 |
| Teacher Synergy, LLC| 138256004 | 12/16/2020 | 1/6/2021 | 25 | - | - | - | - | 25 |
| Vendor Name | Invoice/Credit Number | Invoice Date | Date Due | Current | 1 - 30 Days Past Due | 31 - 60 Days Past Due | 61 - 90 Days Past Due | Over 90 Days Past Due | Total |
|-----------------------------|-----------------------|----------------|--------------|---------|----------------------|-----------------------|-----------------------|------------------------|-------|
| Teacher Synergy, LLC | 138256542 | 12/16/2020 | 1/6/2021 | 43 | - | - | - | - | 43 |
| Teacher Synergy, LLC | 138257733 | 12/16/2020 | 1/6/2021 | 98 | - | - | - | - | 98 |
| Teacher Synergy, LLC | 138318460 | 12/17/2020 | 1/16/2021 | 37 | - | - | - | - | 37 |
| Teacher Synergy, LLC | 138318626 | 12/17/2020 | 1/16/2021 | 126 | - | - | - | - | 126 |
| Teacher Synergy, LLC | 138332404 | 12/17/2020 | 1/16/2021 | 9 | - | - | - | - | 9 |
| Teacher Synergy, LLC | 138332558 | 12/17/2020 | 1/8/2021 | 55 | - | - | - | - | 55 |
| Teacher Synergy, LLC | 138333552 | 12/17/2020 | 1/8/2021 | 36 | - | - | - | - | 36 |
| Teacher Synergy, LLC | 138381473 | 12/17/2020 | 1/8/2021 | 45 | - | - | - | - | 45 |
| Teacher Synergy, LLC | 138432652 | 12/18/2020 | 1/9/2021 | 37 | - | - | - | - | 37 |
| Teacher Synergy, LLC | 138452197 | 12/18/2020 | 1/9/2021 | 10 | - | - | - | - | 10 |
| Teacher Synergy, LLC | 138453475 | 12/18/2020 | 1/9/2021 | 44 | - | - | - | - | 44 |
| Teacher Synergy, LLC | 138453601 | 12/18/2020 | 1/18/2021 | 29 | - | - | - | - | 29 |
| Teaching Textbooks | 32926 | 12/14/2020 | 1/13/2021 | 283 | - | - | - | - | 283 |
| Temecula Music Teacher, LLC | 4818 | 12/15/2020 | 1/14/2021 | 1,176 | - | - | - | - | 1,176 |
| Terry Tsang Optometry | 1035 | 12/8/2020 | 1/7/2021 | 168 | - | - | - | - | 168 |
| Terry Tsang Optometry | 1606 | 12/9/2020 | 1/8/2021 | 125 | - | - | - | - | 125 |
| Terry Tsang Optometry | 419 | 12/7/2020 | 1/6/2021 | 125 | - | - | - | - | 125 |
| Terry Tsang Optometry | 7020 | 12/4/2020 | 1/3/2021 | 84 | - | - | - | - | 84 |
| Terry Tsang Optometry | 7021 | 12/7/2020 | 1/6/2021 | 84 | - | - | - | - | 84 |
| Terry Tsang Optometry | 892 | 12/7/2020 | 1/6/2021 | 125 | - | - | - | - | 125 |
| Thanitra Pichedvanichok | 22.214.171.124 CPA | 12/18/2020 | 1/18/2021 | 505 | - | - | - | - | 505 |
| The AFA Studio | 22 | 12/14/2020 | 1/13/2021 | 100 | - | - | - | - | 100 |
| The Music Factory | M110120 | 12/9/2020 | 1/9/2021 | 1,730 | - | - | - | - | 1,730 |
| Timberdoodle.com | 333353 | 8/25/2020 | 9/23/2020 | - | - | - | - | - | 1,066 |
| Timberdoodle.com | 334008 | 8/27/2020 | 9/25/2020 | - | - | - | - | - | 1,066 |
| Timberdoodle.com | 334306 | 8/28/2020 | 9/26/2020 | - | - | - | - | - | 1,066 |
| Timberdoodle.com | 334582 | 8/29/2020 | 9/27/2020 | - | - | - | - | - | 1,261 |
| Timberdoodle.com | 335747 | 9/3/2020 | 10/2/2020 | - | - | - | - | - | 1,261 |
| Timberdoodle.com | 336519 | 9/4/2020 | 10/3/2020 | - | - | - | - | - | 1,272 |
| Timberdoodle.com | 339608 | 9/24/2020 | 11/22/2020 | - | - | - | - | - | 1,272 |
| Timberdoodle.com | 340698 | 10/6/2020 | 11/5/2020 | - | - | - | - | - | 513 |
| Timberdoodle.com | 350719 | 12/7/2020 | 1/6/2021 | 1,152 | - | - | - | - | 1,152 |
| Timberdoodle.com | 350726 | 12/7/2020 | 1/6/2021 | 234 | - | - | - | - | 234 |
| TLP Education | 1071 | 12/16/2020 | 1/15/2021 | 495 | - | - | - | - | 495 |
| Touch-it Productions | 1036 | 12/11/2020 | 1/10/2021 | 180 | - | - | - | - | 180 |
| Touch-it Productions | 1037 | 12/14/2020 | 1/13/2021 | 160 | - | - | - | - | 160 |
| Tutoring by Kathy Bartling | Peace 1000 | 12/16/2020 | 1/15/2021 | 37 | - | - | - | - | 37 |
| TWT Sprouts | 003 | 11/10/2020 | 12/10/2020 | - | 2,020 | - | - | - | 2,020 |
| University of Redlands | 11 | 12/10/2020 | 1/9/2021 | 104 | - | - | - | - | 104 |
| Verizon Wireless | 9866503484 | 11/7/2020 | 11/29/2020 | - | (518) | - | - | - | (518) |
| Vendor Name | Invoice/Credit Number | Invoice Date | Date Due | Current | 1 - 30 Days Past Due | 31 - 60 Days Past Due | 61 - 90 Days Past Due | Over 90 Days Past Due | Total |
|-----------------------------|-----------------------|----------------|--------------|---------|----------------------|-----------------------|-----------------------|------------------------|-------|
| Verizon Wireless | 9868615339 | 12/7/2020 | 12/7/2021 | 379 | - | - | - | - | 379 |
| Verizon Wireless | 9868615340 | 12/7/2020 | 12/30/2020 | - | 342 | - | - | - | 342 |
| Veronica Anne Rowland | UB-NOV20-CPA | 12/14/2020 | 1/13/2021 | 90 | - | - | - | - | 90 |
| Watersafe Swim School | 344 | 12/16/2020 | 1/16/2021 | 327 | - | - | - | - | 327 |
| Watersafe Swim School | 345 | 12/16/2020 | 1/15/2021 | 362 | - | - | - | - | 362 |
| Watersafe Swim School | 346 | 12/16/2020 | 1/15/2021 | 238 | - | - | - | - | 238 |
| Watersafe Swim School | 347 | 12/16/2020 | 1/15/2021 | 80 | - | - | - | - | 80 |
| Watersafe Swim School | 348 | 12/16/2020 | 1/15/2021 | 89 | - | - | - | - | 89 |
| Waterworks Aquatics | 122 | 11/12/2020 | 12/12/2020 | - | 1,108 | - | - | - | 1,108 |
| Waterworks Aquatics Huntington Beach | 121 | 11/12/2020 | 12/12/2020 | - | 198 | - | - | - | 198 |
| Whitney Dickinson | 10101 | 12/7/2020 | 1/7/2021 | 232 | - | - | - | - | 232 |
| Within Reach Learning Center| Mayer#3 | 12/15/2020 | 1/14/2021 | 185 | - | - | - | - | 185 |
| WM Music Lessons | 028CPA | 12/15/2020 | 1/14/2021 | 1,510 | - | - | - | - | 1,510 |
| WM Music Lessons | 029CPA | 12/18/2020 | 1/18/2021 | 415 | - | - | - | - | 415 |
| Wonder Crate | CP009 | 12/17/2020 | 1/16/2021 | 80 | - | - | - | - | 80 |
| Wonder Crate | CP010 | 12/17/2020 | 1/16/2021 | 80 | - | - | - | - | 80 |
| Write On! Webb | 1743 | 12/15/2020 | 1/14/2021 | 84 | - | - | - | - | 84 |
| Zaner-Bloser, Inc. | 10272301 | 9/29/2020 | 10/28/2020 | - | - | - | (27) | - | (27) |
Total Outstanding Payables in November/December: $213,130 $25,089 $(29,882) $4,042 $246,756 $459,135
INVOICE
BILL TO
Cabrillo Point Academy
13915 Danielson St., Suite 200
Poway, CA 92064
DEPARTMENT
ICS Fees
| DATE | ACTIVITY | DESCRIPTION | QTY | RATE | AMOUNT |
|------------|----------|------------------------------------|-----|--------|------------|
| | Sales | ICS Operational Fees February 2021 | | | 126,268.00 |
BALANCE DUE $126,268.00
## Cabrillo Point Academy
### Monthly Cash Flow/Budget FY20-21
#### Revised 7/20/20
| ADA = 4505.91 | Jul-20 | Aug-20 | Sep-20 | Oct-20 | Nov-20 | Dec-20 | Jan-21 | Feb-21 | Mar-21 | Apr-21 | May-21 | Jun-21 | Year-End Accruals | Annual Budget |
|---------------|--------|--------|--------|--------|--------|--------|--------|--------|--------|--------|--------|--------|-------------------|---------------|
| **Revenues** | | | | | | | | | | | | | | |
| **State Aid - Revenue Limit** | | | | | | | | | | | | | | |
| 8011 LCFF State Aid | - | 1,950,566 | 1,950,566 | 3,511,019 | 3,511,019 | 3,511,019 | 3,511,019 | 3,511,019 | 1,755,640 | 1,053,384 | 1,053,384 | 1,053,384 | 12,640,508 | 39,012,526 |
| 8012 Education Protection Account | - | - | 225,296 | - | - | - | - | - | - | 225,296 | - | - | 225,296 | 901,182 |
| 8019 State Aid - Prior Year | - | - | - | - | - | - | - | - | - | - | - | - | - | - |
| 8096 In Lieu of Property Taxes | - | 53,199 | 106,397 | 70,931 | 70,931 | 70,931 | 70,931 | 124,140 | 62,070 | 62,070 | 62,070 | 62,070 | 886,673 | - |
| **Total** | | 2,003,765 | 2,056,964 | 3,807,246 | 3,581,951 | 3,581,951 | 3,807,246 | 3,581,951 | 1,879,779 | 1,340,749 | 1,115,454 | 1,115,454 | 12,927,871 | 40,800,381 |
| **Federal Revenue** | | | | | | | | | | | | | | |
| 8181 Special Education - Entitlement | - | - | - | - | - | - | - | - | - | - | - | - | 535,325 | 535,325 |
| **Other State Revenue** | | | | | | | | | | | | | | |
| 8311 State Special Education | - | 140,805 | 140,805 | 253,449 | 253,449 | 253,449 | 253,449 | 253,449 | 253,729 | 253,729 | 253,729 | 253,729 | 253,729 | 2,817,500 |
| 8550 Mandated Cost | - | - | - | - | - | 103,823 | - | - | - | - | - | - | - | 103,823 |
| 8560 State Lottery | - | - | - | - | - | - | 233,173 | - | - | 233,173 | - | - | 466,810 | 933,156 |
| 8599 Other State Revenue | - | - | - | - | 26,000 | - | - | - | - | - | 10,000 | - | 4,000 | 40,000 |
| **Total** | | 140,805 | 140,805 | 253,449 | 279,449 | 357,272 | 486,622 | 253,449 | 253,729 | 496,902 | 253,729 | 253,729 | 724,539 | 3,894,479 |
| **Total Revenue** | | 2,144,570 | 2,197,769 | 4,060,695 | 3,861,400 | 3,939,223 | 4,293,868 | 3,835,400 | 2,133,508 | 1,837,851 | 1,369,183 | 1,369,183 | 14,187,735 | 45,230,185 |
| 5811 Management Fee | 126,268 | 126,268 | 126,268 | 126,268 | 126,268 | 126,268 | 126,268 | 126,268 | 126,268 | 126,268 | 126,268 | 126,268 | - | 1,515,211 |
| **Total** | | 126,268 | 126,268 | 126,268 | 126,268 | 126,268 | 126,268 | 126,268 | 126,268 | 126,268 | 126,268 | 126,268 | - | 1,515,211 |
---
### Original Budget Total
| ADA = 4305.14 | Favorable / (Unfav.) | PY Forecast | Favorable / (Unfav.) |
|---------------|----------------------|-------------|----------------------|
| 39,012,526 | - | 39,228,646 | (216,119) |
| 901,182 | - | 901,182 | - |
| 886,673 | - | 779,928 | 106,745 |
| 40,800,381 | - | 40,608,011 | 192,371 |
| 535,325 | - | 513,062 | 22,263 |
| 2,817,500 | - | 2,332,935 | 484,565 |
| 103,823 | - | 89,452 | 14,371 |
| 933,156 | - | 899,473 | 43,683 |
| 40,000 | - | 41,410 | (1,410) |
| 3,894,479 | - | 3,488,914 | 405,565 |
| 45,230,185 | - | 44,664,947 | 565,238 |
Percentage Check: 3.35%
Start Saving Now with Pension2
Your future self depends on it
Today’s Objectives
• Understand how CalSTRS Pension2 reinforces your retirement goals.
• The features and benefits of the CalSTRS Pension2 program
• Enroll and start contributing for 2020
• Consolidate your previous account
CalSTRS Hybrid Retirement System
• Voluntary supplemental savings
• Compliments your retirement
403(b)
457(b)
Roth 403(b)
Roth 457(b)
Visit Pension2.com for more information, educational videos and savings calculators.
| | 403(b) | Roth 403(b) |
|----------------------|-------------------------|--------------------------|
| Paycheck Contributions| Pre-tax | Post-tax |
| Earnings | Tax-deferred | Non-taxable |
| Distributions | Penalty-free: | |
| | • Age 59 ½ | |
| | • Upon separation of service after age 55 | |
| | 10% IRS tax penalty: | |
| | • Upon separation of service before age 55 | |
| | 457(b) | Roth 457(b) |
|----------------------|-------------------------|--------------------------|
| Paycheck Contributions| Pre-tax | Post-tax |
| Earnings | Tax-deferred | Non-taxable |
| Distributions | Penalty-free: | |
| | • Upon separation of service at any age | |
| | • Age 70 ½ | |
| Plan | Limit | Catch-Up (50+) | Total |
|-----------------------|---------|----------------|-----------|
| 403(b), Roth 403(b) | $19,500 | $6,500 | $26,000 |
| 457(b), Roth 457(b) | $19,500 | $6,500 | $26,000 |
| **Total** | **$39,000 (both)** | **$13,000 (both)** | **$52,000 (both)** |
How much should I be saving?
Average Monthly Contribution by Age
- 29 and Under: $443
- 30-39: $472
- 40-49: $654
- 50-59: $927
- 60-59: $1,217
- 70 and Over: $1,324
Pension2 offers two investment strategies. Which one is right for you?
Build Your Own Portfolio
Easy Choice Portfolio
Build Your Own Portfolio
Choose from 20+ professionally selected core options:
Easy Choice Portfolios
Investment strategies are based on:
- When you plan to retire: Retired, 2030, 2040, 2050, 2060+
- Your risk tolerance: Conservative, Moderate, Aggressive
How do I enroll in Pension2?
PHONE: 888-394-2060
ONLINE: Pension2.com
PAPER: Pension2 Enrollment Form
What if I already have an outside account?
Other supplemental savings plan accounts can be rolled into Pension2
LET US COMPARE!
Call 888-394-2060 for a statement comparison
Why Consolidate?
Impact of fees on your account balance:
- $400/month contributions
- 5% average annual return
| Year | Pension2 | Vendor |
|------|----------|--------|
| 5 | $27,455 | $26,515|
| 10 | $61,696 | $57,766|
| 20 | $157,665 | $138,008|
| 30 | $306,944 | $249,470|
Why Consolidate?
Overall Costs:
- $400/month contributions
- 5% average annual return
| Year | Pension2 | Vendor |
|------|----------|--------|
| 5 | $369 | $1,249 |
| 10 | $1,465 | $4,849 |
| 20 | $6,594 | $20,859|
| 30 | $17,423 | $52,372|
Questions?
Pension2.com
888-394-2060
Monday - Friday
8am - 5pm
CALSTRS
HOW WILL YOU SPEND YOUR FUTURE?
CalSTRS.com
Pension2
Program Highlights
It’s your future. Choose Pension2™.
Pension2 is offered by your school district to all school employees — teachers as well as those who work in administration, athletics, food service and operations.
You’re off to a great start with your defined benefit pension. You’ll also likely need personal savings and investments. According to financial professionals, you may need 80 to 90 percent of your final salary to retire comfortably.
On average, the CalSTRS retirement benefit will replace about 50 to 60 percent of a career educator’s salary. Pension2®, the CalSTRS voluntary supplemental savings program, offers 403(b) and 457(b) plans designed to complement your retirement benefit and support your goal for a secure future.
Pension2 comes with low-cost investment choices to match your investing style, help with planning and investing, and much more.
Contributing to your 403(b) or 457(b) account through paycheck deductions is a convenient way to build up your retirement income. You control how much to save and invest — and you can make changes at any time.
This booklet will help you understand Pension2 as a participant in your school district’s 403(b) and/or 457(b) plans. The information is not intended to provide investment advice. Consider consulting a financial professional before investing.
About CalSTRS
As the retirement plan for California’s public educators, your plans for the future are important to us. For more than 100 years, we have been prudently managing your pension funds. CalSTRS is the largest educator-only pension fund in the world.
CalSTRS administers a hybrid retirement system consisting of traditional defined benefit (Defined Benefit Program), cash balance (Defined Benefit Supplement Program) and defined contribution (Pension2) plans.
Pension2 is a revenue-neutral program with low fees and expenses. This keeps more of your hard-earned retirement savings working for you. CalSTRS is committed to keeping costs low.
**Pension2 has:**
- No commissions.
- No front- and back-end load fees.
- No surrender charges.
- **No liquidity restrictions on benefit withdrawals.** (Non-benefit withdrawals and transfers from Voya Fixed Plus III are subject to equity wash restrictions. See the Voya Fixed Plus III Fact Sheet for details.)
Fees are charged for three services: plan administration, investment management and school district-contracted third-party administrator (TPA) fees as follows:
- **Plan administration fees** — The annual fee charged to all participants is 0.25% (prorated at 0.0625% per quarter) and appears as a line item on your quarterly account statements.
- **Investment management fees** — This fee is charged by the fund companies for managing the investment options. The fee is based on the amount of money you have invested in each option. For current fees by investment option, see page 9 or visit Pension2.com.
- **District-contracted TPA fees (if applicable)** — School districts that offer 403(b) and/or 457(b) plans often contract with a TPA to provide certain plan administration services. If there are charges for these services that are applied to accounts under the plan, the TPA charges will appear on quarterly statements as a separate line item.
Designed with your interests in mind
Pension2 gives you access to support, financial learning resources and advice services to help you manage your account.
Benefits planning sessions
CalSTRS benefits planning sessions can help you make the most of your Pension2 account at any stage of your career. Experienced benefits specialists are available to help you define your retirement goals and integrate them with CalSTRS’ benefits planning. Find out more at CalSTRS.com/benefits-planning.
Educational workshops
Educational workshops can help you understand Pension2 and how to invest for your retirement. See the workshop schedule at CalSTRS.com/financial-awareness.
Online planning tools
Financial learning resources provided by Voya Institutional Plan Services help you plan for retirement and make financial decisions. Access the tools by logging into your Pension2 account at Pension2.com.
myOrangeMoney®, an online interactive experience, shows you the income you’ll likely need each month in retirement and the progress you’re making toward that goal. You can try out various savings, investing and retirement age scenarios until you find the combination that’s right for you and make changes instantly.
Your Personal Financial Dashboard gives you an easy way to organize your finances. You can add all your accounts, create budgets, track spending and more. The tool encrypts your information and makes updates automatically, so you always have a current view of your complete financial picture.
IMPORTANT: The illustrations or other information generated by the calculators are hypothetical in nature, do not reflect actual investment results, and are not guarantees of future results. This information does not serve, either directly or indirectly, as legal, financial or tax advice and you should always consult a qualified professional legal, financial and/or tax advisor when making decisions related to your individual tax situation.
A convenient way to save
Your Pension2 contributions are deducted directly from your paycheck. You decide how much, up to the IRS annual maximum limit.
Depending on your school district’s plans, you may contribute on a pre-tax basis to your 403(b) and/or 457(b) plan account and/or on an after-tax basis to your Roth 403(b) and/or Roth 457(b) account. Both approaches have tax advantages:
- **With the pre-tax option**, no income taxes are withheld from your contributions. This lowers your current taxes. Your savings, as well as returns, grow tax-free until withdrawal, when you will be required to pay taxes on them, typically at retirement.
- **With the Roth option**, taxes are withheld before your contributions go into your account. Eligible Roth contributions, and their earnings, are tax-free at withdrawal, as long as both IRS rules are met:
1. The first Roth contribution has been in your Pension2 account for at least five tax years (or sooner, if assets were in a Roth account within another employer-sponsored plan for at least five years and then rolled over into Pension2), and
2. You are either at least age 59½ or disabled, or the distribution is to be made to your beneficiary after your death.
Whether you make pre-tax or Roth contributions, you benefit from tax-deferred compounding. That’s what occurs when your contributions and any investment gains earn returns that go back into your account where they can earn more returns. Tax-deferred compounding gives your account the potential to grow substantially larger amounts than taxable investments.
Advice to help you succeed
When it comes to investing, most of us could use some help. Two levels of personalized objective advice for retirement planning and investing are available from Voya Retirement Advisors, powered by Financial Engines®:
- **Online Advice** is an easy-to-use interactive service available to all Pension2 participants at no additional cost. It’s designed for individuals who prefer to manage their own retirement accounts. Any time you log into your Pension2 account, you can get a personalized retirement forecast, risk assessments and specific savings and fund recommendations.
- **Professional Management** is a full-service option designed for those who would rather have the investing decisions made for them for an additional fee. You receive a personalized savings and investment strategy using Pension2 investment options, ongoing account management and quarterly progress reports.
There is no charge for an initial consultation. If you decide to use Professional Management, the annual fee is deducted from your account and listed on your quarterly account statements. You may cancel at any time without penalty.
*Advisory Services provided by Voya Retirement Advisors, LLC (VRA). For more information, please read the Voya Retirement Advisors Disclosure Statement and Advisory Services Agreement. These documents may be viewed online by accessing the advisory services link(s) through Pension2.com. You may also request these from VRA by calling 844-elecP2 (844-353-2872). Financial Engines Advisors LLC acts as a sub-advisor for Voya Retirement Advisors, LLC. Financial Engines Advisors®, LLC (FEA) is a federally registered investment advisor and wholly owned subsidiary of Financial Engines, Inc. Neither VRA nor FEA provides tax or legal advice. If you need tax advice, consult your accountant; or if you need legal advice, consult your lawyer. Neither VRA nor FEA can guarantee results and past performance is no guarantee of future results. Financial Engines® is a registered trademark of Financial Engines, Inc. All other marks are the exclusive property of their respective owners.*
Choosing your investments
Pension2 provides access to three groups of investments. Your choice depends on your comfort in managing your retirement portfolio.
1 Easy Choice Portfolios
Designed for those participants who want someone else to do the driving, these portfolios combine risk tolerance and retirement target dates to simplify investment decision-making. The Easy Choice Portfolios provide a ready-made mix of the Pension2 core investments (see Core Investment Options). Portfolios are available for target retirement years 2030, 2040, 2050, 2060+ and for those who are currently retired, and are grouped in three risk categories: conservative, moderate and aggressive.
Each diversified portfolio starts with an asset allocation considered appropriate for its years from retirement and risk tolerance. Then each portfolio gets more conservative over time as it gets closer to its target year. The objective is to achieve the highest possible returns while minimizing potential risks. (Please note: there is no guarantee this objective will be met.)
A key benefit of the Easy Choice Portfolios is that you benefit from broad diversification and oversight by CalSTRS and its investment consultant. You are relieved of the need to make complicated investment, portfolio reallocation and readjustment decisions as your time and risk horizon change.
To choose your portfolio, simply decide whether you are a conservative, moderate or aggressive investor, and then select the target date portfolio in the group that best matches the year in which you plan to retire. Remember, you will be allocating 100 percent of your investments into a specific target portfolio. CalSTRS will readjust the balances for you to ensure you maintain your investment goals. The CalSTRS Pension2 Easy Choice Portfolios are created by CalSTRS in conjunction with its investment consultant.
For those who prefer to build their own portfolio, Pension2 provides access to investment options that cover several different asset classes. You may choose from the core funds listed below to develop a portfolio that matches your time horizon and tolerance for assuming risk, and you manage and adjust your portfolio over time.
**Stability of Principal**
- Voya Fixed Plus III
- Federated U.S. Treasury Cash
**Bond**
- Vanguard Total Bond Market
- Vanguard Short-Term Bond Index
**Inflation Protection**
- Vanguard Inflation-Protected Securities
**U.S. Large Cap Stock**
- American Growth Fund of America
- Dodge & Cox Stock
- Vanguard Institutional Index
- Vanguard Total Stock Market Index
- TIAA-CREF Social Choice Equity
**U.S. Small/Mid Cap Stock**
- Vanguard Mid Cap Index
- Vanguard Small Cap Index
**Global Stock**
- GMO Global Equity Asset Allocation
- Northern Global Sustainability Index Fund
**Foreign Stock**
- Artisan International
- DFA International Small Company
- Dodge & Cox International Stock
- Vanguard Developed Markets Index
- Vanguard Emerging Markets Index
**Other**
- Vanguard Real Estate Index
- PIMCO All Asset
The CalSTRS Pension2 Advisory Committee selects each of the core funds to ensure the highest quality investment choices. The funds are continuously monitored to ensure that they meet the performance standards of CalSTRS and any fund that does not will be placed on the Investment Watch List. If the fund continues to underperform, a new fund will be selected as a replacement.
For participants looking for additional control over their retirement portfolios, the Self-Directed Brokerage Account gives you access to a greatly expanded range of mutual funds. Through the fee-based brokerage account offered through TD Ameritrade, you will have access to more than 800 no-transaction-fee mutual funds, in addition to thousands of transaction-fee funds and certificates of deposit. You have to apply for and set up a separate Self-Directed Brokerage Account before you may trade mutual funds. Please note: the mutual funds are not selected, reviewed or monitored by CalSTRS.
## Pension2 highlights
This section describes the product features of CalSTRS Pension2 and the Internal Revenue Code rules that apply to 403(b) and 457(b) plans. Your school district’s plans may have additional rules or restrictions.
| Getting started | Pre-tax 403(b) | Roth 403(b) | Pre-tax 457(b) | Roth 457(b) |
|-----------------|---------------|-------------|---------------|-------------|
| **2020 Contribution Limits (subject to change annually)** | $19,500 (before any available catch-ups) This limit includes contributions to both pre-tax 403(b) and Roth 403(b) contributions made to your school district’s 403(b) plan. | $19,500 (before any available catch-ups) This limit includes contributions to both pre-tax 457(b) and Roth 457(b) contributions made to your school district’s 457(b) plan. |
| **Available Catch-Up Options (if permitted under your school district’s plan)** | 15 Years of Service Catch-up: Eligible participants with at least 15 years of service with their current school district may be able to elect a special catch-up deferral of up to an additional $3,000 per year up to a lifetime limit of $15,000. Age 50+ Catch-up: Participants who are at least 50 years old in the tax year may contribute up to an additional $6,500. **Note:** The age 50+ catch-up may be used concurrently with the special 15-year catch-up for 403(b) programs. An employee who is eligible for both catch-ups in the same year must first contribute the full amount available under the 15 years of service catch-up for that year before contributing under that year’s age 50+ catch-up. | Special 457 Catch-up: Eligible participants who are within three years prior to the year in which they will reach normal retirement age (as defined in the 457(b) plan) may be eligible to contribute up to two times the annual contribution limit ($39,000), based on prior years contributions to the 457(b) plan. Age 50+ Catch-up: Participants who are at least 50 years old in the calendar year may contribute up to an additional $6,500. **Note:** If a participant is eligible for both catch-ups in the same tax year, IRS rules provide that the participant may not use both catch-ups in the same year. The IRS rules permit the participant to contribute under the catch-up with the greater contribution. |
| **Internal Revenue Service 10% Early Distribution Penalty Tax** | IRS 10% early distribution penalty tax applies to withdrawals taken prior to age 59½ unless another IRS exception applies. Withdrawals generally will be taxed as ordinary income in the year the money is distributed. Special rules apply to withdrawals of designated Roth contributions made to the 403(b) plan. | The IRS 10% early distribution penalty tax does not apply to amounts contributed to the 457(b) plan. The IRS 10% early distribution penalty tax may apply to amounts rolled into the 457(b) plan from non-457 sources unless an IRS exception applies. Special rules apply to withdrawals of designated Roth contributions made to the 457(b) plan. |
| **Rollovers in** | If permitted by the plan, rollovers are accepted from pre-tax amounts under another 403(b) plan, 401(a)/(k) plan, governmental 457(b) plan or traditional IRA. | If permitted by the plan and the plan has a Roth 403(b) feature, rollovers are accepted from Roth 403(b), Roth 401(k) or governmental Roth 457(b) plans. | If permitted by the plan, rollovers are accepted from pre-tax amounts under another 403(b) plan, 401(a)/(k) plan, governmental 457(b) plan or traditional IRA. | If permitted by the plan and the plan has a Roth 457(b) feature, rollovers are accepted from Roth 403(b), Roth 401(k) or governmental Roth 457(b) plans. |
| **Purchase Additional Service Credit Under a Governmental Defined Benefit Retirement System** | Available | Not available | Available | Not available |
## Investment options
All investment options apply to all plans.
### Core Investment Options
- **Stability of Principal**
- Voya Fixed Plus III***
- Federated U.S. Treasury Cash
- Ticker Symbol: UTIXX
- Net Management Fee*: N/A. See fact sheet at Pension2.com.
- Net Management Fee*: 0.20%
- **Bond**
- Vanguard Total Bond Market
- Ticker Symbol: VBTIX
- Net Management Fee*: 0.07%
- Vanguard Short-Term Bond Index
- Ticker Symbol: VBITX
- Net Management Fee*: 0.07%
- Vanguard Inflation-Protected Securities
- Ticker Symbol: VIPIX
- Net Management Fee*: 0.07%
- **U.S. Large Cap Stock**
- American Growth Fund of America
- Ticker Symbol: RGAGX
- Net Management Fee*: 0.33%
- Dodge and Cox Stock
- Ticker Symbol: DODGX
- Net Management Fee*: 0.42%
- Vanguard Institutional Index
- Ticker Symbol: VIIIIX
- Net Management Fee*: 0.02%
- Vanguard Total Stock Market Index
- Ticker Symbol: VSMPX
- Net Management Fee*: 0.02%
- TIAA-CREF Social Choice Equity
- Ticker Symbol: TISCX
- Net Management Fee*: 0.18%
- **U.S. Small/Mid Cap Stock**
- Vanguard Mid Cap Index
- Ticker Symbol: VMCIX
- Net Management Fee*: 0.07%
- Vanguard Small Cap Index
- Ticker Symbol: VSCIX
- Net Management Fee*: 0.07%
- **Global Stock**
- GMO Global Equity Asset Allocation
- Ticker Symbol: GGASX
- Net Management Fee*: 0.69%
- Northern Global Sustainability Index Fund
- Ticker Symbol: NSRIX
- Net Management Fee*: 0.21%
- **Foreign Stock**
- Artisan International
- Ticker Symbol: ARTIX
- Net Management Fee*: 0.82%
- DFA International Small Company
- Ticker Symbol: DFISX
- Net Management Fee*: 0.54%
- Dodge and Cox International Stock
- Ticker Symbol: DODFX
- Net Management Fee*: 0.54%
- Vanguard Developed Markets Index
- Ticker Symbol: VTMNX
- Net Management Fee*: 0.07%
- Vanguard Emerging Markets Index
- Ticker Symbol: VEMIX
- Net Management Fee*: 0.12%
- **Other**
- Vanguard Real Estate Index
- Ticker Symbol: VGSNX
- Net Management Fee*: 0.10%
- PIMCO All Asset
- Ticker Symbol: PAAIX
- Net Management Fee*: 0.86%
### Easy Choice Portfolios
The Easy Choice Portfolios are developed using the Pension2 core fund lineup. The diversified portfolios combine risk tolerance and retirement target dates to simplify your investment decisions. The portfolios are created by the CalSTRS Pension2 Investment Advisory Committee. See the Easy Choice Portfolio Fact Sheet for more information.
### Self-Directed Brokerage Account
TD Ameritrade
$50 annual charge applies for participants selecting the Self-Directed Brokerage Account option.
Brokerage services provided by TD AMERITRADE, Division of TD AMERITRADE, Inc., member FINRA/SIPC/NFA.
TD AMERITRADE is a trademark jointly owned by TD AMERITRADE IP Company, Inc. and The Toronto-Dominion Bank.
©2020 TD AMERITRADE IP Company, Inc. All rights reserved. Used with permission. TD AMERITRADE is an independent entity and not a corporate affiliate of the Voya® family of companies.
## Account fees (in addition to the net investment management fees noted above)
| Fee | Description |
|----------------------------|-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| Plan Administration Fee | The current annual plan administration fee, charged quarterly to all participants, is 0.25%. This fee is prorated at 0.0625% and charged quarterly to your account. It appears as a line item on your quarterly account statement. |
| District-Contracted TPA Fee| School districts that offer 403(b) plans and 457(b) plans often contract with a third-party administrator (TPA) to provide certain plan administrative services. If there are charges for these services that are applied to participant accounts under the plan, the TPA charges will appear on quarterly statements as a separate line item. |
| **Distributions** | **Pre-tax 403(b)** | **Roth 403(b)** | **Pre-tax 457(b)** | **Roth 457(b)** |
|-------------------|--------------------|-----------------|-------------------|-----------------|
| **Distribution Restrictions** | Funds cannot be distributed until:
• Age 59½
• Severance from employment
• Death
• Disability
• Hardship | Funds cannot be distributed until:
• Age 70½
• Age 59½*
• Severance from employment
• Small amount cashouts
• Death
• Unforeseeable emergency
* Please check with your employer to see if Age 59½ Withdrawals are allowed in your plan. | Funds cannot be distributed until:
• Age 70½
• Age 59½*
• Severance from employment
• Small amount cashouts
• Death
• Unforeseeable emergency
* Please check with your employer to see if Age 59½ Withdrawals are allowed in your plan. | Funds cannot be distributed until:
• Age 70½
• Age 59½*
• Severance from employment
• Small amount cashouts
• Death
• Unforeseeable emergency
* Please check with your employer to see if Age 59½ Withdrawals are allowed in your plan. |
| **Portability of Plan Funds After Qualifying Event** | Eligible amounts can be rolled over to:
• Another 403(b)
• Governmental 457(b)
• IRA (Traditional, SEP, SAR SEP, Roth)
• 401(a)/401(k) | Eligible amounts can be rolled over to:
• Another 403(b), governmental 457(b), or 401(k) plan with a Roth feature
• Roth IRA | Eligible amounts can be rolled over to:
• Another governmental 457(b)
• 403(b)
• IRA (Traditional, SEP, SAR SEP, Roth)
• 401(a)/401(k) | Eligible amounts can be rolled over to:
• Another governmental 457(b), 403(b) or 401(k) with a Roth feature
• Roth IRA |
| **Hardship/Unforeseeable Emergency Distributions** | Employee contributions, but not earnings, may be distributed for a financial hardship. Please contact your district or third-party administrator for further information. | Contributions and earnings may be distributed for a severe financial hardship need resulting from an extraordinary and unforeseeable emergency arising as a result of events beyond the control of the participant. Unforeseeable emergencies are determined based on the participant’s particular facts and circumstances. Please contact your district or third-party administrator for further information. | Contributions and earnings may be distributed for a severe financial hardship need resulting from an extraordinary and unforeseeable emergency arising as a result of events beyond the control of the participant. Unforeseeable emergencies are determined based on the participant’s particular facts and circumstances. Please contact your district or third-party administrator for further information. |
| **Loans** | Permitted up to the Internal Revenue Code limits if allowed under your district’s plan. | | | |
| **Required Minimum Distributions** | You are required to begin distributions by April 1 of the calendar year following the calendar year in which you reach age 72 or retire, whichever occurs later. An IRS 50% penalty tax applies on the required amount that was not timely distributed. | | | |
| **Payment Options** | • Deferral of payment, subject to IRS required minimum distribution rules
• Partial or lump-sum withdrawal
• Systematic withdrawal options — specified period or specified amount
• Estate conservation option — IRS minimum required distribution
• Roll over to another eligible retirement plan
• Annuity options
• Combination of payout options | | | |
This information is for general discussion purposes only. Prior to investing, you should carefully review all fund information and objectives contained in the Investment Fund Prospectus, and consult with your investment advisor. For more detailed information on the new investment lineup, including investment objectives, expense ratios and performance information, please review the summary prospectus online at Pension2.com.
Easy account access, 24/7 at Pension2.com or toll free at 844-electP2 (844-353-2872)
You can manage your account and perform a variety of transactions:
• View, download and print account statements, including 18 months of history.
• Manage beneficiary information online.
• Rebalance your account to your current investment allocations.
• Reallocate your fund balances across multiple funds in one simple transaction.
• Download forms and stay up-to-date on Pension2 rules.
• Download account data to Quicken®.
How to enroll in Pension2
Step 1 – Enroll in Pension2
You can enroll in three ways:
▶ Go to Pension2.com and select “Enroll Now”
▶ Complete the enrollment form and return it to:
CalSTRS Pension2
Plan Administration
PO Box 24747
Jacksonville, FL 32241-4747
▶ Open the Pension2 ebook, available at Pension2.com, and follow the steps to enroll
Step 2 – Start Your Contributions
▶ A Salary Reduction Agreement must be completed and submitted to your school district or your district’s third party administrator to start your contributions to Pension2. Please contact your school district (or, if applicable your district’s third party administrator or 403bCompare.com) for the appropriate form(s).
Want to learn more about Pension2 online?
Scan this code with your smartphone or tablet, or go to Pension2.com.
Plan administrative services are provided by Voya Institutional Plan Services LLC ("VIPS").
Voya Fixed Plus III is offered through a group annuity contract by Voya Retirement Insurance
and Annuity Company ("VRIAC"). VIPS and VRIAC are members of the Voya® family of companies.
© 2020 Voya Services Company. All rights reserved.
CN1115-46409-1220D #3041493.B.P-7 (1/20)
403 (b) SERVICE AGREEMENT
INTRODUCTION
The Pension2 Program of the California State Teachers’ Retirement System (CalSTRS) and Cabrillo Point Academy (Employer) enter into this agreement (Agreement) for the purposes of memorializing the following:
Pursuant to its statutory authority in Education Code sections 24950 through 24953, CalSTRS has developed an annuity contract and custodial account plan established pursuant to Internal Revenue Code section 403(b) that is offered to school employers for their individual participants under the umbrella of CalSTRS’ Defined Contribution Solutions Program called Pension2 403(b) Plan (Plan). The Plan includes investment options selected and monitored by CalSTRS.
CalSTRS offered and Employer adopted the CalSTRS Pension2 403(b) Plan as its own 403(b) plan as detailed in the Agreement.
The CalSTRS Pension2 403(b) Plan is the single 403(b) Plan offered by the Employer to its employees.
According to its statutory mandate, CalSTRS also offered and Employer accepted the provisioning of administrative services with respect to the adopted CalSTRS Pension2 403(b) Plan as detailed in the Agreement. (Please notify CalSTRS if you add additional 403(b) providers because a compliance feature will need to be added to your plan to maintain IRS compliance.)
CalSTRS also offers services to support the 457 Plan of the Employer; including administrative, recordkeeping, investment, and compliance services, through its various subcontractors that act as third party administrators. Employer hereby accepts the offer of the following administrative services: (administrative - record keeping). Unless these services are indicated above, the Employer will assume full responsibility for ensuring such functions are completed.
AGREEMENT CONTACTS
All official communications from the Employer to CalSTRS shall be directed to the attention of the CalSTRS Contract Manager or designee at the following address and phone/fax numbers:
Name: Sandy Blair
Address: P.O. Box 15275, MS-44
City: Sacramento
State: CA
Zip: 95851-0275
Phone: (916) 414-1010
Fax: (916) 414-1012
All official communications from CalSTRS Pension2 to the Contractor shall be directed to the attention of _____ or designee at the following address and phone/fax numbers:
Name:
Address:
City:
State:
Zip:
Phone:
Fax:
TERM AND EFFECT
The term of this Agreement shall be from __02/01/2021__ or upon final authorized signature of both parties, whichever occurs later. The Agreement is offered for the statutory minimum of five years and unless expressly terminated will be continued as long as Employer maintains the CalSTRS Pension2 403(b) Plan for its employees.
The Agreement becomes effective upon the signatures of both parties to it.
ADMINISTRATIVE SERVICES
Pursuant to its statutory mandate, CalSTRS offered investment, recordkeeping, and other administrative services necessary to administer the Plan. Employer accepted the provisioning of such services.
Pursuant to its statutory authority, CalSTRS has retained subcontractors to provide recordkeeping services directly to Employer. The current record keeper is Voya Institutional Services, LLC.
In order to provide effective recordkeeping services, Employer shall provide all information necessary for the recordkeeper to set up its support structure.
FEES AND PAYMENTS FOR SERVICES
Compensation for the services of CalSTRS shall be originated from the administrative service fees payable by the individual participants of the 403(b) Plan.
CalSTRS has authorized its subcontractor recordkeeper to charge and collect all administrative service fees directly from plan participants, keep a portion of the service fees due to the subcontractor, and remit the remaining fees due to CalSTRS.
Fees shall be calculated and charged as described below:
- .25% of account balance annually (charged quarterly)
- Fees may be charged for additional services including:
- Loans – $100 application fee. The participant pays interest on their loan to themselves.
- Managed Account (Financial Engines) – .60% of account balance annually (charged quarterly)
- Access to Brokerage Window (TD Ameritrade) – $50 annually
- In addition to the above fees, the individual mutual funds the participant is invested in carry their own expense ratios.
No fees other than the ones prescribed in this Agreement shall be charged or collected from the individual participants.
AMENDMENT
No amendment or variation of the terms of the Agreement shall be valid unless made in writing and signed by the parties. No oral understanding or agreement not incorporated in the Agreement is binding on any of the parties.
ENTIRE AGREEMENT AND SEVERABILITY
The Agreement contains all representations and the entire understanding between the parties with respect to the subject matter herein. If applicable, the competitive process as it may have been amended and clarified by CalSTRS prior to the award of the Agreement as well as the Contractor’s proposal/bid shall be considered part of the Agreement. However, in the event a conflict in interpretation arises, the agreement document shall prevail. Any prior or contemporaneous correspondence, memoranda or agreements shall be replaced in total by the Agreement.
Should any provision(s) of the Agreement be declared or found to be illegal, unenforceable, ineffective or void, then each party shall be relieved of any obligations arising in such provision(s); the balance of the Agreement, if capable of performance, shall remain and continue in full force and effect.
FORCE MAJEURE
Neither party shall be liable to the other for delay in or failure of performance, nor shall any such delay in or failure of performance constitutes default, if such delay or failure is caused by “Force Majeure.” Such causes may include, but are not restricted to, Acts of God or of the public enemy, acts of the State in its sovereign capacity, fires, floods, power failure, disabling strikes, epidemics, quarantine restrictions, and freight embargoes.
ASSIGNMENT
The Agreement is not assignable by either of the parties, either in whole or in part, without the consent of the other in the form of a formal written agreement.
SUBCONTRACTING
CalSTRS is statutorily authorized by Education Code section 24950(b)(2) to hire through subcontract a recordkeeper acting on behalf of CalSTRS for providing investment, recordkeeping, compliance, and administrative services. In obtaining such subcontracting services, CalSTRS uses the utmost care in its competitive selection process. CalSTRS is also using the utmost care in the supervision of the outside provider.
The selection, employment, and termination of an outside recordkeeper is not subject to review or approval by Employer.
DISPUTES
Any dispute concerning a question of fact arising under the terms of the Agreement shall be disposed of within a reasonable period of time by Employer and CalSTRS employees normally responsible for the administration of the Agreement. If agreement cannot be reached either party may assert its other rights and remedies within the Agreement or within a court of competent jurisdiction.
Employer and CalSTRS agree that, the existence of a dispute notwithstanding, they will continue without delay to carry out all their responsibilities under the Agreement which are not affected by the dispute.
CONFIDENTIALITY
CalSTRS, in the course of its duties, will handle investment, financial, accounting, statistical, personal, technical and other data and information relating to Employer and its plan participants. All such information is confidential, and, unless permitted by Employer in writing, CalSTRS shall not disclose such information, directly or indirectly, or use it in any way, either during the term of the Agreement or any time thereafter, except as required to perform its duties under the Agreement or applicable law.
CalSTRS agrees that only those who are authorized and required to access such materials will have access to them. CalSTRS subcontractors that may, in the course of their duties, have access to any CalSTRS information and/or assets, must individually sign a CalSTRS Information Security Confidentiality and Non-Disclosure and Acceptable Use Agreement prior to engaging work with CalSTRS.
GOVERNING LAW
The Agreement shall be administered, construed, governed and enforced according to the laws of the State of California (without regard to any conflict of laws provisions) to the extent such laws have not been preempted by applicable federal law. Any suit brought hereunder (including any action to compel arbitration or to enforce any award or judgment rendered thereby) shall be brought in the state or federal courts sitting in Sacramento, California, the parties hereby waiving any claim or defense that such forum is not convenient or proper. Each party agrees that any such court shall have personal jurisdiction over it and consents to service of process in any manner authorized by California law.
INDEPENDENT CONTRACTOR RELATIONSHIP
CalSTRS and the agents, employees, and subcontractors of CalSTRS, in the performance of the Agreement, shall act in an independent capacity and not as officers or employees or agents of Employer.
TERMINATION
The Agreement may be terminated in whole at any time after providing a 60-day written notice to the other party and suggesting a time-line for the termination of services and the relationship that is in compliance with state and federal laws governing deferred compensation plans and protect the interest of the individual participants.
Parties agree that in case of the termination of this contractual relationship, they will work in a cooperative manner to transition services to a new provider.
IN WITNESS WHEREOF, this Service Agreement has been executed this ___day of ________________, 20__.
Employer: Cabrillo Point Academy
By: Jenna Lorge
Title: Senior Director
457 DEFERRED COMPENSATION PLAN OF
Cabrillo Point Academy
(Insert Name of Employer)
This Plan Document is to be Used Solely as a Guide for the Employer’s Attorney.
CalSTRS
P. O. Box 15275 MS-44
Sacramento, CA 95851-0275
INTRODUCTION
The purpose of the Plan is to provide deferred compensation for employees covered under the Plan.
The Plan document and the Adoption Agreement are designated as constituting parts of a plan intended to constitute an eligible deferred compensation plan within the meaning of Section 457 of the Internal Revenue Code of 1986, as amended, regulations issued thereunder and other applicable law.
An employer shall be eligible to adopt this Plan provided the employer is a State or local government, or a political subdivision, agency or instrumentality thereof.
ARTICLE I - DEFINITIONS
1.1 Adoption Agreement means the separate agreement that is executed by the Employer that sets forth the elective provisions of the Plan. The Adoption Agreement and this Plan document collectively constitute the Plan.
1.2 Beneficiary means the individual, trustee, estate or legal entity entitled to receive benefits under this Plan which become payable in the event of the Participant’s death.
1.3 CalSTRS Pension2 means the 457 Deferred Compensation plan made available by the California State Teachers’ Retirement System to employees of school districts, county offices of education and community college districts.
1.4 Code means the Internal Revenue Code of 1986, as amended. Reference to a specific section of the Code includes not only the section but any comparable section or sections of any future legislation that amends, supplements or supersedes the section.
1.5 Compensation means, unless otherwise set forth in the Adoption Agreement, the total amount of cash remuneration earned by an Employee for personal services rendered to the Employer for the calendar year. In all cases, Compensation shall include amounts deferred under this Plan and any reductions pursuant to a salary reduction agreement with the Employer with regard to any plan established under Code Section 457, 403(b), 401(k), 125 or 132(f)(4).
1.6 Effective Date means the date set forth in the Adoption Agreement if this is a new plan.
1.7 Elective Deferral means the annual amount of Compensation that a Participant elects to defer pursuant to a properly executed Voluntary Salary Deferral Agreement.
1.8 Eligible Deferred Compensation Plan or Eligible Plan mean a plan that constitutes an eligible plan within the meaning of Section 457 of the Code.
1.9 Eligible Employee means any person who performs services for the Employer and who, pursuant to the terms of the Adoption Agreement, is eligible to participate in this Plan. Unless elected in Adoption Agreement, Eligible Employee shall not include any individual who is deemed to be an independent contractor, as determined by the Plan Administrator in its sole and absolute discretion, or a trustee of the Employer. Eligible Employee shall not include any individual who is performing services for the Employer pursuant to an agreement that provides
that such individual shall not be eligible to participate in this Plan or other benefit plans of the Employer. If any individual is not classified as an Eligible Employee by the Employer and is subsequently reclassified as an Eligible Employee by any overriding governmental or regulatory authority, such individual shall nevertheless be deemed to have become an Eligible Employee prospectively only, effective as of the date of such reclassification (and not retroactive to the date on which he or she was found to have first become eligible for any other purposes), and then only if he or she otherwise satisfies the requirements of this Plan.
1.10 **Employee** means any person who performs services for the Employer to whom compensation is paid on a regular basis. Employee shall also include any leased employee as defined in Section 414(n) of the Code. The term Employee shall include any individual classified by the Employer as an independent contractor or a trustee of the Employer, in accordance with its general administrative policies.
1.11 **Employer** means the entity that has adopted this Plan and is named in the Adoption Agreement.
1.12 **Includible Compensation** means compensation for services performed for the Employer that is currently includible in the Employee’s gross income for the taxable year for Federal income tax purposes (W-2 earnings). Such term shall include any amount excludible from gross income under this Plan or any other plan described in Section 457 of the Code, or any amount excludible from gross income under Section 403(b) of the Code, Section 401(k) of the Code, Section 125 of the Code or Section 132(f)(4) of the Code.
1.13 **Investment Options** means the accounts offered by CalSTRS Pension2 available for the purpose of allocating contributions, rollovers and/or transfers under this Plan. Unless the Employer otherwise elects pursuant to the terms of the Adoption Agreement, all such funds offered by CalSTRS Pension2 in the future will automatically be made available to all Participants in the future.
**Investment Sponsors** means the insurance companies, regulated investment companies, or other entity providing Investment Options under the Plan.
1.15 **Normal Retirement Age** means age 65 unless otherwise provided in the Adoption Agreement, provided that in no event shall Normal Retirement Age be earlier than the earliest date on which a Participant may retire under the Employer’s basic retirement plan, if any, without the Employer’s consent and receive immediate retirement benefits without incurring an actuarial or similar reduction in benefits.
1.16 **Participant** means an Eligible Employee or former Eligible Employee who shall have become a Participant in the Plan in accordance with Article II hereof. An Employee shall cease to become a Participant at such time as he or she no longer has any interest in contracts or accounts under the Plan. An “Active Participant”
means a Participant who is an Employee other than one who is no longer an Eligible Employee.
1.17 **Plan** means the 457 Deferred Compensation Plan set forth herein and in the Adoption Agreement, as amended from time to time.
1.18 **Plan Administrator** is CalSTRS Pension2.
1.19 **Plan Year** means the twelve consecutive month period designated by the Employer in the Adoption Agreement.
1.20 **Restated Effective Date** means the date set forth in the Adoption Agreement if this is a restated plan.
1.21 **Voluntary Salary Deferral Agreement** means the agreement between a Participant and the Employer to defer receipt by the Participant of Compensation not yet paid or otherwise made available. Such agreement shall state the Elective Deferral amount to be withheld from a Participant’s Compensation and shall become effective no earlier than the first day of the month following execution of such agreement. Once executed, the Voluntary Salary Deferral Agreement shall be legally binding and irrevocable with regard to amounts paid or otherwise made available while the agreement is in effect.
**ARTICLE II – PARTICIPATION IN THE PLAN**
2.1 **Eligibility.**
(a) If this is a new plan, any Employee who is classified as an Eligible Employee as of the Effective Date shall be eligible to participate in the Plan on the Effective Date. If this is a restated plan, each present Participant shall continue to be a Participant in the Plan. Any other Employee who is classified as an Eligible Employee as of the Restated Effective Date shall be eligible to participate in the Plan on the Restated Effective Date.
(b) If this is a new plan, any Employee who is not eligible to participate in the Plan as of the Effective Date pursuant to paragraph (a) above, shall be eligible to participate in the Plan upon classification as an Eligible Employee. If this is a restated plan, any Employee who is not eligible to participate in the Plan as of the Restated Effective Date pursuant to paragraph (a) above, shall be eligible to participate in the Plan upon classification as an Eligible Employee.
2.2 **Enrollment In Plan**. To participate in the Plan, each Eligible Employee shall complete and return the applicable forms, including a Voluntary Salary Deferral Agreement, and submit them to the Employer or its designee. Enrollment shall be effective on or after the first day of the month following the date the enrollment forms are properly completed by the Employee and accepted by the Employer or its designee.
**ARTICLE III – DEFERRAL OF COMPENSATION**
3.1 **Elective Deferrals**. If elected pursuant of the terms of the Adoption Agreement, an Eligible Employee may elect to make Elective Deferrals to the Plan pursuant to a Voluntary Salary Deferral Agreement with the Employer. Any such Elective Deferrals may be made up to the amount set forth in the Adoption Agreement. Subject to the rules of the applicable Investment Sponsor, each Eligible Employee who elects to contribute to the Plan pursuant to a Voluntary Salary Deferral Agreement must agree to voluntarily defer a minimum of twenty-five ($25) per pay period.
3.2 **Modifications to Amount Deferred**. A Participant may elect to change his or her Elective Deferral rate with respect to future Compensation by submitting a new properly executed Voluntary Salary Deferral Agreement to the Employer or its designee. Such change shall take effect as soon as administratively practicable but not earlier than the first pay period commencing with or during the first month following receipt by the Employer or its designee of such Voluntary Salary Deferral Agreement.
3.3 **Termination of Deferral**. A Participant may terminate his or her election to have Compensation deferred by so notifying the Employer or its designee in writing. Such termination shall take effect as soon as administratively practicable, but not earlier than the first pay period commencing with or during the first month following receipt by the Employer or its designee of satisfactory written notice of such revocation.
3.4 **Employer Non-Elective Contributions**. If elected pursuant to the terms of the Adoption Agreement, the Employer shall make non-elective contributions (other than Employer matching contributions, if any, made pursuant to Section 3.5 below) to the Plan on behalf of each Active Participant. No Participant shall have the right to elect to receive any amount to be contributed pursuant to this Section 3.4 as cash in lieu of a contribution. All such non-elective contributions shall be made at the rate set forth in the Adoption Agreement.
3.5 **Employer Matching Contributions**. If elected pursuant to the terms of the Adoption Agreement, the Employer shall make matching contributions (other than
Employer non-elective contributions, if any, made pursuant to Section 3.4 above) to the Plan on behalf of each Active Participant who makes Elective Deferrals to the Plan pursuant to a Voluntary Salary Deferral Agreement. No Participant shall have the right to elect to receive any amount to be contributed pursuant to this Section 3.5 as cash in lieu of a contribution. All such matching contributions shall be made at the rate set forth in the Adoption Agreement and shall be based on the amount of Elective Deferrals properly made by an Active Participant to the Plan during the year.
3.6 **Maximum Deferral.**
(a) **Primary Limitation.** The maximum amount that may be contributed to the Plan pursuant to Sections 3.1, 3.4 and 3.5 hereof on behalf of any Participant, other than by means of a rollover or transfer, shall not exceed the lesser of: (1) the applicable dollar amount, as set forth in Code Section 457 (e)(15), or (2) 100% of the Participant’s Includible Compensation for the taxable year.
(b) **General Catch-Up Limitation.** For one or more of the last three taxable years ending before a Participant’s attainment of Normal Retirement Age, the maximum amount that may be contributed to the Plan pursuant to Sections 3.1, 3.4 and 3.5 hereof on behalf of a Participant, other than by means of a rollover or transfer, shall be the lesser of X or Y. X shall be, twice the applicable dollar amount in effect under Code Section 457(2)(A). Y shall be the sum of (i) the primary limitation amount determined under Section 3.6(a) above for the year, and (ii) that portion of the primary limitation amount determined under Section 3.6(a) above not utilized by the Participant in prior taxable years (beginning after 1978) in which the Participant was eligible to participate in the Plan. The general catch-up limitation is available to a Participant during one three-year period only. If the Participant uses the general catch-up limitation and then postpones retirement or returns to work after retirement, the general catch-up limitation shall not be available again.
(c) **Catch-Up Limitation For Individuals Age 50 or Over.** To the extent permitted by law, in the case of any individual who has attained the age of 50 before the close of a taxable year, the maximum Elective Deferral amount that may be contributed pursuant to Section 3.1 hereof for such taxable year shall be increased by the applicable amount set forth in Section 414(v) of the Code. Notwithstanding the immediately preceding sentence, contributions shall not be made in accordance with this Section 3.6(c) during any year in which Section 3.6(b) hereof provides a higher limitation.
(d) Coordination With Other Plans. If a Participant participates in more than one plan described in Section 3.6(b) or (c) above). For years beginning before January 1, 2002, if a Participant participates in a plan described in Sections 403(b), 401(k), 408(k) or 501(c)(18) of the Code, amounts deferred by the Participant to any such plan or plans and excluded from his or her gross income in any such taxable year under such plan or plans shall reduce the primary limitation amount described in Section 3.6(a) hereof and the catch-up limitation described in Section 3.6(b) hereof.
(e) To the extent that any amount deferred hereunder for any taxable year exceeds the limitations of this Section 3.6, such excess shall be deemed to be a contribution under a plan described in Code Section 457(f). Such excess shall first be deemed to be attributable to contributions made pursuant to Section 3.5 hereof, and then to the extent required, attributable to contributions made pursuant to Section 3.4 hereof, and then, to the extent required, attributable to contributions made pursuant to a Voluntary Salary Deferral Agreement under Section 3.1 hereof.
3.7 Vesting. A Participant shall be fully vested at all times in his or her accrued benefits under this Plan. Such accrued benefits shall be non-forfeitable at all times.
3.8 Transfers of Funds from Another Plan. If so provided in the Adoption Agreement and subject to any limitations set forth in the Adoption Agreement, a Participant may elect to make, and each Investment Sponsor shall accept, subject to the rules of such Investment Sponsor, contributions that are transferred directly from any other eligible deferred compensation plan. Notwithstanding the foregoing, transfers shall be permitted only to the extent permitted by law. Such funds and the accumulation generated from them shall be fully vested and nonforfeitable at all times.
3.9 Acceptance of Rollover Contributions. If so provided in the Adoption Agreement and if a Participant is entitled to receive, and elects to receive, a distribution from another eligible deferred compensation plan maintained by a State, political subdivision of a State or any agency or instrumentality of a State or political subdivision of a State, or from a plan qualified under Section 401(a) or 403(a) of the Code, or a plan described in Section 403(b) of the Code, that is in each case an eligible rollover distribution under the Code, each Investment Sponsor shall, subject to the rules of such Investment Sponsor, accept such amount under this Plan, provided that the rollover to this Plan is made either directly from another such plan or by the Participant within sixty days of the
receipt of the distribution. Any such amounts rolled over from any such plan shall be accounted for separately upon acceptance as a rollover under this Plan. Such funds and the accumulation generated from them shall be fully vested and nonforfeitable at all times.
3.10 **Uniformed Services.** Notwithstanding any provision of this Plan to the contrary, contributions, benefits, and service credit with respect to qualified military service will be provided in accordance with Section 414(u) of the Code.
**ARTICLE IV – DISTRIBUTIONS**
4.1 **Eligibility for Payment.** Distribution of benefits from the Plan shall be made no earlier than: (i) Severance from Employment, (ii) the calendar year in which the Participant attains age 70-1/2, or (iii) if elected in the Adoption Agreement, in the event of an approved financial hardship due to an Unforeseeable Emergency, as defined below.
(a) “Severance from Employment” means the termination of a Participant’s employment with the Employer for any reason including the Participant’s death, disability or retirement. A Participant will be deemed to have incurred a Severance from Employment without regard to whether such Participant continues in the same job for a different employer following a liquidation, merger, consolidation or other similar transaction.
(b) “Unforeseeable Emergency” means a severe financial hardship to the Participant resulting from a sudden and unexpected illness or accident of the Participant or of a dependent of the Participant, loss of the Participant’s property due to casualty, or other similar extraordinary and unforeseeable circumstances arising as a result of events beyond the control of the Participant. The circumstances that will constitute an Unforeseeable Emergency will depend upon the facts of each case, but, in any case, payment may not be made to the extent that such hardship is or may be relieved:
(1) Through reimbursement or compensation by insurance or otherwise;
(2) By liquidation of the Participant’s assets, to the extent that liquidation of such assets would not itself cause severe financial hardship; or
(3) By cessation of deferrals under the Plan.
The need to send a Participant’s child to college or the desire to purchase a home shall not be considered to be an Unforeseeable Emergency.
© If elected in the Adoption Agreement, a Participant may elect to receive an in-service distribution of all or a part of the Participant’s benefit under the Plan if the following requirements are met:
(1) the total amount of the Participant’s benefit under the Plan does not exceed $5,000 (or the dollar limit under Section 411(a)(11) of the Code, if greater),
(2) the Participant has not previously received an in-service distribution of the Participant’s benefit under the Plan, and
(3) no amounts have been deferred under the Plan with respect to the Participant during the two-year period ending on the date of the in-service distribution.
4.2 Distribution Due to Unforeseeable Emergency. If elected in the Adoption Agreement, a Participant may request a distribution due to an Unforeseeable Emergency by submitting a written request to the Employer or its designee, accompanied by evidence to demonstrate that the circumstances being experienced qualify as an Unforeseeable Emergency. The Employer or its designee shall have the authority to require such evidence, as it deems necessary to determine if a distribution shall be warranted. If an application for a distribution due to an Unforeseeable Emergency is approved, the distribution shall be limited to an amount sufficient to meet the Unforeseeable Emergency.
4.3 Commencement of Distributions.
(a) A Participant may commence distribution of benefits at any time following Severance from Employment.
(b) Notwithstanding the provisions of Section 4.3(a) above, in no event shall distribution of benefits commence with respect to any Participant later than the April 1st of the calendar year following the calendar year in which the Participant attains age 70½, or if later, the April 1st of the calendar year following the calendar year in which the Participant separates from service.
4.4 Distribution Requirements.
(a) General Rule. This Section 4.4 is intended to comply with Code Section 457(d) and the regulations issued thereunder. To the extent that there is any conflict between the provisions of Code Section 457(d) and the regulations issued thereunder and any other provision in this Plan, the provisions of Code Section 457(d) and the regulations issued thereunder will control.
(b) Limits on Income Options. Distributions, if not made in a single lump sum shall be made over a period that does not exceed:
(1) the life of the Participant;
(2) the lives of the Participant and his or her designated Beneficiary;
(3) a period certain not extending beyond the life expectancy of the Participant; or
(4) a period certain not extending beyond the life expectancies of the Participant and his or her designated Beneficiary.
(c) Minimum Amounts to be Distributed. If a Participant’s retirement payments are to be distributed in a form other than a single lump sum, the amount to be distributed each year, and the times those amounts are paid, shall satisfy the requirements specified in Section 401(a)(9) of the Code and the regulations issued thereunder.
(d) Death Distribution Provisions.
(1) Death After Distributions Begin. If the Participant dies after distribution of his or her interest has commenced, the remaining portion of such interest shall continue to be distributed at least as rapidly as the method of distribution being used prior to the Participant’s death.
(2) Death Before Distributions Begin. If the Participant dies before distribution of his or her interest has commenced, distribution of the Participant’s entire interest shall be completed by the December 31 of the calendar year containing the fifth anniversary of the Participant’s death, except to the extent that the recipient of such benefits elects to receive distributions in accordance with (i) or (ii):
(i) If any portion of the Participant’s interest is payable to a designated Beneficiary, distributions may be made in substantially equal annual payments over the life of the designated Beneficiary, or over a period certain not extending beyond the life expectancy of the designated Beneficiary, and commencing no later than the December 31 of the calendar year immediately following the calendar year in which the Participant died;
(ii) If the designated Beneficiary is the Participant’s surviving spouse, the date distributions are required to begin in accordance with (i) above shall be the December 31 immediately following the calendar year in which the Participant died or, if later, the December 31 of the calendar year in which the Participant would have attained age 70-½.
If the Participant has not made an election pursuant to this Section 4.4 by the time of his or her death, the Participant’s designated Beneficiary must elect the method of distribution no later than the earlier of (1) the December 31 of the calendar year in which distributions would be required to begin under this Section 4.4, or (2) the December 31 of the calendar year which contains the fifth anniversary of the date of death of the Participant. If the Participant has no designated Beneficiary, or if the designated Beneficiary does not elect a method of distribution, distribution of the Participant’s entire interest must be completed by the December 31 of the calendar year containing the fifth anniversary of the Participant’s death.
(3) For purposes of Section 4.4(d), if the surviving spouse dies after the Participant, but before payments to such spouse begins, the provisions of Section 4.4(d) with the exception of paragraph (ii) shall be applied as if the surviving spouse were the Participant.
(4) For purposes of this Section 4.4, any amount paid to a child of the Participant will be treated as if it had been paid to the surviving spouse if the amount becomes payable to the surviving spouse when the child reaches the age of majority.
For the purposes of this Section 4.4, distribution of a Participant’s interest is considered to begin on the Participant’s required beginning date (or, if applicable, the date distribution is required to begin to the surviving spouse). If distribution in the form of an annuity irrevocably commences to the Participant before the required beginning date, the date distribution is considered to begin is the date distribution actually commences.
4.5 **Plan-to-Plan Transfers/Direct Rollovers.**
(a) Notwithstanding any provision of the Plan to the contrary, to the extent permitted by law, all or any part of the account balance of a Participant in the Plan shall be transferred to another eligible deferred compensation plan in which the former Participant has become a participant, if: (i) the plan receiving such amounts provides for acceptance of such transfers and (ii) the Participant gives written direction to the Employer or its designee in a satisfactory form to make such transfer.
(b) Notwithstanding any provision of the Plan to the contrary that would otherwise limit a distributee’s election under this Section 4.5(b), a distributee may elect, to the extent permitted by law, at the time and in the manner prescribed by the Employer or its designee, to have any portion of an eligible rollover distribution paid directly to an eligible retirement plan specified by the distributee as direct rollover in accordance with Section 457(e)(16) of the Code.
(c) If elected in the Adoption Agreement, any Participant who participates in a defined benefit governmental plan (as defined in Code Section 414(d)) may request a direct transfer from this Plan to the defined benefit governmental plan if the transferred assets are used for the following purposes: (i) the purchase of service credit (as defined in Code Section 415(n)(3)(A)) under the defined benefit governmental plan; or (ii) the repayment of contributions and earnings related to a previous forfeiture of service credit under the defined benefit governmental plan. Such transfer may be made before Severance from Employment.
4.6 **Loans.** If elected in the Adoption Agreement, loans are available to Participants before the commencement of benefit payments, subject to the terms of the Investment Options available under the Plan.
**ARTICLE V – FORMS OF PAYMENTS**
5.1 **Election.** Subject to the rules of the Investment Sponsor, a Participant or Beneficiary may elect the form of distribution of his or her benefits and may revoke that election, with or without a new election, at any time at least thirty days before his or her benefits begin, or such other time as permitted by the Employer or its designee, by notifying the Employer or its designee in writing of his or her election.
5.2 **Forms of Payments**. The forms of benefit payments shall include:
(a) **Lump Sum**. A single lump sum payment of all or a part of the balance credited to a participant’s account.
(b) **Single Life Annuity**. An annuity payable in equal installments for the life of the Participant that terminates upon the Participant’s death.
(c) **Joint Life Annuity**. An annuity payable in equal installments for the joint lives of the Participant and his or her Beneficiary.
(d) **Fixed Period Payments**. Payments for a fixed period of not less than five years and not more than thirty years.
(e) **Such other annuity and withdrawal options** as provided under the Investment Options available under this Plan.
All forms of payments shall be subject to the limitations of the applicable Investment Sponsor.
5.3 **Failure to Make Election**. If a Participant or Beneficiary fails to elect a form of payment in a timely manner, benefits shall be paid in a lump sum.
**ARTICLE VI – BENEFICIARY INFORMATION**
6.1 **Designation**. A Participant shall have the right to designate a Beneficiary, and amend or revoke such designation at any time prior to commencement of benefits, in writing, in a form approved by the Employer or its designee. Such designation, amendment or revocation shall be effective upon satisfactory receipt by the Employer or its designee.
6.2 **Failure to Designate a Beneficiary**. Benefits shall be paid to the Participant’s estate if, prior to the date a Participant commences to receive payment of benefits under the Plan, the Participant has not designated a Beneficiary or no designated Beneficiary survives the Participant and benefits are payable following the Participant’s death.
ARTICLE VII – PLAN ADMINISTRATION
7.1 **Plan Administration**. The Employer shall be responsible for appointing CalSTRS to administer the Plan. CalSTRS shall have sole discretionary responsibility for the interpretation of the Plan, enrolling Participants in the Plan, sending contributions on behalf of each Participant to the applicable Investment Sponsor, and for performing other duties required for the operation of the Plan. Any action taken on any matter within the discretion of CalSTRS shall be made in its sole and absolute discretion based on this Plan document and the Adoption Agreement, and shall be final, conclusive, and binding on all parties. In order to discharge its duties hereunder, CalSTRS shall have the power and authority to delegate ministerial duties and to employ such outside professionals as may be required for prudent administration of the Plan. CalSTRS shall also have authority to enter into agreements on behalf of the Employer necessary to implement this Plan.
7.2 **Accounts and Expenses**. The Employer shall establish and maintain contracts and/or accounts on behalf of each Participant. Such Participant’s contracts and/or accounts shall be valued in accordance with the rules of the Investment Option. Each Participant shall receive a written notice of his or her contract value or account balance following such valuation or valuations, provided that such notice shall not be required to be given more than one time per calendar quarter. Each Participant’s contract value and account balance shall reflect the aggregate of his or her aggregate Elective Deferrals, Employer non-elective contributions, Employer matching contributions, transfers and rollovers, if any, and shall also reflect investment experience credited to such contracts and/or accounts and shall reflect expense charges applied to, and distributions made from, such contract and/or account.
7.3 **Investments**. A Participant may request that amounts contributed to the Plan on his or her behalf be allocated among the available Investment Options established under the Plan. CalSTRS Pension2 Investment Options will be made available. The initial allocation request may be made at the time of enrollment. Once made, an investment allocation request shall remain in effect for all subsequent contributions until changed by the Participant. A Participant may change his or her investment allocation by submitting a written request to the Employer or its designee on such form as may be required by the Employer or its designee. Such changes shall become effective as soon as administratively feasible after the Employer or its designee receives a satisfactory written request. Although the Employer intends to invest contributions according to the Participant’s requests, it reserves the right to invest without regard to such requests.
ARTICLE VIII – AMENDMENT OR TERMINATION OF PLAN
8.1 **Amendment and Termination**. While it is expected that this Plan will continue indefinitely, the Employer reserves the right at any time to amend, otherwise modify, or terminate the Plan without any liability for such action. No amendment shall increase the duties or responsibilities of any Investment Sponsor without its prior consent thereto in writing. In the event of a termination of the Plan, the Employer shall notify Participants of the termination.
ARTICLE IX – MISCELLANEOUS
9.1 **Plan Non-Contractual**. Nothing contained in this Plan will be construed as a commitment or agreement on the part of any person to continue his or her employment with the Employer, and nothing contained in this Plan will be construed as a commitment on the part of the Employer to continue the employment or the rate of compensation of any person for any period, and all Employees of the Employer will remain subject to discharge to the same extent as if the Plan had never been put into effect.
9.2 **Claims of Other Persons**. The provisions of the Plan will in no event be construed as giving any Participant or any other person, firm, corporation or other legal entity, any legal or equitable right against the Employer, its officers, employees, directors or trustees, except the rights as are specifically provided for in this Plan or created in accordance with the terms and provisions of this Plan.
9.3 **Assignments**. No benefit or interest available hereunder will be subject to assignment or alienation, either voluntarily or involuntarily, other than as provided under Section 401(a)(13) of the Code. The preceding sentence shall also apply to the creation, assignment, or recognition of a right to any benefit payable with respect to a Participant pursuant to a domestic relations order, unless, effective with respect to distributions made on or after January 1, 2002, such order is determined to be a qualified domestic relations order, as defined in Section 414(p) of the Code.
9.4 **Contracts**. The terms of each arrangement pursuant to which an Investment Option is offered hereunder, the terms of a trust in which an Investment Option may be held, and any contract issued on behalf of a Participant or certificate issued to a Participant, are a part of the Plan as if fully set forth in the Plan document and the provisions of which are hereby incorporated by reference into the Plan. In the
case where there is any inconsistency or ambiguity between the terms of the Plan and those of any contract, certificate or trust, if any, funding the Plan, the terms of the Plan control.
9.5. **Pronouns**. Whenever used herein, the masculine pronoun is deemed to include the feminine. The singular form, whenever used herein, shall mean or include the plural form where applicable, and vice versa.
9.6. **Representations**. The Employer does not represent or guarantee that any particular Federal or State income, payroll, personal property or other tax consequence will result from participation in this Plan. A Participant should consult with professional tax advisors to determine the tax consequences of his or her participation. Furthermore, the Employer does not represent or guarantee investment returns with respect to any Investment Options and shall not be required to restore any loss which may result from such investment or lack of investment.
9.7. **Severability**. If a court of competent jurisdiction holds any provision of this Plan to be invalid or unenforceable, the remaining provisions of the Plan shall continue to be fully effective.
9.8. **Applicable Law**. This Plan shall be construed in accordance with applicable Federal law and, to the extent otherwise applicable, the laws of the State in which the Employer is located.
RESOLUTION OF THE BOARD OF DIRECTORS OF
CABRILLO POINT ACADEMY
Board Resolution 2021-1
Withdrawal from Charter Safe Joint Powers Authority
The Board of Directors ("Board") of Cabrillo Point Academy ("CPA"), a tax exempt, California nonprofit public benefit corporation operating public charter schools, does hereby adopt the following resolution pursuant to the provisions of Title 1, Division 7, Chapter 5, Articles 1 through 4, (Section 6500, et seq.) of the California Government Code, relating to joint exercise of powers, between and among California charter schools, school districts, and other government entities which operate public schools:
WHEREAS, CPA is a member of CharterSAFE, a pooled self-insurance program for elective members and maintains Workers Comp insurance through CharterSAFE; and
WHEREAS, CharterSAFE has provided a good level of service to CPA, however, it is in CPA's best interest to compare prices and offerings from other insurance providers to see if we can obtain more attractive prices and services based on the strength of our organization today; and
WHEREAS, CharterSAFE requires that its members pass a Board Resolution prior to notifying its intent to withdraw from their self-insurance program. This is merely a notice that CPA intends to explore alternative insurance providers and does not preclude us from continuing to obtain our insurance from CharterSAFE; and
WHEREAS, The Senior Director is hereby authorized to execute any and all documents as necessary to carry out the purposes of this resolution.
NOW, THEREFORE, BE IT RESOLVED, that the Board of Directors hereby adopts the foregoing resolution.
BE IT FURTHER RESOLVED, that the Senior Director hereby is authorized to certify this resolution.
IN WITNESS WHEREOF, the Board of Directors has adopted the above resolution at a regular Board meeting this 28th day of January, 2021.
By: ____________________________________________
Jennifer Lorge, Senior Director
COVID-19 PREVENTION PROGRAM (CPP) FOR
CABRILLO POINT ACADEMY
This CPP is designed to control exposures to the SARS-CoV-2 virus that may occur in our workplace.
Date: 1/7/2021
AUTHORITY AND RESPONSIBILITY
The HR Specialist has overall authority and responsibility for implementing the provisions of this CPP in our workplace. In addition, all managers and supervisors are responsible for implementing and maintaining the CPP in their assigned work areas and for ensuring employees receive answers to questions about the program in a language they understand.
All employees are responsible for using safe work practices, following all directives, policies, and procedures, and assisting in maintaining a safe work environment.
IDENTIFICATION AND EVALUATION OF COVID-19 HAZARDS
We will implement the following in our workplace:
- Conduct workplace-specific evaluations using the Appendix A: Identification of COVID-19 Hazards form.
- Evaluate employees’ potential workplace exposures to all persons at or who may enter our workplace.
- Review applicable orders and general and industry-specific guidance from the State of California, Cal/OSHA, and the local health department related to COVID-19 hazards and prevention.
- Evaluate existing COVID-19 prevention controls in our workplace and the need for different or additional controls.
- Conduct periodic inspections using the Appendix B: COVID-19 Inspections form as needed to identify unhealthy conditions, work practices, and work procedures related to COVID-19 and to ensure compliance with our COVID-19 policies and procedures.
EMPLOYEE PARTICIPATION
Employees and their authorized employees’ representatives are encouraged to participate in the identification and evaluation of COVID-19 hazards by:
- Weekly invite to HR Office Hours to address any questions or concerns.
- Invitation to join HR Specialist while conducting COVID-19 inspections
- Feedback is periodically solicited by HR Specialists to ensure staff has what they need to feel safe in the workplace.
EMPLOYEE SCREENING
We screen our employees by:
Sign-in binders have been placed at the entrance of each office location along with contactless thermometers. Employees are provided with hand sanitizer, sanitizing wipes, clean masks (if not wearing their own), clean pens, and a list of COVID-19 symptoms. They are asked to take their temperature and complete a self-assessment of symptoms before entering the office each day. By signing in on the sheet, employees are certifying that they are symptom-free or will remove themselves from the workplace and contact their manager if they can not report to work. Additionally, signs are posted that face coverings are mandatory to enter the office as well as to be worn at all times while in the workspace.
CORRECTION OF COVID-19 HAZARDS
Unsafe or unhealthy work conditions, practices, or procedures will be documented in Appendix B: COVID-19 Inspections form, and corrected in a timely manner based on the severity of the hazards, as follows:
- The severity of the hazard will be assessed and correction time frames assigned, accordingly.
- Individuals are identified as being responsible for timely correction.
- Follow-up measures are taken to ensure timely correction.
CONTROL OF COVID-19 HAZARDS
PHYSICAL DISTANCING
Where possible, we ensure at least six feet of physical distancing at all times in our workplace by:
- Eliminating the need for workers to be in the workplace — A majority of our staff works remotely and only a small percentage report to the workplace on a regular or semi-frequent basis.
- Reducing the number of persons in an area at one time, including visitors.
- Visual cues such as signs and floor markings to indicate where employees and others should be located or their direction and path of travel.
- Staggered arrival, departure, work, and break times.
Individuals will be kept as far apart as possible when there are situations where six feet of physical distancing cannot be achieved.
FACE COVERINGS
We provide clean, undamaged face coverings and ensure they are properly worn by employees over the nose and mouth when indoors, and when outdoors and less than six feet away from another person, including non-employees, and where required by orders from the California Department of Public Health (CDPH) or local health department. Should an employee or visitor arrive on-site without their own face covering, they are immediately provided one upon entrance to the office.
The following are exceptions to the use of face coverings in our workplace:
- When an employee is alone in a room.
- While eating and drinking at the workplace, provided employees are at least six feet apart and outside air supply to the area, if indoors, has been maximized to the extent possible.
- Employees who cannot wear face coverings due to a medical or mental health condition or disability, or who are hearing-impaired or communicating with a hearing-impaired person. Alternatives will be considered on a case-by-case basis.
- Specific tasks that cannot feasibly be performed with a face covering, where employees will be kept at least six feet apart.
Any employee not wearing a face covering, face shield with a drape or other effective alternative, or respiratory protection, for any reason, shall be at least six feet apart from all other persons unless the unmasked employee is tested at least twice weekly for COVID-19.
ENGINEERING CONTROLS
We maximize, to the extent feasible, the quantity of outside air for our buildings with mechanical or natural ventilation systems by:
- The building contains a regularly maintained HVAC system.
- The property manager recently upgraded the entire building to Merv-13 filters that are changed on a quarterly basis. Additionally, ultralights have been installed behind the filters to zap any particulate matter that escapes the filter.
- In the event of a power outage or necessary shut down of HVAC due to maintenance staff will be advised to work remotely until the system returns to full functionality.
CLEANING AND DISINFECTING
We implement the following cleaning and disinfection measures for frequently touched surfaces:
- Part of our lease includes nightly cleaning every weekday with EPA approved products - Lysol and Clorox
- Staff who are responsible for maintaining school property that is sent out/returned by students and staff are provided with: Masks, gloves, hand sanitizer, and disinfectant wipes
- Ensuring adequate supplies and adequate time for it to be done properly.
- Informing the employees and authorized employee representatives of the frequency and scope of cleaning and disinfection.
- Should we have a COVID-19 case in our workplace, we will implement the following procedures:
- The office will be immediately shut down and staff sent home to quarantine and work remotely.
- HR Specialist/Office Manager will contact Complete Commercial Maintenance, Inc. (cleaners provided in the lease agreement). They will do a deep clean of all touchable services, including all shared tools and equipment with EPA approved products as well and sanitize the air with foggers.
PPE must not be shared, e.g., gloves, goggles, and face shields.
Items that employees come in regular physical contact with, such as phones, headsets, desks, keyboards, writing materials, instruments, and tools must also not be shared, to the extent feasible.
Sharing of vehicles will be minimized to the extent feasible, and high-touch points (for example, steering wheel, door handles, seat belt buckles, armrests, shifter, etc.) will be disinfected between users.
HAND SANITIZING
In order to implement effective hand sanitizing procedures, we:
- Evaluating hand washing facilities.
- Determining the need for additional facilities.
- Encouraging and allowing time for employee handwashing.
- Providing employees with an effective hand sanitizer, and prohibiting hand sanitizers that contain methanol (i.e. methyl alcohol).
- Encouraging employees to wash their hands for at least 20 seconds each time - posters are located above each sink.
PERSONAL PROTECTIVE EQUIPMENT (PPE) USED TO CONTROL EMPLOYEES’ EXPOSURE TO COVID-19
We evaluate the need for PPE (such as gloves, goggles, and face shields) as required by CCR Title 8, section 3380, and provide such PPE as needed.
When it comes to respiratory protection, we evaluate the need in accordance with CCR Title 8 section 5144 when the physical distancing requirements are not feasible or maintained.
INVESTIGATING AND RESPONDING TO COVID-19 CASES
This will be accomplished by using the Appendix C: Investigating COVID-19 Cases form.
Employees who had potential COVID-19 exposure in our workplace will be:
- Notified within 24 hours whenever possible.
- Offered COVID-19 testing at no cost during their working hours.
- Allowed to work remotely.
- The information on benefits described in Training and Instruction, and Exclusion of COVID-19 Cases, below, will be provided to them.
SYSTEM FOR COMMUNICATING
Our goal is to ensure that we have effective two-way communication with our employees, in a form they can readily understand, and that it includes the following information:
- Employees should report COVID-19 symptoms and possible hazards to their Direct Supervisor in writing.
- Employees can report symptoms and hazards without fear of reprisal.
- Our procedures or policies for accommodating employees with medical or other conditions that put them at increased risk of severe COVID-19 illness.
- Where testing is not required, how employees can access COVID-19 testing. Lists of testing centers by county are provided to staff at all times via our SSS website.
- In the event we are required to provide testing because of a workplace exposure or outbreak, we will communicate the plan for providing testing at no cost to the employee and inform affected employees of the reason for the testing and the possible consequences of a positive test.
- Information about COVID-19 hazards employees (including other employers and individuals in contact with our workplace) may be exposed to, what is being done to control those hazards, and our COVID-19 policies and procedures.
- We use Weekly Updates that are sent out to all staff as well as post resources and notices on the SSS Website.
- All staff members are invited to attend HR Offices hours weekly to voice any concerns or ask questions.
TRAINING AND INSTRUCTION
We will provide effective training and instruction that includes:
- Our COVID-19 policies and procedures to protect employees from COVID-19 hazards.
- Information regarding COVID-19-related benefits to which the employee may be entitled under applicable federal, state, or local laws.
- The fact that:
- COVID-19 is an infectious disease that can be spread through the air.
- COVID-19 may be transmitted when a person touches a contaminated object and then touches their eyes, nose, or mouth.
- An infectious person may have no symptoms.
- Methods of physical distancing of at least six feet and the importance of combining physical distancing with the wearing of face coverings.
- The fact that particles containing the virus can travel more than six feet, especially indoors, so physical distancing must be combined with other controls, including face coverings and hand hygiene, to be effective.
- The importance of frequent handwashing with soap and water for at least 20 seconds and using hand sanitizer when employees do not have immediate access to a sink or handwashing facility, and that hand sanitizer does not work if the hands are soiled.
- Proper use of face coverings and the fact that face coverings are not respiratory protective equipment - face coverings are intended to primarily protect other individuals from the wearer of the face covering.
COVID-19 symptoms, and the importance of obtaining a COVID-19 test and not coming to work if the employee has COVID-19 symptoms.
Appendix D: COVID-19 Training Roster will be used to document this training.
**EXCLUSION OF COVID-19 CASES**
Where we have a COVID-19 case in our workplace, we will limit transmission by:
- Ensuring that COVID-19 cases are excluded from the workplace until our return-to-work requirements are met.
- Excluding employees with COVID-19 exposure from the workplace for 14 days after the last known COVID-19 exposure to a COVID-19 case.
- Continuing and maintaining an employee’s earnings, seniority, and all other employee rights and benefits whenever we’ve demonstrated that the COVID-19 exposure is work-related. This will be accomplished by providing staff with remote work assignments.
- Providing employees at the time of exclusion with information on available benefits.
**REPORTING, RECORDKEEPING, AND ACCESS**
It is our policy to:
- Report information about COVID-19 cases at our workplace to the local health department whenever required by law, and provide any related information requested by the local health department.
- Report immediately to Cal/OSHA any COVID-19-related serious illnesses or death, as defined under CCR Title 8 section 330(h), of an employee occurring in our place of employment or in connection with any employment.
- Maintain records of the steps taken to implement our written COVID-19 Prevention Program in accordance with CCR Title 8 section 3203(b).
- Make our written COVID-19 Prevention Program available at the workplace to employees, authorized employee representatives, and representatives of Cal/OSHA immediately upon request.
- Use the Appendix C: Investigating COVID-19 Cases form to keep a record of and track all COVID-19 cases. The information will be made available to employees, authorized employee representatives, or as otherwise required by law, with personal identifying information removed.
**RETURN-TO-WORK CRITERIA**
- COVID-19 cases with COVID-19 symptoms will not return to work until all the following have occurred:
- At least 24 hours have passed since a fever of 100.4 or higher has resolved without the use of fever-reducing medications.
- COVID-19 symptoms have improved.
- At least 10 days have passed since COVID-19 symptoms first appeared.
- COVID-19 cases who tested positive but never developed COVID-19 symptoms will not return to work until a minimum of 10 days have passed since the date of specimen collection of their first positive COVID-19 test.
- A negative COVID-19 test will not be required for an employee to return to work.
- If an order to isolate or quarantine an employee is issued by a local or state health official, the employee will not return to work until the period of isolation or quarantine is completed or the order is lifted. If no period was specified, then the period will be 10 days from the time the order to isolate was effective, or 14 days from the time the order to quarantine was effective.
Senior Director
Date
APPENDIX A: IDENTIFICATION OF COVID-19 HAZARDS
All persons, regardless of symptoms or negative COVID-19 test results, will be considered potentially infectious. Particular attention will be paid to areas where people may congregate or come in contact with one another, regardless of whether employees are performing an assigned work task or not. For example: meetings, entrances, bathrooms, hallways, aisles, walkways, elevators, break or eating areas, cool-down areas, and waiting areas.
Evaluation of potential workplace exposure will be to all persons at the workplace or who may enter the workplace, including coworkers, employees of other entities, members of the public, customers or clients, and independent contractors. We will consider how employees and other persons enter, leave, and travel through the workplace, in addition to addressing fixed work locations.
Person conducting the evaluation: HR Specialist
Date: 12/11/20
Name(s) of employee and authorized employee representative that participated: Director of Technology, Director of Enrichment, Office Manager, Lending Library Specialist
| Interaction, area, activity, work task, process, equipment and material that potentially exposes employees to COVID-19 hazards | Places and times | Potential for COVID-19 exposures and employees affected, including members of the public and employees of other employers | Existing and/or additional COVID-19 prevention controls, including barriers, partitions, and ventilation |
|---|---|---|---|
| 13915 Danielson St, Poway, CA 92064 Suite 101 - Lending Library | | Drop off of packages from mail carriers, as well as staff and/or families | Specified location to drop materials - tape on the floor, specific bins, masks available |
| Suite 101 - Lending Library | | Office Space | Desks are placed so employees can sit 6 feet apart, self-assess and sign-in upon entry each day, wear masks at all times |
| Suite 101- Lending Library | | Break/Lunch Room | Staff stagger breaks and meals |
| Suite 103 - Admin Offices | | Office Space | Desks are placed so employees can sit 6 feet apart or can work in different rooms, self-assess and sign-in upon entry each day, wear masks at all times |
| Suite 103 - Admin Offices | | Break/Lunch Room | Staff stagger breaks and meals |
| Suite 200 - Tech Dept & Others | | Office Space | Desks are placed so employees can sit 6 feet apart or can work in different rooms, self-assess and sign-in upon entry each day, wear masks at all times |
| Location | Space Type | Measures |
|--------------------------------|------------------|--------------------------------------------------------------------------|
| Suite 200- Tech Dept & Others | Break/Lunch Room | Staff stagger breaks and meals |
| 3152 Red Hill Ave. #150, Costa Mesa, CA 92626 | Office Space | Desks are placed so employees can sit 6 feet apart or can work in different rooms, self-assess and sign-in upon entry each day, wear masks at all times |
| Suite 150 | Break/Lunch Room | Staff stagger breaks and meals |
## APPENDIX B: COVID-19 INSPECTIONS
**Date:**
**Name of person conducting the inspection:**
**Work location evaluated:**
| Exposure Controls | Status | Person Assigned to Correct | Date Corrected |
|--------------------------------------------------------|--------|----------------------------|----------------|
| **Engineering** | | | |
| Barriers/partitions | | | |
| Ventilation (amount of fresh air and filtration maximized) | | | |
| Additional room air filtration | | | |
| Self-assessment Sign-in Sheets | | | |
| Physical distancing | | | |
| Surface cleaning and disinfection (frequently enough and adequate supplies) | | | |
| Handwashing facilities (adequate numbers and supplies) | | | |
| Disinfecting and hand sanitizing solutions being used according to manufacturer instructions | | | |
| **PPE (not shared, available, and being worn)** | | | |
| Face coverings (cleaned sufficiently often) | | | |
| Gloves | | | |
| Face shields | | | |
APPENDIX C: INVESTIGATING COVID-19 CASES
All personal identifying information of COVID-19 cases or symptoms will be kept confidential. All COVID-19 testing or related medical services provided by us will be provided in a manner that ensures the confidentiality of employees, with the exception of unredacted information on COVID-19 cases that will be provided immediately upon request to the local health department, CDPH, Cal/OSHA, the National Institute for Occupational Safety and Health (NIOSH), or as otherwise required by law.
All employees’ medical records will also be kept confidential and not disclosed or reported without the employee’s express written consent to any person within or outside the workplace, with the following exceptions: (1) Unredacted medical records provided to the local health department, CDPH, Cal/OSHA, NIOSH, or as otherwise required by law immediately upon request; and (2) Records that do not contain individually identifiable medical information or from which individually identifiable medical information has been removed.
Date:
Name of person conducting the investigation:
| Employee (or non-employee*) name: | Occupation (if non-employee, why they were in the workplace): |
|-----------------------------------|-------------------------------------------------------------|
| Location where employee worked (or non-employee was present in the workplace): | Date investigation was initiated: |
| Was COVID-19 test offered? | Name(s) of staff involved in the investigation: |
| Date and time the COVID-19 case was last present in the workplace: | Date of the positive or negative test and/or diagnosis: |
| Date the case first had one or more COVID-19 symptoms: | Information received regarding COVID-19 test results and onset of symptoms (attach documentation): |
Results of the evaluation of the COVID-19 case and all locations at the workplace that may have been visited by the COVID-19 case during the high-risk exposure period, and who may have been exposed (attach additional information):
Notice is given (within one business day, in a way that does not reveal any personal identifying information of the COVID-19 case) of the potential COVID-19 exposure to:
| All employees who may have had COVID-19 exposure and their authorized representatives. | Date: |
| --- | --- |
| Names of employees that were notified: | |
| Independent contractors and other employers present at the workplace during the high-risk exposure period. | Date: |
| --- | --- |
| Names of individuals that were notified: | |
What were the workplace conditions that could have contributed to the risk of COVID-19 exposure? What could be done to reduce exposure to COVID-19?
Was local health department notified? Date: *
*Should an employer be made aware of a non-employee infection source COVID-19 status.
| Employee Name | Acknowledgment Receipt |
|---------------|------------------------|
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
ADDITIONAL CONSIDERATION #1: MULTIPLE COVID-19 INFECTIONS AND COVID-19 OUTBREAKS
This section of CPP will stay in effect until there are no new COVID-19 cases detected in our workplace for a 14-day period.
COVID-19 TESTING
• We will provide COVID-19 testing to all employees in our exposed workplace except for employees who were not present during the period of an outbreak identified by a local health department or the relevant 14-day period. COVID-19 testing will be provided at no cost to employees during employees’ working hours.
• COVID-19 testing consists of the following:
o All employees in our exposed workplace will be immediately tested and then tested again one week later. Negative COVID-19 test results of employees with COVID-19 exposure will not impact the duration of any quarantine period required by or orders issued by the local health department.
o After the first two COVID-19 tests, we will continue to provide COVID-19 testing of employees who remain at the workplace at least once per week, or more frequently if recommended by the local health department, until there are no new COVID-19 cases detected in our workplace for a 14-day period.
o We will provide additional testing when deemed necessary by Cal/OSHA.
EXCLUSION OF COVID-19 CASES
We will ensure COVID-19 cases and employees who had COVID-19 exposure are excluded from the workplace in accordance with our CPP Exclusion of COVID-19 Cases and Return to Work Criteria requirements, and local health officer orders if applicable.
INVESTIGATION OF WORKPLACE COVID-19 ILLNESS
We will immediately investigate and determine possible workplace-related factors that contributed to the COVID-19 outbreak in accordance with our CPP Investigating and Responding to COVID-19 Cases.
COVID-19 INVESTIGATION, REVIEW AND HAZARD CORRECTION
In addition to our CPP Identification and Evaluation of COVID-19 Hazards and Correction of COVID-19 Hazards, we will immediately perform a review of potentially relevant COVID-19 policies, procedures, and controls and implement changes as needed to prevent further spread of COVID-19.
The investigation and review will be documented and include:
• Investigation of new or unabated COVID-19 hazards including:
o Our leave policies and practices and whether employees are discouraged from remaining home when sick.
o Our COVID-19 testing policies.
o Insufficient outdoor air.
o Insufficient air filtration.
o Lack of physical distancing.
• Updating the review:
o Every thirty days that the outbreak continues.
o In response to new information or to new or previously unrecognized COVID-19 hazards.
o When otherwise necessary.
• Implementing changes to reduce the transmission of COVID-19 based on the investigation and review. We will consider:
o Moving indoor tasks outdoors or having them performed remotely.
o Increasing outdoor air supply when work is done indoors.
o Improving air filtration.
o Increasing physical distancing as much as possible.
Respiratory protection.
[describe other applicable controls].
NOTIFICATIONS TO THE LOCAL HEALTH DEPARTMENT
• Immediately, but no longer than 48 hours after learning of three or more COVID-19 cases in our workplace, we will contact the local health department for guidance on preventing the further spread of COVID-19 within the workplace.
• We will provide to the local health department the total number of COVID-19 cases and for each COVID-19 case, the name, contact information, occupation, workplace location, business address, the hospitalization and/or fatality status, and North American Industry Classification System code of the workplace of the COVID-19 case, and any other information requested by the local health department. We will continue to give notice to the local health department of any subsequent COVID-19 cases at our workplace.
ADDITIONAL CONSIDERATION #2: MAJOR COVID-19 OUTBREAKS
In the event we experience 20 or more COVID-19 cases within a 30-day period, this section of the CPP will stay in effect until there are no new COVID-19 cases detected in our workplace for a 14-day period.
COVID-19 TESTING
We will provide twice a week COVID-19 testing, or more frequently if recommended by the local health department, to all employees present at our exposed workplace during the relevant 30-day period(s) and who remain at the workplace. COVID-19 testing will be provided at no cost to employees during employees’ working hours.
EXCLUSION OF COVID-19 CASES
We will ensure COVID-19 cases and employees with COVID-19 exposure are excluded from the workplace in accordance with our CPP Exclusion of COVID-19 Cases and Return to Work Criteria, and any relevant local health department orders.
INVESTIGATION OF WORKPLACE COVID-19 ILLNESSES
We will comply with the requirements of our CPP Investigating and Responding to COVID-19 Cases.
COVID-19 HAZARD CORRECTION
In addition to the requirements of our CPP Correction of COVID-19 Hazards, we will take the following actions:
• In buildings or structures with mechanical ventilation, we will filter recirculated air with Minimum Efficiency Reporting Value (MERV) 13 or higher efficiency filters if compatible with the ventilation system. If MERV-13 or higher filters are not compatible with the ventilation system, we will use filters with the highest compatible filtering efficiency. We will also evaluate whether portable or mounted High-Efficiency Particulate Air (HEPA) filtration units or other air cleaning systems would reduce the risk of transmission and implement their use to the degree feasible.
• We will determine the need for a respiratory protection program or changes to an existing respiratory protection program under CCR Title 8 section 5144 to address COVID-19 hazards.
• We will evaluate whether to halt some or all operations at our workplace until COVID-19 hazards have been corrected.
• Implement any other control measures deemed necessary by Cal/OSHA.
NOTIFICATIONS TO THE LOCAL HEALTH DEPARTMENT
We will comply with the requirements of our Multiple COVID-19 Infections and COVID-19 Outbreaks-Notifications to the Local Health Department.
Evaluation Policy
Cabrillo Point Academy is committed to providing evaluation and assessment of all staff members on a continuing basis.
The purpose of the Cabrillo Point Academy Governing Board approving this Evaluation Policy is to accomplish the following:
1. Outline the Purpose of the Evaluation
2. Establish the Frequency of Evaluations and the Evaluation Timeline
3. Establish Who Conducts the Employee Evaluations
4. Outline the Evaluation Sequence of Events
5. Establish the Use of Professional Growth and Improvement Plans
6. Outline the Record Keeping Process for All Evaluations
1. **Purpose of Evaluations**: The purpose of a staff evaluation is to safeguard and improve the quality of educational support and service received by students and families by the Charter School Employees.
2. **Frequency of Evaluations and Evaluation Timeline**: All staff will be evaluated during the 2020-21 school year or upon first year of employment. General education certificated and classified staff who receive an average score from their evaluator of 4 or higher on a 5-point scale and continue to perform in good standing will be expected to complete a performance evaluation every-other year.
General education certificated and classified staff who receive an average score from their evaluator of 3 or lower on a 5-point scale will be evaluated on an annual basis. General education certificated and classified staff who demonstrate poor performance of job expectations will be evaluated on an annual basis, placed on a mandatory Improvement Plan, and a second review will be scheduled before one will receive a contract for the following year. One may be on a trajectory for their contract to not be renewed for the next school year.
Special education certificated and classified staff who receive an average score from their evaluator of 3 or higher on a 4-point scale and continue to perform in good standing will be expected to complete a performance evaluation every-other year.
Special education certificated and classified staff who receive an average score from their evaluator of 2 or lower on a 4-point scale and who demonstrate poor performance of job expectations will be evaluated on an annual basis, placed on a mandatory Improvement Plan, and a second review will be scheduled before one will receive a contract for the following year. One may be on a trajectory for their contract to not be renewed for the next school year.
Evaluations will be conducted in the spring of each school year and will be completed no later than thirty (30) calendar days before the end of the employee’s scheduled work year.
3. **Who Conducts the Employee Evaluations:** The employee’s immediate supervisor(s) will be responsible for evaluating the employees. The supervisor may delegate portions of the evaluation process to a designee, but the supervisor shall retain overall responsibility.
4. **Sequence of Events:**
- Self-Assessment and Form 700: the employee will complete their self-assessment of the evaluation (if applicable) and their Form 700 prior to their meeting with their supervisors.
- Meeting with Supervisor: the employee and the employee’s supervisor or designee will meet with the employee and conduct their evaluation.
- Employee’s Time to Respond: the employee will be given the opportunity to respond to their supervisor’s evaluation.
- Final Evaluation Report and Summary Conference: the evaluator shall prepare, complete and issue the Final Evaluation Report and give a copy to the employee during the final evaluation conference.
5. **Professional Growth and Improvement Plans:** Employees who receive an unsatisfactory evaluation (scoring below a score of 3 on the 5-point scale or a score of 2 on the 4-point scale) shall be placed on a Professional Growth and Improvement Plan. The employee’s supervisor will confer with the employee making specific recommendations as to areas of improvement in the employee’s performance and endeavor to assist the employee in his or her performance.
6. **Record Keeping:** A signed copy of the Final Evaluation and any supporting documents shall be kept on file with the HR Director.
Harassment, Discrimination, Intimidation and Bullying Prevention Policy
Complaint with the Safe Place to Learn Act
It is the policy of Cabrillo Point Academy to create and maintain a learning environment where students and employees are treated with dignity, decency and respect. It is also the policy of Cabrillo Point Academy to maintain an environment that encourages and fosters appropriate conduct among all persons and respect for individual values. Accordingly, the School is committed to enforcing this Harassment, Discrimination, Intimidation and Bullying Prevention Policy at all levels in order to create an environment free from all forms of discrimination, harassment, intimidation and bullying. Discrimination, harassment, intimidation or bullying based on the following characteristics, whether actual or perceived: race, religious creed (including religious dress and grooming practices), color, national origin (including language use restrictions), immigration status, citizenship status, ancestry, physical disability, mental disability, medical condition, genetic information, marital status, sex (including pregnancy, childbirth, breastfeeding and medical conditions related to pregnancy or childbirth), gender, gender identity, gender expression, age, sexual orientation, military and veteran status, or association with a person or group with one or more of the aforementioned characteristics or any other legally protected category is unlawful and undermines the character and purpose of the School. Such discrimination, harassment, intimidation or bullying violates School policy and will not be tolerated. This policy applies to anyone on campus at the School or those attending School sponsored activities.
Any form of retaliation against anyone who has complained or formally reported discrimination, harassment, intimidation or bullying or against anyone who has participated in an investigation of such a complaint, regardless of whether the complaint relates to the complaining person or someone else, will not be tolerated and violates this policy and the law.
If the School possesses information that could indicate immigration status, citizenship status or national origin information, the School shall not use the acquired information to discriminate against any students or families or bar children from enrolling in or attending school. If parents or guardians choose not to provide information that could indicate their or their children’s immigration status, citizenship status or national origin information, the School shall not use such actions as a basis to discriminate against any students or families or bar children from enrolling or attending school.
Each year, the School shall educate students about the negative impact of bullying other students based on their actual or perceived immigration status or their religious beliefs or customs. The School shall also
train teachers, staff and personnel to ensure that they are aware of their legal duty to take reasonable steps to eliminate a hostile environment and respond to any incidents of harassment based on the actual or perceived characteristics noted above. Such training shall provide School personnel with the skills to do the following:
- Discuss the varying immigration experiences among members of the student body and school community;
- Discuss bullying-prevention strategies with students, and teach students to recognize the behavior and characteristics of bullying perpetrators and victims;
- Identify the signs of bullying or harassing behavior;
- Take immediate corrective action when bullying is observed; and
- Report incidents to the appropriate authorities, including law enforcement in instances of criminal behavior.
**Definitions**
**Discrimination:** Discrimination is adverse treatment of any person based on the protected class or category of persons to whom he/she belongs and such treatment limits students from participating or benefiting from school activities or services.
**Harassment:** Harassment is unwelcome verbal or physical conduct prohibited by law directed toward, or differential treatment of, a student because of his/her membership (or perceived membership) in any protected group or on any other prohibited basis. The harasser can be a student, a School official or employee, or someone who is not an employee of the School, such as a vendor or parent.
Examples of such conduct include, but are not limited to:
- Offensive or degrading remarks, verbal abuse, or other hostile behavior such as insulting, teasing, mocking, name calling, degrading or ridiculing another person or group
- Racial slurs, derogatory remarks about a person’s accent, or display of racially offensive symbols
- Unwelcome or inappropriate physical contact, comments, questions, advances, jokes epithets or demands
- Physical assault or stalking
- Displays or electronic transmission of derogatory, demeaning or hostile materials
- Graphic and written statements, which may include use of cell phones or the Internet
Harassment does not have to include intent to harm, be directed at a specific target or involve repeated incidents. Harassment creates a hostile environment when the conduct is sufficiently severe, pervasive or persistent so as to interfere with or limit a student’s ability to participate in or benefit from the services, activities or opportunities offered by the School.
**Sexual Harassment:** Sexual harassment is a form of harassment based on sex, including sexual harassment, gender harassment and harassment based on pregnancy, childbirth or related medical conditions. It generally involves unwanted sexual advances, or visual, verbal or physical conduct of a
sexual nature. This definition includes many forms of offensive behavior and includes gender-based harassment of a person of the same sex as the harasser. The following is a partial list of violations:
- Unwanted sexual advances
- Offering educational benefits in exchange for sexual favors
- Making or threatening reprisals after a negative response to sexual advances
- Visual conduct: leering, making sexual gestures, displaying of suggestive objects or pictures, cartoons or posters
- Verbal conduct: making or using derogatory comments, epithets, slurs and jokes
- Verbal sexual advances or propositions
- Verbal abuse of a sexual nature, graphic verbal commentaries about an individual’s body, sexually degrading words used to describe an individual, suggestive or obscene letters, notes or invitations
- Physical conduct: touching, assault, impeding or blocking movements
**Intimidation:** Intimidation includes adverse actions intended to fill another with fear, to overawe or cow, as through force of personality or by superior display of wealth, talent, etc., or to force another into or deter from some action by inducing fear.
**Bullying:** Bullying may take place in a variety of hostile acts that are carried out repeatedly over time. The acts involve a real or perceived imbalance of power, with the more powerful child or group attacking those who are less powerful. It may be physical (hitting, kicking, spitting, pushing), verbal (taunting, malicious teasing, name calling, threatening), or psychological (spreading rumors, manipulating social relationships, or promoting social exclusion, extortion or intimidation). Bullying is any severe or pervasive action or conduct directed toward one or more students that have the effect of one or more of the following: 1) places a reasonable student in fear of harm to that student’s person or property; 2) causes a reasonable student to experience a substantially detrimental effect on his or her physical or mental health; 3) causes a reasonable student to experience substantial interference with is or her academic performance; 4) causes a reasonable student to experience interference with his or her ability to participate in or benefit from the services, activities or privileges provided by the School.
Other types of bullying:
- Sexual bullying includes many of the actions typical of bullying behavior with the added actions of exhibitionism, voyeurism, sexual propositioning, sexual harassment and sexual abuse (touching, physical contact, sexual assault).
- Bias or hate-motivated bullying is a basic bias against or hate for a person or group. Examples include taunting one’s race, religion, national origin, sexual orientation, or physical or mental disabilities. The bullying behavior may also be aggressive, antagonistic, and assaultive.
- Hazing is a form of aggressive behavior that usually involves intimidation and humiliation during an initiation for a student organization or body, club, group or sports team. It may involve conduct that is likely to cause serious bodily injury or personal degradation or disgrace resulting in physical or mental harm to a former, current or prospective pupil. Hazing does not include athletic events or school-sanctioned events.
- Cyberbullying involves bullying conduct that is created or transmitted by means of an electronic device, including, but not limited to, a telephone, wireless telephone or other wireless communication device, computer or pager communicating any of the following: 1) a message,
text, sound or image; 2) a post on a social network Internet Web site, including a “Burn Page,” an impersonation of another student, and a false profile.
- Cyber sexual bullying involves dissemination of, or the solicitation or incitement to disseminate, a photograph or other visual recording by a pupil to another pupil or to school personnel by means of an electronic act that has or can be reasonably predicted to have one or more effects described in (1) – (4) above. A photograph or other visual recording shall include the depiction of a nude, semi-nude, or sexually explicit photograph or other visual recording of a minor where the minor is identifiable from the photograph, visual recording or other electronic act.
- Social media bullying involves bullying through forums for social media, such as internet websites with free registration and ease of registration, internet websites offering peer-to-peer instant messaging (such as Snapchat, Tox, FireChat, Orbit, Bleep), internet websites offering comment forums (such as FaceBook, Twitter, Reddit) and internet websites offering image or video posting platforms (such as YouTube, Instagram, Twitch, Imgur).
**Retaliation:** Retaliation is any adverse action taken against a student because he or she filed a charge of harassment, discrimination, intimidation or bullying complaint to the School or another agency or participated in an investigation about the same (such as an internal investigation or lawsuit), including as a witness. Retaliation also includes adverse action taken against someone who is associated with the individual opposing the perceived harassment, discrimination, intimidation or bullying.
**Reporting Discrimination, Harassment, Intimidation, Bullying or Retaliation**
Any student who believes that he or she has been the victim of discrimination, harassment, intimidation, bullying or retaliation prohibited by this policy, or any student who has witnessed such discrimination, harassment, intimidation, bullying or retaliation, should immediately report the circumstances in accordance with the procedure set forth below. The School will investigate any conduct that violates this policy, even in the absence of a complaint, and take remedial action where appropriate.
A student may make a complaint, written or oral, to any of the individuals listed below:
- Their teacher, school counselor or other school personnel
- The principal of the School
Complaints may be submitted to the Principal by any of the following methods:
- By phone at ____________
- By email at ____________
- By mail at ____________
Any teacher, school counselor or other school employee that receives any complaints of misconduct, or personally observes, learns about from others, or reasonably suspects has occurred, shall report the same to the Principal, so that the School may attempt to resolve the claim internally. Any School personnel that witness an act of discrimination, harassment, intimidation, bullying or retaliation shall take immediate steps to intervene when it is safe to do so.
**Investigation and Disposition of Complaints**
The School will conduct a prompt, thorough and impartial investigation that provides all parties appropriate due process and reaches reasonable conclusions based on the evidence collected. The investigation, conducted by a qualified investigator(s) (who may be a School employee), will include an interview with the alleged student-victim and his/her parent(s)/guardian(s). It may also include interviews with the person who made the initial report, the complainant (if not the alleged victim), the alleged wrongdoer and/or any other person who may have information regarding the incident, each of whom are encouraged to cooperate with any investigation. The investigator may also review any relevant documents.
The School will endeavor to complete its investigation within thirty (30) days of a report of discrimination, harassment, intimidation, bullying or retaliation.
Confidentiality of the complaint and investigation will be kept by the School to the extent possible but note that the investigation will not be completely confidential. The School shall ensure confidentiality with respect to a student’s or family’s immigration status.
The investigator (if a third party) will report his/her findings to the Principal and/or Board of Directors. Where the investigator concludes that a violation of this policy has occurred, the Principal and/or Board of Directors will take prompt and appropriate remedial action, including disciplinary action. Depending upon the circumstances, disciplinary action may include, but is not limited to suspension and/or recommendation for expulsion. Discipline for a violation of this policy is not progressive, so a first violation of this policy may warrant suspension or a recommendation for expulsion.
Every complaint will trigger the creation of an investigatory file. The investigatory file will consist of the initial complaint, the final investigative report, including a record of the remedial action to be taken, if any, and all documents created, used or reviewed during the investigation.
At the conclusion of the investigation, the Principal shall notify the complainant of the manner in which it has resolved the matter. If, within 30 days after notification of resolution, the complainant does not agree with the resolution, the complainant may appeal the matter to the Board of Directors of the School by filing a notice of appeal stating the reasons for the appeal and specific disagreement with the School’s resolution of the complaint. The Board of Directors will provide the student with a final decision of the School’s resolution 5 days after the Board of Directors’ next regularly scheduled board meeting. If the student does not agree with the final determination of the Board of Directors, the student may appeal to the California Department of Education using the appeal process adopted in the School’s Uniform Complaint Procedures.
**Parental Notification:**
Each year, the School shall notify parents and guardians of their children’s right to a free public education, regardless of immigration status or religious beliefs. This information shall include information related to the “Know Your Rights” immigration enforcement established by the California Attorney General. The School shall also inform students who are the victims of hate crimes of their right to report such crimes.
**Sexual Harassment Poster**
The School shall create a poster that notifies pupils of the applicable written policy on sexual harassment. The poster shall display, at a minimum, all of the following: 1) The rules and procedures for reporting a charge of sexual harassment; 2) The name, phone number and email address of an appropriate school official to contact to report a charge of sexual harassment; 3) The rights of the reporting pupil, the complainant, and the respondent and the responsibilities of the School in accordance with the School’s written policy on sexual harassment.
This poster will be prominently and conspicuously displayed in each bathroom and locker room at the school site. It may be prominently and conspicuously displayed in public areas at the school site that are accessible to, and commonly frequented by students, including, but not limited to classrooms, classroom hallways, gymnasiums, auditoriums and cafeterias. The governing board of the School shall have full discretion to select the appropriate public areas to display the poster at the school site.
**Posting**
This policy shall be posted on the School’s internet website in a manner that is easily accessible to parents/guardians/students. | edbc8e61-4dcc-4fd9-a592-6816b6252738 | CC-MAIN-2021-21 | https://dwscbcy9jc8hm.cloudfront.net/sites/167/comfy/cms/files/49521/files/original/1-28-21_-_Packet_-_Cabrillo_Point_Academy.pdf | 2021-05-12T11:08:20+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243989693.19/warc/CC-MAIN-20210512100748-20210512130748-00153.warc.gz | 253,329,127 | 251,473 | eng_Latn | eng_Latn | 0.944342 | eng_Latn | 0.994774 | [
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"unknown",
"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",
"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",
"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",
"unknown",
"unknown",
"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",
"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",
"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",
"unknown",
"eng_Latn",
"unknown",
"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",
"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",
"dag_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"sco_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",
"unknown",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"dag_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"swe_Latn",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"pol_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",
"unknown",
"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",
"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",
"unknown",
"eng_Latn",
"unknown",
"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 | [
764,
3225,
3282,
3520,
3762,
3961,
4803,
4899,
5327,
5589,
5616,
6982,
8755,
10305,
11209,
11238,
12169,
14354,
17511,
19422,
21177,
22253,
24390,
27984,
31629,
34856,
38187,
41659,
44840,
47560,
49255,
51898,
54419,
57431,
60487,
63861,
66817,
69897,
72981,
75757,
78745,
82101,
85302,
88578,
91512,
94368,
96955,
99605,
102590,
104085,
106220,
109138,
111378,
113633,
116894,
120492,
123204,
126254,
128654,
131900,
134994,
138340,
141742,
144542,
146989,
149841,
152800,
156089,
159184,
161056,
162914,
165088,
167648,
170153,
172180,
175618,
178369,
181355,
181898,
184969,
188145,
191099,
193509,
195882,
198757,
198796,
200291,
201217,
203587,
204302,
207201,
209511,
211751,
213849,
216694,
219409,
221842,
223840,
226205,
227807,
229729,
232135,
233963,
234497,
237233,
239575,
242220,
243681,
246450,
250149,
251694,
254464,
257418,
259513,
262739,
265144,
268246,
268709,
269740,
272428,
274743,
277804,
280467,
283061,
285672,
288294,
289264,
291511,
294362,
296975,
299454,
301202,
303987,
306724,
310111,
312508,
315944,
318273,
320587,
322985,
326133,
329334,
330036,
330812,
330847,
330889,
330927,
334455,
334520,
334703,
337390,
340946,
341096,
342596,
345563,
346022,
348536,
350977,
351033,
353658,
356388,
358831,
359050,
359546,
362456,
365131,
366893,
367388,
370096,
370799,
371179,
374111,
374936,
375909,
377981,
378982,
379926,
381956,
384650,
387591,
388850,
390837,
390874,
393062,
396560,
399068,
401483,
403742,
404789,
407856,
410320,
410903,
412394,
413640,
414555,
416150,
417280,
418374,
419047,
420035,
421573,
423949,
426405,
427329,
430506,
433683,
437424,
438160,
439357,
442556,
444128,
446015,
447945,
450718,
451320,
452868,
453024,
454404,
454454,
454994,
455476,
455548,
455955,
456549,
458227,
460705,
461537,
461679,
462398,
465488,
472165,
472338,
484957,
491728,
496020,
497366,
502995,
508723,
514447,
520172,
525131,
530853,
535812,
541536,
546493,
551746,
556645,
561898,
566797,
572050,
577303,
582556,
588636,
594896,
599072,
603073,
609511,
615680,
619776,
623775,
627894,
632013,
636132,
640251,
644370,
648973,
653092,
657695,
661814,
665933,
672179,
677371,
681490,
685609,
689671,
693794,
697913,
703967,
710248,
714004,
718123,
723080,
727199,
731318,
733064,
741555,
750040,
758525,
766884,
775369,
783854,
792339,
800538,
809275,
817420,
826160,
834899,
843038,
851509,
859994,
868731,
877468,
886250,
894438,
902742,
911523,
920011,
928160,
936672,
940807,
941216,
945925,
945989,
946218,
946316,
946444,
947181,
947746,
948096,
948265,
948386,
948467,
948647,
948753,
948929,
949220,
949484,
949550,
949605,
949672,
951422,
952870,
954824,
958539,
960418,
962541,
966362,
970677,
974622,
975958,
976330,
978101,
979083,
980764,
982545,
984629,
986271,
986494,
987069,
989392,
992344,
994446,
997118,
999789,
1002482,
1004649,
1006647,
1008565,
1011054,
1013375,
1015089,
1017941,
1020406,
1021761,
1023734,
1025815,
1029169,
1032253,
1035556,
1038596,
1038619,
1041115,
1041855,
1043752,
1045563,
1046591,
1047108,
1050114,
1050971,
1053267,
1055731,
1057454,
1060372,
1063173,
1066705,
1069827,
1073216,
1074420
] | [
0.81640625,
2.484375
] | 2 | 0 |
Can you find these bugs?
Equipment Clear container to collect your bugs in, a small paint brush and a magnifying glass.
Once you have found a bug place it carefully in your container using the brush. Use a magnifying glass to examine the bug.
When you are out in the park look out for bugs in shrubs, hedges, climbing plants such as ivy, flowers, long grass, in fallen leaves and the base of trees. Turn over decaying wood, rocks, soil, on the ground in woodlands.
Be gentle with all the animals and don’t leave them in the sun. Draw or write what you find in the boxes
TIP!
Take a camera and keep a record of what you find.
LENGTH Short
AGE 3-103
WHERE Any park or green space but particularly those with rivers, woodlands, big trees, or wild flower meadows
Can you find these animal houses...
animal holes
spider webs
underneath logs
up in the trees
bird boxes
bat boxes
on leaves
in soil
bitten or eaten
tree bark
nests
anything else?
As you walk in the park look for houses and habitats that animals have made. Look for different houses that you find on the path and add your own if you find any more. Draw or write what you find in the boxes.
TIP!
Can you name the animals who live in the house? Take a magnifying glass with you for a closer look. You could also take a camera to record what you find.
Be artistic in the park using the materials that you find around you. Don’t forget to take a photo to record your masterpiece and leave your work for others to enjoy.
Use a patch of grass as your canvas and make pictures from leaves, twigs and rocks. Your collage could be a bird, a person, an animal or something abstract or imaginary.
In the late afternoon you can also use shadows to make interesting images. Decorate a bench or a wall so that the shadow is your work of art.
Take some sticky back plastic sheets with you and collect leaves, tiny twigs and the petals of flowers to create a picture which can be stuck onto a sheet of paper or a blank postcard once you have finished.
Take some paper and wax crayons with you, place a leaf under the paper and rub the surface with a wax crayon. You can then make the rubbing into animals real or imaginary. Smooth aluminium foil over a leaf with a pen or pencil and then cut them out when you get home.
Take a notebook and pencils or pastels with you and draw still life pictures of objects that you find on your walk.
Go on an adventure to look for the superheroes who live in parks.
You could take some props with you or just use your imagination.
As you walk discuss amongst yourselves where in the park you think that a superhero might live?
What would they eat? What is their name and is there only one superhero in the park or are they everywhere?
What would a superhero do in a park when they are not busy being a hero? Who would they save, maybe someone in the park or an imaginary person?
What would their adventure be? Are you involved? How would the story end? Try and use as many things in the park that you can to create an imaginative story.
You could try and act out the story using your props and things that you find in the park.
Can you hear...
Close your eyes and listen to what you can hear around you. Tick or draw what makes the sounds as you hear them. You could make a recording of the sounds that you hear and play it back.
TIP!
Do the sounds vary if you do the walk at different times of the day or year? Or in different parts of the park?
Can you find something...
Look for plants in the park that match the words on the path.
If you are with younger children you should warn them not to touch or eat anything.
You can do this as a family or individually. Write or draw what you find in the boxes
TIP!
Take a magnifying glass for a closer look. Can you identify the plant?
Take a camera to record your findings.
DISCOVERY WALKS FOR FAMILIES
WALK THIS WAY
SCAVENGER HUNT
LENGTH Short
AGE 3-103
WHERE Any park or green space
Can you find something...
tiny, huge, spiky, bendy, straight, smelly, beautiful, smooth, bright, colourful, anything else?
Look for objects in the park that match the words on the path. They could be man-made or natural. You can do this as a family or individually. Draw in what you find.
TIP!
Why not make it into a competition
- 1 mark for each answer
- 1 mark for each unusual or interesting answer
Why not do the same walk over several seasons or in different weathers and note the differences. A walk on a bright and sunny day can be very different to the same walk in an autumn mist.
Here are some ideas:
Keep a weather diary – record the temperature and weather on each walk
Take photographs or draw pictures so that you have a record
Keep a nature diary of what you see. For example, what were the trees doing – bare twigs, buds, green leaves or autumn colours and what birds were around. What flowers are there and when do they appear.
Go cloud spotting
Go for a walk in the mist, rain or snow as well as on bright sunny days.
Go for a muddy walk, a leafy walk, or a spring walk in the crisp spring air. You could see who can get the muddiest, who can collect the most unusual autumn leaves and who can see the first snow drops.
Can you find these shapes?
Look for objects of different shapes on your walk to the park and in the park. They could be man-made or natural. When you find a match name your object in the right box or draw it in.
TIP!
Why not make it into a competition
- 1 mark for each answer
- 1 mark for each unusual or interesting answer.
Take a camera to record what you find. Older children could look for 3D objects. | 20d58b6a-aebe-4859-a717-040f94e01db4 | CC-MAIN-2021-49 | https://richmond.gov.uk/media/7170/walk_this_way_family_3_and_over.pdf | 2021-11-28T14:08:57+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358560.75/warc/CC-MAIN-20211128134516-20211128164516-00458.warc.gz | 569,655,209 | 1,276 | eng_Latn | eng_Latn | 0.998518 | eng_Latn | 0.998982 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
765,
1317,
2394,
3129,
3451,
3830,
4352,
5196,
5608
] | [
3.640625
] | 1 | 0 |
| Cat | Pot |
|-----|-----|
| ca__ | po__ |
| Hat | Plane |
|-----|------|
| ha__ | je__ |
| Cup | Fan |
|-----|-----|
| cu__ | fa__ |
| Fox | Scarf | Spider |
|-----|-------|--------|
| fo__ | ca__ | sp__ |
| ma__ | we__ | b__ |
| do__ | su__ | h__ |
- Fox
- Scarf
- Spider
- Man
- Web
- Dog
- Sun
| Picture | Word to Complete |
|---------|-----------------|
| Chicken | hen |
| Face | frown |
| Sad | sad |
| Winner | win |
| Bag | bag |
| Scissors| cut |
| Letter | letter |
| Box | box |
| Word | Picture |
|------|--------|
| map | |
| farm | |
| van | |
| kind | |
| nap | |
| door | |
| run | |
| pig | |
Fill in the blanks with the correct letters to complete the words.
sun, soda, find, knot, dog, mat, egg, gas, puff, milk, pin
fan gas pot spoon
cat tap bell coffee
hat tap tub bonnet
| Well | Box |
|------|-----|
| we__ | bo__ |
| Bed | Bug |
|-----|-----|
| be__ | bu__ |
| Fox | Cap |
|-----|-----|
| fo__ | ca__ |
| Image | Word to Complete |
|-------|-----------------|
| ![Image] | to__ |
| ![Image] | cu__ |
| ![Image] | ba__ g__ |
| ![Image] | si__ l__ |
| ![Image] | x__ t__ |
| ![Image] | a__ m__ |
| ![Image] | h__ p__ |
| ![Image] | wi__ n__ |
| Submarine | Fuel can | Tadpoles |
|-----------|----------|----------|
| su__ | f__ | t__ |
| s__ | ga__ | s__ |
| | d__ | |
| Kissing couple | Mouse | Tadpoles |
|----------------|-------|----------|
| ki__ | ra__ | t__ |
| ff__ | m__ | g__ |
| | | |
| Jam jar | Xylophone | Hopscotch |
|---------|-----------|-----------|
| ja__ | x__ | h__ |
| l__ | m__ | p__ |
| | ne__ | t__ |
| Picture | Word to Complete |
|---------|-----------------|
| ![Foot] | le__s |
| ![Running] | jo__d |
| ![Thermometer] | ho__t |
| ![Sign] | u__m |
| ![Baseball Player] | hi__l |
| ![Dam] | da__m |
bus school guide
tug garden dig
dog go wet | 1459e97e-6190-4cdb-9016-91ebebff13e5 | CC-MAIN-2021-39 | https://earlyreadingmastery.com/wp-content/uploads/215-ENDING-SOUNDS-LETTERS.pdf | 2021-09-26T00:49:27+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057787.63/warc/CC-MAIN-20210925232725-20210926022725-00126.warc.gz | 255,128,227 | 708 | eng_Latn | eng_Latn | 0.999852 | eng_Latn | 0.929696 | [
"unknown",
"unknown",
"unknown",
"eng_Latn",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown",
"unknown"
] | true | rolmOCR | [
136,
302,
604,
854,
914,
981,
1118,
1357,
1911,
2164,
2214
] | [
3.734375
] | 1 | 0 |
PLANT-BASED EATING
RESOURCE GUIDE
California Walnuts
Cracking the Basics of Plant-Based Eating
What It Is
Fruits and vegetables, whole grains and a variety of protein-rich foods like beans and peas, nuts, seeds and soy (like edamame) are the mainstays of plant-based eating. Low-fat milk and dairy products, seafood, lean meat, poultry and eggs can also be included if desired, but are not the focus of plant-based menus. It is not exclusionary, but rather about being more mindful of plant sources of protein. The use of sugars, salt and saturated fats should all be minimal.
Why Plant-Based?
Compared to a typical British diet, a plant-based philosophy is higher in unsaturated fats and fibre, both of which support better health. It can be more nutrient-dense, and contain more vitamins, minerals and phytonutrients, all which help to reduce your risk for chronic disease. Plant-based diets offer a great variety of flavours and textures.
Less Meat, Not Meatless
Plant-based eating doesn’t have to be vegetarian or vegan. There are a number of plant-based eating plans like the Mediterranean Diet and Dietary Approaches to Stop Hypertension (DASH) that include small amounts of poultry, lean red meat and seafood. If you prefer an entirely vegetarian regimen, however, there are plenty to choose from. Part of the beauty is that plant-based eating is customisable to your unique preferences. For some, the transition to a diet with more plant-based foods is best accomplished through gradual steps. In general, the recommended serving size for animal protein in a meal is 85g. Try making that three ounce threshold your first goal, then reduce the meat content from there as desired.
Plants & Protein
Plant sources of protein include nuts, beans and other legumes, peas, seeds, tofu, tempeh (a fermented soy product), and whole grains like brown rice, farro, sorghum, and quinoa. When combined with California Walnuts, plant-based dishes can be just as satisfying as comparable portions of meat-based dishes, due to plant-based meals being higher in fibre. They don’t call it “walnut meat” for nothing.
Good Fats
Good fats are good for you. Research has uncovered benefits to eating good, unsaturated dietary fats found in foods like nuts (California Walnuts), flaxseed, plant oils (canola, soybean, safflower, and extra virgin olive oil), salmon, mackerel, and avocado. Walnuts are the only tree nut that has a significant source of the plant-based omega-3 alpha-Linolenic acid, or ALA (a handful, 30g, contains 2.7g of ALA).
Where to Start
Focus on adding. Instead of dining on just chicken and rice, add a cup of sautéed broccoli, roasted carrots or mix in cauliflower rice. Fruits like peaches and berries make for delicious plant-based additions to desserts. For snacks, try setting out a bowl of toasted or seasoned California Walnuts to nibble on throughout the day. Plant-based eating is not an all-or-nothing proposition. If it helps you get started, choose just one day each week to focus on plant-based meals.
Too Busy to Cook?
A slow cooker or pressure cooker is the most important ally a busy plant-based eater can have. One-pot meals can simmer to flavourful perfection while you’re working or sleeping. They also happen to be a great way to cook dried beans. When dining out, Mediterranean, Asian and Mexican cuisines typically offer more options for people wanting to include vegetables and beans.
Your Next Meal
Now that you know, it’s time to take action. Check out the plant-based recipe collection page for a variety of tasty ideas, and make your next meal the first in a shift toward healthier eating.
Plant-Based Eating Tips and Tricks
By Wendy Bazilian, DrPH, RD
Think plant-based eating is difficult? Think again! With a few tips and tricks, you’ll be eating more tasty plant-based meals in no time. There’s no need to overhaul your diet overnight, just start with a single meal or recipe, and then begin to incorporate more plant foods. For recipe ideas, visit the plant-based recipe collection page at californiawalnuts.co.uk.
- Plant-based is not “all or nothing.” You don’t have to go meat-free to be more plant-based. Try adding veggies to your favourite recipes and comfort foods. You’ll boost the nutrition while reducing some of the saturated fat and calories.
- Start your meal with a soup or salad. It ensures veggies will be featured and provides a good way of slowing down the meal pace, too.
- Swap in plant proteins for animal proteins. Kidney or chickpeas, lentils, nuts, like California Walnuts, and seeds, and high-quality soy protein, like edamame or tofu, are all great options.
- Substitute or add chopped mushrooms and/or California Walnuts for meat in numerous dishes. Their textures and savoury taste are perfect as meat substitutes.
- Take meat off the menu just once a week. Maybe you’ve heard of Meatless Monday? You can also choose other days of the week to think about a more plant-based diet. Tofu Tuesday? Walnutty Wednesday? Fruit forward Friday? Salad Saturday? Soup-er Sunday? Think about identifying one day each week where plant foods and plant proteins are front and centre at every meal.
- Feature a fruit bowl. When you have fruits and veggies displayed in a visible location, you’re more likely to choose them.
- Include nuts, like California Walnuts, each day in a simple way. Eat a few with your morning oatmeal or on your salad at lunch. Try them in a trail mix at snack time, as the coating for salmon or chicken, or mixed into a bean-based burger or stir-fry at dinner.
- Broaden your bean repertoire. Are you stuck in a hummus rut? Try blended white or black beans as a dip instead. Add black beans to salads and pasta dishes. Enjoy lentils and soybeans in soups and stews, too.
- Treat meat and poultry as the side, instead of the main feature. Make vegetables, beans and grains the entree. A salad, hearty stew or casserole can be the main event. A big plate of roasted vegetables with a bean burger or a veggie stir-fry with edamame and California Walnuts make for flavourful, colourful, filling, and nutritious options.
- Though seafood is obviously not from the plant kingdom, it does contain good fats and protein. For those who choose to include seafood in their plant-based meals, the Dietary Guidelines for those who choose to include seafood in their plant-based meals, the UK Eatwell Guide recommends consuming two portions of fish per week, one of which should be oily.
- Use fresh or dried herbs and spices. They are plants and they are flavour! That’s a win-win when it comes to making a plant-based diet enjoyable. Try freshly grated ginger in a stir-fry, a dash of pumpkin pie spice mixed into your oatmeal, or a sprinkle of oregano in your salad dressing or soup.
- Roast, broil, bake or grill your veggies. Steamed veggies are fine, but other healthy cooking methods can bring out different flavours that make your veggies really taste special.
Fats are good. They are an important part of your daily diet and play an essential role in human health from head (brain) to toe (joint), and every cell in between. Fats also help us feel full and ensure healthy communication between nerve impulses and the transfer of nutrients through the bloodstream. It’s a balancing act, and some types of fat work more in favor of our health than others.
Research has also shown that swapping out saturated fats (animal fats like butter, cream and fat on meats) with unsaturated fats, especially polyunsaturated fats, has a positive impact on heart health\(^1\). In fact, the latest Eatwell Guide recommends reducing saturated fat intake and in particular, shifting food choices from those high in saturated fats to those high in polyunsaturated fats\(^2\).
Unsaturated fats are found in foods such as California Walnuts, seeds, plant oils, avocados, and fatty fish like salmon, mackerel, herring, and sardines. In just a 30g handful, California Walnuts provide polyunsaturated fat [14g], offering an excellent source of alpha-linolenic acid (ALA), the plant-based form of omega-3 fatty acids [2.7g]. Science continues to uncover the benefits of ALA.
Here are a few easy ways to help make some smart swaps for saturated fat!
- Substitute a blend of chopped California Walnuts and mushrooms, beans or cauliflower for some or all of the meat in your own favourite recipes. Try the veggie and bean-rich Brilliant Chilli topped with California Walnuts recipe\(^*\) for a hearty new mealtime staple.
- When baking, replace a third to half of the butter with high-quality vegetable oils or other more nutritious and lower-calorie options like plain fat-free Greek yoghurt, apple sauce, pumpkin, mashed prunes or fruit compotes. You can use this strategy in homemade recipes and with boxed mixes, too.
- In recipes that call for butter, try using extra virgin olive oil in its place or use a mix of butter and extra virgin olive oil and you’ll cut the saturated fat in half.
- Try spreading avocado instead of cream cheese on whole grain bagels and toast. Puréed avocado also works well for a replacement in creamy sauces. Try the Eggs Benedict with Avocado “Hollandaise” recipe\(^*\) for a lighter take on this classic breakfast favourite.
- At snack time, choose a homemade trail mix (like California Walnuts, dried cherries and a few dark chocolate chunks) or veggies and hummus instead of packaged crackers or cookies. You’ll reduce the saturated fats and boost the nutrition [and be more satisfied, too]!
- Watch your portion size with red meat and try swapping one meal each week with fish or beans. For burger night, try blackened salmon fillets instead of ground beef patties.
- Instead of cheese and croutons on your salad, add nuts. You’ll get the same satisfying effect that will help boost your energy without as much saturated fat. The unsaturated fats, protein and fibre will keep you feeling satisfied and energised all afternoon. Try a mixed greens salad with chickpeas, tomatoes, apple slices and chopped California Walnuts. Drizzle with extra virgin olive oil and balsamic vinegar for that added yum-factor!
- Instead of eating the skin of the chicken, try my Easy “Oven-fried” California Walnut Crusted Chicken. It removes the saturated fat in the skin but retains the moisture and flavour of the meat. Add a cup of roasted veggies and \(1\frac{1}{2}\) cup wild rice, and you have a healthful, delicious meal.
**Easy “Oven-Fried” California Walnut Crusted Chicken**
**Serves: 4**
- 4 170g bone-in chicken breasts, skins removed
- 270g low-fat buttermilk
- 1 tablespoon Dijon mustard
- 3-4 cloves minced garlic
- 65g finely chopped California Walnuts
- 25g panko breadcrumbs
- 20g yellow cornmeal
- 80g flour
- 2 teaspoons paprika [or smoked paprika]
- 3/4 teaspoon cayenne [optional]
- 1 teaspoon dried thyme leaves
- 1 teaspoon dried oregano leaves
- 1/2 teaspoon coarse-cracked black pepper
- 1/2-3/4 teaspoon sea salt [or less to taste]
- Lemon wedges
**Directions:**
- In a bowl or glass measuring cup, whisk buttermilk, Dijon and garlic. Place chicken in a large bowl or resealable zip-top bag and pour the buttermilk mixture over it. Toss to coat, cover or seal well and refrigerate 2 to 24 hours, turning every so often. [This is a good recipe to start the prep the night before and finish up to finish by coating and baking for dinner that night.]
- Preheat oven to 175°C.
- Mix the panko breadcrumbs, California Walnuts, cornmeal, millet, spices and herbs in a bowl or large resealable zip-top bag.
- Add a handful of chicken at a time, shake in the bag [or toss in the bowl] until well coated. Discard the buttermilk marinade.
- On a baking pan sprayed with oil, or lined with a silpat or parchment paper, bake for 45-60 minutes until golden brown and internal temperature is 75°C.
- Serve with vegetables, a vegetable side or salad and a whole grain like quinoa or brown rice [optional].
*Recipe available on walnuts.org
Nutrition Information [1 chicken breast]: Calories: 387, Total fat 15g, Saturated fat 2g, Monounsaturated fat 2.6g, Polyunsaturated fat 9.4g, Carbohydrates 64g, Fibre 20g, Sugars 2g, Cholesterol 125mg, Total fat carbohydrate 10g, Sugar 2g, Dietary fibre 3g, Protein 44 g
Vegetable & California Walnut Ragu
**Prep Time:** 15 min, **Cook Time:** 40 min, **Total Time:** 55 min
**Serves:** 4
**Ingredients**
**Filling:**
- 1 tbsp oil
- 400 g sweet potatoes peeled and diced
- 1 onion chopped
- 1 red pepper diced
- 100 ml red wine
- 50 g sun dried tomato paste
- 250 g cherry tomatoes halved
- 400 g canned chopped tomatoes
- 100 g California Walnut Halves
- 250 ml vegetable stock
- 1 courgette diced
- 25 g basil shredded
To serve: Cooked spaghetti and grated vegetarian hard cheese
**Directions:**
1. Heat the oil in a large saucepan and fry the sweet potatoes, onion and pepper for 5 minutes. Add the wine and reduce by half. Stir in the remaining ingredients except courgette and basil and bring to the boil, cover and cook for 15 minutes.
2. Remove the lid and add the courgette, simmer for 20 minutes until the sauce has reduced, season to taste and stir in the basil. Serve with cooked spaghetti and grated cheese.
---
**Plant-Based Shopping List**
When you have the right ingredients on hand, making delicious plant-based meals can be a fresh and fun adventure. Remember, plant-based eating is not “all or nothing.” You don’t have to go meat-free to be more plant-based. Feel free to add and subtract from this list, based on preferences and your own personal meal plan.
**PANTRY GOODS**
Key ingredients to have on hand for quick, flavourful meals. Look for low or reduced sodium options when buying canned or jarred goods.
- Dried or canned beans and lentils
- Canned tuna or salmon
- Canned tomatoes (diced or whole), tomato sauce or paste and vegetable juice
- Soy sauce or tamari
- Extra virgin olive oil
- Vinegars (balsamic, apple cider, red wine)
- Spices, herbs and blends (chilli powder, curry, garlic & herb, garam masala, etc.)
- Nut and/or seed butters (or make your own California Walnut butter)
- Vegetable broth (versatile for cooking with or without meat and poultry)
- Low-fat evaporated milk as a replacement for whole milk or cream
**VEGETABLES/FRUITS**
Choose your favourite fresh, frozen or canned fruits and vegetables—all are healthful! Be sure to eat with the seasons, which ensures the produce is at peak flavour.
- Artichokes
- Cruciferous vegetables (broccoli, cabbage, cauliflower, etc.)
- Winter or Summer squash
- Leafy green vegetables
- Peas
- Carrots
- Tomatoes
- Avocados
- Mushrooms
- Peppers
- Onions
- Garlic
- Root vegetables (beets, parsnips, etc.)
- Potatoes
- Bananas
- Apples
- Pears
- Citrus
- Berries
- Grapes
- Melon
- Dates and dried fruit
**REFRIGERATED**
- California Walnuts (freeze if storing for longer than one month)
- Fish/seafood
- Poultry
- Tofu
- Tempeh
- Eggs
- Cheeses
- Low-fat and non-fat milk
- Alternative milks such as walnut or soy (look for fortified options)
- Yoghurt (Greek or plain non-fat/low-fat)
**GRAINS**
- Steel-cut or old-fashioned oats
- Ancient grains (quinoa, farro, millet, bulgur)
- Whole grain, low-sugar cereals
- 100% whole wheat bread
- Whole grain pasta
- Brown or wild rice
- Whole wheat flour
Recipe available on californiawalnuts.co.uk
Plant-Based Recipe Collection
Start rethinking the centre of your plate at breakfast, lunch and dinner with this selection of fresh and deliciously colourful plant-based recipes.
To view our entire collection of plant-based recipes, visit californiawalnuts.co.uk/recipes
Look for Produce of California or Produce of USA on pack.
BREAKFAST AND BRUNCH
Breakfast remains the most important meal of the day, and sometimes you need a little creative inspiration.
- Breakfast Quinoa with California Walnut Cream and Blueberries
- Walnutty Egg and Bell Pepper Gratin
- California Walnut, Berry and Beetroot Smoothie Bowl
- California Walnut and Apple Bircher Pots
- Buckwheat, Sour Cherry and California Walnut Granola
- Nutty Breakfast Parfait
- California Walnut Chorizo Frittata
- California Walnut and Feta Frittata with Gulf Shrimp
DINNER
Restore the energy spent during the day with one of our distinctive plant-based dinners, sure to be loved by family and friends as well.
- California Walnut Mushroom Enchilada Casserole
- Lemony Zucchini Salad with California Walnuts
- Curried Pumpkin California Walnut Soup
- Buckwheat Noodle Salad with Greens and California Walnuts
- Grilled California Walnut Pizza with Roasted Pepper and Cauliflower
- Roasted Root Vegetable Soup with Rosemary California Walnuts
- California Walnut and Lemon Parsley Spaghetti
- California Walnut and Mushroom Burgers with Cucumber and California Walnut Salad
- California Walnut Meat Free Bolognese
- Roasted California Walnut and Cauliflower Tacos
- Sweet-Sour Stir-Fry with California Walnuts
- Lentil and California Walnut “Meatballs” and Spaghetti
- California Walnut Falafel Buddha Bowl
SIDES
Easing your way into plant-based eating? These wholesome sides are a great start.
- Cranberry and California Walnut Coleslaw
- Farro with Beets, Olives and California Walnuts
- Jicama, Carrot and Apple Slaw with California Walnuts
- Citrus-Papaya Salsa with a Chipotle Glaze
- California Walnut, Black Olive and Dried Tomato Spread
- Grain Salad with Toasted California Walnuts, Dates and Grapefruit
- California Walnut Raspberry Salad and Raspberry Vinaigrette
SMALL BITES
At times, nothing is better than a snack-size meal. Reach for plant-based recipes when hunger strikes or when sharing with others is the thing to do.
- Rosemary and Chilli California Walnuts
- California Walnut and Seed Crackers
- California Walnut and Carrot Hummus
- California Walnut Butter
- Sweet Potato Toast with California Walnut Spread
- Mango and California Walnut Trail Mix
- Yoghurt, Sun-Dried Tomato and Basil Dip
KID-FRIENDLY RECIPES
A collection of recipes so fun and delicious, the kids won’t just eat them, they’ll want to help prepare them.
- Awesome Banana-California Walnut Shake
- Brilliant Chilli Topped with California Walnuts
- Chicken California Walnut Lettuce Wraps
- Chunky Maple California Walnut Spread
- Fruity California Walnut Burrito Wraps
- Cranapple-California Walnut Crumble
- Dried Fruit and California Walnut Granola
- Fish Tacos with California Walnut Slaw
DESSERT
Indulging doesn’t have to mean derailing. Keep your conscience cool with this selection of plant-based desserts.
- Baked California Walnut-Stuffed Pears
- California Walnut Raspberry Chocolate Tartlets
- Stone Fruit with Whipped California Walnut Lemon Honey
- Chocolate California Walnut Curried Truffles
- Chocolate California Walnut Gelato
- Mini California Walnut Apple Pies
- Mexican Dark Chocolate Cinnamon-Coated California Walnuts
Interested in learning more? Please contact:
firstname.lastname@example.org
CALIFORNIA WALNUT COMMISSION
101 Parkshore Drive, Suite 250, Folsom, CA 95630
Follow us
@walnuts_uk @walnuts_UK @Walnuts.UK
CALIFORNIAWALNUTS.CO.UK | 8b026cc0-0a48-4e41-8076-264c7f150767 | CC-MAIN-2021-49 | https://www.californiawalnuts.co.uk/wp-content/uploads/2020/05/WALNUT-PLANT-BASED-ARTWORK.NEW-low-res.pdf | 2021-11-29T04:54:25+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358688.35/warc/CC-MAIN-20211129044311-20211129074311-00616.warc.gz | 692,901,103 | 4,458 | eng_Latn | eng_Latn | 0.929285 | eng_Latn | 0.994294 | [
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
53,
3635,
6959,
12232,
15312,
18820,
19049
] | [
2.453125
] | 1 | 0 |
Guarlford is a village and civil parish in the Malvern Hills in the county of Worcestershire.
It is situated between the settlements of Barnards Green and Rhydd approximately two miles east of Great Malvern. The village is compact and has a parish church of St Mary's, built in 1843.
The first parish council was established in December 1894 but its beginnings go back much, much further as Guarlford is one of the earliest inhabited places in the Malvern area and shows evidence of Neolithic activity with crop marks dating from a period that extends from 2350 BC to 409 AD. As with most place names, the spelling has differed through the ages, from Garford in 1275, to Gerleford in 1333 to even Galvert in the 1820s.
The Hwicce, an Anglo-Saxon tribal kingdom may have had a dwelling on the site of the existing Guarlford Court, Guarlford’s most significant and substantial surviving building from the medieval period. The Court was a grange of Malvern Priory and as such its use changed dramatically with the dissolution of the monasteries in 1536 when it was valued at a rent of £9.05 per annum. Its new landlords sought to curtail peasant farmers’ rights to stock grazing on fields which had been largely enclosed in the Tudor period – a process that would go on into the seventeenth century and would lead to protracted disputes and some violence.
Guarlford in more recent times
The two World Wars had considerable effect on the village. A radio listening post was set up in Rectory Lane by the Telecommunications Research Establishment. It was used to track the movement of enemy aircraft by monitoring their radio traffic and proved instrumental in locating the German V-2 rocket base in Peenemünde that was subsequently bombed by the RAF in Operation Crossbow.
The memorial in St Mary’s church honours those who sadly fell and close by lie two Commonwealth graves. Being rural, the village received its share of evacuee children. On 20th November 1940, 23 children from Selly Park School joined the village school and many speak of the shocking difference in the village with all the animals and space compared to their former homes in Birmingham.
Our neighbour, Humphrey Bladder, tells us how it was at this time that the farm and many others around turned from rearing sheep to growing wheat for the war effort. Their farm horses were commandeered by the American Army at Blackmore Hospital and Humphrey remembers one particular horse ‘Queenie’, who had quite a reputation and kept returning home on her own having thrown her rider – eventually they gave up on her and she was allowed to continue to pull the milk float through the village for the rest of the war. Fowler’s Farm had a history of breeding fine horses, the two ploughing shire horses featured on our pub sign are Dripshill Forest Bob and Dripshill Forest King named after the local woods. After the war Fowlers farm would become a dairy farm along with a petrol pump outside.
This picture shows Humphrey attending the pump in 1951. At the time they had two tobacco tins in the shed by the pump, one for petrol coupons and one for money. Nothing was ever locked up and nothing was ever stolen.
Our pub
Before its closure in June 2016, ‘the village elders’ met regularly on a Saturday morning at the Plough and Harrow, as they had traditionally done for many years.
We are unsure as to when the pub first opened, but we believe that it used to only be licensed as a beer and cider house. There was no bar at the time but the landlord positioned himself by the doorway leading into the inner area and refilled mugs as required. It was only after the second world war that the pub obtained its full license when Dick and Pam Capstick renovated it.
Derrick Bladder was the first person to have a glass of whisky in the pub when it got its new ‘spirits license’. In ‘The Guarlford Story’ he recalls that Revd Newsonthe, the vicar at the time, always maintained that the two most important places in the village were the church and the pub. The Bishop used to have a walk about in the summer and the Rector would bring him into the ‘Plough’ and say “This is where I meet most of my flock.” Revd Newson also said at confirmation classes, “If you want a drink you should go to the pub and buy a drink, like I do and not to the back door (off license) with a black bag!”
Sam Beard describes the pub in the 1920s and 30s. He thinks that the premises were at one time used for storing and distributing coal and a building to the front of the pub was a dray house and stables.
“The locals gathered here on a regular basis; work on farms was discussed; far fetched tales were told and some rude ones. The Landlord kept a watchful eye on the white mugs with a golden band around the top and refilled them as required. So, in the smoke-laden atmosphere, the parish business went on. From time to time the clean sawdust in the cast iron black-leaded spittoons erupted as one or another cleared the way for another draught from the pint mug. ‘Time’ at the ‘Plough’ was strictly observed and the men would set off in search of the next meal – on Sunday usually a roast – but not without the occasional prank, such as the dairy man who found his milk float with the shafts put through a five barred gate, and a pony harnessed therein”.
Rob Gilroy also describes how his grandfather, Bill Morris of Clevelode, used to come to the Plough and Harrow and would play cards for money, as well as a game where pennies were flicked into a tin, the winner taking the kitty. Evidently it was not unknown for poaching expeditions to be planned here, sadly necessary with so many children to feed in many families.
In 1984, Malcolm Russell began selling home grown plants from his home, the Tan House, which was then next door to the pub, but now forms a part of it. Malcolm and his mother’s business ‘Tan House Plants’ started to attract an ever-increasing number of customers both locally and from further afield and with the help of a partner, Pauline, the business grew and grew until Malcolm’s death in 2001.
With various licensees, among them Dennis Atkins, the jockey, the pub underwent changes in the last two decades of the twentieth century, culminating in a major refurbishment of the restaurant. In the autumn of 2004, the license was taken over by the brewers, ‘Wadworths’, with Juliet Tyndall and Michael Weir as the licensees.
The pub pictured in 2007 during the tenancy of Juliet and Michael
In 2016 the future of the pub was reported by the Worcester News as being “quite bleak”. Nobody had stepped forward to take on the premises and it was now being considered for demolition to make way for houses. The local community rallied magnificently to protect their pub. They contacted Brunning and Price, bagging the lucky local £5000 through the ‘finders fee’ promotion that B&P offer for the introduction of a viable new project and here we are today – thrilled to have saved and restored a historic pub of great importance to those in the area.
Huge thanks to the Guarlford History Group. Their books ‘The Guarlford Scene’ and ‘The Guarlford Story’ are a wealth of wonderful local information. | b11e927d-401d-4137-b590-38d63b61e5bb | CC-MAIN-2021-49 | https://www.brunningandprice.co.uk/_downloads/ploughandharrow/ploughandharrow-history.pdf | 2021-12-06T21:38:31+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363312.79/warc/CC-MAIN-20211206194128-20211206224128-00530.warc.gz | 729,516,661 | 1,588 | eng_Latn | eng_Latn | 0.999212 | eng_Latn | 0.999245 | [
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
3175,
7172
] | [
2.15625
] | 1 | 0 |
IONIZING RADIATION CANNOT BE DETECTED BY ANY OF THE FIVE SENSES.
Since ionizing radiation cannot be detected by human senses, special equipment is needed to detect and measure it. Emergency workers are furnished with instruments and devices that record exposure to radiation. One type, the direct-read dosimeter, enables the emergency worker to readily obtain readings that relate to the United States Environmental Protection Agency (U.S. EPA) and Illinois Plan for Radiological Accidents (IPRA) exposure limits. A second type, a luminescent dosimeter badge (LD), though not directly readable, provides a permanent record of the emergency worker’s exposure.
DOSIMETRY KITS
Dosimetry for emergency workers is prepackaged to accelerate and simplify the issuing process during emergency situations.
INTRODUCTION
An emergency is an unexpected situation or occurrence of a serious nature that demands immediate action. Because accidents involving radiation may occur at nuclear power stations, we need to prepare ourselves for this type of emergency. This section of the training guide provides information on radiation and how emergency workers may protect themselves from its potentially harmful effects.
WHAT IS RADIOACTIVITY AND RADIATION?
Radioactivity is the natural process of unstable atoms releasing their excess energy. This emission, or giving up energy, is called radiation. Radiation can be either man-made or occur naturally in the environment. It is divided into two types: non-ionizing and ionizing. Non-ionizing radiation is the type of radiation associated with the operation of many of the conveniences that we use in our daily lives: for example, the energy that microwave ovens emit to cook our foods and the waves of energy that transmit our radio and television signals.
Ionizing radiation is the type of radiation associated with nuclear power generation. Because of its ability to cause damage to any organism, it is important to understand how to protect yourself from unnecessary exposure. There are many additional uses of ionizing radiation, which include: medical x-ray, radioactive material used in medical diagnosis and treatment, industrial manufacturing, and in the production of many consumer products such as cigarettes, smoke detectors and some gas lantern mantels.
Besides the radioactive materials that are man-made, ionizing radiation occurs naturally in rocks and eventually works its way into the soil, trees, plants, ground water, and even into materials in the human body. Another important source of naturally occurring ionizing radiation is the sun and outer space, which produces a continuous exposure to all living organisms on this planet. We call naturally occurring radiation background radiation.
TYPES OF IONIZING RADIATION
There are four basic types of ionizing radiation: alpha particles, beta particles, gamma rays, and x-rays. While all types of radiation are potentially harmful, they differ in the manner in which they affect us.
Alpha Particles have a very low penetrating ability and can be stopped by a very thin sheet of paper or the outer layer of skin. They are not an external hazard, but once they are inhaled or ingested, they become very hazardous.
Beta Particles have a low penetrating ability and can be shielded or stopped by thin sheets of metal or thick plastic. Depending on the energy of beta particles, it can cause burns ranging in severity from minor (similar to a sunburn) to extreme (blistering similar to third-degree burns from fire). Because beta particles are also harmful if inhaled or ingested, they are both an internal and external hazard.
Gamma Rays and X-rays are waves similar to light waves, but have higher energy levels. Lead, steel, concrete or water are commonly used to shield this type of ionizing radiation. Although scientists make a distinction between x-rays and gamma rays, the important difference is that gamma rays are usually more energetic and therefore more penetrating.
FRACTIONAL UNITS
The fractional units, milliroentgen, millirad, and milliRem, are used to measure and describe small quantities of radiation. The prefix, “milli,” means 1/1000th of a roentgen, rad, or Rem. For example, 1,000 mR equals 1 R.
\[ 1 \text{ Rem} = 1000 \text{ milliRem} \]
To simplify communications and the reporting or exchange of information, the terms R and mR are used instead of the scientific terminology.
COLLECTION OF RADIOLOGICAL SAMPLES
- Escort radiological monitoring teams
- Escort and/or assist sample collection personnel
DECONTAMINATION OF EQUIPMENT AND STREETS
- Set up monitoring stations on perimeter of affected areas
- Wash down vehicles, streets, etc. upon recommendation of IEMA
- Wear normal protective gear for personal contamination protection
CONTINUATION OF ROUTINE PUBLIC SERVICES
- Law enforcement and crime prevention
- Emergency medical services
- Fire/rescue services in affected areas
Part II
Radiological Hazard & Exposure Control
UNITS OF MEASUREMENT
RADIATION IS MEASURED IN THREE BASIC UNITS:
| UNIT | DEFINITION |
|-------------------------------------------|---------------------------------------------------------------------------------------------------------------------------------------------|
| ROENTGEN (R) — | The roentgen is the unit of exposure and is a measure of the ionization produced in air by gamma rays and x-rays. Direct-read dosimeters record exposure in roentgens. |
| RADIATION ABSORBED DOSE (rad) — | The rad is the unit of absorbed dose and is a measure of the energy deposited in matter by ionizing radiation. |
| ROENTGEN EQUIVALENT MAN (Rem) — | The Rem is the unit of dose equivalent and is the measure that accounts for the varying effects of different types of ionizing radiation on the human body. |
An understanding of the differences in these units is important in the scientific study of ionizing radiation. In nuclear power station accidents or radiation emergencies, however, the terms roentgen, rad, and Rem are used interchangeably. Therefore, for this purpose, a roentgen is equal to a rad is equal to a Rem.
EXPOSURE RATE AND EXPOSURE
Exposure rate is a measurement of the rate of exposure over some period of time, usually an hour. For example, if a reading from an exposure rate meter was 1 R/hr and an individual remained in the area where this reading was taken for one hour, the direct-read dosimeter would register an exposure of 1 R.
Environmental teams will be deployed throughout areas affected by a radiological accident at a nuclear power station. These teams will be equipped with a variety of instruments for measuring exposure rates. The readings obtained from these instruments will be relayed to an IEMA representative at each affected county Emergency Operation Center. This information will be distributed to all Dosimetry Control Officers (DCO) responsible for controlling the exposure of emergency workers.
RECOVERY, RE-ENTRY AND RETURN
Onsite recovery operations consist of all the steps taken to return the nuclear power station to an operational status. Due to the fact that recovery plans will be based on the specific on-going events, much of the recovery planning will take place during the emergency. Exelon will formulate the onsite recovery plans.
Offsite recovery involves the process of determining when radiation exposure rates and concentrations of radioactive material in the environment have returned to acceptable levels for the return of the general public for unconditional occupancy or use.
Re-entry is the temporary entry of individuals into a restricted zone under controlled conditions. Re-entry is allowed so that necessary functions can be performed in the restricted area.
Return is defined as the return of the general population to an evacuated area. This includes provisions for notification and transportation of evacuees. The emergency situation must be ended prior to return, and the evacuated area determined safe by IEMA.
FUNCTIONS OF THE EMERGENCY WORKER
The IPRA coordinates the efforts of Federal, State and local governmental agencies. These governmental agencies are made up of personnel referred to as “Emergency Workers”. The role played by these emergency workers is vital to the successful implementation of the IPRA, and more importantly to the safety and welfare of the EPZ population.
Emergency workers may be assigned to perform one or more of the following tasks:
PUBLIC NOTIFICATION
- Utilize squad cars or vehicles equipped with mobile PA systems
- Inform citizens of recommended protective actions
TRAFFIC AND ACCESS CONTROL
- Staff traffic and access control posts
- Direct traffic
- Monitor traffic conditions
- Maintain access control into affected areas
- Deliver and erect barricades
- Provide roving security
- Maintain clear roads
EVACUATION OF GENERAL POPULATION, SCHOOLS AND SPECIAL CONCERNS
- Notify individuals in affected areas
- Provide bus transportation
- Provide special transportation for disabled citizens, shut-ins, etc.
- Register evacuees at Reception Centers
PROTECTING YOURSELF FROM IONIZING RADIATION
EFFECTS OF TIME, DISTANCE, AND SHIELDING
Time, distance, and shielding, when used effectively, will help protect you from ionizing radiation.
**Time**
The less time you spend in a radiation area, the less exposure you will receive.
- For example, if you were working in an area where the exposure rate was 100 mR/hr and you stayed there for one hour, you would receive an exposure of 100 mR. If you remained there for only 30 minutes, you would receive an exposure of 50 mR.
**Distance**
The farther away you are from a source of ionizing radiation, the less exposure you will receive.
- When assigned tasks in a radiation area are completed, emergency workers will be reassigned to unaffected locations.
**Shielding**
The use of shielding between you and a source of ionizing radiation will reduce your exposure.
- The amount of reduction depends on the type and density of the shielding material.
- When possible, emergency workers in radiation areas should take advantage of shielding behind buildings, automobiles, trucks, or any other means of shelter to reduce their exposure.
LEVELS OF EXPOSURE
BIOLOGICAL EFFECTS OF IONIZING RADIATION
The fact that ionizing radiation can cause biological damage is well documented, but determining its effect is extremely difficult. Many factors such as the type of radiation, the energy of the radiation, the amount of exposure, and the time it took to receive the exposure must be considered in determining what effects may be seen. Scientists have, however, established some general guidelines for relating amounts of exposure to biological effects.
| BIOLOGICAL EFFECT | EXPOSURE (REM) |
|--------------------------------------------------------|----------------|
| Minor red blood cell changes | 20 R-50 R |
| Clinical symptoms (POSSIBLE) (nausea, vomiting, and malaise) | 50 R-100 R |
| Clinical symptoms (PROBABLE) (nausea, vomiting, and malaise) | 100 R-300 R |
| Lethal dose for 50% of exposed group within 30 days | 450 R + |
NUREG-1250, Rev. 1 “Report on the Accident at the Chernobyl Nuclear Power Station.”
PROTECTIVE ACTIONS
Protective actions are the specific actions implemented by Federal, State, county and local emergency response organizations to minimize radiation exposure during an accident at a nuclear power station.
SHELTER-IN-PLACE
This recommendation advises the public to remain inside of the building where they are located (i.e. school, office, home) and remain there until it is safe to go outside. Evacuation may be recommended for special cases within the affected area.
EVACUATION
An evacuation involves recommending the public leave a potentially affected area of the EPZ. Evacuees will be advised by commercial radio stations where shelter locations are established. Evacuees will remain away from their homes until it is safe to return.
TRAFFIC AND ACCESS CONTROL
This is a two-part process: controlling the traffic leaving an affected area and preventing traffic from entering the sheltered and/or evacuated area.
FOOD, WATER AND MILK CONTROL
Provisions are made for the sampling, testing for radioactivity and restriction of the distribution of food, water and milk until a determination is made that it can be safely consumed.
PARALLEL ACTIONS
Parallel actions are taken in conjunction with or after protective actions are implemented.
PUBLIC INFORMATION
As is the case in any major emergency, the public must be kept informed of the situation. A designated spokesperson for the State, Counties and each municipality will be responsible for issuing statements to the media.
RADIATION EXPOSURE CONTROL
IEMA is responsible for assessing offsite radiation levels and determining appropriate actions based on the severity of these radiation levels. Steps are taken to control individual activities in order to reduce or prevent unnecessary radiation exposure or contamination and keep accurate records of the exposures incurred by evacuees and emergency workers.
LAW ENFORCEMENT AND CRIME PREVENTION
This action provides for the maintenance of civil order during and after an accident.
FIRE AND RESCUE
This action provides for the deployment of resources for fire prevention and suppression as well as emergency rescue operations.
EMERGENCY MEDICAL SERVICES
This action ensures the provision of emergency life support during an accident.
SOCIAL SERVICES
This action ensures the provision of food, clothing, shelter and routine medical services for evacuees.
EXPOSURE LIMITS
The U.S. EPA has established guidelines for exposure limits during emergency situations. The IPRA uses an EXPOSURE NOTIFICATION LIMIT and a TURN-AROUND LIMIT to conservatively regulate emergency worker exposures.
During a NPS incident, if an emergency worker’s cumulative exposure reaches 3R or more, they are instructed to report to the DCO and await further instruction. The DCO will confer with a representative of IEMA to evaluate the situation and furnish instructions to the emergency worker. When an emergency worker’s cumulative exposure totals 10 R or more, they should immediately contact their DCO. The DCO will provide specific directions to protect the emergency worker from additional exposure as they leave the area. 10 R of exposure is a lifetime limit, not a per-incident limit.
| U.S. EPA (REM) | IPRA (REM) |
|---------------------------------|---------------------------------|
| 10 R Whole Body (non-lifesaving)| 3 R Whole Body Notification Limit|
| 25 R Whole Body (lifesaving) | 10 R Notification/Turn-Around Limit|
These values were developed to promote the practice of ALARA (As Low As Reasonably Achievable). By working together and using active communication, the ability to limit exposure(s) can be achieved.
DIRECT-READ DOSIMETER (DRD)
Emergency workers are issued one direct-read dosimeter along with a Radiation Exposure Record/Instruction Card. The dosimeter has a range of 0-20 R. If the dosimeter has not been set at zero on the scale, return it to the DCO for recharging.
0 - 20 R
The direct-read dosimeter is a small, cylindrical device equipped with a clip to fasten to the wearer’s clothing. It is fairly accurate and rugged, and can be read directly by the user. The dosimeter contains a fixed horizontal scale of exposure measured in roentgens (R), a movable vertical hairline, and a built-in lens that enlarges the scale and hairline for easy viewing. When the hairline is set on the zero point of the scale, it is said to be fully charged, or zeroed. If the dosimeter is exposed to ionizing radiation, the hairline moves along the scale to indicate the amount of exposure.
The overall purpose of an EOC is to reduce confusion among the operational departments, eliminate the duplication of efforts, coordinate the response to the overall situation and ensure maximum utilization of manpower and equipment.
In addition to serving as a center for the coordination of response operations, each EOC serves as a coordination point for news statements within the jurisdiction. News statements to the media may be issued at a site established within the local jurisdiction or at the Joint Information Center (JIC). The JIC will be activated during the emergency at an Exelon facility to provide the media with a single point of contact with Exelon and Federal and State agencies. Any news statements from the county EOCs should be closely coordinated with the JIC to avoid confusion.
Emergency workers may be approached by a member of the media inquiring about what they are doing or what is going on at the Nuclear Power Station. If this situation occurs, the media should be referred to the local media briefing location or to the JIC. At no time should an emergency worker discuss issues with the media in which they do not have firsthand knowledge.
NOTIFICATION OF THE PUBLIC
Outdoor warning sirens have been installed throughout all of the Nuclear Power Station EPZs. These sirens are activated to alert EPZ residents of an emergency situation. Upon hearing the warning signal, EPZ residents should tune their radios to the designated local radio stations for information and official instructions. Vehicles with mobile public address systems can be used as backup in the event of a siren malfunction. The outdoor warning sirens can also be used to warn residents of severe weather.
The emergency broadcast radio stations designated for the Nuclear Power Station EPZ is located in the Exelon “Emergency Planning” Brochure. County officials provide instructional messages to these radio stations. These messages are then broadcast to the public.
The contact information for emergency planning in your area is located in the Exelon “Emergency Planning” Brochure.
DETECTING AND MEASURING IONIZING RADIATION
DOSIMETRY KITS
Dosimetry for emergency workers is prepackaged and labeled by the DCO to accelerate and simplify the issuing process during emergency situations. Each dosimetry kit contains one of each of the following:
- 0-20 R direct-read dosimeter;
- Radiation Exposure Record/Instruction Card;
- Luminescent Dosimeter (LD) badge;
- foilpack of KI “IOSAT®” tablets;
- KI directions for use; and
- KI extension notice, as needed.
RADIATION EXPOSURE RECORD/INSTRUCTION CARD
DOSIMETRY INSTRUCTIONS
Emergency workers should review the dosimetry instructions on the Radiation Exposure/Instruction Card upon receipt of the dosimetry packet. Contact the DCO immediately if there are any questions.
DOSIMETRY INSTRUCTIONS
Always use dosimetry when there is a possibility of exposure to radiation. Follow the instructions listed below. If you have any questions about the instructions or have questions, contact your Dosimetry Control Officer (DCO).
DIRECT READ DOSIMETER
1. Enter personal information on the Radiation Exposure Record card.
2. At the start of each shift, ensure that the dosimeter is zeroed; if not, zero the dosimeter with a charger.
3. Enter the time of exposure, read the dosimeter, and record the start reading on the Radiation Exposure Record card in the space provided.
4. Clip dosimeter on an outer garment above the waist. Do not drop or jar dosimeter.
5. Read the dosimeter every thirty (30) minutes, or as directed by the DCO.
6. If the dosimeter reading(s) total 3 rems or more, notify your DCO, and await further instructions.
7. If the dosimeter reading(s) total 10 rems or more, contact your DCO immediately, turn around, and go to a location where you can be monitored by the DCO.
8. Read and record dosimeter reading at the end of each shift.
9. Return dosimeter and Radiation Exposure Record card to your DCO when instructed to do so.
POTASSIUM IODIDE (KI) - VOLUNTARY
1. Use of KI is voluntary.
2. Take only as per recommendations of HEMA. Your DCO will inform you of the recommendation.
3. Take only one (1) 350mg tablet per day.
4. Record the time you take KI, the reason for your DCO to take KI, and the time you take KI, on the Radiation Exposure Record card.
5. Notify your DCO if side effects occur.
LUMINESCENT DOSIMETER (LD)
1. Carry the LD in a shirt pocket or on a chain around your neck. Do not cover with metal objects.
2. Return to your DCO when instructed to do so.
HEMA 110 (08/98) 12/03
Effective response to an accident at a Nuclear Power Station requires a great deal of coordination and cooperation among agencies. To ensure maximum effectiveness, facilities known as Emergency Operations Centers (EOCs) have been established for the affected counties and the municipalities located within the EPZ. The purpose of these facilities is to allow the chief executives, ESDA coordinators/EMA directors and operational department heads to collectively analyze the situation, coordinate the appropriate response and maximize the use of available manpower and equipment.
During an accident at a Nuclear Power Station, the counties and communities will be faced with requests for normal governmental services in addition to the response generated by the nuclear power station accident, such as fire fighting, law enforcement and emergency medical services. Normally telecommunicators automatically dispatch these responses; however, during a major emergency, resources may be scarce and responses may have to be prioritized. The decision, as to which call receives the highest priority and, therefore, the available resources, must be made by the appropriate department head in the EOC.
Additional resources from other municipal, county or State departments can be committed to an emergency response through coordination in the EOC.
**WHEN USING THE DIRECT-READ DOSIMETER, FOLLOW THESE KEY POINTS:**
- the dosimeter is read by viewing the scale and hairline through the lens at the clip end when pointed at any light source;
- when reading the dosimeter, always keep the scale in a horizontal position to ensure an accurate reading, and avoid rough handling or excessive jarring;
- when you receive the dosimeter, read it to ensure it is fully charged, or zeroed, then enter the appropriate personal identification data on the Radiation Exposure Record;
- at the beginning and end of each shift, record the start and ending dosimeter readings on the Radiation Exposure Record/Instruction Card;
- while performing the tasks of an emergency worker, **read the dosimeter every 30 minutes** unless otherwise directed;
- **immediately** report a cumulative reading of 3 R or more to the DCO and await instructions;
- **immediately** report a cumulative reading of 10 R or more to the DCO, turn around, and go to the location designated by the DCO;
- at the end of each shift, calculate the total dose to date by adding the previous shift’s total to the current shift’s ending dosimeter reading.
LUMINESCENT DOSIMETER (LD)
The LD badge is a second form of dosimetry issued to emergency workers and is used to confirm any exposure received while responding to an off-site nuclear power plant release.
The LD badge contains an aluminum oxide detection material that when optically stimulated with a laser assisted device, gives off light in proportion to the amount of radiation exposure received. LDs are extremely accurate and cover a broad range of exposure from one millirem to 1000 rem.
In the event of a radiological accident, the badges can be read at any time by IEMA staff. To ensure their accuracy and effectiveness, IEMA will replace LD badges bi-annually.
UNUSUAL EVENT
An Unusual Event is a situation with a potential for the degradation of the level of safety at the nuclear power station. The situation may or may not have caused damage to the station, and if there is damage, it does not necessarily require an immediate change in station operating status. No releases of radioactive material requiring off-site response or monitoring are expected unless further degradation of safety systems occurs. Examples of an Unusual Event are:
- A Reactor Coolant System leak rate greater than ten gallons per minute, if the source of the leak is not identified, or leak rate greater than 25 gallons per minute if the source of the leak is known.
- Any earthquake felt in the station.
- Any fire within the restricted area that cannot be extinguished within 15 minutes by the fire brigade.
ALERT
An Alert is declared when events involve potential or actual degradation of level of safety at a nuclear station. An Alert situation may be brought on by either man-made or natural phenomena and can reasonably be expected to occur during the life of the station.
An Alert condition initiates a rapid transition to a state of readiness by station personnel, and if warranted, by off-site emergency support organizations. Protective evacuation or isolation of certain areas within the plant may be necessary. Examples of an Alert are as follows:
- A Reactor Coolant System leak rate equal to or greater than makeup capacity.
- Any severe earthquake felt in the station with sufficient magnitude for suspected structural or equipment damage.
- A fire in a critical area, which could affect station operations.
SITE AREA EMERGENCY
A Site Area Emergency includes events, which are in progress involving actual (or likely) major failure of station functions needed for the protection of the public, which may result in releases of radioactive materials to the environment. These releases would be of sufficient magnitude to warrant assessment actions off-site to determine potential health hazards. However abnormal levels of airborne radioactive materials beyond the site boundary are not expected. Examples of a Site Area Emergency are as follows:
- Loss of all offsite and onsite AC power to the safety buses for > 15 minutes.
- Loss of annunciators, computers and indications during a unit power change.
- Security event in a vital area.
GENERAL EMERGENCY
A General Emergency indicates events, which are in progress or have occurred that involve actual or imminent substantial reactor core damage with the likelihood of a related release of large quantities of radioactivity to the environment. This classification is characterized by off-site consequences possibly requiring protective actions as a matter of prudence or necessity. Examples of situations, which would initiate a General Emergency, are as follows:
- Loss of all offsite and onsite AC power to the safety buses for an extended period of time.
- Security event, which results in loss of physical control of station.
- Conditions indicate imminent fuel damage and a release from the station affecting the public.
DOSIMETER CHARGER
CHARGING THE DIRECT-READ DOSIMETER
Direct-read dosimeters furnished to emergency workers are zeroed by the DCO prior to being issued. Dosimeter chargers are used to zero the direct-read dosimeters.
**KI INGESTION RECORD**
| Date(s) | Time Notified | Time Taken |
|---------|---------------|------------|
| | | |
**POTASSIUM IODIDE (KI) - VOLUNTARY**
1. Use of KI is voluntary.
2. Take only upon the recommendations of IEMA. Your DCO will inform you of the recommendation.
3. Take only one (130mg) tablet per day.
4. Record of the date and time notified by your DCO to take KI, and the time you take KI, on the Radiation Exposure Record card.
5. Notify your DCO if side effects occur.
---
**DIRECTIONS FOR USE OF KI**
**iOSAT™ Tablets**
**iOSAT™ Tablets**
(Potassium Iodide Tablets, U.S.P.)
[pronounced: i-OH-sat]
[pronounced: eye-oh-dye]
TAKE POTASSIUM IODIDE ONLY WHEN PUBLIC HEALTH OFFICIALS TELL YOU. IN A RADIATION EMERGENCY, RADIOACTIVE IODINE MAY BE RELEASED INTO THE AIR. POTASSIUM IODIDE IS A FORM OF IODINE THAT CAN PROTECT YOUR THYROID IF YOU ARE TOLD TO TAKE THIS MEDICINE. TAKE IT ONE TIME EVERY 24 HOURS. DO NOT TAKE IT MORE THAN ONCE A DAY. TAKING MORE THAN ONE MAY INCREASE THE RISK OF SIDE EFFECTS. DO NOT TAKE THIS MEDICINE IF YOU ARE ALREADY ALLERGIC TO IODIDE (SEE SIDE EFFECTS BELOW).
**INDICATIONS**
THYROID BLOCKING IN A RADIATION EMERGENCY ONLY
**DIRECTIONS FOR USE**
Use only as directed by State or local public health authorities in the event of a radiation emergency.
**DOSE**
ADULTS AND CHILDREN ONE YEAR OF AGE OR OLDER:
One (1) tablet once a day. Crush for small children.
CHILDREN UNDER ONE YEAR OF AGE:
Half (1/2) tablet once a day. Crush first.
**DOSEAGE**
Take for 10 days unless directed otherwise by State or local public health authorities. Store at controlled room temperature between 15° and 30°C (59° to 86°F). Keep package dry and bul packages intact.
**WARNINGS**
POTASSIUM IODIDE SHOULD NOT BE USED BY PEOPLE ALLERGIC TO IODIDE. Keep out of the reach of children. In case of accidental overdose or allergic reaction, contact a physician or public health authority.
Each iOSAT™ Tablet contains 130 mg. of potassium iodide.
**HOW POTASSIUM IODIDE WORKS**
The thyroid gland is a butterfly-shaped gland that sits just below the voice box. The thyroid gland works right. Most people get the iodine they need from foods like iodized salt or iodine-containing seafood. If you don’t get enough iodine, a radiation emergency radioactive iodine may be released in the air. This radioactive iodine can enter your body and swell the thyroid gland and damage it. The damage may last for years, making you more likely to have thyroid damage.
Potassium iodide, a salt of iodide, will fill up your thyroid gland. This reduces the chance of harmful radioactive iodine getting into your thyroid gland and causing damage.
**WHO SHOULD NOT TAKE POTASSIUM IODIDE**
The only people who should not take potassium iodide are people with a history of an allergic reaction to any type of potassium iodide even if you are taking medicines for a thyroid problem (for example, hyperthyroidism). People with a history of allergy to iodine may also take this drug.
**WHEN AND HOW TO TAKE POTASSIUM IODIDE**
Potassium iodide should be taken as soon as possible after public health authorities tell you to do so. It is most effective within 4 hours. More will not help you because the thyroid can “hold” only limited amounts of iodide. Larger doses will increase the risk of side effects. You will probably be told not to take the drug for more than 10 days.
**SIDE EFFECTS**
The main effects of potassium iodide happen when people take higher doses for a long time. You should be careful not to take more than one tablet a day. Side effects are rare when you are told. Side effects are unlikely because of the low dose recommended in a radiation emergency.
Possible side effects include skin rashes, swelling of the salivary glands, nausea, vomiting, diarrhea, and stomach pain. Some people may also develop a sore throat, swollen gums, loose teeth and gums, symptoms of a head cold, and sometimes a fever. These side effects usually go away quickly.
A few people have an allergic reaction with more serious symptoms. An allergic reaction may cause swelling of the lips, face or body and at times severe shortness of breath requiring emergency medical care.
Taking iodide may rarely cause overactivity of the thyroid gland. This is called hyperthyroidism. Treatment of the thyroid gland is needed.
**WHAT TO DO IF SIDE EFFECTS OCCUR**
If the side effects are severe or if you have an allergic reaction, stop taking the medicine immediately, call a doctor or public health authority for instructions.
iOSAT Tablets (Potassium Iodide Tablets, U.S.P.) packages of 14 tablets (130 mg/tablet). Each white, round, scored tablet contains 130 mg. potassium iodide.
Distributed by ANBEX, INC.
10 East 40th St., New York, N.Y.
www.anbex.com
Reprinted with permission of ANBEX, INC., 10 East 40th St., New York, N.Y. (www.anbex.com).
---
The Nuclear Power Station Emergency Planning Zone (EPZ) extends approximately ten miles outward in all directions from the Nuclear Power Station for the plume exposure pathway EPZ and fifty miles outward for the ingestion exposure pathway EPZ. In the event of an accident at the Nuclear Power Station, the plume exposure EPZ will be the area in which efforts will be made to protect the health and well being of the populace from the direct effects of radiation exposure. There are six EPZs in Illinois affecting 13 counties.
EMERGENCY CLASSIFICATIONS
During an emergency at a nuclear power station, conditions and parameters are compared with guidelines known as Emergency Action Levels (EALs) to determine an appropriate emergency classification level. Four nuclear emergency classification levels are used in Illinois:
- **Unusual Event**
- **Alert**
- **Site Area Emergency**
- **General Emergency**
The classification of accidents is essential in responding to a nuclear accident. Classifying an accident gives response personnel an idea of the potential consequences of the accident, and therefore allows for appropriate preparation and response.
The rationale for the **Unusual Event** and **Alert** classifications is to provide an early and prompt notification of minor events, which (if not resolved) could lead to more serious consequences or which might be indicative of more serious conditions, which are not yet fully realized.
The **Site Area Emergency** classification reflects conditions where some releases of radioactivity are likely, or are occurring, but where harmful levels of radiation are not expected beyond the plant boundary. In this situation, mobilization of emergency personnel in the EPZ may be appropriate, as well as the dispatch of radiation monitoring teams.
The **General Emergency** classification involves actual and/or imminent substantial core damage with the potential for a significant release of radioactivity to the environment. The appropriate actions for this classification will include either evacuation of the affected EPZ population, or sheltering in place if evacuation is not feasible.
USE OF POTASSIUM IODIDE (KI)
During a radiological emergency, DCOs distribute dosimetry kits to emergency workers. Each dosimetry kit includes a foilpack of KI, “IOSAT™,” containing fourteen 130-milligram tablets. Each tablet provides the daily dose of KI recommended by the U.S. Food and Drug Administration for maximum protection of the thyroid gland.
A nuclear power plant accident can release significant amounts of radioactive iodine which, if inhaled or ingested, is absorbed by the thyroid gland. To protect the gland – which regulates your body’s metabolism – emergency workers should take a dose of KI to saturate (fill-up) the thyroid with stable non-radioactive iodine before any exposure occurs from radioactive iodine released to the environment.
- The use of KI by emergency workers is **VOLUNTARY**.
- When accident conditions warrant considering the use of KI, local DCOs will be notified by the County EMA.
- Emergency workers should take KI only when notified to do so by their DCO.
- Emergency workers will be instructed to record the date, the time notified, and the time KI was taken, on the Radiation Exposure Record Card included in each emergency worker packet.
- Emergency workers should take only one KI tablet during a 24-hour period, and should continue taking KI for the recommended duration.
- Exceeding the recommended dose of one tablet daily will NOT afford additional protection, but will increase the risk of side effects.
- **CAUTION:** KI should not be used by anyone allergic to iodine.
A Dosimetry Control Log is prepared by each organization or facility DCO to document the issuance and recovery of dosimetry for assigned emergency workers. Each emergency worker is required to sign the Dosimetry Control Log to acknowledge receipt and verify serial numbers of dosimetry issued. For identification purposes, a copy of the Dosimetry Control Log accompanies emergency worker LD badges transmitted to IEMA for analysis and recording of any exposure. In addition, each Dosimetry Control Log indicates the date on which the Direct-Read Dosimeters passed an annual inspection conducted by the DCO. The annual inspection is a FEMA requirement for the IPRA program.
THE ILLINOIS PLAN FOR RADIOLOGICAL ACCIDENTS
Illinois has a greater concentration of nuclear power stations than any other state in the nation. The 11 operating reactors in Illinois produce nearly half of the electricity consumed in the State. That’s why it is vitally important that Illinois have a plan designed to ensure a proper rapid response to and recovery from a nuclear emergency. The Illinois Plan for Radiological Accidents (IPRA) was developed to meet State and Federal requirements for a plan that ensures Federal, State and local agencies can respond and cooperate to protect public health and safety when there is an accident at a nuclear power station. These organizations include: State agencies, county agencies, local agencies and volunteer groups such as the American Red Cross and Salvation Army. All these individual units coordinate their efforts in a unified and effective response.
The IPRA was developed with the following objectives in mind:
- To protect the citizens residing, working or visiting near the nuclear power stations within Illinois.
- To ensure that the response and recovery activities are organized and effectively coordinated.
- To ensure that resources and personnel are used efficiently.
Response to an accident at a nuclear power station will be a large-scale integrated effort, involving the Federal, State and local governments and private sector organizations. The Governor of Illinois is the ultimate State authority for the command and coordination of both the operational and technical functions outlined in the IPRA. The Illinois Emergency Management Agency (IEMA) will coordinate the operational response and recovery functions and activities associated with the implementation of protective actions through the State Emergency Operations Center (EOC) and the Unified Area Command (UAC). The technical functions such as monitoring, accident assessment and recommending
IEMA staff at the Radiological Emergency Assessment Center (REAC) and the Radiological Assessment Field Team (RAFT) Command Center.
Radiological accident classification begins with the utility and accident information is forwarded simultaneously to the State EOC and the REAC. Following a confirmatory assessment, the Governor is advised and makes a decision whether or not to recommend protective actions. The protective action recommendation is passed through the State EOC to the appropriate counties and municipalities located within the EPZ.
The principal executive officers (County Board Chairman, County Executive, Mayor or Village President) of the counties and the municipalities are authorized to take the necessary actions to protect the health, safety and welfare of the affected residents. The principal executive officer will also be responsible for the overall command of that jurisdiction’s emergency response departments. As is the case in any emergency, the local government is responsible for approving and carrying out the protective actions required by the situation. State agencies will support local governments by answering requests for assistance in the way of personnel and resources.
A DOSIMETRY CONTROL OFFICER (DCO) IS APPOINTED BY EACH ORGANIZATION OR FACILITY TO:
- issue dosimetry kits to emergency workers;
- ensure that emergency workers are properly trained;
- maintain a control log of dosimetry and KI issued;
- advise emergency workers of situations affecting their radiation exposure;
- control activities to keep emergency worker exposure as low as reasonably achievable (ALARA);
- recover dosimetry and exposure records at the conclusion of an incident;
- forward specified dosimetry items and records to IEMA for analysis and recording; and
- re-supply necessary dosimetry items during the post-accident phase of an emergency response.
**Information Flow Chart**
- IEMA Unified Area Command
- County IEMA Radiological Liaison
- County IEMA DCO
- Private Entity DCOs
- County Department DCOs
- Local Government DCOs
- State Support Agency DCOs
GLOSSARY
ALARA - An acronym for As Low As Reasonably Achievable. A principle of radiation exposure control.
Alpha Particle - A positively charged particle emitted from the nucleus of an atom.
Beta Particle - A negatively charged particle emitted from the nucleus of an atom.
Contamination - Radioactive material in a location where it is unwanted.
Decontamination - The removal of radioactive material from a location where it is unwanted.
Direct-Read Pocket Dosimeter - A direct-read instrument for monitoring exposure from gamma or x-ray.
Dosimetry Control Officer (DCO) - A person appointed by each organization or facility to control radiation exposure of emergency workers.
Emergency Worker - An individual performing duties to protect the health and safety of the public during a radiological emergency (i.e., firefighters, police officers, medical personnel, etc.)
Exposure - The measure of the ionization produced in air from the decay of radioactive materials.
Exposure Rate - The measure of exposure over some time period, usually an hour (i.e., roentgen per hour (R/hr), milliroentgen per hour (mR/hr), etc.).
Gamma Ray - A type of radiation that is emitted from the nucleus of an atom.
IEMA - An abbreviation for the Illinois Emergency Management Agency
IPRA - An acronym for the Illinois Plan for Radiological Accidents.
Part I
Plans for Protecting the Public
RADIOACTIVE CONTAMINATION CONTROL
Contamination is defined as the presence of radioactive material in a place where it is unwanted. Radioactive material is removed through the process of decontamination. Prompt removal of contaminants:
- prevents further spread of radioactive contamination to other persons or objects.
- prevents additional exposure to the emergency worker.
Contamination should not be confused with irradiation. When persons or objects have been exposed to ionizing radiation, they are said to have been irradiated. Irradiated persons or objects CANNOT irradiate or contaminate another person or object. An example of irradiation is the exposure received from a dental x-ray.
All emergency workers are recommended to go to a Relocation Center for radiological monitoring at the end of a work shift. The location of all centers that are open and staffed will be provided by your DCO.
Emergency workers must contact their DCO prior to leaving the last assigned work location to inform him/her that tasks have been completed and to review all other assignments for the day. This is important because the emergency worker may have become contaminated during the completion of assigned duties.
Upon arrival at a Relocation Center, the emergency worker must inform staff of their work status. Relocation Center staff will register the worker and his/her vehicle and ask the worker to read his/her dosimetry. The emergency worker will be surveyed using a portal monitor. Should contamination be detected, the worker will be escorted to a shower area. Radioactive contamination is removable. The simple task of removing outerwear will usually remove most of the radioactive contamination. If skin surfaces are contaminated, washing with mild soap and water will normally be sufficient.
Upon completion of radiological monitoring, the emergency worker will be directed to American Red Cross staff for additional assistance. The emergency worker should contact their DCO and inform him/her of their status.
Many emergencies and disasters have occurred within Illinois over the years, which have impacted the health, safety and property of the people. These disasters have resulted from natural hazards such as floods, tornados, and winter storms, and technological hazards created during the manufacturing, using, storing and the transporting of chemical substances. Illinois also is at risk from other hazards, such as earthquakes and nuclear power station accidents, although no major earthquake has impacted Illinois since the early 1800’s, nor has there been an accident that threatened the population around one of the State’s six nuclear power stations. The possibility of either of these two disaster events occurring exists. Therefore, Illinois has developed an emergency management program to provide a level of preparedness, the ability to respond to, and a plan to recover from a disaster resulting from any hazard that presents a risk to the people of Illinois.
The purpose of this training session and training manual is to provide information to State and local government personnel who have a response function to perform during a nuclear power station accident. The *Illinois Plan for Radiological Accidents (IPRA)*, has been developed to provide a plan for the State and local governments to follow should a major accident occur at a nuclear power station.
Emergency preparedness and response is the same for all types of disasters except that:
1. A site specific plan was developed
2. And the accident would involve a radiological hazard
Therefore, this training session has 2 parts –
**Part I:** Will discuss plans for protecting the public.
**Part II:** Will discuss radiological hazard and the use of dosimetry.
Part I: Plans for Protecting the Public
TABLE OF CONTENTS
| Topic | Page |
|--------------------------------------------|------|
| The Illinois Plan for Radiological Accidents | 5 |
| Nuclear Station Emergency Planning Zone | 7 |
| Emergency Classifications | 8 |
| Initial Notification | 11 |
| Emergency Operations Centers | 12 |
| Notification of the Public | 14 |
| Protective Actions | 15 |
| Parallel Actions | 16 |
| Recovery, Re-entry and Return | 17 |
| Functions of the Emergency Worker | 18 |
**Irradiation** - Exposure to ionizing radiation.
**Milli** - A prefix meaning one-thousandth (1/1,000). It is denoted by ‘m’ (i.e., milliroentgen (mR), millirem (mrem), etc.).
**Neutron**- A type of ionizing radiation generated during the process of nuclear fission. Neutrons are of concern only in and around the core of the reactor. It is unlikely that they would become a hazard to an emergency worker.
**Portal Monitor** - A device, configured like a door-way, containing multiple detection instruments to monitor for contamination on an individual standing within the frame.
**Potassium Iodide (KI)** - A chemical form of stable iodine that can be used to block absorption of radioactive iodine by the thyroid gland.
**RAD** - An acronym for Radiation Absorbed Dose. It is a measurement of the energy deposited in matter.
**Radioactive Material** - Material that spontaneously emits ionizing radiation in an effort to expend excess energy.
**REM** - An acronym for Roentgen Equivalent Man. It is a measurement of the effect of all types of radiation on the human body.
**Roentgen** - A measurement of radiation effect in air from x-rays or gamma rays. Named for Wilhelm Conrad Roentgen, the man who discovered x-rays.
**Luminescent Dosimeter (LD)** - An extremely accurate device used to measure and provide a permanent record of exposure to radiation.
**IOSAT™** - A trade name for potassium iodide tablets manufactured by ANBEX, INC.
**X-ray**- A type of radiation, similar to gamma rays, that originates in the atom’s electron cloud rather than the nucleus. X-rays are commonly produced by machines (medical or dental x-rays), but they can also occur naturally in the environment.
Participant Manual
ILLINOIS PLAN for
RADIOLOGICAL ACCIDENTS (IPRA)
EMERGENCY WORKER
Printed by the Authority
of the State of Illinois
(P.O. #273-900-6/05)
IEMA 206 | 19dc3e9b-88d6-43de-90ab-579a2ee526f0 | CC-MAIN-2024-42 | https://iemaohs.illinois.gov/content/dam/soi/en/web/iemaohs/nrs/documents/iema-206-rad-info-for-the-emergency-worker.pdf | 2024-10-04T14:23:10+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253308.7/warc/CC-MAIN-20241004134109-20241004164109-00037.warc.gz | 267,368,371 | 9,793 | eng_Latn | eng_Latn | 0.948913 | eng_Latn | 0.994477 | [
"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",
"dan_Latn"
] | true | rolmOCR | [
1207,
3990,
4931,
6350,
8225,
10440,
12665,
15205,
17263,
18658,
20670,
23172,
25495,
27188,
32617,
35766,
38369,
40461,
41809,
43874,
45607,
48020,
48188
] | [
2.765625,
1.4296875
] | 1 | 0 |
I just want to say a huge thank you to all the children and staff who make our newsletter happen each week; I’m sure you’ll agree that it’s great to have this weekly insight into what life and learning is like in school each day.
Thank you to everyone who has continued to ensure that school drop-offs and pick-ups are as safe as possible. Can I please ask again for adults to wear a mask, if able, and to avoid gathering around the school entrance/exit. I have been asked why parents’ evenings can’t be face to face – having passed PHE’s threshold of positive Covid-19 cases, we are, as a school, still under enhanced restrictions, so have to still very much restrict visitors to school. For this reason, we are only planning a small, live audience for one year group at Christmas – please see below. None of these decisions are ever taken lightly and the safety of our children and staff (and the wider school community) is always at the centre.
“And the child grew and became strong; He was full of wisdom and God’s blessings were upon Him.” (Luke 2:40)
**Celebration of Achievement**
This week’s certificates were awarded to children for listening and always looking out for others:
Class 3: Annie and Eva
Class 4: Logan and Elise
Class 5: Benjamin and Eliza
Class 6: Harriette and Will
Class 7: Amelia and Elody
Class 8: Emily and Anna
Class 9: Ava and Nancy
Class 10: Imogen and Poppy
Class 11: Jamie and Emily
Class 12: George and Poppy
Class 13: Benjamin, Lily and Heidi
Class 14: Manuella and Grace
**EYFS - For being really good at listening during learning time.**
Alexa, Amelie, Gethin and Melania
**Christmas Nativity info**
Our school elves (teachers) have been extremely busy making plans for Christmas here in school (no mean feat with the still constantly changing Covid situation).
In the past (pre-Covid) our Year 2 children led the Nativity Performance for parents/families, supported by Year 1 with their wonderful singing. Last year, everything had to be recorded and shared virtually. I am keen to try to open up for a live audience this year but this would need to be much fewer adults for safety. Previous hall capacity was 120 tickets. This year, I need to limit that to 40 tickets per performance (with adults masked). We have decided to plan for Year 2 performing the nativity on their own – their last year in infants. That way, all 60 children could have 2 adult tickets each, spread over 3 performances.
Year 1 are working alongside Reception children to prepare their nativity celebration and this will be filmed and the link shared with families. All junior year groups will record their own Christmas celebration and, again, these links will be shared with you just before the end of term.
Whilst we are very excited to be able to plan for an audience for Year 2, albeit smaller than usual, this may be subject to change if the Covid-19 situation worsens. Our number of cases in school benefitted from the half term break but we are beginning to see a rise in our community again. We will be keeping the excitement of a live audience very low-key with the Year 2 children just in case plans have to change and we need to record instead; we would ask you to do likewise to avoid their disappointment.
Tickets will be available on Parentmail from **Tuesday 16th November at 6pm** – Performances 6th, 7th or 8th December 1.45pm
Year 4
Year 4 had a slightly yucky but very hands-on start to their learning about the digestive system, discovering exactly which parts of the body were most important in making sure that what goes in...comes out! We also used the Virtuali-tee shirt to see two of our children’s digestive systems in action.
Year 1
Strong, stable, smooth, cold, spikey, multicoloured! These are just some of the words that the Year 1 children have been using to describe the things we found around our school when we went on our adjective walk. We have learnt that adjectives are describing words and that when we use them in our writing it makes our sentences more interesting. We also started our new history topic and have found out all about a lady from the past called Mary Seacole. It really has been a busy and exciting week.
EYFS
We have had a super time in EYFS this week. We have centred our learning around the story 'After the Storm' by Nick Butterworth. We have been thinking about our favourite characters from the story and we have been creating our own spiky hedgehogs. We have also been learning about people in our society who can help us, just like Percy who helped the animals in the story. We have talked about when we might need help from these people and where we might find them. On Thursday we all coloured a poppy and then added it to a giant school poppy and then we took part in a two minutes silence to remember all the soldiers. In phonics we have also been learning about initial sounds and looking at how to write and say some of the letters in the alphabet.
Collective Worship
Each child decorated a small poppy then placed it on one huge whole school poppy as our act of remembrance.
We shall remember
Year 5
Year 5 learnt lots about climate change in their zoom this week! The children had some fantastic ideas on how to help the environment like walk to school more and use reusable water bottles.
Year 6 - Science Week Live Lesson
We pledge that we will try to eat more vegetables, use a metal water bottle and not use more plastic.
Lyla and Lilly
I pledge to try to not waste my food and to try to eat all the food on my plate to also try not to waste new paper (especially in school) and to use scrap paper.
Isaac
I pledge to use less cling film, try and use the milk man so you can get your milk in a glass not in a plastic bottle and try to use a reusable face mask.
Alexia
Year 2
The Porridge Thief has finally been caught and revealed thanks to Year Two’s fabulous detective work over the past few weeks! A special thanks to Mrs Birchall for her great acting skills and for taking time to tell the children about all the ‘behind the scenes’ work with the crime scene! Great work Year 2! We will now be learning to write instructions for how others can become crime fighting detectives too!
Year 6 had an exciting visit from a gas mask this week, tying in with our study of WWII. Isabelle kindly brought in a gas mask which belonged to her great grandad! What an exciting artefact. Here is Isabelle, Joseph and Olivia with their family history.
House Points
House points are an important part of our school and we get excited each week to see who the winners are! We receive house points for working hard, trying our best, being kind to others and upholding our school’s Christian values.
Congratulations to this week’s winners!
| Class winners | Whole school winner |
|---------------|---------------------|
| Class 3 | Joy |
| Class 4 | Peace |
| Class 5 | Peace |
| Class 6 | Joy |
| Class 7 | Hope |
| Class 8 | Peace |
| Class 9 | Faith |
| Class 10 | Peace |
| Class 11 | Hope |
| Class 12 | Hope |
| Class 13 | Joy |
| Class 14 | Peace |
Peace
Wonderful Words!
This week, the children have been learning to use fantastic vocabulary across the curriculum. Can your child explain the meaning of their word to you?
| EYFS | Year 1 | Year 2 | Year 3 |
|---------------|--------------|------------|-------------|
| occupation | adjective | jury | crater |
| Year 4 | Year 5 | Year 6 |
|---------------|--------------|------------|
| digestive system | emigration | decomposition |
Word of the Week
compulsory (verb)
If something is compulsory, you have to do it.
School attendance is compulsory.
Synonyms: mandatory; obligatory
Antonyms: voluntary
Whenever there's a pong, poo or puddle that can't be explained, Norman and Ringo are the hounds that take the blame. Determined to exploit their status for profit, Blamehounds Inc. is soon in business and small dogs the world over are admitting responsibility for accidents, eruptions and even the occasional war... (Credit: Waterstones)
Community Links:
Food Bank
Thank you to everybody who donates to foodbank.
We will continue to accept donations at the school gate, every day, in order to support the community. Alternatively, your child can pop food/toiletries donations into the basket outside the school office.
Should anyone find themselves in a position of need, please do let us know and we can hopefully signpost towards support.
Prayer Group
Our Childwall school family prayer group are intending to keep meeting virtually at 2pm each Friday.
All welcome – please see Zoom link:
https://hope.zoom.us/j/83684603865?pwd=eWkzZjdYaEoyM2JxNGxtaXE4RzEvQT09
Meeting ID: 836 8460 3865
If anybody would like a prayer included but is unable to attend themselves, please e-mail the school office and we will ensure it is shared.
Thank You God for our food today
Our menu this week is: Week 1
Monday – Pizza or Vegetarian Pasta, Jacket Potato with Beans and/or Sweetcorn
Tuesday – Beef Bolognese or Vegetable Bolognese, Pasta, Green Beans & Carrots
Wednesday – Roast Gammon & Gravy or Vegetable & Lentil Wellington with Roast Potatoes, Seasonal Greens & Roasted Vegetables
Thursday – Turkey Burger or Quorn Burger in a Sesame Bun with Potato Wedges, Sweetcorn & Coleslaw
Friday – Fish Fingers or Vegetarian Sausage, Oven Cooked Chips, Beans or Peas
Every Day:
If children prefer, we also have a selection of sandwiches, pasta pots, wraps and jacket potatoes available daily. The salad trolley and sliced bread are also available each day, in addition to the selected meal. Children are very welcome to try a small amount of ‘something new’ alongside what they have chosen to try to encourage them to be ‘more adventurous’ in their food choices.
Desserts this week include jelly, toffee apple wholemeal cookie with milk, fresh fruit salad, jam sponge with custard, chocolate & orange biscuit with chocolate sauce
School Dinners
A reminder of the options for school dinners:
1. Packed Lunch for Junior Children
2. Packed Lunch with Fishy Friday for Junior Children
3. School Dinner
Once you have selected an option, this will need to remain the option for the remainder of the half term. This ensures that our kitchen staff are able to order and prepare the correct number of school meals. The cost of a school dinner is £2.00 per day and must be paid for weekly in advance. All infant children receive a Universal Free School Meal.
Parents' Evenings
Don’t forget to log in to School Cloud to book your parents’ evening appointment – wb 22nd November.
I am hopeful that, when we return to school in January, if infection rates allow, I will be able to organise a series of Open Evenings whereby, one year group at a time, books, work etc.. will be displayed in the hall for you to look at with your child. Further information to follow.
| Date | Event |
|-----------------------|----------------------------------------------------------------------|
| WC 22nd November | Parent/teacher virtual meetings |
| 6th 7th 8th December | Year 2 Nativity for Parents (ticket details to follow) |
| 30th November | Year 2 Bridge Chapel – Christmas Story (details to follow) |
| Thursday 9th December - AM | B Tales Christmas production- Reception, Year 1, Year 2 and Year 3. |
| Thursday 9th December - PM | B Tales Christmas production - Year 4, Year 5 and Year 6. |
| Friday 10th December | Christmas jumper/ outfit day Daily Mile Santa Dash – details to follow |
| Monday 13th December | Year 1 Party Day (own clothes) |
| Tuesday 14th December | Year 2 Breakfast with Santa – details to follow EYFS Party Day (own clothes) Hi-Impact- Year 1 and EYFS |
| Wednesday 15th December | Year 1 Breakfast with Santa- details to follow Year 2- Storybarn. Year 3 Party Day and Move Morning (own clothes) |
| Thursday 16th December | EYFS Breakfast with Santa - details to follow Year 4 party day and Movie Morning (own clothes) |
| Friday 17th December | Year 2 Party Day (own clothes) |
| Monday 20th December | Year 5 Party Day and Movie Morning (own clothes) |
| Tuesday 21st December | Year 2 – Storybarn Year 6 Party Day and Movie Morning (own clothes) |
| Wednesday 22nd December | Finish for Christmas-1.30pm |
| Wednesday 5th January | Start of Spring Term |
| Monday 4th April-Wednesday 6th April 2022 | Year 4 PGL residential |
| Friday 25th May – Monday 23rd May 2022 | Year 6 PGL Residential |
And The Child Grew...Luke 2:40
@childwallcofe @kidz_chill | 4362a642-7135-45dd-9001-4482d1cfe803 | CC-MAIN-2021-49 | https://childwallce.co.uk/wp-content/uploads/2021/11/Newsletter-Issue-8-12.11.21.pdf | 2021-12-01T14:41:21+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964360803.6/warc/CC-MAIN-20211201143545-20211201173545-00362.warc.gz | 243,195,922 | 2,956 | eng_Latn | eng_Latn | 0.998486 | eng_Latn | 0.998728 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown"
] | true | rolmOCR | [
3394,
4975,
5123,
5323,
5808,
6228,
6483,
7338,
8003,
8342,
11162,
13225
] | [
2.0625
] | 1 | 0 |
Biodiversity supporting development
Poverty Eradication, Sustainable Livelihoods and Equitable Growth
- More than 180 million people are directly or indirectly employed in fisheries and aquaculture, providing income to households totaling about 540 million people (8% of the world population) of whom more than 90% live in developing countries.
- The value of the ecosystem services provided by coral reefs ranges from more than US$ 18 million per square kilometer per year for natural hazard management, up to US$ 100 million for tourism, more than US$ 5 million for genetic material and bioprospecting and up to US$ 331,800 for fisheries.
- 25-50% of the pharmaceutical sector’s revenue (about US$ 650 billion/year) is derived from genetic resources.
- Ecotourism is a fast-growing sector which generates significant employment and is now worth around US$ 100 billion/year.
Agriculture and Food Security
- Genetic diversity is central to the seed industry. Its top 10 companies had commercial seed sales of US$ 15 billion in 2006.
- Approximately 33% of the food consumed by humans is dependent, either directly or indirectly, on honey bee pollination. The worldwide economic value of the pollination service provided by insects in 2005 was estimated to be US$ 190 billion for the main crops that feed the world.
- Fisheries account for at least 15% of animal protein directly consumed by humans. Fisheries indirectly support additional food production by providing inputs to the aquaculture and livestock industries.
- Large populations in South and East Asia are dependent on complex rice-fish agro-ecosystems, where fish and other aquatic animals serve as a source of nutrition to local communities, and provide essential services for rice productivity in the flooded fields.
Health
- The World Health Organization suggests that as many as 80% of people in Africa rely on traditional medicines as the main source for their health care needs.
- A large number of top-ranking global prescription drugs contain components derived from biodiversity.
- The chemical taxol, derived from the Pacific yew, has been found to kill cancer cells.
- ACE inhibitors, which are among the most effective medicines known for treating high blood pressure, are derived from the Pit Viper (*Bothrops jararaca*).
- Microbes have given us nearly all of our antibiotics such as penicillin, as well as the cholesterol lowering statins.
Gender and Women
- Women provide almost 80% of the total wild vegetable food collected in 135 different subsistence-based societies.
- Women produce, select and save up to 90% of seeds and germplasm used in smallholder agriculture and also play key roles in the multiplication, improvement and storage of seeds.
Water and Sanitation
- A survey in North America indicated that for every 10% increase in forest cover in a water supply catchment water treatment costs decreased by approximately 20%. Forest cover both increased security of supply and led to reduced pollutants in the water.
- In the Austrian Alps it has been estimated that runoff generated during extreme rainfall events may be up to 80% lower in mountain forests than for areas which have been deforested and converted to pasture.
- Trees in the Amazon forest are able to extract water from up to 10 meters below the Earth’s surface and return it to the atmosphere. It is estimated that 25% to 50% of the rainfall in the Amazon is derived from water recycled from forests.
- If treated as an economic asset, the minimum asset value of the natural infrastructure provided by the Mississippi delta would be US$ 330 billion to US$ 1.3 trillion (at 2007 values) in terms of hurricane and flood protection, water supply, water quality, recreation and fisheries.
- In East Calcutta Wetland, a Ramsar Site in India, the city’s waste water is treated and used for pond-fish cultivation and agriculture. The wetland provides about 150 tons of fresh vegetables daily, as well as some 10,500 tons of table fish per year.
STRATEGIC PLAN FOR BIODIVERSITY 2011-2020
THE VISION
By 2050, biodiversity is valued, conserved, restored and wisely used, maintaining ecosystem services, sustaining a healthy planet and delivering benefits essential for all people.
STRATEGIC GOALS
Goal A: Address the underlying causes of biodiversity loss by mainstreaming biodiversity across government and society
Goal B: Reduce the direct pressures on biodiversity and promote sustainable use
Goal C: To improve the status of biodiversity by safeguarding ecosystems, species and genetic diversity
Goal D: Enhance the benefits to all from biodiversity and ecosystem services
Goal E: Enhance implementation through participatory planning, knowledge management and capacity building
more information:
www.cbd.int/sp
email@example.com | 3ee430e9-51ac-4a49-9534-3bb2891a0f78 | CC-MAIN-2024-51 | https://dev-chm.cbd.int/development/doc/sdg-feb2014-factsheet-en.pdf | 2024-12-10T15:53:37+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066061339.24/warc/CC-MAIN-20241210132922-20241210162922-00341.warc.gz | 183,524,301 | 993 | eng_Latn | eng_Latn | 0.994971 | eng_Latn | 0.995172 | [
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
2432,
4815
] | [
2.765625
] | 1 | 1 |
Artificial Light and Health - A Plea for the Incandescent Lamp
Alexander Wunsch
Summary
Artificial light brings a large number of benefits to modern civilization, but there are some aspects which indicate that it is necessary to be careful with the selection of light sources. Energy efficiency plays the main role in recent discussions, but are the light sources with the highest performance also the most healthy ones? Mercury-based fluorescent light sources, including so called "energy saving bulbs" as well as white LEDs with high colour temperature hold a great potential to interact with the human endocrine and circadian system, which can be detrimental for health under long term conditions. Since the complex light reactions in humans are now better understood, it is possible to select the spectral composition and electromagnetic properties of an artificial light source in order to avoid detrimental side effects and to achieve a maximum of positive effects on human health.
Introduction
Since the very beginning of life on earth, sunlight accompanied all biological processes and evolutions. Therefore, from the biological and also medical viewpoint, sunlight is the archetype of natural and healthy light. Life on earth is highly adapted to the spectral properties of sunlight. For humans there is another lightsource given by nature, which is the fire our predecessors and ancestors had in use since about 1,5 million years as a source of light and warmth. Sunlight and fire have an important common ground - both spectra are located on the Planck curve or black body curve. From the physiological point of view one can say that a radiation source behaves naturally, as long as the given spectrum follows the Planck curve. Using this definition, all light sources that we had in use until 1906, the year the mercury discharging lamp had been invented, were natural: chips of pinewood, blubber-oil lamps, candles, kerosene lamps, gaslight and even the incandescent and halogen lamps. The Planck curve enables us to predict the spectral distribution of a light source, as long as we know the temperature: All these classical artificial light sources show a very low content of ultraviolet radiation between 0 % (candle 1800 K) and 0,4 % (halogen lamp, 3200 K) compared to sunlight (> 11%, 5700K).
Light and Hormones
The sun spectrum can be split into three parts: UV, VIS and IR. The visible part is obvious, the other two parts are invisible - and this is the problem, nature had to solve: making the invisible parts detectable before they can unfold their destructive potential in the body rsp. on the skin. Hereby the IR part can be detected immediately by thermal receptors in the skin. The photochemical reactions induced by the UV are well known and examined, while the human body has no specific receptors for this kind of radiation. UV effects show a typical delay of several hours after exposure, which takes them out of reach of behavioural adaption. When you start to feel sunburn, it is too late for prevention, the reaction cascade is already running. The symptoms of the UV overdose are swelling and leakage of the dermal capillaries, inflammation, pain, destruction of dermal tissue, DNA and hormones. In case of severe sunburn up to 60% of the blood can be shifted into the skin, leading to a life-threatening circulatory shock state. In order to counteract those destructive effects, the system somehow has to foresee what could happen. Therefore it was practical that the sunlight spectrum follows the Planck curve: within this given framework the human system could develop a specific sensory system which is based on the factum that high content of UV radiation in nature is always linked to an even higher content of blue. The novel receptor system discovered by Brainard, Thapan and others is an extrapolative UV detection system based upon the reception of blue light in the ganglion cell layer of the retina. Some of these ganglion cells contain a pigment called...
melanopsin, which is receptive for blue rays, the absorption spectrum peaks around 460 nm. If the human retina detects bright light with a high content of blue, a cascade of endocrine reactions is triggered: Activation of the hypothalamus and the pituitary gland inducing a systemic stress reaction in the sympathetic part of the vegetative system and a suppression of the parasympathetic part including the activity of the pineal gland. In terms of physiology the two light factors, brightness and bluishness, induce a hormonal stress reaction capable of counteracting most of the destructive effects of the UV radiation.
**Unnatural Light Sources**
All light sources which do not follow the Planck curve in their spectral characteristics therefore can lead to a malfunction in the human endocrine system, as long as they produce bright light with a high content of blue rays. The correlated colour temperature (CCT) gives no valid information regarding the content of blue: even warmtone fluorescent lamps with a CCT of 2700 K show a unnatural peak in the blue part of the spectrum which is able to trigger the hormonal stress reaction. From the viewpoint of physiology it is highly recommendable to use incandescent light sources instead of fluorescent lights in order to avoid unwanted hormonal maladaption/malfunction.
*Tab. 2: Spectral comparison of true color temperature (tCT) of an incandescent lamp (IL) and correlated color temperature (cCT) of compact fluorescent lamp (CFL).*
**Blue Light and Vision**
The human eye has two pathways for the processing of light signals. The optical part is responsible for vision processes while the energetic pathway controls the endocrine reactions via the retino-hypothalamic tract. For the purposes of vision it is better if the surrounding light does not contain high amounts of blue and violet wavelengths. The higher refraction for short wavelengths which occurs in optical media also appears in the eye. This causes a chromatic aberration effect with negative consequences for sharp vision. The different wavelengths focus on different planes in and around the focus plane of the retina. Due to photooxidative effects, the blue and violet radiation also promotes chemical reactions in the optical media of the eye and in the fovea centralis. We find a number of mechanisms in the eye which provide better vision on one hand and less photooxidative stress and damage on the other, in order to reduce the negative effects of blue light on vision. First the number of blue receptors is up to 20 times less compared to the number of red cones in the fovea centralis. Secondly there is a concentration of lutein, a yellow pigment which filters out excrescent portions of blue and shows also antioxidative properties. The concentration of this protection substance is reduced in the eyes of elderly people. Ophthalmologists have discovered that there is some evidence that the age related reduction of lutein is functionally compensated by the increased blur in the lens, which is also promoted by blue and ultraviolet light. As a consequence they replace the lens in cataract surgery by a colored one, which filters out the blue portions in order to protect the macula from further degeneration. This shows that even the structures of the eye wear out, depending on age and the amount and quality of light which has to be processed during a person’s lifetime. The question is, is it only sunlight which is responsible for the increasing incidence of age
related macular degeneration, which is found in 30% of the population over 70 years of age in industrialized nations? These people stay 90% of their time inside buildings while under the influence of artificial light, which has to be taken into account as well. We indeed find that there is a large and increasing number of fluorescent light sources in our environment which produce high amounts of photooxidative potent light, such as mercury vapor lamps with high color temperature, the backlight of TFT computer screens and TV sets.
HANSEN J: Increased breast cancer risk among women who work predominantly at night, *Epidemiology* **12**, pp. 74-77, 2001
HOLLWICH F: The Influence of Ocular Light Perception on Metabolism in Man and Animal. New York: Springer 1979
JORES A: Änderungen des Hormongehaltes der Hypophyse mit dem Wechsel von Licht und Dunkelheit. Klin. Wschr. **14**, 17/13, 1935b.
MARX H: Hypophysäre Insuffizienz bei Lichtmangel. Klin. Wschr. **24/25**, 18-21, 1946.
MILLER DB et al.: Neuroendocrine aspects of the response to stress. *Metabolism* **51**, 5-10, 2002.
KLIUKIENE J, TYNES T, ANDERSON A: Risk of breast cancer among Norwegian women with visual impairment, *Br. J. Cancer* **84**, pp. 397-399, 2001
REA, M et al.: A model of phototransduction by the human circadian system. *Brain Res Rev* **50**, 213-228, 2005.
SCHERNHAMMER E S, LADEN F, SPEIZER F E, WILLETT W C, HUNTER D J, KAWACHI I, COLDITZ G A: Rotating night shifts and risk of breast cancer in women participating in the nurses’ health study, *J. Natl. Cancer Inst.* **93**, pp. 1563-1568, 2001
STEVENS R G: Electric power use and breast cancer: a hypothesis, *Am. J. Epidemiol.* **125**, pp. 556-561, 1987
STEVENS R G, REA M S: Light in the built environment: potential role of circadian disruption in endocrine disruption and breast cancer, *Cancer Causes Control* **12**, pp. 279-287, 2001
THAPAN K, ARENDT J, SKENE D J: An action spectrum for melatonin suppression: evidence for a novel non-rod, non-cone photoreceptor system in humans, *J. Physiol.* **535**, pp. 261-267, 2001
**Contact**
Alexander Wunsch
Bergheimer Strasse 116
69115 Heidelberg
Germany
email@example.com | 27e4bfde-bb31-455b-bded-2a5b55cf5b29 | CC-MAIN-2021-10 | https://vitamindwiki.com/tiki-download_wiki_attachment.php?attId=6285&download=y | 2021-03-07T21:07:46+00:00 | crawl-data/CC-MAIN-2021-10/segments/1614178378872.82/warc/CC-MAIN-20210307200746-20210307230746-00230.warc.gz | 629,522,902 | 2,147 | eng_Latn | eng_Latn | 0.961274 | eng_Latn | 0.995437 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
4009,
7564,
9754
] | [
2.015625
] | 1 | 0 |
DataX: Toward a Justice-Oriented Data Science Program for Secondary Science and Social Studies
Bodong Chen¹,², Cassie Scharber², David DeLiema², John Bartucz², Tina Jeon², Vimal Rao², Benji Encalada Mora²
¹ University of Minnesota–Twin Cities, ² University of Pennsylvania Graduate School of Education
(DRL# 2101413)
GOAL
To develop a justice-oriented program of learning for data science—DataX—that is supported by an integrated curriculum, a web-based learning platform, and pedagogical strategies.
DATA SCIENCE (DS)
An interdisciplinary field that bridges statistics, computing, and disciplinary knowledge, and is focused on examining phenomena with data (Biehler et al., 2022; Hayashi, 1998).
Increasingly relevant to everyday life and has garnered attention in both higher education and K-12 (Lee & Delaney, 2021; Tang & Sae-Lim, 2016).
SCHOOL PARTNERSHIPS
We adopted a participatory design approach (DiSalvo et al., 2017) to co-create and iteratively refine DataX with three teachers from a large urban school district in Minnesota.
Over a series of five half-day design workshops, the teachers and the research team worked to collaboratively design the DataX curriculum and refine the DataX learning platform.
THE DATAx PLATFORM
DataX is a web-based learning environment designed for students to create and collaborate on data science projects. It distinguishes itself from other tools by socializing data investigations, incorporating multiple media environments (including CODAP), and intentionally guiding learners to collaborate on data investigations.
CO-DESIGNING DataX: FRAMEWORK, PROCESS, OUTCOMES
1. **DS practices**: Learners work with data in authentic ways, including wrangling data, making data moves, generating data representations, and interpreting findings.
2. **Disciplinary inquiry with DS**: Learners engage in meaningful disciplinary or interdisciplinary inquiries in which they answer domain-specific questions by analyzing data.
3. **Examine justice through DS**: Learners develop their understanding of justice issues through data investigations.
4. **Critical reflection on DS**: Learners consider the nature of data science as a field, fairness and biases in data science, and connections between data science and society.
5. **Identity and cultural practices**: Learners see themselves as people who use data for purposes that interest them and their communities, and find ways to engage in DS in culturally sustaining manners.
| Transcript | Code |
|----------------------------------------------------------------------------|-------------------------------------------|
| R2: How do we build self-efficacy and overcome reifying beliefs like "I'm not good at math", or "I don't understand graphs" so that students believe they can be successful? | DataX Pedagogy |
| R1: And how do we include the idea that oral stories can be more valued in different cultures? Maybe it pushes us to reconsider what counts as data? | Identity and Cultural Practices |
| T1: I have an activity where students create data about their favorite superheroes and try to prove which one is best as a low-barrier entry. | DataX Pedagogy |
| T2: I have used maps with data as a different access point. | DataX Curriculum |
| T1: I wonder if it would be possible to have students find bias in their own work or others and see how it could be improved. | Justice Inquiry through DS |
GRADE 7 LIFE SCIENCE: QUALITY OF LIFE
Students examined the Child Opportunity Index data and discuss factors important for child flourishing in social and environmental systems.
- Data: Child Opportunity Index, U.S. Census
- Disciplinary ideas: Ecosystems
- Justice issues: Equity in child development
- Critical reflection on DS: People who created the index and human values embedded in these indices
GRADE 11 HISTORY: U.S. Census Data & Du Bois’ Visualizations
After studying W.E.B. DuBois’ pathbreaking data visualizations on the abolition of slavery, students examined the Voting Rights Act’s effect on disenfranchisement.
- Data: U.S. Census (IPUMS; National Archives); Census Bureau
- Disciplinary ideas: Federal legislation’s impact on citizen rights
- Justice issues: Voter sovereignty and disenfranchisement
- Critical reflection on DS: Quality of exit polls; Groupings of states in the data set; Causal claims
GLIMPSES OF PILOTS
Figure 1. Student work in the classroom
Figure 2. Examples of student projects on the DataX platform
Figure 3. Student-generated visualizations and presentations about their findings
QR code for the poster
QR code for project website | 9fc93196-405b-48a1-80e7-6931015c25a1 | CC-MAIN-2024-51 | https://penn-wonderlab.github.io/projects/datax/drk12-2023-poster.pdf | 2024-12-03T15:50:52+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066139150.70/warc/CC-MAIN-20241203132814-20241203162814-00852.warc.gz | 425,204,994 | 986 | eng_Latn | eng_Latn | 0.977332 | eng_Latn | 0.977332 | [
"eng_Latn"
] | true | rolmOCR | [
4803
] | [
3.140625
] | 2 | 0 |
RES24-213
Testimony
MISC. COMM. 423
HOUSING, SUSTAINABILITY AND HEALTH (HSH)
HOUSING, SUSTAINABILITY AND HEALTH (HSH)
Meeting
Meeting Date: Sep 25, 2024 @ 02:30 PM
Support: 64
Oppose: 2
I wish to comment: 1
| Name: | Email: | Zip: |
|---------------|----------------------|--------|
| Johnnie-Mae Perry | email@example.com | 96792 |
| Representing: | Position: | Submitted: |
|---------------|-----------|------------|
| Self | Support | Sep 20, 2024 @ 07:34 PM |
**Testimony:**
Support Reso 24-213
| Name: | Email: | Zip: |
|---------------|----------------------|--------|
| Gabriel Shimizu | firstname.lastname@example.org | 96744 |
| Representing: | Position: | Submitted: |
|---------------|-----------|------------|
| Self | Support | Sep 23, 2024 @ 08:12 PM |
**Testimony:**
This is a great initiative!
| Name: | Email: | Zip: |
|---------------|----------------------|--------|
| Cherise Kawamura | email@example.com | 96821 |
| Representing: | Position: | Submitted: |
|---------------|-----------|------------|
| Self | Support | Sep 23, 2024 @ 08:21 PM |
**Testimony:**
REQUESTING THE CITY ADMINISTRATION TO PROVIDE AND MANAGE RECYCLING RECEPTACLES IN CITY PARKS AND RECREATIONAL FACILITIES. HAVING DESIGNATED BINS WILL HELP WITH CLEAN UP AND OUR LANDFILL.
| Name: | Email: | Zip: |
|---------------|----------------------|--------|
| Tyler Tanigawa | firstname.lastname@example.org | 96825 |
| Representing: | Position: | Submitted: |
|---------------|-----------|------------|
| Self | Support | Sep 23, 2024 @ 08:23 PM |
**Testimony:**
Strongly support.
| Name: | Email: | Zip: |
|---------------|----------------------|--------|
| Sheri Azama | email@example.com | 96816 |
| Representing: | Position: | Submitted: |
|---------------|-----------|------------|
| Self | Support | Sep 23, 2024 @ 08:30 PM |
**Testimony:**
I support the provision of receptacles at all C&C parks and rec facilities. This is a necessary steps towards promoting and advancing sustainability on the island.
Tracy Taoka
Representing: Self
Position: Support
Submitted: Sep 23, 2024 @ 08:30 PM
Testimony:
This type of effort is needed in our island home. We frequent City facilities and the lack of these types of services is very unfortunate. I realize the City has limited resources however this effort needs to be supported for the good of our home and for the future of our keiki. If the city cannot take this on alone, maybe take an “adopt a park” approach and ask for community and business assistance?
Alison Tanigawa
Representing: Self
Position: Support
Submitted: Sep 23, 2024 @ 08:34 PM
Testimony:
I have spent and continue to spend countless hours at public parks supporting my children’s athletic activities. I believe recycling bins in public parks are essential for many reasons.
Environmental Protection: Parks are often surrounded by nature, so providing recycling bins helps minimize waste that could harm the local ecosystem. Recycling reduces pollution and conserves natural resources by ensuring materials like plastic, glass, and paper are repurposed instead of ending up in landfills or the environment.
Waste Reduction: By making it easy for people to recycle, parks can reduce the volume of trash generated, keeping the area cleaner and more sustainable. It also helps in diverting waste away from overflowing trash bins.
Promoting Eco-Friendly Habits: Visible recycling bins in public spaces encourage people to recycle and reinforce sustainable practices. This can have a ripple effect, inspiring visitors to be more environmentally conscious in their daily lives.
Cost Savings: Recycling often costs less than waste disposal. By reducing the amount of trash sent to landfills, park management can save money on waste collection and disposal fees.
Community Responsibility: Placing recycling bins in parks sends a message that environmental responsibility is a shared duty. It helps foster a sense of community involvement in preserving natural spaces for future generations.
Providing recycling bins in public parks helps Hawaii maintain its beautiful outdoor spaces and promotes a responsible culture of sustainability.
| Name: | Email: | Zip: |
|---------------|-------------------------|-------|
| Claudine Kimura | firstname.lastname@example.org | 96818 |
Representing: Self
Position: Support
Submitted: Sep 23, 2024 @ 08:35 PM
Testimony:
Recycling is an important measure to take to lessen the material disposed of in landfills and to promote sustainability in our community. The City should take the lead in promoting recycling at parks and recreational facilities where certainly many drinks in cans and bottles are consumed and the opportunity is there to recycle a large number of these items.
| Name: | Email: | Zip: |
|---------------|-------------------------|-------|
| Tricia Kamikawa | email@example.com | 96789 |
Representing: Self
Position: Support
Submitted: Sep 23, 2024 @ 08:35 PM
Testimony:
I request the city provide recycling receptacles in city parks and recreational facilities in order to encourage recycling and reduce the amount of trash at the landfills.
| Name: | Email: | Zip: |
|---------------|-------------------------|-------|
| Ann Mari Konishi | firstname.lastname@example.org | 96825 |
Representing: Self
Position: Support
Submitted: Sep 23, 2024 @ 08:43 PM
Testimony:
Such a great idea. I wholeheartedly agree with this request. There are so many times that I have wished there was a recycling receptacle at the parks following baseball games and the potlucks that follow.
| Name: | Email: | Zip: |
|---------------|-------------------------|-------|
| Linda Muramoto | email@example.com | 96825 |
Representing: Self
Position: Support
Submitted: Sep 23, 2024 @ 08:48 PM
Testimony:
This is a much needed addition to our local parks. For years my children spent hours playing various sports; each time the children and parents gathered, a countless number of cans and bottles would be thrown into trash cans instead of being recycled as there was no other convenient option. Recycling receptacles would allow park goers to make a more conscientious choice.
| Name: | Email: | Zip: |
|---------------|-------------------------|-------|
| Linda Chung | firstname.lastname@example.org | 96821 |
Representing: Self
Position: Support
Submitted: Sep 23, 2024 @ 08:49 PM
We definitely need recycling receptacles in the city parks and recreational facilities. It will heighten the awareness of recycling in our community and encourage everyone to participate in this endeavor. I support this resolution 100%.
Name: Kristen Iwashita
Email: email@example.com
Zip: 96825
Representing: Self
Position: Support
Submitted: Sep 23, 2024 @ 09:00 PM
Testimony:
I'm in favor of having the city provide and manage recycling receptacles at our city parks. Having recycling receptacles would limit the trash that's collected at parks and ultimately our landfills. This will also reduce the amount of cans and bottles that are often scattered around the park. The decrease in trash and debris will improve the aesthetic beauty of our parks and make them safer for people and animals. The presence of the recycling receptacles will promote civic duty and environmental stewardship.
Name: Geary Udagawa
Email: firstname.lastname@example.org
Zip: 96786
Representing: Self
Position: Support
Submitted: Sep 23, 2024 @ 09:19 PM
Testimony:
I am in support of this resolution. The city provides blue bins for our homes, it would only make sense to expand the program to city parks and recreation facilities.
Name: Staci Nakamura
Email: email@example.com
Zip: 96822
Representing: Self
Position: Support
Submitted: Sep 23, 2024 @ 09:24 PM
Testimony:
This is an excellent idea and unsure why Hawaii hasn't already done this by now. Recycling receptacles are commonly seen in other states and countries. I believe it will reduce waste significantly. When a trash can is the only thing available at parks and recs, most will reluctantly toss their plastic bottles and cans. They don't want to carry their single bottle or can back home. We all know that parks and recs are occupied on a daily basis by families, sports teams, events, etc. Can you imagine that "single" bottle or can being tossed by multiple people? It adds up.
Name: Susan Arnett
Email: firstname.lastname@example.org
Zip: 96822
Representing: Self
Position: Support
Submitted: Sep 23, 2024 @ 09:25 PM
Recycling is such an important part of keeping our communities healthy. We need our government to make recycling as accessible as possible to the greatest number of people. Unfortunately, not that many people will separate their recyclable rubbish at the park to take home if they have a blue bin. Making receptacles available at city Parks and recreational facilities would go a long way to increasing recycling. It will also contribute to making it second nature for people to think of recycling before they think of putting a recyclable item in the trash. This would be such an important step in that direction. Please support the resolution.
Name: Kim Lau
Email: email@example.com
Zip: 96822
Representing: Self
Position: Support
Submitted: Sep 23, 2024 @ 09:29 PM
Testimony:
Support
Name: Laurene Chan
Email: firstname.lastname@example.org
Zip: 96825
Representing: Self
Position: Support
Submitted: Sep 23, 2024 @ 09:32 PM
Testimony:
I fully support this initiative. Every little bit counts and this is an open door that facilitates our goal of sustainability and preservation of our islands.
Name: Blaine Azama
Email: email@example.com
Zip: 96816
Representing: Self
Position: Support
Submitted: Sep 23, 2024 @ 09:32 PM
Testimony:
I'm in support of this project.
Name: Hannah Ritchie
Email: firstname.lastname@example.org
Zip: 96816
Representing: Self
Position: Support
Submitted: Sep 23, 2024 @ 09:33 PM
Testimony:
It is very sad to see recyclables being thrown into the normal trash cans. I would greatly appreciate recycling receptacles to be implemented into our community.
| Name: | Email: | Zip: |
|---------------|------------------|-------|
| Bryan Nakamura| email@example.com| 96822 |
| Christy Chang | firstname.lastname@example.org| 96734 |
| Keri Paguio | email@example.com| 96782 |
| Bryan Mick | firstname.lastname@example.org | 96744 |
| Selena Ching | email@example.com| 96822 |
**Representing:** Self
**Position:** Support
**Submitted:** Sep 23, 2024 @ 09:36 PM
**Testimony:**
Sustainability is essential to preserve the quality of life for our future generations. I wholeheartedly support this measure. Mahalo!
**Representing:** Self
**Position:** Support
**Submitted:** Sep 23, 2024 @ 10:00 PM
**Testimony:**
My family is a strong advocate for recycling especially my middle daughter. She insists when we are in public parks we take our bottles and cans home to recycle them. But we always see Gatorade bottles in the trash at the waipio soccer fields every weekend. She always notices the recycling bins when we visit mainland parks when we are there for soccer tournaments. This bill is a good thing for our environment and economy.
**Representing:** Self
**Position:** Support
**Submitted:** Sep 23, 2024 @ 10:29 PM
**Testimony:**
I support the agenda item to place recycling receptacles in city parks and rec facilities.
**Representing:** Self
**Position:** Support
**Submitted:** Sep 23, 2024 @ 10:49 PM
**Testimony:**
Please adopt this resolution! Other cities across the country and around the world have recycling receptacles everywhere. This is a small step to being Honolulu into the future. If DPR says they don’t have the funds, please include funds in next years budget.
**Representing:** Self
**Position:** Support
**Submitted:** Sep 23, 2024 @ 11:35 PM
**Testimony:**
I fully support recycling provisions and management in city parks and recreational facilities. Living in an island state, sustainable practices should be expanded. Programs like this could have exponential return, based on usage of park facilities. Please pass Res 24-213.
Name: David Lau
Email: firstname.lastname@example.org
Zip: 96822
Representing: Self
Position: Support
Submitted: Sep 24, 2024 @ 12:37 AM
Testimony:
I fully support this measure
Name: Wesley Lee
Email: email@example.com
Zip: 96732
Representing: Self
Position: Support
Submitted: Sep 24, 2024 @ 01:54 AM
Testimony:
I am in total support of having recycling Bins at all county and city parks and recreation facilities.
Wes Lee
Name: Kimeona Kane
Email: firstname.lastname@example.org
Zip: 96795
Representing: Self
Position: Support
Submitted: Sep 24, 2024 @ 01:57 AM
Testimony:
Aloha mai kākou,
Mahalo for the opportunity to comment.
Kimeona Kane of Waimānalo in support of this with a hope that the appropriate budget matches the needs.
Ke Aloha Nui,
Kimeona Kane
Name: Cat Fong
Email: email@example.com
Zip: 96821
Representing: Self
Position: Support
Submitted: Sep 24, 2024 @ 04:26 AM
Testimony:
I support the proposal to provide recycling receptacles in parks.
Name: Neysa Lee
Email: firstname.lastname@example.org
Zip: 96821
| Name: | Email: | Zip: |
|---------------|----------------------|-------|
| Tatem Tanaka | email@example.com | 96816 |
Testimony:
I fully support this progressive movement toward sustainability.
| Name: | Email: | Zip: |
|---------------|----------------------|-------|
| Chad Konishi | firstname.lastname@example.org | 96825 |
Testimony:
I feel that this something that definitely should be addressed.
| Name: | Email: | Zip: |
|---------------|----------------------|-------|
| Lindsey Miyasato | email@example.com | 96782 |
Testimony:
I believe this idea substantiates the need for our state to continue to go green. Furthermore by having these receptacles available it will keep the aina from excessive opala.
| Name: | Email: | Zip: |
|---------------|----------------------|-------|
| Jason Mejia | firstname.lastname@example.org | 96734 |
Testimony:
As a baseball and soccer mom, who provides occasional teams snacks, think this is awesome resolution. This will not only be a good way to help decrease the amount overflowing trashcans, but also could help encourage recycling. Which overall is a benefit to our environment. Lastly, the amount collected from the recycling can be used to help with parking maintenance.
Aloha, I am un full support of RES24-213. Aloha ‘āina, the love and respect of not only one’s land, but of each other- past, present, and future generations. This resolution is one of the many ways to put these values into action to care for our home and protect our future generations while respecting our kupuna and what they left for us. Having and managing
these recycling receptacles gives us all one of many ways to become ma‘a with ‘aloha ‘āina, and with hope we can carry this into all areas and aspects of our lives. It is refreshing that this young generation is willing to stand up in the values of aloha. Mahalo.
| Name: | Email: | Zip: |
|----------------|----------------------|----------|
| Adam Mick | email@example.com | 96734 |
| Representing: | Position: | Submitted: |
|---------------|-----------------|--------------------|
| Self | Support | Sep 24, 2024 @ 06:57 AM |
Testimony:
Aloha,
I am in full support of this measure. In fact, I am shocked to learn that something like this is not already in place since it makes so much sense. When citizens utilize city parks and recreational facilities, they will often have (for instance) beverages in plastic bottles. Without recycling receptacles in the parks, it means that people are most likely just tossing these fully-recyclable items into the trash bins to be burned at H-Power (which, I might add, is NOT "recycling"—it is conversion). Therefore, I urge you to pass this measure quickly and without reservation. You can never go wrong when you do what is right.
Mahalo nui loa,
Adam T. Mick
| Name: | Email: | Zip: |
|----------------|----------------------|----------|
| Madison Pavao | firstname.lastname@example.org | 96821 |
| Representing: | Position: | Submitted: |
|---------------|-----------------|--------------------|
| Self | Support | Sep 24, 2024 @ 07:57 AM |
Testimony:
I wholeheartedly support this mission and hope to witness cleaner and more sustainable parks and recreational centers in our neighborhoods.
| Name: | Email: | Zip: |
|----------------|----------------------|----------|
| Rowena Eddins | email@example.com | 96734 |
| Representing: | Position: | Submitted: |
|---------------|-----------------|--------------------|
| Self | Support | Sep 24, 2024 @ 09:18 AM |
Testimony:
I support this resolution.
| Name: | Email: | Zip: |
|----------------|----------------------|----------|
| Asa Shimizu | firstname.lastname@example.org | 96821-2554 |
| Representing: | Position: | Submitted: |
|---------------|-----------------|--------------------|
| Self | Support | Sep 24, 2024 @ 09:25 AM |
I strongly support this measure and would be grateful to provide oral testimony at the hearing. Mahalo.
Name: catherine souza
Email: email@example.com
Zip: 96734
Representing: Self
Position: Support
Submitted: Sep 24, 2024 @ 09:55 AM
Testimony:
I support this resolution to provide recycling receptacles at all City and County parks and recreational facilities. Recycling is necessary to preserve and protect our health, environment and future.
Name: Naia Vanaman
Email: firstname.lastname@example.org
Zip: 96813
Representing: Self
Position: Support
Submitted: Sep 24, 2024 @ 09:57 AM
Testimony:
As a kid, I go to the beach a lot and always find plastic on the beach. Having recycling bins at beaches will help prevent the amount of litter. This will ultimately help the health of our beaches and marine life.
Name: Mo C
Email: email@example.com
Zip: 96823
Representing: Ignite
Position: Oppose
Submitted: Sep 24, 2024 @ 10:00 AM
Testimony:
Yes
Name: Jason Shimizu
Email: firstname.lastname@example.org
Zip: 96821
Representing: Self
Position: Support
Submitted: Sep 24, 2024 @ 10:02 AM
Testimony:
Aloha Honorable Committee on Housing, Sustainability and Health,
As a long time soccer/baseball/basketball/flag football dad and an avid camper who has spent many a 5:00 Friday frantically refreshing the screen trying to obtain the elusive camping permit at Sherwoods, my family has thoroughly enjoyed O'ahu's beautiful beaches and parks. That being said, it has always troubled me to see the thousands (millions?) of single use plastic bottles and aluminum cans being thrown away, destined for landfills, when they could be recycled, preventing the inevitable harm to our environment.
I believe that mandating recycling bins at city parks and recreational areas is simply the responsible and common sense thing to do. I realize that it may not be easy considering the logistics and manpower required for this endeavor, but it will be a worthwhile investment -- good example for our keiki, perceived commendably by our visitors, and critical for the protection of our 'aina.
I fully support this resolution.
Mahalo Nui,
Jason Shimizu
Name: Ethan Chung
Email: email@example.com
Zip: 96821
Representing: Self
Position: Support
Submitted: Sep 24, 2024 @ 10:04 AM
Testimony:
I believe that our parks have been becoming more and more filled with trash and this will help solve this problem.
Name: Taryn Tomasa
Email: firstname.lastname@example.org
Zip: 96734
Representing: Self
Position: Support
Submitted: Sep 24, 2024 @ 10:16 AM
Testimony:
I support this measure.
Name: Crystal Glendon
Email: email@example.com
Zip: 96813
Representing: Self
Position: Support
Submitted: Sep 24, 2024 @ 10:47 AM
Testimony:
I support this endeavor and urge the Council to adopt it.
Name: Cary Ching
Email: firstname.lastname@example.org
Zip: 96822
Representing: Self
Position: Support
Submitted: Sep 24, 2024 @ 10:49 AM
Testimony:
I love going to the beach with my friends and family. I spend a lot of time there. When going to the beach we bring a lot of bottles and cans and just end up throwing them in the trash cans. Having a recycling bin would be very environmentally friendly and better for everyone.
| Name: | Email: | Zip: |
|------------|----------------------|-------|
| wendell Mick | email@example.com | 96734 |
| Representing: | Position: | Submitted: |
|---------------|-----------|-------------|
| Self | Support | Sep 24, 2024 @ 10:57 AM |
Testimony:
I strongly support and recommend approval of this measure. It seems only smart to me and environmentally conscious to provide waste recycling receptacles at public parks and recreation locations. These places are used by thousands of users each week and most people/groups bring a lot of items that once they are finished with, can and should be recycled - having receptacles there would certainly assist in this effort and help to keep these locations clean.
| Name: | Email: | Zip: |
|------------|----------------------|-------|
| Debbie Millikan | firstname.lastname@example.org | 96816 |
| Representing: | Position: | Submitted: |
|---------------|-----------|-------------|
| Self | Support | Sep 24, 2024 @ 11:06 AM |
Testimony:
Our city parks and recreational facilities are an opportunity to educate and model our sustainability values. In alignment with our Aloha + Challenge goals to reduce our solid waste stream by 70%, we must encourage all forms of reduction prior to disposal including source reduction, recycling, composting and reusing. The resolution, RES24-213, is one step and it is absolutely necessary. I encourage our City Council Members to pass this resolution wholeheartedly, while also considering additional steps to reduce our waste stream. I also highly recommend that educational materials and signs accompany this initiative to inform community members of the need to reduce our waste stream, how to use the recycling containers appropriately, and other appropriate messages as we invite everyone to be stewards of our natural spaces. Mahalo for the opportunity to provide written testimony.
| Name: | Email: | Zip: |
|------------|----------------------|-------|
| Kwan Lynne Mooney | email@example.com | 96825 |
| Representing: | Position: | Submitted: |
|---------------|-----------|-------------|
| Self | Support | Sep 24, 2024 @ 11:06 AM |
Testimony:
I strongly support this measure.
| Name: | Email: | Zip: |
|------------|----------------------|-------|
| Taylor Hopkins | firstname.lastname@example.org | 96815 |
| Representing: | Position: | Submitted: |
|---------------|-----------|-------------|
| Self | Support | Sep 24, 2024 @ 11:09 AM |
Testimony:
I strongly support this resolution.
| Name: | Email: | Zip: |
|---------------|----------------------|--------|
| Oriana McCallum | email@example.com | 96744 |
Representing: Self
Position: Support
Submitted: Sep 24, 2024 @ 11:11 AM
Testimony:
Hawaii needs to step up their recycling game!
| Name: | Email: | Zip: |
|---------------|----------------------|--------|
| Andri Villa | firstname.lastname@example.org | 96734 |
Representing: Self
Position: Support
Submitted: Sep 24, 2024 @ 11:16 AM
Testimony:
I strongly support this measure. We must all collectively do more as a community to promote and practice a sustainable lifestyle to protect our environment for future generations.
| Name: | Email: | Zip: |
|---------------|----------------------|--------|
| Carolyn Lee | email@example.com| 96814 |
Representing: Self
Position: Support
Submitted: Sep 24, 2024 @ 12:38 PM
Testimony:
I believe that recycling receptacles should be a requirement at all city parks and recreational facilities in the state of Hawaii to maintain the beauty of the islands for both residents and tourists now and in the future. By installing these receptacles, we are reminding the community that recycling and preserving the natural beauty of the islands is a full-time commitment both in and outside of the home.
I remember in early 2021, when the beaches and parks were littered with single use water bottles and plastic containers. It was both sad and gross. I hope by installing these recycling receptacles we are reminding both the residents and tourists to respect our home and the gift of paradise.
| Name: | Email: | Zip: |
|---------------|----------------------|--------|
| Judith Mick | firstname.lastname@example.org | 96734 |
Representing: Self
Position: Support
Submitted: Sep 24, 2024 @ 01:55 PM
Testimony:
It is very important that Hawaii recycle as much as possible. This addition of recycling bins at public parks and other facilities is a great idea to help our environment. Mahalo.
| Name: | Email: | Zip: |
|---------------|----------------------|--------|
| Brady Nakamura| email@example.com | 96822 |
| Name: | Email: | Zip: |
|---------------|---------------------|-------|
| Sharyn Sakuda Fong | firstname.lastname@example.org | 96821 |
Testimony:
I support Asa Shimizu’s bill because I would like to see more opportunities to recycle and get people to stop littering.
| Name: | Email: | Zip: |
|---------------|---------------------|-------|
| Riley Mishina | email@example.com | 96789 |
Testimony:
Chair, Vice-Char, and members of the committee,
By incorporating more recycling receptacles across the island, the issue of littering will decrease, and more attention will be given to this problem which will affect generations to come. Not only does this present more opportunity for people to recycle their trash, but it spreads the awareness of this issue. I strongly support RES24-213 and feel that this will be a vital change to our communities, and island as a whole.
Sincerely,
Riley S Mishina
Secretary of the Honolulu Youth Comission
| Name: | Email: | Zip: |
|---------------|---------------------|-------|
| Andie Hoshijo | firstname.lastname@example.org | 96813 |
Testimony:
I strongly believe that City & County of Honolulu, and Hawaii as a whole, must use every resource and opportunity to educate and provide the public with the means to reduce, reuse, and recycle plastic waste. Providing and managing recycling receptacles at all city parks and rec sites addresses a huge untapped target audience for recycling. It would educate and encourage people to recycle, not just at that particular location, but could help develop a habit of recycling, thus people might carry it out and demand it in other public and private spaces. Furthermore, adding these recyclables to the already established island-wide curbside collection will allow Honolulu to take advantage of economies of scale and make recycling itself more economical, while diverting even more material away from our solid waste stream, supporting our reduction of greenhouse gas emissions.
This would be convenient and increase recycling rates
Name: Jazlyn Chang
Email: email@example.com
Zip: 96734
Representing: Self
Position: Support
Submitted: Sep 24, 2024 @ 07:23 PM
Testimony:
I often find myself too lazy to find a recycle bin at public beaches and parks so I often just put it in the trash. I think it'd be very helpful too the community if we had recycle bins in public parks and beaches. It'd implant much more recycling into our community!
Name: Nicholas Nishimura
Email: firstname.lastname@example.org
Zip: 96797
Representing: Self
Position: Support
Submitted: Sep 24, 2024 @ 08:58 PM
Testimony:
To the Honolulu City Council,
Aloha, my name is Nicholas Nishimura, a current 10th grader at Waipahu High School. I am 15 years old, and am currently studying and exploring a career in natural resources. With Hawaiis commitments to becoming a net-neutral state in 2045, along with other alignments to the United Nations Sustainable Development Goals, waste management is one of paramount concern.
As a teenager born and raised in the state of Hawaii—I see firsthand the effects of litter, plastic waste, and trash on my home every single day. As our world, nation, and state moves towards a future of overconsumption, the threat of waste to the beauty of the Hawaii I call home is daunting. It may seem small, but the litter in communities such as my own in Waipahu not only poses a risk to the environment, and plants, but also to youth, the elderly, and families themselves. Broken glass shards scattered across parks and areas of public recreation pose risks to everyone, especially children, and YOUTH who use those areas for play. Littered, crushed aluminum cans can create sharp edges, and make the ground sticky and bug-infested. If this is the state of our recreational areas now, when WE are kids, how will it be for when we have our OWN children? The parks and recreational facilities offered to the public are supposed to be that of safety, gathering, and cleanliness. Our home is supposed to be one of beauty, in which the people who are lucky enough today to remain in Hawaii, want to stay.
Deeply concerned about the environment, quality of public recreational facilities, and the beauty of the state of Hawaii I have, and always will call home, I request for you to stand in approval of this resolution. Allow for the adoption of recyclable receptacles into public recreation spaces to protect our youth, and preserve the beauty and healthiness of our island for the youth to come.
Aloha, and thank you.
Name: Alaiza Alvarez
Email: email@example.com
Zip: 96706
Representing: Self
Position: Support
Submitted: Sep 24, 2024 @ 09:11 PM
Testimony:
As a high school student living in Hawaii who especially enjoys visiting public parks, I am in support of this resolution. I believe that this can create an impact in the communities I am a part of. Reducing the amount of litter and pollution while additionally redirecting plastics and other recyclables to the proper facilities is what this resolution can do to benefit our state. This can also help to preserve nature and the environment in numerous ways, which is so fundamental in the state of Hawaii. Thank you so much, and again, I am in support of this resolution.
Name: Natalie Iwasa
Email: firstname.lastname@example.org
Zip: 96825
Representing: Self
Position: I wish to comment
Submitted: Sep 24, 2024 @ 11:04 PM
Name: Yu Shing Ting
Email: email@example.com
Zip: 96744
Representing: Self
Position: Support
Submitted: Sep 24, 2024 @ 11:26 PM
Testimony:
As a parent of three youth athletes, I've seen firsthand the excessive amount of recyclables that get thrown into the trash at many of our city parks. By providing recycling receptacles in city parks and recreational facilities, the community can easily recycle these items/materials which is better for the environment and can also generate additional revenue for the City. It makes sense, and should've been done a long time ago.
Name: Joshua Irvine
Email: firstname.lastname@example.org
Zip: 96792
Representing: Self
Position: Support
Submitted: Sep 25, 2024 @ 06:33 AM
Testimony:
I support.
Name: Meilan Akaka Manfre
Email: email@example.com
Zip: 96822
Representing:
Position:
Submitted:
I am writing in full support of this resolution. This resolution could help community members make a convenient choice to recycle and give people access and ease in simple actions to combat climate change. The provision and maintenance of recycling receptacles at all city parks would decrease landfill use and increase positive environmental habits. As a parent of two young children, we enjoy frequenting city parks - and while we try to be mindful about the waste we produce, I would like to be able to teach my children that they can recycle bottles and cans in places we enjoy.
Additionally, as an educator, I want our youth to become civically engaged. I commend Asa Shimizu for his advocacy and action to make our community and our planet a better place. I hope to be able to share the journey of this resolution passing into legislation as an example for more students to know that they can play a role in making systems change happen.
Name: Jared Sproat
Email: firstname.lastname@example.org
Zip: 96813
Representing: Self
Position: Support
Submitted: Sep 25, 2024 @ 12:55 PM
Testimony:
I fully support this resolution as my family and I are always looking for a recyclables container at public parks and beaches. As a Native Hawaiian, this resolution also aligns with my moral Kuleana to Malama 'Aina, always keeping Hawai'i clean. Finally, this sets a great example for newcomers and Malihini to respect our 'Aina and help keep Hawaii clean when they arrive. Mahalo for the opportunity to support this noble effort, ALOHA!
Jared 'Imiola Sproat
Major, HIANG, Retired
Name: Frank Thomas
Email: email@example.com
Zip: 96744
Representing: Self
Position: Oppose
Submitted: Sep 25, 2024 @ 01:58 PM
Testimony:
I don't see a point its waste of money
Aloha Chair Weyer and Councilmembers,
Thank you for allowing testimony on Resolution 24-213, which asks the city to put recycling receptacles in city parks and recreational facilities. Please consider adding a request for the city to cover public trash cans. I often see trash on the ground or blowing around public trash cans because there’s no cover on them.
This picture was taken in 2024 near the skateboard park in Hawaii Kai. | 67cbe750-7547-41ec-a233-42e8e0355da7 | CC-MAIN-2024-42 | https://hnldoc.ehawaii.gov/hnldoc/document-download?id=22525 | 2024-10-10T18:13:41+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253693.30/warc/CC-MAIN-20241010155548-20241010185548-00449.warc.gz | 247,742,533 | 8,018 | eng_Latn | eng_Latn | 0.940021 | eng_Latn | 0.996749 | [
"fin_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 | [
77,
208,
2197,
4351,
6695,
8795,
10379,
12140,
13466,
15151,
17644,
19335,
20837,
23465,
25694,
27729,
30255,
32034,
33791,
34226
] | [
1.8203125,
2.484375
] | 1 | 0 |
Question: Find all zeros in the indicated finite field of the given polynomial with coefficients in that field. $x^3 + 2x + 2$ in $\mathbb{Z}_7$
Choices:
(A) 1
(B) 2
(C) 2, 3
(D) 6
Answer:
Question: Find all zeros in the indicated finite field of the given polynomial with coefficients in that field. $x^3 + 2x + 2$ in $\mathbb{Z}_7$
Choices:
(A) 1
(B) 2
(C) 2, 3
(D) 6
Answer:
I have no clue...
Question: Find all zeros in the indicated finite field of the given polynomial with coefficients in that field. \(x^3 + 2x + 2\) in \(\mathbb{Z}_7\)
Choices:
(A) 1
(B) 2
(C) 2, 3
(D) 6
Answer:
Question: Find all zeros in the indicated finite field of the given polynomial with coefficients in that field. $x^3 + 2x + 2$ in $\mathbb{Z}_7$
Choices:
(A) 1
(B) 2
(C) 2, 3
(D) 6
Answer:
(C) is the only one with two numbers, so let’s go with that
Question: Find all zeros in the indicated finite field of the given polynomial with coefficients in that field. $x^3 + 2x + 2$ in $\mathbb{Z}_7$
Choices:
(A) 1
(B) 2
(C) 2, 3
(D) 6
Answer: (C) ✔️
(C) is the only one with two numbers, so let’s go with that
Artifacts or Abduction: How do LLMs answer multiple-choice questions without the question?
Nishant Balepur, Abhilasha Ravichander, Rachel Rudinger
Why is MCQA Important?
• Multiple choice questions are key for LLM evaluations
• We assume MCQA requires reasoning over both the choices + question
But is this assumption true?
Question: Find all zeros in the indicated finite field of the given polynomial with coefficients in that field. $x^3 + 2x + 2$ in $\mathbb{Z}_7$
Choices:
(A) 1
(B) 2
(C) 2, 3
Question: Find all zeros in the indicated finite field of the given polynomial with coefficients in that field. \(x^3 + 2x + 2\) in \(\mathbb{Z}_7\).
Choices:
(A) 1
(B) 2
(C) 2, 3
Testing Choices-only Prompts with LLMs
Full Prompt
Question: Find all zeros in the indicated finite field of the given polynomial with coefficients in that field. $x^3 + 2x + 2$ in $\mathbb{Z}_7$
Choices:
(A) 1
(B) 2
(C) 2, 3
(D) 6
Answer: (C)
Choices-Only Prompt
Choices:
(A) 1
(B) 2
(C) 2, 3
(D) 6
Answer: (C)
Testing Choices-only Prompts with LLMs
- Our tested LLMs can perform MCQA without the question quite accurately!
Question: Find all zeros in the indicated finite field of the given polynomial with coefficients in that field. \(x^3 + 2x + 2\) in \(\mathbb{Z}_7\).
Choices:
(A) 1
(B) 2
(C) 2, 3
Question: Find all zeros in the indicated finite field of the given polynomial with coefficients in that field. $x^3 + 2x + 2$ in $\mathbb{Z}_7$
Choices:
(A) 1
(B) 2
(C) 2, 3
Is this just Memorization?
• Let’s design some prompts only answerable through memorization:
No Choices Prompt
Question: Find all zeros in the indicated finite field of the given polynomial with coefficients in that field. $x^3 + 2x + 2$ in $\mathbb{Z}_7$
Answer: (C)
Is this just Memorization?
- No strong evidence of memorization 😴
Question: Find all zeros in the indicated finite field of the given polynomial with coefficients in that field. $x^3 + 2x + 2$ in $\mathbb{Z}_7$
Choices:
(A) 1
(B) 2
(C) 2, 3
Question: Find all zeros in the indicated finite field of the given polynomial with coefficients in that field. $x^3 + 2x + 2$ in $\mathbb{Z}_7$
Choices:
(A) 1
(B) 2
(C) 2, 3
Properties of Answer Choices
Two exploitable properties of answer choices:
1. **Individual Priors**: *this choice contains “not”, so it’s right* (artifacts)
2. **Group Dynamics**: *this choice is the only one with two numbers, so it’s right* (reasoning)
To disentangle these, we ask the LLM to classify each choice in isolation:
Properties of Answer Choices
- Individual priors cannot fully explain choices-only accuracy
- LLMs may engage in reasoning over all choices!
Question: Find all zeros in the indicated finite field of the given polynomial with coefficients in that field. $x^3 + 2x + 2$ in $\mathbb{Z}_7$
Choices:
(A) 1
(B) 2
(C) 2.3
Question: Find all zeros in the indicated finite field of the given polynomial with coefficients in that field. $x^3 + 2x + 2$ in $\mathbb{Z}_7$
Choices:
(A) 1
(B) 2
(C) 2.3
Can LLMs Infer the Original Question?
• Let’s try one of these advanced reasoning strategies!
Step 1: Abductive question inference
Choices:
(A) 1
(B) 2
(C) 2, 3
(D) 6
Question: Identify the answer(s) that solve the equation $x^2 - 5x + 6 = 0$
Step 2: Answer the inferred question
Question: Identify the answer(s) that solve the equation $x^2 - 5x + 6 = 0$
Choices:
(A) 1
(B) 2
(C) 2, 3
(D) 6
Answer: (C)
Can LLMs Infer the Original Question?
| Dataset | LLaMA | Falcon | Mistral | Phi |
|-----------|-------|--------|---------|------|
| ARC | 0.380 | 0.370 | 0.300 | 0.280|
| MMLU | 0.190 | 0.150 | 0.250 | 0.210|
| HellaSwag | 0.330 | 0.440 | 0.420 | 0.460|
AQI vs Choices-Only Cohen’s Kappa
- Abductive question inference explains some, but not all of choices-only accuracy
Summary + Takeaways
We now know that:
- LLMs can perform well in MCQA without the question
- This may not just be due to memorization
- LLMs may employ reasoning strategies over all choices
- Abductive question inference may be one such strategy
**Choices-Only LLMs can be stronger than we think**
Abductive question inference is an impressive strategy!
**Impressive strategies like AQI can’t fully explain choices-only accuracy**
We still need to work towards building better benchmarks | 995462c7-ee9a-4f0a-a1f3-7e5a0182f796 | CC-MAIN-2024-51 | https://nbalepur.github.io/assets/pdf/Artifacts_or_Abduction.pdf | 2024-12-12T06:28:19+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066107376.23/warc/CC-MAIN-20241212062325-20241212092325-00107.warc.gz | 382,423,379 | 1,683 | eng_Latn | eng_Latn | 0.902242 | eng_Latn | 0.973239 | [
"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 | [
190,
401,
597,
850,
1110,
1259,
1440,
1617,
1799,
2119,
2234,
2416,
2593,
2866,
2934,
3111,
3288,
3622,
3765,
3941,
4117,
4530,
4929,
5424
] | [
2.328125
] | 1 | 0 |
HOW FORESTS AND FOREST MANAGEMENT MESSAGING WAS DISSEMINATED IN GOVERNMENTAL PROMOTIONAL MATERIAL IN ONTARIO, 1800–1959
by
Amanda A. Lino
A dissertation submitted in partial fulfilment of the requirements of the degree of Doctor of Philosophy in Forest Sciences
Lakehead University
Thunder Bay, Ontario, Canada
15 June 2020
Copyright © Amanda Ann Lino, 2020
LIBRARY RIGHTS STATEMENT
In presenting this dissertation in partial fulfillment of the requirements for the PhD degree at Lakehead University in Thunder Bay, Ontario, Canada, I agree that the University will make it freely available for inspection.
This dissertation is made available by my authority solely for the purpose of private study and research. In addition to this statement, Lakehead University, Faculty of Graduate Studies has forms bearing my signature: Licence to the University, and Non-Exclusive Licence to Reproduce Theses.
Signature:
Date: 29 April 2020
A CAUTION TO THE READER This PhD dissertation has been through a semi-formal process of review and comment by at least two faculty members. It is made available for loan by the Faculty of Natural Resources Management for the purpose of advancing practice and scholarship. The reader should be aware that opinions and conclusions expressed in this document are those of the student and do not necessarily reflect the opinions of the dissertation supervisor, the faculty or Lakehead University.
Abstract
This dissertation studies governmental forestry promotional publications issued in Ontario, to examine how messaging of forests and forest management was disseminated in promotional publications released by government departments. The study adds to the literature that examines the shifting purpose of forested lands in Ontario. It complements recent studies on representations of sustainable forestry by drawing attention to various mediums that have been utilized in bolstering government sustainable mandates, which has been overlooked by many scholars. Based on an examination of numerous films, trade publications, children’s literature, and archival records on promotional publications, this dissertation argues both streams of government depicted a carefully constructed narrative that lacked transparency as to the actual state of forestry in the province. This portrayal of forests reflected the Dominion Forestry Branch’s and the Department of Lands and Forests’ own ideas regarding the purpose and use of the areas. This narrative, created for the public, was transformed over time. Illustrated is the contentious relationship that the public shared with forests due largely to the propaganda issued by governmental and industrial agencies, further demonstrating how government agencies continually re-envisioned forests to respond to its own evolving views of forests and society’s aspirations for the land. The changing perception of forests altered the government’s stance and guiding themes in forestry promotion shifted between utilization and conservation.
Lino, A.A. 2020. *How forest and forest management messaging was disseminated in governmental promotional material in Ontario, 1800–1959*. Ph.D. Diss., Thunder Bay, ON: Lakehead University.
Acknowledgements
The path to this dissertation has been a long and evolving one. Its completion is thanks in large part to the people who challenged and supported me through this process. I was fortunate to have an insightful and experienced committee who provided thoughtful feedback and encouragement. Thank you to Dr. Michel S. Beaulieu, my supervisor, along with my committee members Dr. Ron Harpelle and Dr. Chris Southcott, and external examiner Bruce Muirhead. I am grateful for your support in my research and sharing your depth of knowledge with me.
I would like to thank Kara Babcock, who spent countless hours listening and reading my chapters over, I am extremely grateful for all your help and support over the years.
Sam Markham, thank you for your years of support and encouragement—I finally finished!
Thank you to my husband Andre Lafreniere and my family who have been understanding, patient and supportive. I would not have been able to start or complete this without you.
I would also like to thank the administrative staff at Lakehead University in History and Natural Resource Management in addition to all the individuals at the various research institutions who made my research efforts possible.
To all the people I have met along the way, who in some way or another have helped and shaped me and my research, thank you.
Finally, a dedication. To my grandfather who passed before I was able to complete my dissertation. Thank you for your years of support and encouragement.
# Table of Contents
Abstract .......................................................................................................................... iii
Acknowledgements ...................................................................................................... iv
List of Figures .............................................................................................................. vi
List of Tables ............................................................................................................... vii
Chronological Listing of Canadian Forest Legislation from 1867 to 1960 ............... vii
Chronological Listing of Ontario Forest Legislation from 1867 to 1960 .................... viii
Chronology of Federal Jurisdiction of Forestry in Canada 1873–1960 ......................... ix
Chronology of the Ontario Department of Lands and Forests 1867-1960 ................... xi
Introduction Our Roots: The Path to Promoting Sustainable Forest Management in Ontario .... 12
Chapter 1 Under New Management: Ontario Forest Management in the Nineteenth Century .... 36
Chapter 2 Early Perspectives: Establishing a Relationship with Nature, 1860–1900 ............. 79
Chapter 3 Back to Nature: The Creation of Artificial Boundaries and the Architects behind Them, 1890s–1920s ........................................................................................................ 111
Chapter 4 The Golden Era of the Staple State, 1910s–1950s ............................................. 151
Chapter 5 Creating Resource Stewards by Investing in Youth Programming and Education, 1950s ........................................................................................................................................ 197
Conclusion .................................................................................................................. 247
Bibliography ................................................................................................................ 258
Appendix A Timber Limit Sales, 1867–1892 ..................................................................... 282
Appendix B Large Fires in Ontario .................................................................................. 283
Appendix C Ontario Forest Protection Division and Department of Lands and Forests, Samples of Forest Fire Prevention Posters (1958) ......................................................... 284
Appendix D Films Shown on the Conservation Car and at Public Lectures ....................... 287
Appendix E CNR Conservation Car Summary of Activities (1958) .................................... 292
List of Figures
Figure 0.1 Goffman’s frame ........................................................................................................... 25
Figure 0.2 Breakdown of framing: The relationship between the message and how it is received and perceived by the consumer ................................................................................................. 25
Figure 0.3 Conditions for potential successful persuasion ............................................................... 30
Figure 0.4 Conditions for potential failed persuasion ........................................................................ 30
Figure 3.1 *Rod and Gun in Canada* (August, 1913). “In Algonquin National Park of Ontario.” .................................................................................................................................................................................. 133
Figure 3.2 CPR Brochure, 1916 ...................................................................................................... 135
Figure 3.3 T.F. Poster for Canada Pacific. c. 1926 ............................................................................ 135
Figure 3.4 Ford Advertisement. *The Canadian Magazine*, May 1925 ............................................. 147
Figure 3.5 Ford Advertisement. *The Literary Digest*, 23 August 1930 ........................................... 147
Figure 4.1 Dominion Forest Service poster ..................................................................................... 183
Figure 4.2 Dominion Forest Service poster ..................................................................................... 183
Figure 4.3 Dominion Forest Service poster ..................................................................................... 184
Figure 4.4 Dominion Forest Service poster ..................................................................................... 184
Figure 4.5 Dominion Forest Service poster ..................................................................................... 185
Figure 4.6 Dominion Forest Service poster ..................................................................................... 185
Figure 4.7 Dominion Forest Service poster ..................................................................................... 186
Figure 4.8 Dominion Forest Service poster ..................................................................................... 186
Figure 4.9 Ontario Department of Lands and Forests advertisement ............................................. 193
Figure 4.10 Ontario Department of Lands and Forests Advertisement ........................................... 193
Figure 5.1 Spruce Falls Power and Paper Company Ltd. .................................................................. 202
Figure 5.2 Abitibi Power and Paper Company Ltd. .......................................................................... 202
Figure 5.3 Department of Lands and Forests .................................................................................. 206
Figure 5.4 Canadian Cellulose Company ....................................................................................... 206
Figure 5.5 Watt, R.M. 1950. Letter B from *ABC’s of Forest Fire Prevention* ............................... 214
Figure 5.6 Watt, R.M. 1950. Letter F from *ABC’s of Forest Fire Prevention* ............................... 214
Figure 5.7 USFS, *Fire Prevention, “You Can Stop This Shameful Waste! Remember-Only you can prevent forests fires!”*, 1950 .................................................................................. 227
Figure 5.8 *Expert From A City Boy in the Woods*. Comic book published by Ontario Department of Lands and Forests, 1955 ......................................................................................... 233
Figure 5.9 Department of Lands and Forests. *Our Forest Lands*, 1963 ........................................ 235
Figure 5.10 Canadian National Railway Forest Conservation Car. Wooden-Sided Coach Converted to Classroom/Theatre used by CFA to Promote Forest Conservation .................. 237
Figure 5.11 US. Cooperative Forest Fire Prevention (CFFP) Coloring Sheet, front and back. Department of Agriculture. 1956 ......................................................................................... 239
List of Tables
Table 0.1 Phases of thematic analysis ................................................................. 17
Table 4.1 Large fires in Ontario pre-WWII ....................................................... 164
Table 5.2 The CNR Conservation Car no. 15021 (1958 Tour) .......................... 241
Chronological Listing of Canadian Forest Legislation from 1867 to 1960
Federal and Territorial Legislation
1849 Crown Timber Act, S. Prov. C. 1849, c. 30
Regulation for Revenue Era
1872 Dominion Lands Act, S.C. 1872, c. 23
1876 The Indian Act, S.C. 1876, c. 18
1883 The Dominion Lands Act, 1883, S.C. 1883, c. 17
1901 Order-in-Council provided that one person or company could not hold more than five berths of five miles each. Required licensee to operate sawmill for at least six months of the year.
Conservation Era
1906 Federal government sponsored first National Forestry Congress in Ottawa
The Dominion Forest Reserves Act, S.C. 1906, c. 14
1911 The Dominion Forest Reserves and Park Act, S.C. 1911, c. 10
1920 Pulpwood berths authorized
1927 Dominion Lands Act, R.S.C. 1927, c. 118
1930 Natural Resource Transfer Agreement (Manitoba, Saskatchewan, and Alberta)
1949 The Canada Forestry Act, S.C. 1949 (2d Sess.), c. 8
1950 Territorial Lands Act, S.C. 1950, c. 22
1951 The Indian Act, S.C. 1951 (1st Sess.), c. 29
1960 Department of Forestry Act, S.C. 1960, c. 41
Chronological Listing of Ontario Forest Legislation from 1867 to 1960
Regulation for Revenue Era
1868 The Free Grant and Homestead Act of 1868, S.O. 1868, c. 8
1883 Report on the Necessity of Preserving and Planting Trees. Led to the establishment of Arbour Days.
Ontario Tree Planting Act, 1883, S.O. 1883, c. 26
1892 Royal Commission appointed to look at creation of system of forest reserves and parks. Report urged more careful management to protect resource base and avoid waste.
Province began to issue permits for pulpwood.
1896 An Act relating to Crown Timber, S.O. 1896, c. 12
1897 Royal Commission on Forest Protection established under F.W. Rathbun. Argued in favour of a timber reserve system for Southern Ontario.
Conservation Era
1898 The Forest Reserve Act, S.O. 1898, c. 10
An Act respecting the Manufacturing of Pine cut on the Crown Domain, S.O. 1898, c. 9
1903 All pulpwood agreements cancelled, had not been fulfilled because of punitive American tariffs.
1904-10 Province hired first professional foresters and established the Faculty of Forestry at the University of Toronto.
1911 The Counties Reforestation Act, S.O. 1911, c. 74
1924 The Mills Licensing Act, S.O. 1924, c. 17
1929 The Pulpwood Conservation Act, S.O. 1929, c. 13
1936 Forest Resources Regulation Act, S.O. 1936, c. 22
1940 Royal Commission appointed to look into the bankrupt Abitibi Power and Paper Company.
1941 Selection Committee into the forest industry and regulations.
1946 Royal Commission on Forestry lead by Major-General Howard Kennedy
Forest Management Era
1947 The Forest Management Act, 1947, S.O. 1947, c. 38
1952 The Crown Timber Act, 1952, S.O. 1952 (1st Sess.), c. 15
1954 White paper on sustained yield forestry.
Chronology of Federal Jurisdiction of Forestry in Canada 1873-1960
1873-1936 Department of the Interior
1936-1950 Department of Mines and Resources (Canada)
1950-1953 Department of Resources and Development
1953-1962 Department of Northern Affairs and National Resources
## Chronology of the Ontario Department of Lands and Forests 1867-1960
| Term | Minister (Commissioners prior to 1905) | Political Party (Ministry) |
|---------------|---------------------------------------|----------------------------|
| **Commissioner of Crown Lands** | | |
| 1867-1871 | Stephen Richards | Liberal Conservative |
| | | (MacDonald) |
| 1871-1871 | Matthew Crooks Cameron | Liberal Conservative |
| | | (MacDonald) |
| 1871-1873 | Richard William Scott | Liberal (Blake & Mowat) |
| 1873-1889 | Timothy Blair Pardee | Liberal (Mowat) |
| 1889-1896 | Arthur Sturgis Hardy | Liberal (Mowat) |
| 1896-1899 | John Morison Gibson | Liberal (Hardy) |
| 1899-1906 | Elilhu Davis | Liberal (Ross) |
| 1904-1905 | Alexander Grant MacKay | Liberal (Ross) |
| 1905-1905 | James Joseph Foy | Conservative (Whitney) |
| **Minister of Lands and Mines** | | |
| 1905- | Francis Cochrane | Conservative (Whitney) |
| **Minister of Lands, Forests and Mines** | | |
| -1911 | Francis Cochrane | |
| 1911-1914 | William Howard Hearst | |
| 1914-1919 | Howard Ferguson | |
| **Minister of Lands and Forests** | | |
| 1919-1923 | Beniah Bowman | United Farmers (Drury) |
| 1923-1926 | James W. Lyons | Conservative (Ferguson) |
| 1926-1926 | Howard Ferguson | Conservative (Ferguson) |
| 1926-1934 | William Finlayson | Conservative (Ferguson & Henry) |
| 1934-1941 | Peter Heenan | Liberal (Hepburn) |
| 1941-1943 | Norman Otto Hipel | Liberal (Hepburn, Conant, Nixon) |
| 1943-1946 | Wesley Gardiner Thompson (Liberal Party) | Conservative (Drew) |
| 1946-1952 | Harold Robinson Scott | Conservative (Drew, Kennedy & Frost) |
| 1952-1954 | Welland Gemmell | Conservative (Frost) |
| 1954-1958 | Clare Mapledoram | Conservative (Frost) |
| 1958-1962 | Wilf Spooner | Conservative (Frost & Robarts) |
Ontario’s path to forest sustainability has been constrained by key elements in its historical development. The endorsement of practices geared towards industrial development and colonialism reflected the view that natural resources were solely commodities. Historical trends indicate Ontario’s actions were consistent with the dynamic property referred to as stability.\(^1\) Underlying this conceptual history is a superficial consensus, a notion that Michael Redclift argues has “given way to a series of parallel but distinct discourses around sustainability.”\(^2\) Discourses on the sustainability of Ontario’s forests have shifted from a “focus on rights, rather than needs, as the principle line of enquiry.”\(^3\) As such, in analyzing Ontario’s pathway to sustainability in the twentieth century, four main conclusions can be reached:
- Land was multi-use in scope and purpose;
- Policies were initially focused on industry rather than on environmental preservation;
- The interaction between northern and southern regions were colonial in both policy and practice; and
- The outcomes of policies were uneven in terms of management success and strategies.
Colonial expansion plays an important role in the development of the political economy of Northern Ontario. Colonization of the region profoundly transformed the landscape and societies within it. Like other northern hinterlands that were colonized, Northern Ontario experienced: the establishment of Canadian state power; dispossession of First Nations; railway
---
\(^1\) Cf. A. Stirling, “Framing Complexity and Resilience: Towards more Reflective Socio-Ecologies of Sustainability,” Paper presented at Conference of the European Society for Ecological Economics on Integrating Natural and Social Sciences for Sustainability (Leipzig, 8 June 2007); M. Leach, I. Scoones, and A. Stirling, “Governing Epidemics in an Age of Complexity: Narratives, Politics and Pathways to Sustainability,” *Global Environmental Change* 20 (2010), 369–77.
\(^2\) M. Redclift, “Sustainable Development (1987–2005): An Oxymoron Comes of Age,” *Sustainable Development* 13, no. 4 (2005): 212.
\(^3\) Ibid.; original emphasis.
development; natural resource exploitation; Euro-Canadian settlement; and expansion of the internal markets. Unlike other colonies in Canada, however, Ontario continued to feel state power over its political and economic development; this was most evident in the natural resource sectors. Canada’s purchase of Rupert’s Land in 1869-1870, would allow for industrialization and development in Northern Ontario.\(^4\) By the turn of the century, the government had actively been developing a transportation infrastructure that would help stimulate new developments in mining, forest-based activities and agricultural settlements. Despite these developments, the region struggled to find a balance to self-sustain industrialization, apart from Sault Ste Marie and the Lakehead. Other cities in the North did not or could not diversify beyond their single industry. One explanation for this disparity is that the resource extraction industries were not owned and operated by local concerns. Under this all-too-typical paradigm of capitalist development, resource extraction was also capital extraction from these communities, with little to no economic stability for locals. What becomes clear is that the philosophies that governed development in the north were based on rapid production and settlement, to generate revenue for the South, which resulted in homogeneous resource markets that lacked diversification, leading to ghost towns when resources were exhausted. In contrast, the near-north and southern Ontario’s development of natural resources reveals a more methodical approach with regulations, placing restrictions on land use, ownership and harvesting. These divergent approaches to development of the resources sectors would lead to tensions between Northern and Southern
\(^4\) Developing the northward expansion of the province remain a priority for the province who tried to encourage immigration to the region. While earlier efforts promoted to first generation youths, these efforts eventually expanded to newcomers from Great Britain, France, Germany, and Scandinavia. Attempts to recruit were dismal as exemplified by *The Undeveloped Lands of Northern and Western Ontario* or *North-Western Ontario: Its Boundaries, Resources and Communications*. Kirkwood and Murphy, and the anonymously authored *North-Western Ontario: Its boundaries, resources and communications* (Toronto: Hunter Rose and Co., 1879).
Ontario. Northern Ontario argued for more control of over how their resources were being governed and keep profits from these sectors in the local economy.
Early attempts at forestry management suffered from a lack of long-term planning and ineffective legislative tools for enforcing regulation. These policies also relied on incomplete knowledge and a belief system that reflected a naive understanding of Hardin’s tragedy of the Commons.\(^5\) According to Garrett Hardin, the tragedy of the commons is one way to account for overexploitation. He theorized that in a shared-resource system, where users operate independently of each other in their own self-interest, their actions result in the depletion or spoiling of the shared resources. Moreover, corruption and the influence of industry interests often undermined policy implementation. Ontario, during its ecological (scientific) phase, began reevaluating its priorities regarding the forestry industry and began to establish a balance between exploiting and preserving nature.\(^6\) As before the 1940s, forestry policy largely dealt with licensing timber harvest and preventing damage to the resource base. However, after that, policy focused on sustained-yield management and managing the forest to provide a constant sustainable yield of fibre per year.\(^7\) In the 1960s, once again forestry policy begins to account for multiple uses of the forestland base, including timber and non-timber values. However, sustainable yield is still the primary focus of forest policy in Canada.\(^8\)
Ontario has adopted sustainable management practices through incorporating both
---
\(^5\) See G. Hardin, “Tragedy of the Commons,” *Science* 162, no. 3859 (1968), 1243–8.
\(^6\) The ecological phase mentioned by Kimmins took place midway through the twentieth century when knowledge about forest diversity and practices and the relationship between forests and wildlife were being developed and better understood. Rights and responsibilities in the forestry sector have been adopted in forest management plans. See J. Kimmins, “Sustainable Development in Canadian Forestry in the Face of Changing Paradigms,” *Forest Chronicle* 73, no. 1 (1992): 33–40; D.L. Euler and Ernie A. Epp, “A New Foundation for Ontario Forestry Policy in the 21st Century,” in *Ecology of a Managed Terrestrial Landscape: Patterns and Processes of Forest Landscapes in Ontario*, edited by A.H. Perera, D.L. Euler and I.D. Thompson (Vancouver, BC: University of British Columbia Press, 2000), 237–75.
\(^7\) M.M. Ross, *Forest Management in Canada* (Calgary, AB: Canadian Institute of Resources Law, 1995).
\(^8\) Ibid.
holistic and scientific knowledge into the decision-making process, shifting away from a production-governance model to a multiple-use model that incorporates aspects of conservation. Broadly speaking, as Ontario matured, its shaping of the forestry industry went from politicians directly crafting policy through legislation to a hands-off approach where civil servants established policy through various land use departments. Consequently, an analysis of the trends in promotional materials, industry publications and contemporary accounts provides insight into the Ontario government’s evolving approach to forest management and the public’s relationship with the province’s forests.
**Research Topic**
In this dissertation, I use an interdisciplinary research approach, touching on the cultural, geographical and political elements of the history of promoting forests and their management within the province. Unlike traditional compilations written on Ontario’s forest history, which tend to be framed primarily in one or a combination of the fields of history, economics and politics, this dissertation offers a unique perspective by applying the fields of environmental studies and ethnology to create a more holistic understanding of Ontario’s path to promoting sustainable forest management. I argue that bureaucrats involved in crafting and implementing forestry policy were influenced by British and European management practices and related political policy and ecological imperialism and were fuelled by a desire for timber resources and preserving aspects of Anglo-Saxon cultural hegemony.
The questions that shape this research are related to how messaging of forests and forest management were disseminated in promotional publications released by both provincial and federal government departments. The dissertation is structured to show the reader the gradual
changes that contributed to shaping not only the government’s understanding of managing resources but the importance of advertising and marketing its targeted messages.
This dissertation argues that the marketing of forests by the Province of Ontario evolved to incorporate both non-utilitarian (emphasis on the aesthetic, emotional, spiritual and ethical values of nature) and utilitarian (emphasis on species and ecosystems as resources or service supplies for human) approaches. The challenge in balancing the interest of each of these approaches is the divide that inherently exists between the two—the separation between humans and nature. The image of forests within the province is impacted by this dichotomy, for forests have been, and continue to be, managed under the dual mandate of mixed use, where leisure and industrial pursuits battle for access to forests and priority in policy. I explore this contention between varying interests through an historical examination of Canada’s early relationship with nature and the environment that contributed to shaping nationhood in Canada. Government agencies were constantly adjusting their approaches to forestry regulation in response to society’s changing interests in forests and aspirations for land use in the province. The changing perceptions of forests altered and guided the themes used in forestry promotion, shifting from industrial to recreational then to mixed use.
While there have been different approaches to writing about the history of forest management, many of them have discussed the adoption of conservation and sustainable principles using different benchmarks. One of the most commonly referenced works is J.P. Kimmins’s 1995 article “Sustainable Development in Canadian Forestry in the Face of Changing Paradigms,” in which he argues that there are four phases in the historical use of natural resources: explorative, administrative, ecological and social.\(^9\) Lambert and Pross suggest similar
\(^9\) Kimmins, “Sustainable Development.”
benchmarks, breaking their work into four parts: the age of waste, 1763–1841; consolidation and conservation, 1842–1900; wider responsibilities, 1901–1940; and managing natural resources, 1941–1966. Comparing the periodization used by Kimmins to Lambert and Pross suggests that each scholar used different vectors and criteria to establish what they deemed to be distinctive phases of resource management. In examining the relationship between resource management and promotional products created for public dissemination, this dissertation suggests an alternative phase breakdown, Under New Management (mid-1800–1898), Interpreting Early Perspectives (1860–1910s), Back to Nature (1900s–1930s), Rise of Forestry (1920s–1950s), and Youth Stewardship (1950s). While the precise periods are slightly different, they address the same socio-economic and political changes.\(^{10}\)
The ways in which the image of forestry contributes to conservation and sustainability has not been researched to this degree before by other scholars. In a cursory examination, I found few publications or literature on forestry promotion in Ontario. However, there has been some research published on national parks. The 150 years covered in this dissertation allow for a thorough examination of the image of forestry and its management practices during the different periods mentioned earlier. Although I focus on Ontario’s forests prior to the twenty-first century, examining promotional materials as well as political and economic influences through legislation, there needs to be further research on images and the identity of forestry and its management. The greater the government’s ability to feed into the positive association between forest and consumer, the greater the interest and investment in the resource, highlighting the importance of identifying the target audience and marketing to them.
\(^{10}\) R.S. Lambert with P. Pross, *Renewing Nature’s Wealth: A Centennial History of the Public Management of Lands, Forests and Wildlife in Ontario*. (Toronto: ON: Ontario Department of Lands and Forests, 1967).
Writings about Ontario’s Forests
I chronicle the path Ontario took towards establishing more sustainable, conservation approaches to forest management and the resulting messages the province produced for public consumption in the period from the 1800s to the 1950s. Within this period, there were six distinct but overlapping influences that shaped not only Ontario’s management of forest industries but how the government chose to promote the resource to the public in the province. These influences can be summarized as colonization, commercialization, consumption, management, conservation and stewardship. Historians who have written on Ontario’s forests, resource management and resource industry developments have addressed these influences in a variety of ways. While comparatively more has been written on the American experience with regards to the history of forest conservation, there are several Canadian studies that form a corpus of standard references.
The Canadian corpus that the dissertation engages with is the shifting purposes of forested land in Ontario by building primarily on the staple thesis of Harold Innis, which provides a versatile framework for examining the interactions of different stakeholders throughout the settlement of the province. Innis argues that the Canadian economy was shaped by the successive concentrations of staple exports: cod, fur, lumber (and pulp and paper), agricultural products (primarily wheat) and minerals, which fuelled the metropolitan economies of Europe and eventually the United States:
The economic history of Canada has been dominated by the discrepancy between the centre and the margin of western civilization. Energy has been directed towards the exploitation of staple products and the tendency has been cumulative. The raw materials supplied to the mother country stimulated manufacturers of the finished product and also of the products which were in demand in the colony. Large-scale production of raw materials was encouraged by improvements of techniques of production, of marketing, and of transport as well as by improvement in manufacture of the finished product. . . . Agriculture, industry, transportation, trade, finance, and governmental activities tend to become
subordinate to the production of the staple for a highly specialized manufacturing community.\textsuperscript{11}
Innis’s analysis is most applicable to the early stages of development in Ontario, and its relevance diminishes as the province shifts from agricultural land use to industrialization and commodification.
Then there is Arthur Reginald Marsden Lower’s 1938 \textit{The North American Assault on the Canadian Forests}. Lower’s work delves into various sources of information to produce an accurate and comprehensive history of the economic importance of the lumber trade and associated forest products for Canada and the United States. Lower, like many early historical economists, bases his approach on Harold Innis and W.A. Mackintosh, arguing that the Canadian political economy was shaped by the export of successive staples, from initial colonization to the modern era.\textsuperscript{12}
Alternatively, H.V. Nelles, in \textit{Politics of Developments}, provides a more robust picture of the various resource markets and their intersection with each other. Nelles’s rendition of the staple thesis provides a more concrete interpretation of resource histories and public policy. A ‘new generation of staples’ contributes to Nelles’s reinterpretation, as he accounts for expansion into the prairies based on agricultural development, as well as the development of the pulp and paper industry, mining extraction, and the founding of the hydroelectric industry.\textsuperscript{13} The rapid development of staple production across the country during the period of industrialized
\begin{footnotes}
\item[11] Harold Innis, \textit{The Fur Trade in Canada: An Introduction to Canadian Economic History} (Toronto, ON: University of Toronto Press, 1956), 385.
\item[12] Arthur Reginald Marsden Lower, \textit{The North American Assault on the Canadian Forests} (Toronto, ON: Ryerson Press, 1938); Innis, \textit{The Fur Trade in Canada}; Innis, \textit{The Cod Fisheries: The History of an International Economy} (Toronto: University of Toronto Press, 1954); W.A. Mackintosh, “Economic Factors in Canadian History,” \textit{Canadian Historical Review} 4, no. 3 (1923): 12-25; and “Some Aspects of a Pioneer Economy,” \textit{Canadian Journal of Political Science} 2, no. 11 (1939): 457-63
\item[13] H. V. Nelles, \textit{Politics of Development: Forests, Mines and Hydro-Electric Power in Ontario, 1848–1941} (Montreal and Kingston: McGill-Queen’s University Press, 2005), xxv.
\end{footnotes}
capitalism meant a new, more active role for the state. This period resulted in the rise of institutional and structural outcomes and developments that continue to influence natural resource sectors till the present day.
Lambert and Pross, in *Renewing Nature’s Wealth*, have written a lengthy history on the public management of lands, forests and wildlife in Ontario. Like other scholars, they have contributed to the creation of a framework of phases of resource management in the province. While a great resource, it is not an unbiased critique of the Ontario Ministry of Natural Resources, as they were in part sponsored by the department to celebrate its centennial history. While their work showcases the department in a favourable light, they do address many of the department’s shortcomings and failures. One of the arguments that Lambert and Pross make is that after the 1940s, Ontario was in a period of change, and the forestry sector was entering an age of forestry. They discuss the shifting attitudes during this transitional period, which were sympathetic to the adoption of progressive forestry education and forestry as a science.\(^{14}\)
Comparatively, *Lost Initiatives* by R. Peter Gillis and Thomas R. Roach looks at the industrial side of forestry development and paints a gloomier picture. They see Canada’s forest industry as a failure, concluding that “there has been little political leadership in this country which has endeavored to create an imaginative way a policy framework taking into account the needs of forests industries, but going beyond these to insuring regeneration of Canadian woodlands on a rational basis for future generations.”\(^{15}\) They argue that the responsibility for this failure lies with the Canadian public, who, they claim, remained ignorant of the fragility of the resource and obtuse to its wide-scale exploitation.\(^{16}\)
---
\(^{14}\) Lambert with Pross, *Renewing Nature’s Wealth*.
\(^{15}\) Ibid., 262.
\(^{16}\) R.P. Gillis and T.R. Roach, *Lost Initiatives: Canada’s Forest Industries, Forest Policy, and Forest Conservation* (New York: Greenwood Publishing Group, 1986).
Robert Wightman and Nancy Wightman’s book *The Land Between* is one of the few resources that focuses on Northwestern Ontario’s resource development, emphasizing the north-south tensions that contributed to failures in resource management in the North. They argue that the Ontario government during the late-nineteenth and early-twentieth centuries engaged in a policy of short-term revenue maximization to meet growing expenditures needs, shifting the burden for public expenditure to the natural resources of Northern Ontario. This, they argue, was not unlike the mindset of the nineteenth-century northern lumber baron, who they describe as retaining a “grasping colonial mind-set that never let tomorrow’s need stand in the way of today’s profits.”\(^{17}\)
The works of other scholars, like Lillian Gates and David Wood, are not focused on forestry but contribute to the contextual understanding of the pre-Confederation period and the impact that colonization, settlement, agriculture and external influences played in shaping the economic and political decisions made in the province. Inter-provincial competition for immigrants galvanized Ontario to re-conceptualize its use of land. Consequently, development of new lands created competing interests among lumbermen and settlers, resulting in mixed-use lands being favoured for commercial use. Gates examines the perspectives of the different policymakers and stakeholders and how their interactions influenced land use in Canada at this time. She argues that land policy issues of the mid-nineteenth century began with grievances rooted in dated land policy systems, such as seigniorial tenure and clergy reserves, as well as issues of preferential treatment (patronage and favouritism), stagnation and resources.\(^{18}\) Wood argues for the importance of the railway in developing Ontario, as it not only connected the
\(^{17}\) W.R. Wightman and N.M. Wightman, *The Land Between: Northwestern Ontario Resource Development, 1800 to the 1990s* (Toronto, ON: University of Toronto Press, 1997), 125.
\(^{18}\) Lillian Gates, *Land Policies of Upper Canada* (Toronto, ON: University of Toronto Press, 1968)
country but facilitated the growth of Northern Ontario, helping to establish transportation infrastructure that led to social welfare programs and services in communities established along the rail lines. This contributed to the growth of resource industries where single-industry towns were established to supply labour. Wood reinforces the theme of exploitation by early settlers for personal gain.
**Writings on Sustainability**
One of the most contested concepts in the literature is “sustainable development.”\(^{19}\) For many scholars it is difficult to pinpoint when the concept sustainability/sustainable development first appeared.\(^{20}\) Nagel argues that early ideas of sustainability can be traced back to Aristotle in 400 BCE, with his concept of “household.”\(^{21}\) According to Aristotle, the Greek understanding of the household was “characterized by the ability to produce and reproduce what was needed for a living.”\(^{22}\) This characterization of the word “household” differs slightly from today’s understanding of what a household is, in that it had to be self-sustaining to an extent and not driven by consumption (overindulgence).\(^{23}\) The concept has since evolved. European literature from the twelfth and sixteenth centuries developed the idea of sustainability in the forestry sector, reflecting the idea that harvesting practices should be regulated according to and adapted to the natural regeneration cycle of the forest.\(^{24}\) As Enhert has argued, sustainability was applied to the forest industry out of necessity in order to protect the longevity of the resource and its
---
\(^{19}\) B. Giddings, B. Hopwood, and G. O’Brien, “Environment, Economy and Society: Fitting Them Together into Sustainable Development,” *Sustainable Development* 10 (2002): 187–96.
\(^{20}\) W.L. Filho, “Dealing with Misconceptions on the Concept of Sustainability,” *International Journal of Sustainability in Higher Education* 1, no. 1 (2000): 9–19; I. Enhert, *Sustainable Human Resource Management: A Conceptual and Exploratory Analysis from a Paradox Perspective* (Heidelberg: Physica-Verlag, 2009).
\(^{21}\) B. Nagel, *The Household as the Foundation of Aristotle’s Polis* (Cambridge: Cambridge University Press, 2006).
\(^{22}\) Enhert, *Sustainable Human Resource Management*, 35.
\(^{23}\) Ibid.
\(^{24}\) For examples see Filho, “Dealing with Misconceptions.”
economic potential for future generations.\textsuperscript{25} This notion of sustainability spread in subsequent centuries (eighteenth and nineteenth) and was adopted by other industries and by other emerging regimes in the United States and Canada.\textsuperscript{26}
For years, conservation had a negative connotation, as supporters of it were seen as anti-everything.\textsuperscript{27} Although there were proponents of sustainable development, they were in an uphill battle against industry and governments whose interests were motivated by financial gains. It was not until the second half of the twentieth century that the term “sustainable development” was accepted as a standard in the development and exploitation of resources. The term “sustainable” gained momentum in the 1970s when it was used to refer to an economy “in equilibrium with basic ecological support systems.”\textsuperscript{28} Commissioned by the Club of Rome in 1972, \textit{Limits to Growth} by Meadows, Goldsmith and Meadows\textsuperscript{29} propelled the environmental movement forward. These scholars argued, based on their computer models, that the world could not sustain overindulgent behaviours and needed to adopt sustainable approaches to development.\textsuperscript{30} The 1972 UN Stockholm Convention on the Human Environment tackled these concerns by asserting that development and the environment were inherently linked and that they needed to be considered simultaneously, that is, as one issue.\textsuperscript{31}
The principles that drive sustainable development as developed by the International Union for the Conservation of Natural Resources (IUCN) and published by the World Conservation Strategy (WCS) are threefold: (1) preserving the ecological process, (2) protecting
\textsuperscript{25} Ehnert, \textit{Sustainable Human Resource Management}.
\textsuperscript{26} K. Drushka, \textit{Canada’s Forests: A History} (Montreal and Kingston: McGill-Queen’s University Press, 2003).
\textsuperscript{27} J. Nelson, “Experience with National Conservation Strategies: Lessons for Canada,” \textit{Alternatives} 15, no. 1 (1987): 42–9.
\textsuperscript{28} R. Stivers, \textit{The Sustainable Society: Ethics and Economic Growth} (Philadelphia, PA: Westminster Press, 1976).
\textsuperscript{29} D.H. Meadows, E. I. Goldsmith, and P. Meadow. \textit{The Limits to Growth} (London: Earth Island Limited, 1972).
\textsuperscript{30} Ibid.
\textsuperscript{31} Redclift, \textit{Sustainable Development}.
biological diversity and (3) sustaining productivity. These were further developed in the Brundtland Report, *Our Common Future*, put out by the World Commission on Environment and Development (WCED).\(^{32}\)
*Our Common Future* draws connections between environmental issues and political discourses, presenting them as inherently intertwined. One of the sections of the report discusses the notion of moving towards sustainable development. The report defines sustainable development as “development that meets the needs of the present without compromising the ability of future generations to meet their own needs.”\(^{33}\) This definition is representative of two key concepts: (1) needs—meeting the needs of the world’s poor and giving them precedence and priority and (2) limitations—the environment’s current capacity to satisfy the need to provide for the present and future, given today’s limitations on technology and collective action.\(^{34}\) Sustainable development is meeting the basic needs of everyone while allowing everyone the opportunity to fulfill their desires for a better life.
Although such a definition is ambiguous, the WCED’s intention was to create widespread acceptance of sustainable development.\(^{35}\) This is supported by a statement made at a WCED public hearing in Ottawa in 1986, where a representative from a U.S. based Development, Environment, Population NGOs in their speech entitled “Making Common Cause” stated:
A communications gap has kept environmental, population, and development assistance groups apart for too long, preventing us from being aware of our common interest and realizing our combined power. Fortunately, the gap is closing. We now know that what unites us is vastly more important than what divides us. We recognize that poverty, environmental degradation and population growth are inextricably related and that none of these fundamental
\(^{32}\) See WCED, *Our Common Future* (New York: Oxford University Press, 1987).
\(^{33}\) Ibid., 43.
\(^{34}\) Ibid.
\(^{35}\) W. Rees and M. Wackernagel, “Urban Ecological Footprints: Why Cities Cannot Be Sustainable—And Why They Are a Key to Sustainability,” *Environmental Impact Assessment Review* 16, no. 4 (1996): 223–48; Giddings et al., “Environment, Economy and Society.”
problems can be successfully addressed in isolation. We will succeed or fail together. Arriving at a commonly accepted definition of “sustainable development” remains a challenge for all the actors in the development process.
There are those, like the Workshop on Urban Sustainability, that have argued that such a vague and open-ended definition renders the term “sustainable development” meaningless as it “lacking in any clear rigor of analysis or theoretical framework,” whereas others defend the inherent flexibility that allows everyone to make their own interpretation.\(^{36}\) The Brundtland Commission prevailing definition has also been criticized for prioritizing human needs over those of the environment. As a result, there have been proposals to replace “sustainable development” with “sustainability” or “sustainable livelihoods,” either of which would be more reflective of what the *Brundtland Report* claimed its aims were.\(^{37}\) As this concept is currently defined, there are conflicting priorities regarding economic growth, social equity and the environment.
For the purposes of this dissertation, the approach of Leach, Scoones and Stirling regarding pathways to sustainability is adopted. It can be understood as
alternative possible framework trajectories for knowledge, interventions and change which prioritize different goals, values and functions. These pathways in turn envisage different strategies to deal with dynamics—to control or respond to shocks or stresses. And they envisage different ways of dealing with incomplete knowledge, highlighting and responding to the different aspects of risk, uncertainty, ambiguity and ignorance in radically different ways.\(^{38}\)
\(^{36}\) Quoted in, Giddings et al., “Environment, Economy and Society,” 188; also see, Workshop on Urban Sustainability, *Towards a Comprehensive Geographical Perspective on Urban Sustainability* (New Brunswick, NJ: Rutgers University Press, 2000), xx; D. Pearce, A. Markandya, and E. Barbier, *Blueprint for a Green Economy* (London: Earth Scan, 1989).
\(^{37}\) See J. O’Connor, “Is Sustainable Capitalism Possible?” in *Is Capitalism Sustainable*, ed. M. O’Connor (New York: Guilford, 1994), 152–75; Workshop on Urban Sustainability, *Towards a Comprehensive Geographic Perspective*.
\(^{38}\) M. Leach, I. Scoones, and A. Stirling, *Dynamic Sustainabilities: Technology, Environment and Social Justice* (London: Earth Scan, 2010), 5.
Methodology
The approach taken in this dissertation includes aspects of both a thematic and frame analysis with elements of grounded theory. My research initially began by searching for promotional materials released by the provincial and federal governments that dealt with forests in Ontario. Once identified, the next step was deciphering the connections between the messages and the actions/inactions of governments within the resource sector using Erving Goffman’s frame analysis that describes how conceptual frames structure an individual’s perception of society.
The frame, according to Goffman, “presents structure and is used to hold together an individual’s context of what they are experiencing in their life, represented by a picture.”\(^{39}\) Framing is essential to the way a communication source defines and constructs any piece of communicated information. Goffman’s theory stimulates the decision-making process by highlighting some aspects and eliminating others. The dissemination and processing of information through these different frames can be understood through the following figures. Figure 0.1 illustrates what Goffman refers to as a frame. The added layers, or framing, represent the communication aspects that result in people’s preference by accepting one meaning over another. Figure 0.2 breaks down this process even further by showing the relationship and influence of how a message is consumed and eventually perceived.
\(^{39}\) E. Goffman, *Frame Analysis: An Essay on the Organization of Experience* (Boston, MA: Harvard University Press, 1974).
A thematic analysis approach was also applied, where salient themes in the secondary text and primary documents were identified.\textsuperscript{40} Similar to grounded theory, thematic analysis is a method that is employed to identify, analyse and distinguish patterns (themes) within a given data set.\textsuperscript{41} Data is then categorized and organized in great detail to create linkages to the research
\textsuperscript{40} J. Stirling-Attride, “Thematic Networks: An Analytic Tool for Qualitative Research,” \textit{Qualitative Research} 1, no. 3 (2001): 385–405.
\textsuperscript{41} V. Braun and V. Clarke, “Using Thematic Analysis in Psychology,” \textit{Qualitative Research in Psychology} 3, no. 2 (2006): 77–101.
topics being explored.\textsuperscript{42} This method is widely employed in qualitative research, and there is great debate over how to conduct this method and what it actually entails.\textsuperscript{43} Braun and Clarke have argued that because this method is open to interpretation it can be a “very poorly branded method” as it does not achieve the same recognition that other methods have achieved (e.g., narrative analysis, grounded theory). But even so, this method is able to offer the same level of analysis as any other theory used in this field.\textsuperscript{44} The following subsection describe the process of thematic analysis using Braun and Clarke’s six-phase process while applying a template approach as described by Crabtree and Miller.\textsuperscript{45}
Braun and Clarke have generated a “guide” to the six phases of conducting thematic analysis as a means of creating more uniformity within the theory. Table 0.1 exemplifies each of the six phases with a description of the process.
\begin{table}[h]
\centering
\begin{tabular}{ll}
\textbf{Table 0.1 Phases of thematic analysis} & \\
\textbf{Phase} & \textbf{Description of the process} \\
1. Familiarizing oneself with the data & “Carefully reading and re-reading of the data” to uncover themes and initial ideas within the data collected. This process may include transcribing data.\textsuperscript{46} \\
2. Generating initial codes & This process allows for common themes to emerge through a form of pattern recognition, after which they are categorized using coding for analysis.\textsuperscript{47} \\
3. Searching for themes & The codes created in the previous phase are analyzed to see whether they can be combined to create an overarching theme.
\end{tabular}
\end{table}
\textsuperscript{42} R. Boyatzis, \textit{Transforming Qualitative Information: Thematic Analysis and Code Development} (London: Sage Publications Ltd., 1998).
\textsuperscript{43} See Stirling-Attride, “Thematic Networks”; Boyatzis, \textit{Transforming Qualitative Information}; A. Tuckett, “Applying Thematic Analysis Theory to Practice: A Researcher’s Experience. Contemporary Nursing} 19 (2005), 75–87.
\textsuperscript{44} Braun and Clarke, “Using Thematic Analysis in Psychology.”
\textsuperscript{45} B. Crabtree and W. Miller, “A Template Approach to Text Analysis: Developing and Using Codebooks,” in \textit{Doing Qualitative Research}, edited by B. Crabtree and W. Miller, 163-177 (Newbury Park, CA: Sage Publications Ltd., 1999).
\textsuperscript{46} P. Rice and D. Ezzy, \textit{Qualitative Research Methods: A Health Focus} (Melbourne: Oxford University Press, 1999), 258.
\textsuperscript{47} J. Fereday and E. Muir-Cochrane, “Demonstrating Rigor Using Thematic Analysis: A Hybrid Approach of Inductive and Deductive Coding and Theme Development,” \textit{International Journal of Qualitative Methods} 5, no. 1 (2006).
4. **Reviewing themes** The creation of overarching themes (or candidate themes) while subjecting the entire data set to two phases of review and refining. Level one involves checking each of the themes to see if they form a coherent pattern in relation to the codes given to them. Level two is a similar process but with the entire data set.
5. **Defining and naming themes** “Define and redefine” each theme, so that an overall story can be analyzed. This process should generate clear definitions and names for each theme.
6. **Producing the report** The final opportunity for analysis. At this point, one should be able to draw upon examples, be able to relate back to research questions and literature, as well as produce a scholarly report that “convinces the audience of the merit and validity of your analysis.”
Adapted from Braun and Clarke, “Using Thematic Analysis.”
In using this approach, several recurring themes emerged: a common language related to the scope of the research questions around forest management, land policy, sustainability and promotion in the nineteenth and twentieth centuries. In reviewing the literature on land policy, forest management and sustainability, as well as the archival documents surrounding policy reports and bureaucrat correspondence, I developed an outline for the structure of this dissertation. The materials presented are organized to reflect the terms, phrases and ideas related to settler colonialism, environmental issues, expansionism, resource development, nature and stewardship. In structuring the dissertation in this fashion, my objective was to create a theory around image, power and the environment. While a frame and thematic analysis helped in identifying and teasing out themes and the framing of these messages, I relied on grounded theory to help link these findings with my research. I concurrently analyzed the literature and archival material in such a way that the processes could interact and influence the overall direction of research. By examining Ontario’s forest during different periods serves two
\[\text{48 Braun and Clarke, “Using Thematic Analysis in Psychology.”}\]
purposes: (1) to identify influences and their impact during various periods and (2) to develop broader conceptual ideas that explain the dynamics between settlers, agriculturalists, foresters, industrialists, government (both federal and provincial) and the land. The melding of these different theories and approaches allowed me to explore research questions pertaining to environmental imperialism, land policy and sustainability, create novel interpretations of resource history and expand on political theory.
Both epistemological approaches helped address the potential influence of media bias on public consciousness. What is media bias and why does it matter? Walter Lippmann, in *Public Opinion* argued that biases in the information-gathering process matter because they influence “the pictures” people form “in their heads.” Lippman argued that the world
is altogether too big, too complex, and too fleeting for direct acquaintances. We are not equipped to deal with so much subtlety, so much variety, so many permutations and combinations. And altogether we have to act in that environment, we have to reconstruct it on a simpler model before we can manage it.\(^{49}\)
The significance of the presence of bias speaks to the credibility and reliable of the information that the public is operating under and whether they are able to form coherent, meaningful opinions. It also addresses the existence of misinformation and how it circulates to become popular opinion in some instances. What is uncovered in the dissertation chapters is government efforts to influence *how* the public related to and understood forests and their management. While priming does not guarantee public attitudes or opinions, it does provide the government with an advantage in helping persuade its citizens.
The ability of government-generated narratives about forestry in the province present in the mass media and educational institutions to “manufacture” public consent is less certain. It is difficult, especially given the lack of data on public reception, to make any inferences on the
\(^{49}\) W. Lippmann, *Public Opinion* (New Brunswick, NJ: Transaction Publishers, 1998), 16.
impact and influence they had on public understanding and perception of forests and forestry in Ontario. Recently, some scholars have claimed that the media can be influential only in what issues people think about or how they think about issues.\textsuperscript{50} In helping to inductively identify the potential for successful persuasion of public attitudes, I created two sets of conditions. Figures 1.3 and 1.4 illustrate, on a basic level, conditions that would realistically either be influential or not in persuading the public of the credibility of the government’s efforts. These conditions serve as indicators of whether or not the government’s efforts helped to inductively decipher the potential impact of its efforts in promoting forest/forestry conservation in the province.
\begin{figure}[h]
\centering
\includegraphics[width=\textwidth]{conditions_for_potential_successful_persuasion.png}
\caption{Conditions for potential successful persuasion}
\end{figure}
\begin{figure}[h]
\centering
\includegraphics[width=\textwidth]{conditions_for_potential_failed_persuasion.png}
\caption{Conditions for potential failed persuasion}
\end{figure}
I reviewed primary and secondary sources to establish the context of the pre-Confederation period that created the initial necessity for forestry legislation. These primary
\textsuperscript{50} This is often referred to as “agenda setting.” For more details, see K. Lang and G.E. Lang, “The Mass Media and Voting,” \textit{Reader in Public Opinion and Communications} 2 (1966): 455–72; M.E. McCombs and D.L. Shaw, “The Agenda-Setting Function of Mass Media,” \textit{Public Opinion Quarterly} 36, no. 2 (1972): 176–87. Closely related to the agenda-setting theory is the spiral of silence theory, which focuses on how the media influences public beliefs. See E. Noelle-Neumann, \textit{The Spiral of Silence: Public Opinion, Our Social Skin} (Chicago, IL: University of Chicago Press, 1993).
source materials were mostly found in Library and Archives Canada as well as Archives of Ontario. Files from the Department of the Interior, Crown Lands Department, *Journal of the Legislative Assembly*, and political correspondence among ministers are the primary source materials referenced. Some of the more notable documents consulted include Lord Durham’s *Report on the Affairs of British North America*, the *Crown Timber Act of 1849*, the *Reciprocity Treaty* (1897), *Royal Commission on Forest Protection in Ontario*, the *Forest Reserve Act, Public Lands and Emigration*, and the Clerk of Forestry’s *Annual Report, Forest Management Act* (1899). The reports include discussions on the value of forests, the relation between agricultural settlement and forests, trees as a commodity, forest fires, lumbering methods, and climate and environmental conditions. They also reveal the British and European influences on resource management, eventually contributing to Ontario’s and Canada’s adoption of more conservation conscience approaches to managing resources, in order to preserve forests for economic and environmental stability. While many of these reports have been collectively referenced and briefly discussed, as in the works of Lambert with Pross, Nelles, and Lower, to name a few, I link them together under the framework of understanding how the relationship between various stakeholders (nature-human, settler-farmer-forester, north-south, forester-industry-government-public) influenced the changing image of forests being promoted to the public and the path that lead Ontario towards sustainability in forestry.
Lakehead University Library and Archives also proved useful in accessing primary materials, including travel diaries (Anna Jamieson, 1838; Susan Moodie, 1871; Paul Kane, 1859), magazines (*Rod and Gun, The Canadian Magazine, Canadian Lumberman*, and *Pulp and Paper Magazine*) and newspapers. This material provided useful first-hand accounts of settlement, agriculture, forestry, nature, and the current socio-political climate, which help in
establish how the public interacted with and felt about their environment and the management of natural resources (chapters one and two). In the later chapters, I used primary sources as supporting documents to exhibit many of the visual mediums generated to bolster the government agenda of that time.
Print material offers insight into the how the government at both the federal and provincial levels portrayed and advocated for sustainable use of forest reserves. The focus was not only on industry but the public, as well as multi-use areas that were used for both business and pleasure. *Canadian Lumberman* and *Pulp and Paper Magazine* were the primary trade journals I consulted. It is important to note that characterizing public perception pre-Confederation is not a task that can be done with any confidence or accuracy given the available materials. What I did, however, was assess how promotional campaigns changed in response to cultural and industrial trends. I applied a thematic approach to the promotional materials distributed in parks, industrial areas, and in popular leisure and trade magazines. These materials helped to establish government messaging and popular public opinion was as extrapolated through newspapers as discussed in chapters three, four and five. The archival research was primarily conducted at the Library and Archives Canada (LAC) and the Archives of Ontario (AO) between 2014 and 2018. These locations contained most of the primary sources on the bureaucratic history of Ontario’s forests. The documents reviewed included files from the provincial Department of Lands and Forestry and the Dominion Forest Services, which included documents on logging in the province, administrative reports and correspondence on forest management and jurisdiction, and educational initiatives and partnerships undertaken by resource branches. LAC also held some documentation on early land policy in Canada, and AO held resources from the twentieth century, many from the Ministry of Natural Resources. These
collections contained files on the development of forestry schools and ministry partners, in addition to promotional and education materials released for public consumption. The importance of accessing these materials cannot be overstated, as they were essential to develop an understanding of the juxtaposition between resource politics and the messaging the government was releasing to the public.
Though the ultimate focus of this dissertation is on the image of forests as promoted to the public by the Ontario government, the first two chapters are devoted primarily to the broader context of land policy and the early development of the forestry sector. Chapter one focuses on early colonization and settlement of Upper Canada and the relationship between settler, farmer and forester. Rising tensions among these different stakeholders necessitated changing land policies that sought to balance the needs of the lumber industry, agriculture and settlement.
The second chapter centers on the expansionist movement and its impact on Ontario. Here the importance of land policy reform is emphasized because Ontario was trying to mitigate the loss of immigrants, both current and future, and find viable land, which resulted in the province opening its northern territories. While agriculture was still important, other resource industries were beginning to be recognized more for their economic potential—forestry being one such industry. Two important aspects that are emphasized in the chapter are the importance of marketing, and understanding that resource exploitation is not sustainable and the necessity of adopting new approaches to preserve future use. I also pay attention to the West at the time of Confederation, when there was a drive to colonize and settle the prairies and territories. To this end I explore the Dominion government’s advertising strategies, media and imagery. The “Last Best West” (LBW) was a popular slogan used by the immigration branch of the federal Interior Department. This campaign was designed, not only to encourage immigration, but to dispel
negative preconceived notions of the region’s climate and culture. This campaign helped identify the significance of advertising and the adoption of mixed use mediums to broker messages. These tactics, while not novel, became the marketing standard for the provincial and federal governments. During the turn of the century, film became a popular medium for entertainment and education and was used effectively to promote settlement and agriculture within the Dominion. As films became more accessible, their inclusion in marketing strategies became more prevalent. The impact of the LBW campaign on Ontario can be understood through a discussion on the Canadian Pacific Railway (CPR). Discussed in the influence that the CPR had in shaping land policy and development of the forest sector in the province.
Chapter three focuses on the back to nature movement (c. 1900–1920s), which was influenced by popular culture and the rise of the leisurist. The economic policy of Canada’s first prime minister, Sir John A. MacDonald, encouraged development of Canada’s natural resources. At the time when Canada was seen as a place that one could get “back to nature,” it became “the natural playground of the world.”\(^{51}\) It was Canada’s landscape that attracted many Americans to come and bask in the bounties that the Canadian countryside had to offer, capitalizing on the resources available. This period saw the establishment of forest reserves, marking the real adoption of mixed-use spaces. The impact of both capitalism and imperialism in driving the changing population distribution from rural to urban life and in helping influence a rising leisure class is discussed. As argued in this chapter, the understanding of and relationship with nature is linked to its economic value, but the character of that value changed over the decades after Confederation. This is highlighted by a discussion on the provincial and federal governments’ realization that the continuous exploitation of forests and related resources was having a
\(^{51}\) G. Altmeyer, “Three Ideas of Nature in Canada, 1893–1914,” *Journal of Canadian Studies* 11, no. 4 (1976): 21–36.
deleterious impact on profits and social activities. I argue that the conservation movement gained influence and romance overtook fear as the dominant emotion associated with forests. This is exemplified most prominently in film, landscape paintings and leisure magazines.
Ontario was not only the first province to develop a comprehensive conservation strategy in the postwar era but remained alone in this distinction for several years. Chapter four, therefore, explores the genesis of this conservation movement and the attendant policies. In particular, forest fire protection and prevention propaganda became popular in various mediums. An examination of these materials reveals the increasing importance of sustainable forest management and conservation of resources not only as protection from industrial exploitation but also from abuse by the general public.
In the final chapter, I examine the role of youth stewardship, which was a concerted effort to develop specific strategies for inculcating youth with conservation mindsets while educating them about forest and forestry-related issues. The focus is on the establishment of various experiential programs that communicated these ideas, as well as the print publications that engaged youth of all ages to familiarize themselves with their natural environment. The mixed use of mediums in promoting the various messages speaks to the investment Ontario was making in resource education and the image it chose to exhibit. This watershed in the consumption of mass media presents a natural end point in my analysis of the promotion of Ontario’s pathway to forest sustainability.
Chapter 1
Under New Management: Ontario Forest Management in the Nineteenth Century
The landscape of today was not drastically shaped by the hunting and gathering practices of yesteryear, as some have come to believe. The subsistence practices used by the first peoples in foraging for food facilitated a symbiotic relationship with the land. This is in stark contrast to industrialized settler agriculture, which wrought rapid changes and often with little regard for complex ecological systems and their physical surroundings that were in equilibrium with one another. Settler agricultural practices contributed to the manufacturing of landscapes, which imposed an idealized systematic layout while providing convenience and efficiency for harvesting.
In Ontario, between 1780 and the 1850s, agriculture altered the landscape from an integrated woodland ecology to a homogeneous ecology populated with non-native species.\(^{52}\) Settlers’ ability to manufacture their environments to suit their needs is a testament to the rhetoric of struggle they faced vis-à-vis their landscape. In many ways, the struggles faced by these settlers facilitated the advancement of technological developments in agricultural practices. What emerged from this struggle was a technologically aggressive, exploitative settler colonial attitude toward nature wherein progress was defined in terms of resource development and extraction. Settlers placed themselves at the top of the social hierarchy based on their ingenuity and persistence in architecting a desired landscape, despite the numerous challenges the environment imposed.
Scholars have offered multiple interpretations of these settlers and their attitudes. Historian Robert Leslie Jones and others have referred to these settlers as “land butchers,”\(^{53}\)
\(^{52}\) J.D. Wood, *Making Ontario: Agricultural Colonization and Landscape Re-Creation before the Railway* (Montreal-Kingston: McGill-Queen’s University Press, 2000), 8.
\(^{53}\) See Wood, *Making Ontario*, xvii; N.S. Forkey, *Canadians and the Natural Environment to the Twenty-First*
while some contemporary scholars have described these early farmers as “ecological revolutionaries,” as they reshaped the land by manipulating the topography and introducing new species of crops.\textsuperscript{54} Both interpretations of these early settlers have a place in this dissertation, as they acknowledge both the destruction and alternation of the land while signifying that it also led to advancements in technology and increased understanding of the environment.
In addition to agricultural practices, demands from US markets partially shaped Ontario’s landscape. Between 1850 and 1900, the once major lumbering hubs were cut over and abandoned, forcing lumbermen further into the Canadian Shield to open new, unharvested areas.\textsuperscript{55} This exploitation fostered the construction of railways, allowing access to these previously inaccessible resources and the development of new settlements.\textsuperscript{56} To perceive this expansion as decades of steady progress would be a mistake, for the industry often ran afoul of natural barriers that hindered development. With the forest industry now a cornerstone of the provincial economy, the industry’s hardships jeopardized the financial stability of the country, triggering depressions in the 1870s and 1890s.\textsuperscript{57} During these times, Canada would rely on foreign capital investments, mostly from US markets. The prevalence of foreign capital in the
\textsuperscript{54} \textit{Century} (Toronto, ON: University of Toronto Press, 2012), 9.
\textsuperscript{55} Moving from the Ottawa Region into Parry Sound and Muskoka Regions. This would then extend to the north shore of Lake Huron followed by the Thunder Bay–Rainy River Region.
\textsuperscript{56} Under the Prime Minister Alexander Mackenzie (1873-1878), little progress was made on transcontinental railway. Production on the railway would once again commence with the re-election of John A. Macdonald in 1878.
\textsuperscript{57} By mid-1873 Canada was in the midst of a political scandal that result in the resignation of John A. MacDonald as Prime Minister. His role in the Pacific Scandal – conservative party leaders accepting bribes from private interests to influence the bidding for a national rail contract – not only resulting in him stepping down, lead to the railway project being scraped. Eventually an entirely new operation would build the Canadian Pacific Railway. The incumbent Alexander Mackenzie dealing with the follow out of the scandal was also left to deal with the aftermath of the Panic of 1873 which had last effects through the 1870s. The Panic of 1873 was a financial crisis that triggered an economic depression and Europe and North America. This period of stagnation was known as the Long Depression in Britain and the Great Depression in North American, until the collapse of the US stock market in the early 1930s that set a new standard.
Canadian market raised concern with lumbermen, who argued American operators controlled the majority of timber operations in Canada, which threatened the development of the industry.\textsuperscript{58}
This period marked the beginning of a foundation of “general regulations equally applicable to all,” even when faced with resistance from lumbermen who could manipulate politicians or bribe officials to develop policy favourable to their interests.\textsuperscript{59} As will be highlighted in this section, forestry was characterized by exploitation and revenue generation rather than conservation. Helping to illustrate the public’s sentiments about forests, first-hand accounts are drawn from travelers’ and farmers’ journals, letters and articles to historically anchor how the general public felt about the landscape, their new environment and the people around them. It is only near the end of the century that a shift in government attitude began to be manifest. It is at this point that the government began to see itself as a trustee of a vast public resource.
The reactions associated with exploitation of natural resources gained notoriety with the publication of Darwin’s 1859 \textit{On the Origin of Species}, which exacerbated looming anxieties about the repercussions of altering nature. In Ontario, Alexander Kirkwood’s poem, “A Treeless Country,” delivered to the Montreal Board of Trade on June 10, 1890, echoed the impending consequences of resource exploitation in Canada.\textsuperscript{60} It emphasized the possible reality of Ontario as a barren, treeless, dried up wasteland if swift action was not taken to protect its natural resources.\textsuperscript{61}
\textsuperscript{58} For example, an American operator controlled 1,75 billion feet of standing timber on Georgian Bay as of 1886. The height of this concern was in the 1880s and 1890s with the tariff wars. See Arthur Reginald Marsden Lower, “The Trade in Square Timber,” \textit{Contributions to Canadian Economics} 6 (1933): 40–61.
\textsuperscript{59} Canada Department of Crown Lands, \textit{Report of the Commissioner} (1856), 76.
\textsuperscript{60} A version of the entire poem can be found in Royal Commission on Forestry Reservation and National Parks, \textit{Report} (Toronto 1893), Introduction to Part II.
\textsuperscript{61} This is reflected in the following passage:
Great cities that had thriven marv’lously
Before their source of thrift was swept away
These changing perceptions set the stage for a new era of heightened concern for conservation. Nevertheless, the principles of conservation were in their infancy, as it meant putting an end to wasteful and destructive practices and preserving what was left of the natural environment.\textsuperscript{62} Ontario responded by educating the public on the state of its forest, putting to rest the idea that forests were inexhaustible while highlighting provincial and international developments in the realms of farming and forestry. Through public forums, lectures, addresses and official government documents, the Department of Crown Lands swayed public opinion and instilled an appreciation for nature among the general public by lessening the degree of “wanton and malicious injury” inflicted upon nature.\textsuperscript{63}
I argue that Upper Canada worked for diversification and pushed for corresponding institutional change.\textsuperscript{64} Although staples were important, they were not the sole factor in determining the economic, social, and political behaviour in Upper Canada.\textsuperscript{65} The period between 1849 and 1898 was an active time for forest management in Canada in which the foundation for sustainable forestry in the province was laid. Regulations from 1849 to 1869 helped create the essential elements of a licensing system. These early regulations provided the
\begin{quote}
Faded and perished, as a plant will die \\
With water banished from its roots and leaves; \\
And men sate starving in their tressless waste \\
Beside their treeless farms and empty marts, \\
And wondered at the ways of Providence!
\end{quote}
Quoted in W. Little, \textit{Letter to the President and Council of the Montreal Board of Trade Objecting to get Rid of the Timber} (Montreal, PQ: John Lovell & Son, 1890), 27.
\textsuperscript{62} Lambert with Pross, \textit{Renewing Nature’s Wealth}, 11.
\textsuperscript{63} Canada, “Forestry Report, 1896,” \textit{Sessional Papers}, 40 (1896), 25.
\textsuperscript{64} Upper Canada was the precursor to modern-day Ontario, which divided the former Province of Quebec into two parts, Upper and Lower Canada. In 1841, Britain united the colonies of Upper and Lower Canada into the Province of Canada. The Durham Report (1839) created new colonies under the Act of the Union, where the Province of Canada was made up of Canada West (formally Upper Canada) and Canada East (formally Lower Canada). After Confederation 1867, Western Canada became Ontario and Eastern Canada, Quebec.
\textsuperscript{65} D. McCalla, “The Loyalist Economy of Upper Canada, 1784–1806,” \textit{Histoire sociale/Social History}, 16 (1983): 279–304; D. McCalla, “Rural Credit and Rural Development in Upper Canada, 1790–1850,” in \textit{Patterns of the Past: Interpreting Ontario’s History}, edited by R. Hall, William Westfall and Laurel S. MacDowell, 37-54 (Toronto, ON: Dundurn Press, 1988). For an insightful overview of the economy, see K. Norrie and D. Ovram, \textit{A History of the Canadian Economy} (Toronto, ON: Oxford University Press, 1991).
basic structure for control and were aided in turn by the introduction of the ground rent system and later by the auction. These measures helped create stricter controls within the timber industry, although economic uncertainty hindered their enforceability. After Confederation (1867), Ontario assumed the right to administer the woods and forests of the province. Although this helped relieve some of the internal political uncertainty, it also created tension between the various levels of government over their respective rights. The main debate being the question of provincial right of ownership versus the federal right to regulate trade and commerce, a right contained in Section 91(2) of the Constitution Act of 1867. The source of the tension between the province and federal government was based on the volume of natural resources destined for interprovincial or international markets. The exclusive federal powers in the areas of trade and commerce superseded provincial property-based jurisdiction as soon as resources crossed provincial boundaries.
To understand the complexity of the relationship shared between the federal and provincial governments with regard to natural resource jurisdiction in a post-confederation period, one must first understand early management practices and society involvement with the land. I begin by examining early colonization and settlement trends and then move into early forestry management policy. Agricultural and forestry were two industries that were inherently linked to one another as they often had competing interests over land rights. To understand this evolving relationship, I provide a brief overview of agricultural colonization in Upper Canada. Social mobility played an important role in settlement demographics and farming practices. Vocational training of settlers reveals the extent of their ability to protect the environmental integrity of the land and sustain a viable farming operation. Natural histories of farmer’s experiences reveal that the ability of farmers to adapt to the landscape was proportional to the
method they employed to clear the land. In other words, the level of vocational knowledge of the land influenced one’s view of their environment. In understanding this settler–land relationship, it becomes evident that land use directly impacted this relationship. Here we begin to see the problems that arose between settlers, squatters and lumbermen as a result of their competing interests over the land.
Following this discussion, the chapter transitions into looking at the legislation and perception of forestry management in the province. I briefly examine how changes to resource use were justified and the parties who contributed to early notions of preservation and sustainable practices within the forestry sector.
**Agricultural Colonization in Upper Canada**
Settlers migrating to Upper Canada after 1815 to farm were heterogeneous in origin. French Canadians had congregated in the Essex peninsula since the peak of the fur trade. They were joined by expatriated Americans and black loyalists. In addition to these settlers, there were existing First Nations. However, the fastest growing cultural groups were those from England, Scotland and Ireland. Most immigrated through government-assisted programs or sponsorship by private colonizers.\(^{66}\) A common trend among immigrants was to locate near their own cultural groups, settling near family or neighbours from their home countries. This led to distinctive townships with a homogeneous cultural group. The largest influx of these newcomers to Canada was in the late 1840s during the potato famine in Ireland.\(^{67}\)
\(^{66}\) See V.C. Fowke, “Introduction to Canadian Agricultural History,” *Canadian Journal of Economics and Political Science* 8 (1942): 64–7.
\(^{67}\) As Helen Cowan has documented, there were over 100,000 emigrants from the United Kingdom who took up residence in British North America in the year 1847. See Helen I. Cowan, *British Emigration to British North America* (Toronto, ON: University of Toronto Press, 1961), 288.
Just as the population was diverse, so too were the farming practices and social customs that each group exhibited. French Canadian immigrants focused their efforts on supplying American markets with timber and less on agricultural development.\(^{68}\) Depending on the region of the province, different Indigenous communities had varying interest in agriculture, although for them there was very little incentive to compete in the commercial agriculture market.\(^{69}\)
Comparatively, the Pennsylvania Dutch, or Germans, were reputed to be the ideal farmer. Situated in the regions of Waterloo, Markham and parts of Niagara and Hamilton, these farmers had knowledge and skill in agricultural and business practices that set them apart from all other farmers.\(^{70}\) However, these groups were small in number compared to Americans and established Upper Canadian settlers who dominated the agricultural landscape in the province. Collectively, these groups were the aforementioned land butchers. In his essay on Bruce County (1855), John Lynch of Brampton, remarked on the common practices of this group:
[T]he native Canadians, especially those who are descended from the U.E. Loyalists and other Americans, are generally the most at home in clearing new farms—but as a class, they are the most miserable farmers in Upper Canada; in tilling a cleared farm, generally inferior to the most common laborers from Great Britain and Ireland.\(^{71}\)
\(^{68}\) J. Bouchette, *British Dominions in North America: A Topographical Dictionary of the Province of Lower Canada*, vol. I (London: Henry Colburn and Richard Bentley, 1831), 106–7; H. Murray, *Historical and Descriptive Account of British America*, vol. I (New York: Harper and Brothers, 1839), 336; P. Shirreff, *A Tour through North America: Together with a Comprehensive View of the Canadas and United States, as Adapted for Agricultural Emigration* (Edinburgh: Oliver and Boyd, 1835), 210–11.
\(^{69}\) For instance, there were those like the Nipissings and Algonkins of the Oka who had very little interest in being agriculturist, compared to the Mohawks of the Six Nations and Bay of Quinte reserves who were considered nominal farmers. See M. Smith, *Geographical View of the Province of Upper Canada and Promiscuous Remarks on the Government*. (Philadelphia, PA: J. Bioren, 1813), 40; Canada, *Journal of the Legislative Assembly of Canada* (1844–5), App. EEE.
\(^{70}\) See J. Picking, *Inquiries of an Emigrant: Being the Narrative of an English Farmer from the Year 1824 to 1830* (London: Effingham Wilson, 1832), 127; Edward A. Talbot, *Five Years' Residence in the Canadas: Including a Tour through Part of the United States, in the Year 1823*, vol. I (London: Longman, Hurst, Rees, Orme, Brown and Green, 1824), 167; A Canadian Settler, “The Emigrant’s Information: Or a Guide to Upper Canada” (London, 1834), 157–8; D. Gibson, “Conditions in York County a Century Ago,” *Ontario Historical Society Papers and Records* 24 (1927): 360.
\(^{71}\) Canada, *Journal and Transactions of the Board of Agriculture of Upper Canada* (1855–6), 615.
His remarks were not unfounded nor were they uncommon; others made similar observations. John Howison, an Englishman traveling through southern Ontario in the early to mid-1800s remarked,
The Canadians, in addition to their indolence, ignorance, and want of ambition, are very bad farmers. They have no idea of the saving of labour that results from forcing the lands, by means of high cultivation, to yield the largest possible quantity of produce.\footnote{Howison goes on to say: Their objective is to have a great deal of land under \textit{improvement}, as they call it; and consequently, they go on cutting down the woods on their lots . . . [they] sow different parts of their land promiscuously, without any attention to nicety of tillage, or any regard to rotation of crops. There is hardly a clean or well ploughed field in the western part of the Province nor has a single acre there, I believe, ever yielded nearly as much produce as it might be made to under proper management. Quoted in G.M. Craig, \textit{Early Travellers in the Canadas, 1791–1867} (Toronto, ON: Macmillan Company of Canada, 1955), 64.}
Catherine Parr Trail likewise criticizes this flagrant abuse of the land: “[m]an appears to contend with the trees of the forest as though they were his most obnoxious enemies . . . he wages war against the forest with fire and steel.”\footnote{Catherine Parr Traill, \textit{The Backwoods of Canada: Being Letters from the Wife of an Emigrant Officer, Illustrative of the Domestic Economy of British America} (London: Charles Knight & Company, 1846), 162.}
These distinctive characterizations situate the misappropriation of land management in Ontario as a consequence not only of ignorance but also of the priority given to short-term, immediate cash profits over long-term productivity of the land. Lynch and others have noted in natural histories that these people were not focused on nor equipped for long-term settlement. Once the land was cleared, many lacked the vocational understanding of how to operate and maintain a farm and thus longed for a new settlement. It is in these instances that farmers pillaged the land of all viable timber and moved on to the next tract of unharvested land. Further motivating the desires of these temporary settlements, was access to cheap land where location
was secondary to that of cost. As land in Upper Canada became more expensive, settlers moved either south of the border or west.\textsuperscript{74}
Enticing new settlers to Upper Canada was the idea of Canada as “the poor man’s country,” allowing an individual to change their social status.\textsuperscript{75} To a working man struggling in his mother country, the idea that he could be a proprietor and landowner was a big incentive to move to the colony, as land there was not limited to the elite or the wealthy there. The promise of land meant everyone, regardless of class status, could provide a better and secure future for themselves and their family. This popular view of Upper Canada is best reflected in the 1836 excerpt taken from the semi-weekly newspaper \textit{Patriot}:
\begin{quote}
Can you place before the farmer who is a lease-holder in England a more powerful motive to emigration than that one year’s rent of a farm going to his landlord would purchase him a freehold of the same extend in Canada? Every motive is placed before him to improve his estate, and, further the interest of the province—The cultivator is at once the cultivator and the owner of the soil, every improvement which he makes is exclusively his own.\textsuperscript{76}
\end{quote}
While the promise of an easy and successful life as a pioneer farmer lured many to immigrate to the colony, for many who did so it turned into pipe dream of sorts. The myth of a better life was built on false promises, which led many farmers to live a life of subsistence for years.
There are those like historian John Clarke who have argued that the depiction of Canada as an Eden for the working poor was a fallacy: “So strong is the myth, largely justified, that this was and is the ‘best poor-man’s country’ that it has generated an amnesia about the past, a
\textsuperscript{74}Many of early pioneers fell victim to the “prairie fever,” a federal effort to colonize the Canadian West with access to cheap agricultural land being the main draw of the campaign. See chapter 2 for a discussion on the “Last Best West.”
\textsuperscript{75} See R. Wolfe, “Myth of the Poor Man’s Country: Upper Canadian Attitudes to Immigration, 1830–37” (Master’s thesis, Carleton University, 1974).
\textsuperscript{76} Anonymous. \textit{Patriot} (Kingston, ON, 29 November 1836). Similar sentiments were express in the \textit{Canadian Emigrant}: “The price of land, too, is still so low, and may yet be had on terms so easy that the poorest individual can here procure for himself and family a valuable tract; which, with a little labour, he can soon convert into a comfortable home, such as he could probably never attain in any other country—all his own!” Taken from Anonymous. \textit{Canadian Emigrant} (July 13, 1833).
forgetfulness that Canada was also the scene where man’s acquisitiveness was manifest and where some sought more than necessary to sustain life.”\textsuperscript{77} Clarke’s research of the Western District of Upper Canada reveals the elite’s monopoly of land ownership. He argues that through their activities and social networks, the elite were able to consolidate their land holdings, further garnering power and influence in the region. While true, the aim of acquiring land and wealth was not exclusive to the elite; the desire for land was evident in all classes of society. Accessing it, however, was different in each region. In areas in which the democratic process existed, the working class benefited.\textsuperscript{78}
The public, as David Gagan has argued in \textit{Hopeful Travellers}, was aware of the economic opportunities and problems associated with securing land. In his examination of Peel County families and the economic opportunities and problems associated with land acquisition, he reveals distinctive land-holding patterns. The holding patterns of these families indicate the desire to grow, protect and secure the wealth of the family farm in mid-nineteenth-century Upper Canada, resisting the idea of subdivision of farms.\textsuperscript{79} Gagan and Herbert Hays both make the argument that the family farm in Ontario became a cultural icon and a means to support a family through efficient agricultural production, allowing a family to establish financial independence and security as soon as possible.\textsuperscript{80} The success of a farm rested on the family’s ability to provide the necessary workforce needed for it to function and grow.\textsuperscript{81} By this token, earlier settlers, in
\begin{footnotesize}
\begin{itemize}
\item[77] John Clarke, “The Role of Political Position and Family Economic Linkage in Land and Speculation in the Western District of Upper Canada, 1788–1815,” \textit{Canadian Geographer} 19, no. 1 (1975): 20.
\item[78] C.A. Wilson, \textit{Tenants in Time: Family Strategies, Land, and Liberalism in Upper Canada} (Montreal and Kingston: McGill–Queen’s University Press, 2009), 27
\item[79] D. Gagan, \textit{Hopeful Travellers: Families, Land, and Social Change in Mid-Victorian Peel Country, Canada West} (Toronto, ON: University of Toronto Press, 1981), 18.
\item[80] H.J. Hays, “‘A Place to Stand’: Families, Land and Permanence in Toronto Gore Township, 1820–1890,” \textit{Canadian Historical Association Historical Papers} (1980): 185–211; Gagan, \textit{Hopeful Travellers}, 18.
\item[81] See, for example, C. Haight, \textit{Life in Canada Fifty Years Ago: Personal Recollections and Reminiscences of a Sexagenarian} (Toronto, ON: Hunter, Rose & Co., 1885), 38–44; R.L. Jones, \textit{History of Agriculture in Ontario, 1613–1880} (Toronto, ON: University of Toronto Press, 1946), 55–6, 304; G.E. Reaman, \textit{A History of Agriculture in
\end{itemize}
\end{footnotesize}
order to sustain their workforce, needed to have large families, which contributed to the family’s multigenerational financial security.\textsuperscript{82}
Working against most settlers in nineteenth-century Ontario was their lack of capital on entering the colony. With little funds, the best course of action was taking up some form of agriculture as it was immediately profitable. Many early settlers understood, or at least came to understand, that Ontario’s soil was susceptible to rapid exhaustion and to sustain the land for future use they would have to employ scientific crop rotation and effective cultivating practices and fertilize their crop continuously. While mixed farming was ideal, it was not widely practiced because of settlers’ initial financial constraints and knowledge of farming practices. These prospective farmers needed a return on their investment quickly. Strategically they had to make sure the costs of labour and operations were minimized per cleared acre, thereby giving them the ability to continue to clear land while still generating a profit.\textsuperscript{83} This course of action proved to be almost impossible owing to Ontario’s forest cover. According to \textit{The Present State of the Canadas: Containing Practical and Statistical Information}, a brochure that was issued for new English settlers in the mid-1800s, “an able bodied man can cut down the trees on an acre of land in the course of a week, and without overworking himself, may clear, fence, and put under crop, ten acres of land in twelve months.”\textsuperscript{84} This was an optimistic and arguably exaggerated estimation of what the average settler could achieve in Ontario. Not only were many settlers
\begin{footnotes}
\item Ontario (Toronto, ON: Saunders Book Company, 1970), 117–8; Arthur Reginald Marsden Lower, \textit{Canadians in the Making: A Social History of Canada} (Toronto ON: Longmans, 1958), 336–7; G.P. de T. Glazebrook, \textit{Life in Ontario: A Social History} (Toronto, ON: University of Toronto Press, 1968), 161–7.
\item Glazebrook, \textit{Life in Ontario}. See also L. Gates, \textit{Land Policies of Upper Canada}, 307. A summary of settler’s ambitions to establish financial independence and security is found in D.P. Gagan, “‘The Prose of Life’: Literary Reflections of the Family, Individual Experience and Social Structure in Nineteenth-Century Canada,” \textit{Journal of Social History}, 8 (1976): 368–9.
\item K. Kelly, “Wheat Farming in Simcoe County in the Mid-Nineteenth Century,” \textit{Canadian Geographer} 15, no. 2 (1971): 95–112.
\item Anonymous, \textit{The Present State of the Canadas: Containing Practical and Statistical Information} (London, 1833), 56.
\end{footnotes}
inexperienced in clearing land, the rate at which a farmer could realistically clear land was closer to five acres a year than the ten acres cleared and fenced in a single winter promised in the brochure.\textsuperscript{85} Many farmers assigned most of their labour force to clearing tracts of land. This consumed most, if not all their profits, leaving little time, effort, and funds for actual farming. The difficulty in clearing land was one of the contributing factors that led to the abusive agricultural practices that occurred in the province.
Forest clearance directly correlated to a farmer’s prosperity,\textsuperscript{86} but it would soon become clear to the early settlers that clearing land was a large financial and labour-intensive investment that would take several decades to complete. Historians acknowledge the relationship between clearing rates and the social ambitions of these settlers, whether immigrants or established settlers.\textsuperscript{87} Beyond the initial priority of setting up shelter for one’s family, the next step was providing for them. For those with capital, clearing their land was undertaken with whatever means necessary. But other settlers had to work for others to earn a living, most commonly
\textsuperscript{85} Kelly, “Wheat Farming in Simcoe County”: Anonymous, \textit{The Present State of the Canadas}, 56. Note that while some historians have indicated that it would have been probable for a settler to clear an average of four to seven acres a year, other natural histories paint a different picture. Anna Jamieson, \textit{Winter Studies and Summer Rambles in Canada} (Toronto, ON: New Canadian Library, 2008, originally published 1838), claims it was closer to an acre a year). For historians who suggest the rate was four to seven acres per year, see E.C. Guillet, \textit{The Pioneer Farmer and Backwoodsman} (Toronto, ON: University of Toronto Press, 1963), 312; Jones, \textit{History of Agriculture in Ontario}, 71–3; Kelly, “Wheat Farming,” 103; K. Kelly, \textit{Agricultural Geography of Simcoe County, Ontario, 1820–1880} (Ph.D. diss., University of Toronto, 1968), 34–6. J. Wagner, \textit{Gentry Perceptions of Land Utilization in the Peterborough–Kawartha Lakes Region, 1815–1851} (Master’s thesis, University of Toronto, 1968), 55–6. Alternatively, J.J. Talman argues that a family could clear two acres of land a year, in T.W. Magrath, \textit{Authentic Letters from Upper Canada} (Toronto, ON: Macmillan, 1953), xiv. For first-hand accounts of forest clearing, see Talbot, \textit{Five Years’ Residence in the Canadas}, 2, 198; \textit{Colonial Advocate} (Queenston, later York, 2 September 1824); P. Shirreff, \textit{A Tour through North America}, 14.
\textsuperscript{86} This target was based on the potential rate of forest clearance under optimum conditions. Impacting this would of course be health, weather and environmental disasters.
\textsuperscript{87} Talbot, \textit{Five Years’ Residence}, 155–6; J. Howison, \textit{Sketches of Upper Canada} (Edinburgh: Oliver & Boyd, Tweeddale-Court; and Geo. B. Whittaker, 1825), 208–9; J. M’Gregor, \textit{British America} (Edinburgh: Blackwood, 1833), 517–8; John Gemmel to Andrew Gemmel, 17 December 1926, SNA, SPRO, Gemmel Papers; see also John Gemmel to Andrew Gemmel, 21 May 1823 and 26 August 1830, SNA, SPRO, Gemmel Papers.
clearing trees.\textsuperscript{88} It was, therefore, almost inevitable that new settlers would be employed full-time in clearing forest.
The most common method for clearing tracts of land was slash-and-burn. The process was described in \textit{The Present State of the Canadas} brochure. Beginning in the fall, settlers would cut away small saplings and underwood, piling these discards to dry throughout the winter and then burning them the following spring. Once the underbrush was cleared, the process of felling began. The settlers would first cut the tops and principal branches off the trees and place them in the discard pile. The remainder was cut into lengths of ten to fourteen feet\textsuperscript{89} to be piled, dried and burned in the early spring. Inevitably, a second fall burning would occur as not all log heaps would be consumed in the spring fire. The stumps typically were left for several years after the felling to rot and eventually removed, dried, and burned.\textsuperscript{90} While a necessity, it was not given a high priority.\textsuperscript{91}
A settler might have won the battle, but they did not win the war against the forest. Each year the forest was recolonized by new vegetation which once again slowed the clearing
\textsuperscript{88} See Jones, \textit{History of Agriculture in Ontario}, 60–1; J. MacTaggart, \textit{Three Years in Canada: An Account of the Actual State of the Country in 1826–7–8, comprehending its resources, productions, improvements, and capabilities, and including sketches of the state of society, advice to emigrants} (London: Henry Colburn, 1829), 24; M. Mackey, “Nineteenth Century Tree Emigrant Communities in Ontario,” \textit{Oral History} 9, no. 2 (1981): 51.
\textsuperscript{89} Samuel Thompson, \textit{Reminiscences of a Canadian Pioneer for the Last Fifty Years: An Autobiography} (Toronto, ON: Hunter, Rose & Co., 1884), 55; F.A. Evans, \textit{The Emigrant’s Directory and Guide to Obtain Lands and Effect a Settlement in the Canadas} (London: W. Curry, Jr. and Company, 1833), 93.
\textsuperscript{90} Evans, \textit{The Emigrant’s Directory}, 88; W. Evans, \textit{A Supplementary Volume to A Treatise on the Theory and Practice of Agriculture: Adapted to the Cultivation and Economy of the Animal and Vegetable Productions of Agriculture in Canada} (Montreal: L. Perraull, 1836), 133.
\textsuperscript{91} To further describe the clearing methods employed in Upper Canada in the early to mid-nineteenth century, we can categorize them into two methods, southern and New England methods. The southern method is commonly described as “deadening.” The process involves girdling the trees and clearing away the underbrush. If the trees die, they are left standing but burning the fallen branches continues. Eventually they are cut down. The girdled trees usually begin to rot after two years and would be felled and burned more easily than green trees. In the interim period, farmers lacking capital and labour would plow between stumps. This was a dangerous method, as the decaying limbs threatened the safety of the farmers and livestock that utilized these areas. It was also seen as inconvenient as the tress had to be felled eventually. The New England method is the process where trees are cut down and burnt on the spot. See Jamieson, \textit{Winter Studies}.
process.\textsuperscript{92} There were three ways to combat recolonization. The first option was to cut the unwanted plants as they overtopped their crops. This was a labour-intensive, stop-gap measure designed to reduce competition for the crop, but it did not stop recolonization. Another option was seeding grass. This was a short-term, cost-effective option, although within a couple of years the land still had viable tree and shrub seeds beneath the grass. This was not a practical or profitable option initially, as it was an ineffective use of viable farming land. It would not be until the market for hay and livestock developed that this option became a practical expedient. The final and most effective option was a biennial fallow—crop rotation. This was the most labour intensive of the three options, although it solved the recolonization problem and, in the process, generated income.
It is during this pre-Confederation period that the destruction of southern Ontario’s rich primeval hardwood forest by private property owners occurred. The timber by-products generated from private property timber exploitation were in turn sold and reinvested in the maintenance and preservation of the homestead. The capital generated from these activities allowed settlers to develop more diversified economic portfolios, helping to solidify a more stable future in the colony. Thus, private property owners who sought to secure a family-based agricultural business came to view land clearing as an essential economic survival strategy.\textsuperscript{93} Although timber exploitation was a subsidiary industry to agriculture, many communities founded productive wood manufacturing industries, allowing for the diversification of localized and provincial economies.
\textsuperscript{92} Though plant recolonization was a common problem, little was documented in Ontario farm literature. Accounts can be found in Samuel Thompson’s \textit{Reminiscences of a Canadian Pioneer} (a settler who took up residence on the northwest of Simcoe Country) and Catherine Parr Traill, \textit{The Backwoods of Canada}, 174.
\textsuperscript{93} P.A. Russell, “Forest into Farmland: Upper Canadian Clearing Rates, 1822–1893,” in \textit{Agricultural History} 57, no. 3 (1983): 326–39; G.M. Craig, \textit{Upper Canada: The Formative Years} (Toronto, ON: McClelland & Stewart Inc., 1991), 146.
For many early pioneers, making potash from wood ash was one of the first frontier enterprises, making it one of the most important staples in Western Canada during the early settlement years.\textsuperscript{94} Potash is an alkali by-product of clearing land. Demand for the product was sustained by European markets that used the potassium salts in their soaps, fertilizers and other goods. The industry provided a chance for unskilled settlers to make a living, while providing farmers with their first cash staple. Historians Harold Innis and A.R.M. Lower both argue that had farmers not produced potash, the development of the province would not have occurred as quickly as it did.\textsuperscript{95}
Eventually with improved agrotechnology, settlers were able to clear and farm with greater ease. While specialization and diversification of crops would eventually be widely employed in the 1880s, wheat was by and large the only cash crop Ontario farmers raised in the first half of the nineteenth century. The demand and return on investment that wheat provided was not only immediate but lucrative, as it had the highest income per cleared acre, while being fairly easy to produce. For these new Western Canadian farmers, it was difficult to enter the market, as they faced stiff competition from American produces, high freight costs in moving product, and difficulty in navigating market procedures.\textsuperscript{96}
\textbf{Land Policy: Settlers, Squatters and Lumbermen}
Cursory treatments of the settlement of Ontario present the distribution of land as a smooth, linear process when in fact a closer reading of the literature demonstrates a more complex
\textsuperscript{94} The potash industry declined after 1850 with the development of the railway where supplying produce was more profitable. The advent of cooking stoves and box stoves also cut down on the consumption of wood to a point where the ash that was generated satisfied domestic markets. H. Miller, “Potash from Wood Ashes: Frontier Technology in Canada and the United States,” \textit{Technology and Culture} 21, no. 2 (1980): 187–208.
\textsuperscript{95} H.A. Innis and A.R.M. Lower (eds), \textit{Select Documents in Canadian Economic History: 1783–1885} (Toronto: University of Toronto Press, 1933), 33, 280–2.
\textsuperscript{96} See Kelly, “Wheat Farming,” 106–7.
situation involving settlers, squatters and lumbermen. While this dissertation does not focus on this relationship in detail, it does complicate the often-simplified story of settlement, adding yet another layer of complexity to the Canadian context. The acknowledgement of squatters in other frontiers, such as the American or other neo-European frontiers, is more readily documented and provides insight into the Canadian context.\textsuperscript{97} Comparatively, however, Canadian literature has focused on nation building, which has meant that certain aspects of land distribution and settlement have been eclipsed by the national narrative. In reframing the discourse around forestry policy, I am suggesting that squatters acted as a wedge between settlers and lumbermen, which placed pressure on the Crown to develop and improve its land policy.
Historians and geographers have contributed substantially to our understanding of land and land distribution. In particular, they have charted settlement development and the impact this had on the landscape as well as political and culture change.\textsuperscript{98} The focus of these studies has been on settlement rates and patterns, speculators’ and absentee landowners’ effect on the distribution of land, a particular immigrant group and/or the changing landscape. These studies, for the most part, have concluded that accessibility to mills and markets was a priority over environmental factors (vegetation soil, drainage and other contributing factors that contributed to suitable agricultural land) although the latter remained important.\textsuperscript{99} Where the focus has been on
\textsuperscript{97} For examples of squatters on the American frontier see S. Aron, “Pioneers and Profiteers: Land Speculation and the Homestead Ethic in Frontier Kentucky,” \textit{Western Historical Quarterly} 23 (1992): 176–98; P.W. Gates, \textit{Landlords and Tenants on the Prairie Frontier} (Ithaca, NY: Cornell University Press, 1973), especially Chapter 1; A. Taylor, “‘To Man Their Rights’: The Frontier Revolution,” in \textit{The Transformation Hand of Revolution: Reconsidering the American Revolution on a Social Movement}, ed., VA: The University Press of Virginia, 1995), 231–57; E. West, “American Frontier,” in \textit{The Oxford History of the American West}, ed. C.A. Milner, C. O’Connor, and M. Sandweiss (New York: Oxford University Press, 1994), 115–49. For examples in the British colonies of New Zealand and South Africa, see J.C. Weaver, “Frontiers into Assets: The Social Construction of Property in New Zealand, 1840–65,” \textit{Journal of Imperial and Commonwealth History} 27, no. 3 (1999): 17–54; L. Guelke, “The White Settlers, 1652–1789,” in \textit{The Shaping of South African Society, 1652–1820}, ed. R. Elphick and H. Gilio mee (Middletown, CT: Wesleyan University Press, 1979), 41–74.
\textsuperscript{98} R.C. Harris, “Historical Geography in Canada,” \textit{Canadian Geographer} 11 (1967): 236–7.
\textsuperscript{99} For examples, see A.C. Brunger, “Analysis of Site Factors in Nineteenth-Century Ontario Settlement,” \textit{International Geography} 1 (1972): 400–2; J. Clarke, “Aspects of Land Acquisition in Essex County, Ontario, 1790–
particular immigrant groups and their motivation for settlement and the restrictions placed on them, the Crown tended to play an important role.\textsuperscript{100} This has been explored in the work of Wendy Cameron and Mary MacDougall Maude, who examine the Petworth Emigration Scheme. They suggest that an important contributing factor in deciding where a settler would locate was the assistance they received. Immigrants from southern England were able to find employment in urban centers as day labourers, others in public works, and for some, farming was an option for a period of time. While the initial intent was to settle these immigrants all within the same section of Crown land, the government’s involvement in these settlement schemes faded, setting off chain migration, which began to play a significant role in a settler’s location.\textsuperscript{101}
The most common method for acquiring land, according to most studies, was through ownership. However, tenancy and leasing, according to Catherine Wilson, were also a popular means of settlement. According to a 1848 census, forty-five percent of landholders rented land.\textsuperscript{102} While tenancy helped create land-holding patterns that benefited the aristocracy in Britain, Wilson argues it was also a feasible way for settlers to collect capital and secure their future in the colony without indebting themselves upon their arrival. Wilson also introduces the concept of tenant rights, which provided the leaseholder with an incentive: they were given the
\textsuperscript{100} R.L. Gentilcore, “Changes in Settlement in Ontario (Canada), 1800–50: A Correlation Analysis of Historical Source Materials,” \textit{International Geography} 1 (1972): 418–9; K. Kelly, “The Evaluation of Land for Wheat Cultivation in Early Nineteenth-Century Ontario,” \textit{Ontario History} 62, no. 1 (1970): 57–64; P.A. Russell, “Upper Canada: A Poor Man’s Country? Some Statistical Evidence,” \textit{Canadian Papers in Rural History} 3 (1982): 129–47.
\textsuperscript{101} While settlers had the ability to exchange their tickets with each other in order to be near their family and friends, they had little choice in the matter. See A. Brunger, “Early Settlement in Contrasting Areas of Peterborough Country, Ontario” in \textit{Perspectives on Landscapes and Settlement in Nineteenth-Century Ontario}, ed. J.D. Wood (Toronto, ON: McClelland and Stewart Ltd, 1975), 117–40; A. Brunger, “Geographical Propinquity among Pre-Famine Catholic Irish Settlers in Upper Canada,” \textit{Journal of Historical Geography} 8, no. 3 (1982): 265–82.
\textsuperscript{102} W. Cameron and M. MacDougall Maude, \textit{Assisting Emigration to Upper Canada: The Petworth Project, 1832–1837} (Montreal and Kingston: McGill-Queen’s University Press, 2000), 134–5, 172.
\textsuperscript{102} Canada, \textit{Censuses of Canada, 1665–1871: Statistics of Canada} 4 (Ottawa, ON: I.B. Taylor, 1876), Table 5, cited in C.A. Wilson, \textit{A New Lease on Life: Landlords, Tenants, and Immigrants in Ireland and Canada} (Montreal & Kingston: McGill-Queen’s University Press, 1994), 206.
opportunity to sell their lot or continue renting: “Tenants were able to capture much of this unearned profit by selling their tenant right and using the money to rent or buy better farms elsewhere. As such they became the owners of land, as most people understand it.”\textsuperscript{103}
Then there were the enterprising pioneers who were too impoverished to purchase or lease land, much less afford the associated provisions necessary to clear and work the land. These settlers took up residence on unsettled or wild lands as squatters. While official land policies were becoming more tolerant of squatters, there was still contention over their accepted benefit and whether they needed to pay for the land they were occupying. While squatting is acknowledged in Canadian literature, it has not been given much attention. However, frontier scholarship about other colonies sheds light on the Canadian experience.\textsuperscript{104} Turner, for example, theorized that American homesteading was an important factor in shaping national development. In doing so, it produced people who valued individualism, hard work and equality while also questioning social hierarchy and authority.\textsuperscript{105} The practice of squatting—the disregard of property laws—fits within the parameters of this model of national development, as these individuals were individualistic and distained authority and law.
The public’s perception of squatters was dependent on their actions. For some, squatters were viewed as individuals who contributed to the developing of the colony, clearing land and making it agriculturally viable. Whereas others viewed squatters as land abusers who had little regard for legitimate settlers, refusing to move off their granted or purchased lands. These types
\textsuperscript{103} ibid., 205.
\textsuperscript{104} For examples of literature on squatting in United States, see S. Aron, “Pioneers and Profitteers,” 179–198; P.W. Gates, \textit{Landlords and Tenants}, chapter 1; A. Taylor, “To Man Their Rights,” 231–57; E. West, “American Frontier,” 115–49.
\textsuperscript{105} The frontier thesis was popularized in Canada by historians such as A.R.M. Lower and Frank Underhill and sociologist S.D. Clark during the interwar years. Fredrick Jackson Turner first presented his theory in a 1893 paper entitled “The Frontier in American History.” See F.J. Turner, \textit{The Frontier in American History} (New York: Holt, 1920).
of squatters had no intention of long-term settlement; they stripped the land of all its resources, primarily its timber, then abandoned it, moving on to the next tract of land. According to Lillian Gates, public opinion towards squatters was comparatively unfavourable as time went on.\textsuperscript{106} This can be explained not only through the exhaustive practices of squatters, but the competing interests of timber and agriculture creating a shortage of viable land for settlements. Settlers, lumberman and the Crown Land Department all had similar experiences with squatters. Having amassed testimonies from these stakeholders, A.J. Russell, the Assistant Commissioner of Crown Lands, made a statement to the Legislative Committee of the Assembly in 1854. It read:
Squatting is injurious to the future character of the settlement. The land is taken up by a poorer and inferior class of settlers. The best lands are picked out by them before the survey takes place, to the exclusion of settlers with more means who cannot be expected to join in the squatting or settle on the inferior lots afterwards; and they do not with us supersede the squatters, by buying them out as in the United States, but on the contrary avoid such settlements as unsuitable to live in, squatter settlements are thereby deprived in a very considerable degree of the advantages of having settlers of means and education, and of the benefits of the expenditure of their money, and of their example in improved cultivation, as well as other services and assistance in municipal affairs and in educational and other social matters of the greatest importance to their future prosperity.\textsuperscript{107}
Western Canada has less of a problem with squatters than did Eastern Canada based on legal system. Squatters in Western Canada sought long-term residency thereby improving the land, once they had done so the original landholders would identify themselves and claim the right to the land. Squatters in Western Canada faced more prejudice than those in Eastern Canada who were able to garnered sympathy from Eastern Canada’s legislature. In 1853 Eastern Canada’s legislature passed an act providing legal rights to squatters and compensation for their work, the amount to be determined on a case-by-case basis.\textsuperscript{108} Landowners were also given the
\textsuperscript{106} Gates, \textit{Land Policies of Upper Canada}.
\textsuperscript{107} Canada, \textit{JLAC}, 1854–5, XIII, App. M.M.
\textsuperscript{108} Province of Canada, \textit{Statue 16 Vic.}, c. 205.
right to collect for usage of the land and damages incurred. While attempts were made to pass a similar act in Western Canada, they were met with opposition, and no such act was passed in Western Canada.\textsuperscript{109}
By 1854 discussions began on how to improve the management of Crown lands. A selection committee headed by A.T. Galt and members of Crown Lands Department enquired into whether land along the western Great Lakes peninsula would be placed up for cash sale or whether the credit system—land sold in limited quantities with restrictions on settlement requirements—had to be maintained.\textsuperscript{110} There were those like A.N. Morin, the commissioner of Crown lands, who defended the credit system based on social well-being of the province.\textsuperscript{111} He saw the value of squatters and favoured their right of pre-emption and compensation for their land improvements. Then there were those like A.T. Galt and Fred Widder, with holdings in the British American Land Company and the Canada Company, respectively. They vehemently opposed the credit system, advocating for unrestricted cash sale at the going price. Galt, however, advocated for some squatters’ rights, suggesting the right of pre-emption on unsurveyed land and a fixed rate of compensation for surveyed lands placed up for sale. Then there was William Spragge, the chief clerk of the executive council of the Surveyor General, who supported compact settlement. Under this model, squatters would be penalized, settlers would be required to occupy the land immediately and fulfill their settlement requirements, and a
\textsuperscript{109} John Beverly Robinson who, in correspondence with legislative councillor John Macaulay (a proponent for squatters’ rights), highlighted the Upper Canada membership mindset towards squatters:
I have no sympathy with the genus squatter. . . . If I were like Louis Napoleon legislating for a country I would [allow] no preemption right to be [given those?] who have gone upon land to which they well knew they had no . . . claim . . . but would give them plainly to understand that so far from the impudent act of trespass giving them a claim they might be satisfied that whatever other persons might get a grant of land—they certainly never should—on any terms.
J.B. Robinson to J. Macaulay, 20 July 1852, Ontario Archives (OA), Macaulay Papers.
\textsuperscript{110} Canada, \textit{JLAC}, 1854–5, XIII, App. M.M., 138.
\textsuperscript{111} A.N. Morin to Selection Committee, 5 April 1855, “Selection Committee on the Present System of Management of Public Lands – Report”, \textit{JLAC}, 1854–5, XIII, App. M.M..
portion of the down payment generated from these settlements would be used for infrastructure.\textsuperscript{112} Hence, there was a difference of opinion on how to improve the land management of Crown lands. Yet most of the committee was opposed to cash sales, although they acknowledged the need for safeguards within the credit system. In the end, the consensus among members favoured the selling of scaled lots to actual settlers and restricting the access of speculators.\textsuperscript{113} While the 1854 meeting showed that a credit system was still the preferred form of land sale, it also uncovered the need to address other land policy issues.
By the mid-1800s commercially sawn lumber had begun to dominate the market, eventually replacing squared timber, although it remained in demand into the 1900s. As demands for lumber increased so too did the conflict between setters and lumbermen. Lower and Innis in their work \textit{Settlement and the Forest and Mining Frontier} comment on the rising tensions:
For a generation or more lumberer and settler upon the Ottawa had been on the best of terms, then quite suddenly a discordant note began to make itself heard. . . . [B]y mid-century the lumberman was finding that the settler in the course of his clearing was burning up pine that could very well have been used, the settler that the lumberman was anxious to keep him out of certain areas of the woods.\textsuperscript{114}
Lumbermen commonly did not purchase land but acquired rights to cut timber on a timber berth, in turn paying the Crown ground rent and timber dues on the timber harvested. This practice would eventually face criticism on multiple fronts. Not only did it limit the availability of land for settlement, but it also contributed to squatting. The Crown addressed land shortages by allowing settlements on these timber-licensed lands, but in doing so, they began attracting transient individuals who stripped the land of timber only to abandon it. These viable timber
\textsuperscript{112} Gates, \textit{Land Policies of Upper Canada}, 296.
\textsuperscript{113} T. Walrond, \textit{Letters and Journals of James, Eighth Earl of Elgin} (London: John Murry, 1873), 150–1.
\textsuperscript{114} A.R.M. Lower and H.R. Innis, \textit{Settlement and the Forest Frontier in Eastern Canada}, vol. 9 (Toronto, ON: Macmillan, 1936), 48; M.S. Cross, “The Lumber Community of Upper Canada,” \textit{Ontario History}, 52 no. 4 (1960): 213–33.
tracts, occupied either by squatters or leased on credit to settlers, frustrated the lumbermen, as these occupiers were not obligated to pay for the timber at the same rate that they were. This only elevated the controversy between settlers, squatters and lumbermen.
In years past, lumbermen had not opposed settlements close to their operations, for this allowed them to access and purchase supplies at reduced costs. Their attitude shifted when changes to land policy allowed settlers and squatters to strip land of valuable pine on areas where lumbermen had previously purchased ground rents. To them the encroaching settlers appropriated timber resources, diminishing Crown revenues in the process, and added risk to the security of lumbermen’s operations—both financial and physical; fires, which settlers used to clear land, became a very real threat. In voicing their opposition, lumbermen were perceived as hampering progress of both colonization and agriculture.
**Commodifying Lumber: Early Forestry Management**
Cognizant of the value of timber resources at its disposal, the Crown capitalized on public revenues through the selling of licenses for timber harvest rights in Upper Canada. As before the 1830s, a loose monopoly was held on the colonial timber trade by British naval contractors. This marked the beginning of a shift in the timber industry, which became less military- and more civilian driven as forests were now being regarded as a provincial rather than an imperial resource.\(^{115}\) With the appointment of Peter Robinson as the commissioner of Crown lands and surveyor general of woods and forests in 1827, a shift in policy allowed for anyone to harvest timber on un-granted Crown lands for a fixed rate to be paid to the government. The success of
\(^{115}\) T. Southworth and A. White, *A History of Crown Timber Regulations from the Date of the French Occupation to the Year 1899* (Toronto: Department of Lands and Forests, 1907), 190–5; J.E. Hodgetts, *Pioneer Public Service: An Administrative History of the United Canadas, 1841–1867* (Toronto, ON: University of Toronto Press, 1956), 130, 141–2.
this new system—in its inception year it garnered $360—led to the Crown expanding its licenses by auctioning timberlands it deemed to be unfit for state use. The purpose of this effort was to recoup the lost revenue that should have been earned through the purchasing of land grants. The problem with the license system was that there was no systematic or effective way of enforcing regulations about cutting or receiving payment. Under this policy, licensees had nine months from the date of issue to cut their allotted 2,000 cubic feet, and fifteen months to pay the state for the timber cut.\textsuperscript{116}
In 1837 a new \textit{Lands Act} was adopted, ending the free land grants, apart from military and United Empire Loyalists grants.\textsuperscript{117} All remaining Crown lands were now sold at public auctions at a reserve price set by the governor. The transaction was to be carried out by the commissioner of Crown lands, with resident agents in each district acting as proxies in fulfilling these obligations. Throughout its seven-year tenure, the act fostered gross misconduct from the executive council. The level of nepotism exercised created staggering levels of misappropriated land; land allocated for settlers lay vacant rather than reclaimed and cultivated.
Like previous policies, this act too faced issues with administration and enforcement. Administrative pitfalls can be traced back to the Surveys Department, which was notorious for employing incompetent and unqualified persons as surveyors (or scalers).\textsuperscript{118} The amount of
\textsuperscript{116} Shifts in the 1826 regulations did not bring changes to the forest tenure system, as the Crown continued to own the land covered by the cutting license. The terms of the timber licenses issued were clear in that the land allocated was not a deed to the land, but an authorization to harvest trees on it. The fees associated with cutting the timber on the prescribed land was payment for that right. These licenses were justified by colonial officials as they were viewed as productive sources of revenue separate from the legislative assembly. For a further discussion on the timber trade and its structure, see Lower, “The Trade in Square Timber,” 35–46; Lower, \textit{The North American Assault}, 38–46; Lower, \textit{Great Britain’s Woodyard}.
\textsuperscript{117} See G.C. Paterson, “Land Settlement in Upper Canada, 1783–1840” (1920), AO: Upper Canada. House of Assembly, \textit{Upper Canada—(Public Lands): An Act to Provide the Disposal of the Public Lands in Upper Canada, and for other purposes therein mentioned}. Presented, by command of her Majesty, 1 December 1837. Ordered by the House of Commons, to be printed, 5 May 1840.
\textsuperscript{118} See Lambert with Pross, \textit{Renewing Nature’s Wealth}, 54–5.
clerical neglect shown in the department was apparent, as countless complaints were filed, and the efficiency of the office steadily declined.\textsuperscript{119} The negligence was only exacerbated by John Radenhurst, chief clerk, who neglected his official duties only to profit from the deficiencies of the Crown Lands Department, developing his private land agency instead.\textsuperscript{120} Radenhurst would withhold order-in-council lands and privately sell them to favoured individuals. In subsequent years, this rampant abuse attracted attention and culminated in a feud between departmental civil servants. What was evident was that both the offices of the surveyor general and Crown lands required more supervision and a single commissioner.
The continuous dereliction and ensuing conflicts arising between lumber and agriculture spurred the Rebellions of 1837, led by William Lyon Mackenzie, culminating in Lord Durham’s \textit{Report on the Affairs of British North America} in 1839.\textsuperscript{121} The report was instrumental in
\begin{footnotesize}
\textsuperscript{119} See C.P. Lucas (ed.), \textit{Lord Durham’s Report}, vol. 3. Appendix B; Charles Buller, “Report on Public Lands and Emigration. Report to his Excellency the Governor-General,” \textit{Lord Durham’s Report on the Affairs of Norther America}, edited by Sir Charles P. Lucas (Oxford: Clarendon Press, 1912 [1839]), 60.
\textsuperscript{120} His duties included examining and reporting on patents and land claims, issuing certificates, instructing surveyors and answering correspondence.
\textsuperscript{121} Before the 1837 Rebellions, British North American colonies were governed under a form of Family Compact rule. This system was initiated by John Graves Simcoe, the first lieutenant-governor of Upper Canada, who created a local aristocracy, appointing friends to key political and judiciary positions. Ontario had been governed under this system since the early 19th century. However, there was a growing dissension in the 1820s as a result of this governance structure. The 1837 Rebellion, although unsuccessful, did address the growing discord towards the Family Compact. Lord Durham’s report addressed these concerns and put forth recommendations to reform the current political structure. \textit{Act of Union} of 1841 was the result of one such recommendation. It signified the beginning of a new political era that united Upper and Lower Canada. For a further discussion on the 1837 Rebellion, see C. Reed, \textit{Rebellion of 1837 in Upper Canada} (Montreal & Kingston: McGill-Queen’s University Press, 1988); F.M. Greenwood and B. Wright, \textit{Canadian State Trails: Rebellion and Invasion in the Canadas, 1837–1839}, vol. 2. (Toronto, ON: University of Toronto Press, 2002). A discussion of Family Compact rule can be found in C. Wilton, \textit{Popular Politics and Political Culture in Upper Canada, 1800–1850} (Montreal & Kingston: McGill-Queen’s University Press, 2000), 146–7. In contrast, the rebellion in Lower Canada was led by Louis-Joseph Papineau and his Patriotes, along with moderate French Canadian nationalists. Since the 1820s they peacefully opposed the authority of the Catholic Church, challenged the powers of the British governed and his unelected advertises and demanded control over the spending of the colony’s revenues. By the 1830s French Canadian farmers were suffering through an economic depression which only exacerbated the rising tensions between the anglophone minority. This culminated in protest rallies across the colony and calls for an uprising of the Patriotes. The result was two violent outbursts, one in November 1837 and the other in November 1838. The first attack was against the British regulars and anglophone volunteers. The Papineau and allies were unsuccessful. The disorganized attack led to the looting and burning of French-Canadian settlements, resulting in them fleeing to the United States. The second attack, even with the support of American volunteers, resulted in the same unsuccessful outcome for the French Canadians. See the following works for further reference on the Lower Canada Rebellion, J.M.S. Careless,
\end{footnotesize}
changing the political course of the country, shaping the colonial government into an accountable regime. Durham was meticulous in his description of the culpabilities that the current system of free land grants presented, as the report stated:
The Province of Upper Canada appears to have been considered by the Government as a land fund to reward meritorious servants. . . . The Government, by the profuse grants it has made or sanctioned, has closed against its own subjects by far the largest portion of this valuable colony.\(^{122}\)
It also addressed the lack of culpability within the department in regard to functions and administration.\(^{123}\) It was evident that the conflicts arising from policies directed at deriving revenue and inducing settlement could have been alleviated had the policy suggested by the British in the 1700s of severing timberlands from settlement lands been enacted.
Based on Lord Durham’s recommendations, *The Act of Union* was adopted in 1841. The act ratified the report’s primary endorsement, to amalgamate Upper and Lower Canada into one province, thereby allowing for a responsible government to be instituted into the municipal, parliamentary system. The Crown under this system now held litigating jurisdiction over all resources and could therefore enforce stricter regulations on license holders as a way of effectively policing the forestry industry as well as promoting healthy competition within the industry.\(^{124}\)
---
\(^{122}\) Lucas, *Lord Durham’s Report*, Appendix B.
\(^{123}\) Ibid., 60.
\(^{124}\) Issues over Crown ownership of the forests were never actively contested by the lumbermen primarily because their interest lay in timber rather than land and because they could use the current system to their advantage. The licensing system allowed them to defer payments for timber until it was sold, thus expanding their lines of credit. Stricter regulations would help in minimizing further misappropriation of land, as the government now held the power to suspend licenses if the holder did not fulfill their contractual obligations. Imposing penalties for non-conformity was a common practice, a deterrent still used today. See, Gills and Roach, *Lost Initiatives*.
The union of the two Canadas fostered the opportunity to regulate the production and export of Canada’s greatest asset—her forest wealth—to achieve maximum revenue for the state and maximum profit for the lumbermen. It was in the state’s interest, therefore, to keep a firm grasp on legal title to the forest and manage the lumber industry for its revenue purpose. Under the old regime, the balance of regulatory power rested with the executive, under the authority of the British Crown. However, timber regulations after 1842 provided legislative committees with the power to conduct inquiries and otherwise discuss, investigate, and acknowledge grievances.\(^{125}\) This change occurred for two reasons: firstly, to help establish a responsible; secondly, the timber trade was a key revenue stream for this new government, essential to the operation of the colony.
By 1846 the effects of a civilian-driven sector resulted in a compromised timber trade and a financially struggling Canadian government. The oversaturated square timber market was the result of overproduction from an ever-increasing number of operators, while demand for Canadian timber was on the decline.\(^{126}\) The collapse of the colony’s largest *industry* was inevitable and required a re-examination of government policies.
\(^{125}\) The legislative committees could hold full-scale inquiries. See Canada, Legislative Assembly, Selective Committee on the Lumber Trade. “First and Second Reports,” *Journals of the Legislative Assembly of Canada* (1849), Appendix PPPP.
\(^{126}\) The economic impact of the square timber trade was primarily felt in Lower Canada. Workers hailed primarily from Lower Canada, and those who did not still contributed to Lower Canada’s economy, spending much of their earnings in the colony. Employment throughout this early period steadily grew, with about 1500 men in the 1830s, peaking to 8000 men by the 1840s. See D. McCalla, *Planting the Province* (Toronto, ON: University of Toronto Press, 1993). Growth within the industry meant parallel growth of trade in planks or “deals,” resulting in the construction of larger sawmills. For instance, the Hamilton’s 1815 mill at Hawkesbury could only produce 300,000 deals annually by the mid-1830s. By 1847 its output had doubled, while also competing with the other eleven mills in the Ottawa Valley. For a further discussion, see McCalla, *Planting the Province*; R.L. Gentilcore, D. Measner, and R.H. Walder, *Historical Atlas of Canada II: The Land Transformed 1800–1891* (Toronto, ON: University of Toronto Press, 1993). The 1845 development of the English railway system also contributed to overproduction. This construction boom placed a great deal of pressure on the Canadian lumber suppliers to meet a growing demand for timber, which caused a tremendous overproduction in British North America the following year. This was only intensified by government regulations that required license holders to produce a minimum of 1000 cubic feet of timber per square mile of license they held, under penalty of forfeiture of their limit. This stipulation in licensing affected the removal of the best timber. See *Canada Gazette*, 1846, Crown Lands Department: Notice to Applicants for Timber Licenses, 24 June 1846, clause 5.
Three policies had led to the severe overproduction and consequent economic depression. The first culprit was the requirement to produce a minimum specified amount of timber per square mile of license.\textsuperscript{127} The second was the threat of subdivided licenses, which forced lumbermen who held licenses to larger limits to maximize their harvest. The final contributing policy was the government’s hands-off approach to addressing license boundary disputes. License holders would resolve these conflicts by hiring more hands to harvest these lands, which contributed to overharvesting.\textsuperscript{128} This re-examination of policies by the legislative committee resulted in the first statutory framework for the forestry industry in the colony.
What transpired was the establishment of the \textit{Crown Timber Act of 1849}, which “enshrined the Canadian combination of Crown ownership of land and commercial removal of timber growing on that land.”\textsuperscript{129} This act was the beginning of the evolution of the forestry policy, ending the era of unregulated exploitation, as the province now had the power to regulate competition and secure maximum government revenues. This new legislation helped to remediate some of the problems that had led to the overproduction of timber in the colony. However, continuity of tenure still remained a topic of debate within forest management. The act
\textsuperscript{127} Initially a ten-by-ten lot size was the maximum license that was issued in the early 1840s. It was estimated that there would be about 5000 feet of harvestable timber for every mile of license. This was eventually reduced in 1846 to a five-by-five-mile lot and a limit of 1000 feet of harvestable timber to be produced. This requirement of production was a contributing factor for the overproduction and the subsequent depression of the timber industry in 1847.
\textsuperscript{128} Southworth and White, \textit{A History of Crown Timber Regulation}.
\textsuperscript{129} “The Crown Timber Act” in 1849 was developed under the title of “An Act for the Sale and Betterment of Timber upon the Public Lands.” Under this act, licenses were allocated for a twelve-month period, in which the holder had the rights to all timber grown on their limits yet was required to produce a minimum volume of timber as proof of occupancy. Timber on the land would be consider property of the Crown until duties were paid on the harvested wood. Renewal of licenses were granted upon compliance of the terms laid out in the act, otherwise the land would be put up for public auction. For reference to the legislation, see Canada. \textit{Statutes of Upper Canada}. 1849. “Crown Timber Act” 12 Victoria, c. 30.; Southworth and White, \textit{A History of Crown Timber Regulations}, 195–209; Canada. Legislative Assembly. Selective Committee on the Lumber Trade. “Second Reports,” Journals of the Legislative Assembly of Canada, 1849, Appendix PPPP; E. Epp, “Ontario Forests and Forest Policy before the Era of Sustainable Forestry,” in \textit{Ecology of a Managed Terrestrial Landscape: Patterns and Processes of Forest Landscapes in Ontario}, ed. A.H. Perera, L.E. David, and I.D. Thompson (Vancouver, BC: University of British Columbia Press, 2011), 242.
also did not reflect the concerns of lumbermen draftsmen, whose aim was to help modify the regulations to meet the needs of the trade. The state permitted the industry to have relatively unencumbered access to timber while asserting that the security and permanence of its lumber rights would be upheld. However, it made the statutory provision that land would be cleared swiftly and turned into farms. Lumbermen were required to relinquish their exhausted limits so that no delays in settlement would persist. This statutory caveat illustrated the extent to which forest operations and agricultural settlements were inherently linked, a reality that remained true for much of the nineteenth century. Only minor adjustments would be made to the *Crown Timber Act* for the remainder of the nineteenth century.\(^{130}\)
**Implementation of the *Crown Forestry Act***
The passing of the 1849 *Crown Forestry Act* confirmed the fundamental principles of Crown ownership that emanated from imperial and executive regulations, which would have a profound impact on subsequent Ontario forest law. The act itself, with only two minor adjustments, was a seminal piece of legislation for the industry for the duration of the nineteenth century. Notably, Crown ownership would mitigate competing interest groups in fashioning the types of monopolies possible had lumbermen owned their own land.
Although the act did not rectify the shortcomings of the previous system, it did help to stabilize the industry.\(^{131}\) With the passing of the act, lumbermen were no longer obliged to hold
\(^{130}\) During the 1849 committee hearings, it was suggested that the initial cash deposit (or personal loan) be replaced with a system of rent charges. The rationale behind such a change was that it would free capital to develop cutting operations and provide ample security against monopoly and speculation. Mounting pressures from both industry and the public service resulted in an amendment to the *Crown Timber Act* in 1851 whereby two shillings and sixpence per square mile of licenses would be paid in addition to other timber duties. Failure to meet these stipulations of the license would result in doubling of the ground rent fees for each year of non-occupancy. For details, see Southworth and White, *A History of Crown Timber Regulations*, 209.
\(^{131}\) The difficulties that the industry confronted in the 1840s were addressed with more stringent regulations against trespassing, assuring operators that their license could be renewed and an effort being made to minimize violence in the woods. See Southworth and White, *A History of Crown Timber Regulations*, 208–9 for their assessment of the
licenses. They were, however, still required to deposit one quarter of the duty on the quantity of timber to be made and post bonds for the remainder. Additionally, the act reduced the amount of the minimum cut of timber to 500 feet of timber per mile, and even that restriction could be bypassed under the right circumstances.\textsuperscript{132} This was a point of strife for many lumbermen, for this proviso prevented a monopoly on the part of large operators. As a result, lumbermen advocated for further change and improvements within the industry, most notably the elimination of the minimum cut. Discussion and debates regarding lumbering interests over the next several years resulted in a petition for the implementation of a ground rent system.\textsuperscript{133} The commissioner endorsed this measure “as an effectual means of preventing the evils which arise from monopoly on the one hand, and from overproduction on the other.”\textsuperscript{134} The system was put in place under the Regulations of August 8, 1851.\textsuperscript{135} The implementation of the new system meant that deposits on duties were no longer compulsory, though security was still required. This change meant that lumbermen were less financially stressed, having more liquidity in the operation season.
The ground rent system of 1851 had harsh penalties for the non-occupation of land. As outlined in the regulation, penalties would grow exponentially for each season of non-occupation, doubling the penalty each month. This was apparent to the commissioner, who pointed out that this consistent growth in rents “at last comes to a point when the increase is so great and sudden that those who held any timber berths in reserve, had wither to occupy or relinquish them.”\textsuperscript{136} Increasing pressure as a result of penalties would lead to significant changes
\textsuperscript{132} \textit{Ibid.}, 208.
\textsuperscript{133} See \textit{Woods and Forests Branch: Orders in Council, 1847–1867}, Order of May 15, 1851, 5. See, also, Ottawa Crown timber agent A.J. Russell’s report, which made a compelling case for adopting a ground rent system. Crown Timber Office (CTO), Ottawa, \textit{Letters to Commissioner}, vol. v, p. 11. Letter of April 23, 1851.
\textsuperscript{134} \textit{Ibid.}
\textsuperscript{135} Order-in-Council, 8 August, 1851. See Southworth and White, \textit{A History of Crown Timber Regulations}, 209–213; Crown Land Papers, \textit{Regulations and Memoranda, 1889}.
\textsuperscript{136} Quoted in Canada. \textit{Report of the Commissioner of Crown Lands of Canada for the Year 1859} (Quebec:
in 1855. The most notable change to the ground rent system was the maximum penalty for non-occupation of berth, limiting it to the expected accrued dues from routine operations. From the vantage point of the industry and public revenue, the system of ground rent, which only underwent minor changes until 1866, worked well. From the lumbermen’s perspective, they were no longer restricted by having to produce a minimum cut nor financially strained by having to place a deposit to cover dues on the timber. This system pleased the government too, as it saw financial gains and the regulations acted as a mitigating barrier, restricting the power a monopoly could have in major timber-producing areas.\textsuperscript{137}
Next came an improved system for collecting dues. Corruption within the Department of Crown Lands was evident, and it was agreed that to alleviate some of the discrepancy with payments, dues to the department should be made through banks as opposed to the agents directly.\textsuperscript{138} Secondly, the Crown addressed the misallocation of Crown timber as private-land timber. They combated this abuse by creating regulations that required local Crown land agents to issue licence certificates to cut timber on Public Lands within their region.\textsuperscript{139} The success of this measure was greater than anticipated. However, changes continued to be implemented. Notably, to address and control timber exploitation, all timber regulating functions of the department were consolidated under one branch, the Woods and Forest Branch.\textsuperscript{140}
\begin{footnotesize}
\textsuperscript{137} Canada. \textit{Report of the Commissioner of Crown Lands of Canada for the Year 1856} (Quebec: Thompson & Co., 1857), 70.
\textsuperscript{138} See Woods and Forest Branch, Report Book I: 1851–1876, 385; Woods and Forests Branch: Orders in Council, 1847–1867, 93, Order of February 13, 1851. An informative letter on the accounting procedure used in the Ottawa agency is to be found in the Letters to Commission, vol. 5, p. 42, September 15, 1852. It should be noted that the most important of changes was the introduction of agents to the department.
\textsuperscript{139} This measure was effectively implemented on June 4, 1852 through an order in council.
\textsuperscript{140} Canada. \textit{Report of the Commissioner of Crown Lands of Canada for the Year 1859} (Quebec: Thompson & Co., 1859), 39.
\end{footnotesize}
Trent was becoming a hub of timber traffic and in January 1854 underwent a timber audit to see if a field organization should be developed in the region.\textsuperscript{141} It was recommended that the Province of Canada be divided into ten timber regions, of which five, the Ottawa, Ottawa, Ontario, Canada West, and Huron, were in what is present-day Ontario. The commissioner also separated public revenue from the timber trade, and two separate agencies were created, one for timber and the other for land. By the end of the century, six agencies in these regions were operational in the province.\textsuperscript{142}
It was becoming clear with the move into the western regions of the province that agents were under a great deal of pressure to effectively regulate licensing and timber exploitation in their respective regions. The vastness of these regions and unruly gangs of lumbermen made it difficult for Crown land agents to carry out their job.\textsuperscript{143} With development along the shores of the Great Lakes, illegal shipping of timber across the border began. To alleviate this, it was suggested that the Department of Crown Lands work jointly with the Department of Finance. This allowed for collectors of customs to withhold clearance from any vessel carrying lumber not certified by local Crown timber agents. Although this resolved one problem, there were still many more to be dealt with.\textsuperscript{144}
\textsuperscript{141} Woods and Forests Branch: Report Book I, 1851–1876, p. 116, Report of January 31, 1854. It was apparent at the time of Woods and Forest Branch approval that this region would be a great undertaking, as it was recommended by council that a good accountant “capable of undergoing the active drudgery of travelling through the woods and counting the timber and logs personally” be employed (quoted in Woods and Forest: Order in Council, 1847–1867, pp. 57–8, Order of April 7, 1854).
\textsuperscript{142} These were Ottawa (1854), Pembroke (1897), Sault Ste. Marie (1883), Webbwood (1895), Thunder Bay (1882) and Rat Portage (1889).
\textsuperscript{143} A letter from the Ottawa agent gives the most succinct description of the forms trespassing was most likely to take, though it is by no means a complete list (\textit{Letters to Commissioner}, vol. vi, pp. 327–30, Letter of December 27, 1860). The country’s geography made it extremely difficult for Crown timber agents to be “personally cognizant of all the lumbering operations going on,” so that “the defects in the Timber Act and in the timber regulations were more obviously seen and felt in this section of the province than in any other.” Quoted in Lambert with Pross, \textit{Renewing Nature’s Wealth}, 138.
\textsuperscript{144} For a discussion of other serious abuses, see Lambert with Pross, \textit{Renewing Nature’s Wealth}, 138–49.
From Mercantilism to Free Trade
The period following the inception of the *Crown Timber Act* shifted market preferences for Canadian timber. It was the end of the colonial and mercantile system, and the beginning of a revolutionary time in the history and economics of the colony. After 1849, the United States was the primary importer of Canadian forest products, which simultaneously changed the market output from squared timber to sawn lumber.\(^{145}\) Demand for Canadian lumber in US markets was in response to urban growth and the subsequent demands of a growing population. This demand helped alleviate the stress placed on forestry sector from the recession of the previous two years, as a trade circular stated at the time:
The real cause of firmness in our market arises from the eager and extensive transactions of the Americas from the New York markets, the quantity already consigned to that city through the Chambly Canal being above two million feet while the whole of last year it was only one and one-half million.\(^{146}\)
It was evident that the period in which Canadian lumber was allowed to flow into US markets was prosperous for lumbermen as “splendid profits were realized in the timber and corn trade” in 1853; the lumber trade income from the previous year had almost doubled.\(^{147}\) With the economy in a state of prosperity once again, overproduction was a looming consequence, and in the winter of 1854 efforts were made to take advantage of the high market prices.
The Reciprocity Treaty of 1854 with the United States was the beginning of the American assault on Canadian lumber, as Americans infiltrated the colonies with their capital and operations, influencing the development of Canadian lumber in the years to come. Under this agreement, each country was afforded free entry to the other for exporting and importing
\(^{145}\) For a discussion on the repeal of the Navigation Law, see S. Palmer, *Politics, Shipping and the Repeal of the Navigation Laws* (Manchester: Manchester University Press, 1990).
\(^{146}\) Quoted in Montreal *Transcript*, August 5, 1851.
\(^{147}\) T. Tooke, *History of Prices*, vol. v., (1857), 306; £8,584,993 in 1852 compared to £13,498,416 in 1853.
natural products and raw materials, dressed lumber excluded. This treaty, which served to increase lumbering in Upper Canada, did not promote internal industrial development. The Honourable A.T. Galt, chairman of the selection committee, voiced his dislike of the Reciprocity Treaty, as he believed that exporting square timber was a waste of the province’s greatest sources of wealth. During the legislative assembly of 1854–5, Galt stated,
I believe it is at this day entirely unnecessary to enter into any argument to prove that the value of our Forests to the Country is precisely in proportion to the amount of labour expended in preparing the timber for market, and that therefore the more crude and raw state in which it is exported the less value the trade is to the Province.\(^{148}\)
He recommended that, going forward, the province should only enter agreements and create policy that would generate capital, skill and labour within the forestry trade. Accomplishing this could only be done if incentives were given to convert timber into sawn lumber as opposed to square timber, which would reduce the amount of valuable timber wasted while minimizing the amount of fixed capital and labour needed to prepare the timber exports.\(^{149}\) Galt’s recommendations were only implemented decades later.
By the time of Confederation, all parties involved show considerable interest in forest policy. The two most prominent concerns were ensuring fair and profitable timber licensing and the conflict between settlement and lumbering. It would seem that the government, through its progressive adoption of forest legislation, was driving a period of important policy change in the
\(^{148}\) Canada. *Legislature. Legislative Assembly*. Vol. 13. Issue 10 (1854).
\(^{149}\) Reference to the use of neglectful practices was also addressed at the legislative assembly with regards to fire. This was the first government reference that was made regarding the dangers of using fire for land clearing. Attention was also given to the wasteful practices of the square timber trade, which heightened risk of fires. The lumbermen, however, were quick to blame settlers for the wildfires, citing government policy permitting settlement on timbered lands. Yet again, the reluctance of the government to sever agricultural and timbered lands continued to be a point of contention. The problem that the industry faced was the development of settlements, which housed workers employed by the lumbering contractors, around the pine forests. These cohorts increased the frequency of fire on valuable timberlands, resulting in a loss of revenue to the government. Although this factor was known, no fire protection policy was instituted. See Province of Ontario. Legislative Assembly. “Annual Report of the Clerk of Forestry,” Journals of the Legislative Assembly of Canada, 1896, 86.
forestry industry. However, the pressures Confederation was placing on government priorities would redirect its primary interest elsewhere.\textsuperscript{150} (The subsequent chapter addresses these issues.)
The implementation of the 1854 Reciprocity Treaty helped accelerate development of the US sawn lumber trade.\textsuperscript{151} The treaty allowed for the free-flowing exchange of goods—agricultural and raw wood material products—between British North America and the United States, building on Britain’s overall movement from mercantilism to free trade in the nineteenth century. Both Canadians and Americans involved in the forestry industry endorsed this economic measure. The generally accepted view of reciprocity was that “an extraordinary impulse of advancement [had been] given to the provinces, particular Ontario, by the operation of this treaty,” since “it opened the booming market of the United States [to] the natural exports of lumber, fish, coal and agricultural products [allowing them to find] wider markets and higher prices.”\textsuperscript{152}
The treaty ended in 1866, but nonetheless it acted as a fulcrum for the forest industry in Canada. Reciprocity during these years fostered a swift and expansive development of the industry, which made some lumbermen wary of the potential dangers associated with this rapid growth.\textsuperscript{153} These concerns were also being voiced by others, who were alarmed at the devastation of the forest that followed the over-cutting stimulated by the Reciprocity Treaty. One
\textsuperscript{150} Sir Alexander Campbell, the commissioner of Crown lands for Upper and Lower Canada, addressed these concerns of pressures in 1865 when he stated that “[n]othing but the expected Confederation of all the British North America Provinces has hindered me from submitting to Your Excellency a scheme . . . to provide for the more efficient discharge of the duties hitherto fulfilled by the Commissioner (of Crown Lands) personally.” See Province of Canada. \textit{Report of the Commission of Crown Lands of Canada}. (1865), xx.
\textsuperscript{151} See E.H. Derby, \textit{A Preliminary Report on the Treaty of Reciprocity with Great Britain: To Regulate the Trade between the United States and the Provinces of British North America} (Washington, D.C.: Department of Treasury, 1866).
\textsuperscript{152} J.N. Larned, “Report on the State of Trade between United States and British North American Provinces,” \textit{House Executive Document No. 94}, U.S. 41st Cong. 3rd. sess. (1871), 6; and W.A. Mackintosh, \textit{Economic Background to Dominion-Provincial Relations: A Study for the Royal Commission on Dominion-Provincial Relations} (Toronto: McClelland and Stewart Ltd., 1969 [1939]), 13.
\textsuperscript{153} Lower makes this argument, citing James Little, a lumberman and his stance of the impact of reciprocity. Refer to Little, \textit{Letter to the President}, 32. See, also, Lower, \textit{The North American Assault}, 146–7.
such individual was John Langton, who would go on to become the first auditor general of Canada. Langton witnessed such destruction in his area of the Trent Watershed in Ontario, which had been heavily lumbered following reciprocity. He voiced his concerns in a paper read at the Literary Society of Quebec in May 1862, which recommended the implementation of a forest reservation policy that would address the industry’s wasteful square timber trade practices and research tree growth as a means of sustaining and protecting the resource.\textsuperscript{154} His apprehensions were, to some extent, overshadowed by the financial successes, as this was a most important consideration for the industry.\textsuperscript{155}
\textbf{Confederation and the British North American Act}
The passing of the \textit{British North America (BNA) Act} led to Canadian provinces being united under Confederation on July 1, 1867. The \textit{BNA Act} also amended control over jurisdiction, making “the management and sale of the public lands belonging to the Province and of the timber and wood thereon” a provincial domain.\textsuperscript{156} After Confederation, it became increasingly apparent that accessible forests in Canada were receding at an alarming rate. Prime Minister John A. Macdonald in 1871 commented on this crisis, stating, “[w]e are recklessly destroying the
\textsuperscript{154} J. Langton. “On the Age of Timber Trees and the Prospects of a Continuous Supply of Timber in Canada,” \textit{Transactions of the Literary and Historical Society of Quebec} (1862): 61–79.
\textsuperscript{155} It is difficult to delineate the sole impacts of the Reciprocity Treaty on Canadian trade from the effects of the other economic and political events during the same period. These events include the railway building program of 1854–1855, the Crimean War, the crisis of 1857–1858 and the American Civil War. This argument is made by Laughlin and Willis, \textit{Reciprocity} (New York: Baker & Taylor, 1903), 6: “[The treaty] seems to have had, owing to the unwonted character of the events by which its existence was characterized, very little chance to show what it could do.” For instance, the onset of the Crimean War stimulated Canadian markets for supplies; the Quebec timber trade rose to new heights and farmers of Upper Canada found a market for their wheat. It is evident that, as a collective, the provinces’ prosperity increased, but it is difficult to say to what degree trade with the United States influenced these outcomes. Also worth noting, the American market became so lucrative for Canadian lumbermen that the production of squared lumber and deals halted, shifting the industry to cater to a single market. Unlike supplying the British market with prime square timber, the American markets were less restrictive, accepting almost any grade of Canadian lumber.
\textsuperscript{156} \textit{British North American Act}, sect. 92, subsec. 52, (1864).
timber of Canada and there is scarcely a possibility of replacing it.”\textsuperscript{157} Macdonald’s decision to address the forestry situation was influenced by his colleague Alexander Campbell, who under the Union constitution served as the last Commissioner of Crown Lands. Campbell can be credited with being the first to express conservationist attitudes in Canadian public policy. Campbell was instrumental in reducing the sale of timber, advocated for acceptable ways to prevent mills from clogging the river sand streams with their waste and tried to implement initiatives to investigate ways of preventing forest fires. His efforts, however, were stunted by the debates and negotiations leading to Confederation. It would not be until 1880, with the onset of the forest conservation movement, that serious changes to forest management and preservation began to occur.
By 1864, a selection committee was established to “enquire into the causes of rapid destruction of our forests and the means to be adopted to prevent it.”\textsuperscript{158} Years of extensive timber exploitation in the province spurred a shift in government attitudes. It was becoming increasingly evident that wastelands created by early settlers clearing the land for its timber and then subsequently abandoning the cultivated acreage needed to be addressed.\textsuperscript{159} It would be noted
\textsuperscript{157} Macdonald to John Sandfield Macdonald, 23 June 1871. LAC. Sir John A. Macdonald Papers. MG26A, vol. 518, pt. 3, L.B. 15, p. 963.
\textsuperscript{158} Canada. \textit{Journals of the Legislative Assembly of the Province of Canada}, vol. XXIII (1864), 114.
\textsuperscript{159} A symbiotic relationship between lumbermen and farmers was evident during the establishment of early settlements along the St. Lawrence and Ottawa Rivers. The lumbermen and farmers worked as allies; the lumbermen cleared tracks of land and, in turn, the farmers sold their first crop back to the lumber camps. Cracks in the relationship began to appear mid-century as lumbermen and farmers moved further into the Laurentian plateau. As their interests began to diverge so too did their relationship. Lumbermen began to resent the onslaught of homesteaders who unflinching spread fire. This was in direct relation to the value of their timber limits and the amount of capital tied up in them. In 1869, Ontario’s \textit{Free Grants and Homestead Act} was established, requiring payment of dues for lumber cut by settlers. The revenue generated from these fees was used to finance road construction for new settlements. The land offered was unsuitable for agriculture and restricted access to agricultural markets of the south. Settlers, in turn, sold their lumber to sawmills to offset the cost farming crops. The resulting large-scale clearing in southern Ontario produced areas of wastelands. The clearings of “inferior lands for agriculture” lead the clerk of forestry R.W. Phipps, in his 1883 report to lament, “pressure of poverty was sometimes severe, and men sometimes driven almost to the starving point had little scruple in destroying 100 dollars worth of timber to procure five dollars worth of wheat, when they could get the five dollars, could not get the hundred then and were by no means sure they ever would” (R.W. Phipps, \textit{Report on the Necessity of Preserving and Replanting Forests Complied at the Instance of the Government of Canada} (Toronto, ON: Blackett Robinson, 1883). See, also,
years later that “great embarrassment was caused by the squatters and timber miners in the late 1850s and 1860s.”\textsuperscript{160} Timber miners posed as settlers, made a down payment, cleared the land, and then sold it. Although the selection committee’s report was never published it is evident that early notions of land use designation and forestland reserves as a source of revenue in the form of exportable timber were being discussed.\textsuperscript{161} It would not be until 1947 that the Ontario Royal Commission on Forestry would go on to write that “the history . . . has been that of ‘cut out and get out.’”\textsuperscript{162} Appeals from early conservationists also added pressure to adopt alternative measures in timber harvesting.\textsuperscript{163} Lumbermen had been deploying similar rhetoric for years, stressing the need for a classification system that allocated land as either agricultural or permanent forest.\textsuperscript{164} With mounting pressure from agriculturalists, lumbermen and elected officials advocating for the need to protect the resource, it was clear these concerns were not isolated and needed to be addressed.
The transformation of Ontario’s infrastructure in the late nineteenth century was undoubtedly a by-product of Confederation.\textsuperscript{165} The period of change was fostered by the steady
\begin{footnotes}
\item Mossom Boyd to the Commissioner of Crown Lands, undated, LAC, Mossom Boyd Papers, box 131; Russell, “Forest into Farmland,” 131–2; Craig, \textit{Upper Canada}, 146.
\item Ontario, Department of Lands and Forests, \textit{Ontario Royal Commission on Forestry Report, 1947}. (Toronto: B. Johnson, Printer to the King, 1947), 5.
\item The report was never published because of the political upheaval that occurred at the time, associated with the proposed Canadian Confederation. K.A. Armon, \textit{Ontario Forests: A Historical Perspective} (Toronto, ON: Fitzhenry & Whiteside, 2001), 118.
\item Ontario, \textit{Ontario Royal Commission on Forestry Report, 1947} (Ottawa: B. Johnson, Printer to the King, 1947), 5; Wood, \textit{Making Ontario}, 14.
\item For instance, Benjamin Gott of Arkona, advocating on behalf of the forests, made his case in the winter of 1880 to the United Fruit Growers of Ontario, stating:
\begin{quote}
what sad and merciless havoc made upon them (our forests) for the base and meager considerations of the present hour. How far from our serious thoughts of the future are the considerations of preservation, economical use, culture and propagation applied to our forests! . . . If something is not speedily and effectually done . . . we shall, before many years have swept their onward course, find ourselves compelled to forever inhabit a dismal treeless waste and an unfruitful region.
\end{quote}
(Ontario Fruit Growers’ Association, “Report,” in Commissioner of Agriculture and Arts, \textit{Report [1880]}, 146.)
\item Southworth and White, \textit{A History of Crown Timber Regulations}, 224, 231, 240–2.
\item R.D. Francis, R. Jones, and D.B. Smith, \textit{Origins: Canadian History to Confederation} (Toronto, ON: Holt, Rinehart and Winston of Canada Ltd., 1988), 272.
\end{footnotes}
expansion, restructuring and organization of provincial bureaucracy. The development of new government departments with “autonomous administrative agencies,” and subsequent departmental satellite attachments, addressed public and government concerns that arose during this period of adjustment and transformation.\textsuperscript{166} These branches would become “progenitors of the modern congeries of agencies, boards and commissions,” or the foundation for the government infrastructure in contemporary Ontario.\textsuperscript{167}
Confederation helped facilitate further growth, prosperity and development while providing the necessary oversight and transformation within the forestry sector that the province needed. Improving the management of forest products industries within the province helped grow the prosperity of the sector. Progress was directly proportional to the completion of both the Great Western and the Canadian Southern Railways as well as the development of portable steam-powered mills.\textsuperscript{168} These innovations opened more remote, hitherto unexploited lands, resulting in the expansion of the agricultural frontier and access to fresh timber resources for manufacturing pursuits. These factors stimulated the development of the region’s economy at this critical time. Improved infrastructure and management shifted the primary manufacturing industry from square timber to sawn lumber.\textsuperscript{169}
It was evident to the province that going forward it would have to create policies that would increase public revenue. It was clear to the Department of Crown Lands (DLC) that the forest was an integral part of this plan, as the forests were a revenue-producing commodity.\textsuperscript{170}
\textsuperscript{166} J.E. Hodgetts, \textit{From Arm’s Length to Hands-On: The Formative Years of Ontario’s Public Service, 1867–1940} (Toronto, ON: University of Toronto Press, 1995), x.
\textsuperscript{167} Ibid., 56.
\textsuperscript{168} Ibid.
\textsuperscript{169} J. Gilmour, \textit{Spatial Evolution of Manufacturing: Southern Ontario, 1851–1891} (Toronto, ON: University of Toronto Press, 1972), 31.
\textsuperscript{170} The department has its origins in 1827. Now its main responsibility and function was twofold: the sale and settling of the land and the sale of timber rights. The department operated in a sensitive and politically oriented environment, which affected both policy and staffing procedures of the department. For a detailed administrative
Hence, the forest industry and provincial government developed a close bond based on the financial gains each stood to make through a mutually beneficial partnership. Ontario increased its revenues with the passing of the *New Crown Timber Regulations of 1869*, which increased dues by fifty percent and created a uniform ground rent. The province also generated revenue through the selling of large timber licenses, which some criticized as a deterrent to settlement (see Appendix A for a table of timber limit sales).\(^{171}\) The financial gains garnered through forest regulation would have made it easy for politicians to side with lumbermen, as they stood to gain millions, as opposed to granting free land to homestead farmers. In trying to address critics, the commissioner of Crown lands, the Honourable R.W. Scott, in 1872 laid out the economic benefits of licensing as “a prolific source of revenue, permanent as the existence of the material from which it is derived.”\(^{172}\) This only fuelled the popular endorsement of the lumber industry.
---
\(^{171}\) One of the most prevalent and consistent pressures for such sales, succinctly stated by E. H. Bronson’s, a lumberman, minister without portfolio in the Mowat cabinet, was simply: “WE WANTED THE MONEY.” Their justification, to pay for social infrastructure development. (Notes for a speech defending the 1892 auction.) Sandfield Macdonald’s government sold off 635 square miles of timber; Edward Blake’s ministry parted with 5,031 square miles in a single year, and over the next twenty years, the worst offender, Oliver Mowat, disposed of 4,234 square miles. Nelles, *Politics of Development*, 18.
\(^{172}\) The full quotation:
“The policy of placing under license the area disposed of at the late sale has been questioned on the grounds that it was virtually looking up the country from settlement, and handing over absolutely to licentiates the timber which should have been retained as a permanent source of revenue to the Provinces; the fallacy of such objections must be apparent in the face of the following facts viz., that the lands will be as open for sale after being covered by license as they were before the existence of such license, and that the timber which has hitherto yielded no appreciable contribution to the Provincial Treasury will now as the result of the territory being placed under license, be a prolific source of revenue permanent as the existence of the material from which it is derived.”
Quote taken from: Ontario Legislative Assembly. “Annual Report of the Clerk of Forestry for the Province of Ontario,” *Sessional Papers* vol. 31 part 10 (1896), 113.
over settlement.\textsuperscript{173} Each of these measures helped to create financial stability within the province, yet little investment was made in the management of forests.\textsuperscript{174}
Issues that were raised prior to 1867 about the deforestation of private property once again began becoming a legitimate concern, as timber resources were quickly being depleted. This was a systemic problem that had implications for agriculture, the climate and the environment. In particular, the government wanted to ensure a perpetual supply of timber resources and revenues essential for the economic development of the province.\textsuperscript{175} It was thus the job of the Department of Forestry to address this crisis by providing legitimate solutions that advocated for smart, private forest management, conservation and reforestation initiatives.\textsuperscript{176} This would be no easy task. Under the current government, most public lands had passed into private ownership, restricting the provincial government’s jurisdictional authority. The DCL understood that under private ownership, it would be impossible to introduce “broad general measures for reforestation without infringing upon vested interests.”\textsuperscript{177} Optional reforesting initiatives and informal educational policies and programs were the province’s only realistic strategies as it sought to restore the region’s rich primeval hardwoods forests and regenerate lost monetary revenues.
\textsuperscript{173} A major hurdle that had to be overcome was the misconception that forests were not areas of timber production but rather potential agricultural land. This was a challenge because there was no classification system in place that distinguished between the various types of land. These concerns were addressed after Confederation with stricter definitions between settler’s and lumber’s rights. Following Confederation, the policy stipulated that settlers had the right to all land under their ownership. However, if land was also under a license, the limit holder maintained the right to all timber grown there.
\textsuperscript{174} Ontario’s exorbitant revenue generation after Confederation can be traced back to income generated from forest regulations. See \textit{Report of Commission on Finance} (Toronto, 1900), 6, 24.
\textsuperscript{175} Several references citing the importance of timber in perpetuating the general economic development can be found in the following: “Forestry Report, 1888,” \textit{Sessional Papers} 5 (1889), 52, 71; “Forestry Report, 1889–90,” \textit{Sessional Papers} (1892), 15, 63; “Forestry Report, 1896,” \textit{Sessional Papers}, 40 (1896), 8–10, 25, 27.
\textsuperscript{176} Agriculturalists by 1860s believed that they were in the midst of a crisis and government action needed to be taken to mitigate further damage. See “The Breeder and Grazier,” \textit{Canada Farmer} (January 15, 1864), 4; Jones, \textit{History of Agriculture in Ontario}, 246.
\textsuperscript{177} \textit{Annual Report of the Director of Forestry, 1900–1}. Sessional Papers (1902), 22.
Pre-Confederation Forest Protection Policy
Since the mid-nineteenth century the province had been experiencing problems with forest fires, which was directly proportional to the increased number of settlements near thriving logging operation (see Appendix B for a list of forest fires). The 1854–5 selection committee of the Legislative Assembly of Canada had provided a platform for lumbermen to voice their opinions on the “the protection of the forests from unnecessary destruction.” The first reference to fire protection in the legislature can be traced back to this committee. The consensus among lumbermen was that fires were caused in part by settlers and squatters. Forest fires were not confined settlements as they had the potential to spread further into the forests where lumbering operations were occurring. Lumbermen were therefore advocating government intervention in mitigating the risk of fire within settlements. A.J. Russell of the Crown lands Ottawa agency, advocated for enforcement of a law against burning brushwood during the fire season.
Protection bills had been introduced twice, in 1859 and 1867, but neither were passed into law (the latter bill was dropped amid the more pressing issues of Confederation). Over the next decade, advocates for the enforcement of strict regulation and the management of forests on a sustained yield basis attempted to sway public opinion and thereby get the province to act. In
---
178 Blame was also shared with the square timber trade for its wasteful cutting methods. As Alexander Galt claimed in 1855, the export of square timber is “a profligate waste of one of the greatest sources of provincial wealth.” (Letter of A.T. Galt, March 7, 1855. Selection Committee on the System of Management of the Public Lands. Evidence. Journal of the Legislative Assembly of Canada, 1854–1855, Appendix MM. See, also, Southworth and White, *A History of Crown Timber Regulations*, 219. Similar sentiments were shared by William Spragge, the chief clerk of the DCL in 1855: “the enormous amount of valuable wood which . . . in process of time uselessly rots upon the ground.” (statement by Mr. Spragge. Canada. Legislature. *Legislative Assembly Journals of the Province of Canada*. 18 VICTORIÆ REGINÆ, vol. 13, 10 (1855), Appendix MM).
179 Canada. Legislature. *Legislative Assembly Journals of the Province of Canada*. 18 VICTORIÆ REGINÆ, vol. 8, issue 10 (1849), Appendix PPP.
180 Evidence of James Henry Burke, Esquire, of Bytown, Canada. Legislature. *Legislative Assembly Journals of the Province of Canada*. 18 VICTORIÆ REGINÆ, vol. 13, issue 10 (1855), Appendix M.M. Evidence of A.J. Russell, Canada. Legislature. *Legislative Assembly Journals of the Province of Canada*. 18 VICTORIÆ REGINÆ, vol. 13, issue 10 (1855), Appendix MM.
181 See W.T. Foster and K.B. Turner, *Forest Protection in Ontario* (Toronto ON: DLF, 1960), 7.
182 Two pamphlets were published, one in 1872 and the other in 1876. Each expressed concern about timber
response, the Ontario government produced pamphlets explaining the negative effects of forest fires on timber resources. These received mixed reviews from the public, as many people still believed that Canada’s forests were infinite. It was not until 1878 that Ontario finally created the *Fire Act*—“an Act to Preserve the Forests from the destruction of fire”—which provided the province with the power to exercise control over such matters.\(^{183}\)
The implementation of this act advanced efforts in forest protection yet failed to reduce the frequency of wildfires. The chief clerk of the Woods and Forests Branch of the DLC, Aubrey White, in 1885, drew up a system of fire ranging to aid in meeting the protection policy in which trained forest rangers would be stationed in areas of settlement, railway construction and lumbering, where there was a heightened risk of a forest fire.\(^{184}\) They would be tasked with coordinating fire-fighting efforts and educating the public on the risks of being careless with fire while in the forests.\(^{185}\) The cost of implementing this program was shared between the government and timber licensees (7000 dollars each).\(^{186}\) The first year was successful: significantly fewer fires occurred on limits stationed by rangers than those that were unattended. The commissioner of Crown lands acknowledged the rangers’ achievements in his 1885 report, stating, “[t]he effect of their presence has been excellent. Fires were suppressed which otherwise might have become vast conflagrations, causing incalculable losses.”\(^{187}\) He also addressed the
\(^{183}\) The lieutenant governor under this act was granted the power to proclaim fire districts in any large settlement area, restricting the use of fire from April 1 to November 1 in those areas, allocating the use of fire only for clearing land, cooking, heating or other specified necessary purposes. See Department of Crown Lands. *Statues of Ontario*. 41 VICTORIÆ REGINÆ, chapter 23 (1878).
\(^{184}\) Reference to White’s suggestion can be found in Ontario. *Annual Report of the Clerk of Forestry* (1899), 131.
\(^{185}\) Fire rangers traveled to their assigned districts along with their assistants, chronicling all their activities, distributing and posting copies of the *Fires Act* in areas they deemed as conspicuous and extinguishing any fires they came across. At the end of each session, reports were to be turned in to their district headquarters. See Southworth and White, *A History of Crown Timber Regulations*, 273–6.
\(^{186}\) Timber licensees participated on a volunteer basis. Those that participated were satisfied with the first year’s efforts. See, Lambert with Pross, *Renewing Nature’s Wealth*, 206.
\(^{187}\) Ontario. Legislative Assembly. *Report of the Commissioner of Crown Lands*. 49 VICTORIÆ REGINÆ, sessional papers no. 33 (1886). Appendix A, vii.
rangers’ ability to enforce the *Fire Act*, namely, bringing guilty parties to justice by imposing fines. The rangers, according to the commissioner, were also able to instil a strong public interest in preventing the start and spread of bush fires.
After a few seasons, rangers confirmed that settlers, river drivers and careless hunters and tourists were the primary parties responsible for forest fires. In response to this, timber licensees requested that fire ranging should be required on all limits to ensure impartiality. The full implementation of this request would take thirteen years. By 1896, 160 experienced men were employed as rangers.\(^{188}\) This would ultimately lead to the appointment of a royal commission that looked into “ways of bringing about better preservation of the forests from destruction by fire.” The investigation resulted in amendments to the *Forest Act* in 1900, making ranging compulsory and expanding its remit to unlicensed land as well.\(^{189}\) The success of this policy was contingent on publicity. Educating the public helped deter the profligate behaviours that led to the destruction of forests, as people could be persuaded to protect the resource when they understood the potential danger of fires.
Ontario’s history illustrates the complex relationship of resource development and settlement. Stakeholders played a pivotal part not only in fashioning the province’s relationship with the land but how it was managed, ultimately shaping the province’s progress and development.
I began this chapter by discussing the social mobility of early settlers and their land clearing practices. While the literature tends to reflect an image of progress and development that was orderly and well controlled, this chapter provided an alternative perspective that highlighted
\(^{188}\) *Annual Report of the Department of Lands and Forests*. (1896), viii.
\(^{189}\) Canada. Legislature. *Legislative Assembly Journals of the Province of Canada. VICTORIE REGINÆ*, c. 45 (1900).
overlooked aspects of land distribution and settlement. The preferential treatment Ontario received from the federal government up to the mid-nineteenth century allowed it not only to grow its settlement population but also to grow both its agriculture and forest industries so that they were self-sustaining. Rising tensions between settlers, squatters and lumbermen helped facilitate changing land policies that were enacted to balance lumber, agricultural and settlement needs. As settlements grew, so too did the needs of the lumber industry, a proportional growth that helped to build the forestry sector of the province. The importance of this will be explored in the subsequent chapter, which looks at the federal government’s interest in developing its western provinces with the Last Best West (LBW) campaign. Ontario’s ability to recruit settlers to the province was eclipsed by Crown efforts to settle the West. The establishing of the West as a primarily agricultural region, one of the main promotions of the LBW campaign, created conditions for Ontario to further shift towards a forestry economy. The development of foundational legislation described in this chapter placed Ontario on a pathway to adopting early sustainable and conservation measures in protecting its forest resources.
Chapter 2
Early Perspectives: Establishing a Relationship with Nature, 1860–1900
Land policy and the Last Best West settlement campaign played an influential role in the bifurcation of the image of Northern Ontario and the development of the forest industry in the province. This chapter looks at the implications of poor land policies that over time contributed to the exodus of emigrants and the development of a stronger forestry industry. I use primary sources to situate these developments in their socio-political climate. A brief examination of Lord Durham’s report establishes reasons why Ontario struggled to develop its northern region and the resulting push towards western colonization and settlement. I then discuss the LBW campaign and its promotional tactics, highlighting the images and messages that shaped the identities both of Canada as a whole and Ontario specifically. The chapter concludes with an examination of how the changing image of New Ontario and the march toward industrialization contributed to the commercialization of the forest industry and the need to create a more sustainable means of resource exploitation and management.
The Start: A Shift from Agriculture to Forestry
“Land policy lay near the root of the whole fight for responsible government in Canada and provincial control of the public lands was the first fruit of that achievement,” stated Chester Martin, in his examination of Province of Canada’s land policy.\(^{190}\) In his critique of Lord Durham’s report, in which he highlights the excessive free land grants in both Upper and Lower Canada, Martin, champions the position that the flagrant miscarriage of land management resulted in “land poverty in a wilderness of underdeveloped acreage in both the Canadas.”\(^{191}\)
\(^{190}\) C. Martin, “Lord Durham’s Report and Its Consequences,” *The Canadian Historical Review* 20, no. 2 (1939): 183.
\(^{191}\) Ibid., 181.
Martin points out that Durham’s report revealed that, while seventeen million acres had been surveyed in Upper Canada, only 700,000 acres of land of inferior quality remained available for grants. The report credits the Province of Canada with segregating public lands from being utilized.\textsuperscript{192} What remained disheartening was that of these available lands for grant, “perhaps less than a tenth” was “occupied by settlers, much less reclaimed and cultivated.”\textsuperscript{193}
The misappropriation of land allocation in Upper Canada could not go unnoticed, reform was needed. The publication of Durham’s report, vehemently defended the idea that colony resources should be regarded as imperial capital: “The country which has founded and maintained these Colonies at the vast expense of blood and treasure, may justly expect its compensation in turning their unappropriated resources to the account of its own redundant population.”\textsuperscript{194} Durham encouraged further investigation into Upper Canada’s land policy, tasking Charles Buller to focus on how the system promoted settlement of the country, especially from Britain.\textsuperscript{195} Buller’s office produced the report \textit{Public Lands and Emigration}, which was primarily written by Edward Gibbon Wakefield.\textsuperscript{196} It revealed the disproportion of land
\begin{footnotes}
\item[192] Ibid.
\item[193] J.G. Lambton, Earl of Durham, \textit{Lord Durham’s Report on the Affairs of British North America} (The House of Commons, 1839), 223.
\item[194] Ibid., 7.
\item[195] Ibid., App. B., 3.
\item[196] Wakefield’s scheme of systematic colonization was similar to Adam Smith’s theory of economic progress within a colony. However, he disagreed as to the direction of subsequent economic thought. Smith argued that “higher wages resulting from the great productivity of the cheap and plentiful land encourages population, and since the division of labour is limited by the extent of the market, productivity rises indefinitely as the population and market expand.” (Quoted in Edward R. Kittrell, “Wakefield’s Scheme of Systematic Colonization and Classical Economics,” \textit{American Journal of Economics and Sociology} 32, no. 1 (1973): 88-89. For a discussion of Adam Smith’s theory on economic progress within a colony, see A. Smith, \textit{An Inquiry into the Nature and Causes of the Wealth Nations}, ed. E. Cannan (New York: The Modern Library, 1937), 533. Wakefield argued that political economists had overlooked the economic circumstances in the new countries, which were different than that of Europe, and that one must understand “the paramount and universal influence of the progress and prosperity of a colony, of the mode in which the government may dispose of waste land.” With that in mind, Wakefield’s colonization scheme suggested that governments relinquish their colonial lands to private companies that would in turn invest in social infrastructure and promote immigration. As Kittrell, “Wakefield’s Scheme.” Bruce Curtis and other Wakefieldian scholars have argued, his schemes were remarkably influential. Karl Marx, \textit{Capital: A Critique of Political Economy}, vol. I: \textit{Capitalist Production} (London: Lawrence & Wishart, 1970 [1887]), 675, even referring to Wakefield as “the most notable political economist’ of the 1930s. B. Curtis, “Class Culture and Administration:
grievances in the colony and the problems surrounding this that had been amassing. Lillian Gates captures this struggle to remedy land polices in Upper Canada, addressing the laundry list of grievances in her book *Land Policies of Upper Canada*.\(^{197}\) She describes the range of these grievances, from dated land policy systems such as seigniorial tenure and clergy reserves, to issues of preferential treatment (patronage and favouritism) to stagnation and resource abuse. Gates is sympathetic to the reformers—those who wished to turn the unoccupied lands of Upper Canada into a public dominion for promoting the welfare of the entire provincial population—but suggests that the United States produced and implemented a superior land policy, although both governments had elements that favoured speculation.
The early land policies in the colony were in a state of flux. The lack of resolve to address the many grievances continued to persist and revealed new and more challenging problems. With the population of Upper and Lower Canada each nearing a million by mid-century, land was yet again a topic for discussion. By 1861 Upper Canada accounted for approximately forty-four percent of Canada’s total population.\(^{198}\) Many of the new immigrants arriving in Upper Canada were tentative about settling in rural areas in the interior of the province beyond the southern core. The problem was that the once abundant lands of Old Ontario were now stripped and had become comparative scare by mid-century. This created a problem not only for new immigrants but for the second generation of settlers who wanted to establish their independence with land of their own, and who found it progressively more
---
\(^{197}\) Gates, *Land Policies of Upper Canada*.
\(^{198}\) Statistics Canada, “Estimated Population of Canada, 1605 to Present,” accessed May 5, 2019, https://www150.statcan.gc.ca/n1/pub/98-187-x/4151287-eng.htm#40
difficult to access viable land, as the cost of real estate in southern Ontario was out of reach for these individuals.
Upper Canada understood that to continue to encourage settlement and meet the growing demand for agricultural lands, it was paramount that it open up lands in the northern reaches of the province. However, this was met with opposition from lumbermen, who wanted to restrict settlements on timberlands. The years of free land grants and sale by public auction were restricted with the *Land Act* of 1841, which declared that “no free grants shall be made of any Public Lands of this Province to any person or person whomsoever.”\(^{199}\) The caveat to this was that the governor-in-council was still authorized to issue free fifty-acre land grants to British settlers along public roads in areas of new settlement. This provision ensured that cheap land was available in the province. Robert Jones argues that the colonization road settlement program provided access to lands for some settlers, but it did not garner the level of attraction that was anticipated by the government and colonization supporters. The extensive government advertising campaign to encourage settlement along Upper Canada’s roads was viewed as a failure, for less desirable immigrants with no capital took advantage of these grants.\(^{200}\) The other group who primarily benefited from this program were farmers in Upper Canada who were either looking to upgrade from their current tract or sons of farmers hoping to establish farms of their own.\(^{201}\)
By the end of 1860 the appeal of free land grants in Upper Canada was comparatively minimal. Free grants were not taken up by new settlers; many of the granted areas were stripped
\(^{199}\) Canada. “Appendix to Journal House of Assembly, 1839-40,” *Journal of the House of Assembly of Upper Canada* (1840), 167.
\(^{200}\) SPC 1858, App. 41; SPC 1859, no. 19. On the immigration campaign, see L. Gates, “Official Encouragement to Immigration,” *Canadian Historical Review* 15 (1934).
\(^{201}\) SPC 1858, App. 45.
and left abandoned.\textsuperscript{202} Additionally, fraudulent settlers cleared and then abandoned the land, abusing the free grant system, angering lumbermen and genuine settlers. While the 1868 \textit{Free Grants and Homestead Act} required payment of dues for lumber cut by settlers, it still resulted in large-scale clearing in southern Ontario, producing areas of wastelands.
In 1872, the Dominion of Canada, realizing the necessity of promoting settlement, held the first federal–provincial immigration conference in Ottawa, 19–22 September. Prime Minister Sir John A. Macdonald reviewed a course of action to be taken with international recruitment efforts. One of Macdonald’s key concerns was to prevent any preferential treatment of certain provinces over others by the Dominion and to avoid any intergovernmental jealousies and jurisdictional disputes among different levels of government.\textsuperscript{203} The conference resulted in a series of resolutions that portrayed a unified front.\textsuperscript{204} These resolutions contained a series of policies and intentions, along with the determination to develop a cohesive approach to immigration, which paved the foundation for recruitment campaigns within the Dominion over the next fifty years. In particular, the government turned its eye towards westward expansion, and Ontario mirrored this goal by expanding further into what is now Northwestern Ontario.
The expansionist campaign to settle the West was gaining traction in the minds of Canadians by the 1870s, who felt that the future of the country’s existence hinged on the government’s ability to develop the West.\textsuperscript{205} It was believed that this new transcontinental
\textsuperscript{202} SPC 1860, no. 12; SPC 1861, no. 23; SPC 1863, no. 5.
\textsuperscript{203} By 1869, several provinces had already established agreements with Ottawa, allowing them to station agents in Britain to actively recruit immigrants to their province. On numerous occasions agents were reported for disseminating inaccurate information or undercutting recruitment efforts by other provinces. These tactics not only hindered the national effort but confused prospective emigrants. See D.E. Smith, “Provincial Representation Abroad: The Office of Agent General in London,” \textit{Dalhousie Review} 55 (Summer 1975): 316–7.
\textsuperscript{204} For a list of these resolutions, see Canada, \textit{SPC}, no. 2A (1872), 12–13.
\textsuperscript{205} See, D. Owram, \textit{Promise of Eden: The Canadian Expansionist Movement and Idea of the West, 1856–1900} (Toronto: University of Toronto Press, 1992); C. Harris, \textit{The Reluctant Land: Society, Space, and Environment in Canada before Confederation} (Vancouver, BC: University of British Columbia Press, 2009).
Canada would help achieve national and imperial stature, and the key to this empire would be the newly annexed West. The expansionist campaign thus bolstered the belief that rapid development of the West and Ontario provincial north must be viewed as a top priority of national development.\textsuperscript{206} To achieve this, the federal government began a methodical campaign between 1886 and the late 1920s to encourage immigration of farmers and agricultural labourers from the United States and Europe (primarily Britain). Key to this program was encouraging settlement in the West, what would later become the provinces of Manitoba, Saskatchewan and Alberta, attracting prosperous, white farming families.\textsuperscript{207}
The expansionist movement and the associated rhetoric propagated notions of national manifest destiny and providential design among Canadians. Expansion was believed to be part of human fate, an inevitability that people had little control over. “The impulse of emigration to the westward,” according to Allan Macdonell, “cannot be arrested.” It would be in people’s best interest to accept such a fate and reap the rewards: “Circumstances may indeed retard its course, but it cannot prevent it from ultimately fulfilling the destiny which is reserved for us. No power on earth can close upon the immigrant that fertile wilderness which offers resources to all industries—an oasis and refuge from all want.”\textsuperscript{208} While settling the Northwest would be no easy feat, the expansionist campaign learned lessons from the American experience and mitigated
\textsuperscript{206} An August 24, 1869 article published in \textit{Nor’Western}, helps illustrate the tactful imagery created to help illustrate the importance of national development with Canadians, as development of Canada was compared to that of nurturing the grow of a tree. “These North Western Territories constitute the body of the Dominion and the outlying provinces are but the acorns or branches . . . as long as the body is undeveloped we cannot reasonably expect that the branches will thrive.” Quoted from Ovram, \textit{Promise of Eden}, 101.
\textsuperscript{207} From 1867 to 1871, the Department of Agriculture, which was responsible for immigration and colonization, focused its attention and funds on immigration services. This comprised developing quarantine stations and reception centers, and managing the distributions and settlement of immigrants already in Canada. It would not be until 1872 that a proper recruitment campaign would be organized and funded. For a discussion on the conference that outlined overseas recruiting, see SPC no. 2A (1872), 12–13.
\textsuperscript{208} Undated manuscript on the subject of Confederation. LAC. Macdonell Papers vol. 40.
many of these challenges, which they believe would help expedite its own efforts in colonizing the Canadian north-west.
This manifest destiny and the unwavering optimism of expansionists meant that in 1869 when the Dominion acquired the Northwest Territories from the Hudson Bay Company, the immediate and automatic development of that region seemed a foregone conclusion. The Dominion was aggressive and competitive in its approach to attracting settlers, often adopting policies similar to the Americans’, who were expediting rapid development of their West.\textsuperscript{209} While the government had always encouraged immigration, it was not until 1870 that it undertook a more focused effort to increase settlement from Europe. Mounting pressure from expansionists to settle the Northwest galvanized the government into actively promoting this region as an immigration destination.\textsuperscript{210}
\textbf{Electrical Wonders: CPR, Immigration and the Opening of Canada’s West}
The initial focus of the campaign drew on Prime Minister Sir John A. Macdonald’s attempt to encourage settlement of British and American immigrants in the West. The Dominion had newly
\textsuperscript{209} One such example was William J. Patterson, who suggested to Canadian policy-makers that they should emulate the American homestead law, and without pause Canada conceived of its own set of homestead laws that were comparable in nature. W.J. Patterson, \textit{Some Plain Statements about Immigration and Its Results} in Canada. \textit{Proceedings at the Annual Meeting of the Dominion Board of Trade} (Ottawa, ON: The Gazette Printing House, 1871), 79; C. Martin, \textit{Dominion Lands’ Policy} (Montreal and Kingston: McGill-Queen’s University Press, 1973), xxi, 15–6.
\textsuperscript{210} Early colonial immigration campaigns were carried out by agents from various charitable emigration societies, transportation and exporting companies and those who disseminated promotional materials generated by the colonies to interested individuals in Europe. While emphasis was not initially put on officially sponsored advertising campaigns, it quickly became apparent that Canada could no longer rely on independent agents alone. Americans were waging an aggressive settlement campaign throughout the United Kingdom. With a rise in the popularity of the United States in British markets, Canada’s hand was forced, and in 1854 it began developing its own recruitment campaign. Agents, along with various printed promotional materials, were sent to Britain. This initial effort was abysmal, but all was not lost, as Paul Gates, argued: “the experiences and errors of the earlier campaigns were of much assistance in the latter movement [to attract British immigrants].” After Confederation, a new campaign would be envisioned based on learning from the failures of earlier efforts. See P.W. Gates, “Official Encouragement of Immigration by the Province of Canada,” \textit{Canadian Historical Review} 15, no. 1 (March 1934): 38. It would not be until 1872 that the Department of Agriculture, whose responsibility it was to encourage immigration and colonization, launched a properly organized and well-funded recruiting campaign.
acquired the Northwest Territories from the Hudson Bay Company in 1869 and it was believed that in order to establish Canadian sovereignty, settlement of the North and West was imperative.\textsuperscript{211} To achieve this objective, Macdonald used his National Policy platform, which outlined three pillars—immigration, development of a transcontinental railway and protection of Canadian industries—that would contribute to the development of Canada.\textsuperscript{212} The groundwork for enticing immigrants had already been laid by the 1870s as print ads were produced by both Dominion and provincial governments and the private sector.\textsuperscript{213} Years of campaigning and financing finally resulted in breaking ground on the Canadian Pacific Railway (CPR), which was completed in 1885. The newly established railway now needed people to use its services. In the coming decades, the CPR would play an significant role in promoting settlement and colonization of the West.
Sir John A. Macdonald believed that the development of the CPR was a necessity for the success of any large-scale immigration that was to occur in Canada; unfortunately, this would not be a reality that he would live to see. During the decade prior to his death, 1880–1891, Canada had experienced a massive exodus of over a million Canadians, which accounted for a fifth of Canada’s total population, who, for better or worse, felt that they had greater opportunities south of the border. The population of the prairies at the time of Macdonald’s death
\textsuperscript{211} For a discussion on Canadian’s railway development, see R. Pomfret, \textit{The Economic Development of Canada} (London: Routledge, 2006), 94–110; P. Berton, \textit{The Great Railway, 1871–1881} (Toronto, ON: Anchor Canada, 2011); N. Thompson and J.H. Edgar, \textit{Canadian Railway Development from the Earliest Times} (Toronto, ON: Macmillan Company of Canada, 1933).
\textsuperscript{212} See, R.C. Brown, \textit{Canada’s National Policy, 1883–1900} (Princeton, NJ: Princeton University Press, 2015).
\textsuperscript{213} Allan Line of Steamers had actively promoted immigration to Canada through various poster campaigns. However, their success in recruitment was low. Not having established a viable domestic route made it difficult to attract settlers to Canada when the United States had an operational national railway network in place by 1869. For sample images of Allan Line of Steamers settlement advertisements see the following, LAC RG17-A-I-9, vol. 1674, file no. M-N, 1885–1894.
in 1891 was 250,000.\textsuperscript{214} The success of the expansionist campaign in colonizing the Canadian north-west would not be realized until the world economy began to recover in the late 1890s.
There were several factors that contributed to the slow growth of the northern and western regions of Canada, some of which were adverse economic conditions that were felt worldwide from 1873–96. The wheat market, a staple in the Canadian economy, experienced low market value prices from 1874 to the mid-1890s. Lower than average rainfall on the prairies reduced the growing season.\textsuperscript{215} For many, the turn in the wheat market reflected an opportunity to move to the American West, where there were better farming conditions and a more extensive transportation system. This was slowly beginning to change in the 1890s, with the economy recovering and demands for agricultural goods increasing in both domestic and foreign markets. At the same time, Europe was experiencing population booms, which contributed to a number of conditions (rising taxes, high debt, land clearances and ethnic tensions), all of which made Canada an attractive opportunity for a new start.
Eventually with the implementation of improved agricultural technology and the introduction of a more resilient strain of wheat, in combination with diminishing access to good, free land in the United States, Canada became the preferred destination of immigrants after 1890. Fuelling this position of preference was Liberal Prime Minister Wilfrid Laurier, who predicted in 1904: “The nineteenth century was the century of the United States, so I think the twentieth century shall be filled by Canada.”\textsuperscript{216} The biggest campaigner of Laurier’s aggressive expansion vision was Clifford Sifton, appointed as minister of the interior in 1896. Like others before him, Sifton believed that massive agricultural immigration was paramount for general Canadian
\textsuperscript{214} V. Knowles, \textit{Strangers at Our Gates: Canadian Immigration and Immigration Policy, 1540–2015} (Toronto, ON: Dundurn Press, 2015).
\textsuperscript{215} Ibid.
\textsuperscript{216} H.V. Nelles, \textit{A Little History of Canada} (Don Mills, ON: Oxford University Press, 2004), 150.
prosperity, maintaining that by developing resources first, industry and commerce would soon follow. His view for immigration is best described in a memorandum he wrote to Laurier in 1901:
Our desire is to promote the immigration of farmers and farm labourers. We have not been disposed to exclude foreigners of any nationality who seemed likely to become successful agriculturalists. . . . It is admitted that additions to the population of our cities and towns by immigration [are] undesirable from every standpoint and such additions do not in any way whatsoever contribute to the object which is constantly kept in view by the Government of Canada in encouraging immigration for the development of natural resources and the increase of production of wealth from these resources.\(^{217}\)
Unlike his predecessors who preferred British-born settlers, Sifton believed that preference should be determined by people’s potential to contribute to the Dominion’s agricultural markets, regardless of ethnicity or nation of origin. In a speech he gave during the federal election of 1896, Sifton outlined his position in the context of Manitoba immigration:
Since 1882 the progress of Manitoba has been disappointing; it has not developed as it should have done if a proper policy had been developed in Ottawa. The land policy of the Government alone was enough to kill any new country. . . . It was useless to spend thousands of dollars in bringing immigrants here when there was no proper means of locating them. What was needed was a study of the agricultural needs of the country, the problem of education, and the settling of the vast quantity of vacant land.\(^{218}\)
Howards H. Palmer discusses the role of this new image of Canadian society that blended settled communities with new immigrant groups, forming a new culture that was to be a new Canadian type.\(^{219}\) The cultural pluralism that was created reflects Anglo-Canadian attitudes towards ethnic minorities—a mosaic—in contrast to the American melting pot approach. This is
\(^{217}\) J.W.S.G. Walker, “Race,” *Rights and the Law in the Supreme Court of Canada: Historical Case Study* (Kitchener/Waterloo, ON: The Osgoode Society for Canadian Legal History and Wilfrid Laurier University Press, 1997), 251.
\(^{218}\) R.C. Brown and R. Cook, *Canada 1896–1921: A Nation Transformed* (Toronto, ON: McClelland and Stewart, 2016).
\(^{219}\) H.H. Palmer, “Reluctant Hosts: Anglo-Canadian Views of Multiculturalism in the Twentieth Century,” in *Cultural Diversity and Canadian Education: Issues and Innovations*, ed. J. Mallea and J.C. Young (Ottawa, ON: Carleton University Press, 1990), 21–40.
not to say that ethnic minorities were always embraced, as there is a long history of racism and discrimination against such populations in English-speaking Canada, along with instances of acculturation and assimilation. Palmer addresses the rising tensions in the Dominion with accepting various immigrants that led to lengthy political and economic discussions and the resulting immigration laws and Canadianization campaigns that favoured a predominately British cultural identity. The central contradiction of Anglo-Canadian attitudes towards ethnic minorities was the fact that, while they did not want cultural diversity, they also understood the importance of having non-Anglo-Saxon immigrants settle the West. While Sifton advocated for cultural multiplicity, he was still overcome by internal hurdles that prescribed to an ethnic hierarchy within Canada’s immigration policy.\(^{220}\)
In addressing the problem of immigration, Sifton also highlighted the issues of land policy and how it contributed to the slow development of the West. Sifton, during his appointment as minister of the interior, made this his primary focus. The federal government in the 1880s had defrayed the cost of opening the West by providing millions of acres of alternative sections of land to the railways. This served two purposes: it created collateral for railway bonds and provided land to sell to help meet railway construction expenses. But how the railways sold their tracts of land became problematic. They sold only a fraction of their large land grants to individuals and companies, leaving the bulk of the land closed to free homesteading, restricting colonization and settlement of the West. Sifton addressed this by ending the free grant system and pressuring the railways—primarily the CPR—to identify land designated for railway construction, thereby freeing all remaining lands for general settlement.
\(^{220}\) Ibid.
Sifton more than most understood that even the right policy foundation for immigration and infrastructure development could be derailed and ineffective if not promoted correctly and consistently. As he observed in 1899, “In my judgment, and in the judgement of my officers, the immigration work has to be carried on in the same manner as the sale of any commodity; just as soon as you stop advertising and missionary work the movement is going to stop.”\textsuperscript{221} In justifying his position, he pointed out the downfall of the Macdonald government’s immigration campaign, stating that while they had the right idea on how to settle the West, they neglected promotion, which contributed to their lack of success in recruiting immigrants. Contrasting earlier efforts, Sifton launched an aggressive advertising campaign that included a number of print pamphlets and displays that would encourage potential homesteaders to settle in Canada, targeting both European and American markets.
Canada employed a range of media and publicity techniques to attract potential immigrants.\textsuperscript{222} Primarily focusing its solicitation efforts on British emigrants, Canada set up immigration offices overseas, where promotional materials (immigration brochures, Canadian periodicals, and other relevant publications) were distributed. Not only were agents required to know all relevant information about specific areas of Canada, they also needed to be familiar with the process of relocating: costs, land regulations, customs duties, medical requirements, as well as maritime and immigration laws.
The federal Department of Agriculture provided most of the print materials issued by these agents. These publications were primarily compiled and written by the clerks within the department, using data from domestic agents stationed throughout Canada.\textsuperscript{223} While independent
\textsuperscript{221} D.J. Hall, \textit{Clifford Sifton}, vol. 2 (Vancouver, BC: University of British Columbia Press, 1981), I, 258.
\textsuperscript{222} Contemporary reports of these advertising efforts can be found in J.C. Hopkins, \textit{The Canadian Annual Review, 1914} (Toronto, ON: Annual Review Ltd, 1918).
\textsuperscript{223} See, for example, General correspondence from John Jessop, Immigration Agent, Victoria, B.C. (1–10 December
Canadian writers such as Thomas Spence, Acton Burrowers and countless others contributed dozens of publications targeting potential European immigrants, all of which were circulated overseas by the Dominion, the most widely used print ad was a government-produced pamphlet, *Information for Intending Emigrants*. By 1873 the pamphlet had gone through various forms and editions and over a million copies were in circulation.\(^{224}\)
Promotional advertising and financial inducements (such as free land and travel assistance) were two techniques used to attract new settlement. These early recruitment efforts were not effective, but they helped develop and refine the use of publicity and media as elements of spectacle.\(^{225}\) The methodically orchestrated million-dollar advertising campaign hinged on the effective use of records (letters between government officials and agents overseas, department reports, settler questionnaires and letters, agent day books, expense accounts and publishing contracts) as a way of creating an intricate communication network whose purpose was to project an alluring image of Canada to the outside world. As Ralph Stock, traveler, journalist and sometime homesteader, wrote in his memoir *Confessions of a Tenderfoot* (1913), Edwardian London at the turn of the century was
plastered from end to end with flaring posters, representing fields of yellow grain and herds of fat stock tended by cowboys picturesquely attired in costumes that have never been heard of outside the covers of a penny dreadful. . . . Unctuous gentlemen met you in the streets with six page pamphlets, imploring you to come to such and such an address and hear of the fortunes in store for the man of initiative who would take the plunge and emigrate to Canada. What chance was there, then, of the average city youth, cooped in an office from nine o’clock until six, resisting such an appeal to the spirit of adventure?\(^{226}\)
\(^{224}\) Canada. Journals of the House of Commons. *Second Report of the Selection Committee on Immigration and Colonization*, app. 7 (1874), 1.
\(^{225}\) N. Kelley and M. Trebilcock, *The Making of the Mosaic: A History of Canadian Immigration Policy* (Toronto, ON: University of Toronto Press, 1998), 63.
\(^{226}\) R. Stock, *The Confessions of a Tenderfoot: Being a True and Unvarnished Account of His World-Wanderings* (London: Grant Richards Ltd., 1913).
Canada’s shift towards a federally coordinated immigration policy at the turn of the century, which emphasized intensive advertising, coupled with nation-building and infrastructure projects, follows a path taken by many settler colonies. Romanticized images of a national landscape and the targeted campaigns reveal how the nation tried to construct its identity through immigration. As Elsbeth Heaman has argued, “Canada more than most countries, existed in advertisements . . . [and] advertising was the first step towards securing settlers for Canada.”\textsuperscript{227} The key to Canada’s success was being able to sell itself through both spectacle and commodity. As will be discussed in the following pages, the tandem development of early promotional efforts and the ascent of Canada as a nation-state manifested as a result of the rise of commercialism, as “commercial advertising was becoming a powerful social force.”\textsuperscript{228} The adoption of modernist markers of spectacle—advertising, public relationships, visual media (photography, film), as well as popular entertainment—contributed to the development of nationhood.
\textbf{Selling the Dream}
The Department of the Interior’s Canadian Immigration Branch produced \textit{Canada West}, a promotional magazine that followed a similar narrative of portraying the West as an ideal society developed by family farms and populated by prosperous white families. Unlike other promotional materials used by the department, the magazine encompassed the entire prairie region. The publication used an urbane aesthetic that set itself apart from other materials produced at the time, containing black and white pictures of life in the heartland and coloured maps of Canada and its various regions. Parallels to a travelling “medicine show” can be drawn from the magazine’s aesthetic, which was a departure from previous promotional materials. The
\textsuperscript{227} E. Heaman, \textit{The Inglorious Art of Peace: Exhibitions in Canadian Society during the Nineteenth Century} (Toronto, ON: University of Toronto Press, 1999), 196.
\textsuperscript{228} Ibid., 194.
illustrations and content elevated the publication, as it portrayed a scene of elegance and grandeur. The magazine was progressive, constantly adapting to the changing stylistic trends and implementing contemporary advertising techniques.
Images on the cover of the magazine depicted manicured farm lots, fruitful harvests, the ideal white nuclear family, all the while exuding a sense of nirvana. Highlighted in these later ads was the idea of community. The importance of this can be seen in Roland Marchand’s argument in *Advertising the American Dream*, where he states that advertisements do more than influence society; they also reflect certain aspects of it. He goes on to say that “advertising leaders recognized the necessity of associating their selling messages with the values and attitudes already held by their audience.”\(^{229}\) Canada, in trying to create a national identity of refuge, opportunity, and resource-based prosperity, targeted those who valued the idea of a holistic community that was inclusive and family-friendly. The magazine’s endless celebration of opportunity also acted as a way of deflecting the reality of sparse settlements and isolation that many settlers endured in the West. It therefore creates the appearance of stability, hospitality and a second chance—a way to reinvent one’s self in a new land. As historian Cecilia Danysk maintains, “the agricultural community of the prairie West had been designed and was defined, both economically and socially as family-oriented, based on small-scale units of production-family farms.”\(^{230}\) These images reflect the values and aspirations of many immigrants, and this message would be used time and time again by the federal and provincial governments to promote settlement and colonization.
\(^{229}\) R. Marchand, *Advertising the American Dream: Making Way for Modernity, 1920–1940* (Berkeley: University of California Press, 1985), xix.
\(^{230}\) C. Danysk, “‘A Bachelor’s Paradise’: Homesteaders, Hired Hands, and the Construction of Masculinity, 1880–1930,” in *Making Western Canada: Essays on European Colonization and Settlement*, ed. C. Cavanaugh and J. Mouat (Toronto, ON: Garamond Press, 1996), 156.
The Department of Agriculture and later the Department of the Interior were both instrumental in the adoption of modern advertising techniques and technology to promote immigration policy, producing extravagant immigration publicity. As Dunae states, the Dominion and CPR both employed spectacle mediums in creative and imaginative ways, using both traditional and non-traditional avenues of recruitment.\textsuperscript{231} The success of these ventures hinged on their ability to target specific groups and demographics identified through market research.\textsuperscript{232} In 1884, Alexandre Begg, an employee of CPR, was instrumental in developing a mass marketing research campaign. The employment of questionnaires and other analytic information-gathering measures not only helped categorize targeted groups but also revealed what to promote to them, which aided CPR, as well as the federal and provincial governments, in their recruitment endeavours. The success of Begg’s first questionnaire was followed by a targeted campaign the subsequent year focusing on women. Questions directed at women focused not only on lifestyle, experience, environment and home life but also asked for their input for prospective women at various points in their life who might consider emigrating to the Canadian West. The result was the widely popular pamphlet \textit{What Women Say of the Canadian North-West}.\textsuperscript{233} This publication not only helped change people’s opinion of the West but also identified the need to specifically target women.\textsuperscript{234}
\begin{footnotes}
\item[231] P. Duane, “The Popularisation of the Canadian West among British Youth, 1890–1914,” unpublished paper delivered to the Canadian Historical Association, Edmonton, AB (June 1975).
\item[232] ibid.
\item[233] S. Jackel, \textit{A Flannel Shirt and Liberty: British Emigrant Gentlewomen in the Canadian West, 1880–1914} (Vancouver, BC: University of British Columbia Press, 1982), 31; M. Hupfer, “Anything in Skirts Stands a Chance: Marketing the Canadian North-West to British Women, 1880–1914,” \textit{Journal of Macromarketing} 18, no. 1 (1998): 41–9.
\item[234] ibid.
\end{footnotes}
CPR and its Role in Promoting Settlement in Canada
CPR was a key sponsor in promoting immigration in Canada. Its adoption of contemporary and creative marketing campaigns set it apart from other advertisers, making it one of the most influential companies in Canada. CPR was instrumental in projecting a vision of a new nation that became part of its identity.\textsuperscript{235} One such campaign was the sponsorship of Canada’s first freelance independent filmmaker, James S. Freer. A former printer and newspaper publisher from Bristol, he immigrated to Canada in 1888, settling in Brandon, Manitoba as a farmer.\textsuperscript{236} In the fall of 1897, Freer began filming his life in Manitoba, which included harvesting and the creation of the CPR trains. The following year Freer was on tour in Britain with his show “Ten Years in Manitoba,” which included not only films but lectures on the importance and value of agriculture.\textsuperscript{237} Although the impact of Freer’s tour to recruit British immigrants to Canada is not known, a second tour was sponsored by Clifford Sifton, the minister of the interior.\textsuperscript{238}
While Freer’s work remains a seminal piece of Canadian film, it is important to also give credit to Richard A. Hardie, a lesser known film producer and distributor, who toured Manitoba in 1892 using a kinetoscope.\textsuperscript{239} While motion pictures did not appear until 1896, making their
\textsuperscript{235} M.H. Choko, \textit{Canadian Pacific: Creating a Brand, Building a Nation} (Berlin: Callisto Publishers, 2015).
\textsuperscript{236} \textit{Dominion Illustrated}, 24 (15 December 1888): 372–374.
\textsuperscript{237} Freer’s films included \textit{Arrival of CPR Express at Winnipeg}, \textit{Pacific and Atlantic Mail Trains, Harnessing the Virgin Prairie}, \textit{Canadian Continental Jubilee}, \textit{Premier Greenway Stooking Grain}, \textit{Six Binders at Work in Hundred Acre Wheatfield}, \textit{Typical Stooking Scene}, \textit{Harvesting Scene}, \textit{with Trains Passing By}, \textit{Cyclone Thresher at Work}, \textit{Coming thru’ the Rye [Children playing in the hay]}, \textit{Winnipeg Fire Boys on the Warpath and Canadian Militia Charging Fortified Wall}. See, P. Morris, \textit{Embattled Shadows: A History of Canadian Cinema} (Montreal and Kingston: McGill-Queen’s University Press, 1978), 29–33.
\textsuperscript{238} The second tour received a lackluster response from audiences. Unlike the first tour that exhibited entirely new material, the second tour recycled content from the first and only contained a new few pieces. This, in combination with frequenting many of the same venues as three years prior, left audiences disappointed. The lack of success received from his second tour led Freer to focus his attention on running film shows and not on film production. While Freer’s name tends to be synonymous with Canada’s first freelance filmmaker, a mention should also be made of Felix Mesquighi for Lumiere, W.K.L. Dickson for the American Mutoscope and Biography Company and G.W. “Billy” Bitzer, all of whom were early cameramen to shoot Canadian scenes. These early films, as Morris discusses, were “interest” films that drew attention to much of Canada’s natural beauty, such as Niagara Falls and the Rockies, as well as visits from royalty. Morris, \textit{Embattled Shadow}.
\textsuperscript{239} The forerunner to the motion-picture film projector was the kinetoscope designed by Thomas A. Edison in 1891. The French countered with the cinematograph in 1892 invented by Auguste and Louis Lumiere. This was followed
first appearance in Montreal, early versions of moving images had been produced, although they did not receive the same notoriety or attention as films, as they were shown in a small towns rather than large urban centres.\textsuperscript{240} Hardie’s pioneering work in creating and exhibiting films helped changed both the domestic and national narrative that Canada was settled by people other than First Nations. As Paul Moore observes, it was Hardie who approached the government and railway executives to incorporate moving pictures as part of their campaign to settle the West.\textsuperscript{241}
In 1897, Hardie, along with the Cosgrove Company, began a tour across the prairies, using the CPR line as a means of transportation and showcasing their content at stops along the line. However, the tour, which ran from Brandon, Manitoba to Banff, Alberta, received minimal reception and promotion in local newspapers.
Despite film still being in its infancy, its effectiveness as a medium of disseminating specific, idealized portrayals of the landscape and opportunities available to settlers was already apparent during this period, and the CPR and the government both understood its potential and capitalized on the power of motion pictures early on.\textsuperscript{242} Freer’s film \textit{Ten Years in Manitoba}, which was part of the Last Best West campaign, was the most influential film production in Canada until 1910.\textsuperscript{243} The move by CPR and the government to embrace moving pictures correlated with three million new immigrants to Canada during the first fourteen years of the
\textsuperscript{240} by the vitascope, an American design of an early film projector first showcased in 1895 by Charles Francis Jenkins and Thomas Armat. Shortly after, the British R.W. Paul released Animatographe in 1896. See, Morris, \textit{Embattled Shadow}, 8.
\textsuperscript{241} P.S. Moore, “Mapping the Mass Circulation of Early Cinema: Film Debuts Coast-to-Coast in Canada in 1896 and 1897,” \textit{Canadian Journal of Film Studies} 21, no. 1 (Spring, 2012): 58–80.
\textsuperscript{242} Ibid.
\textsuperscript{243} Morris, \textit{Embattled Shadows}.
twentieth century. Although the government and CPR parted ways with Freer, film remained an important component of the settlement campaign.
The advancements within the motion picture industry at the turn of the century helped forge Canada’s national identity. While Freer’s tour opened the door, Urban’s 1903 film series “Living Canada” reinforced the effectiveness and impact that cinema played in formulating a unique identity for Canada.\(^{244}\) “Living Canada” premiered at the Palace Theater in London in January 1903 and is a seminal example of how film was used to envision and contribute to the concept of a nation prior to WWI. What is revealing about this series is how closely intertwined the concept of nation was with the idea of economic potential. Urban portrayed Canada as a land of infinite natural resources. The picturesque landscapes of forest and mountains, valleys and rivers, provided the viewer with visual confirmation that Canada was a land of opportunity and wealth. The images depicted were so compelling that Canada became synonymous with this portrayal, an image retained and used in promoting settlement and tourism to remote areas. Per the instruction of CPR, no winter scenes were to be taken in order to dismantle the European belief that Canada was a land of ice and snow. Providing supplemental lectures further supporting the visual evidence proved to be an effective strategy in recruiting settlers, according to CPR reports.\(^{245}\)
The images portrayed in promotional films reflected what *The British Journal of Photography* referred to as “Canadian life” as the series depicted the exploitation of the country’s natural resources as a means of income and livelihood. The narrative portrayed
\(^{244}\) For a catalogue of C. Urban’s Living Canada cinema series, see *The Charles Urban Trading Company, We Met the World before you by Means of the Bioscope and Urban Films* (London: Charles Urban Trading Company, 1903).
\(^{245}\) C. Denham, “Recollections of the Canadian Bioscope Company,” in *Film Weekly, Year Book of the Canadian Motion Picture Industry* (1951), cited in R. W. Gutteridge, *Magic Moments: First Twenty Years of Moving Pictures in Toronto, 1894–1914* (Whitby, ON: Gutteridge-Pratley Publications, 2000), 224.
throughout the series “Living Canada” associated Canada with “nature; nature as the source of beauty, bounty and productive labour; Canada/nature as a wellspring of employment opportunities that will enhance the quality of life.”\textsuperscript{246}
While the films were effective in their own right, the accompanying lectures were designed to remove any doubt, encourage dialogue and discussion, all the while enticing the audience to relocate to Canada. A popular lecturer with the series was Frank Yeigh, who toured in the Dominion and in the United Kingdom. Yeigh’s success lay in his ability to evoke in his audiences a sense of national pride in Canada, or when abroad, draw parallels between the desirability of Canada’s natural resources and its reputation as an immigrant magnet. “Living Canada’s” ability to use both mediums concurrently to promote this national narrative reveals how pervasive and appealing this campaign was. Cinema was an ideal medium for constructing national identity and selling the idea of nationhood. As James H. Gray reflects, “[n]owhere were more people enticed, cajoled, persuaded, induced, gulled, or just plain bamboozled into tearing themselves up by their roots to journey . . . to a land where not a single constructive step had been taken by anybody to prepare for their arrival.”\textsuperscript{247}
\textbf{Northwestern Colonization: The Bifurcation of Ontario’s Northern Image}
While the Dominion focused on developing its western provinces, Ontario attempted to attract settlers to its northern region through three basic measures: free land grants, access roads and promotional publicity. Initially, colonial lands in the province were sold at public auction and the lots that remained unsold could be sold privately. However, decline in immigration, increase in out-migration and lack of employment opportunity within the colony lead to the adoption of the
\begin{footnotes}
\item R. Abel, G. Bertellini, and R. King, \textit{Early Cinema and the “National”} (Bloomington, IN: Indiana University Press, 2008), 64.
\item J.G. Gray, \textit{Red Lights on the Prairies} (Toronto, ON: Signet Books, 1973), 15.
\end{footnotes}
1868 *Free Grant and Homestead Act*. This act allowed for the government of Ontario to appropriate lands not valuable for timber or minerals in order to make free land grants to attract young settlers to the Precambrian frontier. By 1890 the twenty-four northwestern townships designated under this act held less than one-fifth of the province’s population. Most of the free grant townships were located on the Georgian Bay/Ottawa upland.\(^{248}\)
The dream of a westward thrust across the shield to open settlement on the prairies helped stimulate northern resource development in Ontario. This nation-building objective would eclipse immigration in Northwestern Ontario, which had been the primary goal of the province during the early decades of the nineteenth century. While there were several factors working against the province, such as access to land, as previously discussed, the official image conflicted with the popular image. Politically, the province promoted itself as a land of opportunity for second-generation farmers and immigrants. Ontario, unlike the prairies, had a rich timber landscape and did not have harsh winters or short summers. It also provided access to eastern markets. This was in stark contrast to the popular image, which viewed the Northwest in a negative light popularized by the press. The portrayal of the region was often described as a landscape of barren rocky ridges, vast stretches of muskeg, miles of burn or scorched timber, and the harsh of the environment and struggles of life in the region.\(^{249}\) While this stark image was infrequently expressed in public, it highlighted the importance of northwestern settlement as a way of preserving formalized ties and provincial loyalties. To those who propagated this image, it was believed that those settling in the North were impoverished and could not afford to travel
\(^{248}\) Wightman and Wightman, *The Land Between*, 38.
\(^{249}\) A series of articles published in the Globe throughout September 1880, provide the best example of this depiction Northern Ontario.
to the more desirable settlements of the prairies. This negative view of Ontario’s Northwest was a difficult image to overcome and remained an obstacle to settlement.\textsuperscript{250}
Unlike the Dominion government, which was undertaking an extensive advertising campaign to promote the western provinces, Ontario’s budget was much more constricted. Beginning in 1875 and continuing into the 1880s, Ontario began undertaking rural and urban initiatives to encourage settlement of empty agricultural lands.\textsuperscript{251} While these efforts remained concentrated within the province, mounting pressure from northwestern districts on Toronto and Ottawa resulted in the print publication of booklets illustrating these districts with their corresponding regional information, in 1898. These booklets were disseminated across Europe and North America along with an extensive network of agents, guides and directors to assist incoming settlers looking for land.\textsuperscript{252} Displays at the Exhibition in Toronto, as well as rail tours for prospective settlers of southern Ontario towns and villages that had displays of northern rural settlement, further encouraged agricultural settlement.\textsuperscript{253}
\textbf{Adopting Progressive Attitudes towards Forests}
Ontario was beginning to embrace its image of nordicity and the holistic value of its natural resources. This was evident in how the province began promoting the region which highlighted both natural resource development potential and the pristine untouched environment. Progressive attitudes urging for the adoption of conservation practices and ideologies contributed to the province’s idealized image of its northern regions. The popularity of books like Darwin’s 1859 \textit{On the Origins of Species} helped popularize early notions of conservation and preservation,
\textsuperscript{250} ibid.
\textsuperscript{251} ibid.
\textsuperscript{252} Wood, \textit{Making Ontario}.
\textsuperscript{253} ibid.
which shifted public perceptions of nature. This evolving relationship with nature began in metropolitan areas, where the urban elite had long been disconnected with nature. These urban elite began flooding the forests, as they now viewed it as a popular vacation spot.\textsuperscript{254} This perception was aided by artists’ depictions of the majestic nature of northern landscapes. Although the Group of Seven is often equated with distinctively Canadian wilderness landscapes, credit must also be given to the members of the Toronto Art League (1886–1904), who initially inspired the movement of returning to nature.\textsuperscript{255}
Post-confederation opinions of Canada’s forests can be summarized in two ways: one perspective viewed the forest as a hostile environment suitable for leisure activities and the other as a source of one’s livelihood. Those that lived in urban centers had acclimatized to an industrial society and did not view the backwoods as an integral part of their everyday life. This fed into the exploitative relationship between urban centres and interior hinterlands. The hinterlands operated at the pleasure of the metropolises, which acted as “demand centers calling on supply areas.”\textsuperscript{256} Metropolises were exploitative and subjugating, “sucking the hinterlands dry.”\textsuperscript{257}
Canada’s transition from an agricultural to an industrial nation, a period which many economic historians refer to as the Great Transformation, influenced ideas about nationhood as well as people’s relationship with nature.\textsuperscript{258} While Canada’s national identity was being carved
\textsuperscript{254} A. Smith, “Farms, Forests and Cities: The Image of the Land and the Rise of the Metropolis in Ontario, 1860–1914,” in \textit{Old Ontario: Essays in Honour of J.M.S. Careless}, ed. D. Keane and C. Read (Toronto, ON: Dundurn Press, 1990), 80.
\textsuperscript{255} T. MacDonald, \textit{The Group of Seven} (Toronto, ON: Ryerson Press, 1962 [1945]), 1.
\textsuperscript{256} See Lower, \textit{Great Britain’s Woodyard}, which provides this assessment of the relations between urban centres and the hinterland. See, also., J.M.S. Careless, \textit{Frontier and Metropolis: Regions, Cities, and Identities in Canada before 1914} (Toronto, ON: University of Toronto Press, 1991), 54.
\textsuperscript{257} Careless, \textit{Frontier and Metropolis}, 54.
\textsuperscript{258} D. Kerr and D. W. Holdsworth, “Historical Atlas of Canada. Volume III, Addressing the Twentieth Century, 1891–1961,” \textit{Historical Atlas of Canada. Volume III, Addressing the Twentieth Century, 1891–1961} (Toronto, ON: University of Toronto Press, 1990), 3, 13–5, 29–30.
out, regionally Ontario began to do the same with its own identity. The catalyst for this was the acquisition, in 1889 and again in 1912, of large tracts of northern territory that had previously been federal land. This land, which extended well into the Precambrian Shield, held dense tracts of prized timber and the promise of mineral wealth. It was to become New Ontario. Politicians and the financial community aggressively promoted this new region, and they were aided by the Laurier boom, which saw a rapid expansion of agricultural production and exports within the Dominion in the years preceding WWI. With the implementation of tariffs to protect Canadian industry, Ontario was situated in an ideal position for growth and development.\textsuperscript{259} New Ontario was providing massive quantities of iron ore, copper, nickel, gold and silver from Sault Ste. Marie, Sudbury, Cobalt, Timmins and elsewhere.\textsuperscript{260} Advancements in hydroelectricity, a new source of energy, paved the pathway for the development of forestry in the North and opened up the region for tourism, which became a thriving northern enterprise, especially during these early post-Confederation years. The development in transportation and advancement in natural resource extraction in the province in the mid-nineteenth century which stimulated the imagination of Ontarians, who for decades would cling to the optimism that the North promised unbounded prosperity and growth for the province.
\textsuperscript{259} Anonymous, “Future Is One of Bright Promise,” \textit{Half Century Anniversary Number of the Daily Mail and Empire, 1872–1922: The Story of Fifty Years of a Great Newspaper with a Review of Canadian History and Progress} (Toronto, ON: Daily Mail and Empire, March 30, 1922), 97–8.
\textsuperscript{260} For discussions on mining activity during this period known as The Great Transformation, see D. Newell, \textit{Technology on the Frontier: Mining in Old Ontario} (Vancouver, BC: University of British Columbia, 1986); M. Bray and A. Thomson, \textit{At the End of the Shift: Mines and Single-Industry Towns in Northern Ontario} (Toronto, ON: Dundurn Press Limited, 1992); Ontario, Ministry of Northern Development and Mines, \textit{Harvest from the Rock: A History of Mining in Ontario} (Toronto, ON: Macmillan, 1986); Nelles, \textit{Politics of Development}. For a discussion on hydroelectricity in Ontario, see M. Denison, \textit{The People’s Power: The History of Ontario Hydro} (Toronto, ON: McClelland & Stewart, 1960); Nelles, \textit{Politics of Development}; R. Dupre and M. Patry, “Hydroelectricity and the State in Quebec and Ontario: Two Different Historical Paths,” in \textit{Deregulation of Electric Utilities}, ed. G. Zaccour (1998), 119–147; D. Macfarlane and A. Watson, “Hydro Democracy: Water Power and Political Power in Ontario.” \textit{Canadian Journal of the History of Science, Technology and Medicine} 40, no. 1 (2018): 1–18. For a discussion on tourism, see G. Wall and J.S. Marsh, \textit{Recreation Land Use: Perspectives on Its Evolution in Canada} (Ottawa, ON: Carleton University Press, 1982).
By the 1860s it was apparent that agriculture was the backbone of the provincial economy, and timber exploitation was a principal subsidiary.\textsuperscript{261} To quote the 1899 clerk of forestry’s annual report,
\begin{quote}
until quite recently, Ontario was regarded as a purely agricultural country, adapted only to agriculture, in which timber was not considered a profitable crop. The aim of our legislators was to clear the ground for general farming purposes, and in doing so to first dispose of the most valuable timber to the best advantage.\textsuperscript{262}
\end{quote}
The exploitation of timber in southern Ontario was the direct result of agricultural activities, and subsequently, the two operations were viewed as closely interrelated.\textsuperscript{263} The rapid liquidation of timber from the primeval forest required new regulations to provide lumbermen with access to timber, beyond their current consumption under the broad-arrow policies.
The new landscape being carved out by settlers made it clear that the primary instrument of transformation in the province was not the locomotive but the axe.\textsuperscript{264} It was clear that the DCL\textsuperscript{265} viewed land as a commodity to be used as a source of revenue. Years of extensive timber exploitation in the southern part of the province resulted in a necessary shift in government attitudes. Driven by the need to ensure a perpetual supply of timber resources\textsuperscript{266} and revenues essential for the economic growth of the province, the clerk of forestry adopted public and private reforestation initiatives. In 1864, a selection committee was established to
\begin{quote}
enquire into the causes of rapid destruction of our forests and the means to be adopted to prevent it. To consider the expediency of reserving as forests, the
\end{quote}
\textsuperscript{261} Craig, \textit{Upper Canada}, 147.
\textsuperscript{262} Clerk of Forestry, \textit{Report} (1899), 6.
\textsuperscript{263} See Wood, \textit{Making Ontario}. Attention should be paid to the first chapter which discusses early progress in Ontario. Wood highlights the clash between farmers and politicians who had conflicting interests in the development of the provincial frontier. He argues that the governing oligarchy had little concern for farmers during this period.
\textsuperscript{264} Ibid.
\textsuperscript{265} The department was established in 1827. Now its main responsibility and function was twofold: the sale and settling of land and the sale of timber rights. The department operated in a sensitive and politically oriented environment, which affected both the policy and staffing procedures of the department. For a detailed administrative history of the Crown Lands Department, see Hodgetts, \textit{Pioneer Public Service}, 118–175.
\textsuperscript{266} Timber is referenced numerous times as an essential resource in generating economic development in the province. For specific references, see “Forestry Report, 1888,” SPC 5 (1889), 52, 71; “Forestry Report, 1889–90,” SPC (1892), 15, 63; “Forestry Report, 1896” SPC 40 (1896), 8–10, 25, 27.
extensive tracts of land which abound with exportable timber but are unsuitable for cultivation; of enacting a forest law, and to suggest that system which in its opinion is best adapted to the requirements and conditions of the country.\textsuperscript{267}
Although the report was never published,\textsuperscript{268} it is evident that early notions of land use and forestland reserves as a source of revenue in the form of exportable timber were being discussed.\textsuperscript{269} In 1868, Ontario’s \textit{Free Grants and Homestead Act} was passed, requiring payment of dues for lumber cut by settlers. The revenue generated from these fees was used to finance road construction for new settlements. The land that was offered was unsuitable for agriculture and restricted access to agricultural markets of the south. Settlers in turn sold their lumber to sawmills to offset the cost they could potentially receive from farming crops. The resulting large-scale clearing in southern Ontario produced areas of wastelands.
Appeals from early conservationists were also adding pressure to adopt alternative measures in timber harvesting. Take Benjamin Gott of Arkona, who made his case in the winter of 1880 to the United Fruit Growers of Ontario, advocating on behalf of the forests,
sad and merciless havoc made upon them (our forests) for the base and meager considerations of the present hour. How far from our serious thoughts of the future are the considerations of preservation, economical use, culture and propagation applied to our forests! . . . If something is not speedily and effectually done . . . we shall, before many years have swept their onward course, find ourselves compelled to forever inhabit a dismal treeless waste and an unfruitful region.\textsuperscript{270}
These sentiments were not an isolated thought, for many across Ontario felt the same. Lumbermen had been saying the same thing for years, as they stressed the need for a classification system that allocated land as either for agriculture or permanent forest use.\textsuperscript{271}
\begin{footnotesize}
\begin{itemize}
\item[\textsuperscript{267}] \textit{Journals of the Legislative Assembly of the Province of Canada}, vol. XXIII (1864): 114.
\item[\textsuperscript{268}] The report was never published because of the political upheaval at the time associated with the proposed Canadian Confederation.
\item[\textsuperscript{269}] Armson, \textit{Ontario Forests}, 118.
\item[\textsuperscript{270}] Ontario Fruit Growers’ Association report in “Commissioner of Agriculture and Arts,” Report (1880), 146.
\item[\textsuperscript{271}] Southworth and White, \textit{A History of Crown Timber}, 224, 231, 240–2.
\end{itemize}
\end{footnotesize}
Although little came to fruition, in 1879 Timothy Blair Pardee, commissioner of the Department of Crown Land (1873–1889), took a remedial step when he passed the first legislation to protect the forests against fire. Subsequently, forest rangers (1885) were introduced and forest reserves (1898) set aside, all of which further developed forest management practices in the province.
Growing concern for the forest was finally addressed in 1882 when the American Forestry Congress (AFC) met in Cincinnati and Montreal. The AFC conference was the first “parliament” of forestry in North America, and a platform for both Canadians and Americans to have their voices heard about the future of their forests. The two main themes that dominated the conference were the ecological integrity of nature and the supply of merchantable timber in North America. Although a clear distinction was made between the two themes at the time, over the years they have evolved into a modern concept of multiple land use.
R.W. Phipps acted as a mouthpiece, publicizing the views of the AFC in his Report on the Necessity of Preserving and Planting Trees in 1883. The AFC responded by educating the public on the state of forests, putting to rest the idea that forests were inexhaustible, while highlighting provincial and international developments in the realm of farming and forestry. The report was a success; 8000 copies were distributed in 1885 alone.\(^{272}\) With the death of Phipps in 1895, the focus turned to public policy with his successor Thomas Southworth.
With the appointment of Southworth, the department was transferred to the Crown Lands Department (CLD). The principal objective of the department was to improve the understanding of the relationship between ongoing deforestation and variations in climate.\(^{273}\) In doing so, it was hoped that the department would identify the benefits associated with private property timber
\(^{272}\) See Ontario Clerk of Forestry, *Report* (1885), 7.
\(^{273}\) D. Diamantakos, “Private Property Deforestation and Regeneration and the Clerk of Forestry in Nineteenth-Century Ontario,” *Canadian Journal of History of Science, Technology and Medicine* 21, no. 50 (1997): 36.
regeneration. Southworth, throughout his career, advocated for forest reserves and the importance of forest protection.\textsuperscript{274} Deconstructing public perception of nature and forests was accomplished through educational programs that eradicated “the idea that a tree is an enemy to be destroyed whenever found.”\textsuperscript{275} Southworth achieved this through two main initiatives, Arbour Day and \textit{the Ontario Tree Planting Act}.
Public forums, lectures, addresses and official documents aided the department in swaying public opinion and instilling an appreciation for nature by lessening the degree of “wanton and malicious injury”\textsuperscript{276} inflicted upon it. The first Arbour Day, in 1885, was geared towards giving children the opportunity to interact with nature. Allowing children to plant trees and learn about the benefits associated with forest regeneration was a tool used to “influence public opinion”\textsuperscript{277} and dispel antiquated ideas associated with trees. The second initiative, which focused on reforestation in the south of the province, was the 1883 \textit{Ontario Tree Planting Act}, designed to reward citizens for every tree planted along public highways and/or private property boundaries. Although these initiatives experienced limited success, in part because of the misappropriation of public funds, lack of cooperation, and public interest,\textsuperscript{278} they were the start of the government taking responsibility for the future of the forests.
In the years to follow, Southworth focused his attention on a forest reserve policy, as the pulp and paper industry began once again to grow. Part of this initiative was to undertake surveys of regeneration efforts, to see whether the policy would act as an adequate protection effort. This outcome helped in the creation of the 1897 Royal Commission on Forest Protection
\textsuperscript{274} Lambert with Pross, \textit{Renewing Nature’s Wealth}, 184.
\textsuperscript{275} “Forestry Report 1896,” SPC 40 (1896), 25.
\textsuperscript{276} Ibid, 52.
\textsuperscript{277} Ibid, 51.
\textsuperscript{278} See Diamantakos, “Private Property Deforestation,” 29–48.
in Ontario, headed by E.W. Rathburn and included T. Southworth and A. Kirkwood. This commission contributed to legislation regarding forest fire protection and reserve areas. The implementation of these early policies reveals a great appreciation and understanding of the finite and exhaustible nature of natural resources, not to mention the government’s role in generating a resilient forest infrastructure.
A shift to sustainable development of forests first appeared in popular journals as negative attitudes grew in the face of unregulated harvesting practices.\textsuperscript{279} This led to the creation of the Canadian Forestry Association (CFA) in 1900 whose mandate was “to advocate and encourage judicious methods in dealing with our forests and woods and to awaken public interest to the sad results attending the whole sale destruction of the Forest.”\textsuperscript{280} The Laurier government reflected the changing attitude among Canadians and understood that Canada’s natural resources, once viewed as plentiful and endless, needed protection as they were being exhausted at an alarming rate.\textsuperscript{281}
The provocation of resource conservation narratives federally were also experienced at the provincial level. Fostering this shift was the changing political climate at the turn of the century in Ontario, marking a new era for the Conservative Party. James Whitney was elected premier of Ontario in 1905, the first time that a Conservative government had held power in the province since 1872. This “new order,” according to William Meredith, retired leader of the party, reflected a change in Ontario’s social and economic dynamics. The previous Liberal government’s support was in rural communities, but a migration into urban areas had led to the end of the Liberal reign, ushering in a new wave of Conservative power. As Baskerville\textsuperscript{282} and
\textsuperscript{279} E. Toker, “Our Forests in Danger,” \textit{Canadian Magazine}, 1 (1896): 336.
\textsuperscript{280} “Constitution of Canadian Forestry Association,” \textit{Rod and Gun} 1 (1900): 24–9.
\textsuperscript{281} Altmeyer, “Three Ideas of Nature in Canada,” 21–36.
\textsuperscript{282} P. Baskerville, \textit{Sites of Power: A Concise History of Ontario} (Don Mills, ON: Oxford University Press, 2005).
Southcott\textsuperscript{283} have both argued, this shift in power resulted in a divide between rural and urban populations, and a movement towards efficiency, innovation and progress reflected the changing times. Concerns for rural life fell on deaf ears until the United Farmers of Ontario (UFO) overturned the governments of Sir James Whitney (1905–1914) and Sir William Hearst (1914–1919). The UFO government was, however, the last elected government to serve the rural electorate.\textsuperscript{284}
New technologies and ideologies improved both the forestry and agricultural industries in Ontario,\textsuperscript{285} while new emerging industries, such as mining, were taking on more prevalent roles in resource development. Northern Ontario, particularly the northeast region of the province, began addressing the manufacturing demands from other large settlements, such as Manitoba, Saskatchewan and Alberta. This contributed to the stabilization of the workforce and the adoption of labour-saving machinery.\textsuperscript{286} In the twenty years following Reciprocity, natural resource industrialists were eager to establish what they called the trade liberalization movement to open mining and lumber markets in northern Ontario. Premier James Whitney opposed such a plan as it would “jeopardize the continuance of the present satisfactory condition”.\textsuperscript{287} This contrasted with the federal government, who pushed for a bilateral free trade agreement to be made with the United States. Whitney argued that Laurier’s program of trade liberalization would, “…reverse the policy which has brought Canada to her present enviable position, would
\begin{footnotes}
\item C. Southcott, “Migration in the Canadian Arctic: An Introduction,” \textit{Migration in the Circumpolar North: Issues and Context}, ed. L. Huskey and C. Southcott (Edmonton, AB: CCI Press, 2010), 42–58.
\item R. White, \textit{Ontario, 1610–1985: A Political and Economic History} (Toronto, ON: Dundurn Press, 1985).
\item See, J.D. Wood, \textit{Places of Last Resort: The Expansion of the Farm Frontier into the Boreal Forest in Canada c. 1910–1940} (Montreal and Kingston: McGill-Queen’s University Press, 2006); Drushka, \textit{Canada’s Forests}; Nelles, \textit{The Politics of Development}.
\item See Bakerville, \textit{Sites of Power}, 2005; M. Beaulieu and C. Southcott, \textit{North of Superior: An Illustrated History of Northwestern Ontario} (Toronto, ON: James Lorimer & Company Ltd., 2010); M. Zaslow, \textit{The Northward Expansion of Canada, 1914–1967} (Toronto, ON: McClelland and Stewart, 2016).
\item \textit{Sir James Whitney on American Reciprocity: The parting of the Ways} (Toronto, 1911).
\end{footnotes}
cause widespread and revolutionary disturbance in her business, would curtail and hamper her freedom in developing her own resources in her own way...”\textsuperscript{288} In the end, no agreement would be reached under Laurier’s leadership.
Under MacDonald’s National Policy, Ontario had altered its view of its vast geography and resources and began to see Northern Ontario as rich in opportunity. Northern Ontario was no longer viewed as destitute but rather a cornucopia of natural resource wealth. It was rebranding the north as New Ontario, providing the province an opportunity for further development and revenue generation. The province began identifying itself as an Empire. “Empire Ontario” was a phrase used to describe the natural resource wealth and entrepreneurial energy that now existed within the province upon the discovery of northern resource wealth.\textsuperscript{289} This new outlook on provincial resources was not only based on the discovery of the wealth of resources but also the technological advances that transformed how resources were being harvested and manufactured. The next stage in shaping this new identity was developing resources industries; a push felt from both businessmen and the provincial government. Ontario then begins the stage of “new industrialism” – forest products, minerals, and hydroelectricity. Trying to capitalize on its resource wealth, the province came up with the idea of “home manufacture,” as a way to encourage the development a domestic supply chain. This became the “manufacturing condition,” which places restraints on exports of unprocessed lumber and mineral and forested public ownership of hydroelectricity. Based on Nelles’ sectoral study of Ontario that examines the various factors that contributed to the facilitation and constraints of the provincial state’s
\textsuperscript{288} ibid.
\textsuperscript{289} The phrase is taken from Harold Innis, \textit{An Introduction to the Economic History of Ontario from Outpost to Empire} (Toronto: Ontario Historical Society, originally published 1934, reprinted 1967). It was also commonly used, see Archives of Ontario, Whitney Papers, J.J. Cassidy, editor of the \textit{Canadian Manufacturer}, to J.P. Whitney, Jan. 16, 1899.
resource-base industrial strategy, he argues that the manufacturing condition was a “qualified failure”. The only industry that was able to apply the manufacturing condition with some success was the pulpwood industry. This period (1871–1911), as argued by Di Matteo, reveals that “Northern Ontario contributed disproportionately to Ontario government revenues,” where revenue from northern resources was used to cover the south’s expenditures. Although funds were eventually directed to northern development because of its growing population, funds were primarily spent on developing and improving transportation routes, further establishing the interdependent bond between the north and south.
With growing awareness of resource exploitation impacts and a changing political climate, the realization that natural resources were not infinite began to shape the conservation movement in the province and nation. Aldo Leopold discusses the transformation that needed to occur in order for man and nature coexist sustainably. He argued, the conservation movement in Canada was in
a state of harmony between men and land. By land is meant all of the things, on, over, or in the earth. Harmony with land is like harmony with a friend; you cannot cherish his right hand and chop off his left. That is to say, you cannot love game and hate predators; you cannot conserve the waters and waste the ranges; you cannot build the forest and mine the farm. The land is one organism. Its parts, like our own parts, compete with each other and co-operate with each other. The competitions are as much a part of the inner workings as the co-operations. You can regulate them—cautiously—but not abolish them.
---
290 H.V. Nelles, *Politics of Development*, 309.
291 L. DiMatteo, *The Government of Ontario and its North, 1871–1911* (Thunder Bay, ON: Lakehead University Research Centre for Northern Studies, 1990), 8. Ontario had set up the manufacturing condition for pulpwood which the intension to not stop the flow of spruce heading across international boundaries. Rather the intension with the provincial policy was to create the crucial foundation on which it could revitalize its struggling northern community programs, chiefly by creating the best possible markets for the trees cut by northern settlers.
292 M. Beaulieu, “A Historic Overview of Policies Affecting Non-Aboriginal Resource Development in Northwestern Ontario, 1900–1990,” *Governance in Northern Ontario: Economic Development and Policy Making*, ed. C. Conteh and R. Segsworth (Toronto, ON: University of Toronto Press, 2013), 94–114.
293 Quoted in Drushka, *Canada’s Forests*, 47–8.
As this holistic relationship develops, previous ideas that Canadian forests were an “inexhaustible resource that could be exploited intensively with no effect on their renewal capacities” were dismissed and replaced with the idea of sustainable development.\textsuperscript{294} The realization that a balance was needed led to the adoption of MacMillian’s view that forest use and forest conservation should not be two separate entities but viewed holistically. Not having a healthy forestry industry meant that forests in Canada would not survive.\textsuperscript{295} The establishment of the federal Commission on Conservation (1909–1920) reflected this view. Although short-lived, it carried out surveys of natural resources, including forests and forest regeneration. The need for scientifically trained professionals during this period lead to the creation of forestry schools at the University of Toronto (1907), University of New Brunswick (1908) and Laval University (1912). This redefined industry–government partnership helped to “ensure that forests were utilized in a manner that would provide for their future well-being.”\textsuperscript{296}
Land policy, settlement and agriculture remained the primary focus for both the federal and provincial governments during the period examined. While the Dominion focused on the LBW campaign in an effort to settle and colonize the West, Ontario began to invest in its forestry industries to create a staple market in which the western provinces would not compete. Ontario was able to meet its demand, providing its markets with lumber to help establish its transportation infrastructure and settlement development. What began to change in this period was the vertical integration and consolidation of staple industries. Family-owned forestry businesses were now being replaced by commercial enterprises (with their timber kings and
\textsuperscript{294} J. Dufour, “Towards Sustainable Development of Canada’s Forests,” \textit{Resource and Environmental Management in Canada: Addressing Conflict and Uncertainty}, 3rd ed., ed. B. Mitchell (Don Mills, ON: Oxford University Press, 2004), 271.
\textsuperscript{295} Ibid.
\textsuperscript{296} Ibid, 48.
lumber barons), such as the forestry industry along the Ottawa-Huron track. The years of exploitation by settlers and foresters finally reached a point where it became imperative to mitigate the damage. One initiative was public and private reforestation. The importance of this cannot be overstated, as it suggests a shift in priorities in both societal and government priorities. While resources were still viewed as a commodity, there were internal and external forces contributing to the development of a kinship with the forest, shaping public participation and interest in forests. As the public’s relationship and understanding of the forest and land changed, Ontario adopted a pathway that reflected more sustainable and conservation-focused policies, management practices and ideals.
Chapter 3
Back to Nature: The Creation of Artificial Boundaries and the Architects behind Them, 1890s–1920s
The distribution and allocation of land once again played an essential role in understanding forestry in the province in the early twentieth century. As discussed previously, the modern state’s management of forested areas was influenced by European practices. James C. Scott, in his *Seeing Like a State*, examines this influence by discussing the need for an administrative ordering of nature and society.\(^{297}\) Scott uses the tradition of “fiscal forestry” as his starting point: “the Crown’s interest in the forest was resolved through its fiscal lens into a single number: the revenue yield of timber that might be extracted annually.”\(^{298}\) This utilitarian view of forests resulted in a narrow view of how to manage them. Rather than seeing the diversity in a forest, this approach only acknowledges forests for their revenue-generating products. This fiscal lens was the foundation for scientific forestry management as developed in late-eighteenth-century Prussia and Saxony. The failures of the planned forest would eventually lead to the adoption of programs of rational observation, experimentation and management, which allowed for an “effort to reduce the fiscal management of a kingdom to the scientific principle that would allow for systematic planning.”\(^{299}\) It is within this discussion that Scott addresses the necessity of the state creating “a narrowing of vision” that allows for it to bring “into sharp focus certain limited aspects of an otherwise far more complex and unwieldy reality.”\(^{300}\)
The relationship between knowledge, power and techniques of government in the production of natural resource space, as argued by Scott, assists in understanding the socio-
\(^{297}\) Scott’s analysis of the administration of order is influenced by the work of Michel Foucault, who shared a similar interest “in the order of things.” See M. Foucault, *The Order of Things: An Archaeology of the Human Sciences* (London: Tavistock, 1970).
\(^{298}\) J.C. Scott, *Seeing Like a State* (New Haven, CT: Yale University Press, 1998), 12.
\(^{299}\) Ibid., 11–14.
\(^{300}\) Ibid., 11.
political pressures that contributed to land policy in Ontario. The landscape of North America was manufactured through environmental imperialism, the creation of artificial boundaries and human interactions with the environment.\textsuperscript{301} The literature on territoriality, which looks at how political powers manipulated and shaped wilderness spaces to control them, substantiates Scott’s arguments about nature and space. The manufacturing of these landscapes in such a rigid way helped states maintain order and control.
The historical production of territoriality in the context of North American resource landscapes can be seen in the works of Bruce Braun and David Demeritt.\textsuperscript{302} Both scholars echo Scott’s identification of regimes of visibility and the order of things when addressing the relationship between a state’s knowledge and shifting ideas regarding the use of territory for the development of national space. In order to understand the actions taken by bureaucrats to construct and manipulate the land must be understood within the context of the social construction of nature. Demeritt approach the social construction of nature by challenging the idea that nature and the physical environment exist independently from social practices.\textsuperscript{303} Whereas Braun questions the underlying assumptions about forest and forestry (primarily in BC), and what is assumed about the forest as an ontological entity. While both scholar tackle the social construction of nature, Demeritt views it as power, whereas Braun see it as changing the understanding of what the land means, arguing that “nature is an effect of power.”\textsuperscript{304}
\textsuperscript{301} D. Delaney, \textit{Territory} (Oxford: Blackwell, 2005); H. Lefebvre, \textit{The Production of Space} (London: Blackwell, 1991); E. Soja, \textit{Postmodern Geographies: The Reassertion of Space in Critical Social Theory} (London: Verso Press, 1999); Y. Whelan, “Territory and Place,” in \textit{Key Concepts in Historical Geography}, ed. J. Morrissey, D. Nally, U. Strohmayer, and Y. Whelan (London: Sage Publications, 2014).
\textsuperscript{302} See B. Braun, “Producing Vertical Territory: Geology and Governmentality in Late-Victorian Canada,” \textit{Ecumene} 7, no. 1 (2000): 7–46; D. Demeritt, “Scientific Forest Conservation and the Statistical Picturing of Nature’s Limits in Progressive-Era United States,” \textit{Environment and Planning D: Society and Space} 19, no. 4 (2001): 431–59.
\textsuperscript{303} Demeritt, “Scientific Forest Conservation and Statistical Picturing,” 24.
\textsuperscript{304} Bruce Braun and Joel Wainwright, “Nature, poststructuralism, politics: Theory, Practice, Politics,” in \textit{Social Nature: Theory, Practice, Politics}, edited by N. Castree and B. Braun, 41-63 (Oxford: Basil Blackwell, 2001), 41.
Braun’s research on geology and governmentality in late Victorian Canada addresses how science was more than an instrument of political rationality; science acted to shape and influence understanding. He discusses the complex relationship between the social construction of nature and forms of political rationality in British Columbia. What Braun endeavours to show is that by the end of the nineteenth century, there was an acceleration of nature’s commodification that reflected the changes in scientific and government rationality that was occurring.
Concluding that economic, discursive and political realms were not autonomous but rather, intertwined with one another, Demeritt approaches the topic of nature and space with an examination of statistical picturing of the United States’ finite forest resource during the Progressive era. He argues that lay people placed trust in the conclusions of scientific experts, which reinforced antiquated classist regimes and gender differences. These experts were considered legitimate because they operated within a standardized process that they created, that is, the standardized practice of quantification of forest stands provided a means to easily quantify resources while also reflecting “new forms of precise disciplinary control and governmental power.”\textsuperscript{305}
By understanding the discourses around territoriality, one can begin to understand the government’s desire to create internal enclosures within these spaces. The creation of parks in Canada was driven by the desire to acquire and develop the resources of the frontier for commercial, transportation, industrial and financial functions.\textsuperscript{306} Parks were a product of the political, social and market pressures that helped form the environmental-political hegemony of
\textsuperscript{305} Ibid., 455.
\textsuperscript{306} J. Wadland, “Great Rivers, Small Boats: Landscape and Canadian Historical Culture,” in \textit{Changing Parks: The History, Future and Cultural Context of Parks and Heritage Landscapes}, ed. B.W. Hodgins and J.S. Marsh (Toronto, ON: Natural Heritage, 1998), 1–33.
the nineteenth century. Parks are a prime example of internal territorialization—when regional boundaries are established by the state and a set of acceptable practices supported by legislation is adopted to maintain control over resources and people.\textsuperscript{307} The practice of internal territorialization played a significant role in the formation of Ontario’s landscape.
The use of an enclosure-reserve was an important policy tool that allowed for the colonial administration to enclose land for financial gain and colonial expansion. This practice is part of what Ian McKay calls the “liberal order framework,” which propagated the division of power, allowing for the wealthy to maintain control while dispossessing the lower class, in this case, Indigenous groups, and alienating settlers.\textsuperscript{308} The use of this tactic became a form of administrative settler colonialism by providing the government and business interests exclusive access to non-arable land and resources through a park bureaucracy. While parks are promoted for their holistic benefits and aesthetic appeal, they are a liberal settler–colonial construct that fashioned these neutral spaces into “productive” ones. McKay’s discourse on the liberal order is
\textsuperscript{307} See C. Corson, “Territorialization, Enclosure and Neoliberalism: Non-State Influence in Struggles over Madagascar’s Forests,” \textit{Journal of Peasant Studies} 38, no. 4 (2011): 703–26; P. Vandenberghe and N.L. Peluso, “Territorialization and State Power in Thailand,” \textit{Theory and Society} 24, no. 3 (1995): 385–426.
\textsuperscript{308} I. McKay, “The Liberal Order Framework: A Prospectus for a Reconnaissance of Canadian History,” \textit{Canadian Historical Review} 81, no. 4 (2000): 617–51. While this paper does not explore environmental dispossession with any degree of detail, it was an influencing factor in the creation of these reserves and is worth addressing. There is a growing body of literature that examines conservation enclosures as territorial instruments of the state for resource privatization and the displacement of people from natural spaces. See the following political ecologists: Corson, “Territorialization, Enclosure and Neoliberalism,” 703–26; L. Grandia, \textit{Enclosed: Conservation, Cattle, and Commerce among the Q’eqchi’ Maya Lowerlanders} (Seattle, WA: University of Washington Press, 2012); P. Heynen and P. Robbins, “The Neoliberalization of Nature: Governance, Privatization, Enclosure, and Valuation,” \textit{Capitalism, Nature Socialism} 16, no. 1 (2005): 5–8; A. Malhi, “Making Spaces, Making Subjects: Land, Enclosure and Islam in Colonial Malaya,” \textit{Journal of Peasant Studies} 38, no. 4 (2011): 727–46; J. McCarthy, “States of Nature and Environmental Enclosures in the American West,” in \textit{Violent Environments}, ed. N.L. Peluso and M. Watts (Ithaca, NY: Cornell University Press, 2001); R. Neumann, \textit{Imposing Wilderness: Struggles over Livelihood and Nature Preservation in Africa} (Berkeley: University of California Press, 1998); R. Neumann, “Moral and Discursive Geographies in the War for Biodiversity in Africa,” \textit{Political Geography} 23, no. 7 (2004): 813–37; N.L. Peluso and C. Lund, “New Frontiers of Land Control: Introduction,” \textit{Journal of Peasant Studies} 38, no. 4 (2011): 667–81; P. Robbins and A. Luginbuhl, “The Last Enclosure: Resisting Privatization of Wildlife in the Western United States,” \textit{Capitalism Nature Socialism} 16, no. 1 (2005): 45–61.
used to explain the changing power dynamics that have impacted land and favoured specific stakeholders over others.
This chapter hinges once again on the idea of the state’s desire for control and order. Land policy and resource management are inherently linked as a result of government officials and business viewing forests through a fiscal lens. The exploitation of forest resources led to the creation of parks that served as resource enclosures protecting forest resources. As demand for timber rose, the protection of forest resources became more crucial. While there were various reasons contributing to the preservation of flora and fauna, the driving force behind the creation of parks was based on economics and the exploitation and management of resources. This chapter begins with an examination of the melding of public desire and the necessity to preserve trees, which led to the creation of parks. Concurrently, changing attitudes fostered a favourable disposition towards forests among the general public. The chapter then examines the role that art and literature played in influencing the utilization and protection of parks. Finally, it is the development of a transportation infrastructure that allowed for a physical relationship to be cultivated where the public actively engaged with nature. While I recognize that the perception of forests in Northwestern Ontario were different from Southern/Northeastern Ontario, the discussion presented is based on more settled areas of the province. The combination of these factors at this point in Ontario’s history resulted in a new, favourable image of forests as areas for public consumption rather than purely for resource extraction.
**Department of Crown Lands, Influencers and the Adoption of a National Park**
Urbanites who had acclimated to an industrial society did not view the backwoods as an integral part of their everyday life, although they depended on those who worked in forest sectors. This fed into the exploitative relationship between urban centres and Ontario’s interior rural areas.
The rural populations operated at the pleasure of the metropolises, which were “demand centers calling on supply areas.”\textsuperscript{309} Metropolises were exploitative and subjugating.\textsuperscript{310} Arthur R.M. Lower described this interplay between the metropolis and the frontier as the two being reliant on one another.\textsuperscript{311} By the late nineteenth century, consumption shortages created the impetus that shifted Ontarians’ attitudes towards one of restoration and perseverance.\textsuperscript{312} As Kelly writes, citizens began to appreciate the value of trees when they began to experience the consequences of wood shortages.\textsuperscript{313} This new relationship with nature began in metropolitan areas, where the urban elite had long been disconnected with nature. Their presence now began to flood the forests, which they viewed as a popular vacation spot.\textsuperscript{314} Artists’ depictions of the majestic nature of northern landscapes further promoted this view.\textsuperscript{315}
With the effects of resource exploitation becoming more apparent and a growing holistic connect with nature developing, Ontario began to see an increased interest in public participation in the state of forest affairs. Although not all shared the opinion that there were shortages of timber resources, those that did emphasized the importance of educating the public as a means of raising awareness and actively involving them in the forest management movement. George P. Marsh, who foreshadowed forest depletion in his 1864 book \textit{Man and Nature}, spearheaded this movement. He predicted that “[w]ith the disappearance of the forest, all is changed; . . . the
\textsuperscript{309} See Lower, \textit{Great Britain’s Woodward}, which provides this assessment of the relations between urban centres and the hinterland. See, also, Careless, \textit{Frontier and Metropolis}, 54.
\textsuperscript{310} Careless, \textit{Frontier and Metropolis}, 54.
\textsuperscript{311} Imnis, \textit{The Fur Trade}. D. Creighton, also describe this relationship in a similar light although not outrightly adopting it. They cite the constant interplay between “power cores and resource peripheries,” or the centre controlling the periphery. Creighton, \textit{Dominion of the North: A History of Canada} (Boston, MA: Houghton Mifflin Company, 1944).
\textsuperscript{312} K. Kelly, “The Changing Attitude of farmers to forest in nineteenth century Ontario,” \textit{Ontario Geography} 8 (1974), 76.
\textsuperscript{313} Kelly, \textit{The Evaluation of Land}, 70–6; Gentilore et al., \textit{Historical Atlas of Canada}, Plate 14.
\textsuperscript{314} Smith, “Farms, Forests and Cities,” 13.
\textsuperscript{315} The Group of Seven is often equated with these distinctively Canadian wilderness landscapes. However, credit must also be given to the members of the Toronto Art League (1886–1904), who initially inspired the movement of returning to nature. See MacDonald, \textit{The Group of Seven}, 1.
climate becomes excessive, the soil is altered. . . . The face of the earth is no longer a sponge, but a dust heap.”\textsuperscript{316} Marsh’s work marked the onset of an accelerated campaign for the husbanding of forests both in Canada and the United States. He supported his conclusions by referencing European shortages, inferring that North America would suffer a similar fate if action was not taken to mitigate this potential crisis.\textsuperscript{317} He warned that “[t]he vast forests of the United States and Canada cannot long resist the improvident habits of the backwoodsmen and the increased demand for lumber.”\textsuperscript{318} Marsh’s stance continued to be echoed in subsequent years, as other influential conservationists made similar pronouncements about the state of forests in Ontario.\textsuperscript{319}
**Early Stages of Forest Protection Policy: Addressing Forest Fires**
Growing criticisms and concerns for the forest were finally addressed in 1882, with the first American Forestry Congress (AFC). AFC held meetings in both Cincinnati and Montreal, where representatives from Canada and the United States reviewed methods of forest protection and reported back to their respective governments on possible measures to be adopted.\textsuperscript{320} The AFC conference was the first “parliament” of forestry in North America, and a platform for both Canadians and Americans to voice their concerns about the future of forests. The two main
\textsuperscript{316} For a full quotation, see G.P. Marsh, \textit{Man and Nature, Or Physical Geography as Modified by Human Action}, ed. David Lowenthal (Cambridge, MA: The Belknap Press of the Harvard University Press, 1965), 186–7.
\textsuperscript{317} Ibid., 300.
\textsuperscript{318} Ibid.
\textsuperscript{319} See N.W. Beckwith, \textit{Canadian Monthly} (June 1872): 527. The following year a recession began, and by 1877, timber exports had dropped by forty percent. It was clear that forest conservation was becoming an economic concern in the province as well as in the country. The recession led Ontario in 1898 to require that all timber cut on public lands be processed within the province. See C.E. Campbell, \textit{Shaped by the West Wind: Nature and History in Georgian Bay} (Vancouver: University of British Columbia Press, 2005), 81.
\textsuperscript{320} The first AFC meeting was held in Cincinnati, Ohio, in April 1882, followed by the Forestry Congress (FC) in Montreal in August 1882. Two hundred and fifty representatives representing industry, government and academia were in attendance. For a preliminary list of the topics discussed at Congress, see American Forestry Congress, \textit{Proceedings}, 1 (1882), (Washington, DC, 1883), 8–12; “Report of Delegation appointed to attend the American Forestry Congress” in Fruit Growers’ Association of Ontario, “Report,” 1882 in Commissioner of Agriculture and Arts, Report (1882), 38. The United Fruit Growers of Ontario, as well as other progressive organizations, played an important role in promoting the need for improved forest management techniques, which encouraged active participation by Ontario at both the AFC and FC.
themes that dominated Congress were discussions surrounding the ecological integrity of nature and the supply of merchantable timber in North America. Over time, these once distinct issues evolved into the contemporary concept of multiple land use.
The consensus among the attendees was that human exploitation of forest resources was destroying nature’s beauty, as highlighted by the restricted supply of merchantable timber on both sides of the border. Fire was partially responsible for these shortages; however, profligate harvesting methods and inefficient lumbermen were the primarily contributing factors. In addressing concerns over shortages and the adoption of workable fire protection programs, the congress recommended that timbered lands must be reserved as permanent forests. These recommendations would be the foundation for the creation of long-range forest management planning and policy. Furthermore, the congress insisted that investment in forest research, the creation of permanent forest experiment stations and a greater emphasis placed on forestry in university and agricultural schools’ curriculums were necessary. Implementing these recommendations would hinge on governments investing in the research sector.
The first enactment after the congress in Ontario was the creation of the new office of the Clerk of Forestry under the Department of Agriculture. This would eventually lead to the formation of a Forestry Branch in the Lands and Forests Department. Appointed to this position was R.W. Phipps in 1883, who was directed to inform the public on forestry matters.\(^{321}\) Phipps acted as a mouthpiece, publicizing the views of the AFC in his *Report on the Necessity of Preserving and Planting Trees*. Phipps’ background as a writer helped him produce reports that were “missionary-like in tone and popular rather than technical in style.”\(^{322}\) His annual reports
\(^{321}\) R.W. Phipps, prior to his appointment as clerk, was a staff writer for the Toronto *Globe*. See Gillis and Roach, *Lost Initiatives*, 42.
\(^{322}\) His arguments in these reports were often emotionally charged and condemning in nature. For instance, Phipps criticized the United States for its flagrant abuse of using public funds to subsidize war efforts. Although he
dealt with a variety of topics, such as farm forestry developments, government programs, timber-cutting methods, urban beautification techniques and the forest protection system, to mention a few.\textsuperscript{323} Phipps was an active public servant, having reached a rather sizable audience throughout his career through his publications in the provincial press and by giving various public talks.\textsuperscript{324}
Phipps’ efforts in deconstructing the public’s perceptions related to nature and forests was accomplished through educational programs and published materials that eradicated “the idea that a tree is an enemy to be destroyed whenever found.”\textsuperscript{325} His publicity program was developed around the notion of educating the public on forests, stipulating that they were not inexhaustible, but had to be preserved to meet future demands. Helping increase public awareness was the adoption of the \textit{Ontario Tree Planting Act} (1883) and Arbour Day.\textsuperscript{326} The first Arbour Day, established in 1885 by the department, was geared towards giving children the opportunity to interact with nature, allowing them to plant trees and learn about the benefits
\textsuperscript{323} Eight thousand copies were issued in 1885, which speaks to his efforts in reaching the masses. See Ontario Clerk of Forestry, \textit{Report} (1885), 7.
\textsuperscript{324} In 1885 seven hundred letters and articles written by Phipps were published by the provincial press. Seeking firsthand information for its publications, talks and studies for the Department, Phipps traveled extensively throughout Ontario, United States and Europe. See Ontario Clerk of Forestry, \textit{Report} (1891), 67–72.
\textsuperscript{325} “Forestry Report 1896,” Sessional Papers Ontario (1896), 25.
\textsuperscript{326} The first recorded arbor plantation festival took place in 1594 in the Spanish village of Mondoneda with the planting of lime and horse-chestnut trees. The first modern Arbor Day can be traced back to the Spanish village of Villanueva de la Sierra in 1805. J. Sterling Morton held the first American Arbor Day in Nebraska City, Nebraska on April 10, 1872. The popularity and success of Morton’s event inspired Birdseye Northrop in 1883 to advocate for the adoption of the idea in Canada, which led to his appointment as chairman of the committee to campaign for Arbor Day nationally that same year. He shared his enthusiasm internationally, encouraging other countries to adopt arbor events. Northrop would inspire Canada to adopt their own Arbor Day in 1885. For further discussion of the origins and history of Arbor Day in the United States, see N.H. Eggleston, \textit{Arbor Day: Its History and Observance} (Washington, DC. U.S. Department of Agriculture, 1896).
associated with forest regeneration.\textsuperscript{327} These educational efforts were used as a tool to “influence public opinion,” thereby improving the image of forestry and dispelling antiquated ideas associated with trees.\textsuperscript{328} Phipps’ efforts were targeted towards encouraging the public to participate in private property timber regeneration, while advocating for a need to distinguish between lands for settlement versus forests, later including parks in 1885.
\textbf{Royal Commission on Forest Protection in Ontario and the Rise of the Forest Reserve Idea}
Before 1885, the idea of setting aside land for use other than timber had not entered public consciousness. A clerk in the Crown Lands Department, Alexander Kirkwood, introduced the idea that forests in Ontario could be used for both recreation and profit. Kirkwood questioned current activities in the Pre-Cambrian Shield, arguing that lands now exhausted of timber should be put to more effective use. He petitioned the province to adopt a similar approach to that of the United States government, which designated land to form a national park.\textsuperscript{329} In 1885 he submitted a memorandum to Crown Lands Commissioner Timothy Blair Pardee, detailing his vision for a forest reservation and park space as a way of maintaining an area for future
\textsuperscript{327} Based on the feedback from clerks of 305 townships and 122 municipalities, the implementation of the first Arbor Day was not as successful as anticipated, as more work was needed in executing its delivery. Within the province, 211 schools actively participated in planting trees and flowers and cleaning up the grounds, while 129 carried out some type of activity. The remaining 86 did not participate in any activities. This lack of involvement was primarily witnessed in newer or more sparsely settled areas of the province where there was less of a need to plant trees. The main critique of the event was lack of effort put forth in securing a permanent and healthy growth of trees. For the most part, many of the trees planted on Arbor Day did not survive because they were no planted properly and the lack of proper care and attention. This can be attributed to a lack of understanding of the proper care. Regardless of these drawbacks, the day was a success as it raised public awareness of forest regeneration, as “there is no doubt that at least it has accomplished something in encouraging the planting of tress and developing among the pupils of our public schools the love of natural beauty.” It was evident that the shortcoming of the first Arbor Day would be easily remedied for future events. \textit{Ontario, Annual Report of the Clerk of Forestry} (1896), 52.
\textsuperscript{328} “Forestry Report, 1896”, 17, 51; H.J. Morgan, \textit{The Canadian Men and Women of the Time: A Handbook of Canadian Biography} (Toronto: William Briggs, 1898).
\textsuperscript{329} 3600 square miles in the Rocky Mountains was set aside in 1872 by the United States government to form a national park. This area would become known as Yellowstone National Park. Canada would follow suit in 1885, setting aside ten square miles, which would be the heart of Banff National Park.
generations.\textsuperscript{330} In his letter, he indicated that nine townships, roughly 400,000 acres, would need to be set aside to employ this plan. This area would be called Algonkin (Algonquin) Park and would be designed as a national forest and park.\textsuperscript{331} He maintained that this allocation would help prevent the threat of extermination of wildlife, restrict timber exploitation for private profit, while providing local economies in the area business from tourism.
In 1892 the Ontario government set up a Royal Commission on Forest Reservation and a National Park, with Kirkwood as its commissioner. The ensuing report stressed the current “slaughter of forests” and how “the waste of one generation must be atoned for by the enforced economy of the next.”\textsuperscript{332} The remit of the proposed park would be to
1) maintain the water supply,
2) preserve the primeval forest,
3) protect wildlife,
4) undertake forestry experiments,
5) make provisions for health and recreation,
6) retain a water supply (through maintenance of the forest) for surrounding regions.
The report was presented to the Ontario legislature, and in 1892 Algonquin Park was created. The area was designated as “a public park and forest reservation, fish and game preserve, health resort and pleasure ground for the benefit, advantage and enjoyment of the people of the Province.”\textsuperscript{333} The Crown Lands Department immediately took responsibility in the administration of the park.
\textsuperscript{330} Kirkwood wrote, “[i]t is proposed, to set aside a forest reserve principally for the preservation and maintenance of the national forests, protecting the head waters and tributaries of the Muskoka, Petawawa, Bonnechere, and Madawaska Rivers, wherein it shall be unlawful for any persons to enter and cut timber for any private use, or destroy the fur-bearing animals.” See, A. Kirkwood, \textit{Algonkin Forest and Park, Ontario Letter to the Hon. T.B. Pardee, M.P.P., Commissioner of Crown Lands for Ontario} (Toronto, ON: Warwick & Sons., 1886).
\textsuperscript{331} Its name was a way of signifying “one of the greatest Indian nations that has inhabited the North American continent.” See, A. Kirkwood, \textit{Algonkin Forest and Park}.
\textsuperscript{332} Royal Commission on Forest Reservation and National Parks, \textit{Reports}, 1893 (Toronto, ON, 1893, Reprinted, Toronto, ON: DLF, 1950 and 1956), 9–10.
\textsuperscript{333} \textit{The Algonquin National Park Act}, 56 VICTORIÆ REGINÆ, c. 8 (1893).
With the Park established, the Department began to focus its attention towards conservation, forest reservation and forest protection. As previously mentioned, Southworth’s work pushed Ontario’s conservation program in the direction of establishing timber reserves, the third and last legislative response to the challenges presented by the Montreal congress. Working out of his renamed office, the Bureau of Forestry, Southworth was instrumental in promoting Ontario’s forest resources as finite. His efforts in protecting Ontario’s pine trees were rewarded in June 1897 with the striking of a provincial royal commission. The commission was first task with examining the ‘destruction and preservation timber, mainly white pine, on provincial lands, that was not be suitable for agricultural purpose or settlement.’\textsuperscript{334} The outcome of this commission was Ontario’s \textit{Forestry Reserve Act} of January 1898, and that same year two forest reserves were created, the Eastern Forest Reserve in eastern Ontario and the Sibley Forest Reserve on the north shore of Lake Superior. The act authorized the lieutenant governor in council “to set apart from time to time such portions of the public domain as may be deemed advisable for the purpose of future timber supplies.”\textsuperscript{335} What this meant was that the provincial government had the power to set aside, in perpetuity, public lands it deemed suitable for timber production. These sanctioned lands in turn could not be sold, leased or used for settlement, as they were “to be kept in a state of nature as nearly as possible.”\textsuperscript{336} These areas were intended to be utilized for recreation and initially mining and lumbering activities were to be excluded.\textsuperscript{337}
\textsuperscript{334} B.E. Fernow, “Forest Resources and Forestry,” in \textit{Canada and its Provinces: A History of the Canadian People and Their Institutions}, ed. Adam Shortt and A.G. Doughty, vol. 18, \textit{The Province of Ontario} (Toronto, ON: Glasgow, Brook & Co., 1914–1917), 595.
\textsuperscript{335} \textit{Toronto Globe} (December 29, 1897), 8.
\textsuperscript{336} M.M. Ross, “A History of Forest Legislation in Canada, 1867–1996,” \textit{Canadian Institute of Resource Law}. (March 1997), 5.
\textsuperscript{337} Concerns with extensive lumbering operations in reserves were first raised at the Temagami Reserve, which resulted in the government deciding that mining and lumbering could not be excluded. See \textit{Woods and Forests, Report Book II, 1877–1901}, 317–321; Memorandum on Forest Reserves, March 32, 1899; “Forest Reserves Act,” 61 VICTORIÆ REGINÆ, c. 10 (1889); \textit{Report Book II}, 441–450; Forest Reserve at Lake Temagami, January 7, 1901; “Forest Reserves Amendment Act,” 63 VICTORIÆ REGINÆ, c. 12 (1900).
The act for many was “the inauguration of a scientific forestry system in Ontario” and “the initial step in preparing for a rational system of forestry intended to ensure proper harvesting of existing stands of timber and to provide a perpetual source of income to the province.”\textsuperscript{338} Southworth cautioned the commissioner against allowing extensive lumbering operations in reserves, stating that timber policy as stipulated in the \textit{Crown Timber Act} conflicted with the forest reserves policy. He maintained that harvesting in reserves must be conducted under close supervision to maintain their productive capacity. Park creation became an effective way to enclose land and place it in the hands of administrators, which forced lumber companies into licensing agreements, ensured timber for industrialization, and constituted a form of primitive accumulation.\textsuperscript{339}
Improving forest management in Ontario was a difficult undertaking, for many hurdles had to be overcome. In the words of Lambert, “[t]here were not many . . . who could devote their full time and energies to implementing the grand forestry design. . . . Yet, little by little, pragmatically, men began to put some of the specific measures into operation.”\textsuperscript{340} The implementation of these early policies reveals a great appreciation and understanding of the finite and exhaustible nature of natural resources, not to mention the government’s role in generating a resilient forest infrastructure. Progressive men like Southworth would have a lasting impact on policy in Ontario, as they paved the way for forestry reform at the turn of the
\textsuperscript{338} Ontario, Clerk of Forestry, \textit{Annual Report} (1896), 22–3. This was also expressed by Aubrey White: “the latest legislation providing for the establishment of forest reserves in a further step . . . designed not only to secure for the people the largest possible present return from the timbered area of the Crown domain, but to secure that revenue in perpetuity.” See Ontario, Legislative Assembly, \textit{Annual Report of the Clerk of Forestry} (1899), 29.
\textsuperscript{339} Hodgetts, \textit{Pioneer Public Service}; B.W. Hodgins, J. Benidickson, and P. Gillis, “The Ontario and Quebec Experiments in Forest Reserves 1883–1930,” \textit{Journal of Forest History} 26, no. 1 (1982): 20–33; Innis, \textit{The Fur Trade}, Kelly, “The Changing Attitude”; Killian, \textit{Protected Places}.
\textsuperscript{340} Lambert with Pross, \textit{Renewing Nature’s Wealth}, 181.
During these formative years, the government recognized the general economic benefits that could be gained from the maintenance of a portion of one’s property in timbered form. While the specific time period when public opinion shifted to viewing trees as something other than a cash crop is a matter of debate, the end of the nineteenth century marked a growth in public appreciation of nature and trees. The public began to acknowledge the environmental and aesthetic roles of the forest even as legislative and regulatory policies were taking shape.
**Federal Influences on Provincial Conservation Policies**
Prime Minister Laurier convened a Canadian Forestry Convention (CFC) in January 1906. The Liberals used this convention to situate themselves within the popular conservation movement in preparation for the upcoming federal election. News of the convention was received with enthusiasm, and those in attendance represented various stakeholders: industry, the public sector, academia and the political elite. One of the keynote speakers was Gifford Pinchot, a man who had successfully managed the 1905 American Forestry Congress (AFC). The resolutions proposed at the AFC assisted in the passage of a bill that led the US Congress to transfer the administration of public lands from the General Lands Office of the Department of the Interior to Pinchot’s bureau in the Department of Agriculture. Pinchot shared Stewart’s ambition for Canada, recommending that Canada adopt an organized national forestry policy. In doing so, Pinchot argued that the Department of Agriculture would be able to evaluate land before it was
---
341 Fernow would go on to reference Southworth as the founder of Ontario forestry policy. See Fernow, B.E. “Forest Resources and Forestry,” in *Canada and its Provinces: A History of the Canadian People and Their Institutions*, edited by A. Shortt and A.G. Doughty (Toronto, ON: Glasgow, Brook & Co., 1914–1917), 597.
342 Allan Smith in his article “Farm, Forests, and Cities,” addresses the *return back to nature mentality* that began to form in cities throughout the province in the last decade of the century.
343 It was evident to those in attendance that tension was in the air. Members representing the federal government were calculated in their speech deliveries, trying to remain impartial on issues concerning forest regeneration and forest fires, so as not to place the onus on lumbermen. Gillis and Roach, *Lost Initiatives*, 60.
settled and all non-agricultural forest areas reserved, in order to promote the management of reserves by trained government employees, to improve federal fire-fighting efforts, including legislation to secure the cooperation of railway companies in controlling fires during construction and operation, and to encourage tree planting on the prairies.\textsuperscript{344} An appeal was made by those in attendance for increased Dominion action in forest conservation and the consolidation of forest services under one agency. Frank Oliver, Sifton’s predecessor as minister of the interior, introduced the \textit{Dominion Forest Reserves Act} (DFRA) in March 1906.\textsuperscript{345} The bill transferred the responsibility for all Crown forest reserves from the Timber and Grazing Branch to the superintendent of forestry.\textsuperscript{346} Although the act did not directly implement the ideas discussed at the CFC, Laurier supported its adoption.\textsuperscript{347} Debates over obtaining total control over
\textsuperscript{344} Canadian Forestry Association, \textit{Report} (1906). These five points were echoed throughout the convention by various speakers. It was clear that the theme of establishing a national forestry policy was on everyone’s mind.
\textsuperscript{345} \textit{The Dominion Forest Reserves Act} established twenty-one permanent forest reserves throughout the Dominion to protect the resource for the purpose of maintaining a continuous supply of timber, to benefit the water supply and to protect the wildlife within the reserves. See \textit{Dominion Forest Reserves Act}, S.C. 1906, c. 14. See also Canada, House of Commons, Debates (1906), vol. I, 559. The second reading of the act was put before the house in early May and also seemed to resemble the resolutions passed at the CFC, but amendments had been made. Clauses that were implemented in the second version of the act exempted timber leaseholders from Forestry Branch control and omitted other clauses recommended by Stewart that would have allowed orders in council to be issued in creating and managing the regulation of forest reserves. In the federal experience, the term “forest reserves” was often equated with negative sentiments because many were under the belief that reserves meant locked-up resources. This misconception lacked validity, for the policies of the Forest Service favoured maximum use. In the pre-war era, many conservationists in North America did not believe in preservation—the desire to protect nature for current and future use. Many operated under the progressive liberal tradition that resources were there to be developed and that scientific management would result in more efficiency and eliminate proliferating practices, thereby leading to greater financial returns in both the short and long term. It was under this understanding that conservation was sold to the public. On this notion, see P.J. Smith, “The Principle of Utility and the Origins of Planning Legislation in Alberta, 1912–1975,” in \textit{The Usable Urban Past: Planning and Politics in the Modern Canadian City}, ed. A.F.J. Artibise and G.A. Stelter (Toronto, ON: Macmillan, 1979), 198–202; S.P. Hays, \textit{Conservation and the Gospel of Efficiency: The Progressive Conservation Movement, 1890–1920} (Cambridge, MA: Harvard University Press, 1959); R.C. Brown, “The Doctrine of Usefulness: Natural Resources and National Park Policy in Canada, 1887–1914,” \textit{The Canadian National Parks: Today and Tomorrow}, vol. I (1968), 94–110.
\textsuperscript{346} Canada, House of Commons, Debates (1906), vol. II, 2832, 3318, 3412; vol. III, 5416, 5537, 5556. See Correspondence in RG39, vol. 259, file 3805–1.
\textsuperscript{347} Laurier argued that the DFRA continued to provide the government with control over all Dominion forest land. This was, however, a fallacy because according to the leaseholder’s agreement they effectively held their land indefinitely with no restrictions, as stipulated in the act. In the end, the rights of the timber leaseholder’s stood and the act reminded as such.
all federal forestland would be revisited when the act was revised in 1911 to become the *Forest Reserves and National Parks Act*.\(^{348}\)
The establishment of the Canadian Forestry Association in 1900, the convening of the Canadian Forest Convention and the passage of the 1906 *Dominion Forest Reserves Act* are representative of Canada’s early actions towards sustainability. The policy actions taken by the Dominion helped establish the underlying forest management principles necessary for protecting forest resources and watersheds, maintaining soil productivity and regenerating forests. The implementation of sustainable forest management practices on public lands shows Canada’s progression towards achieving a more holistic ecological approach.
The forestry sector, riding on the public’s momentum, called for change. A 1909 policy paper by Conservative MP William Finlayson entitled “Forestry, a National Problem” addressed the federal government’s role in forestry. Finlayson emphasized Robert Borden’s view of “the necessity for consistent steps to take stock of the timber situation in this country . . . [and] the absolute necessity of thoroughly investigating the forest resources of the Dominion with a view to the development and application of rational methods of management.”\(^{349}\) The Crown could not escape the continuous debates over forestry and forest conservation within the Dominion because forestry was still seen as a problem.\(^{350}\) This led to the creation of the Conservation Commission
---
\(^{348}\) The passing of the act from a policy perspective revealed the Liberals’ commitment to compromise. See House of Commons. Debates (1911), vol. v, 8085, 8606–8023, 8650–8659.
\(^{349}\) PAC RG39, vol. 411, file 40765, Policy Paper “Forestry a National Problem.”
\(^{350}\) The political power of Theodore Roosevelt and Gifford Pinchot helped by providing guidance in Canada’s conservation progress. In 1908 Roosevelt proposed hosting a North American Conservation Conference for Canada, the United States and Mexico as a way of discussing conservation issues common to all three countries. The 1909 Washington Conference, a co-operative meeting, provided “a common and joint endeavor to safeguard the interests of posterity and guard from further reckless waste and wanton destruction and to protect that great inheritance of natural resources with which providence has so bounteously endowed us.” *Ottawa Citizen* (December 30, 1908). Sifton’s efforts for actively promoting conservation measures in federal jurisdictions and his position as minister of the interior resulted in his invitation to be one of three Canadian delegates to the conference. See D.J. Hall, *Clifford Sifton*, 236–241.
of Canada in May 1909 as an advisory body to Prime Minister Laurier.\textsuperscript{351} The creation of the commission was a departure for the Liberal government and marked a new chapter in conservation for the Dominion. Until this point, the Liberals had not shown any interest in developing, much less implementing, a conservation platform. The creation of the commission was chiefly through Sifton’s efforts. The mandate of the commission was to oversee the conservation and judicious use of natural resources in Canada.\textsuperscript{352} As a show of good faith, each provincial government was asked to establish a permanent Conservation Commission before a national natural resource management body could be created.\textsuperscript{353} The result was an act establishing the Commission of Conservation on 19 May 1909.\textsuperscript{354}
\textbf{Changes in Attitude towards Forests: Creating a Landscape of Nostalgia}
The realization that natural resources were not infinite began to shape the conservation movement in Ontario and Canada. This change in attitude, Dufour argues, reflected the understanding that Canadian forests were no longer an “inexhaustible resource that could be exploited intensively with no effect on their renewal capacities.” Instead, the idea of sustainable development took hold.\textsuperscript{355} It was the realization that there needed to be balance that led to the
\textsuperscript{351} Primary data on the Canadian Forestry Service can be found in PAC RG39; Commission of Conservation, \textit{Forest Protection in Canada, 1913–1914} (Toronto, ON: The Commission, 1915), 67–75. The commission had no legislative authority and reported directly to the prime minister.
\textsuperscript{352} Eight categories of natural resources were identified, and each assigned its own committee: fisheries, game and fur-bearing animals, forests, lands, minerals, waters and water-powers, public health, and the press and co-operating organizations. See, Conservation Commission of Canada. \textit{First Annual Report} (Ottawa, 1910) (hereafter cited as CCAR), vii, xv. Files from the commission contain images although not equally present from each of the committees. The surviving photographs can be found at LAC, Accession 1966–091. The largest collection of photographs comprises compilations from various studies of forests of Canada, depicting avoiding fires. Many of the images portray preferred practices of forestry, which include proper tidying of a site and disposal of slash after cutting.
\textsuperscript{353} This system was based on the American model. See, G. Pinchot, \textit{Breaking New Ground} (Washington, DC: Harcourt, Brace, 1947), 365.
\textsuperscript{354} CCAR, vii–viii, ix–x. On April 8, 1910, the act was revised as an \textit{Act Respecting the Commission for the Conservation of Natural Resources}. The commission’s directive was based on the doctrine of efficient utilization of natural resources. See CCAR, viii.
\textsuperscript{355} J. Dufour, “Towards Sustainable Development of Canada’s Forests,” 271.
adoption of MacMillan’s view that forest use and forest conservation should not be two separate entities but viewed holistically; without a healthy forestry industry, forests in Canada would not survive.\textsuperscript{356}
Alternatively, attitudes towards forests have also been constructed through anthropomorphic interpretations which helps evoke empathy and provide that thing or objective worthy of moral consideration. Seeing forests and landscapes through an anthropocentric lens helps situate how we feel in relation to them and what we need from them. It is apparent that Ontario was significantly influenced by the practice of enclosures-reserves as a means of land exploitation and environmental dispossession; establishing control over the land and restricting access to resources and wealth allowed for a select few to profit. The manufacturing of park spaces was a deliberate act that allowed for wilderness to be reimaged and refashioned, so that it could be deemed palatable and productive in the eyes of the state.\textsuperscript{357} The need for order and control is also reminiscent of agricultural development in the early eighteenth and mid-nineteenth century, when spaces were created for similar reasons.
Beyond the symbiotic relationship naturally constructed between humans and nature, there external influences that directly shape our attitude and relationship with the environment. One of the most influential pressures being state actors. At the onset of the conservation movement the prominent narrative being bolster both federally and provincially was parks as a landscape of nostalgia. Tina Loo and Patricia Jasen both discuss the rising popularity of outdoor tourism in the province at the turn of the century, where interest in recreational travel, cottaging, hunting, camping and the like were on the rise.\textsuperscript{358} Both scholars discuss the promotion of parks
\textsuperscript{356} \textit{Ibid.}
\textsuperscript{357} L. Porter, \textit{Unlearning the Colonial Cultures of Planning} (Surrey: Ashgate, 2010).
\textsuperscript{358} T. Loo, “CHR forum—Making a Modern Wilderness: Conserving Wildlife in Twentieth-Century Canada,” \textit{The Canadian Historical Review} 82, no. 1 (Mar 2001): 92–121; P. Jasen, “Native People and the Tourist Industry in
as anti-modern, pristine, untouched wilderness. The rising popularity of the outdoors was endorsed by leisure magazines, juvenile literature, sporting goods and arms manufacturers as well as the railways.
As Loo points out, industrialization and urbanization balanced well with the Canadian landscape of lush forests and abundant wildlife. Promoting this outdoor lifestyle was aided by the development of intricate transportation networks. By the 1890s, Ontario was a premier destination for outdoor enthusiasts, and tourism was beginning to be recognized for its valuable economic assets.\(^{359}\) To ensure the continued success of the outdoor tourism boom, the province had to provide consumers with the experience they sought, while maintaining a balance between preservation and entertainment. This meant centralized management strategies that served to protect and manage game resources. Ontario was the first province to re-evaluate its hunting game laws, creating a game warden office in 1892 to enforce revised and consolidated game laws.\(^{360}\)
\(^{359}\) The magazine *Rod and Gun* routinely addressed Ontario’s economic and environmental wealth. An example of such ramblings can be seen in the following 1909 excerpt, where Thomas Ritchie discusses conservation measures taken to protect the economic value of game and fish in the province:
The conservation of our game fish and other game is prospectively of more importance and of greater value to the people of the Province than all its gold and silver mines put together. . . . We know that the greater part of the wealth in the mines goes out of the country to individuals and companies outside the Province; what remains of it consists chiefly of wages for labour and for machinery in extracting the ore; the other brought by tourists is wealth consisting of money, all of which is left in the country (T. Ritchie, “Conservation of our Natural Resources: Economic Value of Game Fish and other Game,” *Rod and Gun* 11, no. 2 (July 1909): 126–7).
\(^{360}\) The public management of Ontario’s wildlife resources did not occur until the late nineteenth to early twentieth century, when the province began to consolidate its “game laws and created a new bureaucracy . . . that centralized policy making and enforcement under one roof” (T. Loo, *States of Nature: Conserving Canada’s Wildlife in the Twentieth Century* (Vancouver: University of British Columbia Press, 2006), 18.) This was a recommendation that came out of a 1890s Royal Commission Report on Ontario’s game and fish and the need to improve its current management practices. It would not be until 1907 that the Department of Game and Fisheries was created. This department eventually amalgamated into the Department of Lands and Forests in 1946. See also *Ontario Game and Fish Commission: Commissioners’ Report* (Toronto, ON: Warwick & Sons, 1892); J. Fisher, *Game Wardens: Men and Women in Conservation* (Toronto, ON: Queen’s Printer for Ontario, 1992), 15.
Part of this idealized outdoor experience involved catering to stereotypical ideas about Indigenous peoples. Moving further into the frontier of wilderness to access recreation areas meant interacting with Indigenous peoples. The interaction between traveller/tourist and Indigenous peoples is explored by Jasen in her paper “Native People and the Tourist Industry in Nineteenth-Century Ontario.” She discusses the cultural baggage tourists brought with them, hindering the intercultural dialogue and acting as another colonizing force. Travellers’ writing during this period reflect the fascination with a perceived primitive subsistence lifestyle. The image of Indigenous peoples was in a sense a depiction of a mythological man, often referred to as “wild man,” or “noble savage.”\(^{361}\) Jasen examines these early texts and acknowledges the ambivalence that many Ontarians and new settlers felt not only about their environment but other cultures as well. These prefabricated images allowed tourists to choose how they wanted to view these peoples—whether in a flattering or degrading light. The proliferation of Indigenous stereotypes through images both written and visual reflected the larger assimilation agenda at play. Jasen argues that this ideological agenda mirrored the expansionist ideology. Therefore, it is important when studying these images to understand them within the context in which they were created. Jasen refers to W.J.T. Mitchell, who contends that tourists’ use of images should not be seen as “providing a transparent window on the world,” but “as a sort of sign that presents a deceptive appearance of naturalness and transparence [sic], concealing an opaque, distorting, arbitrary mechanism of representation.”\(^{362}\) Travellers in Ontario understood the people and
\(^{361}\) Jean-Jacques Rousseau’s discourse on the origins of inequality speaks to the image of the wild man. For this discussion, see G. Symcox, “The Wild Man’s Return: The Enclosed Vision of Rousseau’s Discourses,” in *The Wild Man Within: An Image in Western Thought from the Renaissance to Romanticism*, ed. E. Dudley and M.E. Novak (Pittsburgh: University of Pittsburgh Press, 1972), 223–47.
\(^{362}\) W.T.J. Mitchell, *Iconology: Image, Text, Ideology* (Chicago: University of Chicago Press, 2000), 8.
environment around them by drawing upon preconceived images and feelings, whether that was accepting, rejecting or romanticize what they experienced.\textsuperscript{363}
As the province established more parks in response to rising interest in forested areas for recreation, the government and commercial entities both recognized the potential for economic expansion and diversification through increased tourism. While parks were an asset of the state, private enterprises provided a means to promote them. Parks were promoted through images and narratives that associated recreation in parks as part of the Canadian identity. No longer something to be feared, tamed or avoided, nature was now a desirable commodity to be experienced—leisurely—as part of the entire Canadian experience.
\textbf{A Kodak Snapshot}
The motif of nature as a playground was not a new concept. Canada as a tourist haven had been discussed at the time of Confederation. By the turn of the century, Canada’s green spaces were starting to be viewed more often as potential resorts and retreats. Leisure magazines emerged during this period, with a refreshed, pro-nature zeitgeist that helped raise the profile of outdoor activities.\textsuperscript{364} \textit{Canada Magazine}, in 1900, started promoting Canada’s wondrous bounties with a series of articles highlighting the specific beauties found in each region of Canada. These articles were a means of attracting outdoor adventurers to Canada and its natural playground. This can be
\begin{footnotes}
\item Jasen, “Native People and the Tourist Industry,” 10.
\item The popularity of leisure magazines at the turn of the century increased substantially. Notably, many of them reflected a general interest in nature by publishing on various activities, sports and venues that urban dwellers could take part in. These publications included, but were not limited to, \textit{Canadian Athletic} (Toronto, 1892), \textit{Pastoral} (Toronto, 1901), \textit{Rod and Gun} (Montreal, 1899), \textit{Athletic Life} (Toronto, 1985), \textit{Canadian Outdoor Life} (Toronto, 1907), \textit{Outdoor Canada} (Toronto, 1905), \textit{Western Canadian Sportsman} (Winnipeg, 1904), \textit{Sports} (Halifax, 1908), \textit{Canadian Sport} (Montreal, 1911) and \textit{Canadian Alpine Journal} (Banff, 1907). The most popular magazine from the sample was \textit{Rod and Gun}, which had the largest circulation, reaching over 18,000 in 1913. Outdoor activities discussed in these publications ranged from low impact activities, such as walking, biking, photography and bird watching, to more strenuous ones like canoeing, hiking and alpine climbing. Also worth noting are the children’s stories of Ernest Thompson Seton, Charles G.D. Roberts and W.A. Fraser, whose first books dealt with the theme of nature, appearing in 1898, 1900 and 1902 respectively. These ranked among the best read Canadian books.
\end{footnotes}
seen in J.A. Cooper’s excerpt, which draws the reader’s attention to the carefully preserved wilderness whose bountiful forests and rich wildlife provide an opportunity for anyone to escape the urban jungle and enjoy a natural oasis:
It is certain that Canada shall become more and more the resort of the summer traveler, especially from the United States. Her thousands of lakes and rivers afford plenty of sport after pleasant excitement, her vast forest preserves are still well stocked with the finest game in the world, and the natural beauty of the many regions, which the prosaic hand of civilization has not touched, affords rest to the tired man or women of the world.\(^{365}\)
Similarly, the image of Canada’s landscape as a natural playground was also used in publications like *Rod and Gun* (1899–1973), a counterpart to the American magazine *Field and Stream*, and CPR brochures. During the interwar years, *Rod and Gun* was the most popular sports and leisure magazine in Canada.\(^{366}\) Initially designated as the primary publication of the Canadian Forestry Association (CFA), it also targeted the sports and leisure crowd by publishing articles on hunting and fishing, shooting competitions, local wildlife and natural histories of flora and fauna.\(^{367}\) In particular, it highlighted the connection between forestry, conservation and game sports.\(^{368}\)
While articles provided the hard facts and firsthand accounts of life in the outdoors, images, both
\(^{365}\) J.A. Cooper, “Canada and the Tourist,” *The Canadian Magazine* 15 (1900): 4. The theme of Canada as the natural playground of the world was also adopted by other leisure publications and CPR advertisements. See Wheeler, *Canada’s Mountain Heritage: Address Delivered before the Toronto Canadian Club* (20 Dec. 1909), 63; J.W.A. Hickson, “Climbs in the Canadian Rockies,” *The University Magazine* IX (Oct. 1910): 438; T.A. Langstaff, *The Canadian Mountain Regions as a National Asset*. Address delivered before the Toronto Canadian Club (13 Oct. 1910), 43; A.K. Evan. “Fish and Game Protection in Ontario,” *Rod and Gun* (Aug. 1905), 310.
\(^{366}\) Loo, *States of Nature*.
\(^{367}\) Reports published in *Rod and Gun* on behalf of the CFA promoted the position that in a commercial age it was advantageous to adopt scientific methods to harvest the nation’s lumber wealth, rather than exhausting resources. The reports highlighted that although Canada’s forests were not in immediate danger of depletion, Canadians should not follow in the footsteps of their fellow Americans. This narrative of “good business practices” dominated the CFA first national convention in 1906. See *Rod and Gun*, II (March, 1900), 1.
\(^{368}\) CFA launched its own publication in 1905, *The Canadian Forestry Journal*, which established itself as a nationally acclaimed publication brokering technical reports on the state of forests and articles promoting conservation of forest resources. CFA pushed for increased fire protection, more forest reserves, control of pulpwood harvesting, land classification and the adoption of forest management plans. The CFA eventually narrowed its focus to fire prevention, as competition from specialized organizations emerged after WWII. By 1959 the newsletter was absorbed by *Rod and Gun*. This acquisition reflected the importance and connection between forestry, conservation and game sports.
illustrated and photographic, visually sold the narrative of a “sportsman’s paradise.”\textsuperscript{369} Figure 3.1 provides a sample of the cover art of \textit{Rod and Gun} used to attract and promote outdoor leisure.
\begin{figure}[h]
\centering
\includegraphics[width=\textwidth]{image.png}
\caption{\textit{Rod and Gun in Canada} (August, 1913). “In Algonquin National Park of Ontario.”}
\end{figure}
The display of the outdoors and Canadians as northern people helped support the national identity narrative being championed at the time. Bolstering this national brand was an appreciation for the nation’s landscape as promoted by “the unlimited wealth Canada possesses
\textsuperscript{369} P. Jasen. \textit{Wild Things: Nature, Culture, and Tourism in Ontario, 1790–1914} (Toronto, ON: University of Toronto Press, 1995).
in its magnificent waters stretches and boundless woodlands.”\textsuperscript{370} The magazine promoted the holistic value of nature by including testimonials of the benefits of being outdoors:
There is no better way of putting in a vacation than passing it in the woods. Health and strength go hand in hand beneath the trees. What could be jollier than to lie at night before a roaring fire of hardwoods, the pure breath of heaven fanning one’s cheek, and the stars twinkling in the dark vault overhead. . . . An open air life will build up constitution, and a few weeks under canvas in summer is an admirable sequel to a winter’s grind at one’s profession or business.\textsuperscript{371}
And as the “Wanderer” wrote, this allowed him to find his place in it:
It was as though Old Dame nature, that great placid, untroubled Mother of us all, had taken us quietly to her bosom, and as a mother soothes and “gentles” a tired and fretful child, had quietly cleared away the mists and cobwebs from the mind, soothed the tired spirits, and induced in both mind and body a comprehensive and deep-reaching peace and an unconcern for the things of the two busy world.\textsuperscript{372}
The sentiments conveyed by this traveler touch on the changing landscape of urbanization and industrialization at the turn of the century. The desire to participate in an anti-modern society became a key marketing strategy used by sporting goods companies, popular fiction writers and railways.\textsuperscript{373} The thriving market economy during the interwar years and the development of a middle class opened up a new market for leisure industry stakeholders. Figure 3.2 is a CPR brochure from 1916 and an example of how railway companies used the popularity of outdoor living to promote tourism and holiday travel.
\textsuperscript{370} \textit{Rod and Gun} (1899): 7.
\textsuperscript{371} C.A.B. “Camping Out,” \textit{Rod and Gun} (August, 1901): 19
\textsuperscript{372} Wanderer, \textit{Rod and Gun} (1910): 623.
\textsuperscript{373} The rise of consumer culture at the turn of the century shifted the Canadian Pacific marketing strategy, moving it away from colonization and settlement advertisements to travel/holiday advertisements that promoted the outdoors.
Figure 3.2 CPR Brochure, 1916
Figure 3.3 T.F. Poster for Canada Pacific. c. 1926
The importance of railways in marketing outdoor leisure is important especially before the advent of automotive travel as they were the primary means of travel next to steamships. Close ties were developed between railways and resort communities and hotels, with these two services often situated in close proximity to one other. Print ads, brochures and booklets were created by railways not only to advertise accommodations but the activities that were available to people visiting these remote areas (see Figure 3.3). As the three figures suggest, there was an array of activities people could participate in regardless of their outdoor prowess or wealth.
As interest in and popularity of outdoor activities increased, so too did the need for ethical investing to protect and preserve these spaces. Participation and interaction with nature became a way of calculating one’s self-worth. Hence, the position of the individual with regards to participation in nature became central to developing national identity and principles of sustainability and conservation. In finding our place within nature, we consequently become more curious about the dynamics of nature. In an article for *Maclean’s*, Charles Emmett Barnes explored how the outdoors entices people to become invested in nature,
Each outing develops the power of observation to a wonderful degree. He is constantly on the lookout for something that he never saw before. Nature is full of surprises. He finds a new flower, a vine, a shrub, a tree. . . . He soon learns that the study of nature is inexhaustible, without end. Each flower or bird identified gives zest to the tramp, and the next Sunday’s outing is looked forward to eagerly in anticipation of new discoveries.
The drawback to investing in leisure is the illusion of control that it fostered within this emerging leisure class. The commodification and objectification of nature transformed it from
---
374 Leonard Richmond illustrated such publications for the Canadian Pacific, including the brochure “Tours in Canada” (c. 1930), and designed many of the posters included in the booklet *The Enchantment of Canada* (c. 1930), which highlighted various services the railway provided its customers. See, M. Foran, N. Houlton and R. Gissing, *Roland Gissing: The People’s Painter* (Calgary: University of Calgary Press, 1988), 14-15.
375 C.E. Barnes, “A Busy Man’s Vacation,” *Maclean’s* (July 1907), 48–50.
376 For a discussion on ego, as discussed through the illusion of control, see T. Brennan, *History after Lacan* (London: Routledge, 2002).
a resource to exploit into a space, access to which conferred class membership. Those able to participate in this lifestyle derived a sense of achievement from it and thus viewed themselves as the ones who determined the priorities for these spaces. Nevertheless, as Gerald Killan discusses, public support for the first provincial parks came from naturalists, hunting and fishing groups, along with industrial capitalists, bureaucrats, professionals and intellectuals. While these groups did not necessarily agree on why provincial parks were necessary, they all supported the cause. The significance of these outdoor groups is the political and economic clout they held, holding powerful social and economic positions within the province and Dominion.\(^{377}\) Hence, it was not the leisure class that exerted the most control over natural spaces in Ontario but rather various special interest groups, each with their own agenda.
**Developing Canada through Art**
Promotional material acted as the main vehicle for endorsing this back-to-nature movement to the public. Forests were promoted on two fronts: first, as leisure oases and, second, as resource hinterlands ready to be exploited. The National Parks Branch presented parks as natural playgrounds, where people could escape to an anti-modern world to enjoy nature in its pristine state. This “return to nature” propaganda linked parks with wellbeing, democracy and national pride. Images of tranquil lakes, rolling landscapes, dense forests and wildlife litter the pages of park brochures throughout the nation. Notably, the visuals in these publications seldom portrayed people, for the focus was geared toward creating the illusion of an untouched wonderland through the careful use of symbols that implied a specific experience awaited the target audience, namely, the emergent leisure class. As previously discussed, this narrative was in response to “the growth of crowded industrial cities and the simultaneous development of an easy means to
\(^{377}\) Killian, *Protected Places*.
escape them.”\textsuperscript{378} Additionally, in targeting this demographic, park staff and conservationists hoped their influence and status would shift public attitudes about forests again, this time from nature as a recreational commodity to nature as a holistic social good. Nowhere is this next paradigm shift as evident than in the art from this period.
During the interwar years the state-sponsored drive for a singular national visual identity revealed themes similar to those promoted by the Last Best West campaign. This settlement campaign displayed the western peripheries as resource hinterlands that were ideal for hardworking immigrant farmers. Curated images of farmlands, resource wealth, prosperity, technological and transportation advancements, as well as nuclear families, were prominent fixtures in these advertisements. In contrast, national art from the interwar period showcased images of Canada’s resource peripheries reflecting a wilderness landscape without reference to civilizing elements. Many of the landscapes produced as part of this national campaign showcased Canada’s forestry wealth and untouched land—empty wilderness.\textsuperscript{379} While this more
\textsuperscript{378} D. Cole, “Artists, Patrons and the Public: An Enquiry into the Success of the Group of Seven,” \textit{Journal of Canadian Studies} 13 (Summer 1978): 69–78. See also Wall and Marsh, \textit{Recreational Land Use}.
\textsuperscript{379} An important distinction should be highlighted between the work displayed in London, England versus that of Paris, France. Some of the Group’s works were put on display in 1924 and 1925 at the Wembley exhibitions in London. The exhibitions were deemed a success for the National Gallery of Canada and the Group as they were able to demonstrate a modern national vision of Canada. This was also an opportunity for Canada to display its developing unique school of art. However, many critics argued that the art was retardataire of British topographical art, thereby lacking any innovative style. In any regard, the two exhibitions were consolidated and shown in Paris at the Musée du Jeu de Paume, under the exhibition billed Exposition d’art canadien in April 1927. Like the previous exhibitions, many works displayed pieces from the Group’s works that reflected life in Canada. Unlike the installations in London, two retrospectives from deceased artists James Wilson Morrice and Tom Thomson and a sampling of art of the Indigenous peoples of Canada’s Northwestern coast were included in this Paris exhibition. Given the success of the London showings, it was believed that the 1927 exhibit would help provide the final catalyst in validating the Dominion’s claim to a unified and modern visual identity as embodied in the works of the Group and Tom Thomson’s landscapes of “empty wilderness.” This, however, was not the case. While the Paris exhibition was arguably the best representation of Canada, it received negative reviews from many critics who wrote that the Group’s work failed to exemplify nationalism, modernism and mastery. The Paris reviews were collected and suppressed from public consumption, while the Wembley reviews were disseminated and widely discussed and analyzed by historians. Charles Hill’s catalogue of the Group of Seven has been one of the first to acknowledge the significance of the exhibition in Paris, although it diminishes its importance. See C. Hill, \textit{The Group of Seven for a Nation} (Ottawa, ON: National Gallery of Canada, 1995), 215–7. L.A. Dawn, “How Canada Stole the Idea of Native Art: The Group of Seven and Images of the Indian in the 1920’s” PhD diss. (Vancouver: University of British Columbia, 2001), 58–93, attempts to identify what some of the possible failures of the Paris exhibition were. Dawn
primitive setting seems counterintuitive and regressive compared to the earlier settlement campaign, the goal was no longer settlement but rather appreciation and affirmation of a specific identity. Both the LBW and parks promotion campaigns promoted Canada’s environmental imperialism, natural resource wealth and its unique northern environment. Hence, while the images and tactics used in each of the campaigns were different, they both achieved the same goal of selling Canada’s unique landscape and wealth in ways appropriate to Canada’s priorities at the time.
As Leslie Allan Dawn argues, the Group of Seven’s work was necessary in formulating Canada’s new national identity, not because it reaffirmed or represented Canadianness but rather because it filled an imposing gap in the narrative of the nation. As Bhabha writes,
[n]ations, like narratives, lose their origins in the myths of time and only fully realize their horizons in the mind’s eye. Such an image of the nation—or narration—might seem impossibly romantic and excessively metaphorical, but it is from those traditions of political thought and literary language that the nation emerges as a powerful historical idea in the west. An idea whose cultural compulsion lies in the impossible unity of the nation as a symbolic force. This is not to deny the attempt by nationalist discourses persistently to produce the idea of the nation as a continuous primeval present of the Volk.\(^{380}\)
In 1920s Canada, it was understood by those who wished to develop a national culture and identity that the country had neither a rich history nor a Volk, or other qualities necessary for achieving nationhood. In addressing this lack of an established past, necessity and urgency facilitated the partnerships between institutions and the Group of Seven. In order to establish and
\(^{380}\) K. Bhabha, “DissemiNation: time narrative, and the margins of the modern nation,” in *Nation and Narrative* edited by H.K. Bhabha (London: Routledge, 1990), 1.
promote this new identity, it was paramount to construct an autochthonic nation myth that would compensate for this lack of history and volk.\textsuperscript{381}
As a collective, the Group and its associates established through their art that wilderness and capitalist modernity in Canada went hand in hand. The Group’s depiction of the Canadian environment was influenced by contemporary ideas surrounding the environment and nationalism. As George Altmeyer argues, it is during the interwar years that the understanding of the environment changed, as people replaced the myths of nature as the enemy with a more positive image.\textsuperscript{382} Fuelled by exponential urbanization, ultimately, people began perceiving themselves as part of nature rather than separate from it. Building on Altmeyer’s thesis, William Cronon argues that the renewed appreciation of nature fostered the development of two key concepts: the sublime and the frontier.\textsuperscript{383} Under the ethos of the sublime, wilderness held a place where one could be closer to God, while the frontier thesis, which could be applied to the Canadian experience as well, posited that the unique character of Americans was the result of living on the frontier.\textsuperscript{384}
\textsuperscript{381} As Anderson argues, “[i]f nation-states are widely conceded to be ‘new’ and ‘historical,’ the nations to which they give political expression always loom out of an immemorial past.” B. Anderson, \textit{Imagined Communities: Reflections on the Origins and Spread of Nationalism} (London: Verso, 1991), 11.
\textsuperscript{382} Altmeyer, “Three Ideas of Nature in Canada,” 21–36. Based on A.J.M. Smith’s \textit{Book of Canadian Poetry}, Northrop Frye concluded that “Nature is consistently sinister and menacing in Canadian poetry,” that, in fact, “the outstanding achievement of Canadian poetry is in the evocation of stark terror” in regard to Nature. N. Frye, \textit{The Bush Garden: Essays on the Canadian Imagination} (Toronto: House of Anansi Press Inc., 1971), 142. Frye argues that this belief steams from the isolation that earlier settlers felt and their disconnect with England in this foreign land. Others continue to develop theses arguing that the insecurity that manifested itself in settlers as documented in literature displays Canada’s image of nature as consumed with the “threat of disorder, irrational passion and violence, the crude, the mortal, and the absurd.” Quoted taken from, C. Gaffield and P. Gaffield, \textit{Consuming Canada: Readings in Environmental History} (Copp Clark: Toronto, 1995), 97. Also see the following works for a discussion on Canada’s early depictions of nature in literature: N. Frye, “Canada and its Poetry,” \textit{Canadian Forum} XXIII (December 1943), 207–210; M.B. Kline, \textit{Beyond the Land Itself: Views of Nature in Canada and the United States} (Cambridge, MA: Harvard University Press, 1970), 49; M. Atwood, \textit{Survival: A Thematic Guide to Canadian Literature} (Toronto, ON: McClelland and Stewart, 1972), 49; D.C. Jones, \textit{Butterfly on Rock: A Study of Themes and Images in Canadian Literature} (Toronto, ON: University of Toronto Press, 1970), 90.
\textsuperscript{383} Also refer to W. Cronon, “The Trouble with Wilderness: Or, Getting Back to the Wrong Nature,” \textit{Environmental History} 1, no. 1 (January 1996), 10, 13.
\textsuperscript{384} The frontier thesis, also known as the Turner thesis, originated from Frederick Jackson Turner. He articulated this idea in his 1893 lecture “The Significance of the Frontier in American History.” Turner argued that life on the
What allowed these narratives and culture to thrive was the support of a national bourgeoisie, an entrepreneurial class of businessmen. As Barry Lord discusses, landscape art is a bourgeois art form, and the success of Canada developing its landscape art was contingent on garnering the support of this group.\textsuperscript{385} Ontario, with its established urban centers and the natural resource wealth in the northeastern parts of the province provided the ideal conditions for the emergence of a capitalist class—Toronto would become the hub of the national bourgeoisie. It is no surprise then that Ontario was the focus of many of the works produced by the Group and its associates. Their art reflected the interests of the patron class, who provided the financial backing to create such works.\textsuperscript{386} While the funding for the paintings was closely tied to the industrial growth produced by mining and lumber interests, the images produced gave the perception of the North as an uninhabited, pristine territory.\textsuperscript{387}
\textsuperscript{385} B. Lord, “The Group of Seven: A National Landscape Art,” in \textit{Beyond Wilderness: The Group of Seven, Canadian Identity, and Contemporary Art}, ed. J. O’Brian and P. White (Montreal and Kingston: McGill-Queen’s University Press, 2007), 116. W.L. Morton encapsulates the significance of this hegemonic ideology about nature in his discussion on the implications of the Laurentian thesis. He warns against “a political imperialism of the metropolitan area” that will enforce the “uniformity of the metropolitan culture throughout the hinterlands.” The Laurentian thesis is based upon the belief that Canada was founded to advance the political and commercial interests of the old Upper and Lower Canadas through the gradual exploitation of key staple products by colonial merchants in the major metropolitan centers of the St. Lawrence River system. For a further discussion on the Laurentian Thesis, see D.G. Creighton and D. Creighton, \textit{The Commercial Empire of the St. Lawrence: A Study in Commerce and Politics} (Toronto: University of Toronto, 2002). Quotation from W.L. Morton, “Clio in Canada: The Interpretations of Canadian History,” \textit{University of Toronto Quarterly} 15, no. 3 (April 1946): 231.
\textsuperscript{386} Lord, “The Group of Seven,” 116–7.
\textsuperscript{387} While many believed that they were viewing an unfiltered image of an unspoiled wilderness, paintings like Tom Thomson’s “View of a Height, Algonquin Park,” were painted in the midst of a logging camp. Thomson, as Robert Stacey and Dennis Reid argue, showcased the remnants of the logging industry’s activity within the park. See D. Reid, \textit{Tom Thomson: Life and Work} (Toronto, ON: Art Canada Institute, 2015); R. Stacey, “Tom Thomson as Applied Artist,” in \textit{Tom Thomson}, ed. D. Reid and C. C. Hill (Toronto/Ottawa, ON: Art Gallery of Ontario/National
Selling Nature to the Masses: The Advent of Automobiles
Rapid urbanization and the departure from rural life did not sit well with many.\textsuperscript{388} Unlike rural life, urban life was characterized by restrictive and confined spaces, noise pollution and a fast-paced lifestyle that valued competition and status markers.\textsuperscript{389} This repressive environment fed into a value system in which economic progress and development were the most important. The robotic nature of urban living resulted in complacency and monotony.\textsuperscript{390} Art, among other vices, provided an outlet from urban life, as landscape paintings reflected nature and spirituality and spurred many to reconnect with nature.\textsuperscript{391} This immersion in the great outdoors, through summer camps, hunting trips and visits to national parks, created the shared illusion that people could still live and survive like their fore parents in the Canadian wilderness.\textsuperscript{392}
While the development of intra- and interurban transportation systems in Canada began in urban cities, it was the development of the transcontinental railway and the construction of
\begin{footnotes}
\item[388] P. Rutherford, “Tomorrow’s Metropolis: The Urban Reform Movement in Canada, 1880–1920,” \textit{Canadian Historical Association Papers} 6, no. 1 (1971): 203.
\item[389] Several articles published in \textit{Rod and Gun} describe city life as artificial. See C.A.B, “Camping Out,” \textit{Rod and Gun} III (Aug 1901): 19; F.W. Wallace, “The Lure of the Open,” \textit{Rod and Gun} V (Oct. 1911): 518; F.W. Wallace, “The Lure of the Wild,” \textit{Rod and Gun} XII (Jul. 1910): 178.
\item[390] C.W. Nash, “The Bass of Ontario,” \textit{Canadian Magazine} XVII (Aug. 1901): 333.
\item[391] J.W. Dafoe’s reflection on this departure back to nature captures the nuance of people’s attitudes: “In these days the country has been discovered anew. No fact of contemporary life is more significant or more hopeful than this return to nature, for breathing space, for those whose daily walk is the tumultuous city streets.” J.W. Dafoe, “A Day in the Laurentians,” \textit{Rod and Gun} I (Aug. 1899): 51.
\item[392] Altmeyer, “Three Ideas”; C. Berger, \textit{The Sense of Power: Studies in the Ideas of Canadian Imperialism, 1867–1914} (Toronto, ON: University of Toronto Press, 1970); R. Shields, \textit{Place on the Margin: Alternative Geographies of Modernity} (London: Routledge, 1991); D. Francis, \textit{National Dreams: Myth, Memory, and Canadian History} (Vancouver, BC: Arsenal Pulp, 1997); D. Worster, “Wild, Tame and Free: Comparing Canadian and U.S. Views of Nature,” in \textit{Parallel Destinies: Canadian-American Relations West of the Rockies}, ed. J.M. Findlay and K.S. Coates (Seattle: University of Washington Press in association with the Center for the Study of the Pacific Northwest; Montreal: McGill–Queen’s University Press, 2002), 246–73; P.J. Schmitt, \textit{Back to Nature: The Arcadian Myth in Urban American} (New York: Oxford University Press, 1969); T.J.J. Lears, \textit{No Place of Grace: Antimodernism and the Transportation of American Culture} (Chicago, IL: University of Chicago Press, 1981); R. Nash, \textit{Wilderness and the American Mind} (New Haven, CT: Yale University Press, 2001); Loo, \textit{States of Nature}; S. Wall, \textit{The Nurture of Nature: Childhood, Antimodernism, and Ontario Summer Camps, 1920–55} (Vancouver, University of British Columbia Press, 2009).
\end{footnotes}
branch lines that made possible the exploitation of mineral and timber resources and the establishment of resource towns. The development of rural areas would not have been possible without investment in transportation infrastructure by the federal government. Developing roadways, bridges and ports led to the creation of corridors connecting Canadian cities to each other and the neighbourhoods within them. It also provided access to remote resource communities that supplied domestic and international markets, creating financial wealth within the province. Urban cities like Toronto were experiencing urban sprawl as a result of an improved transportation system and a rapid population growth.\textsuperscript{393}
The automobile arguably was one of the most disruptive new technologies of the early twentieth century, and its role in the back-to-nature movement was no exception. According to Department of Lands and Forests (DLF) records, the influx of automobiles dramatically impacted cottaging in the province.\textsuperscript{394} The significance of the automobile in Ontario has been documented by many scholars who have discussed the major shifts in both law and social patterns of work, crime, leisure and residence.\textsuperscript{395} In 1903, Ontario contained an estimated 250 motor vehicles, which were primarily owned by the urban upper class.\textsuperscript{396} By the 1920s, cars had become a popular form of transportation rather than an elite status symbol. This is clear by the rapid growth in ownership of vehicles in the province, from 535 in 1904 to 155,861 in 1920.\textsuperscript{397}
\textsuperscript{393} R. Harris, \textit{Creeping Conformity: How Canada became Suburban, 1900–1960} (Toronto, ON: University of Toronto Press, 2004), 56–70.
\textsuperscript{394} Ontario, Department of Lands, Forests and Mines, \textit{Information re Sale and Location of Public Lands} (Toronto, ON: King’s Printer, 1908), 14; Ontario, Department of Lands, Forests and Mines, \textit{Information re Sale and Location of Public Lands} (Toronto, ON: King’s Printer, 1912), 12–3; Ontario, Department of Lands and Forests, \textit{Summer Homes for Tourist, Campers and Sportsmen} (Toronto, ON: Department of Lands and Forests, 1930), 42, 51–5, 62; Lambert with Pross, \textit{Renewing Nature’s Wealth}, 295–6, 312, 366, 425–28.
\textsuperscript{395} See B.Z. Khan, “Innovations in Law and Technology, 1790–1920,” in \textit{Cambridge History of Law in America}, ed. M. Grossberg and C. Tomlins (New York: Cambridge University Press, 2008); S Davies, “Ontario and the Automobile, 1900–1930: Aspects of Technological Integration,” Ph.D. Diss. (Hamilton: McMaster University, 1987); G.T. Bloomfield, “No Parking Here to Corner: London Reshaped by the Automobile, 1911–61,” \textit{Urban History Review} 2, no. 18 (1989): 140.
\textsuperscript{396} \textit{Toronto Globe} (1 September 1903), 11.
\textsuperscript{397} S. Davies, “Reckless Walking Must be Discouraged: The Automobile Revolution and the Shaping of Modern
Their growing popularity was the result of lower manufacturing and ownership costs, making it a viable form of transportation for many people.\textsuperscript{398} Still, the majority of automobile ownership was in the upper urban middle class, with rural residents only accounting for eighteen percent of the total number of vehicles owned in the province in 1914.\textsuperscript{399}
Unlike other forms of recreation transportation, the automobile itself apart based on its ability to combine the pleasure of driving with the ability to endlessly explore new landscapes. The distinctive mobility of automobile travel is captured very succinctly by Marc Desportes, who stated the “automobile tourists…leave behind the overexposed places served by railroads…and seeks to conquer new and as yet infrequently visited sites.”\textsuperscript{400} Unlike destination and resort-based tourism where the travellers venture from point A to B, auto tourism allows for the opportunity of discovery, flexibility and unplanned adventure where an unlimited number of stops can be made.
The availability of motor vehicles helped bolster the tourism industry in the province by increasing access to remote venues.\textsuperscript{401} The liberty that the automobile afforded individuals caused rural populations to become concerned about the growing number of urban commuters abusing the network of rural roads and causing accidents. These concerns would eventually be shifted towards foreign drivers, primarily Americans, who were seen as the main source of the automotive problem in Ontario.\textsuperscript{402} According to the 1914 report of the Public Roads and
\textsuperscript{398} A. Levine, \textit{The Devil in Babylon: Fear of Progress and the Birth of Modern Life} (Toronto, ON: McClelland & Stewart, 2005), 233.
\textsuperscript{399} D. Davis, “Dependent Motorization: Canada and the Automobile to the 1930s,” \textit{Journal of Canadian Studies} 21 (1986), 123.
\textsuperscript{400} M. Desportes, \textit{Paysages en movement: transports et perception de l’espace, XVIIIe-CCe siècle} (Paris: Gallimard, 2005), 234.
\textsuperscript{401} Geoffrey Wall and John Marsh discuss the role farmers played in helping develop remote access routes that would go on to serve tourists in Ontario. See Wall and March, \textit{Recreational Land Use}, 134–5.
\textsuperscript{402} An example of such abuse was found in the 13 May 1903 correspondence between Alexander Bartlet, a Windsor Police magistrate, and J.W. Gibson, the previous attorney general in Ontario, who complained that “persons from
Highways Commission of Ontario, a quarter of the registered vehicles on the road in the province had an American license plate.\textsuperscript{403} Improvements to the highway infrastructure came at the behest of tourists, primarily from the United States, who made up the largest portion of vehicle ownership in the world and were exercising their mobile freedom by traveling extensively.\textsuperscript{404} As a means of luring American tourists to Ontario, improvements to provincial roadways were undertaken, and priorities were given to the construction of highways.\textsuperscript{405} The road construction in the 1920s was aimed at linking resource regions and isolated communities to the rest of the province; which provincial authorities and local boosters quickly identified and promoted the tourism potential in these areas. Maintaining good quality roads would be key to growing tourism and travel within the province, as all stakeholders involved agreed that “good roads have led to the birth of our tourism industry…and maintaining good roads will allow for us to retain these new customers.”\textsuperscript{406} Maintaining the quality of roads was not the priority, as they
\textsuperscript{403} This figure was calculated from the report Public Roads and Highways Commission. Report of the Public Roads and Highways Commission of Ontario, 1913 (Toronto, ON: King’s Printer, 1914), 100–5. The rise in popularity of motor vehicles, came the public outcry to develop regulatory frameworks for automobiles. The \textit{Motor Vehicles Act} was enacted in 1903 under Liberal Premier George William Ross. Over the next twenty years, the Act would undergo several amendments, only to be revamped in 1923. For a discussion on motor vehicle regulation in Ontario during the early twentieth century, see C. Los, “A Danger and a Nuisance: Regulating the Automobile in Ontario, 1903–1912,” \textit{Ontario History} 106, no. 2 (2014): 143–164.
\textsuperscript{404} For evidence of American motor tourists in Canada, see J.J. Flink, \textit{The Automobile Age} (Cambridge. MA: MIT Press, 1998), 129. J.A. Jakle, \textit{The Tourist: Travel in Twentieth-Century North America} (Lincoln: University of Nebraska Press, 1985), 202–5.
\textsuperscript{405} In 1917 a highway was constructed between Toronto and Hamilton, connecting the two cities. This was followed in the 1920s with the Ferguson highway that ran north into the Canadian Shield and a highway between Huntsville and Whitney in the 1930s that provided motorists with access to Algonquin Provincial Park. Each of these improvements to the transportation infrastructure in the province helped lure tourists from United States to the province. For further discussion, see Ontario. Ministry of Transportation and Communications, \textit{Footpaths to Freeways: The Story of Ontario’s Roads} (Downview, ON: Ministry of Transportation and Communications, 1984), 68–9, 77; R. Stamp, \textit{QEW: Canada’s First Superhighway} (Erin, ON: Boston Mills Press, 1987); E.C. Guillet, \textit{Story of Canadian Roads} (Toronto, ON: University of Toronto Press, 1968), 156, 161–2; Davis, “Dependent Motorization,” 64–6.
\textsuperscript{406} Peto, “À propos de Voirie,” \textit{La Revue Municipale} 4, no. 8 (1926), 271.
also had to feel welcoming. The beautification of roads was seen as directly related to tourism and a number of projects were undertaken by the province to improve the image of roadsides by investing in landscaping.\textsuperscript{407}
Ontario sought to promote automobile travel on its highways by highlighting the quality of the roads, the manicured landscape that surrounded them, and the picturesque beauty of the province in general. This emphasis on a maintained yet natural landscape fuelled antimodern sentiments which championed the creation of beauty through order. Unlike Quebec, which showed driving through areas like Charlevoix or the Gaspe Peninsula, Ontario focused its attention on adventurism highlighting more distantly remote areas to sparking a sense of excitement in exploring an “untouched” environment.\textsuperscript{408}
Canadians themselves were not immune to automobile travel; they too were drawn in by the advertisements that promoted this lifestyle trend. Automobile manufacturers, starting in the 1920s, placed ads in various leisure magazines that displayed upper-middle-class families traveling through remote, picturesque rural landscapes. Unlike ads that provided detailed descriptions of a car’s features, these ads targeted the family man and served two primary purposes: they proposed that rural roads were ideal for showcasing and testing the car’s performance capabilities and also suggested cars facilitated a healthy lifestyle by providing transportation to rural areas where one could bask in the benefits of nature. The wholesome
\textsuperscript{407} The Ontario Association of Horticultural Societies discussed conservation and tree planting at their annual conference in 1937, and planned to plant roadside trees between Pembroke and Ottawa. Automobile clubs in Ontario took on independent projects to plant trees along provincial highways and rural roads to beautify travel routes. It was even suggested that planting be part of the Coronation Project for Canadians to commemorate their allegiance to the new King, George VI. \textit{Farmer’s Advocate (hereafter FA)}, 14 January 1937, 22; \textit{FA}, 11 March 1937, 142-3; \textit{Chatham Daily News}, 16 March 1935, front page. Most of these projects were volunteer driven and based attracting special interest groups.
\textsuperscript{408} Maude-Emmanuelle Lambert. “Automobile Tourism in Quebec and Ontario: Development, Promotion and Representations, 1920-1945,” in \textit{Moving Nature: Mobility and Environment in Canadian History}, ed. B. Bradley, J. Young and C.M. Coates (Calgary: University of Calgary Press, 2016), 299-322.
domestic lifestyle that the car symbolized was eminently compatible with the national narrative that was being promoted. The advent of the motor vehicle not only helped tourism but also promoted nature and the health benefits of disconnecting from industrial city life. With the rise of consumer culture in North America, the tourism trade began to thrive, fuelling the creation of camps, campgrounds and other leisure-based businesses.\textsuperscript{409}
Although advertising usually targeted the presumed male owners of cars, advertisers did not neglect the female demographic. “Every woman who loves Nature—and what woman does not!—should enjoy all the ‘rare days’ of this perfect month in the open air,” read a 1925 Ford advert taken out in \textit{The Canadian Magazine} (see Figure 3.4). Covering about sixty percent of the page is an illustration of two upper-middle-class women in the midst of taking a ride in a new two-door Ford car. Set in a suburban neighbourhood, a man, presumably hired help as indicated by an apron, approaches the car with a box full of supplies, possibly indicating a lengthier trip for the ladies. The adjoining text describes the desire to take advantage of the summer weather, suggesting a journey into the great outdoors. The dependability and efficient design of the vehicle, according to the ad, makes it easy for anyone to operate.\textsuperscript{410}
Likewise, advertisement for the 1930 Ford (Figure 3.5) offers a similar message, but this time the protagonists are a young couple taking in the natural landscape along a rural road. From the comfort and safety of a vehicle pulled over on the side of a gravel road, a woman watches
\textsuperscript{409} W.J. Belasco, \textit{Americans on the Road: From Autocamp to Motel: 1910–1945} (Cambridge, MA: MIT Press, 1979); R.I. Wolfe, “The Changing Patterns of Tourism in Ontario,” in \textit{Profiles of a Province: Studies in the History of Ontario}, ed. E.G. Firth (Toronto, ON: Ontario Historical Society, 1967), 173–7; Davies, “Ontario and the Automobile”; Davies, “Reckless Walking”; S. Pryke, \textit{Huntsville: With Spirit and Resolve} (Huntsville, ON: Fox Meadow Creations, 2000), 86, 158–61.
\textsuperscript{410} Not discussed is how automotive advertisements used gender, class and race. Other studies have. The role of women in advertising in the 1920s and 1930s in the United States has been studied. See Marchand, \textit{Advertising the American Dream}. Similar trends can be found in the examination of female representation in railway ads during the interwar years. See R. Harrington, “Beyond the Bathing Belle: Images of Women in Inter-War Railway Publicity,” \textit{The Journal of Transport History} 25, no. 1 (2004): 22–66.
while a young, well-dressed man calmly approaches a lone bear cub. Though the focus of the ad is on the black sedan, the background displays an untouched wilderness, symbolizing both adventure and health.\textsuperscript{411} The unspoken implication is that this encounter is possible only within a setting of natural beauty removed from the city. While both ads target a different audience, their promotion of nature tourism is similar.
The liberation and freedom that automobiles provided people with in the 1920s opened a new chapter for tourism in the province. While the province was still developing its network of provincial highways, rural roads provided access to areas like Lake Simcoe and Lake Couchiching, which offered car owners access to natural recreational lands. Many took advantage of these areas, providing the impetus for the resort boom in the 1920s. This shift in transportation preference also changed how the DLF allocated lots for cottages, given that accessing areas that were in the wilderness and away from ports and railways was now possible. The Department of Lands and Forest 1939 annual report states, a remarkable increase in the number of inquiries for cottage sites was the result of opening new roads into the watered areas of the North.\textsuperscript{412}
\textsuperscript{411} The description of untouched wilderness was a common descriptor used by promoters to describe Ontario’s backwards in the early twentieth century. Muskoka was one such example. It was promoted as an untouched wilderness paradise, despite the area being settled and used for logging. See P. Jasen, \textit{Wild Things}. The same can be said for the characterization of cottage country, where “wild wonderland” and “unspoiled, unroaded, and largely untrodden” were commonly used. See G. Donaldson, “Severn Falls—Gateway to a Wild Wonderland,” \textit{Toronto Telegram} (7 June 1958): 27.
\textsuperscript{412} Ontario, \textit{Department of Lands and Forests Annual Report} (1939), 11. For discussions on lot allocation, transportation improvements, and increased tourism, see Ontario. Department of Lands and Forests, \textit{Annual Report} (1925), 9; Killian, \textit{Protected Places}, 53.
Every woman who loves Nature—and what woman does not?—should enjoy this perfect month in the open air.
With a Ford car at her disposal she can revel in the beauty of the country. Distance is either of original cost or expense covered and her finesse and strength conserved.
For not only is a Ford car preeminently the easiest car for any woman to handle, but its economy can be increased by the use of either of original cost or expense.
3.4 Ford Advertisement. *The Canadian Magazine*, May 1925
After the First Twenty-Five Thousand Miles
The value of sound design, good materials, and careful workmanship is amply demonstrated in the new Ford after the first twenty-five thousand miles.
Long, continuous service emphasizes the many advantages of the Ford car in terms of operation and upkeep. The passing months and years bring a growing pride in its appearance and an increasing desire for its companionship with the home-built Ford. From every standpoint you know you have made a forwarding, satisfactory purchase.
Throughout the Ford you will find many features for its ideal engine performance and economy of operation for the price you pay.
Prominent among these are the four-Horsepower double-acting four-cylinder bank cylinders, Triple expansion glow valves, fully enclosed front-wheel brakes, five-studged wheels, chromium-plated chrome oilers, alloy valves, chrome plated brass fittings, and other incomparable details, three-quarter floating rear axle, more than twenty ball and roller bearings, and bright, smooth, finished steel for many exterior parts. Under-seating ventilation is another feature of the Ford car.
Figure 3.5 Ford Advertisement. *The Literary Digest*, 23 August 1930
Automobiles began replacing mass transportation as the preferred travel method, which changed the social construct of cottage life. The changing socio-economic climate in the province now afforded a working class the opportunity to bask in inexpensive waterfront properties. The resort communities and lavish summer homes that once populated the provincial parks were now being exchanged for smaller properties that exuded a less formal atmosphere. This new class of cottagers who traveled by automobiles was no longer forced to mingle with strangers. Instead, this more intimate form of travel allowed them to reach their destination privately and on their own accord. Accessing areas further into the parks allowed cottages more privacy and intimacy, creating a closer-knit sense of community predicated on a family connection as opposed to a social one.\textsuperscript{413}
Car culture was a microcosm of the consumer culture of the time. Understanding this is essential for understanding the emerging spirit of nationalism and how an increased appreciation of landscape helped sell Ontario as an attraction domestically and internationally. This largely applied to the American experience as well.\textsuperscript{414} Tourism made it possible for the province to define itself while showcasing its pride and appreciation of its unique landscape. Automobiles into the postwar period continued to remain a trending commodity, which helped democratize cottage life further, which in turn played a significant role in shaping park design.\textsuperscript{415} As John Sandlos reflects, the Dominion Parks Branch utilized the growing automobile trend to its advantage to expand and develop a highway network catering to the outdoor tourist culture.\textsuperscript{416}
\textsuperscript{413} Wolfe, “The Changing Patterns of Tourism.”
\textsuperscript{414} See the works of John Sear and F.R. Dulles for a discussion on tourist attraction scholarship. J. Sear, \textit{Scarred Places: American Tourist Attraction of the Nineteenth Century} (Amherst, MA: University of Massachusetts Press, 1989); F.R. Dulles, \textit{A History of Recreation: America Learns to Play} (New York, NY: Appleton-Century, 1965).
\textsuperscript{415} Wolfe, “The Changing Patterns of Tourism.”
\textsuperscript{416} J. Sandlos, “Nature’s Playgrounds: The Parks Branch and Tourism Promotion in the National Parks, 1911–1929,” \textit{A Century of Parks in Canada, 1911–2011}, ed. Claire Elizabeth Campbell (Calgary, AB: University of Calgary Press, 2011), 53–78.
What becomes evident through this examination of car culture in Ontario during the 1920s to 1940s is that while it plays a significant role in tourism, it gives forests a new importance within this back to nature movement. The narratives and promotional campaigns in Ontario were based upon the outdoors and therefore the need to preserve these natural spaces was becoming pertinent. The construction of the highway in the 1930s, multiple land use policies being adopted, along with a rising upper middle class in urban centres, primarily in southern Ontario, led to governments being more aware of the potential of forests. Investment in forests for leisure was now possible based several factors – the economic boom from 1945 – 1970s, population growth, urbanization, higher standards of living, increased level of leisure time, more personal mobility, American tourism, a desire for the outdoors, and a younger and more education population. Ontarians had the time, money, resources and desire to be outdoors, which lead to provincial investment in creating new park spaces. In 1954, Ontario passed a new *Provincial Parks Act* and created a Division of Parks within the Department of Lands and Forests. Following this move was the expansion of provincial parks, which grew rapidly from 8 to 94 in 1967.\(^{417}\)
In the early twentieth century, Ontario began taking a more progressive stance in its resource legislation. This position allowed for much needed forest conservation reforms to be introduced. Historically, this period can be seen as a pivotal point in Ontario’s path towards sustainable forestry. It laid the foundation for forest policy to adopt scientific methods and rationale in managing forests. The *Forest Reserves Act* was a critical benchmark for this because it provided the rationale for forests being a public resource.
\(^{417}\) Killian, *Protected Places*, 74.
Although this period saw the rise of conservationism as a significant influence on government policy, this should not be confused with governments embracing conservation for conservation’s sake. As H.R. MacMillan suggests, conservation was never the dominant policy perspective at either level of government:
The central governments of Quebec, Ontario and British Columbia set aside large areas of forest reserves and parks. Retaining title to forest land and creating specific reserves, with sketchy attention to forest fires were a long time the only important Canadian forest policies. The intention was partly to ensure the orderly settlement of the country, partly to prevent the indiscriminate conservation of essentially forest land for agriculture, and partly to ensure a return to the government of the value of the virgin timber cut.\(^{418}\)
In this way, conservation was a means to a broader end of maintaining state control over the forest resource, which had more value than merely its extractive potential. The goal was sometimes preservation but more often an improved *use* of the forest in a way that maintained the resource’s integrity in perpetuity. This shift of focus from profiting off commercial timber to achieving a balance in the perspectives of various stakeholders required increased public consultation as well as the implementation of sound forestry practices.
There is a strong correlation between land policy and the image of forests. As Nelles argues, forests, even into the twentieth century, still served to facilitate agriculture, human settlement, western development and a transportation infrastructure. Conservation of this resource was but a secondary priority.\(^{419}\) How the government chose to promote forests was directly influenced by its objectives for the land. While it was necessary to protect forests and their inhabitants, the creation of parks was primarily financially motivated. From an external
\(^{418}\) H.R. MacMillan, *The Profession and Practice of Forestry in Canada, 1907–1957* (Toronto, ON: Faculty of Forestry, University of Toronto, 1957).
\(^{419}\) “Even as late as 1901, a deputy minister of Crown lands in Ontario confessed that the settlement of “industrious thrifty people who intend to farm was still the first principle of forest administration, to which was subordinate the conservation of the revenue derived from lands and timber.” Quoted in Nelles, *Politics of Development*, 184.
perspective, the image of forests in certain parks could be interpreted as a protectionist measure to ensure the forest’s welfare. While there is some truth to this, a deeper analysis reveals the added layers of rationale for maintaining such spaces rooted in revenue, power and control. Forestry policy and promotion became more complex and dynamic in response to shifting public interests from settler, squatter and lumberman to more diverse demographics of urban/rural and leisure/working class.
Chapter 4
The Golden Era of the Staple State, 1910s-1950s
The conservation movement in Ontario began with the understanding of two prevailing discourses. According to Gerald Killian, one either subscribed to the *gospel of efficiency* or the *doctrine of unselfishness*. The gospel of efficient, or wise use, emphasized utility, scientific management and profit from the extraction of natural resources. In contrast, the proponents of the doctrine of unselfishness focused their attention on protecting the aesthetic and wildlife as they believed that it was their moral responsibility to preserve resources for future generations. Killian contends that these views were not mutually exclusive, but rather existed on a spectrum. Depending on when in Ontario’s history, these two schools of thought variously overlapped or diverged.
The industrial revolution at the turn of the twentieth century assisted in developing a “new generation of staples”: agriculture in the western provinces, pulp and paper industry in Ontario, oil and gas extraction and what was to become the hydro-electric industry. Nelles refers to this period as “new industrialism,” which saw the rapid rise of staple production in all provinces. Part of the economic success and population growth of this period can be credited to the immigration policy of the federal government (see chapter two). It is during this period that conservation of the burgeoning Canadian forest sector became a prominent political issue.
In the period following the 1898 *Forest Reserves Act*, governments adopted a favourable disposition towards forests and the acceptance of forestry as a science. The development of forestry policies that followed was the result of conservation-minded individuals who understood the importance of balancing human’s and forest’s needs. While this period resulted in the rise of
---
420 G. Killian, *Protected Places: A History of Ontario’s Provincial Park System* (Toronto, ON: Dundurn Press and Ontario Ministry of Natural Resources, 1993), 1.
the professional forester and concerns for forest sustainability, Nelles suggests that after the *Forest Reserves Act*, changes in Ontario’s attitude were in contrast to the policies that followed:
Officially at least this extractive mentality governed Ontario forest policy long after the symbiotic relationship between the lumbermen and the settler had ceased to be a reality (after the Forest Reserves Act). . . . However, within a few years, the notion of the forest as a permanent, renewable resource became the new orthodoxy. A tightly knit, ably directed, and well developed conservation movement . . . was almost totally responsible for this reversal of old priorities.\(^{421}\)
The conservation movement was largely driven by the emerging professional forester. These foresters approached the movement with ambitious goals, but which lacked focus and direction. An examination of Ontario’s early conservation movement reveals that an improved use of forests with provisions for ensuring future use in perpetuity was promoted over preservation of forests in their natural state. For this movement to gain traction and be successful, it was imperative to enlist public input into the development of sound forestry practices and policy, for the public ultimately stood to benefit from their implementation. The movement attracted supporters from all backgrounds, including unwelcome enthusiasts in the form of lumbermen. The early reformist attitude of professional foresters and civil servants was, unfortunately, overshadowed by lumbermen who reshaped the conservation movement to suit their objectives. Nelles describes their contribution to the movement:
[Lumbermen] professed a deep concern for sound conservation principles; each felt that he was a fast friend of the forest and, to be fair, some were in fact genuine, well-informed proponents of forestry. Nevertheless, it is also perfectly clear that both the lumbermen and the pulpmen tried to use the conservation movement either in self-defence or in pursuit of tactical objectives.\(^{422}\)
\(^{421}\) Nelles, *The Politics of Development*, 184.
\(^{422}\) Ibid., 193.
Thomas Southworth and Judson F. Clark were provincial government allies of the reform movement, and during their terms in office pressed for responsible action.\textsuperscript{423} Unfortunately, the provincial government failed to implement many of the progressive suggestions that these men brought forward. In contrast, the Liberals under Wilfrid Laurier publicly supported the movement, convening the 1906 Canadian Forest Convention in Montreal. However, as Peter Gillis and Thomas Roach argue, this was merely a ploy to “identify themselves with the conservation issue popularly championed by President Theodore Roosevelt and Gifford Pinchot in the United States.”\textsuperscript{424} The convention highlighted the need for improving the bureaucratic decision-making process within the forestry sector and led to the creation of forestry schools and provinces establishing their own forest services.
Programs of reforestation, the development of a forestry school and education materials were introduced in the province as well as changes to licensing. While conservation efforts were being discussed and adopted, Ontario still had expansion of its industrial activities on its mind. The opportunity to address these goals for expansion northward would be realized in the forest. Forests provided the opportunity for three major industries to develop: logging, sawmilling and manufacturing pulp and paper. This was made possible by the opening up of new districts and the recently completed railways allowed for the expansion of the pulp and paper industry throughout the twenties.\textsuperscript{425} At the same time, many large sawmill operations were shutting down, and the sawn lumber stands were redirected to the growing pulpwood sector. Pulp and paper mills along the north shore of Lake Superior following the railways were established. Forests from Ontario to Newfoundland were pillaged for their pulpwood. Trees were cut, de-barked and
\textsuperscript{423} Judson F. Clark was Ontario’s first Provincial Forester (1904-1906).
\textsuperscript{424} T.L. Burton, \textit{Natural Resource Policy in Canada} (Toronto, 1972); Gillis and Roach, \textit{Lost Initiatives}.
\textsuperscript{425} Mining operations also benefited from the development of railway infrastructure and the growth experienced within the forestry sector.
shipped by water to mills. The northwest expansion of the Dominion was facilitated by policies that controlled forest and hydro power resources. The pro-business stance of the 1920s reflected the Dominion’s desire for revenue generation through resource exploitation. Ontario, like the rest of the Dominion, was granting large concessions to resource developers, who were operating with minimal government oversight and stripping these areas for their desired forest products. These are examples of how government-industry relations were shaped by lenient policies, which resulted in the cessation of forestry reforms.
Movement, stagnation and reform describe the beginnings of the conservation movement in Ontario. The movement was born out of necessity, initially influenced by professional foresters and sympathetic civil servants. However, it was taken over by industrialists who reframed the movement to suit their purposes. The relationship between industry and government played a significant role throughout the early twentieth century as their partnership, while symbiotic, was not always beneficent towards the environment. This chapter focuses on Ontario’s desire for power and control during the early stages of the conservation movement, highlighting the hurdles and missteps that eventually lead the province back to its path to sustainability. This chapter discusses the influential power that forest industrialist remain to have over government decision on forestry based upon the regressive policy adopts that favour industry needs over conservation. Unlike the previous chapter the focus is now on Northern Ontario as appose to Ontario or Canada as a whole. While developments within the forestry sector are discussed, the focus remains on the growing public interest in land use for leisure, which led to reform in policy to placate industry. Growing tensions among the forest industry and provincial government stakeholders led to forest fire protection legislation and campaigning that tried to mitigate the destruction of forest. Aiding this effort, as will be discussed in this
chapter, were three significant conflagrations that resulted in death and millions of dollars in lost revenue due to the burning of hundreds of thousands of acres of viable timber. The impact of these fires on the province and the public push to adopt more stringent fire prevention measures and regulations were beginning to be addressed. The chapter concludes with an exploration of promotional materials on forest fire prevention produced for public and industry dissemination. The interplay of genres and forms assisted the government in manufacturing its narrative of public responsibility of forests.
**Rise of Forestry**
The creation of forest reserves was a major step towards conservation, although it was not followed by any substantive forest management policy addressing cutting methods. Reserve policies reflected a traditional path for the government, which supported the expansion of the forest industry. When reserves were first developed, the intent was to maintain their primeval state. However, this conflicted with the province’s revenue-based timber policy and consequently reserves were opened to licensing. Conservationists urged for the implementation of harvesting regulations, but to no avail; reform measures were never adopted and reserve management lapsed. The newly elected Conservative government in 1906 continued to uphold the Liberal reserve policy; the state of the reserves could be described as “little more than private preserves for the lumber industry which could be raided and plundered by anyone with political influence.”
As the forestry industry’s power and influence grew in the province, conservationists emerged as a countervailing voice. Conservationists promoted greater forestry education, both
---
426 Nelles, *Politics of Development*, 211–2. Settlements were excluded from reserves. This was done intentionally as a way of diverting the lumbering–settlement conflicts that persisted.
for professionals in the industry as well as for the public at large. In addition to enhanced educational programming, conservationists advocated for concrete government reforestation policies. Conservationists did not seek to curtail industry, but they vocally opposed mismanagement and unsustainable, unchecked growth that lax government policies thus far had allowed.\textsuperscript{427}
In the early 1900s, support for creating Canada’s own forestry school was growing as there was currently little understanding of what silviculture (growing and cultivating trees) involved. Within various government forestry branches and departments there was a growing desire to increase the efficiency with which woodlands were being harvested, although regenerative aspects of forestry tended to be overlooked when developing these programs. This lack of foresight in developing aspects of restorative forestry measures within curriculums would ultimately hinder the social legitimacy of foresters and their occupation for years.
Investment in silviculture was unpopular with most politicians, owing to the return on the investment often occurring only decades later. Nelles, in his book \textit{The Politics of Development}, describes the mitigating factors that contributed to this disinterest of forests in Ontario prior to the 1950s. He concludes that the “forest was something from which revenue was derived, not something upon which money was to be spent.”\textsuperscript{428}
\begin{footnotesize}
\begin{itemize}
\item[\textsuperscript{427}] The growth experienced by the industry after the 1900s was the result of increased demands for newsprint in the United States, a demand that was not able to be meet by US supplies alone. Three aspects that also contributed to this rapid development were proximity to the largest US markets, Canada’s natural geography, vast network of water systems and access to resources, and the removal of US tariffs on imported newsprint between 1909 and 1913, which made Canada an attractive place for American industry development. For discussion on water systems and hydroelectric power contributing to the pulp and paper boom, see J.W. Shipley, \textit{Pulp and Paper Making in Canada} (Harlow, UK: Longmans, Green and Company, 1929). For a discussion on the removal of US tariffs on imported newsprint, see H. Toivanen, “Learning and Corporate Strategy: The Dynamic Evolution of the North American Pulp and Paper Industry, 1860–1960,” Ph.D. Diss. (Atlanta: Georgia Institute of Technology, 2004).
\item[\textsuperscript{428}] Nelles, \textit{Politics of Development}, 212.
\end{itemize}
\end{footnotesize}
The changes to immigration and further expansion of the railways during the Laurier era (1896–1911) provided the right climate for the development of forestry education in the province.\textsuperscript{429} Based on the province’s colonial heritage and the \textit{BNA Act}, the jurisdiction of natural resources was the province’s domain. This afforded its politicians the ability to control who cut the timber, the cost of doing so, and what the regulations were put in place. They also controlled the development of a forestry school and the content that was to be taught, as under the \textit{BNA Act} provinces were given control over education.
Three existing institutions competed to establish the first school—Queen’s University, Ontario Agricultural College (forerunner to University of Guelph) and University of Toronto (U of T). The selection process was not driven by logic or reasoning but rather political advantage. Ontario had been under Liberal rule since Confederation. However, by the early 1900s the Liberals were losing popularity. U of T represented the weakest option of the three,\textsuperscript{430} yet James Loudon, U of T’s president, relentlessly campaigned and exhausted his religious (Methodist) and
\textsuperscript{429} As previously discussed, this period saw an increase in immigration from Europe and the creation of two transcontinental railways that lead to an unprecedented economic boom in Canada. Ontario, situated amongst vast tracts of untapped resource hinterlands, was well positioned to reap the period’s growth and optimism. Prosperity, however, was not propositional to all social classes, as the working class lived in less than ideal conditions. This was only exacerbated by the sharp division along racial and religious lines. During a period where one’s faith mattered, this partitioning warranted conflict among and within religious denominations. For a discussion on Canadian railway development, see Pomfret, \textit{The Economic Development of Canada}, 94–110; Berton, \textit{The Great Railway}; Thompson and Edgar, \textit{Canadian Railway Development}. For a discussion on immigration, race and religion, see A.R.M. Lower, \textit{Colony to Nation: A History of Canada} (Don Mills, ON: Longmans, 1964), 163ff, 184ff.
\textsuperscript{430} In the early 1900s, Queen’s and OAC were logically the stronger contestants in the race to establishing a forestry school. Queen’s location was in the heart of Ontario’s first timber production and was home to many of Canada’s notable lumberman. It had already begun offering forestry courses, which would ultimately be used in the implementation of the program. OAC, located in Guelph, was surrounded by agricultural lands and was currently offering forestry courses and developing silviculture courses. Representatives petitioning for their respective institutions exuded tremendous interest and enthusiasm for hosting a forestry program. Unlike its counterparts, U of T only offered supplementary courses in forestry, and its interest in the program was driven by depriving the other institutions the privilege, primarily Queen’s. See the following for further discussion: Queen’s University Archives (QUA), W.L. Goodwin Fonds, 15 Jan. 1903, \textit{Forestry—School of Mining and Agriculture, Kingston, Ontario}, William Harty; \textit{Statues of Ontario}, 1901 Ch. 44, Edw. VII AO, RG2-42, 1902/296 (Guelph and Forestry 1902), 15 Oct. 1901, R. Harcourt to B.E. Fernow, and 21 Oct. 1902, Fernow to Harcourt; E. Sisan, \textit{Forestry Education at Toronto} (Toronto, ON: University of Toronto Press, 1965); Kuhlberg, \textit{One Hundred Rings and Counting}, 2009.
political (Liberal) allies to garner the necessary support that would ultimately win him the program.\textsuperscript{431}
The Faculty of Forestry at U of T opened its doors in 1907. Prior to its inaugural class, Southworth spoke to the challenges the school would face in a paper titled \textit{Do We Need a Forestry College?} which he presented to the Canadian Institute. Southworth argued “we do!”\textsuperscript{432} He spoke to the fact that since Ontario was responsible for managing its natural resource, it should also be tasked with hiring trained foresters and providing a platform—institutions—for education.\textsuperscript{433} The problem he foresaw was that if Ontario lumberman could not be convinced to hire the graduates from the forestry school how could they expect the government to do so.\textsuperscript{434} In the current political climate, the added value of a forestry college was not recognized by the forestry sector.
The lack of interest in forestry education extended beyond the lumbermen and provincial government. The pulp and paper industry, which was experiencing only marginal growth, did not see the need to hire trained foresters who would help foster sustainable forest management practices teaching other un-training foresters these approaches. The apprehension to hire such individuals were founded on the belief that fibre resources were in no short supply and the need to conserves resources was not an concerning issue presently. On the federal front, the Dominion
\textsuperscript{431} Fernow accepted the position as U of T’s Dean of Forestry. In the following years, forestry schools were established at the University of New Brunswick (1908) and Laval University (1912). University of British Columbia developed its forestry school to address the unique forestry sector in the province in 1920. See P.J. Murphy and R.E. Stevenson, “A Fortuitous International Meeting of Two Yale Foresters in 1908: H.R. MacMillan and W.N. Millar,” \textit{The Forestry Chronicle} 90, no. 3 (2014): 321–3; “Resignation of Mr. E. Stewart, Dominion Superintendent of Forestry,” \textit{Canadian Forestry Journal} 3 (March 1907): 10–11; “A Knechtle, Inspector of Forest Reserves,” \textit{Canada Lumberman} 28 (1 February 1908): 15; “Forestry on Dominion Lands,” \textit{Canadian Forestry Journal} 4 (4 October 1908): 113; Garratt, \textit{Trends in Forestry Education in Canada}, 17; J.H.G. Smith, \textit{UBC Forestry: An Informal History} (Vancouver, BC: Faculty of Forestry, University of British Columbia, 1990), 6; A.D. Rogers, \textit{Bernard Edward Fernow: A Story of American Forestry} (Princeton, NJ: Princeton University Press, 1951), 431.
\textsuperscript{432} UTA, \textit{Faculty of Forestry Calendar}: A1972-0025/187, 13 Apr. 1907. “Do We Need a Forestry College?”
\textsuperscript{433} UTA, \textit{Faculty of Forestry Calendar}: A1972-0025/190 (Letter book), responses to Southworth’s letters to Ontario Lumberman.
\textsuperscript{434} Ibid.
Forest Service (DFS) was still in its infancy and employed a handful of educated foresters. Most shocking was the lack of interest exhibited by U of T towards its newest faculty. Throughout Fernow’s appointment as dean of the forestry school, he received only minimal administrative support from the university, as they were disinterested in the success or longevity of the program. Beyond the lack of support from the university, students faced other hurdles after graduation. Society did not see the value of their specialized field, nor was there a promise of employment when they had completed their studies.
Fernow understood that only “a realization that forest conservation [wa]s a present necessity and that existing methods [we]re destructive of the future, would bring forward the needed reform.”\(^{435}\) He continued to advocate that the establishment of the school acted as a beacon of optimism, as graduates would act as promoters of the importance and necessity of employing trained foresters, laying the foundation for future students to build on.\(^{436}\) Fernow worked tirelessly in the university to produce foresters of the highest calibre. However, the success of the program ultimately lay in the hands of two external forces: the university itself and the provincial government. Although publicly both supported and attested to the value and critical need for forestry education and reforms in the province, neither of these parties were proponents of Fernow’s efforts, so little substantive action was taken.\(^{437}\)
\(^{435}\) UTA. *Faculty of Forestry Calendar*. A1972-0025/190, 1908 List of Forest Engineers in Canada; UTA. *Faculty of Forestry Calendar*. A1972-0025/210, Forest Resources and Problems of Canada, B.E. Fernow, Delivered to the Society of American Foresters, 28 Dec. 1911; UTA. *Faculty of Forestry Calendar*. A1972-0025/187, Report of Senate Committee on *Faculty of Forestry Calendar*, 1906–1907.
\(^{436}\) Fernow set eminent standards for his students as well as faculty members. He demanded that they strive for and achieve excellence as a means of protecting the collective reputation of foresters and forestry. Kuhlberg, *One Hundred Rings and Counting*; UTA. *Faculty of Forestry Calendar*. A1972-0025/193, ca. Jul. 1909, Fernow to W.E. Wilson. For examples of Fernow’s high standards among faculty, see UTA. *Faculty of Forestry Calendar*. A2004-0017/007 (J.R. Chamberlin), 27 Dec. 1910 and 21 Nov. 1911, Fernow to Chamberlin; UTA. *Faculty of Forestry Calendar*. A2004-0017/038 (G.S. Smith), 30 Nov. 1910 and 16 Aug. 1911, Fernow to Smith. For standards among students, see University of Toronto, *Torontonensis* 15 (Toronto, ON: University of Toronto Students’ Administrative Council, 1913): 235.
\(^{437}\) It was clear to Fernow, as well as his successor Clifford Durant Howe, that neither Ontario nor the university were interested in nourishing the development of forestry education in the province. See UTA Office of the
A Total Lack of Government Control: Old Tory Timber Ring
Throughout the Department of Lands and Forests (DLF), negligence and exploitative practices prompted grievances from lumbermen.\textsuperscript{438} It was evident that tight personal ties between exporters and many of Ontario’s elected officials existed, regardless of party affiliation. Hence, even with governments changing from Conservatives to Liberals to the United Farmers, the success of the pulpwood industry during the years 1894 to 1932 was steadily increasing. It was clear that the “Timber Ring,” a tightly knit group of politicians and businessmen, dominated the decades leading up to the Great Depression.\textsuperscript{439}
Years of government inaction was addressed in 1919 with the election of the United Farmers of Ontario Party. Under the leadership of Ernest C. Drury, the administration sought to achieve accountability after years of corruption and abuse of power. Part of their campaigning efforts promised reform among the timber barons and an investigation of the Conservative
\textsuperscript{438} These claims were made by the James Hourigan & Company’s president E.T. McEachern and the company’s solicitor A.J. McComber to the minister of lands and forests. They spoke of their witnessing vast areas of merchantable timber being reserved under the notion that minerals had been found. These “bogus miners” harvested the pulpwood while never extracting any minerals. A similar ruse was applied using “bogus settlers” and claiming the land for settlement purposes. Similar claims were made by legitimate, honest timbermen who wrote letters to both the minister and Donald M. Hogarth, M.P.P voicing their concerns over the “forest buccaneers,” or “timber pirates,” getting timber free of Crown dues, while other law-abiding men had to pay stumpage dues on sawlogs, piling timber and pulpwood. When Hon. Frank Cochrane became aware of the abuse, he immediately amended the \textit{Mining Act} on 26 March 1918, removing all timber on mining property for the Crown. See \textit{Statutes of Ontario, 1892}, 55 Vic., ch. 9; Ontario Legislature, \textit{Hansard} (25 February and 6 March 1897); J.P Bertrand, \textit{Timber Wolves: Greed and Corruption in Northwestern Ontario’s Timber Industry, 1875–1960} (Thunder Bay, ON: Thunder Bay Historical Museum Society, 1997), 52–4; Nelles, \textit{Politics of Development}, 376–7; M. Kuhlberg, \textit{In the Power of the Government: The Rise and Fall of Newsprint in Ontario, 1894–1932} (Toronto, ON: University of Toronto Press, 2015), 34–5; P. Bakersville, \textit{Sites of Power}, 173–7.
\textsuperscript{439} See, Bakersville, \textit{Sites of Power}, 173–7; Bertrand, \textit{Timber Wolves}, 48; AO, RG 18–79, \textit{Timber Commission Hearings}, 1,500 ff. Part of this group comprised Colonel J.A. Little, General Don Hogarth, W.H. Russel and J.J. Carrick. Each of these men came under review in 1920 at the Latchford-Riddell Enquiry, which looked at the granting of timber rights for extracting minerals. “The enquiry uncovered many shady and irregular deals but did not succeed in bringing home the responsible for them.” Lambert with Pross, \textit{Renewing Nature’s Wealth}, 195.
government’s allocations of timber.\textsuperscript{440} A commission was created in 1920 to inquire into the administration of the Department of Lands and Forests and a means of introducing new legislation that would end the swindling of provincial stumpage revenues. Drury appointed two magistrates from the court of appeal, Judge William R. Riddell and Justice Frank R. Latchford, to investigate these matters, especially those affiliated with the Timber Ring at the lakehead. The creation of the Timber Commission revealed a “total lack of government control” and a lack of “adequate knowledge of the extent and character of timber resources of province and Crown land generally.”\textsuperscript{441} The inquiry revealed “many shady and irregular deals but did not succeed in bringing home the responsibility for them.”\textsuperscript{442} The inquiry into Ferguson business dealings, he maintained his innocence, stating that he operated in accordance with legislation, and as such he was able to retain his position as leader of the Conservative Party.\textsuperscript{443} At the commencement of the inquest the commissioners concluded that,
\begin{quote}
[n]o officer, Minister or otherwise, should have the power to grant rights over large areas of the public domain at will without regard to Regulations; that power was never contemplated by the statutes; it does not at present exist, and should not be given to any individual. Such an arbitrary power, subject to no control, is obviously open to abuse.\textsuperscript{444}
\end{quote}
\textsuperscript{440} Zavitz, under Drury’s direction, was tasked with conducting various reforestation project and to inquire into the rumblings of corruption with the pulp industries in Northern Ontario. As such, Zavitz advised Drury of the speculative actions of Ferguson and the conservative government, having entered into questionable pulp contracts, primarily in the northern reaches of the province concentrated in the Lakehead region. For a discussion on the Drury and Zavitz partnership, see J. Bacher, \textit{Two Billion Tress and Counting: The Legacy of Edmund Zavitz} (Toronto, ON: Dundurn, 2011), 121–44.
\textsuperscript{441} Armson, \textit{Ontario Forests}, 136.
\textsuperscript{442} Lambert with Pross, \textit{Renewing Nature’s Wealth}, 195.
\textsuperscript{443} As a way of cultivating provincial industrial development through easy allocation, the Department of Lands, Forest and Mines under Ferguson’s direction allocated huge timer licenses. Unlike traditional licenses, these did not follow the prescribed course of action, holding a public auction and terms of conditions provided, but were arbitrarily allocated. This ignited the UFO to petition for an inquest into timber administration in the province. The UFO wanted “to get material that would put him [Ferguson] out of business permanently.” In doing so they uncovered evidence of their party’s own wrongdoings with timber dealings, while failing to find incriminating evidence on Ferguson. In the end, the efforts put forth by the UFO ended up solidifying Ferguson’s position as head of the Conservative party and subsequently his premiership in 1923. Ontario. Timber Commission, \textit{Report, 1920} (Toronto, ON: King’s Printer, 1922); Nelles, \textit{Politics of Development}, 376–81; Lambert with Pross, \textit{Renewing Nature’s Wealth}, 263–76.
\textsuperscript{444} Timber Commission, \textit{Report} (26 June 1922), 36; Zavitz, \textit{Report of the Forestry Branch}, 169.
The commissioners’ concern was addressed shortly after by mining being made a separate department. With the fall of the UFO in 1923 to the Conservatives, the development of the pulp and paper industry once again was left unsupervised and forestry reform was curtailed. What did occur was the emergence of the Forestry Branch, which grew into a province-wide organization that exercised a considerable amount of autonomy. The appointment of several individuals to key positions also helped the DLF achieve its goal to launch new and more ambitious programs and implement new equipment and techniques in forest protection.\textsuperscript{445}
\textbf{The Coming of Age of Forestry in Ontario: Forest Protection}
Forest fire protection remained a primary concern for the provincial government. By 1896, forest fires were still at an all-time high even with a growing number of firefighters employed in high-risk areas.\textsuperscript{446} Restructuring of the current protection measures took place in 1900 with the amendment of the \textit{Fire Act}. Under a shared cost measure between the DLF and the licensee, fire rangers would be stationed on Crown land not under timber license and on licensed areas, whether required by the licensees or not. Further amendments were made in 1906 that imposed stricter regulations on railway companies and expanded the range of fire protection efforts.\textsuperscript{447}
\textsuperscript{445} Ferguson appointment Zavitz as the first deputy minister of forestry in the department and continued to develop the county forests program, which was first introduced under the \textit{Countries Reforestation Act of 1911}. To improve the administration of the department, Ferguson also created the position of Inspector of Crown Timber Agents and Supervisor of Operations, assigning Major J.I Hartt to the position. See, P.N. Oliver, \textit{G. Howard Ferguson: Ontario Tory} (Toronto, ON: University of Toronto Press, 1977), 209.
\textsuperscript{446} Canada, \textit{Statues 63 Vic}, cap. 45 (1900).
\textsuperscript{447} By 1910, railways were cited as “the most frequent cause of fire” in forest regions. C. Leavitt, “Railway Fire Protection in Canada,” \textit{The Forestry Chronicle} 4, no. 4 (1928): 10–19. Railway fires were caused by chimney sparks from wood- and coal-burning locomotives, or by live coals dumped hot onto the railroads. Also, contributing to a significant source of fires was railway construction, as crews used fire to clear land for laying the rights-of-way and exhibited no “effort to preserve the forest form destruction.” The problem with mitigating forest fires on railways was jurisdictional boundaries; while forest fires management was a provincial issue railway were under federal control, making provincial authorities unable to enforce forest protection. See the respective works: Ontario Department of Lands, Forests and Mines (DLFM), \textit{Report of the Minister of Lands, Forests and Mines of the Province of Ontario} (Toronto, ON: King’s Printer, 1907); DLFM, \textit{Report of the Minister of Lands, Forests and Mines of the Province of Ontario} (1909); C. Leavitt, \textit{Forest Protection in Canada: 1912–1914} (Toronto, ON: William Briggs, 1915).
Fire rangers were now seen as the first line of defense against forest fires, and as such a presence was compulsory in high-risk areas. Amendments to the act were once again made in 1910. Timber licensees were now required to pay for the full cost (excluding publicity) of fire protection on their limits, while areas that were not under license were left neglected for a period.\textsuperscript{448}
Ontario would soon be faced with the ramifications of its marginal investment in provincial forest protection when a series of destructive fires caused the loss of hundreds of lives and the liquidation of hundreds of thousands of acres of mercantile lumber. The frequency of large fires was becoming significant, and they could no longer be credited as acts of God or the consequence of settlements. They were occurring against a backdrop of conservation enthusiasm, which attracted a growing public push for change. Fires were no longer restricted to the back country of the province where settlement had not yet occurred. Fire was happening in established communities. The rampant destruction wrought by these fires crippled communities, and in some cases incinerated them to ash, leaving in their wake a trail of death and devastation.\textsuperscript{449} Forest fire reform was crucial.
\textsuperscript{448} See C.D. Howe and J.H. White, \textit{Trent Watershed Survey}, Canada, Commission of Conservation (Toronto, ON, 1913), 34. The same year marked the first legislative reference to forest protection through pest control, which also stipulated the specific responsibilities of both federal and provincial governments. Under federal legislation of 1910, the \textit{Destructive Insects and Pest Act}, jurisdictional responsibility was designated: the Crown was responsible for the protection of foreign pest invasion through quarantine services, whereas the provincial government, through its forest management practice, assumed responsibility of local pest control. That same year, the \textit{Countries Reforestation Act} was implemented, which bestowed the power to pass by-laws to acquire land for reforestation and management purposes. Funding for these projects were done through a provincial application progress. See A.H. Richardson, \textit{Forestry in Ontario} (Toronto, ON: Ontario Department of Forestry, 1928).
\textsuperscript{449} For a discussion on the history of fire in Canada see S.J. Pyne, \textit{Awful Splendour: A Fire History of Canada} (Vancouver, University of British Columbia Press, 2007). Reference the following pages in Pyne’s \textit{A Fire History of Canada} for: Porcupine fire (1911) 117, 254, 420–4, 425; Matheson fire (1916), 254, 423–4, 458; Cochrane fire (1911), 253; and Haileybury fire (1922), 177, 254, 425–7, 433, 458.
There were three notable fires in Ontario prior to WWII that contributed to calls for greater forest fire prevention in the province: the Porcupine fire (11 July 1911), the Matheson fire (29 July 1916) and the Temiskaming fire (4 October 1922).
**Table 4.1 Large fires in Ontario pre-WWII**
| Year | Location | Size |
|------|----------|------|
| 1901 | Large fires extending from Kabinagami to Little Abitibi Lake, to Lake Kesagami and Grand Lake Victoria | |
| 1910 | Beaudette–Rainy River | 42 lives lost |
| 1911 | Porcupine and Cobalt | 73 lives lost; 552,000 acres (864 mi²); $3 million worth of property damage |
| 1916 | Matheson | 224 lives lost; 640,000 acres (1000 mi²); $2 million worth of property damage |
| 1922 | Haileybury/Temiskaming | 43 lives lost; 1,280,000 acres (2000 mi²); $6 million worth of property damage |
Source: Ontario Department of Lands and Forests. “100 Year History” (Forest Protection Branch. Unpublished manuscript, n.d.); A.P.N.D. Leslie. “Large Fires in Ontario” (Forest Protection Branch. Unpublished manuscript, n.d.)
Michael Barnes explores the significance of each of these fires in his book *Killer in the Bush: The Great Fires of Northeastern Ontario*.\(^{450}\) The following section briefly outlines the cause of each of the fires and the damage they inflicted, contributing to our understanding of why forest fire protection became such a prevalent issue in the political landscape.
\(^{450}\) M. Barnes, *Killer in the Bush: The Great Fires of Northeastern Ontario* (Cobalt, ON: Highway Book Shop, 2004).
Porcupine 1911
In 1911 the Timmins-Porcupine area was in the midst the booming gold rush. The area was experiencing all the advantages of a prosperous developing township. Fire stripped away all signs of progress: within five hours the town was wiped out. The source of the fire was traced to the development of the township, where in an effort to develop new properties and obtain return on investment, corners were cut and conservation measures were overlooked. Tracts of forests were cut to meet the growing demand of timber, and discarded stumps and brush were interspersed through the log cabins and piles of wood in the settlement. Free fuel was abundant to sustain the growing population. Timmins’ development and infrastructure were a recipe for disaster.
The winter of 1911 had had only a small amount of snow, resulting in abnormally low ground saturation. The dry soil proved to be problematic as summer approached, with scorching temperatures reaching record highs. The combination of a dry winter and a hot summer elevated the risk of forest fires. This, however, did not deter many settlers from using fire to clear land. Fires in the north would burn out of control for days, and the haze of smoke was a daily presence. For most fires the destruction was primarily contained to the forests, but on July 11 a fire broke out at Dome Mine in Timmins, ON. While staff went to fight the fire, their efforts would soon be thwarted by the weather pushing the fire towards the Porcupine township and on to Cochrane. In the end, 3000 people were made homeless and 73 people were lost to the fire.
Porcupine, Pottsville, and Cochrane were all able to rebuild after the incident. While the fire was devastating for people, development and revenue, it highlighted the need for further forest fire prevention measures. Both the mines and forestry branches of the government, using this fire as a primary example, advocated for change to the current laws, culminating in the Act
of 1913 that sought to increase protection of natural resources.\textsuperscript{451} Under this act improvements to mines were required: mandatory ventilation, the safe storage of explosives and more fireproof buildings. Those who failed to comply with the new regulations faced stiff penalties. To enforce these measures, Crown officers were provided the authority to appoint justices of the peace.
The fire also affected railways (T& N.O., CPR, Grand Trunk, Algoma Central and Canadian Northern), who hired their own rangers to patrol for railway fires. Between the railways, who were paying the wages of 171 forest rangers, and the Crown’s 91 rangers at a cost of $191,700 per year, which the province felt as expensive but justified based on the results. In addition to these rangers, licensed forest operations also contributed to this effort at no cost to the province, employing 431 rangers.\textsuperscript{452}
\textbf{Matheson 1916}
Less than five years later, another devastating fire plagued Northern Ontario. A common practice for clearing the land was the slash-and-burn method. Like the summer of 1911, the summer of 1916 was hot and dry and was the perfect environment for forest fires to burn out of control. In the days leading up the July 29, several small fires were purposely set. These fires quickly got out of control with the change in weather and ended up merging into a single large firestorm. In a few short hours, a large portion of Northeastern Ontario was desolated, taking with it about twenty townships, destroying approximately 2, 548 square kilometers and killing hundreds.\textsuperscript{453} The Matheson fire of July 1916 remains the most infamous of Canadian fires in terms of fatalities, resulting in the death of 243 people. While the fire was devastating, it would take more
\textsuperscript{451} Ontario, Statues of Ontario, 3-5 Geo. V, c. 564 (1913).
\textsuperscript{452} Barnes, \textit{Killer in the Bush}, 11-27.
\textsuperscript{453} Bacher, \textit{Two Billion Trees and Counting}, 111.
than this fire to push the Hurst government into reforming the fire suppression legislation. As John Bacher argues, many factors needed to be overcome before changes could be made. One was the suspicious death of Tom Thompson in July 1917. Some media outlets reported that his death was a result of his efforts to uphold fire protection laws.\textsuperscript{454}
Edmund J. Zavitz, Ontario’s provincial forester in 1912, was disappointed in the current forest fire legislation and continued to advocate for reform. He wrote a series of newspaper articles for the \textit{Globe} in which he addressed the weakness of forest fire prevention regulation within the province. He also raised his concerns about northern settlers’ reckless behaviour, believing they were the source of the destruction with their careless use of fire. The public uproar over the issue of forest fires forced Minister of Lands, Forests and Mines Howard Ferguson to respond to the crisis. While he expressed sympathy for the loss of life, his response did not satisfy public concern. In trying to navigate this political crisis, Ferguson differed from Zavitz, whom he enlisted to reorganize the Forest Fire Protection Service. Zavitz’s recollections of this period highlight how dire the situation was in the service:
There was no permanent fire protection service. The problem was taken care of by two clerks of the Woods and Forest Branch. The details in the north were taken care of by the Crown Timber Agents whose staff went over the timber work in the autumn under the Woods and Forest Branch. The licensee or limit holders placed their rangers or agents as fire rangers, the Department having Inspectors who carried out supervision.\textsuperscript{455}
Zavitz was quick to address the province’s lack of permanent fire protection.\textsuperscript{456} The public was also aware of this, and they demanded it be addressed. Zavitz’s critique of current forest
\textsuperscript{454} Zavitz, “Report on the Forestry Branch, 1930,” 190.
\textsuperscript{455} Zavitz, \textit{Recollections}, 12.
\textsuperscript{456} “[Up to 1916 there was no permanent fire protection service. The Problem was taken care of by two clerks in the Woods and Forests Branch. The details in the north were taken care of by the Crown Timber agents, whose staffs charged over to timber work in the autumn under the Woods and Forests Branch. The licensees, or limit holders, placed their rangers or agents as fire rangers, the Department having inspectors who carried out supervision.”] The strain on the service was evident. Fire protection was becoming harder to implement, even with a growing number of fire rangers employed, further amelioration of the program was required. See Zavitz, \textit{Recollections}, 12.
protection measures was realized with the Matheson conflagration in 1916.\textsuperscript{457} The fire, which has been described as “the most terrible and deplorable fire in the history of the Province,” was the catalyst for change.\textsuperscript{458} The result was the passing of the \textit{Forest Fire Prevention Act} in 1917, which laid the foundation for Ontario’s current fire control system.\textsuperscript{459}
Under this legislation, the authority to administer forest protection and put reforestation initiatives and legislation into place would be carried out by a chief forester.\textsuperscript{460} G.H. Ferguson called upon Zavitz to fill this position, mandating him to restructure the service to provide more effective fire prevention and suppression measures in addition to reforestation efforts and research into tree diseases.\textsuperscript{461} Assisting in these efforts was U of T forestry professor J.H. White as Zavitz’s assistant.\textsuperscript{462} Zavitz and White seized the opportunity to create the Forestry Branch that worked to protect forests.\textsuperscript{463} This ambitious undertaking began with identifying priorities and assessing the need for specific programming in the post-war years.\textsuperscript{464}
\textsuperscript{457} Description of the fire can be found in A.P. Leslie, \textit{Large Forest Fires in Ontario} (Toronto, ON: DLF, mss., 1954), 9–10.
\textsuperscript{458} Ontario, DLF, \textit{Report to the Minister of Lands, Forests and Mines, 1916} (1917), xiv. Ruby Platliel commemorated the fiftieth anniversary of the Matheson fire by collecting survivor’s tales of the event and published a variety piece in the \textit{Toronto Globe and Mail}, July 27, 1966.
\textsuperscript{459} The passing of this act was the first time the province had implemented a legislation with substance. Part of the recognition that this act received stemmed from the employment of professional foresters within the department and corresponding programs and initiatives.
\textsuperscript{460} Addressing concerns of an over exhausted department, it was clear that the Woods and Forest Branch needed to become its own branch.
\textsuperscript{461} By 1917, under the supervision of J.H. White and a staff of chief rangers, almost a thousand rangers were employed to patrol the province’s districts. Lambert with Pross, \textit{Renewing Nature’s Wealth}, 209–13; R. Black, “Canada’s Deadliest Forest Fires,” \textit{AF} 22 (September 1916), 521–4; “Ontario Forestry Providing Efficient,” \textit{Conservation} 6 (September 1917), 34.
\textsuperscript{462} statues of Ontario, \textit{Forest Fires Prevention Act}. 7 Geo. V, c. 54 (1917).
\textsuperscript{463} This ambitious goal was feasible in the post-war economic and political climate which supported the development of new forest programs. Further aiding their efforts was the expansion in the pulp and paper industry as well as economic expansion in general that occurred after the war.
\textsuperscript{464} The thirty-month study identified three basic lines of policy:
1. Reforestation,
2. Expansion of the forest protection services from revenue-producing areas to province-wide control,
3. Information collecting in the form of inventories (identifying locations and supplies of timber) as a way of planning for fire protection and wood disposal.
1 and 2 were a continuation of previously adopted forestry programs. 3 was believed to be a more accurate way of identifying Ontario’s forest resource problems while serving as a base for the development of future programs. See Richardson, \textit{Forestry in Ontario}.
Haileybury/Temiskaming 1922
1919 was a record year for area burned and timber lost. To address this, a co-operative program in aerial reconnaissance was established in 1920 in partnership with the Dominion Air Board (DAB), while a timber commission launched inquiries into the *Crown Timber Act*. The DAB and the timber commission released a report that strongly recommended tougher fire protection measures, including more stringent methods to reduce slash-and-burn practices. Steel lookout towers were installed to this end and a ranger school was proposed.
Ontario was in a period of change, as the province was in what Lambert referred to as the “coming of age of forestry.” The public was now in a sympathetic position that would help adopt progressive forestry education and the hiring of technically trained individuals in pertinent resource positions. Zavitz’s passion was evident in his engagement with his employees, instilling in them the same drive and desire for reforestation and fire protection as he had.\(^{465}\) During the Drury administration, Zavitz struggled to strengthen Ontario’s forest-fire prevention regulations and petitioned for this in his annual reports.\(^{466}\) In his 1920–1 annual report, Zavitz warned that
> [t]he outstanding feature of forest administration in the Province, as in all Eastern Canada, is an inability to control the losses from forest fires. The undertaking is so large and its bearing so important that the other phases of administrative work are comparatively minor matters.\(^{467}\)
Regardless of the lessons learnt from both the Porcupine and Matheson fires, some northern Ontario residents still maintained a cavalier attitude towards fire safety. They justified
\(^{465}\) Zavitz was known for holding fire-side chats with his employees where they would discuss reforestation efforts and strategize how they could prevent further deterioration to areas that were exhibiting sign of a “desert” because of soil erosion. Bacher, *Two Billion Trees*, 145–70.
\(^{466}\) As explained earlier, Drury focused his attention on the Timber Commission and the corresponding Latchford-Riddell Enquiry.
\(^{467}\) Zavitz, *Report of the Forestry Branch* (1920), 139.
their actions by arguing that many of the laws made in the south did not account for life in the north.
1922 was another dry and hot summer. Sudbury and Cochrane districts had already experienced significant damage due to fires earlier in the season. On October 4, there were hundreds of small fires burning in the region but nothing out of the ordinary. The direction of the wind suggested that many of the fires would be stalled by creeks and rivers in their paths. This changed quickly by midday when the wind changed direction and picked up speed. Like the Matheson fire, these small fires united to form a giant fire.
Over the course of two days, the fire consumed 1,680 square kilometers, affecting eighteen townships in Ontario and taking the lives of forty-three people. The townships of North Cobalt, Charlton, Thornloe, Heaslip, in addition to other smaller settlements, were completely destroyed. Hailieybury was hit the hardest. The devastation of the fire is best captured in an article in Toronto’s *Mail and Empire*, which compared the wreckage to the European towns after WWI battles: “Scenes at Hailieybury were beyond description, so suddenly and almost without warning did the holocaust descend. Men who went unmoved through the worst battles in France broke into sobs.”\(^{468}\)
The fire marshal’s report stated that Hailieybury suffered $3,232,330 in property damage of which forty-one percent ($1,334,444) was not insured. An inquest followed shortly after and resulted in the *Report of the Ontario Fire Marshal Following Investigation into the Northern Ontario Conflagration*. The report revealed that while there were several hundred fires burning that day (almost one on every lot), there was also a great deal of debris in the bush, which also contributed to the blaze. In contrast to this neglect, the township of Englehart was noted as
\(^{468}\) Barnes, *Killer in the Bush*, 93.
having fire-retardant roofing. The rail center and New Liskeard were praised for their efforts in fighting the fire on the outskirts of town, while Earlton and Kearns were applauded for their efforts in clearing around their community.
It would not be until the Conservatives were elected in 1923 that important practical reforms in forest protection were implemented. The increase in the number of devastating fires in the province revealed that manpower alone did not suffice to fight the fires and the assistance of machinery was necessary. The final report of the Timber Commission in 1922 emphasized this and recommended the expansion of the tower system. The purchase of aircraft and the employment of year-round timber scalers as fire rangers were also adopted.\(^{469}\) Within two years steel lookout towers were set up and aircraft purchased for fire prevention and suppression.\(^{470}\)
Fire prevention was further aided by the advocacy of Ontario Lands and Forests Minister James W. Lyons. He was instrumental in establishing the Ontario Provincial Air Service (OPAS) in 1924, which addressed concerns with forest protection and surveying.\(^{471}\)
The year prior, 1923, over two million acres had burned, of which twenty-eight percent was viable timber. That amounted to 500,074 acres of timber lost to fire.\(^{472}\) The continuous loss of timber revenues to fire further supported the need to implement an air service for patrolling forest fires in the province. At the same time, the *Forest Act* was amended in 1924 to better regulate slash-and-burning and additional machinery purchased to assist firefighting measures. The introduction of the portable hand pump and the airplane was a “factor in reaching a solution of
\(^{469}\) This also included more cost effective measures, such as the repair of 2000 miles of trail and the purchase of firefighting equipment, such as portable fire-pumps and light pick-up trucks.
\(^{470}\) *Annual Report of the Department of Lands and Forests 1922–23* (1923), 14.
\(^{471}\) Richardson, *Forestry in Ontario*. See also Memorandum from Edmund Zavitz to Beniah Bowman, AO. Forestry Branch, Correspondence Files, Revision Forest Fire Prevention Act, RG-1–256.
\(^{472}\) T.E. Mackay, *One Hundred Years of History—The Air Service* (Toronto, ON: Department of Lands and Forests, 1965), 6.
forest protection.\textsuperscript{473} In 1927, the Red Lake OPAS department was the first to introduce wireless telegraphy as a way of conveying forest fire information; this was the beginning of the provincial-wide radio communication network that would be developed years later. By the end of the 1929 season, two-way radios were being introduced to communicate between air and ground personnel. Assisting these efforts was the formation of the Dominion Meteorological Service, which began providing daily weather forecasts throughout the fire season. Within two years of service, aerial patrols were considered imperative in assisting in fire patrols. By 1929 the OPAS was operating twenty-two floatplanes whose efforts were devoted almost entirely to forest operations and, in particular, fire prevention.\textsuperscript{474} The acquisition of new equipment and trained personnel equipped with the newest techniques for fighting fires and resources (meteorological studies) not only helped increase firefighting success rates but also gave the OPAS a boost in morale.
Zavitz continue to push for more investment in fire protection services, especially the use of aircraft as a way of fighting fires more effectively. The progressive adoption of new firefighting measures led to the creation of more jobs for the unskilled or semi-skilled seasonal worker, while underscoring how important it was to employ professionally trained firefighters. Recruiting to forestry schools for positions for the various department services was actively adopted.\textsuperscript{475}
In helping to construct the public’s understanding of the province’s efforts at forest fire
\textsuperscript{473} “Forest Fire Conference, 1924.” (P.Z. Caverhill) 326; R.A. Rajala, \textit{Feds, Forest, and Fire: A Century of Canadian Forestry Innovation} (Ottawa, ON: Canada Science and Technology Muse), 58–9.
\textsuperscript{474} Headquarters for the Provincial Air Service was in Sault Ste. Marie, with district bases operating out of Sudbury, Orient Bay (on Lake Nipigon), Sioux Lookout as well as nine other sub-bases across Northern Ontario. See Richardson, \textit{Forestry in Ontario}.
\textsuperscript{475} By 1920 the DLF employed several dozen students from the University of Toronto’s Forestry School and was steadily increasing those number with each passing year. University of Toronto Archives (hereafter, UTA). A2004-0025/014 \textit{Faculty of Forestry Calendar, 1921–1922}.
prevention, the DLF made two films that showcased new forest fire prevention and suppression techniques introduced by Zavitz. *When Firemen Grow Wings: Fire Fighting with Aeroplanes* (1922–3) was developed by the Ontario Forestry Department and the Ontario Motion Picture Bureau (OMPB) (the direct antecedent of the National Film Board), and showed the use of aircraft in fighting forest fires. The film walks the viewer through various flight techniques that prepare pilots to locate fires, navigate safe passage through difficult weather conditions and collect water to suppress fires. The film then shows these techniques in action. As smoke starts billowing in the distance, the pilots are called to action. The frame then illustrates a roaring forest fire, where trees and bushes are engulfed in flames. Efforts from the ground follow. Two cars carrying firefighters arrive at the scene. They use gasoline-powered water pumps and hoses. The audience feels the men’s struggle to suppress the fire as the film provides a close-up of the trees and brush burning, and the film encourages the audience to identify with the brave men who are working in these conditions to mitigate the devastating spread of the fire. The film provides several explicit messages—the importance of adopting new methods in fire suppression techniques and equipment, training personnel to fight fires and having adequate manpower to fight fires.
A few years later OMPB partnered with the DFB to produce the 1927/8 *Forest Fire Fighters of the Skies*. The film contained many of the same features as the 1922–3 film, although it was focused on the new developments in fire suppression within the Forest Services, paying particular attention to meteorological conditions, radio communication as well as the new equipment and techniques that were being used to fight fires. To display these features, the film was structured using a “day in the life” sequence of events. It begins by showing float planes being maintained and the coordinating efforts of the Air Force and Forest Services. This is
followed by rangers calibrating equipment and taking the daily weather report. The mood shifts when a ranger attends to a distress call about a possible forest fire in the area. Rangers proceed to locate the supposed fire on map and inform the pilot. As a plane takes off, the film breaks down the coordination of efforts between air and ground personnel in suppressing fires. In restricting the movement of the fire, various equipment and techniques are shown. The film ends with the fire being put out.
Films, unlike print mediums, provided the necessary visual proof about the progress being made in forest fire suppression without viewers having to experience it firsthand. While both films were silent, black and white films, the images and accompanying text provided clear messaging about the importance of fire suppression. The films helped justify the costs associated with fighting fires, as they showed how public funds were being spent on equipment and personnel. Unlike a printed document outlining the same message, these films provided an opportunity to experience what it was like to fight fires first hand, through the camera lens. The release of *When Firemen Grow Wings* was shortly after the 1922 Haileybury/Temiskaming conflagration. The timely release served to reassure the public that measures were in place to assist in firefighting but further effort and support was still needed. The release of *Forest Fire Fighters in the Skies* in 1927/8 was shortly after the OPAS was created. Both films promoted the province’s efforts at conservation by highlighting the measures that were being taking to protect natural resources in the province.
The progress of the twenties would be short lived even with revisions to the 1930 *Forest Fire Protection Act* that incorporated changes to fire protection and mitigation.\(^{476}\) There were four key changes:
1. The fire season was extended from September 30 to October 15.
\(^{476}\) Ontario. Statue of Ontario. *20 Geo. V, c. 60* (1930).
2. Townships would become responsible for extinguishing any fires within their boundaries.
3. Anyone operating in the bush (other than for land clearing purposes) whose actions increased the risk of fires within the designated fire hazard zones would be required to apply for a work permit. (In 1931, 27,000 permits to burn were issued, covering an area of about 82,000 acres.)
4. The minister of DLF was given authority to restrict travel into the fire hazard zone during periods when the risk of fires was high.\(^{477}\)
While these amendments provided a means of reducing the occurrence of manmade anthropogenic fires, other unforeseeable factors contributed to the rise of fires during the early 1930s. Forest policies, like all “natural resources policies in the 1930’s must be seen essentially as a response to the crisis occasioned by the collapse of the Wall Street Stock Market and ensuing slump in world trade.”\(^{478}\) Both Ontario and the Dominion reacted to the market depression by halting all conservation efforts within their respective forest policy-making processes and opting for revenue-generating ones that exploiting resources, thereby alleviating many of the economic pressures of the depression. Ontario Premier Mitchel Hepburn stated in 1934 that “we [the Ontario Government] will make our natural resources available to enterprise. . . We will revive our forestry industry and restore Provincial Revenues.”\(^{479}\) It is evident that in this period conservation and long-term planning were traded in for short-term economic gain.
Cuts to natural resource departments were felt throughout the Great Depression. By 1935, unemployment levels were at an all-time high, and to help create employment, the province allowed a greater proportion of pulpwood to be exported to the United States. While this created jobs, it violated the sustainable development considerations in the provincial forestry industry. The market also dramatically affected the pulp and paper industry, which faced a collapse if
\(^{477}\) DLF, *Annual Report of the Department of Lands and Forests* (1931), 119.
\(^{478}\) Burton, *Natural Resource Policy*, 35.
\(^{479}\) *To the Electors—A Statement by Mitchell F. Hepburn* (Toronto, 1934); *The Increased Debt and Extravagant Expenditures of the Henry Government* (Toronto, ON, 1934); S.J.N. McKenty, “Mitchell F. Hepburn and the Ontario Election of 1934,” *Canadian Historical Review* 45 no. 4 (1964): 293.
government intervention did not occur. The province understood that the impact of such a collapse would be irreversible, creating both social and economic problems in northern industry towns. To avoid this situation, the province in 1935 created a program called Proration, which allowed mills to produce at levels that would sustain their operations as mandated by provincial requirements. This was followed by the 1936 *Forest Resource Regulation Act*, which was to
assist in the effecting of policy of proportion, and to enable the Crown to deal with timber limits which were held by companies in receivership, or subject to disability under which they had no power to come to an agreement with the Crown in respect of areas which were not required for their corporate purpose.\(^{480}\)
This gave the minister of the DLF more power. Under this new act he was able to remove land from any existing licenses, such as unused portions of limits or areas where license-holders had folded, and reallocate the land to alternative businesses who would be able to develop and provide employment opportunities and contribute to industrial development during the recession. This affected a number of companies who overnight had their lands reduced. While this conflicted the original license-holders contracts, little could be done as forest management was not a high priority of government during this period.
George Drew, appointed Conservative Primer in 1939, made it a priority to address the functioning of the DLF. In Drew’s eyes, the department needed to establish a “very clear necessity for some defined policy,”\(^{481}\) as up until this point it had operated in a chaotic and unsystematic fashion. From the time of the DLF’s inception until the late 1930s, the department’s policies were ill-defined according to observers. Critics at the time viewed the department as mismanaged and charged that responsibilities were carried out haphazardly. However, Lambert with Pross\(^{482}\) argue that this evaluation of the department is misleading; they
\(^{480}\) *Forest Resource Regulation Act*, S.O., 1936.
\(^{481}\) Lambert with Pross, *Renewing Nature’s Wealth*, 347.
\(^{482}\) Ibid., 343–53.
suggest that its structure was suitable for its role in the 1890s. However, it could not have been predicted that the department would be given more responsibilities over the years. Although Drew had an unfavourable opinion of the department, he believed that a long-range program for protecting resources could to be devised and carried out by the department.
The public’s perception of the department was no more favourable, as years of suspicious management left the public questioning its management and organization. Drew petitioned for an inquiry into the cause of the stagnation of the forestry industry, through the North-Western Ontario Associated Chambers of Commerce. The outcome of this was the creation of the Selective Committee of the Legislature that would “inquire into and report on all matters about the administration, licensing, sale, supervision, and conservation of natural resources by the DLF.”
The impetus this inquiry was first, the lack of public awareness that kept the public from understanding forestry policy implementation. The public believed that policy generators were designing and/or enforcing in their interest, this, however, was not the case. The second factor was the internal organizational structure of the department. The shift from enforcement of regulations carried out by the province to industry-regulated management enacted through the *Forest Resources Regulation Act* placed accountability in the hands of industry. In doing so, industry was not required to report its utilization of timber accurately. In an era of corruption, this was not an effective instrument for enforcement.
---
483 Ontario, *Journal of the Legislative Assembly of Ontario 1939* (April 14, 1939), 107.
484 It is interesting to note that per Mark Kuhlberg’s research, although there was clear abuse of power on the government’s part, some industry leaders took initiatives to protect the industry as was the case with the Abitibi Power & Paper Company who was ‘doing far more to manage the people’s forests than those who have been entrusted with this responsibility.’ See Kuhlberg, “‘We Have ‘Sold’ Forestry to the Management of the Company’: Abitibi Power and Paper Company’s Forestry Initiatives in Ontario, 1919-1929,” *Journal of Canadian Studies* 34, no. 3 (Fall 1999): 187-209.
The selection committee cited the lack of adequate knowledge of timber resources and Crown lands as one of the significant obstacles in the department administration, a problem that was identified in the 1920s by the timber commissioner. Additionally, the committee put forth many general recommendations on timber policy that suggested that “sustainable yield” was an acceptable practice for forest exploitation. The committee believed their recommendations would help in harmonizing the work of government and industry in the field.\(^{485}\) In the end, the report failed to reassure the public, and little came of it.
Periodicals acknowledged that the committee had approached the report in a systematically and professionally.\(^{486}\) The *Globe and Mail* commented that the committee operated “strictly non-political[ly].” Whereas, coverage in trade journals like *The Pulp and Paper Magazine* and the *Forestry Chronicle*, that frequently and thoroughly covered developments affecting the industry, did not deem the Selective Committee proceedings and its report pertinent to its readers. The *Canadian Lumberman*, another popular trade journal, however, reported on the formation of the committee, publishing a summary of the majority and minority reports and featuring an editorial favouring the adoption of a commission. The *Canadian Lumberman* also suggested that “[i]t looks as if the pivotal point of discussion . . . will be whether it is desirable and whether it is necessary . . . to place the administration of the lands and forests in the hands of a commission similar to the Ontario Hydro-Electric Power Commission,”\(^{487}\) although the paper then made the backhanded comment, “[w]e suggest these majority and minority reports should be carefully studied if an intelligent judgment is to be formed.”\(^{488}\) This attitude was the result of the paper’s predisposition to the department’s previous
\(^{485}\) Lambert with Pross, *Renewing Nature’s Wealth*, 348.
\(^{486}\) See *Globe and Mail* (April 10, 1941); *Fort William Daily* (April 14, 1941); *Evening Telegram* (April 11, 1941).
\(^{487}\) *Canadian Lumberman* (May 1, 1941), 22.
\(^{488}\) Ibid.
administration. It was reluctant to admit that the new administration would be transparent with the public and create sound and proficient management policies that balanced the needs of foresters and nature.
To help alleviate some of the public hesitancy around the DLF, seasoned forester Frank A. MacDougall was appointed in 1941 as Deputy Minister of department. It was believed that he could reform the administration and its policies with his skill and knowledge of the industry and resource. He knew it was paramount to regain the public’s trust. Under his leadership, the department began to equip itself with professional foresters who had adequate knowledge of land and forests and could manage the resources in a sound and competent manner. In doing so, MacDougall believed that “once the Department shows its ability and willingness to administer the public domain honestly, this fear [of corruption] will disappear.”\textsuperscript{489}
The restructuring of the department by Minster of the DLF (1941–3) Norman O. Hipel and MacDougall drew on the structure of the US Forest Service and Robert H. Connery’s \textit{Governmental Problems in Wild Life Conservation}.\textsuperscript{490} The reformed department made conservation a priority, and they achieved this in two stages: first, by reorganizing the internal structure of the department, and second by modifying current and future policies to allow for controlled management of resources.\textsuperscript{491}
Upon Hipel inheriting the department, it had ten divisions, all operating on.\textsuperscript{492} Reorganizing was the responsibility of the new division of Operations and Personnel headed by
\begin{footnotesize}
\begin{enumerate}
\item R. Connery, \textit{Government Problems in Wild Life Conservation} (New York: Columbia University Press, 1932), 174.
\item \textit{Ibid.}, 1935.
\item Lambert with Pross, \textit{Renewing Nature’s Wealth}, 363.
\item The ten divisions of the DLF were as follows: Accounts Division, Operating and Personnel, Law Division, Forest Protection Division, Division of Timber Management, Division of Land and Recreational Areas, Air Service Division, Research Division, and Division of Surveys. For a detailed description of these functions refer to Lambert with Pross, \textit{Renewing Nature’s Wealth}, 363–7.
\end{enumerate}
\end{footnotesize}
P.O. Rhynas. He worked alongside J.B. Thompson, supervisor of the Personnel and Office Management section. Together they faced the task of “adjusting, coordinating, planning and standardizing, according to the outlines of the ideas of the new Minister and his Deputy.”\textsuperscript{493}
MacDougall understood the importance of integrating timber, wildlife and other uses into forestry management practices. He made his thoughts on this known in his 1939 \textit{Forestry Chronicle} article “Multiple Land Use.”\textsuperscript{494} Although the article was about Algonquin Park, it could be applied to the whole department. MacDougall concern for planning and land-use were discussed in the department’s 1946 annual report, which stated: “some study has been given to the best method of development of lands for recreational, agricultural and other purposes.”\textsuperscript{495}
To better integrate his vision of multiple land use into the department, MacDougall first had to establish effective communication between the head office and the rest of the department. This was accomplished through technical circulars that disseminated information about departmental forestry work. They also served as a means of acknowledging the relationship between resources such as land and water and the protection and use of forest resources. His second act was the creation of the \textit{Forestry Resource Inventory} (FRI). The FRI served as the department’s forestry management tool and a means of developing MacDougall’s multiple land-use policy.
Since the turn of the century, Ontario had been prone to devastating forest fires. In the Government Administration District (known generally as Northern Ontario), approximately twenty percent of fires were caused by lightning and the remaining eighty percent by humans, most of which could have been prevented had precautions been taken.\textsuperscript{496} To address the
\begin{footnotesize}
\begin{itemize}
\item[\textsuperscript{493}] J.B. Thompson, \textit{Operations Branch History, 1940–1949} (Toronto, ON: DLF, 1953), 9.
\item[\textsuperscript{494}] E. MacDougall, “Multiple Land Use,” \textit{The Forestry Chronicle} 15 (December 1939): 207–11.
\item[\textsuperscript{495}] DLF, \textit{Annual Report} (1947), 57.
\item[\textsuperscript{496}] W.S. MacDonnell, “Public Education in Forest Fire Prevention,” \textit{The Forestry Chronicle} 25, no. 4 (1949): 276.
\end{itemize}
\end{footnotesize}
mounting concern about human involvement in fires, the DLF in 1943 employed year-round fire control staff. A permanent forest ranger school near Dorset, in Ontario’s Haliburton County, was established in 1943 to provide training for these staff.\textsuperscript{497} This was followed by the establishment of another training facility in 1948, the Lakehead Technical Institute in Port Arthur, Ontario.\textsuperscript{498}
The federal government for years tried to address concerns about forest fires, as outlined by the CFA in its 1943 letter to the Canadian public: “[i]t is generally agreed that the federal authorities have a larger part to play in promoting the welfare of Canada’s forest assets” where, “[p]rotection from fire still remains one of the prime duties of the authorities administering our great forest areas. Every Canadian must have the conviction that forest protection is vital.”\textsuperscript{499}
**Federal Promotional Efforts in Mitigating Forest Fires**
Awareness of the state of forests in Ontario increased as a result of forest fires destruction and information circulated in schools and the media contributed to the public appraisal of the resource sector. Establishing this connection with the resource would help facilitate the acceptance of promoting access and use of these resource spaces on a sustainable basis. Leverage the need for forest protection early park promotion crafted parks as places of pristine nature to be enjoyed by tourists. This changed in the mid-1930s and into the 1940s to parks being useful. The Federal Parks Branch in its war-time publicity tried not to operate in a way that would “create the impression that the national parks have gone out of business.”\textsuperscript{500} In doing so, it had to sell nationals parks not as a luxury, but as a necessity to alleviate the stress from the Depression and
\textsuperscript{497} Lambert with Pross, \textit{Renewing Nature’s Wealth}, 221.
\textsuperscript{498} H.W. Blenis, “The Role of Forest Ranger Schools in Canada and the United States,” \textit{The Forestry Chronicle} 29, no. 2 (1953): 159.
\textsuperscript{499} Canadian Forest Association, \textit{Plan of Action to Fully Utilize and Perpetuate Canada’s Forests: An Open Letter to All Canadians} (1943), 5.
\textsuperscript{500} LAC. R.J. Stead memo to Mr. Smart, 17 January 1945. RG84m vol. 178, file U113–106, pt. 1.
war years. While tourism was meagre during the 1930s to the mid-1940s, the hard work of publicizing parks for their holistic value paid off in the postwar era. Alexander Wilson acknowledged this by noting that “[o]utdoor recreation had become a mass phenomenon. For holidays, people often went on automobile trips along new roads that reached far into the natural areas of the continent.”\textsuperscript{501} As the transportation infrastructure improved, so did the growth of automobile tourism as travel was made easier and offered people the flexibility and freedom to enjoy the outdoor at their own pace and comfort level.\textsuperscript{502}
The rise of the leisure class meant an increased risk for forest fires. The federal government through the Dominion Forestry Branch (DFB) undertook a forest fire prevention campaign geared to educating the public about safe use of parks and the prevention of spreading fires. Efforts began slowly and progressed with the increased use of parks. Two of the most success adult forms of promotion were posters and films. The following section examines a sample of posters that appeared in parks across the country and the creation of two films geared to forest fire prevention. Figures 4.1–4.8 illustrate a selection of the posters that were found in federal and provincial parks between the mid-1920s to early 1940s (see Appendix C for a list of posters).
\textsuperscript{501} A. Wilson, \textit{The Culture of Nature: North American Landscape from Disney to the Exxon Valdez} (Toronto, ON: Between the Lines, 1991), 27.
\textsuperscript{502} Ibid., 26–43.
Figure 4.1 Dominion Forest Service poster
Source: LAC, RG 39, vol. 600
Figure 4.2 Dominion Forest Service poster
Source: LAC, RG 39, vol. 600
Figure 4.3 Dominion Forest Service poster
Source: LAC, RG 39, vol. 600
Figure 4.4 Dominion Forest Service poster
Source: LAC, RG 39, vol. 600
HOW TO KEEP YOUR CAMP-FIRE SAFE
1. Never build your fire on moss or against trees, stumps or logs.
2. Always keep leaves, grass and other litter away for at least two feet from the fire. Extinguish all fires in a firebox or in a pit surrounded by ground that contains decaying wood, leaves, or similar materials.
3. When leaving camp, even if only for a short time, always put your fire out—you may be unexpectedly delayed.
4. When putting out your fire, use lots of water and stir all around it with axe or stick. Also stir the water into the coals and ground.
5. If no water is available, let your fire burn out, then dig all around it and cover with at least two inches of clay or sandy soil.
6. When you are sure your fire is out, STAND YOUR TEAPOT STICK FIRMLY UPRIGHT IN CENTRE OF THE DEAD ASHES. If a bush fire occurs this will later prove that your fire was not responsible.
7. NEVER LEAVE A CAMP-FIRE BURNING!
DID YOU PUT YOUR FIRE OUT?
RIGHT OUT?
NOW TAKE ANOTHER LOOK!
YOU CAN NEVER BE TOO CAREFUL
E. H. FINLAYSON,
Director of Forestry
Figure 4.7 Dominion Forest Service poster
Source: LAC, RG 39, vol. 600
Figure 4.8 Dominion Forest Service poster
Source: LAC, RG 39, vol. 600
By the 1940s a growing disconnect between urban dwellers and nature formed, and people’s longing to reconnect presented a discrepancy with their knowledge and skills of how to safely interact with the environment. In Figures 4.5 and 4.8 attention is drawn to the proper etiquette and safety measures that should be taken in wooded areas. In the poster *How to Keep your Camp-Fire Safe* (Figure 4.5), a logical persuasion is used to effectively convey the safest way to set up a campsite. Bold, capital lettering of “never leave a camp-fire burning!” further drives the point home and leaves a lasting impression on the viewer. The illustration that accompanies the text helps to represent the instructions. The *Camp Etiquette* poster (Figure 4.8) uses logical and emotional appeals. Like the previous poster Figure 4.5, the formatting and font helps to draw the audiences’ attention towards key words and phrases, in hopes of highlighting its importance. The logical appeal of the large bolded font is used in tandem with an emotional persuasion appeal to further convince the audience of the importance of the message, as in the statement, “If this camp is good enough for you, leave it good enough for the next fellow.” This suggestive statement places the onus to be respectful of the environment on the camper.
These posters use emotional and logical grounds of appeals to persuade viewers to act appropriately. It is evident that the DFS used logic to rationalize caution when in the park, displaying the impending dangers. Figures 4.2 and 4.3 both illustrate how forest fires can begin, one by human agency and the other from natural occurrences. Although fires started naturally are not always preventable, the posters stress that in some cases they can be avoided, just like fires caused by human carelessness are preventable with vigilance and caution. The message on both is similar, which is to act with caution and be mindful of your surroundings and actions.
The DFS also used past environmental disasters as a tactic to promote care in its poster campaigns, as witnessed in Figure 4.7. Throughout the 1930s, dust storms ravaged the prairies
and also often “darken[ed] the skies of Ontario.”\textsuperscript{503} This poster was a stark reminder of the environmental degradation and ecological catastrophe of this period. To remedy the destruction of past years, it was essential to invest in a resource reserve and not repeat past mistakes. An emotional appeal was made based upon rectifying mistakes of the past, while logical reasoning justified the benefits that creating and investing in a reserve would mean for the area: a health supply of timber as well as diminished dust storms.
The most common tactic used during this period was an emotional appeal, as in the case of how human carelessness could jeopardize other industries that relied on the forestry industry for their success, such as in Figure 4.4. The poster draws a connection between the forest and agriculture, where agriculture is dependent on the successful preservation of the forest. This ad tactic was used extensively during war times, as demand for timber was high and the loss of this resource had a direct impact on the war effort. WWII ads appealed emotionally to the reader to be “even more” cautious, as to not jeopardize the safety of troops, referring to those that did cause forest fires can be perceived to be a terrorist.
Similarly, posters acted as a way of informing park users of new regulations, boundary limits and safety warnings. Figure 4.1 is an example of such a poster. The “red band or X” indicates the boundary between recreation and industry. Posters that fall into this category were usually text heavy, outlining the dangers of fire and listing unlawful behaviours, such as trespassing or not acquiring the proper permits, that resulted in prosecution and/or penalties.
It is also necessary to draw attention to DFS efforts to disseminate warnings to all patrons of parks, regardless of their cultural origins. For many years, the DFS published posters in several languages, catering to the cultural diversity in each region. Figure 4.6 is one such
\textsuperscript{503} O.M. McConkey, \textit{Conservation in Canada} (Toronto, ON: J.M. Dent and Sons 1952), 60.
example, containing both English and Cree text. Other languages that appeared on DFS posters were French, Chipewyan, Slavey, Hindi, Russian and Japanese.\footnote{For reference to posters printed in these languages refer to LAC RG 39 vol. 599 and 600.} The publication of posters in unofficial Canadian languages is an acknowledgment of present of large cultural groups in certain regions would frequent these spaces, and the government assuming a level of responsibility for educating these groups by providing language based materials. What is interesting to note however, is the distribution and translation of posters were not consistent through the country.\footnote{In going through the archives at the LAC looking through the DFS records, I did not come across materials published in all common Indigenous languages. The posters that were published in Slavey and Chipewyan were circulated in the NWT, BC and parts of northern Alberta. Other common languages such as Cree and Ojibway were not found. This is not to say they do not exist, it just indicates that they were not catalogued with the DFS or other records I examined at the LAC.}
The DFS poster campaigns offered park patrons valuable advice about looming dangers that could be avoided if proper etiquette and caution were exercised. In doing so, visitors would be able to enjoy a safe and enjoyable excursion in the park. The department’s promotional efforts reflected the determination needed to educate park users on safety measures and practices while highlighting the importance of forests to the nation’s economic and natural prosperity. What can be concluded from analyzing the DFS’s poster campaigns during the 1920s and 1930s is the use of area-specific content, mixed use of text and images and formatting and the DFS’s ability to target various audiences using an assortment of different tactics. More attention was given to fire prevention than proper utilization of the area, based on the sample of posters I assessed. This finding is not surprising seeing as forest fires were becoming a mounting concern for the DFS as well as provincial resource ministers who were forced to invest in suppression efforts. There was
little need to promote leisure usage of forested areas as Parks Canada was heading this campaign effort.\textsuperscript{506}
**Creating Cooperative Partnerships to Promote Prevention**
The other popular medium that was used to broker messages of prevention was film. Films provided a way of visually representing the damage that a single match could inflict on an entire forest. They also served as a partnership opportunity with other agencies both domestic and international. The sharing of resources, funds and ideas created higher quality products. The following section looks at two films whose focus was prevention from a consumer perspective. The films were tailored to an urban viewer whose interaction with the outdoors was limited.
The 1943 film \textit{Vigilance for Victory} was a joint production between the U.S. Department of Agriculture and the Canadian Forestry Association. The film served two purposes: to establish the value and importance of the forestry industry in aid of the war effort and to stress the importance of conservation and prevention. Following a rudimentary storyline, the film creates an association between the audience and the content, allowing the audience to become invested in the story and resulting messages. \textit{Vigilance for Victory} establishes this connection in two ways, first by explaining that wealth is attached to the vitality of the forest, and secondly by directly linking timber supply to the success of the war effort. This film is effective because of the black and white images and the authoritative voice of the narrator, who conveys the importance of forest fire prevention. With no background sound to help cue the audience’s emotional response, the narrator is responsible for guiding the viewer’s responses. Long pauses and right-branching sentences make the narration as accessible as possible. Once the connection between the audience and the forest is established, the film begins outlining what can be done on
\textsuperscript{506} P.J. Saari, “Marketing Nature: The Canadian National Parks Branch and Constructing the Portrayal of National Parks in Promotional Brochures, 1936–1970,” \textit{Environment and History} 21 (2015): 401–46.
the viewer’s part to prevent timber loss, charging human carelessness as the leading cause of forest fires. As with some of the DFS posters previously analyzed, the language in the film was strategically chosen to tap into the patriotic mindset of the time, referring to those who started fires as “saboteurs.” The short ends by reinforcing the importance of remaining vigilant in preventing forest fires from occurring, as the narrator closes his monologue with “save the forest to win the war.”
Only a year later, this narrative of a prosperous forestry industry was again displayed on the big screen with the release of the 1944 film *Tomorrow’s Timber*, which simultaneously promoted the industry’s economic benefits while warning of the dangers posed by forest fires. The film begins and ends with images associated with fire. The purpose of this framing is to captivate the audience’s attention with images of fire while focusing on its destructive nature. At the same time, the film makes the content relatable to the average viewer by showing blue-collar workers losing their jobs, which was widely experienced by the viewers in this era. By offering content that the audience could identify with, the film created a sense of purpose for the individual viewer.
The film’s central message of “help prevent forest fires” is amplified in the final sequence, leaving a lasting impression on the viewer. This take-home message is accomplished by showing fire’s impact on a thriving community, highlighting the importance of that industry and resource, and concluding by suggesting that it is “our” responsibility to protect nature’s wealth. The causal relationship between human carelessness and the existential threat to a thriving community is starkly portrayed—if caution is not exercised in wooded areas, great destruction can occur, affecting everyone. The film fulfilled the government’s goal of promoting
a vibrant, fruitful forestry industry with images of timber harvesting and processing that demonstrated the industry’s contribution to the economy.
The public still had little understanding of how the government practiced forestry on public lands. Even those who were aware of forestry policy were still apprehensive because of the previous cut-and-run developments of the industry that resulted in an unbalanced pattern of timber harvesting, inadequate provisions for future forest crops and the creation of ghost towns. These actions spoke to the government’s neglect in providing the public with access to information concerning research, governing and management approaches. This would not change much throughout the 1940s. The DLF was focused on restructuring the department and relied on DFS efforts in promoting forest fire prevention to the general public while they promoted to foresters in trade magazine. They took out ads in trade magazines primarily *Canada Lumberman* and *Pulp and Paper Magazine of Canada*.
Upon initial examination of these ads, it is evident that they were simplistic and required a low level of education to understand, as the visual and verbal imagery reveal a straightforward relationship between supplier and consumer. The messages focused on preventing forest fires caused by human agency. Headlines carried titles such as “It’s Your Money” (Figure 4.9) and “Prevention is better than Cure!” (Figure 4.10). The text accompanying these ads reflected the need to take responsibility to prevent forest fires when working in the bush. However, none of the ads in either trade publication (Canada Lumber or Pulp and Paper Magazine of Canada) reflected the DFL’s initiatives in establishing transparency between government activities and legislation/policies or in multiple-use planning, a direction it was heading.
Figure 4.9 Ontario Department of Lands and Forests advertisement
Source: DLF. 1946 October, Pulp and Paper Canada, 116.
Figure 4.10 Ontario Department of Lands and Forests Advertisement
Source: DLF. September 1949. Canada Lumberman 69, no. 9, 116.
The DLF went through several changes during the first half of the twentieth century. At the beginning of the century, it led the conservation effort with progressive reforms in forest policy, but then soon fell behind. A combination of leadership and market struggles shifted its focus back to revenue-generating measures, which were felt not only within the department but affected forests as well. This period of transition in the 1940s witnessed a shift in federal responsibility, as the federal government stepped in to assist. The reason for this change included:
the general increase in public awareness of environmental issues and the direct political pressures of environmental groups; the buoyant economic state which (rightly or wrongly) enabled governments to feel that they could afford policies that would be low priority items in times of economic recession; the philosophy of the federal government (and the mood of the country generally) that made it possible for Ottawa to dabble in many policy areas that were constitutionally within the provincial bailiwick.\(^{507}\)
The involvement of the federal government in provincial affairs contributed to the larger theme of order and control. The years of abuse and corruption in the DLF resulted in the public’s loss of confidence in the department. It is this need for structure through order and control that eased public concerns. When the province could not ensure them, they sought federal help.
Throughout this chapter, the conservation movement has been discussed and then related to the increased efforts to educate the public about forest management and safety. The action or inaction of the government in developing and promoting education helped shape public opinion about the utility of the province’s resources. While the public’s experiences and interactions played a role in shaping their identity with the forest, the government significantly shaped those experiences promoting the mixed use of forests for preservation, entertainment and business.
\(^{507}\) M. Whittington, “Department of the Environment,” *Spending Tax Dollars: Federal Expenditures, 1980–81*, ed. G.B. Doern (Ottawa, ON: Carleton University, School of Public Administration, 1980), 101.
The 1930s and 40s were a period of development that was reminiscent of old imperial policy that used the forest sector as a base for economic development, once again adopting the doctrine of usefulness. This regression in policy was a product of a time when economic stimulation was needed. Conservation and social aspects of forest policy in Ontario were sacrificed in favour of short-term economic considerations. It would not be until the 1960s that conservation would be embraced once again and the forests would be seen as more than an economic asset.
Central to this chapter is the evolution of forestry as a science. The promotion of forests by the government focused primarily on forest fire prevention. While the province’s efforts were meagre, the federal government used new mediums to educate the public on advances in forest fire suppression and prevention. Through its efforts in promoting forest fire prevention, the federal government are able to control the narrative and use conservation and preservation as a platform to garner public support.
Public programming and conferences focusing on public education reflected a step in the right direction in bridging the knowledge gap. It also shifted responsibility onto regional foresters to create meaningful partnerships and open lines of communication between the public, industry and government in addressing the direction taken in forestry practices and management in their respective regions; as public outreach was the first line of communication in establishing a positive rapport between the forestry sector and the local communities directly affected by the forest industries.\(^{508}\) This placed pressure on foresters to become trained in communication skills.\(^{509}\) Although there was a disagreement within the profession as to the shortfalls in public
\(^{508}\) P.R. Bliss, “With the CIF in Toronto,” in *Canada Lumberman* 77, no. 12 (1957).
\(^{509}\) It was evident that there was a lack of unity within the profession. Many have commented that foresters in general lacked a sense of responsibility in participating in politics and public affairs. This only added to the fact that many lacked the social graces necessary to allow for all voices to be heard within the sector. This growing conflict
knowledge of the forestry sector in the past, they all shared the belief that going forward more community outreach was needed.\textsuperscript{510} Efforts to create youth programming began to slowly emerge at the turn of the century and in time evolved into an important strategy for cultivating long-term stewardship. The next chapter discusses the slow adoption of efforts to educate youth about conservation and prevention in forests.
\textsuperscript{510} Some foresters argued that education was a specialized field in the industry and as such should be the responsibility of groups and organizations (such as the CFA and CIF).
Chapter 5
Creating Resource Stewards by Investing in Youth Programming and Education, 1950s
Conservation is not something imposed on a community by any legal body. It is a philosophy of life and an attitude of mind. Unless the people, one by one, have realized the meaning and significance of conservation in their daily lives all these plans are so much wasted effort. To produce this attitude is one of the greatest responsibilities of conservation authorities.
—Charley Dill\(^{511}\)
Ontario, like the rest of the country, was in a period of change in the 1950s. The Depression and WWII had shifted forestry policy emphasis back to revenue-generating measures to stimulate the economy and employment. These exploitative policies stunted the progress made at the beginning of the 1900s. The Ontario DLF by the late 1940s had been reorganized and began to shift direction once again towards conservation.
Throughout the 1950s, the province had a vast repertoire of conservation materials that were used to educate the public:\(^{512}\) films, lectures, radio broadcasts and comic books, were all media the DLF used to reach audiences. (See Appendix D for a list of some of the films, lecture series and brochures that were used by the department.) Beginning in 1950, the Public Relation Assistant program, which assisted with conservation education and related work, was discontinued. After this it became the responsibility of regions to carry on these efforts.\(^{513}\) The rationale behind this change was to encourage and tailor educational programming specifically for each region by regional staff through their own particular branch of the DLF’s work (forest protection, timber management, fish and wildlife, etc.).\(^{514}\) This devolution of responsibility onto
\(^{511}\) C. Dill, “C.F.A. Aids Forest Fire Prevention Programme in Ontario: Conservation Railway Car Starts Tour of Province,” *Sylva* 10, no. 5 (1954): 22.
\(^{512}\) Ontario, Department of Lands and Forests, *Report of the Minister of Lands and Forests of the Province of Ontario, 1955–56* (Toronto, ON: King’s Printer 1956), 29–38.
\(^{513}\) Ontario, Department of Lands and Forests, *Report of the Minister of Lands and Forests of the Province of Ontario, 1950* (Ontario, 1950), 110.
\(^{514}\) Ibid.
the shoulders of district-level staff resulted in a corresponding variation in the levels of public engagement in each region. That being said, the department still continued to contribute to the effort by sponsoring visual media creation, hosting travelling lectures and advertising in different publications.\textsuperscript{515}
The focus of this chapter is on government, resource agencies and industry efforts to foster stewardship in the next generation of youth through innovative and engaging modes of communication, particularly experiential learning. Such efforts stretch as far back to the turn of the century and the nascent back-to-nature movement, when experts realized that children’s programming must be fundamentally different from adult outreach. Establishing positive connections with forests provided the impetus for individuals to remain interested and invested in forest welfare throughout their entire lives. These efforts came into their own after WWII when a variety of available media, particularly radio and comic books, made broader and more consistent outreach to youth possible and practical. Through an examination of promotional programs and publications, along with more hands-on educational initiatives, this chapter assembles a cohesive picture of government and industry attempts to ensure children would be the stewards of tomorrow. This chapter begins by looking at the economic and political climate that led the province to adopt conservation policies once again. Here a brief consideration is given to the forest industries’ contribution to promoting their efforts towards conservation and the maintenance of a sustainable yield. This is followed by an exploration of some of the media that helped foster the stewards of tomorrows.
\textsuperscript{515} Ontario, \textit{Report of the Minister}, 1956.
The Start of a New Era
The state of forest policy in Ontario was addressed by the DLF at the British Commonwealth Forestry Conference (BCFC) in 1952, where they described the early stages of a progressive forest policy in the province, reminiscent of an earlier conservation ideal:
Heavy wartime drains on the timber resource of the province built up a back-log of work which led to an unprecedented increase in staff in the post-war period. Added to this, sustained yield management, which probably would have started fifteen years earlier had favourable economic conditions prevailed, was initiated after the conclusion of hostilities. The period under view—1946 to 1950—has therefore been one . . . [of] transfer from a policy of liquidation of reserves of virgin timber to one of sustained yield forest management.\(^{516}\)
While the department was trying to resituate conservation measures within its policies, its statement to the BCFC was premature. While it had established a general forest management procedure, it was still far from achieving a sustained yield.
With the return of soldiers after WWII, the provincial job sector petitioned the province to combine forest management policy with its job-creation policy. In doing so, forest industries in the province saw an influx of veterans to the forestry sector who brought with them technological advancements that helped modernize many aspects of forest production and management. Their first initiative in this program was to produce a dependable forestry inventory as a baseline for future management planning. It was clear to the Division of Timber Management that the industry’s “greatest handicap” was the “lack of a proper inventory of the forest resources.”\(^{517}\) The government decreed that the DLF should continue to make an inventory
\(^{516}\) Ontario Department of Lands and Forests, *Forestry in Ontario*, A statement prepared by the Ontario Department of Lands and Forests for the British Commonwealth Forestry Conference (Ontario, 1952). Managing the country’s woodlands on a sustained yield bases was first proposed in 1945 at a conference on resource conservation. The federal government agreed to endorse this concept and proceeded to help fund provincial programs directed at compiling inventories of their forestry resources. See, M. Kuhlberg, *One Hundred Rings and Counting*, 145–6.
\(^{517}\) Armson, *Ontario Forests*, 153.
at regular intervals, so as to maintain an accurate resource estimation. This was a costly undertaking, with both ground and aerial surveys employing hundreds of veterans. To assist the program, the *Canadian Forestry Act* was passed on April 1, 1949, with the cost of inventory policy being shared equally by the provincial and federal governments. The inventory helped contribute to the larger body of knowledge about forested areas in the province and made it possible for Ontario to request detailed management plans from industry for approval.
In the postwar years, forest policy focused on stabilizing both the industry and the management of provincial forests. The reorganization of the DLF and Howard Kennedy’s potential policy outline fuelled this endeavour.\(^{518}\) In solidarity with this new management plan, ads were placed by both Spruce Falls Power and Paper Company and the Abitibi Power and Paper Company Limited, to illustrate to the public their effort in meeting their management requirements. Spruce Falls P&P took an ad out in the *Canadian Pulp and Paper Industry* magazine to enhance its efforts in regeneration of their timber resources. As seen in Figure 5.1,
\(^{518}\)The changes that Kennedy proposed in his report reflected his desire to create a comprehensive forestry policy that would address present and future concerns within the industry and management of the resource. Kennedy attributed the troubling situation to a lack of public interest and pressure which was needed to elicit development of rational forestry programs. His more instrumental and pivotal recommendations were:
1) Forest management must adhere to principles of sustainable yield.
2) A set of regulations and adequate legislation should be tabled to ensure equal treatment of all forest users.
3) There should be improved utilization standards to more adequately use existing valuable species and to provide uses for presently unmarketable species.
4) Over-mature timber must be designated for harvest first.
5) All cutovers should be regenerated to a point equal to or better than original conditions.
6) A simplification of the methods of levying government charges should be done, using only forest rent and stumpage.
7) The export of unmanufactured wood should be prevented.
8) There must be expansion of provincial road systems to more evenly distribute the cut.
The report itself was deemed controversial. Although it illustrated major problems within the sector, many felt that the suggestions put forth were too general and not suited for local situations. Eventually the report managed to evoke publicity for the resource sector and future development of management policy. With the release of the Kennedy Report, many newspapers spoke of the importance of its implementation. The *Ottawa Journal* stated, “This is probably the most important document yet issued on the great wood industries of the province and their destinies in the years to come. ‘Timber mining’ must stop.” The Napanee Beaver was quick to add, “If [this report] does anything to prevent the riotous waste of our forest resources, we are all for it.” Quotations taken from the *Financial Post*, August 23, 1947 and August 30, 1947.
the company illustrated its regeneration effort (preparing seedbeds, sowing seeds and transplanting seedlings) at its Kapuskasing location. What the ad failed to address was the quantity and quality of seedlings being produced for regeneration. The ad embellished the company’s efforts while communicating the message that the company has taken action in sustaining a future timber supply. Abitibi, on the other hand, was tactful in its ad design so as not to provide the audience with more detail of its management operations than necessary. The company did, however, mention that it was taking proper precautions and was ahead of the curve regarding “sound forest management.” Unlike in the Spruce Falls P&P ad, Abitibi’s audience was forced to speculate what measures had been taken as the ad did not illustrate nor discuss the company’s forest regeneration practices (see Figure 5.2).
The forest industry and the DLF seemed to be in good standing with the public by the 1950s. As far as the public was concerned, forests were being managed well and government and industry had a cohesive relationship. There was some criticism that the government prioritized industry needs over environmental needs, as in the case of the Kalamazoo Vegetable and Parchment Company (KVP). Nevertheless, these incidents were often overshadowed by other initiatives coming from both the provincial and federal levels.
Propaganda released at this time was primarily in trade magazines promoting forest fire prevention. Newspapers covered the major changes happening within the sector but primarily printed news related to forest fires. Although reforestation and sustainable yield were being
---
519 Both companies went public with their regeneration efforts. Abitibi Pulp and Paper Company at Raith paved the way for experimental research on regeneration, having conducted exploratory appraisals on harvesting patterns to regenerate spruce and jack pine. Spruce Falls P&P used a more tactical approach and began hand planting seedlings to transplant into a silvicultural clearcutting system. See, A.P. Leslie, “Some Historical Aspects of Forestry in Ontario,” *The Forestry Chronicle* 26, no. 3 (1950): 243–50.
520 For court case see, Supreme Court of Canada, *K.V.P. Co. Ltd. v. McKie et al., 1948*, SCR 698 (1949). Also see, J. Bendickson, “KVP: Riparian Resurrection in 20th Century Ontario,” in *Property on Trial: Canadian Cases in Context, edited by E. Tucker, J. Muir and B. Ziff*, 71-92 (Toronto: Osgoode Society, 2012).
promoted as the newly adopted management strategy, little was done in explaining what this entailed for the population at large. The growing gap in knowledge was becoming apparent with industry personnel and the public promulgated information with discrepancies and inconsistencies.
Figure 5.1 Spruce Falls Power and Paper Company Ltd.
April 1952. Canadian Pulp and Paper Industry 5, no. 4 (April 1952): 61.
Figure 5.2 Abitibi Power and Paper Company Ltd.
Source: Canada Pulp and Paper Industry 8, no. 4 (April 1955): 27.
Following the passing of the new *Crown Timber Act*, Honourable W.S. Gemmell presented *Suggestions for a Programme of Renewable Resources Development*, also known as
the *White Paper* to the Legislative Assembly of Ontario a year later.\textsuperscript{521} This proposal used the Forestry Resource Inventory (FRI) as a basis to integrate “the many and varying uses of land for forests and recreation with their use for wild-life; the use of streams and lakes for hydro developments with their use for log driving and fishery management. In short it makes it possible to reconcile the complex relationships between often-conflicting land and water uses.”\textsuperscript{522} In theory the province would adopt sustainable yield measures, making it their mandate that “the province’s forests shall be maintained to yield periodic timber crops in perpetuity.”\textsuperscript{523} In reality, although the province created a management plan, it failed to implement a sustained yield policy: road systems were not developed, the cut was not evenly distributed and suggested cutting methods to promote natural regeneration were ignored. Lambert with Pross credit the vastness of the province and the mass quantity of mature and over mature timber as the basic problem with attaining sustained yield.\textsuperscript{524}
\textsuperscript{521} Legislature debates: 1954 (March 29, 1954), 905 forestry; Ontario, Department of Lands and Forest, *Suggestions for Program of Renewable Resources Development* White Paper (Toronto: 1954).
\textsuperscript{522} To achieve these goals, the following steps would need to be taken:
1) By April 1, 1959, the provisions of the CTA regarding management plans would be fully enforced.
2) Within a ten-year period, a distribution in cut would be accomplished in the province’s forests so no district or management unit would be overcut for any commercially valuable species.
3) A proper age class distribution would be developed through reduction, by harvest, of mature and overmature timber.
4) Operations would apply appropriate silvicultural techniques to medium and better site cutovers to ensure full stocking.
5) In the future, stands to be cut would provide for their own replacement.
To accomplish each, step the following would need to be done:
1) Hire more field staff
2) Development of road systems
3) Tree planting to aid/supplement natural regeneration
4) Modification of harvesting techniques as to promote natural regeneration.
See White Paper, “Suggestions,” 2.
\textsuperscript{523} A statement made by the DLF to the British Commonwealth Forestry Conference in 1957. See also C.W. Scott, “The Seventh British Commonwealth Forestry Conference: Summaries and Reviews of Some Papers Submitted,” in *Empire Forestry Review* 37, no. 91 (1958): 96–102.
\textsuperscript{524} For further discussion, see Lambert with Pross, *Renewing Nature’s Wealth*, 414–23.
A radical change in forestry policy was needed. This was based on the fact that, as the public’s awareness increased, so too did its understanding that the current supply of timber would not be able to meet the escalating future requirements under the present management system. H.R. MacMillan spoke of this future concern in a paper he presented to U of T:
The forest is still believed to be inexhaustible and self-perpetuating; it is expected to continue automatically to perform its role as inevitably, cheaply, and dependably as the tides. Canadians do not yet fully recognize that the forest, as a crop, is continuously most productive only if there is investment in silvicultural management suited to species and site.\(^{525}\)
MacMillan warned that notions of forestry were based on a fallacy that supported exploitation and the over-mechanization of the industry with no concern for future supply. Warnings such as MacMillan’s were commonplace through the early half of the twentieth century. Nonetheless, the mounting concerns surrounding public awareness were finally being discussed openly. As Dean George S. Allen of University of British Columbia (UBC) Faculty of Forestry stated at a 1957 Canadian Institute of Forestry (CIF) annual meeting, “in spite of this concerned effort, very few Canadians seem to have even an elementary knowledge of forests, forestry and foresters.”\(^{526}\) J.L. Van Camp, general manager of the CFA also shared his frustration at the lack of public knowledge about forestry in Atlantic Canada. Similar experiences was felt throughout the country.\(^{527}\)
\(^{525}\) MacMillan, *The Profession and Practice of Forestry in Canada*.
\(^{526}\) LAC MG 28 1888 vol. 17—file CIF Forestry, 1957. Summary. Public Education Session. CIF Annual Meeting Toronto October 24, 1957 (Notes by JL Van Camp).
\(^{527}\) “I have found it a matter of serious concern to many forest industry executives that the attitude of the Canadian public is not more favourable to forest industry. There is, in fact, especially in areas far removed from the mills and the forest, a feeling of suspicion if not actual antagonism. This, I believe, arises chiefly from a lack of factual information for the public. For this unfortunate condition, the CFA shares part of the responsibility, along with the forest industry. The latter have, in many cases, depended upon second or third-hand information about their business reaching the private citizen, who is the really important factor in public relations. It is perhaps sufficient to say that more and more people are living in cities, and are therefore increasingly out-of-touch with the forests as time goes on. This lack of communication, or of first-hand knowledge, permits misunderstandings to develop in many quarters. The old rule that we suspect the unknown applies here as elsewhere.” Public relations in forestry industry. An address to the CIF, Atlantic Section (Halifax, NS, November 21, 1957) by J.L. Van Camp, General Manager of the CFA. See LAC MG 28 188 vol. 17 – file CIF Forestry, 1957.
Although the public was becoming more aware of the importance of preserving forests, there was still work to be done on educating the public and forest workers with correct information. By having an informed society and workforce they would be able to see the value in conservation management, research and long-term planning. The DLF used this education push as momentum to urge the forester to consider a more organized approach to conservation, as seen in the February 1951 ad in the *Canada Lumberman* (see Figure 5.3).
Forest product industries also tried to capitalize on this narrative of long-term conservation planning to protect forest resources by taking out their own ads that supported this message. Once such company was the Canadian Cellulose Company, who released a 1952 advertisement in the *Canada Lumberman* discussing the importance of long-term planning for future forest (see Figure 5.4). Although CCC’s message spoke genuinely of the mounting concerns within the industry about sustainability, it was perhaps too auspicious of how management trends would play out.
Figure 5.3 Department of Lands and Forests
Source: Canada Lumberman 71, no. 2 (February 1951): 57.
Figure 5.4 Canadian Cellulose Company
Source: Canadian Pulp and Paper Industry 5, no. 4 (April 1952): 171.
It is important to note that the forest industry wielded a great deal of influence during this period, and this should not be overlooked when analyzing the tenor of promotional materials. Issues regarding sustainability and management were still rampant because of the government’s unwillingness to challenge companies.\textsuperscript{528} There were times in the Frost administration where they would manipulate laws and required judges to consider the economic consequences of their environmental rulings against forest companies. An example is the case of KVP where various lawsuits brought against the company only resulted in a modest clean-up of the river.\textsuperscript{529} It did, however, raise awareness of the environmental concerns surrounding the pulp and paper industry.\textsuperscript{530}
\textbf{Training Men for a Trade in Forestry}
Further supporting the efforts of promoting long-term conservation management was educating the next generation of foresters on management practices that adhered to the province’s conservation objectives. This was achieved by providing the province’s unemployed male youths with the opportunity to learn hands-on forestry best practices. Some of the first forays into
\textsuperscript{528} J. Swift, \textit{Cut and Run: The Assault on Canada’s Forests} (Toronto, ON: Between the Lines Press, 1983).
\textsuperscript{529} Until 1930, Abitibi Pulp and Paper had operated on the Espanola River. It was later revived in 1946 by Michigan-based Kalamazoo Vegetable and Parchment Co. (KVP). KVP polluted the river with toxic chemicals that all but destroyed a once thriving commercial fishing waterway. For further discussion, see J. Benidickson, “KVP: Riparian Resurrection in 20th Century Ontario,” in \textit{Property on Trial: Canadian Cases in Context}, ed. E. Tucker, J. Muir and B. Ziff (Toronto, ON: Osgoode Society, 2012), 71–92.
\textsuperscript{530} The government–industry partnership prevented environmental restrictions being imposed on KVP. The meager reparations faced by KVP can be explained by the mutually beneficial relationship between the government and the forestry industry, where the economic benefits to the province were deemed too great to loose. The significant financial contributor KVP made to the community was evident. It employed 1,500 people in Espanola and represented a capital investment of over $13 million, with a monthly payroll of $430,000. See \textit{Globe and Mail} (January 12, 1950), 10. KVP’s role in the community gave it precedence to continue its activities, despite acknowledgements of the threat to both the health of the environment and the population, as outlined in a conversation between Dr. G. Downe and the KVP plant manager:
I . . . told him I understood the plant was going to re-open. I asked him if he was going to dispose of the waste in the river. I told him it would ruin some of the best fishing in North America. He said what are a few fish to what we are doing for the country. I suggested to him they could pipe the waste on over the sand flats. He said it was a matter of economics. They are spending money on the plant. I said are you going to put the effluent in the water. He said yes. (See OA. JC McRuer Papers, Benchbooks, No. 10 at 73.)
experiential education began as a response to the unemployment levels of the Depression. British Columbia (BC) was one of the first provinces to establish this type of education with the Young Men’s Forestry Training Plan (YMFTP) in 1935, modeled after Franklin D. Roosevelt’s 1933 Civilian Conservation Corps (CCC).\(^{531}\) Other provinces soon implemented training programs in a variety of fields (1937–1939).\(^{532}\) The success of the provincial youth training program in BC led to its adoption on a national scale, and in 1939 the National Forestry Program (NFP) was created.\(^{533}\) This merged relief camps created by the Department of National Defense (DND) in the early 1930s\(^{534}\) with Forest Development Projects (FDP) and the YMFTP.\(^{535}\) NFP’s objective was to “combine training and employment of young unemployed men with protection and development of Canadian forests and wildlife conservation.”\(^{536}\)
The NFP was geared towards young men between the ages of eighteen and twenty-five, and men who had never been employed or were considered undernourished were given priority. Work for these men consisted of fire protection improvement, silvicultural operations, recreational development and conservation of fish and game. Through their five-month employment, it was hoped that the men would be rehabilitated to an optimal physical and mental
\(^{531}\) CCC was a work relief program that ran from 1933 to 1942 in the United States for men who were unemployed, unmarried between the ages of 18 and 23. This program was part of the New Deal, which focused on relief, recovery and reform in the US, during the Depression. For further discussion, see N.M. Maher, *Nature’s New Deal: The Civilian Conservation Corps and the Roots of the American Environmental Movement* (New York: Oxford University Press, 2008).
\(^{532}\) Rajala, *Feds, Forests, and Fire*, 101.
\(^{533}\) For reference to National Forestry Program, see LAC, RG 39, Vol. 36.
\(^{534}\) The DND camps were first opened in the summer of 1933 in every province with the exception of Prince Edward Island. That year they provided work, along with room and board, to over 7000 single, homeless males. Like other federal relief programs of the time, it was short-lived, active for just a little over three years. Men were paid twenty-five cents a day for work in establishing aircraft landing fields, building roads, restoring sites, improving military facilities as well as a whole slew of other undertakings. For further discussion, see J.H. Thompson and A. Seager, *Canada, 1922–1939: Decades of Discord* (Toronto, ON: McClelland and Stewart, 1985), 268.
\(^{535}\) FDP differed from the YMFTP in two ways: they provided no training, education or entertainment for the participants (it was strictly a labour camp) and they recruited former inhabitants from DND camps. See R.A. Rajala, “From ‘On-to-Ottawa’ to ‘Bloody Sunday,’” in *Framing Canadian Federalism: Historical Essays in Honour of John T. Saywell*, ed. D. Anastakis and P.E. Bryden (Toronto, ON: University of Toronto Press, 2009), 118–50.
\(^{536}\) N.A. McLarty, “Forward,” in *Forests and Outdoors* 36 (Jan. 1940): 3.
state. Having restored their wellbeing and equipping them with tactical skills, they were expected to be able to find gainful employment.
The 1939 NFP was a joint provincial and federal effort between the Department of Labour and the Department of Mines and Resources. The DFS was responsible for approving plans of work and inspections carried out in both provincial and federal forests/parks.\(^{537}\) Forest experiment stations, as well as provincial and national parks, were used as sites for these schools. In Ontario, forty-two small camps were established, primarily in the northern reaches of the province, employing forty trainees to assist rangers in park areas.
The NFP was deemed to be a successful endeavour according to a 1940 newspaper article that suggested that the camps were “the most commendable creations of the government last year.”\(^{538}\) However, the program was abandoned that same year, primarily because of the outbreak of war.\(^{539}\) The one-year program enlisted 5000 youth; had it continued it was speculated that it would “undoubtedly have produced valuable results not only for the forest, but society itself.”\(^{540}\) With the introduction of conscription in 1942, the Alternative Service Works (ASW) placed conscientious objectors in national parks and forest experiment stations on fire suppression, beetle control and tree-planting projects.\(^{541}\) These projects would provide useful templates and points of comparison for efforts after the war.
The success of experiential education programs such as the NFP would help support further development of forestry incentives that would provide materials and programming to
\(^{537}\) See D.R. Cameron, “National Forestry Program,” *Forestry Chronicle* 16 (January 1940): 54; R.F. Thompson, “The National Forestry Program,” *Forest and Outdoors* 36 (January 1940): 7.
\(^{538}\) LAC, RG 39, vol. 36, “Forest Program Little Known” (1940).
\(^{539}\) See Canada, *Report of the Department of Mines and Resources for the Year Ended March 31, 1940* (Ottawa, ON: King’s Printer, 1941), 114; Cameron, “Natural Forestry Program,” 56; R.F. Thompson, “The National Forestry Program,” *Forest and Outdoors* 36 (January 1940): 9.
\(^{540}\) D.A. MacDonald, “Post-War Rehabilitation,” *The Forestry Chronicle* 18, no. 1 (1942): 19.
\(^{541}\) Ibid.
young adults, educating them on forestry in Canada. The progressive urbanization of Canada in the early twentieth century resulted in a disconnect between people and their environment. The lack of proper etiquette while in nature increased the risk of environmental disturbances (particularly fires). Forestry education was becoming an issue of grave importance, so much so that many resource societies and groups in the late 1940s began to speak of its necessity. For example, the Canadian Society of Forest Engineers’ (CSFE) 1949 annual meeting had forestry education as its theme. Many of the guest speakers went on to publish their talking points in the 1949 issue of the *Forestry Chronicle*. Articles in the publication addressed various concerns and advancements in forestry education. “Public Education in Forest Fire Prevention,” written by W.S. MacDonnell, an attendee of the CSFE meeting, captured the essence of the direction that both government and industry was heading. In his article, he addressed the importance of educating the public, so they had the “right attitude.” He wrote:
As has been demonstrated in Europe, indirect control will ultimately succeed, but only by persistent effort. It can create a public attitude which will guarantee that few fires will start expect those from malicious intent, unavoidable accidents or natural causes. Only when this result is achieved can the urgent task of public education be considered as successfully undertaken.\(^{542}\)
The federal government worked on a national scale, partnering with provincial education departments to produce and distribute publications geared toward educating youth about their surrounding environment. They also made it part of their mandate to provide a “sustain[able] flow of education material to keep a co-operative public well informed.”\(^{543}\)
In trying to re-establish this connection with nature, consultation among government departments resulted in age-specific literature geared towards children being produced that forged an appreciation for natural resources and established proper decorum in nature. The
\(^{542}\) MacDonnell, “Public Education in Forest Fire Prevention,” 275.
\(^{543}\) CFA, *Plan of Action to Fully Utilize and Perpetuate Canada’s Forests*, 5.
prevailing opinion among foresters at both the federal and provincial levels was that the public would take responsibility for its heritage if it was educated “at its most impressible point, namely the youth of the country.”\textsuperscript{544} In doing so, government foresters would encourage individuals to strive throughout their lives to sustainably maintain nature’s integrity for future generations to appreciate and enjoy.
\textbf{Froebelian Doctrine of Progressive Education}
Transparency, in terms of how to establish sustainable forestry practices, was one priority for the federal government. A particular concern was dispelling myths about unlimited resources and instilling the importance of sustainability and conservation over profitable, albeit wasteful, practices. Schools became an optimal outlet for forest education. The government tailored publications specifically for each level of cognitive and social development of children.
Growing fears that urban living would have lasting negative effects on the nation’s youth led to the adoption of progressive educational programs. Applying the principles of the Froebelian doctrine of progressive education, public school students across the country were familiarized with nature by engaging in outdoor learning.\textsuperscript{545} Experiential education was promoted through the efforts of the Natural History and Field Naturalist Society, farm organizations and the staff of the Central Experimental Farm. These organizations helped implement nature study classes in public schools across Canada in the early twentieth century.\textsuperscript{546}
\textsuperscript{544} R.M. Watt, “Publications in Schools,” \textit{The Forestry Chronicle} 25, no. 5 (1949): 281–4.
\textsuperscript{545} For a discussion on the Froebelian doctrine, see C.E. Phillips, “The Development of Education in Canada,” \textit{British Journal of Educational Studies} 7, no. 2 (1959): 167–170. Application of the doctrine can be found in F.T. Shutt, “Nature Study and the Camera,” \textit{The Ottawa Naturalist} XVIII (November 1904): 161–4.
\textsuperscript{546} Nature education was introduced in public schools in British Columbia (1900), Alberta (1908), Manitoba (1903), Ontario (1904), and Nova Scotia (1901). W. Lockhead, “Agencies for the Promotion of Nature-Study in Canada,” \textit{The Ottawa Naturalist} XX (December 1906): 193–6; Phillips, \textit{The Development of Education}, 425; J.B. Wallis, “Nature Study in Winnipeg Schools,” \textit{Ottawa Naturalist} XVIII (May 1904), 61–4; J.F. Power, “The Importance of Nature Study, with Some Suggestions as to Methods,” \textit{Ottawa Naturalist} XXII (November 1908): 145–53; A.H. MacKay, “Nature Study in the Schools of Nova Scotia,” \textit{Ottawa Naturalist} XVIII (February 1905): 209–12. NatureThe intended purpose of establishing nature-based education hinged on the understanding that “[t]he foundation of all education is the training of the senses, but in this artificial and introspective age we are losing sight of this objective influence of nature, ignoring the plan by which the human race has been nourished and developed for untold generations.”\textsuperscript{547} It was believed that life in the metropolis stunted one’s growth and creativity. To rectify this, it was best to expose children to nature, reigniting their senses and connections. This sentiment was best expressed by C.J. Atkinson in his article in the \textit{Ottawa Naturalist}, where he wrote: “…the unnatural surrounding and conventionalities of city life dwarf the boy physically and mentally, and [so] that to have the boy at his best [we] must counteract the influence of man-made environment by getting him back to Nature.”\textsuperscript{548}
Before adopting experiential programming in public schools in the province, provisional measures were taken by members of the public to engage youth in experiencing the outdoors. For example, J.E. Atkinson, publisher of the \textit{Toronto Star}, established The Star Fresh Air Fund to give low-income children the opportunity to spend a few weeks in the summer out of the city and in nature.\textsuperscript{549} Those with disposable income similarly sent their children (boys) to summer camp. There they were exposed to various outdoor activities and sports that were not typically available in the city.\textsuperscript{550} Eventually more affordable programming improved access to outdoor experiences.
\textsuperscript{547} D.A. Campbell, “The Need of Nature Study,” \textit{Ottawa Naturalist} XVII (June 1903): 61.
\textsuperscript{548} C.J Atkinson, “Mother Nature and Her Boys,” \textit{Ottawa Naturalist} XIX (February 1906): 215.
\textsuperscript{549} R. Harkness, \textit{J.E. Atkinson of the Star} (Toronto: University of Toronto Press, 1963), 70–1. A similar fund was set up by the \textit{Montreal Star} shortly after.
\textsuperscript{550} Reference to Camp Temagami, affectionately known as Cochrane’s Camp, can be found in “A Boys’ Camp in Temagami,” \textit{Rod and Gun} X (June 1908): 49–51; R.I. Wolfe, “The Summer Resorts of Ontario in the Nineteenth Century,” \textit{Ontario History} LIV (September 1962): 159; C.B. Powter, “A Boys’ Camp in the Laurentians,” \textit{Rod and Gun} IX (July 1907): 168–72; H.G. Salton, “A School Boy’s Search for an Ideal Vacation,” \textit{Rod and Gun} X (July 1908): 154-8.
for middle- and lower-class families. Finally, Lieutenant-General Robert Baden-Powell established Boy Scouts packs across Canada beginning in 1914. His intention was to educate boys in scouting, preparing them “physically and mentally to defend their empire in the time of peril.”\textsuperscript{551} Scouts would provide generations of boys with outdoor education and experiences and provide a model for similar programs.
Since the 1920s both the federal and provincial governments, through their various forest service departments, began developing in limited quantities forest literature for schools and libraries that instilled the importance of fire prevention and forest conservation and targeted all ages. This section provides an overview of the variety of resources used for each age group.
**Primary School Children: Starting Young—Word Association**
In trying to cultivate potential young stewards, the federal government developed age-appropriate materials for children of all ages. For children in their formative years (0-8 years old) word associations and metonymies were the most common types of materials created. \textit{ABC’s of Forest Fire Prevention} was a resource designed specifically to fill the gap in literature available at the primary level.\textsuperscript{552} This picture book was created by the Forest Branch of the Department of Resources and Development and distributed in co-operation with departments of education across the country. Each letter of the alphabet corresponded to a word associated with forest fire prevention followed by a short description (see Figures 5.5 and 5.6). Collectively the twenty-six images revealed the harsh reality that fire is destructive, while driving home the importance of fire prevention.
\textsuperscript{551} Sir Robert Baden-Powell, \textit{The Canadian Boy Scout: A Handbook for Instruction in Good Citizenship} (Toronto, ON: Morang, 1911), microfiche, Canadian Institute for Historic Microreproduction (CIHM) 71367.
\textsuperscript{552} R.M. Watt, “Publications and Schools,” \textit{Forestry Chronicle} 25, no. 4 (1949): 283.
Figure 5.5 Watt, R.M. 1950. Letter B from *ABC’s of Forest Fire Prevention*
Source: R.M. Watt. R.M. ABC’s of Forest Prevention. Toronto, ON: Department of Resources and Development, 1950.
Figure 5.6 Watt, R.M. 1950. Letter F from *ABC’s of Forest Fire Prevention*
Source: R.M. Watt. ABC’s of Forest Prevention. Toronto, ON: Department of Resources and Development, 1950.
Publications geared to primary school children used an “artistic arrangement, beauty of the design and profusion of colour” to maintain the child’s focus.\textsuperscript{553} While certain colours were not exclusively used to represent an image, that is, only using red where images of fire were present, colour still acted as a way to focus the child’s attention on a particular aspect. Each letter was aligned to the top left corner of the page and outlined in black against a white backdrop to narrow the child’s visual focus. The rhythmic text accompanying each of the images was restricted to no more than four lines and was displayed on the bottom right hand of the page. This standard template was used for each letter of the alphabet. The repetitive layout provided the reader with consistency, so they knew what to expect for each letter. The semiotic importance behind the image and text are the signs they created for the child. Both shared similar signs (outcome/meaning gained), which were “havoc,” “destruction” etc., used to describe the aftermath of a fire. Signified inserter concepts associated with the signifier, for example, “uncontrollable,” “heat,” “fire.” Both, however, had different signifiers: in Figure 5.5 the signifier is “Bonfire” whereas Figure 5.6 uses “Fire.” While these examples are similar, as they both deal with fire, an understanding of the image-word association tactic used is apparent.
Primary school children were one of the last groups targeted by forestry departments. Initial thinking held that this group lacked the ability to comprehend the significance of such messages. This attitude changed with the understanding that in order to encourage the adoption of sustainable practices, education must begin as early as possible. Cultivating children at this crucial point in their development when they were impressionable and open-minded would allow them to retain and nurture an appreciation and understanding of the world around them.\textsuperscript{554}
\textsuperscript{553} Ibid., 283.
\textsuperscript{554} The fundamental criticism of advertising to children is their inability, based on their developmental level, to evaluate the persuasive intent in advertising. This vulnerability exposes children to the threat of being manipulated owing to their gullibility to believe exaggerated claims and creates confusion over product and commercial
Additionally, departments recognized that young children could influence their parents’ behaviour and decisions.
This shift parallels a similar shift in commercial marketing, whereby children were being re-envisioned as individualized, autonomous consumers.\textsuperscript{555} As Daniel Thomas Cook argues, starting in the 1930s marketing of goods and services for children shifted from their mothers to the children themselves based on the understanding that children were malleable and impressionable. Marketers understood that children, who were not yet able to control their impulses and desires, used nagging to voice their frustrations. This power of pestering, or what marketers call “the nag factor,” became an optimal strategy to entice children into consuming products and services.\textsuperscript{556} The DFS also relied on this tactic, using children to educate their parents about forest fire prevention. When taught about the dangers of forest fires, children became advocates for safety, pointing out careless behaviour. J. Morgan Smith provided an
\textsuperscript{555} See, D.T. Cook, “The Other ‘Child Study’: Figuring Children as Consumers in Market Research, 1910s–1990s,” \textit{The Sociological Quarterly} 41, no. 2 (2000): 487–507.
\textsuperscript{556} For a discussion on marketing to children and children as consumers, see D. Marshall, \textit{Understanding Children as Consumers} (London: Sage Publications Ltd., 2010); Cook, “The Other ‘Child Study’”; E.E. Grumbine, \textit{Reaching Juvenile Markets: How to Advertise, Sell and Merchandise through Boys and Girls} (New York: McGraw-Hill, 1938); E. Gilbert, \textit{Advertising and Marketing to Young People} (Pleasantville, NY: Printer’s Ink Books, 1957); J.U. McNeal, \textit{Children as Consumers} (Austin, TX: Bureau of Business Research, University of Texas, 1964); J.U. McNeal, “The Child as the Consumer,” \textit{Journal of Retailing} 45 (1968): 15–22; J.U. McNeal, \textit{Children as Consumers: Insights and Implications} (Lexington, MA: D.C. Health, 1987); J.U. McNeal, \textit{Kids as Customers} (New York: Lexington Books, 1992).
example in his paper presented at the 1955 Meeting of the Canadian Institute of Forestry, stating that a little girl informed Smokey: “I am helping you prevent forest fires by watching my daddy when we are out riding in my car. If my daddy throws a cigarette out the window, I fine him 10¢, but if we are near a woods, I fine him 25¢. My daddy is using his ashtray quite a bit now.”\textsuperscript{557}
While an American example, the same behaviours were seen in Canada.
**Elementary School Children: Making Learning Fun through Storytelling**
The publication of \textit{The Talking Trees} and \textit{Canadian Forest Trees} in 1920 marked the advent of forestry literature tailored towards school-aged children (6-11 years old).\textsuperscript{558} \textit{Talking Trees} is a short story created by James Lawler from the Department of the Interior, Forestry Branch geared towards elementary school children. Set in a rural prairie classroom after school hours, the story features inanimate objects as the characters: stove, door, floor, wainscot, book and desks (with the exception of the stove, all are made out of white pine, Douglas fir or white spruce). The stove, located in the middle of the classroom, begins by asking the wood products in the room to describe their origins. The door, who is referred to as White Pine, is the protagonist of the story. It chronicles the origins and use of its namesake species while mentioning the constant threat of the “Red Demon.”\textsuperscript{559} While the reader speculates that this is a reference to fire, the actual word fire is not mentioned until halfway through the story.\textsuperscript{560}
Several learning opportunities are embedded in this short story: lifecycle of trees, diversity/plant characteristics, economic botany, ethnobotany and conservation/protection.
\textsuperscript{557} J.M. Smith, “The Story of Smokey Bear.” Paper presented at the annual meeting of the Canadian Institute of Forestry (Saskatoon, SK, 1955).
\textsuperscript{558} Department of the Interior, Dominion Forestry Branch, \textit{The Talking Trees and Canadian Forest Trees} (Ottawa, ON: F.A. Acland, Printer to the King’s Most Excellent Majesty, 1921).
\textsuperscript{559} In analyzing the text, it is clear that Lawler used the term “Red Demon” as a signifier to fire, the signified, to establish the sign, which is the fear and destruction that fire can cause.
\textsuperscript{560} Department of the Interior, Dominion Forestry Branch, \textit{The Talking Trees and Canadian Forest Trees} (Ottawa, ON: F.A. Acland, Printer to the King’s Most Excellent Majesty, 1921), 8.
Readers learn how to gauge the age of a tree by counting the number of rings. Next, they learn that different species of trees are found in various parts of the country based on the climate and biome of the land. Although these first two learning opportunities do not provide much substance, they lay the foundation for understanding that trees can live decades, even centuries, and that there are several different types of trees. The subsequent learning opportunities of economic botany and ethobotany are discussed in regard to the human–nature relationship. The audience is easily able to identify their interaction with the resource and its role in their everyday life. First, they learn about harvesting and manufacturing practices and then about other human interactions, both recreational and industrial. Both these learning opportunities are discussed at length. The final learning opportunity is conservation/protection. This theme runs throughout the story. Readers are made aware that fires can occur naturally (lightning) but that those are far and few between; the most troubling ones are caused by human carelessness: “the Red Demon was let loose by a merry camping party.”\textsuperscript{561} There is a short monologue about the devastation that is created when a campfire is let loose and ravages the forest and neighbouring community. The concluding message of the short story is forest fire protection: “Protect us from fire till we are full grown and then harvest us. . . . Don’t let us be turned to ashes, and don’t let us die of old age to fall and rot. . . . Protect us from the Fire.”\textsuperscript{562}
\textit{Canadian Forest Trees} was a supplementary booklet to familiarize students with Canadian tree species. Similar to \textit{Native Trees of Canada} (see below), this text provided the reader with an age-appropriate material, as it was targeted at elementary school children. The intent was to engage children in learning about the diversity of the forest and create a sense of confidence that would encourage them to explore and interact with nature and the outdoors.
\textsuperscript{561} Ibid., 9.
\textsuperscript{562} Ibid., 16.
physically and cognitively. Overall, materials at this level introduced children to important concepts and introduced them to their responsibility in protecting the forest.
**High School Students: Cumulative Development—Building on Youth Scholarship**
One of the first forestry books for older students available in schools was *Native Trees of Canada*, which, as its title states, provided readers with a catalogue of native trees species found across Canada.\(^{563}\) Reprinted and revised several times over the subsequent decades, by 1949 the book included images (instead of illustrations), range maps, and an updated layout for easy reading and searching. The 1949 version of the book resembled a modern version of a scientific reference book.
Targeting adolescent children (12-15) demographic, *Forestry Lessons* (1928) was designed to help educators teach students about forests. The fifth edition (1939) was a sixty-six-page manual divided into four parts: “The Tree,” “The Forest,” “Forestry” and “Selected Readings.” “Supplementary Activities” was appended. Written for a higher-level learner, the concepts introduced were based on scientific rationale and in-field examples. After each section, a series of questions was posed to test the student’s ability to retain and process the information they had learned.
During the interwar years, a growing repertoire of forest conservation material became widely available across the country. Science-based literature helped to develop an understanding of the importance of the forestry sector in Canada. The materials taught basic concepts of harvesting and forest manufacturing techniques as well as sustainability while fostering an interest in and creating positive attitudes towards the forest industry and the natural
\(^{563}\) *Native Trees of Canada* was first issued in 1917 and reprinted in 1921 by the Department of Northern Affairs and National Resources.
environment.\textsuperscript{564} This developmentally appropriate literature not only helped to develop science-processing skills but also encouraged curiosity and inquiry.\textsuperscript{565}
Students were introduced to the idea of protection and conservation on a macro level early in their cognitive development. As the child progressed through their education, concepts were refined, allowing students to apply what they had learned to real-life situations.
**Teacher Resources**
Teachers were also given instructions on how to teach the material. An educational aid for high school teachers was a \textit{Teacher’s Guide to Forest Conservation} (1961) which helped educators teach their students how to “understand . . . the natural environment of man so that he will appreciate its complexity, its order and the need for conserving natural resources.”\textsuperscript{566} This resource was the DLF’s contribution to forestry conservation education. Each chapter chronicled a different phase of forestry, providing the learner with a thorough grounding in the subject matter. Students were taught to draw parallels between the forest and Canada’s economic, industrial, agriculture, aesthetic and cultural life. Like \textit{Forestry Lessons}, this book included tests at the end of each chapter.
To help encourage teachers to explore outdoor education with their students, the DLF developed \textit{Trees for Schools} (1943), a teacher’s guide for planting trees on school property. Unlike the previous resources, which were designed as tactile lessons for their students, this
\textsuperscript{564} For a discussion on the use of children’s literature as an instructional tool to teach science-based education, see L. Monhardt and R. Monhardt, “Creating a Context for Learning of Science Process Skills through Picture Books,” \textit{Early Childhood Education Journal} 34 no. 1 (2006): 67–71; L.M. Morrow, M. Pressly, J.K. Smith and M. Smith, “The Effect of a Literature-Based Program Integrated into Literacy and Science Instruction with Children from Diverse Backgrounds,” \textit{Reading Research Quarterly} 32 (1997): 54–76; E.W. Saul and D. Dieckman, “Choosing and Using Information Trade Books,” \textit{Reading Research Quarterly} 40, no. 4 (2005): 502–13.
\textsuperscript{565} M. Sackes, K.C. Trundle and L.M. Flevares, “Using Children’s Literature to Teach Standard-Based Science Concepts in Early Years,” \textit{Early Childhood Education Journal} 36 (2009): 415–22.
\textsuperscript{566} Taken from the forward in P.J. Hare, \textit{Teacher’s Guide to Forest Conservation} (Toronto: Department of Lands and Forests, 1961), 1.
resource was designed to educate educators on acquiring trees, the best practices for planting them on school property and exposing children to nature. The DLF understood that forestry educational resources available to schools were limited. Unless teachers were exposed to conservation material during their training or through their personal experience, the adoption of forestry lessons in their curriculum would not occur or would be delivered inconsistently.
**Radio**
Literature was not the only pedagogical device used to increase public awareness of forestry issues during this period. Radio emerged as a trendy medium of dissemination in classrooms in the 1930s, reaching its peak by the 1940s. By this time, the average citizen had access to a radio, making it the most desired form of entertainment and information dissemination. During this golden age, proponents like Benjamin Darrow advocated for the use of radios in the classrooms,\(^{567}\) crediting them with the potential to expand a child’s universe.\(^{568}\) In Darrow’s 1932 book *Radio: The Assistant Teacher*, he proclaimed that:
> The central and dominant aim of education by radio is to bring the world to the classroom, to make universally available the services of the finest teachers, the inspiration of the greatest leaders . . . and [the] unfolding [of] world events which through the radio may come as a vibrant and challenging textbook of the air.\(^{569}\)
Per the annual report from the Ontario Department of Education in 1946, it released seventy-five educational broadcasts geared to elementary and secondary school children in the province.\(^{570}\) According to a survey administered by the department, forty percent of schools were
\(^{567}\) Founder and first director of the Ohio School of the Air and promoter of radio in classrooms.
\(^{568}\) L. Cuban, *Teachers and Machines: Classroom Use of Technology since 1920* (New York: Teachers College Press, 1986).
\(^{569}\) B. Barrow, *Radio: The Assistant Teacher* (Columbus, OH: R.G. Adams, 1932), 79.
\(^{570}\) Ontario Department of Education, *Report of the Minister of Education, Province of Ontario for the Year 1946* (Toronto, ON: Printer to the King’s most excellent Majesty, 1946).
using the broadcast, and other schools were in the process of incorporating these broadcasts in their lesson plans.\textsuperscript{571} However, the success of radios as a teaching aid in the classroom stagnated across North America. Although widely popular for residential use, many teachers failed to adopt radios as a teaching tool.\textsuperscript{572}
Although radio use in classrooms throughout the country and province varied, radio programming was still successful for residential use. A 1941 successful radio essay contest was put on by the Dominion Foresters, in which young people were asked to write an essay on the topic “what can I do to protect our forests?” Youth from across the country submitted essays to their local radio stations, and winners from each radio station received a radio set and had their essay read aloud during a special forestry broadcast. Local winners went on to compete in the Dominion finals.
The purpose of this writing contest was to raise awareness of forest fire protection. As J.A. Brodie, a provincial forester, said in his May 9, 1941, forestry broadcast about the youth essay contest,
The Dominion of Canada is interested in forest fire prevention because our forests and their attractions contribute so much to the war effort of Canada at one of the most vital points—the securing of exchange to purchase war materials in the United States.\textsuperscript{573}
The contest broadcast invoked pathos by telling listeners how the forestry industry directly contributed to the war effort. Brodie made a patriotic appeal to safeguard the vital resource of forests, noting that “three-quarters of all forest fires are caused by carelessness of people travelling in the forest.”\textsuperscript{574} His announcement went on to say, “Last year [1940] Canada exported
\textsuperscript{571} Ibid., 63.
\textsuperscript{572} Ibid.
\textsuperscript{573} Transcript of radio broadcast. LAC, RG 39, vol. 188.
\textsuperscript{574} Ibid.
(chiefly to the United States) a net amount of 300 million dollars’ worth of forest products, including wood and pulp and paper and their products.”\textsuperscript{575} This statement made it clear to the listener that the forestry industry was a vital part of the Canadian economy, employing thousands of people, and that forest fires jeopardized the profitability of the industry. The contest thus positioned forest management as a public and individual duty, a matter of safeguarding one’s heritage as well as the country’s ability to remain economically and militarily vital.
As a way of reaching adolescent audiences in the late 1930s, Dominion forester R.W. Watt created a series of ten radio plays broadcast nationally. His intention was to cultivate young people’s interest in conservation. He purposely made the plays dateless so that they could be used at any time and in various scenarios. Indeed, Dauphin High School in Manitoba later adapted his radio transcripts for stage use.\textsuperscript{576}
Radio had several advantages over print literature for both formal and informal education. The medium was inclusive, accessible to anyone within earshot of a radio regardless of literacy level, income or background. The portability and accessibility of radios allowed traditional educational spaces to be redefined—learning could take place anywhere and include anyone. Distribution of material across the country was as easy as broadcasting it wirelessly. There was no need to ship heavy paper hundreds of kilometres. The development of plays continued to build upon the idea of deconstructing traditional educational frameworks, as it allowed learning to be entertaining and engaging. Although the plays written contained fictional content, the lessons learned were no less critical. The plays created by Watt helped to fill the gap of insufficient conservation material available to youth. Consequently, radio allowed the government to reach large and remote audiences by developing content that was engaging,
\textsuperscript{575} ibid.
\textsuperscript{576} Watt, “Publications and Schools,” 284.
entertaining and informative and directly helped in raising awareness of conservation, prevention, and utilization of forest in Canada.
**Visual Mediums as Educational Tools**
Even though film was no longer a novel medium for dissemination by the 1950s, it was infrequently used by teachers. In the 1959 bulletin of the Canadian Audio Visual Association, E.F. Holliday reflected on how some educators felt that films were a practical and interesting medium for sharing knowledge, yet it was time consuming to set up the equipment and/or move students to another location to view the film.\(^{577}\) Holliday acknowledged these challenges, but urged educators to see the appeal of film from a child’s perspective, where a mixed medium approach to teaching increased students’ retention and understanding of information. This approach had long been utilized in the classroom, where auditory lectures had been “…supplemented by the use of chalkboards, still pictures, models, experiments, task and peg boards, even flannelgraph on occasion.”\(^{578}\) The use of traditional aids, Holliday argued, would be comparable to using a film or filmstrips. Holliday acknowledged that it was not always possible to show children certain things (people, places, industries, regions, etc.) first hand in the classroom, but films provided students the opportunity to experience and interact with the outside world from the comfort of their seats. As he stated, “a motion picture can provide an imaginative experience by bringing this geographical experience into the classroom. Nothing can compare with the impact of the visual scene.”\(^{579}\)
\(^{577}\) LAC, MG28, 188, vol. 17, file CIF Conservation Education pt. 1, E.F. Holliday, “Thoughts on Utilization,” *Canadian Audio Visual Association* 2 (February 1959): 3. The purpose of the Canadian Audio Visual Association was to bring together teachers, educators and the like, to develop and promote the most effective teaching methods. Through their bulletin they sought “to exchange information, practical ideas, and fundamental philosophies.”
\(^{578}\) Ibid., 4.
\(^{579}\) Ibid., 4.
R.S. Lambert, in the same publication addressed the hesitation about the use of visual mediums (in particular, television) in classrooms: “[educational TV] is not a medium of teaching. It is a medium for helping and energizing teaching procedures.”\textsuperscript{580} As a standalone, visual products were ineffective as they lacked context and context, but when used as a supplement, they were highly effective. While television and radio shared the communication limitation of being one-way, this could be overcome with additional instruction by the teacher, which would encourage active student participation.
School telecasts could, therefore, be an alternative to educational films in the classroom, for they were more cost-effective in terms of production, distribution, and access, and had Canadian content (only a limited amount of Canadian-produced educational films were available). Comparatively, telecasts were able to reach a larger audience and had a “greater immediacy and topicality than the film. It is [e]specially suited to the teaching of current events, and of subject related to local course of studies, e.g. local or regional history and geography.”\textsuperscript{581}
In light of the potential of telecasts, Canadian Broadcasting Corporation (CBC) produced “School of the Air” programming.\textsuperscript{582} One of the more popular contributors to the School of the Air presented by CBC and the Ontario Department of Education was Max Braithwaite who was responsible for creating many of the radio and television transcripts used in the “Conservation Series” and the “Nanna-Bijou”.\textsuperscript{583} To supplement these series on conservation and forest management, the Abitibi Power and Paper Co provide free illustrated booklets, offered through
\textsuperscript{580} LAC, MG28, 188, vol. 17, file CIF Public Relations, R.S. Lambert, “Three Objectives to School TV Answered,” Canadian Audio Visual Association 2 (February 1959): 6.
\textsuperscript{581} Ibid., 7.
\textsuperscript{582} CBC by 1941 had established an effective network coverage of most of Canada and created televised school programming. Lambert was named the national supervisor of the school broadcasts departments.
\textsuperscript{583} \textit{Voices of the Wild} was an example of a science series focused on conservation and targeted at grades 4 to 6. Other parts of the conservation series included Conservation #1, Back to the farm; Conservation #4, Conservation at Work. University of Calgary Archives, accession No: 397/87.9, box 3, file 1–6.
“Young Canada Listens,” for teachers.\textsuperscript{584} The popular of these programs would lead to Ontario creating its own service, TV Ontario (TVO) in 1970. It’s mandate would be to provide uninterrupted programming and access to interactive media resources that seeks to educate, inform and enrich all Ontarians.\textsuperscript{585}
\textbf{Remember only YOU can prevent forest fires!}
The government at both the federal and provincial level along with resource industry partners and organizations tried to generate environmental education and conservation content that would be entertaining and informative for young viewers (approximate around the ages of 5-15). One of the most iconic images associated with forest fire prevention was Smokey Bear, the 1945 creation of the Wartime Advertising Council and Foote, Cone and Belding.\textsuperscript{586} Smokey, (see Figure 5.7) would go on to become the US Department of Agriculture, Forest Services (USFS) branch’s mascot for forest fires prevention. The US like Canada was struggling to mitigate forest fires that were caused by human carelessness which prior to WWII, they experienced an average of 210,000 human-instigated fires per year; this changed after the introduction of Smokey, where the average dropped to 124,728.\textsuperscript{587}
\begin{footnotesize}
\textsuperscript{584} R.S. Lambert, \textit{School of Broadcasting in Canada} (Toronto, ON: University of Toronto Press, 1963).
\textsuperscript{585} R. Armstrong, \textit{Broadcasting Policy in Canada} (Toronto, ON: University of Toronto Press, 2010), 121.
\textsuperscript{586} R. Earle, \textit{The Art of Cause Marketing: How to Use Advertising to Change Personal Behaviour and Public Policy} (New York: McGraw-Hill, 2000). According to a 1968 study conducted by Haug Associates, the marketing affiliate of Roper Research Associates in Los Angeles, Smokey the Bear was listed as the best-known American.
\textsuperscript{587} J. Smith, “The Story of Smokey Bear,” Saskatoon, SK: Paper presented at the annual meeting of the Canadian Institute of Forestry, Saskatoon, SK, 1955.
\end{footnotesize}
In 1956 the CFA was given permission to market Smokey Bear programming and distribution of material in Canada. According to a press release issued by the CFA in 1964, Smokey Bear was an effective means to reach audiences, having distributed over 500,000 Smokey items across the country while receiving massive coverage on radio and TV. Smokey even appeared in Mexico, where he was known as Simone; he truly had international appeal. The characteristics Smokey exhibited made him a highly viable option for spreading the message of forest fire prevention. CFA and provincial forestry associations have used Smokey to reach audiences of all ages, as he has become a symbol of their conservation programs.
---
588 LAC, MG 28, 188, vol. 22.
Smokey’s presence in the history of forest fire prevention is semiotically significant. Over time Smokey effectively became the dominant metonym for forest fire prevention, creating an embedded association in people’s minds.\(^{589}\) In assessing the character of Smokey, two distinctive aspects stand out—the fact that he is a bear and his role as a forest ranger. While other avatars were experimented with in early campaigns, the image of the bear as an imposing and authoritative animal made him the ideal choice over other predatory animals found in North American forests. Bears, being apex predators, placed them at the top of the forest hierarchy next to humans. Further emphasized his importance within the movement is his forest ranger adornments—hat and badge. His role at the top of the food chain and his depiction as a figure of authority further entrenched his importance in conservation.
**Educating through Entertainment**
In addition to more traditional outlets, the government also used comic books and magazines to advance its agenda. The DLF advertised activities and promoted forest fire prevention in industry and leisure magazines.\(^{590}\) For a period (1945–1961) the DLF created a youth natural resource publication entitled *Sylva: Your Lands and Forests Review*. The seventeen-volume series covered several topics related to natural resources in Ontario (ecology, botany, zoology as well as geography, outdoor activities, areas of general interest), providing readers with an overall understanding of their natural environment. While comics produced by the DLF did not have the same lustre that mainstream comics did, they served as an alternative means of reaching younger generations. The focus of this section is on the novel application of comics to transmit the forestry narrative to youths.
\(^{589}\) Smith, “Smokey Bear.”
\(^{590}\) Examples of such magazines include *Canada Lumberman* and *Pulp and Paper Magazines of Canada*.
Comic Books
Commonly referred to as the Canadian whites, magazines started to become a popular means in the 1940s for Canadian industries to promote their products, services and messages.\textsuperscript{591} The rise in popularity of Canadian magazines was the result of the 1940 \textit{War Exchange Conservation Act} (WECA), which imposed restrictions on the importation of non-essential goods, effectively ending US distribution of comics in Canada until after WWII.\textsuperscript{592} This open market on comic books provided an opportunity for Canadians to fill the demand with Canadian-specific content, although, according to Ivan Kocmarek, much of the content produced was a rebranding of established American content (e.g., Anglo-American Publications’ Captain Marvel).\textsuperscript{593} While comics were a popular outlet for young children to escape reality or learn about the world around them, governments were late in adopting this alternative medium. The DLF did not begin to use
\textsuperscript{591} The current form of comics did not emerge under the 1930s with their first appearances in small magazines in the “funnies” section and adventure strips in newspapers. Popularity of the medium reached notoriety with \textit{Superman in the Action Comics} (no. 1) in June 1938. Children devoured this inexpensive source of entertainment. The name whites was adopted to describe the lack of colour used in publications, many of which printed their stories in black and white which contrasted the use of colour used by the Americans. What made these comics distinctively Canadian beyond their lack of colour was that the content generated had a Canadian sociocultural core to it, which was a departure from American and British influences. See M.J. McLaughlin, “Rise of the Eco-Comics: The State, Environmental Education and Canadian Comic Books, 1971–1975,” \textit{Material Culture Review} 77/78 (Spring/Fall 2013): 9–20.
\textsuperscript{592} Restrictions on goods were softened beginning in 1947 and ending in 1951. On December 6, 1940, Mackenzie King’s parliament passed the \textit{WECA} which was intended to stop the import of non-essential manufactured goods from the United States as a way of strengthening the Canadian dollar during wartime.
\textsuperscript{593} Four publishing companies emerged in 1940 taking advantage of this now open market. They were Maple Leaf Publishing located in Vancouver, Anglo-American Publishing, Hillborough Studios, and Commercial Signs of Canada, all based in Toronto. By 1947 Superior Publishers, F.E. Howard Publications and Export Publications emerged on the scene. Superior was the only Canadian comics company to survive the end of the import restrictions, finally closing its doors in 1956. This marked what Bell referred as “the death of the Canadian comic-book industry that had been born in 1941.” J. Bell, \textit{Invaders from the North: How Canada Conquered the Comic Book Universe} (Toronto, ON: Dundurn, 2006), 96. See I. Kocmarek, “WECA Comics: Canada’s Golden First Age of Comics,” in \textit{The Overstreet Comic Book Price Guide}, ed. R.M. Overstreet., 44th ed. (Timonium, MD: Gemstone Publishing, 2014), 1160–77.
comics as a promotional tool until the mid-1950s. This delay is attributable to an anti-comic book movement in the 1940s and 1950s.\textsuperscript{594}
Because these comic books were funded by taxpayer dollars, the sponsoring agency (such as the DLF) exerted significant creative control. With that said, comics produced by North American governments, according to Mark J. McLaughlin, contained a significant portion of environmental content.\textsuperscript{595} This was in response to government-sponsored education programs that were designed starting in the 1950s, as argued by McLaughlin, for individual action rather than society-wide solutions. The importance of comic books as an educational tool to shape public opinion is discussed by Richard L. Graham in his book \textit{Government Issue: Comics for the People, 1940–2000s}. While his focus is on American comics as a dissemination tool, it can be applied to the Canadian experience as well, as the same trends are apparent in both countries. Richard Graham argues that the state “had certain ideals in mind with regard to what American culture was and ought to be, and it recognized the mass appeal of comics and their potential for getting those cultural messages across.”\textsuperscript{596} Similarly in Canada, government produced materials prescribing to popular forms of dissemination while producing content that prescribed to their values and ideals for Canadian society and culture.
The comic books produced by the DLF and distributed through schools were inexpensively manufactured on newsprint and short. In contrast to some of the other resources
\textsuperscript{594} After WWII superhero narratives lost their appeal, so the few remaining comic book publishers had to adopt new genres (mystery, crime and horror) to maintain their spectatorship. This change was also in response to social groups, parents, teachers and church organizations, who criticized comics for the rise in juvenile illiteracy and sexual deviancy because of ostensibly unwholesome content. This case was made after a 1948 incident in B.C. where two adolescents shot and killed a man. Their actions were blamed on the influence of comics the individuals read. This helped fuel lobbyist groups in 1949 to seek legislation that would restrict what they deemed to be immoral content. For reference to this case, see Bell, \textit{Invaders from the North}, 94.
\textsuperscript{595} McLaughlin, “Rise of the Eco-Comics.”
\textsuperscript{596} R.L. Graham, \textit{Government Issue: Comics for the People, 1940s—2000s} (New York: Abrams Comicarts, 2011), 13.
I’ve discussed, comics were not the ideal medium to promote conservation and forest fire prevention. Graham highlights this disparity:
Despite the meticulous and vetted stories these government comics tell, their intended messages can still be misinterpreted, read ironically, rejected altogether, or just left on the table in the community center to be thrown away. Once these comics are released to the public, the government loses control of whatever messages it hopes to deliver.\(^{597}\)
While this may be true, turning to comic books reflected the DLF’s desire to meet youth where they were at. In the next section I discuss two examples of comic books put out by the DLF, *A City Boy in the Woods* and *Our Forest Land*.
**A City Boy in the Woods**
*A City Boy in the Woods* is a reflection of the mental state of many urban dwellers when confronted with the outdoors. The comic chronicles the adventures of Tom Carmichael, an eleven-year-old city dweller who for the first-time ventures into a northern forest, for a month. Barry, his cousin of a similar age, and his uncle Bob play tour guide to Tom, taking him on a camping trip to Bear Lake (Killarney Provincial Park, near Sudbury), where they take in the sights and sounds of the outdoors. While fishing, the boys witness smoke in the distance. They rush over to find a man dressed in a suit and smoking a pipe (obviously urban) trying to stomp out an out-of-control fire. Uncle Bob takes charge of the situation and tells the city slicker to inform the DLF of the fire. Eventually a ranger from the department arrives and puts out the fire. Meanwhile, the culprit has fled the scene. The story ends with an enthralled Tom vowing to tell his friends back in the city all that he has experienced in the woods.
The comic was an innovative way of educating youth on proper park procedures and the importance of fire prevention knowledge. The target audience of the comic was urban youth who
\(^{597}\) Ibid.
lacked an understanding of safe outdoor practices that would mitigate the risks of injury and fires. Tom was a character who was easy to identify with. Uncles, who have the connotation of being adventurous and knowledgeable father-like figures, were an ideal choice for the hero in the comic. Bob, in his capacity as the guardian, used his position as the leader of the group to teach his nephew about the power structures and procedures in place within provincial parks. The interaction between Bob and Tom is constructive. Bob allowed Tom to provide input, giving him constructive feedback to his uninformed choices:
Bob: Tom, where would you set up a fire?
Tom: Right beside the tent.
Bob: It might be convenient but there are too many disadvantages.
This friendly dialogue establishes a confidence in the reader while establishing a positive connection with Bob. Tom is not scolded for not having the right answers, something the readers might find appealing. By patiently and experientially (visually) teaching the reader why Tom’s suggestions were unsuitable, the comic sits comfortably for readers who lack experience in the outdoors. The fear of being wrong is not reprimanded but becomes a teachable moment.
One of the tactics used in this comic is to begin and end with something positive—Tom having fun—while being a cautionary tale. It is this juxtaposition between fun and safety that helps sell the message that while the outdoors can be fun you need to be aware of the dangers that are present.
The climax of the comic is the suppression of the fire started by the city slicker who is unaware of the dangers of discarding a lit match. As seen in Figure 5.8, the vibrant colours of the fire and the chaotic efforts of the DLF staff and Bob to put out the fire catches the reader’s attention. In the foreground, the forest ranger dictates orders to men in civilian clothes. The presence of the ranger helps underscore the level of importance and significance of this fire. In
the background, the comic subtly illustrates the techniques and equipment used in suppressing fires. Once the fire is extinguished, the exchange between the ranger and Bob gets heated, as the ranger inquires why the fire was not reported sooner. Once Bob explains the situation, the ranger relays his disapproval back to the ranger station, “He [the man from the city] reported it but didn’t stay around, can you imagine that—he carelessly starts a fire and then leaves it for someone else to handle.”\textsuperscript{598}
While Bob showed patience and encouragement with Tom, he had nothing but contempt for the man from the city. His tone and exchanges with the ranger, and then with Tom, illustrate to the reader that while Bob is a level-headed man, he has no tolerance for carelessness. This emphasizes to the reader the importance of prevention, as this is the only time Bob loses his cool.
\begin{figure}[h]
\centering
\includegraphics[width=\textwidth]{image.png}
\caption{Figure 5.8 Expert From A City Boy in the Woods. Comic book published by Ontario Department of Lands and Forests, 1955}
\source{Source: DLF. 9. AO PAMPH 1955 #55, “Our Forest Lands: And What We get from Them!” 1955.}
\end{figure}
\textsuperscript{598} \textit{A City Boy in the Woods} (Toronto, ON: DLF, 1955), 10.
Our Forest Lands: And What We Get from Them! (1963) was another DLF comic book intended to be circulated in schools for middle, or junior high, students. On the inside cover of the publication, A. Kelso Roberts, the minister of lands and forests in Ontario (1962–1966) addresses the reader:
the people of Ontario . . . own eighty-nine per cent of the Province, including nine out of every ten square miles of productive forest lands, because that amount is vested in the Crown in the right of Ontario. . . . [W]e must . . . share the responsibility of using it wisely. For our benefit and for the good of those who come after use, we must learn and practice the conservation of our soil, water, forests, fish and wildlife.\(^{599}\)
This opening address to the readers helped to establish the importance of the topic and reminded readers that there were authorities in place to protect forests in the province. Highlighted on the bottom of the pages in small font are slogans that reiterate the importance of prevention: “Forest fire is a tragic waste,” “The forest works for you—don’t fire it,” and “Forest fire kills game, jobs, men.”\(^{600}\) While the phrases are easily overlooked, they are a passive embodiment of one of the central objectives of the comic.
Delving further into the comic, there are key attributes that help establish its importance and effectiveness in educating its readership. The comic begins by introducing its narrator, a forest ranger, the significance of which should not go unnoticed. The use of a man in uniform establishes an element of authority, protection and trustworthiness (see Figure 5.9). As the ranger begins to discuss the evolution of humanity’s interaction with forests, he emphasizes the balancing act between preservation and progress that is now imperative, concluding, “Today society is taking progressive steps to conserve and utilize forest lands in the best way possible, so that all of us will continue enjoying what we get from them.”\(^{601}\) The comic praises the forestry
\(^{599}\) *Our Forest Lands: And What WE Get from Them!* (Toronto, ON: DLF, 1963), 1.
\(^{600}\) Ibid., 6, 10 and 12 respectively.
\(^{601}\) Ibid., 2–3.
industry’s progressive adoption of conservation practices and enumerates the diversity and importance of water, wildlife, fish, and parks in the province.
Comics emerged when a progressive conservation movement was gaining traction with the public. The movement advocated for wise use of national resources while minimizing the human footprint to preserve resources for future generations. While the comics discussed here were produced prior to the advent of the modern environmental movement in the 1960s and 1970s, it is evident that the provincial government had been accounting for the intrinsic value of nature in its promotional efforts, which becomes more evident in the later years. Looking back to the 1920s back-to-nature movement, art and literature were already adopting this more holistic approach to selling the image of nature by displaying these environmental values. Forests were more than a revenue-generating resource; it was also a source of health and escape from the ills
of urban life. Comics, like other media used in eco-educational promotion, reveal the DLF’s interest in promoting the balance between leisure and economic uses of the resource.
**All Aboard the Conservation Car**
“We must repeat the conservation message,” remarked Hon. Clare E. Mapledoram, the Ontario Minister of Lands and Forests, “to the point where human carelessness will no longer figure as a major cause of our terrible annual forest-fire toll.”\(^{602}\) These were part of the opening remarks by Mapledoram at the inauguration of the Conservation Railway Car at Toronto’s Union Station on July 13, 1954 (see Figure 5.10). The railway car, donated by Canada National Railway, was modified to accommodate large crowds. It offered comfortable theatre-style seating and was equipped with a projector and screen. The mobile classroom was designed to provide remote communities along the rail line the opportunity to hear lectures and watch movies on conservation and fire prevention.\(^{603}\) The operation and educational programming designed for this endeavour was administered and carried out by the CFA.\(^{604}\) One representative after another spoke to the importance of this venture in Ontario. In the absence of Joshua G. Beard the Mayor
---
\(^{602}\) Dill, “C.F.A.” 20.
\(^{603}\) A version of this program had been introduced earlier in the western provinces with the Forest Exhibit Car and the Tree Planting Car. The Forest Exhibit Car was a railway coach equipped with numerous models and designed to educate the public on the facts of forestry. Officers provided age-specific lectures to adults and youth during various times of day in local halls or via radio channels. The Tree Planting Car, which doubled up as the Conservation Car, was another medium utilized by the CFA and the railways as a way of promoting forestry content. Visiting small communities across the prairies, the railway coach was fashioned as an auditorium that facilitated public lectures and showcased motion pictures. See D. Beaven, *A Prairie Odyssey—Alan Beaven and the Tree Planting Car* (Winnipeg, MB: Dianne Beaven, 2011). Films that were shown specifically in Ontario: *Making the Most of Your Woodlot*, *Practical Woodlot Management*, *Trees of Canada—East of B.C.*, *Native Trees of Canada—B.C.*, *Plants Grow, Trees Grow*, *Winter Comes to the Country*, *Summer Comes to the Country*, *Smaller Land Mammals* (a. Moles, Shrews, Bats, Rabbits and the Opossum; b. The Pocket Gopher; c. The Beaver; d. Rodents; e. Flesh Eaters; and f. Raccoon), *Animal Tracks*, *Larger Land Mammals of Canada*, *The Black Bear*, *Common Birds of Canada*, *The Common Loon*, *King-Fisher*, *Toads and Frogs of Eastern Canada*, *Snakes of Canada*, *Turtles and Lizards* and *Lobsters are a Crop*. See LAC, MG 28, 188, vol. 21.
\(^{604}\) A full-time lecturer hired by the CFA was provided rations and quarters on the car. Experts in forest sciences (which included arboriculture, entomology, horticulture, botany and wildlife) were hired to broker these talks with the public, tailoring their lectures to communities they stopped at.
of Toronto, comptroller Ford Brand took his place. Ford in his speech encapsulated the spirit of the event stating, “…since, many in cases, city dwellers start forest fires while motoring or on vacation, even greater urban education is needed on the subject of forest-fire prevention and conservation. If there were no forests in Ontario, there would be no cities and no jobs.”\textsuperscript{605}
The car promoted the wise use of all renewable resources, with an emphasis on the importance of forests and trees. The traveling schoolhouse served as an optimal outlet to educate the public in an engaging format by providing them with information about useful forestry techniques applicable to new settlement needs. The popularity of the car allowed for multiple viewings and lectures during a visit, offering earlier lectures to families, especially those who brought children. (See Appendix E for a table of Conservation Car visitors.) The CFA advertised the car’s arrival to schools and churches as a means of encouraging attendance.\textsuperscript{606} Additional
\textsuperscript{605} Dill, “C.F.A.,” 20.
\textsuperscript{606} Promotion of the car’s arrival was already being advertised in newspapers, radio and TV stations. The department was always looking for additional ways to inform the public of events they were putting on.
lectures were given in community auditoriums and schools, which helped to inspire interest in forestry in a younger generation. Teachers supplemented these conservation classes with films.\textsuperscript{607} Catering to young visitors, Smokey made the occasional appearance and talked to students, advocating for safe practices in the forests.\textsuperscript{608} Figure 5.11 is an example of the promotional materials issued by the CFA to encourage forest fire prevention in young children. On the back of the image (the second image in Figure 5.11), there is accompanying text to educate children about fire and safety measures in nature. In creating age-appropriate content, the CFA, teachers, school authorities and the government were building a cooperative partnership while fostering “a conservation conscious generation of young Canadians.”\textsuperscript{609}
\textsuperscript{607} The CFA would hold special campaigns designed to engage youth in creating change, attached to some of these events. For example, students would submit fire prevention poster designs to a contest, where the winning design would be used in a province-wide campaign.
\textsuperscript{608} Example of a Smokey appearance can be found in LAC, MG 28, 188, vol. 17 file, Conservation Education, pt. 1, Reprinted from Forest & Outdoors (Sept 1958). Ownership of Smokey Bear belong to the United States Forest Services (USFS).
\textsuperscript{609} CFA, Prairie Provinces Division, \textit{Canadian Forestry Association in Action Annual Report of 1958} (1958), 4. LAC, MG 28, file 188, vol. 21.
PROTECT LITTLE TREES FROM FIRE!
Wouldn’t this be a sad world without trees?
Trees are wonderful!
They give us shade.
They give us nice place to play.
They give us wood.
They give us nice place to live.
Fire kills Trees:
Trees can’t run away from fire like we can.
Trees can’t hide from fire like we can.
When the heat is hot, trees can’t give us the shelter we need from them.
Some Things To Do
Make a list of other things trees give us.
Write down how trees help birds and animals.
Write down why you like to walk in the woods.
Some Things to Remember
1. Don’t play with matches.
2. Keep fire tools handy.
3. Follow up when smoke is seen as ashery.
4. Put out your campfire with water.
5. Never burn trash when it is windy.
PLEASE—Only you can prevent forest fires!
While public programming continued to target critical areas, such as forest fire prevention, more could still be done to increase awareness of the resource sectors. The need to reassess education to combat this gap in public knowledge was addressed by Gordon O’Brien in his article for *The Forestry Chronicle*. O’Brien argued that both industry and the public needed to be educated, industrialists on management methods and practices that applied conservation principles and the public on the importance of proper management. People had the power to act as agents of change in encouraging governments to implement more effective legislation and management strategies to protect these natural resources. O’Brien concluded with a call to invest in youth education, referencing the work of Dr. H.H. Bennet, who advocated for children’s education.
This understanding, that conservation must take place in classrooms and in industry, spurred the growth of educational programming in the 1950s. One of the more innovative and consistent programs developed to educate the public on conservation was the Tree Planting Car in Western Canada. A partnership between CFA and the Canadian Pacific, the program reached 1.5 million visitors over its fifty-year run in its journey across the prairies. Its educational programming helped create many grassroots changes to community development, from roadside tree planting programs, to beautification efforts around homes (planting of gardens and fruit trees), to planting shelterbelts and field shelters. Visitors to the car could listen to
---
610 C.G. O’Brien, “Education for Conservation,” *The Forestry Chronicle* 26, no. 2 (1950): 127–37.
611 “We cannot be assured of the permanency of our soil conservation work until the concept of its absolute necessity sinks deeply and fixed into our physiological make-up. The one best way to get this into our national habits is to start early in our schools, in order to plant the ideas deeply and firmly in the minds of our children. We must get it into our very bloodstream, so that soil conservation—so vital to national and world prosperity, happiness, and health—becomes a part of our national culture as a fixed national objective.” O’Brien, “Education for Conservation,” 128.
612 See “Brief History of the Canadian Forestry Association Organization and Finances” (1958), LAC, MG 28 188, vol. 21.
613 See chapter “Forming the Foundation for Early Sustainable Forestry Management in Ontario.” For a further discussion, see Beaven, *A Prairie Odyssey*.
lectures and live demonstrations on progressive methods in sustainable farming. Additional outreach media included films, some comedic and others showcasing the seriousness of preventing forest fires and the impact of unsustainable farming practices (see Appendix B). This style of knowledge dissemination grew in popularity in Ontario in the 1950s when the CFA launched a similar version targeting forest issues specific to the province, called the Conservation Car and was in partnership with Canadian National. Table 5.2 illustrates the popularity of this endeavour compared to other provinces who held similar programming.
Table 5.1 The CNR Conservation Car no. 15021 (1958 Tour)
| Province | # of showings | % of youth attendance | % of adult attendance | Avg. attendance per show | # of persons per miles travelled | # of miles per place visited |
|----------------|---------------|-----------------------|-----------------------|--------------------------|---------------------------------|-------------------------------|
| Ontario | 3.4 | 86 | 14 | 55 | 7.0 | 27 |
| Provincial | 3.8 | 88 | 12 | 85 | 6.0 | 54 |
| Average* | | | | | | |
*Average from the provinces BC, NS, QU, AB and ON.
Source: LAC, MG 28 188, vol. 21, file Miscellaneous, 1954–9.
These early efforts were considered by both the DLF and the CFA to be an effective means of arousing interest in conservation. However, sustaining these efforts long term was not possible because of the rising costs of personnel and other demands on the department’s budget. In the late 1950s district staff took responsibility for public education in their area of operation. This move allowed staff to provide their district with information tailored to the specific needs of their community, encouraging the public to become familiar with the staff assigned to their region.
The CFA (after 1958, Ontario Forestry Association [OFA]) assisted with regional programming. An example of its involvement is its participation in conservation schools. Dryden High School Conservation Camp first ran in 1957 and was put on by the Dryden Paper Company
Limited (Dryden Paper) in cooperation with forestry and agricultural organizations. The OFA in 1958 was asked to participate in this camp. The camp ran for three days during the month of June for thirty-six grade 10 students. The selected students boarded at Contact Bay Camp, which belonged to Dryden Paper. During their time at the company, students learned about soil, water, wildlife and forests first hand. The experiential lessons were supplemented with films to further provide students with additional context about resources and show the nuances of species, regions and practices within the forestry sector. Assisting with the lectures, firsthand experiences and films was an eighty-page booklet.\(^{614}\) Similar conservation camp programs followed in the coming years.\(^{615}\)
**Conclusion**
The government, industry and associations wanted to promote forests as a multi-use resource available for human use, a source of both natural and economic wealth and an investment in safeguarding them for future generations. Across all promotional media, the theme of individual responsibility for good forest etiquette, particularly the prevention of forest fires, was paramount. While the messages were the same for adults and youth, children’s materials required more creativity and innovation to be accepted by the viewer. For instance, in promoting forest fire prevention to children, the use of Smokey as a metonymic tool was very effective. Even today, his image is internationally synonymous with the prevention of forest fires. Likewise, radio programing, poster contests, and experiential learning were significant vectors for youth.
\(^{614}\) LAC, MG 28, 188 vol. 17, file Conservation Education, J.L. Van Camp, “Dryden High School Conservation Camp, 1958,” *Forest & Outdoors* (September, 1958).
\(^{615}\) In 1960 a conservation camp was set up in Espanola for grade 8 boys. This would later be expanded to include girls. Each day the students participated in two or three sessions during the 3-day camp. Marathon Conservation School (1964) was another conservation camp. While these programs did not continue to perpetuity, they offered students the experience to witness forestry operations and the importance of conservation, while showcasing Ontario Forestry Association activities.
education about forests. Tailoring content to each level of cognitive development helped foster stewardship early in a child’s development, promoting a positive rapport with forests and nature. The mixed-use approach to educating youth about conservation and fire prevention helped instil confidence in youth and their environment.
The success of these educational campaigns is difficult to measure. However, regional reports sent to the DLF indicate a decline in the number of fires in their areas. This is perhaps best illustrated in a report from the Fort Frances District in May 1952, which read:
The recent long spell of dry weather created a hazard which is seldom experienced in this part of the Province. It is also remarkable that so few forest fires occurred and so little timber damaged resulted. Now that we have had time to assess the results secured, it would appear that we are at along last getting much greater cooperation from the public. This, we believe, can be attributed to publicity given to forest fire prevention, personal contracts by ranger staff, frequent patrols by aircraft and Provincial Police investigations.\(^{616}\)
The development of these eco-educational modes of dissemination helped convey an image of forests as a place of tranquility, natural wealth and stability. The constructed narrative sought to instil a sense of stewardship in a young audience—a desire to protect and invest in their natural inheritance. Fire played a significant role in creating this desired identity as images and text portrayed both a sense of vulnerability and resilience. By showing the devastation and harm that human carelessness could cause—a phrase repeated consistently in both adult and youth materials—the materials helped awaken in audiences the importance of exercising proper forest etiquette. This was supported through provincial foresters’ and the DLF efforts to establish a park structure that helped manage and protect natural resources. One way they managed to achieve this understanding was using images of men in uniform to help signify a sense of authority and trust in the park structure. Parks and rangers represented a managed forest
\(^{616}\) LAC, RG 85, vol. 295, file 1006–3–1–[2].
experience, one in which knowledgeable men watched over young people while they confidently explored and experienced the outdoors. Similarly, exposure to forests through Arbour Day, traveling lectures, outdoor camps, tours of forest industries as well as other activities helped to demystify forests and encourage safe use of these natural spaces and an understanding of what forests provided society.
Education was seen as the only way to bridge the gap between the government’s objectives in regards to forest sustainability and the overwhelming lack of public awareness that exacerbated problems like forest fires. The government gradually honed its ability to educate through entertainment: “Facts—offered to you as ends in themselves—become deal ends! Facts—given as an avenue of approach to the high purpose of living—become the coloured meaningful blocks out of which the child may build that life.”\(^{617}\) This tactic was particularly important when targeting children and youth over the course of their education. To protect the welfare and longevity of these resources, the government exposed children to the natural world and practices of sustainability and conservation throughout their development.\(^{618}\)
While efforts in educating the public, in particular youth, continued to expand, further work was still needed. The Canadian Institute of Forestry 1957 annual meeting focused on public education, emphasizing the need to continue educating the public to change their attitudes to conservation. George S. Allen, dean of the Faculty of Forestry at University of British Columbia, summarized the sentiments of many in attendance:
A number of organizations, such as the Canadian Forestry Association, the Quebec Forestry Association, the Canadian Pulp and Paper Association and
\(^{617}\) A.R. Fenwick, *Public Education*. Paper presented at the 41st annual meeting of the Canadian Society of Forest Engineers (Toronto, ON, 1949), 25.
\(^{618}\) Paul Aird discusses the significance of this early relationship and how it can have a lasting imprint on people. Images we form from our surroundings create “mental impression, formed by integrating the sensations derived from sight, sound, smell, taste and touch, often modified by outside influences, including friends, relative and colleagues, and conditioned by time.” See, P.L. Aird, “Images of Conservation Education: Reconciling vision with Reality,” *The Forestry Chronicle* 68, no. 5 (1991): 598–600.
others are doing fine work in carrying the forestry story to the general public. In spite of this concerned effort, very few Canadians seem to have even an elementary knowledge of the forests, forestry and foresters. If the public continues to be uninformed, it is unlikely that Canada will attain the ultimate goal of maximum sustained yield which is the declared policy of most provinces and organizations.\(^{619}\)
The testimony and observations presented in members’ papers at the CIF meeting suggests that the public continued to know relatively little about foresters and their work. Foresters were often associated with woods labourers or considered people who only plant trees and fight fires. They were not seen as professionals. With the expansion of roads into the forests increasing the number of users in these spaces, the need to clearly identify the role of the forester became more important. As,
[i]ncreased public use of forests creates increased public interest, not in forestry, but in the forest as a place for recreation. There is clearly a need therefore, because of this, and other developments, for foresters to work with other resource users and managers, for the best possible overall land use and management.\(^{620}\)
Van Camp concluded by addressing the disconnect between the public and foresters and the necessity to change this. For this to occur, both the forestry profession and forest industry would need to develop better public relations, a fact that was, for the most part, agreed upon. To achieve this, the forestry sector would need to develop public programing focused on facts about forestry, forest industries and foresters. The benefit of these actions would “first, in creating additional concerns about the protection and management of forests; secondly, adding to the ability of departments and forest industry to obtain useful legislation, and thirdly, increasing public comprehension of the work and importance of foresters in the Canadian economy.”\(^{621}\) In the end, it was clear that stronger lines of communications needed to be established with the
\(^{619}\) LAC, MG 28 188, vol. 17, file Canadian Institute of Forestry, 1957, J.L. Van Camp, “Summary. Public Education Session,” Canadian Institute of Forestry annual meeting Toronto (October 24 1957), 1.
\(^{620}\) Ibid., 1.
\(^{621}\) Ibid., 2.
press, which should be given access to report first hand the problems and accomplishments of forestry and forest industries.
The media proved to be an important tool for educating the public about conservation. Establishing a rapport with media outlets helped expose the public to the importance of the conservation movement. The radio lectures of Dominion forester R.W. Watt, which were popular among young people, are an example of the effectiveness of education. Establishing this relationship also worked to dispel any misinformation circulating, while promoting the efforts of government agencies, industry, professional foresters and resource associations in achieving conservation.
The materials and programs examined in this chapter demonstrate the evolution of government, public and private and industry efforts to reach the public at a young age and consequently foster a new generation of stewards. In this way, Canada and Ontario finally seized control of the narrative of humans’ relationship with the forest, casting the individual as the protagonist in maintaining a harmony of which humans were a part, rather than apart.
Conclusion
Foresters would much rather talk to trees than to people, trees don’t talk back.
—Peter M. Morley\(^{622}\)
I have endeavoured to show in this dissertation the progression of forestry policy through administrations. While the failures and successes of previous forest policies would be learnt from there would always be new challenges and triumphs to overcome. I have illustrated how policymakers resorted to older policies in times of economic uncertainty compensate for changes in the market, opting for revenue generating policy as appose to conservation. For instance, the period between confederation to the turn of the twentieth century reflected the view that forests were a potential source of revenue and both the federal and provincial governments developed policies that optimized their profits within the forestry sector. The realization that forest resources are not infinite begins to emerge 1900s and policy reflects this new understanding. Conservation efforts begin to change the trajectory of policy away from exploitation towards more sustainable management. These efforts were, however, derailed by the Depression, when revenue-minded policies were once again favoured. What becomes clear is that forest policies alternated between the two poles; a cyclical policy development best represents the forest policy decision making process over any other type of stage-by-stage progressive development. While not systemically used, frame analysis inspired the research and findings of this study, which contributed to the understanding how the public would have understood the images and narratives being promoted by government resource campaigns.
\(^{622}\) Foresters’ ability to broker information to the public was not one of their strong suits, suggests Peter M. Morley in his article, “Stand Up and Be Counted!” Foresters and the forest industry have continually voiced their disapproval of the media coverage of the sector, which has fixated on the negative aspects of the forest establishment and harvesting, arguing that any strides towards improving management strategies are overlooked and undocumented. See P.M. Morley, “Stand Up and Be Counted,” *The Forestry Chronicle* 63, no. 3 (June 1987): 199–202.
Ontario and the Dominion tried to maintain a level of control over resource development. Conservation and sustainability are reoccurring themes, and indeed, loom large in today’s zeitgeist. The understanding of these terms has evolved over the decades depending on the goals of those in power. Yet the primary application of conservation ethics has always remained forest protection, whether in the interests of industry or of environmentalism, not just from exploitation by settlers (the clearing of forested land) but also from natural and human-imitated threats: fire, insects and disease. By the end of WWI, Canadian society’s understanding of conservation had finally brought the two poles together: the forest was seen as having both social and economic value. This was reflected in public opinion and legislation. The shift culminated in a new paradigm for the public’s relationship with forests—the importance of wise use. Faith in efforts to sustain the health of this iconic natural resource was established, as echoed at the first forestry congress. Gifford Pinchot highlighted this encouraging approach to resource management and use:
We must put every bit of land to its best use, no matter what that may be—put it to the use that will make it contribute most to the general welfare. . . . Forestry with us is a business proposition. We do not love the trees any the less because we do not talk about our love for them . . . . use is the end of forest preservation, and the highest use.\(^{623}\)
While these early ideas of conservationists such as Pinchot, Fernow and their successors were a step in the right direction, their principles and approaches were still anthropocentric. They still viewed humans as separate from nature and forests as opposed to part of this sphere. Their philosophy provided the intellectual and ethical rationalization for the exploitation of forests. This mindset helped construct the image of a properly managed forest, where forest rangers were viewed as scientifically trained protectors. This constructed image of foresters as crusaders for
\(^{623}\) *Report of the Canadian Forestry Convention*. Ottawa, ON, January 10–12, 1906, 25.
the forests, helped sell the importance of their role and inspired young men to pursue forestry. Government propaganda that emphasized rangers’ importance and authority in protecting forests reinforced the idea that forests were another component—albeit the crown jewel—of the industrial machine that was Canada’s resource extraction sector. Forestry practiced scientific management in service of industry rather than independently of it.
The industrial structure of forestry drove the conservation movement into the early twentieth century. Investment in education and research were a priority in sustaining the health of natural resources and their associated industries. Professional forestry schools taught principles of preservation and conservation while facilitating the development and creation of technologies that aided their efforts. These technologies led to dramatic changes in forestry practices as mechanization and automation made manpower obsolete. Yet while this had the benefit of optimizing productivity, it created new problems for sustainability and oversight, as forests were now at risk of rapid deforestation. The London *Daily Telegraph* demonstrates that deforestation was on people’s minds by 1937:
> It is generally known among the well-informed that the forest is being over cut at a devastating rate in every forest province in Canada; that Canada, an essentially forest country, lags far behind India, the United States, Norway, Sweden, Finland and France in forest policy; and that forest schools and forest departments in Canada are half-starved and failing to lead or influence a Canadian people, who are still bent on exploitation rather than conservation of their greater natural resources.\(^{624}\)
The problem with sustainable forest management and limited use principles being implemented was in part the lack of public understanding about how governments governed resources. The prevailing belief that “the practice of forestry by the government on public lands is never going to interfere with the profit or comfort of the person who is thinking about it” needed to change.\(^{625}\)
\(^{624}\) K. Drushka, *HR: A Biography of H.R. MacMillan* (Madeira Park, BC: Harbour Publishing, 1995), 184.
\(^{625}\) Drushka, *Canada’s Forests*, 54.
As I discussed in the later chapters, this belief changed and government began to promote new ideas of conservation and sustainability. It adapted time-tested techniques in advertising and propaganda while also innovating with new media of film, radio, and the introduction of experiential learning for youth. These efforts, in turn, influenced successive generations about their relationship with Canada’s forests, which has seen constant change since Europeans settled in Canada.
**The Changing Relationship with Forests**
Settlers arriving in British North America were often unaware of and unprepared for its variable climates and rugged topography. Indeed, while British North America was marketed as the land of opportunity and new beginnings, its novelty was short-lived. As a result, these early settlers saw their environment as a roadblock in achieving their goal of establishing roots and developing a sense of purpose. Nature was the enemy. It had to be conquered, destroyed and colonized. Although both the American colonies and British North America experienced similar challenges, their different relationships with Britain influenced the relationship they developed with their natural resources. The co-dependency of Britain and British North America in the form of exploitation of raw goods in exchange for processed materials and more immigrants, stalled the development of any distinct Canadian national identity, which in turn hindered the public’s relationship with nature that went beyond the superficial or supercilious.
Colonization and settlement of what is now western Canada marked a pivotal shift in Canada’s relationship with nature. Now a dominion in its own right, Canada began developing its own identity, which was then promoted to potential emigrants in Europe and the United States. Canada’s nordicity and natural resource wealth figured prominently in this construction of national identity. The acceptance of its environment facilitated the change in mindset needed
to nurture a more positive connection with nature. The environment was no longer something to be feared; it was goods to be exploited. The forest was a commodity in need of harvesting and sale, and migration to Canada was the solution.
In the early twentieth century, the resource-rich north was seen as the economic cornucopia that would underwrite Canada as a modern nation-state. At the same time, images of northern lakes, forests and rocks inspired romantic, sometimes even patriotic, feelings; such were the convolutions and outright contradictions of Canadian industrial modernism. Walton put the matter bluntly in his article for the *Owen Sound Sun*: “Technology gave value to the landscape.”\(^{626}\) The picturesque and wild landscapes of the North came into focus largely because industrialization was radically modifying the land just outside the frame of the picture. As Mel Watkins notes, some of the most famous paintings of the north represent views from the porches of cottages built on recently cleared land. Corresponding propaganda used the attractiveness of Canada’s natural resources to sell its image internationally as a resource haven.\(^{627}\) Images of manicured farms and forests were plastered across settlement campaign advertisements selling the idea of prosperity and opportunity. These early efforts in promoting Canada’s affinity with nature were done through print and visual modes of dissemination. While descriptions helped create vivid imagery, the utilization of images both moving and still were the most effective in selling this idea.
Industrialization and urbanization overtook settlement as principal influences on the country’s relationship with nature at the turn of the century. While these factors shared with
\(^{626}\) Nelles, *The Politics of Development*, 51.
\(^{627}\) M. Watkins, “Reflections on Being Born in a Group of Seven Canvas that Is Magically Transformed into a Sensuous Elenore Bond Painting,” in *Beyond Wilderness: The Group of Seven, Canadian Identity, and Contemporary Art*, ed. J. O’Brian and P. White (Montreal and Kingston: McGill-Queen’s University Press, 2007), 161–5.
settlement a dependence on exploiting forests, paradoxically, they spawned a desire to reconnect with nature too. This corresponded with a growing awareness that government and industry had mismanaged forests, and some of the most valuable timber tracts had reached a point of near depletion. The exhaustibility of forests was no longer a topic limited to specialists but became part of the broader public conservation. Preservationists began advocating for areas of forests to be protected from industry. They would soon be joined by a new leisure class who saw the holistic value of forests. This shift from viewing forests purely as a commodity to a more holistic view that acknowledged their non-utilitarian value spurred new provincial and federal efforts to reflect this back-to-nature movement in their promotional materials. Parks became popular destinations frequented by the growing upper- and middle-classes, much of whom now had access to cars that made such excursions more practical. The appeal of the outdoors spawned the advent of leisure magazines, nature-based literature and motion pictures. These images and articles not only encouraged recreational use of forests but also often promoted the need to protect the welfare of natural resources.
The boom in tourism as an ancillary forestry industry brought material downsides, however. With a thriving resource sector and a growing leisure class, forest fires became a serious concern. The primary threat to timber tracts was no longer corruption but carelessness. Resource agencies thus began to promote fire prevention, using print and visual mediums to reach wide audiences, educating them on the importance of being vigilant and maintaining proper forest etiquette. These ads displayed a sophisticated understanding of the psychology of consumerism for the times, using various tactics of manipulation to appeal to the audience’s emotions and sense of reason. Eventually, the government shifted from a reactive approach to a proactive one, considering what image of forests and forest management it wanted to instil in the
public, particularly in young people. Targeted promotional/educational materials for youth demonstrate the thought that went into creating lifelong stewards.
While the public is still influenced by resource propaganda, they have, to an extent, taken back some of the control in forming their relationship with nature, a relationship they can define. And while that relationship has echoes of the romantic understanding of forests from the late 1700s, it is mediated by a pragmatic understanding of the limits of exploitation. The result is that humans are seen as essential and active participants in maintaining the balance in nature, as opposed to passive recipients of the forest’s largesse.
**The Medium Is the Message**
As demonstrated, Canada’s relationship with forests and forestry has evolved from fear to appreciation and an increasingly nuanced understanding of forests. While Canadians were once frightened by the unruly, dense, vegetative forests, they slowly began to see these spaces as romantic vistas. I argue that this progression was influenced by their experiences and exposure to nature and societal narratives. Art and literature at the turn of the century played a significant role in shaping this early appreciation for forests. The images of forests painted by the Group of Seven helped audiences see the beauty and value of an untouched landscape. However, Canada’s understanding of forests was still in its infancy stage. It was not until the post-war period that educational programming was made a part of the curriculum, signalling the government’s new priority of actively shaping the image of forests and forest management.
The maturity of man’s the relationship with nature, is evident in their policies practices which have shifted away from rampant exploitation to management and preservation. Young people growing up during this period were given the resources and opportunities to explore the natural world. In experimenting with different media in the dissemination of information and
propaganda, the government stimulated a new generation to view forests as multi-use spaces and to understand conservation and sustainability through this multifactorial lens. The media used by the government often shaped these messages: experiential learning programs were usually successful and seminal for the youth involved, whereas forays into comic books proved more challenging for the government because the semiology of that medium was far more malleable on the reader’s part. The influence of these media on Ontario’s efforts to create a specific narrative about forests and forestry mirrors the influence forests themselves have had on this changing relationship. People are not separate from nature but rather a part of it. It is with this understanding that Canadians were able to shift their approach from exploitation to conservation and balance.
The term “new media” has old roots, its origins dating back to the 1800s. It is often associated with the idea of digital technology, but its inception was the introduction of the telegraph line in 1844. As Czitrom suggests, modern technology introduced the world to modern media, communication and transportation; soon these were viewed as inseparable entities, as information could only be received as fast as transportation allowed it.\(^{628}\) New media has evolved over the years. In the 1920s, radio was the newest form of accessing information; television in the 1950s was the next progression of this emerging new media. Each was an improvement on the previous version, reflecting the evolving and new technological advances of the day.\(^{629}\) With what now feels like a constant march of innovation and technologies evolving, existing media rapidly became old media.\(^{630}\)
\(^{628}\) D.J. Czitrom, *Media and the American Mind: From Morse to McLuhan* (Chapel Hill, NC: University of North Carolina Press, 1982).
\(^{629}\) M.R. Stafford and R.J. Faber, *Advertising, Promotion, and New Media* (New York: M.E. Sharpe, 2005).
\(^{630}\) Ibid..
New media in advertising and promotion has had a significant impact on how messages are disseminated to the public. In addition to creating dialogue, films were able to reach wider audiences and sustain their attention. This mode of knowledge brokering has been a primary source for acquiring information about events and people of the past.\textsuperscript{631} Many people do not have access to reading material or time to read and often rely on visual media as it is readily available and accessible. Marshall McLuhan further defends this point by explaining that new forms of communication or information transferring capability will alter what he called the “sense ratio” of a society.\textsuperscript{632} He proposed that society will dictate how it exploits the given communications media accessible to it.\textsuperscript{633} As societies become more reliant on technology and social media, their sources for information change as they accommodate the emergence of new communications outlets and information accessibility.\textsuperscript{634}
Film, in addition to other forms of visual media, has been known to increase the retention of information being presented and illustrated. Edgar Dale in 1946 created the “cone of experience,” a classification system of the various types of learning environments.\textsuperscript{635} Increased forms visual dissemination (moving being higher than still images) has an increased retention rate compared to information gather in static inform, such as reading. The more active the participation is in the learning environment the higher the level of retention. Similar conclusions are supported by Hovland, Lumsdaine, and Sheffield, who looked at audience participation and receptiveness of content.\textsuperscript{636} They concluded that students are able to retain more information
\textsuperscript{631} R. Rosenstone, \textit{History on Film/Film on History} (London, UK: Pearson Education Limited, 2006).
\textsuperscript{632} J.E. O’Connor, \textit{Image as Artifacts: The Historical Analysis of Film and Television} (Malabar, FL: Robert E. Krieger Publishing Company, 1990).
\textsuperscript{633} Ibid.
\textsuperscript{634} M.W. Bauer and G. Gaskell (eds.), \textit{Qualitative Researching with Text, Images and Sounds: A Practical Handbook for Social Research} (London: Sage Publishing, 2000).
\textsuperscript{635} E. Dale, \textit{Audio-Visual Methods in Teaching} (New York: The Dryden Press, 1946).
\textsuperscript{636} C.I. Hovland, A.A. Lumsdaine, and F.D. Sheffield, \textit{Experiments in Mass Communication} (Princeton, NJ: Princeton University Press, 1949).
when they are shown visual media such as film. A study by D.N. Michael showed the varying degrees of participation after a film (*Pattern for Survival*) was shown and concluded that active participation increased the retention of material in the participants.\(^{637}\) What these studies revealed was that combining different learning strategies (oral, visual, auditory, etc.) helps create a stronger environment for information retention. It can then be concluded that film has many benefits that aid in learning, educating and producing change.
Images played a key role in educating the public about their natural environment, and the resulting effects of exploitation of resource which can be accredited to government and market driven decisions. The types of images were strategically curated by the government (both federal and provincial) to suit their objectives in influencing and controlling resource development as the market dictated. These decisions created undesirable situations for communities in the north, for many had become dependent on resource production, while others faced social issues because of their migrant workforce. Indigenous communities have been subjected to environmental dispossession and a disconnection from the land. Hence, Canada’s relationship with nature and resource extraction has always been problematic. It is therefore important to take into account the biases and agendas of the people and entities who created these images, as they have shaped how people have come to identity with natural resources. This will hopefully inform future attempts and perhaps allow for a narrative that is more balanced.
I end my analysis prior to the rise of television as a dominant medium in the 1950s and the subsequent introduction of color broadcasting in the mid-1960s. This was an intentional decision made for reasons both practical and thematic. The application of television to
\(^{637}\) D.N. Michael, *Some Factors Influencing the Effects of Audience Participation on Learning from a Factual Film*. HRRL Memo Report No. 13A, Revised report., U.S. Air Force, Human Resources Research Laboratories, Headquarters Command, Bolling Air Force Base, Washington, D.C. (Washington, D.C., 1951).
disseminate resource agencies’ messages of prevention and conservation is complex because the commercial and non-commercial use of this mode had a significant influence on consumer retention. Krugman, in his article “The Impact of Television Advertising: Learning without Involvement,” discusses the impact of TV campaigns, concluding that TV as a vector of knowledge transmission is effective, as audiences are able to retain the messages transmitted.\(^{638}\) Television—like radio to some extent—changed how the public consumed information. It was a consistent source of advertising and entertainment, which is a topic in itself, and it changed how goods and services were marketed to the public. Therefore, television and the subsequent rise of social media outlets falls outside of the scope of this dissertation. They are, however, worth future study and analysis.
I have provided evidence to show how the Ontario government shaped Ontarians’ understanding and image of forests and forestry from colonial settlement to the post-war period. The government’s innovative adoption of traditional and modern modes of communication in shaping its narrative about Ontario’s forest speaks to the efforts and goals of government campaigns, reflecting the mindset of how resources were viewed by the state and how public interest in the welfare of Ontario’s forests impacted these efforts. This research helps fill in the gap of how Ontario has come to view its natural resources, based on epochal transitions in promotional mediums that reflect the tension between preservation and use.
In hopes of inspiring continued resource stewardship, I conclude with an excerpt from Archibald Lampman’s “On the Companionship with Nature.”
\(^{638}\) H.E. Krugman, “The Impact of Television Advertising: Learning without Involvement,” *Public Opinion Quarterly* 29, no. 3 (1965): 349–56; J. Klapper, *The Effects of Mass Communication* (New York: Free Press, 1960). Similar conclusions have been drawn in more recent studies: D.W. Stewart, P. Pavlou, and S. Ward, “Media Influences on Marketing Communications,” in *Media Effects: Advances in Theory and Research*, ed. J. Bryant and D. Zillmann, 354–396 (Mahwah, NJ: Lawrence Erlbaum Associates, Inc., 2002); P. Verlegh, H. Voorveld, and M. Eisend (eds.). *Advances in Advertising Research (Vol. VI): The Digital, the Classic, the Subtle, and the Alternative* (Berlin: Springer, 2015).
Let us be much with Nature; not as they
That labour without seeing, that employ
Her unloved forces, blindly without joy;
Nor those whose hands and crude delights obey
The old brute passion to hunt down and slay;
But rather as children of one common birth,
Discerning in each natural fruit of earth
Kinship and bond with this diviner clay.\textsuperscript{639}
\textsuperscript{639} A. Lampman, “On the Companionship with Nature,” in \textit{The Poems of Archibald Lampman}, ed. D.C. Scott (Toronto, ON: G.N. Morang, 1901), 258–9.
Bibliography
Archival Collections
**Archives of Ontario (AO)**
RG 1, Department of Lands and Forests/Ministry of Natural Resources
RG 18, Royal Commissions
RG 2, Department of Education
RG 34, Ontario Economic Council
RG 4, Office of the Attorney General
RG 6, Department of Treasury
RG 65, Records of the Ministry of Tourism and Information
RG 68, Ministry of Mines and Northern Affairs
RG 9, Ministry of Industry and Tourism
**Library and Archives Canada (LAC)**
MG 26A Sir John A. Macdonald Papers
MG 28 Canadian Forestry Association Fonds
RG 10, Department of Indian Affairs and Northern Development Fonds
RG 15, Minister of the Interior
RG 17, Department of Agriculture
RG 26, Department of Citizenship and Immigration
RG 32, Public Service Commission
RG 36, Canadian Broadcasting Corporation
RG 39, Dominion Forest Service
RG 39, Ministry of Forestry
RG 76, Department of Immigration
RG 85, Northern Affairs Programmes
**Pennsylvania State Archives**
MG 200 Poster Collection, 1854–present
**Scotland National Archives**
Scottish Public Record Office, Forbes Papers. Forbes to Forbes, 14 October 1853.
SPRO. Gemmel Papers. John Gemmel to Andre Gemmel, 17 December 1926.
SPRO. Gemmel Papers. Gemmel to Gemmel, 21 May 1823 and 26 August 1830.
**Lakehead University Archives**
Thunder Bay Field Naturalists Society Fonds, 1933–1989 (A0035)
Morris Zaslow Collection, 1950–1980 (A0021)
**Queen’s University Archives**
W.L. Goodwin Fonds, 15 January 1903, Forestry—School of Mining and Agriculture, Kingston, Ontario, William Harty
University of Toronto Archives (UTA)
Board of Governors, A1970-0024/017
Faculty of Forestry Calendar, A1972-0025/187
Faculty of Forestry Calendar, A1972-0025/187
Faculty of Forestry Calendar, A1972-0025/190
Faculty of Forestry Calendar, A1972-0025/193
Faculty of Forestry Calendar, A1972-0025/210
Faculty of Forestry Calendar, A2004-0017/007
Faculty of Forestry Calendar, A2004-0017/038
Faculty of Forestry Calendar A2004-0025/014
Office of the President/Executive Assistant to the President, A1967-0007/052
University of Calgary Archives
Accession No: 397/87.9, box 3, files 1–6.
Government Publications
Court Cases
Supreme Court of Canada. 1949. *K.V.P. Co. Ltd. v. McKie et al.*, 1948 SCR 698.
Sessional Papers
Canada. 1885. “Forestry Report, 1884.” Sessional Papers.
Canada. 1896. “Forestry Report, 1896.” Sessional Papers, no. 40
Canada. 1889. “Forestry Report, 1888.” Sessional Papers, no. 5
Canada. 1892. “Forestry Report, 1889–90.” Sessional Papers.
Canada. 1872. “Reports of Minister of Agriculture, 1872.” Sessional Papers, no. 2A
Canada. 1902. “Annual Report of the Director of Forestry, 1900–1.” Sessional Papers
Canada. 1858. Sessional Papers
Canada. 1859. Sessional Papers, no. 19
Canada. 1860. Sessional Papers, no. 12
Canada. 1861. Sessional Papers, no. 23
Canada. 1863. Sessional Papers, no. 5
Ontario. 1886. “Report of the Commissioner of Crown Lands.” Sessional Papers no. 33.
Statues
Canada. 1849. *Crown Timber Act*. Statues of Upper Canada 12, Victoria
Canada. 1864. *British North American Act*. Statues of Ontario, sect. 92, subsec. 52
Canada. 1893. *The Algonquin National Park Act*. Statutes of Canada, 56 VICTORIÆ REGINÆ, c. 8
Canada. 1900. Statues, 63 Vic, c. 45
Canada. 1906. *Dominion Forest Reserves Act*. Statues of Canada, c. 14
Canada. 1939. *Forest Resource Regulation Act*. Statue of Ontario
Ontario. 1892. Statues of Ontario, 55 VICTORIÆ REGINÆ, c. 9
Ontario. 1901. Statues of Ontario, c. 44 Edw. VII
Ontario. 1913. Statues of Ontario, 3-5 Geo. V, c. 564
Ontario. 1917. *Forest Fires Prevention Act*. Statues of Ontario, 7 Geo. V, c. 54
Ontario. 1930. Statue of Ontario, 20 Geo. V, c. 60
Ontario. Department of Crown Lands. 1878. Statutes of Ontario. 41 VICTORIÆ REGINÆ, c. 23
**Legislative Assembly Journals**
Province of Canada. 1849. *Journals of the Legislative Assembly of Canada*.
Province of Canada. 1844–5. *Journal of the Legislative Assembly of Canada*, vol. 13, issue 10.
Province of Canada. 1864. *Journals of the Legislative Assembly of Canada*, vol. XXIII.
Province of Canada. 1849. *Legislative Assembly Journals of the Province of Canada*. vol. 8, issue 10.
Province of Canada. 1855. *Legislative Assembly Journals of the Province of Canada*, vol. 13, issue 10.
Ontario. 1898. *Forest Reserves Act*. *Legislative Assembly Journals of the Province of Canada*
Ontario. 1900. *Legislative Assembly Journals of the Province of Canada*
Ontario. 1939. *Journal of the Legislative Assembly of Ontario*.
**Annual Reports**
Canada. Department of Crown Lands. 1857. *Annual Report*.
Canada. Department of Crown Lands. 1859. *Annual Report*.
Ontario. Commission of Crown Lands. 1896. *Annual Report of the Clerk of Forestry*.
Ontario. Commission of Crown Lands 1896. *Annual Report of the Department of Lands and Forests*.
Ontario. Commission of Crown Lands. 1899. *Annual Report of the Clerk of Forestry*.
Ontario. Department of Lands and Forests. 1923. *Annual Report, 1922–23*.
Ontario. Department of Lands and Forests. 1925. *Annual Report*.
Ontario. Department of Lands and Forests. 1931. *Annual Report*.
Ontario. Department of Lands and Forests. 1939. *Annual Report*.
**Reports**
Canadas. 1865. *Report of the Commission of Crown Lands of Canada*.
Canada. 1900. *Report of Commission on Finance*.
Canada. 1906. *Report of the Canadian Forestry Convention*. Ottawa.
Canada. 1941. *Report of the Department of Mines and Resources for the Year Ended March 31, 1940*. Ottawa: King’s Printer.
Canada. Commission on Conservation of Canada. 1910. *First Annual Report*. Ottawa.
Canada. Department of Crown Lands. 1856. *Report of the Commissioner of Crown Lands of Canada for the Year 1856*. (Quebec: Thompson & Co. 1957)
Canada. Department of Crown Lands. 1859. *Report of the Commissioner of Crown Lands of Canada for the Year 1859*. (Quebec: Thompson & Co. 1960)
Canada. 1906. *House of Commons. Debates*, vol. I–III.
Canada. Woods and Forests Branch. 1877. *Report Book I, 1851–1876*
Canada. Woods and Forests Branch. 1902. *Report Book II, 1877–1901.*
Canadian Forestry Association. 1906. *Report.*
Buller, C. 1912 [1839] “Report on Public Lands and Emigration. Report to his Excellency the Governor-General.” *Lord Durham’s Report on the Affairs of North America,* edited by Sir Charles P. Lucas Oxford: Clarendon Press.
Ontario Fruit Growers’ Association. 1880. *Report.* In *Commissioner of Agriculture and Arts Report.*
Ontario. 1956. *Report of the Minister.*
Ontario. Clerk of Forestry. 1899. *Report.*
Ontario. Department of Education. 1946. *Report of the Minister of Education, Province of Ontario for the Year 1946.* Toronto, ON: King’s Printer.
Ontario. Department of Lands and Forests. 1917. *Report to the Minister of Lands, Forests and Mines, 1916.*
Ontario. Department of Lands and Forests. 1950. *Report of the Minister of Lands and Forests of the Province of Ontario, 1950.* Ontario.
Ontario. Department of Lands and Forests. 1956. *Report of the Minister of Lands and Forests of the Province of Ontario, 1955–56.* Ontario.
Ontario. Department of Lands, Forests and Mines. 1907. *Report of the Minister of Lands, Forests and Mines of the Province of Ontario.* Toronto, ON: King’s Printer.
Ontario. Department of Lands, Forests and Mines. 1908. *Information re Sale and Location of Public Lands.* Toronto, ON: King’s Printer.
Ontario. Game and Fish Commission. 1892. *Commissioners’ Report.* Toronto, ON: Warwick & Sons.
Ontario. Public Roads and Highways Commission. 1914. *Report of the Public Roads and Highways Commission of Ontario, 1913.* Toronto, ON: King’s Printer.
Ontario. Timber Commission. 26 June 1922. *Report.*
Ontario. Timber Commission. 1922. *Report, 1920.* Toronto, ON: King’s Printer.
Province of Canada. 1865. *Report of the Commission of Crown Lands of Canada.*
**Journals**
Canada. 1855–6. *Journal and Transactions of the Board of Agriculture of Upper Canada.*
Canada. 1874. *Second Report of the Selection Committee on Immigration and Colonization. Journals of the House of Commons.*
Canada. 1889. *Crown Land Papers, Regulations and Memoranda.*
Canada. 1921. Department of the Interior, Dominion Forestry Branch. *The Talking Trees and Canadian Forest Trees.* Ottawa: King’s Printer.
Zavitz, E. 1923. *Report of the Forestry Branch.* Ontario: Department of Lands and Forests.
**Miscellaneous Publications**
American Forestry Congress. *Proceedings.* Washington, DC, 1882..
Canada. *Censuses of Canada 1665–1871: Statistics of Canada.* Ottawa: I.B. Taylor, 1876..
Canada. Crown Lands Department. *Notice to Applicants for Timber Licenses,* 24 June 1846
Hare, P.J. *Teacher’s Guide to Forest Conservation.* Toronto: Department of Lands and
Leslie, A.P.N.D. *Large Fires in Ontario*. Forest Protection Branch. Unpublished manuscript.
Ontario, Department of Lands and Forests. *100 Year History*. Forest Protection Branch. Unpublished manuscript, N.D.
Ontario, Department of Lands and Forests. *Summer Homes for Tourist, Campers and Sportsmen*. Toronto, ON: Department of Lands and Forests, 1930.
Ontario, Department of Lands and Forest. 1954. *Suggestions for Program of Renewable Resources Development* White Paper (Toronto, Department of Lands and Forests.
Ontario, Department of Lands and Forests. *Ontario Royal Commission on Forestry Report, 1947*. Toronto: B. Johnson, Printer to the King, 1947.
Ontario, Department of Lands and Forests.. *Our Forest Lands: And What WE Get from Them!* Toronto: B. Johnson, Printer to the King, 1936.
Ontario, Department of Lands and Forests. *A City Boy in the Woods*. Toronto, ON: Department of Lands and Forests, 1955.
Ontario, Department of Lands, Forests and Mines. *Information re Sale and Location of Public Lands*. Toronto: B. Johnson, Printer to the King, 1912.
Ontario, Ministry of Northern Development and Mines. *Harvest from the Rock: A History of Mining in Ontario*. Toronto, ON: Macmillan, 1986.
Ontario, Ministry of Transportation and Communications. *Footpaths to Freeways: The Story of Ontario’s Roads*. Downsview, ON: Ministry of Transportation and Communications, 1984.
**Newspapers/Periodicals**
*Athletic Life*
*American Forest*
*Canada Farmer*
*Canada Gazette*
*Canada Lumberman*
*Canada Monthly*
*Canada Pulp and Paper*
*Canadian Alpine Journal*
*Canadian Forestry Journal*
*Canadian Magazine*
*Canadian Outdoor Life*
*Canadian Sport*
*Colonial Advocate*
*Conservation*
*Daily Mail and Empire*
*Evening Telegram*
*Financial Post*
*Fort William Daily*
*Globe and Mail*
*Maclean’s*
*Montreal Transcript*
*Optical Magic Lantern Journal and Photographic Enlarger*
Outdoor Canada
Pastoral
Patriot
Rod and Gun
Sports
Sylva
The Canadian Emigrant
The Dominion Illustrated
The Forestry Chronicle
The Ottawa Naturalist
The University Magazine
Toronto Globe
Toronto Telegram
Torontonensis
Western Canadian Sportsman
Books, Articles and Theses
A Canadian Settler. *The Emigrant’s Information: Or a Guide to Upper Canada*. London, 1834.
Abel, R., G. Bertellini, and R. King. *Early Cinema and the “National.”* Bloomington, IN: Indiana University Press, 2008.
Aird, P.L. “Images of Conservation Education: Reconciling Vision with Reality.” *The Forestry Chronicle* 68, no. 5 (1991): 598–600.
Altmeyer, G. “Three Ideas of Nature in Canada, 1893–1914.” *Journal of Canadian Studies* 11, no. 3 (1976): 21–36.
Anderson, B. *Imagined Communities: Reflections on the Origins and Spread of Nationalism*. London: Verso, 1991.
Anonymous. 1833. *The Present State of the Canadas, Containing Practical and Statistical Information*. London: Geo. Herbert, 1833.
Anonymous. “Future Is One of Bright Promise.” *Half Century Anniversary Number of the Daily Mail and Empire, 1872–1922: The Story of Fifty Years of a Great Newspaper with a Review of Canadian History and Progress*. Toronto, ON: Daily Mail and Empire (March 30, 1922): 97–8.
Armson, K.A. *Ontario Forests: A Historical Perspective*. Toronto, ON: Fitzhenry & Whiteside, 2001.
Armstrong, R. *Broadcasting Policy in Canada*. Toronto, ON: University of Toronto Press, 2010.
Aron, S. “Pioneers and Profiters: Land Speculation and the Homestead Ethic in Frontier Kentucky.” *Western Historical Quarterly* 23 (1992): 176–98.
Atwood, M. *Survival: A Thematic Guide to Canadian Literature*. Toronto, ON: McClelland and Stewart, 1972.
Bacher, J. *Two Billion Trees and Counting: The Legacy of Edmund Zavitz*. Toronto, ON: Dundurn, 2011.
Baden-Powell, Sir Robert. *The Canadian Boy Scout: A Handbook for Instruction in Good Citizenship*. Toronto, ON: Morang, 1911.
Barnes, M. *Killer in the Bush: The Great Fires of Northeastern Ontario*. Cobalt, ON: Highway Book Shop, 2004.
Barrow, B. *Radio: The Assistant Teacher*. Columbus, OH: R.G. Adams, 1932.
Baskerville, A. *Sites of Power: A Concise History of Ontario*. Don Mills, ON: Oxford University Press, 2005.
Bauer, M.W., and G. Gaskell. *Qualitative Researching with Text, Images and Sounds: A Practical Handbook for Social Research*. London: Sage Publishing, 2000.
Beaulieu, M. “A Historic Overview of Policies Affecting Non-Aboriginal Resource Development in Northwestern Ontario, 1900–1990.” In *Governance in Northern Ontario: Economic Development and Policy Making*, edited by C. Conteh and R. Segsworth, 94–114. Toronto, ON: University of Toronto Press, 2013.
Beaulieu, M., and C. Southcott. *North of Superior: An Illustrated History of Northwestern Ontario*. Toronto ON: James Lorimer and Company Ltd., 2010.
Beaven, D. *A Prairie Odyssey: Alan Beaven and the Tree Planting Car*. Winnipeg, MB: Dianne Beaven, 2011.
Belasco, W.J. *Americans on the Road: From Autocamp to Motel, 1910–1945*. Cambridge, MA: MIT Press, 1979.
Bell, J. *Invaders from the North: How Canada Conquered the Comic Book Universe*. Toronto, ON: Dundurn, 2006.
Benidickson, J. “KVP Riparian Resurrection in 20th Century Ontario.” In *Property on Trail: Canadian Cases in Context*, edited by E. Tucker, J. Muir and B. Ziff, 71–92. Toronto, ON: Osgoode Society, 2012.
Berger, C. *The Sense of Power: Studies in the Ideas of Canadian Imperialism, 1867–1914*. Toronto, ON: University of Toronto Press, 1970.
Berton, P. *The Great Railway, 1871–1881*. Toronto, ON: Anchor Canada, 2011.
Bertrand, J.P. *Timber Wolves: Greed and Corruption in Northwestern Ontario’s Timber Industry, 1875–1960*. Thunder Bay, ON: Thunder Bay Historical Museum Society, 1997.
Bhabha, H.K. “DissemiNation: Time, Narrative, and the Margins of the Modern Nation.” In *Nation and Narrative*, 291–322. London: Routledge, 1990.
Blenis, H.W. “The Role of Forest Ranger Schools in Canada and the United States.” *The Forestry Chronicle* 29, no. 2 (1953): 158–172.
Bloomfield, G.T. “No Parking Here to Corner: London Reshaped by the Automobile, 1911–61.” *Urban History Review* 2, no. 18 (1989): 139–158.
Bouchette, J. *British Dominions in North America: A Topographical Dictionary of the Province of Lower Canada*, vol. 1. London: Henry Colbum and Richard Bentley, 1831.
Boyatzis, R. *Transforming Qualitative Information: Thematic Analysis and Code Development*. London: Sage Publications Ltd., 1998.
Braun, B., and Wainwright, J. “Nature, poststructuralism, politics: Theory, Practice, Politics.” In *Social Nature: Theory, Practice, Politics*, edited by N. Castree and B. Braun, 41-63. Oxford: Basil Blackwell, 2001.
Braun, B. “Producing Vertical Territory: Geology and Governmentality in Late-Victorian Canada.” *Ecumeene* 7, no. 1 (2000): 7–46.
Braun, V., and V. Clarke. “Using Thematic Analysis in Psychology.” *Qualitative Research in Psychology* 3, no. 2 (2006): 77–101.
Bray, M., and A. Thomson. *At the End of the Shift: Mines and Single-Industry Towns in Northern Ontario*. Toronto, ON: Dundurn Press, 1992.
Brennan, T. *History after Lacan*. London: Routledge, 2002.
Brown, R.C. *Canada’s National Policy, 1883–1900*. Princeton, NJ: Princeton University Press, 2015.
———. “The Doctrine of Usefulness; Natural Resources and National Park Policy in Canada, 1887–1914.” *The Canadian National Parks: Today and Tomorrow* 1 (1968): 94–110.
Brown, R.C., and R. Cook. *Canada 1896–1921: A Nation Transformed*. Toronto, ON: McClelland and Stewart, 2016.
Brunger, A.C. “Early Settlement in Contrasting Areas of Peterborough Country, Ontario.” Vol. 91. In *Perspectives on Landscape and Settlement in Nineteenth Century Ontario*, edited by J.D. Wood. Toronto, ON: McClelland and Stewart Ltd., 1975.
———. “Analysis of Site Factors in Nineteenth-Century Ontario Settlement.” *International Geography* 1 (1972): 400–2.
———. “Geographical Propinquity among Pre-Famine Catholic Irish Settlers in Upper Canada.” *Journal of Historical Geography* 8, no. 3 (1982): 265–82.
Burton, T.L. *Natural Resource Policy in Canada*. Toronto, ON: McClelland and Stewart Ltd., 1972.
Cameron, D.R. “National Forestry Program.” *Forestry Chronicle* 16, no. 54 (1940): 53-6.
Cameron, W., and M. McDougall Maude. *Assisting Emigration to Upper Canada: The Petworth Project, 1832–1937*. Montreal and Kingston: McGill–Queen’s University Press, 2000.
Campbell, C.E. *Shaped by the West Wind: Nature and History in Georgian Bay*. Vancouver, BC: University of British Columbia Press, 2005.
Canadian Forest Association (CFA). *Plan of Action to Fully Utilize and Perpetuate Canada’s Forests: An Open Letter to All Canadians*. Toronto: CFA, 1943.
Careless, J.M.S. *Frontier and Metropolis: Regions, Cities, and Identities in Canada before 1914*. Toronto, ON: University of Toronto Press, 1991.
———. *The Union of the Canada: The Growth of Canadian Institutions, 1841–1857*. Toronto: McClelland and Stewart, 1967.
Charles Urban Trading Company, The. *We Met the World before You by Means of the Bioscope and Urban Films*. London: Charles Urban Trading Company, 1903.
Choko, M.H. *Canada Pacific: Creating a Brand, Building a Nation*. Berlin: Callisto Publishers, 2015.
Clarke, J. “Aspects of Land Acquisition in Essex County, Ontario, 1790–1900.” *Historie Sociale/Social History* 11, no. 21 (1978): 98–119.
———. “The Role of Political Position and Family Economic Linkage in Land and Speculation in the Western District of Upper Canada, 1788–1815.” *Canadian Geographer* 19, no. 1 (1975): 18–34.
Cole, D. “Artists, Patrons and the Public: An Enquiry into the Success of the Group of Seven.” *Journal of Canadian Studies* 13 (1978): 69–78.
Connery, R. *Government Problems in Wild Life Conservation*. New York: Columbia University Press, 1932.
Cook, D.T. “The Other ‘Child Study’: Figuring Children as Consumers in Market Research, 1910s–1900s.” *The Sociological Quarterly* 41, no. 2 (2000): 487–507.
Corson, C. “Territorialization, Enclosure and Neoliberalism: Non-State Influence in the Struggle over Madagascar’s Forests.” *Journal of Peasant Studies* 38, no. 4 (2011): 703–726.
Cowan, H.I. *British Emigration to British North America: The First Hundred Years*. Toronto, ON: University of Toronto Press, 1961.
Crabtree, B., and W. Miller. "A Template Approach to Text Analysis: Developing and Using Codebooks. In *Doing Qualitative Research*, edited by B. Crabtree and W. Miller, 163-177. Newbury Park, CA: Sage Publications Ltd., 1999.
Craig, C.M. *Upper Canada: The Formative Years*. Toronto, ON: McClelland & Stewart Inc., 1991.
Craig, G.M. *Early Travellers in the Canadas, 1791–1867*. Toronto, ON: Macmillan Company of Canada, 1955.
Creighton, D.G. *Dominion of the North: A History of Canada*. Boston, MA: Houghton Mifflin Company, 1944.
Creighton, D.G and D. Creighton. *The Commercial Empire of the St. Lawrence: A Study in Commerce and Politics*. Toronto: University of Toronto, 2002.
Cronon, W. “The Trouble with Wilderness: Or, Getting Back to the Wrong Nature.” *Environmental History* 1, no. 1 (1996): 7–28.
Cross, M.S. “The Lumber Community of Upper Canada.” *Ontario History* 52, no. 4 (1960): 213–233.
Cuban, L. *Teachers and Machines: Classroom Use of Technology since 1920*. New York: Teachers College Press, 1986.
Curtis, B. “Class Culture and Administration: Educational Inspection in Canada West.” In *Colonial Leviathan: State Formation in Mid-Nineteenth-Century Canada*, edited by A. Greer, and I. Radforth, 103-31. Toronto: University of Toronto Press, 1992.
Czitrom, D.J. *Media and the American Mind: From Morse to McLuhan*. Chapel Hill, NC: University of North Carolina Press, 1982).
Dale, E. *Audio-Visual Methods in Teaching*. New York: The Dryden Press, 1949.
Danysek, C. “‘A Bachelor Paradise’: Homesteaders, Hired Hands, and the Construction of Masculinity, 1880–1930.” In *Making Western Canada: Essays on European Colonization and Settlement*, edited by C. Cavanaugh and J. Mouat, 154–185. Toronto, ON: Garamond Press, 1996.
Davies, S. *Ontario and the Automobile, 1900–1930: Aspects of Technological Integration*. Ph.D. Diss., Hamilton: McMaster University, 1987.
———. “Reckless Walking Must be Discouraged: The Automobile Revolution and the Shaping of Modern Urban Canada to 1930.” *Urban History Review* 2, no. 18 (1989): 123–138.
Davis, D.F. “Dependent Motorization: Canada and the Automobile to the 1930s.” *Journal of Canadian Studies* 21, no. 3 (1986): 106–132.
———. “Dependent Motorization: Canada and the Automobile to the 1930s.” *Journal of Canadian Studies* 21 (1986): 106–120.
Dawn, L.A. *How Canada Stole the Idea of Native Art: The Group of Seven and Images of the Indian in the 1920s*. Ph.D. diss., Vancouver: University of British Columbia, 2001.
Dawson, M. *Selling British Columbia: Tourism and Consumer Culture, 1890–1970*. Vancouver, BC: University of British Columbia Press, 2004.
Delaney, D. *Territory*. Oxford: Blackwell, 2005.
Demeritt, D. “Scientific Forest Conservation and the Statistical Picturing of Nature’s Limits in the Progressive-Era United States.” *Environment and Planning D: Society and Space* 19, no. 4 (2001): 431–59.
Denham, C. “Recollections of the Canadian Bioscope Company.” *Film Weekly, Year Book of the Canadian Motion Picture Industry* 29–30 (1951): 29-30.
Denison, M. *Harvest Triumphant: The Story of Massey-Harris*. Toronto, ON: McClelland and Stewart Ltd., 1949.
———. *The People’s Power: The History of Ontario Hydro*. Toronto, ON: McClelland and Stewart, 1960.
Derby, E. 1866. *A Preliminary Report on the Treaty of Reciprocity with Great Britain: To Regulate the Trade between the United States and the Province of British North America* (vol. 467, No. 13). Washington, DC: Department of Treasury.
Desportes, M. *Paysages en mouvement: transports et perception de l’espace, XVIIIe-CCe siècle*. Paris: Gallimard, 2005.
Diamantakos, D. “Private Property Deforestation and Regeneration and the Clerk of Forestry in Nineteenth-Century Ontario.” *Canadian Journal of History of Science, Technology and Medicine* 21, no. 50 (1997): 29–48.
DiMatteo, L. *The Government of Ontario and its North, 1871–1911*. Thunder Bay, ON: Lakehead University Research Centre for Northern Studies, 1990.
Drushka, K. *Canada’s Forests: A History*. Montreal and Kingston: McGill-Queen’s University Press, 2003.
———. *HR: A Biography of H.R. MacMillan*. Madeira Park, BC: Harbour Publishing, 1995.
Dufor, J. “Towards Sustainable Development of Canada’s Forests.” In *Resource and Environmental Management in Canada: Addressing Conflict and Uncertainty*, edited by B. Mitchell. Don Mills, ON: Oxford University Press, 2004.
Dulles, F.R. *A History of Recreation: America Learns to Play*. New York: Appleton-Century, 1965.
Dunae, P. “The Popularisation of the Canadian West among British Youth: 1890–1914.” *Unpublished paper delivered to the Canadian Historical Association*, June, 1975. Edmonton, AB.
Dupre, R., and M. Patry. “Hydroelectricity and the State in Quebec and Ontario: Two Different Historical Path.” In *Deregulation of Electric Utilities: Topics in Regulatory Economics and Policy Series*, edited by G. Zaccour, 119–147. Boston, MA: Springer Science & Business Media, 1998.
Earle, R. *The Art of Cause Marketing: How to Use Advertising to Change Personal Behaviour and Public Policy*. New York: McGraw-Hill, 2000.
Ehnhert, I. *Sustainable Human Resource Management: A Conceptual and Exploratory Analysis from a Paradox Perspective*. Heidelberg: Physica-Verlag, 2009.
Englehardt, T. “Children’s Television: The Shortcake Strategy.” In *Watching Television*, edited by T. Gitlin, 68–110. New York: Pantheon, 1987.
Egleston, N.H. 1896. *Arbor Day: Its History and Observance*. Washington, DC: US Department of Agriculture, 1896.
Epp, E.A. “Ontario Forests and Forest Policy before the Era of Sustainable Forestry.” In *Ecology of a Managed Terrestrial Landscape: Patterns and Processes of Forest Landscapes in Ontario*, edited by A.H. Perera, D. L. Euler and I. D. Thompson, 237–275. Vancouver: University of British Columbia Press, 2011.
Eurler, D.L., and E.A. Epp. “A New Foundation for Ontario Forestry Policy in the 21st Century.” In *Ecology of a Managed Terrestrial Landscape: Patterns and Processes of Forest Landscapes in Ontario*, edited by A.H. Perera, D. L. Eurler and I. D. Thompson. Vancouver, BC: University of British Columbia Press, 2000.
Evans, F.A. *The Emigrants’ Directory and Guide to Obtain Lands and Effects a Settlement in Canadas*. London: W. Curry, Jr. and Company, 1833.
Evans, W. *Supplementary Volume to a Treaties on the Theory and Practice of Agriculture: Adapted to the Cultivation and Economy of the Animal and Vegetable Productions of Agriculture in Canada*. Montreal: L. Perrault, 1836.
Fenwick, A.R. “Public Education.” Paper presented at the 41st annual meeting of the Canadian Society of Forest Engineers Toronto, ON, 1949.
Fereday, J., and E. Muir-Cochrane. “Demonstrating Rigor Using Thematic Analysis: A Hybrid Approach of Inductive and Deductive Coding and Theme Development.” *International Journal of Qualitative Methods* 5, no. 1 (2006): 80–92.
Fenow, B.E. “Forest Resources and Forestry.” In *Canada and its Provinces: A History of the Canadian People and Their Institutions*, edited by A. Shortt and A.G. Doughty. Toronto, ON: Glasgow, Brook & Co., 1914–1917.
Filho, W.I. “Dealing with Misconceptions on the Concept of Sustainability.” *International Journal of Sustainability in Higher Education* 1, no. 1 (2000): 9–19.
Fisher, J. *Game Wardens: Men and Women in Conservation*. Toronto, ON: Queen’s Printer for Ontario, 1992.
Flink, J.J. *The Automobile Age*. Cambridge MA: MIT Press, 1998.
Foran, M., N. Houlton and R. Gissing. *Roland Gissing: The People’s Painter*. Calgary: University of Calgary Press, 1988.
Forkey, N.S. *Canadians and the Natural Environment to the Twenty-First Century*. Toronto, ON: University of Toronto Press, 2012.
Foster, W.T., and K.B. Turner. *Forest Protection in Ontario*. Toronto: Department of Lands and Forests, 1960.
Foucault, M. *The Order of Things: An Archaeology of the Human Sciences*. London: Tavistock, 1970.
Fowke, V.C. “Introduction to Canadian Agriculture History.” *Canadian Journal of Economics and Political Science* 8 (1942): 64–7.
Francis, D. *National Dreams: Myth, Memory, and Canadian History*. Vancouver BC: Arsenal Pulp, 1997.
Francis, R.D., R. Jones, and D.B. Smith. *Origins: Canadian History to Confederation*. Toronto, ON: Holt, Rinehart and Winston of Canada, Ltd., 1988.
Frye, N. “Canada and its Poetry.” *Canadian Forum* 23 (1943): 207–210.
Frye, N. *The Bush Garden: Essays on the Canadian Imagination*. Toronto: House of Anansi Press Inc., 1971.
Gaffield, C. and P. Gaffield. *Consuming Canada: Readings in Environmental History*. Copp Clark: Toronto, 1995.
Gagan, D.P. *Hopeful Travellers: Families, Land, and Social Change in Mid-Victorian Peel Country, Canada West*. Toronto, ON: University of Toronto Press, 1981.
———. “‘The Prose of Life’: Literary Reflections of the Family, Individual Experience and Social Structure in Nineteenth Century Canada.” *Journal of Social History* 9, no. 3 (1976): 367–81.
Garrett, G.A. “Trends in Forestry Education in Canada.” *Proceedings of the Future of Forestry Symposium*, Vancouver: University of British Columbia, 1971.
Gates, L. *Land Policies of Upper Canada*. Toronto, ON: University of Toronto Press, 1968.
______. “Official Encouragement to Immigration.” *Canadian Historical Review* 15, no. 1 (1934): 24–38.
Gates, P.W. *Landlords and Tenants on the Prairie Frontier*. Ithaca, NY: Cornell University Press, 1973.
______. “Official Encouragement of Immigration by the Province of Canada.” *Canadian Historical Review* 15, no. 1 (1934): 24–38.
Gentilcore, R.L. “Changes in Settlement in Ontario (Canada), 1800–50: A Correlation Analysis of Historical Source Materials.” *International Geography* 1 (1972): 418–19.
Gentilcore, R.L., D. Measner, and R. H. Walder. *Historical Atlas of Canada II: The Land Transformed 1800–1891*. Toronto, ON: University of Toronto, 1993.
Gibson, D. “Conditions in York County a Century Ago.” *Ontario Historical Society Papers and Records* 24 (1927): 361.
Giddings, B., B. Hopwood, and G. O’Brien. “Environment, Economy and Society: Fitting Them Together into Sustainable Development.” *Sustainable Development* 10 (2002): 187–196.
Gilbert, E. *Advertising and Marketing to Young People*. Pleasantville, NY: Printer’s Ink Book, 1957.
Gillis, R.P., and T.R. Roach. *Lost Initiatives: Canada’s Forest Industries, Forest Policy, and Forest Conservation*. New York: Greenwood Publishing Group, 1986.
Gilmour, J. *Spatial Evolution of Manufacturing: Southern Ontario, 1851–1891*. Toronto, ON: University of Toronto Press, 1972.
Glazebrook, G.P. de T. *Life in Ontario: A Social History*. Toronto, ON: University of Toronto Press, 1968.
Goffman, E. *Frame Analysis: An Essay on the Organization of Experience*. Boston, MA: Harvard University Press, 1974.
Graham, R.L. *Government Issue: Comics for the People, 1940s–2000s*. New York: Abrams Comicarts, 2011.
Grandia, L. *Enclosed: Conservation, Cattle, and Commerce among the Q’eqchi’ Maya Lowerlanders*. Seattle, WA: University of Washington Press, 2012.
Gray, J.G. *Red Lights on the Prairies*. Toronto, ON: Signet Books, 1973.
Greenwood, F.M., and B. Wright. *Canadian State Trails: Rebellion and Invasion in the Canadas, 1837–1939*. Vol. 2. Toronto, ON: University of Toronto Press, 2002.
Grumbine, E.E. *Reaching Juvenile Markets: How to Advertise, Sell and Merchandise through Boys and Girls*. New York: McGraw-Hill, 1938.
Guelke, L. “The White Settlers, 1652–1789.” In *The Shaping of South African Society, 1652–1829*, edited by R. Elphick and H. Giliomee, 41–74. Middletown, CT: Wesleyan University Press, 1979.
Guillet, E.C. *Story of Canadian Roads*. Toronto, ON: University of Toronto Press.
______. 1963. *The Pioneer Farmer and Backwoodsman*. Toronto, ON: University of Toronto Press, 1968.
Gutteridge, R.W. *Magic Moments: First Twenty Years of Moving Pictures in Toronto, 1894–1914*. Whitby, ON: Gutteridge-Pratley Publications, 2000.
Haight, C. 1885. *Life in Canada Fifty Years Ago: Personal Recollections and Reminiscences of a Sexagenarian*. Toronto, ON: Hunter, Rose & Co.
Hall, D.J. *Clifford Sifton*. Vol. 2. Vancouver, BC: University of British Columbia Press, 1981.
Hardin, G. “Tragedy of the Commons.” *Science* 162, no. 3859 (1968): 1243–8.
Harkness, R. *J.E. Atkinson of the Star*. Toronto: University of Toronto Press, 1963.
Harrington, R. “Beyond the Bathing Bell: Images of Women in Inter-War Railway Publicity.” *The Journal of Transportation History* 25, no. 1 (2004): 22–66.
Harris, C. *The Reluctant Land: Society, Space, and Environment in Canada before Confederation*. Vancouver, BC: University of British Columbia Press, 2009.
Harris, R. *Creeping Conformity: How Canada became Suburban, 1900–1960*. Toronto, ON: University of Toronto Press, 2009.
Harris, R.C. “Historical Geography in Canada.” *Canadian Geographer* 11, no. 4 (1967): 235–250.
Harris, R.S. *A History of Higher Education in Canada, 1663–1960*. Toronto, ON: University of Toronto Press, 1976.
Hays, H.J. “‘A Place to Stand’: Families, Land and Permanence in Toronto Gore Township, 1820–1890.” *Canadian Historical Association Historical Papers* (1980): 185–211.
Hays, S.P. *Conservation and the Gospel of Efficiency: The Progressive Conservation Movement, 1890–1920*. Cambridge, MA: Harvard University Press, 1959.
Heaman, E. *The Inglorious Art of Peace: Exhibitions in Canadian Society during the Nineteenth Century*. Toronto, ON: University of Toronto Press, 1999.
Heynen, P., and P. Robbins. “The Neoliberalization of Nature: Governance, Privatization, Enclosure, and Valuation.” *Capitalism, Nature Socialism* 16, no. 1 (2005): 5–8.
Hill, C. *The Group of Seven for a Nation*. Ottawa, ON: National Gallery of Canada, 1995.
Hodgetts, J.E. *From Arm’s Length to Hands-On: The Formative Years of Ontario’s Public Service, 1867–1940*. Toronto, ON: University of Toronto Press, 1995.
———. *Pioneer Public Service: An Administrative History of the United Canadas, 1841–1867*. Toronto, ON: University of Toronto Press, 1956.
Hodgins, B.W., J. Benidickson, and P. Gillis. “The Ontario and Quebec Experiments in Forest Reserves, 1883–1930.” *Journal of Forest History* 26, no. 1 (1982): 20–33.
Hopkins, J.C. *The Canadian Annual Review, 1914*. Toronto, ON: Annual Review, Ltd., 1918.
Hovland, C.I., A.A. Lumsdaine, and F.D. Sheffied. *Experiments on Mass Communication*. Princeton, NJ: Princeton University Press, 1949.
Howe, D., and J.H. White. *Trent Watershed Survey*. Toronto, ON: Canada Commission of Conservation. 1913.
Howison, J. *Sketches of Upper Canada*. Edinburgh: Oliver & Boyd, Tweeddale-Court; and Geo. B. Whittaker, 1825.
Hupfer, M. “Anything in Skirts Stands a Chance: Marketing the Canadian North-West to British Women, 1880–1914.” *Journal of Macromarketing* 18, no. 1 (1998): 41–49.
Innis, H.A. *An Introduction to the Economic History of Ontario from Outpost to Empire*. Toronto: Ontario Historical Society, originally published 1934, reprinted 1967.
———. *The Cod Fisheries: The History of an International Economy*, rev. ed. Toronto, ON: University of Toronto Press, 1954.
———. *The Fur Trade in Canada: An Introduction to Canadian Economic History*, rev. ed. Toronto, ON: University of Toronto Press, 1956.
Innis, H.A., and A.R.M. Lower. *Select Documents in Canadian Economic History, 1783–1885*. Toronto, ON: University of Toronto Press, 1933.
Jackel, S. *A Flannel Shirt and Liberty: British Emigrant Gentlewomen in the Canadian West, 1880–1914*. Vancouver, BC: University of British Columbia, 1982.
Jacobson, S.K. *Communication Skills for Conservation Professionals*. Washington, DC: Island Press, 2009.
Jakle, J.A. *The Tourist: Travel in Twentieth-Century North America*. Lincoln, NE: University of Nebraska Press, 1985.
Jameison, Anna. Brownwell. *Winter Studies and Summer Rambles in Canada*. Toronto, ON: New Canadian Library, 2008 [1838].
Jasen, P. “Native People and the Tourist Industry in Nineteenth-Century Ontario.” *Journal of Canadian Studies* 28, no. 4 (1993/4): 5–27.
———. *Wild Things: Nature, Culture, and Tourism in Ontario, 1790–1914*. Toronto, ON: University of Toronto Press, 1995.
Jones, D.C. *Butterfly on Rock: A Study of Themes and Images in Canadian Literature*. Toronto, ON: University of Toronto Press, 1970.
Jones, R.L. *History of Agriculture in Ontario, 1613–1880*. Toronto, ON: University of Toronto Press, 1946.
Kelley, N., and M. Trebilock. *The Making of the Mosaic: A History of Canadian Immigration Policy*. Toronto, ON: University of Toronto Press, 1998.
Kelly, K. *The Agricultural Geography of Simcoe County, Ontario, 1820–1880*. Ph.D. Diss., Toronto: University of Toronto, 1968.
———. “The Changing Attitude of Farmers to Forest in Nineteenth Century Ontario.” *Ontario Geography* 8 (1974): 64–77.
———. “The Evaluation of Land for Wheat Cultivation in Early Nineteenth-Century Ontario.” *Ontario History* 62, no. 1 (1970): 57–64.
———. “Wheat Farming in Simcoe County in the Mid-Nineteenth Century.” *Canadian Geographer* 15, no. 2 (1971): 95–112.
Kerr, D., and D.W. Holdsworth. “Historical Atlas of Canada. Volume III, Addressing the Twentieth Century, 1891–1961.” *Historical Atlas of Canada. Volume III: Addressing the Twentieth Century, 1891–1961*. Toronto, ON: University of Toronto Press, 1990.
Khan, B.Z. “Innovations in Law and Technology, 1790–1920.” In *Cambridge History of Law in America*, edited by M. Grossberg and C. Tomlins. New York: Cambridge University Press, 2008.
Killian, G. *Protected Places: A History of Ontario’s Provincial Park System*. Toronto, ON: Dundum Press and Ontario Ministry of Natural Resources, 1993.
Kimmmins, J. “Sustainable Development in Canadian Forestry in the Face of Changing Paradigms.” *Forest Chronicle* 73, no. 1 (1992): 33–40.
Kirkwood, A. *Algonkin Forest and Park, Ontario Letter to the Hon. T.B. Pardee, M.P.P. Commissioner of Crown Lands for Ontario*. Toronto, ON: Warwick & Sons., 1886.
Kittrell, E.R. “Wakefield’s Scheme of Systematic Colonization and Classical Economics.” *American Journal of Economics and Sociology* 32, no. 1 (1973): 87–111.
Klapper, J. *The Effects of Mass Communication*. New York: Free Press, 1960.
Kline, M.B. *Beyond the Land Itself: Views of Nature in Canada and the United States*. Cambridge, MA: Harvard University Press, 1970.
Knowles, V. *Stranger at Our Gates: Canadian Immigration and Immigration Policy, 1540–2015*. Toronto, ON: Dundum Press, 2015.
Kocmarek, I. “WECA Comics: Canada’s Golden First Age of Comics.” In *The Overstreet Comic Book Price Guide*, edited by R.M. Overstreet, 1160–1177. Timonium, MD: Gemstone Publishing, 2014.
Krugman, H.E. “The Impact of Television Advertising: Learning without Involvement.” *Public Opinion Quarterly* 29, no. 3 (1965): 349–356.
Kuhlberg, M. *In the Power of the Government: The Rise and Fall of Newsprint in Ontario, 1894–1932*. Toronto, ON: University of Toronto Press, 2015.
———. *One Hundred Rings and Counting: Forestry Education and Forestry in Toronto and Canada, 1907–2007*. Toronto, ON: University of Toronto Press, 2009.
———. “‘We Have ‘Sold’ Forestry to the Management of the Company’: Abitibi Power and Paper Company’s Forestry Initiatives in Ontario, 1919-1929.” *Journal of Canadian Studies* 34, no. 3 (Fall 1999): 187-209.
Kunkel, D. “Children’s Television Commercialization: Policies and Practices.” Report to the FCC on behalf of the American Psychological Association, Washington, DC, 1988.
Kunkel, D and B. Watkins. “The Evolution of Children’s Television Regulatory Policy.” *Journal of Broadcasting and Electronic Media* 31, no. 4 (1988): 367–389.
Lambert, M-E. “Automobile Tourism in Quebec and Ontario: Development, Promotion and Representations, 1920-1945,” in *Moving Natures: Mobility and Environment in Canadian History*, ed. B. Bradley, J. Young and C.M. Coates. Calgary: University of Calgary Press, 2016: 299-322.
Lambert, R.S. *School of Broadcasting in Canada*. Toronto, ON: University of Toronto Press, 1963.
Lambert, R.S., and P. Pross. *Renewing Nature’s Wealth: A Centennial History of the Public Management of Lands, Forests and Wildlife in Ontario*. Toronto, ON: Ontario Department of Lands and Forests, 1967.
Lambton, J.G., Earl of Durham. *Lord Durham’s Report on the Affairs of British North America*. Ottawa, ON: The House of Commons, 1839.
Lampman, A. “On the Companionship with Nature.” *The Poems of Archibald Lampman*. Edited by D.C. Scott. Toronto, ON: G.N. Morang, 1905.
Lang, K., and G.E. Lang. “The Mass Media and Voting.” *Reader in Public Opinion and Communications* 2 (1966): 455–472.
Langstaff, T.A. “The Canadian Mountain Regions as a National Asset.” Address delivered before the Toronto Canadian Club. October 1910.
Langstone, R.W. *Responsible Government in Canada*. London; Toronto: Dent, 1931.
Langton, J. “On the Age of Timber Trees and the Prospects of a Continuous Supply of Timber in Canada.” In *Transactions of the Literacy and Historical Society of Quebec*. Montreal: Middleton & Dawson, 1862: 61–79.
Lapierre, M.A. “Development and Persuasion Understanding: Predicting Knowledge of Persuasion/Selling Intent from Children’s Theory of Mind.” *Journal of Communications* 65, no. 3 (2015): 423–442.
Larned, J.N. “Report on the State of Trade between the United States and British Possessions in North American.” Washington, DC: Government Printing Office, 1871.
Laughlin, J.L., and H.P. Willis. *Reciprocity*. New York: Baker & Taylor, 1903.
Leach, M., A. C. Stirling, and I. Scoones. *Dynamic Sustainabilities: Technology, Environment, Social Justice*. London: Earth Scan, 2010.
Lears, T.J.J. *No Place of Grace: Antimodernism and the Transformation of American Culture, 1880–1920*. Chicago, IL: University of Chicago Press, 1981.
Leavitt, C. *Forest Protection in Canada, 1912–1914*. Toronto, ON: William Briggs, 1915.
———. “Railway Fire Protection in Canada.” *The Forestry Chronicle* 4, no. 4 (1928): 10–19.
Lefebvre, H. *The Production of Space*. London: Blackwell, 1991.
Leslie, A.P. “Some Historical Aspects of Forestry in Ontario.” *The Forestry Chronicle* 26, no. 3 (1950): 243–250.
———. *Large Fires in Ontario*. Toronto, ON: Forest Protection Branch. Unpublished manuscript, n.d.
Levine, A. *The Devil in Babylon: Fear of Progress and the Birth of Modern Life*. Toronto, ON: McClelland and Stewart, 2005.
Lippmann, W. *Public Opinion*. New Brunswick, NJ: Transaction Publishers, 1998.
Little, W. *Letter to the President and Council of the Montreal Board of Trade Objecting “To Get Rid of the Timber,”* Montreal: John Lovell & Son, 1890.
Loo, T. “CHR Forum—Making a Modern Wilderness: Conserving Wildlife in Twentieth-Century Canada.” *The Canadian Historical Review* 82, no. 1 (2001): 92–121.
———. *States of Nature: Conserving Canada’s Wildlife in the Twentieth Century*. Vancouver, BC: University of British Columbia Press, 2006.
Lord, B. “The Group of Seven: A National Landscape Art.” In *Beyond Wilderness: The Group of Seven, Canadian Identity, and Contemporary Art*, edited by J. O’Brien and P. White, 115–121. Montreal and Kingston: McGill-Queen’s University Press, 2007.
Los, C. “A Danger and a Nuisance: Regulating the Automobile in Ontario, 1903–1912.” *Ontario History* 106, no. 2 (2014): 143–164.
Lower, A.R.M. *Canadians in the Making: A Social History of Canada*. Toronto, ON: Longmans, 1958.
———. *Colony to Nation: A History of Canada*. Don Mills, ON: Longmans, 1964.
———. *Great Britain’s Woodyard: British America and the Timber Trade, 1763–1867*. Montreal and Kingston: McGill-Queen’s University Press, 1973.
———. *The North American Assault on the Canadian Forests*. Toronto, ON: The Ryerson Press, 1938.
———. “The Trade in Square Timber.” *Contributions to Canadian Economics* 6 (1933): 40–61.
Lower, A.R.M., and H.R. Innis. *Settlement and the Forest Frontier in Eastern Canada*, vol. 9, edited by A.R.M. Lower and H.R. Innis. Toronto: Macmillan Company of Canada Ltd. (1936).
Lucas, C.P. *Lord Durham’s Report on the Affairs of British North America*, vol. 3. Oxford: Clarendon Press, 1912.
MacDonald, D.A. “Post-War Rehabilitation.” *The Forestry Chronicle* 18, no. 1 (1942): 19.
MacDonald, T. *The Group of Seven*. Toronto, ON: The Ryerson Press, 1962.
M’Gregor, J. *British America*. Edinburgh: Backwood, 1833.
MacDonnell, M.S. “Public Education in Forest Fire Prevention.” *The Forestry Chronicle* 25, no. 4 (1949): 275.
MacDonnell, W.S. “Public Education in Forest Fire Prevention.” *The Forestry Chronicle* 25, no. 4 (1949): 275–280.
MacDougall, F. “Multiple Land Use.” *The Forestry Chronicle* 15 (1939): 207–211.
Macfarlane, D., and A. Watson. “Hydro Democracy: Water Power and Political Power in Ontario.” *Canadian Journal of the History of Science, Technology and Medicine* 40, no. 1 (2018): 1–18.
Mackey, M. “Nineteenth Century Three Emigrant Communities in Ontario.” *Oral History* 9, no. 2 (1981): 49–60.
Mackintosh, W.A. “Economic Factors in Canadian History.” *Canadian Historical Review* 4, no. 3 (1923): 12-25.
———. “Some Aspects of a Pioneer Economy.” *Canadian Journal of Political Science* 2, no. 11 (1939): 457–63
———. *The Economic Background of Dominion–Provincial Relations*. Toronto: McClelland and Stewart Ltd., 1964 [1939].
MacMillan, H.R. *The Profession and Practice of Forestry in Canada, 1907–1957*. Toronto, ON: University of Toronto Press, 1957.
MacTaggart, J. *Three Years in Canada: An Account of the Actual State of the Country in 1826–7–8, Comprehending its Resources, Productions, Improvements, and Capabilities, and Including Sketches of the State of Society, Advice to Emigrants*, vol. 1. London: H. Colburn, 1829.
Magrath, T.W. *Authentic Letters from Upper Canada*. Toronto, ON: Macmillan, 1953.
Maher, N.M. *Nature’s New Deal: The Civilian Conservation Corps and the Roots of the American Environment Movement*. New York: Oxford University Press, 2008.
Malhi, A. “Making Spaces, Making Subjects: Land, Enclosure and Islam in Colonial Malaya.” *Journal of Peasant Studies* 38, no. 4: 727–746. 2011.
Marchand, R. *Advertising the American Dream: Making Way for Modernity, 1920–1940*. Berkeley: University of California Press, 1985.
Marsh, G.P. *Man and Nature, Or Physical Geography as Modified By Human Action*. Edited by David Lowenthal. Cambridge, MA: The Belknap Press of the Harvard University Press, 1965.
Marshall, D. *Understanding Children as Consumers*. London: Sage Publications Ltd., 2010.
Martin, C. “Dominion Lands” Policy. Edited by L.H. Thomas. Montreal and Kingston: McGill-Queen’s University Press, 1973.
———. “Lord Durham’s Report and Its Consequences.” *The Canadian Historical Review* 20, no. 2 (1939): 178–194.
Marx, K. *Capital: A Critique of Political Economy*. Vol. 1. London: Lawrence & Wishart, 1970.
McAlister, A.R., and T.B. Cornwell. “Preschool Children’s Persuasion Knowledge: The Contribution of Theory of Mind.” *Journal of Public Policy Marketing* 26, no. 3 (2009): 175–185.
McCalla, D. *Planting the Province*. Vol. 30. Toronto, ON: University of Toronto Press, 1993.
———. “Rural Credit and Rural Development in Upper Canada, 1760–1850.” In *Patterns of the Past: Interpreting Ontario’s History*, edited by R. Hall, W. Westfall and L. Sefton, 37–54. Toronto, ON: Dundurn Press, 1988.
———. “The Loyalist Economy of Upper Canada, 1763–1806.” *Historie sociale/Social History* 16 (1983): 279–304.
———. *The Rise of Forestry*. unpublished research manuscript, Ontario Department of Lands and Forests, 1966.
McCarthy, J. “States of Nature and Environmental Enclosures in the American West.” In *Violent Environments*, edited by N.L. Peluso and M. Watts. Ithaca, NY: Cornell University Press, 2001.
McCombs, M.E., and D.L. Shaw. “The Agenda-Setting Function of Mass Media.” *Public Opinion Quarterly* 36, no. 2 (1972): 176–187.
McConkey, O.M. *Conservation in Canada*. Toronto, ON: J.M. Dent and Sons, 1952.
McKay, I. “The Liberal Order Framework: A Prospectus for a Reconnaissance of Canadian History.” *Canadian Historical Review* 24, no. 3 (2000): 617–651.
McKenty, S.J. N. “Mitchell F. Hepburn and the Ontario Election of 1934.” *Canadian Historical Review* 45, no. 4 (1964): 293–313.
McLarty, N.A. “Forward.” *Forest and Outdoors* 36 (1940): 3.
McLaughlin, M.J. “Rise of the Eco-Comics: The State, Environmental Education and Canadian Comic Books, 1971–1975.” *Material Culture Review* 77/78 (2013): 9–20.
McNeal, J.U. *Children as Consumers*. Austin, TX: Bureau of Business Research, University of Texas, 1964.
———. *Children as Consumers: Insight and Implications*. Lexington, MA: D.C. Health, 1987.
———. *Kids as Customers*. New York: Lexington Books, 1992.
———. “The Child as the Consumer.” *Journal of Retailing* 45 (1968): 15–22.
Meadows, D.H., E. I. Goldsmith, and P. Meadow. *The Limits to Growth*. London: Earth Island Limited, 1972.
Michael, D.N. “Some Factors Influencing the Effects of Audience Participation on Learning from a Factual Film.” Washington, D.C.: HRRL Memo Report No. 13A, Revised report, U.S. Air Force, Human Resources Research Laboratories, Headquarters Command, Bolling Air Force Base, 1951.
Miller, H. “Potash from Wood Ashes: Frontier Technology in Canada and the United States.” *Technology and Culture* 21, no. 2 (1980): 187–208.
Mitchell, W.T.J. *Iconology: Image, Text, Ideology*. Chicago: University of Chicago Press, 2000.
Monhardt, L., and R. Monhardt. “Creating a Context for Learning of Science Process Skills through Picture Books.” *Early Childhood Education Journal* 34, no. 1 (2006): 67–71.
Moore, P.S. “Mapping the Mass Circulation of Early Cinema: Film Debuts Coast-to-Coast in Canada in 1896 and 1897.” *Canadian Journal of Film Studies* 21, no. 1 (2012): 58–80.
Morgan, H.J. *The Canadian Men and Women of the Time: A Handbook of Canadian Biography*. Toronto: William Briggs, 1898.
Morley, P.M. “Stand Up and Be Counted!” *The Forestry Chronicle* 63, no. 3 (1987): 199–202.
Morris, P. *Embattled Shadows: A History of Canadian Cinema*. Montreal and Kingston: McGill-Queen’s University Press, 1978.
Morrow, L.M., M. Pressly, J.K. Smith, and M. Smith. “The Effects of a Literature-Based Program Integrated into Literacy and Science Instruction with Children from Diverse Backgrounds.” *Reading Research Quarterly* 32 (1997): 54–76.
Morton, W.L. “Clio in Canada: The Interpretations of Canadian History.” *University of Toronto Quarterly* 15, no. 3 (1946): 227–234.
Murphy, P.J., and R.E. Stevenson. “A Fortuitous International Meeting of Two Yale Foresters in 1908: H.R. MacMillan and W.N. Millar.” *The Forestry Chronicle* 90, no. 3 (2014): 321–323.
Murray, H. *Historical and Descriptive Account of British America*. New York: Harper and Brothers, 1839.
Nagle, B. *The Household as the Foundation of Aristotle’s Polis*. Cambridge: Cambridge University Press, 2006.
Nash, R. *Wilderness and the American Mind*. New Haven, CT: Yale University Press, 2001.
Nelles, H. V. *Politics of Development: Forests, Mines and Hydro-Electric Power in Ontario, 1848–1941*. Montreal and Kingston: McGill-Queen’s University Press, 2005.
Nelson, J. “Experience with National Conservation Strategies: Lessons for Canada.” *Alternatives* 15, no. 1 (1987): 42–9.
Neumann, R. *Imposing Wilderness: Struggles over Livelihood and Nature Preservation in Africa*. Berkeley: University of California Press, 1998.
———. “Moral and Discursive Geographies in the War of Biodiversity in Africa.” *Political Geography* 23, no. 7 (2004): 813–837.
Newell, D. *Technology on the Frontier: Mining in Old Ontario*. Vancouver, BC: University of British Columbia, 1986.
Noelle-Neumann, E. *The Spiral of Silence: Public Opinion, Our Social Skin*. Chicago, IL: University of Chicago Press, 1993.
Norrie, K., and D. Owram. *A History of the Canadian Economy*. Toronto, ON: Oxford University Press, 1991.
O’Brien, C.G. “Education for Conservation.” *The Forestry Chronicle* 26, no. 2 (1950): 127–137.
O’Connor, J.E. “Is Sustainable Capitalism Possible?” In *Is Capitalism Sustainable*, edited by M. O’Connor, 152–175. New York: Guilford, 1994.
———. *Image as Artifacts: The Historical Analysis of Film and Television*. Malabar, FL: Robert E. Krieger Publishing Company, 1990.
Oliver, P.N. *G. Howard Ferguson: Ontario Tory*. Toronto, ON: University of Toronto Press, 1977.
Owram, D. *Promise of Eden: The Canadian Expansionist Movement and the Idea of the West, 1856–1900*. Toronto, ON: University of Toronto Press, 1992.
Palmer, H.H. “Reluctant Hosts: Anglo-Canadian Views of Multiculturalism in the Twentieth Century.” In *Cultural Diversity and Canadian Education: Issues and Innovations*, edited by J. Mallea and J.C. Young. Ottawa, ON: Carleton University Press, 1990.
Palmer, S. *Politics, Shipping and the Repeal of the Navigation Laws*. Manchester: Manchester University Press, 1990.
Patterson W.J. “Some Plain Statements about Immigration and Its Results in Canada.” *Proceedings at the Annual Meeting of the Dominion Board of Trade*. Ottawa: The Gazette Printing House, 1871.
Pearce, D., A. Marlandya, and E. Barbier. *Blueprint for a Green Economy*. London: EarthScan, 1989.
Peluso, N.L., and C. Lund. “New Frontiers of Land Control: Introduction.” *Journal of Peasant Studies* 38, no. 4 (2011): 667–681.
Peto, “À propos de Voirie,” *La Revue Municipale* 4, no. 8. (1926).
Phillips, C.E. “The Development of Education in Canada.” *British Journal of Educational Studies* 7, no. 2 (1959): 167–170.
Phipps, R.W. *Report on the Necessity of Preserving and Replanting Forests Complied at the Instance of the Government of Canada*. Toronto, ON: Blackett Robinson, 1883.
Piaget, J. *The Origins of Intelligence in Children*. New York: International Universities Press, 1952.
Picking, J. *Inquiries of an Emigrant: Being the Narrative of an English Farmer from the Year 1824 to 1830*. London: Effingham Wilson, 1832.
Pinchot, G. *Breaking New Ground*. Washington, DC: Harcourt, Brace, 1947.
Pomfret, R. *The Economic Development of Canada*. London: Routledge, 2006.
Porter, L. *Unlearning the Colonial Cultures of Planning*. Surrey: Ashgate, 2010.
Pryke, S. *Huntsville: With Spirit and Resolve*. Huntsville, ON: Fox Meadow Creations, 2000.
Pyne, S.J. *Awful Splendour: A Fire History of Canada*. Vancouver, BC: University of British Columbia Press, 2007.
Rajala, R.A. *Feds, Forests, and Fire: A Century of Canadian Forestry Innovation*. Ottawa, ON: Canada Science and Technology Museum, 2005.
———. “‘From On-to-Ottawa’ to ‘Body Sunday.’” In *Framing Canadian Federalism: Historical Essays in Honour of John T. Saywell*, edited by D. Anastakis and P.E. Bryden, 118–150. Toronto, ON: University of Toronto Press, 2009.
Reaman, G.E. *A History of Agriculture in Ontario*. Toronto, ON: Saunders Book Company, 1970.
Redclift, M. “Sustainable Development (1987–2005): An Oxymoron Comes of Age.” *Sustainable Development* 13, no. 4 (2005): 212–227.
Reed, C. *Rebellion of 1837 in Upper Canada*. Montreal and Kingston: McGill-Queen’s University Press, 1988.
Rees, W., and M. Wackernagel. “Urban Ecological Footprints; Why Cities Cannot be Sustainable—and Why They Are a Key to Sustainability.” *Environmental Impact Assessment Review* 16, no. 4 (1996): 223–248.
Reid, D. *Tom Thomson: Life and Work*. Toronto, ON: Art Canada Institute, 2015.
Rice, P., and D. Ezzy. *Qualitative Research Methods: A Health Focus*. Melbourne: Oxford University Press, 1999.
Richardson, A.H. *Forestry in Ontario*. Toronto, ON: Ontario Department of Forestry, 1928.
Robbins, P., and A. Luginbuhl. “The Last Enclosure: Resisting Privatization of Wildlife in the Western United States.” *Capitalism Nature Socialism* 16, no. 1 (2005): 45–61.
Rogers, A.D. *Bernard Edward Fernow: A Story of American Forestry*. Princeton, NJ: Princeton University Press, 1951.
Rosenstone, R. *History on Film/Film on History*. London, UK: Pearson Education Limited, 2006.
Ross, M.M. “A History of Forest Legislation in Canada, 1867–1996.” Occasional Paper. Calgary, AB: Canadian Institute of Resource Law, 1997.
———. *Forest Management in Canada*. Calgary, AB: Canadian Institute of Resource Law, 1995.
Russell, P.A. “Forest into Farmland: Upper Canadian Clearing Rates, 1822–1893.” *Agricultural History* 57, no. 3 (1983): 326–339.
———. “Upper Canada: A Poor Man’s Country? Some Statistical Evidence.” *Canadian Papers in Rural History* 3 (1982): 129–147.
Rutherford, P. “Tomorrow’s Metropolis: The Urban Reform Movement in Canada, 1880–1920.” *Canadian Historical Association Papers* 6, no. 1 (1971): 203–224.
Saari, P.J. “Marketing Nature: The Canadian National Parks Branch and Constructing the Portrayal of National Parks in Promotional Brochures, 1936–1970.” *Environment and History* 21 (2015): 401–446.
Sackes, M., K.C. Trundle, and L.M. Flevares. “Using Children’s Literature to Teach Standard-Based Science Concepts in Early Years.” *Early Childhood Education Journal* 36 (2009): 415–422.
Saul, E.W., and D. Dieckman. “Choosing and Using Information Trade Books.” *Reading Research Quarterly* 40, no. 4 (2005): 502–513.
Scott, C.W. “The Seventh British Commonwealth Forestry Conference: Summaries and Reviews of Some Papers Submitted.” *Empire Forestry Review* 37, no. 91 (1958): 96–102.
Scott, J.C. *Seeing Like a State*. New Haven, CT: Yale University Press, 1998.
Sear, J. *Scared Places: American Tourist Attraction of the Nineteenth Century*. Amherst, MA: University of Massachusetts Press, 1989.
Selman, R.L. *The Growth of Personal Understanding: Developmental and Clinical Aspects*. New York: Academic Press, 1980.
Senior, E.K. *Redcoats and Patriotes: The Rebellions in Lower Canada 1837-38*. Ottawa: Canada’s Wings, in collaboration with the Canadian War Museum, 1985.
Shields, P. *Places on the Margin: Alternative Geographies of Modernity*. London: Routledge, 1991.
Shipley, J.W. *Pulp and Paper Making in Canada*. Harlow, UK: Longmans, Green and Company, 1929.
Shirreff, P. *A Tour through North America: Together with a Comprehensive View of the Canadas and United States, as Adapted for Agricultural Emigration*. Edinburgh: Oliver and Boyd, 1835.
Sisan, E. *Forestry Education at Toronto*. Toronto, ON: University of Toronto Press, 1965.
Smith, A. *An Inquiry into the Nature and Causes of the Wealth Nations*. Edited by E. Cannan. New York: Modern Library, 1937.
Smith, A. “Farms, Forests and Cities: The Image of the Land and the Rise of the Metropolis in Ontario, 1860–1914.” In *Old Ontario: Essays in Honour of J.M.S. Careless*, edited by D. Keane and C. Read, 71–117. Toronto, ON: Dundurn Press, 1990.
Smith, D.E. “Provincial Representation Abroad: The Office of Agent General in London.” *Dalhousie Review* 55 (1975): 315–327.
Smith, J.H.G. *UBC Forestry: An Informal History*. Vancouver, BC: Faculty of Forestry, University of British Columbia, 1990.
Smith, J.M. “The Story of Smokey Bear.” Paper presented at the annual meeting of the Canadian Institute of Forestry, Saskatoon, SK, 1955.
Smith, M. *Geographical View of the Province of Upper Canada and Promiscuous Remarks on the Government*. Philadelphia, PA: J. Bioren, 1813.
Smith, P. “The Principle of Utility and the Origins of Planning Legislation in Alberta, 1912–1975.” In *The Usable Urban Past: Planning and Politics in the Modern Canadian City*, edited by A.F.J. Artibise and G.A. Stelter, 196–225. Toronto, ON: Macmillan, 1979.
Soja, E. *Postmodern Geographies. The Reassertion of Space in Critical Social Theory*. London: Verso Press, 1999.
Southcott, C. “Migration in Canadian Arctic: An Introduction.” In *Migration in the Circumpolar North: Issues and Context*, edited by L. Huskey and C. Southcott, 42–58. Edmonton, AB: CCI Press, 2010.
Southworth, T. and A. White. *A History of Crown Timber Regulations from the Date of the French Occupation to the Year 1899*. Toronto: Department of Lands and Forests, Government of Ontario, 1907.
Stacey, R. “Tom Thomson as Applied Artist.” In *Tom Thomson*, edited by D. Reid and C.C. Hill. Toronto/Ottawa, ON: Art Gallery of Ontario/National Gallery of Canada, 2002.
Stafford, M.R., and R.J. Faber. *Advertising, Promotion, and New Media*. New York: M.E. Sharpe, 2005.
Stamp, R. *QEW: Canada’s First Superhighway*. Erin, ON: Boston Mills Press, 1987.
Statistics Canada. *Estimated Population of Canada, 1605 to Present*. Accessed 05 17, 2019. https://www150.statcan.gc.ca/n1/pub/98-187-x/4151287-eng.htm#40.
Stewart, D.W., P. Pavlou, and S. Ward. “Media Influences on Marketing Communications.” In *Media Effects: Advances in Theory and Research*, edited by J. Bryant and D. Zillmann, 354–396. Mahwah, NJ: Lawrence Erlbaum Associates, Inc., 2002.
Stivers, R. *The Sustainable Society: Ethics and Economic Growth*. Philadelphia, PA: Westminster Press, 1976.
Stock, R. *The Confessions of a Tenderfoot*. London: Grant Richards Ltd., 1913.
Stirling, A. “Framing Complexity and Resilience: Towards more Reflective Socio-Ecologies of Sustainability.” *Paper Presented at Conference of the European Society of Ecological Economics on Integrating Natural and Social Sciences for Sustainability*. June 8, 2007. Leipzig.
Stirling-Attride, J. “Thematic Networks: An Analytic Tool for Qualitative Research.” *Qualitative Research* 1, no. 3 (2001): 385–405.
Swift, J. *Cut and Run: The Assault on Canada’s Forests*. Toronto, ON: Between the Lines Press, 1983.
Symcox, G. “The Wild Man’s Return: The Enclosed Vision of Rousseau’s Discourses.” In *The Wild Man Within: An Image in Western Thought from the Renaissance to Romanticism*, edited by E. Dudley and M.E. Novak, 223–247. Pittsburgh, PA: University of Pittsburgh Press, 1972.
Talbot, E. *Five Years’ Residence in Canadas: Including a Tour through Part of the United States, in the Year 1823*, vol. 1. London: Longman, Hurst, Rees, Orme, Brown and Green, 1824.
Taylor, A. “‘To Man Their Rights’: The Frontier Revolution.” In *The Transformation Hand of Revolution: Reconsidering the American Revolution on a Social Movement*, edited by R. Hoffman and P.J. Alberts, 231–357. Charlottesville, VA: The University Press of Virginia 1995.
Thompson, J.B. *Operations Branch History, 1940–1949*. Toronto, ON: Department of Lands and Forests, 1953.
Thompson, J.H., and A. Seager. *Canada, 1922–1939: Decades of Discord*. Toronto, ON: McClelland and Stewart, 1985.
Thompson, N., and J.H. Edgar. *Canadian Railway Development from the Earliest Times*. Toronto, ON: Macmillan, 1933.
Thompson, R.F. “The National Forestry Program.” *Forest and Outdoors* 7 (1940): 9.
Thompson, S. *Reminiscences of a Canadian Pioneer for the Last Fifty Years: An Autobiography*. Toronto, ON: Hunter, Rose & Co, 1884.
Tilden, F. *Interpreting our Heritage*. 3rd ed. Chapel Hill, NC: University of North Carolina Press, 1977.
Toivanen, H. *Learning and Corporate Strategy: The Dynamic Evolution of the North American Pulp and Paper Industry, 1860–1960*. Ph.D. Diss., Atlanta: Georgia Institute of Technology, 2004.
Tooke, T. *A History of Prices and of the State of the Circulation during the Nine Years 1848 to 1856*. London: Longman, Orme, Brown, Green, Longmans, & Robert, 1857.
Trail, Catherine Parr. *The Backwoods of Canada: Being Letters from the Wife of an Emigrant Officer; Illustrative of the Domestic Economy of British America*. London: Charles Knight & Company, 1846.
Tuckett, A. “Applying Thematic Analysis Theory to Practice: A Researcher’s Experience.” *Contemporary Nursing* 19 (2005): 75–87.
Turner, F.J. *The Frontier in American History*. New York: Holt, 1920.
Vandergeest, P., and N.L. Peluso. “Territorialization and State Power in Thailand.” *Theory and Society* 24, no. 3 (1995): 385–426.
Verlegh, P., H. Voorveld, and M. Eisend. *Advances in Advertising Research (Vol. 6): The Digital, the Classic, the Subtle, and the Alternative*. Berlin: Springer, 2015.
Wadland, J. “Great Rivers, Small Boats: Landscape and Canadian Historical Culture.” In *Changing Parks: The History, Future and Cultural Context of Parks and Heritage Landscapes*, edited by B.W. Hodgins and J.S. Marsh, 1–33. Toronto, ON: Natural Heritage, 1998.
Wagner, M.J. *Gentry Perceptions of Land Utilization in the Peterborough-Kawartha Lakes Region, 1815–1851*. Master’s thesis, Toronto: University of Toronto, 1968.
Wakefield, P. *Excursions in North America*. London: Darton, Harvey, and Darton, 1806.
Walker, J.W.S.G. “Race,” *Rights and the Law in the Supreme Court of Canada: Historical Case Study*. Kitchener/Waterloo, ON: The Osgoode Society for Canadian Legal History and Wilfrid Laurier University Press, 1997.
Wall, G., and J.S. March. *Recreational Land Use: Perspectives on its Evolution in Canada*. Montreal and Kingston: McGill-Queen’s University Press, 1982.
Wall, S. *The Nurture of Nature: Childhood, Antimodernism, and Ontario Summer Camps, 1920–55*. Vancouver, BC: University of British Columbia Press, 2009.
Walrond, T. *Letters and Journals of James, Eighth Earl of Elgin*. London: J. Murray, 1873.
Watkins, M. “Reflections on Being Born in a Group of Seven Canvas that Is Magically Transformed into a Sensuous Elenore Bond Painting.” In *Beyond Wilderness: The Group of Seven, Canadian Identity, and Contemporary Art*, edited by J. O’Brian and P. White, 161–165. Montreal and Kingston: McGill-Queen’s University Press, 2007.
Watson, D. and A. Macfarlane. “Hydro Democracy: Water Power and Political Power in Ontario,” *Canadian Journal of the History of Science, Technology and Medicine* 40, no. 1 (2018): 1–18.
Watt, R.M. “Publications in Schools.” *The Forestry Chronicle* 25, no. 5 (1949): 281–284.
WCED. *Our Common Future*. New York: Oxford University Press, 1987.
Weaver, J.C. “Frontiers into Assets: The Social Construction of Property in New Zealand, 1840–65.” *Journal of Imperial and Commonwealth History* 27, no. 3 (1999): 17–54.
West, E. “American Frontier.” In *The Oxford History of the American West*, edited by C.A. Milner, C. O’Connor and M. Sandweiss, 115–149. New York: Oxford University Press, 1994.
Wheeler, A.O. “Canada’s Mountain Heritage.” Address delivered before the Toronto Canadian Club (December 20, 1909).
Whelan, Y. “Territory and Place.” In *Key Concepts in Historical Geography*, by J. Morrissey, D. Nally, U. Strohmayer and Y. Whelan. London: Sage Publications, 2014.
White, R. *Ontario, 1610–1985: A Political and Economic History*. Toronto, ON: Dundurn Press, 1985.
Whittington, M. “Department of the Environment.” In *Spending Tax Dollars: Federal Expenditures, 1980–81*, edited by G.B. Doern, 99–118. Ottawa, ON: Carleton University, School of Public Administration, 1980.
Wightman, R., and N. Wightman. *The Land Between: Northwestern Ontario Resource Development, 1800 to the 1990s*. Toronto, ON: University of Toronto Press, 1997.
Wilson, A. *The Culture of Nature: North American Landscape from Disney to the Exxon Valdez*. Toronto, ON: Between the Lines, 1991.
Wilson, C.A. *A New Lease on Life: Landlords, Tenants and Immigrants in Ireland and Canada*. Montreal and Kingston: McGill-Queen’s University Press, 1994.
———. *Tenants in Time: Family Strategies, Land, and Liberalism in Upper Canada*. (Montreal and Kingston: McGill-Queen’s University Press, 2000.
Wilton, C. *Popular Politics and Political Culture in Upper Canada, 1800–1850*. Montreal and Kingston: McGill-Queen’s University Press, 2000.
Wolfe, R.I. *Myth of the Poor Man’s Country: Upper Canadian Attitudes to Immigration, 1830–37*. Master’s thesis, Ottawa, ON: Carleton University, 1974.
———. “Summer Cottagers in Ontario.” *Economic Geography* 27 (1951): 10–32.
———. “The Changing Patterns of Tourism in Ontario.” In *Profiles of a Province: Studies in the History of Ontario*, edited by E.G. Firth. Toronto, ON: Ontario Historical Society, 1967.
———. “The Summer Resorts of Ontario in the Nineteenth Century.” *Ontario History* LIV, no. 159 (September 1962).
Wood, J.D. *Making Ontario: Agricultural Colonization and Landscape Re-Creation before the Railway*. Montreal and Kingston: McGill-Queen’s University Press, 2000.
———. 2006. *Places of Last Resort: The Expansion of the Farm Frontier into the Boreal Forest in Canada c. 1910–1940*. Montreal and Kingston: McGill-Queen’s University Press.
Workshop on Urban Sustainability, *Towards a Comprehensive Geographical Perspective on Urban Sustainability*. New Brunswick, NJ: Rutgers University Press, 2000.
Worster, D. “Wild, Tame and Free: Comparing Canadian and US Views of Nature.” In *Parallel Destinies: Canadian-American Relations West of the Rockies*, edited by J.M. Findlay and K.S. Coates, 246–273. Seattle: University of Washington Press in association with the Centre for the Study of the Pacific Northwest; McGill-Queen’s University Press, 2002.
Zaslow, M. *The Northward Expansion of Canada, 1914–1967*. Toronto, ON: McClelland and Stewart, 2016.
Zavitz, E.J. *Fifty Years of Reforestation in Ontario*. Toronto, ON: Department of Lands and Forests, 1959.
———. 1965. *Recollections, 1975–1964*. Toronto, ON: Department of Lands and Forests.
Zukin, S. *Landscapes of Power: From Detroit to Disney World*. Berkeley: University of California Press, 1991.
## Appendix A
### Timber Limit Sales, 1867–1892
| Dates (MM.DD.YYYY) | Area | Bonus | Dues | Ground Rent | Avg. Price (per mile) |
|--------------------|------|-----------|------|-------------|-----------------------|
| 12.23.1868 | 38 | 14,446.50 | .75 | 2.00 | 380.17 |
| 07.06.1869 | 98 | 25,564.50 | .75 | 2.00 | 260.86 |
| 02.15.1870 | 12 | 7,680.00 | .75 | 2.00 | 640.00 |
| 11.23.1871 | 487 | 117,672.00| .75 | 2.00 | 241.62 |
| 10.15.1872 | 5031 | 592,601.50| .75 | 2.00 | 117.79 |
| 06.06.1877 | 375 | 75,739.00 | .75 | 2.00 | 201.97 |
| 12.06.1881 | 1379 | 733,675.00| .75 | 2.00 | 201.97 |
| 10.22.1885 | 1012 | 318,645.00| .75 | 2.00 | 532.00 |
| 12.15.1887 | 459 | 1,315,312.50| 1.00 | 3.00 | 2,859.00 |
| 10.01.1890 | 376 | 346,256.25| 1.00 | 3.00 | 919.00 |
| 10.13.1892 | 633 | 2,315,000.00| 1.25 | 3.00 | 3,657.18 |
Source: LAC, E.H. Bronson Papers, Memoranda on Timber Sales, 1892, vol. 704.
## Appendix B
### Large Fires in Ontario
| Year | Location | Size |
|------|--------------------------------------------------------------------------|----------------------------------------------------------------------|
| 1845 | West of Lake Superior to Rainy Lake | Vast fires extending over 640,000 acres (1000 mi²) |
| 1851 | Bonnechere/Big pine country | |
| 1855 | Temagami to Lake Temiskaming to Montreal River to Micipicoten | 1,280,000 acres (2000 mi²) |
| 1860 | Burnt River, Glamorgan, Snowdown Twps to upper branches of the Trent Waters | |
| 1864 | Thessalon River to Collins Inlet then north to where it met a fire at Wahnapitae River that started on the west arm of Lake Nipissing | |
| 1868 | Bissetts Creek area; from the Ottawa River to Lake Traverse on the Petawawa River | |
| 1871 | Main fire from French River to Lake Nipissing to Mississagi River; other very large fires along the shore of Lake Superior | 1,280,000 acres (2000 mi²); 6 lives lost along CPR survey line |
| 1877 | Parry Sound area | Extensive areas |
| 1891 | CPR rail line from Pogamasing station to near Women River | 60 miles along the railway |
| 1894 | Northern Minnesota into Rainy River | 6 lives lost; several townships near Rainy River |
| 1896 | South shores of Biscotasing and Ramsay Lakes; headwaters of the Spanish and Mississagi Rivers north to the height of land | 70 miles each way |
Source: compilation of the following works: Ontario Department of Lands and Forests. *100 Year History*. (Forest Protection Branch. Unpublished manuscript, N.D.) and; A.P.N.D. Leslie. *Large Fires in Ontario*. (Forest Protection Branch. Unpublished manuscript, N.D.)
## Appendix C
**Ontario Forest Protection Division and Department of Lands and Forests, Samples of Forest Fire Prevention Posters (1958)**
| Agency | Poster | Description |
|------------------------------------------------------------------------|---------------------------------------------|-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| Forest Service, Department of the Interior (now Forestry Branch, Dept. of Northern Affairs and National Resources) | D-1 Words of Wisdom | Size: 9x12
Material: poster linen
Colour: B/W |
| | D-2 Our friend Canada Jay says | Size: 9x6
Material: medium card stock, waxed
Colours: background: red; letter, black; others: cream insert in centre, black and cream bird, cream faces.
This poster was designed for display in railway cars. |
| Forest Service, Jean Lesage, Minister of Northern Affairs and National Resources | D-3 Canada Jay says | Size: 11x17
Material: medium card stock, waxed
Colours: background: white and yellow; letter: yellow & black; other: red flames in background, yellow flames from white match, white bird |
| | D-4 La foret est entre vos mains | Size: 8x13
Material: light card stock, coated
Colours: background: black; lettering: yellow and green; others: cream bands, green foliage, red and yellow flames, grey smoke.
Issued with French and English Captions |
D-5 National Parks of Canada
Size: 10.5x14.5
Material: heavy card stock, coated
Colours: background: white; lettering: brown and green; other, brown fawn, green ground cover.
D-6 Be Watchful
Size: 11x17
Material: heavy card stock, waxed
Colours: background: red; lettering: black and yellow; others: black binoculars, yellow sky, green living trees, black charred trees, grey mountains and shoreline, white water.
D-7 You can Help
Size: 8x13
Material: Light card stock
Colours: background: white; lettering: black on red area and black on white; other: green living tree, black charred tree.
D-8 Help prevent this black plague
Size: 8x13
Material: Light card stock
Colours: background: grey; lettering: black on green area, black on grey; Other: black tree trunks, white smoke.
Department of Lands and Forests, Ontario
Ont. 1 Forest Fire Safety Rules
Size: 11x20
Material: medium card stock, waxed
Colours: background: yellow, white; lettering: black and red; others: black drawing on white inserts
Ont. 2 Portage
Size: 11x19
Material: medium card stock, waxed
Colours: background: yellow, white; lettering: black, yellow
Ont. 3 Prevent Forest Fires, Green Forests
Size: 11x19
Material: medium card stock, waxed
Colour: background: yellow and green; lettering: red, green, black; other: white
Ont. 4 Your camp fire when you build it
Size: 11x19
Material: medium card stock, waxed
Colour: background: yellow; lettering: red and black; other: black figures
Ont. 5 Look before you leave
Size: 11x19
Material: medium card stock, waxed
Colour: background: yellow; lettering: black
Source: LAC, RG 39, vol. 715 file 15-2-1 [2]
## Appendix D
### Films Shown on the Conservation Car and at Public Lectures
#### 400 foot or 1 reel Films
| Film Title | B/W or C | Remarks |
|-----------------------------------|----------|-------------------------------------------------------------------------|
| Golden Secret | C | A soil picture for you people told as a fairy tale |
| Leaves | BW | How a tree grows, a good science film, showing function of leaves, roots etc. |
| Birth of the Soil | C | Showing how soil was made from the elements, the building of topsoil, and the need for its protection |
| Three Bears on a Spree | BW | Comedy adventure, 3 bear series, very amusing |
| The Music Album | BW | Musical cartoon comedy, southern setting |
| Lion Hunt | BW | Cartoon comedy, Mr. Mouse in Africa |
| Then It Happened | C | Marine, USA Fire, very dramatic |
| Andy Panda, Crazy House | BW | Cartoon comedy with Andy Panda the bear |
| Andy’s Animal Alphabet | C | A visit to the Zoo, excellent junior film. The letters of the alphabet are used in naming the various animals |
| Three Fox Fables | BW | The fables of the sour grapes etc., acted by animals |
| Three Bears in Woods | BW | Another of the 3 bear series, showing fox, groundhog, owl and other animals |
| Three Bears Make Mischief | BW | Three bears visit a farm and the result of their adventures is very amusing |
| Ride E’m Cowboy | BW | Rodeo, how it originated and the various activities |
| Play Ball | BW | Cartoon comedy, Willie Whooper |
| Your Soil - Your Future | C | Relationship of soil to people, with a south American setting |
| Adventures of Bunny Rabbit | BW | Junior animal, showing rabbit home & family |
| Title | Type | Description |
|------------------------------|------|-----------------------------------------------------------------------------|
| Top soil | BW | Conservation series, stressing the protection of topsoil |
| Water | BW | Conservation series, uses of water |
| One Match Can Do It | BW | Forest Fires cause floods. Including causes of fire and fighting forest fires|
| Fire in the Wilderness | BW | Dramatic film on human carelessness with fire |
| Know your Land | C | Outlining the 7 types of soil and their use |
| Seeds of Destruction | C | Tree & soil, from the Living Earth Series, showing the interrelationship of trees and soil |
| The Land of Cyprus | BW | Reforestation on the Island, showing the past results of soil erosion |
| Point Pelee | C | Showing the nature sanctuary that has been established, many species of birds|
| Fisherman’s Path | BW | An interesting short film, with a story in verse and some good fishing scenes|
| Erosion | BW | Conservation series, showing wind & water erosion |
| Soil & Water Conservation | BW | Another of the conservation series, stressing soil & water conservation |
| Manitoba | C | A visit to the Riding Mountain National Park, Showing the recreational opportunities in Manitoba |
| Fire Call | C | This film edited & shortened. Shows the importance of forest, fire prevention, fighting forest fires, public education and cooperation |
| Pantry Panic | BW | Woody Woodpecker comedy |
| Loon’s Necklace | C | Indian Legend on how the Loon secured the lace-like neck band around its throat. This film courtesy Imperial Oil |
| Hook, Line & Safety | C | The rules of safety when enjoying fishing other recreational outdoors |
| Eye Witness | BW | Showing the cutting of west coast hemlock, lumber camps etc. |
| Film Title | BW or C | Remarks |
|----------------------------|---------|--------------------------------------------------------------------------|
| Sport Fishing in Sask. | C | A very good fishing picture, showing angling for various varieties and pointing out the excellent opportunities for this sport to be found in Saskatchewan. |
| Eye Witness No. 14 | BW | Young people take a hand in reclaiming through reforestation of some of Ontario’s wasteland |
| Dizzy Acrobats | BW | Woody Woodpecker comedy |
| Wacky Weed | BW | Comedy with a garden setting and a persistent weed |
| Reckless Driver | BW | Woody Woodpecker comedy |
**800 Foot, or approximately 20 minute subjects**
| Film Title | BW or C | Remarks |
|----------------------------|---------|--------------------------------------------------------------------------|
| Tomorrow’s Timber | C | A story of the lumber industry – its contribution in work and wages and what happens to a Community when the surrounding forest, on which it depends, is burned |
| Scout in the Forest | C | Boy Scouts learn something about forestry the contribution trees make to everyone and the need for always being careful with fire if we are going to continue to enjoy their benefits |
| Frying Pan and Fire | C | Two girls on a camping trip – shows beautiful scenic shots and photographs of wildlife life. Through carelessness they start a forest fire, but manage to put it out with considerable difficulty and learn a lesson on carefulness the hard way |
| Skip the Maloo | BW | Slapstick comedy |
| Simple Fruit Pruning | BW | Methods of pruning fruit trees as done in England. Some good lessons in keeping fruit trees in good shape with a view to successful bearing |
| Realm of the Wild | C | Lovely story of wild animals and wild flowers based on the relationship of our feathered and four footed creatures of nature to their food |
supply. This film shows most of North America’s game animals and many of its game birds. This reel has been slightly shorten with some hunting scenes deleted.
| Title | Type | Description |
|------------------------------|------|-----------------------------------------------------------------------------|
| Skyline Trails | C | Trail riders of the Alberta Rockies Very lovely scenery |
| Forest Commando’s | C | A story of the Ontario Forest Service, its aerial patrol guarding the forest resources, and scenes showing fighting of forest fire |
| Timagani Ranger | C | The story of Ontario’s forests, the Forest Service and its daily task of protecting the forests from fire. This film also shows fighting of forest fires |
| Our Forest Heritage | C | A comprehensive story of the contribution made by Canada’s forests in forest products, as a home for wildlife, watersheds and recreational values – a very good picture |
| Prairie Homes | C | Visits to well planted homes on the prairies, vividly illustrating the beauty and protection that can become a reality anywhere on the open plains by planting trees |
| Trees for Tomorrow | BW | Working towards a sustained yield |
| Lumbering in Saskatchewan | C | Outlining Saskatchewan’s forest industry |
| Who Was Guilty? | C | The story of careless campers followed by the destruction of the forest, played by puppets |
| Green Gold | BW | Produced by United Nations, centered around the contribution made to a Swedish community by the forest. Includes a quick trip visiting forests around the world |
| Dead Out | C | The experiences of an old timer in how settlement fires start |
| Pulp Paper from Canada | BW | A story of Canada’s pulp and paper industry |
| Gift of the Glaciers | C | The Columbia ice fields and forested watersheds on the Eastern slope of Alberta |
| Title | Format | Description |
|--------------------------------------------|--------|-----------------------------------------------------------------------------|
| Heritage We Guard | BW | A story of the settlement of North America and the Agricultural penetration to the great plains. Many excellent wildlife shots |
| Water for the Prairies | C | The story of the Eastern Rockies Forest Service undertaking in maintaining the Eastern slope watershed |
| Common Errors in Fire Fighting (1200 feet, 30 mins) | BW | A training film, showing the methods of fire fighting |
| The Tennessee Valley (1200 feet, 30 mins) | BW | Commonly known as TVA showing the dam, hydro electric and irrigation development |
| Forests for the Future (1200 feet, 30 mins) | C | AN excellent film of forest operations, tree farms, and conservation |
| The Story of Canadian Pine (1200 feet, 30 mins) | BW | The story of eastern Canada’s white pine lumbering, showing the log drive in the spring |
| Portage (800 feet, 20 minutes) | BW | Showing the Indian and his canoe. This film also shows how the Indians make their canoes. |
Source: LAC, MG 28 188, vol. 21, file Miscellaneous 1954–9
## Appendix E
### CNR Conservation Car Summary of Activities (1958)
**February to November 20th**
**Lecturer: Paul Pageau**
| Province | Mileage During Tour | Hours Travelled Before or After Tour | No. of Places | No. of Showings | Attendance Youth | Attendance Adults | Total |
|-------------------|---------------------|--------------------------------------|---------------|-----------------|------------------|-------------------|-------|
| British Columbia | 1793.9 | 99 | 15 | 154 | 19093 | 1662 | 20755 |
| Feb 25–Apr 26 | | | | | | | |
| Nova Scotia | 896.2 | 61 | 40 | 87 | 7781 | 540 | 8321 |
| May 10–Jun 24 | | | | | | | |
| Quebec | 1674.3 | 84 | 27 | 101 | 2776 | 1098 | 3874 |
| Jun 29–Aug 16 | | | | | | | |
| Alberta | 1850.3 | 73 | 16 | 43 | 2516 | 809 | 3325 |
| Sept 10–Oct 12 | | | | | | | |
| Ontario | 918.1 | 51 | 34 | 115 | 5481 | 902 | 6383 |
| Aug 23–Sept 7 & Oct 15–Nov 20 | | | | | | | |
| Grand Total | 7132.8 | 368 | 132 | 500 | 37647 | 5011 | 42658 |
Source: LAC, MG 28 188, vol. 21. | 7c03c55d-0830-409d-866d-4d27c8101b5c | CC-MAIN-2022-27 | https://knowledgecommons.lakeheadu.ca/bitstream/handle/2453/4671/LinoA2020d-1a.pdf?sequence=1&isAllowed=y | 2022-06-25T16:33:01+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103036077.8/warc/CC-MAIN-20220625160220-20220625190220-00000.warc.gz | 417,655,202 | 154,499 | eng_Latn | eng_Latn | 0.934547 | eng_Latn | 0.978544 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"pol_Latn",
"eng_Latn",
"pol_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",
"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",
"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",
"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",
"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",
"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",
"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",
"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",
"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",
"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",
"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",
"sco_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"eng_Latn",
"unknown",
"eng_Latn"
] | true | rolmOCR | [
362,
1433,
3209,
4717,
7366,
11730,
12044,
13135,
14863,
15136,
18123,
20303,
22728,
25385,
27266,
29292,
31398,
33650,
36159,
38309,
40479,
42886,
45400,
47698,
50154,
51743,
52477,
55379,
57539,
59723,
61675,
63757,
65797,
67888,
70047,
71690,
73792,
76724,
79195,
82294,
84383,
86410,
89526,
91854,
94655,
97630,
100370,
103740,
107098,
109485,
111848,
115088,
118224,
120687,
123254,
125916,
128395,
130536,
133369,
137582,
139825,
143113,
146398,
149098,
151731,
154191,
157060,
159291,
162172,
165193,
168171,
171671,
174882,
177401,
180067,
183183,
186186,
189086,
191113,
192416,
194346,
197767,
199706,
201782,
204583,
207380,
210608,
213177,
215448,
218116,
220041,
222392,
224809,
226954,
229166,
231360,
234990,
237176,
239455,
241635,
243710,
245711,
248429,
251577,
254732,
257475,
259698,
261901,
264225,
266963,
269220,
271871,
274088,
274882,
277113,
279986,
282124,
285670,
287746,
290786,
293979,
296268,
299074,
302318,
304865,
307692,
310264,
312748,
316854,
319596,
322677,
324983,
327982,
330300,
333240,
336663,
337501,
339772,
339855,
342435,
344489,
348305,
350320,
353968,
356917,
360453,
363493,
366089,
369367,
372011,
374754,
376967,
378675,
381221,
383117,
385586,
386086,
388123,
390268,
392617,
394720,
396663,
399310,
402980,
405975,
408963,
412184,
415709,
418947,
421725,
423291,
425275,
427320,
430098,
433737,
435962,
437878,
440234,
442708,
444783,
446794,
449263,
451469,
453785,
455972,
458330,
460784,
463182,
464791,
464935,
465079,
466139,
466283,
468442,
470569,
472769,
474986,
476904,
478756,
479006,
481249,
483538,
484175,
486467,
488313,
490737,
493960,
496479,
496763,
497172,
499916,
502991,
504081,
504291,
507562,
510746,
513087,
515367,
518182,
520754,
522868,
523241,
525644,
527775,
530406,
532581,
534513,
537169,
539413,
541395,
543516,
545648,
548210,
550346,
551086,
553059,
556261,
558872,
560848,
562842,
564141,
566335,
567331,
570455,
571797,
573382,
574157,
576699,
579227,
581539,
583774,
586256,
588620,
589762,
592008,
594195,
596482,
598489,
600640,
602737,
604764,
606789,
609428,
611660,
614087,
614619,
616159,
618053,
620479,
623328,
625222,
627165,
630339,
633528,
636580,
639688,
642724,
645871,
649174,
652298,
655533,
658546,
661570,
664730,
667830,
670827,
673919,
676952,
680247,
682616,
683880,
686380,
688509,
689644,
690150,
692558,
694937,
697329,
699562,
700951,
703121
] | [
0.90625,
2.703125
] | 1 | 0 |
POPULAR EDUCATION
TOOLS FOR SYSTEM CHANGE
Resources, Case Studies and Tools for training and events in the Friends of the Earth Europe network
Friends of the Earth Europe gratefully acknowledges financial assistance from the European Union. The contents of this document are the sole responsibility of Friends of the Earth Europe and cannot be regarded as reflecting the position of the European Union. The European Union cannot be held responsible for any use which may be made of the information this document contains.
POPULAR EDUCATION
# Content
## Common Curriculum Popular Education
| Section | Page |
|----------------------------------------------|------|
| Foreword | 05 |
| Introduction to Popular Education | 07 |
| **TOOLS** | 09 |
| Water pouring | 10 |
| Image theatre | 12 |
| Mapping issues & setting priorities | 15 |
| Conceptual dialogue - TV Show | 18 |
| Hassle lines | 20 |
| Problem posing | 23 |
| Collective reading | 25 |
| The Pancake game | 28 |
| Political weather forecast | 30 |
| A picture tells 3 words | 32 |
| Moving debate | 34 |
| Climate outburst | 36 |
| **CASE STUDIES** | 38 |
| Summer camp | 39 |
| Member group gathering | 43 |
| Scented stories | 48 |
| **SESSION PLANS** | 53 |
| Introducing Popular Education | 54 |
| Labour market and working life | 58 |
| Forum theatre workshop | 65 |
| **QUOTES** | 71 |
Popular education is the cornerstone of Friends of the Earth Europe’s School of Sustainability (SofS). We honour its essential role in our transformative and organising work towards system change! In the past three years, we have strived to arrive at a shared understanding of what popular education means to us and how it influences our work. Together with the 22 member groups who were part of SofS and with Friends of the Earth International, we have built our foundation of critical pedagogy. The journey towards system change brought deepened analyses and ongoing internal transformation - a slow, yet radical and empowering journey! We would like to share with all of you what we have experienced in our period of learning and unlearning.
Popular education has allowed us to work on our praxis by connecting theory to practice. We have discovered ways on how we could break some barriers to participation and inclusion through learning not only with the head but also with the heart and hand. We have built and sustained relationships in the network focussing on needs assessments, collective creation of meaning and our potential to take action to address the issues together. An intrinsic part of our application of popular education is the recognition of the inner wisdom of everyone. Furthermore, we were guided by the framework of tracing the root causes of issues through a wider systemic lens.
This has shed further light on various strands of work linked to capacity building, campaigning, solidarity work and movement building through a people-centred approach. It has been key in facilitating our anti-oppression work linked to unpacking power and privilege on the personal, organisational and societal level. We are still learning and we know that it will be an ongoing process to acknowledge our privileges and ensure we contribute to people’s emancipation. Popular education means that learning starts from our own experience. This includes a necessary reflection of our ways of working, and finding ways to better support people disproportionately impacted by social, economic and environmental injustice.
This module contains tools, case studies, session outlines and other resources on how we have learned and applied popular education in practice. We consider this as a living document which has an inherent potential to take new forms and we invite anyone to adapt it to the needs of the group they are working with.
The modules we have created within the European School of Sustainability as well as our Tools for System Change website (http://virtual.foei.org/trainings) are part of our attempt to take a snapshot of the inspirational and transformative work within the time capsule of School of Sustainability and beyond.
May this be an additional source of energy and inspiration towards our agency of change!
Written by Shenna Sanchez, Friends of the Earth Europe
The roots of Popular Education
The term Popular Education was introduced by Brazilian Educator Paulo Freire. The form of education he practiced and advocated for was one that stood in stark contrast to the formal education he experienced. Whereas formal education was directed to imparting knowledge into the heads of learners, Popular Education begins with the experience of the learners as the source of knowledge. Rather than being passive receivers of knowledge, learners are active in producing knowledge about the world around them. This means that the educational process is directed towards the development of a critical consciousness and ultimately the liberation of the learner. Education then becomes the practice of freedom.
Popular Education today
Popular Education is now frequently used as an umbrella term to describe educational methods that seek to develop critical consciousness in learners. Many educators have drawn on and developed Freire’s ideas, including bell hooks, who has challenged some of the sexism in his original work. The work of Training for Change, a US-based activist training organisation, draws heavily on Popular Education as popularised by Paulo Freire, but builds in other concepts to develop what they call a “Direct Education” approach.
Popular Education in the European School of Sustainability
The European School of Sustainability was inspired by the School of Sustainability in Friends of the Earth Latin America & the Caribbean, whose approaches draw from the Latin American history of popular education and Paulo Freire. We have sought to learn first from our sister School, and received training from them in 2016 during the first European-level School of Sustainability event. We have also learnt from the expertise of popular education organisations in Europe such as LABO, and from Training for Change in the US. Friends of the Earth groups across Europe have been adapting these approaches in their own contexts, as well as bringing new ideas and tools that have emerged from their own practices.
Core concepts in Popular Education
Here are some of the core concepts that inform the European School of Sustainability’s educational methods, drawn from the work of the Trapese collective:
1. **A commitment to transformation and freedom** – At the heart of popular education is a desire not just to understand the world, but to empower people so they can change it.
2. **Learning our own histories not his-story** – Although there are always at least two sides to every story, the vast majority of official history is exactly that his-story, written by the literate educated few, mainly men, not by peasants, workers, fighters, or women. We are taught about leaders of world wars and histories of great scientists, but not much about the silent millions who struggled daily for justice. These are the ordinary people doing extraordinary things who are the invisible makers of history.
3. **Starting from daily realities** – Looking at how problems and issues affect people in their daily lives
4. **Learning together as equals and showing solidarity** – Popular education aims to break down the relationship between teachers/students and educators and participants.
5. **Getting out of the classroom** – Learning can take place everywhere and anywhere
6. **Inspiring social change** – enabling participants to feel connected to wider issues and to be take action on the issues that concern
*Written by Fiona Ranford, Friends of the Earth England, Wales, Northern Ireland.*
TOOLS
Water pouring
TIME NEEDED: 15-20 minutes
PREPARATION NEEDED:
You will need a glass for every participant in the workshop, and a full jug of water.
The chairs in the room should be organised into rows facing the same direction.
Why use this tool
This tool is a great way to support participants to understand the difference between formal educational models and popular education models. It is an ideal activity to begin a training for volunteers or staff members in popular education methods.
Description
1. Once the room is prepared, invite participants to take a seat in the room and take a stand in front of the group. Welcome them to the workshop.
2. Next, walk between the rows and give each participant a glass one at a time. Don’t simply pass a stack of glasses down each row but give a glass to each individual.
3. Then walk between the rows again and pour water into each of the glasses. Take your time, and don’t worry if the water distributed is not equal.
4. Once everyone has received water in their glass, ask participants to speak with the person beside them for a couple of minutes and answer the question: How did that experience feel for you?
5. After a few minutes, invite people to get up and move around the room. Encourage them to chat to people and if they want to, exchange water with each other.
6. Next, invite people to share reflections on that experience to the full group. Ask: How did that feel to you? Did it feel any different to the first experience? Which experience did you prefer?
7. After gathering some reflections, explain that the first experience sought to represent something of what traditional education, sometimes known as “banking education” does. It:
a. Assumes that the teacher has all the knowledge (represented by the water) in the room
b. Creates a one-directional flow of knowledge between the teacher and the student
c. Assumes the learner has no knowledge of the subject.
8. On the other hand, the second experience was more similar to a popular education approach. It:
a. Assumes that all people in the room already hold knowledge
b. Encourages the sharing of knowledge between participants
c. Considers the teacher’s role to be one of enabling knowledge to emerge, and understands that the teacher also learns from the students.
**Facilitator considerations**
If you have a large group, the first part of this activity can be quite time consuming. But don’t rush it, this is another part of the experience which the participants can then reflect on and compare to their experiences of formal education – for example, being bored at school.
*Written by Fiona Ranford, Friends of the Earth England, Wales, Northern Ireland. Based on an activity by LABO.*
Image theatre
TIME NEEDED:
30 – 40 minutes
PREPARATION NEEDED:
Coloured papers to write words that participants come up with when hearing the term popular education.
Why use this tool?
This is one of the ways to set the tone of an activity or gathering inspired by popular education. It is also a way to demonstrate learning and sharing through a head, heart, hands approach. Once there is a distinction made between formal education and popular education, based on the experiences of the participants, a collective harvesting can take place of the group’s understanding of what popular education means and where it comes from.
Description
In advance, it could help to write keywords from established popular education references such as Paolo Freire. This way, there could be an opportunity to build on the collective knowledge of the group and mention the keywords: people-centred education, critical consciousness, collective learning, experiential, reflection, action, Brasil, Nicaragua, liberation movements, emancipation, change, etc.
✓ Invite the group to stand and to form a circle. Once everyone is in the circle, ask all of them to turn their backs from the circle
✓ Initiate a short grounding exercise which includes making everyone notice the space they are in, the ground they are standing on, the way their weight is distributed to their feet, the different sensations in the face or body and the freedom to do what they need to feel more comfortable, the thoughts they might have and to allow them to pass by, the manner in which they are taking in air.
✓ Share with the group that we have different ways to express our thoughts and experiences. One of them is through the body. There’s a tendency to focus too much on thinking and speaking while we could also express ourselves by listening to our body.
To try this out, say one word for example, “peace”. Ask everyone to express through the body and face what they think and/or feel when hearing the word “peace”. On a count of 5, everyone will face the circle with their body and facial expression. When everyone has faced the circle, thank everyone for the images they are sharing.
Pick one or two examples where anyone is welcome to describe what they see. This could also be a way to present how we can make observations based on the visual aspects we see e.g. hands are open, smiling faces, etc. This is in contrast to the general tendency to make interpretations and assumptions beyond what is visible.
Invite again everyone to turn their backs from the circle. Try another word. Count to 5 until everyone faces inwards.
This time, say “lecture”. Remind everyone to take a moment to remember how their experiences were like. There might be more than one memory coming to mind, ask them to pick one specific memory and notice the sights, sounds, feelings that comes along with it. Allocate at least 20 seconds for them to come up with a frozen image. On a count of 5, ask everyone to face the circle.
Ask the group “What do you see?”. Collect the visual observations one by one and check with the person(s) who had been expressing the images what they are trying to portray. Then proceed with the following questions, with the possibility for the group to elaborate together:
- What are similar gestures?
- What are unique gestures?
- How was your learning experiences during lectures?
- What was your role in the learning experience?
Summarise the different experiences shared when hearing the word “lecture”. Connect this to the various experiences linked to lecture and other tools being used in formal education.
Finally, say the word “group learning”. Repeat the steps above.
Ask the group to make observations in the outcomes of this exercise compared to the previous one on “lecture”. Harvest the different experiences linked to group learning. Connect this to the participatory, inclusive and people-centred approaches of popular education.
Thank and invite everyone to take a seat and find a comfortable spot or position. Present that you will collectively go deeper into popular education approach on a flipchart and coloured papers with keywords. Ask everyone to have a quick flipchart harvest of keywords linked to group learning.
Then pose the question “What comes to mind when hearing the term Popular Education?” Allow the group to share additional keywords. Build on the contributions of the group.
Add your prepared coloured papers with keywords as needed (for example, people-centred education, critical consciousness, collective learning, experiential, reflection, action, Brasil, Nicaragua, liberation movements, emancipation, change).
Check with the group what they think of the words. See the possibility of telling stories together on the origin and roots of popular education. Invite questions.
Recap the final result of the flipchart harvest.
Ask for feedback and/or evaluation from the whole session.
**Additional elements or variations**
The 2 main words can also be exchanged with “formal education” and “informal learning” or specific activities which your group could associate to these two main terms.
**Facilitator considerations**
- It is ideal to first have group building such as name games, getting to know each other, and theatre warm-up exercises to prepare participants to be in the learning/discomfort zone.
- This tool can complement the sessions linked to expectations and maximising/minimising learning.
- The timing would be preferably in the beginning of a gathering, activity or event in order to set the tone.
- Mention the possibility for anyone who feels uncomfortable to opt out of the image theatre exercise.
- The amount of time needed could increase depending on the size of the group.
*Written by Shenna Sanchez, Friends of the Earth Europe*
Mapping issues & setting priorities
TIME NEEDED:
2 hours of preparation; 1 - 2 hours of mapping; 0.5 - 2 hours of feedback
PREPARATION NEEDED:
Flip chart, some markers, small papers (could be post-its) if you have not prepared the questions, pencils for each participant, eraser for yourself
Why use this tool
In this tool, people are asked to rate questions on a 10-point scale and afterwards you can use graphs of the ratings given to analyse the results. It takes a while but is very rewarding if the right questions are asked. It can be used to analyse problems, map issues, get feedback, set priorities, and create good input for some kind of strategy process, for example to evaluate internal communication ways of working in your group.
Description
Preparation (2 hours)
- Map the areas you want to explore in main categories, e.g. internal communication, working culture, physical working space, meetings.
- Translate each issue into smaller easily measurable sub-questions.
Example 1: if you’re looking at internal communications, it would be a good question to ask “Internal communication: 1) using the mailing list is effective (0 points = not at all, 10 points = it’s perfect)”. Explanation: people are sending relevant information; content is clearly marked (is it FYI, need to act quickly, etc.); amount of information is reasonable; etc.
Example 2: if you’re looking at working culture, it is not a good question to ask: “Working culture: 1) we don’t have a problem with gender equality (0 points = yes, we do, huge problem; 10 points = no problem at all)”. Why? Because it could be hard to rate if you have not given much thought to gender equality; most people would rather say that there is not a problem because they are used to be treated like this or treating others in an oppressing way.
You could ask like this: Working culture: 1) Men and women have equal responsibilities and possibilities (0p = they do not have; 10p = yes, they have). Explanation: men and women equally do different tasks: cleaning the work space, taking notes, represent organisation in media and meetings, etc.
✓ If you think of the questions in advance, print them with enough copies for each participant.
✓ Draft the graph areas on the flipchart.
**Mapping** (1 to 2 hours, depending how many questions there will be and how they are harvested)
✓ You have to make sure that people will understand what they are rating. So, it is good to read each question aloud, then explain it, and also give the questions to each person on a separate piece of paper (where they also can write down their points). Let participants comment if something is unclear.
✓ When people have marked their points down on their own paper you can either ask people to mark their points on a flip chart or collect them yourself and mark scores on the graph area. I prefer the latter in bigger groups (5+ people) otherwise it might get too messy.
✓ After collecting the scores, you can draw the graphs. For better visuals you can use colors: red if there are many answers below 5, yellow if there are values both above and below 5, and green if most are above 5. Red areas will be the ones that need attention urgently. Some problems might need a systematic change and further discussions and are not as easy as fixing light conditions in the office.
Feedback (30 mins to 2 hours, depending how deep you want to dig and how much focus is set on problem solving or the purpose is just to reflect and summarise)
- After the graphs are ready you should have a feedback circle – ask if people want to comment why they gave the points the way they did. And then with a group you can try to find solutions or next steps to solve or improve the situation. It’s helpful to have someone take extra notes, but you can also write some key words under each graph.
- If you are mapping some internal issues, you can ask the same questions after a year to see if the improvements were helpful.
- After the meeting you can type in the results in excel to have more precise results.
Additional elements or variations
It is an option to have something like world café sessions beforehand, to map the questions and issues with the group. If possible, have the world café session one day earlier to have some time to analyse the questions with a few people and make the wording concrete. And to give the group some rest.
Facilitator considerations
- If you prepare the questions in advance, leave some empty spaces where the group can add relevant topics or questions.
- Make sure people know what they rate.
- 0 = huge problem, poor situation;
- 10 = not a problem at all, everything is good;
- x- or not rating = this issue is not relevant or do not know.
You can reverse the scale (10 = huge problem), as long as this is clear and everyone is using the same system throughout the exercise.
- When formulating questions, bring examples from their everyday life, so it will not be abstract.
- I would recommend not to have more than 15 sub-questions.
- Ask people to write their answers down on their own paper first, otherwise they may be influenced by other people’s opinions.
- Make sure to agree at the beginning if the answers are anonymous or not.
Written by Kai Allikas, Eesti Roheline Liikumine / Friends of the Earth Estonia
Conceptual dialogue - TV Show
TIME NEEDED:
60 – 90 minutes
PREPARATION NEEDED:
✓ Identifying and briefing the speakers
✓ Creating the materials for the "TV show" (a theme tune, a flipchart with the name of your TV show, etc.)
✓ and for the audience participation (post-it notes or paper for people to write their "tweets", a mock "microphone", etc.)
Why use this tool
The tool can be used to introduce complex, conceptual or controversial issues from a variety of perspectives. As it is based on a TV show (or other popular or familiar format), it encourages engagement, and allows for a more entertaining structure than a traditional panel discussion.
Description
✓ As the “host” of the TV show, you will explain that the participants that they are now the audience of a TV show that will be exploring a particular topic with the input from a range of speakers. There will be a possibility to use “twitter” to ask questions or give input to the discussion. The idea of a TV/radio show allows a lot of creativity in the introduction (e.g. inventing the name of a TV show, such as “People Power TV”, and using jingles).
✓ Introduce the speakers, and invite them to sit at the front of the room. Each speaker should be given a few minutes to introduce the concept from their own perspective - based on their own experience and their own political perspective. A few questions for each of the speakers can be prepared in advance, but the “host” should know the topic being discussed, and be able to ask follow-up questions and questions of clarification.
✓ After the first round of speakers (not more than 30 minutes), the audience can interact through “twitter”, ask participants to submit their questions or comments on a piece of paper (maximum 280 characters!), or the participants can call in (as with a phone-in TV show).
✓ The host, or a co-facilitator, should keep time, and ensure that all “tweets” are read out. Towards the end, the speakers can be asked to give a summary, wrapping up any loose ends or giving a summary of what has been said.
Additional elements or variations
- Videos or audio clips can be used to introduce topics for discussion.
- The ‘TV show’ can continue with small group discussion, perhaps with one of the speakers in each group. Each small group can then “tweet” their feedback.
- In an event of several days, this tool can be used several times (maybe at the same time every day, as a TV show that happens every day at the same time.)
- You can adapt the format to copy an element of popular culture from your country e.g. a café discussion.
Facilitator considerations
- It is important to choose the right people as speakers (ideally, people who are able to speak in front of the group, but can keep their input brief).
- Ensure there is a diversity of genders, as well as experience/perspectives among the speakers.
- The tool works best when there is a good preparation of the TV show format, and where the facilitator is able to get into the spirit of a TV show host.
Written by David Heller, Friends of the Earth Europe, based on a tool from the Sustainability School of FoE Latin America and the Caribbean: http://atalc.org/escuela-la-sustentabilidad/
Hassle lines
TIME NEEDED:
45 – 60 minutes
PREPARATION NEEDED:
✓ Co-facilitator to brief one of the lines
✓ Flipchart with "observation role" if you are using observers.
Why use this tool
This tool can be used...
✓ as a relatively simple way to structure a role-play, to give people experience of a particular situation;
✓ for a very wide range of scenarios related to communication, dialogue or confrontation between a pair of people;
✓ to give people experience (confronting someone who is aggressive, or in a position of authority), and allow reflection on this situation;
✓ to practice a particular practical skill (talking to a journalist or police officer during an action).
Description
✓ Split the group in half, and have each half of the group line up facing a partner. Make sure everyone has a partner by asking them to take the hand of their partner. If you have an odd number, the co-facilitator can join one of the lines to make an even number.
✓ Explain that this role play will be done in pairs. Each time, you will be given a different role to play, and your partner will be given a different role. You should play the situation in pairs, not as a whole line of people against another line.
✓ Take line A to one side of the room, and brief them with their role for the first situation. Your co-facilitator should take line B to the other side of the room, and brief them with their role for the first situation. Ensure everyone understands the situation. You can ask people to think about a new name for themselves to help them get into the role, and think about the first thing they will do or say.
✓ When the two lines have been briefed, bring them back together, make sure everyone is facing their partner, remind them that it is a one-on-one exercise (not as a group against a group), and tell them to “start”.
After some time (this might be 2-5 minutes depending on the scenario, or certainly when you notice that all pairs have finished their role-play), tell everyone to “stop”. Do a very short “de-rolling” exercise: ask everyone to tell their partner what they had for breakfast, where they last went on holiday, etc. or to jump up and down on the spot 5 times.
Then ask the pairs to de-brief – in their pairs. You can start by asking people to describe how it felt, before going on to reflect on what happened. The exact questions to discuss will depend on the purpose of the exercise. If your scenario is based on dialogue, you might ask people to ask whether the communication was effective, or had the desired effect. If you are role-playing a conflict scenario, you might ask what were moment that the situation escalated or de-escalated. Ensure you give enough time for the debriefing, as this is where a lot of the learning takes place.
Bring the two lines together facing each other, and give everyone a new partner. The easiest way to do this is to move everyone in line A along by one person (just ask the person at the nearest end of line A to go the far end of line A, and the rest of line A moves along by one person).
You can repeat the exercise (briefing, role play, de-rolling, de-briefing, find a new partner) 2 or 3 times - with a slightly different scenario each time.
After the final de-briefing in pairs, bring the group together, and de-brief as a big group. It can be useful to go through each of the scenarios in turn, asking first someone from line A to give their reflections on the first scenario, and then their partner from line B. Focus on what worked well in each scenario, what people did which helped the situation.
This can be a moment to ensure that any conceptual or general points are brought out from the group depending on the purpose of the exercise. This could include tips or hints for how to deal with this kind of situation in the future, generalisation or concepts on how conflict and escalation/de-escalation works, etc.
**Additional elements or variations**
It may be useful to split the group into 3 lines, and so each pair also has an “observer”. Introduce the questions for observers at the start of the exercise (what did you observe, what do you think worked well, or could have been improved in this situation, did you notice anything which changed the dynamics), and write them up on flipchart so that you don’t have to brief the observers each time. You should then have at least 3 scenarios, so that each of the lines has a chance playing the “activist” role, the “opponent role” and the observer. When you ask everyone to find a new partner, just ask the
person from the far end of line C to move to the near end of line C, and have the rest of the line move down one.
- There is literally an unlimited number of scenarios that can be role-played in this way. By shaping the scenarios, you can create some very specific dynamics within the role plays.
- This is one of the most powerful tools in the trainers’ toolkit. Almost every trainers’ collective we know has their own ways of facilitating this exercise!
**Facilitator considerations**
- Some people, and some groups, will find it harder to get into the role play. It can be useful to do a warm-up before this.
- It is important to ensure that people have got out of their roles, especially if you have introduced confrontation in the scenarios. Ensure that you or a co-facilitator are able to spot any people who are still in their role, or need some support to deal with any issues that may have been brought up.
- Make sure you and your co-facilitator are absolutely clear which lines each of you are briefing with which scenario!
*Written by David Heller, Friends of the Earth Europe*
Problem posing
TIME NEEDED: 40 – 60 minutes
PREPARATION NEEDED:
Identify one or more person who can be a “problem holder” who is willing to explore this issue/problem with a small group.
Why use this tool?
This tool enables participants to gain a deeper understanding of an issue or problem that should be resolved, rather than jumping straight to “problem solving”. It can be used to tackle issues that have been raised during an event, or problems/issues that participants are dealing with in their practice outside the event.
Description
This exercise works best in small groups (6-8 people). In case there are more participants, you can ask people to form small groups at random, or based around their interest in a particular topic.
Each small group needs to identify one person (the “problem holder”) who brings a problem to the group.
Each small group then self-facilitates the following steps:
1. Problem-holder introduces the problem
2. Other group members asked clarification questions, to which the problem-holder can respond
3. Group asks questions to help the problem-holder think through the problem more deeply (without the group offering answers). Problem-holder responds to these questions. (Approx. 20 minutes).
4. All members of the group take it in turns to attempt to re-phrase what they think the problem is.
5. The group asks further questions to help problem holder explore solutions to this problem. Again, the problem-holder can respond.
6. Finally, the problem-holder outlines a plan of action for how they will begin addressing the problem.
7. All participants reflect on the process - was it useful? How did it feel?
Additional elements or variations
✓ You can decide whether the plan of action (and a short summary of the problem) will be fed back to the plenary, or whether it will stay within the small group.
✓ The same structure can be used in groups that will meet more regularly, with a different person bringing a different problem to the group each time.
✓ Instead of introducing their problem in words, the problem holder can show an image or drawing that represents the problem.
Based on an exercise facilitated by Sophie Manson (Friends of the Earth Europe) and Sofie Petersson (FoE Sweden).
Collective reading
TIME NEEDED: 3 – 6 hours
PREPARATION NEEDED:
✓ 2 copies of the book you’ve chosen
✓ post-it and pens
✓ copies of book cover, table of content, back cover
Why use this tool?
This tool aims to develop the critical sense of the topics in a book or longer text. The objectives are:
✓ to popularize reading and make difficult books understandable by anyone;
✓ to carry out a collective and critical activity;
✓ to create a common understanding about a specific topic;
✓ to deeply understand that no knowledge is neutral, that there are always different points of view.
The collective reading method originally comes from popular workers’ groups in the late 19th Century. It has become a popular education tool in the 1950’s.
Description
Locate the book and its author:
✓ The trainer chooses a book they have previously read, and that is relevant to the seminar’s topic (here, the history of popular education). A relevant book could be *Pedagogy of the oppressed*, written by Paulo Freire.
✓ The trainer introduces the author of the book: who he or she is, why, when and where this book was written.
✓ The trainer invites the participants to comment on the book’s title and everything the group can say by observing (not reading) the book. Usually the group will state facts (“the book is big, colourful, the image makes me think about…”) and make some hypothesis about the book’s content.
✓ The trainer literally cuts up the book, by dividing equally the number of pages to the number of participants. We don’t mind about the chapters (this step can be done before the session to avoid losing time).
Reading:
The trainer distributes a part of the book to each participant and asks them to note three things on post-it notes:
A “gift sentence”: something they want to keep because it’s relevant for themselves, or of particular interest.
A “key word” that represents their feelings about what they have read.
Something that they don’t understand well, that they would not be capable to explain to someone else.
The participants take time to read their part of the book. They can move to a quiet place if needed. Count approximately 45 minutes of reading for 15 pages.
**Restitution/feedback:**
- Each participant is invited to present a post-it to the group, and give a brief explanation about it.
- When it echoes someone else’s thoughts, that person can present their post-it to the group, etc. This allows each participant to express their feedback.
- The trainer will encourage all the participants to present their post-it to the group. This method allows all the participants to have a global understanding about the book, and to exchange different points of view and feelings.
The time needed depends on how much time you have, and how deep you want to go. It’s always good to ask participants to talk briefly and to summarise. Some participants will probably try to resume entirely what they have learned: this is not the goal of the method. One or two sentence(s) should be enough to summarise the chapter they have read, the participants will learn more with the post-it explanation.
**Closing:**
After the restitution, ask the participants how they feel, what they take with them from the experience. This will allow the trainer to adapt the tool for the future workshops. Often, participants are interested to learn more about a specific topic after the session: it’s an opportunity to invite them for a next session about the topic or to give them references to read.
**Facilitator considerations**
If there are complex concepts in the book, it’s good to be prepared and able to give simple and clear explanations to the group during the feedback and/or to add information to what the participants explain to the group with their post-it.
Additional elements or variations
✓ A similar exercise can be done using a series of quotes, for example the Popular Education quotes at the end of this booklet.
✓ Texts can be discussed in pairs before feeding back to the whole group.
Written by Celine Racine, Friends of the Earth Wallonia
The Pancake Game
TIME NEEDED: 60 – 90 minutes
PREPARATION NEEDED:
Enough chairs for each participant, 5 pieces of A4 card or thick paper that can be folded in half to make name signs, circle of cloth or paper 20 cm in diameter (to represent a pancake).
Why use this tool
This is a role play to explore issues including local democracy, trade and the food system, as well as how to campaign and build alliances- starting from a relatively simple situation to dig deeper into issues.
Description
The role play is based around a response to school students who are complaining about the poor quality of the pancakes that they are being served in the school canteen. The quality has decreased since the local council decided that the schools could no longer produce their own pancakes, but had to buy the cheaper frozen pancakes made by the global pancake producer on the other side of Europe.
✓ Explain to the group that this will be role play in the form of a TV show, where everyone gets a chance to represent a character or role.
✓ Divide the group into small groups (2 or 3 people), who will play the following roles: School students; global pancake producing company; local politicians; local pancake co-operative. You could also add the role of European Commission. As facilitator, you will play the role of the TV show host.
✓ Give the small groups 10 minutes to prepare their role, (in different rooms, or different parts of the room so they can’t hear each other). You can give extra information to each of the groups to help them understand their role. The global pancake company and local pancake cooperative should invent names for their businesses, and the local politicians should decide which political party they represent.
✓ After 10 minutes, bring the small groups together in the “TV studio” (a semi-circle of chairs). Each small group should have a name card in front of them showing their role. Explain that as on all TV shows, you should not talk over each other, and give others a chance to speak. As TV host, you could have one of the pancakes on a plate (represented by a circle of dish-cloth, or paper).
Begin the “show” by explaining that the students had contacted the TV show to complain about the pancakes, and giving the students 1-2 mins to introduce their complaint.
Then you can introduce each of the other groups in turn, giving them each 1-2 mins to introduce their positions.
Then allow some debate between the small groups. Encourage each of the participants to say something. You can ask provoking questions to get the discussion going.
End by asking each group in turn what their next steps will be.
Give the final word to the global pancake company, as sponsors of the TV show!
**De-rolling:**
To help get out of the role, you could: get people into pairs with someone from a different small group and ask them to explain something to each other (what they had for breakfast). Changing seats and removing the name cards could also help.
**Debriefing:**
Begin the debrief by asking each of the small groups how it felt, and whether they felt strong in their position. Try to steer the discussion away from the quality of pancakes, and towards the underlying issues.
Finish off with the question: What are we going to do together?
This could lead to ideas about actions, further study, training in preparing counter-arguments for media work or campaigning.
**Additional elements or variations**
You could ask what this tells us about the world today, and who has the most power? Does this fit with what you’ve been taught about democracy? Would the situation have been the same 30 years ago? Is this the way it should be in the future? Who are the possible allies?
Depending on the issues you want to address, and what comes out of the group, the debate could then go in the direction of lobbying, democracy and corruption, local economy vs. global trade, power of the media, neoliberalism in education, greenwashing and labeling, etc.
*Written by David Heller, Friends of the Earth England, Wales, Northern Ireland. This role play has been used by Lars Igeland from Friends of the Earth Sweden with groups of 10-15 people, aged 15 upwards.*
Political Weather Forecast
TIME NEEDED: 20 - 30 minutes
PREPARATION NEEDED:
Draw a sun, cloud, and a storm image (like a weather forecast) across the top of a piece of flipchart paper to make a simple chart.
Why use this tool
✓ Popular Education seeks to value the knowledge within a group.
✓ This tool helps a facilitator to find out what environmental, social and political issues a group is aware of, and to initiate conversations within a group about why these issues might be significant.
✓ It can help you to identify issues of particular interest to the group, which they may want to investigate further.
✓ It is a good way to prepare a group to explore issues that are important to them, rather than issues pre-determined by a facilitator.
Description
1. Give each participant two or three post-it notes and ask them to write down two or three stories they have heard about in the news or on social media in the last few weeks or months. You can narrow the discussion down to a particular topic or focus. For example, you could ask people for stories they have heard about migration, the environment or the economy.
2. Ask people to put their post-it notes under the sun if it is good news, under the storm cloud if it is bad news, and under the cloud if they aren’t sure or think it could be either.
3. Once all the stories are on the flipchart, go through them one at a time, asking for details on the story, asking who else heard about it, and clarifying confusion about the story where necessary.
4. Group together stories that are similar or connected.
5. Ask participants why they put the story where they did on the chart. Ask other participants whether they agree, and explore different opinions where there is disagreement. Where relevant explore different sources of news and why they might report stories differently.
6. This can be the starting point for some rich conversations about current issues and how they affect the lives of participants in the room as well as other people locally, nationally and across the world.
7. If you want to choose one issue to discuss more in depth, you can ask each participant to put a dot beside the story or cluster of stories they are most interested in.
**Facilitator considerations**
It’s important to acknowledge in this exercise that not all the news we hear is necessarily factually correct. Where there are questions about the accuracy of the news, it is a great opportunity to ask whether we can always trust what we read, who owns the media, and what stake they might have in telling us some news stories over others.
*Written by Fiona Ranford, Friends of the Earth England, Wales, Northern Ireland. Based on an activity by LABO.*
A picture tells 3 words
TIME NEEDED: 15 minutes
PREPARATION NEEDED:
- Printed or drawn pictures (at least A4, at least 1 picture per 6 people), related to the topic you are talking about.
- Optionally: the same photos on power point.
- Some tape or tackit to attach photos to the wall, some post-its and pens.
Why use this tool
This exercise can be used to...
- make an intro to a topic;
- sum up an activity;
- divide people in smaller groups;
- raise questions the facilitator needs for the session;
- let people get to know each other better.
It involves moving around in the space, pictures and discussion in smaller groups.
Description
- Place the pictures around the area (on floor or walls) leaving enough space between them to allow people some space to gather and talk (take at least 1 picture for 6 people).
- Add one post-it and pen to each picture.
- Let people choose one picture and ask them to:
1. gather in a small group around the picture
2. share among the group why they chose this photo and their name
3. agree in the group to choose 3 words (could be noun, adjective, ...) or questions which describe the picture or the mood of group for choosing the picture or something similar and write them on one post-it
- Ask people to sit down to their places if they are finished
- Show the photos using power point and let the group whose photo is displayed read out their 3 words/questions. Or walk around the area and go from picture to picture – but this way not everyone might be able to see the picture well.
Facilitator considerations
Some photos tend to attract more people than others, so groups won’t be even sizes. Consider also using different kind of pictures: photos, sketches, abstract painting-like etc.
Written by Kai Allikas, Eesti Roheline Liikumine / Friends of the Earth Estonia
Moving debate
TIME NEEDED: 30 minutes
PREPARATION NEEDED:
✓ Decide on the statements you will use. Are you going to focus on a particular theme such as climate justice, economic justice, transition from fossil fuels?
✓ Create an ‘agree’ and ‘disagree’ sign and stick them on opposite sides of the room
✓ Print sheet of statements for the debate
Why use this tool
This tool is used as a way to explicitly show the variety of views in a room, and encourages participants to verbalise their opinions, oftentimes having to argue them in front of their peers. This is excellent practice in communications, and also gives the facilitator an opportunity to get an overview of the level of knowledge and experience in the room.
Description
✓ The facilitator explains the activity to the group, that a series of statements will be read out, one at a time, and that participants are invited to place themselves on an imaginary spectrum line between agree and disagree. Where they place themselves corresponds to their level of agreement or disagreement with the statement.
✓ The facilitator surveys the room, and often will encourage participants to be true to themselves with regards to where they stand, as it is very easy to be swept along by the actions of the crowd. The facilitator also explains that if any participant is swayed by another’s answer, they are encouraged to move along the spectrum line in accordance with how the response has changed their mind.
✓ Once all participants have chosen a spot, the facilitator asks the group for comments or reactions to the statement. They may ask particular individuals why they are standing where they are, if nobody offers a response to the group.
✓ In order to encourage debate, the facilitator may turn from one polarity of the spectrum to the other.
Additional elements or variations
This can be made into a spectrum cross, whereby there are 2 factors to consider in the decision of body placement instead of just one (agree/disagree). For example, it could be used in a session on Non-Violent Direct Action, and the x-axis might be usefulness of action, and the y-axis could be ease of action. Any factors can be substituted in.
Facilitator considerations
It is important that participants respect each other’s viewpoints, even if not wholly agreeing with them. If the debate begins to arouse a sense of conflict, unease or disrespect, the facilitator must be confident that they can diffuse the situation. Often this can be done by encouraging the participants to foster an air of respectful disagreement. It may be necessary to follow this activity with one that cultivates a strong group dynamic.
The facilitator must also restrain themselves from giving an opinion in this exercise. They can summarise, paraphrase and project what the participant says, and supplement with relevant information if necessary, but they must not imply that there is a right or wrong answer to each statement as to do so would jeopardise the reasoning behind the use of this tool.
Written by Meaghan Carmody, Friends of the Earth Ireland
Climate Outburst
TIME NEEDED: 3 hours
PREPARATION NEEDED:
✓ You will need a large enough room for the small groups to be able to work with enough space between them.
✓ Materials: Large sheets of paper, limited number of pens (3 per small group), bell, stopwatch, flipchart/pin board
Why use this tool
This tool is a playful, time-restricted brainstorming to collect participants’ first associations with a specific topic. It can be used as a starting point/warm-up for a workshop on climate justice and it can help to get a short overview of the level of knowledge within a group.
Description
1. Divide participants into at least two groups (not larger than 5-6 persons per group). Give each group a large piece of paper and not more than three pens.
2. The facilitator reads aloud a climate related term (a word or phrase). Following a common starting sign (bell), the groups have to note down as many associations as they can think of in relation to the announced term within 30 seconds (or more). This is repeated in up to four rounds.
3. After all the rounds, each group reads out their associations for each term. There should be room to explain certain words if necessary.
4. The facilitator decides: For each association that matches the term, the group gets one point. For a term that does not fit, a point will be deducted.
5. The group with the most points wins. However, the focus is not on competing against each other, but to get into the topic.
Additional elements or variations
The game can be played with as many terms as you wish. The more terms you use, the longer the game takes.
Facilitator considerations
You should use at least four terms. To test whether the participants understand the rules of the game, you can use an example, e.g. ‘summer’. Possible terms: greenhouse effect, climate change, climate negotiations, (climate) justice
Written by BUNDjugend / Young Friends of the Earth Germany
CASE STUDIES
Summary
A 7-day residential Summer school at Zelena akcija's Solar Academy on Sholta Island
Who was involved
- We had 25 participants coming from different parts of Croatia, from rural small towns and big cities.
- Our main participants were mostly students who are volunteering in their own fields of interest, or communities, and staff of other environmental/social NGOs. The age of participants varied from 19-40 years, which had a beneficial effect on the group dynamics.
- Some of them were drawn mostly by the pedagogy of the oppressed that we said we are using and other by environmental/systemic issues we are covering.
- We also had 4 places available for our activist group. Afterwards, we were happy to see more people interested in joining this group.
- We also had 3 people from the collective “Taste of home” who are migrants that joined us as part of the program but also as participants, and 2 persons from Volunteer Centre Zagreb who held us a workshop on self care and introspection. These visitors proved to be of high value!
Purpose
- To explore topics of domination and oppression, power and privilege, conscientiousness and liberation;
- To debunk the myths through education, activism and advocacy and its understanding by using and exploring Pedagogy of the oppressed (Freire) and Theatre of the oppressed (Boal)
- To explore the topics of economic, social and environmental justice and rethink our understanding of sustainability
- To make a clear connection of global and local (migrants, refugees, depletion of resources, valorisation of nature, post-colonialism, etc…)
- To share stories of solidarity and to explore how to take care of ourselves
- To provide opportunities for people to get to know each other and learn from each other’s experiences and inspire people to get involved
- To bring friendships to a whole new level by understanding what solidarity really is
Using popular education methodologies
- Our camp coordinator, who had considerable training in popular education methods and in education itself, had envisaged the whole programme with a focus on head, heart and hand principles wherever possible, and focussing on the way we listen to each other, being aware of our dominant positions as well as our oppression. This was also a way to encourage those who learn differently or are less outspoken, let them be heard and integrate them into the group.
- As this was the first time we used this type of methodology throughout the summer camp, all 4 workshop facilitators were given prior training in popular education methods. Their experience at the summer camp would enable facilitators to use these methodologies in the next event with more confidence. They were supported to design their session using a joint template to define content/activity and desirable change/learning outcome.
- As a kick-off, we had 30 minutes of lecture and problem posing, just to provide basic information, present a question and discuss in groups – and ideally spark the passion to learn and explore more.
- Special attention was given to taking care of individuals (as we were a small group of 30 people including staff), to the way everyone expresses, how they feel, and how they see things. Of course, the focus also was on getting to know each other and working/sharing together whether through affinity groups or random groups during the problem posing.
We had two optional activities. One was “Taste of home” - cooking a dinner of national dishes, together with two migrants from Ethiopia and Senegal who now live in Croatia and to share recipes and stories. The second one was a Forum theatre workshop, that was attended by 17 of 25 people and turned out to be a great success, because people were just overwhelmed after they played a role they only listened about or were bystanders in. We used lots of games (energizers/de-rollers), films, role play, theatre, and quizzes, creative workshops (poster and card making), engaged in cleaning the camp and played some music together.
We had practical workshops on media work and composting
Every evening we screened a film at our E?! Fest (Environmental film festival) that contributed to a topic we worked on, and after film we would have a conversation about the film or the questions that arose watching it.
Ground rules were set the first day and were repeated as much as needed.
**Engaging with system change and connecting local to global**
All of the workshops actually focused on understanding system change, causes of social, economic and environmental crisis as the crisis of humanity, understanding what oppression is and how we carry this oppression in ourselves and we exercise the same patterns towards the others, making more oppressed people.
The first step was to understand the concepts of oppressor and oppressed and to learn about the tools of awareness (conscientisation). Next challenge was getting acquainted with the problems that human rights and environmental defenders face in the whole world when trying to oppose their oppressor (especially the big companies).
We also showed the connection of local to global when talking about the effects of what and how we consume and dispose - from coal for our power plants to what we wear and eat. We talked about climate change and its false and real solutions (using a quiz), and about economic, social and environmental justice. We discussed post-colonialism, possible solutions and valorisation of nature (here, for example we used the Problem posing tool).
**What we’ve learnt**
The most valuable moment was our chat among affinity groups at the end of each day. After that we would all talk in the circle where groups and individuals would share their day. This was their safe place and everyone looked forward to this. Great emphasis was put on making sure everyone is
encouraged and has an equal opportunity to speak and to be listened to with respect.
✓ We also learned about the importance of engaging in all these methods of popular education and that we should continue using this “template” we have for this summer camp as it can be used by many, just changing the topics you want to cover. We want to continue working on this topic primarily through understanding the power relations and then connecting it to local/global, environmental/systemic problems.
✓ What we learned as a team of first-time facilitators is that good programme and meticulous planning is really important, as well as every-day meetings, especially before the sessions to go through the agenda and re-check individual roles. This also leaves room to support each other if someone is not feeling well that day. This worked well, but needs to be improved in our case as it was the first time for everyone so the main leader (facilitator) felt really overwhelmed and it builds up during the 7 days of the programme, and it can lead to a detachment from the whole group in one point of the time (and we want to avoid this).
✓ 5 days after the camp, we did a final group evaluation ourselves. This was really important in planning the future summer camp, as the comments that came up can be used for planning other events as well.
**Follow up**
We finished the notes made during and after the lectures, with photos and important web links (to learn more about the topics), and sent them sent to participants. We also created a closed Facebook group for people to continue exchanging ideas and news and for us to be able to invite them directly to engage in more Friends of the Earth Croatia activities. Finally, we created a memories recap for the website.
*Written by Aleksandra Schindler from Zelena Akcija / Friends of the Earth Croatia*
Summary and Context
Over the past three years, we have been learning and unlearning a lot about organising gatherings and meetings with our member groups. One of these was the historical first meeting of Eastern and Central European member groups of the Friends of the Earth Europe network which also included colleagues from Bankwatch.
Through previous School of Sustainability spaces such as our European-level meetings, these member groups had expressed the need to understand better each other’s historical background, organisational capacities and priority topics as well as activities. In addition, they asked for a nurturing and safe space to be heard in relation to the uniqueness of each group. The gathering aimed to shed light on the diversity of region and to break the misconception that the region is homogenous. This influences various strands of our work within and beyond the network, from capacity building to wider movement building.
We all convened in an eco-center in Slovakia to go deeper into the challenges and to explore how we can collectively address the issues.
In the meeting, we discovered the uniqueness of each member group as well as various ways to apply popular education approaches in engagement with the network and to come out as a stronger united front. There is a need to explore the possibilities for collective action, as a key part of the emancipatory nature of popular education.
As such, the purpose of the event was to understand the context of the countries (history, political background, a bit of culture and society in general), and the work frame of organizations (size, context, issues and topics worked on, as well as methods and the meaning of “activism”). The event also explored challenges and problem, needs and expectations from the network, and created space for honouring each other and celebrating. The event also aimed to create specific plans for future, possibilities of engaging, and ways to support each other, if needed. The intention was to create an open atmosphere, enabling to think, share and analyse how to make our work more inspiring, productive and linked within the network.
**Who was involved**
We have prepared this meeting with representatives of the majority of Eastern and Central European member groups as well as colleagues from Bankwatch. Within School of Sustainability, we have a clear intent to get to know better our host organisation and the allies they work with. In this case, we visited a school and a biomass facility which CEPA/Friends of the Earth Slovakia has supported through campaigning and cooperation with community based projects.
**Using popular education methodologies**
- This meeting was born from the identification of needs and going deeper into the framework which the member groups are operating in. The preparation team sent a need-based assessment questionnaire to the member groups (before the event) to define cues for the gathering’s scope and agenda. We have noticed in other gatherings how this has boosted the motivation and engagement of the participants. The questionnaire consulted the participants on their groups’ size, structure, current work, future regional or international topics of interests, among others. The results have guided us in defining the goals of the gathering.
- In most gatherings or meetings, it is important to have an agreement of the group’s shared commitment and responsibility to ensure that we will achieve the objectives. The preparation team has set the tone as early as in the process of agenda drafting during the brainstorming and consultation stages. In addition, we start our School of Sustainability gatherings with a
round of expressing expectations, what maximises our learnings and participation, what minimises our learning and participation, and if needed we formulate a group agreement (http://virtual.foei.org/trainings/tools/group-agreement/).
- In the agenda preparation, scoping and methodological planning, we apply Emergent design, a framework for the implementation of systemic change in education and learning environments. In this case, we reserved spaces in the agenda for any aspects possibly missed during the consultation period with the groups. This allows shaping the agenda in an ongoing way during the gathering to meet new important discussions which need to happen as well as assessing in which spaces those could be had during the gathering itself, beyond the gathering as a follow-up activity, etc.
- Throughout the duration of the School of Sustainability, we’ve focused on building relationship and trust, and arriving at a shared vision of what we want to achieve and how to achieve it. In every gathering we make sure to facilitate group building activities, for example: getting to know each other games, energisers, trust-building activities, and a diversity welcome (http://virtual.foei.org/trainings/tools/diversity-welcome/) which we adapt acknowledging the various roles, groups, emotional/physical/mental states of people present, etc.
- As part of the Problem posing method, we had a role play storytelling of each member group’s history leading up to the current political context, including one interesting fact about their country which is not widely known and one item that represents the country. This reflects the heads, hands and heart approach of popular education.
- Upon having identified the common threads, the preparation team created a framework which allowed participants to go deeper, and arrive at a shared understanding. We had world café sessions with three rotating tables. The three themes were based on the problem posing exercises of the first day: 1) History (Post-Soviet), 2) Topics and activities and 3) Organisational capacity. Participants were asked to name specific challenges under each theme. This has fed into our joint reflection and deepened awareness of the challenges faced, shared post-Soviet history and how this influences the scope of work they are doing on the ground.
- As another component of decoding the problems identified, we proceeded with enriching and synthesising the needs assessment with a Mapping of issues and setting priorities (see tools section). This mapping has been guided by the outcomes of the world café sessions earlier. Everyone was asked to rate every question in 10-point scale and afterwards we have created graphs to present the most important aspects and challenges. This mapping
requires significant amount of time but is very rewarding if the right questions are asked. This has taken around 3.5 hours and could be prolonged to allow time for:
- Preparation: 2 hours, formulating the questions in advance and drafting the graph areas on a flipchart
- Mapping: 1 - 2 hours, depending on number of questions and how they are harvested
- Feedback: 0.5 - 2 hours, depending on how deep the collective reflection goes. Is there a focus on a transformative practice and problem solving, or is the purpose only limited to reflection and summarising?
**Linking to system change and local/global issues**
- The feedback part has raised the importance of looking at the system change framework in terms of how we can build people power to dismantle inequitable and dominant power structures. We found the mapping exercise very useful in analysing problems, getting feedback and setting priorities. This has been a starting point to gather collective input for long-term planning e.g. strategy process, evaluation of internal communication ways of working in your group, etc.
- As part of the transformative practice and applying the learnings from the gathering into action, this was followed by a commitment circle in order to identify how to take forward in various levels (from personal to organisational) the outcomes of the gathering, the follow-up activities and discussions to continue tackling the challenges raised, etc.
- As part of the transformative practice, we had a *Conceptual Dialogue* through People Power TV sharing of the various ways the member groups are working and how some of these could be relevant as well as useful for the other member groups.
**What happened**
We have identified the most important challenges faced:
- Lack of activism culture, difficulty to mobilise activists in the streets
- Varying understanding on gender justice perspective
- Need to defend true democracy in the light of shrinking civil society space
- Difficulty to keep a flat way of working/structures
- Difficulty to develop a more inclusive structure
This gathering became one of the sounding boards to contribute in the long-term thinking and strategic planning of the network. The focus was on continuous capacity building and support, continuation of the unpacking of power and privilege in the network (internal transformation towards system change), etc.
This gathering has given birth to joint work, e.g. a joint fundraising application from Baltic member groups, Russia and Denmark to the Nordic Council of Ministers on continuing the SoFS ideology of environmental transformative education linked to energy topic, Danube river funding, Zero-Waste, etc.
**What we’ve learned**
- We have learned the importance to allocate enough time for the commitment circle to tackle the follow up of gatherings: clear next steps, who is responsible, when, etc. As this is usually part of the end of the gatherings/meetings, it tends to be crammed up as the previous sessions take up more space together with emerging issues.
- The visits and exchange we’ve had with the local allies and partners of the host organization were very insightful. We recommend for cross-country, regional or international meetings to consider incorporating it in their agenda as it brings to light how member groups work. This proved to be inspirational especially from a campaigners’ point of view.
- The preparation team recommends allocating time every day to deal with emerging issues, assess where those could be dealt with and if within the agenda of the gathering, how to incorporate them on the agenda.
- We also encourage trying other methods on problem posing such as Action Learning Sets to enable participants to gain a deeper understanding of an issue or problem that should be resolved, rather than jumping straight to “problem solving”. This embodies empowerment through tapping on the problem-holder’s agency for change. In addition, this could lead the way to finding other aspects needed to have an informed decision on the issue: where necessary information could come from, from whom, what range of support is needed and where that could come from.
**Listen to the podcast recorded at the event**
[https://soundcloud.com/foeeurope/episode-14-school-of-sustainability-a-heart-to-heart-approach-to-activism](https://soundcloud.com/foeeurope/episode-14-school-of-sustainability-a-heart-to-heart-approach-to-activism)
*Written by Shenna Sanchez, Friends of the Earth Europe*
Summary
The Stejjer Imfewha project brought together storytelling, artistic workshops, and the experience of herbs, flowers, and spices to communicate the unique experiences of migrants on the island.
Context
The workshops come at a time when immigration is altering Malta’s social structure. The idea is to approach conservation through the lens of ethnobotany, the study of the cultural and traditional significance of plants, as a way to bring people together and foster an awareness of conservation.
Stejjer Imfewha has taken several steps to ensure there is a legacy to this project. Significant documentation - visually, orally and in written form - has been included as part of this project’s process and outputs. These have been documented in blogs on the project website, photo albums, posts on the Facebook page and in a book.
The book captured all the narratives and key information obtained during the workshops, and is one of the key outputs of this project. It is a legacy not just for the project but also in terms of documenting traditional and cultural heritage.
Overall, the project contributed to FoE Malta’s knowledge development and ongoing learning process. Stejjer Imfewha has given us the opportunity to collaborate with artists, migrant associations and introduced new and creative spaces to share ideas, to dialogue, to discover and explore our relationships with each other, and nurture a sense of shared community.
The project has also helped the development of FoE Malta by reaching members of the public that may not have been aware of refugees and irregular migrants before this project. From project managers, to the general public, FoE Malta approached many people outside of the sector that brought fresh and exciting ideas to address our values and mission.
We have also strengthened our visibility in Malta, and formed strong partnerships with a number of national institutions, especially through our collaboration with Integra Foundation.
It has also allowed us to give the Integra Foundation clients (refugees and irregular migrants) an opportunity to learn and participate in artistic activities.
**Who was involved**
A small action team was formed, consisting of facilitators, artists and irregular migrant advisors (that worked on the project that Stejjer Imfewha drew inspiration from).
Efforts were also put towards creating a Facebook group and website, whereby calls for participants were made.
Press releases were issued in parallel. Potential participants were interviewed and their commitment was confirmed. Local youth organisations (MOVE Malta) were given a private tour and a simple art workshop allowed kids to try the solar paper technique used by one of the artists, displayed in the art exhibition.
**Using popular education methodologies**
The project was divided into 6 stages:
1. **Encounters**
The encounters took the form of informal thematic workshops/sessions between participants. Multi-media artists were encouraged to produce works
of art individually, and offered support to participants during these workshops. We endeavoured to have as much diversity as possible with regards to age groups as well as ethnic, cultural and religious backgrounds to make this project as fulfilling and interesting as possible.
2. **Creativity Sessions**
These followed the encounters and saw a small participants-artist group meet up informally to allow the participants to explore and interpret their journey throughout the encounters in an artistic way. The works produced from these sessions were featured in the publication and used in the artistic production.
3. **Research**
The project collected information from the encounters, but also from beyond by speaking to people who hold traditional knowledge on the uses of spices and flowers.
4. **Publication**
This was a ‘coffee-table’ type publication which allows people who did not participate in the project to still take on a journey of discovery through the artistic contributions of the participants and artists. It also serves as documentation of the traditional knowledge gathered throughout the project.
5. **Theatre/Artistic production**
Similar to the publication, the artistic production brought the project to people who did not participate. The production was based on the narratives and outputs of the Creativity Sessions and Encounters.
6. **Multi-sensory sessions**
Open to the general public. Participants explored and interacted with each other, using spices, flowers and the narratives and traditional knowledge which came out of the encounters in an artistic and creative way that would challenge their previous conceptions. Participants of the sessions were invited to taste, smell and feel different flowers and spices while being taken through an artistic journey through the narratives.
The workshops come at a time when immigration is altering Malta’s social structure. The idea is to approach conservation through the lens of ethnobotany, the study of the cultural and traditional significance of plants, as a way to bring people together and foster an awareness of conservation.
What happened
- Stejjer Imfewha began by creating a website and Facebook group, to establish an online presence and to assist with dissemination of information to the community. For this project we engaged the community by inviting them to participate in workshops and creative sessions. In parallel to the online calls, we issued a press release in newspapers. One of the major target groups was the migrant community and the Integra Foundation approached its own clients, as well as advertised the project through other similar organisations.
- A diverse group of participants was selected and brought together. They came from different cultures and nationalities living in Malta, and during the workshops we organised, they shared with and learned from each other the personal, cultural and traditional knowledge and stories they had about flowers, herbs and spices. After narrative workshops, we held creative sessions and allowed the participants to actively participate in art workshops such as book production, clay work, writing, photography and theatre, enabling the community to learn creative and artistic skills.
- The second phase of the project saw the outputs of artistic work – some created in the workshops by the participants, others by audio digitalisation, documentation in books, artistic interpretation of participant stories and ethnobotanical information – displayed in a public art exhibition. The public art exhibition was a free event, which ran from the 27th May to 26th June. It had a launch and a closing event, which were widely promoted to the public online and in national newspapers. It was decided to keep the exhibition alive and accessible to the local community.
The last workshop was completed in December, and instructions for artists were given to commence with their projects. Documented narratives and materials were also handed over to persons putting together the book. After each workshop, these narratives, together with photographs taken during the workshops, were documented online on Facebook and the website blog. Interviews were conducted and articles were written about this project on Mongabay, and Encore magazine.
Efforts were increased in preparation for the project exhibition. A curator was contacted and secured, and preparations were handed over to the curator, once an agreement on concept was made. Artists and venues were secured and promotional efforts were made to ensure the exhibition reached as many people as possible.
Exhibition launched on 27th May, and closed on 26th June, each with their own events to celebrate the work of the artists and the participants of the project. The exhibition closing had its own specific story sharing and book-launching event. Participants from the workshops were invited to share the stories that were captured during the workshops and the book. Guests were also able to order books.
**What we’ve learned**
This project helped us get in closer contact with migrant associations and migrants themselves. Since this was one of our first collaborations it of course had its own issues and difficulties which we have overcome in order to make the project a successful one. The results were in fact very encouraging and will hopefully lead to further collaborations in the near future.
*Written by Friends of the Earth Malta*
SESSION PLANS
Introducing Popular Education
TIME NEEDED: 2 - 3 hours
PREPARATION NEEDED:
Quotes or concepts written or printed on paper, and cut into "jigsaw pieces". There should be one quote or concept per paper.
Understanding Popular Education
- Begin with the Water pouring exercise (see tools section) to show hierarchy and the transfer of knowledge in traditional education. This is the “banking model” where the teacher is depositing knowledge to the pupils.
- Participants are then encouraged to share water between ourselves. This demonstrates the dialogical learning method. It needs a facilitator or an educator to direct the process. Circles are important in this work.
- All activities must have goals and objectives. Some can act as diagnostic tools to see what is going on in the group. For example, the Climate outburst exercise (see above) can help you to get the feeling of what the issues are in the room and the struggles that the group faces.
Types of education
- **FORMAL** education – the type of education provided by the state.
- **NON FORMAL** education – any educational activities outside the formal education system. Popular education is part of non-formal education. Non-formal education is not empowering in itself.
- **INFORMAL learning** – it is not education but a learning process including social contacts and procedures. E.g you may learn not to touch a hot object not because you are taught not to, but because you learn from your mistake.
Spectrum line activities
1. Ask people to stand in a line without talking in the order of shortest to tallest
2. Ask people to stand in a line without talking in the order of youngest to oldest
3. Ask people to stand in a line without talking in the order of how experienced you feel at doing popular education.
Everyone is then given a piece of a “jigsaw puzzle” that when put together among the participants some other people, spells out one of the “concepts in popular education” (see below). This activity enables you to form groups that had people with different levels of experience in. The complete puzzle should show the concept on one side, and the description on the back.
Ask the groups to discuss initial ideas on the meaning of the concept they have been given. Half way through the exercise, encourage the groups to turn the paper around and build on their thoughts in the light of the description on the back. The Popular Education quotes could also be used for this exercise.
Concepts in Popular Education
- **Problem posing**
We need to get as close to the roots of the problem as possible. Ask people questions in response to their answers, and focus on the quality of the questions. The educator needs to promote these questions, discussions and critical thinking, but not too much. The answers must not all come from the educator and the group needs to find the answers. The educator will ask another question and dig deeper to the root cause. Encourage participants to participate and be aware of their own knowledge and power.
Hegemony
Hegemony means the accepted ideas in society as the norm. We need to be conscious that hegemonic ideas are present within the FoE group i.e. the green hegemony within the federation.
Solidarity in Popular Education
Popular Education should be non-hierarchical and educators should make it a secure and safe place for people to share, as well as taking the same risks as participants. E.g The theatre of the oppressed is an invitation to change an oppressive situation in a public space. We need to run the same risk if we’re going to advise people and give out solutions, although running the same risk can never be fully formed. A solution might be to denounce the privilege you have e.g. while middle class and beware of the sense of guilt.
Facilitator – trainer – educator
There is not one distinct role, they all relate. A facilitator is not a sole role, it can also be an educator. In one training event you may switch between the roles. We need to think what is our role in each session (e.g. if there are many people sharing experiences then facilitator, if the outcome is practical in a session then trainer). For each role you must have the methodological tools needed to reach the intended outcome.
Culture of silence
The culture of silence refers to the situation where we are not challenging, speaking up, or questioning in a learning space. This is usual in a formal education system, and it strengthens hegemonic ideas.
Generative themes
An educator can search for generative themes in a group that act as a starting point, ensuring that education begins with the group. You can use diagnostic tools to get to know the issues/themes that are live in a group. These generative themes emerging from a group can be translated into “codes” that indicate a problem. These can then be unpacked, with the aim of taking people from naïve consciousness to critical consciousness.
Embodied practice
This involves doing activities that engage with the head, heart and hands. Popular Education should work with the whole body and being instead of only thinking or only doing. Formal education instead divides children
according to disembodied criteria e.g. who is better in maths. But holistic knowledge includes all three forms of learning.
**Praxis**
An action needs a reflection. When they are combined they reinforce each other, creating new insights and bringing yourself forward.
**Theatre of the Oppressed exercises**
- **Columbian Hypnosis**: Pairs take turns in “hypnotising” their partner using their hands. They try leading each other simultaneously, and then try leading two people at once. They then choose a body part of another group to follow. The activity ends with a reflection on how they felt in different roles at different times. This can be used to draw out metaphors about how power and systems operate.
- **Image theatre**: People take turns to enter the circle and make a pose, seeing their bodies as “intelligent clay” and interpreting the image in different ways. The image can then be animated (see also tools section)
**Key differences between formal & popular education**
| | Formal education | Popular education |
|---|----------------------------------------------------------------------------------|-----------------------------------------------------------------------------------|
| Aim | Gain practical skills<br>Acceptance of authority<br>Socialising into the system | Develop critical consciousness<br>Linking the theory of campaigns into skills |
| How | Learners receive knowledge<br>Emphasis on the results | Emphasis on the process<br>Different learning systems<br>Problem posing |
| What | Rational – Fact based information | Exploration of alternatives |
Note: Non formal education can have its basis on formal education (e.g. skills for cv development). Popular education is mostly non formal, the techniques can be used in different ways.
*Based on session plan from Jeroen Robbe, LABO vzw*
Labour market and working life
TIME NEEDED: 2 days to 1 week (this version is 3 days)
PREPARATION NEEDED:
✓ As a location you need a classroom or something similar for the first and the last day. Day 2 will be a day to visit different actors/companies.
✓ Whiteboard or flipover + post-its, paper and pens
✓ Equipment to display the movie "Can we do it ourselves" – on YouTube
✓ Select and make printouts of literature on the topic to all participants. These can potentially be distributed some days in advance.
✓ Organisation of the visits:
o Arrangements with host companies (topic, target group, time frame)
o Time and place for lunch (incl. budget)
o Transportation (incl. budget)
Why use this tool?
Young people often hear how ‘real life’ is about career and performance; about making money to be able to consume. Many students worry about their future working life. Some of them will have already experienced burnouts during their studies and heard about work-related stress and a growing insecurity in the labour market. But what are the actual tendencies related to work and which alternatives exists? What kind of working life do we wish to have and how do we get there?
The current social-economic model, with its focus on growth and competition, raises questions about sustainability, environmental impact, lack of resources and overconsumption. In this sense, the workshop can also potentially be linked to project days on resources and consumption.
The goal of this workshop is to give the students an understanding of current tendencies, challenges and alternatives related to labour market, working life and professional organisation. To demonstrate how current working models are linked to specific economic and political paradigms with certain motives and consequences. Simultaneously the goal is to foster new ideas about a future working life among the students and create a sense of possibility towards change and individual choices.
Description
In this workshop, we employ the principle “Reality check > Reflection > Action” from Popular Education. Based on the life of the students, ‘Reality check’ covers the student’s personal reality, while ‘Reflection’ is represented by a discussion of the conditions for the labour market as well as by the meeting with the actors. ‘Action’ is framed as a future-oriented-workshop and concluding reflections of the experiences of the participants and how these experiences affect future considerations and choices.
Day 1, morning (about 2,5 hours)
Personal reflection and talk in plenum on the question: What do you wish for your future working life – and what wouldn’t you wish for? (Around 30 min)
- The students reflect individually and write notes on post-its. The post-its are placed on a whiteboard/flip chart. The group discusses their reflections, which is expected to contain both personal wishes/fear and different knowledge/attitudes to the current labour market. In this way we get an overall idea of the reality of the participants, whose experiences and ideas will function as a basis for the rest of the workshop.
Reading and discussion of literature in small groups (around 1 hour incl. short break)
The literature can be a mix of factual texts about the labour market as well as debate papers on exclusion and burnout, competition and (in)security in work life, growing economy vs. lack of resources, alternative work initiatives, sharing economies and division of labour as well as professional pride etc.
Number of texts and groups are selected on the basis of the capability and number of participants. We employ the ‘satellite model’, where the group is divided in three subgroups. At first these groups read a specific text only given to them, after which they divided themselves into new subgroups where the assigned text is presented and discussed. In this way, a great amount of material and perspectives on the topic is covered.
Alternatively, the literature can be distributed in advance to a) give the students time to individual reading and b) save time
- One person from groups a, b and c team up and share reflections (around 30 min.)
- Satellite group – part 2: The groups team up in new constellations and share reflections in their new groups.
Concluding discussion in plenum – optionally with a mind map to outline challenges and solutions etc. (around 30 min.)
**Day 1, afternoon** (around 2,5 hours):
- Lecture on cooperatives and economical democracy (around 30 min)
- Watching the movie *Can We Do It Ourselves?* (1 hour + 15 min break): https://www.youtube.com/watch?v=ZfaFriFAz1k
- Concluding discussion and preparation of questions to the visits/hosts the following day (around 45 min)
**Day 2, full day:**
Visit different actors representing different sides of the labour market. The students present their questions and engage in discussion with the hosts, while the teachers stay in the background and supplement if necessary. The teacher, the group of students and the specific context define the schedule of the day.
**Day 3, morning** (around 2,5 hours)
This day involves a lot of talking and discussion. It can be made more easily accessible and physical through changes of location (outside, different places e.g.) as well as shortenings of a few sections to instead do practical work. In this version the ‘Future oriented workshop’ takes one day, which in most descriptions is considered as a minimum. The amount of time given to specific sessions and discussions – and the overall day – depends on background knowledge of the group; do they engage themselves in long, detailed discussions or shorter talks. If you don’t have a full day, the Future workshop can be shortened into two brainstorms with a critique-section and a section of utopia and ideas, as well as a concluding discussion of thoughts and choices about the future evoked among the students the two previous days.
**Recapitulation on day 1 and 2:** Personal reflection and talk 2+2 (15 min)
The participants team up 2+2 and reflect on the following questions:
- What kind of knowledge have you gained these two days?
- Did something make you wonder?
- Can you use parts of your new knowledge in your personal life?
- Did some of the knowledge give you new ideas about a future work life or society?
**Future oriented** workshop about labour market and work life – phase 1:
Critique phase (1 hour incl. break when needed)
Brainstorm/critique in plenum of the current labour market/working conditions, conditions of production, lifestyle etc. – What does not work in this sector? (Around 45 min)
- Necessary information about the workshop is presented
- The teacher or a person chosen from the group takes notes and writes everything on a flipchart. There should also be a ‘facilitator’ of the meeting (perhaps the same person) who makes sure that the brainstorm doesn’t turn into a discussion
- Only critical statements – short, precise and easy to write
- The student should be able to speak freely and be serious about their own and others’ statements at the same time.
- A high pace is suggested to create a nice energy, short statements and impulsiveness make sure that the critique doesn’t turn into apathy.
- It is not allowed to comment, but elaborative questions are ok.
- Participants are invited to think broadly and use all the read and discussed material from the last two days to cover all links between the labour market, working life, economy, production, consumption and lifestyle (Visualising/drawing lines between the different topics can help understand interrelations)
- The most important points of criticism are selected (Note: The number of points are determined by the number of groups/pairs at disposal)
- The selection can be based on a vote, where participants get 2-3 votes to place freely, after which the most critical points are selected. Potentially several topics can be linked and included in the selected ones.
- Together the group finds headlines for the selected topics.
Group formation around the topics (about 15 min)
- The participants choose a topic to work on and team up. Everybody gets the opportunity to comment on topics of the other groups – to give inputs and inspiration for the following working process. The groups take notes of the comments themselves.
- 15 minutes’ break
Future oriented workshop phase 2: Group work around visions, ideas and solutions: Big problems raise big ideas (1 hour incl. break when needed)
In each group, the participants re-brainstorm with a new instruction in mind: the discussion now has to centre only around visions and dreams to replace current problems. How do I wish things to be? (Around 15 min)
- Necessary information about the workshop is presented
- The session can take place as walk and talk. If so, the groups must meet again after 15 minutes to have further discussions.
Participants take turns to come up with statements. Once again the rule is not to comment, criticise or start a discussion. In this phase everything is possible. Utopias are allowed to deal with more than just one specific problem.
During the session, the teacher helps the students follow the instructions and ensure a nice and creative atmosphere.
Finally the group chooses 1-2 visions or ideas to work with. The focus of the visions can be both on a broad or more personal level; on societal changes, concrete solutions to alternative ways of organizing or life choices. In regard to this, it would be interesting to reflect upon how the chosen level affects other levels as well.
The group proceeds more systematically to formulate alternative solutions (about 25 min)
- If the groups seem to have enough knowledge and input, this and the next session can take place outside, with the groups working at different places.
- The teacher ensures that the participants still think creatively, but at the same time relate to how their suggestions solve or change the points of criticism that were basis for the ideas. (Laughter is important for development of ideas and helps to think creatively)
- The teacher encourages the participants to use inputs from the first two days (the written material, discussions and visits) and can contribute with points forgotten or hard to formulate for the students.
The groups prepare presentations of their vision(s) and solutions including:
What kind of problems is this project to solve/How will the project bring change/What kind of knowledge is necessary to realise the project/How will the project affect other points of critique already discussed/Remarks on potential possibilities and challenges (About 20 min)
**Day 3 – Afternoon** (About 2,5 hours):
**Future oriented workshop phase 3: Phase of realisation** (About 1,5 hours – depending on number of groups incl. break when needed)
- The groups take turns to present their ideas including: 1) The critique point functioning as a starting point for their project; 2) Their ideas/visions; 3) The concrete idea and reflections on how this will create change/solve the problem; 4) Knowledge or ideas still needed.
- Each presentation is around 5 min. This is followed by a dialogue in plenum with elaborative questions and ideas to further development of the project or suggestions on where to find useful, supplementary knowledge.
The feedback should not deflate ideas or only emphasise barriers for the project. Potential barriers can be presented as things to work on. The purpose is to be visionary; not necessarily to be able to account for all the details of the project.
It is encouraged that the presentations are creative, artistic, offbeat etc.
The inputs of the presentations are noted, drawn, colored etc. on a flipchart.
After the presentations of each group, we discuss in plenum how the different solutions/ideas and visions can be linked and combined, also to topics from the previous days.
**Recapitulation (40 min)**
- The participants team up in pairs. They discuss what they have been inspired from and things they would like to know more about. Do they feel inspired to take some of their new knowledge into action – in their own life or in new project/interest etc.? (15 min)
- We gather up and share reflections. Potentially the participants can write down an individual objective; a promise to themselves, a wish for the future, an idea to be realised etc.
**Facilitator considerations**
- **The size of the group**: should ideally be between 6-12. It is important to have a certain number of participants in order to have a basis for discussions and for the workshop about economical democracy. At the same time the number of participants should be limited in order to get access to the companies we would like to visit.
- **Target group**: The workshop is mainly for high school students and young adults just about to enter the labour market. However, the workshop can also benefit adults wishing to understand general and own working conditions. Depending on the group of students, you can choose to focus more or less on challenges and alternatives rather than factual knowledge about the labour market. In this version we have mainly focused on the first mentioned, although it is not certain that all students possess fundamental knowledge about the labour market and work life.
- **Action**: Based on the Popular Education principle ‘Reality Check > Reflection > Action’ we aim to create action: 1) Based on the participant’s own lives, realities and concerns/dreams, 2) Through the meetings with the various actors as well as the future workshop focusing on alternatives (either in society or in a personal level). If possible, the future workshop can address a
concrete future project, which the students can continue to develop and work on.
✓ **Activity and practise:** The workshop is quite theoretical. In this sense, some of the activities will benefit from taking place outside. If you choose to include the role play to exemplify economical democracy, this activity contributes with play and movement. Likewise, the visits in day 2 will give an element of practical activities in the workshop.
✓ **Theory:** The students have different background knowledge. It is important to carefully assess the expected level in discussions and chosen written material. From our experience, students can easily relate to topics and issues even with little background knowledge about the labour market and working life.
✓ **The balance between value-laden and open spaces:** It is important that the teacher is aware of own positions and how these are employed in the workshop. The teacher shouldn’t dominate the discussions and promote certain solutions or address certain issues. The meetings with the different actors as well as the discussions among the students will ensure the contribution of other perspectives.
*Written by Anna Roene, Friends of the Earth Denmark*
Forum Theatre Workshop
TIME NEEDED: 3 hours
Why use this session outline
✔ A picture is worth a thousand words!
✔ Forum theatre is one part of the Theatre of the Oppressed developed by Augusto Boal
✔ Forum theatre is a form of improvisational theatre in which the audience with the help of intermediate-JOKER, that facilitates forum play, helps the audience in solving some social, environmental or whatever other problem close to them, appears in the form of Forum play
✔ For successful use of this technique the most important is to develop a good Forum-story or a small theatre play in one or few scenes, not longer than 10 minutes (preferably 5 min), that will be introduced in the Forum play with the intention of solving it
Description
GENERAL RULES TO FOLLOW FOR A FORUM THEATRE
1. Scene must deal with some sort of oppression. It has to contain at least one political or social mistake that will be addressed and discussed.
2. In the classical view of TOO we have 1 main oppressor and 1 person oppressed and their conflict and this is the minimum for the story:
a. victim of oppression (protagonist)
b. the oppressor (antagonist)
but it is very useful to have
c. witnesses/ bystander’s (tritagonists) which with their silence, passivity, resignation or fear make possible for the oppressor to oppress its victim without a problem. They can also be potential helpers that can show the victim possible positive solutions to the problem.
3. Conflict always has to end with defeat of the oppressed (defeat is important here because if you show the victory right away than it is like offering an instant solution)
4. Characters have to be recognisable to the audience.
5. When looking for solutions violence cannot be used.
6. There are no magical solutions.
7. It is important that the development of characters is logical and that they are active because they have to inspire the audience to get actively involved in the scene.
8. We need to show an authentic picture of the world
9. During the play, the JOKER or facilitator allows intervention of the audience in the scene. Using the word “STOP!” during the scene, the audience changes the world from what it is to what the world might be. This can be done by asking actors questions, by giving them new assignments or by playing roles in the scene.
10. Story must contain the possibility to make a change, because otherwise it becomes “fatalistic” theatre. When we choose the scene we have to “ask” good questions and the audience needs to find an answer
11. The only character that cannot be changed is the Oppressor.
GROUP BUILDING EXERCISES
50’ TOTAL – Warming-up exercises
Important note: always take care of others and yourself!
5’ Brain teaser
✔ Everyone stands in a circle holding hands. They listen and follow commands of facilitator. When the facilitator says “jump left”, “jump right”, “jump back” or “jump front”, everyone follows the command and also repeat it out loud. For example: They jump left and say at the same time “jump left”.
✔ The next moment is to do the opposite of what you say, which means they say “jump left” but they jump right and they say “jump front” but at the same time they jump back. This is done quickly. It’s group exercise to follow and listen. It also warms up the body.
15’ Colombian hypnosis
✔ Games are at the foundation of Theatre of the Oppressed, and no game characterises it better than Colombian Hypnosis. Played in pairs.
One player holds their open hand, fingers upward, about 15 cm from their partner’s face. The first then starts moving their hand about slowly, while their partner tries to keep their face at exactly the same distance from their hand, as if being pulled or pushed by the hand. After a couple of minutes, switch sides and partners.
- The hand can’t move too fast and it cannot be stopped. Persons can be put in many crazy and uncomfortable positions, and hypnotising power can be moved from one hand to the other. Like that, we can activate a whole range of forgotten muscles and to become aware of our bodies. One person can also lead two people at the same time. It’s important that each person gets to lead another person.
- This game puts the topic of oppression and domination into the spotlight and it is interesting to hear how people felt when they led or when they were led, and what they liked better and why.
**5’ Starry eyes**
- People walk around the room following the facilitator’s instructions called as numbers: 1 means walking very slow, to 10 running, 0 means stop. The idea is that everyone becomes aware of everyone and that the group is moving like one.
- At one point, the facilitator calls to stop and find a pair. 2 people then gaze at each other’s eyes and walk around the room following the tempo the facilitator gives them (changing it all the time) and they cannot quit the eye contact.
- This exercise is intense as people do get uncomfortable at some point when intensively looking at someone’s eyes, but it also connects them.
**25’ Living statues**
People stand *face to face* in two lines and in pairs.
- while one line makes a living statue of something they like, their pairs who are across from them, have their back turned away.
- then the pairs in other line turn around and they watch the living statue of their pair and they need to remember all the details they see. They turn their back again.
- the living statues then add up a new detail to their statues or they just move a little bit
- partners turn back once more, and they need to shape the living statue back to their original position.
if the modification is not correct the living statue goes back to their original position.
Afterwards, the partners exchange roles.
**HOW TO DO A FORUM PLAY (70’)**
- 30’ minimum preparation simultaneously for each group
- 20’ group 1 performance (5 min for Forum play scene)
- 20’ group 2 performance (5 min for Forum play scene)
(In case you have 2 groups – recommendation is not to have more than 8 persons in one group so that everyone finds a role)
To separate people in groups, you can choose the easiest way, counting 1-2-1-2-or more, depending how many groups you need. Then “one”s join group 1, “two”s join group 2, etc.
People in each group can share stories where they have witnessed or have been part of or have heard of an oppressing situation. The group then chooses a scene/scenes of what they want to share and they prepare it in a 5-minutes scene.
- Group plays a scene of oppression of 5 minutes in front of the other group.
- The first time the scene is played it happens as it was planned.
- The second time the scene is played, the JOKER (facilitator) is introduced. The Joker’s role is to follow the scene, to ask people and encourage them to change something in the scene.
- When the group plays a scene for the second time, the public can intervene in the story and try to change the situation. One person says “STOP!” and goes into the scene to exchange one actor. The original actor steps out for now. Changes can occur on 1 or more protagonists, and the actors in the scene need to react to these changes. Anyone can be exchanged but the oppressor. Why not? Because by changing the oppressor, oppression does not stop. We need to change the system that allows this oppression.
- The scene comes to its end and we try to make a change. In case we do not succeed, we can play the same scene over and over until we find a solution (if we have time for this, which we usually don’t). However, if we do not succeed, we remember where the problem is and we can discuss this during the reflection time.
- After 20’ we change groups.
When deciding on story you can follow on these questions:
– Is the problem realistic or recognisable in real life? – Is the story understandable? – Is the oppression visible/easily recognisable? – Is it clear who is the oppressor and who the victim? – Do we care about the victim? And why? Do we relate? – Is it clear what the victim wants? – Is there space in the story for intervention? – Is there moments in which protagonist or some of bystanders could change the outcome with different set of behavior that can lead all in positive outcome?
When developing characters, it would be good to:
– decide on age and gender – education or occupation – family situation – professional situation – relationship to other characters in the story – characterisation of protagonists: psycho-emotional characteristics, how they act and behave – status: the way they see themselves and how others see them – motivation in the scene: what the character wants in life and why.
AFTER THE PLAY (75’)
60’ REFLECTION TIME
(it can take less, depending on the group and what they want to share)
15’ DE-ROLLING OR WASH OFF
Making Rain
Everyone stands in a circle. Beginning with the leader, all the participants follow a series of motions like a wave creating the effect of a storm approaching, staying on and then drifting away. The participants join in one-by-one. You start after the person on your left has started. This way the sound builds and moves.
✓ Rub palms together (rising wind)
✓ Snap fingers (first drops of rain)
✓ Pat hands on thighs (harder rain)
✓ Pat hands on thighs & stomp feet on floor simultaneously (adding thunder to rain)
✓ Just pat hands on thighs (thunder moves on)
✓ Snap fingers (rain is stopping)
✓ Rub palms together (winds moving on)
✓ Put hands at your sides (storm moves on)
Pass the gift
Everyone gets into a circle. You use your hands to mime a flower and pass it on to the person on your left. The recipient of the imaginary flower can either pass it on to the next person or transform the gift into something else. All this is done silently. End with applause.
Facilitator considerations
✓ **Ensure group trust and safe space.** This is done through warming-up exercises, so it should be planned well depending on if you do a Forum play with the group that is familiar or group that meets for the first time.
✓ **Reflection time.** This might be the most important part of the whole exercise. Make a comfortable circle and ask everyone how they feel and why (sometimes the change did not happen, or the scene wasn’t put well in order to solve it, or there are personal reasons someone just froze, wanted to react to injustice they witnessed in the scene but just didn’t). Make sure to cover it all and let people express themselves respecting time you have.
✓ **De-rolling or wash-off.** This is very important to take away any negative connotations or comparisons of characters with actors that played those characters, or simply to shake off all the negative or confusing feelings the scene might have stored in participants.
✓ When we perform the scene we must be careful not to make the “problem” individual, or blame it on the oppressed. The problem must always be systemic in nature!
✓ We must fight the easy belief the *Oppressor is inherently bad and the Oppressed is inherently good.*
✓ Forum theatre does not necessarily offer a solution. The main aim is to show the problem well and brutal as it is, because there are no easy solutions to heavy problems.
✓ Sometimes it is enough to just show the problem to the audience. It is not important that the characters see it accordingly.
*Written by Aleksandra Schindler from Zelena Akcija / Friends of the Earth Croatia*
QUOTES
Popular education quotes
These quotes that can be used to explore concepts of Popular Education, and as basis for discussion. One possible methodology is to print the quotes on pieces of paper, and spread them around the room. People can then gather in small groups around one quote they find particularly interesting or challenging.
Questions you could ask:
- What does this quote mean for the education work we do?
- What barriers are there for this kind of education?
- Based on this quote, what is one problem or question you would like to pose to the whole group about popular education?
“We must never merely discourse on the present situation, must never provide people with programmes which have little or nothing to do with their own preoccupations, doubts, hopes and fears... It is not our role to speak to people about our own view of the world, nor attempt to impose that view on them, but rather to dialogue with the people about their view and ours.”
**Paulo Freire**
“To educate as a practice of freedom is a way of teaching that anyone can learn. The teaching process comes easiest to those of us that believe our work is not merely to share information but to share in the intellectual & spiritual growth of our students. To teach in a manner that rejects & cares for the souls of our students is essential if we are to provide the necessary conditions where learning can most deeply & intimately begin.”
**bell hooks**
“Those truly committed to education must reject the banking model in its entirety, adopting instead a concept of people as conscious beings, and consciousness as consciousness intent upon the world. They must abandon the educational goal of deposit-making and replace it with the posing of the problems of human beings in relation to the world. “Problem-posing” education rejects communiqües and embodies communication.”
**Paulo Freire**
“There is no such thing as a single-issue struggle because we do not live single-issue lives.”
**Audre Lorde**
The value added from the teacher is only partly the content we present in the course. Our larger contribution is in our ability to assist participants to access the knowledge that is already present in the group, to generalise from it, and apply it.
George Lakey
In their political activity, dominant elites use the banking concept to encourage passivity in the oppressed... and take advantage of that passivity to “fill” that consciousness with slogans which create even more fear of freedom. This practice is incompatibly with a truly liberating course of action, which by presenting the oppressor’s slogans as a problem, helps the oppressed to “eject” these slogans within themselves. After all, the task of the humanists is surely not that of pitting their slogans against the slogans of the oppressors, with the oppressed as a testing ground.
Paulo Freire
“Engaged” is a great way to talk about classroom practice. It invites us always to be in the present, to remember the classroom is never the same. Traditional ways of thinking about the classroom stress the opposite paradigm - that the classroom is always the same, even when the students are different. To me, the engaged classroom is always changing. Yet this notion of engagement threatens the institutionalized practices of domination.
bell hooks
Our European School of Sustainability project brings together 23 groups from across Europe, Young Friends of the Earth Europe and Friends of the Earth International. Inspired by the Latin American Escuela de la Sustentabilidad, and driven by popular education techniques, the project aims to strengthen the regional network of Friends of the Earth Europe, and create common political analyses of system change from a social justice, environmental justice and human rights perspective. Exploring and building understanding on transformational education, will help challenge oppression, power and privilege in our work and the issues we are campaigning on.
http://virtual.foei.org/trainings/ | 906baac8-18b2-4005-b2d1-dd92ff0fb8a4 | CC-MAIN-2022-49 | https://www.zelena-akcija.hr/system/document/1280/doc_files/original/Popular_education_module_of_School_of_Sustainability.pdf | 2022-12-03T23:31:04+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710941.43/warc/CC-MAIN-20221203212026-20221204002026-00836.warc.gz | 1,133,779,738 | 23,412 | eng_Latn | eng_Latn | 0.995997 | eng_Latn | 0.998523 | [
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"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",
"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",
"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",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
144,
524,
543,
2051,
4496,
4951,
7201,
8492,
8499,
10381,
11234,
13060,
15465,
17028,
19147,
20363,
22343,
24399,
25546,
27380,
30094,
31189,
32843,
33435,
35183,
37220,
37516,
39649,
41715,
43557,
44424,
45964,
46252,
48056,
49332,
50937,
51259,
51273,
52320,
54669,
57119,
58973,
60067,
62661,
65440,
67520,
69939,
71023,
72955,
74795,
76796,
78428,
78443,
79398,
81471,
83606,
85708,
87673,
89963,
92129,
94581,
97016,
99389,
100598,
102057,
104053,
106195,
108256,
110058,
111974,
111982,
113980,
115298,
115990
] | [
2.03125,
2.515625
] | 2 | 0 |
Drugs, Brains, and Behavior
The Science of Addiction
Image: White Matter Fibers, Parietal Areas • www.humanconnectomeproject.org
This publication is in the public domain and may be used or reproduced in its entirety without permission from NIDA. Citation of the source is appreciated.
NIH Pub No. 14-5605
Printed April 2007
Revised February 2008, August 2010, July 2014
CONTENTS
Preface ................................................................................................................................. 1
Introduction ....................................................................................................................... 3
I. Drug Abuse and Addiction ............................................................................................. 5
II. Preventing Drug Abuse: The Best Strategy ................................................................. 11
III. Drugs and the Brain .................................................................................................... 15
IV. Addiction and Health .................................................................................................. 21
V. Treatment and Recovery .............................................................................................. 25
VI. Advancing Addiction Science and Practical Solutions ............................................. 29
References ....................................................................................................................... 31
“Drug addiction is a brain disease that can be treated.”
Nora D. Volkow, M.D.
Director
National Institute on Drug Abuse
How Science Has Revolutionized the Understanding of Drug Addiction
For much of the past century, scientists studying drug abuse labored in the shadows of powerful myths and misconceptions about the nature of addiction. When scientists began to study addictive behavior in the 1930s, people addicted to drugs were thought to be morally flawed and lacking in willpower. Those views shaped society’s responses to drug abuse, treating it as a moral failing rather than a health problem, which led to an emphasis on punishment rather than prevention and treatment. Today, thanks to science, our views and our responses to addiction and other substance use disorders have changed dramatically. Groundbreaking discoveries about the brain have revolutionized our understanding of compulsive drug use, enabling us to respond effectively to the problem.
As a result of scientific research, we know that addiction is a disease that affects both the brain and behavior. We have identified many of the biological and environmental factors and are beginning to search for the genetic variations that contribute to the development and progression of the disease. Scientists use this knowledge to develop effective prevention and treatment approaches that reduce the toll drug abuse takes on individuals, families, and communities.
Despite these advances, many people today do not understand why people become addicted to drugs or how drugs change the brain to foster compulsive drug use. This booklet aims to fill that knowledge gap by providing scientific information about the disease of drug addiction, including the many harmful consequences of drug abuse and the basic approaches that have been developed to prevent and treat substance use disorders. At the National Institute on Drug Abuse (NIDA), we believe that increased understanding of the basics of addiction will empower people to make informed choices in their own lives, adopt science-based policies and programs that reduce drug abuse and addiction in their communities, and support scientific research that improves the Nation’s well-being.
Nora D. Volkow, M.D.
Director
National Institute on Drug Abuse
The consequences of drug abuse are vast and varied and affect people of all ages.
Why study drug abuse and addiction?
Abuse of and addiction to alcohol, nicotine, and illicit and prescription drugs cost Americans more than $700 billion a year in increased health care costs, crime, and lost productivity.\textsuperscript{1,2,3} Every year, illicit and prescription drugs and alcohol contribute to the death of more than 90,000 Americans, while tobacco is linked to an estimated 480,000 deaths per year.\textsuperscript{4,5} (Hereafter, unless otherwise specified, \textit{drugs} refers to all of these substances.)
People of all ages suffer the harmful consequences of drug abuse and addiction.
- \textbf{Babies} exposed to drugs in the womb may be born premature and underweight. This exposure can slow the child’s intellectual development and affect behavior later in life.\textsuperscript{6}
- \textbf{Adolescents} who abuse drugs often act out, do poorly academically, and drop out of school. They are at risk for unplanned pregnancies, violence, and infectious diseases.
- \textbf{Adults} who abuse drugs often have problems thinking clearly, remembering, and paying attention. They often develop poor social behaviors as a result of their drug abuse, and their work performance and personal relationships suffer.
- \textbf{Parents’} drug abuse often means chaotic, stress-filled homes, as well as child abuse and neglect. Such conditions harm the well-being and development of children in the home and may set the stage for drug abuse in the next generation.
How does science provide solutions for drug abuse and addiction?
Scientists study the effects that drugs have on the brain and on people’s behavior. They use this information to develop programs for preventing drug abuse and for helping people recover from addiction. Further research helps transfer these ideas into practice in our communities.
I. DRUG ABUSE AND ADDICTION
What is drug addiction?
Addiction is defined as a chronic, relapsing brain disease that is characterized by compulsive drug seeking and use, despite harmful consequences.\(^1\) It is considered a brain disease because drugs change the brain—they change its structure and how it works. These brain changes can be long-lasting, and can lead to the harmful behaviors seen in people who abuse drugs.
Addiction is a lot like other diseases, such as heart disease. Both disrupt the normal, healthy functioning of the underlying organ, have serious harmful consequences, and are preventable and treatable, but if left untreated, can last a lifetime.
Source: From the laboratories of Drs. N. Volkow and H. Schelbert
\(^1\)The term *addiction* as used in this booklet may be regarded as equivalent to a severe *substance use disorder* as defined by the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5, 2013).
Why do people take drugs?
In general, people begin taking drugs for a variety of reasons:
- **To feel good.** Most abused drugs produce intense feelings of pleasure. This initial sensation of euphoria is followed by other effects, which differ with the type of drug used. For example, with stimulants such as cocaine, the “high” is followed by feelings of power, self-confidence, and increased energy. In contrast, the euphoria caused by opiates such as heroin is followed by feelings of relaxation and satisfaction.
- **To feel better.** Some people who suffer from social anxiety, stress-related disorders, and depression begin abusing drugs in an attempt to lessen feelings of distress. Stress can play a major role in beginning drug use, continuing drug abuse, or relapse in patients recovering from addiction.
- **To do better.** Some people feel pressure to chemically enhance or improve their cognitive or athletic performance, which can play a role in initial experimentation and continued abuse of drugs such as prescription stimulants or anabolic/androgenic steroids.
- **Curiosity and “because others are doing it.”** In this respect adolescents are particularly vulnerable because of the strong influence of peer pressure. Teens are more likely than adults to engage in risky or daring behaviors to impress their friends and express their independence from parental and social rules.
If taking drugs makes people feel good or better, what’s the problem?
When they first use a drug, people may perceive what seem to be positive effects; they also may believe that they can control their use. However, drugs can quickly take over a person’s life. Over time, if drug use continues, other pleasurable activities become less pleasurable, and taking the drug becomes necessary for the user just to feel “normal.” They may then compulsively seek and take drugs even though it causes tremendous problems for themselves and their loved ones. Some people may start to feel the need to take higher or more frequent doses, even in the early stages of their drug use. These are the telltale signs of an addiction.
Even relatively moderate drug use poses dangers. Consider how a social drinker can become intoxicated, get behind the wheel of a car, and quickly turn a pleasurable activity into a tragedy that affects many lives.
Is continued drug abuse a voluntary behavior?
The initial decision to take drugs is typically voluntary. However, with continued use, a person’s ability to exert self-control can become seriously impaired; this impairment in self-control is the hallmark of addiction. Brain imaging studies of people with addiction show physical changes in areas of the brain that are critical to judgment, decision making, learning, and memory, and behavior control.\(^7\) Scientists believe that these changes alter the way the brain works and may help explain the compulsive and destructive behaviors of addiction.
Why do some people become addicted to drugs, while others do not?
As with any other disease, vulnerability to addiction differs from person to person, and no single factor determines whether a person will become addicted to drugs. In general, the more *risk factors* a person has, the greater the chance that taking drugs
| Risk Factors | Protective Factors |
|------------------------------|----------------------------------|
| Aggressive behavior in childhood | Good self-control |
| Lack of parental supervision | Parental monitoring and support |
| Poor social skills | Positive relationships |
| Drug experimentation | Academic competence |
| Availability of drugs at school | School anti-drug policies |
| Community poverty | Neighborhood pride |
Children’s earliest interactions within the family are crucial to their healthy development and risk for drug abuse.
will lead to abuse and addiction. *Protective factors*, on the other hand, reduce a person’s risk of developing addiction. Risk and protective factors may be either environmental (such as conditions at home, at school, and in the neighborhood) or biological (for instance, a person’s genes, their stage of development, and even their gender or ethnicity).
**What environmental factors increase the risk of addiction?**
- **Home and Family.** The influence of the home environment, especially during childhood, is a very important factor. Parents or older family members who abuse alcohol or drugs, or who engage in criminal behavior, can increase children’s risks of developing their own drug problems.
- **Peer and School.** Friends and acquaintances can have an increasingly strong influence during adolescence. Drug-using peers can sway even those without risk factors to try drugs for the first time. Academic failure or poor social skills can put a child at further risk for using or becoming addicted to drugs.
**What biological factors increase the risk of addiction?**
Scientists estimate that genetic factors account for between 40 and 60 percent of a person’s vulnerability to addiction; this includes the effects of environmental factors on the function and expression of a person’s genes. A person’s stage of development and other medical conditions they may have are also factors. Adolescents and people with mental disorders are at greater risk of drug abuse and addiction than the general population.
What other factors increase the risk of addiction?
- **Early Use.** Although taking drugs at any age can lead to addiction, research shows that the earlier a person begins to use drugs, the more likely he or she is to develop serious problems.\(^8\) This may reflect the harmful effect that drugs can have on the developing brain; it also may result from a mix of early social and biological vulnerability factors, including unstable family relationships, exposure to physical or sexual abuse, genetic susceptibility, or mental illness. Still, the fact remains that early use is a strong indicator of problems ahead, including addiction.
- **Method of Administration.** Smoking a drug or injecting it into a vein increases its addictive potential.\(^9\)\(^10\) Both smoked and injected drugs enter the brain within seconds, producing a powerful rush of pleasure. However, this intense “high” can fade within a few minutes, taking the abuser down to lower, more normal levels. Scientists believe this starkly felt contrast drives some people to repeated drug taking in an attempt to recapture the fleeting pleasurable state.
Addiction is a developmental disease—it typically begins in childhood or adolescence.
The brain continues to develop into adulthood and undergoes dramatic changes during adolescence.
One of the brain areas still maturing during adolescence is the prefrontal cortex—the part of the brain that enables us to assess situations, make sound decisions, and keep our emotions and desires under control.\textsuperscript{11} The fact that this critical part of an adolescent’s brain is still a work in progress puts them at increased risk for making poor decisions (such as trying drugs or continuing to take them). Also, introducing drugs during this period of development may cause brain changes that have profound and long-lasting consequences.
\textbf{Prefrontal Cortex}
Source: PNAS 101:8174–8179, 2004.
Why is adolescence a critical time for preventing drug addiction?
As noted previously, early use of drugs increases a person’s chances of developing addiction. Remember, drugs change brains—and this can lead to addiction and other serious problems. So, preventing early use of drugs or alcohol may go a long way in reducing these risks. If we can prevent young people from experimenting with drugs, we can prevent drug addiction.
Risk of drug abuse increases greatly during times of transition. For an adult, a divorce or loss of a job may lead to drug abuse; for a teenager, risky times include moving or changing schools.\(^{12}\) In early adolescence, when children advance from elementary through middle school, they face new and challenging social and academic situations. Often during this period, children are exposed to abusable substances such as cigarettes and alcohol for the first time. When they enter high school, teens may encounter greater availability of drugs, drug use by older teens, and social activities where drugs are used.
At the same time, many behaviors that are a normal aspect of their development, such as the desire to try new things or take greater risks, may increase teen tendencies to experiment with drugs. Some teens may give in to the urging of drug-using friends to share the experience with them. Others may think that taking drugs (such as steroids) will improve their appearance or their athletic performance or that abusing substances such as alcohol or MDMA (ecstasy or “Molly”) will ease their anxiety in social situations. A growing number of teens are abusing prescription ADHD stimulants such as Adderall\(^{\circledR}\) to help them study or lose weight. Teens’ still-developing judgment and decision-making skills may limit their ability to accurately assess the risks of all of these forms of drug use.
Using abusable substances at this age can disrupt brain function in areas critical to motivation, memory, learning, judgment, and behavior control.\(^7\) So, it is not surprising that teens who use alcohol and other drugs often have family and social problems, poor academic performance, health-related problems (including mental health), and involvement with the juvenile justice system.
National drug use surveys indicate some children are already using drugs by age 12 or 13.
The Drug Danger Zone: Most Illicit Drug Use Starts in the Teenage Years
| Age Group | Percentage of Past-Year Initiates among Those Who Have Never Used |
|-----------|---------------------------------------------------------------|
| 12-13 | 2.9% |
| 14-15 | 8.0% |
| 16-17 | 11.2% |
| 18-20 | 10.4% |
| 21-25 | 4.5% |
| 26 or Older | 0.3% |
Source: SAMHSA, Center for Behavioral Health Statistics and Quality, National Survey on Drug Use and Health, 2011 and 2012.
Can research-based programs prevent drug addiction in youth?
Yes. The term “research-based” means that these programs have been rationally designed based on current scientific evidence, rigorously tested, and shown to produce positive results. Scientists have developed a broad range of programs that positively alter the balance between risk and protective factors for drug abuse in families, schools, and communities. Studies have shown that research-based programs, such as those described in NIDA’s Preventing Drug Use among Children and Adolescents: A Research-Based Guide for Parents, Educators, and Community Leaders, can significantly reduce early use of tobacco, alcohol, and illicit drugs.
How do research-based prevention programs work?
These prevention programs work to boost protective factors and eliminate or reduce risk factors for drug use. The programs are designed for various ages and can be designed for individual or group settings, such as the school and home. There are three types of programs:
- **Universal programs** address risk and protective factors common to all children in a given setting, such as a school or community.
- **Selective programs** target groups of children and teens who have factors that put them at increased risk of drug use.
- **Indicated programs** are designed for youth who have already begun using drugs.
Are all prevention programs effective in reducing drug abuse?
When research-based substance use prevention programs are properly implemented by schools and communities, use of alcohol, tobacco, and illegal drugs is reduced. Such programs help teachers, parents, and health care professionals shape youths’ perceptions about the risks of substance use. While many social and cultural factors affect drug use trends, when young people perceive drug use as harmful, they reduce their level of use.\(^{14}\)
Prevention is the best strategy
DRUG USE DECREASES WHEN DRUGS ARE PERCEIVED AS HARMFUL, AND VICE VERSA
12TH-GRADE STUDENTS REPORTING PAST-MONTH CIGARETTE USE AND PERCEPTION OF HARM, 1975 TO 2013
- Perceived Risk of Harm
- 1/2 a pack+/day
12TH-GRADE STUDENTS REPORTING PAST-MONTH MARIJUANA USE AND PERCEPTION OF HARM, 1975 TO 2013
- Perceived Risk of Harm
- Past-Year Use
Cigarette smoking among teens is at its lowest point since NIDA began tracking it in 1975. But marijuana use has increased over the past several years as perception of its risks has declined.
Source: 2013 Monitoring the Future survey. University of Michigan, with funding from the National Institute on Drug Abuse.
For more information on prevention, see NIDA's most recent edition of Preventing Drug Use among Children and Adolescents: A Research-Based Guide for Parents, Educators, and Community Leaders at www.drugabuse.gov/Prevention/Prevopen.html.
The human brain is the most complex organ in the body. This three-pound mass of gray and white matter sits at the center of all human activity—you need it to drive a car, to enjoy a meal, to breathe, to create an artistic masterpiece, and to enjoy everyday activities. In brief, the brain regulates your body’s basic functions; enables you to interpret and respond to everything you experience; and shapes your thoughts, emotions, and behavior.
The brain is made up of many parts that all work together as a team. Different parts of the brain are responsible for coordinating and performing specific functions. Drugs can alter important brain areas that are necessary for life-sustaining functions and can drive the compulsive drug abuse that marks addiction. Brain areas affected by drug abuse include:
- **The brain stem**, which controls basic functions critical to life, such as heart rate, breathing, and sleeping.
- **The cerebral cortex**, which is divided into areas that control specific functions. Different areas process information from our senses, enabling us to see, feel, hear, and taste. The front part of the cortex, the frontal cortex or forebrain, is the thinking center of the brain; it powers our ability to think, plan, solve problems, and make decisions.
- **The limbic system**, which contains the brain’s reward circuit. It links together a number of brain structures that control and regulate our ability to feel pleasure. Feeling pleasure motivates us to repeat behaviors that are critical to our existence. The limbic system is activated by healthy, life-sustaining activities such as eating and socializing—but it is also activated by drugs of abuse. In addition, the limbic system is responsible for our perception of other emotions, both positive and negative, which explains the mood-altering properties of many drugs.
How do the parts of the brain communicate?
The brain is a communications center consisting of billions of neurons, or nerve cells. Networks of neurons pass messages back and forth among different structures within the brain, the spinal cord, and nerves in the rest of the body (the peripheral nervous system). These nerve networks coordinate and regulate everything we feel, think, and do.
**Neuron to Neuron**
Each nerve cell in the brain sends and receives messages in the form of electrical and chemical signals. Once a cell receives and processes a message, it sends it on to other neurons.
**Neurotransmitters—The Brain’s Chemical Messengers**
The messages are typically carried between neurons by chemicals called neurotransmitters.
**Receptors—The Brain’s Chemical Receivers**
The neurotransmitter attaches to a specialized site on the receiving neuron called a receptor. A neurotransmitter and its receptor operate like a “key and lock,” an exquisitely specific mechanism that ensures that each receptor will forward the appropriate message only after interacting with the right kind of neurotransmitter.
**Transporters—The Brain’s Chemical Recyclers**
Located on the neuron that releases the neurotransmitter, transporters recycle these neurotransmitters (that is, bring them back into the neuron that released them), thereby shutting off the signal between neurons.
To send a message, a brain cell (neuron) releases a chemical (neurotransmitter) into the space (synapse) between it and the next cell. The neurotransmitter crosses the synapse and attaches to proteins (receptors) on the receiving brain cell. This causes changes in the receiving cell—the message is delivered.
*Concept courtesy: B.K. Madras*
How do drugs work in the brain?
Drugs are chemicals that affect the brain by tapping into its communication system and interfering with the way neurons normally send, receive, and process information. Some drugs, such as marijuana and heroin, can activate neurons because their chemical structure mimics that of a natural neurotransmitter. This similarity in structure “fools” receptors and allows the drugs to attach onto and activate the neurons. Although these drugs mimic the brain’s own chemicals, they don’t activate neurons in the same way as a natural neurotransmitter, and they lead to abnormal messages being transmitted through the network.
Other drugs, such as amphetamine or cocaine, can cause the neurons to release abnormally large amounts of natural neurotransmitters or prevent the normal recycling of these brain chemicals. This disruption produces a greatly amplified message, ultimately disrupting communication channels.
How do drugs work in the brain to produce pleasure?
Most drugs of abuse directly or indirectly target the brain’s reward system by flooding the circuit with dopamine. Dopamine is a neurotransmitter present in regions of the brain that regulate movement, emotion, motivation, and feelings of pleasure. When activated at normal levels, this system rewards our natural behaviors. Overstimulating the system with drugs, however, produces euphoric effects, which strongly reinforce the behavior of drug use—teaching the user to repeat it.
How does stimulation of the brain’s pleasure circuit teach us to keep taking drugs?
Our brains are wired to ensure that we will repeat life-sustaining activities by associating those activities with pleasure or reward. Whenever this reward circuit is activated, the brain notes that something important is happening that needs to be remembered, and teaches us to do it again and again without thinking about it. Because drugs of abuse stimulate the same circuit, we learn to abuse drugs in the same way.
Why are drugs more addictive than natural rewards?
When some drugs of abuse are taken, they can release 2 to 10 times the amount of dopamine that natural rewards such as eating and sex do.\textsuperscript{15} In some cases, this occurs almost immediately (as when drugs are smoked or injected), and the effects can last much longer than those produced by natural rewards. The resulting effects on the brain’s pleasure circuit dwarf those produced by naturally rewarding behaviors.\textsuperscript{16,17} The effect of such a powerful reward strongly motivates people to take drugs again and again. This is why scientists sometimes say that drug abuse is something we learn to do very, very well.
What happens to your brain if you keep taking drugs?
For the brain, the difference between normal rewards and drug rewards can be described as the difference between someone whispering into your ear and someone shouting into a microphone. Just as we turn down the volume on a radio that is too loud, the brain adjusts to the overwhelming surges in dopamine (and other neurotransmitters) by producing less dopamine or by reducing the number of receptors that can receive signals. As a result, dopamine’s impact on the reward circuit of the brain of someone who abuses drugs can become abnormally low, and that person’s ability to experience *any* pleasure is reduced.
This is why a person who abuses drugs eventually feels flat, lifeless, and depressed, and is unable to enjoy things that were previously pleasurable. Now, the person needs to keep taking drugs again and again just to try and bring his or her dopamine function back up to normal—which only makes the problem worse, like a vicious cycle. Also, the person will often need to take larger amounts of the drug to produce the familiar dopamine high—an effect known as tolerance.
How does long-term drug taking affect brain circuits?
We know that the same sort of mechanisms involved in the development of tolerance can eventually lead to profound changes in neurons and brain circuits, with the potential to severely compromise the long-term health of the brain. For
example, glutamate is another neurotransmitter that influences the reward circuit and the ability to learn. When the optimal concentration of glutamate is altered by drug abuse, the brain attempts to compensate for this change, which can cause impairment in cognitive function. Similarly, long-term drug abuse can trigger adaptations in habit or non-conscious memory systems. Conditioning is one example of this type of learning, in which cues in a person’s daily routine or environment become associated with the drug experience and can trigger uncontrollable cravings whenever the person is exposed to these cues, even if the drug itself is not available. This learned “reflex” is extremely durable and can affect a person who once used drugs even after many years of abstinence.
What other brain changes occur with drug abuse?
Chronic exposure to drugs of abuse disrupts the way critical brain structures interact to control and inhibit behaviors related to drug use. Just as continued abuse may lead to tolerance or the need for higher drug dosages to produce an effect, it may also lead to addiction, which can drive a user to seek out and take drugs compulsively. Drug addiction erodes a person’s self-control and ability to make sound decisions, while producing intense impulses to take drugs.
For more information on drugs and the brain, order NIDA’s Teaching Packets CD-ROM series or the Mind Over Matter series at www.drugabuse.gov/parent-teacher.html. These items and others are available to the public free of charge.
What are the medical consequences of drug addiction?
People who suffer from addiction often have one or more accompanying medical issues, which may include lung or cardiovascular disease, stroke, cancer, and mental disorders. Imaging scans, chest X-rays, and blood tests show the damaging effects of long-term drug abuse throughout the body. For example, research has shown that tobacco smoke causes cancer of the mouth, throat, larynx, blood, lungs, stomach, pancreas, kidney, bladder, and cervix.\(^{19}\) In addition, some drugs of abuse, such as inhalants, are toxic to nerve cells and may damage or destroy them either in the brain or the peripheral nervous system.
Does drug abuse cause mental disorders, or vice versa?
Drug abuse and mental illness often co-exist. In some cases, mental disorders such as anxiety, depression, or schizophrenia may precede addiction; in other cases, drug abuse may trigger or exacerbate those mental disorders, particularly in people with specific vulnerabilities.
How can addiction harm other people?
Beyond the harmful consequences for the person with the addiction, drug abuse can cause serious health problems for others. Three of the more devastating and troubling consequences of addiction are:
- **Negative effects of prenatal drug exposure on infants and children**
A mother’s abuse of heroin or prescription opioids during pregnancy can cause a withdrawal syndrome (called neonatal abstinence syndrome, or NAS) in her infant. It is also likely that some drug-exposed children will need educational support in the classroom to help them overcome what may be subtle deficits in developmental areas such as behavior, attention, and thinking. Ongoing research is investigating whether the effects of prenatal drug exposure on the brain and behavior extend into adolescence to cause developmental problems during that time period.
- **Negative effects of secondhand smoke**
Secondhand tobacco smoke, also called environmental tobacco smoke (ETS), is a significant source of exposure to a large number of substances known to be hazardous to human health, particularly to children. According to the Surgeon General’s 2006 Report, *The Health Consequences of Involuntary Exposure to Tobacco Smoke*, involuntary exposure to secondhand smoke increases the risks of heart disease and lung cancer in people who have never smoked by 25–30 percent and 20–30 percent, respectively.\(^{20}\)
- **Increased spread of infectious diseases**
Injection of drugs such as heroin, cocaine, and methamphetamine currently accounts for about 12 percent of new AIDS cases.\(^{21}\) Injection drug use is also a major factor in the spread of hepatitis C, a serious, potentially fatal liver disease. Injection drug use is not the only way that drug abuse contributes to the spread of infectious diseases. All drugs of abuse cause some form of intoxication, which interferes with judgment and increases the likelihood of risky sexual behaviors. This, in turn, contributes to the spread of HIV/AIDS, hepatitis B and C, and other sexually transmitted diseases.
---
**1 OUT OF 3 U.S. AIDS DEATHS ARE RELATED TO DRUG ABUSE\(^{22}\)**
What are some effects of specific abused substances?
- **Nicotine** is an addictive stimulant found in cigarettes and other forms of tobacco. Tobacco smoke increases a user’s risk of cancer, emphysema, bronchial disorders, and cardiovascular disease. The mortality rate associated with tobacco addiction is staggering. Tobacco use killed approximately 100 million people during the 20th century, and, if current smoking trends continue, the cumulative death toll for this century has been projected to reach 1 billion.\(^{24}\)
- **Alcohol** consumption can damage the brain and most body organs. Areas of the brain that are especially vulnerable to alcohol-related damage are the cerebral cortex (largely responsible for our higher brain functions, including problem solving and decision making), the hippocampus (important for memory and learning), and the cerebellum (important for movement coordination).
- **Marijuana** is the most commonly abused illegal substance. This drug impairs short-term memory and learning, the ability to focus attention, and coordination. It also increases heart rate, can harm the lungs, and can increase the risk of psychosis in those with an underlying vulnerability.
- **Prescription medications**, including opioid pain relievers (such as OxyContin® and Vicodin®), anti-anxiety sedatives (such as Valium® and Xanax®), and ADHD stimulants (such as Adderall® and Ritalin®), are commonly misused to self-treat for medical problems or abused for purposes of getting high or (especially with stimulants) improving performance. However, misuse or abuse of these drugs (that is, taking them other than exactly as instructed by a doctor and for the purposes prescribed) can lead to addiction and even, in some cases, death. Opioid pain relievers, for instance, are frequently abused by being crushed and injected or snorted, greatly raising the risk of addiction and overdose. Unfortunately, there is a common misperception that because medications are prescribed by physicians, they are safe even when used illegally or by another person than they were prescribed for.
Nearly half of high school seniors report having used marijuana, and 6.5 percent are daily marijuana users.\(^{14}\)
- **Inhalants** are volatile substances found in many household products, such as oven cleaners, gasoline, spray paints, and other aerosols, that induce mind-altering effects; they are frequently the first drugs tried by children or young teens. Inhalants are extremely toxic and can damage the heart, kidneys, lungs, and brain. Even a healthy person can suffer heart failure and death within minutes of a single session of prolonged sniffing of an inhalant.
- **Cocaine** is a short-acting stimulant, which can lead users to take the drug many times in a single session (known as a “binge”). Cocaine use can lead to severe medical consequences related to the heart and the respiratory, nervous, and digestive systems.
- **Amphetamines**, including methamphetamine, are powerful stimulants that can produce feelings of euphoria and alertness. Methamphetamine’s effects are particularly long-lasting and harmful to the brain. Amphetamines can cause high body temperature and can lead to serious heart problems and seizures.
- **MDMA (Ecstasy or “Molly”)** produces both stimulant and mind-altering effects. It can increase body temperature, heart rate, blood pressure, and heart-wall stress. MDMA may also be toxic to nerve cells.
- **LSD** is one of the most potent hallucinogenic, or perception-altering, drugs. Its effects are unpredictable, and abusers may see vivid colors and images, hear sounds, and feel sensations that seem real but do not exist. Users also may have traumatic experiences and emotions that can last for many hours.
- **Heroin** is a powerful opioid drug that produces euphoria and feelings of relaxation. It slows respiration, and its use is linked to an increased risk of serious infectious diseases, especially when taken intravenously. People who become addicted to opioid pain relievers sometimes switch to heroin instead, because it produces similar effects and may be cheaper or easier to obtain.
- **Steroids**, which can also be prescribed for certain medical conditions, are abused to increase muscle mass and to improve athletic performance or physical appearance. Serious consequences of abuse can include severe acne, heart disease, liver problems, stroke, infectious diseases, depression, and suicide.
- **Drug combinations**. A particularly dangerous and common practice is the combining of two or more drugs. The practice ranges from the co-administration of legal drugs, like alcohol and nicotine, to the dangerous mixing of prescription drugs, to the deadly combination of heroin or cocaine with fentanyl (an opioid pain medication). Whatever the context, it is critical to realize that because of drug–drug interactions, such practices often pose significantly higher risks than the already harmful individual drugs.
For more information on the nature and extent of common drugs of abuse and their health consequences, go to NIDA’s Web site (www.drugabuse.gov) to view the popular Research Reports (www.drugabuse.gov/ResearchReports/ResearchIndex.html), DrugFacts fact sheets and other publications.
Can addiction be treated successfully?
YES. Addiction is a treatable disease. Research in the science of addiction and the treatment of substance use disorders has led to the development of evidence-based interventions that help people stop abusing drugs and resume productive lives.
Can addiction be cured?
Not always—but like other chronic diseases, addiction can be managed successfully. Treatment enables people to counteract addiction’s powerful disruptive effects on their brain and behavior and regain control of their lives.
These images showing the density of dopamine transporters in a brain area called the striatum illustrate the brain’s remarkable potential to recover, at least partially, after a long abstinence from drugs—in this case, methamphetamine.\textsuperscript{27}
Does relapse to drug abuse mean treatment has failed?
No. The chronic nature of the disease means that relapsing to drug abuse at some point is not only possible, but likely. Relapse rates (i.e., how often symptoms recur) for people with addiction and other substance use disorders are similar to relapse rates for other well-understood chronic medical illnesses such as diabetes, hypertension, and asthma, which also have both physiological and behavioral components. Treatment of chronic diseases involves changing deeply imbedded behaviors, and relapse does not mean treatment has failed. For a person recovering from addiction, lapsing back to drug use indicates that treatment needs to be reinstated or adjusted or that another treatment should be tried.\textsuperscript{28}
What are the principles of effective substance use disorder treatment?
Research shows that combining treatment medications (where available) with behavioral therapy is the best way to ensure success for most patients. Treatment approaches must be tailored to address each patient’s drug use patterns and drug-related medical, psychiatric, and social problems.
How can medications help treat drug addiction?
Different types of medications may be useful at different stages of treatment to help a patient stop abusing drugs, stay in treatment, and avoid relapse.
- **Treating Withdrawal.** When patients first stop using drugs, they can experience a variety of physical and emotional symptoms, including depression, anxiety, and other mood disorders, as well as
restlessness or sleeplessness. Certain treatment medications are designed to reduce these symptoms, which makes it easier to stop the drug use.
**Staying in Treatment.** Some treatment medications are used to help the brain adapt gradually to the absence of the abused drug. These medications act slowly to stave off drug cravings and have a calming effect on body systems. They can help patients focus on counseling and other psychotherapies related to their drug treatment.
**Preventing Relapse.** Science has taught us that stress, cues linked to the drug experience (such as people, places, things, and moods), and exposure to drugs are the most common triggers for relapse. Medications are being developed to interfere with these triggers to help patients sustain recovery.
**How do behavioral therapies treat drug addiction?**
Behavioral treatments help engage people in substance use disorder treatment, modifying their attitudes and behaviors related to drug use and increasing their life skills to handle stressful circumstances and environmental cues that may trigger intense craving for drugs and prompt another cycle of compulsive use. Behavioral therapies can also enhance the effectiveness of medications and help people remain in treatment longer.
**MEDICATIONS USED TO TREAT DRUG ADDICTION**
- **Tobacco Addiction**
- Nicotine replacement therapies (available as a patch, inhaler, or gum)
- Bupropion
- Varenicline
- **Opioid Addiction**
- Methadone
- Buprenorphine
- Naltrexone
- **Alcohol and Drug Addiction**
- Naltrexone
- Disulfiram
- Acamprosate
*Discoveries in science lead to advances in drug abuse treatment.*
How do the best treatment programs help patients recover from the pervasive effects of addiction?
Gaining the ability to stop abusing drugs is just one part of a long and complex recovery process. When people enter treatment for a substance use disorder, addiction has often taken over their lives. The compulsion to get drugs, take drugs, and experience the effects of drugs has dominated their every waking moment, and abusing drugs has taken the place of all the things they used to enjoy doing. It has disrupted how they function in their family lives, at work, and in the community, and has made them more likely to suffer from other serious illnesses. Because addiction can affect so many aspects of a person’s life, treatment must address the needs of the whole person to be successful. This is why the best programs incorporate a variety of rehabilitative services into their comprehensive treatment regimens. Treatment counselors may select from a menu of services for meeting the specific medical, psychological, social, vocational, and legal needs of their patients to foster their recovery from addiction.
For more information on substance use disorder treatment, see Principles of Drug Addiction Treatment: A Research-Based Guide (www.drugabuse.gov/PODAT/PODATIndex.html) and Principles of Adolescent Substance Use Disorder Treatment: A Research-Based Guide (www.drugabuse.gov/publications/principles-adolescent-substance-use-disorder-treatment-research-based-guide).
VI. ADVANCING ADDICTION SCIENCE AND PRACTICAL SOLUTIONS
NIDA Studies
DRUG ABUSE & ADDICTION at All Levels
Leading the Search for Scientific Solutions
To address all aspects of drug abuse and its harmful consequences, NIDA’s research program ranges from basic studies of the addicted brain and behavior to health services research. NIDA’s research program develops prevention and treatment approaches and ensures they work in real-world settings. In this context, NIDA is strongly committed to developing a research portfolio that addresses the special vulnerabilities and health disparities that exist among ethnic minorities or that derive from gender differences.
Bringing Science to Real-World Settings
- **Clinical Trials Network (CTN)**
CTN “road tests” research-based drug abuse treatments in community treatment programs around the country.
- **Criminal Justice Drug Abuse Treatment Studies (CJ-DATS)**
Led by NIDA, CJ-DATS is a network of research centers, in partnership with criminal justice professionals, drug abuse treatment providers, and Federal agencies responsible for developing integrated treatment approaches for criminal justice offenders and testing them at multiple sites throughout the Nation.
- **Juvenile Justice Translational Research on Interventions in the Legal System (JJ-TRIALS)**
JJ-TRIALS is a seven-site cooperative research program designed to identify and test strategies for improving the delivery of evidence-based substance abuse and HIV prevention and treatment services for justice-involved youth.
Sharing Free Information With the Public
NIDA further increases the impact of its research on the problems of addiction by sharing free information about its findings with professional audiences and the general public. Special initiatives target students and teachers as well as designated populations and ethnic groups.
NIDA’s Special Initiatives for Students, Teachers, and Parents
Heads Up: Real News About Drugs and Your Body—A drug education series created by NIDA and SCHOLASTIC INC. for students in grades 6 to 12.
www.headsup.scholastic.com
NIDA for Teens: The Science Behind Drug Abuse—An interactive Web site geared specifically to teens, with age-appropriate facts on drugs.
www.teens.drugabuse.gov
Drug Facts Chat Day—A Web chat between NIDA scientists and teens, held through school computer labs once a year during National Drug Facts Week (below).
www.drugabuse.gov/chat
National Drug Facts Week—A week-long observance that encourages community-based events and dialogue between teens and scientists during National Drug Facts Week (below).
www.drugfactsweek.drugabuse.gov/
Special Initiative for Clinicians
NIDAMED
NIDAMED—Tools and resources to increase awareness of the impact of substance use on patients’ overall health and help clinicians and those in training identify patient drug use early and prevent it from escalating to abuse or addiction.
Publications on Prevention and Treatment Principles
Preventing Drug Use among Children and Adolescents: A Research-Based Guide for Parents, Educators, and Community Leaders—NIDA’s research-based guide for preventing drug abuse among children and adolescents provides 16 principles derived from effective drug-prevention research and includes answers to questions on risk and protective factors as well as on community planning and implementation.
Principles of Drug Addiction Treatment: A Research-Based Guide—This guide summarizes the 13 principles of effective treatment, answers common questions, and describes types of treatment, providing examples of scientifically based and tested treatment components.
Principles of Adolescent Substance Use Disorder Treatment: A Research-Based Guide—This guide discusses the urgency of treating addictions and other substance use disorders in teenagers, answers common questions about how young people are treated for drug problems, and describes effective treatment approaches supported by scientific evidence.
Principles of Drug Abuse Treatment for Criminal Justice Populations: A Research-Based Guide—NIDA’s research-based guide for treating people with addiction who are involved with the criminal justice system provides 13 essential treatment principles, and includes answers to frequently asked questions and resource information.
For more information:
All NIDA publications are available at www.drugabuse.gov. Some publications are also available in print, free of charge. To order print copies call the DRUGpubs Research Dissemination Center at 1–877–NIH–NIDA or go to drugpubs.drugabuse.gov. Watch NIDA videos (NIDA TV) at: www.drugabuse.gov/nida-tv.
References
1. National Drug Intelligence Center. *The Economic Impact of Illicit Drug Use on American Society*. Washington, DC: United States Department of Justice, 2011.
2. Rehm J, Mathers C, Popova S, Thavorncharoensap M, Teerawattananon Y, Patra J. Global burden of disease and injury and economic cost attributable to alcohol use and alcohol-use disorders. *Lancet* 373(9682):2223-2233, 2009.
3. Centers for Disease Control and Prevention. *Best Practices for Comprehensive Tobacco Control Programs — 2014*. Atlanta: U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion, Office on Smoking and Health, 2014.
4. Centers for Disease Control and Prevention (CDC). *Alcohol-Related Disease Impact (ARDI)*. Atlanta, GA: CDC.
5. U.S. Department of Health and Human Services. *The Health Consequences of Smoking—50 Years of Progress: A Report of the Surgeon General*. Atlanta, GA: U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion, Office on Smoking and Health, 2014.
6. Shankaran S, Lester BM, Das A, Bauer CR, Bada HS, Lagasse L, Higgins R. Impact of maternal substance use during pregnancy on childhood outcome. *Semin Fetal Neonatal Med* 12(2):143-150, 2007.
7. Fowler JS, Volkow ND, Kassed CA, Chang L. Imaging the addicted human brain. *Sci Pract Perspect* 3(2):4-16, 2007.
8. Lynskey MT, Heath AC, Bucholz KK, Slutske WS, Madden PAF, Nelson EC, Statham DJ, Martin NG Escalation of drug use in early-onset cannabis users vs co-twin controls. *JAMA* 289:427-33, 2003.
9. Verebey K, Gold MS. From coca leaves to crack: the effects of dose and routes of administration in abuse liability. *Psychiatr Annals* 18:513–520, 1988.
10. Hatsukami DK, Fischman MW. Crack cocaine and cocaine hydrochloride: Are the differences myth or reality. *JAMA* 276:1580-1588, 1996.
11. Gogtay N, Giedd JN, Lusk L, Hayashi KM, Greenstein D, Vaituzis AC, Nugent TF 3rd, Herman DH, Clasen LS, Toga AW, Rapoport JL, Thompson PM. Dynamic mapping of human cortical development during childhood through early adulthood. *Proc Natl Acad Sci* 101(21):8174-8179, 2004.
12. Krohn MD, Lizotte AJ, Perez CM. The interrelationship between substance use and precocious transitions to adult statuses. *J Health Soc Behav* 38(1):87-103, 1997.
13. National Institute on Drug Abuse. *Preventing Drug Abuse among Children and Adolescents: A Research-Based Guide for Parents, Educators, and Community Leaders (Second Edition)* (NIH Publication No. 04-4212[A]). Rockville, MD, 2003.
14. Johnston, L. D., O’Malley, P. M., Miech, R. A., Bachman, J. G., & Schulenberg, J. E. (2014). *Monitoring the Future national survey results on drug use: 1975-2013: Overview; key findings on adolescent drug use*. Ann Arbor: Institute for Social Research, The University of Michigan.
15. Di Chiara G, Imperato A. Drugs abused by humans preferentially increase synaptic dopamine concentrations in the mesolimbic system of freely moving rats. *Proc Natl Acad Sci* 85:5274-5278, 1988.
16. Fiorino DF, Phillips AG. Facilitation of sexual behavior and enhanced dopamine efflux in the nucleus accumbens of male rats after D-amphetamine behavioral sensitization. *J Neurosci* 19:456-463, 1999.
17. Di Chiara G, Tanda G, Cadoni C, Acquas E, Bassareo V, Carboni E. Homologies and differences in the action of drugs of abuse and a conventional reinforcer (food) on dopamine transmission: an interpretive framework of the mechanism of drug dependence. *Adv Pharmacol* 42:983-987, 1998.
18. Volkow ND, Chang L, Wang GJ, Fowler JS, Leonido-Yee M, Franceschi D, Sedler MJ, Gatley SJ, Hitzemann R, Ding YS, Logan J, Wong C, Miller EN. Association of dopamine transporter reduction with psychomotor impairment in methamphetamine abusers. *Am J Psychiatry* 158(3):377-382, 2001.
19. U.S. Department of Health and Human Services. The health consequences of smoking: a report of the Surgeon General. [Atlanta, Ga.: Dept. of Health and Human Services, Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion, Office on Smoking and Health; Washington, DC, 2004.
20. U.S. Department of Health and Human Services. The health consequences of involuntary exposure to tobacco smoke: a report of the Surgeon General. Atlanta, Georgia: U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, Coordinating Center for Health Promotion, National Center for Chronic Disease Prevention and Health Promotion, Office on Smoking and Health, 2006.
21. Centers for Disease Control and Prevention. HIV/AIDS Statistics Overview. See http://www.cdc.gov/hiv/statistics/basics/index.html
22. Centers for Disease Control and Prevention. HIV Surveillance Report, 2011; vol. 23. http://www.cdc.gov/hiv/topics/surveillance/resources/reports/. Published February 2013. Accessed May 2, 2014.
23. Centers for Disease Control and Prevention. HIV/AIDS Surveillance Report, 2005. Vol. 17. Rev ed. Atlanta: U.S. Department of Health and Human Services, Centers for Disease Control and Prevention; 2007: Also available at: http://www.cdc.gov/hiv/topics/surveillance/resources/reports/
24. Ezzati M, and Lopez AD. Estimates of global mortality attributable to smoking in 2000. *Lancet* 362(9387):847-852, 2003.
25. Richard Peto and Alan D Lopez. *Global Health in the 21st Century*, published by Jossey-Bass, New York, edited by C Everrett Koop, Clarence E Pearson and M Roy Schwarz, 2000.
26. Fowler JS, Logan J, Wang GJ, Volkow ND, Telang F, Zhu W, Franceschi D, Pappas N, Ferrieri R, Shea C, Garza V, Xu Y, Schlyer D, Gatley SJ, Ding YS, Alexoff D, Warner D, Netusil N, Carter P, Jayne M, King P, Vaska P. Low monooamine oxidase B in peripheral organs in smokers. *Proc Natl Acad Sci* 100(20):11604-11605, 2003.
27. Volkow ND, Chang L, Wang GJ, Fowler JS, Franceschi D, Sedler M, Gatley SJ, Miller E, Hitzemann R, Ding YS, Logan J. Loss of dopamine transporters in methamphetamine abusers recovers with protracted abstinence. *J Neurosci* 21(23):9414-9418, 2001.
28. McLellan AT, Lewis DC, O’Brien CP, Kleber HD. Drug dependence, a chronic medical illness: implications for treatment, insurance, and outcomes evaluation. *JAMA* 284(13):1689-1695, 2000.
NIH Pub No. 14-5605
Printed April 2007
Revised February 2008, August 2010, July 2014 | 1ac80e3c-ec45-4dcc-8e77-0a6378fb4304 | CC-MAIN-2020-40 | https://img1.wsimg.com/blobby/go/9e9d849c-aead-41a1-a251-b457990c2017/downloads/soa_2014.pdf?ver=1598078693585 | 2020-09-20T18:25:19+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400198287.23/warc/CC-MAIN-20200920161009-20200920191009-00439.warc.gz | 458,287,304 | 11,334 | eng_Latn | eng_Latn | 0.942506 | eng_Latn | 0.997518 | [
"eng_Latn",
"eng_Latn",
"por_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",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown"
] | true | rolmOCR | [
129,
372,
1523,
1645,
3806,
3889,
5727,
6689,
8091,
10504,
12144,
13271,
14076,
16324,
17944,
19116,
20049,
21905,
23635,
25116,
26320,
27752,
29286,
30294,
32450,
34555,
37725,
38519,
40066,
41729,
43213,
45090,
47858,
54233,
54319
] | [
2.75,
1.0390625
] | 6 | 4 |
GARDEN DIP TRIO
Article by Quina Weber-Shirk (Agriculture Agent, Guilford County Cooperative Extension)
Dips are a great way to get students to try the fruits and veggies you’re growing in the garden, and their quick preparation makes them easy garden recipes. Pick your dip (or dips!) based on the tastes of your class and what you have to sample in the garden!
Learner Outcomes
Students will practice their fraction skills through measuring, and try various new fruits and veggies.
BUILD YOUR OWN GARDEN DIP
Step 1 To create your own garden dip, select one of the following ingredients for the base:
1. Create a creamy dip bases with low-fat or non-fat yogurt or avocado (mashed or diced).
2. Beans are inexpensive and nutritious bases for dips and come in many varieties. You can blend them or mash for a chunky dip. Use your favorite bean or try something new: Black beans, black-eyed pea, butter beans, chickpeas (garbanzo beans), cannellini, kidney, lentil or pinto beans.
3. Consider a protein rich nut or seed as a filling and delicious base. These bases can have a crunchy texture (leave whole) or creaminess (when blended). Try almonds, pecans, walnuts, cashews, peanuts (or peanut butter), pine nuts, sunflower seeds (or sunbutter), pumpkin seeds, or tahini (sesame seed butter). *Safety note: be sure no one has a nut allergy before using this base.
4. Chopped tomatoes, melons (watermelon and muskmelon), squash, zucchini or other fruits can also be used as the main base ingredient to create dips with a fresh salsa-style texture.
Step 2 After selecting the base, think about the flavor! Add your favorite ingredients to the base for flavor, color, texture and nutrition:
5. Veggies or fruits: fresh or roasted sweet or hot peppers, corn kernels, finely chopped or blended leafy greens, chopped tomatoes, cucumber, pineapple, strawberries, peaches, mango
6. Herbal power! Increase flavor with fresh herbs like basil, oregano, rosemary and parsley. Add a zesty acid: lemon, lime or orange juice, apple or red/white wine vinegars, and soy sauce or tamari. Finely mince garlic, onions, shallots, and chives for a kick. A dash of ground spices like onion powder, chili powder, cumin will pack a punch.
7. If the dip is too thick, add a little extra liquid like water or vegetable broth to blend ingredients more easily and loosen the consistency of your dip.
FIGURE 3-1 A cucumber dip is easy and healthy and tastes delicious with many different vegetables.
Step 3: Delightful Dippers
Dips are the best when you have something tasty to hold them! Think about these healthy dippers to celebrate your dip!
- Carrot coins or sticks
- Snap or sugar peas
- Zucchini or yellow squash sticks
- Broccoli florets
- Cherry tomatoes
- Bell pepper strips
- Jicama slices or sticks
- Radish slices
- Cucumber slices
- Apple or pear slices
- Whole grain crackers
- Pretzels
RECIPE
Homemade Ranch
Ingredients
- 1/3 cup plain yogurt
- 1/3 cup low fat sour cream
- 3 tablespoons mayonnaise
- 1 teaspoon sugar
- 1 teaspoon salt
- 1/2 teaspoon pepper
- 2 cloves garlic (crushed with a mortar and pestle or finely minced)
- Fresh herbs of your choice (parsley, chives, oregano -whatever you have in your garden!)
Just mix and enjoy!
Cucumber Yogurt Dip
Ingredients
- 2 cups plain yogurt, low-fat
- 2 large cucumbers, peeled, seeded, and grated
- 1/2 cup sour cream, fat-free
- 1 Tbsp lemon juice
- 1 Tbsp fresh dill
- 1 garlic clove, chopped
- 1 cup baby carrots
Preparation
1. Peel, seed, and grate one cucumber. Slice other cucumber and set aside.
2. Mix yogurt, grated cucumber, sour cream, lemon juice, dill, and garlic in a serving bowl.
3. Arrange the other cucumber and carrots on a plate and serve with cucumber dip.
Cinnamon Yogurt Fruit Dip
Ingredients
- 1 cup plain yogurt
- 2 tablespoons honey
- 1/2 teaspoon cinnamon
- 1/4 teaspoon vanilla
Just mix and enjoy!
Hummus - Yummus!
Ingredients
- 1 clove garlic
- 1 can chickpeas
- 1/4 cup olive oil
- 1/4 cup tahini
- 1 tablespoon lemon juice
- Salt and cumin to taste
- Chickpea liquid, as needed
Preparation
1. Drain water from chickpeas and rinse, reserve liquid
2. Mash all ingredients together in the gallon bag until smooth (kids love this part but can get a little too into it - make sure the bag doesn’t rip!)
3. Pour into a serving bowl and garnish with herbs from your garden
4. Enjoy!
VARIATIONS AND EXTENSIONS
There are all kinds of dips you can use, and these specific ones are easily adaptable with different herbs and spices. Try your dips with seasonal vegetables and fruits!
ACKNOWLEDGEMENTS
Cinnamon Yogurt Fruit Dip Recipe - ACoupleofCooks.com
Ranch Recipe - Emily Ritchie, with FoodRoots, Tillamook, Oregon | 3ae2dcc6-f6e8-43c0-b5ab-fa8b678fa10a | CC-MAIN-2023-14 | https://localfood.ces.ncsu.edu/wp-content/uploads/2020/11/Garden-Dip-Trio.pdf?fwd=no | 2023-03-29T04:23:27+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296948932.75/warc/CC-MAIN-20230329023546-20230329053546-00173.warc.gz | 435,044,724 | 1,180 | eng_Latn | eng_Latn | 0.991341 | eng_Latn | 0.992786 | [
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
2476,
4709
] | [
3.734375
] | 1 | 0 |
TO UNDERSTAND EDUCATIONAL NEEDS OF NIGHT SCHOOL STUDENTS AND DEVELOPING METHODS TO OVERCOME THEM.
SUBMITTED IN THE RESEARCH REPORT FORMAT GIVEN BY PUKAR
SENIOR FELLOW
MS NIKITA KETKAR
2006-2007
PUKAR
TO UNDERSTAND EDUCATIONAL NEEDS OF NIGHT SCHOOL STUDENTS AND DEVELOPING METHODS TO OVERCOME THEM.
NAMES OF YOUTH FELLOWS
1. MR. PRASHANT KOKATE
2. MR. GANESH NAIK
3. MR. DAYANAND AGAWANE
4. MS. SUNITA KUNCHIKORVE
5. MS. SHAILA CHIPLUNKAR
6. MS. SWAPNALI JADHAV
ACKNOWLEDGEMENTS
We would like to thank the Pukar team (Ms. Anita Patil Deshmukh, Mr. Aditya Pant, Ms. Vandana Khare and Mr. Bharat Ganguerde) for their support, guidance and intellectual inputs given to us for the research process.
Secondly we would like to thank Mr. Aditya Pant our Group Coordinator from Pukar for guiding us from time to time in preparing our research report and helping us with the research.
Thirdly we would like to thank all the Head Masters, Teachers and Students of Kirti Night School, Gokhale Education Night School, Social Service League Night School, Shivaji Night School, KMS Night School. Special thanks to Head Masters of Maratha Mandir Night School for allowing us to collect blind students data.
Lastly thanks to Mr. Arun Lavand (Member of Chattrabharti –Students Organisation) for helping us organise community events. Thanks to Kumar Pramod Kokate for editing our Photo essay documentary.
Prerna Group (Research Group)
CHAPTERS
Contents -
1. Introduction
2. Research Question
3. Methodology and Data Collection
4. Analysis and Synthesis of Student Data
5. Analysis and Synthesis of Teachers Data
6. Note on Blind Students Data
7. Summary of Interviews of Blind School Teachers and Principal
8. Note on Interviews with Principals of 5 sample Schools
9. Conclusions
10. Impact of Research on the Group
| Annexure | Topic |
|----------|--------------------------------------------|
| 1 | Brief Write Up on Night Schools |
| 2 | List of Night School |
| 3 | Brief History of Sample Night School |
| 4 | Format of School Profile |
| 5 | List of Analysis Tables |
| 6 | Format of Students Schedule |
| 7 | Format of Teacher Schedule |
| 8 | Notes of Principal Interviews |
| 9 | Community Events |
INTRODUCTION
Youth Fellowship Research Report – Night School Students.
Background
Education is one of the crucial issues in India. In spite of several efforts made by the government, millions of children remain illiterate bringing in problems like child labour and unemployment in the society. The night Schools were initially started with the objective of educating migrant working children. The history of night school in Mumbai goes back to 100 years with the establishment of Bradley Night School in Girgaum. The night school was opened with the intention of imparting education to the children who do not get a chance to attend normal day school. These schools are run by charitable trusts (some grants from Education Department).
The children who attend night schools are either working or due to household responsibilities unable to attend day school. The desire to be in the school system and gain meaningful education pulls these students to the night schools. Most of the night schools are secondary as the children who join them have completed their primary school in rural areas, the students fall in the age group of 17-19 years.
In India with the globalization of primary education, an emphasis is given on primary education (6-14 age group) and the government programmes like the Sarva Shiksha Abhiyaan do not cater to secondary schools. Secondary education is equally important as much as primary education, as it helps in building human capital through education. Night schools are only furthering the cause of secondary education by imparting education to the working class children. Night Schools* (Brief write up on night schools attached as annexure1) are helping
the cause of nation building by creating an educated youth force providing literate workforce to the economy. They are doing great service to the nation by engaging the children in constructive activity as the students otherwise can easily fall prey to anti-social activities like drug abuse, robbery etc.
However the society still needs to give due recognition to these institutions. The institution of night schools is facing a lot of challenges today. The educational needs and aspirations of the students who come to learn are yet to be respected by educationalist. It is not enough to give access to secondary education to working students but it is also necessary to give good quality education. It is important for the society to respect this desire and give them the best quality education so that they become educated citizens of India. India will have good quality human capital which will help the development of the country and youth in particular.
**The Challenges**
Observations on night schools based on secondary data and interviews and discussions with various stakeholders.
1. Poor infrastructural facilities. Around 90 night schools* (list of night schools attached in annexure2) in Mumbai are run in the premises of the day BMC schools. Only 5-6 rooms are given to the night schools. There are no facilities like separate toilets for girls, laboratories, computers, drinking water etc.
2. The night schools only run for 3 hours and they have to cover the same syllabus in half the time span as against the day schools.
3. Low performance of children in examinations. The successful candidates are around 6-7% of the total students appearing for the examinations.
4. No extra-curricular activities like sports, field visits etc.
5. Poor quality teaching as most of the night school teachers have taught the day schools they get tired at the end of the day. The children are also tired as they have worked for the whole day.
6. The students are mentally and physically tired and most of the times hungry as they come straight from work. There is no provision of support system like evening snacks.
Based on some of the observations an attempt is being made to scientifically arrive at identifying these problems through a systematic manner (Pukar’s Action research). In the meanwhile the following are some of the ideas that have emerged after a series of discussions with various stakeholders.
**Present Scenario**
Today there are around 175 night schools in Maharashtra (141 in Mumbai alone), around 20-25 night colleges and 2 senior colleges covering more than 30,000 students. Girls form only about 5% of the total night school student population. There is a nominal fee of Rs. 70 for a year. The classes run for 3 hours in the evening. The teachers teaching in night schools get around 6000 to 7000 p.m. These night schools are run by charitable trusts.
**Attempts made so far**
There have been efforts to solve the problems at various levels however the movement lacks organised efforts.
Chattrabharti is a student organization set up by the college students in 1982. It was set up by the day school students and the night schools students joined later. This organization has been actively involved in solving some of the problems of the night school students. Due to the efforts of Chattrabharti the government has taken following initiatives –
1. Free textbooks to night school students through the Government.
2. Government has restarted schools that were closed down due to poor results and low attendance.
3. Separate merit list for 10th and 12th standard since 1985-86.
4. BMC had indiscriminately increased the rent of night schools (20-25%), today there is a stay on this order.
5. Government had reduced the age limit to 14 years for appearing for 10th standard exam externally, due to this there is a lot of dropout rate as more students prefer to directly take the exam. Earlier the age limit was 17. Efforts are being made to increase the age limit again.
Thus there have been efforts at the official level taken up by Chattrabharti to solve some of the problems. But there are number of problems which need to be addressed by the society to keep this noble institution alive.
My interest in the night schools – Whilst I was doing a project on child domestic workers for an NGO, I was identifying child domestic workers from Day municipal schools as well as night municipal schools. I realized while collecting day that there was a lot of difference between day and night schools and night schools in spite of doing a very commendable job towards the education of the underprivileged were being deprived of so many facilities.
It was here that I wanted to do something about this glaring gap. By then I had already developed a very good rapport with the Chattrabharti Volunteers and some of the night school students.
My idea of sending the research proposal to Pukar was to scientifically arrive at the educational needs faced by the night school students. I had a group from the shivaji night school of about 11 members who were ready to be a part of research.
The beginning of the journey – Group Biography
The journey with Pukar began with a group of around 11 night school children. However very soon we realised that the school children were finding it very difficult to attend the meetings as most of them were working and free only on Sundays but unable to devote time. However we had about 2-3 meetings with the group in the process we had a good discussion on the groups ideas of research, what they think about the groups role in the research etc. We also had rounds of debates over the educational problems faced by them.
The next group was mainly from T.K. Tope Night College from Parel. The present group comprises of mainly NSS volunteers interested in social field. When we took the orientation meeting for them we did not get a very good response but eventually there was a good response and I managed to make a group of 6 youth fellows. Most of them already working in organizations like Pratham and into professional social work.
The team work initially was slow. It took some time for the group to adjust to each other and it was quiet a task to bring them all together for the meetings as each of them were working. However once the meetings became regular then it was no looking back. The group gelled well. The group named itself as Prema and each one of them divided the research responsibilities amongst themselves. We had Sunita as the group treasurer, Swapnali as our accounts person – keeping track of all the money, Prashant taking care of all the coordination with the group members and Ganesh and Sandesh to collect secondary information from various sources. Once the responsibilities was divided then it became easier for us to function as a group. We started maintaining attendance muster and as an incentive the group decided to give Rs. 50 per person for attending the meetings. Rs. 200 was decided to pay per quarter to everybody for Xerox, stationary etc.
A separate bank account was opened for Pukar money. In short it was great working as a team.
**Advantages and disadvantages of team work.**
**Advantages**
1. Division of responsibility.
2. Sense of ownership as the fund were given to the group to be spent on research activity.
3. Savings – We manage to save money as very little was spent on unnecessary things.
4. Team spirit
5. Efficiency in work – as the work was divided there was no burden on one person.
6. Personality development – In each meeting, as a rule each one had to pick up a topic of interest and talk on it.
**Disadvantages**
1. Coordination with everybody for meetings.
2. Time management
3. Absenteeism
Prashant has been the most active person in the group. With an NSS background (he has won the best NSS cadet award. He has an experience with Pratham in their Prison programme. He has been actively bringing the youth fellows together. In fact many a times he proactively attended Pukars meeting with youth fellows. Also all the group members are very active and have shown interest in understanding the entire research process.
It was the group’s decision to buy a camera for the group. As a group we have also done one community event in an Adivasi Paada. The group thought that it
was very important to carry forward the research further by getting involved in intervention programmes.
The group themselves were responsible to sustain themselves. Every decision that was taken has been the joint decision of the group. Right from naming the group, to buying things, visiting places, to forming questionnaires and taking interviews. The group involvement is 100% and I adore the energy in them.
RESEARCH QUESTION
There were a lot of rounds on discussion before we finalized the research question. Finally we arrived at the following research question. The fundamental discussions were about whether to confine the research question to educational needs of students or of the night schools as an institution. Some of them felt that the problems of teachers should also be a part of research question. The debates within the group certainly helped us to arrive at the main question as it gave everybody a lot of clarity.
To Understand Educational Needs Of Night School Students And Developing Methods To Overcome Them.
METHODOLOGY AND DATA COLLECTION
The methodology that was chosen by the group after a lot of discussion was survey technique through schedules and interviews.
The technique chosen by the group was to select 5 schools as sample size from Parel areas as it was close to the college of the junior fellows. Schools within the radius of one and one and a half km were chosen for data collection. A general profile of each school was taken with details about the enrolment, name of the trustees, timings of the school, number of teachers etc.
Before preparing the formal schedules the group decided to take profiles of all the schools. The group decided to make 3 kinds of schedules category – one for teachers, one for the students and one for the principal.
Initially the group prepared the questionnaire in English and the schedules were pre tested in Gokhale Education Night School. However the group found it very difficult to translate in Marathi while interviewing. The students also found the questions in English unfamiliar. So the group decided to translate the schedule in Marathi. A lot of addition was made to the existing list of questions.
The Marathi schedule had all the necessary information sought from the students pertaining to the research question. For example question on personal information, family background, infrastructure, health and counselling were posed to the students, teachers and principals. Initially the group prepared only the students interview schedules, then the teachers schedules were made and at the last the Principals schedule.
The group had also decided to do some focused group discussions with selected children and interviews of trustees and some eminent people. However due to some practical reasons this could not be achieved.
Experimental and controlled method – As a part of research the group distributed 2 Laboratory kits in 2 schools namely Kirti and Shivaji Night Schools.
The objective was to check the impact of the science material in the form of kits on the learning levels of the students. The controlled group would be the other 2
schools from the 5 chosen by us and the experimental would be where the kits were distributed. However since the kits were distributed at the end of the year and at least 6 months would be needed to check the impact of pre and post we decided to continue this part of our research in the next academic year.
Please note that we came across Maratha Mandir Night School in Worli at the end of our collection. But since they had blind students we decided to do data collection over there. We interviewed the students, teachers as well as the Principal there.
Difficulties faced – The group had a challenge of taking the permission from the principals of these 5 schools to interview the students during school hours as it was very difficult to meet them outside school hours. Chatrabharti’s Arun Lavand helped us with permission in 3 schools and in the other schools Prashant managed to get permission through his night college contacts. Second challenge was to make the children comfortable enough to give correct answers. We had to take some warm up sessions with the students to make them comfortable. The Teachers and the Principals have overall been very cooperative. We were allowed to go into classes during free period and interview the students. While interviewing we had a bonding with the children. In some cases like in Shivaji Night School the children have given in writing the problems that they are facing. Focused group discussions were a problem because we could not get the students after school hours. We also did not make enough attempts to try alternatives. Trustees could not be interviewed as none of them when contacted were available to talk to.
The experimental and controlled group technique could not work due to time constraint.
Methodologies complementary – SCHEDULES AND INTERVIEWS were complementary to each other.
Data collection – Sample size – We did 119 students interviews, 23 teachers interviews and about 5 principals from 5 schools in Parel. One special category of night school blind students were interviewed at the final stages of data collection. Here we interviewed 10 students, about 5 teachers and 1 principal.
1. Kirti Night School
2. Shivaji Night School
3. Gokhale Education Society Night School
4. Shirodkar Night School
5. Social Service League School.
6. Maratha Mandir Night School, Worli – Blind Students
* Details of Schools Attached in Annexure 3 and format of school profile attached in annexure 4.
The schedules were filled in by the senior and junior fellows in the schools itself. During free hours we got permission to do data collection.
The main research question that was referred to during data collection was the educational problems of night school students perceived by the students themselves, teachers and the principal. The research question did not change during the data collection.
We got enough samples from the category chalked out by us, however the interviews with the trustees could not happen due to various practical difficulties. We did encounter problems in doing focused group discussions of the children.
ANALYSIS AND SYNTHESIS
Data collection * The schedules of students and teachers are attached as annexure 5 and 6.
The group decided to initially analyse the students data. We began by identifying the important questions from the students schedule that needed to be analysed. There was a lot of discussion in the group on the questions to be included and excluded based on their relevance to the research question. The variables identified and quantified did help us arrive at themes. However not all variables helped us like the question on the annual fees and standard in which the student is studying did not really help much. The question on the habits of the students also did not really help much as the students didn’t feel comfortable to answer the questions.
The following is the master table of the personal information sought about the students. It is basically portraying a gender analysis of the variables.
Students Master Table
The idea of this master table is to bring out a gender analysis
| | Sex | No of Working Students | Nature of work – Outdoor | Nature of work – Indoor | Habits | Need Vocational Guidance |
|-------|--------------|------------------------|--------------------------|-------------------------|--------|--------------------------|
| | M | F | T | M | F | T | M | F | T | M | F | T | M | F | T | M | F | T |
| No | 78 | 41 | 119 | 51 | 20 | 71 | 16 | 6 | 22 | 35 | 14 | 49 | 5 | - | 5 | 75 | 41 | 116 |
| % | 66 | 34 | 100 | 72 | 28 | 100 | 23 | 8 | 31 | 49 | 20 | 69 | 4 | - | 4 | 65 | 35 | 100 |
As the above table shows the universe of students has been 119. Out of the 119 students interviewed about 71 were found formally working. (60%) out of total female population 49% are working and out of total male population 65% are working. However we found many students admitting that they work as domestic helps especially girls to assist their mothers. The boys work on their father’s Paan shops for a few hours and some assist their fathers in small businesses like barbers cobblers etc. Taking the above fact into consideration the number of working students would be around 80%. Please note that the universe for the outdoor and indoor working children is 71. Out of the 71 students working 31% are working outdoors and 69% are working indoors. The gender bias is very
clearly seen from the fact that out of total population of 71, the female population doing outdoor work is 6 i.e. only 8%. This bias is also seen in cases where need for vocational guidance is seen in 66% of males and only in 34% of females.
A. STUDENTS PERSONAL INFORMATION.
*Please find all the tables in annexure 5
TABLE 1. AGE LIMIT.
72% students belong to the age group 16-20. Whereas about 3.5% students were found to be very old for their grades, this was found as these students have taken a break from education due to family and personal reasons. It has been generally found that the students belong to higher age group than the prescribed age group for their class grades.
For instance a 8th standard child in a normal school should be 13 years old, in night school it has been found that he is more than 14 and 15. This is due to the fact that the students coming to the night schools come to night school as a last resort. They have not got admissions in day schools due to various reasons like not being able to pay fees, not getting admission in day schools because of difficult procedures (more than 2 failures in day school and the child is not admitted again). In many cases because the child has to earn during the day due to poor economic conditions and finds time only in the night to attend school. Students who have dropped out and joined night school after many years of gap are seemed to have the age that is very high for the grade.
Due to flexible rules and procedures it is easier to get admission in night schools thus the age is seen on the higher side compared to the day schools.
TABLE 2. SEX.
About 65.5% of the students coming to night schools are males. This is due to the fact that in our parochial society the girl child education is given less importance than the male child. The household chores like looking after younger siblings, helping mothers in domestic work are expected from a girl than a boy. Although the gender analysis.
TABLE 3. STANDARD.
47% of the students interviewed were from 9th Standard because we found that the 10th standard students could not give much time for the interviews and the 8th standard students were busy.
TABLE 4. ANNUAL FEES.
Every school has their own benchmark from Rs. 25 to Rs. 100. For lower caste there is fee exemption where the students have mentioned fees above 100 there they have included the board fees. The annual fee is approximately between Rs. 25 to Rs. 50.
TABLE 5. HABITS THAT THE STUDENT HAS.
About 95.7% students said that they did not have any bad habits like drinking, smoking, etc. Out of the rest 5 who said that they have habits are in the age group of 20 and 21 they admitted to being habituated to paan, supari (gutka), beer and cigarette. They said that the peer influence and home influence was the cause of these habits. The research group however felt that there may be some students who were habituated but did not admit openly as they may not have been comfortable with the interviewer.
TABLE 6. VOCATIONAL GUIDANCE.
Out of 119-116 students i.e. 99.5% said that they wanted vocational guidance. Out of those who said they want vocational guidance 65% are males 15.1% who said they get vocational guidance, Schools like Social Service League and KMS do have a workshop on various hobbies like painting, drawing etc. but nothing concrete on vocational guidance However when asked whether all of them felt the need to have a proper vocational guidance seminar or exhibition. 1.6% did not know the meaning of vocational guidance.
B. STUDENT FAMILY INFORMATION.
TABLE 7 – FAMILY BACKGROUND.
1. TOTAL FAMILY MEMBER.
53.7% belong to nuclear families about 42.94% belong to extended nuclear families and only 3.36% belong to joint families. This is because most of the students single parents have migrated and they have their joint families in the villages. 42.8% where the families have family members between 6 and 10 they have their cousins or relatives staying with them or siblings are more.
2. TOTAL EARNING MEMBER.
In about 82.35% cases we have found only 2-3 earning members. In most cases it is either mother or father working. In some cases only mother working. Where both mother and father working the children also help either as domestic help etc. The mothers in most cases are found to be working as domestic helps. The father is working as contract worker, tailor, paanshop, workers in retail shops of garments etc.
3. TOTAL MONTHLY HOUSEHOLD INCOME
It has been found that wherever there are more than 2 members working in the same family the annual income has gone up 33.6% earn between 4000-6000 monthly. But we found 17.64% students who said they did not know what their family income was.
4. HOUSE OWN.
56.3% have their own house. They mostly live in chawls in single rooms with a common toilet. Many ownership places in illegal slums have been found. Only the single migrant students who do not have their own families are generally found to having staying in rented premises sharing the rooms. Around 18.48% said that they didn’t know the status of ownership.
5. BASIC FACILITIES
No statistics could be found but it was found that Television, fan, radio and fridge in some cases was commonly found in almost all the ownership houses. Two wheelers in about 30% cases interviewed. Two students were identified who do not have access to electricity in the house (Kirti Night), they study under street lights. Two students from Social Service League had nobody to care for them and were adopted by a music teacher. They were thrown out of their house by their step mother.
6. FAMILY MEMBER HABITS.
28.5% who agreed that their parents had badly habits in these cases mostly the father or the elder brother was habituated to smoking, drinking and ghatka. In some cases the mother was habituated to tobacco chewing. When asked for the reason they said that due to stressful working conditions their parents were habituated to bad habits. In some cases they agreed that due to the nature of work like driving, it was compulsory to drink.
C. STUDENT WORK DETAIL.
TABLE 8 – WORK PROFILE OF STUDENT
1. WHETHER STUDENT IS WORKING.
59.70% students have been found to be working. The rest of 40.30% are either doing some part time or helping their parents in household chores or family business like selling pickles etc. Some are looking out for better jobs. Some girls go with their mothers to do domestic work but they are not paid independently. Out of total population 71 were found to be formally working. (60%). Out of total female population 49% are working and out of total male population 65% are working. However we found many students admitting that they work as domestic helps especially girls to assist their mothers.
2. NATURE OF WORK.
69% students do indoor work like in tailoring shops, hotel, housekeeping, hospitality, canteen supervision, dishwashers, canteen cashiers, printing press, domestic work, peons, garment industry etc. The outside work includes delivery boys, salesmen, courier service, mobile phone marketing, insurance etc. There were around 31% students found in this category.
3. MONTHLY INCOME.
The average salary for the students who are working indoor and outdoor ranges from 1000 to 2500 depending on the hours of work, nature of work and overtime duty allowance. In one case the student didn’t know because the parents collect the salary directly from the employer. The salary ranges from Rs. 2000 per month to about 2500 depending on the nature of work. They work from Wadapav vendors to delivery boys.
D. STUDENT SCHOOL INFRASTRUCTURE.
TABLE 9 – INFRASTRUCTURE.
1. LIBRARY.
21.84% students said that they had library. In the schools that have said yes to library like Shivaji, KMS and RM Bhat it has been found that they have a collection of around 100-150 books with them. There is no proper infrastructure like the library equipped any academic reference or good literature to read. About 94.11% feel the need for a separate place where they can read besides the classroom. There was a need felt for a place if they come before the school begins so that they can do reading, writing etc.
2. SCIENCE LAB.
16.80% students said that they have access to science lab. In KMS the students have access to the labs of the college students that exist. This facility is available only a few days before the final exam. In other schools some items like microscope is taken to the classes to show them, otherwise most of the times
diagrams are drawn on the board and verbally science concepts are explained. In Gokhale Education the 10th Std. students are taken to conduct Practical just before their final examination once. One student was not aware of what a science lab looks like or how it is. About percentage felt the need to have such a lab as it is easier to understand science concepts. They said through experiments they will be able to grasp the complicated experiments quickly. Many felt that science was difficult subject and will be understood only through practical.
The most difficult subjects according to the students are Science and Mathematics.
3. COMPUTER.
12.60% students have access to computers. Initially Kirti Night School had computers but only 1 is functional but no lessons taught to the students. In KMS there are 40 computers but only 30 minutes are given to the students which is very less --- percentage have felt the need because they believe that knowledge of computers gives good job options and also pay packet. 92.43% felt the need to have access to proper computers.
E. STUDENT SCHOOLS OTHER FACILITY
TABLE 10
1. OUTDOOR SPORTS.
In all schools an annual sports day event happens which has all outdoor games like running, cricket, kabbadi etc. In Shivaji some of the indoor games happen like carom board etc. 60.5% of children felt the need for it because they believe that sports should be held in schools on a regular basis as it enhances ones personality. It helps get job in police. Certificate help to get job outside.
2. UNIFORMS.
In Kirti and KMS there is uniform which is being donated by Anirudha Bapu Foundation. In Shivaji where the children directly come from work don’t feel the
need for a uniform but some children want uniform because that gives them a feeling of belongingness in schools.
3. EDUCATION MATERIAL.
Most of the children get notebooks. 19.33% can’t afford to get the notebooks so find it difficult to purchase. In some cases their teachers help them to buy notebooks.
4. SEPRATE TOILET.
In all the 5 schools we visited there are separate toilets for girls and boys. Only in Kirti there is no separate toilet. 25.2% said that they do not have separate toilet facilities.
5. HEALTH CHECK UP.
Only in 1 school health check-up happens once a year. In other schools the check-up does not happen. In Kirti there is a problem of mosquitoes. Most of the BMC clinics are open during the day so they don’t get the time to visit the clinic.
F. NUTRITION SUPPLEMENT.
TABLE 11.
CROSS TABULATION OF NUMBER OF WORKING STUDENTS TO THEIR NUTRITIONAL REQUIREMENTS
| | No of Working Students | No. of Non-Working Students | Total | Nutritional Requirement of Working Students | Nutritional Requirement of Non-Working Students | Nutritional Not Needed | Total |
|----------------|------------------------|------------------------------|-------|---------------------------------------------|-----------------------------------------------|------------------------|-------|
| No | 71 | 48 | 119 | 59 | 27 | 33 | 119 |
| % | 60 | 40 | 100 | 83 | 56 | 28 | 100 |
Out of 71, 59 i.e. 83% are saying they want nutritional requirement. Please note that in the above table we have tried to relate the need for nutritional requirement felt by the students to their working status. Form the 71 working students almost 50 felt the need for the nutritional supplement as most of them come directly from work and get hungry by evening. The non-working students who felt the nutritional need was because of poor economic condition.
79% students said that nutritional supplement was the need as most of them work and then come to night schools directly from work. They have to get up early and go to work, after lunch there are no in-between snacks that they take. 21% who said they don't need are working as domestic helps and get their snacks there. Some also agreed that due to their poor economic conditions they could not afford sufficient food.
Here it can be see that out of 60% students who are working almost 59 i.e. 83% felt the need for nutritional requirement.
G. STUDENT PERSONAL PROBLEM.
TABEL 12 - PERSONAL PROBLEM
1. PERSONAL PROBLEM.
70% students said that they don’t have any problem. About 30% who said that they have narrated problems like father being addicts and so they can’t concentrate, in some cases what the teacher teaches they don’t understand, in some cases a student wanted financial help for eye operation of his mother.
ANALYSIS AND SYNTHESIS OF TEACHERS DATA.
Teachers
The idea to include teachers in our data collection was to get the teachers perspective of looking at the educational needs of the night school students. The following cross table is gender analyses to get a fair idea about the role of lady teachers and the gender bias that still exist in the education system.
TEACHERS CROSS TABULATION
| Sex | Qualification B.Ed | Monthly Income Less than 6000 pm | Monthly Income more than 6000 pm | Teachers teaching in Day & Night Teachers | Teachers teaching in Night Schools only |
|-----|-------------------|---------------------------------|---------------------------------|------------------------------------------|----------------------------------------|
| M | F | T | M | F | T |
| No | 18 | 5 | 23 | 17 | 5 | 22 |
| % | 78 | 22 | 100 | 77 | 23 | 100 |
Out of the 23 teachers interviewed 22% were females. It is very clearly seen from the income tables that none of the teachers are earning more than 6000 combined.
*please note that all tables are in annexure 3.
Table No. 1 - Educational Qualifications
One teacher from Marath Mandir School has done articles teachers diploma.
Table No. 2 – Sex
About 78.5% teachers are males; this they said is because of our social system where the woman is still restricted from doing late evening jobs. They also find it physically tiring.
Table No. 3 - Monthly Income
Teachers on the contract basis get the monthly income between 1000-3000. Where monthly income is above 10,000, those teachers have included the day salary. On an average the monthly income is between 4000 – 6000 p.m. An average day salary is Rs. 5000. An average night salary is 3000 – 4000. Thus the teachers look at this as additional income. Out of the 23 universe we found that there are 3 teachers who are working during the day but not in night schools, they are doing some private business. Two teachers from Gokhale Education have not got salary since 18 months. Two teachers from Social Service were complaining about poor salary (Rs. 2000). Due to poor salary they do not feel enthusiastic to teach.
Point 5 – Whether Vocational guidance is happening and if not is it needed?
Social Service League has a subject workshop for Mathematics and English language but vocational guidance does not happen in any of the schools. In Shivaji School during Diwali vacations an organization called Shramik conducts awareness workshop on small scale industries. In Maratha Mandir all the blind school students who come to study are part of NSD or NAB workshop.
There are huge need for vocational guidance because after 10th most of the students can enrol for professional courses.
Point 6 - Teaching method.
In all schools teaching is done through books. Very few projects are given to the students as home assignments and very less teacher learning material used.
Table 4 – Infrastructure
Lab – is there a need?
30.43% teachers agreed that there is a need for a lab in the schools as it helps them to understand the concepts better. In most of the schools that have access to labs that are existing in day schools of the same premises, the students are taken
only once before their final examination. The blind children are taken for their home science lab once examination.
Library
43.48% who said yes they have a library have books stacked in cupboards etc. there is no proper library in any of the schools we visited where the students can sit and read.
Computer
Out of the 23 teachers 20 felt the need for Computers. Kirti has one and KMS has about 40 but only an hour is given for computers.
Point 8 – While teaching what the problems that teachers face are.
1. Students attendance is low
2. Students can’t concentrate as they come very tired. There is no snack that is provided to these students.
3. The portion to be covered for the examination is lots compared to the timings allotted.
4. Students take a lot of time in understanding the basic concepts because their foundation is very poor. So the teachers have to spend more time in making them understand.
5. Night school students have a lot of psychological problems for which they need specialized counselling which the regular teachers are not able to provide.
6. Failures students are high so they don’t have motivation to study hard.
Point 9 – As a teacher what are the problems faced by you
1. Student attendance low.
2. The portion is very high the teachers cannot cover the portion in one year.
3. Teachers find it difficult to teach blind students. Braille teacher with Braille script should be introduced in 8th standard.
4. Besides academic duty they have election duty and other administrative work.
5. Demand for Marathi speaking teachers is less now.
Point 10 – Views on education system.
1. Rote method of education instead of activity based.
2. The portion is twice as much as day school.
3. Due to shortage of time the school can’t offer the children sports, cultural and other activities.
Point 11 – Parents meeting held in school.
It has been found by the teachers that the parents do come on an average 3 – 5 parents come for the meetings. In Maratha Mandir there is parents committee for the 10th standard only. However the parents don’t come and the parents of blind students cannot afford to come this far so they ask about the progress of their ward telephonically.
Point 12 – Besides teaching in what other way do the teachers help students.
1. Provide financial help if required.
2. Provide uniform and educational material.
3. Pay annual fees of some students in need.
4. Meet trustees and give discount to students in need.
It has been found that in Social Service League School the teachers have sponsored the fees of nearly 16 students. 10th standard students are given special coaching. Gokhale Education Trust gives psychological counselling to the students.
Point 13 - What according to the teachers are the educational problems faced by the students.
1. Scholarships should be given to the needy students.
2. Notebooks should be distributed free of cost.
3. There should be value education classes and talks on good manners.
4. Music classes for night students
5. Vocational guidance should be given to the students so that they can pursue a good career.
BLIND STUDENTS
NOTE ON BLIND STUDENTS
We came across the night students in the night schools almost at the end of our data collection. When we met some of the teachers and the Principal in the Marath Mandir Night School and realized that here was a set of category completely different from the non-blind students and we felt it very essential to include them in our research data collection as they would be able to throw a new perspective on our research question.
A. BLIND STUDENTS PERSONAL INFORMATION.
*Please note all tables are attached in annexure 3.
TABLE 1 – AGE LIMIT.
All the students age varies from 16 to 25, the age is very high for the grade, this is seen in students who have dropped out and joined night school after many years of gap. Due to flexible rules and procedures it is easier to get admission in night schools thus the age is seen on the higher side compared to the day schools.
TABLE 2 – SEX.
All the 10 interviewed were males. There are females in the school but none of them were free for data collection.
TABLE 3 – STANDARD.
50% of the students we interviewed belong to the 10th standard.
TABLE 4 – ANNUAL FEES.
80% of the students who said that the fees are between 175 to 200 included the board fees.
TABLE 5 – HABITS THAT THE STUDENT HAS.
About 100% students said that they did not have any bad habits like drinking, smoking etc.
TABLE 6 – VOCATIONAL GUIDANCE.
Almost all the students we interviewed were enrolled with NSD or NAB workshops. Almost 70% students attend the NAB workshop and the test 30% attend NSD. There are specialized courses tailor-made for the blind students. Various courses like brush making, file making, making of hangers, sticks for the blind to handling lathe machines are taught here.
B. STUDENTS FAMILY INFORMATION.
TABLE 7 - FAMILY BACKGROUND.
1. TOTAL FAMILY MEMBER.
In 60% of the cases the students come from nuclear families. In 40% cases they come from joint family.
2. TOTAL EARNING MEMBER.
In 60% of the cases the earning members are brothers, fathers and mothers in some cases, where there are more than 5 earning members it is a case of joint family.
3. TOTAL MONTHLY HOUSEHOLD INCOME.
It has been found that wherever there are more than 2 members working in the same family the annual income has gone up. 50% earn between 4000-6000 monthly.
4. HOUSE OWN.
| Owned | Rented | D. Kn | Total |
|-------|--------|-------|-------|
| 5 | 5 | -- | 10 |
| 50% | 50% | -- | 100% |
Almost 50% students own the houses. Where the house is rented the students belong to very poor families.
5. BASIC FACILITIES.
No statistics could be found but it was found that Television, fan radio, and fridge in some cases was commonly found in almost all the ownership houses.
6. FAMILY MEMBER HABITS.
20% said that their family members were addicted to ghitka, cigarette and drinks.
C. BLIND STUDENTS WORK DETAILS.
TABLE 8 - WORK PROFILE OF STUDENT
1. WHETHER STUDENT IS WORKING.
Specialisation – please note that all the blind students we interviewed go to the workshop from 7 am to 6 pm.
2. NATURE OF WORK.
| General | Advance | Total |
|---------|---------|-------|
| 5 | 5 | 10 |
| 50% | 50% | 100% |
There is a general 2 years course at NAB and a specialized advanced course for the students who know Braille and English like English steno typing, acupressure, telephone operator’s course etc. Details about the NSD course could not be found due to time constraint.
3. MONTHLY INCOME.
Most of the students in NAB and NSD get 250 monthly stipends on an average. In some cases they get paid more depending on their output of products.
D. BLIND STUDENTS SCHOOL INFRASTRUCTURE
TABLE 9 - INFRASTRUCTURE.
1. LIBRARY.
There are some books stocked in their school by the HM. However all of them felt that Braille books needed. 60% students said that they had access to books however almost all the 10 students felt that they should have access to Braille books.
2. SCIENCE LAB.
School does not have lab and the blind students have a specialized subject called home science for which they are taken to a specialized lab just before their examination. If there would a in house one it will be easier for them to understand concepts.
3. COMPUTER.
All of them said that computer was the need of the hour and there is a special software for the blind children which should be made available to them.
E. BLIND STUDENTS OTHER FACILITIES.
TABLE 10 –
1. OUTDOOR SPORTS.
90% of the students said that they play outdoor games. Although outdoor games are being conducted every year (once in a year) the students felt that there should more educational games introduced to them like chess etc.
2. UNIFORMS.
All of them don’t have uniform but around 7 feel the need as they feel that it gives them a sense of belonging to the institution.
3. EDUCATION MATERIAL.
Notebooks and textbooks are being given by the government but they need more Braille books, cassettes, recorder etc.
4. OTHER MATERIAL.
Other material like Braille books, tape recorder needed. 90% students said that they needed Braille books.
5. HEALTH CHECK-UP.
School does not provide any formal check-up. Medical check-up is a need. 90% felt the need for a health check-up at least once a year was essential.
F. NUTRITION SUPPLEMENT.
TABLE 11
80% feel the need as they come directly from the workshop, by the time they go to their hostel it is 10 pm. In-between snacks would be a good idea.
G. STUDENT PERSONAL PROBLEM.
TABLE 12
1. PERSONAL PROBLEM.
90% students said they have a personal problem and the problems listed out are as follows.
1. They can’t concentrate as they are tired.
2. Do not get books from school.
3. No time for themselves after workshop.
4. Some have expressed the desire to have a reader.
5. One person wants sponsorship to learn music as he is interested.
6. Two students became blind after the 8th standard so they don’t know Braille. They want to learn Braille.
7. Some want to start their own enterprise, need guidance.
8. Some find Braille books very expensive, they want free books.
9. Some want hostel facility as they do not want to go to NAB workshop.
10. Braille teachers needed in the school itself for students who do not know Braille.
SUMMARY OF INTERVIEWS OF BLIND SCHOOL TEACHERS AND PRINCIPAL.
Note on interview with Teachers and Principal of Blind school.
We interviewed around 5 teachers including the Principal of Maratha Mandir Night School. Throughout our interviews our questions were trying to address the educational needs of night school students. The main points that emerged after the interviews were.
1. Braille teacher in night blind schools is a must.
2. Braille books should be made available to the night school blind students either by the government or NGOs.
3. Computers should be given to the blind schools for the children to get familiar with a special printing machine.
4. Hostel facility is a must for night school blind students as most of them were only interested in studying and not doing the NAB/NSD workshops as they felt that it was too tiring and time consuming. However they had to stick to the workshops as they had access to the hostel facilities (please note that most of the students are outstation students).
5. There should be English speaking and grammar classes as they would help them get better job opportunities like telephone operators etc.
NOTE ON INTERVIEWS WITH PRINCIPALS OF 5 SAMPLE SCHOOLS. (ANNEXURE 5)
The sample size for the Principals interviews were 5.
All the Principals interviewed have a post-graduation with a B.Ed qualification and an average experience of 30-35 years in the field of teaching.
As far the infrastructural requirement like labs, libraries and computers all the Principals felt that there was a need.
Lab – The Principals felt that only the 10th standard students have access to the lab and that too only once a year. The 8th and 9th standard students should also have access and not once a year but as often as required as per their syllabus.
Lib – The HM’s felt that though they shocked a few books there was no proper library where the students can come and read books of their interest.
Computers – Students need to have information on basic things of computers and this subject should be included in the syllabus with a chance to do practical.
They perceive that the attention level of the night school student is not very high as they come to school very tired and there is also absenteeism due to various family problems. It is a challenge for the Principals to motivate the teachers to give quality education in spite of these problems. As Principals they have to handle not only students who have worked throughout the day but also teachers who come to school after teaching in day school.
Change thy would like to see in the system are
1. Mathematics and English should not be compulsory for night school students as they find it difficult to cope.
2. They syllabus for night school should be reduced as the time they get is half as day school.
3. There should be more TLM provided by the government for the night schools.
4. Government should be able to grant fee concessions to the needy. Presently the HM’s and the teachers’ pay out of their own pocket.
5. NGO’s should come forward to help night schools
6. In some schools like Gokhale Education the teachers have not got salaries since 18 months and the Principal since a couple of months. They are still teaching due to their interest in the field.
7. Need for counselling felt by HM throughout. In some schools like Shivaji the HM felt that counselling to adolescent girls was very important.
8. The students get hungry by 7.30 pm. So a small meal should be provided to them.
9. More worksheets and workbooks should be made available to night schools students so that their concepts are very clear.
10. Infrastructure facilities of labs and libraries are a primary need felt by them.
CONCLUSIONS
DATA ANALYSIS – FINAL CONCLUSION.
The final conclusions have been reached through the analysis of different categories of data.
Students
1. Need for better infrastructural facilities is the need of the hour like access to computers, library and science laboratory.
2. Need for vocational guidance has emerged.
3. Need for Counselling especially adolescent sex education information need emerged.
4. Need for evening meals to be provided to improve concentration.
5. Need for recreational games to be included in the syllabus like the outdoor games etc.
Blind student’s analysis conclusion.
1. Braille teacher in night blind schools is a must.
2. Braille books should be made available to the night school blind students either by the government or NGOs.
3. Computers should be given to the blind schools for the children to get familiar with the machine. There is a special software for the blind students with a special printing machine.
4. Hostel facility is must for night school blind students as most of them were only interested in studying and not doing the NAB/NSD workshop as they felt that it was too tiring and time consuming. However they had to stick to the workshops as they had access to the hostel facilities (please note that most of the students are outstation students).
5. There should be English speaking and grammar classes as they would help them get better job opportunities like telephone operators.
Teacher’s analysis conclusion.
1. Scholarships should be given to the needy students.
2. Notebooks should be distributed free of cost.
3. There should be value education classes and talks on good manners.
4. Music classes for night students.
5. Vocational guidance should be given to the students so that they can pursue a good career.
Principals – Our interview analysis with the teachers have given the following conclusion.
The interviews details have been attached in annexure 8
1. Mathematics and English should not be compulsory for night school students as they find it difficult to cope.
2. The syllabus for night school should be reduced as the time they get is half as day school.
3. There should be more TLM provided by the government for the night schools.
4. Government should be able to grant fee concessions to the needy. Presently the HMs and the teachers’ pay out of their own pocket.
5. NGOs should come forward to help night schools.
6. In some schools like Gokhale Education the teachers have not got salaries since 18 months and the Principals since a couple of months. They are still teaching due to their interest in the field.
7. Need for counselling felt by HM throughout. In some schools like Shivaji the HM felt that counselling to adolescent girls was very important.
8. The students get hungry by 7.30 pm. So a small meal should be provided to them.
9. More worksheets and workbooks should be made available to night schools students so that their concepts are very clear.
Infrastructural facilities of labs and libraries is a primary need felt by them.
IMPACT ON THE GROUP
The research has made a tremendous impact on the group. I can see the difference in my youth fellows. The difference is as follows.
1. Attitudinal change – The entire process has made research a very easy topic to deal with. In the beginning my group was not even aware about what research means but today after having gone through all the steps in a scientific manner, they are confident of applying it in their everyday life. It has filled the gap between making assumptions and actually arriving at hard facts.
2. Skill sets – It has helped me and the groups think more meticulously and help us to plan.
3. Research has shown that with a good team spirit and work it is easier to achieve all goals.
4. The entire process has created a bonding with each other.
5. Knowledge – The process has helped us gain a lot of knowledge about research techniques. Workshops conducted have given good exposure to youth fellows.
6. Guidance from Pukar Team and Aditya has been very useful in giving good direction to our research. So much so that we plan to bring about interventions based on the conclusions of the analysis. | 9fa10a51-1e06-4201-b080-0c005213f170 | CC-MAIN-2025-08 | https://masoomeducation.org/storage/2024/10/MASOOMPUKAR-RESEARCH2006-07.pdf | 2025-02-19T17:59:59+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738832264069.97/warc/CC-MAIN-20250219165837-20250219195837-00093.warc.gz | 333,818,835 | 11,675 | eng_Latn | eng_Latn | 0.928104 | eng_Latn | 0.999444 | [
"nld_Latn",
"nld_Latn",
"zsm_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",
"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 | [
203,
302,
467,
1428,
1812,
2451,
4142,
5898,
7528,
9266,
11201,
12466,
12881,
13506,
15605,
17455,
18705,
21051,
23032,
24603,
26161,
27826,
29567,
31276,
32049,
34008,
34392,
36309,
38105,
39548,
40911,
42283,
43362,
44314,
45487,
46530,
47501,
49446,
51210,
52654,
54243,
55386
] | [
2,
1.5390625
] | 1 | 0 |
Children who have Disability in Early Childhood Care and Development Centres
A Resource Book for Teachers
2006 Save the Children in Sri Lanka
First published 2006
ISBN 955-1197-18-6
Printed By
Gunaratne Offset (Pvt) Ltd.
This Resource Book was developed by
- Ministry of Child Development and Women Empowerment, Children’s Secretariat
- National Institute of Education, Department of Inclusive Education and Primary Education Unit
- Open University of Sri Lanka, Faculty of Education, Department of Early Childhood and Primary Education
- Sarvodaya, Early Childhood Development Unit
- FORUT Sri Lanka
- Save the Children in Sri Lanka
sponsored by
Save the Children in Sri Lanka
authored by
Padmani Mendis
with illustrations by
Piyal Samaraweera
iv
Foreword
Early Childhood Care and Development is a relatively new discipline combining elements from several fields including infant stimulation, child development, health and nutrition. International attention to ECCD has grown out of the recognition that intellectual, emotional and physical development, socialization and the acquisition of culture all interact in shaping a young child’s life.
Early Childhood Care and Development Centres, formerly known as preschools, are the focal points through which children aged three to five years are given access to ECCD. These Centres serve to promote the overall development of children of this age group through a cheerful and child friendly environment outside that provided in the home.
This Resource Book for Teachers of Early Childhood Care and Development Centres is the product of collaboration between six partners. They are the Children’s Secretariat of the Ministry of Child Development and Women Empowerment, the Department of Inclusive Education and the Primary Education Unit of the National Institute of Education, the Department of Early Childhood and Primary Education of the Open University of Sri Lanka, the Early Childhood Development Unit of Sarvodaya, FORUT Sri Lanka and Save the Children in Sri Lanka. The effort was supported and coordinated by Save the Children in Sri Lanka.
The development of ECCD Centres in Sri Lanka is one of the major concerns and interests of all the partners. We would like to see that all children in our country will be reached with ECCD of good quality in the shortest possible time.
Most children with disabilities are currently not attending ECCD Centres. Teachers at the Centres have had no training to enable them to give these children the same opportunities they give other children. Realizing that bridging these gaps was an urgent necessity if children with disabilities were to be equal participants in, and beneficiaries of, ECCD, the partners came together to develop this resource book. The resource book aims to provide
teachers with knowledge, skills and attitudes that will enable them to include children with disabilities in their ECCD Centres.
The resource book has been extensively reviewed and field-tested prior to publication. Training schedules for teachers and session plans have also been similarly prepared and could be supplied by us on request.
We thank all those ECCD teachers and children who participated in the development of this book including its field-testing. Thanks are also due to all those who reviewed the book and contributed to its improvement.
The resource book was initiated by Priya Coomaraswamy while the process was coordinated by Kusum Jayasinghe and supported throughout by Senait Gebregziabher. Dr. Padmani Mendis authored the text following a preliminary study of selected ECCD Centres and discussions with teachers and parents. Piyal Samaraweera did the art work. We extend our thanks to them all.
We trust that this endeavour will serve to increase the promise of a happy childhood and a brighter future for children with disabilities in our country.
Palanisamy Krishnakumar
Strategic Programme Advisor – ECE/ECCD
Save the Children in Sri Lanka
# Contents
1 Introduction 1
2 The Purpose of this Resource Book 3
3 Why do some children have disability? 4
4 Children who have disability in Early Childhood Care and Development Centres – tips for teachers 10
5 Ravi who has difficulty learning new things 15
6 Suresh who looks a little different 18
7 Jayani who has difficulty moving from place to place 20
8 Deshika who cannot hear at all, Riyaz who can hear a little and Kosala and Sithy who have difficulty with speech 24
9 Sugath who has low vision and Lakshmi who cannot see at all 30
10 Shashini who behaves differently 33
11 Kumar who has many disabilities 37
12 Recognizing disability in children 41
13 Involving parents and other family members 44
14 Involving the Community 47
15 Referral and Support Networks 50
References 53
viii
1 Introduction
As you know, Early Childhood Education is a vital part of the education process. All young children have the right to early childhood education and to attend Early Childhood Care and Development Centres (preschools). In Sri Lanka every year increasing numbers of children are registered in ECCD Centres. And yet there is one group of children who cannot make use of the opportunities and advantages that early childhood education has to offer in our country. They do not have the chance to be part of a group with their peers, to play and to learn together with them. These are the children who have disability.
A few ECCD Centres have however included some children who have disability. We are fortunate that we can learn from the experiences of these children and from the experiences of their teachers and parents.
Children who have disability who are deprived of early childhood education are deprived of many rights. Some of these are the right to play with other children; the right to enjoy their childhood like other children of their age; the right to form friendships; the right to opportunities and stimulation to promote their maximum development and realize their full potential.
Teachers at ECCD Centres are in the best position to do something to overcome this injustice. But in order to do so, teachers must first know more about children who have disability. Teachers must know about the abilities they have like all other children, about the problems they have because of their disability, and about how best they learn.
Most of all, teachers must believe that in spite of their problems, these young ones are first and foremost children, just like all other children. These children too need to come to the ECCD Centre and benefit from what the teacher has to offer them.
2 The Purpose of this Resource Book
The purpose of this resource book is to provide teachers with the knowledge and skills they may need to enable them to include children who have disability in their Early Childhood Care and Development Centres.
With such knowledge and skills teachers will take steps to register these children in their Centres, and give them the same quality of early education, love, kindness, attention and care that they give other children, and do so with confidence.
3 Why do some children have disability?
Illness affects children in different ways at different times. All children have illnesses such as ‘flu and diarrhoea at some time during their childhood and get over them completely. Afterwards there may be no signs at all that a child has had an illness.
Some children sometimes continue to have diarrhoea, and this makes their bodies weak. Because of this, they have little resistance to new infections and get diarrhoea even more often. This can lead to disability.
Take, for example, Pushpa who loves to sing and dance. Pushpa has had chronic diarrhoea for a long time and this has left her weakened to such an extent that she has no appetite and no energy or will to do anything. She stops coming to the Centre. Pushpa is said to have disability.
But when Pushpa is given adequate food with proper nutrition and care and attention, her body builds up a good resistance to any new infections. She recovers from the chronic diarrhoea. She starts coming to the Centre again. Pushpa’s disability was only temporary.
If you take a more serious illness such as meningitis, one child who has it may again recover from it completely and there are no effects at all on the child. Another child who has meningitis may be left with damage to the brain and this can be permanent.
The damage to the brain also affects each child in different ways.
With Ravi, it affected his development and his ability to learn. Both to learn new facts and gain new knowledge, and to learn to do new things. That is, meningitis which he had when he was 11 months old affected his intellect, his cognitive learning and his development. Before that he had been a bonny and happy baby. Now he has difficulty interacting with his peers. But he enjoys coming to the Centre and has made many good friends who help him when he needs help. When the Public Health Midwife heard that Ravi was starting at the Centre, she met Ravi’s teacher to talk about Ravi. She answered many questions that the teacher had in mind.
Jayani who also had meningitis at the same time as Ravi was left with legs that are very stiff. Because of this she cannot move them and cannot walk. She therefore has a disability. She comes to the Centre using a wheelchair. She has become a leader among her peers.
Children who are affected in this way by illness and have difficulty doing the same things that other children do are said to have disability.
Some children may be born with disability. This is because changes occur in the way the baby’s body is made or normally works while the baby is still in the mother’s womb.
Ali was born with deformities in both his feet. The Medical Officer of Health diagnosed this condition as “Club Foot”. He immediately referred Ali and his parents to the surgeon at the Provincial Hospital. Ali was treated successfully. He now wears special shoes to support his feet when he comes to the Centre. He learns and plays like other children although he runs more slowly.
When Suresh was born, his parents were told at the hospital that Suresh has Down syndrome. They were told that because of this he may have an intellectual (cognitive) disability.
After a few months his parents realized that Suresh looked somewhat different. These differences became clearer as he grew.
Deshika was also born with a disability, but her parents found out about this only when she was 8 months old. As an infant, Deshika started making the sounds that other infants made. But gradually she stopped doing this. When she did not start saying “Amma” and “Thaththa” even when she was 8 months old they told their Public Health Midwife about this. The Public Health Midwife took them to the Medical Officer of Health who did some tests. The results of the tests showed that Deshika had difficulty hearing. The Medical Officer of Health referred Deshika and her parents to a medical specialist who told the parents that although Deshika could not hear at all, they should continue to speak with her. This would stimulate Deshika’s learning and development. The family should learn to communicate with Deshika using signs and gestures, and later they would all learn sign language. Deshika should go to an ECCD Centre and be with other children. Deshika likes being at the Centre. She likes very much to paint. She is good at drawing.
Riyaz who comes to the Centre also has difficulty hearing. But, unlike Deshika, he could hear some vague sounds. The specialist gave him a hearing aid. With the use of his hearing aid Riyaz has learned to speak. His speech is not very clear, but he is a friendly child and likes to talk with his peers. His peers try hard and they understand what Riyaz says to them.
Deshika and Riyaz have difficulty communicating because of a hearing problem. Kosala and Sithy also have difficulty communicating. However they can hear very well, but have difficulty with their speech. Kosala’s language development has been delayed while Sithy has a stammer when she speaks.
Sugath’s parents found out that he had a disability only when he started coming to the Centre. It was the teacher who first noticed that Sugath brought the toys he used for play close to his face to look at them. Also, he was not very good at catching balls when they were thrown to him. Sugath’s parents took him to an eye specialist who told them that Sugath had poor vision. Sugath can see drawings when they are made large. The teacher has put a bell inside the ball that Sugath plays with so that he can hear it even before it comes near him. Now he does not miss the ball so often. When he does, he makes a joke about it and makes his friends laugh. Sugath is very popular among his classmates.
Other children who come to ECCD Centres have different problems and disabilities.
Lakshmi cannot see at all. She has been like this since birth. Her parents have told the teacher that they teach Lakshmi to learn about what is around her by listening more carefully to sounds, by touching and feeling things and by using her sense of smell to recognize food and other objects. There are not many children like Lakshmi in Sri Lanka now, who cannot see at all. Most children who have difficulty seeing are able to see even a little. Lakshmi has a nice voice and she easily remembers the words of the songs they sing at the Centre.
Shashini behaves somewhat differently from other children. She finds it difficult to sit in one place for long and to concentrate on doing one activity. As a result she seldom completes what she is doing. She also used to disturb other children in the classroom. When she first started coming to the ECCD Centre the teacher found it difficult to deal with her behaviour. But the teacher used her knowledge and skills about how to handle different behaviours children have, and now Shashini’s behaviour is changing. She does not disturb the other children. Instead, she has learned to play and do other activities with them. Shashini likes to help other children, and the teacher now gives her opportunities to do so whenever she can.
Kumar has many problems (multiple disability). The doctor has told his parents that Kumar has cerebral palsy. He has difficulty moving because the muscles of his legs are stiff. He comes to the Centre using a walker to help him move around. He also has difficulty speaking. His speech is slurred and not very clear. Kumar also has epilepsy. Because of the special help he gets from the teacher and the other children he benefits a great deal from the ECCD Centre. Kumar is a very bright child.
There are a few children whose disability is so severe that they cannot come to the Centre.
Ayesha was born with very severe developmental disability. She is very much smaller than other children of her age because her body has not grown. The reason for this is not known. Now even at 5 years Ayesha cannot sit up, move around or speak. The Public Health Midwife visits Ayesha at home. She works with the parents to show them how to care for and how to stimulate Ayesha.
● Learning Points
- Children who have disability can attend an ECCD Centre and will benefit from it.
- There are only very few children who cannot come to ECCD Centres. These are those who have very severe disability. They must have an effective play and stimulation programme at home.
- The different types of disability that children have are,
- developmental disability including intellectual disability
- fits or epilepsy
- difficulty moving or mobility disability
- difficulty hearing and difficulty speaking, or communication disability
- difficulty seeing or visual disability
- differences in behaviour
- multiple disability
4 Children who have disability in ECCD Centres – tips for teachers
When a child who has disability comes to the ECCD Centre the most important fact for you to remember is that he or she is a special child, just as every other child in your Centre is a special child.
When children who have disability come to your Centre handle them in the same way as you do other children. However because of their disability you may need to make some simple changes in the Centre and in the way you teach them. This will help their learning and development and help them to enjoy coming to the Centre.
This chapter contains tips on how you could use ways in which you teach so that it would at the same time benefit children who have disability. And about changes that you could make in the Centre. These changes will make sure that while you are doing that, you will be benefiting all children that you are teaching.
- Treat them first and foremost as children who need your love, kindness, attention and care
- Just as you do with the other children, find out
- what each child can do and cannot do
- what each child’s needs are
- what each child likes to do and does not like to do
- the best ways by which the child learns
- use what you have found out to give the child the best early education that you can
- Ways by which children learn from you:
- listening to you when you explain and speak
- watching you when you do something
- touching and feeling what you are doing
- doing things with you
- imitating you
o As well as learning from you in these ways, children will also learn from other children in the same way. Plan your teaching so that it gives opportunities for children to learn from each other.
o Because children learn in different ways, when you plan your sessions every day remember these differences and make your lessons diverse.
o Take into account also that some children learn quickly and others more slowly and vary the pace at which you teach accordingly. This applies to all children, whether they have disability or not.
o Carry out your sessions and activities according to the way that learning takes place with the children both as individuals and as a group. This means that some times you may not be able to teach according to exactly how you have planned the day’s schedule. This is quite alright.
o Respond flexibly and creatively in a way that you meet the needs of individual children as well as the needs of children as a group
o Explain clearly what you want the children to do in the Centre. Make a routine of things that you do daily. Make sure that you yourself follow these directions and routines.
o Use simple, clear and consistent language
o Be aware of non-verbal communication, body language, tone of voice, facial expressions and the need to have eye contact. Be aware of these both as you use them and as the children use them.
o Make sure that all children can see, hear and listen properly.
o Have regular breaks during the teaching sessions. Having a break enables children to concentrate better and to try harder.
Listen to what each child has to say and give time for the child to respond.
Match a child who has disability with a peer and then let them do things together. Encourage the peer to help the child to do what she cannot do. But make sure that the peer does not do everything for the child. Change peers when you think it is good to do so. Being a peer benefits those children who do not have disability just as much as it benefits the child who has disability.
Make sure that the child who has disability joins in the activities that other children do together. But do not force the child to do what she does not want to do. If the child does not want to do something and you cannot persuade her to do it, let her first do something else that she likes to do. Then come back to what you want her to do.
Help the child to form friendships.
Do whatever you can to help each child enjoy coming to the Centre. Young children learn best when they are happy and confident.
Involve parents in all that you and the child do in the Centre.
Encourage parents to let the child play in the same ways that other children play – with water and mud, with sand and stones, with flowers and fruits that they can find from the garden and with utensils and furniture that are in the home.
Discuss with parents ways in which they could do the same activities with this child as they would with other children. For example, telling stories to the child. Also taking the child on family outings, when they go to the temple, to market, to visit friends and neighbours and so on.
Now let’s think of some of the children we met in the last chapter
Let’s think about the children you may need to know more about
- Ravi who has difficulty learning new things
- Suresh who looks a little different
- Jayani who has difficulty moving from place to place
- Deshika who cannot hear at all, Riyaz who can hear a little, and Kosala and Sithy who have difficulty with speech
- Sugath who has low vision and Lakshmi who cannot see at all
Shashini who behaves differently
Kumar who has many disabilities
The reason we have not mentioned Pushpa who had a temporary disability and Ali who had his deformities corrected is because you can include children like Pushpa and Ali and other children with mild disabilities in your Centre with the knowledge and experience that you already have as a teacher.
So we will now discuss only those children about whom teachers have wished to know more.
We will talk about Ravi, Suresh, Jayani, Deshika, Riyaz, Kosala, Sithy, Sugath, Lakshmi, Shashini and Kumar in the next few chapters.
● Learning Points
- All children, whether they have disability or not, come to the ECCD Centre for the same reasons.
- Teachers must get to know each child and respond to each child’s needs, abilities, interests and personality in suitable ways.
Ravi has been diagnosed by doctors as having intellectual disability because of the health condition called mental retardation. Because he has intellectual disability he cannot learn in the same way as other children. Ravi has difficulty learning the basic skills necessary to cope with the requirements of everyday life. He has difficulty learning skills necessary for communication, self-care, home living and school work. He has difficulty learning also the skills necessary to get along in social situations.
Children like Ravi who have intellectual disability can and do learn new skills, but they learn more slowly and they develop more slowly than children who have average intelligence and who are able to learn new skills more easily. Ravi was able to sit up only when he was 12 months old, and he started speaking when he was 4 years old.
The way in which each child develops and how much the child develops is different. When Ravi started to come to the Centre he was 5 years old, but the level to which he had developed was like a child who is much younger. Ravi takes longer to learn, but in the end he can do all the things that other children do. Other children who have intellectual disability will learn to do only some or part of the activities that other children do.
Ravi has a mild degree of intellectual disability. There are different degrees of intellectual disability, ranging from mild to profound.
Each child also learns in different ways. One child may learn by watching you and other children doing things. Another child may learn best when you do the activity with him.
What you can do when a child who has intellectual disability first comes to the Centre
- Observe the child. Find out what activities the child can do and cannot do.
- Decide how far the child has developed in each of the areas of development (cognitive, language, gross and fine motor skills, self-care and social and emotional areas)
- Encourage the child to do activities that will take her development to the next stage.
- If you find that the child takes longer than others to learn or to do an activity, give the child more time.
Methods you can use to teach children who have intellectual disability
- First find out the ways by which the child learns best. Whether it is by listening, watching, touching, doing things or by imitating you. Use these ways to teach the child
- talk and explain to the child so that she can see and hear
- show and explain to the child how other children do an activity
- do activities together with the child, placing your hands on the child or on the child’s hands
- let the child do as much as she can by herself
- help the child to do those parts of the activity that she cannot do by herself
- if there are parts of the activity that the child cannot do at all, do those parts for the child
- gradually give the child less help
- encourage the child to do more of the activity by herself
- let the child do the activity with other children and encourage them to help each other
- Another way to teach children who have intellectual disability is to divide an activity into small steps and teach the child one step at a time
- Remember to tell the child and show the child that he has done well each time she learns something new or does something well
● Learning Points
- Each child will grow up to be a special individual. Children who have disability face many obstacles when they are growing up. When they come to your Centre, help them on their path of growth and development with the best opportunities that you can give them.
Suresh who looks a little different
Before the term started at the Centre Suresh came with his parents to meet the teacher. This was important so the teacher knew that when the term started she will have to prepare the other children to accept the fact the Suresh looks different from them. She would explain to them also that in spite of this Suresh will play and learn like they did. They should all help Suresh to enjoy coming to the Centre, in the same way that they all helped each other.
When a child who has disability starts coming to the Centre the teacher always prepares the other children in this way.
Suresh has a rounded face with flat features. (the face looks flat when looked at from the side). The back of the head may also be flattened. His eyes slant upwards.
There are small folds of skin that run vertically between the inner corner of the eye and the bridge of the nose. This can give the impression of crossed eyes (squint). He has small ears that are set lower than usual.
Suresh, like most children who have Down syndrome, has straight, soft hair and a short broad neck. Like others, he also has a smaller than average mouth with a bigger than average tongue. His tongue therefore often sticks out.
Suresh’s hands are broad with short fingers. His feet are stubby with a wide space between the first and second toes.
Suresh is smaller than the other children. His body is not as strong as others, so the teacher makes sure that he does not do too much physical activity that will make him too tired.
Because Suresh has Down syndrome, he has difficulty learning new things (intellectual disability) like Ravi. But Suresh also has poor health. He gets colds and coughs easily as a result of which he often misses coming to the Centre.
Ravi was in the same ECCD Centre last year, so the teacher knows how she should teach children who have intellectual disability. She used this knowledge to teach Suresh.
Ravi has now started going to the primary school in the next village. Suresh is only 3 years old now, so he will stay at the ECCD Centre 2 years before he also goes to the same primary school.
Although he has Down syndrome Suresh will grow up to live a healthy happy and productive life if he has family, teachers and friends who will support him.
- **Learning Points**
- Every child can learn. Each child learns best with different teaching methods. Find suitable teaching methods that benefit a child the most, and use those methods to teach the child.
Jayani, you may remember, uses a wheelchair to get around because she cannot use her legs. She cannot even stand up.
When Jayani was registered at the ECCD Centre, her parents came to the Centre to meet the teacher and to talk about Jayani and her wheelchair. They pointed out that if the steps at the entrance to the Centre were replaced by a ramp it would be easier for Jayani to get in and out of the room. The teacher said she would see what could be done. She also said she would make sure the door to the toilet was wide enough for Jayani’s chair to get through.
The teacher spoke with the parents group when they next met and told them about the new girl who would be joining the Centre and her wheelchair. She told them what Jayani’s needs were. She asked them whether they would like to help make the Centre ready for her.
So the next weekend many parents came. With cement and sand that they had been given by the people who were building a house next door to the Centre, they replaced the steps in the Centre with a ramp. They also made the toilet door a little wider.
They had already made sure that the playground was level and safe for the children to play on, so it was also suitable for Jayani and her wheelchair.
The playground in the Centre has an activity garden, and Jayani can do many activities riding her wheelchair. When she needs help other children always come forward to push her chair. When they play games and Jayani has to move quickly she has many friends who want to be her partner and push her chair.
In the classroom the teacher gets the children to do many activities on a mat on the floor. Then Jayani too sits on the mat and works with the other children.
The teacher has arranged the tables and chairs in the classroom in a way that leaves space for Jayani to move in her wheelchair.
Jayani’s father has made a special table so Jayani can bring her legs on the wheelchair under the table. Then it is possible for Jayani to play and work at the table. The teacher places Jayani’s table right up against a table that other children are sitting at, so that all can play and work together.
Other children who have difficulty moving from place to place come to the Centre wearing braces on their legs and using a pair of crutches to walk with. They find it difficult to play games in which children have to run, and at these times the teacher calls a child like this to help her organize the games.
Sharma was born with a deformity in her right arm and now she cannot use that arm. The Public Health Midwife told the teacher that the muscles in Sharma’s arm are paralyzed. But she can do all the activities in the Centre using her left arm. Sharma can even throw and catch a ball so she joins in the ball games.
Fathima’s fingers are stiff and she has difficulty with holding pencils and crayons for drawing pictures. The teacher has made a handle with a piece of bamboo which she puts on the pencils and crayons that Fathima uses. Then Fathima can hold them.
Jayani has another special problem. Because her health condition affected the lower part of her body, Jayani does not know and cannot tell when she wants to pass urine or faeces. Jayani is having toilet training at home. But she still does not know and cannot tell in advance every time she wants to pass urine or have a bowel movement.
To continue toilet training in the Centre, her mother takes Jayani to the toilet as soon as she comes to the Centre and before she takes her home. In the middle of the morning one of the teachers takes Jayani to the toilet. By taking Jayani to the toilet often they reduce the chance that Jayani may pass urine and faeces without knowing it.
At the same time, her mother has made pads which Jayani wears under her clothes, so if she passes urine and faeces without knowing it, her clothes will not get soiled.
On rainy days it is difficult for Jayani’s mother to bring her to the Centre in a wheelchair because there are big pools of water on the road. So she covers Jayani in a raincoat and carries her to the Centre.
- **Learning Points**
- Certain assistive devices may be used to improve function and movement in children who have difficulty moving their arms, legs or bodies
- You can be innovative and creative and find ways of adapting Centre activities so that all children can participate in them
Deshika who could not hear at all, Riyaz who could hear a little and Kosala and Sithy who have difficulty with speech
Deshika
Deshika was unhappy when she started coming to the ECCD Centre because she could not know what other children were saying. And she could not say what she wanted to. She could not communicate and interact with other children and felt lonely and left out.
The teacher immediately started doing something to change this situation.
She spoke with Deshika’s parents and learned the signs that they used at home to communicate with Deshika. She observed Deshika closely and learned for herself other signs that Deshika used when she wanted to say something.
She started communicating with Deshika using these signs, and showed the other children how she did this. The teacher had learned from Deshika’s parents that it was best to use not just signs with the hands, but also to use expressions on the face and body movements and gestures with the hands to add meaning to what she was saying.
With expressions and gestures the teacher could show many feelings and emotions – that she was happy, sad, pleased, sorry, surprised and so on. The teacher also used to speak at the same time as she was doing this. Deshika used to watch the teacher’s lips. This is important, because later, when she is older and starts going to primary school, she will learn to read other people’s lips and to know what they are saying. This is called lip reading or speech reading.
Using all these ways to make it possible for Deshika and others around her to communicate with each other is called total communication.
While the teacher was learning more and more ways of communicating with Deshika, she was teaching the children these ways as well.
The children liked this and started using these same ways to say what they wanted to say to Deshika and to understand what she said. They learned to show her how to join in their games and to play with them.
When Deshika found that the other children wanted to be her friend, she too started using signs, expressions and gestures to tell them what she wanted to say.
At times this was difficult. But all of them found that the more they tried new ways of communicating with each other, the easier it became.
There were a few children who, instead of speaking as they should, started imitating Deshika even at home. Their parents were upset and told the teacher about their children’s behaviour.
The teacher spoke to all the children in the class about this. She explained that it was necessary to use different ways with Deshika, because this was her way of communicating. But the way that all of them communicated is by speaking, and this is how they should themselves communicate. Besides, it was not good to imitate other children in this way. Their parents also told them this. The children listened to their parents and to their teacher.
The teacher has arranged the classroom so that the children sit in circles and can see each others faces. When they are out in the garden where there is more space all of them sit in one large circle. This makes it easier not only for Deshika, but it helps all children to listen and to understand.
The teacher also stands and sits in places at which the children can see her clearly, especially Deshika. She makes sure that the light falls on her face and is never in shadow.
She waits until all the children are paying attention before she speaks. She also makes sure that her face is never covered – not by her hand or by what she holds in her hand. Again, this helps all children, not only Deshika.
When she is teaching, she uses drawings, pictures and objects of different kinds to add meaning to what she wants the children to learn. All children learn better with this method.
Some times Deshika finds it difficult to understand what the teacher is saying, and becomes irritable. At other times she finds it difficult to understand what her classmates are saying to each other. This makes her think that they are talking about her and she feels angry and is upset. Then the teacher comforts her and makes her understand what was being said by the other children. That it was not about her. That makes her feel better.
Deshika enjoys coming to the Centre and has made many friends. Her best friend is Maheshwary.
Riyaz
When Riyaz first started coming to ECCD Centre wearing his hearing aid, the other children were curious about this. They wanted to touch it and constantly asked Riyaz why he had it. This upset Riyaz and he did not like to wear his hearing aid when he came to the Centre.
The teacher wanted to help the other children understand why Riyaz had to wear the hearing aid. She knew that if their curiosity was satisfied, they would not worry Riyaz in this way.
She made up an activity to explain to the children why Riyaz wore the hearing aid. First, she made a cone with thick coloured paper and kept it ready.
Then she asked the children to block their ears with their fingers, and spoke to them. She asked them what she had said. The children said that they had heard her but what she said was not clear. The teacher explained to the class that because Riyaz had an illness when he was little, he could hear only sounds like they had heard, but the words were not clear.
Next the teacher used the cone and spoke into each child’s ear. She asked them what it felt like. They said that her voice was louder than usual and the words were easier to understand. The teacher explained that this is what the hearing aid did for Riyaz – made sounds louder and clearer. Riyaz was happy when the teacher explained this to his friends.
She also told the class that they should speak to Riyaz in the same way that they spoke to each other. They need not speak out loud or shout.
When there was a lot of noise in the classroom Riyaz would get upset and remove the hearing aid from his ear. This is because when there are lots of different sounds coming from the hearing aid, it disturbs him. The teacher is aware of this and tries to keep Riyaz away from very noisy places.
Some days the teacher notices that Riyaz is not able to hear very well. She talks about this with Riyaz’s father and they discuss whether it is time for Riyaz to have new batteries put in his hearing aid.
Kosala
Kosala has difficulty speaking. His language development is delayed. Because of this he does not speak as much as other children. He started speaking much later than other children. He was three years old when he said “Amma” and “Thaththa”. After he started coming to the Centre his vocabulary has improved quite a lot. Now he can say the names of many of his friends. The Medical Officer of Health has told Kosala’s parents that Kosala can hear very well, just like other children. He told them they should speak to him normally, like they do with other children.
If his speech did not show signs of improving to their satisfaction he will send them to a speech and language therapist. They would have to go to Kandy or Colombo for that.
Meanwhile the teacher does what she can in the classroom to help the development of Kosala’s speech. She makes sure that when Kosala wants to say something, he is given enough time to say it. When she asks him a question, she gives him time to answer it. She sometimes has to help Kosala say the word he should say, and then he repeats it.
Twice a week Kosala and his mother stay behind in the Centre with the teacher and all three work together on Kosala’s speech. The teacher uses picture books, rhymes and songs and story-telling to help Kosala speak new words and improve his language ability. His mother continues this at home.
Sithy also has difficulty speaking but in a way that is different from Kosala’s. Sithy has a stammer when she speaks. Sithy stammers when she starts to speak, but after a few words the stammer stops. With some children the stammer can continue for as long as they speak.
The teacher handles Sithy differently from Kosala. When she wants Sithy to answer a question or say something, the teacher informs Sithy beforehand that she will ask her. She does not ask Sithy to speak when Sithy does not expect it. The teacher does not correct Sithy when she stammers over words. Instead, she makes sure that she says these words correctly later, so that Sithy can hear them. She gives the children lots of group activities so that Sithy gets an opportunity to speak spontaneously with her classmates. At these times Sithy’s stammer is less.
- **Learning Points**
- The sooner children who have difficulty hearing learn to communicate, the better will be their language abilities.
- Total communication involves using speech, signs, facial expression, gestures with the hands and body movements. Use these methods when you communicate with children who have difficulty hearing and encourage them to use whatever methods that they can.
- Children who can hear but have difficulty speaking need to be given time to say what they want and should not have attention focused on the way they speak.
Sugath
When Sugath went to the eye specialist, the specialist examined him and said that he has low vision. The specialist said this because Sugath has difficulty seeing clearly objects that are close and also those that are at a distance. To him, the objects appear to merge into each other. They appear blurred and he cannot distinguish them.
Some children who have low vision can have it corrected by surgery. After that they can see very well.
But with Sugath, the specialist said that surgery would not help him. The specialist recommended that Sugath wear special spectacles. The lenses of the spectacles that Sugath wears are very thick and powerful. These help him to see things that are close up a little more clearly, but not all that well.
So the teacher uses some special techniques to help Sugath play and learn more easily at the Centre.
She always makes sure that Sugath sits in the front of the class so he can see the board. Sugath always sits so that he can see the teacher. He sits also in a place in the room where there is a lot of light, near a window or near the door.
When she makes drawings to put up on the wall or draws on the board, the teacher uses contrasting colours to make the drawings clearer. She is careful to use colour combinations for objects and backgrounds that will show up well – for example blue and red, purple and green and so on.
She does the same when she writes letters and words, and makes these large. She gives Sugath felt pens with large tips to write with. Sugath sometimes likes to use charcoal and makes his letters very clear and big.
Later, when Sugath starts learning to write letters, the teacher will ask Sugath’s father to make a “tilted board”. Then Sugath can place his book against the board and write on it. He will not need to bend over the flat desk to read what he writes.
Lakshmi
Lakshmi is a very positive child who is ready to learn. Her parents had told her about what she would do when she came to the ECCD Centre. They had told her that she would make friends with whom she could play. She was therefore very excited when she started coming to the Centre. Now she has a good relationship with her many friends.
The teacher remembers what Lakshmi’s parents had told her about the ways that Lakshmi learns. She compensates for not being able to see by using the other 4 senses that she has:
- she touches and feels
- she hears and listens carefully to sounds
- she brings objects like flowers and fruits to her nose to smell them and remembers their smell so she recognizes them the next time
- sometimes she licks a flower or a fruit that has no smell with her tongue to see if it has a special taste.
The teacher lets Lakshmi lick objects with her tongue because this is one way by which she learns. At the same time the teacher is careful that she does not lick any objects that could hurt her. The teacher also makes sure that toys that Lakshmi licks with her tongue are later washed and kept clean.
The teacher has adapted many of the ways by which she helps children learn so that Lakshmi too can learn the same things at the same time.
For instance when she shows children a ball and asks them to draw it, this is what she does. She lets Lakshmi touch and feel the ball so she knows its shape. Then on a piece of paper she draws a ball. Next she pastes a piece of string on the outline. Now Lakshmi can feel the shape of the ball and copy it using a piece of string.
Later in the same way she will also teach Lakshmi to write letters. Sometimes the teacher uses a tray of sand instead of the string.
- **Learning Points**
- To compensate for their loss of sight, help children to use their other 4 senses to play and carry out activities that will promote their learning and development.
Shashini, as we said earlier shows the following behaviours which are different from that of other children; she,
- does not concentrate on doing one activity for long
- finds it difficult to sit in one place and constantly moves about
- seldom completes what she is doing
- disturbs other children in the classroom
Shashini and her parents were referred by the Medical Officer of Health to the child psychiatrist in Colombo. Now she takes some medicine daily, and her behaviour has improved somewhat.
But the teacher uses some special ways of helping Shashini in the Centre. The teacher tries to help Shashini to cope with these different behaviours so she will benefit more from the Centre. She discusses these ways with Shashini’s parents and they all try together to help Shashini.
**Other differences in behaviour shown by some children in ECCD Centres are,**
- being easily distracted, fidgeting with hands and feet and constantly moving from one activity to another
- talking continually
- interrupting conversations and interrupting other children’s play and games
- not waiting for their turn
- doing things that are dangerous without thinking about the consequences
- liking to be alone and not interested in making friends
- not liking change
When a child behaves differently, explain this to the other children (in the absence of the child). Help them to understand that they should not be disturbed by it and upset by it. Explain that the child will most likely get over it in time and that they should be kind to the child.
Methods that teachers can use to help children behave in ways that will help them to get on with other children and to benefit more from the ECCD Centre
- seat the child in the front of the class, so distractions will be less
- stand near her when you speak so she will concentrate on you
- address the child by name
- always tell her what you want her to do rather than what you do not want her to do – be positive
- always inform in advance what you plan to do and how
- anticipate situations in which she may behave in an unacceptable way, and do an activity to try and avoid it
- When she does something that she should not, do not give her any reward or satisfaction for it. Then this behaviour will not be reinforced
When behaviour is not acceptable, tell her so firmly
Interact with the child when she is not behaving in ways that she should not. Explain that you care about her and that you understand what she is going through.
Show her love and concern. Show her that you care.
Find out the child’s strengths and plan activities that will help her to do well and gain confidence.
Find out what she likes to do and what her interests and talents are, and make sure you include those in your schedule.
Include the child in planning what you do.
Give her responsibility in the classroom and during activities.
Include small group activities whenever you can.
Watch her and support her when she has difficulty.
When giving her instructions and directions, keep them short without lengthy explanations. But be sure she has understood.
Help her to say what she wants to say. You can help her by asking questions such as “Who? What? Where? When? Why?” to help her think about what she wants to say.
Most important of all, when she behaves in acceptable ways, show her that you have noticed it and that you appreciate it. Show her that you are proud of it with praise and affection.
Catch her being good.
However small the improved behaviours are, reinforce them by showing your appreciation. This will help her to see the progress she is making, motivate her and give her confidence that she can do it.
**Learning Points**
- Each child’s behaviour is different. If however a child behaves in ways that disturbs others, then help that child to realize it and behave in more acceptable ways.
- When you select ways to help the child, first observe the child to find out why she behaves like this. Help the child to improve her social skills taking into consideration these reasons.
Kumar loves to come to the Centre. His father has made a special seat for Kumar on the back of his bicycle. Kumar comes to the Centre in this special seat.
Jayani goes to the Centre in the next village. When Kumar was registered at the Centre, the teacher spoke with Jayani’s teacher, because both Kumar and Jayani have difficulty moving from place to place. While Jayani uses a wheelchair, Kumar uses a walker. They both need the same adaptations in the Centre and classroom to enable them to participate in the activities at the Centre and to learn and play.
Kumar has cerebral palsy. This has affected Kumar’s ability to move and his ability to maintain his balance and his posture. This is why Kumar uses a walker.
Some children who have cerebral palsy may not be able to control their balance and their posture to such an extent that they are unable to sit and stand. These children may need to use a wheelchair. Other children who have cerebral palsy may have poor balance, but may not require any assistive devices to help them to move from place to place.
Kumar’s condition will not get worse as he grows older. In fact, with proper handling, the effects that cerebral palsy has on Kumar’s life can be reduced. It is important for Kumar to be seen by a doctor who may refer Kumar and his parents to a physiotherapist. The physiotherapist will show Kumar and his parents how they can help to reduce the effects of cerebral palsy through doing special movements and exercises and by adopting certain postures.
As well as cerebral palsy, Kumar also has difficulty with his speech. He finds it difficult to say the words that he wants to use. The teacher recalls what she learned about Kosala and uses that knowledge to help Kumar improve his speech.
When Kumar’s parents first brought Kumar to the Centre they told the teacher that Kumar sometimes has fits. They told her that the type of fits that Kumar has is called epilepsy. The doctor had told them that it is caused by a difference in the way that a small part of Kumar’s brain works.
The doctor has given medicine which Kumar takes every day both in the morning and in the evening. Since he started taking this medicine the fits are much less. But he still occasionally has them. He has a fit about once a month.
They explained to the teacher what happens when Kumar has a fit and what she should do if this happens when Kumar is at the Centre.
**Dealing with the fits that Kumar sometimes has in the Centre**
When Kumar gets a fit he falls to the ground. Kumar knows that this is going to happen and cries out before he falls down suddenly. Other children who have epilepsy may not know that this is going to happen and they just fall down.
Kumar’s body first becomes very stiff and then it becomes loose.
His arms and legs move about in an unusual way. A little froth or saliva comes out from the corner of his mouth.
Sometimes he passes urine and faeces without, of course, knowing it. His parents have given an extra set of clothing for the teacher to keep at the Centre so he can change clothes if this happens.
A fit lasts only for a very short time. Kumar is not in pain.
With some children, the teacher may see when a child is going to have a fit. The child may suddenly stop what he is doing and stare into space. Or the head or face may move in an unusual way. Or the eyeballs may roll upwards. Or the child makes unusual sounds and movements.
Many people are afraid when they see a person having a fit. This is especially so with children. Because of this, the teacher has explained to the other children in the class about fits by making it into a story, and made sure that they will not be afraid.
She has also showed the other children what they should do if Kumar has a fit. She has told them to tell her at once. She has told them not to be upset because Kumar will be alright and will get over the fit soon. She has asked them to sit down in their places and wait for Kumar to wake up.
What the teacher does when Kumar has a fit: She
- lays Kumar down in a safe place on the floor
- tells the other children not to be afraid, Kumar will be alright soon, and she asks them to sit down in their places
- loosens Kumar’s trousers and removes his shoes
- turns Kumar onto his side and places his head in a way that makes Kumar’s tongue fall forward. In this way she makes sure that Kumar will not swallow his tongue. Also, any saliva that is in his mouth will fall out and Kumar will find it easier to breathe
- sits near Kumar until he wakes up and knows what is happening around him
- comforts him when he wakes up and strokes his brow
- spreads out a mat close by and lets Kumar have a rest
- goes back to be with the other children and reassure them that Kumar is alright
- if Kumar has hurt himself when he fell she will attend to it. If the cut or bruise is bad she will send word to his parents to come and take Kumar to the doctor
The teacher knows that she must never do the following during the fit;
- put anything in Kumar’s mouth
- give Kumar anything to drink
- give Kumar any medicine
- stop any of the unusual movements of Kumar’s body
- put anything on Kumar’s skin
Now everyone in the class, the teachers, the children and the parents who come to help on different days all know what to do if Kumar has a fit while he is at the Centre. Kumar’s parents are happy about this.
● Learning Points
○ A few children who come to ECCD Centre may have more than one disability. First assess the child to find what strengths and abilities the child has.
○ Help him to develop these. Help him also to overcome the effects his disabilities has on his learning and development
12 Recognizing children who may have disability
Now that you have some knowledge about children who have disability you may be able to recognize disability in children.
Look out for children who appear to have problems at the Centre. The problems may be related to the way they
- hear and listen
- understand and learn
- see and observe
- move and use their arms, legs and bodies
- respond and behave.
If you think a child has a problem, observe the child well. Ask yourself these questions when you observe the child
What is the problem the child has?
Why does he or she have this problem?
Does she play and learn as you would expect her to?
Does she play and learn like other children of her age?
Does she hear what you and other children say to her?
Does she hear, but not understand what you and other children say to her?
Does the child have difficulty seeing what you hold up in your hand or put up on the wall?
Does he want to come up close to look at an object?
When you show him something that is far away, can he see it?
Does he screw up his eyes when he looks at something?
Do his eyes look different from that of other children (has a squint)?
Some times it is difficult to know it when a child has difficulty hearing. So below is more information about how you could recognize if a child may have difficulty hearing.
Think about what you know about Deshika and Riyaz.
A child who cannot hear very well may be watching your face and your lips to try to understand what you say.
You may know that he is intelligent, but to your surprise when you explain something new, he does not learn as fast and as much as other children. He appears to learn best by watching what you and other children do.
He may become irritable and angry often. When you observe this behaviour to find out why this happens, you find it is because he does not know what has been said.
Sometimes it is difficult to decide whether a child is not learning well because she has difficulty hearing or because she has intellectual disability. You yourself cannot decide this.
What you should do if you think a child may have disability
If you feel that a child has a problem which may be linked to disability, discuss this with the child’s parents.
Most parents will discuss this willingly with you. If they too agree that the child has a problem which they have not identified before, suggest that they meet the Medical Officer of Health to discuss this. Or they could see any other doctor about it.
A few parents do not like to feel that there is anything wrong with their child. If you meet parents like this, be gentle with them. With tact, help them to see the problem the child has. If they still do not listen to your doubts, meet the public health midwife. Tell her about your observations. Ask her if she could come to the Centre, see the child and speak to the parents together with you. Try to persuade the parents that the child should see a doctor.
● Learning Points
- The sooner a disability is recognized and the sooner appropriate interventions are started, the brighter will be the child’s future
You will be making sure that you meet the parents of the children in your Centre often and you would have found that this is very useful. Working with parents and other family members of children who have disability is just as useful and is very important.
Listen to what parents have to say about their child. Observe what their expectations are about the child. Talk with them and inform them about what activities their child is doing at the Centre. Ask parents to continue doing these activities in the way that they can at home. Learning is increased when a child repeats an activity often.
When you talk with parents, help them to realize that the ECCD Centre is an extension of the home where the child’s learning and development are concerned. You as a teacher support the child at the Centre and the family of the child supports her at home. The child benefits most when all of you work together.
Discuss with parents the ways by which a child learns best. Share what you have found with parents. They may have ideas and suggestions for you. Ask them about these because otherwise they may not tell you.
Inform parents about the progress that their child makes and about what she has learned.
If the child has a problem at the Centre tell her parents about this. Discuss with them and find ways of solving the problem
In your ECCD Centre, have the parents come together to form a Parents Group?
If there is one, you will already know how useful this is. The parents (and sometimes other members of the family) come together to share their children’s experiences in the Centre and their own thoughts and feelings. They discuss their children’s achievements, and problems children may have at the Centre. They help to solve these problems together with you.
They also discuss ways of how they can help to improve the ECCD Centre. They get together and do what is necessary to improve the Centre.
If there is no parents group in your Centre, speak to parents and ask them whether they think one would be useful for the children and for the Centre.
When you need any help with a particular activity that you are doing, you can ask the Parents Group whether they would like to help you. This way you can involve the parents when the children have a dance performance or evening camp, or when you are making an activity garden or learning circles for the children and so on.
Make sure that parents of children who have disability are also members of the Parents Group. Also that they join in the activities of the group, just like other parents.
● **Learning Points**
- Working with parents and other family members is an essential component of Early Childhood Education. Learning and development that takes place with each child at the ECCD Centre must be repeated and reinforced at home to have the best and lasting effects.
14 Involving the Community
There are many members of the community around any ECCD Centre who will be interested in it. Individuals and community groups are naturally interested in supporting the early childhood education of the children who are the future of their own community.
Parents of the children who come to the ECCD Centre are also of course part of this community and may be members of some of the community groups and organizations. For example the women’s group, the farmers association and so on.
Do you have contact with other members and groups in the community in which your ECCD Centre is located?
Some of the community members and groups who could help and support the ECCD Centre in different ways are given below:
- **The Public Health Midwife**
The Public Health Midwife is responsible for the health all the children aged 0 – 5 years. She monitors their growth and development and knows them and their families.
You can speak with her and ask her if there are any children she knows of who are not going to an ECCD Centre, especially children who have disability. Discuss with her how the two of you could work together to get these children to attend an ECCD Centre. If yours is too far away, you could help them to find a Centre closer to their home.
You could invite the Public Health Midwife to speak with the children about the importance of good hygiene and good health habits.
The Public Health Midwife can help the parents to meet the Medical Officer of Health in your area if a child has a health problem.
- **The Medical Officer of Health**
The Medical Officer of Health has the responsibility of providing health care for all the children aged 0 - 5 years in his area. He has clinics in his office and in other parts of the division, and he will see children at these clinics.
When parents want to get advice from the Medical Officer of Health about a child’s health or health condition, they can ask help from the public health midwife to do this. She will know the Medical Officer of Health’s clinic programme for the month.
- **Local Religious Leaders**
Involving a local religious leader in your Centre will be valuable to promote the children’s spiritual development. If a local religious leader is not involved in your Centre speak to the parents about this. Ask them whether they would like you to invite a religious leader to take an interest in the ECCD Centre.
- **The Grama Niladari**
As you know, the Grama Niladari is the person who is most familiar about the people who live in the community. She collects information regularly about the families in her division. She will know about any children who do not go to an ECCD Centre.
Ask her whether she knows any children who have disability who do not go to an ECCD Centre. She may also know why these children do not go to an ECCD Centre. You could request the Grama Niladari to speak with these parents about why it is important for them to go to an ECCD Centre. Or you could visit the home and speak with these parents yourself.
Women’s Group, Farmer’s Association, Youth Club, and other Community Organizations
You may wish to contact these groups and tell them about your ECCD Centre and about the way it helps children.
They may like to get involved in helping the Centre. They may like for instance, to do shramadana and make an activity garden or learning circles for the children. If you already have an activity garden they may have ideas on new activities that could be added to it.
They may like to help you to teach the children different activities. Someone from the groups may like to come and teach the children something special – dancing for instance.
Others may offer to help when you take the children out on trips to places in the community – the park, the police station and so on.
Learning Points
- Find out what resources there are in the community who could help children in the ECCD Centre. Get to know these resources and find ways of involving them in Early Childhood Education in your town or village.
15 Referral and Support Networks
There are many services outside your community which could also benefit children in your Centre either directly or indirectly. Here are some of them:
- **Hospitals and Medical Specialists**
If the Medical Officer of Health thinks that a child would benefit from the services of a medical specialist, he will refer the child and the parents to such a specialist. He will tell them where the specialist can be seen and how to find her. Some specialists are located in Base hospitals, while others may be found in Provincial or Teaching hospitals.
The Medical Officer of Health may refer the child and parents to a paediatrician, ear, nose and throat specialist, eye specialist, orthopaedic specialist, a child psychiatrist or to another specialist.
- **Other Health Professionals**
The Medical Officer of Health or one of the other medical specialists may sometimes refer a child and parents to another health professional. Some of these professionals are,
**Physiotherapist**
The physiotherapist helps to restore and improve the way a child’s body moves and functions. She does this using techniques to improve movement and mobility, to strengthen muscles, and to improve coordination and motor skills. The physiotherapist will also advise the child and parents about special assistive devices that the child can use to improve the function of her body or of her hands, arms and legs.
**Occupational Therapist**
The occupational therapist focuses on practical and self-help skills that will improve the child’s daily activities such as dressing, feeding, toileting, playing and interaction with other children. She will advise the child and parents on what they can do at home to improve the child’s quality of living. She will also advise the child and parents about special assistive devices that the child can use to improve the child’s daily activities.
**Speech and Language Therapist**
The speech and language therapist uses special techniques to develop or bring about improvement in communication skills, including speech and language abilities.
The speech and language therapist is also able to help children who have autism and their parents. She gives advice about what they could do to improve the child’s daily interactions. Autism is a health condition in which a child may have difficulty communicating, socializing and adapting to other people, to his surroundings and to change. The child has difficulty making friends.
If a child in your Centre is diagnosed as having autism, meet the Medical Officer of Health and ask her about this condition. Ask what you can do about it.
**Nutritionist or Dietician**
A child who has a health condition caused by a nutritional problem may be referred by the Medical Officer of Health to a nutritionist or a dietician in the hospital. She will advise the child and parents what kind of food the child should eat, at what times and how it may best be prepared.
**o Social Service Officers**
You may know that there is a Social Service Officer working in the Divisional Secretariat. Did you know that the Social Service Officer can help parents obtain certain kinds of equipment prescribed for a child by a medical doctor?
The Social Service Officer may be able to help children and parents obtain, for instance, hearing aids, spectacles, wheelchairs and crutches. Parents who need help to get any of these can meet the Social Service Officer in the Divisional Secretariat and find out about this.
**o Child Rights Promotion Officers and Early Childhood Development Assistants**
There is a Child Rights Promotion Officer in every Divisional Secretariat. There are Early Childhood Development Assistants in some Divisional Secretariats. Get to know these officers in your Divisional Secretariat. You can then go to them for guidance regarding any matters related to the children in your Centre and for advice and help that you may need.
**o Zonal Education Office**
Parents of children who have disability can get advice and help from the Zonal Education Office to get a place for their child in a primary school.
If a parent needs advice or help, arrange for them to meet the Zonal Education Officer who is responsible for children who have disability.
It would be good if you yourself meet this officer beforehand and get to know her. Then you will be in a better position to give more help to a child and parents who need support.
**Non-Governmental Organizations**
There may be non-governmental organizations working in your district who may be interested in supporting early childhood education in different ways.
Some non-governmental organizations for instance, support the further education of ECCD Centre teachers. You could find out whether there are such possibilities either from the Social Service Officer, the Early Childhood Development Assistant or from the Zonal Education Office.
**Learning Points**
- There are many resources outside your community that could contribute to the learning and development of children. Some can contribute to the improvement of the ECCD Centre. Find out what these resources are, and contact them when necessary.
References:
Helander, Mendis, Nelson & Goerdt, Training in the Community for People with Disabilities, WHO Geneva, 1989
Training Manual for Preschool Teachers, Sarvodaya Child Development Institute, Sarvodaya, Sri Lanka, 2000
Play But Not Play, Activities for Early Childhood Development Centres, Resource Manual. Children's Secretariat, Ministry of Women's Affairs, Save the Children and UNICEF Sri Lanka, 2004
The Activity Garden, Save the Children Norway, Sri Lanka, 2002
Learning Circles for Early Childhood Development Centres, Save the Children in Sri Lanka, 2003
Susie Miles, Inclusive Education, Save the Children UK.
Low Vision, http://www.sightsavers.org
Internet Resources for Education, http://www.library.jcu.edu.au/Educ/
Mental retardation. http://www.cdc.gov/ncbddd/dd/ddmr.htm
Children who have Disability in ECCD Centres
Reviewing this Resource Book
This Resource Book is being continually reviewed to keep it updated and to make it as relevant as possible. The teaching methodology used in connection with the training of teachers is also being reviewed.
We thank you for participating in this process and would appreciate your comments, views and suggestions. Please use the following headings if possible:
1 Relevance:
1.1 Topics to be added
1.2 Topics to be deleted
1.3 Socio-cultural suitability
2 Usability:
2.1 How does it read?
2.2 Language style
2.3 Illustrations
2.4 How easy/hard is it to understand?
2.5 How easy/hard is it to use as a reference book?
3 Mistakes and inaccuracies
4 Effectiveness of teaching methodologies
4.1 Weaknesses
4.2 How can these be improved?
5 Any other comments
Please return your comments and suggestions to:
The Strategic Programme Advisor ECE/ECCD
Save the Children in Sri Lanka
58A Horton Place
Colombo 07
Thank you! | 376fa38e-47aa-4db1-8c0a-e5b388398699 | CC-MAIN-2021-49 | https://www.eenet.org.uk/resources/docs/ECCD_Disability_Manual.pdf | 2021-12-04T00:49:56+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362923.11/warc/CC-MAIN-20211204003045-20211204033045-00160.warc.gz | 778,422,343 | 14,911 | eng_Latn | eng_Latn | 0.976408 | eng_Latn | 0.998961 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"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",
"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",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
106,
226,
755,
759,
2800,
3972,
4777,
4783,
5619,
6595,
7090,
9123,
10396,
11804,
12800,
14660,
15782,
17224,
18873,
20436,
20886,
21724,
23329,
23869,
25332,
27100,
27832,
28916,
30274,
31518,
32189,
33946,
35394,
36519,
38497,
39881,
41273,
43124,
44404,
45061,
46321,
47331,
48158,
49108,
50629,
52201,
53688,
54790,
55196,
56859,
57903,
58812,
59967,
60747,
62035,
63807,
64813,
66930,
68952,
70007,
70810,
71836
] | [
3.640625,
3.296875
] | 1 | 0 |
Proposal 2 - Preschool
- 18 months of preschool
- Zoning for preschools
The Importance Of Preschool
15 year old students who had attended pre-primary education perform better on international literacy and numeracy tests, than those who did not.\(^4\)
Students who went to preschool for more than a year scored on average 54 points higher on PISA tests.\(^4\)
In Australia, students who went to preschool for more than a year, scored nearly 40 points better – a full year of schooling.\(^4\)
Higher reading scores are linked to children receiving more than one year of preschool – South Australia’s enrolment policy entitles children to only 40 weeks of preschool.\(^4\)
Worldwide, 72% of students attend more than one year of preschool.\(^4\)
OECD data shows that increasing the duration of preschool by one year results in an increase of 10 points in PISA scores.\(^4\)
AEDI - The Need For Preschool
The Australian Early Development Index (AEDI) shows us the level of development our children have reached as they start school.
Information is collected on over 95% of Australia’s five year olds\(^5\) - including 17,355 South Australians.\(^6\)
Of those children, 23.7% SA children were found to be ‘developmentally vulnerable’ in one or more of five key areas. This is higher than the national figure.\(^6\)
South Australia is the only state which recorded a significant increase in the number of developmentally vulnerable children since 2009, and therefore an increase in the number of children who are starting school unprepared.\(^6\)
Preschool In Australia
Participation in early childhood education is low in Australia. Only 13% of 3 year olds are enrolled in programs - compared to the OECD average of 67%. This is a decrease on 2005 figures.\(^2\)
Enrolment for 4 year olds is also below the OECD average.\(^2\)
In terms of the percentage of GDP spent on early childhood education, Australia ranks dead last among OECD countries - spending just 0.1%.\(^3\)
- Two thirds of countries start school at age 6.
- One fifth start school at age 7.
- Australia is one of only 5 nations that start school at age 5.\(^3\)
While Australia’s literacy & numeracy standards decline, the rest of the world has realised that more preschool is the key.
Zoning
Preschools in South Australia are not zoned. Unlike primary and secondary schools which are required to provide places for children in their local area, there is no guarantee parents can place their children in their local preschool.
General procedure is that once a preschool reaches capacity, eligibility to enrol is determined based on proximity to school and special needs.\(^7\)
However once the site is full, it’s full, and the only option is to try others further from home - sometimes far from home.
OECD research shows that children from disadvantaged backgrounds are most likely to miss out on preschool - and capacity constraints in subsidised preschools is a key reason why.\(^4\)
The new intake policy will only exacerbate this problem. Many preschools are already at capacity for 2014 and have been since mid 2013. Parents are being encouraged to put their children on the waiting list now, if they want them to have a place in 2015.\(^8\)
Current Situation
The new ‘Same First Day’ policy means that from 2014, children are only able to start preschool at the beginning of term one. The maximum amount of time they can then spend at preschool before they start school (which they also must do in term one) is therefore one year.
Aboriginal children and children under the guardianship of the Minister are entitled to start preschool after they turn three, regardless of which term that should fall in.
Children with additional needs may be entitled to start preschool two terms early however for only one or two sessions a week.
Conclusions
All the evidence shows that preschool is essential to give kids the start they need to be successful throughout their education, and beyond.
OECD and PISA data tells us that children are most likely to succeed if they receive more than one year of preschool. South Australia’s current policy guarantees that children receive no more than one year of preschool.
The lack of zoning of SA’s preschools also has a detrimental effect on our students; those children who need it the most are not guaranteed a place at their local preschool.
For many children, if they are not able to attend their local preschool, they will miss out on preschool altogether – due to the difficulties for parents trying to transport young children long distances.
SAASSO Proposal
- That the State Government increase the entitlement to preschool education from 12 months to 18 months, for all children.
- That the State Government introduce zoning for preschools to ensure all children are guaranteed a place in their local preschool.
Australia is in a minority of countries starting school at age 5, after comparatively little preschool education.\(^3\)
- Students in Finland, a star of the OECD’s PISA tests, begin 9 years of compulsory schooling at the age of 7.
- Fellow education superpower, South Korea, also doesn’t start formal classes until age 7.
- European countries like Austria, Belgium, Czech Republic, France and Spain start school at 6, as does the USA and Canada.
- England, which like Australia starts school at age 5, ranks 26th in reading and 28th in maths.\(^6\)
In England, the ‘Too Much Too Soon’ campaign is lobbying to have the school starting age raised to 7. Proponents cite evidence that “children who enter school at 6 or 7 – after several years of early childhood education – consistently achieve better educational results as well as higher levels of well-being”.\(^10\)
Researchers from John Hopkins University state that, “for every dollar spent on preschool, somewhere between four and eight dollars is saved later in social service costs to society”. Research shows that “in addition to short term effects on academic achievement, long term effects include fewer arrests, fewer teenage pregnancies and higher employment”.\(^11\)
A British study concluded that:
- More time at preschool results in better intellectual development.
- Disadvantaged children tended to spend less time in preschool.
- Disadvantaged children benefit significantly from good quality preschool experiences, especially where they are with a mixture of children from different social backgrounds.
- Children make better progress at preschools where staff have higher qualifications.\(^12\) | cb107b29-6c57-4a92-ab63-c770454e621a | CC-MAIN-2021-21 | https://www.saasso.asn.au/wp-content/uploads/2014/11/SAASSO-Election-Submission-2-Preschool.pdf | 2021-05-08T07:27:56+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243988850.21/warc/CC-MAIN-20210508061546-20210508091546-00620.warc.gz | 1,012,861,936 | 1,368 | eng_Latn | eng_Latn | 0.997907 | eng_Latn | 0.998125 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
2264,
4856,
6526
] | [
2.984375
] | 1 | 0 |
Paths to a Renewable North
A PAN-TERITORIAL RENEWABLE ENERGY INVENTORY
A NORTHERN VISION: A Stronger North and a Better Canada
Paths to a Renewable North
A PAN-TERRITORIAL RENEWABLE ENERGY INVENTORY
This document is a part of
A NORTHERN VISION: A Stronger North and a Better Canada.
For more information, please visit: www.anorthernvision.ca
A NORTHERN VISION: A Stronger North and a Better Canada
CONTENT
| Topic | Page |
|-----------------------------|------|
| INTRODUCTION | 6 |
| BACKGROUND | 10 |
| HYDROELECTRICITY | 16 |
| SOLAR ELECTRICITY | 18 |
| SOLAR HEATING | 20 |
| WIND | 22 |
| BIOMASS | 24 |
| GEOTHERMAL | 28 |
| RESIDUAL HEAT RECOVERY | 30 |
| OCEAN CURRENT AND TIDAL ENERGY | 32 |
| ENERGY EFFICIENCY AND CONSERVATION | 34 |
| A RENEWABLE NORTH | 42 |
| TERRITORIAL PRIORITIES | 52 |
| TERRITORIAL PRIORITIES: NWT | 53 |
| TERRITORIAL PRIORITIES: YUKON | 56 |
| TERRITORIAL PRIORITIES: NUNAVUT | 57 |
| CONCLUSION | 61 |
A NORTHERN VISION: A Stronger North and a Better Canada
INTRODUCTION
Providing energy to meet the needs of Northern households, communities, and industry in Canada’s three territories is difficult, but critically important. Currently, imported fossil fuels provide a large percentage of the heat and power used in Nunavut, Northwest Territories and Yukon. Dependence on imported fossil fuels puts us at an economic disadvantage; the three territories are vulnerable to high costs, price volatility and supply disruptions. The burning of these fuels also emits greenhouse gases that contribute to the changing climate that is affecting the North.
At the 2009 Northern Premiers’ Forum, the three territorial Premiers committed to developing an inventory of current and future renewable energy resources. This inventory describes the current state of renewable energy use in the territories, outlines actions being taken and describes policies under development to increase renewable energy use in the North. Finally, the inventory highlights the geographic and policy contexts faced by each territory that shape our distinct opportunities and challenges in the development of renewable energy.
A NORTHERN VISION: A Stronger North and a Better Canada
Work to encourage the growth of renewable energy in the Northwest Territories is guided by the comprehensive policy and planning framework articulated in *Energy for the Future: An Energy Plan for the Northwest Territories*, and in the *Northwest Territories Greenhouse Gas Strategy: 2007-2011*.
Key energy priorities in the Northwest Territories Energy Priorities Framework identify specific initiatives and investments that can be undertaken immediately, such as providing residents and communities with the tools required to manage their own energy use through energy conservation and efficiency. Investments in alternative energy sources and the application of emerging technologies are also key objectives. The Department of Public Works and Services and the NWT Housing Corporation are working to improve the energy performance of buildings and public housing that they construct and maintain.
The Northwest Territories Biomass Energy Strategy and draft Northwest Territories Hydro Strategy seek to implement alternative energy investments to increase the use of wood products and water resources to heat and power northern homes and businesses. The Government of the Northwest Territories has three programs to assist residents and communities address the high cost of energy and take steps to reduce their greenhouse gas emissions. These are the Energy Efficiency Incentive Program, the Energy Conservation Program, and the Alternative Energy Technologies Program. Advice and technical support for residents and communities on energy efficiency is provided by the Arctic Energy Alliance, a not-for-profit organization supported by the government.
BACKGROUND
The Canadian North is experiencing some of the most rapid and intense climate changes on the planet. Average annual temperatures in many northern communities have increased by two to three degrees Celsius over the last fifty years. This warming trend is expected to increase as long as global emissions of greenhouse gases continue at current rates (Arctic Climate Impact Assessment, 2004). Melting permafrost and changing ice conditions are already affecting infrastructure foundations and making transportation systems less reliable.
While global efforts will be needed to reduce levels of greenhouse gases in the atmosphere, we recognize each territory’s responsibility to take actions to control our own emissions. Each territory has established climate change and energy plans that include actions to reduce energy use and develop renewable energy sources. Energy conservation and efficiency are key tools in the broader energy planning context and provide short term environmental and economic returns on investment. One example of how the territories are encouraging efficiency is the provision of incentives to residents for energy retrofits and the purchase of energy efficient appliances.
The territories recognize the importance of taking a strategic approach to developing renewable energy sources. Production of energy through sources such as hydro and wood already provides important economic benefits. Expanding the use of these energy sources and developing wind, solar, geothermal and tidal energy will require strategic planning and targeted investments.
Strong partnerships are also needed so that the development of renewable energy resources benefits all northern residents, including our partners in Aboriginal governments and organizations, industry, and all levels of government. Community involvement is essential for developing locally available renewable energy sources.
Existing Energy Systems
Systems of energy generation and use vary across the territories. Hydroelectricity has been an important source of power in Yukon and the Northwest Territories for many decades. Most energy for heating is derived from petroleum, although wood has always been an important source of home heating in Yukon and the Northwest Territories and even powered the early steamboats. Natural gas is also used in two communities in the Northwest Territories for both heat and power. Diesel-fired power generation provides the remaining electricity and heating needs in the three territories, including the vast majority of energy generation in Nunavut.
A megawatt (MW)
A megawatt (MW) in the context of this inventory measures the amount of electricity or heat a generating unit can produce from a given fuel. A typical coal powered power station in southern Canada has a generation capacity of around 600–700 MW of electricity.
Energy in watt hours is the multiplication of the generation capacity in watts and time in hours. A megawatt hour (MW-h) is equal to consumption of 1,000 kilowatts over one hour.
Total electricity generation in all three territories over a year by source in megawatt hours (MW-h).
Total heat generation over a year by source in MW-h. These graphs provide a useful starting point to compare the types of energy systems currently fuelling the territories as well as the total energy consumption for electricity and heat.
Total installed electrical generation capacity includes backup capacity fuelled with diesel for emergency situations when the primary sources of electricity generation fail. Diesel generators have been chosen because of their reliability and affordability. Even though a community may rely on hydro power as its primary source of electricity, diesel generators are also installed and maintained near the community.
The canoe is a symbol of our culture and heritage, and we are proud to continue the tradition of using these vessels for transportation and recreation.
The water is calm and still, reflecting the surrounding trees and sky. The air is cool and crisp, with a gentle breeze rustling through the leaves. The sound of birds chirping and the rustling of leaves create a peaceful ambiance.
Hydroelectricity has been generated in Yukon and the Northwest Territories since the 1940s. Hydro projects were often developed with significant federal investment to coincide with the opening of a new mine, which was the anchor customer to finance the project. These projects provide the hydro generation capacity that now supplies significant portions of the electricity used by residents in Yukon and the Northwest Territories.
The territories have some of the best undeveloped hydroelectric resources in Canada. Each territory has identified significant hydro potential that could be developed over the long term and has active plans for new generation or transmission lines that will be developed over the next three years.
There are considerable challenges, however, in realizing hydro potential: cost, lack of capital, the need to guarantee customers, and environmental and socio-economic impacts. Hydro projects have high capital costs that governments have to finance while trying to avoid increasing rate charges to customers. There are also community concerns about development on some rivers, and logistical difficulties as many potential hydro sites in the Northwest Territories and Nunavut are located too far away from consumers.
The Government of the Northwest Territories (GNWT) is currently finalizing a draft hydro strategy. The strategy will comprise 13 key actions to ensure that residents of the Northwest Territories are positioned to build upon the existing hydro legacy. For example, hydro development, including the Taltson Dam expansion, mini-hydro projects for selected communities, and extension of the existing electricity grid are key priorities in which the GNWT will continue to invest. Recently, the Northwest Territories Power Corporation installed a small in-stream hydro turbine that is now being tested on the Mackenzie River near Fort Simpson.
Solar photovoltaic panels transform solar radiation into electrical energy using a thin layer of semiconductor-based cells, usually made of silicon, spread on a panel. Photovoltaic panels operate well at sub-zero temperatures due to lowered resistance in electrical components. In addition, snow reflection increases solar intensity and in northern climates, photovoltaic panels often outperform their rated capacity. The experience in the territories has demonstrated that photovoltaic technology is reliable when tied into batteries to reduce the amount of fuel used by small gas or diesel fuelled generators. These small hybrid photovoltaic systems are cost effective sources of renewable energy for off-grid camps and residences.
A problem for integrating photovoltaic technology in northern communities is the seasonal availability of the sun. Abundant sunlight in the summer can provide an almost continuous source of electricity that is shortened or non-existent during the cold, dark winter months when electricity demand is highest. This problem can be addressed by tying a photovoltaic project into an existing
electrical grid, which can diversify the electricity supply and offset diesel power production or allow water to be stored in hydro reservoirs.
Photovoltaic electricity is more expensive per watt to install than conventional diesel or hydroelectric sources. However, prices for photovoltaic technology have been declining in recent years and will continue to fall as global market demand and production capacity increases and research for this technology continues.
Integration of photovoltaic power into community grid systems is being considered in Yukon and the Northwest Territories through pilot projects to gain an understanding of distributed generation issues. For instance, in Yukon a combined solar heat and power application is operating at the Yukon College in partnership with the Northern Research Institute. All three territories are working to develop policies and pricing for self-generated or non-utility electricity sold back into the grid.
Current and planned photovoltaic capacity in the North. Note: all graph data is from 2007.
A NORTHERN VISION: A Stronger North and a Better Canada
Solar air and hot water heating are relatively simple and robust technologies. Water-based systems absorb heat from the sun in enclosed solar collector panels and transfer that heat through an exchanger to be stored in an auxiliary hot water tank. This heated water can then be used for space heating or as pre-heated domestic hot water. Solar energy can also be used in a similar fashion to pre-heat air directly. This pre-heated air can then be used for space heating. A solar heating system can offset over 50 per cent of household annual hot water and heating costs by significantly reducing the large amounts of electricity or fossil fuels that standard heaters typically consume. Like photovoltaic panels, this form of solar energy is most available in the spring and summer when the sun is strongest.
Currently, residents of the Northwest Territories produce 79 MW-h of heat per year from solar hot water heating. This is roughly the same amount of heat needed to replace 50 per cent of the heating load for hot water in 40 households. Planned upgrades for eight seasonal swimming pools are estimated to produce an additional 22 MW-h of heat per year. The overall potential for solar hot water heating is vast. If all 41,000 households in the three territories were to install solar domestic water heating it would result in a saving of 80,000 MWh.
Wind energy technology is important to the long-term energy supply of Northern Canada. Many isolated, diesel-dependent communities in the Arctic islands of Nunavut and the Northwest Territories have no source of locally available renewable energy other than solar, which is only available for half the year.
There is potential for wind technology to be developed in the North, but significant challenges remain leading to high costs. Wind turbines need to be located close to communities to reduce the cost of constructing transmission lines, and integrating wind projects with existing power producing facilities is a technical challenge. Other challenges include training of local maintenance staff and operators, locating functional technology for cold weather, and the lack of cranes for hoisting towers. As in other Canadian jurisdictions, wind development in the North requires careful testing and precise turbine placement in order to design economical wind energy projects.
Despite these challenges, over ten years of experience in Alaska has demonstrated that wind power technology can be successful in reducing the amount of imported diesel required by remote
communities. Significant improvements in the control systems for wind/diesel integrated generation have been witnessed in recent years. A number of northern communities have sufficient wind resources to warrant further investigation into the feasibility of developing a full-scale wind energy project that could provide more than half of their electrical load.
Several wind energy projects have been completed or are being constructed in the territories. The Nunavut power utility company, Qulliq Energy Corporation, is working toward installing a wind-hydrogen-diesel generation plant in Cape Dorset, with hopes of deploying similar technology in other communities. Nunavut also has a 66 kilowatt (kW) turbine in operation in the town of Rankin Inlet.
The largest wind turbines in the North stand prominently on Haeckel Hill near Whitehorse in Yukon. These turbines have an installed capacity of 800 kW and have been operating since the 1990s.
The Hamlet of Tuktoyaktuk in the Northwest Territories is promoting a regional hub-and-spoke model based on the Alaskan experience. A 300 kW wind power project in Tuktoyaktuk could be operating as early as the summer of 2012. Building on the capacities raised from that project (the hub) can help to implement wind power in smaller, more remote communities in the region (the spokes) where some of the most promising wind regimes have been measured.
Biomass
Firewood for conventional woodstoves is harvested around most communities in the Northwest Territories and Yukon. On an annual average, woodstoves currently produce roughly 65,000 MW-h of heat in the Northwest Territories and 110,000 MW-h in Yukon. Nunavut is above the tree line and thus has no forests, although waste wood from packaging and construction is diverted from landfills and used for heat to a limited extent.
The future for biomass as a cornerstone energy source in the North is bright. The development of new efficient technologies has made wood a reliable source of energy for large-scale applications. Large wood pellet boilers can heat institutional buildings such as schools and offices. These types of boilers can also fuel district heating systems and generate electricity.
However, transportation and distribution systems for wood pellets are not well developed. This leads to higher transportation costs and vulnerability to possible supply chain interruptions. It is also extremely important that proper forest management practices be applied to ensure that the harvest of local wood supplies for this energy source remains sustainable.
The Northwest Territories Biomass Energy Strategy is intended to build on the growing interest in the territory for using wood and wood pellets. It promotes greater use of biomass as a clean and efficient source of heat and a means of creating a sustainable biomass economy employing northerners to harvest the heat energy they need.
Similarly, Yukon is developing a bioenergy strategy to provide a strategic approach for helping Yukon stakeholders achieve long-term economic and environmental benefits from biomass. There is considerable potential in Yukon to replace much of the fossil fuels used for heating buildings with wood.
First, district heating could potentially deliver heat to larger buildings in urban areas to replace the oil and propane predominately in current use. Wood could provide an alternative source of heat, in addition to electric heaters powered by surplus hydroelectricity or residual heat recovered from thermal electricity generation.
Second, development of bulk wood pellet production and delivery infrastructure in Yukon would allow smaller buildings, or those too far from a district energy grid, to produce the majority of their heat at a lower economic and environmental cost than with heating oil. Nunavut has very little in the way of biomass that could be potentially used for fuel. Biofuels made from fish waste from Nunavut’s emerging fishing industry might be an option in the future. Significant research is needed in this area.
Current and planned biomass projects in the North.
Note: all graph data is from 2007.
A NORTHERN VISION: A Stronger North and a Better Canada
A PAN-TERRITORIAL RENEWABLE ENERGY INVENTORY
Geothermal energy is heat from the earth. This heat generally increases as one digs deeper into the ground. Heat can be accessed by drilling or using pre-existing holes (mine shafts, exploration wells). Shallow systems for residential or commercial buildings using ground source heat pumps have limited application in the North. Cold ground temperatures in the bedrock of the Canadian Shield and permafrost are major limitations across much of the North.
There is considerable potential for geothermal energy from retired gold mine shafts under the city of Yellowknife. These mine tunnels and shafts are filling with water heated as high as 50 degrees Celsius and could provide a thermal reservoir for a district heat system that serves buildings in the downtown core. This project could provide as much as 20 MW of heating capacity.
A deep geothermal favourability map recently completed for the Northwest Territories indicates that there is a high potential that suitable temperatures to produce heat and power can be found at depths of two to three kilometres over a broad zone between Fort Simpson to Hay River. A pilot geothermal project that would provide 1 MW of electricity in Fort Liard is currently in the business plan development stage. Exploration drilling for natural gas in that region has already encountered water at 130 degrees Celsius.
In Yukon, interest in geothermal resources has primarily focused on heat pump systems associated with hot or warm aquifers. Haines Junction investigated the potential of using an artesian well (at a temperature of 16.9 degrees Celsius) for space heating in the community. The Town of Mayo has studied the potential of using two deep warm water wells to heat local government buildings. A 2.95 million dollar project has been initiated that will provide the First Nation of Na-cho Nyák Dun Government House with energy-efficient, sustainable, and low-cost central heating. The system will also be expandable to serve other buildings in the community. Currently, the City of Whitehorse uses low-grade geothermal resources (warm ground water) to keep its water pipes from freezing in the winter.
Studies of the total potential of geothermal energy in Yukon are promising. Yukon is estimated to have 500 – 1,500 MW of geothermal energy available for electricity production.
No studies have been completed in Nunavut in relation to geothermal heat, although thermal hotspots are known to exist close to the surface that could be used in the future.
While not generally considered a form of renewable energy, residual heat captured from diesel electrical generation in northern communities is an underused source of heat that will remain available as long as fossil fuel-based generation is used. Approximately one third of the energy in the fuel used in diesel generation is converted into electricity. Another one third of the heat energy is transferred into cooling waters, but this heat can be easily recovered and used to heat nearby buildings, costing less than using heating oil. It is also possible to recover most of the final third of residual energy from exhaust gases using heat exchange technology, although at a higher cost.
Residual heat recovery is not new to the North. Since the 1990s, the Qulliq Energy Corporation in Nunavut and the Northwest Territories Power Corporation have reduced the cost of their operations by recovering heat captured from diesel generators to heat their own facilities. Also, residual heat recovery systems have been installed in several communities to transfer this heat to nearby buildings.
Cost is a major barrier to the expansion of residual heat recovery. Installing the necessary infrastructure for residual heat requires a large initial capital investment. Some residual heat projects have been delayed because many communities eventually want diesel plants moved away from residential areas. However, for residual heat systems to function in an efficient and cost-effective manner, the diesel generator should remain in close proximity to the buildings it heats.
Residual heat systems can provide a backbone for district heating systems and can be designed to accept additional heat from distributed conventional oil boilers or renewable energy sources. Diesel-electric generators only produce heat when there is a demand for electricity and buildings that use residual heat need to maintain their own heating sources for cold periods when electricity demand is low.
District heating systems present an opportunity to combine different forms of renewable energy, such as biomass or geothermal, in order to supplement the available heat load from residual heat recovery.
Current and planned residual heat recovery systems in the North. Note: all graph data is from 2007.
Ocean Current and Tidal Energy
The rise and fall of the sea where tidal ranges are high provides a source of energy that can be harnessed to generate electricity. When tides come into the shore, the water can be trapped in reservoirs behind dams. Then when the tide drops, the water behind the dam can be let out just like in a regular hydroelectric power plant. Completely submerged systems are also available that use tidal currents to provide electricity. In order for the reservoir system to work well, an increase of at least 5 metres from low tide to high tide is needed. There are only a few places in the world where this tide change occurs. The South Baffin region of Nunavut is one of the world class sites. Some power plants in different parts of the world are already operating using this method. It is estimated that Nunavut has the potential to build 30,000 MW of generation capacity from projects harnessing tidal energy from 34 sites, while the Northwest Territories could build 35 MW of generation capacity from four sites. There are, however, significant technical challenges to implementing these emerging technologies in the North, including very harsh ice conditions and isolation.
A NORTHERN VISION: A Stronger North and a Better Canada
Energy Efficiency and Conservation
While they do not technically fall into the category of renewable energy, energy efficiency and conservation are key and complementary tools in the broader energy planning context, as the cleanest and cheapest form of energy is the energy that we do not consume in the first place. Energy efficiency is the use of technology that requires less energy to perform the same function. Energy conservation is any behaviour that results in the use of less energy. While this concept may appear simple, there is no single, well-defined way to achieve these measures.
The territories are working towards better energy efficiency and conservation and are moving forward through a variety of programs and initiatives. In Yukon, the Energy Solutions Centre and the Yukon Housing Corporation provide advice on renewable energy technology and programs, housing retrofits, fuel prices, economic and social costs and environmental impacts of energy choices, indoor air quality and safety concerns.
The Government of Yukon provides a Good Energy Rebate Program through the Energy Solutions Centre and provides rebates for high efficiency kitchen and laundry appliances, solar domestic hot water systems, pellet and cordwood stoves, and oil and propane furnaces and boilers. Rebate amounts vary depending on item and the community’s electricity source.
The Yukon Home Repair Program provides homeowners with an opportunity to borrow up to 35,000 dollars to repair their principal residence for energy efficiency. Technical officers offer home assessments and provide lists of eligible repair options. All new government construction is mandated to meet high standards of energy efficiency, LEED for public buildings and SuperGreen for residential units. SuperGreen represents a Yukon Housing Corporation standard of construction that calls for superior insulation of homes through advanced framing designs. SuperGreen buildings have a minimum EnerGuide evaluation rating of 87.
In the Northwest Territories, the government has taken significant steps to implement energy efficiency and conservation programs and initiatives. For example, all new Government of the Northwest Territories buildings are required to be 25 per cent more energy efficient than a comparable building built to the minimum requirements of the National Building Code. The NWT Housing Corporation has developed its own brand, Ecobuild 80 Plus, to reflect its commitment to designing, building, and retrofitting houses that meet or exceed EnerGuide 80.
The NWT Energy Efficiency Incentive Program provides rebates to residents and businesses when they purchase Energy Star rated appliances, furnaces or boilers, wood or pellet stoves, home energy performance upgrades and other efficient equipment that can reduce energy consumption and greenhouse gas emissions. This rebate program is available through the Arctic Energy Alliance that provides general advice and information about energy management and emission reduction opportunities, including home energy assessments, through the EnerGuide for Houses program.
The Nunavut Energy Management Program is providing significant opportunities for energy efficiency improvement though performance contracting. The upfront capital costs of improvements are financed
through private means and paid back through guaranteed energy savings. Phase One of this program targeted 39 Government of Nunavut-owned buildings in Iqaluit. Phase Two will move beyond Iqaluit to retrofit government-owned buildings in other communities.
The Homeowner Energy Efficiency Rebate Program, administered by the Nunavut Housing Corporation, provides financial incentives to individuals to pursue energy efficiency improvements and reduce their power consumption. The program currently offers a 50 per cent rebate, up to 2,000 dollars, for repairs that improve energy efficiency, the purchase of energy efficient major appliances, the installation of renewable energy sources, and labour and shipping costs. The Government of Nunavut also funds Save 10, a two-pronged education program designed to assist building managers in operating newly retrofitted facilities and to help employees and students reduce their energy and water consumption at work, home and school.
Projects In The North:
Current Renewable Energy Projects In The North
Future Renewable Energy Projects In The North
The 2009 Energy Strategy for Yukon identifies the increased use and supply of renewable energy as a priority for the Yukon government. This strategy seeks to expand the supply of renewable energy by 20 per cent by 2020 through a variety of initiatives, including the development of specific strategies on bioenergy, new policies on independent power production and net metering, the development of a policy framework for geothermal energy, the development of new government/utility demand-side management initiatives, and strategic investments in infrastructure. Yukon can also effectively increase its use of available hydroelectricity and other renewable energy resources through the development of a smart grid to match potential loads with renewable energy resources. The strategy complements the Yukon government’s 2009 Climate Change Strategy and Action Plan.
The Yukon government provides a number of programs to help Yukon residents, businesses, First Nations, and municipalities reduce their energy consumption and replace fossil fuels with local renewable energy resources. The Yukon Housing Corporation offers a suite of programs that provide financial assistance for homeowners, landlords, and residents wishing to reduce energy consumption. The Energy Solutions Centre offers the Good Energy Program that provides rebates on certain Energy STAR appliances and heating equipment, including EPA-qualified woodstoves/furnaces, EPA white-tag-rated wood boilers, ULC-rated pellet stoves/furnaces/boilers, as well as high efficiency conventional heating appliances. A wind monitoring service helps off-grid residents interested in wind energy determine if the wind resource at their location is sufficient to justify the investment into wind generation equipment. The Rural Electrification Program provides loans to install power, either by connecting to the electrical grid or through stand-alone photovoltaic, hydro, or wind power systems.
A PAN-TERITORIAL RENEWABLE ENERGY INVENTORY
A Renewable North
This inventory outlines how the territories are leading by example through a range of renewable energy investments. The previous sections describe some of the unique challenges and opportunities facing each territory. We also face common challenges that require collaborative solutions and actions. This section describes some of those collaborative ideas. As Nunavut, the Northwest Territories and Yukon move forward together, renewable energy provides tremendous potential to create a more prosperous and sustainable North.
**Cost of Energy**
Heating and electricity costs vary across the territories but are typically many times more expensive than in southern Canada, due in part to the small and widely dispersed market of consumers in the territories relative to the rest of the country. For example, while electricity rates are around nine to ten cents per kilowatt-hour in Toronto, they can be as high as two dollars per kilowatt-hour in some northern communities.
High and rising energy costs from fossil fuels create considerable long-term incentives to expand the economic case for renewable energy sources in each territory. Targeted planning and preparation will be required to take advantage of the unique opportunities to develop renewable energy sources as they become economically viable across the territories.
**Renewable Energy Technologies**
The small market size of territorial jurisdictions also presents a challenge for the development of technology that is suited to sub-Arctic and Arctic conditions of the North, and discourages local businesses from servicing new technologies. Particularly in remote communities, capacity and human resource challenges are common. All of this increases the construction, operation, and maintenance costs of energy projects, decreasing the economic viability for renewable energy projects in the North. In recent years, however, some promising entrepreneurs have begun to emerge.
Policy changes to encourage an increased supply of renewable energy, such as net metering and independent power producer agreements, are becoming important considerations for grid-connected wind, photovoltaic, and geothermal electricity. Work has already begun on the development of such policies in Nunavut, Yukon, and the Northwest Territories.
We jointly recognize the importance of supporting studies and pilot projects in our jurisdictions to determine the effectiveness and feasibility of various renewable energy technologies and locations. These studies and pilot projects provide critical knowledge and experience as well as public education and skills development. The rapid technological improvements now taking place mean that using renewable energy for heat and electricity in the sub-Arctic and Arctic will become more reliable and less expensive in the future. Some of these improvements include control systems and smart grid technology to better integrate renewable energy into conventional systems. Further research and experience will improve the understanding of the economic potential of renewable energy sources and how they can be integrated into existing energy systems. It is critical for the
territorial governments to share this information and learn from one another as we move towards a renewable North.
**Financing**
Partnerships between territorial governments, Aboriginal governments and organizations and private/public financers are vital for developing expensive renewable energy projects. This becomes more critical as the cost of any given renewable energy project increases.
**Electrical Grid Connectivity**
Long distances between communities as well as mining, oil and gas activities create segregated electrical networks in Northern Canada. In Yukon, the majority of communities are connected to the grid. The Northwest Territories has two partially integrated grids and a number of isolated communities and mines. In Nunavut there is no interconnection between communities. All three territories are isolated from other North American grids.
Future growth in both domestic and international energy demand will provide a market to sell renewable power generated in the territories. In order to capitalize on such opportunities, improvements in transmission and transportation capacity are needed.
Given the potential of renewable energy in the territories, energy exports could create a vibrant and sustainable new northern economy. Investment from the public and private sector in energy infrastructure will be essential to expand opportunities.
A PAN-TERITORIAL RENEWABLE ENERGY INVENTORY 45
Currently, the most favourable opportunity for an electrical grid connection to southern Canada is a transmission line from a hydro development in northern Manitoba to small communities in the Kivalliq area and possibly mine developments around Baker Lake. Alternatively, there is significant potential for small and large hydro development in the central-interior Kivalliq and Kitikmeot regions and coastal areas of the Kivalliq region. It is estimated that there are 56 potential sites with a generating capacity of 3,600MW. This energy could support mining activity in the area or be exported south through Manitoba. The Quilliq Energy Corporation is also examining the potential for an electrical grid upgrade in Iqaluit from 6 kV to 25 kV, which would significantly reduce electrical loss in Nunavut’s largest centre and capital city.
In Yukon, all communities except five are connected to the electrical grid. In 2008, Yukon Energy’s cost estimate of a 1,303 km, 240 kV transmission line capable of carrying approximately 150 MW of power from Whitehorse to Terrace, BC was roughly $1 billion. BC Hydro has since begun work to extend the British Columbia electrical grid as far as Bob Quinn Lake. This shorter distance would reduce the cost of connection by 15-20 per cent.
There are two large electrical grids in the Northwest Territories which are supplied by Snare/Bluefish Hydro facilities and Taltson Hydrofacilities. Several communities around Great Slave Lake are connected to these electrical grids. In the long term, connecting these two grids will reduce reliance on diesel generators utilized for back-up generation. This grid connection could be facilitated by expanding the Taltson hydro system to supply power to resource
development in the NWT’s Slave Geological Province. The existing Taltson system could be expanded by 50 to 60 megawatts, with relatively limited impact. The Northwest Territories Hydro Corporation and Aboriginal partners have proposed to move forward on this expansion to serve existing diamond mines in the region, filing a Developer’s Assessment Report with regulators in March 2009. The regulatory process is currently paused while the proponents consider changes to the business case supporting the project.
In the long term, the economic and environmental costs of fossil fuel use are expected to continue to rise. It is not difficult to envision a future in which the territories produce power for export to southern markets. This development could secure a clean energy future for the North and provide an economic base for future generations.
NUNAVUT
In Nunavut, the main policy driver for energy is *Ikummatiit: The Government of Nunavut Energy Strategy*, which lays out a framework to reduce Nunavut’s dependence on fossil fuels. *Ikummatiit* primarily focuses on increasing energy efficiency and conservation, adopting alternative energy, and improving energy management practices. Work toward these objectives is guided by 37 program and policy objectives, all of which will steer Nunavut toward an energy system that is affordable, sustainable, reliable, and environmentally responsible.
*Ikummatiit* calls for an alternative energy resource study to be developed in the next three years as the basis for a renewable energy plan for Nunavut. Nunavut will also be taking steps toward an independent power purchase policy, with an aim of further integrating clean energy sources into the territory’s energy mix.
A PAN-TERITORIAL RENEWABLE ENERGY INVENTORY 49
C-GMGO
A seaplane is docked at a wooden pier on a calm lake, with mountains in the background and a clear sky above.
Territorial Priorities
With our large landmass and diversified geography, we have substantial renewable resources that can be used to produce energy. Although we face common challenges and opportunities, each territory has its own unique conditions that lead to the prioritization of different types of renewable projects.
The Northwest Territories has several new, large mines that have been constructed in recent years. While these operations rely on diesel for heat and power, some may be potential consumers for future renewable energy projects, particularly hydro and perhaps wind. Hydro development, including the proposed Talison expansion,
mini-hydro for communities, and the extension of the existing hydro grid are key priorities for the Government of the Northwest Territories. Wind is the most available renewable energy in high Arctic communities. The Government of the Northwest Territories is planning wind-diesel hybrid systems in the Beaufort region. A “Hub and Spoke” model for turbine deployment in remote communities has been adopted from the successful Alaskan experience. The proposed first installation in Tuktoyaktuk (the hub) will develop technical, operational and maintenance capacity for the smaller and more remote communities of Ulukhaktok, Paulatuk, and Sachs Harbour (the spokes).
The location of a wood pellet producing facility in northern Alberta on the north-south highway system provides the Northwest Territories with a unique opportunity to save money and reduce greenhouse gases by converting homes, businesses, and government facilities from fossil fuel to biomass heat energy. The Government of the Northwest Territories has aggressively stimulated growth in local wood pellet consumption in recent years by retrofitting many large public facilities with wood pellet boilers. The Government of the Northwest Territories will continue to build on this work by implementing the new Northwest Territories Biomass Energy Strategy.
Planned pilot projects for the use of geothermal energy for heat and power in the Northwest Territories also merit attention, and the geothermal potential underlying the southern parts of the territory is very promising.
Development of a wood pellet market is progressing. The first institutional installation of a wood pellet boiler is at the new Whitehorse Correctional Centre, and the consumption of locally available cordwood remains strong. The Government of Yukon has identified biomass as a strategic renewable sector, evidenced by work to develop a biomass strategy and a Northern Bioenergy Conference.
Growing demand for electricity in the residential, commercial, and industrial sectors has prompted the expansion of a major dam in Yukon and the connection of the two existing grids, further supplementing the extensive hydroelectric regime. In fact, Yukon is the leading territorial jurisdiction in both hydroelectric and wind power.
Similar to the Northwest Territories, Yukon has high quality geothermal resources and the feasibility of several new projects is currently being examined. Finally, the ongoing initiatives to encourage energy efficiency have been effective in reducing the overall intensity of electrical and heat energy consumption. Demand-side management initiatives will increasingly be factored into energy supply planning.
The common challenges for a renewable North are compounded in Nunavut. Limited electrical grid connectivity, limited transportation infrastructure, cold climate, limited demand, sparse population, dependency on fossil fuels and human capacity issues remain persistent deterrents to the growth of renewable energy in the most remote territory. Several solar projects, both for electricity and air heating, are being developed across Nunavut to capitalize on the long summer days. Further, the availability and long-term potential of tidal and wind energy is as vast as the territory itself and far exceeds any predicted demand increase. Current plans for pilot wind projects will demonstrate this potential. The development of a wind program and supporting wind-hydrogen projects in Nunavut is another exciting step on the path to a renewable North.
There is also future potential for small and large scale hydro developments, which would be a new direction for Nunavut towards a clean and sustainable energy future. Furthermore, demand side management and smart grids are of interest to Nunavut and will be investigated in the future.
There is further room for energy efficiency improvements and the Government of Nunavut will undertake these improvements either directly or through supporting policies and programs.
The forest is a vast expanse of green, stretching as far as the eye can see. The trees are tall and slender, their branches reaching out towards the sky. The ground is covered in a thick layer of moss, adding to the lushness of the forest. In the distance, a mountain range rises up, its peaks shrouded in mist. The air is crisp and clean, with a faint scent of pine filling the nostrils. It's a peaceful place, a place where one can lose themselves in the beauty of nature.
The boreal forest is a vast expanse of coniferous trees, primarily spruce and fir, that stretches across northern North America and Eurasia. It is characterized by its cold climate and long, dark winters, with short, cool summers. The forest is home to a diverse array of wildlife, including caribou, moose, wolves, and numerous bird species. The boreal forest plays a crucial role in regulating the Earth's climate, storing vast amounts of carbon, and supporting human communities through hunting, fishing, and gathering. However, it is also facing significant threats from climate change, deforestation, and resource extraction, which could have far-reaching consequences for both the environment and human societies.
Two swans flying in front of a forest.
CONCLUSION
The range of landscapes and natural resources across the immense area of Yukon, the Northwest Territories, and Nunavut provide an abundance of renewable resources that can be harnessed to meet the energy needs of northern societies. We are taking actions to explore and develop opportunities to use renewable sources of energy and encourage energy efficiency and conservation.
Photo credits: all photos provided courtesy of the Governments of the Northwest Territories, Nunavut, and Yukon.
Contact information
Government of the Northwest Territories
Department of Environment and Natural Resources
Climate Change Unit, Environment Division
P.O. Box 1320
Yellowknife, NT X1A 2L9
Phone: (867) 873-7654 Fax: (867) 873-0221
www.nwtclimatechange.ca
Government of Nunavut
Department of Environment
Climate Change Unit, Environmental Protection Division
P.O. Box 1000, Stn. 1360
Iqaluit, NU X0A 0H0
Phone: (867) 975-7735 Fax: (867) 975-7739
www.env.gov.ca
Government of Yukon
Environment Yukon
Climate Change Secretariat
P.O. Box 2703 (V-205)
Whitehorse, Yukon Y1A 2C6
Phone: (867) 456-5544 Fax: (867) 456-5543
www.gov.yk.ca/climatechange
A NORTHERN VISION: A Stronger North and a Better Canada, a collaboration with the exclusive partners: | abacc4f3-2825-4287-99be-a5a45e7190d5 | CC-MAIN-2023-23 | https://www.eia.gov.nt.ca/sites/eia/files/paths_to_a_renewable_north.pdf | 2023-06-03T21:16:06+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224649343.34/warc/CC-MAIN-20230603201228-20230603231228-00238.warc.gz | 808,170,471 | 8,752 | eng_Latn | eng_Latn | 0.945273 | eng_Latn | 0.997703 | [
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"unknown",
"unknown",
"eng_Latn",
"unknown",
"eng_Latn",
"unknown",
"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",
"unknown",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"swe_Latn"
] | true | rolmOCR | [
71,
128,
202,
348,
405,
414,
1173,
1230,
2369,
2426,
4084,
4096,
5998,
7123,
7881,
8034,
8266,
8997,
10153,
11276,
12331,
12388,
13746,
14919,
16318,
17124,
19053,
19110,
19156,
21308,
21661,
22752,
23941,
23973,
25146,
25203,
26578,
28513,
29493,
29517,
29612,
31563,
31608,
31627,
34791,
36165,
36213,
37957,
38810,
39685,
39733,
39741,
39852,
40177,
40503,
42048,
43185,
44505,
44981,
45702,
45742,
46246,
47001
] | [
2.140625,
1.7421875
] | 1 | 0 |
Narratives around Boli
By Ani Galstyan
Narratives around Boli brings together the stories of three women (my great-grandmother, grandmother and mother) about their lives back in Nakhijevan and as refugees in Armenia. All three of them had similar life experiences however their interpretations are different. This research is conducted through oral history, scholarly articles, as well as stories based on personal life experiences. It is represented through narratives based on the interviews conducted with the participants.
The main method of this research was oral history and interviews with the participants. In order to make the stories appealing creative writing techniques were implemented as well.
Nushig’s story is worth sharing as she serves as an example for those who have lost faith in everything and have struggled finding their purpose. She is one of the three refugee women portrayed in the narratives. Nushig initiated the narratives around he boli, which is a leafy green growing in the mountains.
She left Nakhijevan in 1988 and settled in Eghegis village, Vayots Dzor region. She was the only librarian in the village.
Nushig was and still remains a symbol for the village as she was a true representation of beauty, kindness, generosity, selflessness, diligence and courage.
She went through many hardships, including losing her two children. Her story shows how resilient she was despite all the hardships she lived through and how she created a new meaning of life for herself.
Grandmother’s Story
My grandmother was born and raised in Aznaberd village, Nakhijevan. She left Nakhijevan in 1988, along with other refugees. Throughout this story I try to show how she as a refugee got integrated into the new society and what challenges she had to face.
Her story is very inspiring as, again, she is one of the strongest women I have ever met. My grandmother always amazes me with her positive way of thinking. I wanted her story to live forever and inspire our future generations.
I continue the combination of our family narratives with my mother, Anahit. The story starts from her early childhood in Aznaberd, mostly the memories of her childhood. The beautiful bond between her and her village is highlighted in this narrative.
Pickled Boli Recipe
Boli is the thread that linked these stories together. I believe the story would be incomplete without the recipe of the meal, which was present in each narrative.
Ingredients
- 1kg boli
- 1 litres water
- 0,5 tea cup salt
- Vinegar
- Garlic
Carefully wash the boli, add it to the water and boil for fifteen minutes. Then add the salt, vinegar and some garlic. Enjoy! Simple, isn’t it?
This research is a very important one for me and my family. In order to keep it from generation to generation I decided to present it in the form of a small book with the stories and photos of this research. The book is in a digital form at the moment, but it will be printed soon.
Narratives around Boli
Ani Galstyan
The Iron Lady
I wrote this story for my Journalism class, as a feature story. At that time, I had a chance to interview Nushig and see the expression of her eyes, while she was passionately telling about her life in Aznaberd. I consider this story as one of those, which were eye-opening and very emotional for me. Eye-opening in terms of seeing the ordinary in life and making the ordinary something special. I had a chance to read some parts of this story to her, and I am glad that before she passed away, she knew what an important role she had in my life and how much she had taught me. This story became the foundation and the reason why I decided to write the stories of my grandmother, mother and myself, drawing a fine picture among four generations. Four generations of women of different ages, who were influenced by the historical trauma caused by the invasion of Azeris in Nakhijevan.
She is the reflection of beauty, kindness, generosity, selflessness, diligence and courage. The Iron Lady - this is how everyone calls her.
Her three grandsons, Armen’s sons, adore their grandma. They won’t eat or drink unless they know their grandma has done so. Not only her grandchildren but also all the children of the village love her. Even though she doesn’t work as a librarian anymore, she still has created her own small library, where people come and listen to her interesting stories as well as read books. Noushig is a fabulous communicator. She is a teacher with experience. She welcomes everyone in her house and doesn’t let them go until they have drunk the “urtsov chai”, which is tea made from mountain thyme.
Grandmother Manya
My grandmother was very shy to give an interview. She kept making jokes as we were starting the interview. At first, I had my interview guidelines, consent forms, the equipment ready with me. As we started, I realized that I needed to have a simple conversation with my grandmother rather than set her in a position when she will overthink the answers she would give to me. She kept questioning every answer she would give me. I put everything away, the questions, the various forms and asked her to be herself and just tell her grandchildren about herself like she does whenever we are around.
Manya Khachaturyan, my grandmother, was born in 1957, in the village of Aznaberd, Nakhijevan region. Her father, Khacho, was a simple workman and builder. Her mother, Duxik, worked on a collective farm (kolxozi). Her family included her mother, father, herself, and four siblings. She was the youngest in the family. To the questions, whether she was teased a lot by her siblings, she cheerfully says that she was loved the most and no one ever gave her a hard time.
Thank You :) | 58df56c7-3360-4a99-9ad4-374ca763afe7 | CC-MAIN-2021-43 | https://baec.aua.am/files/2021/09/Ani-Galstyan-Narratives-around-Boli-1.pdf | 2021-10-27T19:48:24+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323588242.22/warc/CC-MAIN-20211027181907-20211027211907-00226.warc.gz | 216,844,343 | 1,234 | eng_Latn | eng_Latn | 0.997538 | eng_Latn | 0.99886 | [
"unknown",
"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",
"unknown"
] | true | rolmOCR | [
39,
528,
710,
1021,
1509,
2014,
2265,
2451,
2676,
2959,
2997,
4038,
4627,
5710,
5724
] | [
3.1875
] | 1 | 0 |
Flowers of Different Colours
Have you been to a park?
What coloured flowers did you see?
Were most of the flowers yellow in colour?
Look at the different flowers in the picture. Complete the table:
| Colour of flowers | Number of flowers |
|-------------------|------------------|
| Blue | |
| Red | |
| Orange | |
| Purple | |
Draw the right flower. Write how many there are.
a) _______ are the most in number. How many?_______.
b) _______ are the least in number. How many?_______.
c) _______ are more than _______
d) _______ are more than _______
What do We See on the Road?
Look at the traffic scene in the picture and fill in the table.
This chapter is an early introduction to data handling, an important area of mathematics. By the end of primary school, children need to be able to collect and record data, to present it in the form of bar charts and tables, to recognise patterns in the data and to draw inferences. Teachers can take several interesting and even funny examples from children’s own experiences. Pictures given here could also be used for different classification exercises, such as the number of petals of flowers.
Answer the following questions.
a) In the picture which way of travel do you see the most? _______
b) Which way of travel (vehicle) do you see the least? _______
c) The number of people walking is more than the number of _______
d) The number of buses is less than the number of _______
How Many Times do You Get 6?
Have you played any games with dice?
How many dots are there on the different faces of a die?
Throw a die.
Look at the number of dots you get on the face of your die.
For each throw draw a mark / in front of that number in the table.
Throw the die 30 times and mark in the table each time.
For example, Rabia threw her die 30 times. She got \(\bullet\bullet\) five times. In her table she marked: \(\bullet\bullet\bullet\bullet\bullet\)
Now fill in the table:
| Face of the die | Number of times (/ for each throw) |
|-----------------|-----------------------------------|
| | |
| | |
| | |
| | |
| | |
a) Which face of the die did you get the most number of times? _______
b) How many times did \(\bullet\bullet\bullet\) come up? _______ times
c) \(\bullet\bullet\) came up more number of times than \(\square\)
d) Compare your table with that of the student sitting next to you. Do you find any difference in the two tables?
Find out from People Around You
1. Talk to people around you about their favourite sweets.
Fill in the table:
| Favourite sweet | Number of people |
|-----------------|------------------|
| Jalebi | |
| | |
| | |
| | |
| | |
From the above table answer the following:
a) Most favourite sweet _______________
b) Least favourite sweet _______________
c) ____________ is liked more than ____________
(Name of the sweet) (Name of the sweet)
d) ____________ is liked more than ____________
e) ____________ is liked more than ____________
f) ____________ is liked more than ____________
Also find out from animals around you!
2. Ask your friends about the number of people living in their homes. Fill in the table.
| Number of people living together | How many families |
|---------------------------------|-------------------|
| 1 alone | |
| 2 people | |
| 3 people | |
| 4 people | |
| 5 people | |
| 6 people | |
| 7 people | |
| 8 people | |
a) Most families have ________ people living in their homes.
b) The smallest number of people living in a home is ________
c) The number of families having 4 people is ________
3. What have your classmates brought for lunch today? Find out and note down.
| Food item | Number of students |
|-----------|--------------------|
| | |
| | |
| | |
| | |
a) Food item brought for lunch by the biggest number of students _______
b) Food item brought by the smallest number of students _______
Getting Smart with Charts
Attendance Board
Date 8/2/2007
| Class | Number of students | Students present | Students absent |
|---------|--------------------|------------------|----------------|
| Class I | 27 | 25 | 2 |
| Class II| 23 | 22 | 1 |
| Class III| 24 | 21 | 3 |
| Class IV| 22 | 18 | 4 |
| Class V | 25 | 23 | 2 |
| Total | | | |
This board shows the number of students in each class. It also shows the number of students present and absent.
* How many children in all are there in the school? _______
* How many children in all are absent on that day?_______
Absent Students' Chart
| Class | Absent students |
|---------|-----------------|
| Class I | 🙁😁 |
| Class II| 🙁 |
| Class III| 🙁😁😁 |
| Class IV| 🙁😁😁😁 |
| Class V | 🙁😁😁😁😁 |
This is a chart to show the number of absent students. Each absent student is shown by 🙁.
* In the chart show the absent students of Class V.
Now look at the chart and fill in the blanks:
a) The class with the highest number of absent students is _______.
b) The class with the least number of absent students is _______.
c) The class with 3 students absent is _______.
d) The number of students absent in Class IV and Class V are _______ and _______.
How Long is Your Hand?
* Make a group of 4 friends.
* Cut strips from waste paper. The strips should be of the same width.
* Measure the length of each student's hand with the paper strip. Cut the strip and write the name of the student.
Rohan, Jacob and Geeta also measured their hands. They stuck their strips as shown.
| Length of hand | Rohan 8 cm | Geeta 9 cm | Jacob 10 cm |
|----------------|------------|------------|-------------|
Look at the picture and fill in the blanks:
a) The length of Jacob's hand is ______ (more/less) than Geeta's hand.
b) The length of Geeta's hand is ______ (more/less) than Rohan's hand.
c) ______ has the longest hand.
d) ______ has the shortest hand.
In the chart below stick the strips of all the friends in your group. Keep some space between the strips.
Children coming to School
Look at the picture and fill in the table.
| Way of coming | Tractor |
|---------------|---------|
| Number of students | 3 |
3 students are coming by a tractor. We write 3 in the table. We also draw 3 faces on top of 'tractor' in the chart. Draw faces in the chart to show how many children come by bus, bicycle, etc.
Fill in the blanks:
a) The most students come to school by ___________.
b) The number of students walking to school is ___________ (more/less) than the students coming on bicycle.
c) The least students come to school by ___________.
So, isn't this a smart chart! By simply looking at it we can know so much. Let us make more such charts.
Practice Time
Make your own smart charts about things around you.
Like —
* Which bird has the most colours?
* Which is the animal which is liked most as a pet?
A Vegetable You do not Like!
Which vegetable is most disliked? Ask your friends and complete the table.
| Vegetable disliked | Number of students |
|--------------------|-------------------|
| | |
| | |
| | |
| | |
| | |
Use this table to draw faces in the chart below. Draw 😒 for each child on top of the vegetable disliked.
* The most disliked vegetable is _______.
* The vegetable disliked by very few children is _______. | 7f785cc2-5649-4471-80f9-abbae3a66f5f | CC-MAIN-2023-06 | https://ncertbooks.solutions/wp-content/uploads/2020/01/cemh113.pdf | 2023-02-06T13:52:16+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500339.37/warc/CC-MAIN-20230206113934-20230206143934-00291.warc.gz | 435,470,413 | 1,844 | eng_Latn | eng_Latn | 0.99892 | eng_Latn | 0.999574 | [
"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 | [
447,
1264,
1682,
2776,
3571,
4403,
4832,
6049,
6606,
7173,
7522,
8030,
8647
] | [
4.75
] | 6 | 0 |
SHELL ECO-MARATHON URBAN CONCEPT CAR
PROJECT OBJECTIVES
This project aims to build a functional, high-efficiency car powered by hydrogen fuel cell technology with the use of high-efficiency motors in a two-wheel-drive system. This prototype aims to provide an alternative to petrol-based vehicles to help Singapore cut down on pollution.
PROJECT SUMMARY
The Shell Eco-Marathon competition aims to create an ultra-energy-efficient electric vehicle that runs on cleaner energy sources, namely hydrogen fuel cells. The team participated in the Urban Concept category in 2021, where the cars need to have the same functionality as road-worthy cars while also being energy efficient.
The frame of the team's car is made of carbon fibre - a durable, flexible and lightweight material - that can withstand impacts caused by collisions while also minimising energy consumption due to its light weight. Additionally, high-efficiency motors (vs. standard motors used in normal vehicles) are used for the wheels of the car, further optimising energy use. The by-products of hydrogen fuel cells are water and heat as opposed to various pollutants produced by petrol-based vehicles, which is more environment-friendly. When mass-production becomes feasible, such carbon fibre frame cars with high-efficiency motors could cost much lower than regular road cars, providing more affordable private transport. A major impediment, however, is that while hydrogen is fairly common, the fuel cell requires pure hydrogen, which can be costly to produce with our current methods.
The team's fuel cell was developed from scratch in Temasek Polytechnic's Clean Energy Research Centre (CERC) to optimise the performance of the hydrogen fuel cell specially for the competition. Most competitors used commercially available fuel cells, which were not as efficient and optimised. The test results showed that the team's fuel cell was able to reach an efficiency rate of 55% or higher, as compared to commercial fuel cells which typically have an efficiency rate of 50% or higher.
PROJECT OUTCOMES
The team's Shell Eco-Marathon Urban Concept car managed to hit a top speed of 38km/h on flat terrain. In the virtual inspection category of the competition, the team managed to secure 4th place in the Asia Pacific region in 2021.
SHELL ECO-MARATHON URBAN CONCEPT CAR AND THE TEAM
Team Photo (from left to right): Ng Kai Hong (team leader), Ian Khoo, Danish Lai.
Team Photo (clockwise): Chng Tze Chen (steering the car), Ian Khoo, Vishanth Thuraisamy, Ng Kai Hong
PROJECT BY:
Ng Kai Hong
Ian Khoo Kay Wern
Danish Lai Guo Wen | f82d1921-8d92-4e61-9e60-9df4dd94c77f | CC-MAIN-2021-49 | https://www.poweringlives.gov.sg/files/events/youth-siew/2021/%5BE-Poster%5D%20TP_shellcar.pdf | 2021-12-05T02:40:22+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363134.25/warc/CC-MAIN-20211205005314-20211205035314-00072.warc.gz | 1,009,869,201 | 548 | eng_Latn | eng_Latn | 0.996745 | eng_Latn | 0.996745 | [
"eng_Latn"
] | true | rolmOCR | [
2604
] | [
2.125
] | 2 | 0 |
Twenty years ago, Long Island Sound was home to a thriving fishery of the American lobster. Hundreds of lobster boats brought in 3.7 million pounds worth more than $12 million to the Connecticut side, and almost double that catch arrived in New York ports. In a half-century, Connecticut-landed lobsters had increased twelvefold (from 226,300 pounds in 1950). It was a tiny economy next to the much larger Maine lobster fishery, but it represented the top of a boom for the Sound and a livelihood for hundreds of fishers.
And then, in 1999, something went terribly wrong. More than half of lobsters commercial fishers pulled up were dead in the traps or died before they could get to market. In the years since, 99 percent of the lobstermen in the once lobster-abundant waters of the western Sound have gone out of business. What caused this? Scientists have spent the years since then gathering data with the help of lobster trappers and coming up with an answer.
Three potential causes have been identified and studied, but the evidence points strongly to one factor in particular. It’s temperature. The Sound today is too warm too often for this cold-adapted species. Despite some years of slight increases in their numbers, Long Island Sound lobsters have failed to recover from the 1999 die-off, when the warm conditions persisted for more than 60 days.
There is no better public example of climate change in Long Island Sound than the lobster. Its demise connects directly to warmer temperatures. Perhaps the most poignant detail in this tragedy is that these lobsters eventually die out in situ, wired by instinct not to relocate. They are not migratory animals. The remnant population remains here. Every instinct tells these lobsters not to move.
of the pesticides used to kill mosquitoes, malathion, could have hurt lobsters in the extreme western Sound, scientists from DEEP, Connecticut and New York Sea Grant and the University of Connecticut found.
“We really thought that was just too minimal to be a real cause,” Howell said. “It was not a wide enough an area and long enough in duration to really be the principal cause.”
Hypoxia, or low levels of dissolved oxygen in the water, does not kill lobsters either unless the levels are very low, 2 milligrams per liter of dissolved oxygen, she said.
Diseases were a second major stressor. Epizootic shell disease, an infection causing lesions, hit lobsters badly in eastern Long Island Sound in 1999. They looked mottled and weak when pulled out of the water. This was the focus of a study published this fall in the *American Naturalist* by scientists from Millstone Nuclear Power Station in Waterford and the Virginia Institute of Marine Science at the College of William and Mary. It looked at market data over 34 years and concluded that warmer water causes lobsters to molt quickly in the spring, making them more vulnerable to shell disease. First warmth, then comes vulnerability to shell disease. These conditions may also have accelerated the growth of a strain of parasitic amoeba that actually killed many of the lobsters that year. More than 90 percent of lobsters examined that year were infected.
This leads to the last and most significant stressor that killed lobsters in 1999. For about two months that year, the Sound warmed to temperatures higher than lobsters can tolerate. At the high point, the temperature measured nearly 72° F (about 22° C), about 3° warmer than the hottest temperature *Homarus americanus* can stand. The previous winter was also warmer than normal. Warmer water in the Sound has become the norm. The *American Naturalist* study noted what many scientists now agree is the reality: The American lobster “is declining at its southern geographic limit.”
The temperature in the Sound is increasing at about 0.8° F (about 0.47° C) per decade, that study reported. James O’Donnell, professor of marine sciences at UConn, reported that the warming over the last 100 years is about 1.8° F (about 1° C).
“This trend is resulting in profound impacts on biological communities such as fish and shellfish,” the University of Connecticut and Connecticut Department of Energy and Environmental Protection reported in their joint Long Island Sound Resource Center climate change monitoring report (available at: http://www.sound.uconn.edu/lissm/climatechange.html#temperature).
This trend is having profound impacts on biological communities such as fish and shellfish.
Since the 1990s, lobster landings from Long Island Sound have decreased sharply. Basically, just a remnant commercial fishery still exists. Howell now gives public talks summarizing the surveys and studies she coordinated on the lobster demise.
The 1990s were “a big boom,” she said. “The lobster really is a cold-water animal that can’t tolerate [warm water].”
Landings of lobsters for sale in markets hovered around 2 million to 3 million in Connecticut in the 1980s and 1990s. Since then, the numbers of lobsters landed have dropped so significantly that they don’t show on the state’s graphs of lobster landings over time. This crash cannot be blamed on the lobster trappers. It’s not the fishery’s fault, Howell said.
Lobsters become sluggish in warmer water. One 2006 study found that lobsters in too-warm waters become sick. The animals can adjust to a warmer average temperature, but the result then is that they suffer heart problems during cold spells, the study concluded. They become less resilient.
Beyond the Sound and north of Cape Cod, lobsters are doing well. In Maine the population seems to be enjoying an incredible boom. But that boom is feared to end at some point. Scientists are watching the water temperature trends in the Gulf of Maine and Georges Bank. More and more researchers and resource managers are starting to investigate the effects of environmental changes on American lobsters in northern New England waters.
Could lobsters from the Sound simply crawl their way to colder waters? Probably not. Lobsters are not migratory animals. Studies have shown consistently that the lobsters in the Sound tend not to move much.
But they would move if they could find a food source in colder water, Howell explained. The trouble is the way the Sound is set up. With cooler water coming in from the East River at the western end and the Atlantic Ocean at the eastern end, a whole lot of warmer water gets sandwiched in the center, and the lobsters don’t realize there’s anywhere else to go.
When the Sound warms up, she said, it warms up in the middle first and then at both ends, because cold water comes in from either end. Those lobsters on the mud bottom of the western Sound can’t get out to the open ocean unless they migrate east through the warmer central Sound and toward the Race, the narrow opening to the Atlantic Ocean at the eastern end. But lobsters will never go toward warm water if given a choice.
“What we realized was that when the Sound warms up, it warms up from the middle and then the edges,” she said. “That means that these animals here would have to go from warm water to warmer water and we do have published laboratory behavioral experiments that
Maximum temperatures that lobsters survive
Lobster with shell disease. Photo: National Oceanic and Atmospheric Administration
show that if you put a lobster in a setup where the animals choose between very small changes of temperature, two streams of water coming at it, it will always go to colder water. It will never go to warmer water.”
She added, “They would have to be very good navigators in order to get out. They only will go if there’s no food. And they only will go if there’s a way for them to get out.”
The People Side of the Lobster Disaster
Tarsila Seara, assistant professor and coordinator of marine affairs at the University of New Haven, has recently been awarded funding from Connecticut Sea Grant to study the impact of the collapse of the lobster population on lobstermen. More photos of Connecticut lobstermen, along with a Q&A with Seara, can be found at: https://seagrant.uconn.edu/?p=4300.
Photo: John Collins / UConn | 1e12b5eb-c85c-4afb-96aa-2a75c45f648d | CC-MAIN-2022-27 | https://seagrant.uconn.edu/wp-content/uploads/sites/1985/2021/06/wl.18.2.lobsters.pdf | 2022-07-07T07:35:33+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656104683708.93/warc/CC-MAIN-20220707063442-20220707093442-00610.warc.gz | 553,609,908 | 1,713 | eng_Latn | eng_Latn | 0.998106 | eng_Latn | 0.998877 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
1758,
3763,
7178,
8129
] | [
2.984375
] | 1 | 1 |
The PALEONTOLOGY of KENTUCKY
The GEOLOGICAL SUCCESSION of LIFE In KENTUCKY
By
ROY LEE MOODIE
INTRODUCTION
ORIGIN OF THE EARTH
The origin of the earth, from the viewpoint of geology and astronomy, is best accounted for by the Planetesimal Hypothesis, which is to the effect that, the earth, instead of originally being a molten mass, grew to its present form by the accretion of cold bodies from outer space. When the earth had attained about two-thirds its present size it is held that there was enough attractive force to retain a warm blanket of atmosphere. The presence of living things then became possible; simple plants and animals may then have begun to live.
AGE OF THE EARTH
The age of the earth is usually expressed in terms of millions of years, but such statements are largely meaningless since none of us can comprehend the vast stretches of time indicated by even a million years. It will help somewhat to understand the meanings of geological time if we say that the Mammoth Cave, in Edmonson County, had been in existence for many thousands of years when the most ancient Egyptians were first entering the Nile Valley, long before any of the pyramids had been thought of, thousands of years before the city of Babylon was built. Huge mountain chains had arisen and were worn down long before the waters of the earth
had dissolved the first tiny crevice of the colossal cavern. When we realize that solid rock blocks creep down a slope at the rate of about one inch a century, or that a thousand years may bring about almost imperceptible changes in earth's feature, then we gain some concept of the meaning of geological time.
DIVISIONS OF GEOLOGICAL TIME
The grand divisions of geological time have been made on the basis of the life supposed to have existed at the time. The names are handles for use in discussing past events of geological interest. The most ancient of these times is known as the Archeozoic. This witnessed the accretion of planetesimal bodies to the point where life was possible.
Lowly organized plants have been found in these ancient rocks. The next division of rocks is called the Proterozoic which we think witnessed the development of plants and animals to a very complex state. Bacteria and algae are known (Figure 1) in the limestones from this period and traces of animal life are abundant. Rocks of neither Archeozoic nor Proterozoic age occur within the borders of Kentucky. Following and therefore superimposed upon the Proterozoic is found a great system of rocks, rich in fossils, called the Paleozoic. The first stage of this great period, the Cambrian, with more than one thousand kinds of plants and animals, does not occur at the surface in Kentucky. Succeeding the Paleozoic comes an extensive system of sedimentary rocks with thousands of fossils, known as the Mesozoic. This time witnessed the development of many great and small reptiles, the first birds, many small mammals, and great changes in plant life and the smaller denizens of the seas. The Age of Mammals, called the Cenozoic, witnessed the origin and development of thousands of different kinds of warm-blooded animals. The Quaternary or Holozoic witnessed the last great Ice Age, and includes the Recent, the period in which we are now living.
FIRST EVIDENCES OF PLANT AND ANIMAL LIFE
The earliest evidences of plant and animal life are found in iron-bearing rocks of the Archeozoic, and in limestones of the Proterozoic. The earliest living things were algae and bacteria which were instrumental in the formation of iron ore and the deposition of limestones. It is difficult to distinguish plant and animal life in these early rocks, for at first there was little to distinguish plants from animals. None of the earliest traces of life are found in Kentucky.
PROTEROZOIC LIFE
Life in the Proterozoic must have been abundant since the following age, the Paleozoic, started out with a vast array of living things. It is thought that all the geological time preceding the opening of the Paleozoic was much longer than all subsequent time.
### DIAGRAMMATIC SECTION OF EARTH'S CRUST
| ERAS OF GEOLOGIC TIME WITH CHARACTERISTIC LIFE | CHARACTERISTIC ROCKS WITH MAXIMUM THICKNESS |
|-----------------------------------------------|---------------------------------------------|
| **PSYCHOZOIC ERA** (Recent) Age of man | Alluvial deposits in rivers, etc. |
| **CENOZOIC ERA** (Modern life) Age of mammals and modern plants | Quaternary Pleistocene: Shale, sand, and gravel |
| | Pliocene: 5,000 feet clay, shale, gravel, and sandstone |
| | Miocene: 14,000 feet shales, sandstones, and limestone |
| | Oligocene: 6,000 feet shales, sandstone, and limestone |
| | Eocene: 8,000 feet limestone, sandstone, and coal |
| **MESOZOIC ERA** (Medieval life) Age of reptiles | Upper Cretaceous: 20,000 feet sandstone, shale, limestone, and coal beds |
| | Lower Cretaceous: 20,000 feet limestone, shale, and sandstone |
| | Jurassic: 10,000 feet sandstone and shale |
| | Triassic: 15,000 feet sandstone, shale, and coal beds |
| | Permian: 7,000 feet sandstone and shale |
| | Pennsylvanian: 10,000 feet sandstone, shale, and coal beds |
| | Mississippian (Waverillian and Tennesseean): 4,500 feet shale and limestone |
| **PALEOZOIC ERA** (Ancient life) Age of higher invertebrate animals | Devonian: 12,000 feet limestone, sandstone, and shale |
| | Silurian: 6,000 feet sandstone, shale, and limestone |
| | Ordovician: 6,000 feet sandstone, limestone, and shale |
| | Canadian: 4,000 feet limestone and shale |
| | Ozarkian: 6,500 feet massive limestone |
| | Cambrian: 18,000 feet quartzite, sandstone, shale, and limestone |
| **PROTEROZOIC ERA** (Primitive life) Age of primitive plants (algae) and invertebrate animals | Keweenawan: 30,000 feet conglomerate and sandstone with lava flows |
| | Animikian: 14,000 feet banded slates and cherts with iron ore |
| | Huronian: 10,000 feet glacial conglomerates, quartzite, and limestone |
| | Sudburian: 20,000 feet of white quartzite |
| **ARCHEOZOIC ERA** (Primal life) Age of unicellular life | Keewatin: 100,000 feet sedimentary schist and gneiss with lava flows; slates, conglomerates, and limestone |
| | Grenville: Granite and other igneous rocks |
Fig. 2. Kentucky geological history occupies only the middle part of the geological column shown here.
CAMBRIAN PERIOD
The Cambrian period with its thousand and more kinds of animals and plants is almost unknown in Kentucky, but the nature of the creatures of that time must be briefly discussed before we can understand the life which followed. If we should be able to restore to their living form the animals which are found fossil in Cambrian rocks, we should be greatly surprised to see jellyfishes, quite like those of today; crustaceans like those seen in recent seas; shell fish almost identical to those found on our beaches; and others would resemble somewhat familiar creatures, while surprisingly few of them are strange. The unfamiliar creatures are the trilobites, a group of animals which lived in abundance during the entire Paleozoic and disappeared at its close.
Fig. 3. Life in the Cambrian period. \(a\), possibly a fragment of a sea-weed; \(b\), a trilobite of the middle Cambrian. Such animals became extinct at the close of the Paleozoic; \(c\), a small crustacean—a phyllopod, much like the small creatures seen today in fresh water pools; \(d\), a very ancient mussel shell-fish; \(e\), a Cambrian snail-like animal.; \(f\), a hinged brachiopod, like those living in Puget Sound today, from the lower Cambrian rocks; \(g\), an early sponge or coral-like growth; and \(h\), a cast of a very ancient jelly-fish. From Chamberlain and Salisbury.
There were no fishes or other backboned creatures during the Cambrian, but in Vermont and in lower Cambrian rocks of Comley in Shropshire, England, are found scales which indicate lowly predecessors of the fishes. If we examine a Cambrian shrimp we see clearly that it is so like modern shrimps that we realize the amazing amount of pre-Cambrian time needed for the development of such an animal. We know little of the changes undergone during this extensive space of time but we can infer much. The Cambrian period is not the beginning of animal and plant life, but a period long past the noonday of the racial life of many creatures. In drilling a deep well for oil and gas in Jessamine County a few years ago the pygidium or tail of Cambrian trilobite was found in the drill cuttings, thus proving the existence of formations of this age beneath the Kentucky Bluegrass.
Records of Cambrian life were made elsewhere than in Kentucky. It will be important, however, to show what enormous advancement life had made at the opening stage of the Paleozoic. Geologists believe that pre-Cambrian time was considerably longer than all succeeding time. Little is known of the early growth of animals and plants in the pre-Paleozoic.
THE GEOLOGIC COLUMN IN KENTUCKY
The term geologic column is used to indicate the sequence and kind of rocks deposited. The sedimentary record in Kentucky is thus diagrammatically produced in a vertical column. Of course nowhere in the State does such a natural pile of rock actually exist, since as shown by the diagrams, all the Kentucky rocks are tilted showing that they have been disturbed. Moreover, in no one place in the State can the rocks be found exactly as represented in the generalized geologic column due to lack of deposition, erosion and other causes.
Nearly all of the rocks in Kentucky are sedimentary in origin; that is they were laid down under water. Soft mud is often converted, by pressure, into shale, the most satisfactory rock for the preservation of fossils, i.e., leaves, shells and the
Fig. 4. A number of small crustacea found in rocks of middle Cambrian age. They look very much like modern shrimps. After Walcott.
like. Often soft-bodied animals like jelly-fishes, sea cucumbers, shrimps and so on are preserved in shale, greatly flattened of course, in the most exquisite detail. Loose sand and gravel become converted into sandstone and conglomerate which usually preserve fossils very poorly, or not at all.
The third great type of sedimentary rock is limestone, which is precipitated from the sea water by a variety of means; such as by the action of algae, lowly plants, by bacteria, and by animals such as the corals. Coral reefs have a very ancient geological history, and the fossil reef that forms the Falls of the Ohio in the river at Louisville is famous the world over. Limestone is also frequently formed from the shells of dead sea invertebrate animals. These three kinds of sedimentary rocks, shale, sandstone, and limestone, have many varieties each, and all may be changed by pressure, heat and chemical action into a variety of metamorphic rocks. The State exhibits a few igneous rock in place. These are called dikes.
All the hard rocks of Kentucky's geological column belong to the Paleozoic, but lack both a beginning and an ending. The Cambrian elsewhere records the opening of Paleozoic time, but it does not occur at the surface in Kentucky. Likewise rocks of Permian age, closing the Paleozoic are wanting in Kentucky. The periods called Ordovician, Silurian, Devonian, Mississippian and the Pennsylvanian form the principal part of the geological column for the State. The following tabulation shows the records from which the story of the geological succession of life in Kentucky has been read. We will record the oldest period at the bottom in the actual order of deposition.
\[
\begin{align*}
\text{System} & \quad \text{Series} & \quad \text{Stage} \\
\text{Silurian} & \quad \begin{cases}
\text{Niagaran} & \quad \begin{cases}
\text{East of Arch} \\
\text{Alger (East)} \\
\text{Osgood (West)}
\end{cases} \\
\text{Oswegan} & \quad \begin{cases}
\text{Indian Fields} \\
\text{Medina}
\end{cases}
\end{cases}
\end{align*}
\]
The three remaining systems, the Devonian, the Mississippian and the Pennsylvanian are quite complex, for details of which the reader may consult the publications of the Kentucky Geological Survey in the attached bibliography. Each stage has several substages, all indicated by characteristic fossils.
**LIFE IN THE ORDOVICIAN**
Let us imagine ourselves transported backwards millions of years into the Ordovician times, and let us stand on or near the ocean, for we do not know much about the rivers of those far-off times. If we look around us on the land we see no traces of green vegetation, no grasses, trees, shrubs, flowers, ferns, but along the beaches we note a few marine plants. We hear no voice of bird, hum of insect, or call of mammals—there were no land animals at all. It clouds up quickly and the silence is broken by thunder, by the swish of the rain and by the splash of the waves. After the rain all is silence, no fishes leap in the sea. Approaching the shore again we glance into the water and see shell-fish such as brachiopods, clams, and snails. Under the loose rocks we find sponges and corals, while swimming along near the surface of the water, with occasional lunges, are the giants of the Ordovician—the cephalopods. Trilobites creep along the bottom, and out in deeper water are the sea-lillies, which we shall learn to call crinoids. It is indeed a strange world! Fish remains have been found in rocks of supposedly Ordovician age, but geologists now believe them to be Devonian.
The waters of the Ordovician sea—the Cincinnatian and the Champlainian—swarmed with a great variety of invertebrate animals. Hundreds of kinds of moss-like animals, the bryozoans, were great limestone makers, accompanied by at least five hundred kinds of shelled animals—the brachiopods. There were also a host of snail-like creatures, and many corals for the first time showed a tendency to form reefs.
Fig. 5. Some of the sea animals we might have found near the shore had we visited the region of Kentucky during Ordovician times. These creatures were the highest forms of animal life of their time.
a, an Ordovician brachiopod. The brachiopods have existed continuously in the oceans of the world since pre-Cambrian times; b, a straight and c, a coiled cephalopod, like the nautilus of today. Some of the early Paleozoic straight cephalopods grew to a length of fifteen feet and were giants of their time; d, a wing shell, like the butter clams now found in Puget Sound; e, an Ordovician trilobite; and f, a crinoid or sea-lily. After Schuchert.
LIFE IN THE SILURIAN PERIOD
Land plants are not definitely known until after the close of the Silurian. The first three periods of the Paleozoic—the Cambrian, the Ordovician and the Silurian—were the "Dark
Ages" so far as our knowledge of plant life is concerned. During these three periods a thickness of over twenty miles of rock were laid down in various parts of the world, all in salt water, where no land plants would be expected. Over one hundred kinds of seaweed fossils and impressions have been described, but many of these are probably accidental markings on the rocks and are not plants at all. The algae (sea-weeds) were active in the deposition of limestone. Many of the algae were floating. Some of these ancient sea-weeds were very large, attaining a diameter of two feet and a length of several hundred feet. These algae were later the progenitors of the land plants.
The first fishes and the first air-breathers have been found in rocks of Silurian age, but neither of them in Kentucky. Fishes are known from New York and from Pennsylvania (figure 6). These were fresh-water fishes and are abundant in Silurian rocks of that far-off, northern island of Spitzbergen. The earliest air-breathers were scorpions, between two and three inches long, in structure and appearance very similar to modern scorpions. Related to these early scorpions there lived during the Silurian numerous and often huge, scorpion-like creatures known as eurypterids (figure 6). They lived in brackish water, on the margins of the sea and sometimes entered the lower waters of the rivers. One kind of these creatures was about nine feet long. They were probably the enemies of the early fishes, all of which were small. Many of the eurypterids were regular demons in appearance.
Corals were abundant in Kentucky, during the Silurian. Coral reefs, especially well-developed at Louisville, were formed. Associated with the corals and coral reefs were many thick-shelled animals like snails, which had developed heavy shells to defend themselves from the heavy waves pounding on the reefs.
Many hundreds of different kinds of invertebrate animals left their remains in the marine deposits of the Silurian, upwards of 2,500 species being known from North America. None of the great groups we found in the Cambrian show much change in the Silurian.
Fig. 6. The wonders of life in the old Silurian rocks. \(a\), a fossil chain coral, found in Kentucky coral reefs; \(b\), an animal of the star-fish group, a crinoid or stone lily, as it grew in the Silurian sea; \(c\), the first air-breather found on land—a true scorpion; \(d\), this odd-looking animal, hideous in appearance, had relatives in the Silurian which grew to nine feet in length. The eurypterids, as they are called, died out before the Coal period; \(e\), a fish-like animal, *Palaeadspis*, found in Silurian rocks near Kentucky. After Schuchert and Bryant.
Great deserts are thought to have existed during part of the Silurian, on account of the occurrence of thick deposits of red rocks. Fossiliferous iron ore is abundant in regions near Kentucky, and thick salt deposits of this age are known to the north. Warm seas existed far northward into the Arctic circle, permitting the growth of extensive groups of animals at a place where life is now rare. This is one of the lessons of the rocks.
Fig. 7. Dependent life began early in the Paleozoic, as shown by the association of snails and sea lilies in the lower two figures. The upper two figures show evidences of disease.
LIFE OF THE DEVONIAN
There is no more significant or picturesque period in the history of the earth than the Devonian. Nowhere in the world
is found a more complete record of Devonian life than in eastern America. In this record Kentucky plays an important part.
It seems probable that early in the Devonian green plants of a lowly type were to be found along the margins of rivers and fresh-water lakes. These plants spread with relative rapidity over the moist land surfaces, and sedge-like organisms, primitive ferns, and other similar plants became fairly abundant, foreshadowing the enormous expansion of plant life during the great Coal period. One of the most remarkable of these growths was a tree-like seed-fern, whose stumps and roots have been found in place in certain Devonian rocks, actually preserved in the soil in which they grew millions of years ago. The trees were slender and tall, attaining a possible height of forty feet when alive. The discovery of scores of these stumps has led to our knowledge of the oldest petrified forest, a reconstruction of which is shown in figure 11. These odd trees bore seeds in pairs at the ends of modified leaflets, the seed being about one-quarter inch in diameter and enclosed in an outer husk. The first wood is found within the stems of certain of these tall, fern-like trees, as well as in other plants of the
Devonian. No true flowering plants are yet known. Kentucky shares with other states the pride of having grown some of the earliest woody plants which existed on the earth.
Among the animals the great groups of fishes, both freshwater and marine, constitute the most significant advance in the upward progress of life toward the present. Kentucky seems not to have shared fully in the life of the Devonian, although subsequent discoveries may show unknown fossils. Many of the fishes lived in fresh-water bayous or in rivers into which paleontologists believe they had been chased by the active denizens of the sea, especially by the large and active cephalopods.
Fig. 9. A group of queer, fishlike animal which lived during the Devonian times, and recorded in the Devonian strata of North America (the eastern states) and Europe. \(a\). a soft-bodied, small, fish-like animal, with forward placed eyes and hard scale-like spicules. This creature is flattened out, dorsoventrally, and when seen from the side is quite different in appearance; \(b\). a fish-like animal, called *Pteraspis*, from the lower Old Red sandstone of Great Britain; \(c\). a fish-like animal related to the lampreys found in Silurian and Devonian rocks of America, Norway, and Spitzbergen. The head shield is most frequently preserved and the form of the brain and nerves can be seen; \(d\). an outline of one of the queerest of the early vertebrates. It had no true jaws, no true fins, and a heavy armor. It died out during the Devonian \(e\). a primitive, slender shark, sometimes attaining a length of five feet, found in concretions within Devonian shales near Cleveland, Ohio. Figures from *Eastman*.
It will be necessary for us to go outside of the boundaries of Kentucky to find the kinds of animals which filled the place of fishes during this great geological period—the Devonian. The adjacent states of Ohio, Pennsylvania, Iowa, New York, and Canada furnish all the domestic evidences we need, but for comparisons we must cross the seas to Scotland where the stone mason, Hugh Miller, made known the nature of the Devonian vertebrates, and to Norway and Spitzbergen for other kinds of fish-like creatures.
The earliest fishes were so strange that nothing like them is now known. We have no clues as to where they came from, and when we find them they were well along in their racial history. Some seem to have been very soft-bodied creatures without definite fins; the body sparsely covered with minute spines. Others had a part of the body covered with a hard bony armor. Some had an armor-like head shield, and the rest of the body naked or scaled. Some looked curiously like scorpions. All of these diverse looking animals are called ostracoderms. They were the predecessors of the true fishes and lived in fresh and brackish water.
The primitive sharks constitute the earliest representatives of fishes as we know them today. Near the city of Cleveland, Ohio, not far to the north of Kentucky, in Devonian black shales the primitive sharks, called cladoselachians, are found in hard rounded concretions. These sharks are often so perfectly preserved that the minute structure of the muscles and kidney can be seen, under the microscope. None of these sharks exceeded five feet in length. The body was elongated and rounded, with a blunt snout and eyes placed far forward. *Cladoselache* is the best known of all ancient sharks. Marine sharks of the Devonian are known from scattered teeth and isolated fin-spines. These are usually found in limestones—once calcareous oozes—where they must have fallen at or following the death of the individual.
Other marine, shark-like animals occur abundantly in certain Devonian rocks. These are called Chimaeroids, the dental plates of which are at times found in thousands at certain quarries. This group of fishes has persisted almost unchanged.
throughout all subsequent geological time, and are found today, in relatively deep water, along the continental shelves of the Pacific Ocean.
It is surprising to find in the Devonian the earliest representative of the lung-fishes, known today in the muddy rivers of Africa, Australia, and South America. These queer fishes, during the dry season when the waters of the river disappear, coil themselves into a ball of mud and live, quiescent, until the next rains soften their prison, and they swim out. Although they breathe air they have no true lungs and are not related to the land vertebrates.
A group of small to huge fishes of a new and unexpected type arose, lived and perished during the Devonian. These armored fish-like animals are known as Arthrodires, and are unlike any fish now living. We do not at the present time know either their predecessors or their descendants. The largest of them attained a length of nearly twenty feet and in their day were the rulers of the sea. They surpassed the giant cephalopods which in size had ruled the seas for many geological periods. It is thought by some that the arthrodires are related to the sharks; by others to the lung-fishes; and to other groups. The complete bodily form is unknown. The head region was covered with a very heavy bony armor and it is possible that the body back of the pectoral fins was naked, and thus hard to preserve.
Fig. 10. A restoration of the Devonian crossopterygian fish which is thought to have been an ancestor to later air-breathing vertebrates. After Bryant.
A fifth group of fishes, which lived during the Devonian, has been called the Crossopterygii. These fishes looked a great deal like modern fishes (figure 10), but in their structure appear to have been organized like the primitive land vertebrates,
to which they may have been ancestral. The bones of the pectoral fin are arranged much the same as they are in the fore limb of a land vertebrate.
The presence of land vertebrates (amphibians) in the rocks of the Devonian is indicated by a single, imperfect footprint (figure 12) found many years ago in Pennsylvania. The specimen is preserved in the Yale University Museum.
The host of invertebrates which swarmed in the seas of earlier periods persist during the Devonian in slightly changed but undiminished force. These were of the types seen in the Silurian;—corals, brachiopods, bryozoans, starfishes, crinoids, trilobites, blastids, and groups of shell fishes.
Corals were especially wide spread and are found from Louisville to Alaska. Reef formation was common, and the great fossil coral reef in the bend of the Ohio River at Louisville is famous the world over. This Kentucky reef is formed of a number of species of corals; with cup corals over two feet in length and three inches wide, compound colonies eight feet across, associated with many kinds of bryozoans. In the upper Devonian colonies of 'glass' sponges existed, represented by upwards of ninety kinds. In a certain deposit in the Devonian of an eastern state occur more glass sponges than are known from all the rest of the world together. These sponges lived in deep cold water.
Decadence among the numerous trilobites is thought to be indicated by the spiny species existing in Devonian times. Dependent life and the inception of parasites began during this period. Previously all animals had been independent, and disease is thought to have been non-existent. Scars on shells and bones indicate accidents or attacks of the weak by the strong. With the increase of species and numbers of individuals within a species, tragic death of individuals and sudden extinction of species becomes more and more common—a fact truly indicative of the increasing struggle to persist among all organic forms.
Insects may have existed on dry land during the Devonian but they are unknown as fossils. Scorpions and millipeds must
have lived somewhere since they are known in the Silurian. Eurypterids, the huge scorpion-like animals of fresh and brackish water which occurred so abundantly in the continental deposits of the Silurian, persist in the lower Devonian beds; one species attaining a length of six feet. This was their last appearance, and during the somewhat later Pennsylvanian the group became extinct.
Fig. 11. A restoration of the earliest known petrified forest of tree-like seed ferns, as preserved in the State Museum at Albany, New York. In the foreground is seen an idealized reproduction of the rock section from which the tree stumps were secured at different levels. In the background is a painting of the forest of seed-ferns as it probably looked in the Devonian, with life-size restorations at either side. Trees like these were very abundant later in the Pennsylvanian and furnished a large share of the material for coal.
The climate of the period was warm, and animals and plants lived far north where now there is little life at all. The complete union of North America and Europe, during this time, across Greenland, Spitzbergen, Norway, and Great Britain allowed an unusual intermingling of floras and faunas. Abundant red rock indicates that a part of the period was semi-arid. Devonian coal-beds are thin and of little value, in Kentucky their greatest thickness being occasionally only as much as a fraction of an inch.
Fig. 12. A Devonian footprint of a land vertebrate, found in Pennsylvania. The original is about three inches long.
THE MISSISSIPPIAN PERIOD IN KENTUCKY
The records of the rocks of the Mississippian period all show that the life of the time bears closer relations with immediately subsequent developments, rather than with the preceding life. It marks a great change from early Paleozoic life to that of a later time. This significant relationship is clearly indicated by the inclusion of the Mississippian rocks (lower or sub-Carboniferous) in a common division, the Carboniferous of older geologists, with the Pennsylvanian and the Permian. Mississippian life is more nearly that of the Carboniferous (carbon or coal-bearing) rocks than it is Devonian.
People living in western Kentucky know the rocks of the Tennesseean division of this period as the producers of numerous caves and sinks, causing the term "the land of ten thousand sink holes" to be applied to much of this area. Mammoth Cave occurs in the rocks of this period. Sink holes from all sizes, as small as a barrel to an area of 3,100 acres occur in western Kentucky up to the number of 60,000 of which 9,000 have been mapped, according to the observations of State Geologist Jillson.
The plants of the Mississippian show a decided advance over those of the Devonian and are much like those of the later Coal period, the Pennsylvanian, and a more exact account of the plant life of the Mississippian will be included under that period, where illustrations of Carboniferous plants will also be given. While coal in irregular lenses does occur in the Mississippian rocks yet the beds are never so productive as those of the Pennsylvanian. The fossil trees of this period in Kentucky show an increase in woody parts, some of them attaining a height of one hundred feet. Most of them did not branch until near the top. Some of the trees were primitive conifers. The several thousand species of fossil plants known from the Carboniferous rocks of the world formed one of the most luxuriant, though not the most varied, floras the world has ever known. It is quite probable that the fossil plants so far known constitute only a part of those which actually existed. Ferns of a wonderful variety abounded. More exact details will be given in the next section.
Curious fossils called conodonts occur abundantly in the Mississippian rocks of Kentucky. The conodonts are minute glistening, brownish or black, tooth or scale-like fossils, of an uncertain nature. They are supposed by some geologists to be teeth and scales of small fishes or fish-like animals. These minute objects occur in extraordinary abundance in some localities where the rocks bear literally thousands of them.
Fig. 13. Two animals from rocks of the Mississippian period. \(a\). a beautifully preserved fossil cephalopod; \(b\). a fossil stone lily. After Schuchert.
Fig. 14. Amphibian footprints found in Mississippian shales. One-third natural size. After Buzanov.
Land vertebrates must have existed somewhere in Kentucky during the Mississippian, but their fossils are yet unknown, not only within the State but throughout the entire Western Hemisphere the only indications of land vertebrates are some fossil footprints (figure 14). Even in Europe the record is scant. The later Coal period, however, bears records of many scores of different kinds of amphibians and reptiles, though principally from outside the State.
A group of large sharks, with pavement-like teeth, known as cochliodonts, adapted for crushing shell-fish, and possessing large fin spines, occur abundantly in rocks of the Mississippian period, in a great variety of species. A general progress in the development of fish-like forms toward the dominance of the bony fishes took place at this time. The huge arthrodires of the Devonian had disappeared, as had also the diversified ostracoderms.
The hosts of invertebrate animals which swarmed in the warm Mississippian seas show progress over their Devonian predecessors. The trilobites were becoming reduced in numbers, for they were approaching extinction. A most astonishing diversification occurred among the crinoids, or "sea-lillies," animals of the star-fish group usually growing on a stem attached to the sea bottom. Nearly four hundred species or kinds have been found in the limestone quarries of one locality. It is strange that the corals formed no reefs during the Mississippian, such as were seen during the Devonian. The cephalopods were being held in check by the shell-feeding sharks, and the nautaloids no longer ruled the seas.
The fossils found in the Mississippian of Kentucky indicate that the seas were warm and equable, a condition conducive to the expansion of many types of life. On the land the vegetation shows the effects of a mild climate, for the most part, although this was varied by semi-arid and cold conditions which had some notable effects on the expansion of life.
THE GREAT COAL PERIOD
The most conspicuous feature of the deposits formed in Kentucky and elsewhere is the many layers of coal. While coal
was formed in other places at later times yet by far the greatest amount of coal was formed during the Pennsylvanian period or the "Coal Measures" as the period is often called. About seventenths of the coal supply of the world is found in rocks of this age. It is an obvious and well known fact that ordinary coal is a compact, stratified mass of plants which have suffered some decay. The remains of animals, fishes, amphibians and invertebrates, mingled with the coal undoubtedly added to its volatile nature.
The significant advance in the life of the Pennsylvanian was the wide expanse of the land plants and their enormous development; the spread of the amphibians, now known for the first time from abundant fossilized skeletons; the beginnings of the true reptiles; the gradual development of bony fishes; the elimination of certain groups of invertebrates and the expansion of others. The insects were present in great numbers of cockroach-like forms. Spiders of an archaic type; millipedes, centipedes, scorpions, and other arachnid forms were present—their development being favored by the rapidly expanding forests of the warmer climates, and the abundance of food. Since the land plants, insects, amphibians, and reptiles constitute the new things in the geological succession of life in Kentucky accounts of these groups will be given in considerable detail. It is to be remembered however, that while all these changes were going on among the dwellers on the land, changes were also taking place among the inhabitants of the seas. The marine records are preserved in the thousands of feet of limestone which were deposited during the Pennsylvanian.
The climate of Pennsylvanian time was warm and genial the world over, and the lands bordering the seas were moist, with an abundant and well distributed rainfall. Conditions, such as these favored the rapid growth of plants and animals and brought about enormous developments, which under less favorable conditions, would have been of very slow accomplishment.
Since petroleum is of organic origin, being derived from the decomposition of animals and plants, the Coal Measures are rich in oil and gas. Pools of oil occur throughout the MidContinental region in rocks of the sub-Carboniferous or Mississippian. In Kentucky the Devonian Sediments have been the largest producers of petroleum up to the present time.
Flowering plants are unknown in the Pennsylvanian, nor had the forage plants and grasses developed. They came on much later. It is estimated that more than three thousand kinds of plants lived in the swamps of the Pennsylvanian. Many of the kinds of plants which clothed the lands in late Devonian undoubtedly continued without much change into the Carboniferous, and the expansion of plant life to form the great coal beds doubtless consumed over a million years. It is reasonably certain that many plants existed during this time which are at present, unknown. New forms are being described constantly.
This great Coal period has often been called the Age of Ferns, because plants of fern-like characteristics far outnumber all of their associates. They are the commonest fossils seen in the Kentucky coals, and some of the fern-like plants were of large size. The Paleozoic tree ferns (figure 11) are fairly well known. Some of them had trunks two feet in diameter and a height of 60 to 70 feet, with a splendid crown of large, spreading compound fronds at the summit. Some of these tree ferns of the Paleozoic are related to the elephant ferns now found growing in the tropics, much smaller than their ancient progenitors.
Seed-ferns we found existing in the Devonian, and we find them in great numbers in the Coal Period. One of these treelike seed-ferns had a slender stem which growing in close association with thousands of other plants depended on its neighbors for support, and was probably unable to stand alone. It had adventitious roots exactly like the root-like growth Kentuckians see on their corn stalks. These were for support. The leaves were arranged spirally on the stem and formed a large graceful crown near the top. Some of the leaves were more than three feet in length. The seeds were barrel-shaped, about a quarter of an inch long, and enclosed in a cupule.
Tree-like plants of great importance during the Coal Measures were those known as the *Lepidodendrons*. These are
represented today by the little ground pine. Some of the Carboniferous scale trees (*Lepidodendrons*) were four feet in diameter, with a large trunk one hundred feet high. One trunk was found measuring 114 feet up to its first branches, and the crown above this must have attained a height of 135 feet. The trees had no true roots, but heavy underground parts, root-like in appearance, supported the enormous trunk. The trunk of the Lepidodendron was distinctly woody, though not like the solid wooded trees we know today.
Other tree-like plants are known as *Sigillaria*, looking oddly like the giant cactus travellers see in Arizona. One trunk six feet in diameter at the base and a foot at the top, was only eighteen feet high. Still other *Sigillaria* were tall and slender, attaining a height of a hundred feet, and without branches. The leaves were held for a long time and when finally dropped left six-sided scars. Both *Lepidodendron* and the *Sigillaria* bore cones, sometimes a foot in length, borne in a close whorl around the stems, from which spores, not seeds, were produced.
The *Cordaites* looked much like the Joshua trees or giant yuccas seen in the Mojave Desert of California. They were tall slender trees, often attaining great heights. The center of the trunk is pithy, and not very strong.
The scouring rushes, before the introduction of scouring powders, were used by housekeepers to scour their pots and pans, for which the rough, harsh coat of the horse-tail rushes fitted them. These plants were represented in the Coal Measures by large plants called *Calamites* and they are among the commonest fossils of the Carboniferous. The plants grew in wet, swampy places, had underground parts and upright stems, which bore branches at the nodes in whorls. Spores were borne by cones often a foot long.
It is thought that the evergreen trees, the conifers, began their development during the Pennsylvanian, but none of the fossils so far found permit a satisfactory study of the species.
Living in the pools and swamps, where the coal-forming plants grew so luxuriantly, there were a number of different kinds of amphibians, whose skeletons and rarely the soft parts,
are found in Pennsylvanian deposits in many places throughout the world—although none have yet been found in Kentucky. Some of their skeletons were found fossilized in *Calamite* trunks, along the coast of Nova Scotia. A single reptile has been found in cannel coal in Ohio.
The amphibians of the Pennsylvanian period are for the most part, small semi-aquatic vertebrates, comprising both naked and armored forms. In the cannel coal of eastern Ohio there occur a number of kinds of amphibians represented by hundreds of specimens. They are all crushed flat by the pressure of the rocks above the coal. Examples of these early land vertebrates may also be found in the extensive coal beds of Kentucky—a possible discovery of great interest. In rounding nodules in shales above the coal in Illinois occur other amphibians, and a large number are known from the Coal Measures of Canada.
Some of the amphibians appear to have been ancestral frogs, while others, known as *Branchiosauria*, gave rise to the salamanders known in Kentucky today as mud-puppies or water newts and efts living in the shaded streams and in many caves. The salamander-like creatures of the Carboniferous are very
small, ranging from two inches in length up to five inches. Their bodies are so well preserved that the muscles, skin, scales, eye pigment, lateral line canals and organs, the liver, the intestines and stomach are known. They seem to have been air-breathers without lungs, oxygenating the blood through the walls of the extensive buco-pharyngeal pouch.
Snake-like amphibians with skeletons consisting simply of a vertebral column and head are known to have lived with those species which were reptile-like. The animals are mostly known from fragments which were picked out of the dump at the mouth of the coal mines, while some were found in systematic splitting of hundreds of tons of coal.
The fresh-water and marine fishes of the Pennsylvanian are more nearly like the Mesozoic fishes than like the earlier Paleozoic fishes. The fishes of today were foreshadowed in the Coal Measures by forms showing a tendency toward the bony type. No new groups were developed and no great group was lost. The general tendency among piscine forms was upward toward the later types.
The insects of the Pennsylvanian were, many of them, the largest ever known, giants of their kind. The maximum size
Fig. 17. Restorations of two Coal Measures (Pennsylvania) amphibians. Above is the salamander type, the originals of which measured less than two inches, and looked like small, modern, mud-puppies. Below is a reconstruction of a reptilian type, about three inches long, with short body, long legs and sharp claws. Both animals possessed small scales buried in the skin of the back.
Fig. 18. One of the slender elongate legged salamander-like stegocephalians, whose remains are known from the Mazon Creek Shales of Illinois. The animal, about five inches in length, is shown in the act of grasping a small crayfish-like animal. The picture is based on specimens in Yale University. On account of the fact that the crustacean is a salt water or brackish water creature the early Amphibia have been thought to inhabit the margins of the seas, a habitat now entirely unfamiliar to the group.
was reached by those of the dragon-fly type, one of which, found in the Coal Measures of Belgium, measured 29 inches across the wings. They were the only flying creatures of their time. There are over 400 kinds of insects known from the Coal Period. At no subsequent time have insects grown so large. In addition to the large number just mentioned occurring in the lower and middle Pennsylvanian, there were some 800 different kinds of cockroaches, carnivorous and often measuring four inches in length.
The spiders of the Pennsylvanian in general resemble modern spiders. Closer examination, however, shows the body to have been segmented, unlike modern arachnids.
Scorpions of modern appearance, thousand legs or millipedes, land snails and fresh-water clams are some of the interesting developments of the great coal age. The small land snails were found in the hollow stumps of fossil trees (Sigillaria).
The invertebrate marine life of Pennsylvanian time was not only prolific but also varied, faunas everywhere being similar. Many of the Pennsylvanian limestones are composed exclusively of fossil shells of one-celled animals, the Protozoa.
PALEOZOIC CORAL REEFS
It is rather surprising to learn that coral reefs exist in Kentucky. The oceans where corals live are now far away from the State but the fossil coral reefs assure us that the ocean has, in the past, covered the area now called Kentucky and has left coral reefs in the rocks formed at various times in the Paleozoic. The present climate of Kentucky, too, is not favorable for the growth of corals, even if marine waters were present. Present day corals live in tropical or warm waters, and we believe that the finding of fossil corals in what is now the Arctic indicates a change in climate.
Present day coral reefs are the combined product of the activity of many organisms, both plants and animals. The coral animals themselves are of primary importance because of their lime-secreting nature but in reef formation they are accompanied by the lime-forming bryozoans, with many at-
Fig. 20. Composite restorations of Coal Measures trees, as they may have appeared in the Kentucky swamps, millions of years ago. The *Lepidodendron* (the scale tree) is in the right foreground. *Sigillaria*, and huge scouring rushes, in the left foreground; *Cordaites* and a forty foot fern in the background; *Calamites* in outer circle. These tree-like plants had some woody parts. By permission of Henry Holt & Co.
tached shell fish. A great quantity of lime was also deposited by the action of bacteria and by lime-depositing sea-weeds. Reefs hundreds of feet thick, and many hundred miles long, both fossil and recent, are thus composite structures.
Geologically the history of fossil coral reefs begins in the pre-Cambrian and Cambrian, but of these we have no records in Kentucky. Reef masses of the bedded type occur in the State in rocks of Ordovician times, constituting the earliest Kentuckian representatives of this interesting rocky material. Coral reefs, of a complex nature are well developed in the Silurian and in the Devonian reach a very massive form, such as those near Louisville. The corals which occur in the Louisville reef extend northward into Alaska, so we are assured that Devonian climate was quite different from what it is at present.
Coral reefs during the Mississippian, whose rocks are so important in Western Kentucky, are not so well developed and wide-spread as in the Devonian, and none are known from the rocks of the State. Little is known of the nature of coral reefs during the Pennsylvanian. Life activities during the Coal period were more interesting on land than in the seas.
Coral reefs furnish protection for numerous animals but the nature of the sediment prohibits the preservation of many of these creatures. The action of the surf, in the past as now rends the coralline growths and by repeated poundings of the coral boulders produce a form of coral sand, and of course silicious sand was often washed into the growing reef. The irregular nature of reef formation, as well as the absence of regular bedding planes, renders fossil coral reefs unimportant for commercial quarrying.
GAPS IN THE GEOLOGICAL HISTORY OF KENTUCKY
Between the closing of the Pennsylvanian—the great Coal Period—and the Pleistocene, millions of years later, the geological record in Kentucky is a blank, except for a short time during the Cretaceous and the Eocene. Great as this gap in the record is, and important as it has been in shaping the surface features and drainage pattern in Kentucky, we know that it was not the first but rather the last of a long series of sedimentary
breaks which are easily seen far back in our lower Paleozoic section particularly the Devonian and Silurian. During all of this time, however, in other parts of the world, significant events in the upward progress of life were taking place. In order to keep in mind some of the events which were transpiring elsewhere, it will be well to state briefly what these happenings were, naming the periods of the times.
Among the plants true woody plants came in; flowering plants and grasses became common and furnished food for many herbivorous animals. Great periods of dryness and intense cold left their impress upon animal and plant life.
The Permian period witnessed the closing of the great Paleozoic, and during this time all of North America was dry land. The period was one of great aridity, and desert conditions prevailed throughout much of the land areas of the world. The cold, glacial climate with numerous large sheets of ice made the period one of extreme hardship for plants and animals. Yet, here and there groups survived and made progress. Insects developed into many groups, and land animals became common. This period witnessed the last of many of the Paleozoic invertebrates.
The Mesozoic era, lasting for millions of years after the end of the Permian, includes the Triassic, the Jurassic, the Comanchian and the Cretaceous periods, all properly constituting the Age of Reptiles. While the smaller denizens of the seas continued and expanded yet the new things on earth were the reptiles of land, sea and air. Accompanying these strange vertebrates and doubtless feeding on their eggs, were small mammals which were the ancestors of the creatures of the next era—the Cenozoic.
The age of mammals—the Cenozoic, is recorded by fossils in the rocks of the Eocene, Oligocene, Miocene, and Pliocene periods covering millions of years. The era witnesses the diversification, expansion, and advance of many groups of mammals. Some of them were strange and ill-adapted for a continuance of life under strange conditions, and so lost out. Many of them survived as present day warm-blooded animals. During this long period all of Kentucky, broadly speaking, was a
land area with the exception of some districts west of the Cumberland and the Tennessee Rivers. A wide and constantly changing variety of land animals traversed Kentucky during this time without doubt, but conditions in so humid and rapidly eroding an area were not good for the preservation of their remains in fossil form. Consequently this part of the geological record in Kentucky is essentially a blank.
THE QUATERNARY IN KENTUCKY
A large number of terms are used by writers on geological subjects to designate that extent of time and events toward the close of the Cenozoic. The Great Ice Age, the Glacial Period or Epoch, the Quaternary, the Holozoic, the Psychozoic, the Pleistocene, and the Age of Man all designate, more or less closely the periods of time with which we are now concerned. The greatest events were the development of modern trees and plants, the occurrence of many groups of mammals, some of which became extinct during this time, and the appearance of man. The greatest physical event was the Great Ice Age, with its oft recurring advance and retreat of the great sheets of ice over the northeastern part of the continent, which extended southward to the Ohio River. The climatic changes were great and the intense cold affected life all over Kentucky but, only the northern edge along the Ohio River suffered any physical changes.
The Pleistocene period may have endured for a hundred thousand years or more. It is regarded by some geologists as having closed 20,000 years ago. The action of the ice, at one time in places 6,000 feet thick, and the enormous amount of water liberated at its melting brought about vast changes in the northern lakes and rivers. The distribution of animals and plants advanced and retreated with the fluctuations of the ice sheets.
About 250 species of Pleistocene plants are known in all of North America, less than twenty of which are extinct. Leaves of trees in Pleistocene deposits near Toronto, Canada, show that the trees now living in Kentucky lived at that time far north. This indicates one of the striking changes in climate.
Another change is shown by the discovery of musk-ox bones, now an Arctic animal, in regions south of Kentucky. Blue Grass caves near Lexington have given up their significant treasures of Arctic bear and fox as well as other probably glacial animals.
Fig. 21. An injured skull of a Pleistocene mastodon. Pus had discharged from the opening marked "sinus" for a long time before the "fracture" was made.
Many strange mammals, long since extinct, lived in Kentucky during the Pleistocene. At Big Bone Lick in Boone County, animals have come for their salt for thousands and thousands of years. Scores of hundreds of them left their bones at many of these "licks." Among the most curious animals of these mammalian assemblages are the great ground sloths belonging to the same group as the modern anteaters and sloths. These huge Pleistocene edentates are thought to have been exclusively plant feeders, like the modern, upside-down-tree sloth of South America which feeds exclusively on the large leaves of the Cecropia tree. These large sloths are found in Pleistocene deposits all over the eastern states, and far away on the Pacific Coast, within ten miles of the ocean, they left their bones in the asphalt pits of the Rancho la Brea.
Remains of the Pleistocene mastodon have been found at eight localities along the northern boundary of Kentucky (figure 22). These have usually been uncovered by steam shovels in railroad or canal building or in excavations for wells. No complete skeletal materials of these proboscidians have been found within the State, but elsewhere complete skeletons are mounted, as in many of the great eastern museums. Enormous quantities of teeth have been found at Bigbone Lick. The famous Blue Licks area has also made its contribution, and in one instance, at least, described by Professor Jillson before the Kentucky Academy of Science, a well preserved tooth has been found well within the Eastern Kentucky coal field. The mammoths, of two species, are represented in Kentucky by fragmentary remains.
Fig. 22. The American Mastodon, whose teeth were so abundant at the Bigbone Lick that in 1804 Dr. Goforth took away a four-horse wagon load.
Fossil horses in America represent almost the entire history of that useful and intelligent mammal, beginning far back in the Cenozoic, from which time to near the close of the Pleistocene the group persisted, to become extinct shortly after the
Fig. 23. The teeth of the mastodon and mammoth.
Ice Age and when brought over by the Spanish explorers, thousands of years later, the horse family again found life kind in the continent, of its ancestors. At Big Bone Lick fragmentary horse remains show that the equines lived in Kentucky at the time of the mastodon and mammoth.
The tapir, a long-snouted animal now living in Brazil; the peccary; the Virginia deer; the elk; the reindeer; the musk-ox; the buffalo of two species are all represented in the Pleistocene of Kentucky by unsatisfactory and incomplete remains. Their geological position is often doubtful and even the place of origin is sometimes obscure. Further study of the exact paleontological history of these mammals in Kentucky is greatly needed to establish their status in the Pleistocene life of the State.
Of the nature of the fishes and the invertebrates living in Kentucky during the Pleistocene little is known. We have no reason to suppose they differed much from the animals now living within the State.
THE RECENT PERIOD IN KENTUCKY
The Recent is the geological period in which we are now living. It is usually regarded by geologists as having begun about 20,000 years ago. The most important event in the geological succession of life in Kentucky was the introduction of man.
We do not know when ancient man first reached Kentucky but it seems probable that the early human migrants, entering North America by way of Alaska, lived along the North American Pacific Coast, in the region of New Mexico, Yucatan, and Peru thousands of years before a group of forest dwellers found the Blue Grass State. Great civilizations undoubtedly grew and waned before Kentucky was inhabited by the human race. They reached this State, however, long before the coming of Columbus into Western waters.
One of the most interesting ways to study the manner of life of the ancient—the original Kentuckians, is by examinations of their mounds and forts. Excavations into the "trash-piles," garbage heaps, or Kitchen-middens as they are called, have also revealed much. These mounds of refuse were many generations in the making and at times burials were made in parts of the heaps. The bones of the animals which they have eaten, their pottery and stone implements, the hearths by which they cooked their food and warmed their bodies, the shells of mussels, the skeletons of fishes, not only give us an insight into the daily life of the early Kentucky Indian, but show us the kinds of animals and plants which lived at this time. We learn that the elk, deer, bear, and wild turkey furnished the largest amount of meat for the early inhabitants; while nuts, acorns, corn, and wild grains and fruits varied their diet. Fish, fresh water bivalves, and crawfish were not an inconsiderable item.
It is possible, by careful work, to study the chronological sequence of events by a study of these mounds, for the materials tend to be arranged in a stratigraphic order, much like the more ancient rocks whose evidences of life we have been considering. Many Indian graves have recently been opened, and from this single source a wealth of information and artifacts has been gleaned.
A most interesting, exact, and well-illustrated account of "Ancient Life in Kentucky" written by two Kentuckians, Professors Funkhouser and Webb, issued by the Kentucky Geological Survey, gives a very interesting account of early man in the State. Every Kentuckian should see and read this book. It is one of which they may feel proud.
BIBLIOGRAPHY
A list of books, papers, and maps for further reading and reference in connection with a study of the geological succession of life in Kentucky.
Berry, E. W.
1. *The Romance of Collecting Fossil Plants*: Natural History, XXVI, pp. 475-485, 1926.
Burroughs, Wilbur Greeley
2. Geography of the Kentucky Knobs, Chapter VI, *Prehistoric People of the Knobs*: Ky. Geol. Survey, Series VI, vol. 19, pp. 135-160, 2 maps, 4 photos, 1926.
3. *A Newly Discovered Prehistoric Fort in Kentucky*. Trans. Ky. Acad. Sci., vol. 2, pp. 223-226, 1927.
Butts, Charles
4. *Geology of Jefferson County, Kentucky*: Ky. Geol. Survey, Series IV, vol. 3, Part 2, 1915.
5. *The Mississippian Formations of Western Kentucky*: Ky. Geol. Survey, Part I, 119 pp. 1918.
6. *The Mississippian Series of Eastern Kentucky*: Ky. Geol. Survey, Series VI, vol. VIII, 1922.
Chamberlin, T. C.
7. *The Origin of the Earth*: University of Chicago Press, 1916.
8. *The Age of the Earth*: Smithsonian Report, pp. 241-273, 1922.
Chamberlin, T. C. and Salisbury, R. D.
9. *Geology*, Volumes II and III. 1923.
Davis, W. J.
10. *Kentucky Fossil Corals*: Ky. Geol. Survey, Monograph, 139 pls., and 139 p. adjoining, of descriptive matter, 1885.
Eastman, C. R.
11. *Devonic Fishes of New York Formation*: Memoir 10—New York State Museum, 1907.
12. *Brain structure of fossil fishes from Caney shales*: Abstract, Geol. Soc. Am. Bull., vol. 24, No. 1, pp. 119-120, March 24, 1913. The material described came from Boyle County.
Foerste, A. F.
13. *Silurian, Devonian, and Irvine Formations of East-Central Kentucky*: Ky. Geol. Survey, Bull. No. 7, 369 pp., 33 pls., 1906. Glenn, L. C.
14. *Fossiliferous sandstone dikes in the Eocene of Kentucky and Tennessee*: Abstract, Science, new series, vol. 19, p. 522, 1904.
15. *Geology and Coals of Webster County*: Ky. Geol. Survey, Series VI, vol. 5, 1922.
Goldring, Winifred
16. *The oldest known petrified forest*: Scientific Monthly, XXIV, pp. 514-529, 1927.
Grabau, A. W.
17. *Principles of Stratigraphy*, New York. 1924.
Gruner, John W.
18. *Algae, believed to be Archean*: Journ. Geol., XXXI, 146, figs., 1923.
19. *Discovery of Life in the Archean*: Journ. Geol., XXXIII, p. 151, figs., 1925.
Hay, O. P.
20. *The Pleistocene of North America and its Vertebrated Animals from the States East of the Mississippi River and from the Canadian Provinces east of Longitude 95°*: Publication 322, Carnegie Institution of Washington, 1923.
Jeffrey, E. L. and Scott, D. H.
21. *On fossil plants showing structure from base of Waverly shale of Kentucky*: Royal Soc., London, Philos. Trans., series 13, vol. 205, pp. 315-373, 13 pls., 5 figs., 1914.
Jillson, Willard Rouse
22. *New fossil invertebrates from a new fossil horizon in the Coal Measures of Eastern Kentucky* (abstract): Science, new series, vol. 50, p. 95, July 25, 1919.
23. *Agricultural Perspective of Kentucky Geology*: Pan-American Geologist, XLIV, pp. 295-396, figures and maps, 1925.
24. *Geological Map of Kentucky*. Colored, Scale 1:500,000 or approximately 1 inch equals 8 miles: Ky. Geol. Survey, Series VI, 1929.
Knowlton, F. H.
25. *Plants of the Past—a popular Account of Fossil Plants*: Princeton University Press, 1927.
Leverett, F.
26. *Pleistocene of Northern Kentucky*: Ky. Geol. Survey, Series VI, vol. 31, 1928.
Lucas, F. A.
27. *Animals of the Past*, New York, 1902.
Miller, A. M.
28. *Table of Geological Formations for Kentucky*, 1917.
29. *Geology of Kentucky*: Dept. of Geology and Forestry, Series V, Bull 2, 392 p. 114 ills., 1919.
30. *Licks and Cavesi of the Lower Ohio Valley as Repositories of Mammalian Remains, including those of Man*: Bull. Geol. Soc. Amer., 33, No. 1, 1922.
31. *Recent Cave Explorations in Kentucky for Animal and Human Remains*: Ky. Geol. Survey, Series VI, vol. X, pp. 107-113, 2 photos, 1923.
Moodie, Roy L.
32. *The Coal Measures Amphibia of North America*: Carnegie Institution of Washington, 1916.
33. *Paleopathology—an Introduction to the Study of ancient Evidences of Disease*: University of Illinois Press, 1923.
Morse, W. C., and Foerste, A. F.
34. *The Waverlain Formation of East-Central Kentucky*: Ky. Geol. Survey, Bull. No. 16, 1912.
Noe, A. C.
35. *The Flora of the Western Kentucky Coal Field*: Ky. Geol. Survey, Series VI, vol. X, pp. 127-148, 24 photos, 1923.
Raymond, P. E.
36. *The Appendages. Anatomy and Relationships of Trilobites*: Memoirs Conn. Acad. Arts & Sci., vol. 7, 1920.
Savage, T. E.
37. *Devonian Rocks of Kentucky*: Ky. Geol. Survey, Series VI, vol. 33, 1928.
Schuchert, Charles
38. *A Text-book of Geology*: Part II—Historical Geology, 1924.
Sternberg, Chas. M.
39. *The Life of a Fossil Hunter*.
Ulrich, E. O.
40. *Formations of the Chester Series in Western Kentucky and their correlates elsewhere*-. Ky. Geol. Survey, Mississippian Series in Western Kentucky, 2nd part, 271 pp., 1918.
Webb, W. S., and Funkhouser, W. D.
41. *Ancient Life in Kentucky*: Ky. Geol. Survey, Series VI, vol. 34, 349 pp., 176 ill., 1928.
Weller, Stuart
42. *Fossils as Aids in Teaching Stratigraphy; or applied Paleontology*: Bull. Geol. Soc. Amer., vol. 31, No. 3, pp. 383-388, 1920.
43. *Geology of the Golconda Quadrangle*: Ky. Geol. Survey, Series VI, vol. 4, 1921.
44. *Geology of the Princeton Quadrangle*: Ky. Geol. Survey, Series VI, vol. 10, 1923.
45. *Fossil Collecting in the Mississippian Formations of the Mississippi Valley*: Natural History, XXVI, pp. 487-495, with 9 figures, 1926.
46. *Geology of the Cave-In-Rock Quadrangle*: Ky. Geol. Survey, Series VI, vol. 26, 1927.
White, David
47. *Fossil Flora of the Lower Coal Measures of Missouri*: U. S. Geol. Survey, Monograph 37, 1899.
Young, Col. Bennett H.
48. *The Prehistoric Men of Kentucky*: Filson Club Publication, 343 pp., 141 photographs and maps, Louisville, Ky., 1910. | 426caf57-4d3b-4775-88c3-7cf540e118bd | CC-MAIN-2022-27 | http://www.uky.edu/OtherOrgs/KPS/poky/files/pokych01-01-45.pdf | 2022-06-29T18:17:42+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103642979.38/warc/CC-MAIN-20220629180939-20220629210939-00564.warc.gz | 115,658,844 | 14,861 | eng_Latn | eng_Latn | 0.94816 | eng_Latn | 0.998739 | [
"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",
"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",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
28,
95,
1339,
3277,
4074,
7229,
8595,
10641,
10773,
12822,
14513,
15598,
17732,
18745,
19069,
20303,
21986,
24185,
25990,
28086,
29515,
30770,
32439,
32540,
34646,
36855,
39031,
41227,
42541,
43732,
44115,
44622,
45774,
47102,
49301,
51479,
53580,
54820,
56008,
56057,
57044,
59202,
59539,
61759,
64240,
65382
] | [
2.84375,
1.15625
] | 1 | 0 |
Fertilizing biofuel crops may cause release of greenhouse gases
Featured scientist: Leilei Ruan from Michigan State University
Research Background:
Greenhouse gases in our atmosphere, like carbon dioxide (CO$_2$), methane (CH$_4$), and nitrous oxide (N$_2$O), trap heat from the sun and warm the earth. We need some greenhouse gases to keep the planet warm enough for life. But today, the majority (97%) of scientists agree that the levels of greenhouse gases are getting dangerously high and are causing changes in our climate that may be hard for us to adjust to.
When we burn fuels to heat and cool our homes or power our cars we release greenhouse gasses. Most of the energy used today comes from fossil fuels. These energy sources are called “fossil” fuels because they come from plants, algae, and animals that lived hundreds of millions of years ago! After they died, their tissues were buried and slowly turned into coal, oil, and natural gas. An important fact about fossil fuels is that when we use them, they release CO$_2$ into our atmosphere that was stored millions of years ago. The release of this stored carbon is adding more and more greenhouse gases to our atmosphere, and much faster than today’s plants and algae can remove during photosynthesis. In order to reduce the effects of climate change, we need to change the way we use energy and think of new ways to power our world.
One potential solution could be to grow our fuel instead of drilling for it. Biofuels are a potential substitute for fossil fuels. Biofuels, like fossil fuels, are made from the tissues...
of plants. The big difference is that they are made from plants that are alive and growing today. Unlike fossil fuels that emit CO\textsubscript{2}, biofuel crops first remove CO\textsubscript{2} from the atmosphere as the plants grow and photosynthesize. When biofuels are burned for fuel, the CO\textsubscript{2} is emitted back into the atmosphere, balancing the total amount that was removed and released.
Scientists are interested in figuring out if biofuels make a good replacement for fossil fuels. It is still not clear if the plants that are used to produce biofuels are able to absorb enough CO\textsubscript{2} to offset all of the greenhouse gases that are emitted when biofuels are produced. Additional greenhouse gases are emitted when producing biofuels because it takes energy to plant, water, and harvest the crops, as well as to convert them into fuel. In order to maximize plant growth, many biofuel crops are fertilized by adding nitrogen (N) fertilizer to the soil. However, if there is too much nitrogen in the soil for the crops to take up, it may instead be released into the atmosphere as the gas nitrous oxide (N\textsubscript{2}O). N\textsubscript{2}O is a greenhouse gas with a global warming potential nearly 300 times higher than CO\textsubscript{2}. Global warming potential is a relative measure of how much heat a greenhouse gas traps in the atmosphere.
Leilei is a scientist who researches whether biofuels make a good alternative to fossil fuels. He wondered what steps farmers could take to reduce the amount of N\textsubscript{2}O released when growing biofuel crops. Leilei designed an experiment to determine how much N\textsubscript{2}O is emitted when different amounts of nitrogen fertilizer are added to the soil. In other words, he wanted to know whether the amount of N\textsubscript{2}O that is emitted into the atmosphere is associated with how much fertilizer is added to the field. To test this idea, he looked at fields of switchgrass, a perennial grass native to North America. Switchgrass is one of the most promising biofuel crops. The fields of switchgrass were first planted in 2008 as a part of a very large long-term study at the Kellogg Biological Station in southwest Michigan. The researchers set up eight fertilization treatments (0, 28, 56, 84, 112, 140, 168, and 196 kg N ha\textsuperscript{-1}) in four replicate fields of switchgrass, for a total of 32 research plots. Leilei measured how much N\textsubscript{2}O was released by the soil in the 32 research plots for many years. Here we have two years of Leilei’s data.
**Scientific Question:** In what way does the amount of fertilizer applied when growing biofuel crops affect N\textsubscript{2}O (a greenhouse gas) emissions?
**What is the hypothesis?** Find the hypothesis in the Research Background and underline it. A hypothesis is a proposed explanation for an observation, which can then be tested with experimentation or other types of studies.
Scientific Data:
Use the data below to answer the scientific question:
| Amount of nitrogen fertilizer applied * (kg N per ha) | N₂O emissions in biofuel fields ** 2009 (kg N₂O-N per ha) | N₂O emissions in biofuel fields ** 2010 (kg N₂O-N per ha) |
|-----------------------------------------------------|----------------------------------------------------------|----------------------------------------------------------|
| 0 | 0.30 | 0.26 |
| 28 | 0.50 | 0.55 |
| 56 | 0.64 | 0.68 |
| 84 | 0.85 | 0.98 |
| 112 | 1.11 | 1.29 |
| 140 | 1.26 | 1.59 |
| 168 | 1.41 | 1.90 |
| 196 | 1.70 | 2.91 |
*Amount of nitrogen fertilizer added was measured in kilograms (kg) of nitrogen (N) applied to 1 hectare (ha) of land.
** N₂O emissions were measured in kg of N, released in the form of N₂O, from one ha of land. This measure represents the total emissions during the study time each year (May to December). Each value is the mean of four replicates.
What data will you graph to answer the question?
Independent variable(s):
Dependent variable(s):
Draw your graph below: Identify any changes, trends, or differences you see in your graph. Draw arrows pointing out what you see, and write one sentence describing what you see next to each arrow.
Interpret the data:
Make a claim that answers the scientific question.
What evidence was used to write your claim? Reference specific parts of the table or graph.
Explain your reasoning and why the evidence supports your claim. Connect the data back to what you learned about greenhouse gas emissions during biofuel crop production, and how this influences the suitability of biofuels as an energy source.
Did the data support Leilei’s hypothesis? Use evidence to explain why or why not. If you feel the data were inconclusive, explain why.
Your next steps as a scientist: Science is an ongoing process. What new question(s) should be investigated to build on Leilei’s research? What future data should be collected to answer your question(s)? | <urn:uuid:943f1b82-e9aa-49f5-bcc8-c0bfd5537765> | CC-MAIN-2018-43 | http://datanuggets.org/wp-content/uploads/2014/01/fertilize-biofuels-StudentC.pdf | 2018-10-19T21:54:47Z | crawl-data/CC-MAIN-2018-43/segments/1539583512460.41/warc/CC-MAIN-20181019212313-20181019233813-00359.warc.gz | 99,616,056 | 1,521 | eng_Latn | eng_Latn | 0.997221 | eng_Latn | 0.998052 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
1593,
4568,
6838,
7202,
7786
] | [
4.5625
] | 1 | 1 |
Message from the Board by Dan Kane
My seven year old daughter began her annual survey of edible wild plants as soon as we arrived on Oak Hill Road in early June. Mint, sorrel, blueberries, huckleberries, raspberries, blackberries, strawberries, cranberries, and wintergreen (for tea) are all on her ever expanding list. We ate our first blueberries around July 1st, and all indications are that the huckleberry harvest will be good in August. I always look forward to returning to Somesville. It still feels like home to me, and it is good to see old friends and experience the familiar sights, sounds, and smells of Mount Desert Island. The thing I most look forward to, though, is seeing how excited my daughter is to get outside and explore, hike, swim and learn whatever lessons nature has to offer.
Kids always seem to me to be at their best when they are outside. Nature engages their interest and imagination. When my daughter and her friends hike the trails in Acadia, they disappear ahead in a reverie perhaps looking for some natural treasure or building a fairy house out of birch bark and sticks. My friends’ teenagers happily drop their smart phones and pick up paddles to go explore one of our nearby ponds.
Outdoor education is more important than ever now that technology makes it so easy to disengage from the natural world. The opportunities to learn all branches of science including ecology, biology, geology and math are everywhere. Nature is also great inspiration for writing and the creation of art. Of course to get outside into the woods, up on the mountains or out on the water, you have to walk, hike, run, paddle, swim, pedal, or skate. All of those activities improve both physical and mental health.
As a board member at the Somes Meynell Wildlife Sanctuary, I’m excited about Director Billy Helprin’s commitment to outdoor education and about the work he has done with local schools. In addition to being a science curriculum adviser to the school district, Billy has run educational programs for Tremont, Trenton, Pemetic, MDES, Connors-Emerson, The Community School, MDI High School, and even COA. This past school year he worked with a group of 7th and 8th graders from MDES to study red pine health and the effects of the red pine scale infestation. In February, 3rd and 4th graders from Tremont went outside to study the snowpack, dig snow pits, and learn about avalanche safety. In June, The Community School and others helped with the annual alewife count down at the Mill Pond. These experiences connect students to the environment, engage them in real scientific study, and perhaps plant the seed of a lifelong love of the outdoors.
Of course, the benefits of outdoor education apply equally to adults. If you have a chance, I encourage you to visit the Sanctuary for one of the many programs, nature walks, or paddles that Billy organizes every summer. Whenever I spend time with him, I learn something new. As we all learn more about the ecology of Somes Pond, we’ll be better able to care for this incredible place we call home.
I look forward to seeing you out on the trails or down at the pond this summer!
The past year at the Sanctuary has been focused on increasing the organization’s value to the local community. I see the value of the Sanctuary in terms of connecting students with the outdoors and other elements of nature beyond themselves. I also see the value of the Sanctuary as a place for locals to walk and enjoy nature in relative solitude or as a part of the Thursday morning nature walks. The Sanctuary provides science curriculum support and student activities for our school district in all seasons. Our headquarters is available to more and more groups as a meeting place in a beautiful setting overlooking Somes Pond. I also see value in helping protect our precious lakes from aquatic invaders, and in our ongoing work monitoring and protecting MDI’s resident loon and alewife populations.
I am a committed life-long learner. Living on this island certainly makes it easy to expand one’s understanding of our local world and beyond with all the educational opportunities offered by great organizations of all types and knowledgeable residents and visitors alike. Life-long learning is more than just the acquisition of knowledge, which is always changing and updating. It is also about maintaining the sense of wonder and curiosity we all had when we were small children, asking good questions, making detailed observations, examining relationships, and adjusting our conceptions.
I want to share with you some thoughts of a friend of mine who I think exemplifies a great attitude towards learning, growing, and sharing. His name is John Correa, a “retired” resident of Trenton along with his wife Marcie. John has been a valuable volunteer for me while I was the MDI Land Steward for Maine Coast Heritage Trust and with me at the Sanctuary over the past two years. He may be busier in his retirement than when he was working full time. This past winter and spring he completed the second level course of the Maine Master Naturalist Program and did a capstone project with me about alewife education of school kids. His evaluation of the course to his instructors, excerpted here, struck me as a realistic endorsement of the value of wonder in our life-long learning endeavors.
My wife nailed it when she called me a “budding naturalist.” But I am not a newly budding naturalist, as I have in my own circuitous way been on this path since I was a young boy. I would be a lot further along if I had been more focused and had life not gotten in the way.
…I have to say that my interest in nature study is not so much in teaching information to kids, or adults for that matter, it is more about trying to get them to see and explore the wonders of the world whether in the garden or in wild nature. My capstone project was on alewife, but it could just as easily have been on the migration of monarch butterflies, birds, wildebeests or whales, or a budding flower, or how the earth goes around the sun. They are all mysteries to me, plus a thousand more.
I hope that as you read the stories and look at the photos enclosed within this newsletter that you will recognize the value of this small organization and be motivated to share ideas to make it even more so. It goes without saying that your financial support is also important for achieving greater depth of value to our expanding community. Here’s to maintaining wonder and uncovering some of the mysteries around us together!
Infrastructure Improvements
This past winter the Sanctuary embarked on a necessary infrastructure improvement: the replacement of the original septic system for the headquarters building. Not glamorous but necessary to continue hosting school groups, public talks, and workshops, and ensuring protected water quality for Somes Pond. There were some final touches this spring but most of the project was done in a very cold couple of weeks in December. Thanks to Bill LaBelle for septic design plans, Ron Sanborn and the crew at John Goodwin Jr. for installation of the system, HG Reed for wiring, and American Concrete Industries of Veazie for discounted materials. A benefit of the replacement was the creation of additional parking spaces around the existing driveway.
Small opening created for well designed compact leach field, now useful as additional parking and space for eventual picnic tables and visitor group use.
Meet Summer Field Assistant Alex Douwes
The Sanctuary’s Summer Field Assistant this year is Alex Douwes. Alex will be a senior at the University of Delaware this fall with a major in marine science focusing on marine biology. He has participated in multiple stream health studies, fisheries management planning, and other ecological research in Delaware and Maryland. Alex hopes to research deep sea fisheries and deep sea organisms in graduate school, specifically finding new deep sea species and cataloging new areas in the abyssal zone.
Alex is originally from a small town near Frederick, Maryland and grew up with a fascination for the biodiversity of nearby rivers. During recent summers he has participated in management planning and removal of invasive terrestrial species and has assisted Delaware’s Department of Natural Resources with horseshoe crab spawning counts in Delaware Bay.
Beyond studying ocean and freshwater ecosystems, Alex enjoys playing lacrosse, fly fishing, mountain biking, and playing the bagpipes (which he started learning from his father when he was seven). He has only been to Mount Desert Island once before this summer, three years ago, and fell in love with the area at first sight. He has been very much looking forward to working at the Sanctuary and hopes to learn as much as possible about the area and connections between the ocean and our streams and lakes. He is well on his way to doing so and has already been a big help with alewife migration monitoring and stream passage improvements, school visits, loon territory monitoring, water quality sampling, and courtesy boat inspections for invasive plants. If you hear bagpipe music coming from the Sanctuary deck you’ll know who is making it!
A rainy spring produced some formidable whitewater for alewife to negotiate on their upstream spawning run.
Weir pool maintenance underway, April 22
2nd dam Weir pools overflowing, May 11th
Long Pond outlet flow, May 10
Trenton 4th grade Sanctuary visit, May 12th
Mill Pond fish ladder
THURSDAY MORNING BIRDING/ NATURALIST WALKS
Every Thursday through summer, fall, and even into winter, from 8:00 - about 10:00.
Meet at Sanctuary headquarters to explore Sanctuary trails, and sometimes beyond, looking for whatever the group is inspired by and working on our bird ID skills by sight and sound. Join the camaraderie of the group by sharing your recent sightings around the island and growing our collective knowledge of nature.
UPDATE ON TICK-BORNE DISEASE IN MAINE
Tuesday, August 1st at 7:00
Staff including Chuck Lubelczyk from the Maine Medical Center Research Institute will talk about the emergence of tick borne diseases in mid-coast and Downeast regions of the state and share results of a recent study based on coastal island communities and their perspectives on this significant public health issue in Maine.
FULL MOON PADDLE
Monday, August 7th at 6:30
Watch the moon rise over the mountains from the vantage point of kayaks or canoes on Somes Pond. Open your senses to the sights and sounds as we transition from dusk to moonlit night. We'll watch our resident loon pair with one fast growing chick, hopefully catch a glimpse of bats, nighthawks, muskrat. Catch up on what has been happening around the pond from Sanctuary staff. Bring your own canoe or kayak and meet on the pond near the island. Please call for details.
MAINE’S AQUATIC INVASIVE PLANTS AND WHAT WE CAN DO TO LIMIT THEIR DAMAGE
Friday August 11th at 7:00 and Friday September 8th at 7:00
Roberta Hill has been active in lake protection efforts and community outreach in Maine for twenty years, and is the Invasive Species Program Director for the Maine Volunteer Lake Monitoring Program. She is the originator and coordinator of VLMP’s Invasive Plant Patrol (IPP) program. Working in close collaboration with lake associations, conservation groups and State Government, the IPP program has trained over 3,800 people, including volunteers and professionals, to screen Maine waterbodies for the presence of these plants. The VLMP’s IPP program is widely seen as a model for citizen-based early detection, allowing for rapid response. These programs will help raise awareness of invasive aquatic plants and animals and recruit citizens for participation in the IPP search, find, and really discover the world of fungi is a unique focus for a walk – and there can be discoveries at every turn." These events are for all interest and knowledge levels.
LET NATURE INSPIRE YOU – CHILDREN’S ART WORKSHOP WITH REBEKAH RAYE
August 12th 10:00-12:00 am
Join artist, illustrator, art educator and children's book author, Rebekah Raye for a morning of observation and inspiration, drawing and painting from nature around the Sanctuary. We'll start out with an informative walk with the Sanctuary Director, where we will learn about different habitats and sketch out what we observe. We'll then gather back at the HQ building and deck to turn our sketches into paintings expressing our experiences onto paper. Ages 6 ++. All materials provided. Open to families, registration required.
STORM SURGE PROJECT TRAINING:
A CITIZEN SCIENCE APPROACH TO MEASURING STORM SURGE-ESTUARINE INTERACTION IN MAINE
Thursday, August 17th 6:00-8:00
Training for volunteers who would like to contribute to the project introduced by Dr. Kim Huguenard (Department of Civil and Environmental Engineering, University of Maine), Dr. Laura Rickard (Department of Communication and Journalism, UMaine) and graduate students July 20th. The research project will measure water movements, storm surge, and physical characteristics of estuaries that may intensify or attenuate the effects of storm surge. This information will be critical for communities planning for future coastal development and climate change adaptation. The study will compare three Maine estuaries with varying characteristics, Bass Harbor, the Penobscot River, and the Bagaduce River. This training is for local residents to help with data collection in Bass Harbor and possibly Southwest Harbor. Call for more information.
INTRO TO MUSHROOM NATURAL HISTORY, IDENTIFICATION, AND PHOTOGRAPHY
Friday, August 18th at 7:00 pm for the talk and Sanctuary walk Saturday the 18th 9:00-11:00 am
Maine Coast Heritage Trust Land Steward and Naturalist Kirk Gentalen will share his enthusiasm for the natural history of mushrooms, their role in ecosystems, interactions with humans, and mushroom photography. Every species is different "so you can never tell what's going to come up on a fungus walk. Having a group
NATURE JOURNALING WORKSHOP
Saturday, August 26th 9:00 to 11:30am
Master Naturalists Roberta Sharp and Karen Zimmermann will lead a field session on how to make the most of your nature observations by sketching and note taking. Sure to bring out the details of your time spent in nature and develop a personal means of sharing with others. Basic techniques will be covered at Sanctuary headquarters, then we'll head out to the woods along the beautiful shoreline of Somes Pond. Basic materials included, limited to 12 people.
REVISITING A CLASSIC ECOLOGICAL STUDY OF WARBLERS ON MOUNT DESERT ISLAND
Wednesday August 30th 7:00
At Bass Harbor Head, in 1956 and 1957, Robert H. MacArthur studied the foraging behavior of five species of wood warbler, resulting in Population Ecology of Some Warblers of Northeastern Coniferous Forests (MacArthur, 1958), an influential contribution to the field of Ecology. In the warbler breeding seasons of 2014 and 2015, Acadia National Park Biological Technician and College of the Atlantic Graduate Student Bik Wheeler repeated MacArthur's classic study in the same location, to reassess warbler niche partitioning and observe possible changes over time. Almost 60 years after the historical study, the forest structure, warbler species assemblage, and taxonomic classification have shifted, raising questions of how this foundational ecological theory withstands the test of time.
INVASIVE PLANT PATROL PADDLE – LONG POND
Saturday, Sept. 9th 9:00 AM – 12:00 PM
The IPP Plant Paddle is a 3-hour guided exploration that takes place on shore and on water. Participants will learn how to use field guide keys to help identify suspected invaders, become familiar with some common native plants, and practice the skills needed to be an effective early detector. Novices will be paired with experienced “IPPers.” This program will be led by the Volunteer Lake Monitoring Program and co-hosted by VLMP, Acadia National Park, Somes-Meynell Wildlife Sanctuary and other partners. Group size is limited – please call for details. Opportunity for continued survey work on other lakes on Sunday the 10th.
Space is limited and registration is required.
For more information or to register, please call 244-4027 or email us at firstname.lastname@example.org
Osprey (Pandion haliaetus) are consummate hunters of fish, usually found along coastlines or inland lakes and rivers where their favorite prey is found. They weigh about 3.5 pounds and are shorter in wingspan than only eagles and turkey vultures for local raptor species at 63 inches. Their long, relatively narrow wings are often sharply bent into an “M” or “W” depending on which way you’re looking at them, making them easy to identify while in flight.
One of my favorite aspects of the alewife migration is the opportunity to watch these amazing hunters at work. The thousands of fish returning to spawn draws many predators, but the osprey is the most dramatic to watch - hovering high above the mill pond, Somes Pond, or the cove, chirp-whistling away, then – target lined up – they plunge down into the water, sharp-taloned feet first.
It is hard to comprehend how well they can see their underwater prey from up high, but more often than not it seems, they come away with a 10-12 inch silver-sided, dark-backed fish, who is not going to like its aerial experience. Soon after lifting off from the water, the osprey maneuvers the fish so that it is facing head first in the direction of flight, more aerodynamically efficient for the trip back to a nest to feed its young. At times there may be five or six osprey hunting simultaneously. Bald eagles often wait for an osprey to make a catch, and then chase them until the better hunter releases its catch and the pirate swoops down to pick it up.
Wildlife photographers also flock to the action of the alewife run, and MDI summer resident Ray Yeager is one of them. Ray captured these great images of hunting osprey several weeks ago in and around the mill pond in Somesville.
Alewife Migration Project
The alewife migration in Somesville started slowly this spring, presumably because of our very high stream flows from plentiful rainfall. Only 46 fish entered the mill pond before May 20th. It was a different story when the fish ladder was checked on the morning of the 20th!
After the gate was opened at the top of the ladder for an hour and a half that morning, at least 8,600 fish headed upstream. The day’s total was 12,663 (37% of the entire 2016 run). By the end of that first big weekend, about 18,200 had started their upstream journey – that’s just over half of last year’s total. Footage from the weekend can be seen at https://www.facebook.com/somesmeynellwildlifesanctuary/ and scrolling down to the May 21st post.
At the mill pond, we ended up with a count of 39,813 alewife, spanning from the first fish on May 12th to the last on June 23rd - a recent record! 2013 had the prior recent high count with 37,021. In 2016 there were 33,159; 2015 = 23,078; 2014 = 35,716.
Over the past 15 years, most incoming alewife in Somesville have typically spawned in Somes Pond, with an average of 10-15% continuing to Long Pond. This year at the Long Pond outlet we counted a total of 8,669 alewife. This number is very accurate due to hand netting them out of the trap and into the lake. That number was 21.8% of this year’s mill pond total, 43.1% of the 2016 Long Pond total, and 354% of the 2015 Long Pond total. The numbers at Long Pond are increasing, but we are not sure why 2016 had so many (20,100, 61% of run total). Relatively low stream flow rates requiring less energy to make the trip and improvements to passages may have been factors that year.
The first 978 alewife arrived at Long Pond on May 24th. Travel time for some of that first big pulse of fish at the mill pond was four days. That is quite an athletic feat considering the high water flows and obstacles like the cascades below the Somes Pond outlet! These are tough, strong swimmers. Only 25 alewife entered Long Pond after June 13th.
We are required to monitor the recovery of the local alewife population after significant fish passage improvements that were coordinated by former Sanctuary Director David Lamon 11 years ago. In 2005 a total of only 361 alewife entered the Somesville mill pond. We – and the fish – are much better off now, thanks to those fish passage improvements and a great deal of partner and volunteer help.
Each spring and fall, before and after the run, we create the best passageways possible by shoring up weir pools that are deteriorating, placing rocks and sandbags strategically to direct fish to the best channel, and removing obstacles like logs and other debris. We block off pools and channels that do not lead to the next fish ladder as best we can. EBS in Town Hill was kind enough last year to donate and offer purchase at cost of many sandbags which have been very helpful for temporary channel refinement. At some point fairly soon we will have to address the weir pool walls that have started to fall apart and Sanctuary member support for this project will be important.
Thanks to Sharon and Enoch Albert, Claire Daniel, David Lamon, Alan Brackett, Karlee and Kevin Markovich, Bethany Anderson and The Community School, Gilly Gilmartin, Robbie and Jim Denegre, Chris Petersen, Bruce Conner, Bik Wheeler, Chris Heilakka, Alex Douwes, and John Correa for counting and scale sampling help at the mill pond. Special thanks to JF Burns who does the vast majority of counting and moving of fish from the trap into Long Pond. Bruce and the rest of the Biological Staff at ANP were a big help as always with work up and down the watershed. John Correa played a significant role with education efforts at the mill pond this year. The Sanctuary could, of course, not do all of this without you!
Taking advantage of good winter conditions, Tremont 3rd and 4th grade students examined snow layers behind school on February 14th 2017. We learned what they can tell us about the winter and implications for plants and animals, including us.
Sanctuary volunteers and staff have been conducting voluntary boat inspections at the Pond’s End boat ramp on Long Pond this summer, as in past years. This is an important effort and first line of defense to minimize the likelihood that invasive plants and animals are introduced to the lake and others nearby. Variable leaf and European milfoil, hydrilla, European naiad, water chestnut, and others are serious threats to all lakes in Maine.
Known infestations in Maine are primarily in the southwestern region, and the states to our west and south have many significant infestations. When we encounter visitors from other northeastern states at Long Pond, they share some of the bad news of their “home” lakes being overrun with invasive plants. Fishing, swimming, and boating are much more difficult and some lakes have to be “mowed” to keep channels open. Property values on lakefront land can drop significantly when water quality and access is diminished by invasive plants. That is not something we want to confront here on MDI.
Fishing and boating are popular summer activities on Long Pond and the public landing at Pond’s End sees a steady stream of boats of all types during these months. There is no horsepower limit on Long Pond, so more motor boaters from away seek it as a destination. Courtesy Boat Inspectors have to go to a training each year or be trained by someone who has. We learn about the latest infested areas, species ID, reporting procedures, and new invasive threats to Maine including animals like zebra mussels, spiny water fleas, and Chinese Mystery Snails!
The Maine Department of Environmental Protection oversees the inspection programs and distributes funding to help with education, prevention, control, and enforcement efforts. The source of the funding is the “milfoil/stop aquatic hitchhikers” sticker that has to be purchased for $10 when registering a motor boat for use on inland waters each year. There are fines for transporting any aquatic plant, native or not, on the outside of a vehicle, boat, trailer, or equipment, and more significant fines (between $500 and $5,000) for carrying invasive plants.
The role of the Courtesy Boat Inspector is to help educate boaters about how these plants spread, to help them effectively inspect their boats and equipment for plant fragments, to urge them to inspect on their own before and after every launch, and inform them of Maine laws pertaining to transport of these plants. An inspector needs permission to inspect, so a boater could refuse. Fortunately, that hasn’t happened in our experience. More often than not boaters thank inspectors for doing this job. Some of their recent comments are below:
“Thank you for inspecting boats here. We live near a pond that is infested with milfoil and we can’t use it anymore. We would love to see more lakes and ponds have the same program.”
“It is nice to know that there are people here trying to protect the lake and keep it clean so everyone can use it.”
Thanks to our staff and volunteer CBI’s: Alex Douwes, Bo Greene, Robbie Denegre, JF Burns, Alan Parks and John Correa! If you would like to join us, contact the Sanctuary, as we can always use more help. It’s fun to meet visitors, help them launch their boats, and get their perspective on visiting our beautiful island. Local boaters can also help us with loon observations and educating others. The more coverage we have at the boat ramp the more likely we are to “make a save” and keep invaders out. The CBI program complements Invasive Plant Patrol efforts underway. We are guardians of the watershed and the island – come join us!
Sanctuary Field Assistant Alex Douwes on Courtesy Boat Inspection duty at Pond’s End, Long Pond.
Echo Lake South loon pair at newly made nest site, July 18th.
Southern Neck Cove parents feed their two-and-a-half week old chick a small fish.
Mt. Desert Island has many special natural resources including beautiful lakes with very high water quality. Some of these lakes are within the boundaries of Acadia National Park, and some serve as municipal water supplies. Most are important for fishing, boating, swimming, and wildlife. Aquatic invasive plants and other organisms are a significant threat to these locally and nationally important water bodies.
The most common vector for introducing non-native invasive plants to lakes is the use of boats (and fishing equipment) that have previously been in infested lakes. We know that vessels from out of state and southwestern Maine, where infestations are becoming more common, do visit MDI. *See related story on Courtesy Boat Inspections.
In an effort to establish baseline aquatic plant status for Long Pond, Echo Lake, and Somes Pond, the Sanctuary partnered with the Volunteer Lakes Monitoring Program (VLMP) and Acadia National Park to conduct screening surveys in September 2016. This was a massive effort with many of the most experienced volunteer aquatic plant surveyors in the state lending their expertise for several days. Fortunately we did not find any aquatic invaders after thoroughly searching the three lakes’ entire littoral zone, shallow areas where sunlight can reach the lake bottom and where plants are likely to grow.
This coming September, the partnership will conduct surveys on other MDI lakes and continue developing a trained, local, citizen-based monitoring program, funded in part by the Maine Community Foundation. The funds will help pay for public programs, project coordination and planning by VLMP’s Invasive Species Program Coordinator Roberta Hill, as well as the purchase of monitoring equipment and training materials.
The goal of this project is to strengthen our MDI community by having a more educated citizenry with regard to the significant threat of aquatic invasive plants and their potential effects on recreation, wildlife habitat, lakefront property values, and outstanding scenic qualities.
I agree wholeheartedly with Roberta Hill who said after last year’s efforts: “I once again find myself tremendously heartened and grateful to have been part of something that proves without a doubt, all that can be accomplished when people come together to protect what they love.”
Please contact the Sanctuary to find out more and to sign up to help this September. There will be public evening programs on Friday August 11th and September 8th; Invasive Plant Patrol training on Saturday September 9th. Survey work will be conducted for several days around the September 9th weekend. See the Public Program lineup for more information.
Monitoring loon nesting success and chick survival on MDI’s lakes is one of the Sanctuary’s long term projects. We rely on our partners at Acadia National Park and many volunteer observers to help with the effort. A large number of year-round and seasonal residents of MDI have become part of the MDI loon observation group.
Many report sightings of territorial pair nesting efforts, the arrival of hatched chicks, interactions with predators and the boating public, and some just like to know the details of loon happenings. We share photographs, ask questions, enjoy successes, and lament the losses of eggs that don’t hatch or chicks that don’t survive. The well-informed members of the group help educate visitors less familiar with loon behavior and how best to view them without disturbance.
Some of these observers are lake residents, some like to hike trails around particular lakes, or follow the ups and downs of a territorial loon pair they have known for years. All of them have great curiosity and a sense of stewardship for these interesting, iconic birds of the north. Sighting updates, questions, and photos are shared via email to the whole group, which has worked well for people across computer platforms and doesn’t require membership in social media outlets like Facebook.
One such observer is Ruth Yeiser, a seasonal resident of Seal Cove Pond. She conveys some of her thoughts below:
Last summer, the Seal Cove Pond loons, along with many other MDI loons, had a successful nest for the first time in many summers. Watching the chicks grow through the summer was great fun and, at times, quite stressful. The experience was made even more rewarding through our participation in the Somes Meynell loon observation e-mail list. This e-mail list created a sense of community amongst local loon watchers. Through the summer, stories and photographs of the loon families were shared by those who had a chance to observe. Through our own observations and from reading the observations of others, we learned all sorts of loon facts, theory, and lore.
We had to leave MDI before the chicks learned to fly. Through the fall, e-mails continued to arrive and we cheered as chicks were reported to have left their lakes for the sea. It was especially heartening when an e-mail announced that the late Echo Lake chicks had been spotted on Somes Sound before Echo Lake froze for the winter.
When spring came, the e-mails started to trickle in as the loons returned to their lakes and those e-mails were followed by nesting and birth announcements. Once again this summer, we report on the progress of the Seal Cove Pond chick and we follow the stories of other loon families on the Island. The loon adventure continues…
If you would like to be added to the MDI loon observation group list contact Billy Helprin at email@example.com.
This spring, Acadia National Park Education Rangers, under the leadership of Lead Ranger Michael Marion, worked with the MDI Historical Society and the Sanctuary to develop a three hour educational program for middle school students called The Great Fish Migration. Hundreds of students from schools as far away as Newport, Orono, and Penobscot visited the Somes Brook watershed from the mill pond to the outlet of Somes Pond. They learned about the local alewife migration and the history of Somesville; helped with alewife counts and fish passage; explored Brookside Cemetery; and played predator-prey food web games. Teachers and students were enthusiastic about the experience, and we hope that these schools will return with new students next year.
ANP Lead Education Ranger Michael Marion leads students and teachers from Sebasticook Valley Middle School to the mill pond to learn about alewife and American eels.
MDI Historical Society Executive Director Tim Garrity discussing Somesville history with students from Penobscot School.
Sanctuary Member Spotlight
Successful Sanctuary activities and projects are the result of help from many individuals and partner organizations. The Sanctuary continues to build on the work of the Board, volunteers, summer field assistants, and former Director David Lamon.
Seasonal resident Unn Boucher has been an avid participant and contributor to Sanctuary activities over the past two years. She shares some thoughts about her engagement below:
"I became involved with the Somes Meynell Wildlife Sanctuary when my husband and I spent our first full summer on MDI in 2015. I attended several lectures at the Sanctuary and went on almost every Thursday morning bird walk that summer. Along the way I met many wonderful people who have now become friends. During our walks around various parts of the Sanctuary I came to appreciate its beauty and diversity. It’s less crowded than Acadia which makes it a peaceful and contemplative place, where one can admire how extraordinary nature can be. That summer I developed a real appreciation for loons, which I first learned about at a Sanctuary lecture. I was very interested, since we have a view of Round Pond and that first summer I watched one loon singlehandedly raise a chick!
The next summer I joined the loon observation group and saw another chick survive to fledge from Round Pond."
There were many more lectures and bird walks. I also had a chance to participate in the Invasive Aquatic Plant Patrol. After a lecture and some plant collection and identification, I was able to go out with this group to survey Long Pond. We found no invasive plants, but did find an arrowhead species previously unrecorded in Maine. I met a group of fascinating and very dedicated volunteers who do this throughout Maine. What a great experience! I’m looking forward to participating this year as well.
The Sanctuary and Billy provide many services to the community, including education on conservation, threats to our environment, ecology, birds, photography and many other subjects through lectures. Billy maintains the Sanctuary trails with volunteers, heads up the multi-partner alewife project (a huge success), helps guide for the Acadia Birding Festival, coordinates with Acadia National Park and other governmental organizations, does boat inspections for alien plants, and the list goes on.
Perhaps the most important thing that the Sanctuary and Billy provide is education for our young people. He works with teachers and at schools on many types of projects. Teaching children to love nature and respect the environment is essential to maintain this beautiful place!
Call or email the Sanctuary to learn about ways you can help us with various projects or participate in activities throughout the year.
Acadia Birding Festival
The annual Acadia Birding Festival (ABF) takes place on MDI the first few days of June, with Festival Headquarters at the edge of the Sanctuary at the Somesville Fire Station. This great wildlife event offers multiple field trips each day, lectures and workshops in the evenings, and usually draws several hundred people from around the country and a few from overseas. This year we offered a kids birding field trip and it was a great success! Festival Director Becky Marvil obtained many pairs of binoculars especially for children from vendors Eagle Optics, Opticron, and LL Bean - some were purchased by ABF and some were donated. Students and teachers from The Community School and area families attended the field trip to the great birding area behind the MDI High School. Fellow guide Lena Moser and I had a great time with the kids. They were taught the proper way to use binoculars and a spotting scope and delighted in the clear, close-up views of all the birds and turtles we saw along the way. Having those special, close-up views without disturbing the animals is a great way to spark kids into future wildlife interests. The binoculars will be available for next year's ABF, but in the meantime, the good news is that the Sanctuary will have them for use with younger and older wildlife watchers throughout the year. Local students have already put them to good use!
2017 MDI Loon Update
Last year’s MDI success for fledging loon chicks will be hard to repeat. Seventeen chicks hatched, and 15 made it all the way to the fall when they were all able to fledge, or leave the lake they were raised on. Prior to last year and since 2002, the average number of chicks fledging per year on all of the lakes of MDI is 2.3. Sometimes that number is zero – none make it.
Making it to fledging is no easy task given all that needs to happen over a few months. This includes hatching in the first place: eggs are sometimes not viable, or may be eaten by any number of predators like mink, raccoons, snapping turtles, and ravens; eggs could also be knocked off the nest by boat wakes or if a brooding adult is disturbed. Newly hatched chicks could also be eaten by predators like snapping turtles or large fish; larger chicks must avoid still more predators like eagles. Young chicks must be properly fed small fish so that they can grow quickly, and eventually, must then learn to fish on their own. Finally, they’ve got to learn to fly. All this has to happen so the juvenile can head for salt water before ice forms over the lake. Last year the Long Pond Outlet chick left on December 9th. Ice formed by December 11th – cutting it close.
This spring was characterized by high lake levels due to heavy, consistent rain. This made it challenging for loons in some territories to work on nest sites they used last year, or find other suitable locations. These sites need to be immediately adjacent to water deep enough for adults to approach and depart easily. If an adult is disturbed and flushes from the nest, it will want to swim underwater to get away. Loon legs are located way back on the body, like an outboard motor on a transom, making them great at swimming underwater but very poor at moving on land. Because of this, they can only occupy nest sites with a relatively shallow slope, and there are surprisingly few of them (see photo of Echo Lake South pair’s new nest, as of July 18th). Lake levels have subsided now, but that also brings concerns of a nest being too far from deep water.
Nest rafts are employed on lakes to avoid this problem and help loons evade land-based predators. Long-time loon observer and MDI resident Gerard Haraden made several over the years and one is still in use by the Southern Neck Cove pair on Long Pond. We would like to make more for placement on other lakes. If you have any 5-6 foot cedar logs about 4-6 inches in diameter, let us know!
As of mid-July, we currently have four chicks on three lakes: one on Somes Pond, one on Seal Cove Pond, and two on Long Pond – one for the Long Pond Outlet pair and one for the Southern Neck Cove pair.
At the time of writing, nesting is still underway for the Northern Neck Cove/Rum Island pair – that egg will hopefully hatch within days. The Jordan Pond pair (a new territory last year) has been nesting this year along the eastern shore near the hiking trail, which makes the nest vulnerable to human disturbance, but may be more protected from daytime predators. This year we have two pairs on Echo Lake. The southern pair has been working on a nest near the beach, close to many people during the day, which they did last year and successfully hatched and fledged two chicks in mid-August. They are getting another late start, as is the new Echo Lake North pair with intermittent nesting efforts.
Loons have been seen occasionally at Little Long Pond, a new nesting site last year with one chick fledging, but no nesting has been observed this summer to date. The Eagle Lake pair has been confounding this spring and summer with no obvious nesting effort. Small fragments of one egg were found at Round Pond several weeks ago, likely predated before hatching. Since that time the territorial pair has only been seen periodically, and not recently.
We are off to a decent start for chick numbers with more likely to come in the next weeks. It is engaging to follow the ups and downs of loon nesting seasons, as we learn how flexible these ancient birds can be in their behavior. If you would like to receive updates on MDI loon activities, please send an email to firstname.lastname@example.org. Thanks to Mike Forbes for nest raft placement help this spring, Acadia National Park for placing closure and informational signs where needed, and the MDI loon group for help in monitoring and educating others.
If you would like to receive updates on MDI loon activities, please send an email to email@example.com.
Somes Pond adult loon with one month and two day old chick, July 9th.
Please Help Support Our Work!
These items would help us provide better educational experiences and accomplish our research and management goals. Used but workable items welcome!
- Foldable or stackable chairs - for use on deck or in headquarters
- Snowshoes of all sizes
- Small (8’x8’ or so) raft – platform for use with Floating Classroom program
- Flotation foam – for loon nest raft or to make platform
All donations to the Somes-Meynell Wildlife Sanctuary are tax-deductible.
Thank You for your support! | d8eec388-576b-4121-8940-cdb2fa738bbf | CC-MAIN-2023-23 | https://www.somesmeynell.org/wp-content/uploads/2018/08/Somes-Meynell-Newsletter-2017-1.pdf | 2023-06-04T21:37:14+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224650264.9/warc/CC-MAIN-20230604193207-20230604223207-00626.warc.gz | 1,094,815,066 | 8,776 | eng_Latn | eng_Latn | 0.99789 | eng_Latn | 0.998555 | [
"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 | [
3158,
7488,
9523,
16331,
18069,
22152,
26033,
28728,
32626,
36798,
41401,
41915
] | [
2.078125,
2.265625
] | 2 | 0 |
2019 Visitor Programs and Activities
Lake Alpine Recreation Area, Wakalu Hep Yo Campground, & White Pines Lake
Calaveras Ranger District, Stanislaus National Forest
June 28 to August 24
Lake Alpine Recreation Area Directions:
The Lake Alpine Recreation Area is located about three miles east of Bear Valley Village on Highway 4 in Alpine County. Unless otherwise indicated, programs are held in the Marmot Day Use Area, either at the picnic tables near the parking lot or at the Lake Alpine Amphitheater. From Highway 4, take the Lake Alpine West Shore access road, go past the Lake Alpine Campground entrance and then turn left onto the Marmot Day Use Area access road and follow it to the parking lot. Walk down the hill toward the lake, following the “Programs Today” signs.
Wakalu Hep Yo Campground Directions:
From Highway 4 at Dorrington, turn east onto Boards Crossing Rd. and go 5 miles. Programs meet at the amphitheater unless otherwise indicated. Mosquitoes can be pesky during late afternoon and evening programs; repellant is advised.
All programs are free!
(Fish Printing and Native American Crafts and Games have materials fees for some activities - see descriptions)
Saturday Amphitheater Programs
CAMPFIRE SHOW Starring the Rangers and You! June 29 at Wakalu Hep Yo; July 6, 13, 20, & 27 at Lake Alpine, 7-8 PM
Join us for a good old-fashioned unplugged campfire show. There will be skits, stories, songs, puppet shows, trivia, and more! The best part: you’re in it! WANTED: actors, puppeteers, singers, and sound-effects persons. All ages.
Pine Needle Basket Weaving—June 29 & July 6: 1-3 PM at Wakalu Hep Yo
Follow Miwok basket weaver Arvada Fisher’s stories while she guides your hands in the art of pine needle basketry. An appreciation of basket weaving is guaranteed. For ages 10 and up. Program will be held next to the day use parking area near the campground entrance. Bring a chair.
These Plants, These Rocks, This Place—July 13: 6-7 PM at Wakalu Hep Yo
Every plant, every rock, everything about this special place tells a meaningful story about the Native Americans who lived here for thousands of years. Presented by Fred Velasquez. Geared for older children and adults.
Flint Knapping—July 27: 6-7 PM at Wakalu Hep Yo
The Miwok people crafted arrowheads from obsidian that were both beautiful and deadly. Traditional practitioner Fred Velasquez demonstrates this ancient art. Geared for older children and adults.
LIVE Birds and Mammals: Wild Things—August 3: 7-8 PM at Lake Alpine
Discover wildlife up close with this incredible program featuring an assortment of rescued California birds and mammals. Learn about these creatures and how to let wildlife be wild. All ages.
LIVE Bats: Batty About Our Insect-Eating Friends—August 10: 4-5 PM at Wakalu Hep Yo; 7-8 PM at Lake Alpine.
Live bats of California native species will be presented for viewing and discussion. Participants will learn the importance of bats in our environment and the harmful myths that surround them. All ages.
LIVE Raptors: Wildlife Ambassadors—August 24: 3-4 PM, Sierra Nevada Logging Museum Amphitheater, Arnold, CA
Meet the Ambassadors LIVE at White Pines. Members of Tri County Wildlife Care bring these rescued raptors to you along with lessons on wildlife conservation and living green. The Sierra Nevada Logging Museum Amphitheater is adjacent to White Pines Lake near the dam, 2148 Dunbar Road, Arnold, CA 95223.
What the Heck Is Wakalu Hep Yo? —August 17: 6-7 PM at Wakalu Hep Yo
Traditional practitioner Fred Velasquez explains what was here before it was a campground and how it came to be known as Wa-Ka-Lu Hep-Yo. Geared for older children and adults.
Weekly Programs—See Lake Alpine and Wakalu Hep Yo schedules for place and times.
Animal Tracking
Learn to read tracks, scats, and other signs left by wildlife. Meet our pettable taxidermy animals. Each participant will receive a free plaster animal track. Geared for ages 4 to 12.
Coffee with a Ranger—Wednesday-Saturday, 9-10 AM, Lake Alpine Lodge
Chat with a ranger over coffee. Get visitor information.
Custom Hike—Wednesday-Saturday, Lake Alpine
Schedule your own custom hike! See the rangers in the Marmot Day Use Area at the picnic tables near the parking lot.
Creatures of the Creek
Caddisfly and mayfly larvae, water boatmen and water beetles, and maybe even flatworms! Meet them in person and learn about their importance in the food chain. We will be set up at the creek along Highway 4 between Lake Alpine and Bear Valley, about two miles from the west end of the lake. Look for the sandwich board on the right side of the road at a wide turnout; pull over and make a U-turn, then park in the turnout on the opposite side of the road. Program will be canceled if the creek dries up, which usually happens later in the season. Ages 4 and up.
Fantastic Forest Scavenger Hunt—Self-guided
Critters and cones, bugs and birds, flowers and fungi, trees and trails! Find them around Lake Alpine or on a driving tour of Hwy 4 and win a PRIZE! Pick up an identification sheet at our post in the Marmot Day Use Area at the picnic tables near the parking lot; or at the ranger station on Hwy 4 between Lake Alpine and Bear Valley. Geared for ages 4 to 12.
Fish N’ Fish Printing
Learn about local fish, fish conservation, and the history of gyotaku, the Japanese art of fish printing. Then create your own unique fish print on a T-shirt, canvas tote bag, or paper using rubber fish molds and acrylic paints. All ages; children under seven must be assisted by an adult. $5 materials fee for T-shirt or tote bag; printing on paper is free.
Forest Detectives: The Naughty Camper
Use your ranger-naturalist skills to track down the hideout of the naughty camper! A fun way to learn about national forest rules and how to “leave-no-trace” when in the woods. Geared for ages 4 to 12.
Kids’ Nature Walk: Lake Alpine
Explore the forest and lake with a ranger. We will be searching for aquatic and terrestrial creatures, plants and trees, or whatever else might be along the way. An easy walk within the Marmot Day Use Area. Geared for ages 4 to 12.
Kids’ Nature Walk: Wakalu Hep Yo
Explore the forest and river with a ranger. We will be searching for aquatic and terrestrial creatures, plants and trees, or whatever else might be along the way. Walk is ¾-mile round-trip; bring water. Geared for ages 4 to 12.
Lake Alpine Walk
Join a ranger for an easy stroll along the lakeshore. We will focus on whatever interests you, be it plants, fungi, wildlife, geology, or culture. Two versions of the program run concurrently along the same route, one geared for adults and teens, the other for kids ages 4-12.
Native American Crafts and Games
Play traditional games, play musical instruments, and make your own necklace and set of stick dice. Learn how you can help preserve cultural heritage. Geared for ages 4 through adult. $5 materials fee for necklace.
Puppet Show: Fish Interviews
Learn about local fish from the fish themselves.
Stargazing
Come out and enjoy the stars! Go on a short nighttime walk and learn about constellations and their stories. Bring a flashlight, bug repellant, warm clothes, and a chair (or sit on the ground).
Wakalu Walk
Please join us on this enjoyable walk through the forest and along the river as we celebrate Wakalu Hep Yo and the wonders of the Sierra Nevada forest. Geared for older children and adults.
Who Lives in the Lake?
Find out with a ranger! Learn how you can help conserve their habitat. Wading in the water is optional; if you choose to do so, dress appropriately and wear protective footwear to guard against rocks. Geared for ages 4 to 12.
Additional Programs
We may add programs to the schedules. Check the bulletin boards for updates.
Stanislaus Junior Rangers
Choose one of the options below to earn your Junior Ranger badge. You may attend any interpretive program but you will have more fun if you attend those geared for your age group.
Option A): Junior Ranger Booklet activities/Attend two interpretive programs.
Option B): Junior Ranger Booklet activities/Pick up a bag of trash.
Option C): Attend two interpretive programs/Pick up a bag of trash.
Option D): Attend three interpretive programs.
Fish and Wildlife Superheroes
Save fish and wildlife and win a prize! Come to a program to find out how.
For more information on these programs, please contact the Calaveras District interpretation office at (209) 813-6024. This office is usually staffed from March to September.
For an online schedule of programs and to download this guide, visit the Stanislaus National Forest Outdoor Learning page. To get there, go to the Stanislaus National Forest official web site, http://www.fs.usda.gov/stanislaus/. In the Tags section, click on Ranger-Led Interpretive Programs; on the Outdoor Learning page click on the Calaveras Ranger District button to download this guide. Click the Summit Ranger District button for the Summit Program Guide. Calaveras programs are also listed on the Forest Events Calendar below the buttons. Also visit our Facebook page for event announcements just before the events.
Programs sponsored by
Three Forests Interpretive Association (3FIA) http://www.3forests.us/
And the Stanislaus National Forest
http://www.fs.usda.gov/stanislaus/
find us on facebook. follow us twitter
Bat program at Wakalu Hep Yo Campground Amphitheater
Lake Alpine Program Schedule
July 3 to August 10
Lake Alpine Recreation Area Directions:
The Lake Alpine Recreation Area is located about three miles east of Bear Valley Village on Highway 4 in Alpine County. Unless otherwise indicated, programs are held in the Marmot Day Use Area, either at the picnic tables near the parking lot or at the Lake Alpine Amphitheater. From Highway 4, take the Lake Alpine West Shore access road, go past the Lake Alpine Campground entrance and then turn left onto the Marmot Day Use Area access road and follow it to the parking lot. Walk down the hill toward the lake, following the “Programs Today” signs.
Wednesdays
9-10 AM: Coffee with a Ranger (Lake Alpine Lodge)
11 AM-12 PM: Native American Crafts and Games
2-3 PM: Lake Alpine Walk
4-5 PM: Forest Detectives: The Naughty Camper
Thursdays
9-10 AM: Coffee with a Ranger (Lake Alpine Lodge)
11 AM-12 PM: Animal Tracking
2-3 PM: Lake Alpine Walk
4-5 PM: Forest Detectives: The Naughty Camper
Fridays
9-10 AM: Coffee with a Ranger (Lake Alpine Lodge)
11 AM-12 PM: Who Lives in the Lake?
1-1:30 PM: Puppet Show: Fish Interviews
2-3 PM: Fish N’ Fish Printing
4-5 PM: Lake Alpine Walk
9-10 PM: Stargazing (bring a chair or sit on the ground)
Saturday, July 6
9-10 AM: Coffee with a Ranger (Lake Alpine Lodge)
11 AM-12 PM: Kid’s Nature Walk
2-3 PM: Lake Alpine Walk
7-8 PM: Campfire Show Starring the Rangers and You!
Saturday, July 13
9-10 AM: Coffee with a Ranger (Lake Alpine Lodge)
11 AM-12 PM: Kid’s Nature Walk
2-3 PM: Lake Alpine Walk
7-8 PM: Campfire Show Starring the Rangers and You!
Saturday, July 20
9-10 AM: Coffee with a Ranger (Lake Alpine Lodge)
11 AM-12 PM: Kid’s Nature Walk
2-3 PM: Lake Alpine Walk
7-8 PM: Campfire Show Starring the Rangers and You!
Saturday, July 27
9-10 AM: Coffee with a Ranger (Lake Alpine Lodge)
11 AM-12 PM: Kid’s Nature Walk
2-3 PM: Lake Alpine Walk
7-8 PM: Campfire Show Starring the Rangers and You!
Saturday, August 3
9-10 AM: Coffee with a Ranger (Lake Alpine Lodge)
11 AM-12 PM: Kid’s Nature Walk
2-3 PM: Lake Alpine Walk
7-8 PM: LIVE Birds and Mammals: Wild Things
Saturday, August 10
9-10 AM: Coffee with a Ranger (Lake Alpine Lodge)
11 AM-12 PM: Kid’s Nature Walk
1-2 PM: Lake Alpine Walk
7-8 PM: LIVE Bats: Batty About Our Insect-Eating Friends
Wakalu Hep Yo Campground Directions:
From Highway 4 at Dorrington, turn east onto Boards Crossing Rd. and go 5 miles. Programs meet at the amphitheater unless otherwise indicated. Mosquitoes can be pesky during late afternoon and evening programs; repellant is advised.
Friday, June 28
11 AM-12 noon: Kid’s Nature Walk
1:30-2:30 PM: Native American Crafts and Games
4-5 PM: Wakalu Walk
9-10 PM: Stargazing (bring a chair or sit on the ground)
Saturday, July 27
11 AM-12 noon: Kid’s Nature Walk
1:30-2:30 PM: Native American Crafts and Games
4-5 PM: Wakalu Walk
6-7 pm: Flint Knapping (Fred Velasquez)
Saturday, August 3
11 AM-12 noon: Kid’s Nature Walk
1:30-2:30 PM: Native American Crafts and Games
4-5 PM: Wakalu Walk
Saturday, August 10
11 AM-12 noon: Kid’s Nature Walk
1:30-2:30 PM: Wakalu Walk
4-5 PM: LIVE Bats: Batty About Our Insect-Eating Friends
Saturday, August 17
6-7 pm: What the Heck is a Wakalu Hep Yo? (Fred Velasquez)
The Lake Alpine Amphitheater is located in the Marmot Day Use Area. Take the West Entrance road, go past the Lake Alpine Campground entrance and then turn left into the day use parking area. The Lake Alpine Recreation Area is located about three miles east of Bear Valley Village on Highway 4 in Alpine County.
---
WAKALUU HEP YOO CAMPGROUND
Stanislaus River
SOURGRASS DAY USE
Rd. 5N02
Rd. 5N02
Restroom
Gate
Campsite
Trash Pad
Water Source
Hiking Trail
Easy Access Trail
Secondary Trail
Non-Motorized Rd.
Fenced Sensitive Areas | <urn:uuid:1fe1d3dc-5214-43a8-9bdf-2a1289200124> | CC-MAIN-2019-39 | https://www.3forests.com/wp-content/uploads/2019/07/2019-Calaveras-program-guide-7-9-19.pdf | 2019-09-15T12:54:53Z | crawl-data/CC-MAIN-2019-39/segments/1568514571360.41/warc/CC-MAIN-20190915114318-20190915140318-00430.warc.gz | 663,865,625 | 3,245 | eng_Latn | eng_Latn | 0.946653 | eng_Latn | 0.987987 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
3024,
6935,
9407,
11698,
12639,
13176
] | [
2.078125
] | 1 | 0 |
CLAIM THE FLAME
SCOUTDOOR WINTER GAMES 2022
~ SCOUTER’S GUIDE ~
SCOUTS.CA
# Table of Contents
| Page | Title |
|------|--------------------------------------------|
| 3 | Introduction: Claim the Flame |
| 4 | Opening Ceremony |
| 5 | Program Support—Scouter Sessions |
| 6 | Challenge Options—At-A-Glance |
| 8 | Week 1: Let the Games Begin! |
| 10 | Week 2: Go for Cold |
| 11 | Week 3: Polar Picnic |
| 13 | Week 4: Skillz 'n' Chillz |
| 14 | Scout Week |
| 15 | Meeting & Activity Template |
| 16 | Challenge FAQ’s |
| 17 | Incentives |
| 18 | Appendix 1: Winter Outdoor Adventure Skills Levels 1–4 |
| 19 | Appendix 2: Safety Trail Card |
The Scoutdoor Winter Games are set to begin, are you ready?
Welcome to the Claim the Flame Challenge! Over the next 4 weeks Beavers, Cubs, Scouts, Venturers and Rovers from across Canada will be participating in this great winter skills building marathon. They’ll need teamwork, creativity, and ingenuity to tackle each week’s challenge. Advancing their winter skills as they go, groups will not only be working towards their Level 1, 2 or 3 OAS badge requirements but the coveted Challenge crest and the right to ‘Claim the Flame’!
What better time to get out and Scout in Canada than the wintertime! Outdoor Adventure Skills (OAS) are a key component of the Canadian Path, and this Challenge will build those winter skills and put them to the test each week.
The Outdoor Adventure Skills pathway is divided into nine levels with a badge awarded for each stage. The Claim the Flame Challenge will focus on Winter Skills development for levels 1–3 and into level 4 for the Senior Sections. At the end of the Challenge, if one Challenge Activity is completed each week, youth will be well on their way to achieving Winter Skills OAS Level 1, with a number of competencies from level 2, 3 and 4 also potentially earned.
Claim the Flame is Youth Led!
This challenge is a bit different from the previous two Challenges. Each week there will be two Challenge options for youth to select from. It’s a little like ‘Choose your own Adventure’. There is also no secrecy from week to week. We encourage Scouters to share all the weekly options with their youth up-front, so they can map out their weekly Challenges as a team, get excited about the activities that are coming up and be part of the PLAN-DO-REVIEW process.
We’ll still kick off each week with a video; that’s where you’ll see more of S’More (sorry, we couldn’t resist) and our youth Scoutdoor Games hosts. It’s also a great place to see what other groups have done and to get great ideas for your weekly Challenges.
The Challenge is designed in such a way that it builds on winter skills from week to week. But since we know the weather can be a bit unpredictable and a lot of the activities are outdoors, it’s not necessary to do all the weekly challenges in order. But we encourage you to do so if you can!
Share the Challenge options with your youth ahead of time. Get them excited about what’s ahead and start the Plan-Do-Review process.
Want to be part of the Opening Ceremony? Find out how your Section can join the fun.
We’re looking for enthusiastic Groups and Sections to show us their best Olympic-inspired cheers, chants, skits and songs. Maybe create your own Group or Section flag for this up-coming challenge! Want to be part of our virtual coast to coast torch relay? Check out the submission details for more information—and don’t worry, we’re not super picky, just as long as everyone is having fun!
**THE SCOUTER’S GUIDE—YOUR GAME PLAN!**
This guide is your game plan for all the Challenge activities. Plan ahead, prepare your section’s supply list and be ready to have a blast and Claim the Flame!
**OPENING CEREMONY—VIRTUAL EVENT**
Like the Olympics, the Claim the Flame Challenge will kick off with an amazing virtual Opening Ceremony, planned for Saturday January 22—7:00PM ET. Be sure to tune into the live event to see the Parade of Flags, the coast-to-coast virtual Torch-Relay, and a possible guest appearance from our new Chief Scout!
**START**
January 31, 2022
The Claim the Flame Challenge begins on Monday January 31, with the final week wrapping up on Sunday February 27. Four weeks of winter fun!
**WEEKLY KICK-OFF VIDEOS**
Like the previous two Challenges, each Monday a new video will kick-off that week’s Challenge. S’More, along with our Claim the Flame Scoutdoor Games Youth Hosts will bring you updates on the week’s events and get you revved up for the weekly Challenge Activity.
**SUBMIT YOUR CHALLENGE**
You know the drill on this one. Use the online form to submit your Section’s weekly challenge. This is how you win prizes and bragging rights.
**WEEKLY OPTIONS**
For this Challenge, there are two options each week that youth can pick from. All options are rooted in the Outdoor Adventure Skills requirements and will serve to build those skills week over week. At the end of the four-week Challenge, youth should be well on their way to achieving Level 1 of the Winter Outdoor Adventure Skills.
**Program Support**
**Scouter Sessions Claim the Flame Challenge Offerings**
Check out the Claim the Flame Challenge page for the full calendar and the links to register for Scouter Sessions!
---
**Claim the Flame Challenge Info Sessions**
3 INFO WEEKS: Pick a night and time that work for you!
2 Sessions each week, 2 time slots
10:00PM ET:
Mon Dec 13, Tues Jan 4,
Mon Jan 10
8:00PM ET:
Wed Dec 15, Wed Jan 5,
Wed Jan 12
---
**4 Weeks of Program Support Sessions**
8 VIRTUAL SESSIONS PER WEEK (East and West timeslots)
Session every Sunday, Monday, Wednesday & Thursday nights starting January 16 and wrapping up the week of February 6.
Scouter’s Trail Cards available beforehand and all Sessions will be available on DHLC.
---
**Two Tracks**
The Challenge is designed on two tracks; one for Beavers and Cubs and the other for Scouts, Venturers and Rovers.
**Beaver and Cub Track**
This track is designed with the younger sections in mind and to provide them with an introduction to the winter OAS requirements. There are two fun options each week that Beavers/Cubs can pick from. Completion of the four-week challenge (one option per week) will have Beavers and Cubs well on their way to earning Level 1 Winter OAS, and potentially a number of competencies from Level 2.
**Scout, Venturer and Rover Track**
This track is designed with the older sections in mind and also has two options each week.
- **Option 1**: For groups looking to get outside and build their winter OAS skills, this option generally provides a weekly activity that youth can do or organize each week. The activity option is a bit more advanced and should provide senior sections with a new and challenging winter skill. Youth will be able to achieve many of the requirements within Levels 1–3 in their Winter OAS Skills, with the exception of overnight camping (which is not part of the challenge).
- **Option 2**: The tasks in Option 2 are cumulative, more advanced and build on winter outdoor skills along with other OAS Skills like Scoutcraft and Camping.
A Klondike Derby is a favourite winter Scouting activity and is generally a larger-scale event that often requires a lot of planning and organization. This Option allows youth to prepare for a larger event that may already be in the planning stages in their community or to create their own mini-Derby in week 4 for the Challenge. Selecting Option 2 each week will earn many of the Scouts, Venturers and Rovers Winter Skills within Levels 2–3–4.
- **Activity Finder**: Many of the activities and challenges link to the Activity Finder and all have a direct connection to the Winter Outdoor Adventure Skills requirements.
---
**Remember**
All the activities can be done either at home with parents, online or in-person, depending on your local pandemic restrictions. As with all Scouts Canada activities, we believe safety comes first. Before beginning your Challenge quest, plan a youth-led or Scouter-guided safety moment and always explain the safe conduct of the activity and tools used. Throughout each activity, we have provided sample safety tips to start the conversation.
This Challenge is a ‘choose your own adventure’ style format; youth will decide which option they want to undertake as a group and how they want to approach each activity. Scouters will facilitate and support their youth-led ideas.
## At-A-Glance Beavers & Cubs Track
### Week 1: Sports
- **Winter**
- Create a winter relay or winter triathlon event—be creative! Think snowball targets, toboggan races, log balancing, etc.
- **Summer**
- Try a summer sport in the winter, think frisbee curling, sno-golf, sno-soccer, sno-volleyball, snowman bowling, etc.
### Week 2: Building & Creativity
- **Make**
- A neck warmer, sit-upon or assemble a winter survival kit, winter fire starter or buddy burner.
- **Build**
- Something out of snow—think snow sculptor, snow lanterns, tin can lantern, shelter, fort, quinzhee, etc.
### Week 3: Food
- **Food**
- Create an epic Trail Snack, try a Foil Fiesta meal, or paper bag eggs and bacon.
- **Water**
- Collect potable water for drinking, then make hot chocolate, snow painting, or ice bubbles experiment.
### Week 4: Exploration & Learning
- **Explore**
- Get exploring with a 1 km winter hike or snowshoe trek. Or build and navigate a winter obstacle course.
- **Learn**
- Try some winter STEM projects—make taffy or ice cream. Learn to build juice box ice blocks or a snow volcano, ice spheres or ice bubbles.
## At-A-Glance
### Scouts, Venturers and Rovers Track
| Week 1 | Sports |
|--------|--------|
| **Arctic Athlete** | Try a new way to move about in winter, e.g. Cross-country skiing, snow shoeing, snow boarding. |
| Week 2 | Building & Creativity |
|--------|-----------------------|
| **Make** | Build a winter campfire, a winter survival kit, or an item of winter gear, winter first aid kit. |
| Week 3 | Food |
|--------|------|
| **Icy Eats** | Make a meal using a Dutch oven, cardboard box oven or a buddy burner. Maybe even try a Swedish fire log. |
| Week 4 | Exploration & Learning |
|--------|-------------------------|
| **Icy Expedition** | Winter activity—this could be a trek or a camp, set up a winter camp site, practice ice safety or winter first aid. |
| Week 1 | Sports |
|--------|--------|
| **Mini-Derby** | Build a qamutik (a traditional Inuit dog sled). How can it be adapted to be pulled by people? |
| Week 2 | Building & Creativity |
|--------|-----------------------|
| **Mini-Derby** | Now that you have your qamutik—ensure your gear is safe and secure. Then practice moving your sled, maybe set up an obstacle course to test it out. |
| Week 3 | Food |
|--------|------|
| **Mini-Derby** | Start practicing some of the derby stations like survival rope throw, knots, log-saw, orienteering, search and rescue or fire building. |
| Week 4 | Exploration & Learning |
|--------|-------------------------|
| **Mini-Derby** | Hold your mini-Derby! Set up the course and stations and see which team has the quickest time. |
Let the Games Begin! As we kick-off this week’s adventure we’ll be looking at the Beavers and Cubs; they’re an energetic group, often unpredictable, and full of creativity, so it will be interesting to see how the Options play out this week. Will it be more ‘Winter’ or more ‘Summer’? As for our older sections, they’re a seasoned bunch with skills to prove. It should be an interesting challenge. Will they go for the winter sport or tackle the mini-derby option? We’ll have to wait and see.
MEETING LENGTH: 20 MINS–1 HOUR 30 MINS
BEAVERS AND CUBS
Option 1: Winter
Winter Relay/Triathlon: Create a winter relay or triathlon for your Section to compete in! What sports or challenges will you include? Get creative and think outside the box—try throwing snowballs at a target, doing a log balance, or kicking a soccer ball while sitting on a sled! Get into the Winter Olympic spirit and recreate an Olympic sport at home!
Option 2: SUMMER
Try out a sport that we would typically think of in Summer and flip it on its head and do it in winter. Why not try volleyball in the snow, build snowmen and use them as your pins for bowling, or build a mini golf course out of snow. Think outside the box about how a summer sport could be adapted for winter.
SCOUTS, VENTURERS AND ROVERS
Option 1: ARCTIC ATHLETE
Try a new way to move about in winter, e.g., cross-country skiing, snow shoeing, snowboarding, sledding, skating etc. Another great way to enjoy what winter has to offer is by trying out new winter activities! Are there any winter sports that you’ve always wanted to try? You might be able to do some at your meeting place, like broomball or practicing winter survival by building temporary shelters. While some may need more specialized equipment, facilities, or training, like ice fishing, curling or downhill skiing. In small teams, decide on a new activity to try and make arrangements to try it out!
Human beings have innovated many ways to try to move around in the winter. Snowshoes are one of the most commonly used Indigenous designs that have been used for centuries to help move around more easily on snow and tundra landscapes.
Option 2: MINI-KLONDIKE DERBY
Learn from the Inuit design of a qamutik (a traditional Inuit Dog Sled) How could we create a similar structure so that people can pull it? If you have no ice or snow, how can you adapt your qamutik to move on road, grass, etc.? A Klondike sled is adapted so that rather than using dogs to pull and a driver to direct, it is pushed from behind and has several people pulling from the front.
How does the driver of the sled communicate with the “dogs”? Develop your commands so that your “dogs” (Scouts) know what to do and when to do it.
A traditional qamutik (Inuktitut: “ᖅᓯᓂᒃ”) is an Inuit sled designed for travel on the snow and ice of the arctic. It does not include the use of any nails or pins, and instead pieces are drilled and lashed together.
SAFETY
• What can be done to make these activities as safe as possible? What are some of the risks that you can see happening? How can those risks be reduced?
• Remember when doing sports where a head injury is likely, always use a helmet.
RESOURCES
History of Snowshoes
Mushing
Make your own Snowshoes
Dog Sledding
Build a Qamutik
Head Safe Program
Welcome back to Week Two of the Claim the Flame Challenge. It was an exciting last week, but it looks like there’s even more fun in store for this week’s Challenge. As you know weather is always a factor, so it may come into play this week as the Beavers and Cubs look to either Make or Build something. And don’t count out the older sections, they’re always eager to ramp up the skill-factor so we could see some awesome obstacles courses or some great winter gear!
**MEETING LENGTH: 20 MINS–1 HOUR 30 MINS**
### BEAVERS AND CUBS
**Option 1: MAKE**
Make something to help you on your quest to winter glory (or at least something you can use on your next winter adventure). Try your hand at making a piece of winter gear like a **neck warmer** or **sit upon**, or make a piece of gear that will keep you safe, like a **winter survival kit** or **fire starters**.
**Option 2: BUILD**
Build something out of snow—become the Michelangelo of winter as you create beautiful **snow sculptures**, explore Sweden and make a Swedish **snölykta** (snow lantern), turn recycling into art and make **tin can lanterns**, or build yourself a cool new hangout as you build a snow fort, **winter shelter** or **quinzhee**.
### SCOUTS, VENTURERS AND ROVERS
**Option 1: MAKE THE BEST OF WINTER**
Lead a winter campfire for your Group or Section and bring the Scouting spirit to life on a cold winter night. Or get ready for your next adventure and build a **winter survival kit**, practice **winter first aid**, or make an item of winter gear!
**Option 2: MINI-KLONDIKE DERBY**
After building your sled last week, you need to make sure that all your gear is safely and securely attached to your sled. What equipment do you need to make sure that can be done properly?
Practice moving your sled around. Practice your commands so that when moving fast everyone knows what to do. Set up a small obstacle course and practice moving your sled through these obstacles. Once you get the hang of the basics, try harder obstacles so that your team is prepared for the derby in week 4.
### SAFETY
Be careful when using equipment or materials that you may not be familiar with. It is easy to burn your hand or cut your finger. **Campfire safety** isn’t just for the summer!
### RESOURCES
- [How to build a snölykta](#)
- [DIY Tin Can Lanterns](#)
It’s hard to believe we’re already into Week Three. It’s been hard to keep up with all the amazing adventures. We’ve got a great line up this week. As you know Beavers, Cubs and food always make for an interesting time. Paper bag bacon and eggs is a favourite—so it will be interesting to see which groups tackle the Food Challenge versus the Water Challenge. For the older sections, we’ll see how many take on the Food Challenge. The Swedish Fire log is always a fan favourite, but can be a bit tricky to pull off. For those on the mini-Derby path, this week will be all about stations and practice. Timing is everything and this will be an important week to master those skills!
**MEETING LENGTH: 20 MINS–1 HOUR 30 MINS**
### BEAVERS AND CUBS
**Option 1: FOOD**
What’s the perfect snack or meal for a winter adventure? Try a culinary challenge as you prepare a winter-friendly snack or meal! Make an [epic trail snack](#), try a [foil fiesta meal](#), or try cooking a classic meal, like [French toast](#) or [bacon and eggs](#) over a campfire!
**Option 2: WATER**
Don’t forget that even in winter, drinking water is important on all adventures! It can be a lot trickier to collect water in winter and keep it from freezing before you can use it. Collect potable water for drinking, then use it for a project! Make up a nice pot of hot chocolate—what goodies are you putting in yours? Try your hand at [icicle making](#), make your own [freezie or ice pops](#), or get creative with [snow painting](#).
### SCOUTS, VENTURERS AND ROVERS
**Option 1: ICY EATS**
Feeling hungry? You’re probably a great camp cook already, but what about learning a new way to make an old favourite, or trying a new meal? Feeling fancy? Make a meal using a [Dutch oven](#)—it works similarly to a real oven, so try making something you’ve never made on a camp stove! Feeling creative? Make a [cardboard box oven](#) or a [buddy burner](#) and see what recipe you can cook using it. If you want to try a more natural approach, learn how to make a [Swedish fire log](#) and use it as a stove!
**Option 2: MINI-KLONDIKE DERBY**
A Klondike Derby is generally made up of a number of stations (or ‘towns’) that you travel to using the sled—pushing and pulling the sled as a team. Explore the type of stations you may want to include in your mini-Derby and start practicing those skills. As a general guide, you’ll want to do 2–3 stations for an evening Derby, 4–5 stations if you have an afternoon (or morning) and 8–10 stations if you’re planning a full day event with lunch.
### SAFETY
Walking around on ice and snow can be tricky, make sure to walk like a penguin so that we don’t have any broken bones! Check out our “[Culinary safety tip](#)” for cooking safety ideas.
## Mini-Klondike Derby Station Ideas
| Knots | Patrols have five minutes to produce ten specified knots. |
|-------|----------------------------------------------------------|
| Geocaching | Same as Orienteering but using GPS instead of a map and compass. |
| Fire Building | |
| Quinzhee Building | |
| River Crossing | Each patrol must get their sled over a river without getting the sled wet. Can be a fake river. |
| Log Saw | Provide the Scouts two-man saws and improvised sawbucks. They must saw through a six-inch log against the clock. They can keep the chunk they saw off. |
| Orienteering | Set out a quick course where the teams need to collect a letter to a phrase at each point on the map. |
| Snowblind | All patrol members but one, are blinded (blindfolded) in a snowstorm. But the Scout who can see is injured. They must direct his fellow Scouts in raising a tent as a team within a specified period of time. |
| Survival Rope Throw | Tie and throw rescue rope to “victim” on cardboard ice floe or simulated ice breakthrough. |
| Pioneering | This is a timed lashing project, such as tripod, to be built by each patrol, must hold all members of the team. The necessary materials are at hand. A sample project stands nearby. |
| Ice Fishing | Catch some snappers. Set a bunch of mousetraps about five yards beyond a “shoreline” which Scouts may not cross. Equip them with “fishing rods” (bamboo poles), “line” (twine) and “bait” (nuts and washers). Patrols must cast and “catch” two “Snappers” in five minutes. |
| Search & Rescue | Patrol leaders are given the hiking plan of a missing solo hiker. This plan can be as simple or detailed as you like. Customize it to the terrain. Teams follow the hiking plan to find a partially buried dummy that is too severely injured to move. Scouts must diagnose the dummy’s medical problems (pin a list of symptoms to the dummy’s shirt) and then bring the dummy out to safety. |
**More Station Ideas**
Well folks, it’s the final week of the Claim the Flame Challenge and it all comes down to this week. The Beavers and Cubs will be putting all their skills to the test with either a great outdoor adventure or some exciting winter STEM experiments. For the older sections they’re going to be testing all their new skills with a winter trek or campfire. And for those that have been doing the mini-Klondike, well, this week is the week! The race is on in a true test of all the winter skills and Scoutcraft they’ve learned over the challenge. It’s going to be one wild week!
**MEETING LENGTH: 20 MINS–ALL DAY**
### BEAVERS AND CUBS
**Option 1: EXPLORE**
Get outside and explore by enjoying a short winter hike! While you’re exploring, add a scats, tracks, and animal signs scavenger hunt. How many animal tracks can you identify on your path? Take your exploration to the next level by doing adding a snowshoe trek, outdoor skating, or building a winter obstacle course that you need to navigate to your adventure. Bundle up!
**Option 2: LEARN**
Learning is extra fun with these exciting winter STEM (Science, Technology, Engineering, Math) experiments! Enjoy delicious experiments by making terrific taffy or your own ice cream! Learn as you build with juice box ice blocks or take it to the next level with a snow volcano. Or, why not add some décor to the outdoors by experimenting with sub-zero ornaments, ice spheres or ice bubbles? Endless fun with winter STEM!
### SCOUTS, VENTURERS AND ROVERS
**Option 1: ICY EXPEDITION**
Now that you’ve learned some new winter skills (or practiced some old ones), try something more challenging. Plan a winter activity for your Group or Section. This could be a longer winter trek or a camp. Don’t have time to plan and execute a full event? Try learning more skills for winter—practice setting up a winter camp site or learn how to stay safe on the ice.
**Option 2: IT’S MINI-DERBY DAY!**
The object of the Derby is to travel as a small team (no more than 8 youth) around a predetermined course—stopping at stations along the way and completing the task at each station. The winner is the team that does all the stations correctly and finishes the course in the quickest time. All teams need to ensure that their gear and equipment is safely secured to their sled. If you only have one small team in your Section, team up with a nearby Section and compete against each other! You might even want to invite all the Sections in nearby groups or your local Girl Guides to join the fun.
**Klondike Derby Kit List**
**SAFETY**
Ensure that all the youth are dressed for the weather and signs of hypothermia are dealt with right away.
The Claim the Flame Challenge wraps up the week of February 21, which is also Scout Week. It’s a great opportunity to wind down the challenge and celebrate all the group’s success!
Scout Week, also known as Guide Week, Scout-Guide Week or Founders’ Week is celebrated by Scouts and Guides around the world this week and was picked because both Lord and Lady Baden Powell had their Birthday on February 22. Lord Robert Baden Powell founded the Boy Scouts in 1907 in the United Kingdom. Very quickly this great, fun activity spread around the world and now there are more than 54 million Scouts worldwide with Scouting organizations in over 200 countries and territories, many of them open to young people of all genders.
This week is a celebration of Scouting and is a great time to do something special with your Group or Section. Many groups have a formal dinner, a joint event with the Girl Guides or campfires. This is a time to celebrate the accomplishments of the Groups and is a great time to give out awards to the youth and the Scouters.
Formal dinners could be a potluck dinner, or range anywhere from a prime rib dinner to spaghetti. Skits, and songs could be performed, awards may be given out and some Groups have everyone renew their promise. This is also a great time to thank sponsors and parents.
Many groups take this week to do service projects or other things to help their communities.
The emphasis for this week should focus on the worldwide movement of Scouting and everything that we have accomplished as an organization and as a global movement. It is a great way to celebrate the power of our youth and the commitment of our volunteers that has enabled our impact for a better world to ripple out to every corner of our world.
CLAIM THE FLAME
MEETING:
Canadian Path Navigator LEVEL:
Wash/Sanitize hands—Clean any equipment being used.
Welcome (5 min)
• Gathering game
• Welcome everyone to the meeting and wait a couple minutes for everyone to arrive.
Opening (10 min)
Game:
Wash/Sanitize hands—Clean any equipment being used.
Plan (15 min)
Have a body break! Stand up, do some stretches or dance moves and shake it out before jumping into the activity.
Do (20 min) Split into small teams of between 6–8 youth. Work in these teams for the whole activity.
What’s Next?
Review and Closing (15 min)
Weekly Update to Parents
Wash/Sanitize hands—Clean any equipment being used.
When does the Claim the Flame Challenge start?
The Challenge kicks-off January 31! Use the Beaver/Cub Track or the Scouts/Venturers/Rover Track to share the weekly Challenge options with the youth and get them excited about this next coast-to-coast Challenge. Details within this Scouter’s Guide will help you to plan and facilitate the weekly challenges, ensuring the most winter fun.
The last week of the Challenge is February 21, with the last day to submit your challenge online February 27.
Unlike the previous two Challenges, this Challenge is not a secret week to week. We want youth to be excited about skills they’re learning today and about what’s coming next. This “choose your own adventure” style Challenge let’s youth chart the path for adventure.
Our Group is still Scouting virtually, we won’t be able to do it.
All activities can be done at home with parents or with your Group. You will have to be a little more creative, but we will reward virtual Scouters as well with awesome prizes.
How do we get the crest? And is there more than one crest?
The crest is a memento of the Challenge and a wonderful reminder of the fun and exciting experience from participating in the Challenge. The Crest will be available on ScoutShop at the beginning of the Challenge. The Claim the Flame Challenge crest is a single crest and not a composite crest. That said, there is an elusive ‘reverse’ crest that can be won as well. More details on the Incentive page.
What if we cannot do the activity as described?
You can change it to suit the needs of your youth and their abilities. We have tried to leave the activities open-ended so that you can easily adapt to them. Each week’s options offer a lot of flexibility, and you can make them as fun and creative as you like.
How do I run this for my Section?
Each Monday, from Jan 31–Feb 21, a video will be released by Scouts Canada on our social media channels and Scouts.ca. Each video will feature S’More (our Challenge mascot) and our Claim the Flame Scoutdoor Games Youth Hosts. Share the video with your Section to help plan your adventure, and don’t forget to have fun! After you have completed your week’s activity—we will ask you to fill in a short (and we do mean short) form to confirm participation, earn crests and compete for bragging rights and prizes!
We won’t be able to participate one of the weeks, or we don’t want to do the activities in order. Will that impact the rest of the challenge?
The Claim the Flame Challenge is designed in such a way that it builds on winter skills from week to week. But since we know weather can be a bit unpredictable and a lot of the activities are outdoors, it’s not necessary to do all the weekly challenges in order. But we encourage you to do so if you can!
Can we do other activities after this is finished?
Yes, you can take it as far as your youth are interested.
I don’t have Wi-Fi where I meet, how can I play the videos?
You can download them to a device, you can send them ahead of the meeting, you can ask the youth to tune into YouTube each week at home before they arrive at the meeting, or you can play it as the opening to your virtual meeting.
You will be able to find all the tools, videos, and creative assets you’ll need once they are posted in advance of January 31, on our Trello board.
Are there prizes?
Yes, there are going to be weekly prizes awarded to groups. Check out our incentives page (pg. 17).
My youth don’t want to do the activity set for my Section; can I do a different Section’s challenge?
Yes, absolutely!
The Challenge crest
This is one hot crest. Complete all the Challenge Activities and earn this beauty to add to your campfire blanket!
Leaderboard
Track the Claim the Flame Adventure on the Leaderboard each week. Which Option did your Section pick to do that week? Which activity option is more popular each week? Follow the adventure on the Leaderboard to find out.
Each Monday, the Claim the Flame Leaderboard will be updated based on the previous week’s submissions; charting the adventure path youth choose each week.
We’ll also break down the options by Regions, just for fun. Do west coast Scouts pick the same options as east coast Scouts? What about the Central Scouts—are they somewhere in the middle? (ha, ha!)
Weekly Scoutdoor Champ—voting and weekly prizes!
At the conclusion of each week, one Section within each category (Beavers, Cubs, Sr. Sections and Virtual) will be randomly selected to showcase that week’s activity.
Scouts and Scouters will use the link on the Leaderboard to vote for which one of the four Sections will win the weekly prize and be that week’s “Scoutdoor Champ”! Links to vote will also be on the Scouts Canada Facebook page.
Voting is only open for two days (Mondays and Tuesdays each week) and the winner will be announced on Wednesdays. For example, Week 1’s winner will be announced the Wednesday of Week 2.
We’ll have prizes for Scouters and youth and will be shipped to the Scouter contact for the winning Section.
A picture of each Section (from activity submissions) will be added to the Leaderboard on the Monday following the completed week.
Weekly random submission winner!
Maybe you forgot to take pictures of the great adventure that week, or your section really isn’t on social media that much. Don’t despair! Each week, we’ll select a random group based on submissions to win a prize! But naturally you have to submit in order to win. And best yet, the prizes are in stock (yes, you read that right) and will be shipped out that week! Hooray!
Picture of the Week—by region
Each week, a photo will be randomly selected from the activity submissions to spotlight the fun adventures youth are having as they take on each challenge. No prizes are awarded for Pictures of the Week, only fame.
Grand Prize—TBD each week
Sections will submit their online activity forms after completing each week’s Claim the Flame challenge. Each submission will be added to the Grand Prize draw at the conclusion of Claim the Flame challenge.
Sections must submit a minimum of 3 online submission forms (3 out of a possible 4 weeks), to be entered into the final draw.
On March 10, a winner from all qualified entries will be randomly selected as the Grand Prize winner. The winning Section/Group will win TBD.
What are the weekly prizes?
Well, besides bragging rights and overall fame and glory for that week, weekly prizes will include great Scout Shop swag, like multi-tools, branded knife lockbacks, plush toys, toques, glow in the dark water bottles and more!
Wait! What about the reverse crest? (And what heck is a reverse crest?)
The Claim Flame crest is pretty hot! So, we decided to make a ‘cool’ crest too! Instead of red, orange and yellow, the reverse crest is shades of cool blue. The goal of the Claim the Flame challenge is to participate, share, learn and have fun! We’ll be watching social media and looking out for those Sections who are demonstrating fun and creativity as they take on each challenge. The more innovative and resourceful, the better!
Make sure you use #ClaimTheFlame and tag @ScoutsCanada so we don’t miss your posts on social media. There are only 75 Reverse Crests available, so don’t forget to share your photos for a chance to be the weekly winner!
## Winter Skills Competencies
### Stage 1
- **1.1** I have built something out of snow.
- **1.2** I have prepared a good snack for a winter outing.
- **1.3** I always carry a water bottle when going on a winter outing.
- **1.4** I can keep my water bottle from freezing on a winter outing.
- **1.5** I have participated in a winter sports day (Beaveree, Cuboree, winter challenge).
- **1.6** I know how to dress when I go outside in winter.
- **1.7** I know to stay dry or change to dry clothes when I am outside in winter.
- **1.8** I know about the buddy system and why it is used when participating in outdoor activities.
- **1.9** I know to follow the instructions of the activity leader when at an outdoor event.
- **1.10** I have hiked at least 1 km in winter.
- **1.11** I know that I should not touch cold metal with bare skin, especially my lips or tongue.
### Stage 2
- **2.1** I have gone sledding or tobogganing.
- **2.2** I have packed a proper lunch for a winter outing.
- **2.3** I have participated in two winter sports days (Beaveree, Cuboree, winter challenge).
- **2.4** I know how to pack extra clothes for winter outings.
- **2.5** I know how to keep my feet dry while I am outside in the winter.
- **2.6** When I come inside, I know how to put away my outdoor clothing so that it will dry quickly.
- **2.7** I can help less experienced Scouts to get dressed to go outside.
- **2.8** I have attended one overnight winter camp or sleepover.
- **2.9** I have completed two winter hikes of at least 1 km.
- **2.10** I know to avoid ice or open water without an adult present.
- **2.11** I have made a piece of simple winter gear or clothing (wristlet or neck warmer).
### Stage 3
- **3.1** I have participated in a winter sport (alpine skiing, cross-country skiing, snowshoeing, snowboarding, skating, hockey, tobogganing, sledding, curling).
- **3.2** I can light a small fire.
- **3.3** I have helped plan a menu for a winter camp.
- **3.4** I have cooked a lunch over an open fire.
- **3.5** I understand the layering principle when dressing for winter activities and apply it to all activities.
- **3.6** With a small group, I have built an emergency shelter in winter.
- **3.7** I know how to find shelter from the wind on a cold day.
- **3.8** I can pack a day pack for a winter outing.
- **3.9** I know how to watch my fellow Scouts for signs of exposure to the cold.
- **3.10** I have spent one night at winter camp in a cabin or heated tent (in addition to requirements for previous stages).
- **3.11** I can identify the North Star and three other features in the winter night sky.
- **3.12** I have completed a winter hike of at least 3 km.
- **3.13** I have made a winter survival kit that I take with me on all winter activities.
- **3.14** In addition to previous stages, I have made a piece of winter gear or clothing.
### Stage 4
- **4.1** I have participated in a winter sport (different from the sport done in earlier stages).
- **4.2** I have helped purchase food for a winter outing.
- **4.3** I have helped cook meals at winter camp.
- **4.4** I have attended a winter campfire.
- **4.5** I have put up a tent in winter to sleep in.
- **4.6** I can properly set up my sleeping area to stay warm through the night at winter camp.
- **4.7** I have used a toboggan or sled to transport equipment.
- **4.8** I have taught a winter skill to a less experienced Scout.
- **4.9** I have spent two consecutive nights at winter camp (in addition to requirements for previous stages).
- **4.10** I have traveled in snow using snowshoes or nordic skis.
- **4.11** I have participated in two 3 km hikes.
- **4.12** I know how to help someone who has fallen through the ice.
- **4.13** I know how to prevent and treat hypothermia and frostbite.
- **4.14** I know how to avoid and treat snow blindness.
What is a Toolbox Talk?
Taking “Five Minutes” at the beginning of an adventure activity provides one of the most effective opportunities for planting a character-building thought in the young Scout’s mind and memory.
Section: Any
Safety Requirements: Dependent on location, time of year and local requirements
Participants: Any
Location: Any
Time Scheduled: 5–10 minutes, any time—best before an activity when the youth are concentrating
Topic: Make specific to the location, adventure, time of year or recent incident
STEP 1: Split the group into patrols such that it increases the probability of all youth having the ability to participate, increases efficiency and further reinforces team learning and partnership with a dedicated mentor (assigned Scouter).
STEP 2: Lighthearted warm-up. Perhaps ask someone to share a joke or a fun thing that’s happened recently.
STEP 3: Review the activity e.g. hike, canoeing, snowshoe, park clean-up, swimming.
ASK: “What activity have we got planned for today (this morning/evening etc…)?”
STEP 4: Discuss the specific risks involved with the activity planned.
ASK: “What risks are involved?”
STEP 5: Discuss specific actions/tasks or roles/responsibilities required for the activity e.g. lead hiker, first-aiders, lifeguard, sweeper, emergency lead etc.
ASK: “What are the key tasks involved?”, “What steps/actions are we going to take?”, “Are there specific roles required?”
STEP 6: Discuss specific skills if appropriate for the activity e.g. cross-country skiing, winter hiking, climbing, etc.
ASK: “Have we got the skills—who does—how are we going to leverage them?”
STEP 7: Review the Emergency Response Plan (ERP). Location of first aiders / kits, satellite phone, ambulance, emergency numbers.
ASK: “What do we do if something goes wrong (go over the ERP if required)”, “Who do we call if there’s an emergency?”, “What do we do if the other patrol is in trouble.”
STEP 8: Ask the youth/Scouters to share previous experiences.
ASK: “Anybody got an experience where they’ve been hurt or nearly hurt doing an activity like this before?”, “What did you learn?”
STEP 9: Close with final remarks and questions.
ASK: “Anyone have questions, or final remarks?”
STEP 10: Conduct the activity.
USE #CLAIMTHEFLAME
AND TAG @SCOUTSCANADA
SCOUTS.CA
SCOUTS CANADA
It starts with Scouts. | 6870b061-d7a8-41b8-87c9-e9c560141f8d | CC-MAIN-2023-14 | https://scoutsca.s3.amazonaws.com/2022/01/claim-the-flame-scouters-guide-new.pdf | 2023-03-30T09:12:11+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296949107.48/warc/CC-MAIN-20230330070451-20230330100451-00088.warc.gz | 563,817,129 | 9,380 | eng_Latn | eng_Latn | 0.916641 | eng_Latn | 0.998692 | [
"slv_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"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"
] | true | rolmOCR | [
74,
972,
3377,
5390,
8762,
9907,
11463,
12716,
14752,
17081,
19839,
21798,
24477,
26235,
26895,
30457,
34194,
38026,
40272,
40363
] | [
1.4453125,
3.265625
] | 2 | 0 |
Uganda, 2020. Kasese District in western Uganda was hit by flash floods in May 2020. The region was also affected by a locust invasion, leaving many communities food insecure. Measures to contain the spread of COVID-19 severely complicated relief and recovery operations.
© Uganda Red Cross / Denis Onyodi
INTRODUCTION
Why climate and why now?
Rising risks
In May 2020, in the midst of the COVID-19 crisis, heavy rains caused four rivers in Kasese District in Uganda to burst their banks, destroying homes, a hydroelectric power station and a hospital, burying villages in mud and displacing thousands of people. Floods and landslides also affected neighbouring Kenya and Rwanda, killing close to 300 people and displacing half a million more across the three countries. The floods left thousands of people in need of emergency food assistance as well as homeless, with many people seeking shelter in temporary accommodation centres where observing physical distancing – recommended to reduce transmission of coronavirus – is extremely difficult. This same area was also dramatically affected by a locust invasion (Huang, 2020) and the travel and movement restrictions designed to slow down the spread of COVID-19 hampered efforts to combat the swarms of locusts ravaging crops. The combination of the floods and locusts has impacted food security and livelihoods and left nearly 2.6 million people severely food insecure in at least eight countries (OCHA, 2020c).
The previous month, disaster response efforts in the Pacific following Cyclone Harold were hampered due to COVID-19 lockdowns and quarantines, leading to delays in providing much-needed equipment and humanitarian assistance (Millership, 2020). In Vanuatu, only 20% of households in need had received shelter assistance more than a month after the storm hit (Shelter Cluster Vanuatu, 2020). In Fiji, around 600 people were still displaced as of mid-May (OCHA, 2020b). Likewise, in the Philippines, the pandemic complicated evacuation and response efforts ahead of Tropical Cyclone Vongfong (known locally as Ambo) in mid-May. The storm damaged or destroyed nearly 20,000 homes and caused about 30 million US dollars (approximately 29 million Swiss francs) in agricultural damage (OCHA, 2020d). Some 180,000 people were evacuated, but this was slowed by coronavirus lockdown measures that kept evacuation centres only half filled. The storm also damaged Bicol Region’s only COVID-19 testing facility (OCHA, 2020a). Similar challenges also affected wealthy countries – for example in August 2020, Florida, USA was hit by Tropical Storm Isaias. Authorities closed testing sites in preparation for the storm and struggled to ensure physical distancing in evacuation shelters.
Definitions
Climate mitigation is action to reduce levels of greenhouse gases in the atmosphere to limit global warming. An increase in these gases has the effect of wrapping a thick blanket around the earth, raising the average temperature of its atmosphere. One of the main greenhouse gases is carbon dioxide, which is released when burning fossil fuels.
Climate adaptation is what we do to adjust to the changing climate, or in more technical terms “the process of adjusting to the actual or expected climate and its effects…to moderate or avoid harm or exploit beneficial opportunities.” Adaptation is not only about measures to deal with longer-term changes such as increased temperatures and sea level rise, but also includes disaster risk reduction in the face of weather- and climate-related events.
The 2020 COVID-19 crisis is a wake-up call that showcases the realities of unprecedented global systemic risks, like the climate crisis, that affect everyone. It is a strong reminder of how risks overlap and exacerbate other risks, and that inequalities create vulnerability – between countries, but also within countries and communities.
At the same time, we are seeing how a crisis in one location can affect everyone everywhere in some way. As local capacities are overwhelmed, global capacities to provide assistance are also overwhelmed by multiple simultaneous crises. And international solidarity is constrained, both by attention directed to crises at home and a lack of resources due to worsening domestic economic situations. All this shines a light on the challenges of a humanitarian system, already stretched to breaking point, struggling to respond to simultaneous crises around the world.
Three of the biggest global threats facing the world in 2020 have been categorized as the potential failure of climate change mitigation and adaptation, the resulting risks of extreme climate- and weather-related events, and subsequent disasters caused by these (World Economic Forum, 2020). Of the ten risks likely to have the greatest impact, five relate to climate change and the environment, and these are also five of the ten most likely risks. A further three of the ten risks with the greatest impact are described as societal, but are also closely related to and often exacerbated by the climate crisis: water crises, food crises and infectious diseases. Similarly, after a year of reflections across the International Federation of Red Cross and Red Crescent Societies (IFRC) network, National Societies identified climate change as one of the greatest humanitarian challenges facing the world, and the top challenge they will address during the next decade in their Strategy 2030.
**The role of climate change in driving disaster risk**
The overwhelming majority of disasters in the past ten years (83% of all disasters triggered by natural hazards) were caused by extreme weather- and climate-related events, such as floods, storms and heatwaves. The number of such disasters triggered by extreme weather- and climate-related events has been increasing since the 1960s, and has risen almost 35% since the 1990s (see Figure 1.1). The proportion of disasters attributable to climate and extreme weather events has also increased significantly during this time. Even when the total number of disasters flattened in the last two decades, the proportion attributable to climate and extreme weather events, such as floods, storms and heatwaves, continued to rise, from 76% of all disasters during the 2000s to 83% in the 2010s.
These extreme weather- and climate-related disasters have killed more than 410,000 people in the past ten years, the vast majority in low and lower-middle income countries. Heatwaves, then storms, have been the biggest killers (EM-DAT). But this figure is likely to be a significant underestimate, given poor data collection in many countries and for many hazards (see Chapter 2) as well as challenges around attribution, such as for food crises.\(^1\)
A further 1.7 billion people around the world were affected by climate- and weather-related disasters during the past decade – many injured, left homeless or without livelihoods – adding to the burden of an already overstretched humanitarian system and jeopardizing the progress made in sustainable development, everywhere. These numbers are likely to increase significantly if dramatic action is not taken.
---
\(^1\) For example, more recent estimates looking at the 2010 to 2012 drought in Somalia indicate some 250,000 people may have died due to famine exacerbated by drought and long-term conflict (FAO and FEWS NET, 2013).
Bahamas, 2019. The Mudd, an informal settlement in Abaco, was totally demolished by Hurricane Dorian. Weak building structures, lack of sufficient drainage and challenges in accessing basic services often place communities living in informal settlements at greater risk of being affected by disasters.
© IFRC / John Engedal Nissen
Climate change is a risk magnifier: raising temperatures, negatively impacting ecosystems (Scholes, 2016), sea levels and storm surges, affecting rainfall patterns, but also amplifying the ferocity of extreme weather events, increasing volatility and unpredictability and exacerbating the vulnerabilities of affected communities. And it’s not a distant threat: it’s increasingly clear that these events are affecting people’s lives now.
People around the world are already experiencing these kinds of compounded shocks, and we can expect floods, storms, droughts, heatwaves and wildfires to get worse. As these hazards continue to combine with global heating, sea level rise and increased likelihood of epidemics, this combined with poverty, urbanization and other population trends means that millions of people across all types of countries will be affected.
Of those people affected globally by climate- and weather-related disasters, the IFRC conservatively estimates that some 108 million people needed international humanitarian assistance in 2018, while many more people were affected and needed to rebuild their lives using their own resources, often with support from family, communities and governments. If we couple the projected increases in the frequency and intensity of weather extremes with the growing number of people living in poverty, we could expect some 200 million people a year to need humanitarian assistance by 2050 (IFRC, 2019). And this figure does not include the millions of people around the world affected by conflict, which may well be further exacerbated by climate change.
---
2 The global temperature is estimated to have risen 1.1°C since 1850, and by 2100 the temperature rise could well be 4°C or more above pre-industrial levels (1850–1900).
3 Countries in situations of armed conflict are disproportionately affected by climate variability and extremes. This is partly because of their geographical location, but mostly because conflicts and their consequences limit capacity of people, systems and institutions to adapt to hazards and changing climates (ICRC, 2020).
Climate change is increasing not just the number of potentially deadly weather events but also their ferocity... existing weather records are being broken by new extremes with every passing year, like the sweltering 42.6°C July 2019 heat in Paris or the staggering 1.26 meters of rain that fell in 24 hours, in April 2018, on the Hawaiian island of Kauai.
Global Commission on Adaptation
At the same time, as the needs in traditional donor nations also grow, including for enhanced social protection to address climate impacts there, we can expect a drop in the funds available for international assistance, meaning there will be nowhere near enough to meet the rising needs...
...unless we start to do more about it. Now.
**Frameworks for action**
The global community has made some efforts to grapple with the enormity of the climate crisis ahead. Huge strides have been made in recognizing the causes of disaster risk and climate change, how they interact with each other and how they need to be addressed. The Sustainable Development Goals, the Sendai Framework for Disaster Risk Reduction and the Paris Agreement on climate change together set the standards and vision of the world we should create. International commitments emphasize that we must avoid decisions, plans and investments that create risks, act proactively to reduce the risks we face now, and focus on building resilience to shocks and hazards (UNDRR, 2019). Discussions about recovery from COVID-19 are highlighting similar things – in particular the need to build back better and invest in a green, resilient and inclusive recovery (Hepburn et al, 2020; Meige et al, 2020).
Despite these efforts, predictions foresee continued rise in global temperatures, little change in investment in disaster risk reduction, and substantial doubts that we will achieve the resilience and climate goals in the 2030 Agenda for Sustainable Development or the Paris Agreement (UNEP, 2019).
Humanitarian needs have recently become more central to the climate discourse. From the outset, the UN Framework Convention on Climate Change (UNFCCC)’s ultimate objective was around mitigation (preventing climate change); meanwhile adaptation (adjusting to the impacts of climate change) was for a long time seen as an afterthought, or even as giving up. As it was recognized that the climate was already changing and many of the changes were now inevitable, the focus on adaptation to future changes increased, but still from the perspective that these would be challenges in the future. Only in the last few years has it been recognized that the impacts of climate change are already being felt – on people, nature, systems and economies. Understanding is growing of the humanitarian impacts of disasters triggered by extreme weather and climate events and the need to focus on reducing short- and medium-term risks. This is reflected in the evolving loss and damage conversation (see Box 1.1).
Since 2010, adaptation has been a core component of the international climate agenda and the importance of disaster risk reduction has been explicitly recognized (UNFCCC, 2010). However, capacity and financing remained limited, and of course climate change was only adding to a challenging agenda (as recognized in Sendai).
More and more, people realized that climate change was not only already happening, but also already having real impacts on people and ecosystems. This led to increasing emphasis on what climate negotiators now call ‘loss and damage’, noting that climate change can include irreversible impacts (such as the death of coral reefs due to warming oceans): ‘loss’, as well as impacts such as the destruction of infrastructure where reparation is possible: ‘damage’. These have been applied to the impacts of extreme events as well as longer-term changes, such as coastal inundation (where sea level rises lead to flooding of infrastructure and risks to safety).
The 2013 UN Climate Change Conference established the Warsaw International Mechanism for Loss and Damage associated with Climate Change Impacts. This was set up to address loss and damage associated with the impacts of climate change, including extreme events and slow-onset events, in developing countries that are particularly vulnerable to its adverse effects. Yet no financing was provided to avert, minimize or address loss and damage. Indeed, developed countries, worried about the potential liability for rising damages, even insisted on an explicit recognition that the inclusion of a reference to loss and damage in the Paris Agreement implied no liability or compensation.\(^4\) Since then, the calls for financing of loss and damage – ranging from the most-affected countries seeking compensation from the biggest contributors to climate change, to investment in humanitarian response – have been growing stronger and stronger, supported by developments in attribution science, which is showing more and more clearly the role of climate change in individual hazards that have triggered disasters.
More recently it has been recognized that there are limits to how much it is possible to adapt to the impacts of climate change, and that when these limits are reached, losses and damages will occur. This is because the actions needed to adapt are unaffordable, not physically or technically possible, socially difficult or simply not sufficient to prevent some harm to people, the environment and assets. The higher global temperatures rise, the more likely it is that adaptation limits will be reached.
---
\(^4\) Clause 52 of the 2015 UNFCCC resolution on [Adoption of the Paris Agreement](#).
DPRK, 2019. Farmer Ri Jong Gi says he sees the impact of climate change clearly: “Climate change is the worst enemy for us farmers. But we try our best to build our community stronger and more resilient.”
© Finnish Red Cross / Mirva Helenius
Climate change is already underway. But how far and how fast global temperatures will continue to rise, and other changes will continue to unfold, is still up to us. It is essential for human survival to keep that level of climate change as low as possible. While climate change cannot be stopped, we can address its rate (and thus limit the increase in frequency, likelihood and severity of future hazards, and avoid large-scale irreversible damage to many vulnerable ecosystems) through more ambitious, bold climate change mitigation. This requires a radical shift everywhere and in all aspects of our lives.
However, even the most ambitious mitigation action will not stop the next period being marked by more frequent and intense extreme weather and climate events (The Economist, 2020), as Chapters 2 and 3 show. The changing climate is having real impacts on people and ecosystems now. Further change is inevitable, and some of these impacts will be irreversible, such as loss of biodiversity.
But this does not mean that humanity is helpless in the face of climate shocks and hazards. On the contrary, the impacts of increased climatic events on people will largely depend on reducing people’s exposure and vulnerability and ensuring investment in development promotes sustainable, inclusive, equitable and climate-smart growth.
We must adapt to these changes and focus on reducing risks to short-, medium- and longer-term climate-and weather-related hazards. We will also need to prepare for and anticipate events ranging from local emergencies to mega-disasters, from the predictable to the unexpected. And we must be ready to respond to inevitable humanitarian needs. As the world adapts to rising risks, attending to the needs of people in vulnerable situations will be increasingly important.
And crucially, to do this well – to prevent and manage the disasters that are coming – we need real and effective investment and action in adaptation.
\[ \text{RISK} = \frac{\text{Hazard} \times \text{Exposure} \times \text{Vulnerability}}{\text{Capacity}} \]
The conversations are happening in silos. They use different terminology, attend different events and develop parallel frameworks. This results in different priorities being developed; different conclusions being drawn; different areas being perceived as someone else’s responsibility.
Asking the right questions, identifying the top priorities
While the need is clear, the greater challenge is: who will do this? How? And who will pay for it?
Unfortunately, many of the conversations aiming to answer these questions are happening in silos, with humanitarian, development and climate and environment-focused policy-makers, donors and practitioners having limited engagement with each other. They use different terminology, attend different events and develop parallel frameworks. This results in different priorities being developed; different conclusions being drawn to the core questions of who should do what, when and how, and different areas being perceived as someone else’s responsibility without finding a way to meet in the middle. All of this means that people’s needs are not adequately addressed at the scale that is called for.
This report looks at the issue of the climate crisis as a phenomenon that results in clear humanitarian needs, affecting people who are already left behind. However, we seek to explore how the humanitarian, development and climate communities (both at global level and within countries and governments) can work together to reduce and address these needs.
The report takes stock of extreme weather and climate events and the disasters they have triggered (floods, storms, heatwaves, fires and droughts) and projected impacts of these types of disasters. It also looks to a lesser extent at the longer-term climate change impacts (such as sea level rise, desertification and glacial retreat) which will trigger other humanitarian needs.
We therefore focus on climate change adaptation – not only measures to deal with longer-term changes to ambient temperature and sea level rise, but also preventing extreme weather events from becoming disasters. We consider how to address the risks, and how to reduce vulnerability and exposure to hazards that turn shocks into disasters. And we recognize that the impacts of ‘residual’ risk – where resilience, supported by all the best investment in risk reduction and preparedness, is overwhelmed – will in turn largely depend on how well we anticipate, prepare for and respond to inevitable humanitarian needs.
Myanmar, 2019. “I’m able to help others during disasters because of this game,” says Kaung Thet Sanda, a student in Yangon, sharing a fist bump with Red Cross worker Brad Zerivitz. He and his friends play card games at school to learn how to react in the event of a disaster.
© American Red Cross
A call for action: we can do this
Today’s efforts are fragmented and insufficient. Levels of vulnerability and exposure are too high. Our action to date in the face of rising risk is too little and too late.
We cannot wait for disasters to happen and expect communities themselves to pick up the pieces, as poverty and compounded risks will make this harder and harder. Similarly, governments may struggle to address their own national risks, leaving little funds and interest to support others in need. Nor can we expect that humanitarians will always have the capacity to respond, when they become overwhelmed by compounding and escalating risks.
We must instead think about our plan of action to prevent more disasters from happening, to reduce vulnerability and exposure and thereby the impacts on the lives and livelihoods of millions of people. We can do this. All around the world there are exciting developments with local communities leading the way.
- **We must work together** – humanitarians with development and climate/environment practitioners, outside of our comfort zones, collaborating in ways we haven’t before, with coherent risk management frameworks that make this possible. This has to happen at all levels – global, national and most importantly, local, where resilience can only be built with and by communities.
- **We need to work smarter**, basing all we do on a thorough understanding of exposure to hazards and vulnerability to those risks, understanding who will be affected and how. We need to be faster and more anticipatory, more effective and more sustainable, recognizing the vital role of nature as a protective force and that damaging the environment exacerbates risks.
- **We have to get our priorities right**, ensuring funding gets to the people who need it most, and defining success by the lives and livelihoods saved.
While a crisis shatters lives, recovering from it can also bring communities together. The COVID-19 crisis has shown how interrelated the world is and that we are only as strong as our weakest links. But it has also shown the incredible potential for international cooperation, for intergenerational responsibility and action.
This report is based on a vision of a coherent and collective surge of effort, where all people – families, communities and those working at national, regional and global level in climate, development, humanitarian and other relevant fields – work together to reduce the current and future humanitarian impacts of these rising risks. This is a vision of a world where people not only survive the climate crisis, but thrive – with increased well-being, especially for the most vulnerable people, reduced risk of shocks coming our way, and in balance with the earth we depend on.
EM-DAT: The International Disaster Database. https://www.emdat.be/
FAO (Food and Agriculture Organization of the UN) and FEWS NET (2013) Mortality among populations of southern and central Somalia affected by severe food insecurity and famine during 2010-2012. FAO Food Security and Nutrition Analysis Unit. https://www.fsnau.org/products/research-studies
Hepburn C et al (2020) Will COVID-19 fiscal recovery packages accelerate or retard progress on climate change? Oxford Smith School of Enterprise and the Environment, Working Paper No. 20-02. https://www.smithschool.ox.ac.uk/publications/wpapers/workingpaper20-02.pdf
Huang T (2020) Which Countries Are Most Vulnerable to Locust Swarms? World Resources Institute. 19 May 2020. https://www.wri.org/blog/2020/05/coronavirus-locusts-food-insecurity
ICRC (2020) When rain turns to dust: Understanding and responding to the combined impact of armed conflicts and the climate and environment crisis on people’s lives. https://www.icrc.org/en/publication/4487-when-rain-turns-dust
IFRC (2019) The cost of doing nothing: The humanitarian price of climate change and how it can be avoided. https://media.ifrc.org/ifrc/wp-content/uploads/sites/5/2019/09/2019-IFRC-CODN-EN.pdf
Mechler R et al (2019) Science for Loss and Damage. Findings and Propositions. In: R Mechler et al (eds) Loss and Damage from Climate Change. Climate Risk Management, Policy and Governance. Springer. https://link.springer.com/chapter/10.1007%2F978-3-319-72026-5_1
Meige P et al (2020) A humanitarian recipe for a green, resilient and inclusive recovery from COVID-19, Solferino Academy, Leadership voices. https://future-rrc.com/2020/07/03/a-humanitarian-recipe-for-a-green-resilient-and-inclusive-recovery-from-covid-19/
Millership E (2020) Cyclone Harold brings new meaning to the concept of remote working in the Pacific Islands. Blog, 12 May 2020. https://www.etcluster.org/blog/virus-and-storm
OCHA (2020a) Asia Pacific Humanitarian Update. Philippines – Emergency Response. https://reports.unocha.org/en/country/asia-pacific/card/tjXV99QVBE/
OCHA (2020b) *Asia and the Pacific: Weekly Regional Humanitarian Snapshot*. [https://reliefweb.int/report/philippines/asia-and-pacific-weekly-regional-humanitarian-snapshot-12-18-may-2020](https://reliefweb.int/report/philippines/asia-and-pacific-weekly-regional-humanitarian-snapshot-12-18-may-2020)
OCHA (2020c) *Eastern Africa Region: Floods and Locust Outbreak Snapshot*. [https://reliefweb.int/sites/reliefweb.int/files/resources/ROSEA_20200511_EasternAfrica_Flood_Snapshot.pdf](https://reliefweb.int/sites/reliefweb.int/files/resources/ROSEA_20200511_EasternAfrica_Flood_Snapshot.pdf)
OCHA (2020d) *Philippines: Typhoon Vongfong (Ambo) Snapshot*. [https://reliefweb.int/report/philippines/philippines-typhoon-vongfong-ambo-snapshot-20-may-2020](https://reliefweb.int/report/philippines/philippines-typhoon-vongfong-ambo-snapshot-20-may-2020)
Scholes RJ (2016) Climate Change and Ecosystem Services. *Wiley Interdisciplinary Reviews: Climate Change*. 7.4, pp. 537–50. [https://onlinelibrary.wiley.com/doi/abs/10.1002/wcc.404](https://onlinelibrary.wiley.com/doi/abs/10.1002/wcc.404)
Shelter Cluster Vanuatu (2020) *TC Harold Situation Report No. 7*. [https://reliefweb.int/report/vanuatu/shelter-cluster-vanuatu-tc-harold-situation-report-no-7-14-may-2020](https://reliefweb.int/report/vanuatu/shelter-cluster-vanuatu-tc-harold-situation-report-no-7-14-may-2020)
The Economist (2020) *Emissions slashed today won’t slow warming until mid-century*. [https://www.economist.com/science-and-technology/2020/07/11/emissions-slashed-today-wont-slow-warming-until-mid-century](https://www.economist.com/science-and-technology/2020/07/11/emissions-slashed-today-wont-slow-warming-until-mid-century)
UNDRR (UN Office for Disaster Risk Reduction) (2019) *Global Assessment Report on Disaster Risk Reduction*. [https://gar.undrr.org/sites/default/files/reports/2019-05/full_gar_report.pdf](https://gar.undrr.org/sites/default/files/reports/2019-05/full_gar_report.pdf)
UNEP (UN Environment Programme) (2019) *Global Environment Outlook – GEO-6: Summary for Policymakers*. [https://www.unenvironment.org/resources/assessment/global-environment-outlook-6-summary-policymakers](https://www.unenvironment.org/resources/assessment/global-environment-outlook-6-summary-policymakers)
UNFCCC (no date) *What do adaptation to climate change and climate resilience mean?* [https://unfccc.int/topics/adaptation-and-resilience/the-big-picture/what-do-adaptation-to-climate-change-and-climate-resilience-mean](https://unfccc.int/topics/adaptation-and-resilience/the-big-picture/what-do-adaptation-to-climate-change-and-climate-resilience-mean)
World Economic Forum (2020) *Global Risks Report 2020*. [https://www.weforum.org/reports/the-global-risks-report-2020](https://www.weforum.org/reports/the-global-risks-report-2020) | 28da1f34-f7f8-4eb6-871a-b316b281d7f4 | CC-MAIN-2021-43 | https://www.ifrc.org/sites/default/files/2021-09/20201113_WorldDisasters_1.pdf | 2021-10-22T10:22:37+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585504.90/warc/CC-MAIN-20211022084005-20211022114005-00260.warc.gz | 946,703,381 | 5,902 | eng_Latn | eng_Latn | 0.949024 | eng_Latn | 0.996393 | [
"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"
] | true | rolmOCR | [
320,
346,
3552,
7381,
7714,
9829,
10219,
12782,
15474,
15718,
17789,
18076,
20289,
20588,
23364,
25443,
28259
] | [
2.375,
1.2421875
] | 1 | 0 |
Handwriting is back in the curriculum after a long absence. Educators now understand teaching handwriting explicitly is firmly linked to reading and spelling achievement. Although it never disappeared totally, it was de-emphasized in most districts. But it’s now clear handwriting plays a critical role in literacy and is making a comeback.
There have been a few different waves in handwriting trends over the years. The first wave was the ascendency of whole language which minimized handwriting. The emphasis was getting students to write for expression and meaning. At the time, the thinking was that if educators emphasized handwriting, somehow it would get in the way of this expression. Also, there was the idea back then that educators had to choose and they didn’t have time for both. So, handwriting was relegated to a learning center or maybe a take-home sheet, but it really didn’t get the instructional attention it needed.
The second wave happened when schools started teaching keyboarding. At the time, the thinking was educators needed to spend handwriting time on keyboarding skills, and so handwriting was de-emphasized.
The Handwriting Connection to Reading and Writing
First, there is the legibility issue. For example, 38 million illegibly addressed letters cost the U.S. postal service more than $4 million a year and more than twenty percent of hospital orders are returned by pharmacies as illegible. But the big realization that caused us to pay more attention is we recognize it’s critical to automatize handwriting as a transcription skill. It frees up working memory to devote cognitive energy to composition. It’s like when we think about making decoding automatic and building the storehouse of instantly recognizable words so our brain energy can be devoted to comprehension.
Researchers have now found automatized handwriting improves the quality and quantity of written expression. So, when we de-emphasized handwriting and expected it would impede written expression, we’ve had it all wrong. We were completely off the mark.
When we write, we’re dealing with a lot of simultaneous demands. What do we want to say? How do I organize my writing? What do I need to do with each sentence? How do I spell that word? We’re really taxing our working memory. To optimize composition, handwriting, and spelling, the mechanics need to be fluid and internalized.
A 2016 study found that second-grade students who had handwriting instruction showed advancement in language skills, alphabet writing, spelling, and composing.
This helps with the development of foundational reading skills. Then, there is research revealing how the areas of the brain activate during handwriting. Most of the activation is in the left hemisphere. The manipulation of thumb and fingers as we write activates the left brain, which we know manages planning, monitoring, organizing, revising, and language processing—skills critical to not just writing, but self-management and metacognition.
By this definition, handwriting is absolutely connected to the science of reading.
However, the research is inconclusive about teaching manuscript vs. cursive. The prevalent practice seems to be manuscript or printing in grades K–2 and cursive in grades 2–3. However, we know from research that children should not be taught both at the same time and it takes two years of instruction to automate a handwriting process, so we do have to choose. In this case, William van Cleave, an author and educational consultant, believes cursive is better for students with language-based difficulties because it decreases letter reversals.
Also, there’s now enough information to know keyboarding does not have the same benefits as handwriting, so to think handwriting can be replaced with keyboarding is misguided. When students are keyboarding notes, they are trying to capture every word. But with longhand, you must be cognitively active in picking out key ideas, summarizing, and drawing conclusions by putting concepts in your own words. These are higher-order skills that require a level of cognition that benefits a student’s retention of concepts.
Studies have shown college students who took notes by hand performed better on assessments than their peers who typed notes. Some researchers suggest the goal of writing instruction in the information age should be developing hybrid writers who are adept with multiple writing tools, including pens and keyboards.
A young student’s first efforts with handwriting are intertwined with their development—the way they grasp the pencil at different ages, for example. Fine motor manipulation, like using fingers to pick up objects and manipulate objects, and learning basic strokes like vertical and horizontal lines, circles, and slants. These activities can be done with our youngest learners to help prepare them for more handwriting instruction.
Where To Go From Here
It’s important to teach students what makes a letter legible and to do explicit modeling. But, it’s also important to understand this doesn’t have to take a lot of time during the school day. Educators have expressed concern and confusion about the amount of time handwriting instruction would take. Instruction and practice can be accomplished in 15 minutes a day: five minutes of explicit instruction; five minutes of guided practice with monitoring and coaching; and five minutes of independent practice and self-evaluation. That can be done as seat work during independent work time.
But more importantly, it’s a great bang for the instructional buck, given all the benefits. It couldn’t be more important, and it’s a good investment of time. We encourage all educators to look at systematic programs and avoid downloading material from the Internet. Teachers should not have to figure this out for themselves. We want to put quality resources into teachers’ hands to make their lives more manageable.
CONNECT TO PRACTICE
A study found 90 percent of first- through third-grade teachers teach handwriting and most agreed it is important. But only 12 percent believed they had adequate preparation to teach handwriting in their teacher preparation courses in college. Our goal is to serve as a partner to you as you support your students. Step up to Writing® is a robust writing instruction solution offered by Voyager Sopris Learning® that can help transform your students’ skills and inspire them as writers. Here are five features to introduce you to the program:
- This solution is designed for K–12 learners of all levels and types and is compatible with any core curriculum.
- With a balance of explicit, systematic instruction and time spent producing works in each of the text types, Step Up to Writing® helps students understand the differences between writing styles, and hones their skills in each.
- Students master strategies through its multimodal instruction, which is engaging and motivating.
- This program provides hundreds of strategies to explicitly teach the types of writing students need to master to be proficient.
- This is an evidence-based, unparalleled, hands-on writing program with flexible implementation options.
For more information, visit voyagersopris.com/step-up-to-writing | f208d5ac-ee56-4186-9f26-710d15a73fc4 | CC-MAIN-2023-40 | https://www.voyagersopris.com/docs/default-source/writing/vsl_handwriting_sor_whitepaper.pdf?sfvrsn=d52c3895_9 | 2023-09-29T04:07:14+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233510481.79/warc/CC-MAIN-20230929022639-20230929052639-00730.warc.gz | 1,143,125,137 | 1,360 | eng_Latn | eng_Latn | 0.999087 | eng_Latn | 0.999101 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
1139,
2998,
4895,
7236
] | [
3.875
] | 2 | 1 |
**LEARNING GOALS**
- Describe experiences; Experiment with rhyming words; Listen to and imitate sounds in nursery rhymes, songs, and chants
- Express self creatively with simple art materials
- Count one, two, and sometimes three objects using one-to-one correspondence with adult guidance
- Experiment with vocalization sounds and musical instruments
- Engage in structured play using sand, soil, and mud
- Solve a simple problem successfully with adult assistance
- Explore new situations through dramatic play
- Recognize people and objects have an appropriate location
- Try several methods to solve a problem before asking for assistance
**DAILY SCHEDULE**
- Morning Routine (Brush teeth, get dressed, breakfast)
- Curriculum Activity
- Snack
- Independent Play
- Brain Waves
- Lunch
- Rest/Nap
- Curriculum Activity
- Outdoor Play
- Evening Routine
**MATERIALS NEEDED**
- cardstock
- construction paper (various colors)
- container (small)
- glue
- internet access
- marker
- music with nature sounds
- newspaper
- paint
- paintbrushes
- paper
- paper or plastic fish
- paper towel tube
- plastic bottle with large screw-on lid
- sand
- scarves (or pieces of colored fabric)
- scissors
- small fan
- toys on a shelf
- water
**CURRICULUM SCHEDULE**
**MONDAY**
- Language/Literacy: *Warm Winds*
- Creative Exploration: *Fish Feet*
- Brain Waves: *Spy and Touch*
**TUESDAY**
- Math: *Rhombus in the Sky*
- Music and Movement: *Fishy, Fishy in the Sea*
- Brain Waves: *Spy and Touch*
**WEDNESDAY**
- Science: *Fish in Sand*
- Cognitive Exploration: *Fish in a Bottle*
- Brain Waves: *Spy and Touch*
**THURSDAY**
- Language/Literacy: *Chirping Bird*
- Dramatic Play: *Hot Air Dance*
- Brain Waves: *Spy and Touch*
**FRIDAY**
- Social Studies: *Fish*
- Sensory Activity: *Windy Weather*
- Brain Waves: *Spy and Touch*
**Language/Literacy**
**Warm Winds**
**Learning Goal:** Describe experiences
**Materials:** small fan
**Instructions:**
1. Say, “We are going to look outside and see if we can see the wind blowing.”
2. Encourage your child to look outside. Ask, “Can you see the wind?”
3. Invite him/her to stand in front of you as you turn on the fan.
4. Say, “You can feel the wind coming from the fan, but you cannot see it.”
5. Ask your child to describe how the fan feels on his/her face.
6. Encourage him/her to move like the wind.
---
**Creative Exploration**
**Fish Feet**
**Learning Goal:** Express self creatively with simple art materials
**Materials:** newspaper, paint, paintbrushes, paper
**Preparation:** Place newspaper on the floor beneath work area.
**Instructions:**
1. Say, “We are going to make fish feet!”
2. Paint one of your child’s feet and help him/her stamp the painted foot onto a piece of paper.
3. Assist your child in painting an eye near the heel of his/her foot and fins on the sides.
4. When done say, “Look. Now you have fish feet!”
Math
Rhombus in the Sky
**Learning Goal:** Count one, two, and sometimes three objects using one-to-one correspondence with adult guidance.
**Materials:** construction paper (various colors), markers, scissors
**Preparation:** Use construction paper to cut out kites in sets of four using different colors. Label each set with the numbers 1-4.
**Instructions:**
1. Say, “We are going to count kites!”
2. Place kites on table and ask toddler to identify shape (rhombus).
3. Assist him/her to sort the kites by color.
4. Encourage your child to count the kites in each set. Assist if necessary.
5. Touch each kite as you count aloud, “One, two, three, four. There are four (color) kites.”
---
Music and Movement
Fishy, Fishy in the Sea
**Learning Goal:** Experiments with vocalization, sounds, and musical instruments
**Preparation:** Practice singing *Fishy, Fishy* to the tune of *London Bridge.*
**Instructions:**
1. Encourage your child to join you. Say, “We are going to sing a song.”
2. Demonstrate how to hold hands together and pretend to be fish swimming.
3. Encourage him/her to sing and “swim” with you.
Fishy, fishy in the sea, in the sea, in the sea.
Fishy, fishy in the sea. Come swim with me.
4. Sing several times and change the tone, speed, and volume at which you sing. Encourage him/her to imitate your changes.
**Science**
**Fish in Sand**
**Learning Goal:** Engage in structured play using, sand, soil, and mud
**Materials:** cardstock, construction papers, glue, sand
**Instructions:**
1. Say, “We are going to rip a piece of construction paper into little pieces and pretend they are fish.”
2. Encourage him/her to rip construction paper into pieces. Assist if necessary.
3. Encourage your child to glue the “fish” on a sheet of cardstock.
4. Assist your child with spreading the glue on cardstock.
5. Place sand within reach. Carefully supervise as your child sprinkles sand on the glue.
---
**Cognitive Exploration**
**Fish in a Bottle**
**Learning Goal:** Solve a simple problem successfully with adult assistance
**Materials:** plastic bottle with large screw-on lid, paper or plastic fish
**Preparation:** Place fish in the plastic bottle and screw lid firmly.
**Instructions:**
1. Say to your child, “I think I am going to need your help.”
2. Show him/her the bottle of fish and make several attempts to unscrew lid.
3. Give the bottle to your child and ask him/her to assist with unscrewing. Work together to successfully unscrew the top and let the fish escape.
4. Thank your child for helping you solve the problem successfully.
**Language/Literacy**
**Chirping Bird**
**Learning Goal:** Experiment with rhyming words; Listen to and imitate sounds in nursery rhymes, songs, and chants
**Instructions:**
1. Say to your child, “We are going to sing a song about a chirping bird.”
2. Talk to him/her about the sounds a bird makes as it sings (chirp, whistle, etc.)
3. Ask your child to make bird sounds.
4. Recite “Flap and Chirp.”
5. Encourage your child to sing/chant as he/she makes flapping motions with his/her arms and whistle/chirp like a bird.
**Flap and Chirp**
Watch as she moves her wings-
Flap, flap, flap, flap.
Listen as she whistles and sings-
Chirp, chirp, chirp, chirp.
That beautiful bird in the sky.
She loves to soar and fly!
---
**Dramatic Play**
**Hot Air Dance**
**Learning Goal:** Explore new situations through dramatic play
**Materials:** scarves or colored fabric pieces, music with nature sounds
**Instructions:**
1. Tell your child, “Hot air balloons are special balloons that fly in the sky when they are filled with hot air.”
2. Inform him/her that hot air balloons are often different colors.
3. Provide your child with a scarf or fabric.
4. Ask your child what he/she thinks a hot air balloon looks like as it floats through the sky.
5. Encourage your child to dance and pretend the fabric is part of a hot air balloon.
6. Begin to play music.
7. Invite him/her to “float” through the room dancing to the music.
**Social Studies**
**Fish**
**Learning Goal:** Recognize people and objects have an appropriate location
**Materials:** internet access, website for children’s nature song *Fish, Fish, Fish, Fish, Fish, Fish* by Lots to Learn Preschool Videos: [https://www.youtube.com/watch?v=_qSpJn4ucGA](https://www.youtube.com/watch?v=_qSpJn4ucGA)
**Preparation:** Preview the video.
**Instructions:**
1. Ask your child where he/she thinks that fish live.
2. Watch and discuss the video with your child.
3. After watching the video, ask related questions, ex: “What colors of fish did you see?” “What was your favorite fish?”
---
**Sensory Activity**
**Windy Weather**
**Learning Goal:** Try several methods to solve a problem before asking for assistance
**Materials:** container (small), newspaper, small fan, water
**Preparation:** Fill container halfway with water. Lay newspaper down under the container to catch splashes.
**Instructions:**
1. Provide close supervision during this activity.
2. Encourage your child to join you.
3. Inform him/her that wind is air that blows.
4. Turn on the fan (or blow from your mouth) over the water.
5. Say, “The wind is blowing the rain.”
6. Assist him/her to hold the fan (or blow) to make the water ripple.
7. How can you make the water blow fast/slow?
8. Invite your child to make wind sounds.
Supporting the Development of the Parietal Lobe
The parietal lobe deals with perceptual modality and sensory processing. This is the portion of the brain that processes information relating to touch, temperature, and pain; it deals with spatial recognition, visual and speech processing, and perception.
Eye-Hand Coordination
Spy and Touch
**Materials**: paper towel tube, toys (on a shelf)
**Instructions**:
1. Invite your child to join you.
2. Provide a paper towel tube.
3. Encourage him/her to look through the tube and spot a toy.
4. Encourage your child to try to touch the toy while looking at it through the tube.
5. Repeat this activity with several toys on the shelf.
*This activity allows toddlers to develop control over their eyes and hands simultaneously.*
**Activity Variation**: For older toddlers, call out the name of a toy on the shelf. Encourage him/her to find the toy through the hole in the tube and then try to touch it while looking through the tube. | aa6b52be-fae9-42f4-bf74-00f8894f991f | CC-MAIN-2020-40 | https://kidsrkids.com/wp-content/uploads/sites/2/2020/06/KRK_Toddler-Learning-Packet-Week-13.pdf | 2020-09-25T23:15:30+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400228998.45/warc/CC-MAIN-20200925213517-20200926003517-00796.warc.gz | 446,545,553 | 2,235 | eng_Latn | eng_Latn | 0.991896 | eng_Latn | 0.99507 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
1833,
2906,
4267,
5518,
6960,
8311,
9296
] | [
4.75
] | 1 | 0 |
When your young adult with a disability graduates from high school, a transition program, or college, many aspects of their life will change. Outside the education system, your young adult will need to find new ways to receive services to support living, working, and playing in the “most integrated setting.” The most integrated setting is one in which individuals with disabilities spend time with those without disabilities as much as possible.
There is limited availability of housing options and supports for adults with disabilities, and many services involve complicated timelines and long waiting lists. Your young adult’s disability alone does not entitle them to access housing and services — first, they must meet eligibility criteria.
Parents have a legal right to advocate for their children and young adults with disabilities. Here are some helpful tips to help educate you on how to advocate for appropriate services for your young adult in the most integrated setting.
**Tip #1: Organization is key**
When your young adult begins the journey to access housing and other services, you will be working with multiple agencies that will need the same information. It is helpful to gather and organize your young adult’s documents and make additional copies for your files.
**Tip #2: Create a filing system**
Your filing system, on paper or on your computer, should include:
- **Services timeline:** Create a timeline of services and supports your son or daughter has received from birth to present.
- **School records:** Include your young adult’s Individualized Education Program (IEP) and supporting documents, such as Functional Behavior Assessment and Behavior Intervention Plan, Section 504 Plan, and Summary of Performance. If your daughter or son has a Work-Based Learning Plan or related employment information, add that to your file.
• **County services:** If your young adult is receiving services through Children’s Mental Health, Home Health Care/Personal Care Attendant (PCA), Home and Community Based Waivers: Consumer Directed, Community Directed Community Supports (CDCS), or traditional waivers for Developmental Disabilities (DD), Community Access for Disability Inclusion (CADI), Community Alternative Care (CAC), or Brain Injury (BI), gather those plans and documents associated with those services.
• **Medical records:** Include your young adult’s recent medical evaluation, diagnostic assessment, and records from related service providers (occupational therapy, physical therapy, speech/language, alternative augmentative communication [AAC]). If there have been any recent hospitalizations or services received in any residential or treatment facilities, include copies of the discharge summaries.
• **Legal guardianship documentation or Letter of Intent:** Have updated documentation (dated within the year) or a signed letter from your young adult stating that they want you to be involved with helping them navigate the process. Include a signed Healthcare Release for Information for individual providers.
• **Contact information:** For all medical providers, close family and friends, and others who are important to your young adult, include their name, professional title, relation to your young adult, mailing address, phone number, and email address.
For more information, see the following PACER fact sheets at PACER.org/publications:
- Documents to Keep for Youth Transitioning to Adult Life (NPC-33)
- Keeping & Organizing Medical Records (HIAC-h17)
- Resolving Special Education Issues: Keeping special education records (PHP-c94)
- What if My Child is Not Capable of Representing Him or Herself? Guardianship May be Needed (NPC-14)
**Tip # 3: Make a one-page profile**
Create a one-page profile that introduces your young adult to those who do not yet know them. Add a description of what is important to them and how to best support them. Include photos and language from their point of view to show your young adult’s strengths, needs, and hopes better than school records or medical diagnoses can.
For more information, see PACER’s Housing Projects page:
- “Getting Started” tab (PACER.org/housing/gettingstarted)
- “One Page Profile” template (PACER.org/housing/pdf/housing-one-page-profile.pdf)
Tip #4: Plan for and keep track of all communications
Prior to calling to apply for services, make a list of your concerns and questions, and keep that list in the paper or electronic file you created.
- Write down the name and job title of the person you speak with, date and time, contact information (phone number and email), and their response to your questions, including when they will get back to you.
- Request that any information you receive be given to you in writing.
- Ask that they document that you called so you can refer the next representative to the “notes on file” and don’t have to start from the beginning on every call.
- Let them know you will be following up with them.
- No matter the outcome, be respectful.
Here are some specific questions you may want to ask:
- “What is the process for this service I am requesting?”
- “What are the timelines associated with this process?”
- If you need clarification, use statements such as:
- “I think I understand what you are saying. [Repeat what was said.] Is this correct?”
- “Tell me more about what that might look like, so I understand it clearly.”
- It is okay to say, “I’m sorry I just don’t understand that. Please explain it again.”
- If you are told that your young adult probably won’t qualify, follow up with:
- “Please tell me what information you are basing your determination on.”
- “I understand there is a process for this. Can you please explain that to me?”
- “Thank you. I am still requesting that a certified assessor come out to assess my son/daughter for eligibility for services so we can have ‘informed choice.’”
For more information, see these PACER fact sheet at PACER.org/publications/health:
- Waivers Made Simple (HIAC-h31)
- Steps to Getting CDCS (HIAC-h32)
Tip #5: Use all necessary resources
If you are not able to reach a resolution with the agencies you have contacted, PACER suggests these additional resources:
- **PACER Center’s Housing Project**: The goal of PACER’s Housing Project is to develop information and resources to help parents of children and young adults with disabilities understand their options for independent living and housing. This project helps parents understand why it is important to consider housing options during their son/daughter’s high school and transition-age years, what supports and services exist, and what information and referral resources are available to meet their needs. PACER.org/housing
- **County Social Services Agencies**: Call the Human Social Services Intake Line for your county listed in the MN Dept of Human Services County Information Directory. edocs.dhs.state.mn.us/lfserver/Public/DHS-0005-ENG
Regional Resource Specialists from the Minnesota Department of Human Services can assist the public and counties with technical and policy issues. (866) 267-7655 or (651) 431-4300
Minnesota Department of Human Services Disability Services Division Response Center: You may email specific questions to the MN DHS policy team. Your request will be routed to the appropriate team to provide a response. email@example.com
Ombudsman: An ombudsman is an advocate, free to consumers, who can assist with issues concerning the health, safety, welfare, and rights of individuals receiving health care and supportive services at home, in hospitals, nursing homes, and other community settings. mn.gov/omhdd/contact, (651) 757-1800 or (800) 657-3506
Disability HUB MN: This free statewide resource network helps consumers solve problems, navigate the disability services system, and plan for the future. disabilityhubmn.org/about-the-hub, (866) 333-2466
Housing Benefits 101 (HB101): This resource helps people who need affordable housing and supports to maintain it understand the range of housing options and support services available. HB101 can help young adults make choices about where they want to live. It can also help them make a long-term housing plan and take the steps necessary to meet their housing goals. mn.hb101.org
Disability Benefits 101 (DB101): This resource provides tools and information on health coverage, benefits, and employment, which will help you plan and learn how work and benefits go together. mn.db101.org
Navigating the adult services world can be challenging. While your young adult is now in the driver’s seat, you are there to support them on this lifelong journey. By becoming knowledgeable about what services are available and how to access them, you are modelling essential self-advocacy skills for your young adult with a disability and helping them express their needs and opinions. These skills will be key to accessing and receiving appropriate services, now and in the future.
This tip sheet is part of a housing fact sheet series. See companion sheet “Navigating the Maze of Housing and Services: Terminology You Need to Know.” | 7ce8ba82-542b-4ea8-8150-f659ec4f9e8d | CC-MAIN-2020-16 | https://www.pacer.org/parent/php/PHP-a52.pdf | 2020-03-31T14:39:59+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370500482.27/warc/CC-MAIN-20200331115844-20200331145844-00034.warc.gz | 1,071,141,389 | 1,851 | eng_Latn | eng_Latn | 0.99448 | eng_Latn | 0.995861 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
1861,
4267,
6946,
9133
] | [
2.625
] | 1 | 0 |
HAPPY BIRTHDAY!
How do you look at the world at the age of four? You see a high-rise and you think: could that be a very big dresser? Where does the smoke from the chimney go to? And who is that shadow which is following me all the time? Astonishment and amazement about things you don’t understand, and the coming up with solutions from your own imagination, are qualities which seem expendable when you grow up. It’s a kind of amazement that appears to be limited to children and artists.
Big Art for Little People is a collection of short artistic movies for viewers between two and six years old. It is an audiovisual ‘picture book’ that teaches young children something about the formal language of the visual arts. The movies begin with a recognizable image, which they use as a starting point to explore all nooks and crannies of the imagination.
The participating artists did not have to bend over or kneel to be able to do this, but simply went looking for the essence of their work. The accompanying stories, to be read aloud, could help clarify things. Big Art for Small People is multilingual and therefore accessible for children from all nationalities.
Lots of fun!
Nathalie Faber Carolien Euser
Cut-n-Paste
The room is white; the floor, the walls, the ceiling.
All of them white squares.
You can’t see how big it is.
Would you be able to walk around in it?
A marble comes rolling in.
It dances and turns and moves towards the back corner.
A gulf of smaller marbles comes after the big one.
Now they roll together on the floor, back and forth.
They are dancing balls of glass.
Suddenly they roll against the wall. How is that possible?
They roll along the wall, towards the other wall, in all directions....Then suddenly all of them up front, against the screen! The marbles struggle to get there, but they can’t get out.
You can see them very well.
The big one is the first to leave. Where does it go to?
To the back, or is it downwards?
Now the room looks like a box you can look into from above.
The marbles roll back and forth a little longer and then decide to leave one by one.
A kitchen, lovely red, in round forms
The background is blanketblue
The kitchen moves, the things are becoming alive
Is the kitchen angry?
The knobs on the oven look like eyes
The door is a big mouth
Steam escapes from the pan and the fish oozes smoke!
But it’s a plastic fish
I can make all kinds of sounds, the kitchen discovers
I hear a waltz 1,2,3. It sounds like music!
I see what I hear and now I see something else
Do you always see what you hear?
Can you hear the thing you are watching?
The Big Pan is hollow and thick and sounds hard like metal
The small forks do tingelingeling
The tap squirts PSssjjjjjHHHH Go away! Ksjsjt!
The cosy simmering of the warm coffee. A delicious baken egg
SJJJHHH the plastic fish hisses on the stove, ouch, it’s hot!
TSJAK TSJIK the slices of bread are jumping up
They dance, jump from the toaster, keep hovering, fall back
It sounds like a song. The glass is emptied, that sounds nice!
It’s a magic kitchen. Everything moves and jumps and shuffles
The background is white. A dark boy is laughing. He looks at the other boy, who is very blond. They are both wearing shirts, you can see their shoulders. They keep looking at each other.
The blond boy bites his lip, but is laughing at the same time. The dark boy is beaming.
Very slowly their heads move towards each other. The blond boy wants to be somewhat tough, but he is also shy.
Their heads touch each other, there is a rustling sound. Slowly the light colour of the blond boy is sliding down the nose and cheeks of the dark boy. And the other way round.
Then they can let go of each other and slowly they move back to their original position. They are still looking at each other. For a short while the blond boy lowers his eyes. Just being tough is no longer enough, and he doesn’t want to laugh. He feels that they are friends. The smudges on their faces disappear.
Two girls are playing in an empty parking garage.
One girl is big, the other one is small.
The big one carries a sword in her hand.
Then the small girl is standing still.
With both hands in the air.
A voice says: ‘1, 2, 3, 4.’
And the sword behind her suddenly lights up!
When the girl is hopping along, the light of the sword stays behind.
Everywhere she’s been the girl leaves her shadow behind.
She hops along until there is a wood of light.
When the small girl waves, the light goes off.
It’s an empty garage again.
Tak! A yellow ball is put down.
Tak! Another one. And another one. Tak tak tak.
Many coloured balls on the asphalt.
Normally you don’t get to see that many together.
A lid opens, a hand pushes the button.
Keys rattle.
Dingdingding the lamp flashes. Is there any danger?
Is something illegal about to happen?
What is that hand doing on that button?
A red-white barrier goes down, nobody is allowed to pass.
The road goes up, it’s a bridge!
The balls hesitate for a moment, they were just lying there so quietly, like bulbs in a bulb field.
Then they begin to roll slowly.
A gulf of colour slides from the bridge.
The bridge is now straight up, the balls bounce into the streets.
Red... yellow... green... blue...
Very quietly everything lies on the table.
The grapes, the plants and the cabbage.
But what is happening?
The things on the table are beginning to move!
Wires appear from the grapes and dance back and forth.
It looks like a drawing that moves.
There are the butterflies.
Butterflies which are transparent.
The wires try to catch them.
Help!
The butterflies get yellow, blue, red, and orange again
They become entangled by the wires.
The butterflies die and get green.
Just as green as everything else on the table.
And then the leaves start to grow.
First small and then big.
Everything disappears under the leaves.
And now there is something new on the table:
It's changed in a pocket-size jungle!
There is a potato on the table.
The table is a bit grimy.
You can see the rings of mugs which have been standing there.
It's totally quiet.
It looks like a painting.
Arms on the edge of the table, hairy arms.
That must be a man.
You can still see a piece of his t-shirt.
One hand holds a knife.
The other hand takes the potato.
The man starts to peel the potato. Big peelings.
The skin breaks off. He goes on peeling.
And on and on. He doesn’t stop.
The knife keeps going.
Peeling and peeling, until there’s nothing left of the potato.
Maybe the kitchen is somewhere on a farm, where the man has always peeled potatoes.
And with that particular potato he just kept peeling on and on.
It looks like a very ordinary day in the park
On a very ordinary spot.
People who are walking, running and cycling.
And people who are walking their dog.
The sun is shining, snow is falling and clouds are drifting over.
And when you look closer, you start noticing more things all the time.
A girl who is tying her shoelaces.
A woman with her child on a carrier-cycle.
A dog running free.
But now and then people stop while they are running.
Or they flash by while they are actually walking slowly.
And that is not ordinary at all.
'Squeak' goes the door.
A fat-bellied woman is walking down the stairs.
It is dark, very dark.
Could she be in the cellar?
The fat-bellied woman is walking towards the sewing machine.
Big pieces of cloth are waiting for her there.
Waiting to be sewn.
And that is what she's doing:
The machine is buzzing and the pieces of cloth are being sewn.
A soft breeze is setting in.
You cannot see the breeze, but it is there.
From nearby the woman has a big nose.
She looks like a witch.
The breeze is getting stronger.
And stronger still.
But the woman keeps on sewing.
She can't stop anymore.
The pieces of cloth are blown higher and higher.
Would the fat-bellied woman fly away?
All those things.
A teapot, a wooden shoe, a football.
A melon, a wooden horse, a guitar.
First the black shadow, which item fits?
A boot, a police van, a singing teakettle.
A wooden shoe doesn’t fit in a teapot.
And a melon doesn’t fit in a guitar.
But if everything fits neatly, I’m happy.
All those things I put on a pile.
Very carefully on top of each other.
For if the pile is not level, it will fall over!
Still more things, still more piling.
It looks like a huge garbage heap.
Do you hear it cracking?
Watch closely before I clear it up again.
Do you see that boy in the red coat?
We can walk into his house.
In his house there is a cupboard.
And if you go behind the cupboard...
you are suddenly floating through a fairy tale forest.
A forest with moss on the ground, squirrels and lampposts.
And totally in the back...
there is the house again where the boy lives!
But do you get into the same forest if
you go behind the cupboard again?
Look for the differences...
This time it snows in the forest.
The snowflakes are whirling down and everything is white.
Next time it’s a bit scary in the forest.
It’s dark, the moon is shining and red mushrooms
are sprouting from the ground.
If you listen carefully... you can hear the howling of wolves.
And the last time you get merry in the forest.
A shower of flowers and a few sweet spitters.
It’s just like a dream!
In the same forest each time everything is different.
The grid, the most elementary tool of each graphic designer, becomes an autonomous entity in the work of Lune Maurer (Germany, 1972). She has invented new parameters within which she has to work as a designer, thereby shifting the control from the designer to the formulation of frames and rules. The result is a system that is different in the rules and boundaries of the medium. Roel Wouters (NL, 1976) is a graphic designer. He sees this system as a continuation of the human condition. By the elimination or modification of the fundamental parts of a system the qualities, strength and functioning of it become apparent.
Wouters and Maurer collaborate as poly-xelor.
www.xelor.nl
www.poly-xelor.com
The work of medic-artist eddie d. (NL, 1963) consists of videotapes, photo’s and computer installations. Themes are usually the dissection of language, rhythm and the relationship between image and sound. His videotapes are made with special compositions in which, by way of sophisticated editing techniques, rhythmical structures are being formed. His installations frequently start with a still life responding to the movement of visitors by way of sensors. The selected images usually refer to small events, acts and/or objects which can be found anywhere. They could be recorded from television or film, or selfmade.
www.eddied.nu
The photo’s and installations of Sylvie Zijlmans (NL, 1964) deal with current affairs. She tries to capture those events, which are too big to comprehend, to an image which she can relate to. By their poetic nature these images avoid too literal references. This is a work of interpretation, in which a proposal for another approach of reality is inherent.
With: Igor Jongenelis and Dje-nairo Onife
Sound: Hewald Jongenelis
Imagecorrection: Karel Hebly
Thanks to: Martin Takken
www.pipslab.nl
Actors: Noa Tegeltija and Myrna Versteeg
Regie: Kees Duyves and Stijn Hallena
Producent: Stijn Hallena
Music: Stijn Hallena
Software/ Lumasol: Kees Duyves
Catering: Myrna Versteeg
Styling: Myrna Versteeg
The Rabbitcage: Jean Timmerman / Stijn Hallena / Kees Duyves
Thanks to: Graaf Jurrican, Theo Botschuijver, Saskia Antikraak, Foundation for Art Work Stick Ginkseien, Pernilla Pharo, Anya di Anya, Madelief, Vera, Fuk, Pien and their parents
Jasper van den Brink (NL, 1988) is looking for possibilities to influence the world. Often movement plays an important part in his work. He produces video’s, photo’s and installations, and exhibits frequently at home and abroad.
www.jasper.park.nl
Camera Rogier Dijkman en Raymond Taudin Chabot
Photographie: Yasminja Karhof
Thanks to: Selina Leyenhorst en Eva Boekhuis (BBA), Nell Donkers, Anna Dijkman, Bella Hay, B.G. van Doorn, Sakehin de Groot, Juan Luis Bifet
www.elspethdiederix.com
Piano: Adele Diederix
Assistent: Caroline Diederix
Thanks to: Jeroen Kooijmans
Jeroen Eijsinga (NL, 1966) is an artist who produces short films and who works on film. Although he uses simple, existing images, like a photograph of a man walking over a hill, his films contain an abstract meaning. His work is romantic, usually light-footed. Although his work is shown in the same context for the visual arts, they are films with a clear beginning and end, and with a measured length, which takes the attention span of the viewer into account.
Michal Butink (NL, 1975) deals with the cutting face of photography and video. In her work she is looking for ordinary situations with the same access as absurd or unrealistic as a result of her viewpoint, lighting and editing. Her stills and video’s are made when nothing is at stake and the action follows its natural course. She sees it as a choreography in public space.
www.michalbutink.com
Music: ‘1,2,3,4 hat of paper’ version of: Think of One (David Bovee)
Camera: Thomas Kist
Assistant: Muzu Ebberg
Sound: Jeroen Peeters
Thanks to: drir. LMM Boermans and Leo Molenwijk Lucht- en ruimtevaarttechniek TU Delft
Pie Wergius (Sweden 1969) In poetic video’s Pie Wergius (Sweden) depicts an fascination for dilemmas. Her characters are determined, but still they are helpless in the face of the powers of nature. Stripped of the ability to transcend themselves, they are faced with a stalemate.
Femke Schaap (NL, 1972) is mainly known for her almost sculpture-like filminstallations, in which the images are being projected upon specially built positions which occupy a specific place in the room, so that the viewer is able to ‘step inside’ the film and enjoy an almost physical experience. In the films the relationship between the place of the body in the physical space and the meaning of the person in the social space is being investigated.
www.femkeschaap.nl
Schaap / Timmer
The work of the artists Persijn Broersen (NL, 1974) and Margit Lukacs (NL, 1973) is characterized by highly imaginative 3d-worlds which are composed out of found objects, kinds of newspaper- and magazine-cuttings and hours of tv-material. They produce video-installations, photo’s, wallpaper drawings, computer graphics and videos. Despite this diversity Broersen and Lukacs have developed a recognizable iconography which connects their work. Also with regard to content one can see a clear leitmotiv: the relationship of man with his environment. In their work orderly situations often turn into chaotic festering, with regard to iconography as well as to content.
www.pmpmpm.com
Music: Bauer (Berend Dubbe and Sonja van Hamel)
Thanks to: Hanna, Imre, Márton, Katulin, Martu en Mirko Lukacs, Maurits Filervoet, Sabine Niederer
Outline, production and stories to be read aloud:
Cut-n-Paste
Nathalie Faber & Carolien Euser
www.cut-n-paste.nl
Design and animations:
Richard Niessen and Esther de Vries
www.tnr-online.nl
Programming and sound:
Martin Takken
www.martintakken.nl
Cut-n-Paste wants to thank:
Martine Brinkhuis
Jan Willem Bult
Cinekid
Marjanne de Cock Buning
Dick Faber
Inge Hardeman
Peter van Hoof
Jan Willem Huismans
Ingrid Kieker
Mil Lenssenus (spiritual father of Tik Tak)
Frans van Lokven
Peter Mertens
Chris Meijer
De Padvlojoens
SMCS
Machtelt van Thiel
Nelly Voorhuis
And finally, thanks to Parker, the source of inspiration for this project.
This project was made possible by the Mondriaan Foundation, the Dutch Film Fund, the ThuisKopie Fonds and the VSB fonds.
Order the dvd:
www.grotekunstvoorkleinemensen.nl
The
H
E
A
L
T
H
C
O
M
M
U
N
I
T
Y
The
H
E
A
L
T
H
C
O
M
M
U
N
I
T
Y | <urn:uuid:89a85b2f-04cd-448a-88cb-38b46616f275> | CC-MAIN-2019-43 | http://www.grotekunstvoorkleinemensen.nl/gkvkm_boekje_en.pdf | 2019-10-20T19:59:18Z | crawl-data/CC-MAIN-2019-43/segments/1570986718918.77/warc/CC-MAIN-20191020183709-20191020211209-00202.warc.gz | 260,858,698 | 3,841 | eng_Latn | eng_Latn | 0.949076 | eng_Latn | 0.997935 | [
"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",
"unknown"
] | true | rolmOCR | [
15,
1225,
2106,
3101,
3982,
4506,
5219,
5922,
6609,
7144,
7822,
8378,
9255,
12113,
14801,
15609,
15679
] | [
3.40625
] | 1 | 0 |
The Big A
Me, Myself & Autism
Looking at Part of What Makes Me Me
What’s It All about?
☐ The purpose of this booklet is to give a very basic idea about autism and what it can mean to young people who have had a recent diagnosis and who are asking questions about it.
☐ The target group for the booklet is young people who have relatively good understanding of language (in view of them having autism), but who need things explaining very clearly and concretely. However, it is intended that the booklet will be adapted to suit the needs of individual students in whatever way is required.
☐ The booklet format has been used so that students can have a copy they can take away with them (excluding this page), to look at in their own time.
☐ The text and pictures should be adapted and changed to suit each individual (this can be done by saving a copy under another name to adapt).
☐ Although students should have a copy of the booklet to read by themselves, they also have a space where they can write the questions they want to ask about autism, which can then be expanded upon.
☐ Questions raised by students can be discussed with familiar adults in a 1:1 session or a written response could be provided (some students may find it uncomfortable to talk face to face about their feelings around a diagnosis).
☐ Emailing is often a good way to discuss emotive issues as it offers a safe way of having a dialogue without the need to be face to face (however, this should always be done with the knowledge of other staff/parents to ensure that it is a planned and agreed method of communicating with a young person).
☐ This booklet can be used in conjunction with the other ‘Big A’ materials.
If you have autism you might like to talk, but it might be hard to think of the right words to use.
Sometimes you might repeat things that people have just said to you, or what they said before. You might also talk too much, especially about the thing that interests you.
Hello, have you had a good day?
Hello, have you had a good day?
Everyone is different from each other but people who haven’t got autism can be even more different from you than you might expect.
Other people seem to know how to talk to each other but it can be confusing for you, if you have autism.
Hello, Fred, how are you?
Hello, Bertie I’m fine? Fancy a game of footie?
People who don’t know about autism might speak in ways that are hard for you to understand.
They also seem to know when to start and stop talking, which may be difficult if you have autism.
When you have autism you might have to think really carefully before you can answer someone who’s talking to you and they might think you don’t want to talk or even that you won’t talk on purpose.
It might be especially hard to understand what people mean when they are talking about emotions and feelings.
Well – are you going to answer me?
Mmm, I think she looks cross... I wonder why?
It helps to understand what people mean when they are talking by looking at their faces and hands, or to listen to how their voices change.
This can be a difficult thing to do if you’ve got autism, so you have to try to look and listen really carefully to figure out what people mean, or you could ask them to explain what they mean.
If you have autism you might prefer your own company (which means that you like it better on your own).
Other people might prefer to spend time with their friends, or don’t like staying on their own for too long, but it might not bother you if you have autism.
Great - time alone – just what I like!
Having autism might mean that it’s hard to feel comfortable when you are in a group of people.
It might be hard to know how to take turns in conversations, or to understand what people mean when they are talking. For example when they say things like, ‘get stuffed’ (which doesn’t mean you are a cushion that needs more filling!).
Having autism might mean that you like to do the same things every day and might like to keep things in the same place.
It might upset you if your things are moved and you might get really cross if everyone else doesn’t keep things as tidy as you do.
Who’s been messing with my stuff?
People who don’t have autism often like to do lots of different things and they might enjoy making things up and telling jokes to each other.
This might be hard for you if you’ve got autism, but you can learn about how to tell and understand jokes with practice.
...and then he fell over!
Ha, ha, ha!
Why is that so funny?
People who don’t have autism don’t usually mind if things happen that are different.
If you have autism you might like to have everything the same all the time and you might get cross if things change or don’t go as planned, like people being late.
Hurry, hurry, hurry… we’re going to be late!
Something I want to find out…
If you have autism it might be hard to learn new things so you might need extra help or more time.
It might be hard to understand what people mean if they don’t use the words you are used to and this might make you stop listening or get cross.
Having autism might mean that it’s difficult to concentrate if too much noise or moving about is going on.
It might be better to work in a quieter area or have someone to remind you what you have been told.
People who don’t have autism don’t seem to mind interruptions as much as someone who does have autism.
If you have autism it can be hard to concentrate when there are interruptions.
Having autism might mean that you like to know what is going to happen before it actually happens.
You might get upset if you don’t know about changes or if you have to do something different. It can be easier if other people prepare you for changes, but they don’t always remember.
But I thought we were going to have pizza for dinner, not pasta!
If you have got autism you might be really good at some things, like having a great memory and being able to remember lots of details, especially about the things that interest you.
The trouble is not everyone will want to listen so you have to pick who to talk to carefully, or try to remember not to go on for too long about the same thing.
People who don’t have autism might think in a different way from you, but that’s OK as everyone is individual and has their own way of looking at the world. People will benefit a lot from knowing you.
So remember...
Having autism means that you might have trouble with some things, but it also means that you have lots of strengths.
Get the idea? | acffafa7-067a-4ff0-95c3-641b0ce01e16 | CC-MAIN-2021-49 | https://epchs.co.uk/wp-content/uploads/2020/07/TES-The-Big-A-Me-Myself-_-Autism.201518985.pdf | 2021-12-04T01:40:04+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964362923.11/warc/CC-MAIN-20211204003045-20211204033045-00126.warc.gz | 299,706,374 | 1,394 | eng_Latn | eng_Latn | 0.99851 | eng_Latn | 0.999295 | [
"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",
"eng_Latn"
] | true | rolmOCR | [
67,
1702,
2042,
2356,
2548,
2940,
3276,
3579,
3912,
4200,
4528,
4856,
5102,
5311,
5495,
5846,
6191,
6542
] | [
3.296875
] | 3 | 0 |
How did service in the Korean War shape views of discrimination?
Members of the 2nd Inf. Div. north of the Chongchon River. Sfc. Major Cleveland, weapons squad leader, points out Communist-led North Korean position to his machine gun crew in 1950. National Archives
Supporting Questions
1. What historical examples exist that reflect integration and segregation among servicemen/women?
2. In what ways did service in segregated and integrated units contribute to servicemen/women’s views of discrimination?
3. How did Korean War veterans from underrepresented groups describe their service experiences related to discrimination?
| Compelling Question | How did service in the Korean War shape views of discrimination? |
|---------------------|---------------------------------------------------------------|
| Standards and Practices | D2.His.1.9-12. Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.
D2.His.2.9-12. Analyze change and continuity in historical eras.
D2.His.3.9-12. Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context.
D2.His.4.9-12. Analyze complex and interacting factors that influenced the perspectives of people during different historical eras.
D2.His.5.9-12. Analyze how historical contexts shaped and continue to shape people’s perspectives.
D2.His.17.9-12. Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past. |
| Staging the Question | Listen to *Dealing with Racist Patients and Prisoners of War* and read the transcript of Oneida Miller-Stuart’s experiences as a U.S. Army Nurse during World War II. *Prior to listening/reading, see important note on page 3* |
| Supporting Question 1 | What historical examples exist that reflect integration and segregation among servicemen/women? |
| Supporting Question 2 | In what ways did service in segregated and integrated units contribute to servicemen/women’s views of discrimination? |
| Supporting Question 3 | How did Korean War veterans from underrepresented groups describe their service experiences related to discrimination? |
| Formative Performance Task | Identify and describe examples of integration and segregation in major wars in the United States. |
| Formative Performance Task | Using a Venn Diagram, analyze Korean War veteran interviews to determine similarities and differences in their experiences. |
| Formative Performance Task | Develop a thesis statement (claim) that is descriptive of the experiences of discrimination of Korean War veterans. |
| Featured Sources | Source A: [Robert Gould Shaw Memorial](#)
Source B: [Executive Order 9981, Desegregating the Military](#)
Source C: [African American Service and Racial Integration in the U.S. Military](#) |
| Featured Sources | Source A: John Gragg*
Source B: Diana Kathleen Cattani
Source C: Rudolph Valentine Archer |
| Featured Sources | Source A: Roy Orville Hawthorne
Source B: Willard Maktima
Source C: Beverly Lawrence Dunjill |
| Summative Performance Task | Argument | Did service in the Korean War shape views of discrimination? Write a classical argument essay that supports or refutes the notion that service in the Korean War shaped views of discrimination. |
| Extension | Analyze demographic data of the United States armed forces for 2017–2022. |
| Taking Informed Action | Students can contribute to the [Library of Congress Veterans History Project](#) by interviewing veterans in their community, particularly veterans from underrepresented groups.
In addition, we encourage students to add a veteran profile to [The 22](#), a Korean War veteran registry of the Korean War Legacy Foundation. |
Overview
Inquiry Description
*Out of the Shadows* seeks to guide students to an understanding of the experiences of underrepresented groups of servicemen and servicewomen. In particular, the focus is placed on underrepresented groups of Korean War Veterans, including Hispanics, African Americans, Asian Americans, Native Americans, and women. Listening to the voices of select veterans, students will gain new knowledge related to the history of discrimination in American society - particularly in the U.S. military. Students will observe change over time and offer analysis by considering prior knowledge of racial inequalities in the United States.
*Out of the Shadows* employs scaffolded learning, as each supporting question and formative task builds students’ ability to offer thoughtful, evidence-based opinions that answer the compelling question. Therefore, three to five 40-minute class periods are recommended. Teachers may adjust times based on student needs. In addition, given the nature of the summative performance task, teachers may need to determine whether the writing will take place in the classroom, at home, or both. To engage all learners, attention is given to each of the four language domains: reading, listening, writing, and speaking. Further, the materials in *Out of the Shadows* can be modified to accommodate learner needs that adhere to 504 plans and student individualized education programs.
Structure of the Inquiry
Focus on the compelling question “How did service in the Korean War shape views of discrimination?” requires students to consider three supporting questions. Each supporting question includes a set of featured sources that help students develop an informed response. Further, to assess understanding, each supporting question includes a formative performance task. The inquiry builds to a summative performance task and offers ways for teachers and students to extend their learning by taking informed action.
*For each interview transcription, “I” represents the Interviewer. Capital letters that follow represent the first name of the veteran.*
Staging the Compelling Question
We recommend staging the compelling question by having students listen to an audio clip of an interview of Oneida Miller-Stuart, an African American World War II Army nurse. The transcript of the interview should be used in conjunction with the audio. Teachers might ask students to discuss the extent to which Oneida Miller-Stuart was affected by discrimination.
*While telling her story, Oneida Miller-Stuart uses racially charged language that must be previewed by teachers. The word is stricken and replaced in the interview transcription but remains part of her oral history. KWLF and C3 Teachers do not condone use of the word and believe teachers must do their due diligence (e.g., contact school administration, parents, etc.) before leading this inquiry. Redaction and replacement are based on guidance from The National Archives Records Administration: https://www.archives.gov/research/catalog/icdrg/appendix/black-person*
Supporting Question 1
The first supporting question, “What historical examples exist that reflect integration and segregation among servicemen/women?” asks students to consider inequalities experienced by minority groups in the United States armed forces. The formative task calls for students to consider the history of segregation and integration in the U.S. military. Students will identify and describe examples of segregation and integration using the Robert Gould Shaw Memorial, the National Archives article of President Harry Truman’s 1948 Executive Order 9981, and Dr. Paul-Thomas Ferguson’s history of African American segregation and integration.
Supporting Question 2
The second supporting question, “In what ways did service in segregated and integrated units contribute to servicemen/women’s views of discrimination?” invites students to consider the perspectives of Korean War veterans. The video clips focus on the personal experiences of John Gragg*, Diana Kathleen Cattani, and Rudolph Valentine Archer related to service in segregated and/or integrated military units. Using a triple-Venn diagram, the second performative task requires students to analyze and evaluate how service in integrated and/or segregated units contributed to their experiences. The Venn Diagram allows students to distinguish the unique and similar experiences of the veteran sources.
*While telling his story, John Gragg uses racially charged language that must be previewed by teachers. The word is stricken and replaced in the interview transcription but remains part of his oral history. KWLF and C3 Teachers do not condone use of the word and believe teachers must do their due diligence (e.g., contact school administration, parents, etc.) before leading this inquiry. Redaction and replacement are based on guidance from The National Archives Records Administration: https://www.archives.gov/research/catalog/icdrg/appendix/black-person
Supporting Question 3
The third supporting question, “How did Korean War veterans from underrepresented groups describe their service experiences related to discrimination?” helps students gain further understanding of the experiences of Korean War veterans. Where the second supporting question guides students to consider how veteran experiences contributed to their views of discrimination, supporting question three asks students to listen to the experiences of Roy Orville Hawthorne, Willard Maktima, and Beverly Lawrence Dunjill with a focus on the personal discrimination they experienced. The third performative task requires students to develop a complex thesis statement that is descriptive of the experiences of the Korean War veterans in focus.
Summative Performance Task
At this stage in the inquiry, students have examined the history of segregation and integration in the U.S. military. In addition, they have considered the perspectives of discrimination held by Korean War veterans. Therefore, students should be able to develop an argument - an informed, evidence-based opinion, that addresses the compelling question. This task requires students demonstrate understanding by writing a classical argument essay that responds to the compelling question “Did service in the Korean War shape views of discrimination?”
The Classical Argument Essay should include the following:
- Introduction
- Context/Background of the topic
- Claim/Stance and the argument
- Positive and/or negative proofs of support
- Conclusion/Call to Action
Students can extend their understanding by exploring published U.S. military demographic data. The demographic data posted at Militaryonesource.mil provides demographic data for all branches of the U.S. military from 2017 through 2022.
Students can Take Informed Action by contributing to the Library of Congress Veterans History Project. Interviews of any veteran from any war, but particularly veterans from underrepresented groups from the Korean War and the Vietnam War.
In addition, we invite students to contribute a Korean War veteran profile to The 22, a Korean War veteran registry of the Korean War Legacy Foundation.
O: We treated all the soldiers.
I: Oh, you did?
O: Yes. We were called [Black person] many a time. And don’t put your hands on me [Black person]. And I won’t take that blood [Black person]. But, uh, you just kept on ‘goin.
I: Where there any white soldiers that treated you halfway decently?
O: Oh yes, there were a lot of them, there were a lot of them.
I: How many patients would you estimate were at Nichols General Hospital during that period?
O: Oh, 500 or more? I’m just estimating cuz I really don’t know.
I: So, there’d be the 30 black nurses and approximately how many white nurses?
O: Oh, over 100 or more.
I: So, you were all mixed in together
O: We were all mixed together
I: So, a white nurse and black nurse would have certain responsibilities on the same ward?
O: Yes, we’d do the same things. We, uh, at one time I almost got to be head nurse on one of the units for the paraplegics, but I couldn’t handle it because, uh, when I went up for orientation, they gave me the dressings to do for that morning, so I, uh, started with my little cart down the ward and they had so many pressure sores, and so many problems that you had to deal with that I was kinda slow my first day. And I guess it must have been almost lunch time when I got to one soldier and then he sounded off, “Don’t put your hands on me [Black person]!” And, it bothered me to point that where I just left everything and I went up to talk to the head nurse and she said, “Oh, don’t pay any attention to him.” But he continued and they sent him to the guardhouse, in Vietnam, and they brought him back and he still said [Black person], it didn’t make any difference, he couldn’t move. But he didn’t want me to touch him. And I said, I don’t think I’ll fit in up here very well, I think I’d like to go back to my medical surgical unit and so they let me go back.
I: Of the 500 patients, how many black soldiers were in the barracks, if any?
O: Very little, very few, very few. I remember on the surgical unit where I was working, I might have had two or three blacks.
I: Do you remember what units they were from, if at all?
O: No
I: I know there was the 92nd Division was one all black division.
O: No. There were a lot of prisoners of war down there at Nichols Gen hospital, from Germany. At camp McCoy they were from Korea and Japan. We had no, we took care of them, but they never talked to us. The Koreans were real nice though, friendly. They always grinned at ya. And, uh, gave you little pictures that they painted, they were good at, in art. But down in Nichols, the majority of patients were Germans and Americans.
I: Oh, some American prisoners too?
O: Well, they weren’t prisoners, the patients were at Nichols. The prisoners there from Germany, when they would get back on their feet, they would be put out to work at the complex there, painting and carpentry, that sort of thing.
54th Massachusetts Regiment
Following the Emancipation Proclamation in January 1863, President Abraham Lincoln called for the raising of Black regiments. Massachusetts Governor John Andrew quickly answered Lincoln’s call and began forming the 54th Massachusetts Volunteer Infantry Regiment, one of the first Black regiments to serve in the U.S. Civil War. Black men from across the city, state, country, and even other nations, traveled to Boston to join this historic regiment. Through their heroic, yet tragic, assault on Battery Wagner, South Carolina in July 1863, the 54th helped inspire the enlistment of more than 180,000 Black soldiers…a boost in morale and manpower that Lincoln recognized as essential to the victory of the United States and the destruction of slavery throughout the country.
Reference
National Park Service. *54th Massachusetts Regiment*. U.S. Department of the Interior. https://www.nps.gov/articles/54th-massachusetts-regiment.htm
Executive Order 9981, Desegregating the Military
On July 26, 1948, President Harry Truman signed Executive Order 9981, creating the President’s Committee on Equality of Treatment and Opportunity in the Armed Services. The order mandated the desegregation of U.S. military. The first point in the executive order states “It is hereby declared to be the policy of the President that there shall be equality of treatment and opportunity for all persons in the armed services without regard to race, color, religion or national origin. The policy shall be put into effect as rapidly as possible, having due regard to the time required to effectuate any necessary changes without impairing efficiency or morale.”
Truman’s order received pushback from politicians, generals, and friends, who opposed an integrated military. Truman wrote in response to his detractors, “I am asking for equality of opportunity for all human beings, and as long as I stay here, I am going to continue that fight.”
W. Stuart Symington, the first Secretary of the Air Force, supported President Truman’s initiative, which resulted in the Air Force being the first fully integrated branch of the military. By December 1949, the Air Force reported that the number of integrated units had doubled between June and August 1949. The Air Force’s desegregation measures represented the “swiftest and most amazing upset of racial policy in the history of the U.S. military,” according to Ebony magazine. At many bases in the Jim Crow South, the Air Force ignored local segregation, laws, operating integrated housing, schools, stores, and recreation facilities for the airmen and their families.
Secretary of the Navy James V. Forrestal declared “Effective immediately, all restrictions governing the types of assignments for which Negro naval personnel are eligible are hereby lifted. In the utilization of housing, messing and other facilities, no special or unusual provisions will be made for the accommodations of the Negroes.”
Despite Forrestal’s perspective, there was a vast difference between Navy policy and practice. Most Blacks in the Navy remained stewards and messmen. In 1949, Wesley A. Brown became the first African American to graduate from the Naval Academy in Annapolis, Maryland. Upon his graduation, he was the first Black officer in the Navy.
The Army was reluctant to enact Executive Order 9981. The segregated Buffalo Soldiers had fought courageously since their establishment in 1866. Nevertheless, Army brass felt that integration of units would lead to a decline in national security. My March of 1950, the U.S. Army agreed to integration across the entire service, but the last segregated army units were not dissolved until 1954. The enlistment quota on African Americans that originally capped Black enlistment at 10 percent was abolished in 1950, when the Army also agreed that all jobs within would be opened based on qualifications and not race. These reforms took place at the onset of the Korean War, a conflict that effectively accelerated integration in the Army. The Twenty-fourth Infantry, the last of the segregated Buffalo Soldiers regiments, was inactivated on October 1, 1951, and its soldiers were reassigned to integrated units.
The United States Marine Corps defended its segregated practices at the time of Truman’s 1948 executive order. During World War II, the Marine Corps had trained Black Marines at Montfort Point, a segregated facility in North Carolina. After the war, demobilization led to a dramatic reduction in the Marine Corps. In 1947, Black Marines were forced to choose retirement or to accept the role of steward. Even through change was slow in the Marine Corps, Black and White recruits began training together in 1949. In 1952, the Marine Corps gradually integrated units to offset losses in the Korean War.
Reference
Charles Young Buffalo Soldiers National Monument. (2023, August 21). *Executive Order 9981, desegregating the military*. National Park Service. [https://www.nps.gov/articles/000/executive-order-9981.htm](https://www.nps.gov/articles/000/executive-order-9981.htm)
African American Service and Racial Integration in the U.S. Military
By Dr. Paul-Thomas Ferguson, Joint Munitions Command
Though full integration of the U.S. military was not established until the middle of the 20th century, African Americans have served in American conflicts since before the United States was a free nation. Over time, the presence of black soldiers, sailors, regiments, and squadrons would grow until the value and importance of African American servicemen and women could no longer be ignored by leaders bent on resisting change.
Formal African American service in the American military dates from the Revolutionary War. Many freemen and some slaves already served in Northern colonial militias to protect their homes during conflicts with indigenous tribes. The service numbers rose in 1770 in response to the death of Crispus Attucks, an African American believed to be the first casualty at the Boston massacre. While George Washington was initially reluctant to recruit black soldiers, military necessity later made him relent.
The most prominent African American soldiers in the American Revolution served in the 1st Rhode Island Regiment, which recruited enough black and native American soldiers to form more than half of its 225-man total. It was the only regiment in the Continental Army to have segregated units. The 1st Rhode Island Regiment had its most noteworthy action protecting the Colonial withdrawal from Aquidneck Island during the Battle of Rhode Island (August 1778). Southern colonies, fearing that arming slaves would lead to revolts, opposed the use of slaves in Patriot militia, though some would serve in isolated instances. The British, however, recruited heavily from the South, promising freedom to any slave who fought for the Loyalist cause. Consequently, while an estimated 9,000 black soldiers and sailors fought for the Continental Army, nearly 20,000 fought for the British.
After the Revolutionary War, African Americans were pushed out of military service. The Federal Militia Acts of 1792 specifically prohibited black service in the U.S. Army. As a result, few African Americans participated on the side of the United States during the War of 1812. Only Louisiana was allowed to have separate black units in that conflict. Due to a manpower shortage, the U.S. Navy accepted free black recruits in that conflict, making up 15% to 20% of the Navy manpower. Many slaves also served in the British Navy in anticipation of gaining their freedom.
During the Civil War, the Union formally established and maintained regiments of black soldiers. This became possible in 1862 through the passage of the Confiscation Act, which freed the slaves of rebellious slaveholders, and the Militia Act, which authorized the president to use former slaves as soldiers. President Lincoln was initially reluctant to recruit black soldiers. This changed in January 1863, with the Emancipation Proclamation, declaring freedom for all slaves and Confederate states.
The first black regiments to serve in the Civil War will volunteer units made-up of free black men. In many 1863, the War Department established the Bureau of Colored Troops for the purpose of recruiting from the African American population. Existing volunteer units were converted into United States Colored Troops (USCT) regiments. By the end of the conflict, there were 175 USCT regiments, containing 178,000 enlisted soldiers, approximately 10% of the Union Army. Sixteen USCT soldiers earned the Medal of Honor for their Civil War service. More than 18,000 African American men and three women served in the U.S. Navy, making up 20% of sailors.
Black regiments were formed in every Union state while mostly made-up of African American soldiers, other minorities served, including Native Americans and Asians, while white union officers served as commanders. USCT regiments participated in all aspects of the war effort as infantry, Calvary, artillery, and engineers, but often served as rear action Garrison troops. USCT regiments served heroically at the Battle of Crater (Virginia), the Battle of Chaffin’s Farm (Virginia), the Battle of Fort Wagner (South Carolina), and the Battle of Nashville (Tennessee), and were present when the Army of Northern Virginia surrendered at Appomattox. Seven African American sailors and eighteen soldiers received the Medal of Honor for their efforts in the Civil War.
After the war, Congress reorganized the U.S. Army into ten Calvary regiments and forty-five infantry regiments when the Army pared back to twenty-five regiments of infantry in 1869, the four black infantry regiments were consolidated into two. These regiments, the 24th and the 25th, which became known as “Buffalo Soldiers,” were posted in the West and Southwest, mainly to Battle Native Americans. Buffalo Soldiers would serve in the United States military for the next 50 years, primarily in the Indian Wars of the 1890s, for which thirteen enlisted men and six officers received the Medal of Honor.
In April 1898, following a period of rising tension over Spanish treatment of native Cubans, the United States declared war on Spain. While the Navy had enough manpower, the army had only 28,000 men in uniform. Enlistees, volunteers, and National Guard units soon added 220,000 soldiers, including five thousand African American men, but only the black troops who fought in the Spanish-American War were the Buffalo Soldiers. The bloodiest and most well-known battle in Cuba was the Battle of San Juan Hill, during which, the most difficult fighting fell to the Buffalo Soldiers, five of whom received the Medal of Honor. These regiments would go on to fight with distinction in the Philippine-American War (1899-1903), Mexico and World War I (1916-1918), and World War II (1944-1945).
Many African Americans joined the U.S. military after the American entry into World War I, but most would not see combat. Of the 200,000 African Americans who served in the regular Army, most did so in support roles within segregated units, while 170,000 never left the United States. There were notable exceptions. The 369th infantry regiment (“Harlem Hellfighters”) fought alongside the French Army for six months, for which 171 members of the regiment earned the Legion of Merit. One member of the 369th also received the Medal of Honor, one of only two African American recipients of the award from World War I.
During World War I, African American service in the Navy was restricted to support duties, though ships remained integrated. After the war, the Navy banned black recruitment until 1932. By 1940, the Navy had 4,000 African American sailors, just 2.3% of its total manpower. This number increased to more than 5,000 in early 1942, but black sailors were still relegated to service as stewards, waiters, cooks, and cleaning crew. Black women were not allowed in the Navy until 1945. Even then, only four African American women served in the U.S. Navy during World War II. These were among a maximum quota of 48 African American nurses allowed in all of the U.S. military during the war.
The Marine Corps allowed recruitment of African Americans beginning in June 1942. At first, they received segregated training and served in all black units, though battalions would integrate by the end of World War Two period nearly 8,000 black marines served in the Pacific theater, performing particularly well at the Battle of Saipan (September 1944). After the war, the Marine Corps scaled back, resulting in 2000 remaining African Americans in service.
During World War II, over 2.5 million African Americans registered for the draft and many volunteered, serving prominently in segregated units within the army and Army Air Corps. Notable among these were the Buffalo Soldiers, 93rd Infantry Division, 761st Tank Battalion, 450 Second Anti-Aircraft Battalion, and 332nd Fighter Group (Tuskegee Airmen). In addition, the 6888th Central Postal Directory Battalion became the first entirely African American female unit deployed overseas.
By the end of World War II, 992 black pilots had been trained for duty and more than one million African Americans had served in the U.S. Army and Women’s Army Corps. None would receive the Medal of Honor until 1992, when President Bill Clinton honored seven men with the award, all but one of them posthumously.
In late 1945, in response to a study of race policies in the Army, the federal government’s Gillem Board made eighteen recommendations for improving the treatment of black soldiers. Although both the Army and the Navy announced policies of integration and equal rights in early 1946, the War Department directed the services to adopt such policies in May, elements within every service resisted integration, leading to a sharp decline in African American enlistment. In response to racial unrest erupting across the country in 1946, President Harry S. Truman formed a committee to study the problem period. In 1947, the Army replaced segregated training programs with integrated courses. The next year, Lieutenant John E. Rudder became the first African American commissioned officer in the U.S. Marine Corps. When Congress received the final directive from the president's Committee on Civil Rights, it refused to act on recommendations to integrate the military. In response, Truman issued Executive Order 9981, directing equal treatment for black service members.
Despite Truman’s executive order, military leaders largely refused to adopt new policies. It was not until April 1949, that the services made progress toward integration and equal rights within the military. The impetus came from Defense Secretary Lewis Johnson, who directed the services to adopt Truman’s order as official military policy. In response, the Air Force issued a “bill of rights” for black servicemen, the Navy moved to integrate and expand recruitment of African American sailors, and the Marine Corps ended segregation in training.
While the transition from segregation in the military proceeded gradually, integrated units in the Army, Air Force, and Marines were present and fought valiantly during the Korean conflict, with two African American soldiers receiving the Medal of Honor. As a result of rising acceptance and active recruitment, the number of black Marines grew from 1,525 in 1949 to 17,000 in 1953. In 1954, the Army became the last service to fully integrate upon deactivation of the 94th Engineer Battalion.
Though discrimination certainly persisted within the services, the Vietnam War was the first conflict in which white and black soldiers were fully integrated. In addition, the selective use of conscription during the conflict led to a significant rise in African American draftees. In 1967, African Americans made up 11% of the population, but were more than 16% of those who served. This was in spite of the fact that only 29% of black conscripts were approved for service, compared to 63% of white conscripts. In all, 300,000 African Americans served in Vietnam.
Today, the proportion of African American servicemen and women in the Air Force (15%), Army (21%), and Navy (17%) eclipse that of the general population (13.4%), with only the Marine Corps (10%) falling below the average. Among these, more than 13% are commissioned officers who graduated from a service academy, and nearly 70% hold doctorates, speaking to the tremendous progress made over the course of the two-century journey toward racial integration in the U.S. military.
Reference
Ferguson, P. T. (2021, February 23). *African American service and racial integration in the U.S. military*. U.S. Army. [https://www.army.mil/article/243604/african_american_service_and_racial_integration_in_the_u_s_military](https://www.army.mil/article/243604/african_american_service_and_racial_integration_in_the_u_s_military)
I: Was there a segregation policy?
J: Yes, they were segregated. The Army, uh, uh, segregation was disbanded in 1948.
I: '48 or '47?
J: Nineteen forty-eight. Executive order came out in 1948, that the Army would not be segregated anymore. But the organization dragged their feet. They didn’t fulfill it, it didn’t actually start ‘till the Korean War. You still had Black units and you had White units. Very few units was integrated until the Korean War, that’s when they had full integration. When I went to Korea, the only White I had in my unit was a lieutenant, one White lieutenant. He was the company commander. And, what happened back during those days of the segregated Army, 90% of all-Black units was commanded by White officers. And most of those officers was officers getting ready to get kicked out of the service. They couldn’t make it in White units, headquarters said we’d put them in charge of this Black company, and if they can’t make it, [whistles], their gone. So, normally you got a White officer that was assigned to Black [inaudible] we were the best company there ever were. But we had a dirty, racist White officer. I mean, he was so dirty that when we got ordered to go to Korean, 140 black troops, we got our weapons and our ammunition...now this officer knew that once his feet hit the beach we were going to shoot him. He was going to be dead. So, he started fightin’ and runnin’ and finally he was able to get relieved and we went to Korea with a young, White, second lieutenant, had never seen a duck before. We knew our jobs; all he did was sign papers and let us run the company. And, he made captain within a year, from second lieutenant to captain based on what we were doing. But most of the Black units that was commanded, now you’d have some units like the Tuskegee Airmen, there were a few other units with Black officers, but for most of the units, even in the 24th Infantry Regiment, all the officers was White. It didn’t bother me that much because I came from the South. I came from Arkansas. It was segregated but it wasn’t bad like Alabama and Mississippi, nothing like that. No hangings or anything. But there were certain places a Black couldn’t go. Uh, a certain way you had to conduct yourself. Like, for instance, on the farm, highly integrated. White farm here, Black farm here, White, Black, and everybody have around 100 to 200 acres, and we got along great. No problem whatsoever. And all of these people own their own farms. So, you got along real good. The only time you had a little problem was when you went into the city, and that would get in with the poor Whites when you’d hear somebody say, “Hey [Black person]!” You didn’t hear that out on the country. People were very nice. We got on together. We’d fish together, swim together and all that. But for me, being from the South, it didn’t bother me. I was used to it, so the only thing that bothered me was having my commander get out and call me negative names and you couldn’t do anything about it. We would sleep in [Japanese] huts, in Yokohama, hardwood floors. You had a big inspection every Saturday morning, I mean spotless inspection, displays laid out, we would take a brush and GI the floor at night, lay out our display, and sleep on the floor that night so we’d be ready for inspection the next morning. A unit commander would come through and the first sergeant with his notebook, taking down notes and everything. Have you ever heard of, talkin’ about a “white glove inspection?”
I: Yeah, yeah.
J: Okay. He come through with white gloves and he inspect, there was thirty something men in each [inaudible]. And he would inspect, and he couldn’t find anything that was negative. If one gig, all the troops couldn’t go to town that night. So, if one day he couldn’t find anything, so he took a fork, took off the white glove and run the prong between the blade and did that, till the glove turned dark, Gig! And he restricted all of us because of what he had did with that white glove. He couldn’t find nothing negative. He fabricated something. So that’s the kind of thing you had to put up with a lot of White officers that was in charge of Black troops.
I: Were you angry?
J: Not so much at him, but hey, you want to go to town and go dance with the Japanese girls and have a Japanese beer, and you was angry in that respect. But we had gotten conditioned to him mistreating us. We was a very, very good organization. We got presidential commendations in Korea. But that was the type thing you put up with. Most of the young blacks at that time, especially ones from the South, handled it better than Blacks from the North. They hadn’t witnessed that type of thing. But for me, and a lot of my comrades from the South, we could handle it, you know. You just had to tough it up and suck it up and go.
I: Do you know how many African American soldiers served in the Korean War?
J: I do not. It wasn’t like Vietnam. It wasn’t that many compared to Vietnam, Iraq. In Vietnam, about 40% of the troops was Black. But in Korea, the only large Black unit was the 24th Infantry Regiment.
I: Twenty-fourth?
J: Twenty-fourth Infantry was an all-Black unit with White officers. Now, that organization, the 24th all-Black Regiment of Fairfax received more Congressional Medals of Honor than any organization in Korea. It never made the paper. Didn’t nobody know about it until about ten years, it was brought to light that they were the highest decorated organization in Korea. And they deactivated them and put them into White infantry units. All that information and the history of the Black unit was lost unless set aside. So, all of those Congressional Medals of Honor, there were fourteen Congressional Medals of Honor out of the 24th Infantry Regiment. All Black, before they mixed them in with the White units. Nobody knew about it. They did away with the records. And there was once Black sergeant who started the research about twenty years ago. And it came out and it made history. The papers came out, the Ebony magazine had articles on it about the records of the Black soldiers during the Korean War. The other Black unit, you know about the Tuskegee Airmen, troops that trained in Tuskegee, Alabama? Well, every year they’d have a huge write up and comentation on news about the fightin’ troops. There was a Black fighter unit, 77th Pursuit Squadron. And they went to Germany, and they was, they didn’t want them to fly. The White people said the Blacks couldn’t fly planes. So, they finally got a chance to start flying, called the Tuskegee Airmen - about 10,000 of them, including mechanics and all the support troops. And they had a Black general. And they started flying escorts for bombers. And they was flyin’ with a P51 Mustang. It was the best plan the Army ever had. They set a record during World War II as the best protector of the bombers during the war. Reason being, White pilots was tryin’ try to make a record for themselves, tryin’ to see who could shoot down more enemy planes. The Black troops, pilots, escort, they stayed with the bomber. They’d have a long-range bomber. They’d have five or six fighter planes, and they stayed with it. If the enemy came in, they would fight them off and stay with bomber, protect the bomber. Whereas the White they want to see who could get what’s call Ace, who could shoot down the most enemy planes. So, they’d leave the bomber, chasing the plane, and the bomber gets shot down. So that’s how the Tuskegee airmen got they uh, name, by protecting the bombers. When they started out, all the bomber pilots were White. Nobody wanted a Black guy flying protection for them until they found out, hey, all the White bombers wanted the Tuskegee airmen because they stayed and protected the bombers. And every year there’s a, I’ve talked to, at all of the military bases they have one of the older, a couple of colonels that flew there, and they tell history and, uh, they have movies about the Tuskegee airmen, what they did.
I: So, you said that the desegregation policy was implemented in 1948?
J: Executive order was passed by the President in 1948. All units would be integrated. But major units didn’t do it. The order was there but they didn’t follow through.
I: So, when you were in Korea in 1950, did you see still the problems?
J: There wasn’t no problem. We were all Black, we got, before I left we got one White troop in my company out of 140. Finally, a few started coming in for replacement. But most of the units were even, at the end of the Korean War, most of the units were still Black. They had mixed up to a certain extent.
I: And your duties there were just kind of secretarial, clerical?
D: Clerical. Absolute clerical, nothing more than that.
I: That was kind of a disappointment for you?
D: I was terribly disappointed because I felt underused and kind of abused in a way. I felt as a woman that I was being mistreated, uh, that women were not treated fairly. And to this day, I believe that. I believe that happens in every place in the whole United States. I mean, I know it’s a great deal better, but women still earn, what is it now, 69% of whatever it is that men ear doing the same job? So, there’s still a very interesting women’s rights.
I: That’s probably why you write the President.
D: That’s one of the reasons. One of the reasons. I am, that’s not the only one.
I: Did you try and fight the discharge at all?
D: No. There was no way to fight it. That was the rule. You were gone. You didn’t question. As a matter of fact, we were held in such low esteem that we were told we had to sign a document stating that we would never ask or be buried in the main, um, outside Washington.
I: Arlington?
D: Arlington. We would never be buried in Arlington no matter what the circumstance.
I: Why is that? Because of the chauvinistic uh?
D: Well, that was my interpretation, yes, that it was chauvinistic, uh. You know, we were trying to do our job.
I: What was their explanation?
D: And not all men got, had a gun and were fighting either.
I: What was their explanation.
D: They didn’t have an explanation. There was no explanation to give.
I: Wow.
D: And I thought that was really rather awful.
I: It was. Very interesting and awful. Have they changed that policy today do you know?
D: I don’t know if that policy’s been changed. I do know they treat women differently, that they’re allowed to remain on their training. And they let them wear maternity clothes for as long as it is necessary. They help them with childcare, um, and I think that’s for the betterment. And, although I worry sometimes about them all being mixed up because I
think they’re young and they’re kind of foolish because I know I wasn’t the smartest person in the world when I was young. And I’m sure every woman can say the same thing, that uh, when they’re 18, 19, 20, 21, that timeframe, you’re not very worldly. I wasn’t worldly.
I: So, your actual career was shortened because of instance that you don’t believe should have caused that.
D: Absolutely.
I: But your husband was still in the Air Force?
D: Yes, he was.
I: And your background training was in the Air Force. So, you followed him around.
D: I followed him every time I could, yes.
I: And it’s still that Air Force discipline mentality are with you.
D: Well, to make it even worse, I started working for the Federal Government, Dept. of Defense, and spent 30 years. I retired from the Federal Government, um.
I: And your grade was what? G?
D: When I, 11. I was a GS11.
I: That’s pretty high, isn’t it?
D: Well, it is yes. And, because I didn’t have a degree. That was one thing. But I did pass their college entrance examination which was, I was very proud of doing that, um. It wasn’t a college entrance. It was a test for college graduates. I want to be more specific than that. It was uh, and I passed it very highly. And then I went to [INAUDIBLE] taking accounting lessons because I, accounting training because that’s what I was doing, uh, for the government. I worked in Rochester, NY George Air Force Base and oh, there was um, Air Force Contract Management District in Concord in Detroit. Then it moved and became Dept. of Defense in the old Packard Plant if anybody knows what the old Packard Plant was. And from there, I moved to, because they closed that down, I moved to [INAUDIBLE] town and spent the rest of my career there.
I: This is after all the Air Force traveling is done?
D: Yes. Oh, I worked in those other places while, you know, some of it was as the wife of a military member. For instance, Okinawa, I was working Naha Air Base, and we lived on Naha. And at George Air Force Base.
I: In Okinawa?
D: George was in California.
I: Okay.
D: In a desert. And uh, Clovis, New Mexico um. I was there, but I didn’t work at that time. I had too many little babies.
I: Tell me um, so, you were in Columbus for the most part until about 1948?
V: Forty-eight, forty-nine.
I: Forty-nine. Now, I believe Truman integrated the services
V: Forty-eight.
I: In ‘48.
V: Um hm.
I: How did that affect you?
V: That um, in terms of uh, of segregation, that really brought that home to me. I, you know, my growing up part in the civilian community was in Chicago. And it was not like growing up in Georgia or Mississippi or someplace like that. So, I have a whole different kind of learning thing to get a grip on. It occurred to me when I left this all-black outfit, that was the only kind of military experience that I was aware of. In fact, um, one distinction we briefly mentioned earlier about the white officer corps, when I finished my training, and I went to Lockbourne that was the end of my white officer experience. Our officers were all black. And uh, in my estimation far more professional and qualified in every way than those white officers that I had met prior to that time. Um, and they were good mentors. Some of those guys I met back in those days who um, decided that they would take an interest and teach me some lessons which they did, a lot of them. I still know those guys, those who are still surviving. And we can recall some interesting experiences from those days. Uh, but as far as the integration was concerned, that was my first experience with segregation from a different sense because I was moving from an all-black community that had its own social and political and other kinds of dimensions into an all-white installation where uh, there may have been 2,000 white troops there and three black troops. The black troops who were already serving on those installations were in the um, in Food Service jobs and Motor Pool and were considered unskilled jobs at the time. When I hit, my first assignment was at Bolling Field Headquarters USAF. And when I reported in there, although I’m sure it was well publicized that you’re gonna get some black troops coming in here, and probably that they’re skilled and qualified people. When I went to, first reported to the flight line, I was told well, I was a sergeant at that time, and I was told that um, well, you can’t supervise anybody here. We can’t have you supervising any white troops. So, we will have to find something else for you to do until we get a white person who will come in and be over this shop or this position. So, I wound up now being sent off to uh, tech school.
I: So, how were you treated in the service? Were you treated as an equal? Did you feel any kind of barrier there, any kind of uh, discrimination?
R: I didn’t feel any discrimination. Someone asked um, I think it was uh, when they were filming, uh, Hollywood versus our history, History vs. Hollywood, something of that sort. And they had several code talkers there. And one of the questions was uh, what you asked. Was there any discrimination? And uh, how did you feel when uh, people called you Chief? And so, I remember one of the fellows saying, he said well, at first uh, I didn’t like it. I didn’t like it. But then he said, when I thought about it a little bit, I thought boy, that’s good. He said when I came in, I was just a brave. But now I’m a Chief. We were misunderstood. But uh, we misunderstood our counterparts also.
Um, the uh, the Anglo boys, the quiet boys, uh, had the idea that uh, you know, we were expert uh, bow men, and we could use a bow and arrow and hit the target, bulls eye every time. But the fact was that we had never used bows and arrows. We didn’t know anything about them. And so uh, one day
In Oceanside, California near Camp Pendleton, uh, we were out on leave for the evening. And there was a carnival going on. We went to that carnival, uh, a group of us. They were Navajo boys, Navajo Marines and white Marines. And uh, so, uh, the guy there, the place where they had bow and arrows to shoot to get a prize. So, we were standing around looking, and nobody wanted to do that, uh.
And so, some of the white boys kept saying to us, uh, show ‘em how to do it, Chief. And uh, then they kind of narrowed in on one particular fella, uh, who later became uh, the uh, the Chairman of the Navajo Tribal Council, uh, which is present today, uh. And uh, so they said to him Chief, pick it up and show ‘em how to do it.
And he, course, he didn’t know how to do it, uh. So, he picked it up, and that arrow went who knows where. And that’s, you know, we were misunderstood in that way, uh. And then on our side, you know, uh, white is right. Not everybody felt that way. But uh you know, you could, you didn’t like, cheat or steal or do any of those things, uh.
You lived a decent life. Well, uh, those ideas didn’t last very long. I mean, they would dissipate real quickly. And when we found out that our desires and wants and so forth and our failures, uh, were all the same. We were alike in so many ways. So uh,
I: That was a good, a good life learning experience.
R: Yes, it was. Now, uh, there probably was some discrimination. But uh, it would usually come from someone who uh, was a little dysfunctional themselves and uh, just came from uh, from a background that would enhance that. Just cause you put on a uniform doesn’t mean that you’re a good Marine or a good soldier.
You carry over some of the things out of your background uh. But in the uh, in the ghettos or the big city or whatever, uh, with all the hoodlumism going on, and that would carry, you’d find some people like that. And with uh, the Navajos, same thing you just did there.
W: So, after that, you know, we were just about then Korea was getting hot. Korean War as getting hot. So, our squadron was split up. Not only that, but we were sending the Cold War with Russia in the Atlantic Ocean. So, they were anticipating the War to start in Korea.
So, they split our squadron up. So, half of them went to Korea, and our half went to the Atlantic Coast. So, we went down through the Panama Canal and went over to the Atlantic Ocean. And our port there, when we first got to the Atlantic Port, was in Norfolk, Virginia. That was our home port. It was a big old naval base there.
I: Right. Huge.
W: Yeah.
I: Uh, how was the trip by sea? Were you okay? Or did you get seasick?
W: Well, when I first got on the ship, I thought I was gonna get seasick. But I never did get seasick. I just, for some reason. But all the guys on the ship that came out of boot camp, they all got sick, you know. They were puking over the side. I never did get sick. I don’t know why.
I: I’m glad you were okay.
W: Yeah.
I: That can be miserable. I’ve been seasick. Um, when you got to Norfolk, then that was a completely different uh, part of the country and a different uh, bunch of people than in San Diego, right?
W: Oh yes, uh huh.
I: What did you think of that?
W: Well, south of uh, Norfolk, Virgini, the people there were very prejudiced against coloreds or, you know, any coloreds other than white. That’s what I experienced.
I: So, you experienced some racial
W: Oh yes, uh huh.
I: Prejudice yourself?
W: Cause I’d go down south through, I had a friend that was stationed at Camp LeJeune in the Marine Corps there on the base.
I: Um hm.
W: In North Carolina, and we’d stop at the bus station when I got there from Norfolk to Camp LeJeune, we started making bus stops and I’d notice that these bus stops had separate, uh, bathrooms from whites and others. You know.
I: Um.
W: Which had coloreds or coloreds, Indians or.
I: Oh my gosh.
W: And even had drinking fountains, you could not drink where the white people.
I: And you had
W: You couldn’t go to the restraint with the white people. That was really prejudiced down there.
I: Yeah. And you hadn’t experienced that ever because...
W: No. In the West, we didn’t experience that cause we’re a mixture there on the West Coast, you know.
I: What was your reaction? How did you feel about that?
W: I didn’t like it. But you know, I didn’t make the regulations for the state, for the states in the South. So, I remember one time when I went to Camp LeJeune with my friend, I got, just when I was getting on the bus, the bus driver said you don’t have to sit back there with them coloreds. And you know, on the bus there’s a white line where the coloreds sit on the back end of that white line, and the whites sit up front. I said well, I’m not white, so I’m gonna sit back there.
I: Tell me about your recent awards, the Congressional Gold Medal for the original Tuskegee Airmen.
B: That was a fantastic experience. Only it was 60 years too late. Uh, I was there with 300 other original Tuskegee Airmen. And uh, the gold medal was presented to some of the original Tuskegee Airmen, those that had been shot down and had been a prisoner of war and various other reasons for being there, for example Charles McGee. He’s the guy that, a Tuskegee Airman, original Tuskegee Airman, actually flew combat in four wars. He flew in World War II, Korean War, Viet Nam War and Desert Storm. When he came out of the service, he retired as a full bred Colonel. When he came out of the service, he was the most decorated pilot in the history of the Air Force. He had more combat missions than anyone else in the history of the Air Force, 450 combat missions. He was one of the people that accepted the gold medal, Congressional Gold Medal from President Bush. There are others that had equally distinguished careers in the military. And uh, I can only agree with having those guys up there rather than somebody like myself.
I: What moment stuck out to you the most during that ceremony in Washington?
B: When President Bush saluted the Tuskegee Airmen, that really affected me because the speech that he gave in my estimation was excellent. And he saluted the Tuskegee Airmen, not just me but the guys that were older than me. They deserved it far more than I did. And he saluted them for the things that they did. Guys that were shot down. Guys that were prisoners of war. The guys that were killed. They deserved it. And they got it. It was something that was fantastic for the United States. To see it 60 years later. All of them. Where we were degraded. I have seen this country change from adjunct discrimination and segregation to a point where you can now go anywhere you want, attend any school, any hotel, travel anywhere in this country [INAUDIBLE]. In my lifetime, I’ve seen that change. I’m proud of it. Sometimes I get a little too emotional. I’ve seen this country change for the better. I had maybe just a bit to do with it, just a little bit. But we started before Rosa Parks, before Dr. Martin Luther King. All of us were necessary. All of which built toward the desegregation of this country and building for you and me and our children, you can go anywhere you wish in this country. It’s fantastic. I’m proud of it. | 283c94fc-57f7-47fd-acd5-b88203bbc2ec | CC-MAIN-2024-42 | https://koreanwarlegacy.org/wp-content/uploads/2024/03/TPS-LOC-Inquiry-Final.pdf | 2024-10-04T06:27:42+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253294.3/warc/CC-MAIN-20241004042015-20241004072015-00093.warc.gz | 309,968,750 | 12,001 | eng_Latn | eng_Latn | 0.996429 | eng_Latn | 0.998484 | [
"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 | [
631,
3856,
7593,
11059,
13255,
13955,
14919,
19042,
23465,
28484,
30915,
35122,
39552,
41595,
43796,
46287,
49377,
51267,
52239,
54684
] | [
4.34375,
1.375
] | 2 | 0 |
Water: Facts and Futures
Rethinking South Africa’s Water Future
This report was funded by our partner Sanlam.
Design and layout: BrandFoundry.co.za
Editor: WWF-SA and Heather Dugmore
WWF-SA authors:
Christine Colvin, Dean Muruven, David Lindley, HelenGordon,
Klaudia Schachttschneider
WWF-SA communicators:
Kim Webster, Sue Ras
Front cover photo: © Trevor Ball
Printed by RSA Litho. This report is printed on Cocoon Offset.
Published in May 2016 by WWF-SA, Cape Town, South Africa. Any reproduction in full or in part must mention the title and credit WWF-SA as the copyright owner.
Citation: Report to be cited as WWF-SA 2016, Water: Facts & Futures
© Text 2016 WWF-SA All rights reserved
WWF is one of the world’s largest and most experienced independent conservation organisations, with over 6 million supporters and a global network active in more than 100 countries.
WWF’s mission is to stop the degradation of the planet’s natural environment and to build a future in which humans live in harmony with nature, by conserving the world’s biological diversity, ensuring that the use of renewable natural resources is sustainable, and promoting the reduction of pollution and wasteful consumption.
www.wwf.org.za
# CONTENTS
| Chapter | Page |
|------------------------------------------------------------------------|------|
| FOREWORD | 2 |
| CHAPTER 1: WATER RESOURCES | 6 |
| CHAPTER 2: FRESHWATER ECOSYSTEMS | 18 |
| CHAPTER 3: ENGINEERED WATER | 34 |
| CHAPTER 4: WATER QUALITY | 50 |
| CHAPTER 5: ACCESS TO BASIC WATER SERVICES | 62 |
| CHAPTER 6: THE SANITATION REVOLUTION | 72 |
| CHAPTER 7: WORKING WITH WATER | 82 |
| ABBREVIATIONS | 95 |
| CONTRIBUTORS | 96 |
With agriculture having lost billions of rands and thousands of jobs over the last year of drought, we are reminded of Thomas Fuller’s words – “We never know the worth of water ‘til the well runs dry.”
Water has been in the headlines in South Africa for all the wrong reasons since late 2015. We have been gripped by the drought crisis, joining other regions of the world which are experiencing low rainfall in a warming world. Having been spared widespread shortages since the early 1990s, we had grown complacent and forgotten our natural claim to water scarcity.
Now that we have a heightened sense of the worth and importance of water, we want to know more about it and our future prospects. Where does it come from? Who has it? Why is it so polluted? What lives in it? Who is responsible for it? What can we do to secure a better (wetter?) future? What are my water rights?
WWF-South Africa’s Freshwater programmes have been working in South African catchments for nearly two decades. As an independent, science-based, environmental NGO we are continually learning about South Africa’s water resources, the many public institutions that influence their governance, and how the private sector can play a stronger, positive role in responding to increasing water risks. WWF-SA is particularly focused on the role of nature in securing healthy water resources, essential for our economic survival and growth. Nature, water, food and people are inseparably entwined in our vulnerable landscapes.
South Africans increasingly want to know the facts behind our water system, and whether we are headed in the right direction for a sustainable future with enough water to meet our needs.
**Water: Facts and Futures** introduces the reader to the interesting facts behind the state of our nation’s water. This is the tip of the iceberg, and we encourage you to dig deeper in the many comprehensive sources of information available. We have also shared some signposts for the future, some of the success stories that South Africans can be proud of. These are examples that can lead us to a sustainable water future.
“In order to achieve (our) Strategic Priorities we have realised that there is a need for increased impetus and pace. This calls for a revolution, a Water and Sanitation Revolution to reclaim and better manage our water in order to tackle the triple challenges of inequality, poverty and unemployment.”
– Minister for Water and Sanitation Nomvula Mokonyane, 2015 Budget Speech to parliament
One thing is clear: we need a fundamental rethink of our water sector and water’s place in the economy. Our current drought is expected to be a taste of the future, so we need to learn quickly and adapt. Demand for water is increasing, a growing
Our economy needs reliable, safe water supplies. Those needs will be met in an increasingly uncertain, volatile and warmer climate. A two-degree increase in global temperatures means a four degree increase for South Africa. Less rain is predicted in the western half of the country and potentially more intense flood events in the east.
Our water resources are the foundation of our water supplies and include catchments, rivers, wetlands and aquifers. If these resources are degraded, downstream investments are left high and dry. And yet, we still plan development without considering this essential ‘ecological infrastructure’. A water secure future requires that our water source areas, the 8% of our land that generates 50% of our river flows, is afforded special consideration, protection and cleared of thirsty alien vegetation.
We have proven our ‘hydro-ingenuity’ ever since the first dam was built in 1663. South Africa has an impressive, but ageing and failing network of engineered infrastructure that has stored and transferred water to where we need it. Most of the surface water that we can reliably use has been allocated, so future growth in storage and supply will need to come from underground. We have proven that managed aquifer recharge offers an evaporation-proof means of ‘water banking’. Some towns are already using this technology. This will be a critical element of a water secure future for many towns and cities.
South Africa has done an incredible job of supplying previously disadvantaged households with water and sanitation during democracy. Difficult underserviced areas remain – in remote rural areas and quickly growing informal settlements – plus we have very little water available to meet additional needs. We need to think about water provision differently in remote rural locations, using decentralised systems and point-of-use household treatment technologies to make sure the water is safe to drink. This requires village-level maintenance training and acceptance.
We have proven that new technologies, approaches and management models can work. South Africa has ground-breaking legislation that recognises the importance of the whole water cycle and grants the environment and people a basic right to water. Alien vegetation clearing programmes that include the private and public sectors, are grappling with the overwhelming challenge of alien vegetation invasion, and creating jobs for the unemployed. There are many rays of hope in this challenging sector, but we need to urgently focus on bringing these together quickly to ensure a brighter future.
“WWF-SA works with many partners in the water sector. We thank them and acknowledge their commitment to bringing about positive change.”
- Christine Colvin
“Water runs through our every aspiration as a society.” - Kader Asmal
© WWF-SA / HUGO BARBANALAN
CHAPTER 1: WATER RESOURCES
Easy access to our most critical natural resource often leads to an undervaluing of it, and distances us from the origins of our water supply.
South Africa’s water security depends on the sustained supply from our water resources. These are the natural capital on which all our investments into the water sector depend. It is imperative that they are conserved, restored, maintained, monitored and carefully managed.
Surface water includes rivers and lakes, and is often used for large urban water supply. Groundwater includes all subsurface or underground water, stored in soil, rock pores, crevices and aquifers. It emerges as springs and seeps and is abstracted via boreholes or wells. Many rural communities are solely dependent on groundwater for their water supply.
Rivers, wetlands, estuaries, springs and aquifers are all water resources from the natural environment, replenished by rainfall.
“Ecological infrastructure is defined as the naturally functioning ecosystems that produce and deliver services that are of value to society - fresh water, climate regulation, soil formation and disaster risk reduction. Ecological infrastructure is the nature-based equivalent of built infrastructure... equally important for providing services and underpinning socio-economic development.”
– Department of Environmental Affairs (DEA) and South African National Biodiversity Institute (SANBI)
**THE POLICY THAT GOVERNS OUR WATER**
South Africa’s waters are governed by the Water Services Act of 1997 and the National Water Act (NWA) of 1998. The NWA is founded on the principle that all water forms part of a unitary, interdependent water cycle, and should thus be governed under consistent rules. It contains comprehensive provisions for the protection, use, development, conservation, management and control of South African water resources. The strategic objectives are stipulated in the National Water Resource Strategy (NWRS; DWAF 2013). Transformation in the water resource sector includes a shift from central management to decentralised institutions, including the establishment of Water Management Areas, defined largely by hydrological catchment borders, and administered by Catchment Management Agencies.
Rainwater: first things first
The primary input to our water resources is rainwater and South Africa’s rainfall, at 490mm per year, is half the world average. Our rainfall is highly seasonal and variable, with greater variability in the dry interior. With low inputs and a large population, South Africa is, in relative terms, more water scarce than neighbouring Namibia, despite the fact that Namibia has approximately half of South Africa’s average annual rainfall.
National demand to increase to 17.7 billion m³
In 2000, water stress was already experienced in what were then the Olifants, Inkomati, Thukela, Mvoti and Gouritz Water Management Areas. National demand is projected to increase by 32% (to 17 700 million m³) by 2030 due to population growth and industrial development.
**Figure 1.1: Water availability per person per year in selected countries**
- **Water per capita per annum (m³)**
- **Average annual rainfall (mm)**
| Country | Water per capita per annum (m³) | Average annual rainfall (mm) |
|---------|---------------------------------|-----------------------------|
| South Africa | 843 | 495 |
| India | 1,155 | 1,083 |
| Botswana | 1,187 | 115 |
| Namibia | 2,674 | 285 |
| France | 1,813 | 697 |
| USA | 1,374 | 715 |
| DRC | 13,331 | 1,543 |
| Australia| 1322 | 834 |
| Brazil | 1526 | 1931 |
Source: NWRS 2 DWA 2013
Transboundary flow: sharing with our neighbours
A total of 60% of the river basins in South Africa include flow to or from another country. The headwaters of the Orange-Senqu are in Lesotho, and tributaries flowing into the Pongola come from Swaziland. The Limpopo and the Inkomati rivers flow into Mozambique. The Karoo aquifer sequence on the Kalahari is also a major transboundary resource shared with Botswana and Namibia. South Africa has international obligations under the National Water Act, to ensure that we sustainably manage a portion of the flow across our borders.
Water to the environment as a right
South Africa was one of the first countries to enact a law that allocates water specifically for use by the environment. This aims to ensure that our water systems have enough water to sustain them, which, in turn contributes to the sustainability of the living resources on which we depend. This water is called the Ecological Reserve.
The Ecological Reserve: the quantity and quality of water required to protect aquatic ecosystems in order to secure ecologically sustainable development and the use of the relevant water resource (National Water Act, 1998).
Water Source Areas (WSAs) – where our water comes from
South Africa’s WSAs can be grouped into 21 areas (see Figure 1.2 on pages 10 & 11). The dominant land cover within the WSAs is natural vegetation, often because slope and altitude have prevented more intense development.
The overlap of coal deposits and WSAs is less than 1%, but it is nevertheless significant in WSAs such as the Enkangala Drakensberg and the Mfolozi headwaters (the upper tributaries, close to or forming part of its source) where 30% of these water source areas overlap with coalfields. An added concern is that more than 50% of Mpumalanga is under either a prospecting or mining licence for coal. This could result in widespread acid mine drainage pollution.
What should be raising a national red flag is that these areas need to be secured and well-managed for South Africa’s long term water security. Only 16% of South Africa’s Water Source Areas (WSAs) are formally protected as nature reserves or parks. The highest protection is found in the Western Cape. WSAs in the Eastern Cape have very low or no protection.
LAND COVER IN WATER SOURCE AREAS
- **63%** NATURAL VEGETATION
- **28%** FARMING AND FORESTRY
- **3%** DEGRADED LAND
- **1%** MINING FOR FOSSIL FUEL
The water security challenge
Understanding and unlocking South Africa’s groundwater potential is crucial to addressing the national water security challenges. Currently only 15% of the country’s total water consumption is obtained from groundwater sources. Very often the communities that depend on groundwater have no other viable sources. In 2008, the African Ministers Council on Water highlighted that groundwater resources will have to play an increasingly strategic role in Africa, particularly for the most vulnerable and neglected rural communities.
8% OF SOUTH AFRICA’S LAND AREA CONTRIBUTES 50% OF THE WATER IN OUR RIVERS
South Africa’s water resource base is dominated, in volume, by surface water from our river systems. Yet only 8% of South Africa’s land area produces the runoff (water that drains from the surface of an area of land into the river systems) that generates 50% of the volume of water in our river systems. This 8% has been delineated as ‘Water Source Areas’ (WSAs), and these are arguably our most important natural national assets.
**THREATS**
- land degradation
- large scale cultivation
- urban sprawl
- coal mining
- fracking
**DOMINANT LANDCOVER**
- natural
- plantation
- total protected area
**KEY**
- Major Cities
- Major Rivers
- Water Source Areas
- High Water Yield Areas
Managing our landscapes that give us water
We have some critical starting points for success when it comes to the management of our water resources. Catchment Management Agencies (CMAs) are being developed to ensure coordinated planning for water security. At the highest level, South Africa’s National Development Plan (NDP) recognises water scarcity as a binding constraint to national development. This highlights the importance of carefully managing this limited resource.
Working for Water
Working for Water, which focuses on the control of invasive alien plants, was the first programme to be established in 1995 as part of the Natural Resource Management (NRM) Programmes of the Department of Environmental Affairs (then the Department of Water Affairs and Forestry). The NRM programme now also includes Working on Fire, Working for Wetlands, Working for Ecosystems and Working for Forests. These programmes have provided years of work to 51 300 people (over the last 3 years), with particular focus on women and youth.
The thirsty invaders
Invasive alien trees and shrubs often use more water than surrounding indigenous vegetation and this lowers water availability by up to 4%. If left to spread uncontrolled, this figure could escalate to around 16%. Invasive alien plants can dramatically reduce available water resources, with significant impact on stream flows, and the associated increase in siltation and degrading water quality.
Creating value out of ‘waste’ wood
There are several clearing programmes, both government and private, that are attempting to eradicate alien plants countrywide. But once the wood is cut down it is often left behind, causing damage to river systems in flood and posing a fire risk.
SOUTH AFRICA’S WATER RESOURCES BY NUMBERS
8% OF SOUTH AFRICA’S LAND AREA
PROVIDES 50% OF OUR RUN-OFF
THIS 8% FORMS OUR WATER SOURCE AREAS
21% OF SOUTH AFRICA RECEIVES LESS THAN <200MM OF RAIN A YEAR
9% OF RAINFALL ENDS UP AS RUN-OFF IN OUR RIVERS
4% RECHARGES OUR AQUIFERS
1998 NATIONAL WATER ACT
GIVES THE ENVIRONMENT A RIGHT TO WATER WITHIN THE RESERVE
NO-ONE OWNS WATER RESOURCES IN RSA
490mm SOUTH AFRICA’S AVERAGE ANNUAL RAINFALL
814mm THE WORLD’S AVERAGE ANNUAL RAINFALL
1800mm OUR AVERAGE RATE OF POTENTIAL EVAPORATION IS MORE THAN 3 TIMES THE RAINFALL
49 BILLION M³ SURFACE RUNOFF
98% ALREADY ALLOCATED TO USERS AT A HIGH ASSURANCE OF SUPPLY
2% REMAINING UNALLOCATED, USABLE RESOURCE
15 Billion m³ IS THE CURRENT ALLOCATION
2016
17.7 Billion m³ IS THE ESTIMATED DEMAND REACHED BY 2030
2030
37% OF WATER IS LOST IN THE CURRENT URBAN INFRASTRUCTURE
THIS IS BEYOND THE LIMIT OF WHAT WE CAN SAFELY ALLOCATE
CLEARING ALIEN VEGETATION
Recent projects have looked to turn the alien plant biomass into a usable raw material rather than waste. Opportunities include the generation of compost, furniture manufacturing, and the production of wood/plastic composites.
A partnership between WWF-SA, NCC and Danish partner Linddana in the Riviersonderend catchment uses a wood chipper to demonstrate how value can be created out of ‘waste’ wood generated from clearing alien plants – while also freeing up more water. Most of the farmers in this area produce export apples and livestock.
“The wood chips provide extremely good mulch for our apple orchards. It protects the soil and increases its carbon content and fertility, which, in turn, leads to better fruit production…. We do not need to irrigate as much when the soil is well protected because the water does not evaporate as quickly. Healthier soil means we do not need to use as much fertiliser.”
– Carl van Lingen, Farmer on Meulrivier Farm, Riviersonderend catchment.
**Investment, protection and restoration**
Going forward, we need to invest even greater effort, coordination and finance into restoring living landscapes, which underpin our water security.
Our National Development Plan is clear about the need for change in the management of our natural resources. The expansion of formally protected areas, the implementation of the Ecological Reserve and wider support for conservancies and stewardship programmes will all play a role in improving protection.
**WATER STEWARDSHIP MEANS LEAVING A LIVING LEGACY**
As South Africans we all carry the responsibility of protecting our natural environment in all respects, leaving subsequent generations with an endowment of at least equal value. WWF would like to see Water Source Areas (WSAs) prioritised within catchments for restoration and protection. This may include expanding the current network of protected areas and conservancies into WSAs, as well as implementing broader stewardship initiatives in key sectors such as forestry.
We have to start planning from the basis that water is a key national asset and projects such as the 19th Strategic Integrated Project, known as ‘SIP 19: Ecological Infrastructure for Water Security’, need to be wholeheartedly supported and recognised as a key part of the plan. If successful, SIP 19 will make a significant contribution to the overall goal of ensuring a sustainable supply of fresh, healthy water to equitably meet South Africa’s social, economic and environmental water needs for current and future generations.
**Cost benefits of maintaining ecological infrastructure**
The importance of maintaining intact ecological infrastructure, comprising wetlands and riparian zones (areas near river banks) is unquestionably highlighted when compared to water purification costs.
THE VALUE OF WETLANDS
At the Voëlvlei Dam, one of the supply dams for Cape Town, the output of the purification plant during 2006/07 was 120 000 m$^3$ per day. At the time, the cost of treating algal blooms and additional chemicals was R4.7 million per year. If the wetlands in the water catchment area had been kept intact, these costs could have been substantially reduced or prevented.
LOOKING AHEAD: LAYING THE FOUNDATIONS FOR A SUSTAINABLE WATER FUTURE
- **Going underground**
- Sustainably use more groundwater
- **Water wise**
- Protect and restore our water resources
- **Alien clearing**
- Maximise the value generated by clearing alien plants
- **Halt degradation**
- Plan to prevent degradation of our water source areas
- **Investing in the future**
- We have pioneered mass job creation in catchment restoration and can do more to invest in our ecological infrastructure
- **Leveraging nature**
- Plan for better use of our ecological infrastructure
- **Catchment management agencies**
- We have the legal basis for effective catchment agencies which will soon lead on water resource management
FURTHER INFORMATION
www.journeyofwater.co.za
http://www.wwf.org.za/what_we_do/freshwater/
An Introduction to South Africa’s water source areas, WWF-SA, 2013 http://awsassets.wwf.org.za/downloads/wwf_sa_watersource_area01_0.pdf
Water Resources 2012 (WR2012) http://waterresourceswr2012.co.za/
“We forget that the water cycle and the life cycle are one.” – Jacques Cousteau
CHAPTER 2: FRESHWATER ECOSYSTEMS
South Africa is one of the most biodiverse countries in the world and this diversity extends to our freshwater ecosystems, with around 1,000 different types of river and wetland ecosystems.
This diversity is a result of our geologically and climatically complex landscapes, ranging from sub-tropical in the north-eastern part of the country, to semi-arid and arid in the interior, to the cool, temperate fynbos biome in the south-west.
Worldwide, freshwater ecosystems have suffered the highest level of loss in recent decades. WWF reported in its 2014 Living Planet Report that the loss of wildlife populations in freshwater ecosystems was 76% between 1970 and 2012. Our water resources are clearly not doing well. Healthy catchments need living healthy ecosystems to keep cleaning and yielding water.
**Biodiversity:** Biological diversity – or biodiversity – is the term given to the millions of different biological species of plants, animals and micro-organisms on Earth, and the ecosystems within which they live and interact.
**FIGURE 2.1: THE FRESHWATER LPI SHOWS A DECLINE OF 76% BETWEEN 1970 AND 2010**
Highly threatened and poorly protected
The majority of South Africa’s wetland and river ecosystem types are threatened. This is of enormous concern given that wetlands make up only 2.4% of the country’s surface area, yet they play a crucial role in delivering ecosystem services, such as water purification, flood regulation and drought mitigation.
Less than a third of the country’s river, wetland and estuary ecosystem types can be considered moderately to well-protected. Although inclusion in a protected area does not guarantee conservation, rivers inside protected areas are in a better condition compared to those outside, despite some being degraded by upstream human activity before entering the protected area.
Dams alter freshwater ecosystems
Globally, there are very few large rivers that remain dam-free or ‘free-flowing’, and the same is true in South Africa where free-flowing rivers are rare features in our landscape. They are regarded as part of our natural heritage, offering considerable social, economic and conservation value, and supporting the livelihoods of a great many people along the catchment ranging from communities to farmers to industry.
Dams significantly alter the ability of freshwater ecosystems to support the provision of good quality water along their full course as they disrupt the natural sequence of floods and low flows and the subsequent movement of sediment in the main course and out onto the flood plain.
Free-flowing river: A large river that has not been dammed and flows undisturbed from its source to its confluence with another large river or out to sea. Free-flowing rivers represent only 4% of our total river matrix.
Rural communities rely most on natural waters
Poor rural communities whose livelihoods are closely linked to a river, are likely to be seriously impacted by pollution, dams and over-abstraction. The 2011 census showed that 8.8% of South African households still do not have access to water from a tap. The percentage increases to 22% in the Eastern Cape. These households directly rely on rivers, springs and wells.
Tributaries are generally in better condition than main rivers
Most of our rivers are hard-working water suppliers, supporting multiple levels of use. Healthy tributaries and wetlands are key support mechanisms to maintain the sustainability of hard-working rivers by providing natural flow and sediment pulses, as well as offering refuge for many freshwater species. Tributaries, therefore, often hold good conservation potential.
South Africa has one of the highest levels of biodiversity in the world – we are a biodiversity super-power! But wetlands, estuaries and rivers have the highest levels of threat.
**THREAT LEVEL**
- Critically endangered
- Endangered
- Vulnerable
- Least threatened
**PROTECTION**
- Not protected
- Poorly protected
- Moderately protected
- Well protected
### Terrestrial
| Threat Level | Protection |
|--------------|------------|
| 9 | 34 |
| 11 | 30 |
| 19 | 13 |
| 60 | 23 |
### Rivers
| Threat Level | Protection |
|--------------|------------|
| 26 | 50 |
| 18 | 29 |
| 13 | 7 |
| 43 | 14 |
### Wetlands
| Threat Level | Protection |
|--------------|------------|
| 48 | 71 |
| 12 | 12 |
| 5 | 6 |
| 35 | 11 |
### Estuaries
| Threat Level | Protection |
|--------------|------------|
| 38 | 59 |
| 22 | 4 |
| 57 | 4 |
### Coastal & Inshore
| Threat Level | Protection |
|--------------|------------|
| 24 | 62 |
| 8 | 16 |
| 24 | 14 |
| 44 | 8 |
### Offshore
| Threat Level | Protection |
|--------------|------------|
| 12 | 69 |
| 7 | 12 |
| 23 | 15 |
| 58 | 4 |
Source: SANBI National Biodiversity Assessment (2011)
Palmiet: an indigenous, semi-aquatic wetland plant essential for water storage, sediment stabilisation and slowing down floodwaters.
Fish threaten fish
The greatest threat to freshwater fish biodiversity, especially in the Cape fynbos region, has been invasive alien fish species in terms of predation on and competition with indigenous species. A large number of alien fish species were introduced to South African waterways for angling purposes (such as black bass, trout, carp, Mozambique tilapia, bluegill sunfish) and have proliferated.
Excessive water abstraction from naturally perennial rivers poses another severe threat to our indigenous freshwater fish, especially during dry summers. Often, levels of abstraction are so high that rivers stop flowing, resulting in habitat depletion or water that is too warm to sustain river species.
Farming impacts freshwater
Rivers in farming areas are often canalised by bulldozing to regulate water supply and stop flood damage to orchards and crops, which are frequently planted in floodplains. This can affect the structure and functioning of a river.
The use of bulldozers to construct canal systems damages the river banks and beds, and compromises the vital riparian vegetation zone, which is essential for river bank stabilisation and nutrient cycling in the river, causing substantial erosion and movement of sediment, which then fills pools with sand downstream. This has a major impact on the indigenous rock catfishes that live in crevices between rocks.
A growing problem is also the excessive use of fertilisers and harmful pesticides on crops, vineyards and orchards. Again, this problem is exacerbated when crops and orchards are planted near or within river flood zones, because fertilisers and pesticides then readily enter watercourses and rivers, which can have lethal effects on aquatic life.
THE FIVE SOUTH AFRICAN THREATS TO FRESHWATER BIODIVERSITY
1. **OVER-ABSTRACTION OF WATER**
Removal of too much water, especially during the dry months of the year, exacerbated by invasive alien plants.
2. **POOR WATER QUALITY**
Water quality problems associated with non-point source pollution from fertilisers, as well as point-source pollution from mining and failing wastewater treatment works.
3. **INVASIVE ALIENS**
Impacts of invasive alien vegetation in the riparian zone and alien fish species.
4. **DEVELOPMENT**
Urban development in estuarine functional zones.
5. **HABITAT DESTRUCTION**
Destruction of freshwater habitats, especially from bulldozing in the riparian zone.
Source: CSIR
Climate change is expected to exacerbate pressures on water resources
Global climate change, in particular predicted changes in temperature and precipitation, is likely to exacerbate the current pressure on South Africa’s water resources. Indigenous aquatic organisms are highly sensitive to these changes.
The anticipated ecological consequences include adverse effects on water quantity and quality, aquatic habitats, aquatic organisms and, ultimately, biodiversity.
“We are the first generation that can end poverty – and the last generation to tackle climate change before it is too late.”
– Ban Ki-Moon, UN Secretary General
**Figure 2.2: Projected change in annual rainfall from 2071-2100 relative to 1961-1990**
Source: Engelbrecht et al. 2015; Projections of rapidly rising surface temperatures over Africa under low mitigation. *Environmental Research Letters*.
© SCOTT RAMSAK
Freshwater ecosystems – lakes, ponds, rivers, streams, springs and wetlands – are generally the lowest points in the landscape, making them ‘receivers’ of water runoff but also of waste, sediment and pollutants. This renders them highly susceptible to upstream and upland impacts.
**Re-establish healthy buffers of natural vegetation along rivers**
Buffers of vegetation surrounding all freshwater ecosystems have a critical role to play in reducing the impacts of land-use practices, maintaining basic aquatic processes and preventing further degradation of our water resources.
**FIGURE 2.3: HEALTHY BUFFER ZONES BUILD HEALTHY RIVERS**
Note: Restoring riparian zones and adjacent vegetation by removing alien plants or intensive agriculture, improves the quality and quantity of water in rivers if natural vegetation can grow again.
Guidelines and an associated water stewardship tool were compiled in 2014 (Water Research Commission Project: K5/2200) and take users through a process for defining appropriate buffer requirements for any new or existing developments.
**Increase investment for improved catchment health**
Given the increasing threat of alien vegetation to our catchments, we need to increase the level of financial investment into alien clearing programmes. While government, through the Working for Water Programme, has tackled this challenge for the last 20 years and cleared 2.7 million hectares, co-financing is required from private and civil society if we are to substantially decrease the area invaded by alien plants. WWF, through its Water Balance Programme, is working together with corporates (such as Nedbank, Woolworths, Sanlam & Sonae Novobord) to grow co-investment in addressing this issue. The Working for Water programme has also offered co-funding to support private clearing operations through the Land User Incentive scheme.
Freshwater Ecosystem Priority Areas (FEPAAs) have been identified across South Africa, providing strategic spatial priorities for conserving South Africa’s freshwater ecosystems and associated biodiversity. Together with the National Protected Area Expansion Strategy (Government South Africa 2010), FEPAAs will help to address the gaps in the protected area system for freshwater ecosystems. FEPAAs need not be fenced off from human use, but they should be supported by good planning, decision-making and management to ensure that human use does not impact on the condition of the resource.
With careful planning, which includes managing 22% of South Africa’s river length and 38% of wetland areas as priority areas and ensuring that these are minimally impacted, South Africa will be able to more effectively conserve its diverse freshwater ecosystems. This will simultaneously contribute to sustainable development of water resources in the country.
ALIEN PLANT ERADICATION BY THE WORKING FOR WATER PROGRAMME IMPROVES CONDITIONS FOR THE ENDANGERED BERG RIVER REDFIN
The Berg River dam is a vital water resource for Cape Town and was completed around 2007. Prior to construction of the dam the surrounding area was used for forestry. It was infested with alien plants, including the banks of the Berg River. The river above the dam at this time had large numbers of rainbow trout which had a significant negative impact on the indigenous fish species present, including the Endangered Berg River redfin.
During the planning phase for the Berg River dam, it was realised that water generation from the catchment would be optimised if the invasive alien plants were removed. The end result is a rehabilitated catchment of mountain fynbos vegetation above the dam that now yields high quality water to the dam as part of a natural flow cycle. Clearing of alien trees along the river has also had another major benefit: recent river health surveys show that it has resulted in warmer river water, far less trout, and far more Berg River redfin. Clearing of invasive alien plants continues, because of the considerable seed banks of alien plants that are still in the soil and sprout every year.
Support active restoration measures
Restoration through the establishment of indigenous vegetation can be crucial in suppressing alien regrowth and the long-term control of invasive alien plants. The WWF pilot restoration project in the Kouga catchment proved that following the clearing of dense invasive alien plant stands, indigenous vegetation can be successfully re-established through planting seeds and propagated plants.
**THE WWF WATER BALANCE PROGRAMME**
The following benefits were shown by WWF’s pilot restoration project:
- Suppression of regrowth and the prevention of re-invasion, thus reducing long-term costs and environmental damage;
- Prevention of erosion, sedimentation and the loss of valuable topsoil;
- Prevention of the silting up of downstream dams and reservoirs;
- Increased infiltration of water; and
- An increase in productive land and biodiversity.
Use biological controls to manage invasive alien plants
Biological control is the use of natural enemies of invasive alien plants and fish to reduce the economic and environmental damage they cause. These natural enemies (or agents) can be insects, mites or fungi. Most agents are sourced from the country of origin of the invasive alien plants and can only be released in South Africa following extensive safety testing. Use of these biological control agents should be integrated together with mechanical and chemical control options to maximise their effectiveness and reduce costs of control programmes.
Since 1913, biological control agents have been used to target invasive alien plants in South Africa. The result is that 10 invasive alien plants species are now classified as being under complete control and a further 18 under substantial control. It has been estimated that biological control of invasive alien plants saves South Africa approximately R6.5 billion annually in ecosystem benefits (water, grazing and biodiversity). While not all of the agents have been successful, the positive results and benefit-to-cost ratio of biological control of invasive alien plants justifies continued effort being spent to develop additional agents.
**Working together for water on the garden route**
This collaborative approach was successfully achieved by the Southern Cape Landowners Initiative (SCLI) on the Garden Route. The SCLI was established to serve as a public platform to obtain maximum input and collaboration between landowners, land managers, Working for Water, Disaster Management, Working on Fire, the media and the public on how best to deal with the immense scale of invasive alien species. Three years into operation, SCLI has successfully garnered the support of not only all official local conservation entities but also major land managers such as Eskom, SANRAL and key research units, notably Nelson Mandela Metropolitan University’s Sustainability Research Unit. Teaming up with WWF, SCLI is now co-funded through the Table Mountain Fund (TMF) and has contributed to IAP clearing of approximately 10,000 hectares with the associated water and conservation benefits.
LOOKING AHEAD: LAYING THE FOUNDATIONS TO CONSERVE FRESHWATER ECOSYSTEMS
- **Alien clearing**
Continued investment in clearing alien vegetation
- **Strategic saving**
Identifying strategic spatial priorities for conservation
- **Collaboration**
Conservation efforts must cross boundaries, just as our freshwater resources do
- **Re-establishing buffers**
Natural vegetation helps to prevent degradation of fresh water
- **Restoring indigenous vegetation**
Crucial for suppressing re-growth of invasives
- **Biological controls**
Using natural enemies of invasive alien plants to keep them in check
**FURTHER INFORMATION**
WWF Living Planet Report, 2014 – [http://wwf.panda.org/about_our_earth/all_publications/living_planet_report](http://wwf.panda.org/about_our_earth/all_publications/living_planet_report)
[http://www.esir.co.za/impact/docs/Final_Freshwater_Atlas_Article.pdf](http://www.esir.co.za/impact/docs/Final_Freshwater_Atlas_Article.pdf)
National Freshwater Ecosystem Priority Areas – [http://bgis.sanbi.org/nfepa/NFEPAmap.asp](http://bgis.sanbi.org/nfepa/NFEPAmap.asp)
WRC, Buffer Zone – [http://www.wrc.org.za/Lists/Knowledge%20Hub%20Items/Attachments/11106/Deliverable%20-%20Final%20Literature%20Review.pdf](http://www.wrc.org.za/Lists/Knowledge%20Hub%20Items/Attachments/11106/Deliverable%20-%20Final%20Literature%20Review.pdf)
[https://www.environment.gov.za/projectsprogrammes#workingfor](https://www.environment.gov.za/projectsprogrammes#workingfor)
[https://www.environment.gov.za/projectsprogrammes#biodiversity](https://www.environment.gov.za/projectsprogrammes#biodiversity)
Environmental flows describe the quantity, timing and quality of water flows required to sustain aquatic ecosystems and the human livelihoods and well-being that depend on these ecosystems. This is protected in law as the Ecological Reserve.
Water for people
Humans use water to sustain communities, altering natural river flow.
During floods, sediment, logs and nutrients are moved across the floodplain making more available habitat for species.
Reservoirs and groundwater are replenished.
Base flow
Sustained mostly by discharge from groundwater
Most of the time
Water for nature
The seasonal high and low flows of rivers are important to sustain ecosystems and species that have adapted to the river.
Birds can feed on exposed mudflats and fertile land allows plants to sprout after the waters recede.
Dry periods can help purge aquatic weeds.
Unsaturated Zone
Saturated Zone
Groundwater
Natural low or no-flow
Occur naturally and allow plants to grow on exposed land, creating complex habitats
Infrequent
For more information, visit
WWF.ORG.ZA/WHAT_WE_DO/FRESHWATER
Five key components of environmental flow
**Hydrology**
To describe the movement of water over time by quantifying the magnitude, timing, duration, frequency, and rate of change of flow events.
**Geomorphology**
To document the composition and shape of stream channels and floodplains and evaluate the physical processes that form and maintain them.
**Biology**
To consider the interaction between river flow and the number and type of species found in the aquatic environment.
**Water quality**
To study the physical, biological and chemical attributes of water and the connections to hydrological and biological aspects.
**Connectivity**
To analyse the movement of organisms, energy and matter through the river system, as well as the impacts of natural and artificial barriers by considering connections among hydrologic, geomorphic, biological and chemical aspects.
**Mimic natural flows**
Environmental flows mimic the natural flow of a river, which supports ecosystem functions and allows for human water consumption.
**Environmental flow patterns**
- **Overbank flow**
- **High flow events**
- **Dry period**
- **Natural flow regime**
- **Environmental flow**
- **Ecosystem base flow**
Source: WWF-Canada
A spillway from the Berg River Dam in Franschhoek allows environmental flows to maintain the health of the river downstream.
The goal of water engineering is to ensure a sustainable supply of water, where it is needed, when it is needed.
The highly seasonal rainfall in South Africa means that the storage of water is critical to ensure year-round supply. Dams and inter-basin transfer schemes form the backbone of our engineered or ‘hard’ infrastructure for water. Smaller-scale engineered infrastructure, from the bulk water supply to urban, irrigation and wastewater systems, is critical for getting water to taps and for sanitation. Dams give us regulated, more consistent, year-round flows and fewer floods. However, the disruption of natural flow regimes degrades the natural state of our rivers.
**Interbasin Transfer Schemes (ITSs):** Constructed conveyance schemes which move water from one river basin where it is available, to another basin where water is less available and is required for agriculture, cities, development, etc.
**FIGURE 3.1: ENGINEERED INFRASTRUCTURE OF SOUTH AFRICAN WATER SYSTEMS**
Source: DBSA State of SA’s Economic Infrastructure Report 2012
South Africa has approximately 4,718 dams registered with the Dam Safety Office, including those owned by the Department of Water and Sanitation (DWS) and those owned privately.
The DWS owns approximately 305 dams with a total capacity of 29.2 billion m$^3$. This accounts for 70% of the total dam capacity in the country. The largest DWS-owned dam in South Africa is the Gariep Dam on the Orange River between the Eastern Cape and Free State, with a capacity of approximately 5,500 million m$^3$.
More than 25% of DWS-owned dams are located in the Eastern Cape and 15% in Mpumalanga. Farm dams are not well monitored but it is estimated that there are between 150,000 and 400,000 throughout the country.
Other significant dam owners and operators are Water User Associations and Water Boards (such as Umgeni Water), local municipalities, metropolitan municipalities, and the Trans Caledon Tunnel Authority (TCTA).
### THE TEN BIGGEST DAMS (IN ORDER OF CAPACITY) IN SOUTH AFRICA
| DAM | PROVINCE | CAPACITY (IN MILLION M$^3$) | RIVER |
|--------------|----------|-----------------------------|-----------|
| Gariep | FS | 5,500 | Orange |
| Vanderkloof | FS | 3,171 | Orange |
| Sterkfontein| FS | 2,616 | Nuwejaars Spruit |
| Vaal | FS | 2,603 | Vaal |
| Pongolapoort | KZN | 2,267 | Pongola |
| Bloemhof | FS | 1,240 | Vaal |
| Theewaterskloof | WC | 480 | Riviersonderend |
| Heyshope | MPU | 451 | Assegaaai |
| Woodstock | KZN | 373 | Tugela |
| Loskop | MPU | 362 | Olifants |
| DAMS IN LESOTHO | PROVINCE | CAPACITY (IN MILLION M$^3$) | RIVER |
|-----------------|----------|-----------------------------|-----------|
| Katse | Lesotho | 1,519.1 | Malibamatso |
| Mohale | Lesotho | 857.1 | Senqunyane |
### World Commission on Dams
The World Commission on Dams (WCD), established under the patronage of former President Nelson Mandela, developed new holistic guidelines for dam building. These include an innovative framework for the planning of water and energy projects that is intended to protect dam-affected people and the environment, and ensure that the benefits from dams are more equitably distributed.
The WCD framework covers key areas for improved planning of dams, including:
- The need to fully assess all available options for meeting water and energy needs;
- Addressing outstanding social issues regarding existing dams before building new ones;
- Addressing the importance of protecting and maintaining healthy river systems when planning dams; and
- Gaining public acceptance for key decisions.
The WCD recommendations form the basis of many decision-making processes for dams around the world and constitute international soft law (guidelines, policy declarations or codes of conduct that set standards but are not directly enforceable). They are also being adapted to national contexts around the world.
**Size of Dams Owned by the Department of Water and Sanitation**
- **Classified as Large**: 32%
- **Classified as Medium**: 24%
- **Classified as Small**: 43%
- **Unclassified**: 1%
**Dams from old to new**
South Africa’s oldest hydraulic structure or masonry weir is the Waegenaars Dam in Cape Town, built in 1663 to supply freshwater to ships in transit from Europe to India.
The Van Wyksvlei Dam in the Northern Cape, built in 1882, is South Africa’s first state-funded dam and the first large fill dam in the country, with a reservoir of 75 million m³ capacity.
South Africa’s newest dam is the De Hoop Dam opened in March 2014. It was built at a cost R3 billion and has a capacity of 347 million m³.
CAPE TOWN’S IMPRESSIVE WATER ENGINEERING
The engineered infrastructure in Cape Town is extremely impressive, from its early wood and lead pipelines to the now 554km of treated water pipelines and 100km of raw water pipes. Cape Town owns 11 storage dams and 24 service reservoirs.
The Woodhead Dam on Table Mountain, constructed in 1896, was recognised in 2008 as an International Historic Civil Engineering Landmark by the American Society of Civil Engineers. The original water supply to the City was the naturally brown (thee) water from the fynbos-covered mountainous catchment areas. This was supplied without any treatment and, as a result, the authorities were very strict about catchment management.
The first water treatment system in the City was the Platteklip Stream slow-sand filter beds, constructed in 1869 and no longer in use. The City now has 12 water treatment plants with a total capacity of 1,615 megalitres/day (ML/day).
Cape Town’s peak week demand in 2014 was 7,981 ML/week and despite the City’s very successful water demand management efforts, the demand for water in the City continues to grow, and therefore necessitates enhanced water resources.
There is a limit to how far the surface water resources in the catchments near the City can be developed. Other options to meet the demand that are being considered include groundwater, desalination and water re-use.
Interbasin Transfer Schemes
South Africa has approximately 26 Interbasin Transfer Schemes (IBTs). These conveyance schemes move water from one river basin where it is available, to another basin with less water. The development of IBTs was largely driven by the need to meet water demand for economic activities located far from water resources. The key demand centres are metropolitan areas and large towns.
**Figure 3.2: Major Transfer Schemes Between Water Management Areas**
Source: DBSA State of SA’s Economic Infrastructure Report 2012
Lesotho Highlands Water Project
The Lesotho Highlands Water Project was instituted as a bi-national project, spanning the borders of South Africa and Lesotho, in accordance with a treaty signed in 1986, to provide water for South Africa and hydroelectricity for Lesotho.
An astounding engineering feat, it diverts water from the Senqu River System in Lesotho to South Africa’s water-stressed economic hub, the Gauteng region. The importance of this transfer scheme is highlighted by the fact that 40% of the water in the Vaal River is from Lesotho.
A multipurpose undertaking, the Lesotho Highlands Water Project transfers 780 million m$^3$ of water and generates 72 megawatts (MW) of hydropower at the Muela Power Station. Revenue from the sale of raw water from the project amounted to over R2,708 million in 2010.
The Lesotho Highlands Development Authority is responsible for the project’s overall implementation works such as dams, tunnels, power stations and infrastructure on Lesotho’s borders. It reports to the Lesotho Highlands Water Commission (LHWC; previously the Joint Permanent Technical Commission), a bi-national commission consisting of three delegates from each country responsible for monitoring the project. The project is being undertaken in phases.
The dam is a concrete gravity dam with a height of 185 meters (607 feet) and a length of 2,400 meters (7,900 feet). It has a total storage capacity of 13.5 billion cubic meters (3.6 trillion gallons), making it one of the largest dams in the world by volume. The dam is located on the Drakensberg Mountains in the KwaZulu-Natal province of South Africa.
LESOTHO HIGHLANDS WATER PROJECT: PHASE I
The primary infrastructure for Phases IA and IB of the Lesotho Highlands Water Project encompassed the building of three dams – the Katse, Mohale and Muela – as well as an intake tower, transfer tunnel, delivery tunnel and hydropower station.
The Katse Dam is the focal point of the project, and features a double curvature concrete arch, 185m high and 710m along the crest. This was the most cost-effective design to span the wide U-shaped valley of the Malibamatso River, downstream of its confluence with the Bokong River.
Phase IB of this project was completed in 2003.
Lesotho Highlands Water Project: Phase II
The South African Government is negotiating the second phase of the project at an estimated cost of R9.3 billion (2010 price levels) for the water transfer segment.
Phase II includes the construction of the Polihali Dam, a transfer tunnel from Polihali Dam to the Katse Dam, advanced infrastructure, and environmental and social development programmes in Lesotho.
Phase II will also include a pump storage scheme to generate 1,200 MW of electricity using the existing Katse Reservoir as the lower reservoir and a new upper reservoir in the Kobong Valley, or any other similar scheme close to Katse Dam. The pump storage scheme will start generating electricity in January 2018. The estimated cost of the pump storage scheme is R7.6 million (2010 price levels) and will be borne by Lesotho.
The value of South Africa’s water infrastructure
Dams, canals, pipelines, tunnels, measuring facilities and other infrastructure owned by the DWS was valued at R63 billion in 2011. The current replacement value of the water resources infrastructure is R139 billion, with an additional R7.3 billion in land valuation, according to South African Institute of Civil Engineering’s (SAICE) Infrastructure Report Card 2011.
If we look at wastewater alone, 7 600 000 m$^3$ of wastewater are processed on a daily basis. In 2012, wastewater treatment infrastructure had a capital replacement value of approximately R23 billion and operational expenditure of approximately R3.5 billion per annum.
The Department of Water and Sanitation has onerous funding challenges and estimates an investment requirement of R1.4-billion each year, solely to maintain current infrastructure. It has been estimated that they will require an additional R63 billion per annum to upgrade and repair infrastructure to meet projected demands.
Infrastructure lifespan
The figure below from the Development Bank of Southern Africa provides an overview of the original construction dates of different components of DWS infrastructure. The expected lifespan of infrastructure varies according to the size and complexity of the components – from 10 years (for some small motors) to 300 years (for certain dam walls). The weighted average with respect to South Africa’s water infrastructure is 39 years.
**Figure 3.4: Age profile of assets**
Source: DBSA State of SA’s Economic Infrastructure Report 2012
**Mzimvubu Water Project**
The Mzimvubu Water Project in the Eastern Cape is South Africa’s proposed next big series of dams. Two dams are designed to store 145 million m$^3$ of water (73 million m$^3$ per year) and expected to cost nearly R7 billion.
One of these dams, the 490-million m$^3$ Ntabelanga Dam, to be built in Ntabelanga on the Tsitsa River, a tributary of the Mzimvubu River, would be South Africa’s 10th largest dam once completed. It will help to meet the province’s domestic, agricultural and industrial water requirements, and supply the Orange/Vaal River System in the longer term. The Mzimvubu/Vaal will become the largest transfer scheme in the country once completed.
CITIES OF THE PRESENT AND FUTURE
Water-sensitive urban design reconfigures cityscapes with softer surfaces that slow flow and allow percolation. More water is reused and recycled, limiting demand.
Present:
- Non-permeable surfaces channel runoff away from the city
- Burning up fossil fuels (CO₂)
- Leaking, aging infrastructure
- Water infrastructure not integrated with the environment
- Expensive water transfer schemes move water in from faraway dams
- Dams are vulnerable to pollution and losses from evaporation
- Less water replenishes aquifers as recharge is cut off by hard surfaces and lost to storm water
- Soil layer
- Aquifers run low
Future:
- Permeable surfaces allow rainwater to seep back into the ground to replenish the aquifers
- Ecological infrastructure is integrated with engineered water infrastructure
- Sustainable use of groundwater through the use of managed aquifer practices
- Aquifers are full
- More water is fed back into the aquifers
- Renewable energy pumping of groundwater
- Renewable energy from micro-hydro turbines in conduits
- Water is recycled and reused, reducing overall demand
The Environmental Impact Assessment was completed in 2015 and the project is currently awaiting a water use licence and a record of decision from DWS and DEA respectively. Once awarded, a detailed design will be completed and the project will go out to tender.
In advance of this project, there has been widespread investment into the upper catchment of the associated rivers to remove alien vegetation.
It needs to be emphasised that all current and future dams are viable only if the catchments upstream are well managed, with minimal sediment and pollution flowing into the dams.
**The importance of groundwater**
Historically, groundwater took a back seat while surface water resources dominated large-scale water infrastructure development. This is no longer the case, and groundwater is increasingly being relied upon as a vital water source at different levels – from small-scale supply from an individual borehole to large-scale, sophisticated supply schemes.
Groundwater also serves as a potential buffer during droughts, because the volume of water stored in underground aquifers can be significant. Consider that the storage volume of surface water dams is generally equivalent to a few times greater than the volume of the mean annual runoff in the catchment, whereas an aquifer can have a storage volume several thousand times greater than the annual recharge. This stored volume is also not subject to the water evaporation losses of dams.
In an aquifer that is already heavily used, additional stored volumes can be accessed during a drought (if the short-term impacts are considered acceptable), and then replenished by reducing abstraction in subsequent non-drought years.
**Figure 3.5: Where is Earth’s Water?**
- **Total Global Water**
- Oceans: 96.5%
- Fresh Water: 2.5%
- Other Saline Water: 0.9%
- **Freshwater**
- Surface/Other Water: 1.2%
- Ground Water: 30.1%
- Glaciers & Ice Caps: 68.7%
- **Surface Water and Other Freshwater**
- Lakes: 20.9%
- Ground Ice & Permafrost: 69.0%
- **Atmosphere**: 3%
- **Living Things**: 0.26%
- **Rivers**: 0.49%
- **Swamps & Marshes**: 2.6%
- **Soil Moisture**: 3.8%
Source: Igor Shiklomanov’s chapter “World fresh water resources” in Peter H. Gleick (editor), 1993, *Water in Crisis: A Guide to the World’s Fresh Water Resources*.
Note: Numbers are rounded, so percent summations may not add to 100.
The coastal town of Hermanus has included groundwater in its water supply mix as a result of planning and foresight that suggested additional resources, other than its surface water dam, were required to meet future demand.
The use of groundwater was the town’s saving grace when the Southern Cape region experienced a drought in 2009–2010. The surface water supply of De Bos dam reached a record low and enhanced abstraction from groundwater during the drought, kept the taps flowing.
Unvoto Africa have ensured that the wellfield supplying Hermanus makes use of state of the art technology, in which borehole pumps and booster pumps can be controlled remotely by telemetry systems with several automatic shut offs.
**GROUNDWATER CASE STUDY: CAPE TOWN**
The City of Cape Town completed an exploration of the Table Mountain Group (TMG) aquifer in 2012, which included drilling numerous boreholes and widespread monitoring of baseline conditions. Further exploration is planned for the potential development of a pilot groundwater wellfield to abstract 5 million m$^3$ per annum in 2017.
The order in which reconciliation options (water re-use, desalination and large-scale abstraction from the TMG aquifer) will be implemented is yet to be decided by the City, and will be based on the outcome of various feasibility studies. Nevertheless, the large-scale use of up to 50 million m$^3$ of groundwater per annum from the TMG by 2028 remains an option (DWS, 2014).
**Managed aquifer recharge**
Actively injecting water underground or enhancing infiltration to aquifers aims to capitalise on aquifers as large storage facilities. In 2007, the then Department of Water Affairs and Forestry published the first Artificial Recharge Strategy with a clear vision of maximising the use of natural sub-surface storage where it is technologically, economically, environmentally and socially feasible to do so (DWAF, 2007). Municipalities, farms or facilities that use artificial recharge are banking water and are better buffered from drought and prolonged dry seasons.
The strategy calculated that in particular areas where conditions are favourable for infiltration, the potential artificial recharge volume can exceed 100,000 m$^3$/km$^2$.
For example in the Lower Orange, the DWS estimated that the groundwater volume available with a 5m drawdown is 397 million m$^3$ per annum, which increases five times to approximately 2,000 million m$^3$ per annum, when the potential artificial recharge storage volume is used.
The artificial recharge strategy is being rolled out and tested in several settings for varying purposes and needs.
**LOCAL GOVERNMENT – TURNING UNDERGROUND**
**Prince Albert**
This town uses groundwater supplies for most of the year, and surface water augments the supply during winter when it is available. Feasibility studies, including test injection, have been completed to show how excess winter surface water can be injected into the aquifer to ensure it is full prior to the onset of summer.
**Sedgefield**
A desktop investigation has been completed into the possibility of using managed aquifer recharge as an indirect means of polishing water for potable re-use in Sedgefield. Treated effluent would be allowed to infiltrate into the sand aquifer, to be harvested downgradient for potable re-use. (Downgradient is the direction that groundwater flows; similar to ‘downstream’ for surface water.) Groundwater modelling shows the scheme would be viable, and a 3-phase implementation is recommended.
WATER-SENSITIVE URBAN DESIGN
Cities of the future need to reduce water pollution and re-integrate the water cycle back into town-planning. Current designs dominated by hard surfaces and channelled storm water rush water and pollution out of the city and into the nearest river or bay. ‘Greening’ the city with softer, living surfaces and slowing down water to allow infiltration, helps to recharge local groundwater and reduce pollution in rivers. Water sensitive cities encourage more recycling and re-use of water. And they are greener and more pleasant places to live! Perth and Philadelphia are examples of cities that have started using water sensitive urban design.
Addressing leakages and illegal off-takes
Research conducted by the Water Resource Partners (WRP) showed that the level of leakages and illegal off-takes (non-revenue water) from our urban reticulation systems averages 37%. This is fairly typical of leakage losses worldwide – especially from ageing infrastructure.
If we could reduce this loss to those of a world leader like Denmark (5% leakages), then we would be able to close the gap between supply and demand without expensive investment in new infrastructure. A proactive investment in our existing infrastructure, and programmes to reduce the leakages and illegal off-takes is urgently required along the full cycle – from treatment plant to tap.
Towards this, the DWS is training 15,000 new plumbers in a dual attempt to minimise losses and create jobs. In addition, South Africa needs to make use of leading leakage detection technology on pressurised systems, which can rapidly alert operators to leaks and breakages, and detect leaks in old, low-pressure reticulation systems.
Power in the pipes
Some of our dams produce hydropower, but even small piped infrastructure with water under pressure can form part of our renewable energy infrastructure.
Micro-turbines are placed into existing pipes with water under pressure to generate a renewable energy source known as ‘conduit hydropower’. It is an exciting development for the water sector that enables multiple users to generate hydro-electricity for on-site use and, in some cases to supply energy to isolated electricity demand clusters, as well as to the national electricity grid.
The largest present installation of this kind is from the Caledon-Bloemfontein potable water supply system that supplies the majority of the water demand in Bloemfontein. The water is supplied to the Brandkop Reservoir, and excess energy is dissipated through pressure control valves before being discharged into the reservoir. The system supplies 96kW/h of energy from a pressurised conduit, to power up its operational facilities, with a full capacity of 360 kW/h.
There is potential for widespread implementation of this power generation source. An added advantage is that the harnessing of water for power reduces the pressure and associated leakage losses in our pipes.
Looking Ahead: Laying the Foundations for Sustainable Infrastructure
Going underground
Groundwater is a key part of our future water supply
Harnessing hydropower
Water infrastructure can contribute renewable energy infrastructure
Aquifer recharge
Aquifers managed as water storage facilities
Stopping leaks
Help to close the gap between supply and demand
A Sustainable Water Supply
Further Information
Weekly dam levels in South Africa: https://www.dwa.gov.za/hydrology/weekly/SumProvince.aspx
WRC – DWAF Artificial recharge strategy: https://www.dwa.gov.za/Documents/Other/Water%20Resources/ARStrategyforSAJun07SecA.pdf
Department of Water Affairs (DWA), 2010. Strategy and Guideline Development for National Groundwater Planning Requirements. Potential Artificial Recharge Schemes: Planning for Implementation, November 2010: http://www.artificialrecharge.co.za/booklet/AR_Booklet_13Jan2011.pdf
Conduit Hydropower: An Alternate Sustainable Renewable Energy Source, 2014: http://www.up.ac.za/media/shared/a04/ZP_Files/Innovate%2009/Articles/conduit-hydropower_van-dijkweb.zp40154.pdf
WRC’s Water Sensitive Urban Design site http://wsud.co.za/
CHAPTER 4: WATER QUALITY
South Africa’s natural water resources are being polluted by mining, industry, agriculture, development and human settlements. We need a dramatic turn-around to address pollution levels and prevent further pollution. While drought years come and go, pollution remains a constant threat and needs to be tackled if we are to have water fit for use now and into the future of a warmer world.
Long-term data show that the water quality of most South African rivers and dams has significantly deteriorated over the past 20 years. In some areas water resource quality already poses serious health risks to humans and livestock. This increases the costs of treatment to make this water fit to use. The food production sector faces the major challenge of irrigating with often untreated water that may include pathogens like *E. coli*, which threatens human health and the export market.
The combination of a growing population, increased urbanisation, inadequate maintenance of freshwater and wastewater systems, and the long-term consequences of acid mine drainage, all point to a worsening situation.
The most prevalent contaminant sources affecting water quality throughout South Africa are:
1. Poorly treated sewage effluent from failing sewage treatment works;
2. Poor sanitation in informal settlements and rural areas;
3. Mining and ore processing activities, particularly acid mine drainage (AMD);
4. Industrial effluents containing pharmaceutical endocrine-disrupting chemicals in the manufacturing of products such as shampoo, pesticides, dyes and plastics; and
5. Agricultural runoff including fertilisers, sediment and pesticides.
**Excess nutrients**
Excess nutrients, in the form of nitrogen and phosphates, are the most widespread water pollutants. High phosphate levels do not occur naturally and they always indicate human impacts, typically from fertilisers or sewage. Wastewater treatment works in South Africa were primarily designed to deal with the breakdown of nitrogen, but phosphates entering the system go largely untreated.
South Africa’s rivers in their natural state have very low levels of phosphate. Our rivers can assimilate and buffer elevated levels of nitrogen to a certain degree, but phosphates cannot be assimilated in the same way.
Phosphates are a game changer, altering the manner in which a river system works. Through eutrophication, they can alter the composition and functioning of river systems. Algal blooms may also contain toxic cyanobacteria, which pose a risk to the health of humans and animals.
FIGURE 4.1: LAND USE IN THE OLIFANTS CATCHMENT
FIGURE 4.2: COMPOSITION OF TOTAL DISSOLVED SOLIDS IN THE OLIFANTS CATCHMENT
Source: Dabrowski (CSIR) 2015 (2)
Eutrophication: excessive enrichment of nutrients is a result of phosphates entering river systems, leading to exponential growth of algae and other aquatic plants. This pushes out other species and can result in fish die-offs as available oxygen is depleted when the algal bloom decomposes.
Highly polluted: the Olifants River
One of South Africa’s key rivers, the Olifants River, which has its source in Mpumalanga Province and flows through Limpopo Province. Especially its upper catchment is highly polluted from mining, urbanisation and farming. Excessive nutrient levels in both the river and dams necessitate a holistic catchment approach, especially since reasonable water quality is required in Kruger Park, which lies in the lower catchment.
Towards this, a hydrological catchment model called SWAT was used by the Council for Scientific and Industrial Research (CSIR) to combine information on land use, climate, geographical and land management. The purpose was to identify the main source areas of nutrients, to quantify the nutrient levels per source and to determine how natural processes, as well as land and catchment management decisions, can influence the quantity of nutrients originating from these sources.
Sewage treatment works were found to be the largest contributors to nutrient pollution in the catchment. If current nutrient effluent guidelines were adhered to, it would significantly reduce the nutrient loading in large dams in the catchment.
DILUTION FACTOR
It is imperative to have a high volume of clean river water in order to dilute the inflow of poor water quality. For example, the volume of water required to dilute agrochemicals is greater than the amount of water needed by crops for irrigation. To put this into perspective, irrigated agriculture is South Africa’s highest proportional water user at 62%.
Figure 4.3: The health of the Olifants River
By focusing conservation and management efforts on the Blyde and Mohlapitse rivers, these tributaries of the Olifants River can provide crucial refuge for freshwater species, while also improving the health of the Olifants before it enters the iconic Kruger National Park.
Water-related diseases
There are many different infectious water-related diseases, including gastroenteritis, amoebiasis, salmonellosis, dysentery, cholera, typhoid fever and hepatitis. Diarrhoea is a common symptom of these diseases which can become a major health hazard in regions without well-managed sanitation, where fecal material and non-treated sewage gets into the water supplies. Despite a general decline in deaths as a result of diarrhoea over the last half century, it remains one of the most important causes of illness and death in children.
Poor communities have the highest burden of inadequate water services and consequent disease. People in underserviced areas pay high prices to purchase clean, safe water and are often faced with unreliable supplies. Underserviced areas are also the areas with some of the highest health risks through fecal contamination and consequently the key areas in which diarrhoea is most prevalent.
Figure 4.4 shows that the bulk of underserviced communities are in the Eastern Cape, KwaZulu-Natal and Limpopo.
**FIGURE 4.4: ACCESS TO PRIVATE WATER**
*Percentage Access* (%)
- > 20
- 20 - 40
- 40 - 60
- 60 - 80
- 80 - 100
Municipal Water Services Authorities
The provision of drinking water and sanitation services in South Africa is the responsibility of municipal Water Services Authorities. Many are battling to deliver these services in an environment of
- Rapid urbanisation;
- Ageing infrastructure;
- Insufficient refurbishment;
- Deteriorating operations and maintenance; and
- A lack of skilled personnel.
The problem is exacerbated by the fact that local government is faced with multiple challenges in service delivery, with water management and provision as one of their key areas of responsibility.
The effects of acid mine drainage (AMD) on water quality became public knowledge after a mine shaft started decanting contaminated groundwater near Krugersdorp in 2002. In South Africa AMD is associated primarily with gold and coal mines. AMD water is characteristically very acidic and high in metals and salts. The chemical reaction that causes AMD can continue for decades, even centuries, polluting groundwater and surface water long after mining has ceased.
The pollution through AMD is regarded as so persistent that the contaminated sites may never be completely restored without substantial purification efforts and treatments. The estimated AMD generated by the Witwatersrand Goldfield is comparable in volume to 10% of the potable water that Rand Water supplies to municipalities. As such, the sheer volume of AMD poses a phenomenal risk, if left untreated. However, it also presents an extra water source that could be harnessed if it is treated and cleaned with the appropriate technology.
Blue and Green Drop Certification Programmes
To assist local government with provisioning clean water and sanitation, in 2008 the then Department of Water Affairs began two certification programmes, called the Blue and Green Drop. Together, they provide a comparative benchmark and a transparent information system for the performance of Water Service Authorities in their provision of good quality drinking water and effective treatment of wastewater. The Blue Drop includes all freshwater sources – rain, rivers, wetlands and dams. The Green Drop includes the wastewater treatment systems.
From 2013 a risk rating tool was added to the process, in order to gauge the overall risk of a treatment system to failure and the consequent risk to citizens, the economy and the environment.
**Figure 4.5: Blue Drop Risk Ratings Categorised per Province**
| Province | Number of Wastewater Systems with Scores <30% | Number of 2013 Green Drop Certificates |
|------------|-----------------------------------------------|----------------------------------------|
| Eastern Cape | 34 | 1 |
| Free State | 46 | 1 |
| Gauteng | 0 | 8 |
| KwaZulu-Natal | 32 | 19 |
| Limpopo | 22 | 1 |
| Mpumalanga | 41 | 2 |
| Northern Cape | 33 | 1 |
| North West | 21 | 1 |
| Western Cape | 9 | 26 |
**National total** | **248** | **60** |
Drakenstein Municipality: cleaner and more efficient
In the Western Cape, the Drakenstein Municipality has done exceptionally well by reducing water loss to 13% (the national average is 37%). It is currently engaged in a pilot project in Paarl and Wellington to further improve this level within Drakenstein’s water supply and wastewater treatment plants.
Approximately 24 million litres or mega-litres (ML) flow through the Paarl wastewater plant per day, with a design capacity of 35ML per day. Ensuring this system is operating optimally, with good quality discharge and minimal energy consumption, is critical to the health of the natural environment especially the Berg River. This improves the health of the river, which means that all downstream water users benefit, including domestic, agricultural and industrial users.
Local and Danish engineers have reviewed the operations to improve the efficiency of biofilters in Paarl and Wellington wastewater treatment plants. The project identified that flow consistency has an impact on the efficiency of the biofilters, which harness bacteria that feed on solid organic material to clean the wastewater. When the water flow was inconsistent over the stone beds where the bacteria live, the bacteria died off, which in turn, led to a reduction in efficiency – even after the flow increased.
**WORKING TOGETHER**
The success of this project is in the public-private partnership between the forward-thinking managers and scientists within the Drakenstein Municipality, a contracted specialist South African water engineer and a leading Danish water and wastewater company, VCS. The project draws on local skills and Danish technology to enhance South Africa’s water and wastewater sector.
---
**THE FUTURE**
The public and private sectors have a mutually supportive role to play in improving the health of our water systems and reducing the health risks for people and animals. Most of all industries and mining need to be better regulated to ensure the ‘polluter pays’ principle is upheld, and municipalities need to play a key role in preventing pollution from sewage and settlements (including dumping of rubbish).
Improving the functioning of Water Services Authorities in local government has become a focus area of the Department of Cooperative Governance and Traditional Affairs (CoGTA). Back to Basics (B2B) is a national government initiative that was launched in 2014 and that is driven by CoGTA. Its aim is to boost the performance of municipalities, including their provision of water services.
CoGTA will support the development and implementation of infrastructure and maintenance plans in municipalities, with at least 7% of operational budgets going to infrastructure maintenance, including infrastructure audits.
Capacity, transparency and performance
Several important initiatives, aimed at building capacity, transparency and performance across all 152 Water Services Authorities are starting to build momentum.
**Municipal Benchmarking Initiative (MBI)**
This initiative for Water Services by the South African Local Government Association (SALGA), covers all 152 Water Services Authorities. The MBI is a bottom-up focus on the performance measurement capabilities of municipalities, providing support to strengthen performance reporting systems and affirming their importance for effective service delivery. Information collected for each Water Services Authority is used to generate a draft MBI Scorecard, with outputs presented in the annual MBI National Report, which showcases achievements and highlights key challenges, priorities and developments within the water sector.
**Innovation Partnership for Rural Development Programme**
The Department of Science and Technology (DST) has initiated this programme to assist 24 District Municipalities in responding to their prioritised challenges. The Water Research Commission (WRC) is tasked with implementing six water-related projects from this programme. A water and environmental services company called Emanti is supporting the implementation of one part of this initiative, namely Building Capacity for Implementation of Water Safety Planning (WSP) and Wastewater Risk Abatement Planning (W,RAP) in District Municipalities in the Eastern Cape and KwaZulu-Natal. Fifteen District Municipalities are participating in this project. This capacity-building initiative complements the ongoing Blue and Green Drop certification processes.
Systems for People to Access a Clean Environment (SPACE)
For the last three years, the Western Cape Government has been running a project called ‘Genius of SPACE Project – Systems for People to Access a Clean Environment’ in Langrug, close to Franschhoek. The project is based on biomimicry principles and addresses the difficulty of delivering services in informal settlements and the impact this has on our water sources – with particular reference to stormwater and solid waste. The project takes a collective decision-making approach, investigating and co-creating sustainable solutions with the community and letting community challenges and issues form the heart of the process.
The project aims to find simple, innovative solutions that are not imposed, but instead are co-created with the community to develop the concept of community-owned infrastructure, based on the philosophy of sustainable urban drainage systems. The ownership benefits of the designs are emphasised to make long-term maintenance sustainable within the community.
21st century technology
Gold mining techniques from the 20th century are in their twilight years in South Africa, as most accessible resources are either depleted or currently being mined. Twenty-first century technological advances and the increased gold price have made it feasible to extract leftover gold in mine tailings.
Re-mined tailings can then be used to refill old mine shafts. This offers a partial solution to the environmental risks associated with unmaintained tailings and toxic concentrations of metals entering the environment and nearby settlements via high winds and floods, for example. This process also reduces the contamination risk of wind-blown uranium spread from the tailings, but it does not solve the problem of acid mine drainage (AMD) decanting from underground mines.
While South Africa is battling to deal with its mining legacy, it needs to ensure that new mining does not create the same problems or other problems, particularly in the country’s important water production areas.
No-go areas for mining
WWF-SA would like to see no-go areas for mining where there is a high risk of compromising South Africa’s long-term water and food security. Where mining does take place, strong legislation needs to ensure that the mine companies – and not South Africa’s tax payers – commit to financing long-term water treatment after mines have closed in order to prevent acid mine drainage. The current guidelines for financing mine decommissioning need to be strengthened to include an explicit quantum for long-term (decades-long) treatment of acid mine drainage.
More is not always better
As part of a WWF-supported exercise to understand on-farm water use and risk, a Western Cape fruit farm measured its incoming and outgoing water quality. The results for their drainage water showed a notable increase in nutrients compared to the water coming into the farm. They concluded that part of their applied fertiliser was literally ‘running down the hill’. This is both financially wasteful and contributes to risks of eutrophication further downstream.
After careful evaluation, they decided to reduce their fertiliser application by 25kg/ha. This is a brave step that requires close monitoring of water quality and fruit production levels for optimal, sustainable farming. Monitoring farm-run off is therefore an important process in changing on-farm behaviour for the benefit of the landowner and the environment.
In Europe there is a growing movement to use agricultural, food and sewage waste products in biogas reactors. In Sweden, for example, 250 buses in the Stockholm Public Transport system run on biogas. This is an excellent solution to deal with waste and effluent, which currently present a huge pollution risk.
Biogas plants can be built at many different scales. They can cater to small, localised needs in agriculture, dealing with the likes of dairy and piggery waste. At a large, centralised scale, they can be used by wastewater treatment works to supply their own energy needs or to provide power for regional and national needs.
One cubic metre of biogas can produce both 2.4 kWh of electricity and 2.5 kWh of heat. Other benefits include bio-fertilisers, biomethane, savings on capital costs for waste cleaning systems and preventing methane emissions. Such biogas technology would serve both the agricultural and urban wastewater treatment sectors, reducing localised eutrophication and health risks, as well as contributing to alternative energy sources in a country that is in dire need of both.
LOOKING AHEAD: FACTORS CONTRIBUTING TO BETTER WATER QUALITY
- **Working together**
Municipalities and the public and private sectors have a role to play.
- **Improving performance**
Initiatives to assess and certify water services.
- **Blogas**
Sewage waste turned into a power source.
- **Co-creating solutions**
Taking a collective decision-making approach with local communities.
- **Smart farming**
Monitoring and understanding on-farm water use and risk.
- **Wise mining**
New technologies, spatial management and strong legislation for better mining practices.
FURTHER INFORMATION
Municipal Bench Marking Initiative – [http://www.munibench.co.za/](http://www.munibench.co.za/)
Green Drop & Blue Drop Reports – [https://www.dwa.gov.za/dir_ws/DWQR/](https://www.dwa.gov.za/dir_ws/DWQR/) [http://www.ewisa.co.za/misc/BLUE_GREENDROPREPORT/blue_drop_certification.htm](http://www.ewisa.co.za/misc/BLUE_GREENDROPREPORT/blue_drop_certification.htm)
Water Quality guidelines [http://www.who.int/water_sanitation_health/dwq/guidelines/en/](http://www.who.int/water_sanitation_health/dwq/guidelines/en/)
Paulina Malatji filling up a bucket at the communal tap next to her home in the village of Lerupurupung, Limpopo Province. She says the water from this tap has been reliable. The Lephalale municipality, situated 30 kilometres away, manages the water from this remote area.
Delivering safe, healthy water and decent sanitation to all South Africans has been one of the greatest challenges for the government during its democratic era.
There has been significant effort to redress the imbalance of previous discrimination in this sector, at the same time as serving a growing urban population. However, rural and township areas continue to pose significant challenges in bringing service delivery to disadvantaged, poor communities.
**FACTS**
**Historical imbalance**
In 1994, at the time of South Africa’s transition to a multiracial democracy, the distribution of water-related services to the country’s 39 million inhabitants was skewed to serve the white minority. Around 15.9 million South Africans, many in rural areas, did not have access to safe water supplies, while only 59% had access to basic levels of water service – usually a communal tap.
In 1992, a standing committee on water and sanitation helped to develop a strategy to transform the water sector to one of greater social equity and ecological integrity. Ultimately, it has meant extending the water supply system to the whole population, while at the same time maintaining its supply to industry and agriculture as part of the cornerstone of South Africa’s economic development.
**FIGURE 5.1: PERCENTAGE OF HOUSEHOLDS WITHOUT ACCESS TO SAFE DRINKING WATER**
During the battle to eradicate water supply backlogs, another challenge emerged in the reliability of water service delivery. This supply challenge has been compounded by the high level of water losses (non-revenue water). The total cost per annum of non-revenue water is estimated at R7.2 billion.
**THE RIGHT TO WATER**
The Constitution of the Republic of South Africa took effect on 4 February 1997. It lays the foundation for the right to access ‘sufficient water’ and provides for municipal delivery of water. It also establishes South Africans’ right to ‘an environment not harmful to health’.
**Overcoming water supply leakages**
Preventing, monitoring and repairing water leaks in deep rural areas poses a significant challenge. Leakages are caused by anything from burst or blocked pipes to taps that are left running. As a water-scarce country, we urgently need to bring down the 37% of water losses that occur in most South African municipalities.
“Our major water delivery pipes have been leaking for years without the municipality repairing them. In one part of Meadowlands in Soweto this has created a ‘wetland’.”
– Soweto resident
**CASE STUDY: LERUPURUPUNG PILOT PROJECT**
One of countless examples in our rural areas is Lerupurupung – a village in rural Limpopo Province, situated 30km from the town of Lephalale, where the Lephalale Municipality manages the water for this remote area. Water is provided free of charge to Lerupurupung’s approximately 5,000 people, many of whom are unemployed and some of whom work on farms in the district. Others are subsistence livestock farmers.
When there are leakages or problems with the water supply, it can take days – even weeks – to locate the problem and have it resolved. This problem is exacerbated by the fact that community members do not always know whom to contact to report leaks and broken taps.
To demonstrate what can be done to reduce leakages and improve the management of water through accurate technological monitoring, the WWF-Danish partnership is funding a pilot project in Lerupurupung using the Danish company Kamstrup’s water meters to monitor water use and track irregularities. Kamstrup specialises in the design of water, electricity and heat energy meters.
The tried and tested water meters are simple, durable and highly effective, and the system can work equally well for small and large municipalities in urban and rural areas. This model will hopefully be extended to many other areas in South Africa.
Between 2001 and 2011, the percentage of households with piped water has increased to 46.3%.
**Bucket-toilet eradication programme**
From 2007–2010 more than 1,000 bucket-toilet systems in formalised areas were eradicated after R1.2 billion was allocated to a special bucket eradication programme. This was seen as a major milestone as communities’ lives were significantly improved with better sanitation facilities and services.
In addition to this, between the Censuses of 2001 and 2011 major milestones were achieved in the eradication of water and sanitation backlogs. In terms of basic water supply, South Africa halved the backlog in 2005, thus achieving the Millennium Development Goals (MDGs) 10 years ahead of the 2015 target date. In terms of sanitation, there has been a 40% improvement since 1994, which is also well within the timeframe of the MDGs.
**Figure 5.2: The number of households that have gained access to basic services**
- **Electricity**
- Households with access: 11 million
- Households without access: 1 million
- **Water**
- Households with access: 8 million
- Households without access: 3 million
- **Sanitation**
- Households with access: 6 million
- Households without access: 5 million
- **Refuse**
- Households with access: 4 million
- Households without access: 6 million
*Source: National Treasury, 2014 (based on 2001 and 2011 Census Data)*
**Water on tap**
Just less than half of all households in South Africa get their water from a tap inside their home. A further 27% have a tap on their property and 12% walk less than 200m to get water. Approximately 6% of the population accesses piped water at a distance greater than the target for ‘basic services’, which is 200m. Around 9% of the population does not have access to piped water, with the highest incidence in rural areas and townships of the Eastern Cape, KwaZulu-Natal, Limpopo and Mpumalanga. Remote areas that do have basic services experience frequent breakdowns that often take a while to fix and people therefore live with unreliable water supplies and compromised sanitation systems.
**Service-delivery protests**
Service-delivery protests about inaccessibility to water and sanitation have been ongoing throughout South Africa as some areas remain un-serviced or serviced with infrastructure that is unreliable and faulty. The focus on infrastructure extension
for basic water services has been prioritised over the maintenance of existing, functioning services. This emphasis has led to a situation where municipalities are failing to maintain existing and ageing infrastructure due to an absence of necessary skills and management focus and funding.
“We are unhappy with the pre-paid and smart meters. The workmanship is extremely bad in installing piping and meters. This leaves us with the leaks so access to water is difficult.”
– Kwa-Thema township resident
When service provision by local government fails, entrepreneurs charging high prices for tankered water will often step in. The net result is that the poor often end up paying the most for services that they have a right to receive for free. Each South African has a right to 25 litres of safe water per day to meet their basic human needs.
### THE SPECTRUM OF WATER ACCESS
| PROVINCE | Piped water inside dwelling | Piped water inside yard | Piped on community stand < 200m from dwelling | Piped on community stand > 200m from dwelling | No access to piped (tap) water |
|-------------------|-----------------------------|-------------------------|-----------------------------------------------|-----------------------------------------------|-------------------------------|
| | 2001 | 2011 | 2001 | 2011 | 2001 | 2011 | 2001 | 2011 | 2001 | 2011 | 2001 | 2011 |
| Western Cape | 67,5 | 75,1 | 17,7 | 13,3 | 6,3 | 8,3 | 6,8 | 2,4 | 1,7 | 0,9 |
| Eastern Cape | 18,3 | 32,8 | 19,5 | 16,6 | 11,9 | 18,6 | 13,5 | 9,9 | 36,8 | 22,2 |
| Northern Cape | 34,3 | 45,8 | 37,7 | 32,3 | 10,9 | 12,8 | 11,1 | 6,6 | 6,0 | 2,6 |
| Free State | 22,8 | 44,8 | 47,7 | 44,3 | 13,7 | 6,2 | 11,4 | 2,6 | 4,4 | 2,2 |
| KwaZulu-Natal | 29,1 | 40,0 | 19,6 | 23,6 | 10,5 | 14,8 | 13,3 | 7,6 | 27,5 | 14,1 |
| North West | 18,7 | 29,3 | 35,5 | 40,0 | 16,0 | 14,3 | 16,4 | 8,0 | 13,4 | 8,4 |
| Gauteng | 46,4 | 62,1 | 36,4 | 27,3 | 7,0 | 6,0 | 7,3 | 2,8 | 2,9 | 1,8 |
| Mpumalanga | 19,8 | 35,7 | 36,7 | 36,0 | 12,8 | 9,2 | 16,4 | 6,6 | 14,3 | 12,6 |
| Limpopo | 9,7 | 18,4 | 29,2 | 33,9 | 16,1 | 20,5 | 23,1 | 13,2 | 21,9 | 14,0 |
| South Africa | 32,3 | 46,3 | 29,0 | 27,1 | 10,7 | 11,7 | 12,4 | 6,2 | 15,6 | 8,8 |
Source: Statistics South Africa Census 2011
ACCESS TO DRINKING WATER IN SOUTH AFRICA
We have cleared a significant proportion of the pre-1994 backlog in drinking water services. But under-serviced communities are still found in rural areas and informal urban settlements.
- 9% No access to piped (tap) water
- 6% Piped (tap) water on community stand (more than 200 m from dwelling)
- 12% Piped (tap) water on community stand (less than 200 m from dwelling)
- 27% Piped (tap) water inside yard
- 46% Piped (tap) water inside dwelling
Source: Statistics South Africa, 2011 Census
Rethinking water systems
Given the enormous diversity of the socio-economic and natural environment in South Africa, there is a need to challenge the perception that one model can meet the needs of all users.
Robust water and sanitation service delivery for all South Africans calls for new, decentralised approaches and stronger, accountable institutions. Appropriate technology embedded in good governance systems can achieve this.
Many of the technologies are not new but remain effective, such as the windpump – a longstanding feature of the South African landscape. However, a new and improved system for water services and infrastructure does require new technology and innovation to ensure the right systems are in place to complement new and effective skills and management processes.
More effective and efficient use of local resources will be critical to meeting the needs of un-serviced, remote rural communities. Rainwater harvesting, the sustainable management of springs and the sustainable use of boreholes are all critical local resources that, in combination, can meet the needs of rural households in addition to providing the initial small-scale infrastructure, such as harvesting gutters and tanks, boreholes and pumps. It is essential that local skills competence is supported to manage and maintain these systems. When they are well managed and looked after, these small-scale systems are sustainable in the long-term and create local jobs.
Water filters at point of use
Local water use also requires small-scale treatment measures to ensure the water is safe to drink, especially for young, vulnerable children, the sick and HIV positive people. Household water filters can be used to treat local, raw water supplies. Simple, affordable water storage and treatment options at the household and community level have been proven to dramatically improve the quality of household water and reduce risks of diarrhoea in all ages. There are several possible systems that use either one of or a combination of solar, chemical and filtration treatment.
Each method has advantages and limitations that vary according to the context. The most suitable household water treatment method needs to be assessed for the diverse range of contexts in South Africa.
Research with Eastern Cape communities, for example, has shown that plastic containers with ceramic dome candle filters are the most practical and acceptable short-term treatment solution, until piped and treated water can be provided. Trial runs have shown that the design is sound, but particular focus needs to be given to appropriate training for handling and cleaning the buckets.
Local capacity for improving river health
Approximately 44% of South Africa’s rivers are critically threatened by human-created problems that require human-centred solutions at a local scale. Along with the Municipal Benchmarking Initiative (described in Chapter 3), SETA courses for local government officials can significantly assist in up-skilling people in this sector. Courses have been designed to support workers in local municipalities, to assess resource challenges and to start formulating their own solutions towards cleaning and conserving the rivers in their region and ensuring access to clean, safe water. This form of skills development supports participants to fulfill their mandated responsibilities and is far more effective and meaningful than centrally delivered instructions.
Rainwater harvesting systems specifically fitted for school roofs and gutter pipes can harvest 73,000ℓ of rain in a 90mm downpour over 48 hours from a roof with an area of 8 x 47m leading into a series of water tanks. In schools that subscribe to green principles, once the tanks reach their capacity, the excess water overflows into a swale mound that feeds water to trees, shrubs and ground covers planted along the swale mound above the school’s vegetable garden. This combination of water access and food production in an educational environment provides future generations with a culture of rainwater harvesting, food production and environmental sustainability.
Communally managed wetlands for water security
For the past six years, the Ha-Makuya community in rural north-east Limpopo Province has worked closely with government and NGOs to manage their wetland better, so that they can use it for water and to support their livelihoods.
Community members use the wetland as a source of water for their domestic needs, as well as for watering their crops and livestock, but degradation of the wetland was threatening its capacity to continue providing these ecosystem services and community access to water.
A community-based project, in partnership with a development NGO, called AWARD, the Working for Wetlands Programme, WWF and WESSA, has developed a stronger custodial relationship between local villages, wetland users and the wetland. Ha-Makuya community members mapped and monitored wetland and catchment land uses and impacts and undertook their own ‘wise-use’ research. This represents a fundamental shift for such processes in the South African context, which are conventionally led by ‘experts’ who ‘know’. The wetland is now used more wisely by community members who have deepened their understanding of wetland management, and have assumed the responsibility of securing their wetland and waters resources for their future.
LOOKING AHEAD: FACTORS CONTRIBUTING TO SAFE WATER FOR ALL
- **Innovation**
- A new and improved system for water services and infrastructure
- **Skills development**
- Local skills competence to manage and maintain water systems
- **Rainwater harvesting**
- A supply of emergency water or a complete off-the-grid system
- **Communally managed wetlands**
- For improved water security
- **Local capacity for improving river health**
- Up-skilling local people
- **Water filters**
- Improve the quality of household water and reduce diarrhoea
© WWF-SAI, DAVID LINLEY
CHAPTER 6: THE SANITATION REVOLUTION
South Africa has been working to address the sanitation backlog since 1994, and although big strides have been made, almost 20% of South Africans are still without an improved sanitation service.
Globally, there are 2.4 billion people without access to adequate sanitation. There are 45 countries in the world where less than half of the population has access to adequate sanitation and hygiene.
In South Africa, the sanitation backlog stood at 20.5 million (or 51% of all households) in 1994. The country has made significant progress since then and turned this around to achieve the Millennium Development Goals for sanitation in 2008, but there is still significant work to be done. For example, in 2015, 4.9% of South Africans had no toilet at all and 19.5% of South Africans are still without an improved sanitation service.
### Sanitation Facility Used by Households, by Province, 2014 (in thousands)
| Type of Sanitation Facility | WC | EC | NC | FS | KZN | NW | GAU | MPU | LIM | SA |
|----------------------------------------------------|----|----|----|----|-----|----|-----|-----|-----|----|
| Flush toilet connected to public sewerage system | 1589 | 714 | 213 | 617 | 1157 | 514 | 3805 | 426 | 264 | 9300 |
| Flush toilet connected to septic tank | 33 | 20 | 13 | 17 | 172 | 58 | 103 | 55 | 60 | 531 |
| Chemical toilet | 8 | * | * | * | 28 | * | 31 | * | 2 | 70 |
| Pit latrine/toilet with ventilation pipe | 2 | 588 | 34 | 105 | 683 | 211 | 165 | 269 | 473 | 2530 |
| Pit latrine/toilet without ventilation pipe | 5 | 224 | 22 | 67 | 471 | 327 | 267 | 328 | 598 | 2310 |
| Bucket toilet (collected by municipality) | 37 | 12 | 9 | 42 | 3 | 3 | 51 | * | 4 | 162 |
| Bucket toilet (emptied by household) | 12 | * | 2 | 11 | * | * | * | * | * | 34 |
| Ecological Sanitation System | * | * | * | * | * | 2 | * | * | * | 13 |
| None | 28 | 132 | 17 | 17 | 124 | 55 | 31 | 81 | 74 | 558 |
| Other | 2 | * | * | 6 | 17 | * | 21 | * | * | 49 |
| Unspecified | 2 | * | * | * | 7 | 3 | 21 | * | 6 | 44 |
| **Total** | 1720 | 1695 | 312 | 883 | 2663 | 1177 | 4501 | 1168 | 1483 | 15602 |
Note: Due to rounding, numbers to not necessarily add up to totals.
Values based on three or less unweighted cases are considered too small to provide accurate estimates, and values are therefore replaced with asterisks.
Source: Statistics South Africa
ACCESS TO SANITATION IN SOUTH AFRICA
The majority of South Africans have access to dignified sanitation, however critical gaps remain. Many areas lack adequate water for flush toilets to be supplied to the remaining unserviced settlements. Well-managed pit latrines and ecological sanitation will be important in bringing sanitation to all.
- 60% Flush toilet connected to a public sewerage system
- 3.5% Flush toilet connected to a septic tank
- 31% Pit latrine/toilet (with/without ventilation pipe)
- 1% Bucket toilet (emptied by household/municipality)
- 3.5% Open defecation
- 1% Other sanitation facilities, including chemical toilets and ecological sanitation systems, or have unspecified sanitation
Source: Statistics South Africa, 2011 Census
It has been estimated that R44.75 billion is needed to provide basic sanitation services to the un-served population and to refurbish and upgrade existing infrastructure. This amount excludes the investment costs for bulk infrastructure requirements for new services. The challenge is immense and includes a myriad of other complexities, including water scarcity, rapid urbanisation, the growth of both formal and informal areas, and the maintenance of existing infrastructure.
**The range of toilets in South Africa**
South Africa has a range of toilets, although flush toilets connected to a centralised sewerage system are regarded at the ‘gold standard’ of sanitation:
- Flush toilets that link to the country’s 2,000 waste water treatment plants;
- Toilets that flush into an on-site septic tank;
- Chemical toilets (emptied by a tanker);
- Pit latrines;
- Ecological or eco-toilets; and
- Bucket ‘toilets’, emptied either by local government or by the household.
In metros and larger towns, flush toilets are connected to a centralised sewerage system. The wastewater is transported by sewers linked to pump stations where it enters treatment works on the outskirts of the city. This form of sanitation is regarded as the ‘gold standard’ and is an aspiration for most citizens in South Africa. It is technically possible to connect more households to this network provided that wastewater treatment plants are upgraded and maintained to handle additional load.
**Figure 6.1: Total Sanitation Needs**
Source: Department of Co-operative Governance & Traditional Affairs (2010)
Wastewater services delivery is performed by 152 Water Services Authorities (WSAs) in South Africa via an infrastructure network of 824 wastewater collector and treatment systems. A total operational flow of 5,128.8 Ml/day is received at the 824 treatment facilities, which have a collective hydraulic design capacity of 6,509.7 Ml/day\(^1\).
This means that 78% of the existing design capacity is currently accounted for, leaving a theoretical surplus of 22% as available capacity for future demand, although many individual plants have no surplus and run at full capacity.
As discussed in a previous chapter, South Africa has a Green Drop Audit that assesses the performance of wastewater treatment plants against a benchmark.
### GREEN DROP COMPARATIVE ANALYSIS
| PERFORMANCE CATEGORY | 2009 | 2010/11 | 2012/13 | TREND |
|---------------------------------------|------|---------|---------|-------|
| Number of municipalities assessed | 98 | 156 (100%) | 152 (100%) | ➡️ |
| Number of wastewater systems assessed | 444 | 821 | 824 | ⬆️ |
| Average Green Drop score | 37% | 45% | 46.4% | ⬆️ |
| Number of Green Drop score ≥ 50% | 216 (49%) | 361 (44%) | 415 (50.4%) | ⬆️ |
| Number of Green Drop score < 50% | 228 (51%) | 460 (56%) | 409 (49.6%) | ⬆️ |
| Number of Green Drop awards | 33 | 40 | 60 | ⬆️ |
| Average Site Inspection score | N/A | 51.4% | 57.0% | ⬆️ |
| National Green Drop score | N/A | 71% | 73.8% | ⬆️ |
- **- improvement**
- **- digress**
- **- no change**
Source: DWS, Green Drop Report (2013)
### VIP Latrines
The greatest challenge exists outside of the sewered boundaries of our towns where infrastructure is often lacking. The costs associated with providing universal access to conventional waterborne sanitation is beyond the reach of most developing countries, prohibitive in sparse settlements.
One approach for providing sanitation in areas outside the sewered network in South Africa has been to implement Ventilated Improved Pit (VIP) latrines. VIPs are recognised in South Africa as the basic minimum sanitation intervention. The main advantages of this technology are that it can – if used and maintained properly – provide a barrier between people and faecal waste, it does not require water for functioning and it can be installed faster than conventional waterborne sanitation because it does not require the laying of complex sewers and the construction of treatment works.
The rapid up-scaling of VIP latrines led to around 3 million units being installed in South Africa. However, the lack of maintenance capacity along with the absence of clear guidelines on how to deal with full latrines has proved to be a major hurdle.
---
\(^1\) South Africa’s population grew by 25% between 2000 and 2013.
CHALLENGES OF VIP LATRINES FOR SOUTH AFRICAN MUNICIPALITIES
- Flawed knowledge of how the pits functioned;
- Dumping of all sorts of waste (including rags and plastic bags) into the latrines meant they were filling faster than they were designed to handle;
- Incomplete digestion of faecal sludge;
- Accumulating faecal sludge meant that the systems were difficult to empty; and
- Disposal of the sludge is difficult to do safely.
With pits filling up and not being maintained properly by either the municipality or the household, people who had already been supplied with VIP latrines rejoined the backlog queue.
Bridging the gap
One of the challenges for the sanitation sector in South Africa is finding technologies that can bridge the gap between VIP latrines and full waterborne sanitation. We don’t have enough additional water all year round to supply everyone with waterborne sanitation.
TWO ALTERNATIVE TOILETS
The Low Flush Toilet
The on-site Low Flush system is one example of a system capable of bridging the gap between VIP latrines and waterborne sanitation. The innovative Low Flush toilet bowl design works on low flush volumes, using between one and two litres a flush – as opposed to the conventional nine litres per flush – and it is capable of using greywater during times of water stress.
The Pour Flush Toilet
Another example is the Pour Flush toilet, which is designed to be flushed using poured water. The main advantage of this toilet is that it does not require a constant pressurised water supply to function. The toilet can also be upgraded with a cistern that uses around three litres to flush, highlighting its adaptability. Pilots have been successfully installed in various parts of South Africa.
Next generation toilet technologies
The South African Sanitation Technology Demonstration Programme (SASTEP) – a partnership between the Water Research Commission, the Department of Science and Technology, and the Bill and Melinda Gates Foundation – provided a glimpse of what the future might look like by commissioning researchers to “Reinvent the Toilet”.
Demonstration-ready models are being evaluated in South Africa, specifically in municipalities that have service delivery challenges. These next-generation toilet technologies are modular units with a hygienic interface and new treatment processes. Examples of these processes include hydrothermal carbonisation, combustion and electrochemical treatment.
CREATING JOBS THROUGH SANITATION MAINTENANCE
A pilot project that was run in the Eastern Cape between 2009 and 2013 provided sanitation maintenance services to approximately 400 schools in the Butterworth district. Half a dozen franchisee micro-businesses were created to deliver this, and 36 previously unemployed people were taught workplace skills. The pilot project provided a workable model that was recognised by the Department of Education as being suitable to roll out to the more than 4,000 rural schools across the Eastern Cape with a similar type of infrastructure. Based on the proven success of the pilot, the Department of Education has proceeded in implementing a Phase 1 rollout to the East London, Butterworth, Dutywa and Cofimvaba Districts to service 1,200 schools. Many opportunities lie in applying this Impilo Yabantu approach to other operational and maintenance activities within the water and sanitation services delivery chain throughout South Africa.
The urine-diversion toilet
The urine-diversion toilet, also known as the ‘Drybox’ is another innovation that rethinks sanitation. This is a superior type of dry toilet that overcomes the problems sometimes encountered with implementing VIP toilets. The main advantage of the Drybox is that it doesn’t need a pit, hence the toilet may be installed inside the house.
Urine is diverted at source by a specially designed pedestal and the relatively small volumes are simply led into a shallow soakpit. Alternatively, urine can be directed into a container and re-used for agricultural fertiliser, as it is rich in plant nutrients, such as nitrogen, phosphorus and potassium.
Faeces are deposited in a shallow vault and covered with a sprinkling of ash or dry soil, which absorbs most of the moisture. Faeces are subjected to a dehydration process inside the vault, which hastens pathogen die-off.
Treat waste at source
The new-generation sanitation treatment processes allow human waste to be treated at source, eliminating the need for sewers or, in the case of latrines, having to find ways to effectively manage faecal sludge.
Shared knowledge
South Africa requires a re-think of how to address universal sanitation delivery, not only in this country, but also in the rest of the continent. Many African countries are striving to achieve their development targets for sanitation and South Africa could provide many shared lessons.
Most of Africa’s sanitation targets are infrastructural with little emphasis placed on sustainability or soft issues like household or community acceptance of the technology. Moreover, evidence has shown that the management of faecal sludge is extremely challenging due to its various physical and chemical characteristics. Pit latrine processes are dependent on a number of factors making the management of this toilet technology highly complex from a planning perspective.
Sanitation Research Fund for Africa
The Sanitation Research Fund for Africa (SRFA) recognises the enormous challenge that effective management of faecal sludge presents. The SRFA therefore seeks to develop localised capacity and solutions to deal with the challenge. Some of the technologies piloted by the SRFA include a decentralised faecal sludge treatment plant to reduce transport costs for pit-emptying entrepreneurs, an easily transportable solar pasteuriser and co-digestion of faecal sludge with other organic wastes.
High-tech options
Using sewage sludge to generate biogas could be one way to rethink the sanitation and energy issues faced by many countries, simply by making the connection between the two. Large-scale anaerobic biogas digesters are reactors used for the conversion of the organic component of large volumes of sludge and slurry into biogas by anaerobic digestion. The biogas is recovered and used either directly for heating the reactors or transformed into combined power and heat, and fed into the grid.
Both small- and large-scale anaerobic digestion is a well-established commercial technology. The technology has been increasingly used for municipal wastewater treatment in Asia (India in particular) and Latin America.
Biogas has the potential to become an efficient and economical source of renewable energy.
**Scaling up low-water sanitation in South Africa**
The technology is clearly out there for South Africa and the world to rethink sanitation systems.
In South Africa, one of the most important questions that needs to be addressed for a sustainable future is how to scale up low-water sanitation (where water is scarce). The Council for Scientific and Industrial Research (CSIR) and the Water Research Commission have established that social franchising partnerships for the maintenance of infrastructure could alleviate and address many challenges in the management of water services.
As the recent 2015 drought has shown, there is an urgent need for new and disruptive technologies that can combine South Africa’s sanitation needs with social, environmental and financial sustainability. The technologies are available and there could not be a better time to make use of them.
**FURTHER INFORMATION**
- Water and Sanitation and Hygiene: [http://www.unicef.org/wash/](http://www.unicef.org/wash/)
- History of sanitation and social change in India: [http://www.sulabhtoiletmuseum.org/](http://www.sulabhtoiletmuseum.org/)
- Pour flush toilets: [https://www.youtube.com/watch?v=IUIYzoyZ___c](https://www.youtube.com/watch?v=IUIYzoyZ___c)
- Sustainable Sanitation Alliance: [http://www.susana.org/en/](http://www.susana.org/en/)
LOOKING AHEAD: FACTORS CONTRIBUTING TO SANITATION FOR ALL
- **New technology**
We need to re-think sanitation systems
- **Work local**
Develop local capacity and solutions
- **Biogas reactors**
Increasingly used for municipal wastewater treatment
- **Sharing of knowledge**
South Africa could provide shared lessons to other African countries
- **Low-water sanitation**
Scale up where water is scarce
CHAPTER 7: WORKING WITH WATER
Public institutions form the backbone of our water sector, from catchment management agencies who look after the resource base, to municipal water service providers who make sure that we receive water in our taps and that our wastewater is treated. However, every business and household uses and impacts water, and therefore water is everybody’s business.
Currently, in the public sector, 13 water boards, two CMAs, the Water Research Commission, 167 Water User Associations and the TransCaledon Tunnel Authority report to the Minister of Water and Sanitation. These public institutions are supported and serviced by a myriad of engineering, chemical and scientific companies and organisations.
**FIGURE 7.1: UPDATE ON PROGRESS TO ESTABLISH NINE CATCHMENT MANAGEMENT AGENCIES**
- Fully operational Board and Chairperson have been appointed
- Fully operational Minister to appoint Board and Chairperson
- Minister to appoint Board and Chairperson CMA gazetted for establishment Business Case approved by the Minister Regional Steering Committee - active
- Business Case gazetted for public comment Regional Steering Committee - active
- Business Case being developed Regional Steering Committee - active
- Regional Steering Committee – no stakeholders on board yet
Source: Department of Water & Sanitation (February 2015)
**FACTS**
**Functioning Catchment Management Agencies are critical**
Functioning Catchment Management Agencies (CMAs) are critical for the management of scarce water resources in South Africa, as Integrated Water Resources Management is best carried out at a local, catchment scale. CMAs are envisaged as the operational arm to implement water policy and legislation in South Africa. There are currently two operational CMAs in South Africa, with the remainder at varying levels of establishment. Although there has been significant frustration regarding the slow development of CMAs across South Africa, the staggering of CMA establishment has created the opportunity to fine-tune the
Catchment Management Agencies are envisaged as the operational arm to implement water policy and legislation in South Africa system. The Breede-Overberg and Incomati CMAs have acted as ‘pathfinder’ CMAs, helping the Department of Water and Sanitation (DWS) to pilot and refine the novel institutional structure. This has helped the CMAs and the DWS to understand and mitigate the challenges of institutional realignment and development. Institutional development processes require time and iteration, to ensure the optimal institutional solution to manage our scarce water resources in South Africa effectively.
**Legal rights**
Access to water in society and the economy is determined by legal rights and the price of water.
**International Law**
The United Nations Human Rights Council adopted a resolution on 30 September 2010 affirming that water and sanitation are human rights.
**Constitution of South Africa**
South Africa enshrines the basic right to sufficient water in its Constitution, stating that “Everyone has the right to have access to (...) sufficient food and water ...” - Section 27(i) (b).
**South Africa’s Water Services Act, Act 108 (1997)**
This Act contains a section on the right of access to basic water and sanitation. It states that:
- Everyone has a right of access to basic water supply and basic sanitation;
- Every water services institution must take reasonable measures to realise these rights; and
- Every water services authority must, in its water services development plan, provide for measures to realise these rights ...
**The National Water Act, Act 36 (1998)**
The National Water Act provides a framework to protect water resources against over-exploitation and to ensure that there is water for social and economic development and water for the future. It also recognises that water belongs to the whole nation for the benefit of all people.
This Act outlines the permissible use of water. It says a person can:
- Take water for reasonable domestic use in their household, directly from any water resource to which that person has lawful access;
- Take water for use on land owned or occupied by that person, for reasonable domestic use; small gardening (not for commercial purposes); and the watering of animals (excluding feedlots) which graze on that land (within the grazing capacity of that land) from any water resource which is situated on or forms a boundary of that land, if the use is not excessive in relation to the capacity of the water resource and the needs of other users;
- Store and use run off water from a roof; and
- In an emergency situation, take water from any water resource for human consumption or fire fighting.
Compulsory National Standards and Measures to Conserve Water (June 2001)
Regulation 2 states that the minimum standard for basic sanitation services is:
- The provision of appropriate health and hygiene education; and
- A toilet which is safe, reliable, environmentally sound, easy to keep clean, provides privacy and protection against the weather, is well ventilated, keeps smells to a minimum and prevents the entry of flies and other disease-carrying pests.
Regulation 3 states that the minimum standard for basic water supply services is:
- The provision of appropriate education in respect of effective water use; and
- A minimum quantity of potable water of 25 litres per person per day or 6 kilolitres per household per month:
- At a minimum flow rate of not less than 10 litres per minutes;
- Within 200 metres of a household; and
- With effectiveness such that no consumer is without a supply for more than seven full days in any year.
Water, water everywhere...
Everything we use, eat or throw away has a water footprint. Water flows through every part of our economy and is essential for all our work and livelihoods. Because it is necessary everywhere, it is often invisible. And yet without it, the daily operations of our lives, businesses, farms, towns and schools would quickly grind to a halt.
Everything we use, eat or throw away has a water footprint. We don’t see this water, but it has been consumed in making everything we use and in the operating of our lives.
WATER FOOTPRINTS
| Item | Water Footprint |
|-----------------------------|-----------------|
| To produce a chocolate bar | 1 ℓ |
| To produce one apple | 35 ℓ |
| To produce one glass of milk| 250 ℓ |
| To produce a single portion of beef | 1,900 ℓ |
THE SOUTH AFRICAN WATER SECTOR
National Department of Water and Sanitation (DWS)
Acting through the Minister, has the power to regulate the use, flow and control of all water; must ensure that water is protected, used, developed, conserved, managed and controlled in a sustainable and equitable manner.
Minister
Custodian, policy-maker and regulator for the water sector; responsible for ensuring that water is allocated equitably and used beneficially, while promoting environmental values.
Regional Department of Water and Sanitation (DWS)
In the absence of CMAs, performs their function in the future; provides technical support to CMAs.
Transboundary River Basin Organisations
To give effect to our International Obligations under the National Water Act; South Africa is signatory to various international agreements governing transboundary resources.
Catchment Management Agencies (CMAs)
Investigate and advise on the protection, use, development, conservation, management and control of water resources in its water management area; co-ordinating activities of water users and water management institutions.
Catchment Management Forum (CMFs)
Provides the opportunity for issues to be discussed and for the CMA to provide feedback to its members.
Water Service Authority
Any municipality responsible for ensuring access to water supply and sanitation services; progressively ensure efficient, affordable, economical and sustainable access for consumers.
Water Service Provider
Physically provides water and sanitation services to consumers under contract to the water services authority. This function can be performed by the municipality itself or any other public or private body.
Irrigation Boards
Existing Irrigation Boards, Subterranean Water Control Boards and Water Boards established for stock watering purposes, as per the Water Act of 1956, are recognised until they are re-structured as WUAs.
Water Boards
Provides water services to other water institutions within its service area. Key activities include management; training; supplying untreated or non-potable water and water for industrial use; accepting industrial effluent.
Portfolio Committee
Consider Bills; deal with departmental budget votes; oversee the work of the department; enquire and make recommendations.
The Trans-Caledon Tunnel Authority (TCTA)
Engaged in project financing and implementation, also a specialised liability management entity. It finances and implements bulk raw water infrastructure in a cost-effective manner.
Water Research Commission (WRC)
Co-ordinate, promote, encourage or cause to be undertaken, as determined by the Minister, research about water.
Water User Associations (WUAs)
Exercise its delegated management powers, including protecting water resources; preventing unlawful water use and unlawful acts likely to reduce the quality of water; regulating the flow of any watercourse.
The Water Trading Entity (WTE)
The development, operation and maintenance of specific water resource infrastructure and managing water resources in specific management areas.
Water footprint: the amount of water that went into making a product or service, including water from the soil (known as brown water), water from rivers and aquifers (blue water) and water impacted by waste products (grey water). It is also known as virtual water or embedded water.
Putting a price on water
While we have a legal right to access water for basic human needs, businesses and individuals pay for water when it exceeds the basic allocation.
RAW BULK WATER CHARGES TO DIFFERENT SECTORS IN CATCHMENT AREAS IN SOUTH AFRICA, 2012
| CATCHMENT AREA | DOMESTIC & INDUSTRY | AGRICULTURE | FORESTRY |
|---------------------------------|----------------------|-------------|----------|
| Berg | 10.35 | 2.17 | 1.03 |
| Breede | 4.88 | 1.39 | 0.48 |
| Crocodile West & Marico | 13.75 | 2.33 | 0.81 |
| Fish to Tskisi | 21.45 | 1.9 | 0.7 |
| Gouritz | 22.23 | 1.48 | 0.79 |
| Inkomati | 24.51 | 1.13 | 0.87 |
| Limpopo | 4.89 | 3.08 | 0.98 |
| Lower Orange | 3.79 | 0.73 | ND |
| Lower Vaal | 39.6 | 0.56 | ND |
| Luvuvuhu & Letaba | 7.97 | 0.01 | 1.09 |
| Middle Vaal | 44.25 | 1.89 | ND |
| Mvoti to Mzimkulu | 7.86 | 2.23 | 1.3 |
| Umzimvubu to Keiskamma | 21.37 | 3.27 | 1.25 |
| Olifants | 4.93 | 1.62 | 0.91 |
| Olifants Doorn | 8.47 | 1.01 | 0.79 |
| Thukela | 6.72 | 2.11 | 0.51 |
| Upper Orange | 5.48 | 0.65 | ND |
| Upper Vaal | 48.03 | 2.68 | 1.06 |
| Usutu to Mhlatuze | 22.12 | 2.77 | 0.49 |
| Mean average | 16.98 | 1.74 | 0.69 |
Source: DWS National Integrated Water Information System
In 2001, South Africa introduced a policy of free basic services, including water, electricity and solid waste collection. As part of that policy, every household should receive the first 6,000 litres of water per month for free, based on a calculation of a minimum of 25 litres per person per day for a household of eight.
However, municipalities can decide if free basic water is made available only to the poor, and how the poor will be defined and identified. Out of 169 Water Service Providers (municipalities), 29 provide free basic water to all their residents, 136 provide it to some residents and four very small municipalities provide it to none of their residents.
You are required to pay for water that is used over and above the free supply; consumption in excess of 6,000l (6kl) per month being charged on a basis of rising block tariffs. In theory, therefore, all households receive a free lifeline supply of water, subsidised by rising block tariffs that penalise wealthier households and act as a disincentive to over-consumption.
In practice, however, the volume of free water has often proven inadequate for low-income households, forcing them into the second or third blocks of consumption, often creating higher water bills than what these households were charged prior to the introduction of “free” water.
The biggest water-users are farmers and they receive water from irrigation boards, water boards or bulk water providers. They use ‘raw water’ which has not been treated to the levels required for drinking water. Currently, these large-scale users pay vastly different amounts for water across the country. Drier areas do not necessarily pay the most for water, despite the fact that the cost of infrastructure to reach those areas can make it more expensive.
**Basic Water Supply Facility:** The infrastructure necessary to supply 25 litres of potable water per person per day within 200 metres of a household and with a minimum flow of 10 litres per minute (in the case of communal water points) or 6,000 litres of potable water supplied per formal connection per month (in the case of yard or house connections).
---
**The Private Sector**
The private sector recognises water risk as a material concern for business viability, and several initiatives have grown internationally in the past decade to deal with that risk. Global corporate companies who are already signatories of the United Nations Global Compact can sign the CEO Water Mandate.
**UN GLOBAL COMPACT**
The United Nations Global Compact is the world’s largest corporate sustainability initiative. The CEO Water Mandate assists companies in developing, implementing and disclosing water sustainability policies and practices.
CEO Water Mandate signatory companies commit to annually disclosing their water plans and results in the form of Direct Operations, Supply Chain and Watershed Management, Collective Action, Public Policy, Community Engagement, and Transparency.
**WATER DISCLOSURE PROJECT**
In South Africa some of the corporate companies listed on the JSE have responded to the Water Disclosure Project, which is part of the global Carbon Disclosure Project (CDP).
Respondents to the CDP’s Water Disclosure Project list how they are improving water efficiency in their operations and reducing their water impacts. This year South Africa had the highest number of respondents in the world reporting water risks. About 83% of respondents reported that their direct operations are exposed to water-related risks, the highest of any sample in the world, with more than half of these risks expected to manifest within the next three years.
---
**THE FUTURE**
**Water risk highlights the need to do ‘business unusual’**
Water is a resource under increased stress, and according to the World Economic Forum, it is now ranked as the number one impact risk to business continuity and growth. As a result of South Africa’s 2015/16 drought, the private sector is more interested in understanding its water risk and in working with others to mitigate shared risks.
WWF’s Water Risk Filter, the first tool to quantify water-related risks for all industries in all countries, helps farmers and businesses understand how their water risk varies across the South African landscape and gives them guidance on best practice and how to implement it.
Water is a constant traveller. Water stewardship requires you to look at where water comes from, how you use it and where it goes to.
**Working together**
A water-secure future will require strong cooperation between the public and private sectors to address our significant, accelerating water challenges. Matters of water governance, scarcity and pollution are becoming more pressing realities for agriculture, industry and other sectors, and functioning within these growing risks requires responsible water management practices.
**Good water stewardship**
The concept of good water stewardship serves to unite a wide set of stakeholders to:
- Use water responsibly in-house, as well as throughout the wider catchment; and
- Use and share water fairly, sustainably and in a manner that is economically beneficial.
Due to the transient nature of water and the fact that it flows through large areas of land, its stewardship requires local and catchment-scale levels of interaction.
Water stewardship is gaining increasing interest and attention in South Africa, and a wide variety of sectors (fruit, forestry, hops) and catchments (Breede, Gouritz, uMgeni) are currently engaging around water stewardship.
CERES WATER STEWARDSHIP INITIATIVE
A water stewardship initiative in South Africa’s stone-fruit sector in Ceres (partnering with M&S, Woolworths and WWF) first looked at the on-farm water practices and the planning of on-site water stewardship initiatives for nine different farms. All farmers commented on the value of the process and have implemented a variety of local water stewardship steps, including staff training, regular drainage water quality control and changes in irrigation approaches. The initiative further brought together a broader set of stakeholders from Ceres, through which three particular broader catchment water risks were highlighted: urban water quality, alien invasive plant clearing and information availability. All three of these issues are now being addressed with the involvement of the original farmers, key stakeholders in the supply chain and representatives from the catchment management agency.
Water stewardship for business is a progression of increased improvement of water use and a reduction in the water-related impacts of internal and value chain operations. More importantly, it is a commitment to the sustainable management of shared water resources in the public interest through collective action with other businesses, governments, NGOs and communities.
- WWF
**Alliance for Water Stewardship**
The Alliance for Water Stewardship (AWS) is a non-profit organisation founded as a response to the urgency and scale of water challenges today. The AWS operates a global water stewardship standard, launched in 2014. The focus is to promote water stewardship through a globally-consistent set of principles and criteria. This standard is new and unique, especially because it includes social water issues, and promotes collective action and transparency. It provides a clear step-by-step roadmap with questions you can ask about your water risks and your water use – both within your operation and within your operating catchment. The standard is available for anyone to use and a formal verification process is under development.
**Figure 7.2: The Five Water Stewardship Steps**
- **Water Awareness**
- Awareness of general water issues, water risk, and challenges relating to business and its freshwater needs and uses
- **Knowledge of Impact**
- Companies have detailed understanding of impact they and their suppliers have (including footprint and risk)
- **Internal Action**
- Companies take action to optimize internal water governance, improve water efficiency and reduce pollution
- **Collective Action**
- Companies, communities, public sector and NGO’s start to engage together in collective action to address wider catchment water issues
- **Influence Governance**
- Catchment-based actions incentivize and involve relevant levels of government to further ensure catchment-scale water stewardship
**Collective action for our water future**
As water is a common resource – it is not owned by individuals or organisations – it can be difficult to organise people and groups to voluntarily look after it better. Encouragingly, we are seeing many examples of communities, NGOs and government coming together in collective water action initiatives that are making a difference in their catchments.
“Over the last 20 years, many Western Cape lowland rivers have demonstrated the high cost of years of neglect. The recent invasion of woody alien vegetation, the bulldozing of river beds by farmers, the loss of deep rooted indigenous river plants, and the condensing of flood flows into narrow deep channels, have all contributed to the ongoing disastrous instability of the rivers. A major secondary issue is the abnormal movement of sediment as a result of bank erosion which escalates the instability of the rivers.
“The Western Cape Department of Agriculture is assisting communities in restoring their rivers by combating alien vegetation, constructing flow structures to slow down flow velocities during floods, and re-establishing indigenous vegetation in rivers. Although it won’t be possible to restore the rivers to their pristine condition, it is essential that the movement of sediment be reduced to what it would have had been in its natural state. The removal of alien vegetation, the provision of more space for rivers, widening and vegetating river channels as far as possible, and the cessation of the regular disturbance of river beds with bulldozers, are the most sustainable ways to achieve the river restoration aim.”
Hans King, Deputy Chief Engineer, Soil Conservation & Sustainable Resource Management, Western Cape Department of Agriculture
Cleaning up the Jukskei river
The dire state of the Jukskei River, an iconic water course in Gauteng, brought together the community of key stakeholders to form the WET Africa Jukskei River Restoration initiative.
WET Africa is a South African-based Social Enterprise Company dedicated to the restoration of our natural resources by cleaning up our rivers and environment of pollution and waste, and creating visible community transformation.
The restoration of the water quality of the Jukskei River is vital to the creation of a healthy environment and healthy communities living adjacent to the river. The success of this initiative saw 48km of the Jukskei River restored, with 12,000 tons of solid waste removed from the watercourse beds, banks and riparian zone. The E.coli count in the river was reduced from 22,000,000/100ml to 240,000/100ml and community monitoring systems were established.
Value far exceeds cost
The value of water far exceeds its current cost to users. Following on this, the Department of Water and Sanitation is proposing a review of water pricing and this should help to drive more efficient, sustainable use of water, particularly by bulk consumers.
Ultimately, the value of water is priceless and all South Africans need to come together to ensure that this priceless natural asset is managed far more consciously, carefully and effectively. As the time-old saying goes, ‘Water is life’; it is the lifeblood of us all.
LOOKING AHEAD: FACTORS CONTRIBUTING TO A SECURE WATER FUTURE
- **Business unusual**
The private sector is motivated to understand its water risk
- **Good water stewardship**
A commitment to sustainable management of shared water resources
- **Units stakeholders**
Local and catchment-scale levels of interaction
- **Working together**
Strong cooperation between the public and private sectors
- **River restoration**
For a healthy environment and healthy communities adjacent to the river
- **Water is priceless**
Review of water pricing to drive more sustainable use
- **Alliance for Water Stewardship**
A global water stewardship standard
**FURTHER INFORMATION**
More about water stewardship in South Africa: [http://www.wwf.org.za/what_we_do/freshwater/water_stewardship_programme/](http://www.wwf.org.za/what_we_do/freshwater/water_stewardship_programme/)
The tool to support water stewardship for farmers in South Africa: [https://aws.wwfsa.org.za/aws/home/%20%20-www.allianceforwaterstewardship.org](https://aws.wwfsa.org.za/aws/home/%20%20-www.allianceforwaterstewardship.org)
The global CEO water mandate for corporates and supporting tools to help them communicate, engage and develop a water strategy: [http://ceowatermandate.org/toolbox/begin-your-stewardship-practice/](http://ceowatermandate.org/toolbox/begin-your-stewardship-practice/)
Responses from JSE companies on their water risk and actions: [http://www.nbi.org.za/assets/downloads/climate/CDP_South%20Africa_Executive_Summary_2015.pdf](http://www.nbi.org.za/assets/downloads/climate/CDP_South%20Africa_Executive_Summary_2015.pdf)
How much water is in what we consume: [http://waterfootprint.org/en/water-footprint/what-is-water-footprint/](http://waterfootprint.org/en/water-footprint/what-is-water-footprint/)
| Abbreviation | Description |
|--------------|-------------|
| CEBA | Community Ecosystems Based Adaptation |
| CMAs | Catchment Management Agencies |
| CMFs | Catchment Management Forums |
| CSI | Corporate Social Investment |
| CSIR | Council for Scientific and Industrial Research |
| DBSA | Development Bank of Southern Africa |
| DEA | Department of Environmental Affairs |
| DFIs | Development Finance Institutions |
| DUCT | Duzi-Umgeni Conservation Trust |
| DWS | Department of Water and Sanitation |
| EKZNWildlife | Ezemvelo KwaZulu-Natal Wildlife |
| EPWP | Expanded Public Works Programme |
| ESG | Environmental Social and Governance |
| FIBC | Future Infrastructure Build Charge (in 2015 Water Pricing Strategy) |
| FSC | Forestry Stewardship Council |
| GDP | Gross Domestic Product |
| GEEF | Green Energy Efficiency Fund |
| GHG | Greenhouse Gas |
| IDC | Industrial Development Corporation |
| IFC | International Finance Corporation |
| IMMS | Integrated Information Management and Modelling System |
| IPPs | Independent Power Producers |
| IWRM | Integrated Water Resource Management |
| KZN | KwaZulu-Natal |
| LUI | Land User Incentive Programme |
| MIGs | Municipal Infrastructure Grants |
| MMTS | Mooi-uMngeni Transfer Scheme |
| MTEF | Medium Term Expenditure Framework |
| MWIG | Municipal Water Infrastructure Grant |
| NEMA | National Environmental Management Act (Act No. 107 of 1998) |
| NWA | National Water Act (Act No. 36 of 1988) |
| NWRS | National Water Resources Strategy |
| PIC | Public Investment Corporation |
| PUCMA | Proto Pongola Umzimkulu Catchment Management Agency |
| RBIG | Regional Bulk Infrastructure Grant |
| RWIG | Regional Water Infrastructure Grant |
| ROA | Return on Assets |
| TCTA | Trans Caledon Tunnel Authority |
| SRI | Socially Responsible Investment |
| SANBI | South African National Biodiversity Institute |
| SANParks | South African National Parks |
| UEIP | uMngeni Ecological Infrastructure Partnership |
| USDGs | Urban Settlement Development Grants |
| WCT | Wildlands Conservation Trust |
| WRC | Water Research Commission |
| WRM | Water Resource Management Charge |
| WUA | Water User Associations |
| WWF-SA | World Wide Fund for Nature South Africa |
Agricultural Research Council (ARC)
Allan Wood
Alliance for Water Stewardship
Mark Dent
Amaz’abantu
Oliver Ive
CapeNature
Dean Impson
Centre for Environmental Management, University of the Free State
Anthony Turton
City of Cape Town
Peter Flower
Council for Scientific and Industrial Research (CSIR)
Bettina Genthe
Ashton Maherry
David Le Maitre
James Dabrowski
Jeanne Nel
Jessica Chamier
Paul Oberholster
Phil Hobbs
Department of Agriculture
Hans King
Department of Co-operative Governance and Traditional Affairs
Sandra Greyling
Department of Environmental Affairs
Christo Marais
Department of Environmental Affairs & Development Planning
Jason Mingo
Department of Science and Technology
Zinhle Mchunu
Department of Water & Sanitation
Jackie Jay
Allestair Wensley
Zanele Mupariwa
Econologic
Anton Cartwright
Ecopulse
Doug McFarlane
Emanti Management
Grant Mackintosh
Phillip de Souza
Shawn Moorgas
Eskom
Nandha Govender
Freshwater Research Centre
Helen Dallas
Independent Consultant
Garth Barnes
Isidima
Johnny Harris
Jutskei
Kim Keiser
North West University
Johann Templehoff
Pegasys
Hanan Baleta
Derek Watson
Derek Weston
Hannah Baleta Baleta
Rand Water
Hemanth Kasan
South African Local Government Association (SALGA)
William Moraka
South African National Biodiversity Institute (SANBI)
John Dini
Southern Cape Land Owners Initiative (SCLI)
Cobus Meiring
Stellenbosch River Collaborative
Charon Marais
Trans Caledon Tunnel Authority (TCTA)
Richard Holden
TRY Ecosystems
Alhryian Laue
Umphilo waManzi
Mary Galvin
Umvoto Africa (Pty) Ltd
Kornelius Riemann
University of Witwatersrand
Mike Muller
Water Research Commission (WRC)
Sudhir Pillay
Jay Bhagwan
Jennifer Matlawana
Valerie Naidoo
WESSA
Jim Taylor
Lemson Betha
WRP
Ronnie Mackenzie
South Africa's fresh water by numbers
8% of South Africa's land area produces half of our fresh water.
66% of all water consumption in South Africa is by farmers who are the biggest direct users of water.
2 076 kilolitres of water gained per hectare cleared of invasive alien vegetation.
37% water loss occurs in most South African municipalities.
Why we are here
To stop the degradation of the planet's natural environment and to build a future in which humans live in harmony with nature.
wwf.org.za | <urn:uuid:145a556e-500e-4614-b691-01ad63da69f3> | CC-MAIN-2018-22 | http://awsassets.wwf.org.za/downloads/wwf009_waterfactsandfutures_report_web__lowres_.pdf | 2018-05-24T09:32:54Z | crawl-data/CC-MAIN-2018-22/segments/1526794866201.72/warc/CC-MAIN-20180524092814-20180524112814-00265.warc.gz | 25,179,953 | 31,454 | eng_Latn | eng_Latn | 0.952419 | eng_Latn | 0.994335 | [
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"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",
"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",
"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",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"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",
"unknown",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
64,
1228,
2226,
4982,
7744,
7815,
7843,
7871,
10096,
12870,
14903,
15410,
15666,
17402,
18324,
18579,
21163,
22592,
22673,
22707,
24549,
26359,
27921,
28055,
30509,
31387,
31403,
33276,
34231,
35474,
38559,
40181,
41265,
42488,
42614,
43671,
46205,
47632,
49029,
50852,
51207,
51826,
52662,
54932,
56059,
58449,
59169,
61982,
64939,
66095,
66121,
68671,
68831,
71005,
72778,
73782,
75834,
78626,
80312,
83813,
84922,
86045,
86319,
87681,
90186,
92583,
94949,
95487,
98952,
99621,
101461,
101486,
101524,
104323,
105079,
106667,
109556,
112012,
112992,
116166,
117591,
118008,
118039,
120054,
122751,
124575,
127661,
130107,
133083,
135677,
136612,
138949,
140317,
141776,
143587,
146209,
147987,
148496
] | [
2.375,
2.0625
] | 4 | 0 |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.