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Table of Contents Why Celebrate Reformation Day? October 31, 1517, was one of the turning points in the history of the world. On that day Martin Luther nailed his 95 Theses to the door of the Wittenburg Church, and with that deed, the Protestant Reformation was born. The Reformation Party at our church was born in the hearts of parents who wanted their children to understand and appreciate the story of the Protestant Reformation. How did the Reformation begin? Who was Martin Luther? How did God use the devoted lives of godly men and women to change the course of history? Parents also wanted their children to have godly heroes – men and women who trusted God and obeyed Him, regardless of the cost. History con-tinually shows us that God fulfills His plan for the world through the obedient actions of His children. A simple play was written and performed, games were enjoyed, songs were sung, and of course, food was shared. The first year we attended our church's Reformation Party our oldest, Daniel, was 6 years old. Joseph was 3, and Benjamin was a toddler. Their simple costumes were too-big pullover sweaters from the thrift store, "shower cap"-style hats made from cast-off clothing, colored tights and rubber boots. We were led outside into the street where we followed "Martin Luther" to the front door of the church and watched him nail his 95 Theses to the door. When we came inside, we watched and listened as "Martin" sat at his candlelit table, writing his thoughts, which were narrated by another voice for us so we could hear what he was writing. I still have vivid memories of that evening. 12 years later the boys and several of their friends formed a troop of "pike men." They dressed in shirts and pants they had modified themselves, felt caps they had made, sashes, tights, and leather shoes. With their homemade long-handled pikes, they made an impressive escort as they marched everyone from the booths to the fellowship room for the singing and lecture time. Reformation Day is one of the highlights of our year. With a house full of historylovers, our family has helped organize several of the parties at our church. The bulk of what you will see in this book is what we have developed for those parties. But we also include ideas that other people have used. Over the years the style of our Reformation parties has varied, depending upon who is organizing, how busy people are, what day of the week Reformation Day falls on, the location being used, and other factors. When most of the children in our church were young, we focused on carnival-type booths with prizes and 2 Why Celebrate? refreshments. When Reformation Day fell on a Saturday, we shared a full medieval style potluck meal as part of the festivities. As children continue to grow, the older youth have produced their own dramas with a "dinner theater" atmosphere. Some years we have had men give talks about famous Reformers and their beliefs. Other years we have spent more time singing the Reformation hymns together. The style varies from year to year, but some things remain the same -- we have always learned more about the men that God so powerfully used during the Reformation, and we have always come away challenged to be used by God to reform our own lives and the culture around us. Our prayer is that this book will inspire you to learn, as we have, from the lives of God's great servants of the past. May His reformation continue on in our hearts, in our families, in our churches, and in our world. What Is a Reformation Party? During the Protestant Reformation the great grace of God brought together circumstances and obedient men, and used them to turn the course of history. To understand this period of history, and to learn from its courageous men, exposes our families to some of the great heroes of our faith. How did God prepare these men? What were the challenges they faced? How did they respond to danger and adversity? What motivated them? This book is designed to help the members of church congregations, children's clubs, and homeschool support groups celebrate and learn about the lives of these great servants of God. An individual family could also glean ideas to use for a unit study on the Reformation, consummating with a family party. A family could also serve neighbors and gain evangelistic opportunities by providing a fun and wholesome activity for neighborhood families. A Reformation Party can take many forms: * A medieval-style banquet catered by the young people of your group and served to the adults and younger children * A potluck of medieval foods brought by those coming to the party * An informal time of group games and refreshments with a talk or two about a particular Reformer * A carnival-like atmosphere with games and craft booths that revolve around a Reformer's life, with a group time of talks and singing and refreshments * A well-rehearsed dramatic production presented by members of your group * A costume party with medieval-style dancing and food * An evening of talks, music, and refreshments * An informal gathering to watch the movie, Martin Luther, with refreshments * A party that simultaneously examines the lives of the major Reformers – Luther, Calvin, Knox, and Zwingli – reading prayers and writings of each, singing their songs, learning about how each influenced the others * A family sharing in a medieval meal, followed by activities that focus on a Reformer that they have been studying together The character and size of your group, the goals you have, your budget, and the willingness of helpers will all contribute to the type of party you choose to have. 4 What Is a Reformation Party? This book primarily focuses on providing details for organizing a variety of booths and activities. These booths are designed for fun and for teaching, and have appealed to children and adults of all ages. (Young people who think they are too old to have fun can participate by helping in the booths. In our experience, these kids have always had a good time working together to give others a good time.) This book offers a sampling of many different ideas. You will be able to choose from the many ideas to design a party that suits your needs. Don't think that you have to do everything in this book to have a successful party. You will become overwhelmed and discouraged. Read through the ideas, highlighting ones that you find particularly interesting. Then choose from those ideas for your first party. You may choose to use only one idea, or you may take the specific plans for one of the four parties outlined and follow them exactly as they are. Keep it simple or make it elaborate. The goal is to learn more about the Reformation and the men God used to accomplish it. Your group will be blessed by any effort you invest.	<urn:uuid:1d2e0b5f-e4fa-487e-869e-06a2188b9128>	CC-MAIN-2017-43	http://www.doorposts.com/Samples/nor_sample.pdf	2017-10-20T07:10:47Z	crawl-data/CC-MAIN-2017-43/segments/1508187823839.40/warc/CC-MAIN-20171020063725-20171020083725-00653.warc.gz	435,071,906	1,417	eng_Latn	eng_Latn	0.998587	eng_Latn	0.998831	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 17, 2615, 3527, 5663, 6830 ]	[ 2.609375 ]	1	0
November Materials List Most supplies are included for the activities in your kit. Items not included and needed to implement ALL of the activities suggested in the curriculum guide are listed below. Be creative when having to substitute or ask the children what ideas they might have. Always keep safety in mind! November 1 November 2 November 3 * rhythm instruments November 8 * sand * plastic tub November 15 * streamers November 21 * picture books * suitcases * ride-on toys * backpacks * puppets * dress-up clothes * pictures of family members November 29 * recipe books * large plastic tub * grocery ads/menus/ books about food * small pots/pans * washcloths/towels * poster board November 9 * no extras needed November 16 * Dancing Animals Felt Set * full-length mirror * flannel board November 22 * no extras needed November 30 * whole wheat bread * sugar * soft butter * cinnamon * baking sheet * shaker * plastic spoons Basic supplies to keep on hand * newspapers/ magazines * dolls/accessories * chalk * crayons/markers * unbreakable mirrors * camera * assorted paints/ paint tools * balls/beanbags * table toys/blocks * parachute/ blankets/sheets * clear/masking tape * music and player * bags–fabric/paper * playdough/tools * stickers/craft sticks * sand/water tub/table * containers/buckets * clear contact paper * paper plates * glue/glue sticks * yarn/string (cut short) * various boxes * cups/bowls/ dishes/utensils November 7 * beach towel November 14 * dress-up clothes * cardboard tubes November 22 * leaf cookie cutters November 28 * poster board * vegetable brushes * potatoes * metal bowl/jar lids * toddler scissors November 6 * white milk * brown materials for sounds * chocolate syrup * headphones * assorted sound objects * musical toy November 10 * corrugated cardboard * star cookie cutters * rolling pins November 17 * flannel board * books about turkeys * Dancing Animals Felt Set * rhythm instruments November 24 * puzzles * pairs of nontoxic seasonal objects * board book * footballs/balls * shallow dishes November 13 * toy microphone * dolls * bubble solution/ wands * stuffed toys * toy instruments November 20 * cookie cutters * shallow dishes November 27 * poster board * scarf/bandana/cloth napkin * various paper * felt/Velcro * paper punch * magnifiers * stamp pads * stuffed animals/toys December Materials List Always keep safety in mind! Most supplies are included for the activities in your kit. Items not included and needed to implement ALL of the activities suggested in the curriculum guide are listed below. Be creative when having to substitute or ask the children what ideas they might have. December 1 * no extras needed December 8 * large self-sealing plastic bags * ingredients/equipment for snacks * toy vehicles December 15 * applesauce * round and star cookie cutters * ingredients/equipment for latkes December 21 * ingredients/equipment for making playdough * rolling pins * foil * holiday cookie cutters * ginger December 28 * beach towel * plastic green dishes/ containers * sand play area * star cookie cutters * small plastic shovels December 4 Basic supplies to keep on hand * newspapers/ magazines * crayons/markers * unbreakable mirrors * chalk * dolls/accessories * clear/masking tape * camera * assorted paints/ paint tools * balls/beanbags • parachute/ blankets/sheets * music and player * bags–fabric/paper * playdough/tools * stickers/craft sticks * sand/water tub/table * containers/buckets * clear contact paper December 5 * chairs December 11 * cord December 18 * holiday photos from home * plastic bottles with lids * poster board * water OR sand * stockings OR socks December 22 * holiday books * rhythm instruments * scarves * photo of each child * ingredients/equipment for spiced cider December 29 * assorted books * soft toys * blankets * ingredients/equipment for sandwiches * table toys/blocks * glue/glue sticks * yarn/string (cut short) * paper plates * toddler scissors December 6 * recorded train sounds December 12 * flannel board * dolls/plush toys * Train Felt Set December 19 * assorted stockings and/or socks * binder OR photo album * toys * photo of each child and adult in group * index cards December 26 * photos of children's family celebrations * non water-soluble glue * clear plastic bottles with lids * small materials * cardboard tubes * food coloring * assorted toys December 13 * salad spinner * candle December 20 * unbreakable mirrors * assorted books * fine-tip marker * scraps of wrapping paper/ribbon December 27 * index cards * ice cube trays and/or molds * fine-tip marker * food coloring * tissues * large tub * unbreakable mirror * assorted winter clothing * cups/bowls/ dishes/utensils * various boxes December 7 * colored objects to match boxes * green plastic containers * large plastic tub * plastic greenery December 14 * paper towels * materials for obstacle course December 20 * ingredients * colander * pots December 27 * metallic crayons * assorted books * pumpkin-shaped cookie cutters * materials to create an obstacle course * various paper * felt/Velcro * paper punch * magnifiers • stuffed animals/toys * stamp pads	<urn:uuid:bbbf37ed-ee8c-449a-8245-b72833ee827d>	CC-MAIN-2017-43	http://www.funshineexpress.com/site/documents/NovDec%2017%20Materials.pdf	2017-10-20T06:46:36Z	crawl-data/CC-MAIN-2017-43/segments/1508187823839.40/warc/CC-MAIN-20171020063725-20171020083725-00662.warc.gz	450,920,130	1,355	eng_Latn	eng_Latn	0.987817	eng_Latn	0.987889	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2386, 5255 ]	[ 3.453125 ]	2	0
NITROGEN-PHOSPHORUS-POTASSIUM VALUES OF ORGANIC FERTILIZERS Organic fertilizers are used to improve soil quality and tilth, and to provide nutrients for plant growth. They provide nitrogen, phosphorus, and potassium, as well as other elements essential for plant development and overall good health. Nutrient values vary greatly among organic fertilizers. They also vary greatly for a given organic fertilizer. For example, as the table on the following three pages shows, the nitrogen in raw bone meal ranges from 2 to 6%, and the phosphorus from 15 to 27%. Differences reflect variations in the age of organic material, its decomposition rate, application method and timing, incorporation time, time exposed to the elements (rain, sun), the percentages of organic matter and water the material contains, carbon-to-nitrogen ratio, microbe population, and soil type. Values for manures vary according to time of year, time in the open air, percentage of added straw, and rate of incorporation. The speed of release shown in the table indicates how quickly nutrients are made available to plants. Some materials are regulated by Oregon Tilth. To be considered organic, they must result from organic farming methods. For example, cocoa shell meal and cottonseed meal must not be contaminated with pesticide residues. Raw manure is also regulated; composted manure is not. Wood ashes must not be from treated wood. Nitrogen, phosphorus, and potassium are represented by N, P, and K in the table headings, to conform to standard commercial practice in labeling fertilizers. Phosphorus is actually present in the form of P2O5, potassium as K2O. Top Sources of Nitrogen, Phosphorus, and Potassium LC437 Material %N %P %K Release Speed Effectiveness Comments Material %N %P %K Release Speed Effectiveness Comments 3 Written by Ross Penhallegon, OSU/Lane County Extension Horticulture Agent; edited by Karen Ailor © 5-2003 Oregon State University Extension Service offers educational programs, activities, and materials—without discrimination based on race, color, religion, sex, sexual orientation, national origin, age, marital status—as required by Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, and Section 504 of the Rehabilitation Act of 1973. Oregon State University Extension Service is an Equal Opportunity Employer. .	<urn:uuid:15291927-1557-4fa3-b239-64705b3d2e79>	CC-MAIN-2017-43	http://extension.oregonstate.edu/lane/sites/default/files/documents/lc437organicfertilizersvaluesrev.pdf	2017-10-20T06:55:53Z	crawl-data/CC-MAIN-2017-43/segments/1508187823839.40/warc/CC-MAIN-20171020063725-20171020083725-00659.warc.gz	112,158,829	523	eng_Latn	eng_Latn	0.95498	eng_Latn	0.987587	[ "eng_Latn", "unknown", "unknown", "eng_Latn" ]	false	docling	[ 1702, 1763, 1825, 2383 ]	[ 2.234375 ]	2	0
The Tuggeranong Homestead is culturally and historically significant and is highly valued by the community. The land has witnessed many changes in its occupation: from Aboriginal people; the pastoral communities of the 19th and 20th centuries; links to Federation; the War History team and the subsequent suburban development of Canberra. Since February 2001, the Homestead hosts a popular conference, functions and events facility within pleasant rural surrounds. MOTH Inc & Friends is a community group that promotes the cultural and heritage values of (MOTH Inc.) successfully appealed against the decision stating that the heritage value of the property would be severely and irrevocably compromised. Subsequently the ACT Government withdrew plans for housing. the Tuggeranong Homestead and takes a keen interest in its future. Copyright MOTH Inc. 2005 TUGGERANONG HOMESTEAD The Tuggeranong Homestead is a 19th century, heritage-listed property situated in the southern Canberra suburb of Richardson. Johnson and Ashley Drives and a concrete floodway bound the 31 hectare property. Tuggeranong is an Aboriginal word meaning "cold plains". History There is evidence of Aboriginal occupation within the landscape, notably, scarred eucalyptus trees that grow close to the homestead and axe-grinding grooves on a nearby hilltop. The Tuggeranong Creek and wetland was a reliable source of water and food, that was later drained to allow suburban development. James Murdoch, an aide-de-camp to Governor Brisbane, was the first authorised settler. Murdoch was granted 2000 acres in 1827. In 1829 John McLaren was granted 2560 acres of prime land alongside Murdoch's where he established a dairy cattle station. Thomas Macquoid, the Sheriff of the Supreme Court of New South Wales, established the Waniassa estate in 1835 when he purchased both Murdoch's and McLaren's grants. He constructed a stone house and barn using convict labour. In their brief partnership, Macquoid and Donald Campbell Simson secured other pastoral leases in the district. Macquoid sustained heavy financial losses during the pastoral crash of the late 1830s, and in 1841, Waniassa and its livestock were put up for sale by auction. When the property failed to sell, Macquoid ended his own life. Irishman Martin Pike, Macquoid's employee, purchased the only one of 22 farm blocks for sale at Waniassa. Ruins of Pike's pise and stone cottage, where he and his wife Mary Ann raised 9 children, can be seen near the century-old Aleppo and Stone pines to the west of the homestead. In 1870, Pike built the first Tuggeranong school house on part of his small farm. Thomas Hyacinth Macquoid, the Sheriff's son, gained the permission of his father's creditors to stay and manage the estate until the debts were paid. By 1856, Macquoid had survived the financial crisis and departed to England with his friend Edward Severn from Gudgenby. On their return in August 1857, both men drowned when the Dunbar was wrecked as it approached Sydney's South Head. Andrew Cunningham from Lanyon purchased Waniassa in 1858 to expand his pastoral enterprise. About this time Waniassa became known as Tuggranong, spelt without the "e" to distinguish it from the Parish of Tuggeranong. When Andrew Cunningham died in 1887, his elder son Andrew Jackson Cunningham continued to live at Lanyon while his younger son James managed Tuggeranong. In 1889, James Cunningham married Mary Twynam from Riversdale near Goulburn: together they raised 8 children at Tuggranong. Mary designed a new homestead for their growing family in 1908. The new building of pise, or rammed earth, incorporated some older sections of the house. Practical features included a hot water supply and acetylene gas lighting as well as distinctive lead-light windows, a chandelier and marble fireplaces. The remodelled homestead became the largest in the district. The Cunninghams planted the orchard shortly after they were married and the avenue of Monterey pines was planted in 1909. A few pines remain to mark the former entrance track parallel to Johnson Drive extending east to the Monaro Highway. Reminders of other occupants and their families can be found in the surrounding paddocks. Peter McIntyre, who died at his cottage in 1916, was James Cunningham's overseer for over 30 years. McIntyre and his wife lived near the site of the present woolsheds. Jack Edlington, who was Cunningham's horse-breaker, lived with his family in a weatherboard cottage near the cricket pitch to the south of the homestead. The Commonwealth Government resumed Tuggeranong Homestead in 1916 for military purposes and as an administrative centre for the proposed arsenal. In 1919, war historian CEW Bean and his staff occupied the Homestead where they worked for five and a half years recording the Official History of Australia in the War of 1914-1918. Dr Bean established a concrete cricket pitch in 1921: it is located south of the homestead. Both cricket and tennis became popular recreations at the Homestead and were enjoyed by the local community. It was while playing tennis at Tuggeranong, that Dr Bean met Ethel Young, a nurse from Queanbeyan. The couple married in 1920 and came to live at the Homestead. Bean's staff and their families occupied cottages at the Homestead. The old shearers' quarters in the woodland, now demolished, became the Wightman cottage, McIntyre's cottage became the Balfour residence and Pike's farmhouse became the home of the gardener and handyman, Paddy Byrne and his family. When Bean and his staff transferred to Sydney to complete their work at Victoria Barracks, the Homestead was leased to Timothy McCormack a grazier from Wheeo near Crookwell, New South Wales. Timothy McCormack was a well known descendent of a pioneering family. During the 1920s, Tuggeranong reverted to a fine grazing property when McCormack introduced mechanised farming. McCormack was elected captain of the cricket team and the Homestead became a lively centre for local sporting events and social life. McCormack was also a horse trainer and breeder who initiated the Tuggranong Racing Club and held popular picnic races at Tuggranong. In 1926, TJ McCormack won the inaugural Canberra Cup with his horse "Spec". For the next fifty years three generations of the McCormack family developed a successful fine wool Merino breeding farm, improved and developed pastures, grew cereal crops, built new dams and shearing sheds and added many purpose-built farm buildings. In 1949, Hugh and Kath McCormack redesigned the Homestead to accommodate their 5 children and extended family. Essential repairs were carried out to the pise house. The McCormack family continued an established farming tradition. In 1976, Canberra's urban expansion forced the resumption of the Tuggeranong property. The creek was converted to a concrete drain causing catastrophic changes to the natural environment. Tuggeranong Homestead was classified by the National Trust of Australia in 1980 and in 1981 entered on the Register of the National Estate (Australian Heritage Commission). The Homestead was occupied by agricultural rangers and in 1980 was leased to the Tuggeranong Pastoral Company. The property languished and its future became uncertain. In 1993 it was nominated for inclusion on the ACT Interim Heritage Places Register and just a year later a proposal to erect 250 medium density houses was approved by the ACT Legislative Assembly. The community group Minders of Tuggeranong Homestead	<urn:uuid:ec1e9b53-af31-48b3-b3e8-772ba6b8b914>	CC-MAIN-2017-43	http://mothinc.org.au/documents/th-history.pdf	2017-10-20T06:41:47Z	crawl-data/CC-MAIN-2017-43/segments/1508187823839.40/warc/CC-MAIN-20171020063725-20171020083725-00660.warc.gz	241,624,083	1,671	eng_Latn	eng_Latn	0.997639	eng_Latn	0.998439	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1978, 7559 ]	[ 2.75 ]	1	0
Community Service/Volunteering Text-based Grades 9-12 Course Description This 18 week course is geared toward 17- and 18year olds. It helps students to identify a suitable volunteer position lasting at least ten weeks, and allows them to document and articulate their experience in a creative and challenging format. In addition, this course provides a historical overview of volunteering in the U.S.; profiles of famous volunteers; opportunities to interview and profile a volunteer; examinations of non-profits and internship-tocareer opportunities; examinations of various opportunities relating to animals, the environment, and sports; an analysis of volunteer organizations founded by young people; and suggestions for community service beyond high school. Numerous high school college-preparatory programs require senior students to volunteer fifty or more hours in their final year. Universities have come to expect this on college applications. This course ensures that students applying to universities can show the same level of volunteer commitment as their counterparts from other schools. Syllabus Sample Lesson 3: Your Perfect Volunteer Position In the last lesson, you identified three potential volunteer positions that seem right for you. Now, it's time to make contact with the people who can help you secure one of these opportunities. Main Assignment: First, you need to locate the appropriate contact person for your chosen organization. Often, a website will list the name, e-mail address, and phone number for a volunteer coordinator. If you can't locate contact information in this manner, just call the organization. Mention that you're interested in volunteering, and ask for the name and phone number or e-mail address for the person whom you should contact. Please list this information for your teacher in a chart like the one below: Once you have located the appropriate person to speak with about your potential volunteer position, there are three methods of making contact. The first is by phone... Simply call the volunteer coordinator and explain what you'd like to do, and why. Below, read the transcript of a conversation between coordinator and potential volunteer: Volunteer: Hello. My name is Joseph Lee. May I please speak with Rosa Sanchez? Coordinator: Speaking. What can I do for you? Volunteer: I'm interested in volunteering for your organization. I'm a high school student working on a semester-long community service course, and I'd like to commit at least ten weeks to the Humane Society. I own three dogs and four cats, and I love working with animals. Coordinator: That's wonderful! What days and times were you thinking of? Volunteer: I can volunteer on Tuesdays and Thursdays between 2 and 5 PM. Coordinator: That sounds perfect. I'd like you to come in and fill out some paperwork. After that, we'll train you and you can get started. Volunteer: Thanks very much. I look forward to working with you. You might choose to make contact with your coordinator by e-mail or regular mail. This is useful when an organization is particularly busy. Read the introductory letter below and feel free to use it as a template for your own letter. January 19, 2008 Mr. Don O'Bannon Children's Sports Club Dear Mr. O'Bannon, My name is Frances Dawson. I'm writing to you because I'm enrolled in an 18-week community service course through Laurel Springs School, and I'd like to volunteer with the Children's Sports Club for ten weeks. As a seventeen-year old avid baseball and basketball player, I think I'd be particularly useful in helping to coach youth teams. I have a solid understanding of both games, and I successfully coached my younger sister last year on pitching, catching, and batting so that she excelled on her softball team. I am available after school for two hours, three days a week. On a separate page, please find contact information for three personal references. Thank you for your time and consideration. I look forward to hearing from you. Sincerely, Frances Dawson 805/649-4953 email@example.com Note that in the above letter, the writer mentions personal references. A volunteer coordinator will likely need these to get a better sense of who you are as person. Identify three people who can act as your personal references. These need to be adults who know you well. Examples include teachers, coaches, officials from your church, club advisors, past employers if you've had a job, and other adults who know you well. In some cases, coordinators will accept your parents as personal references. Give your teacher the names of three personal references along with their relationship to you, following the example given: The final way in which you may contact a volunteer coordinator is in person. You may choose to make what is called a "cold call." Dress neatly and print out a copy of your resume, if you have one. Also print out a copy of the contact information for your three personal references. Go to the office of your chosen volunteer organization and ask to speak with the volunteer coordinator. If he/she has time to see you, explain--as described in the telephone conversation and letter above--why you're interested in volunteering, and note when you're available. Be courteous and thank the coordinator for his/her time. Alternatively, you may want to set up an appointment by phone to meet the coordinator in person. The same rules—neat appearance, documents in hand, polite manner—apply. Here are a few tips for in person meetings: * Give a firm handshake and look the coordinator in the eye in a friendly manner. * Speak in a low, clear voice and avoid talking rapidly. * Sit up straight with your shoulders back, but not stiff. * Don't chew gum! * Maintain eye contact. Don't be afraid to smile and nod to show that you're attending to the conversation. * Shake hands again upon leaving, and thank the person for his/her time. In the next lesson, you'll be asked to describe your process of finding and obtaining your volunteer position. Spend the rest of this week making contact with coordinators. Good luck! Outline	<urn:uuid:1c333cfa-4164-4687-9c08-1ce8128720f3>	CC-MAIN-2017-43	http://www.homeschool.com/printables/PDFs/Community_Service_HS_homeschool.pdf	2017-10-20T07:00:27Z	crawl-data/CC-MAIN-2017-43/segments/1508187823839.40/warc/CC-MAIN-20171020063725-20171020083725-00667.warc.gz	482,963,504	1,247	eng_Latn	eng_Latn	0.998647	eng_Latn	0.998993	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ]	false	docling	[ 1363, 2978, 4604, 6147, 6156 ]	[ 3.65625 ]	1	0
BiodiverCity! Goals & Students will explore the concepts of biodiversity and monoculture: Take-away lesson Age Time Location Subject Curriculum Links Materials - in their urban ecosystem - in the broader food system Grade 6 60 minutes Indoors and/or outdoors Science & Technology Extensions: Art, Math, Language Grade 6, Science and Technology, Ontario 2007 Understanding Life Systems: 1.1 Analyse a local issue related to biodiversity 1.2 Assess the benefits that human societies derive from biodiversity 3.2 Demonstrate an understanding of biodiversity as the variety of life on earth 3.3 Describe ways in which biodiversity within species is important for maintaining the resilience of those species 3.4 Describe ways in which biodiversity within and among communities is important for maintaining the resilience of these communities Whiteboard/blackboard Dry eraser marker/chalk Food plant cards: 120 plant variety cards (potato, cucumber, pepper, corn) Available for download at http://www.kidsgrowing.ca/tool-kit/lesson-plans-worksheets Conditions Spinner – drought, frost, raccoon, blight Tomato plant visuals displaying the varieties Other fruit or vegetable biodiversity visuals (posters?) Seeds, pots & soil Samples for class tasting: local tomatoes vs. imports, from Leamington (local), California and Mexico (imports). 1. Discussion: Urban Ecosystems 10 Minutes - What is an 'ecosystem'? o An ecosystem is "a natural unit consisting of all plants, animals, and micro-organisms in an area, functioning together with all of the non-living physical factors of the environment." o Explain that there are many types of ecosystems (i.e. rainforest, arctic etc.) and that our urban setting is one. You could emphasize the fact that these ecosystems are not independent from one another but that they are all connected. - Introduce the concept of variety: Students brainstorm in pairs for 1 minute the name of all the plants, animals, insects, and other livings things they know that live in our urban setting. Ask them to come up with an example of a relationship between 2 or more things. - On the board, take up examples as a whole class and list more examples to expand on the variety of species that live in our ecosystem – there's more than meets the eye! - Explain that this variety of living things (or life) is 'biodiversity' e.g. "Can you imagine a world where there is only one type of tree? Or dog?" - Discuss the relationships between living things. Make it visual by drawing lines to connect the items on the board. EX: Squirrels eat acorns from trees. 2. Activity: Urban Garden Challenge Game – Interspecies Diversity 20 Minutes - Tell students they will be playing a game where they are all urban gardeners and they get to choose what to grow in their garden plot. Do not tell them the purpose of the activity at this stage. - Give each student 4 plant cards. Half the class should receive a variety of plants, while the other half should receive 4 of the same plant cards. - Tell the class that they will have an opportunity to trade cards, and then we will spin the Condition Spinner to mimic some of the random conditions that may affect a farmer's crop. - ROUND 1: Give them an opportunity to trade with their classmates (1 minute). Let them know they don't have to trade if they don't want to. - Stop them and ask one student to spin the Conditions Wheel. Each "condition" kills at least one plant variety. Students with that variety must hand in their cards. o Debrief: "Raise your hand if you lost your whole crop; only have one card left; only 2 left…" - ROUND 2-3 (the 2 nd or 3 rd year of growing): Students exchange cards for 1 minute, spin the Conditions Wheel, students hand in their "dead" plant cards, etc. - Final Debrief: Ask why the students with more cards were more successful. o Those students with more varieties of plants are also going to have more plants in their garden that they can harvest and eat from. o Growing a large variety of different food plants increases your chance of having a successful food crop should something unexpected come up like a drought. o It's also good to plant different types of a specific food plant species, for example different types of tomato plants. This is because some plant varieties are 'stronger' than others and can tolerate different conditions, and therefore are more likely to survive. 4. Discussion: Food Systems and Monoculture 15 Minutes - "Of all of the varieties we just saw, how many can you buy at your local grocery store? How many types of potatoes can we buy at the store?" - There are approximately 7500 tomato varieties and 3000 potato varieties; why can we only access two or three? o Are they the varieties that taste best? Not necessarily! o Certain varieties are easier to store and ship o Big food retailers (like McDonald's) only buys one variety o Did you know: 81% of tomato varieties no longer exist! - On the board, write AGRICULTURE and then MONOCULTURE. Ask the class to define these words. o The agricultural practice of monoculture means growing one food plant variety in a large area (so it reduces biodiversity). This is very commonplace in Canada and around the world, and it is how we get most of our food. - Ask the class again what dangers they might foresee with this continued practice o Lose all your crop farmer's livelihood and cities' food supply (Did you know: Toronto only ever has 3 days worth of food at one time) o Pests, disease more pesticide use immunity o Soil degradation - What are some possible solutions? o Plant a vegetable garden o Buy from small organic farmers who grow uncommon varieties (farmers markets, CSAs) o Ask local grocers if they would supply more diverse varieties 5. Activity: Measuring Distance and Weight of Food Shipments 20 Minutes - Tell the students that we will be looking more closely at what's involved in shipping produce in order to have a better understanding of monoculture. They will have to present to the class about their strategy and their findings. - Divide students into 4 groups and tell them to assign roles to each member of the group (measurer, calculator, scribe, presenter, supporter, etc.): o Give 3 of the groups: an instruction sheet, a map, a ruler, a calculator, and some scrap paper These groups will investigate transport distances from production site (California, Mexico, and Leamington to market (Toronto). o Give 1 group: an instruction sheet, a scale, a calculator, a bunch of tomatoes, and some scrap paper This group will investigate the weight of a shipment of tomatoes. o Background information required: [x] Approximately 9,100 boxes of tomatoes are shipped in a regular semi-truck. Each box contains 10 kg. of tomatoes. - Give the groups 10 minutes to solve their measurement problems and prepare to present. Circulate to help/encourage them as needed. - Each group presents their results and attempts to answer the question: "How do your findings help explain the practice of monoculture?" 6. Activity: Planting Diversity 20 Minutes - Divide students into 4 groups - Each group will mix soil and plant either tomatoes or basil (there should be 2 varieties of each)	<urn:uuid:cad5d51a-30b0-4359-b68f-6e755158e2f5>	CC-MAIN-2017-43	http://greenthumbsto.org/wp-content/uploads/2015/10/Grade-6-Biodiversity-Lesson.pdf	2017-10-20T07:06:34Z	crawl-data/CC-MAIN-2017-43/segments/1508187823839.40/warc/CC-MAIN-20171020063725-20171020083725-00668.warc.gz	152,532,986	1,591	eng_Latn	eng_Latn	0.986035	eng_Latn	0.995961	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1364, 4420, 7052, 7230 ]	[ 4.90625 ]	1	0
The Study on Literacy Skills: the case of Shinashigna Languages in Benishangul Regional State, Ethiopia Shewa Basizew(M.Ed) (Department of English Language and Literature, Assosa University) Habtamu Wakjira (M.Ed) (Department of English Language and Literature, Assosa University) & Tadese Hirpa(M.Ed) (Department of Language, Gilgel Beles College of Teachers Education) Abstract This study was aimed at assessing the literacy skills in Shinashigna Language, which is one of the indigenous language spoken in Benishangul Gumuz Regional State, Ethiopia. The study was conducted in Metekel Zone, Bullen Woreda, Millennium primary School. The objectives of the study were to assess the effectiveness of mother tongue based-education in Shinashigna language and to investigate the extent to which students practice reading and writing skills in their mother tongue. The importance of this study was to assist students of Shinashigna Language equip with good knowledge of writing and reading. Texts were provided to check students' sound knowledge, phonic awareness, recognition of familiar words, passage reading and comprehension ability, diction and writing skills in Shinashigna Language. The researchers used both quantitative and qualitative approaches to analyze and interpret the data obtained. The study revealed that the students literacy skills in their mother tongue (Shinashigna) is poor. As aresult, teachers and concerned bodies should work better so as to train students effective learners in this language. Key words: Literacy Skills, Mother tongue Education Introduction Education has been found to have a positive impact on human development and attempts to make it available to all has been a priority for development agencies and different stake-holders, since the UN declared it a human right in 1948. At the World Conference on Education for All in Jomtien, Thailand in 1990, the International Community committed in ensuring the universal right to education for "every citizen and every society", with developing countries making constitutional commitments to provide universal primary education for all (World Declaration on Education For All 1990) cited in UNESCO (2006). Next, the Dakar Framework for Action (2000) cited in UNESCO (2007) recognizes the need to tailor primary education to reach those belonging to ethnic group make education contextually located and locally accessible. Learners who understand the language they are instructed in are more likely to engage meaningfully with content, the intended message, question what they do not understand and even enjoy the challenge of new things (the incoming knowledge). Duly, The Summer Institute of Linguistics (SIL) notes that people learn best when they are taught in a language they understand well (2006). Besides, UNESCO (2005) adds that, "...one of the biggest obstacles to Education for All remains ineffective, because the use of foreign languages for teaching and learning influenced the attainability of the desired goals. This is evidenced by Pinnock (2009) who notes that 72% of out-of-school children are found in linguistically diverse countries that enforce a non-indigenous language for schooling. This is why educators thus note that the value of mother-tongue based education to improve the quality of education. child is an individual ease, speed of expression, greater self esteem, greater independence of thought, a greater certainty, and longer retention of the subject matter (Perfetti, 1985). Conversely, using the weaker language of a child over which the child has no relative mastery, according to Nagy (1998), affects both the child's grasp and speed of reading. Following that, learning through mother tongue has due advantage because it has a natural relationship in acquiring culture, linguistic power, myth and ideology. In dealing about culture in line with mother tongue, culture can be realized as the language community of the mother tongue, the language spoken in a region, which enables the process of enculturation, the growing of an individual into a particular system of linguistic perception of the world and participation in the centuries old history of linguistic production (Adams, 2005). Effective communication takes place when the appropriate language (medium of instruction) is used (Emenanjo, 1990). Under such circumstance, a question may arise as to which language (medium of instruction) is more important for class room instruction through which the child would be initiated to participate in activities in his/her social setting. As a numerous scholars suggest, it is the child's mother tongue has to learn in the primary grades. The advantage of this for the Primary education that begins in the mother tongue helps students to gain their literacy, numeracy and life skills more quickly. That is when students are taught in their mother tongue, they easily transfer literacy skills to official languages of education by acquiring essential tools for lifelong learning (SIL, 2011). As researches depict, when learner's first language is not used in the classroom; various difficulties like dropout rates, repetition rates, luck of interests in the case of learners and dalliance of understanding may be encountered. As Gfeller (2010) explained, the use of a familiar language to teach children literacy is more effective than a submersion system as learners can employ psycholinguistic guessing strategies to learn how to read and write. Children can learn to associate sounds with the symbols they see which facilitate their understanding since they can already speak the language. Several current studies and research on mothertongue literacy have shown that language is a fundamental medium of effective communication in educational processes from a cognitive perspective. As Fafunwa et al (1989) expressed, during the early grades of primary education, the mother tongue should be used to establish and maintain a socio-cultural link between formal schooling and everyday languages spoken at home. Jessica (2011) also stated that mother tongue is considered to be an important component of quality education, particularly in the early years. Many linguists as well as experienced and successful bilinguals argue that it is highly desirable for multi-cultural societies to support the education system through the use of a first language in the learning environment (Verhoeven, 1994). Hence, mother tongue education in the primary years offers the best introduction to literacy that eventually becomes useful in cultivating the learners' mental makeup as a whole (Westley, 1992 cited in Getu, 2010). When curriculum content is presented in an unfamiliar language, an enormous amount of time must be spent first teaching children to understand, speak, read, and write second language or a foreign, something that is extremely difficult and wastes time in the early grades that could be spent learning to read and learning academic concepts in mother tongue. Moreover, children who cannot understand that language used in the classroom is unable to demonstrate what they know, ask questions, and participate (MTB-MLE Network, September 8, 2011). Although different scholars have argued learning through the aid of mother tongue is crucial and undeniable fact for the later development of the children's multidisciplinary growth, the learners are not accessed to the expected level of learning environment through the influence of mother tongue at the primary schools and college levels in the region. Consequently, the researchers focused on assessing the benefits of mother tongue based education (basic literacy skills). The researchers try to assess (find out) how much effective are the children in utilizing their mother tongue in their reading and writing skills (literacy skills). Therefore, the general objective of this study was assessing the implementation of mother tongue basededucation in Shinasha, at primary schools levels. The researchers derived the following specific objectives: To assess the effectiveness of mother tongue basededucation in Shinashgna, language and to investigate the extent to which students practice reading and writing skills in their mother tongue. Materials and Methods In this section of the study, the researchers have included the methodological structure, Methods of data collecting, tools of data gathering, methods of data analysis, description of the participants (the learners), description of the schools, and the description of how the data were analyzed and discussed. Quantitative and qualitative approaches were used to analyze the data in line with related with some scholartsitic views of writers. Competency testing tools were used as major instruments to collect the data. Competency testing tools that the researchers used were adapted from Early Grade Reading and Writing (EGRAW) research conducted by USAID, IQPEP, 2004 E.C) and some of the tools were developed in line with the objectives that have been already designed and was adapted from the review literature that refer about literacy skills of the language. There were six competency testing tools that were used in this research. Section one letter name knowledge (timed), section two phonemic awareness (not timed), section three using phonemic clues to read new words (timed), section four familiar word identification (timed), section five short passage reading (timed), and dictation (not timed). Competency testing tools are one of the most popular methods of collecting data in conducting scholarly research. They provide a convenient way of gathering information from a target population (Walonick, 1993). As far as this study was concerned about students' mother tongue literacy skills, it was performed by administering competency testing tools to the learners that referred about their literacy skills in the three mother tongues -Shinasha. Purposive sampling technique was utilized due to the reason that these mother tongues education were selectively offered at sample schools in the region. The sample schools included were Bullen Millennium primary school in Bullen Woreda. The participants of this research were students who have been taught in mother tongue languageShinasha. The researchers also believe that the students at this class level have practiced these literacy skills at least for the last four years that would give them an opportunity to practice the skills. To make the data gathering instrument reliable and valid, preliminary discussions was made among the researchers on the draft of the instruments. To reduce the ambiguity of instruments, the researchers defined and stated the meaning of words, phrases or sentences. Based on the comments and suggestions forwarded, the testing tools which were vague to the respondents were refined and improved. Three mother tongue instructors (Ahmed, Tsehay, and Gurmessa) in the college participated in collecting data for the research. Before the testing tools were administered, the researchers made discussion with the data collectors to have common understanding about the sampling techniques and the tools. The researchers informed the data collectors to explain the objectives of the study to the respondents in each school before the tools were distributed. The instruction was clarified to the students so as to avoid the difficulties in understanding the concept. The students were informed that the items should be completed individually. The data collectors administered and helped the students when they got ambiguity in responding to tools. The data were analyzed both quantitatively and qualitatively. The descriptive statistics were used to interpret the data that were obtained through the testing tools. Quantitative data analysis techniques involve a number of statistical procedures that are used to analyze data that are in the form of numbers or quantities that can be some way quantified. Besides, quantitative research relies heavily on numbers in reporting results, sampling, and providing estimates of instrument reliability and validity (Yalew, 2005). Moreover, qualitative data analysis was also implemented in this study. Discussions and Results Analysis of students' literacy skills (Shinashigna Language) Sound knowledge (Shinashigna) The time was set two minutes. The data collector started the time immediately when the student read the first letter. Incorrect letters were marked with a slash (/) mark. Student's self-correction was considered as correct. The data collector ordered to stop reading when the time allowed reached to 120 seconds and marked the final letter read with a bracket (}). W Z Letter sound recognition Students' sound knowledge below average (<25%) The letter sound naming of the students were analyzed based an interval. The interval was with five numbers. The average was taken naming 26 letter sounds within the 120seconds. As it was clearly depicted on the above table with regard to student's sound knowledge with the interval of 0-4 score, one (2.5%) student scored 1, but within the interval of 5-9 scores 3 (7.5%) students scored the average of 7; whereas within the interval of 10-14 scores 3(7.5%) students scored the average of 10.66 and within the interval of 15-19 scores 4(10%) students scored the average of 18.75 and also with intervals of 20-24 scores 3(7.5%) students scored the average result of 22.33 as a whole. Though, the questionnaire was distributed to the total of 40 students, the table displays that the scored result was below the average point (26 letter names). As the data indicated, 14 students were not equipped with letter sounds. Thus, students have poor skill in naming letter sounds. Students' sound knowledge above average/>25/ The above data showed that students sound identification knowledge above the average. Based on the given time interval (120 sec), 2 (5%) students scored in the interval of 25-29 with average result of 27.5 whereas 4(10 %) students scored the average result of 31.25 that was in the interval of 30-34. 6(15%) students scored 37.50 which were in the intervals of 3539 and also 6(15%) students scored in the interval of 40-44 with average result of 41.50. 8(20%) of students at the average result of 49.00 scored in the interval of 45-52. When the result was analyzed, the researchers observed that 4 students at the total of 8 students who scored in the interval of 45-52 finished reading the sounds before the given time (120 seconds) completed. Moreover, among 6 students who scored between 40-44 scores, 4 students completed reading letter sounds before the given time (120 seconds) ended. Using phonemic clues to read new words (Shinashigna) The data collectors administrated the time when the student read the first letter. He marked the incorrect letters or words with a slash (/) mark. He also marked the final read letter or sound with bracket (]). Reading the new words using phonemic clue In order to examine the children's ability how much they were able to transfer the phonemic knowledge to the fluent reading of the words made from the given phone, the neutral words were given. Using the phonemic clue is one means to check one's own reading skills. Therefore, the following table below showed this fact. As it was depicted on the above table 2 sample phonemic clues were given, then in the second column neutral words were presented. The neutral words were not marked as correct or incorrect. Then the children were asked to combine the phonemic clue and form new word. For instance; /l/ and [oop'a] form the new word [loop'a]. The sounds /l/, /m/, /b/, /e/, /t/, /sh/, /C/, /d/, and /ts/ were given as the phonetic clues used to read the new words formed as Loop'a, Meetsa, baaka, Eyisha, toba, shaka, C'eesha, damba, and aatsa. Based on the relationship maintained between the phonetic clues and the new words that were provided to the students, 27 students identified /l/ sound correctly whereas 13 of them indentified incorrectly. 23 students were able to read the new word Loop'a correctly and 17 students read it incorrectly. 34 students identified /m/ correctly but 6 students failed to identify it correctly. 23 students were able to read the word meetsa correctly and 17 students were not. 31 students were able to identify the sound /b/ correctly but 8 students were incorrect. 25 students read the word baaka correctly and 14 students incorrectly. Likely wise, 31 students were able to identify sound /e/ as phonemic clue correctly and 4 students were unable to identify it. Using this, clue 20 students were able to read the word eyisha correctly and 15 students could not identify it correctly. read it wrongly. Mean while, 21 students identified the sound /d/ exactly and 2 students recognized it incorrectly; this clue led 15 student to read the word damba correctly and 7 students incorrectly. Lastly, as it showed on the above table 12 students identified the sound clue /ts/ correctly. 10 students were able to read the word -aatsa correctly and 2 students read it incorrectly. Following the same pattern of identification technique, 32 students were able to identify the sound /t/ correctly and as the above figure approved that no one answered it incorrectly. 27 students read the wordtoba correctly, on the contrary, 5 students could not read it. 28 students identified the sound /sh/ correctly and 3 students incorrectly; at the same time 24 students read the word-shaka correctly and 6 students failed to read it correctly. 27 students identified the phonemic clue sound /C'/ correctly whereas 1 student was unable to identify it and this phonemic clue helped 21 students to read the word -C'eesa correctly but 6 students Initial reading instruction in a second language presents an especially formidable challenge given that students typically have not developed an oral second language foundation to draw from as they learn to read. In alphabetic languages, the critical insight in beginning to read, the alphabetic principle, is the understanding that there is a system by which sounds connect to print and that these sounds blend together to represent meaningful words (Snow et al., 1998). Making this connection between oral language and print may be more difficult for young children who have limited proficiency in the second language. Familiar word recognition (Shinashigna): The data collectors set the time on 120 seconds. He started the time immediately when the students begin to read the first word. He marked the incorrect words with slash (/) mark. Student's self-correction was considered as correct. The data collectors ordered to stop to a reader when the time allowed reached to 120 seconds and marked the final word read with a bracket (]). Knowledge of recognition of familiar words The scores obtained from the respondents were divided into two parts. The first part dealt with those respondents who scored below the average. The average was considered half way to the number of words presented to all samples. The second part of the analysis focused on respondents who scored above the average. This would clearly show how much the students are able to read the given words. Here below we have forwarded the raw data with the percentages. Students' knowledge of recognition of familiar words below average The data shows that students knowledge of identifying familiar words in shinashigna language.13 (32.50%) students scored in the interval of 0-4 with the average point of 1.69. 2(5%) students scored in the interval of 5-9 points with the average score of 7, and 3 (7.50) students scored 13.66 which was in the interval of 10-14. On the other hand, 4(10 %) students scored 16.75 average score, which is in the interval of 15-19. But, for the score in the interval of 20-24, the research didn't show any significant number of students involved. Therefore, the average result gets to zero. As a result, the above table and the analysis undergone described the number of students who scored below the average score in identifying familiar words in shinashigna language. Children with weak decoding and word recognition skills tend to rely on contextual information as a primary strategy for reading words. Because of their overreliance on context, these children tend to make more word recognition errors, and they exhibit lower levels of comprehension (Adams, 1990; Perfetti, 1985; Stanovich, 1986). Students' Knowledge of recognition of familiar words above the average Table has shown that students knowledge of identifying familiar words in shinashigna language who had read above the average point. Then, 4(10%) students scored in the interval of 25-29 at the average score of 27.25. It was also displayed in the above table that 2 (5%) students scored between 30-34 points with the average point of 32, and 3(7.50%) students scored between35-39 at the average point of 38.33, whereas 5(12%) students scored with the interval of 40-44 at the average point of 42.22. Similarly, 4(10%) students scored in the interval of 45-50 with the average score of 47.75. The students who scored in the interval of 45-50, finished identifying and reading familiar words before the required time (120sec). As a result, table the above showed that the number of students who scored above the average (25 score) score in identifying familiar words in shinashigna language. Passage reading (Shinashigna) The short story was provided to the students. The data collectors let the students read it loud. When the students finished reading, the data collectors asked them the comprehension questions that were prepared from the text. Noo kanona,baaki indunat minz indun nomeyitse detsfo. Kano nomoowo god keewatse kotetuwe. Baaki indu noosh kéétso keetsituwa. Minz indu noosh ezo imetuwa. Ikots beshts gawiyon no'ind nihots ayidek' shood bowts btesh. Manorowe, meyet misho noosh wotere nomaa gizotssh aali btesh. Etat nomaa giyoki ashotsi ti'aat. Ashmanotsu waat misho, aatso imt noono nomaa gizotsno bo'aayiy (kic'atse bo'oori.) Passage reading and comprehension The table indicated that students' ability to comprehend the reading passage in their mother tongue- shinashigna language. The students were provided a piece of paragraph in their first language and the comprehension questions were also prepared to check their understanding. The analysis of the data mainly focused on the following limited factors, such as the numbers of students who answered the questions correctly, who answered incorrectly or wrongly, and who did not give any response up on. The questions were just provided right after the students had read a paragraph. For the first question 18 (45%) students answered correctly, 8(20%) students answered incorrectly; whereas 14(35%) them remained silent. 25(62.5%) students answered the second question correctly and 1(2.5%) students answered it incorrectly whereas 14(35%) said nothing. 15 (37.50%) students answered question three correctly, 10(25%) students answered incorrectly whereas 14 (35%) students did not respond any word. 17 (42.5%) students scored the fourth question correctly and 8(20%) students answered it incorrectly. And also 14(35%) students did not utter any words. 15 (37.5%) students answered the fifth question correctly, 10(25%) students answered it incorrectly whereas 14 (35%) kept silent. To the last question 15 (37.5%) students gave correct answer whereas 10 (25%) students were incorrect. 14 (35%) students did not give any response. Generally, 45% of students have good ability of comprehending the reading passage, who understood the question no 1 but 55% of them have poor ability of comprehension. In the case of question no 2, 60.52 % of students answered the comprehension questions correctly whereas 35% of students have poor comprehension. Concerning question no 3, 37.5% of students have good comprehension skill on the other hand 60 % of them have poor comprehension ability. At the same time for question no 4 the data shows that only 42.5% of students have understood and answered it correctly but 55% of them fail to understand and answered it incorrectly. This implies that majority of students have poor comprehension ability. Unexpectedly, the data shows the same percent for question no 5 and 6.That is 37.5% of students have good comprehension ability where as 60% of them have poor comprehension ability. Students' writing skill (Shinashigna) The student would expect to write the dictation sentence on the lined page of paper sheet. The data collector read to the children a short sentence carefully. Then he read it in parts so the children could write what they heard. After the students had written the sentence, the data collector again read the whole sentence so that the students could check their work. The first reading was the whole sentence. The second reading was grouping the words into parts Then, the whole sentence was repeated again while the student was writing. The dictation was given for 40 students, however, 5 (12.5%) students wrote nothing about what they heard. On the other hand, 4 (10%) students wrote meaningless words, phrases, and sentences. What they had written were presented in the table below. have poor skills about the use of punctuation marks and capitalizations. As it was indicated in the above table, four students have written the letters, words, and sentences that do not give any meanings. Capitalization and punctuation marks were not used at regular places. This showed the students Conversely, 31 (77.50%) students wrote sentences and phrases that have meanings. The sentences and the phrases that they tried to write were displayed in the table below. More than eight students have written the sentences almost correctly. Although their sentences were well developed, there were the problems of using punctuation marks and capital letters. Some letters were written in capital at unnecessary places. Similarly, punctuation marks were also inserted between words irregularly. Generally, from the table it could be concluded students have less awareness about punctuation marks and block letters. The findings suggest that while children attend school for the last four years, a significant percentage is illiterate. These findings support the work of the EGRAW with the Ministry of Education and show that there is strong evidence that reading achievement is low in the two languages sampled. The language usage findings show strong adherence to the language of instruction policy, and that most children in the two languages sampled learn in the language they speak at home, which increases their ability to understand and to read. Most critically, these findings show that reading achievement is very low in the sampled schools. When children were asked to read a simple passage at a Grade 4 level, they were unable to do so successfully, though very few children in the two languages were reading with ease. When it comes to reading comprehension, scores were extremely low, with more than 85% of the children in the two languages were unable to answer a single simple comprehension question. This appears to be too little, too late, and the current status of reading skills suggests that significant interventions in the quality of reading instruction and the provision of reading materials are necessary. The following recommendations were drawn based on the above findings and conclusions: Focus resources on reading instruction. Mother tongue teachers should be given training on how to appropriately and successfully teach children these contents. The training will support their ability to help children learn the fundamentals necessary for successful reading, including vocabulary, phonemic awareness, fluency, and decoding. Start early, in Grades 1 and 2. Many teachers focuses on teaching fidel and alphabet than helping children identify the sounds. It is recommended, therefore, that mother tongue teachers should begin teaching reading and writing as early as possible. Improve the quality of reading instruction. There are some critical areas necessary for immediate intervention. Use letter sounds and the fidel as building blocks for reading. There is a strong correlation with a child's scores on letter sounds with their reading fluency and comprehension scores in languages that use the alphabet. This means that these building blocks for fluency and comprehension are important skills for children to master in early grades. Teaching decoding is critical. Many of the classroom observations in this sample revealed teaching situations where teachers pointed to words and encouraged the children to call out the word. However, when the children faced with very similar words, those same children did very poorly because the pedagogy encourages the children to memorize particular words, and spends much less time training them in how to decode and "solve" new words. Teach formal comprehension strategies. The children in this sample had very low comprehension levels. 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Community Co-ops Build a Better World October is National Co-op Month year's National Cooperative Month, spotlighting the advantages that cooperatives offer to their members and the communities where they live and work. Being part of a cooperative means being part of something special. To honor National Cooperative Month, Sam Houston Electric Cooperative is celebrating along with 30,000 other cooperative businesses serving more than 120 million people nationwide. "Cooperatives Build" is the theme of this Across the United States, cooperatives provide 850,000 jobs that collectively pay $74 billion in yearly wages. They also generate more than $650 billion in sales and other revenue annually. Rural America is served by a network of more than 900 electric cooperatives, most of which were formed in the 1930s and '40s to deliver electricity to farms and communities that large, investor-owned power companies had no interest in serving because of the higher costs involved with electrifying broad areas with small populations. Sam Houston EC brought power to rural East Texas back in 1939. Your Co-op's board, staff and management direct all of our efforts toward enhancing quality of life for you, the members. This goes beyond the delivery of reliable and cost-effective electricity to include expanded services, support for community service endeavors, and scholarships and educational opportunities. Our Cooperative delivers electricity to 54,000 members in parts of 10 East Texas counties. As a not-for-profit Cooperative, any revenue generated beyond what is required for expenses is either returned to our members as capital credits or reinvested to make system upgrades that improve the delivery of electricity to our members. Either way, our Co-op revenue goes back to "Main Street," not "Wall Street." Cooperatives Build Trust Co-ops adhere to the Seven Cooperative Principles, which help to build trust between the Co-op and its members. Through the fifth principle—Education, Training and Information—we encourage members to learn about the way co-ops work and contribute to the development of our communities. We also encourage our members to learn about the safe and efficient use of electricity– just visit our website (www.samhouston.net) to see how. Cooperatives Build Community The seventh cooperative principle is Concern for Community. Cooperatives work for the sustainable development of their communities through employee involvement Twitter: @SamHoustonEC • Facebook.com/SamHoustonEC in local organizations, charitable contributions to community efforts and support for schools. Sam Houston EC employees donate their time to a variety of causes they care about, including Court Appointed Special Advocates (CASA), Lions Clubs and youth sports. Cooperatives Build Democracy The second cooperative principle, Democratic Member Control, gives members a voice in the Co-op's policies and decisions. Members control the Co-op by voting on candidates for the board of directors. The democratically-elected directors keep members' well-being in mind each time they make a decision on behalf of the Co-op. This arrangement keeps local communities strong and stable while showing how combined efforts can improve conditions for everyone. The directors continuously are working to improve our Cooperative by visiting with members and continuing their education on upcoming industry topics. Cooperatives Build a Better World When people talk about "the cooperative difference," they're referring to the advantages that co-ops offer their members. With the Seven Cooperative Principles binding these unique and diverse businesses, co-ops truly can build a better world. Follow our website and Facebook page to see how Sam Houston Electric Cooperative will give back to our members this month. We just might be in your neighborhood. October 2016 Sam Houston EC Texas Co-op Power 19 Don't Be Fooled by Energy Myths Eating carrots will greatly improve your eyesight, cracking your knuckles leads to arthritis, watching too much TV will harm your vision. We've all heard the old wives' tales, but did you know there are also many misconceptions about home energy use? Don't be fooled by common energy myths. Myth: The higher the thermostat setting, the faster the home will heat (or cool). Many people think that walking into a chilly room and raising the thermostat to 85 degrees will heat the room more quickly. This is not true. Thermostats direct a home's HVAC system to heat or cool to a certain temperature. Believe it or not, drastically adjusting the thermostat setting will not make a difference in how quickly you feel warmer. The same is true for cooling. The U.S. Department of Energy recommends setting your thermostat to 78 degrees during summer months, and 68 degrees during winter months. Myth: Opening the oven door to check on a dish doesn't really waste energy. While it can be tempting to check the progress of that dish you're cooking in the oven, opening the oven door does waste energy. Every time the oven door is opened, the temperature inside is reduced by as much as 25 degrees, delaying the progress of your dish and, more importantly, costing you additional money. If you need to check the progress of a dish, try using the oven light instead. Myth: Ceiling fans keep your home cool while you're away. Believe it or not, many people think this is true. Ceiling fans cool people, not rooms. Ceiling fans circulate room air but do not change the temperature. A running ceiling fan in an empty room is only adding to your electricity use. Remember to turn fans off when you're away and reduce your energy use. Myth: Reducing my energy use is too expensive. Many consumers believe that reducing energy use requires expensive up-front costs, like purchasing new, more efficient appliances or construction upgrades to an older home. But the truth is, consumers who make small changes to their energy efficiency habits, such as turning off lights when not in use, sealing air leaks and using a programmable thermostat, can see a reduction in energy consumption. Remember, energy efficiency doesn't have to be difficult. Focus on small changes to save big. Learn more about ways to save energy by visiting www.samhouston.net. 20 Texas Co-op Power Sam Houston EC October 2016 Co-op Connections Deals delivers discounts from participating businesses, both local and nationwide. Visit www.connections.coop/ samhoustonec for more deals. Could your business use free advertising? Visit www.samhouston.net, to see how you can enroll your business. The Co-op Connections Card is a member benefit program that Panhead Soil 8771 Hwy 190 West Livingston, TX 77351 936-646-2661 Hours: M-F, 8-5; Sat, 8-4 Offer: $5 discount on purchases more than $50. Polk County Limo Service 1141 FM 2457 Livingston, TX 77351 936-425-5989 Hours: 24/7 limo service. "You call, we haul." Offer: 5% discount R.E. Appraisals PO Box 471 281-592-1748 Coldspring, TX 77331 Hours: M-F, 9-5 Offer: $50 discount on appraisals. Conservation Corner lighting is one of the fastest ways to cut your energy bills. An average household dedicates about 5 percent of its energy budget to lighting. Switching to energyefficient Source: energy.gov Beware of Small Creatures After Dark You know what happens around here on October 31: Small, strange creatures dot our roads at night. They creep up to homes with large bags and dash from one place to another, often forgetting about the cars and trucks passing them on the road. Halloween is one of the most fun nights of the year for kids. But in their excitement, they don't always think about safety—which means that grownups need to do some thinking for them. If you're sending out your little ghoul or goblin to trick-or-treat, make sure they carry a flashlight. Or fasten reflective tape to their costumes to help drivers more easily see them. Remind kids to keep basic traffic rules in mind: Use sidewalks and crosswalks, and look both ways before crossing streets. If you're doing the driving on Halloween night, keep an extra-sharp eye out. Not only can the quest for candy make kids forgetful about traffic safety, but also dark-colored costumes can make them even more difficult to see. Sam Houston Electric Cooperative reminds you to take greater care than usual to keep Halloween a special treat for all of our small, strange creatures. What They Do Might Shock You You shouldn't be surprised if you see Sam Houston Electric Cooperative's line technicians repairing a downed power line or climbing a 40-foot pole to change out broken equipment— even in the worst of weather or the middle of the night. That's their job. But you might be shocked to hear about some of the other things linemen do in the course of a day's work. They help stranded motorists. They keep a vigilant eye out for suspicious activities. They help newcomers find their way around. They participate in the activities of local teams and charities. They also save lives. In recent years, co-op linemen in Texas have pulled people from fires, rescued them from automobile accidents and rendered aid during a heart attack. These heroic measures have garnered praise and awards—but to line technicians, it's just part of the job. As your neighbors and fellow community members, your Cooperative's linemen always want to do their share. Even if it has nothing to do with electricity, it has everything to do with the job. Twitter: @SamHoustonEC • Facebook.com/SamHoustonEC Standby generators need full-time safety. For safety's sake, be sure to use your emergency backup generator correctly. If you don't, you risk damaging your property and endangering your life and the lives of power line technicians who may be working some distance from your home. www.samhouston.net October 2016 Sam Houston EC Texas Co-op Power 21 22 Texas Co-op Power October Sam Houston EC 2016 www.samhouston.net W hen oil drilling is booming, petroleum landmen patiently peruse land ownership records. During school field trip season, fourth graders explore Texas history. Students thumb through historical documents to complete high school and college projects. Historians gather up facts on the road to qualifying for state historical markers. And families uncover ancestral roots through genealogical records. In fact, you're liable to find folks digging into the past for all kinds of reasons at the Sam Houston Regional Library and Research Center in Liberty. "When it comes to the history of Southeast Texas, we do it all!" says center manager Alana Inman. Indeed, the center is the official Regional Historical Resources Depository (RHRD) of government records and archival materials for the 10 regional counties of Chambers, Hardin, Jasper, Jefferson, Liberty, Newton, Orange, Polk, San Jacinto, and Tyler. There are 23 other RHRDs in Texas—most in academic libraries and other institutions—that house valuable historical records no longer needed by counties. The Sam Houston Center is the only RHRD owned by the Texas State Library and Archives Commission. The 17,600-square-foot center boasts a research room, public education classrooms, offices, Twitter: @SamHoustonEC • Facebook.com/SamHoustonEC exhibit areas, and archival storage. The archives house volumes of government records, private manuscript collections, photographs, fine art prints, blueprints and maps, newspapers, books, and journals, plus three-dimensional Texana artifacts and genealogical resources. There are 12,000 cubic feet of historical materials which, if spread out, would cover 55 football fields, says manager Inman. The center's main exhibit room retells regional history through displays ranging from prehistoric stone tools and AlabamaCoushatta pine needle baskets to frontier saddles and Civil War rifles. Displays of political memorabilia recall the one-ofa-kind career of Price Daniel, a Liberty County native who held more high elective and appointed offices (including U.S. representative, U.S. senator, and governor) than any other Texan. [PHOTO] Political memorabilia displays at the Sam Houston Regional Library and Research Center in Liberty, chronicle the careers of the region's key politicians, most notably Price Daniel, who served in more elective and appointed positions than any other Texan. Daniel and his wife, Jean, spearheaded the establishment of the center which was completed in 1977 using private donations. The center was named in honor of Mrs. Daniel's great-greatgrandfather, Sam Houston, the first president of the Republic of Texas and later governor of the State of Texas. Filling one corner of the exhibit room is a 19th-century bedroom setting used by Sam Houston in the Governor's Mansion in Austin. October 2016 Sam Houston EC Texas Co-op Power 23 [PHOTO] Southeast Texas marriage records at the Sam Houston Regional Library prove invaluable in genealogical research. The Daniels donated 160 acres for the Sam Houston Center on land near the 18th century Spanish settlement of Atascosito. After Texas became part of Mexico in the 1830s, this land was part of the Atascosito District which included the current 10 counties chronicled at the center. (A local group, the Atascosito Historical Society, has been a major fundraiser for the center and serves as the Friends of the Sam Houston Center.) The Daniels also donated their home, the Jean and Price Daniel House, which sits beneath tall oaks next to the center. Patterned after the original 1850s design of the Texas Governor's Mansion, the classic home houses family heirlooms and archives. The house (as well as the center's classroom) is also available for public, non-profit educational programs and events (contact the center for details). The center's pastoral grounds feature several other historical properties available for tours (by appointment with two weeks' notice). The Greek Revivalstyle 1883 Norman House illustrates domestic life of the 19th century. The 1848 Gillard-Duncan House (under renovation) is a Louisiana Creole design and one of the older homes of the region. And the one-room 1898 St. Stephen's Episcopal Church remained in continuous use in Liberty for nearly 24 Texas Co-op Power Sam Houston EC October 2016 a century before being relocated to the center. The newest addition is the 1930 Hull Rotary Building, now being restored to display and interpret local Rotary Club artifacts and archives. WHERE THE ACTION IS The Sam Houston Center is not a lending library. You can't check out books, manuscripts, or other research materials. But just about any of the center's myriad holdings may be viewed in the reading room, where researchers, with the help of center staff, get down to business. "If microfilm of a document is available, you may look at that," explains reading room supervisor Darlene Mott. "Or in most cases, we will bring you the original document." That means you could come face to face with amazing relics of the region's rich history. How about a letter written by Andrew Jackson to President Thomas Jefferson introducing Sam Houston? Or maybe a log brand book showing registered brands used by early loggers to mark timber in the same way ranchers mark cattle? Or how about the purported diary of Jean Lafitte, perhaps the most notorious of Gulf Coast pirates? Archivist Mott spends much of her time helping patrons dig out family facts and stories. "Genealogy is not an exact science. It's a creative process where you start from what you know and work back in time. A name or date may lead to a census record, which leads to a tax roll which leads to a probate document or newspaper obituary," she explains. "That's why they call it research. You search and search and then re-search until hopefully you come up with something important." On his genealogical search for something important, Cleveland Walters Jr. of Liberty "hit the jackpot," at the Sam Houston Center. After researching his wife's ancestors, who were slaves in Liberty County, Walters dug into his own past. His grandfather, Dick Walters, came to Liberty County in the 1890s with other "black Creoles" from Louisiana to buy land for rice and corn farming. They eventually joined an agricultural www.samhouston.net cooperative to expand their markets. "By reading old Liberty County newspapers, I was able to fill in gaps to confirm parts of my family story," Walters notes. "I was able to tell my dad things he didn't know and even confirm for other relatives the names of their grandparents and greatgrandparents. That's a great feeling." Another regular patron, Martha Ager Goodwin of Liberty, completed two research projects by examining old newspapers in the center's archives. She searched microfilm copies of The Vindicator, published in Liberty County since 1887, for information about her family home, built in 1905 by her grandfather, H.O. Ager. She was able to gather enough information to qualify the home for a Texas Historical Marker, which now graces the property. As a member of the county historical commission, she researched Liberty's Catholic cemetery, then wrote a script used in cemetery tours to raise funds for the historical group. "I was amazed how helpful the staff at the center was," Mrs. Goodwin says. "People in this area really should learn about what's available there." In 2017 the Sam Houston Regional Library and Research Center will celebrate its 40th anniversary, explains center manager Inman. (Check local media and visit the center's website— www.tsl.texas.gov/shc—for details.) Leading up to the celebration, the center's museum will be fully renovated, including the addition of new exhibit space for temporary displays. The entire property will be revitalized—from work on historic structures to upgraded research resources with more computers to access online resources, more microfiche readers, and better finding aids. "We believe this revitalization effort will help people learn more about their region and their families," Inman concludes. "It's great to see the patrons experience those personal 'ah-ha' moments about the history of their families and communities. We have a great resource here that we want to make even more useful for the people of Southeast Texas." Twitter: @SamHoustonEC • Facebook.com/SamHoustonEC [PHOTO, above] Archival storage features volumes of government records no longer needed by regional counties but which retain historical significance. [PHOTO, left] In the early decades of the region's timber industry, loggers used brands to mark their harvested trees, similar to how ranchers use brands to mark their cattle. The center archives brand books registered in Southeast Texas. What to Expect at the Sam Houston Center Hours: Tue-Fri, 8-5 and Sat, 9-4. The Sam Houston Regional Library and Research Center is located three miles north of Liberty at 650 FM 1011. Call 936-336-8821 (email@example.com). from backpacks and camera bags to hats and coats and computer cases—in free secure lockers in an adjoining room. The Center offers restrooms and a water fountain, but foods or drinks are not allowed in the reading room and museum. Researchers aged 13 to 16 may use the reading room if each youth is supervised by an adult. Children age 12 and under are not admitted unless part of an escorted group. Visitors of all ages are welcome to view the museum and tour the buildings (tours available with two weeks advance notice). Make the most of your research time by arriving with everything you know about your research topic. Online resources, such as the Center's website and Texas State Library and Archives Commission's online library catalog (tsla.sirsi.net) can help. Also call ahead and talk with a Center staff member who can identify and prepare appropriate archival materials before you arrive. When you get to the reading room, sign in at the front desk, complete a registration form, and present a valid photo ID and proof of current address. You'll need to follow commonsense guidelines during your research session. Turn off or silence cell phones and make or receive calls only in the lobby. Store large personal items—ranging Bring along pencils (no pens) and paper to make written notes while working with documents. You may make computer notes on a personal laptop. Power cords are not allowed, so make sure the device is fully powered (recharging stations may be available). For information found via microfilm readers, you may save the scanned images for free on a personal USB drive or make printouts for 10 cents per page. You may also take a nonflash photograph of most archival materials with your camera or smart phone, although personal scanners are not permitted. Staff can make photocopies of most print and bound materials by request (with some exceptions based on size and condition). Copy fees range from 10 to 50 cents per page, depending on paper size. Staff will handle copy requests in the order received and usually offer same-day turnaround for 25 or fewer pages. Postage costs will be added to mailed orders. 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CELESTIAL EVENTS CALENDAR – APRIL 2014 TO MARCH 2015 * Must See Event 2014 April 8 - Mars at Opposition. The red planet will be at its closest approach to Earth and its face will be fully illuminated by the Sun. This is the best time to view and photograph Mars. A medium-sized telescope will show you some of the dark details on the planet's orange surface and you might even be able to see one or both white polar ice caps. April 15 - Full Moon. The Moon will be directly opposite the Earth from the Sun and will be fully illuminated as seen from Earth. This phase occurs at 15:42 hrs. April 15 - Total Lunar Eclipse. A total lunar eclipse occurs when the Moon passes completely through the Earth's dark shadow, or umbra. During this type of eclipse, the Moon will gradually get darker and then take on a rusty or blood red color. Not visible from Singapore. April 22, 23 - Lyrids Meteor Shower. The Lyrids is an average shower, usually producing about 20 meteors per hour at its peak. It is produced by dust particles left behind by comet C/1861 G1 Thatcher, which was discovered in 1861. The shower runs annually from April 16-25. It peaks this year on the night of the night of the 22nd and morning of the 23rd. However, the last quarter moon will be blocking the less bright meteors from view. Best viewing will be from a dark location after midnight. Meteors will radiate from the constellation Lyra, but can appear anywhere in the sky. April 29 - New Moon. The Moon will be directly between the Earth and the Sun and will not be visible from Earth. This phase occurs at 14:14 hrs. This is the best time of the month to observe faint objects such as galaxies and star clusters because there is no moonlight to interfere. April 29 - Annular Solar Eclipse. An annular solar eclipse occurs when the Moon is too far away from the Earth to completely cover the Sun. This results in a ring of light around the darkened Moon. The Sun's corona is not visible during an annular eclipse. The path of the eclipse will begin off the coast of South Africa and move across Antarctica and into the east coast of Australia. Not visible from Singapore. May 5, 6 - Eta Aquarids Meteor Shower. The Eta Aquarids is an above average shower, capable of producing up to 60 meteors per hour at its peak. Most of the activity is seen in the Southern Hemisphere. In the Northern Hemisphere, the rate can reach about 30 meteors per hour. It is produced by dust particles left behind by comet Halley, which has known and observed since ancient times. The shower runs annually from April 19 to May 28. It peaks this year on the night of May 5 and the morning of the May 6. The first quarter moon will set just after midnight leaving fairly dark skies for what should be a good show. Best viewing will be from a dark location after midnight. Meteors will radiate from the constellation Aquarius, but can appear anywhere in the sky. May 10 - Saturn at Opposition. The ringed planet will be at its closest approach to Earth and its face will be fully illuminated by the Sun. This is the best time to view and photograph Saturn and its moons. A medium-sized or larger telescope will show you Saturn's rings and a few of its brightest moons. May 10 - Astronomy Day Part 1. Astronomy Day is an annual event intended to provide a means of interaction between the general public and various astronomy enthusiasts, groups and professionals. The theme of Astronomy Day is "Bringing Astronomy to the People," and on this day astronomy and stargazing clubs and other organizations around the world will plan special events. May 15 - Full Moon. The Moon will be directly opposite the Earth from the Sun and will be fully illuminated as seen from Earth. This phase occurs at 03:16 hrs. May 24 - Possible Meteor Storm. In the early morning hours of Saturday, May 24, the Earth will pass through the debris field left behind by a small comet known as P/209 LINEAR. Astronomers are predicting that this interaction may result in a brief but intense burst of meteor activity that could range from dozens to hundreds of meteors per hour. Nothing is certain, but many mathematical models are predicting that this could be the most intense meteor shower in more than a decade. May 29 - New Moon. The Moon will be directly between the Earth and the Sun and will not be visible from Earth. This phase occurs at 02:40 hrs. This is the best time of the month to observe faint objects such as galaxies and star clusters because there is no moonlight to interfere. June 7 - Conjunction of the Moon and Mars. The Moon will pass within two degrees of the the planet Mars in the evening sky. The gibbous moon will be at magnitude -12.2 and Mars will be at magnitude -0.8. Look for both objects in the western sky just after sunset. The pair will be visible in the evening sky for about 6 hours after sunset. June 13 - Full Moon. The Moon will be directly opposite the Earth from the Sun and will be fully illuminated as seen from Earth. This phase occurs at 12:11 hrs. June 21 - June Solstice. The June solstice occurs at 18:51 hrs. The North Pole of the earth will be tilted toward the Sun, which will have reached its northernmost position in the sky and will be directly over the Tropic of Cancer at 23.44 degrees north latitude. This is the first day of summer (summer solstice) in the Northern Hemisphere and the first day of winter (winter solstice) in the Southern Hemisphere. June 27 - New Moon. The Moon will be directly between the Earth and the Sun and will not be visible from Earth. This phase occurs at 16:08 hrs. This is the best time of the month to observe faint objects such as galaxies and star clusters because there is no moonlight to interfere. July 12 - Full Moon. The Moon will be directly opposite the Earth from the Sun and will be fully illuminated as seen from Earth. This phase occurs at 19:25 hrs. July 27 - New Moon. The Moon will be directly between the Earth and the Sun and will not be visible from Earth. This phase occurs at 06:42 hrs. This is the best time of the month to observe faint objects such as galaxies and star clusters because there is no moonlight to interfere. July 28, 29 - Delta Aquarids Meteor Shower. The Delta Aquarids is an average shower that can produce up to 20 meteors per hour at its peak. It is produced by debris left behind by comets Marsden and Kracht. The shower runs annually from July 12 to August 23. It peaks this year on the night of July 28 and morning of July 29. This should be a great year for this shower because the thin crescent moon will set early in the evening leaving dark skies for what should a good show. Best viewing will be from a dark location after midnight. Meteors will radiate from the constellation Aquarius, but can appear anywhere in the sky. August 11 - Full Moon. The Moon will be directly opposite the Earth from the Sun and will be fully illuminated as seen from Earth. This phase occurs at 02:09 hrs. This is also the closest and largest full Moon of the year, an annual event that has come to be known as a "supermoon" by the media although it is only slightly larger and brighter than normal and most people are not really able to tell the difference. August 12, 13 - Perseids Meteor Shower. The Perseids is one of the best meteor showers to observe, producing up to 60 meteors per hour at its peak. It is produced by comet Swift-Tuttle, which was discovered in 1862. The Perseids are famous for producing a large number of bright meteors. The shower runs annually from July 17 to August 24. It peaks this year on the night of August 12 and the morning of August 13. The waning gibbous moon will block out some of the meteors this year, but the Perseids are so bright and numerous that it should still be a good show. Best viewing will be from a dark location after midnight. Meteors will radiate from the constellation Perseus, but can appear anywhere in the sky. August 18 - Conjunction of Venus and Jupiter. Conjunctions are rare events where two or more objects will appear extremely close together in the night sky. The two brightest planets will come unusually close to each other, only a quarter of a degree, in the early morning sky. Also, the beehive cluster in the constellation Cancer will be only 1 degree away. This rare, double-planet event is definitely one not to miss. Look for the bright planets in the east just before sunrise. August 25 - New Moon. The Moon will be directly between the Earth and the Sun and will not be visible from Earth. This phase occurs at 22:13 hrs. This is the best time of the month to observe faint objects such as galaxies and star clusters because there is no moonlight to interfere. August 29 - Neptune at Opposition. The blue giant planet will be at its closest approach to Earth and its face will be fully illuminated by the Sun. This is the best time to view and photograph Neptune. However, due to its extreme distance from Earth, it will only appear as a tiny blue dot in most amateur astronomer's telescopes. September 9 - Full Moon. The Moon will be directly opposite the Earth from the Sun and will be fully illuminated as seen from Earth. This phase occurs at 09:38 hrs. September 23 - September Equinox. The September equinox occurs at 10:29 hrs. The Sun will shine directly on the equator and there will be nearly equal amounts of day and night throughout the world. This is also the first day of fall (autumnal equinox) in the Northern Hemisphere and the first day of spring (vernal equinox) in the Southern Hemisphere. September 24 - New Moon. The Moon will be directly between the Earth and the Sun and will not be visible from Earth. This phase occurs at 14:14 hrs. This is the best time of the month to observe faint objects such as galaxies and star clusters because there is no moonlight to interfere. October 4 - Astronomy Day Part 2. Astronomy Day is an annual event intended to provide a means of interaction between the general public and various astronomy enthusiasts, groups and professionals. The theme of Astronomy Day is "Bringing Astronomy to the People," and on this day astronomy and stargazing clubs and other organizations around the world will plan special events. October 7 - Uranus at Opposition. The blue-green planet will be at its closest approach to Earth and its face will be fully illuminated by the Sun. This is the best time to view Uranus. However, due to its distance, it will only appear as a tiny blue-green dot in most amateur astronomer's telescopes. October 8 - Full Moon. The Moon will be directly opposite the Earth from the Sun and will be fully illuminated as seen from Earth. This phase occurs at 18:51 hrs. October 8 - Total Lunar Eclipse. A total lunar eclipse occurs when the Moon passes completely through the Earth's dark shadow, or umbra. During this type of eclipse, the Moon will gradually get darker and then take on a rusty or blood red color. Visible from Singapore from about 18.55 hrs to 20.34 hrs. Note that the moon would already be in the Earth's umbra i.e. totally eclipsed, at moonrise. October 8, 9 - Draconids Meteor Shower. The Draconids is a minor meteor shower producing only about 10 meteors per hour. It is produced by dust grains left behind by comet 21P Giacobini-Zinner, which was first discovered in 1900. The shower runs annually from October 6-10 and peaks this year on the the night of the 8th and morning of the 9th. Unfortunately the glare from the full moon this year will block out all but the brightest meteors. Best viewing will be just after midnight from a dark location far away from city lights. Meteors will radiate from the constellation Draco, but can appear anywhere in the sky. October 22, 23 - Orionids Meteor Shower. The Orionids is an average shower producing up to 20 meteors per hour at its peak. It is produced by dust grains left behind by comet Halley, which has been known and observed since ancient times. The shower runs annually from October 2 to November 7. It peaks this year on the night of October 21 and the morning of October 22. This will be an excellent year for the Orionids because there will be no moon to interfere with the show. Best viewing will be from a dark location after midnight. Meteors will radiate from the constellation Orion, but can appear anywhere in the sky. October 24 - New Moon. The Moon will be directly between the Earth and the Sun and will not be visible from Earth. This phase occurs at 05:57 hrs. This is the best time of the month to observe faint objects such as galaxies and star clusters because there is no moonlight to interfere. October 23 - Partial Solar Eclipse. A partial solar eclipse occurs when the Moon covers only a part of the Sun, sometimes resembling a bite taken out of a cookie. A partial solar eclipse can only be safely observed with a special solar filter or by looking at the Sun's reflection. Not visible from Singapore. November 5, 6 - Taurids Meteor Shower. The Taurids is a long-running minor meteor shower producing only about 5-10 meteors per hour. It is unusual in that it consists of two separate streams. The first is produced by dust grains from Asteroid 2004 TG10. The second stream is produced by debris left behind by Comet 2P Encke. The shower runs annually from September 7 to December 10. It peaks this year on the night of November 5. Unfortunately the full moon will block out all but the brightest meteors. Best viewing will be just after midnight from a dark location far away from city lights. Meteors will radiate from the constellation Taurus, but can appear anywhere in the sky. November 7 - Full Moon. The Moon will be directly opposite the Earth from the Sun and will be fully illuminated as seen from Earth. This phase occurs at 06:23 hrs. November 17, 18 - Leonids Meteor Shower. The Leonids is an average shower, producing an average of up to 15 meteors per hour at its peak. This shower is unique in that it has a cyclonic peak about every 33 years where hundreds of meteors per hour can be seen. That last of these occurred in 2001. The Leonids is produced by dust grains left behind by comet Tempel-Tuttle, which was discovered in 1865. The shower runs annually from November 6-30. It peaks this year on the night of the 17th and morning of the 18th. The waning crescent moon will not be much of a problem this year. Best viewing will be from a dark location after midnight. Meteors will radiate from the constellation Leo, but can appear anywhere in the sky. November 22 - New Moon. The Moon will be directly between the Earth and the Sun and will not be visible from Earth. This phase occurs at 20:32 hrs. This is the best time of the month to observe faint objects such as galaxies and star clusters because there is no moonlight to interfere. December 6 - Full Moon. The Moon will be directly opposite the Earth from the Sun and will be fully illuminated as seen from Earth. This phase occurs at 20:27 hrs. December 13, 14 - Geminids Meteor Shower. The Geminids is considered by many to be the best shower in the heavens, producing up to 120 multicolored meteors per hour at its peak. It is produced by debris left behind by an asteroid known as 3200 Phaethon, which was discovered in 1982. The shower runs annually from December 7-17. It peaks this year on the night of the 13th and morning of the 14th. The waning gibbous moon will block out some of the meteors this year. Best viewing will be from a dark location after midnight. Meteors will radiate from the constellation Gemini, but can appear anywhere in the sky. December 22 - December Solstice. The December solstice occurs at 07:03 hrs. The South Pole of the earth will be tilted toward the Sun, which will have reached its southernmost position in the sky and will be directly over the Tropic of Capricorn at 23.44 degrees south latitude. This is the first day of winter (winter solstice) in the Northern Hemisphere and the first day of summer (summer solstice) in the Southern Hemisphere. December 22 - New Moon. The Moon will be directly between the Earth and the Sun and will not be visible from Earth. This phase occurs at 09:36 hrs. This is the best time of the month to observe faint objects such as galaxies and star clusters because there is no moonlight to interfere. December 22, 23 - Ursids Meteor Shower. The Ursids is a minor meteor shower producing only about 5-10 meteors per hour. It is produced by dust grains left behind by comet Tuttle, which was first discovered in 1790. The shower runs annually from December 17-25. It peaks this year on the the night of the 22nd. This will be one of the best years to observe the Ursids because there will be no moonlight to interfere with the show. Best viewing will be just after midnight from a dark location far away from city lights. Meteors will radiate from the constellation Ursa Minor, but can appear anywhere in the sky. 2015 January 3, 4 - Quadrantids Meteor Shower. The Quadrantids is an above average shower, with up to 40 meteors per hour at its peak. It is thought to be produced by dust grains left behind by an extinct comet known as 2003 EH1, which was discovered in 2003. The shower runs annually from January 1-5. It peaks this year on the night of the 3rd and morning of the 4th. Unfortunately, the nearly full moon will block out most of the meteors this year. Best viewing will be from a dark location after midnight. Meteors will radiate from the constellation Bootes, but can appear anywhere in the sky. January 5 - Full Moon. The Moon will be directly opposite the Earth from the Sun and will be fully illuminated as seen from Earth. This phase occurs at 12:53 hrs. January 20 - New Moon. The Moon will be directly between the Earth and the Sun and will not be visible from Earth. This phase occurs at 21:14 hrs. This is the best time of the month to observe faint objects such as galaxies and star clusters because there is no moonlight to interfere. February 4 - Full Moon. The Moon will be directly opposite the Earth from the Sun and will be fully illuminated as seen from Earth. This phase occurs at 07:09 hrs. February 6 - Jupiter at Opposition. The giant planet will be at its closest approach to Earth and its face will be fully illuminated by the Sun. This is the best time to view and photograph Jupiter and its moons. A medium-sized telescope should be able to show you some of the details in Jupiter's cloud bands. A good pair of binoculars should allow you to see Jupiter's four largest moons, appearing as bright dots on either side of the planet. February 19 - New Moon. The Moon will be directly between the Earth and the Sun and will not be visible from Earth. This phase occurs at 07:47 hrs. This is the best time of the month to observe faint objects such as galaxies and star clusters because there is no moonlight to interfere. **February 22 - Conjunction of Venus and Mars. Conjunctions are rare events where two or more objects will appear extremely close together in the night sky. The two bright planets will be visible within only half a degree of each other in the evening sky. Look to the west just after sunset. March 6 - Full Moon. The Moon will be directly opposite the Earth from the Sun and will be fully illuminated as seen from Earth. This phase occurs at 02:05 hrs. March 20 - New Moon. The Moon will be directly between the Earth and the Sun and will not be visible from Earth. This phase occurs at 17:36 hrs. This is the best time of the month to observe faint objects such as galaxies and star clusters because there is no moonlight to interfere. March 20 - Total Solar Eclipse. A total solar eclipse occurs when the moon completely blocks the Sun, revealing the Sun's beautiful outer atmosphere known as the corona. The path of totality will begin in the central Atlantic Ocean and move north across Greenland and into northern Siberia. Not visible from Singapore. March 21 - March Equinox. The March equinox occurs at 06:45 hrs. The Sun will shine directly on the equator and there will be nearly equal amounts of day and night throughout the world. This is also the first day of spring (vernal equinox) in the Northern Hemisphere and the first day of fall (autumnal equinox) in the Southern Hemisphere.	<urn:uuid:03411480-86ef-43a9-8da6-96ec7c8761c6>	CC-MAIN-2017-43	http://tasos.org.sg/astro_calendar/skytrack_2014/Skytrack2014.pdf	2017-10-20T06:49:11Z	crawl-data/CC-MAIN-2017-43/segments/1508187823839.40/warc/CC-MAIN-20171020063725-20171020083725-00669.warc.gz	319,690,388	4,605	eng_Latn	eng_Latn	0.999146	eng_Latn	0.999153	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3408, 7096, 10700, 14806, 18586, 20276 ]	[ 3.28125, 3.1875 ]	1	0
Town of Middleburg 2021 Annual Drinking Water Quality Report INTRODUCTION This Annual Drinking Water Quality Report for the calendar year 2021 is designed to inform you about your drinking water quality. Our goal is to provide you with a safe and dependable supply of drinking water, and we want you to understand the efforts we make to protect your water supply. The quality of your drinking water must meet state and federal requirements administered by the Virginia Department of Health (VDH). We are happy to report that our drinking water continues to meet or exceed all quality standards established by the Federal Safe Drinking Water Act. If you have questions about this report, or if you want additional information about any aspect of your drinking water or want to know how to participate in decisions that may affect the quality of your drinking water, please contact: Danny Davis, Town Manager 10 West Marshall Street, P.O. Box 187, Middleburg, VA 20118 Telephone: (540) 687-5152 Email: email@example.com The times and location of regularly scheduled Town Council meetings are as follows: Second and Fourth Thursday of every month, 6:00 PM, at the Middleburg Town Office 10 West Marshall Street, Middleburg, Virginia GENERAL INFORMATION Drinking water, including bottled drinking water, may reasonably be expected to contain at least small amounts of some contaminants. The presence of contaminants does not necessarily indicate that water poses a health risk. More information about contaminants and potential health effects can be obtained by calling the Environmental Protection Agency's Safe Drinking Water Hotline (800-426-4791). Some people may be more vulnerable to contaminants in drinking water than the general population. Immuno-compromised persons such as those with cancer undergoing chemotherapy, persons who have undergone organ transplants, people with HIV/AIDS or other immune system disorders, some elderly, and infants can be particularly at risk from infections. These people should seek advice about drinking water from their health care providers. EPA/CDC guidelines on appropriate means to lessen the risk of infection by cryptosporidium and other microbiological contaminants are available from the previously mentioned Safe Drinking Water Hotline. The sources of drinking water (both tap water and bottled water) include rivers, lakes, streams, ponds, reservoirs, springs, and wells. As water travels over the surface of the land or through the ground, it dissolves naturally occurring minerals and, in some cases, radioactive materials and can pick up substances resulting from the presence of animals or from human activity. Water from surface sources is treated to make it safe to drink while groundwater may or may not have any treatment. Contaminants that may be present in source water include: * Inorganic contaminants, such as salts and metals, which can be naturally occurring or result from urban storm water runoff, industrial or domestic wastewater discharges, oil and gas production, mining, or farming * Microbial contaminants, such as viruses and bacteria, which may come from sewage treatment plants, septic systems, agricultural livestock operations, and wildlife * Pesticides and herbicides, which may come from a variety of sources such as agriculture, urban storm water runoff, and residential uses * Radioactive contaminants, which can be naturally occurring or be the result of oil and gas production and mining activities. * Organic chemical contaminants, including synthetic and volatile organic chemicals, which are by-products of industrial processes and petroleum production, and can also come from gas stations, urban storm water runoff, and septic systems In order to ensure that tap water is safe to drink, the U. S. Environmental Protection Agency (EPA) prescribes regulations which limit the amount of certain contaminants in water provided by public water systems. FDA regulations establish limits for contaminants in bottled water which must provide the same protection for public health. SOURCES AND TREATMENT OF YOUR DRINKING WATER The sources for your drinking water are five groundwater wells located in or near the Town of Middleburg. All wells are treated by chlorination for disinfection and phosphate is added to prevent oxidation in the distribution system. In addition, water softening, and greensand filtration is provided for three of the Town's wells to reduce the levels of iron and manganese and radiological contaminants. The Virginia Department of Health conducted a source water assessment of Wells #2 and #3 in 2002. The wells were determined to be highly susceptible to contamination using the criteria developed by the state in its approved Source Water Assessment Program. The assessment report consists of maps showing the source water assessment area, an inventory of known land use activities of concern, and documentation of any known contamination within the last 5 years of the date of the report. The report is available by contacting your water system representative at the phone number and address given elsewhere in this drinking water quality report. SOURCEWATER PROTECTION The Town of Middleburg has adopted a Source Water Protection Plan, which includes recommendations (action items) for protecting the Town's source water. Copies of the plan, information on protecting your drinking water and tips regarding causes of high-water bills are available at the Town Office, 10 West Marshall Street, Middleburg, Virginia 20118 or on the Town's website at www.middleburgva.gov. The Source Water Protection Team (SWPT) is responsible for advising the Town Council on the implementation of action items recommended in the Source Water Protection Plan. The SWPT meets on a quarterly basis. Meetings are open to the public. More information on the SWPT and/or its meetings can be obtained by contacting the Town Manager at the phone number and address given in this drinking water quality report. DEFINITIONS Contaminants in your drinking water are routinely monitored according to Federal and State regulations. We are allowed to monitor some contaminants less than once per year. Where that is the case, the most recent results are reported. In the tables and elsewhere in this report you will find many terms and abbreviations you might not be familiar with. The following definitions are provided to help you better understand these terms: WATER QUALITY RESULTS Microbiological Contaminants We are pleased to announce that the Town of Middleburg did not have any detection of total coliform or E. Coli in the treated water for the 2021 calendar year. All monthly samples complied with EPA standards. Lead and Copper Contaminants – The Town of Middleburg monitors for lead and copper contaminants in your drinking water every three years to ensure our drinking water meets all State and Federal standards. Other Chemical and Radiological Contaminants: Secondary Contaminant(s): Disinfection and Disinfection Byproducts *The level detected for free chlorine is based on a quarterly running average. We constantly monitor for various contaminants in the water supply to meet all regulatory requirements. The tables list only those contaminants that had some level of detection. Many other contaminants have been analyzed but were not present or were below the detection limits of the lab equipment. The U.S. Environmental Protection Agency sets MCL's at very stringent levels. In developing the standards, the EPA assumes the average adult drinks 2 liters of water each day throughout a 70-year life span. EPA generally sets MCLs at levels that will result in no adverse health effects for some contaminants or a one-in-ten-thousand to one-in-a-million chance of having the described health effect for other contaminants. VIOLATION INFORMATION We are required to monitor your drinking water for specific contaminants on a regular basis. Results of regular monitoring are an indicator of whether or not our drinking water meets health standards. During the 2021 monitoring period, we did not monitor for nitrate+nitrite (combined) and radionuclides at entry point 4 (well 4); therefore, we cannot be sure of the quality of our drinking water from that source during that time. However, this is no reason to believe these contaminants exceeded the maximum contamination level, as all tests – before and after – have been satisfactory. There is nothing you need to do at this time. We have collected one (1) nitrate+nitrite (combined) sample and one (1) radionuclide sample during the first quarter 2022 monitoring period, all of which were satisfactory or below the MCL. We will continue to collect one (1) radionuclide sample each quarter thereafter, and one (1) nitrate+nitrite yearly sample, from entry point 4. We are attempting to prevent further violations by ensuring that all required sampling in our water system is done in accordance with the state drinking water regulations. ADDITIONAL HEALTH INFORMATION If present, elevated levels of lead can cause serious health problems, especially for pregnant women and young children. Lead in drinking water is primarily from materials and components associated with service lines and home plumbing. The Town of Middleburg is responsible for providing high quality drinking water but cannot control the variety of materials used in plumbing components. When your water has been sitting for several hours, you can minimize the potential for lead exposure by flushing your tap for 15 to 30 seconds or until it becomes cold or reaches a steady temperature before using water for drinking or cooking. If you are concerned about lead in your water, you may wish to have your water tested. Information on lead in drinking water, testing methods, and steps you can take to minimize exposure is available from the Safe Drinking Water Hotline or at http://www.epa.gov/safewater/lead. This Drinking Water Quality Report was prepared by: Inboden Environmental Services 5790 Main Street Mt. 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COMMUNITY POLICY BRIEF Building Resilience after Disasters through the Youth Leadership Program: The Importance of Community and Academic Partnerships on Youth Outcomes Howard Osofsky, MD, PhD 1 , Joy Osofsky, PhD 1 , Tonya Hansel, PhD, LMSW 1 , Beverly Lawrason, MEd 2 , Anthony Speier, PhD 1 (1) Louisiana State University Health Sciences Center; (2) St. Bernard School District What Is the Purpose of the Study? * The Youth Leadership Program is a school, community, and university partnership designed to better understand the concept of personal resilience and overcoming the mental and emotional components of extreme events such as hurricanes. * Describe the program and how it was effective in helping youth and communities recover from the most costly hurricane in the history of the United States. * The current project examined the role of positive activities in school and community settings. * The importance of leadership through action, as a feature of resilience for personal recovery, begins with engagement of youth. * Describe and demonstrate features of self-efficacy, and its positive influence on leadership skills, because studying trauma symptoms alone is only part of the recovery equation. What Is the Problem? * The impact of natural disasters is frequently studied form the point of view of individual loss. * Resilience studies tend to focus on the threats to personal resilience, not on ways to increase resilience. * Rarely is resilience in youth reviewed from the point of view of activities that build and strengthen resilience. * Displacement of youth into new communities can increase loneliness and lead to the loss of community connectedness. What Are the Findings? * This study demonstrates how exposure to hurricanes and the mental health of individual youth influences their perceived capabilities to achieve goals and increase their resilience. * Youth are exposed to different disaster experiences and vary in the type of trauma symptoms they experience. * Decreases in trauma symptoms were more likely with increases in self-efficacy. * Programs like the Youth Leadership Program can address issues of loneliness in displaced students after a major disaster incident. * The Youth Leadership Program demonstrates the importance of providing leadership opportunities to help student's personal growth and resilience. 4 Who Should Care Most? * Teachers of middle school and high school students. * School administrators. * Behavioral health professionals, guidance counselors, and coaches. * Ministerial alliances. * Parents and youth. * Public mental health and social service providers. * Community leaders. Recommendations for Action * Assess the availability of youth leadership programs in local schools. * Engagement of students into their home, community, and school disaster preparedness plans. * Establish community mentors and roles for students in the response and recovery aspects of disaster preparation activities.	<urn:uuid:ac150b8a-0f1a-4160-94ca-6b1bb8009f25>	CC-MAIN-2022-49	https://www.press.jhu.edu/sites/default/files/2021-12/CPR_CPB_12.1.pdf	2022-11-26T19:09:01+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446708046.99/warc/CC-MAIN-20221126180719-20221126210719-00149.warc.gz	1,007,026,315	555	eng_Latn	eng_Latn	0.994072	eng_Latn	0.993676	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2366, 2981 ]	[ 2.21875 ]	1	2
Mains Marathon Day 31: People with ordinary Intelligent Quotient (IQ) surpass those with higher Intelligent Quotient more frequently. The reason for this is emotional intelligence (EQ). Illustrate. (150 words) 10 Aug 2022 \| GS Paper 4 \| Theoretical Questions Approach / Explaination / Answer Give a brief introduction about Intelligence Quotient (IQ) and Emotional Intelligence (EI). Explain the importance of Emotional Intelligence in association with Intelligence Quotients. Give a fair conclusion. Answer: The Intelligence Quotient is a measure of a person's intelligence in numbers. Emotional intelligence (EI) is the ability to understand, control, and quantify emotions. While some academics claim that emotional intelligence is an innate quality, others think it can be taught and developed. A standardized "intelligence" examination yields a score known as the Intelligence Quotient (IQ). The Emotional Quotient (EQ), measures your capacity to recognise, regulate, evaluate, and express your emotions. There is a connection between intelligence and being emotionally intelligent. Emotional Intelligence empowers the Intelligence quotient of an individual in several ways: Individuals can learn how to interact with people and circumstances in more productive ways. The ability to deal with obstacles matures, and the utilization of knowledge and logic-based approaches becomes more intense. You learn techniques to empower yourself via education and skill development. Children who are emotionally intelligent have the capability to become better leaders. They are more cooperative and may take the lead in any teamwork. As a result, they attempt to provide a positive example for others. Individuals who are intelligent and have high emotional intelligence may finish their tasks while motivating others to do the same. They are the team players. This is why employers seek emotionally competent personnel. They are the leaders who are just beyond bookish Intelligence. You would understand how others felt if you had a high EQ and would treat them accordingly. A good leader must possess this trait. You should be able to guide people who look to you for advice as a leader. This entails broadening your reading and expanding your understanding of relevant subjects. Powered by TCPDF (www.tcpdf.org) A variety of factors influence one's level of success in life. Both EQ and IQ are significant factors in determining success, health, happiness, and even financial success. It is vital to understand the importance of diversifying your skill set. Combining learning and studying with emotional focus is a triedand-true method for overall success. PDF Refernece URL: https://www.drishtiias.com/mains-marathon-daily-answer-writing-practice/papers/202 2/people-ordinary-intelligent-quotient-surpass-those-with-higher-intelligent-quotient-more-frequently-thereason-for-this-is-emotional-intelligence-illustrate-gs4-theoretical-questions/print	<urn:uuid:200e4cae-3e44-4fef-8c71-312ca6571ad0>	CC-MAIN-2022-49	https://www.drishtiias.com/pdf/1660200625.pdf	2022-11-26T18:34:12+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446708046.99/warc/CC-MAIN-20221126180719-20221126210719-00150.warc.gz	802,372,665	575	eng_Latn	eng_Latn	0.996531	eng_Latn	0.99757	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2286, 2960 ]	[ 2.625 ]	1	0
King Edward School Sport Partnership Competition Formats 2022-23 Introduction This year, all our events will have a specific intent – this will help guide schools to select the appropriate young people for each event. KESSP will be showcasing some new events as well as covering activities that we know you love to take part in. Look out for our 4 symbols – they will tell you what type of event you will be attending. These events focus on having fun, making new friends and developing fundamental skills. These events are one off competitive events. Come and try new sports and activities and develop your skills! These competitions have a league format and run over a number of weeks. Develop your tactics and play for our KESSP engraved trophies. Leadership opportunities give all students the chance to lead, officiate and record in a variety of activities. School Games Values All our competitions and events are based on the School Games Values. Pupils who display these values at events and competitions will be rewarded with a special school games pin badge. Each competition has been assigned a value, so look out for these at the event – there are 7 badges to collect! Teamwork: Treating everyone equally, supporting each other and working together to have fun and achieve. Celebrate each other's success and be a positive team player. Honesty: Be honest with others and with yourself. Have the courage to do the right thing and what you know is right. Passion: Giving it 100 per cent. Put your heart and soul into the game and never give up. Passion makes you enter the race and passion makes you finish it. Self Belief: You've got to believe to achieve. Have the selfbelief and confidence to succeed and reach your personal best. Determination: Keep going no matter what. Determination is about the journey you go on to push yourself and achieve your dreams. Have the mental strength and self discipline to overcome obstacles, commit to your goals and keep working everyday to become the very best you can be. Respect: Show respect for the referee, for the opposition, for your team mates, for yourself and for the game. Accepting victory and defeat with grace, treating others politely and with understanding. Have respect every day, in every sport and for everyone. Eco-Friendlyy Show your eco-friendly ideas through School Games events to help protect the environment. Work on your own or with a group to practise eco-friendly ideas. Talent Festival Event Intent: Aimed at young people in secondary school settings. * Develop self-confidence. * Increase aesthetic appreciation. * Demonstrate respect towards other performers. School Games Value: Show respect for other participants and judges. Accepting victory and defeat with grace, treating others politely and with understanding. Have respect every day, in every sport and for everyone. Contact Us: www.kessp.com @kesspb.com firstname.lastname@example.org Event Format Number of Pupils: Up to 20 per act Year Group: Year 7-11 Venue: Sutton Coldfield Town Hall, Upper Clifton Road, Sutton Coldfield, Birmingham, B73 6DA Time: 9.30– 12.30 pm Date: 8 th November 2022 Dance, sing, play an instrument or bring another talent to the show! Acts will last no more than 4 minutes. A selected panel of judges will select the best act. Music will need to be passed to your SGO no later than 1 st November. ** The best dance acts will automatically progress to the county Dance finals. These events are one off competitive events. Come and try new sports and activities and develop your skills! Scan the QR code to download your School Games Values logbook and try and collect all 7 values! Birmingham School Games Vision The Birmingham School Games will create happy, healthy and well-rounded individuals. We will develop opportunities for every young person to lead a healthy, active lifestyle and achieve their very best. We will be a catalyst for change that makes us proud to be part of Birmingham's future.	<urn:uuid:1ca2bd3b-71ae-4bfc-8aff-87b159769529>	CC-MAIN-2022-49	https://www.kessp.com/attachments/download.asp?file=246&type=pdf	2022-11-26T19:22:54+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446708046.99/warc/CC-MAIN-20221126180719-20221126210719-00151.warc.gz	936,683,375	844	eng_Latn	eng_Latn	0.91552	eng_Latn	0.998426	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 65, 870, 2471, 3690, 4014 ]	[ 2.25 ]	7	0
Multiplication Fact Strategy Practice Anyone who has taught upper elementary math knows the importance of fluency with multiplication facts and how difficult complex problems are for students who lack an understanding and automation with multiplication facts. We know that computational fluency is multi dimensional with a need for speed, accuracy, flexibility, and efficiency. We also know that multiplication facts are best learned by strategy, rather than moving from x1, x2, x3, etc. I've designed this resources with this research in mind, and with the busy teacher in mind as well. I know first-hand how challenging it can be to prep idividual math activities for students. This resource is to be used as a tool kit to help your students achieve success with multiplication. This program is designed to have students work on one set of facts a week. Students are able to move at their own pace through their multiplication facts, and there is a focus on both fluency and automaticity. With this program, students are expected to complete seven multiplication activities each week. Students should complete the activities in the given order to allow for development and conceptual understanding. These activities should be completed in class to ensure that all students are following through with the lessons and to allow the teacher to monitor growth and accuracy. The activities can be part of a math warm-up, math rotation, or even a special 10 minute math fact block. The resources are organized by set of math facts, so you can print and prep each set of student practice pages easily, without shuffling through multiple pages to find exactly what you need. The following page shares a brief overview of what is included in the tool kit. I have also shared organization tips, strategies, and pictures to make this addition to your math instruction as seamless as possible! * * * * * * What's Included Multiple Representation Cards-Students should only use cards that apply to the strategy they are currently studying. For example, if a student is working on the five facts, they will only use the five cards. Print these task cards on card stock, and then laminate and cut out each card. Store each set is a separate labeled baggie. Multiplication Flashcards-There are three sets of flashcards for each level of multiplication facts. The first set focuses on concrete representation, where students use snap cubes or counters to model each multiplication fact. The second set of flash cards focuses on pictorial representations, where students have a pictorial representation of the fact on the flash card. The third set of flash cards focuses on abstract understanding. This is where students work on the flashcard in a traditional way. I recommend printing each level or set on a different color paper. Strategy Notebook-For each set of facts, students will complete a page in their Multiplication Fact Strategy Booklet. Since the one facts are not included in these activities, I recommend using the 1 fact page to model how to complete the strategy notebook. Students should model a different fact with a factor of the set of multiplication facts they are working on using different strategies. For example, in the 2 facts, each problem students model should include a 2. However, students should not repeat any problems. Students will model the problems with a grouping model, number line, and two arrays. Students also explain HOW to use a strategy to solve the set of problems. Word Problems-To help students conceptualize multiplication problems, they should also solve multiplication word problems. There is one page of multiplication problems for each set of facts. Students solve two multiplication problems that include that factor. Then, students write two multiplication problems, one where the number represents how many are in each group and one where the number represents how many groups there are. Individual Fact Practice-These are self monitored quizzes, where students do not race a timer to finish a certain number of questions. Instead, students time themselves to see how long it takes them to complete all of the questions. This alleviates so much test anxiety associated with timed tests. Students will graph their progress to encourage metacognition. Study Plan Bookmarks-These help hold students accountable for practicing their math facts at school and at home. Multiple Representations Task cards The multiple representations task cards force students to think about multiplication as equal groups, arrays, and repeated addition. This allows students to picture that math fact. Students should match the various representations of each multiplication fact. Students should begin their practice with this activity. Multiplication Flash cards Each set of flashcards gives students a different opportunity for multiplication practice. In the first set, students build the multiplication fact for each flashcard. These are the cards I printed on purple paper. In the second set of flashcards, students answer the multiplication problem using a visual model. This allows students to see the multiplication problem in a pictorial format. These are the flashcards I printed in green. The third set of flashcards is more abstract where students answer in a traditional format. This is the set I printed in blue. Multiplication Word Problems Multiplication should consistently be practiced in context. These multiplication word problems allow students to practice math facts in the context of a word problem. In this activity, students solve two word problems with a given factor. Then students write two word problems using the same factor. This allows students to put meaning into their math fact practice. Multiplication timed tests This is completely unique approach to timed tests. Rather than having students rush to beat the clock, students take as long as they need to finish the test. As they are working, students time how long it took to complete the test. Students will graph the amount of time it took to complete the timed test. I have included an extra page of timed tests that can be stapled on the recording sheet. This will give students four opportunities throughout the week to self-assess. Students can record which facts they felt fluent with and which facts they would like to practice. Multiplication strategy booklet There is one page for each set of multiplication facts in the Multiplication Strategy Booklet. In the booklet, students will describe what strategy they can use to solve each set of facts. This gives students an opportunity to explain how they solve the multiplication fact. If the student has already reached automaticity with the week's practice, the student can explain how someone else could use a strategy to solve the fact. Students will also shade two arrays to model a multiplication fact, draw a grouping model, model with repeated addition, and model with a number line. At the completion of a page of the book, students will solve four math facts with the same factor. Study Plan Bookmarks Each week, students should receive a bookmark for the set of multiplication facts they are studying. You may keep these on a ring to keep all of students' completed bookmarks together for easy reference. Study Plan Bookmarks The complete at school section of the bookmark includes all of the resources in this file. The extra things students can do for additional practice include some of my best selling multiplication resources. http://bit.ly/MultiplicationBooklet These multiplication fact booklets can be used to help students understand the concept of multiplication, as well as memorize multiplication facts. There are eleven total booklets that are each eight pages long. On each page students will: represent the multiplication fact on a hundreds chart; write another fact using the commutative property; create an array to represent the multiplication fact; model using repeated addition; identify the number of groups and the number in each group http://bit.ly/WeeklyMultiplicationGames Get 30 weeks worth of multiplication games that are PERFECT for homework and would make a great center or station activity. All of the games are no prep, and the only materials needed are common household items. 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Bridging the education gap through proven digital game-based learning designed BY and FOR children affected by conflict MILLIONS OF CHILDREN WORLDWIDE ARE MISSING OUT ON QUALITY EDUCATION CHILDREN LEARN, AND THEY LEARN FAST EFFICIENT, EFFECTIVE AND LOW-COST * 75 million children aged 3-18 years, living in 35 crisis-affected countries, are in desperate need of educational support. (Overseas Development Institute, 2016) * 3.7 million refugee children are not receiving an education at all and refugee children are five times more likely to be out of school. (UNHCR Education, 2016) Research consistently demonstrates that education is the starting point on the journey to a better life, especially for the poor and the most vulnerable, a fact that communities consistently reinforce. Even in the worst situations 99% of children affected by conflict name education as one of their top priorities. (Save the Children, 2015) Conflict-affected children need flexible learning opportunities, which allow them to catch up on basic literacy and numeracy skills, support their wellbeing and prepare them to successfully (re)enter formal education. This is why War Child and our global partners designed Can't Wait to Learn: a unique education technology model delivering quality curriculum-based learning to conflict-affected children at an affordable cost. PUTTING EDUCATION IN THEIR HANDS In the Can't Wait to Learn model, children learn by playing educational games on tablet computers. The total system solution is comprised of culturally sensitive, custom-made games that include instruction, practice and a learning management system, and low-cost hardware solutions designed for local context and manufacture, including solar charging, tablet recharging stations, and digital tablet desks. This means that Can't Wait to Learn can provide quality education to all children, no matter where they are. It brings education to places where there not enough classrooms or teachers, and to both refugee and host community children - whether in formal Ministry of Education schools or through catch-up learning programs within alternative education centers. * In Sudan, research results show that Can't Wait to Learn children improved significantly. Nearly twice as much in maths and almost three times as much in reading. * Findings for Sudan, also indicate that Can't Wait to Learn has the potential to improve children's chances of reaching required reading competency levels at a rate 2.7 times faster than the Government Alternative Learning Program (ALP). * In Lebanon, on average children playing Can't Wait to Learn improved their math score by 7% in just twelve weeks. * Research shows there is a measurable positive effect on self-esteem experienced by children engaged in Can't Wait to Learn. Our comparative analysis shows that the cost of delivering Can't Wait to Learn is significantly lower than other alternative education methods. In the small-scale trials conducted so far - which included considerable research costs - the cost per child has been around $400 However, plans to go to scale in Sudan would bring the cost per child per year to around THE GAME WORLD IS THEIR WORLD $50 One of the unique features of the approach is that the software is tailored to the relevant national curriculum requirements and, crucially, designed with children to ensure the learning environment is recognizable and safe. Using a well-developed human-centered design approach, we co-create each game world by transforming children's voices, stories and art into familiar characters and locations in the educational game world. ACHIEVEMENTS TO DATE INCLUDE * Reaching over 20,000 children in Sudan, Lebanon, Jordan and Uganda, with start-up in Chad initiated in 2019. * Establishing an excellent track record collaborating with Ministries of Educationand partners including UNICEF and UNHCR. * Securing strategic investment from key donors and supporters and winning recognition with international awards at pilot/ innovation stage. * Investing in research and learning, generating valuable impact data and improving implementation processes. Partnerships for scale The Can't Wait to Learn scaling team bring together: War Child Holland's technical leadership and expertise; Save the Children's operational reach; the software design capacity of &ranj; Butterfly Works' human-centred design skills, and Sheffield Hallam University's frugal innovation expertise. Taken to scale Can't Wait to Learn has the potential to be widely adopted as a model to support children living in conflict and/or with limited access to education anywhere in the world. Our ambitions are to reach * 320,000 children in current countries in three years. * 1,000,000 children in current and new countries in five years. LEARN MORE \| We have laid the foundations for scale up, and are well positioned for bold investments to support our ambitions. With your support, over the next five years we can: DRIVE WIDER ADOPTION OF CAN'T WAIT TO LEARN AS A GLOBAL EDUCATION SOLUTION $10 MILLION * Enable 100,000 children to gain basic maths and literacy skills based on national curricula. * Conduct detailed research to inform game and data management portal quality improvements, and further develop frugal hardware technologies to support local manufacture. * Offer quality assured open source content and game code to a wider audience through global open access platforms and by adapting content to new devices, such as smart phones, beyond current Android offerings. * Accelerate Ministry of Education ambitions to accredit and significantly expand Can't Wait to Learn in existing countries. START UP IN A NEW COUNTRY $5 MILLION * Enable 50,000 children in South Sudan, Burkina Faso, Nigeria or Colombia gain basic maths and literacy skills. * Conduct needs assessment, co-creation and curriculum-based game design processes, in new languages. * Document learning to support wider adoption and further build the evidence base for the sector * Identify and onboard additional implementation partners. SCALE UP IN EXISTING COUNTRIES $1 MILLION * Enable 10,000 children in Sudan, Lebanon, Jordan, Uganda or Chad gain basic maths and literacy skills. Left - Boys and girls playing Lebanon maths game	<urn:uuid:cbae1a4f-f069-43fa-bc53-07003e40826d>	CC-MAIN-2022-49	http://shura.shu.ac.uk/28187/2/WarChildHolland_960.pdf	2022-11-26T20:13:59+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446708046.99/warc/CC-MAIN-20221126180719-20221126210719-00151.warc.gz	56,391,805	1,229	eng_Latn	eng_Latn	0.996407	eng_Latn	0.997083	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 3641, 6298 ]	[ 2.328125 ]	2	0
IAVA Education Day Bees Presentation Why Spelling Bee? * Help students improve their spelling * Increase their vocabularies * Learn language concepts * Develop correct English usage that will help them all their lives Excel in communication What is the Scripps National Spelling Bee? * A competition for kids in 1st-8th grade * Conducted for 90+ years * During Memorial Day weekend in Washington DC * 11 million kids compete in spelling bees all around the US * Only around 300 make it to the nationals After IAVA, It could easily be you! Structure of IAVA's Bee * Written Test (we are anticipating to only use this if there are enough spellers competing) - 25 Spelling Words - Pronouncer will say words out loud and provide all information - Speller should write the word on a piece of paper provided * Preliminary Round (separated: Grades 2-5 and Grades 6-8) - two rounds of spelling - if you miss, you are eliminated - from the 300-word list * Grand Finale (separated: Grades 2-5 and Grades 6-8) - spell until we have the last few winners - single-elimination - from off the list What is in for YOU at IAVA Spelling Bee? * You learn a lot of new words. * You increase your self-confidence * You improve your comprehension and school grades * You show-off your hard work to your near and dear ones You will be ready to compete at Scripps! What should you do before IAVA spelling bee? * Familiarize with the rules of the spelling bee * Study the word list for your category * Practice spelling words out loud – engage your family * Prepare for off-list words – Be friends with Dictionary Enjoy your learning experience! What to expect on the day of the spelling bee? * Relax! Have a good meal!! * Review the list one last time * Arrive 30 minutes before the start of the competition * Follow the instructions from the volunteers Remember to have a LOT of fun! How can I get to Scripps National Spelling Bee * Win Classroom, School, County and Regional Spelling Bees * Use the study sources o Spell It (myspellit.com) o School List (released every year) o 5000 SAT Words o Words, words, everywhere! * Participate in Minor League Spelling Bees - North South Foundation (northsouth.org) - South Asian Spelling Bee (southasianspellingbee.com) - For those in 4th grade or younger: MastiSpell (mastispell.com) Math Bee Math Bee Level 1: Grades 3, 4, and 5 Math Bee Level 2: Grades 6, 7, and 8 Math Bee Rules Phase I: * 25 questions in 40 minutes * Scratch paper will be provided * Contestants will be required to return the answer sheet at the end of the testing session * Everybody will move onto Phase II Math Bee Rules (contd.) Phase II: * 20 questions, 90 seconds each * Questions will be projected onto a screen * No questions will be seen again once the next question is presented * Questions will be called out Math Bee Rules (contd.) Extra Notes: * No calculators or similar aids will be allowed * All papers will be given to the proctors at the end of the testing sessions * Illegible writing is open to interpretation, so write clearly * There will be no partial credit	<urn:uuid:0a7efc2e-c8f2-411e-b878-241f96e3f5a1>	CC-MAIN-2022-49	https://iava.us/wp-content/uploads/2019/04/IAVA-Education-Day-Presentation.pdf	2022-11-26T18:46:58+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446708046.99/warc/CC-MAIN-20221126180719-20221126210719-00155.warc.gz	364,503,730	762	eng_Latn	eng_Latn	0.931217	eng_Latn	0.993078	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 36, 243, 544, 1090, 1351, 1634, 1877, 2323, 2333, 2409, 2626, 2840, 3105 ]	[ 3.078125 ]	1	0
Cultivating Diverse Talent in Science, Technology, Engineering, and Mathematics (STEM) Assessment Report Dr. C. June Maker, Principal Investigator, University of Arizona, Tucson, AZ What is Discovering Intellectual Strengths and Capabilities while Observing Varied Ethnic Responses (DISCOVER)? The Discovering Intellectual Strengths and Capabilities while Observing Varied Ethnic Responses (DISCOVER) Projects is a 20-year program of research on identification and development of talent and giftedness in culturally and ethnically diverse populations. The Project is directed by Dr. C. June Maker at the University of Arizona. DISCOVER is an educational framework in which "at-risk" students are viewed as being "at-promise" for success due to their creative problem solving strengths in diverse cognitive domains. When students' strengths are identified and teaching approaches developed so that strengths are used as vehicles for developing academic and real-life skills, students from all groups, including those considered to be "at-risk" experience greater success in school. They and their teachers and caregivers develop more positive and realistic beliefs about their potential to succeed. When academic skills are taught within the context of real-world problem solving, these academic skills take on new meaning, and are perceived as relevant. What is included in this report? This report was developed to help educators use the results of the DISCOVER Creative Problem Solving assessment as a vehicle for providing the best learning experiences for their students. This report provides teachers with learning profiles for students and classrooms to help teachers understand the strengths of each student. It contains five sections: Section A: General information—includes information about the assessment and how it was conducted. Section B: CDTIS/DISCOVER Curriculum and teaching strategies—includes how areas of strength and different types of abilities can be used in planning learning activities. Section D: Students' Profiles—includes each students' areas of strength compared with other students assessed in the school. Section C: Classroom Profile—includes a summary of all the students' strengths and weaknesses. Appendix A: A teaching unit developed and taught by a teacher involved in the DISCOVER V Project. How do I read this report? 1. The first section contains general information about the creative problem solving assessment and how student abilities were assessed. If you are interested in reviewing the assessment procedures and criteria being used, you could go directly to the first section. 2. The second section is about the teaching strategies that are appropriate for each type of ability measured. General characteristics of people possessing a particular type of ability, teaching strategies, teaching tips, and ways to foster each type of ability are included in this section. You need to refer to this section when you plan instructional strategies and activities. 4. The fourth section includes each student's profile compared to the other students assessed in the classroom. You could refer to this section when you are planning for individual students and for group activities that will build on the strengths of the majority of students. 3. The third section contains the creative problem solving assessment results for your classroom. In this section you will find information about the strengths of all students in your classroom, names of students who possess superior strengths in different areas, other students' areas of strength, and ways to group students in your classroom based on their strengths. Section A: DISCOVER Creative Problem Solving Assessment The DISCOVER activities are part of a unique assessment of creative problem solving abilities based on new beliefs about intelligence and creativity. In the DISCOVER Project at The University of Arizona, we believe that people have several different abilities, not just one. We also believe that all of us can become successful if we understand our unique pattern of abilities, combine those abilities with interests, invest time and energy in developing what we like and are good at doing, and create opportunities to experiment and grow. The assessments consist of two types of activities: hands-on and paper/pencil. The hands-on activities are assessments of knowledge gained from experiences while the paper/pencil activities are assessments of knowledge and skills gained in school and other academic learning situations. Hands-On Activities The hands-on DISCOVER Creative Problem Solving Assessments are administered to an entire classroom of students who are clustered at tables in groups of four or five. A trained observer is assigned to each table, and observers work with different students for different activities. The trained observers at each table have sheets for recording behaviors observed during the problem solving tasks. Pictures are taken of students' creations, and their comments are recorded. Hands-On activities are Spatial Artistic, Spatial Analytical, Oral Linguistic, Naturalist, and Mechanical-Technical. Translators or bilingual observers are provided for students whose first language is other than English. Teachers and observers are instructed/reminded that each student's response is accepted without judgment or show of favoritism; every contribution is valued equally. Immediately following the assessment, the observers meet to complete the observation and debriefing tasks. The following steps are included: (a) Complete observer notes on each student observed; (b) As a team, discuss students' performance in each activity; and (c) Compile all information for each student. Scores are determined in the context of the student's setting; that is, after the assessment, the team discusses the group's performance as a whole as well as those individuals who stand out as exceptionally competent in an activity. The ratings are as follow: Wow! Definitely, Probably, Maybe, Unknown, and Redo. These are assigned based on observed competency within an activity, compared to their peer group, and in special instances compared to a group from the same grade level and school setting assessed at a different time. Students are rated based not only on their problem-solving skills within a variety of domains, using performance-based assessment, but, additionally, they are seen within the group with which they are most closely identified. Obviously, a "Wow!" is reserved for those who are outstanding in a particular area; less obviously, "Redo" means that the observer believed that the observation, for whatever reason, was not necessarily an accurate measurement of the student's competence in that activity. Spatial Artistic. The spatial artistic activity is an assessment of general spatial abilities, those needed by artists, designers, photographers, and others who need to see the visual aspects of an idea and either create it for themselves or to communicate ideas to others. Students are given brightly colored hard cardboard shapes and are asked to design certain objects from the environment or from their imagination. At the later stage of the activity, they also are given plastic connectors so they can put the pieces together to make complex, three-dimensional constructions. They are led through a process in which they first explore the materials, then create what they see in photographs. Next, they create something from their imagination. In the last activity, they can create anything they want to create. Spatial Analytical. The spatial analytical activity is an assessment of the abilities needed by engineers, astronomers, architects, mathematicians, builders, road and city planners, and others who need to be able to see the "big" picture and fit all the parts together to make it work. Students use Tangram pieces (regular geometric shapes such as triangles, squares, and parallelograms) to solve puzzles of increasing difficulty and make shapes in different ways. After some general instructions about making basic shapes and substituting pieces to make other shapes, students are asked to make a large shape with as many of their tangram pieces as possible. Next, they solve 6 puzzles of increasing difficulty. Puzzles have been constructed so that most students can solve the first 2 or 3 puzzles, but only a small percentage of students can solve all of the puzzles in the time allotted to the activity. Observers watch students and record how much time they take for each puzzle and the order (within the group) in which the completed them. Clues can be given if students have worked on a particular page for 5 minutes and want to have a hint. Oral Linguistic. This is an assessment of the abilities needed by anyone who needs to communicate ideas orally to others. Storytellers, public speakers, teachers, and others need skills in the use of oral language. During this assessment, students are given a bag of toys to use to stimulate their thinking and story-telling. Each student gets different toys, but the toys are similar types. For instance, they get people, but some get a man and a boy, others get a grandmother and a baby, and others may get a policeman and a woman. During the activity, they notice similarities and differences in the characteristics and finally tell a story about any or all of their toys. Naturalist. The Naturalist assessment was developed to measure students' ability to make connections between living and non-living things in nature and to understand the relationships among components of ecological communities. Students who have more experience and knowledge about nature will easily understand the relationships among components in the environment and will be excellent observers of the characteristics of elements of the environment. The students who have naturalistic abilities can explain relationships between components of the environment, will sort different types of species, and will easily notice details of things around them. Species sorting and creation of an ecosystem are the two main activities that students are asked to complete in this assessment. In the first activity, students are asked to sort 14 flower or insect cards. Students group the insects or flowers that are alike in some way and label each group. In the second activity, students are given different types of materials such as clay, markers, drawing paper, flower cards, insect cards, and rocks to create an ecosystem that will support the needs of all the elements they chose to include in the ecosystem. They must show how all the elements of their ecosystems are related. Mechanical-Technical. The Mechanical-technical assessment was developed to measure students' skills related to understanding, creating, and repairing machines or other devices that perform or help perform human tasks. The students have 90 minutes to build their constructions. First, the observers give the students a picture of a simple gear construction and ask the students to build the same construction by using the materials they are given. Second, the students are given two choices of vehicles and are asked to select one to build. Finally, when they complete the vehicles, the observers ask the students to make a machine that moves by using the remote control device and the motors. This final construction should be students' own design. During all these steps the observers take pictures of all constructions (from different angles if needed). These pictures, all the notes taken about the students, and the results of their interviews about their constructions are then used by the team in the debriefing session to make decisions about the levels of abilities of the students. Paper/Pencil Activities The paper/pencil activities are conducted in a large-group setting with one or two monitors to assist students in following the instructions. High school students may be assessed in several different classrooms or content areas or in one large group. Paper/Pencil activities are Written Linguistic, Life Science Concept Maps, Physics Concept Maps, and Math. Written Linguistic. The written linguistic activity is an assessment of the abilities needed by writers and anyone who needs to communicate through written forms, such as journalists, scientists, teachers, researchers, and others who need to express ideas through writing. In this activity, students are asked to write about anything they want to write about, and are given as much time as needed to do the writing. They also are told that they will not be judged on the mechanics of their writing, but rather on the ideas they express. Concept Maps. Concept maps are visual images of the concepts that students have in their minds. Concepts are represented in the form of a proposition that is a combination of two concepts labeled with a linking word that explains the relationship between two concepts. By using concept maps, we aim to measure students' conceptual understanding, students' ability to connect different concepts, and their ability to sort the concepts in a hierarchical order. Students are given a list of concepts related to climate change (Life Sciences Concept Map) and to Newton's three laws of motion (Physics Concept Map), and are asked to make a map of the relationships. To score the Concept Maps, we analyze the number of relationships between concepts, the number of concepts used, and the number of relationships students recognize, including hierarchical ones. Math. The Math assessment is a measure of the students' ability to analyze problems logically, understand the underlying principles of systems, do mathematical calculations, and manipulate numbers, quantities, and operations to solve mathematical problems. The students have 50 minutes to solve problems that range from closed to open ended on the sheet that they are given. On this sheet the first problems consist of mathematical equations. The next questions are math squares that students are asked to complete. The final questions are designed to measure the students' abilities to understand the mathematical concepts and apply them in creative ways. Scores on the math assessment include the accuracy of answers as well as the number and originality of their answers to the open-ended problems. Section B: Curriculum &Teaching Strategies We think, learn, and create in different ways. Each individual is unique in each of his or her processing skills. The DISCOVER Curriculum Model The DISCOVER Curriculum Model evolved over time into a comprehensive approach to empower students and make teaching more rewarding. Based on what was learned from the assessment, experience with students and problem solving, and the concept of multiple areas of human competence, it has emerged as a strong and effective way for students to learn. While it is appropriate for all students, it is essential for those who are highly talented; it is based on their learning needs, which are determined by their characteristics. The DISCOVER Curriculum Model is based on the belief that students learn best by constructing their own learning from guided but open-ended experiences, making significant choices about their own learning, and having access to a wide variety of materials. The teacher's role is that of guide to information and learning, rather than the source of all knowledge. Teachers must consider student interests and strengths as well as their knowledge and skill levels to develop curriculum to teach the prescribed skills and concepts. The key idea about curriculum and teaching is that students use their dominant abilities to stimulate learning in all subjects, especially subjects in which they are weaker. Effective teachers of the DISCOVER Curriculum implement the following principles in their classrooms: 1. Provide opportunities for students to develop their multiple abilities; 3. Use active, hands-on learning with the "tools" of the multiple abilities; 2. Provide opportunities for students to solve problems; 4. Integrate the culture of the students and of the community into the curriculum; and 5. Plan curricula around state standards and abstract themes. Problem Continuum The problem continuum is a key component in the development of the CDTIS/DISCOVER Curriculum. The curriculum for highly talented students should consist primarily of Types III, IV, V, and VI, with Type VI being the most appropriate and motivating. Solving real-life problems raises the emotional and motivational stakes for the learner. While solving real-life problems requires significant amounts of time and resources, it is through struggling with the issues contained therein that students learn both content and critical thinking. In the following section, problem types are explained and illustrated. Appendix A contains a science teaching unit developed and taught by Judy Reinoso when she was a teacher in the Tuba City Unified School District. Six types of problems are embedded in the DISCOVER curriculum. Problems are arranged from well-structured (Types I, II) to least structured and more open ended problems (Types V, VI). Following is a description of the problem types in the DISCOVER Model. Type I. The problem and the method of solution are known to the problem presenter and the problem solver; the presenter knows the (one) correct solution. Solving math problems by a known algorithm or method; following a formula, in language, music, math or science; and performing prescribed body movements, as in dance or sports are Type I problems. Type II. In Type II problems, the problem is known by the presenter and the solver, but the method of solution and solution are known only to the presenter. Type II is close to Type I in structure, except that the problem solver does not know the method by which to arrive at a solution. Problems such as mathematical "story problems" requiring the solver to figure out and apply the appropriate method to solve the problem; answering questions about factual material; scientific "experiments" with prescribed materials and variables; playing an instrument while sight reading the music; and creating a scale drawing are Type II problems. Type III. The problem is known to the presenter and the solver, but more than one method may be used to arrive at the correct solution, which the presenter knows. Type III problems require a specific solution but many methods may be used to reach this solution. Finding the "key" to mathematical, word, or linguistic patterns; movement sequences created to meet specific requirements; and constructions using specified materials and meeting given criteria are Type III tasks. Type IV. The problem is known to the presenter and the solver, but the problem may be solved in more than one way and the presenter knows the range of solutions. Problems that can be solved inductively but that have an accepted range of answers, such as geometry problems that may be solved using manipulatives; creating as many equations as possible using three (provided) numbers and the operations of addition and subtraction; writing Haiku; and creating music or movement sequences within defined parameters are examples of Type IV problems. Type V. The problem is known to the presenter and the solver, but the method and solution are unknown to both. Type V problems are clearly defined, but methods and solutions are open. Questions such as, "In what ways might you share the results of your survey?" define Type V problems, as do constructions using specific materials and meeting pre-set goals, (such as building a mousetrap vehicle); creating prose or poetry; making a self-sustainable terrarium or aquarium; writing lyrics to an existing melody; writing a melody for existing lyrics; and finding new ways to apply existing formulas. Future Problem Solving (FPS) is a special case of Type V. The problem is known to the presenter and the solvers, and the solvers are taught the CPS process to use in developing their solution, but the solution is unknown to all. Type VI. The problem is unknown or undefined and the method and solution are unknown to both presenter and solver. Type VI problems have the least structure; are the most complex; need to be defined and, possibly, redefined; and have numerous possible solutions. These are the problem situations we find in real-life that can be defined in more than one way and that may need redefining during the problem solving process. Type VI problem situations include those such as environmental pollution; student behavior; ethical behavior and standards; global warming; urban problems; social issues, such as violence or declining literacy; and international border issues. Type VI problems are not only appropriate for gifted students to grapple with, but are a critical aspect of their education. Curriculum Differentiation Another way to develop activities for your students to address their intellectual needs is by Curriculum differentiation. In differentiated classrooms, teachers provide specific ways for each individual or small groups of students who share the same intellectual strengths to learn as deeply as possible and as quickly as possible. Using the DISCOVER assessment results, teachers can plan learning activities according to students' area(s) of strengths. For example, students who possess mechanical-technical strengths could work on a product that represents this intellectual strength, like model-building, and 3-D design. Students who possess spatial analytical and logical-mathematical strengths could work on a product like a diagram, table of classification, or crossword puzzle. Teachers need to determine what types of intellectual strengths are in the classroom, and then think about products that represent each type. Developing Logical-Mathematical Ability Students who possess logical-mathematical ability are capable of analyzing problems logically, understanding the underlying principles of systems, doing mathematical calculations and manipulating numbers, quantities and operations, investigating issues, solving mathematical problems, using experiments to test things, and exploring patterns and relationships. The abilities assessed in this activity are used by engineers, accountants, mathematicians, real estate agents, financial planners, statisticians, and others who work with numbers and who attempt to predict or plan for the future. Teaching Strategies * Use scientific demonstrations * Use logical problem solving * Teach critical thinking * Provide logic puzzles and games * Calculate mathematically * Create codes * Practice quantification * Teach basic math from concrete to abstract * Encourage classification and categorization * Use heuristics and scientific thinking * Use Socratic questioning * Use manipulatives for hands-on experiences * Encourage pattern awareness * Design lessons to include direct instruction, guided practice, and hands-on problem solving * Use computer games that encourage complex thought processes and computer programming * Relate math and science to real life situations * Provide activities that make math, fun, relevant and challenging * Facilitate cooperative learning games * Use sequencing patterns and relationships * Make charts, graphs, and lists * Practice predicting Teaching Tips * Motivating special needs students to engage this intelligence may be the key * Use games, objects, and activities * Make tasks involving numbers fun * Focus on reasoning * Encourage the use of calculators * Use manipulatives prior to calculations * Use pictures, objects, movements, and musical beats to demonstrate and help understand concepts * Create activities that develop over time such as mock companies and communities * Demonstrate with authentic applications such as travel, shopping, cooking, and other every-day activities * Use computers for math practice, problem solving, and logical thinking To Encourage Learning with this Ability Allow for individual and group interpretations of problem solving processes. Create challenging tasks. Display formulas, Venn diagrams and matrices—categorizing facts and information—mathematical operations, time lines, outlines. Encourage research projects. Explore patterns and their relationships. Facilitate hands-on experiments and working in labs. Relate to real-life situations. Use computers, calculators, puzzles and games, and mock communities. Developing Spatial Ability Spatial analytical abilities are needed by engineers, astronomers, architects, mathematicians, builders, road and city planners, and others who need to be able to see the "big" picture and fit all the parts together to make it work. Spatial artistic abilities are needed by artists, designers, photographers, and others who need to see the visual aspects of an idea and either create it for themselves or to communicate ideas to others. Teaching Strategies * Use graphic organizers * Allow for adequate WAIT TIME between verbal cues and verbal responses * Concept maps during instruction * Use verbal presets: imagine picture visualize * Incorporate charts, diagrams, imaginative storytelling, painting, collage, and visual thinking exercises * Encourage the use of sketches and graphic organizers during writing activities * Use mind-maps and other visual organizers, * Play with optical illustrations, * Use computer graphing software, * Use color markers and coding to represent different ideas * Use idea sketching and graphic symbols To Encourage Learning with this Ability Linguistic Ability Students who possess linguistic ability are sensitive to spoken and written language, capable of learning language and expressing their thoughts and they have the capacity to use language effectively, have good memory and highly developed auditory skills. People who possess linguistic skills are television and radio announcers, actors, politicians, storytellers, translators, administrators, lawyers, interpreters, teachers, and other occupations in which people talk to individuals or to small or large groups of people. Teaching Strategies * Use idea sketching and graphic symbols * Employ metacognitive strategies * Use lectures, writing, students' speech, storytelling, brainstorming debates, choral reading, and individualized reading * Teach skills in a meaningful context * Provide a variety of printed and multi-media materials such as books, word games, audio recordings, journal writing, publishing, and talking books * Facilitate large or small group discussion for improving communication skills * Create a print-rich classroom environment displaying students' creative work * Discover individual interests * Create a risk-taking environment fostering an acceptance of approximations * Model the joys of reading and writing * Set up centers for listening, reading, writing, speaking, cooperative groups, peer coaching, problem solving, and computer use Teaching Tips * Think strategically to plan and monitor their comprehension and revise their strategies * Persevere in the face of contradictory or inadequate information * Have strategies for what to do when they do not know what to do * Use verbal presets: imagine picture visualize * Know that their own success is a direct result of their effort, ability, and determination To Encourage Learning with this Ability Developing Naturalist Ability Students who possess naturalist ability are interested in nurturing, exploring their environment, and learning about other species. They understand the fundamental principles in subjects such as botany, biology and zoology. They have ability to categorizing and cataloging information easily. Abilities assessed in this activity are used by biologists, medical professionals, conservationists, farmers, and others who show a sense for detail, and understand and can explain natural phenomena. Teaching Strategies * Use scientific demonstrations * Encourage classification and categorization * Organize field trips to natural areas, and natural history museums * Provide opportunities to collect, label and mount specimens from nature * Encourage pattern awareness * Use taxonomic keys and let students create their own keys * Make charts, graphs and design lessons to include direct instruction, guided practice, and hands-on problem solving * Invite local biologist, medical professions and others to give talks about their professional work * Examine and resolve a local environmental problem using a stakeholder approach * Make collections of the local flora and fauna * Do experiments in nature * Make models of ecosystems To Encourage Learning with this Ability Allow for individual and group interpretation of problem-solving processes Create challenging tasks Display various ecosystems and their components Encourage whole class discussions on problems related to biological classification Facilitate classification methods, problem-solving activities, and naturalist group activities Use Videos and books on nature and professional working in biological sciences Mechanical-Technical Ability Students who possess mechanical technical ability have the skills related to understanding, creating, and repairing machines or other devices that perform or help perform human tasks. They have the ability to understand and manage technical mechanisms. They also understand what actions follow a specific mechanical practice. Abilities assessed in this activity are used by engineers, inventors, medical technologists, industrial artists, and others who use technical approaches in their interrelation with life, society, and the environment. Teaching Strategies * Use mechanical demonstrations * Provide opportunities to construct machines * Organize field trips to technology companies and technology museums * Teach basic mechanical methods * Encourage pattern awareness * Encourage imagination through open-ended problem-solving * Make charts, graphs and design lessons to include direct instruction, guided practice, and hands-on problem solving * Invite local technology experts, industrial biologists, and medical technologists to give talks about their professional work * Provide and use computer technology * Provide activities than make technology and mechanics fun, relevant and challenging * Teach critical thinking skills * Relate technology and mechanical ability to real-life situations To Encourage Learning with this Ability Allow for individual expression and interpretation of problem-solving processes Create challenging tasks Display various technology and mechanical systems in real-life situations Encourage whole class discussions on problems related to technology Facilitate mechanical construction, problem-solving activities, and group activities Use Videos and books on technology and mechanics Grouping Grouping is an organizational structure that could be used effectively and purposefully in the classroom. Some students are premature and grow more than others. For example, when students struggle or advance as learners, the teacher has to use the students' profiles to help them in learning and try to develop their areas of weakness. Therefore, to meet individual needs, teachers need to draw upon the student's profile by using different types of grouping. Three types of grouping are often used in regular classrooms: (1) homogenous grouping; (2) heterogeneous grouping; and (3) interest grouping. When teachers group students based on based on similar or different profiles of strengths and needs, they can provide a wide range of instructional strategies and activities that help students in each group setting to learn purposefully. An important principle to use in all types of groups is that students are cooperating in accomplishing one goal, and not competing with each other. Homogenous Grouping Often, students are grouped according to overall abilities such as when students with high IQs are in the same programs or classrooms. Instead, we suggest that students be grouped according to their specific intellectual strengths rather than overall level of ability. For example students who possess superior strengths in the logical mathematical area could be grouped and work on one activity accordingly. This type of grouping could be very effective for students to develop their area of strength and their area of weaknesses. They learn easily when they are taught by activities that use this intellectual strength or this area could be developed by involving the students in such activities. Heterogeneous Grouping Groups in this setting consist of students with multiple types of abilities. Most regular classrooms are examples of heterogeneous grouping. Even though this type of grouping isn't recommended all the time, it could be used effectively to help students share their experiences with others and learn how to solve problems from different perspectives. Also, heterogeneous grouping is very helpful for students to work cooperatively and depend on each other in their learning experience. For example, if students are working together to develop a presentation, those with logical-mathematical strengths could develop a way to present data in a table or graph while those with mechanical-technical strengths could develop a device to demonstrate a concept or idea. Interest Grouping Regardless of students' abilities and their areas of strengths, students could be grouped according to their areas of interest. Teachers could provide students with a variety of activities and let them choose from those that reflect their interests. At the high school level, in STEM areas, the most effective teaching practices include encouraging and providing opportunities for students to conduct their own original research in areas of personal interest.oc Section C. Classroom Profile 13 Classroom Strengths Students in your school were observed using the CDTIS/DISCOVER Assessment. In the school profile, all six assessments are shown. The first graph shows the strengths of students in each area. Therefore, teachers need to consider these strengths and weaknesses when they plan classroom activities. Insert Graph of Classroom Strengths Here Individual Student Strengths Students in your school possess different levels of problem solving ability. Some of them are superior in one and/or more areas and others are not. However every student has at least one area of strength. Table 3 shows students' areas of strength in creative problem solving skills. Add here graphs of strengths for each student. 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The updated version covers the newest techniques for evaluating programs and includes state-of-the-art implementation advice, as well as an expanded set of examples and case studies that draw on recent development challenges. It also includes new material on research ethics and partnerships to conduct impact evaluation. The handbook is divided into four sections: Part One discusses what to evaluate and why; Part Two presents the main impact evaluation methods; Part Three addresses how to manage impact evaluations; Part Four reviews impact evaluation sampling and data collection. Case studies illustrate different applications of impact evaluations. The book links to complementary instructional material available online, including an applied case as well as questions and answers. The updated second edition will be a valuable resource for the international development community, universities, and policy makers looking to build better evidence around what works in development. 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Explore English Student's Resource Book: Stage 3 Aug 31 2020 Collins Explore English is a 6-level course which provides full coverage of the Cambridge Primary English as a Second Language curriculum framework (0057) from 2020. With a magazine-style Student's Resource Book, comprehensive Student's Coursebook, and supportive Teacher's Guide, it offers clear Reinforcement Learning, second edition Sep 19 2019 The significantly expanded and updated new edition of a widely used text on reinforcement learning, one of the most active research areas in artificial intelligence. Reinforcement learning, one of the most active research areas in artificial intelligence, is a computational approach to learning whereby an agent tries to maximize the total amount of reward it receives while interacting with a complex, uncertain environment. In Reinforcement Learning, Richard Sutton and Andrew Barto provide a clear and simple account of the field's key ideas and algorithms. This second edition has been significantly expanded and updated, presenting new topics and updating coverage of other topics. Like the first edition, this second edition focuses on core online learning algorithms, with the more mathematical material set off in shaded boxes. Part I covers as much of reinforcement learning as possible without going beyond the tabular case for which exact solutions can be found. Many algorithms presented in this part are new to the second edition, including UCB, Expected Sarsa, and Double Learning. Part II extends these ideas to function approximation, with new sections on such topics as artificial neural networks and the Fourier basis, and offers expanded treatment of off-policy learning and policy-gradient methods. Part III has new chapters on reinforcement learning's relationships to psychology and neuroscience, as well as an updated case-studies chapter including AlphaGo and AlphaGo Zero, Atari game playing, and IBM Watson's wagering strategy. The final chapter discusses the future societal impacts of reinforcement learning. progression within and across levels. Oxford International Primary Science Second Edition: Student Book 3: Oxford International Primary Science Second Edition Student Book 3 Sep 24 2022 A complete six-year primary Science course that takes a problem-solving approach to teaching young learners the skills they need to think like scientists. Classic Tales 2e L3 the Little Mermaid Pack Dec 03 2020 Access Free Top Notch 3 Second Edition Unit 7 Free Download Pdf Access Free oldredlist.iucnredlist.org on November 26, 2022 Free Download Pdf	<urn:uuid:4cabcc03-17b2-4558-b4b9-eb865bc9759e>	CC-MAIN-2022-49	https://oldredlist.iucnredlist.org/file/neon?a=T8C5A8&FileName=Top-Notch-3-Second-Edition-Unit-7	2022-11-26T20:17:05+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446708046.99/warc/CC-MAIN-20221126180719-20221126210719-00153.warc.gz	497,970,893	5,245	eng_Latn	eng_Latn	0.995348	eng_Latn	0.994687	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 22138, 27681 ]	[ 1.96875, 2.1875 ]	1	0
Crescent Falls Provincial Recreation Area Phone: 1–877–537–2757 Public Safety Swift Water The Bighorn River is fast flowing with cold mountain water. Do not wade or swim in the water above or below the waterfalls. The waterfalls have a strong undertow that goes down 30 feet which can drown a person. The river will sweep you off your feet and pull you down stream. Severe injury or death have occurred. Below Waterfalls – Access Prohibited The cliff sides and area below the waterfalls is managed as a special protection zone. This area is closed. Access is prohibited. Stay to the day use areas, designated trails and behind fences at all times to protect yourself and the fragile environment. Responsible Use * Open fires are prohibited. Fires are allowed in designated pits. * Using dead wood lying on the ground (deadfall) for firewood is prohibited. * Leave no trace – pack out everything you pack in. * Stay on trails – it is important for personal safety and conservation to stay on designated trails at all times. * Liquor consumption is prohibited in any public areas including trails and day use. * Use of drones or unmanned aerial vehicles (UAVs) are prohibited in the park. * Pets are required to be leashed at all times within the park boundary. * There is no cell phone service anywhere in the park. Please plan ahead. Wildlife * Do not approach, feed or harass wildlife. * Keep your campsite clean to avoid attracting wildlife. Trails Bighorn Canyon Trail This trail is approximately 3 km long (oneway) and rated to be a moderate hike due to the steep cliff edge. Please be cautious when hiking and ensure you have proper footwear. Access to the trail head is in the lower day use area. The end of the trail overlooks Bighorn Canyon at a viewpoint. Return the way you came. Bighorn Meadows Equestrian Access Trail This 1 km trail provides access through the Park to the Bighorn Meadows backcountry equestrian trail. The trail starts on the west side of the road below the upper parking lot. Equestrian use is not permitted outside of this access trail. Camping Facilities * All sites are non-serviced with 22 drive-in sites and 12 of walk-in tenting sites. There are no reservations. Cash and cheque accepted, or pay with credit/debit card at the Bear Essentials store in loop 3 at Fish Lake Campground: 10 minutes east on Highway 11. * Firewood is for sale from campground attendant. * Note: Equestrian camping has been removed. * Caution: Access to the campground requires a creek crossing which may not be suitable for all trailer lengths. Campers are urged to walk down to the creek crossing to make a decision. Permits Permits are required for all commercial guiding, special events and commercial photography/ filming. To apply for a permit please go to: https://www.albertaparks.ca/albertaparksca/ visit-our-parks/permit-portal/.	<urn:uuid:a775ed63-feb9-45c4-a111-44a2f33c3f74>	CC-MAIN-2022-49	https://www.albertaparks.ca/media/6497043/crescent-falls-tear-sheet.pdf	2022-11-26T19:49:21+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446708046.99/warc/CC-MAIN-20221126180719-20221126210719-00156.warc.gz	687,647,925	638	eng_Latn	eng_Latn	0.999222	eng_Latn	0.999091	[ "unknown", "eng_Latn" ]	false	docling	[ 64, 2871 ]	[ 2.015625 ]	2	0
Dr Oliver Dr Oliver Mathematics Mathematics Advance Level Mathematics Core Mathematics 2: Calculator 1 hour 30 minutes Dr Oliver The total number of marks available is 75. You must write down all the stages in your working. 1. Figure 1 shows a sketch of part of the curve with equation Dr Oliver Mathematics Dr Oliver The ﬁnite region R, shown shaded in Figure 1, is bounded by the curve, the x-axis and the line with equation x " 10. x Dr Oliver 3 The table below shows corresponding values of x and y for y" p` 2 q 2 4. (a) Complete the table, giving values of y corresponding to x " 2 and x " Mathematics (1) 6. Dr Oliver Mathematics Dr Oliver Solution Dr Oliver (b) (4) Use the trapezium rule, with all the values of y from the completed table, to ﬁnd an approximate value for the area of R, giving your answer to 3 decimal places. Solution Mathematics Mathematics 2. (a) (4) Find the ﬁrst 4 terms, in ascending powers of x, of the binomial expansion of p2 ` kxq 7 , where k is a non-zero constant. Give each term in its simplest form. Dr Oliver Given that the coeﬃcient of x 3 in this expansion is 1 890, (b) ﬁnd the value of k. Solution Mathematics Dr Oliver Mathematics 3. Dr Oliver where A and B are constants. When fpxq is divided by p2x ´ 1q the remainder is 30. (a) Show that A ` 4B " 114. Solution Dr Oliver as required. Given also that px ` 1q is a factor of fpxq, Dr Oliver (b) ﬁnd another equation in A and B. Mathematics Solution Mathematics (c) Find the value of A and the value of B. Solution Subtract: Mathematics. (d) Hence ﬁnd a quadratic factor of fpxq. Solution Mathematics (2) (2) (2) Dr Oliver and a quadratic factor of fpxq is 4. Figure 2 shows a ﬂag XY WZX. Mathematics Dr Oliver Dr Oliver Figure 2: a ﬂag Mathematics The ﬂag consists of a triangle XY Z joined to a sector ZY W of a circle with radius 5 cm and centre Y . The angle of the sector, angle ZY W , is 0.7 radians. The points X, Y , and W lie on a straight line with XY " 7 cm and Y W " 5 cm. Find Dr Oliver (a) the area of the sector ZY W in cm 2 , Solution Mathematics (b) the area of the ﬂag, in cm 2 , to 2 decimal places, Solution Dr Oliver Mathematics and Dr Oliver Dr Oliver (c) (4) the length of the perimeter, XY WZX, of the ﬂag, in cm to 2 decimal places. Solution a Mathematics Dr Oliver 5. The circle C has equation Find (a) the coordinates of the centre of C, Mathematics Solution Mathematics hence, the coordinates of the centre of C is p1, ´7q. (b) the exact value of the radius of C, Solution Dr Oliver The exact value of the radius of C is ? 50 " 5 ? 2. Mathematics (2) Dr Oliver (c) (2) the y-coordinates of the points where the circle C crosses the y-axis. Solution Mathematics Mathematics (d) (4) Find an equation of the tangent to C at the point p2, 0q, giving your answer in the form ax ` by ` c " 0, where a, b, and c are integers. Solution Implicit diﬀerentiation: , and, at p2, 0q Dr Oliver Finally, an equation of the tangent to C is 6. A geometric series with common ratio r " ´0.9 has sum to inﬁnity 10 000. For this series, Dr Oliver (a) ﬁnd the ﬁrst term, Solution Mathematics Mathematics (b) ﬁnd the ﬁfth term, Dr Oliver (2) Solution (c) (3) ﬁnd the sum of the ﬁrst twelve terms, giving this answer to the nearest integer. Solution Dr Oliver Dr Oliver 7. (a) Find the value of y for which Give your answer to 2 decimal places. Mathematics 1.01 y ´ 1 " 500. Solution Dr Oliver Dr Oliver Mathematics (b) Given that (i) show that Solution Dr Oliver as required. (ii) Hence solve the equation Dr Oliver. * hence, x ą ´ 5 3 implies x " 1 3 . Dr Oliver Mathematics 8. In this question solutions based entirely on graphical or numerical methods are not acceptable. (a) Solve for 0 ˝ ď x ă 360 ˝ , giving your answers in degrees to one decimal place. Solution Dr Oliver Mathematics Solution (2) sin θ " 1 4 : sin θ " 1 4 : Dr Oliver Dr Oliver (b) Find, for 0 ď θ ă 2π, all the solutions of giving your answers in radians to 3 signiﬁcant ﬁgures. Solution * Dr Oliver Mathematics Dr Oliver 9. Figure 3 shows a sketch of part of the curve with equation The curve has a turning point at the point A, where x ą 0, as shown in Figure 3. (a) (5) Using calculus, ﬁnd the coordinates of the point A. Solution Dr Oliver Now, . Dr Oliver hence, as x ą 0, x " 4 and the point is Ap4, 112q Mathematics The curve crosses the x-axis at the point B, as shown in Figure 3. Dr Oliver (2) B. (b) Use algebra to ﬁnd the x-coordinate of the point Solution Mathematics Dr Oliver (c) (5) Use integration to ﬁnd the area of the region R, giving your answer to 2 decimal places. Mathematics The ﬁnite region R, shown shaded in Figure 3, is bounded by the curve, the line through A parallel to the x-axis and the line through B parallel to the y-axis. Solution We have Dr Oliver Mathematics Dr Oliver Mathematics Dr Oliver Mathematics	<urn:uuid:2cdfc699-ef48-4c3d-afcb-2ab0a816ffea>	CC-MAIN-2022-49	https://www.drolivermathematics.com/_files/ugd/0564aa_1e02ca97a15b4585a03cda8ee3b4b61e.pdf	2022-11-26T19:23:36+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446708046.99/warc/CC-MAIN-20221126180719-20221126210719-00156.warc.gz	802,085,615	1,478	eng_Latn	eng_Latn	0.905841	eng_Latn	0.969942	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 658, 1211, 1665, 2218, 2665, 3213, 3568, 3943, 4135, 4523, 4990 ]	[ 3.390625 ]	1	0
Dr Oliver Mathematics Dr Oliver Mathematics One or More Successive Impacts In this note, we will look at one or more successive impacts. 1 One or More Successive Impacts: Right-Angles Mathematics Immediately after hitting W1, the ball is moving at y ms ´ 1 and at an angle β to W1. Dr Oliver A small ball is projected along the ﬂoor towards with speed x ms ´ 1 on a path that makes an angle α with W1. The ball hits the wall and then hits W2. Immediately after hitting W2, the ball is moving at z ms ´ 1 and at an angle γ to W2. Dr Oliver The coeﬃcient of restitution between the ball and W1 is eA. Mathematics The coeﬃcient of restitution between the ball and W2 is eB. What is the speed and direction after the second bounce? We ﬁll in the table, ﬁrst column . . . Dr Oliver Table 1: completing the ﬁrst column . . . and we ﬁll in the table, second column. Dr Oliver Table 2: completing the second column Dr Oliver Turn the page a quarter-turn clockwise, so that BW2 is horizontal, i.e., Dr Oliver Then, we ﬁll table, third column: Mathematics But that's just and Dr Oliver because we interchanged the two rows: Dr Oliver Hence, and Dr Oliver Table 3: completing the third column And ﬁnally, we ﬁll in the fourth column: Dr Oliver Table 4: completing the fourth column Mathematics kinetic energy after 1st bounce " 1 2 mx 2 " peA sin αq 2 ` pcos αq 2 ‰ a Dr Oliver kinetic energy after 2nd bounce " 1 2 mx 2 " peA sin αq 2 ` peB cos αq 2 ‰ . Dr Oliver What happens if eA " eB, i.e., the coeﬃcient of restitution are the same? Well, Dr Oliver and, hence, the path is parallel to the original path but it goes in the opposite direction. Mathematics 2 One or More Successive Impacts: Non-Right Angles But what if the walls are not at right-angles? Well, it all hangs on the result of β ` δ. Case: β ` δ " 90 ˝ : Mathematics The ball into B1 and then makes the opposite direction: the speed in reverse is less than than y m s ´ 1 and we get a smaller angle (unless e " 1!). Case: β ` δ ą 90 ˝ : Dr Oliver Mathematics Dr Oliver Case: β ` δ ă 90 ˝ : Dr Oliver 3 Problems Dr Oliver Here are some problems for you to try. Mathematics Dr Oliver 1. A smooth sphere, S, is moving on a smooth horizontal plane with speed u m s ´ 1 when it collides with a smooth ﬁxed horizontal plane. At the instant of collision, the direction of motion of S makes an angle of tan ´ 1 4 3 with the wall. The coeﬃcient of restitution between S and the wall is 1 3 , as shown below. or Dr Oliver Dr Oliver Mathematics Find the speed of S immediately after the collision. Solution Mathematics We square and add them: Mathematics 2. A smooth sphere, S, is moving on a smooth horizontal plane with speed u m s ´ 1 when it collides with a smooth ﬁxed horizontal plane. At the instant of collision, the direction of motion of S makes an angle of 30 ˝ with the wall. Immediately after the collision, the speed of of S is 7 8 u m s ´ 1 , as shown below. Dr Oliver or Dr Oliver Dr Oliver Mathematics Find the coeﬃcient of restitution between S and the wall. Solution Mathematics? We square and add them: Dr Oliver Mathematics 3. A smooth sphere, S, is moving on a smooth horizontal plane with speed u m s ´ 1 when it collides with a smooth ﬁxed horizontal plane. At the instant of collision, the direction of motion of S makes an angle of tan ´ 1 12 5 with the wall. The coeﬃcient of restitution between S and the wall is 3 5 , as shown below. or Dr Oliver Dr Oliver Mathematics Find the speed of S immediately after the collision. Solution Mathematics We square and add them: Mathematics 4. A smooth sphere, S, is moving on a smooth horizontal plane with speed u m s ´ 1 when it collides with a smooth ﬁxed horizontal plane. At the instant of collision, the direction of motion of S makes an angle of tan ´ 1 1 2 with the wall. Immediately after the collision, the speed of of S is 3 4 u m s ´ 1 , as shown below. Dr Oliver or Dr Oliver Dr Oliver Mathematics Find the coeﬃcient of restitution between S and the wall. Solution Mathematics We square and add them: Mathematics Dr Oliver 5. A small smooth ball is falling vertically. The ball strikes a smooth plane, which is inclined at an angle 30 ˝ to the horizontal. Immediately before striking the plane, the ball has a speed of 8 m s ´ 1 . The coeﬃcient of restitution between the ball and the plane is 1 4 , as shown below. Dr Oliver Find the exact value of the speed of the ball immediately after the impact. Mathematics Dr Oliver 6. A small smooth ball is falling vertically. The ball strikes a smooth plane, which is inclined at an angle 20 ˝ to the horizontal. Immediately before striking the plane, the ball has a speed of 10 m s ´ 1 . The coeﬃcient of restitution between the ball and the plane is 2 5 , as shown below. Find the speed, to 3 signiﬁcant ﬁgures, of the ball immediately after the impact. Dr Oliver Mathematics Mathematics Dr Oliver 7. A small smooth ball of mass 750 g is falling vertically. The ball strikes a smooth plane, which is inclined at an angle 45 ˝ to the horizontal. Immediately before striking the plane, the ball has a speed of 5 ? 2 m s ´ 1 . The coeﬃcient of restitution between the ball and the plane is 1 2 , as shown below. Find Dr Oliver Mathematics (a) the speed, to 3 signiﬁcant ﬁgures, of the ball immediately after the impact, (b) the magnitude of the impulse received by the ball as it strikes the plane. Solution Dr Oliver The impulse is perpendicular to the surface: Dr Oliver Mathematics 8. A small smooth ball is falling vertically. The ball strikes a smooth plane, which is inclined at an angle α ˝ to the horizontal, where tan ´ 1 α " 3 4 . Immediately before striking the plane, the ball has a speed of 7.5 m s ´ 1 . Immediately after striking the plane, the ball has a speed of 5 m s ´ 1 . The coeﬃcient of restitution between the ball and the plane is 2 5 , as shown below. Find the coeﬃcient of restitution, to 2 signiﬁcant ﬁgures, between the ball and the plane. Dr Oliver Dr Oliver Combining the 'After' equations: Dr Oliver Mathematics 9. A small smooth ball of mass 800 g is moving in the px, yq-plane and collides with a smooth ﬁxed vertical wall which contains the y-axis. The velocity of the ball just before impact is p5i ´ 3jq m s ´ 1 . The coeﬃcient of restitution between the sphere of the wall is 1 2 , as shown below. Dr Oliver Find (a) the velocity of the ball immediately after the impact, Hence, Dr Oliver (b) the kinetic energy lost as a result of the impact. Solution Mathematics Dr Oliver 10. A small smooth ball of mass 1 kg is moving in the px, yq-plane and collides with a smooth ﬁxed vertical wall which contains the x-axis. The velocity of the ball just before impact is p3i ` 6jq m s ´ 1 . The coeﬃcient of restitution between the sphere of the wall is 1 3 , as shown below. Mathematics Dr Oliver Solution Mathematics Suppose that the velocity of the ball immediately after the impact is Find Dr Oliver Mathematics (a) the speed of the ball immediately after the impact, Solution Suppose that the velocity of the ball immediately after the impact is Dr Oliver Hence, (b) the kinetic energy lost as a result of the impact. Solution Mathematics 11. A small smooth ball of mass 2 kg is moving in the px, yq-plane and collides with a smooth ﬁxed vertical wall which contains the line y " x. The velocity of the ball just before impact is p4i ` 2jq m s ´ 1 . The coeﬃcient of restitution between the sphere of the wall is 1 3 , as shown below. Dr Oliver Find Dr Oliver Mathematics (a) the velocity of the ball immediately after the impact, Solution Suppose that the velocity of the ball immediately after the impact is, Dr Oliver v " a ` b where a is parallel to the wall and b is perpendicular to the wall. In particular, are unit vectors parallel and perpendicular to the wall respectively. Parallel: Perpendicular: " ı" ı Hence, Dr Oliver q Dr Oliver (b) the kinetic energy lost as a result of the impact. Solution Mathematics Dr Oliver 12. A smooth snooker ball strikes a smooth cushion with a speed of 8 m s ´ 1 at an angle of 45 ˝ to the cushion. Given that the coeﬃcient of restitution between the sphere of the wall is 2 5 , ﬁnd the direction and magnitude of the velocity of the ball after the impact. Dr Oliver b and Mathematics Mathematics 13. A smooth snooker ball strikes a smooth cushion with a speed of u m s ´ 1 at an angle of 50 ˝ to the cushion. The coeﬃcient of restitution between the sphere of the wall is e. Dr Oliver (a) Show that the angle between the cushion and the rebound direction is independent of u. which is independent of u. Dr Oliver Mathematics (b) Find the value of e given that the ball rebounds at right angles to its original direction. Solution If α ˝ " 40 ˝ , then Dr Oliver 14. A smooth snooker ball strikes a smooth cushion at an angle of tan ´ 1 3 4 to the cushion. The ball rebounds at an angle of tan ´ 1 5 12 to the cushion. Find (a) the fraction of the kinetic energy of the ball lost in the collision, Horizontally, and the kinetic energy lost is Mathematics Hence, the fraction of the kinetic energy of the ball lost in the collision is Dr Oliver (b) the coeﬃcient of restitution between the ball and the wall. Solution Mathematics Mathematics 15. A small smooth sphere of mass m kg is moving velocity p5i ´ 2jq m s ´ 1 when it hits a smooth wall. It rebounds from the wall with p2i ` 2jq m s ´ 1 . Find Dr Oliver (a) the magnitude and direction of the impulse received by the sphere, Solution Dr Oliver Dr Oliver hence, the magnitude is and the direction is parallel to the unit vector 1 5 p´ 3 i ` 4 j q . (b) the coeﬃcient of restitution between the sphere and the wall. Dr Oliver Solution Mathematics Component of p5i ´ 2jq: Component of p2i ` 2jq: Hence, 16. A small smooth sphere of mass 2 kg is moving velocity p2i ` 3jq m s ´ 1 when it hits a smooth wall. It rebounds from the wall with p3i ´ jq m s ´ 1 . Find Dr Oliver (a) the magnitude and direction of the impulse received by the sphere, Solution Mathematics Dr Oliver Dr Oliver hence, the magnitude is Dr Oliver and the direction is parallel to the unit vector 1 ? 17 p i ´ 4 j q . (b) the coeﬃcient of restitution between the sphere and the wall, Solution Mathematics Component of p2i ` 3jq: Component of p3i ´ jq: Hence, (c) the kinetic energy lost by the sphere in the collision. Solution Dr Oliver Dr Oliver Mathematics 17. Two smooth vertical wall stand on a smooth horizontal ﬂoor and intersect an at angle of 30 ˝ . A particle is projected along the ﬂoor with a speed of u m s ´ 1 at 45 ˝ to one the walls and towards the intersections of the walls. The coeﬃcient of restitution between the particle and the each wall is 1 ? 3 , as shown below. Mathematics Find the speed of the particle after one impact with each wall. Solution Mathematics Mathematics Mathematics or Now, Dr Oliver and Dr Oliver Mathematics Next, the exterior angle of a triangle is equal to the sum of the measures of the two non-adjacent interior angles: and we can get the 2nd bounce. Dr Oliver or Finally, and, hence, Dr Oliver Mathematics 18. A smooth sphere, S, is moving on a smooth horizontal plane with speed u m s ´ 1 when Dr Oliver Mathematics it collides with a smooth ﬁxed vertical wall. At the instant of collision, the direction of motion of S makes an angle of 45 ˝ with the wall. Immediately after the collision, the speed of S 4 5 u m s ´ 1 as shown below. Mathematics Find the coeﬃcient of restitution between S and the wall. Solution Dr Oliver Dr Oliver Dr Oliver Mathematics or We square and add them: Mathematics 19. A small smooth ball of mass 1 2 kg is falling vertically. The ball strikes a smooth plane, which is inclined at an angle α to the horizontal, where tan α " 5 12 . Immediately before striking the plane, the ball has a speed of 5.2 m s ´ 1 . The coeﬃcient of restitution between the ball and the plane is 1 4 , as shown below. Dr Oliver Find (a) the speed, to 3 signiﬁcant ﬁgures, of the ball immediately after the impact, Mathematics Hence, the speed of the ball immediately after the impact is Dr Oliver (b) the magnitude of the impact received by the ball as it strikes the plane. Solution Mathematics Dr Oliver Mathematics 20. A small smooth ball of mass 500 g is moving in the px, yq-plane and collides with a smooth ﬁxed vertical wall which contains the line x ` y " 3. The velocity of the ball just before impact is p´4i ´ 2jq m s ´ 1 . The coeﬃcient of restitution between the sphere of the wall is 1 2 .Find (a) the velocity of the ball immediately after the impact, Dr Oliver Solution Suppose that the velocity of the ball immediately after the impact is Mathematics v " a ` b, where a is parallel to the wall and b is perpendicular to the wall. In particular, Dr Oliver are unit vectors parallel and perpendicular to the wall respectively. Parallel: Dr Oliver Perpendicular: Hence, Dr Oliver (b) the kinetic energy lost as a result of the impact. Solution Dr Oliver Mathematics 21. A small smooth sphere of mass m kg is moving velocity p6i ` 3jq m s ´ 1 when it hits a smooth wall. It rebounds from the wall with p2i ´ 2jq m s ´ 1 . Find (a) the magnitude and direction of the impulse received by the sphere, Solution Dr Oliver hence, the magnitude is a . Mathematics and the direction is parallel to the unit vector 1 ? 41 p´ 4 i ´ 5 j q (b) the coeﬃcient of restitution between the sphere and the wall. Solution Component of p6i ` 3jq: " Dr Oliver ı" ı q Component of p2i ` 2jq: Hence, Mathematics Mathematics 22. A smooth ball is moving on a smooth horizontal plane when it collides with a smooth ﬁxed vertical wall. The coeﬃcient of restitution between the ball and the wall is e. Immediately before the collision, the direction of motion of the ball makes an angle of 60 ˝ with the wall. Immediately after the collision, the direction of motion of the ball makes an angle of 30 ˝ with the wall. Dr Oliver (a) Find the fraction of the kinetic energy of the ball which is lost in the impact. Solution Mathematics Dr Oliver Mathematics u m s ´ 1 ˝ Dr Oliver 60 ˝ Mathematics 30 v m s ´ 1 Dr Oliver Mathematics Horizontally, Dr Oliver Mathematics and, hence, the fraction of the kinetic energy of the ball which is lost in the impact is (b) Find the value of e. Dr Oliver Solution Vertically, Dr Oliver Mathematics Mathematics Dr Oliver 23. A smooth uniform sphere P of mass m kg is falling vertically and strikes a ﬁxed smooth inclined plane with speed 5.2 m s ´ 1 . The plane is inclined at an angle of θ ˝ , θ ă 45, to the horizontal. The coeﬃcient of restitution between the ball and the wall is e. Immediately after P strikes the plane, P moves horizontally. (a) Show that Mathematics e " tan 2 θ. Dr Oliver Now, Dr Oliver p 2 q ˜ p 1 q: as required. (b) Show that the magnitude of the impulse exerted by P on the plane is Dr Oliver mu Mathematics sec θ. " mu sec θ, as required. Solution Mathematics Dr Oliver Mathematics 24. Two smooth vertical walls stand on a smooth horizontal surface and intersect at right angles. A smooth sphere of mass 0.8 kg is moving across the surface such that it collides with the ﬁrst wall at a speed of 2 5 m s ´ 1 at an angle of 45 ˝ . The coeﬃcient of restitution between the ball and both walls is e. After the ﬁrst collision, the sphere is moving with speed 2 7 m s ´ 1 , as shown in the ﬁgure below. Dr Oliver Find (a) Dr Oliver Mathematics Dr Oliver Mathematics (2) the direction in which the sphere is moving after the ﬁrst impact, Solution Let the direction be α ˝ . Then Now, (b) the value of e. Solution Now, Dr Oliver Dr Oliver Mathematics Dr Oliver Mathematics (2) and Dr Oliver Mathematics Dr Oliver The sphere then moves on to collide with the second wall. Mathematics (c) Calculate the kinetic energy of the sphere after the second collision. Solution ‰ Mathematics Dr Oliver 25. (8) Two smooth vertical walls stand on a smooth horizontal surface and intersect at an angle of 80 ˝ . A smooth sphere of mass 0.3 kg is moving across the surface such that it collides with the ﬁrst wall at a speed of 2 m s ´ 1 at an angle of 30 ˝ and towards the intersection of both walls. The sphere then collides with both walls. The coeﬃcient of restitution between the ball and both walls is 0.6. Mathematics Work out the total kinetic energy lost during the two collisions. Solution No picture? Well, we will sort that out! Dr Oliver Mathematics Dr Oliver Mathematics (6) Hence, Dr Oliver Mathematics Dr Oliver a and Now, we want =ABC: Next, and, hence, the total kinetic energy lost during the two collisions is Mathematics 26. Two smooth vertical walls, W1 and W2, stand on a smooth horizontal surface and intersect at right angles. A small smooth sphere is moving with speed 4 m s ´ 1 when it hits W1 at an angle of 60 ˝ . It rebounds from the wall with speed 3 m s ´ 1 and goes on to hit W2. Dr Oliver Mathematics Mathematics Dr Oliver (a) The coeﬃcient of restitution between the sphere and W1. Solution Dr Oliver Mathematics (4) Now, Hence, Hence, Dr Oliver Mathematics Assuming that the coeﬃcient of restitution between the sphere and W2 is 0.35, Dr Oliver (b) (6) work out the speed of the sphere and direction in which it is moving after it collides with W2. Solution Before Mathematics After Horizontally? 5? 5 Vertically 4 cos 60 ˝ 0. 35 ˆ 4 cos 60 Dr Oliver b Dr Oliver Mathematics ˝ " 0. 7 Dr Oliver and Mathematics 27. Two smooth vertical walls, W1 and W2, stand on a smooth horizontal surface and intersect at an angle of 110 ˝ . A small smooth sphere of mass 1.6 kg is projected across the surface with speed 1.5 m s ´ 1 at an angle of 30 ˝ to wall W1 and towards the intersection of the walls. The coeﬃcient of restitution between the sphere and wall W1 is 0.8. Mathematics (a) (6) Work out the speed and direction of motion of the sphere after the ﬁrst collision. Dr Oliver Mathematics Dr Oliver Solution Hence, Mathematics a Dr Oliver and ˙ Mathematics The sphere then moves on to collide with W2. Given that after the second collision, the sphere has kinetic energy 1.35 J, (b) work out the coeﬃcient of restitution between the sphere and wall W2. Solution 180 Dr Oliver. Now, ´ 24. 791 . . . ´ 110" 45. 208 719 1 (FCD) Mathematics Finally, Dr Oliver Dr Oliver 28. (10) Two smooth vertical walls, W1 and W2, stand on a smooth horizontal surface and intersect at an angle of 100 ˝ . A small smooth sphere of mass 1.7 kg is projected across the surface with speed 8 m s ´ 1 at an angle of 25 ˝ to wall W1 and towards the intersection of the walls. The coeﬃcient of restitution between the sphere and walls W1 and W2 are 0.6 and 0.7 respectively. Mathematics (8) Calculate the total kinetic energy lost by the sphere. Solution First, Hence, and Mathematics ˆ ˙ Now, the new direction is Dr Oliver Mathematics Hence, Dr Oliver" Mathematics Finally, ‰	<urn:uuid:def2da11-efd3-42de-88bc-54acdcd89990>	CC-MAIN-2022-49	https://www.drolivermathematics.com/_files/ugd/0564aa_5d7e158db2334ecf88331cfef708de0a.pdf	2022-11-26T19:35:44+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446708046.99/warc/CC-MAIN-20221126180719-20221126210719-00155.warc.gz	807,602,041	5,197	eng_Latn	eng_Latn	0.976934	eng_Latn	0.994338	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "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" ]	false	docling	[ 787, 1146, 1475, 2067, 2504, 2987, 3474, 3964, 4426, 4831, 5273, 5484, 6059, 6483, 7000, 7572, 7955, 8359, 8674, 9106, 9619, 10159, 10504, 10990, 11327, 11701, 12177, 13025, 13429, 14218, 14487, 14936, 15595, 15875, 16690, 16761, 17271, 17668, 18216, 18974, 19176 ]	[ 4.09375 ]	2	0
Academic Vocabulary Tier Two words (what the Standards refer to as general academic words) are far more likely to appear in written texts than in speech. They appear in all sorts of texts: informational texts (words such as relative, vary, formulate, specificity, and accumulate), technical texts (calibrate, itemize, periphery), and literary texts (misfortune, dignified, faltered, unabashedly). Tier Two words often represent subtle or precise ways to say relatively simple things—saunter instead of walk, for example. Because Tier Two words are found across many types of texts, they are highly generalizable. (CCSS, Appendix A, pg. 33) Beck, I.; McKeown, M.; & Kucan, L. (2002). The Guildford Press. Students are likely to see the word often in other texts and across domains. The word will be useful in students' writing. The word relates to other words or ideas that the students know or have been learning. Word choice has significance in the text. The context does not provide enough information for students to infer the meaning. Students are likely to see the word often in other texts and across domains. The word will be useful in students' writing. The word relates to other words or ideas that the students know or have been learning. Word choice has significance in the text. The context does not provide enough information for students to infer the meaning. Students are likely to see the word often in other texts and across domains. The word will be useful in students' writing. The word relates to other words or ideas that the students know or have been learning. Word choice has significance in the text. The context does not provide enough information for students to infer the meaning. Students are likely to see the word often in other texts and across domains. The word will be useful in students' writing. The word relates to other words or ideas that the students know or have been learning. Word choice has significance in the text. The context does not provide enough information for students to infer the meaning. Students are likely to see the word often in other texts and across domains. The word will be useful in students' writing. The word relates to other words or ideas that the students know or have been learning. Word choice has significance in the text. The context does not provide enough information for students to infer the meaning. Students are likely to see the word often in other texts and across domains. The word will be useful in students' writing. The word relates to other words or ideas that the students know or have been learning. Word choice has significance in the text. The context does not provide enough information for students to infer the meaning. Bringing Words to Life: Robust Vocabulary Instruction. New York, NY:	<urn:uuid:69a62c78-55d6-4577-ac4d-e2e11745b917>	CC-MAIN-2022-49	http://co.jcpsnc.org/curriculum/wp-content/uploads/sites/118/2018/03/Academic-Vocabulary.pdf	2022-11-26T20:05:29+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446708046.99/warc/CC-MAIN-20221126180719-20221126210719-00154.warc.gz	11,159,225	626	eng_Latn	eng_Latn	0.995268	eng_Latn	0.99952	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 640, 2847 ]	[ 2.96875 ]	4	0
Bird Art 6-8 By: Shirley Rose Lesson The 3 R's: Recycle, Reuse, Reduce! Reduce (To use less of) The best way to reduce waste is to buy in bulk, buy items with less packaging & switching to reusable instead of single-use items. In addition to benefiting the environment, these efforts often save the us money. Reuse (To use again in the same or different way) In the United State every person generates about 4.7 pounds of waste a day. Most waste can be reused to minimize the strain on the environment & municipal waste management. For example, you can reuse plastic containers with lids for storage. This minimizes the amount of plastic thrown in your garbage. Recycle (to make something new from something used) Separating items for recycling is important. Recyclables include, paper such as newspaper, unwanted mail, magazines, & cardboard are placed in your yellow bin & plastic bottles, plastic containers, aluminum cans, steel cans, glass jars, milk & juice cartons in the blue bin. This makes it easier to be recycled & made into the same type item or something new. Disposal (To get rid of) Daily waste that cannot be reused or recycled in some form, finds its way to your garbage can. Things that cannot go in your recycle bins include fabric, plastic bags, baggies. used pizza boxes, used paper plates, & all types Styrofoam. It is best to check with your municipal waste management for their bin regulations. Recycling helps protect the environment. Recycling reduces the need for extracting (mining, quarrying & logging), refining & processing raw materials. Such as cutting down trees & processing their wood to make paper. All of these create a lot of air & water pollution. Recycling reduces the use of landfills & incineration. Questions for students What does it mean to recycle? How can you help to reduce your waste? How many pounds of waste do you produce daily? In Palm Beach County what do you place in your yellow recycling bin? How does using the 3 R's help the environment? Please us the Other Resources Page before you start the art project Other Learning Resources Books to Read Taking Out the Trash : A No-Nonsense Guide to Recycling. by Jennifer Carless Beyond Recycling: A Re-Users Guide: 336 Practical Tips – Save Money and Protect the Environment by Kathy Stein Videos About The 3 R's https://www.youtube.com/watch?v=s4LZwCDaoQM https://www.youtube.com/watch?v=6BkcviD65Bo https://www.youtube.com/watch?v=AOvcW8l3RzE https://www.youtube.com/watch?v=Q0Nq4b_07Fc Materials * 1 piece of cardboard * 1 Magazine * Glue Stick * Scissors * Various Colors of construction paper or scrapbooking paper * Pencil Instructions 1. Gather all your materials. 2. Cut out a square piece of cardboard from a packing box or cereal box or the back of a paper pad. It can be any size you like. 3. Cut out squares & rectangle columns of black text only, (no color headings or photos) from a magazine or newspaper. 4. Decide what color papers you want your birds, branch & leaves to be. You can add a sun in background or flowers on the tree. Make it your own design. 5. In the top corner, glue one text sheet & smooth out with the palms of your hands. Apply more glue & layer more sheets, over lap them, place them at angles until you fill the cardboard. 6. Lightly sketch a branch on you're the color paper you choose. Cut inside the lines or erase them when you are done cutting it out. Draw & cut leaves from the scrap of the branch. Glue branch ½ inch up from the left corner of the cardboard. You can cut & slightly leave space between your branch to add more interest. See example. 7. Draw a bird the size needed to fit on the branch (See drawing to the left.) Draw a circle for the head, a teardrop for the body, a triangle for the beak & tail, then draw a smaller teardrop for the wing. Now, take the color paper for your second bird & put behind this one. Cut them out together. Turn the bird with the lines on it over when gluing on your artwork. Exchange the colors of the wing on the birds. Glue on the wings. 8. Now, glue on the leaves, let them extend past the edge of the board to add dimension. Your picture is now complete, but you may like to add extras, like adding a sun, rainbow or clouds. Add a little sparkle with glitter. If you have stick on letters, or stencils & markers, you may want to add your name. You can add a word or two by cutting them from a magazine. You can even add a colorful boarder with washi tape, construction paper or glued on buttons. Be Creative! 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Contents Introduction Linwood School is proud to be able to offer a wide range of external accreditations to learners across all campuses, from Entry Level Awards through to GCSEs and A Levels. This guide has been developed to describe the various accreditations offered throughout Linwood School. Not all of the following sections will be relevant to every learner. Learners and their parents/carers receive information about which accreditations the learner is undertaking. It is our intention to provide learners with the best possible opportunity to achieve their full potential whilst at Linwood School. Margaret Price Exams/Data Manager Exams/Data Manager Accreditations Functional Skills What are Functional Skills? Functional Skills are practical skills in English, Maths and ICT for learners aged 14 and above. Functional Skills provide an individual with essential knowledge, skills and understanding that will enable them to operate confidently, effectively and independently in life and work. They are learning tools that enable students to: * apply their knowledge and understanding to everyday life * engage competently and confidently with others * solve problems in both familiar and unfamiliar situations * develop personally and professionally as positive citizens who can actively contribute to society. Functional Skills are important because they provide young people and adults with the skills, knowledge and understanding that they will need in order to progress and succeed in education, work and life. Who are they for? Functional Skills are available to all learners from Key Stage 3 upwards, whatever learning pathway they are taking. The skills taught will help students to participate and progress in education, training and employment. Working on Functional Skills helps to develop and secure the broader range of aptitudes, attitudes and behaviours that will enable students to make a positive contribution to the communities in which they live and work. At what levels are Functional Skills qualifications available? For Functional Skills assessment, learner performance will be measured on a pass/fail basis at five levels: Entry 1, Entry 2, Entry 3, Level 1 and Level 2. Learners are not required to move sequentially through each level but to take the Functional Skills qualification at the appropriate level when they are ready to do so. Each subject area has a set of performance standards based on three key areas: Maths Key areas: * Representing – making sense of a situation and representing it mathematically. * Analysing – processing and using maths. * Interpreting – interpreting and communicating the results of analysis. ICT Key areas: * Use of ICT systems. * Finding and selecting information. * Developing, presenting and communicating information. English Key areas: * Speaking and listening – making an oral presentation or report. * Reading – reading and understanding information and instructions. * Writing – writing accurately so that meaning is clear. Entry Level Certificates (ELCs) ELCs are qualifications for students who are working below Grade 1 at GCSE. They are available at Entry 1, 2 and 3. Entry Level qualifications are made up of a number of separately assessed units so achievements are recognised as the learner completes each unit. The assessment is based on a combination of tests, assignments and tasks which can be written, oral or practical. Different subjects and courses will vary in structure, content and the number of units. When all the units are completed, the full certificate is issued. Where they can lead You can progress from one entry level to the next. At entry 3, the qualifications are designed to help learners move on to further qualifications, such as: * GCSEs * Skills for Life * Key Skills * NVQs * BTEC Introductory or Level 1 BTEC Awards, Certificates or Diplomas They can also lead to work-based learning, like an apprenticeship, or employment. ELC Qualifications offered at Linwood include: OCR ELC Science The OCR Entry Level qualification is designed to provide an entry into understanding the physical chemical and biological world. There are 36 teaching items in total, 12 for each of biology, chemistry and physics. In all three sciences, students develop their understanding of scientific principles and concepts and develop relevant practical skills. Assessment is by externally set end of items tests, can-do tasks and a practical task. OCR ELC Physical Education The OCR Entry Level qualification is taught over two years. The certificate focuses on practical work and performance and the student's ability to analyse their performance, and is made up of 100% internally assessed tasks. AQA ELC Mathematics Students complete a portfolio which contain eight components of work made up of internally and externally set assignments. Students submit all components that form the assessment at the end of the course. AQA ELC Science Students complete a portfolio which contain 12 components of work for a double award or 6 for a single award. Students submit all components that form the assessment at the end of the course. The assignments are divided equally between the 3 disciplines of Biology, Chemistry and Physics and half are written tests of knowledge and half are based on practical tasks. ASDAN ASDAN offers a wide choice of activity-based programmes for learners working at a range of levels. Their courses offer ways of developing, assessing and certificating young people's knowledge and skills development, to grow skills for learning, skills for employment and skills for life. Further information is available from the ASDAN website. ASDAN Qualifications offered at Linwood include: Personal Development Programmes (PDP) ASDAN's Personal Development Programme (PDP: Bronze, Silver and Gold) offers imaginative ways of developing, recording and certificating a wide range of young people's personal skills, qualities and achievements, as well as introducing them to new activities and challenges. Students gain one or two credits for each section completed, with each credit representing approximately 10 hours of activity. Six credits are needed to complete Bronze, 12 for Silver and 18 for Gold. * Students are required to plan and review their work at key points explaining how they have developed their skills in six areas: Ability to learn, Teamwork, Problem Solving, IT Skills, Literacy and Numeracy. They compile a portfolio of evidence, which documents the challenges they have completed. * These programmes are aimed at learners working at Entry 3 and Level 1. They have been designed to be used in special schools as a major part of the curriculum, to enable tutors to engage learners in developing relevant life skills. * Learners select a number of challenges from the 12 modules that make up the Personal Development Programmes. * Learners can progress from Bronze to Silver and Gold. Personal and Social Development (PSD) PSD at Entry 1, 2 and 3 is used by students aged 14+ and adults in the Foundation Learning stage of their development. PSD Levels 1 & 2 is used by SEND and mainstream establishments for students aged 14-19, and also for adults. Students complete a number of units to reach the required number of credits for a particular size of qualification they are studying. Each credit is equivalent to around 10 hours of learning time, and students complete units set at their ability level. Students can advance each year either from PSD award (6 credits) to PSD certificate (13 credits) or to a higher-level PSD qualification. Personal Progress (PP) Personal Progress qualifications have been designed by ASDAN to address the needs of learners with special educational needs and disabilities (SEND), working at Entry 1 or below. The qualifications ensure that all learners are given the same opportunities to access appropriate and relevant education to develop new skills and improve their life outcomes. Learners complete selected units in four Preparing for Adulthood pathways: Employment, Independent living, Good Health and Community Inclusion. Each unit has a credit rating and the level of award is determined on how many credits a student has gained in the period of study. Students can progress each year through the four levels of the qualification, and learners achieving Entry 1 can progress to other ADSAN qualifications such as PSD. Life Skills Challenges Lifeskills Challenges are designed to meet students' individual needs by providing a personalised curriculum for young people with SEND or those facing barriers to learning from pre-Entry to Level 3. The challenges recognise learners' progress in curriculum areas that are important for success in adult life – they are usually about being able to do things, rather than about a significant body of knowledge. Learners work through the challenge and collect evidence of their achievements. Challenges take from 10 – 30 learning hours to complete and have been mapped to the four Preparing for Adulthood pathways and cover subject areas such as English, Mathematics, ICT and PSHE. Certificate of Personal Effectiveness Level 1 & 2 (CoPE) The Certificate of Personal Effectiveness (CoPE) is a nationally recognised qualification available at Levels 1, 2 and CoPE Level 3. Students complete a student book with comprises 13 modules. Each module is broken down into challenges and take 10 hours to complete. Each student produces a portfolio of evidence to demonstrate their achievements which might include reports, photographs, observations, etc. Learners are assessed on key skills while carrying out the challenges. BTEC * BTEC stands for 'Business and Technology Education Council', which used to run the award, first introduced in 1984. * BTECs are now awarded by the Edexcel exam board and are taken in more than 100 countries at all levels, from pre-GCSE to Degree equivalent. * They are vocational and work-related courses, designed to accommodate the needs of employers and allow students to progress to further and higher education. * A BTEC takes a practical approach to learning, without missing any of the important theory on the subject * BTECs are extremely reputable, having been around for 25 years * BTECs are recognised by a large number of companies across a wide range of industries. * As well as being developed in partnership with industry representatives so all employer and student needs are met, many professional bodies offer successful BTEC students exemptions for their own accredited qualifications. * BTECs allow a learner to undertake a number of units for which they will present evidence, based on real-life work and studies, removing the pressure to perform in exams. How do BTEC qualifications work? There are different sizes of BTEC qualification at each level. Generally: * The smallest is the Award, then the Certificate and the largest is the Diploma Unit results may be graded as Pass, Merit or Distinction. The number of units varies according to the design and focus of each qualification, and all students complete realistic work-based assignments, which are internally assessed. Assessment decisions and quality assurance procedures in each centre are regularly checked by EdExcel. What are the different BTEC levels? BTECs are offered at a number of different levels, from Entry Level to Level 4. The levels we currently offer at Linwood are outlined below, however this list is not exhaustive and could change depending on the ability of the cohort. How long does a BTEC take? * A BTEC will generally take one to two years to complete, depending on whether you study for the course full time or part time. * BTECs are flexible. They can be taken alongside, or in place of, GCSEs and A levels and alongside Diplomas in schools and colleges. * BTECs are mode-free and the time taken to complete them depends on the size and level of the qualification. * Each BTEC programme has identified guided learning hours. What is a BTEC qualification worth? BTEC qualifications are fully recognised as holding equivalences to GCSEs and A Levels (dependent upon the level of BTEC qualification taken), and can be used towards the UCAS points needed for a university application. BTEC Qualifications offered at Linwood include: BTEC Workskills WorkSkills is a suite of BTEC qualifications designed to equip learners with the essential skills for job success and career development. The main purpose is to develop learners' employability skills. There is a large choice of units that fully reflect the realities of the modern workplace. Students complete units that best suit programme and fit into the qualification that is the right size. The level of qualification gained is determined by how many units they students complete. There is a range of qualification sizes at Entry 1,2,3, Level 1 and Level 2 to ensure that there is one to suit everyone. On completion of one of these qualifications, learners have the opportunity to progress to related general and/or vocational qualifications, or employment in a particular vocational sector. BTEC Home Cooking Skills Home cooking skills is designed to teach students essential knowledge and skills such as: * kitchen basics: what equipment you need and the best way to stock your store cupboard, fridge and freezer * food safety and hygiene: knife safety, fridge management and rotation * how to shop cleverly: shopping lists, seasonal food and planning ahead * preparing ingredients and understanding confusing food labels. There are two levels of Home Cooking Skills which are both delivered at Linwood. Students may either progress from level 1 to level 2 or start on Level 2 depending on ability levels. Level 1 (4 credits) - Focuses on giving all young people the skills to prepare delicious and nutritious home-cooked food using fresh ingredients, as well as an understanding of the value of passing on cooking knowledge. Level 2 (6 Credits) - Develops the student's ability to plan and prepare a series of nutritious home-cooked meals for breakfast, snacks, lunch and dinner, and helps them understand how to cook economically. 14 + Accreditation from EQUALS Moving On is a flexible curriculum of five, one year programmes for 14 + students. Courses of study include World Studies, Life Skills and Vocational Skills. There is no minimum or maximum number of units for which a student may be entered in any one year. The accreditation scheme enables students to be assessed and awarded nationally moderated certificates. There are no exams as the accreditation is portfolio based. Unit Award Schemes (AQA) The Unit Award Scheme (UAS) offers learners the opportunity to have their achievements formally recognised with a certificate issued by AQA each time a short unit is successfully completed. There are no limits on: * what can be accredited, as long as it is worthwhile and meaningful for the learner * who can achieve, in terms of age or ability * how long it takes to achieve or when this takes place * how learning can be evidenced. TLM – IT User Skills in Open Systems & Enterprise (ITQ) These IT qualifications are designed for a wide range of abilities and for people who require skills in IT. They range from 1 unit with 6 Guided Learning Hours, to many units and 100 Guided Learning Hours. There are a wide range of units available for all skill levels and interests. There is an emphasis on open systems as required in the UK Government Cabinet Office Policy. There are many opportunities to provide learning contexts that strengthen numeracy, and literacy, as well as supporting other subjects across the curriculum. BSC Health & Safety in the Workplace This is a six-week online course and provides a basic introduction to health and safety in the workplace. The course includes a range of e-Learning interactions and a downloadable study text. Throughout the course, students can see and interact with the tutor and with each other. Students complete an online assessment at the end of the course to gain the accreditation. GCSEs What are GCSEs? * GCSE stands for General Certificate of Secondary Education. * GCSE examinations are taken by most pupils at the end of compulsory school education (year 11) in England, Wales and Northern Ireland. * GCSE provides a uniform framework for assessment. * Each GCSE subject is assessed by formal examinations or by coursework, or by a combination of the two. GCSE represents Key Stage 4 of the National Curriculum, and although GCSE provides a uniform framework of assessment, in fact it represents two "levels" of the National Qualifications Framework. Grades 9 to 4 are Level 2 (intermediate) qualifications, while grades grade 3 to U are Level 1 (foundation) qualifications. Depending on their expected grades, pupils in a few subjects, such as Science and Maths, will be entered for the "higher" or the "foundation" tier GCSE exams. Pupils expected to achieve grades 9 to 3 take the higher tier and can achieve any grade; pupils taking the foundation tier can only achieve grade 5 or below. A Levels AS and A levels are the traditional qualifications offered by schools and colleges for 16-19 year olds. They are highly valued by universities and employers and focus on academic subjects, although some are work-related. AS/A levels are mostly assessed by written exams. In subjects like science and art, practical skills are also assessed. Access Arrangements Access Arrangements are pre-examination adjustments for candidates based on evidence of need and normal way of working. Access Arrangements fall into two distinct categories: some arrangements are delegated to centres, others require prior JCQ CIC awarding body approval. Access Arrangements allow candidates/learners with special educational needs, disabilities or temporary injuries to access the assessment without changing the demands of the assessment. For example, readers, scribes and Braille question papers. In this way Awarding Bodies will comply with the duty of the Equality Act 2010 to make "reasonable adjustments". Linwood School's phase leaders, teachers and the Exams Officer work closely together to identify the specific Access Arrangements each individual child needs to apply for, early in the academic year. As and when it is necessary to apply for Access Arrangements parents/carers will be notified by the Exams Office. Some accreditations do not require an application for Access Arrangements and the centre (school) are able to delegate specific arrangements without permission. The nature of various accreditations such as ASDAN and BTEC mean that Access Arrangements do not apply as they are not necessary. Exam Conditions All schools have to follow a set of guidelines and procedures for exams which are regulated by the Joint Council for Qualifications (www.jcq.org.uk). The number of pupils we have sitting exams and the type of accreditation and access arrangements taken into consideration mean that we do not hold exams in a large exam hall. To avoid anxiety most assessments take place in the learner's usual classroom. It is entirely possible that the learner may not be aware they are undergoing an assessment in order to avoid anxiety. For GCSE examinations there is a more rigorous procedure in place. However, where possible the exams are located in a familiar and routine venue, with a familiar invigilator. Results & certificates All results are notified in August by first class post to the home address. This is to coincide with GCSE results day. Certificates are usually delivered to centres from the accrediting bodies by the end of the following November. Certificates are collated and issued in the November following the June exam series – regardless of awarding body or accreditation type. For current students, certificates are delivered in person. Recent leavers are notified by telephone that their certificates are ready and a mutually convenient time arranged for collection. Under exceptional circumstances will the certificates be posted to students. Useful websites AQA - https://www.aqa.org.uk (GCSE, AQA Unit Awards, Entry Level Certificates, Functional Skills) Edexcel - https://qualifications.pearson.com ( GCSE, BTEC, Functional Skills) OCR - https://www.ocr.org.uk (ELC) Equals - https://equals.co.uk/equals-moving-on-14-25-curriuculum-and-accreditation (Equals Moving on) ASDAN - https://www.asdan.org.uk ( PDP, PSD, PP, Lifeskills, CoPE) JCQ - https://www.jcq.org.uk (information on Access Arrangements, Information for Candidates for Assessments & Examinations). 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International Lower Secondary Science 1 Workbook Answers You must update your existing Cambridge Lower Secondary login to access this new website Lower Secondary Syllabus Introduction The National Curriculum Statement states that education in Papua New Guinea is outcomes based. All Lower Secondary syllabuses use an outcomes approach. The Science syllabus has been designed using learning outcomes which identify the knowledge, skills, attitudes and values Lower Sec Science Exam Papers - DANYAL'S NOTES AND RESOURCES Science Lower Secondary Syllabus - education.gov.pg Lower secondary science teaching and learning: Teachers' characteristics and perspectives International Lower Secondary Science 1 Lower Secondary Teacher Guide 5 Science is the art of seeing the atom in the universe and the universe in the atom Introduction The purpose of this teacher guide is to support you, the teacher of Science to implement the Science syllabus. All lower secondary syllabuses use an outcomes approach to education. Lower Secondary Teacher Guide - education.gov.pg Our Edexcel Lower Secondary Curriculum in Science is designed specifically for international schools. Based on the UK national curriculum Key Stage 3, it gives 12- to 14-year-old pupils excellent preparation for GCSE, International GCSE, A level and International Advanced Level and provides an international benchmark of achievement. International Lower Secondary Curriculum - Science ... International Lower Secondary Science 1.pdf - Free download Ebook, Handbook, Textbook, User Guide PDF files on the internet quickly and easily. International Lower Secondary Science 1.pdf - Free Download IIntroducing Sciencentroducing Science Worksheet 1.1 For Science Matters Textbook Volume A, sections: 1.1 What is Science? 1.3 Lifelong Skills and Attitudes 1.2 What is Technology? Without referring to the textbook, try to answer these questions. If you cannot answer a question, look up the relevant section in your textbook. 1. What is science? Name: Class: Date: CChapterhapter 1 IIntroducing ... [unit : 1.1, 1.2, 1.4 International Lower secondary Science 2] February Micro organisms Physical Quantities and Measurements [unit:, 2.6, 2.7, 2.8] March/ April Reversible and irreversible changes Changing Circuits April/May Revision For Final Exams FINAL EXAMS INTRODUCTION TO SCIENCE Chap No.1, Pg No (1-23) DAWOOD PUBLIC SCHOOL Edexcel International Lower Secondary Curriculum Science. Edexcel is part of Pearson, the world's leading learning company. As the UK's largest awarding body we offer academic and vocational qualifications and testing to schools, colleges, employers and other places of learning. Edexcel International Lower Secondary Curriculum Science Note: Citations are based on reference standards. However, formatting rules can vary widely between applications and fields of interest or study. The specific requirements or preferences of your reviewing publisher, classroom teacher, institution or organization should be applied. New lower secondary science. 1, Teacher's edition (Book ... INTERNATIONAL LOWER SECONDARY SCIENCE 3 Pupils book 3 Chapter 1 Food and Digestion INTERNATIONAL LOWER SECONDARY SCIENCE 3 Pupils book 3 ... International view \| Switch to UK view The specification in this catalogue, including limitation price, format, extent, number of illustrations and month of publication, was as accurate as possible at the time the catalogue was compiled. Answers to in-chapter questions : Secondary: Oxford ... You must update your existing Cambridge Lower Secondary login to access this new website Log in \| Cambridge The International Lower Secondary Science (ILSS) series is specially written to provide lower secondary science students with a solid foundation for learning science at a higher level. This series is based on the UK National Curriculum and uses an inquiry, constructivist and interactive approach to help students acquire scientific concepts, skills and processes. International Lower Secondary Science Workbook 1 - Five ... Lower Secondary Syllabus Introduction The National Curriculum Statement states that education in Papua New Guinea is outcomes based. All Lower Secondary syllabuses use an outcomes approach. The Science syllabus has been designed using learning outcomes which identify the knowledge, skills, attitudes and values Page 1/5 Science Lower Secondary Syllabus - education.gov.pg two larger lower chambers are called ventricles. The right side of the heart receives de-oxygenated blood (blood poor in oxygen) from different parts of the body. It then pumps it to the lungs where carbon dioxide, produced by respiration, is removed from the body and oxygen from the air is absorbed into the bloodstream. INTERNATIONAL LOWER SECONDARY SCIENCE 3 Pupils book 3 ... Lower Secondary Science Structured Questions provides students with ample practice on attempting structured questions that require mastery and application of concepts learnt. It aims to assess students on various concepts and to facilitate a thorough understanding of the learning outcomes specified in the latest Lower Secondary Science Syllabus. Science - Singapore math CONFIDENTIAL Lower Secondary Syllabus E/N(A) 2 The science curriculum seeks to nurture the student as an inquirer. The starting point is that children are curious about and want to explore the things around them. The science curriculum leverages on and seeks to fuel this spirit of curiosity. Express Course Normal (Academic) Course Oxford Secondary Science is a highly accessible course designed to deliver the requirements of the Pakistan National Curriculum for General Science 2006. The series aims to meet the needs of teachers and students by building on and developing the core scientific themes studied in primary school, in carefully graded stages, thereby providing a comprehensive introduction to science. The course ... Oxford Secondary Science Teaching Guide 1 Cambridge Lower Secondary Checkpoint tests have been designed to assess learners at the end of Cambridge Lower Secondary. They are available in English, English as a second language, mathematics, science and Cambridge Global Perspectives, and give valuable feedback on learners' strengths and weaknesses before they progress to the next stage of education. Cambridge Lower Secondary Checkpoint Currently there are texts available for grades 1-6. Singapore follows a pretty hardline science-only approach with little reference to origins or any specific ideology. The programis fast-paced and filled with information, and students used to the more casual pace of American science textbooks will likely find it difficult to keep up. Singapore Science - Exodus Books The exam papers found here are meant for students of Danyal Education only. Please refrain from downloading the exam papers if you are not a student of Danyal Education. Lower Sec Science Exam Papers - DANYAL'S NOTES AND RESOURCES Lower secondary science teaching and learning: Teachers' characteristics and perspectives International Lower Secondary Science 1 Lower Secondary Teacher Guide 5 Science is the art of seeing the atom in the universe and the universe in the atom Introduction The purpose of this teacher guide is to support you, the teacher of Science to implement the Science syllabus. All lower secondary syllabuses use an outcomes approach to education. Lower Secondary Teacher Guide - education.gov.pg Our Edexcel Lower Secondary Curriculum in Science is designed specifically for international schools. Based on the UK national curriculum Key Stage 3, it gives 12- to 14-year-old pupils excellent preparation for GCSE, International GCSE, A level and International Advanced Level and provides an international benchmark of achievement. International Lower Secondary Curriculum - Science ... International Lower Secondary Science 1.pdf - Free download Ebook, Handbook, Textbook, User Guide PDF files on the internet quickly and easily. International Lower Secondary Science 1.pdf - Free Download IIntroducing Sciencentroducing Science Worksheet 1.1 For Science Matters Textbook Volume A, sections: 1.1 What is Science? 1.3 Life-long Skills and Attitudes 1.2 What is Technology? Without referring to the textbook, try to answer these questions. If you cannot answer a question, look up the relevant section in your textbook. 1. What is science? Name: Class: Date: CChapterhapter 1 IIntroducing ... [unit : 1.1, 1.2, 1.4 International Lower secondary Science 2] February Micro organisms Physical Quantities and Measurements [unit:, 2.6, 2.7, 2.8] March/ April Reversible and irreversible changes Changing Circuits Page 2/5 April/May Revision For Final Exams FINAL EXAMS INTRODUCTION TO SCIENCE Chap No.1, Pg No (1-23) DAWOOD PUBLIC SCHOOL Edexcel International Lower Secondary Curriculum Science. Edexcel is part of Pearson, the world's leading learning company. As the UK's largest awarding body we offer academic and vocational qualifications and testing to schools, colleges, employers and other places of learning. Edexcel International Lower Secondary Curriculum Science Note: Citations are based on reference standards. However, formatting rules can vary widely between applications and fields of interest or study. The specific requirements or preferences of your reviewing publisher, classroom teacher, institution or organization should be applied. New lower secondary science. 1, Teacher's edition (Book ... INTERNATIONAL LOWER SECONDARY SCIENCE 3 Pupils book 3 Chapter 1 Food and Digestion INTERNATIONAL LOWER SECONDARY SCIENCE 3 Pupils book 3 ... International view \| Switch to UK view The specification in this catalogue, including limitation price, format, extent, number of illustrations and month of publication, was as accurate as possible at the time the catalogue was compiled. Answers to in-chapter questions : Secondary: Oxford ... You must update your existing Cambridge Lower Secondary login to access this new website Log in \| Cambridge The International Lower Secondary Science (ILSS) series is specially written to provide lower secondary science students with a solid foundation for learning science at a higher level. This series is based on the UK National Curriculum and uses an inquiry, constructivist and interactive approach to help students acquire scientific concepts, skills and processes. International Lower Secondary Science Workbook 1 - Five ... Lower Secondary Syllabus Introduction The National Curriculum Statement states that education in Papua New Guinea is outcomes based. All Lower Secondary syllabuses use an outcomes approach. The Science syllabus has been designed using learning outcomes which identify the knowledge, skills, attitudes and values Science Lower Secondary Syllabus - education.gov.pg two larger lower chambers are called ventricles. The right side of the heart receives de-oxygenated blood (blood poor in oxygen) from different parts of the body. It then pumps it to the lungs where carbon dioxide, produced by respiration, is removed from the body and oxygen from the air is absorbed into the bloodstream. INTERNATIONAL LOWER SECONDARY SCIENCE 3 Pupils book 3 ... Lower Secondary Science Structured Questions provides students with ample practice on attempting structured questions that require mastery and application of concepts learnt. It aims to assess students on various concepts and to facilitate a thorough understanding of the learning outcomes specified in the latest Lower Secondary Science Syllabus. Science - Singapore math CONFIDENTIAL Lower Secondary Syllabus E/N(A) 2 The science curriculum seeks to nurture the student as an inquirer. The starting point is that children are curious about and want to explore the things around them. The science curriculum leverages on and seeks to fuel this spirit of curiosity. Express Course Normal (Academic) Course Oxford Secondary Science is a highly accessible course designed to deliver the requirements of the Pakistan National Curriculum for General Science 2006. The series aims to meet the needs of teachers and students by building on and developing the core scientific themes studied in primary school, in carefully graded stages, thereby providing a comprehensive introduction to science. The course ... Oxford Secondary Science Teaching Guide 1 Cambridge Lower Secondary Checkpoint tests have been designed to assess learners at the end of Cambridge Lower Secondary. They are available in English, English as a second language, mathematics, science and Cambridge Global Perspectives, and give valuable feedback on learners' strengths and weaknesses before they progress to the next stage of education. Page 3/5 Cambridge Lower Secondary Checkpoint Currently there are texts available for grades 1-6. Singapore follows a pretty hardline science-only approach with little reference to origins or any specific ideology. The programis fast-paced and filled with information, and students used to the more casual pace of American science textbooks will likely find it difficult to keep up. Singapore Science - Exodus Books The exam papers found here are meant for students of Danyal Education only. Please refrain from downloading the exam papers if you are not a student of Danyal Education. Lower Sec Science Exam Papers - DANYAL'S NOTES AND RESOURCES Lower secondary science teaching and learning: Teachers' characteristics and perspectives Lower Secondary Science Structured Questions provides students with ample practice on attempting structured questions that require mastery and application of concepts learnt. It aims to assess students on various concepts and to facilitate a thorough understanding of the learning outcomes specified in the latest Lower Secondary Science Syllabus. Cambridge Lower Secondary Checkpoint International Lower Secondary Science 1 Edexcel International Lower Secondary Curriculum Science. Edexcel is part of Pearson, the world's leading learning company. As the UK's largest awarding body we offer academic and vocational qualifications and testing to schools, colleges, employers and other places of learning. Cambridge Lower Secondary Checkpoint tests have been designed to assess learners at the end of Cambridge Lower Secondary. They are available in English, English as a second language, mathematics, science and Cambridge Global Perspectives, and give valuable feedback on learners' strengths and weaknesses before they progress to the next stage of education. Currently there are texts available for grades 1-6. Singapore follows a pretty hardline science-only approach with little reference to origins or any specific ideology. The programis fast-paced and filled with information, and students used to the more casual pace of American science textbooks will likely find it difficult to keep up. International Lower Secondary Science Workbook 1 - Five ... International view \| Switch to UK view The specification in this catalogue, including limitation price, format, extent, number of illustrations and month of publication, was as accurate as possible at the time the catalogue was compiled. Singapore Science - Exodus Books Express Course Normal (Academic) Course International Lower Secondary Science 1.pdf - Free download Ebook, Handbook, Textbook, User Guide PDF files on the internet quickly and easily. CONFIDENTIAL Lower Secondary Syllabus E/N(A) 2 The science curriculum seeks to nurture the student as an inquirer. The starting point is that children are curious about and want to explore the things around them. The science curriculum leverages on and seeks to fuel this spirit of curiosity. The exam papers found here are meant for students of Danyal Education only. Please refrain from downloading the exam papers if you are not a student of Danyal Education. Answers to in-chapter questions : Secondary: Oxford ... Science - Singapore math International Lower Secondary Curriculum - Science ... Oxford Secondary Science Teaching Guide 1 Lower Secondary Teacher Guide 5 Science is the art of seeing the atom in the universe and the universe in the atom Introduction The purpose of this teacher guide is to support you, the teacher of Science to implement the Science syllabus. All lower secondary syllabuses use an outcomes approach to education. International Lower Secondary Science 1.pdf - Free Download Lower Secondary Teacher Guide - education.gov.pg INTERNATIONAL LOWER SECONDARY SCIENCE 3 Pupils book 3 Chapter 1 Food and Digestion two larger lower chambers are called ventricles. The right side of the heart receives de-oxygenated blood (blood poor in oxygen) from different parts of the body. It then pumps it to the lungs where carbon dioxide, produced by respiration, is removed from the body and oxygen from the air is absorbed into the bloodstream. Copyright : cms2.ncee.org SCIENCE Chap No.1, Pg No (1-23) INTERNATIONAL LOWER SECONDARY SCIENCE 3 Pupils book 3 ... IIntroducing Sciencentroducing Science Worksheet 1.1 For Science Matters Textbook Volume A, sections: 1.1 What is Science? 1.3 Life-long Skills and Attitudes 1.2 What is Technology? Without referring to the textbook, try to answer these questions. If you cannot answer a question, look up the relevant section in your textbook. 1. What is science? New lower secondary science. 1, Teacher's edition (Book ... The International Lower Secondary Science (ILSS) series is specially written to provide lower secondary science students with a solid foundation for learning science at a higher level. This series is based on the UK National Curriculum and uses an inquiry, constructivist and interactive approach to help students acquire scientific concepts, skills and processes. Note: Citations are based on reference standards. However, formatting rules can vary widely between applications and fields of interest or study. The specific requirements or preferences of your reviewing publisher, classroom teacher, institution or organization should be applied. DAWOOD PUBLIC SCHOOL Log in \| Cambridge Oxford Secondary Science is a highly accessible course designed to deliver the requirements of the Pakistan National Curriculum for General Science 2006. The series aims to meet the needs of teachers and students by building on and developing the core scientific themes studied in primary school, in carefully graded stages, thereby providing a comprehensive introduction to science. The course ... Edexcel International Lower Secondary Curriculum Science Name: Class: Date: CChapterhapter 1 IIntroducing ... Our Edexcel Lower Secondary Curriculum in Science is designed specifically for international schools. Based on the UK national curriculum Key Stage 3, it gives 12- to 14-year-old pupils excellent preparation for GCSE, International GCSE, A level and International Advanced Level and provides an international benchmark of achievement. Page 5/5	<urn:uuid:42b329bc-fc49-40ad-8fe5-37aa8bcc67a0>	CC-MAIN-2022-49	https://cms2.ncee.org/noxen/big-data/match.php?query=international-lower-secondary-science-1-workbook-answers&asin=1abcd78cb4cc22d8541ebe438f2287c2	2022-11-26T19:05:46+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446708046.99/warc/CC-MAIN-20221126180719-20221126210719-00160.warc.gz	206,023,722	3,620	eng_Latn	eng_Latn	0.992031	eng_Latn	0.992908	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 4381, 8687, 12734, 16866, 18943 ]	[ 2.21875 ]	1	0
Planting Nassau's Future Media Release For Immediate Release Lynda Bell Keep Nassau Beautiful 904-261-0165 email@example.com Planting Nassau's Future with Fernandina Beach Middle School Three-hundred Florida-friendly flowering plants and three Live Oak trees planted at Fernandina Beach Middle School. Fernandina Beach, Florida, May 28, 2021. – In celebration of Earth Day, Keep Nassau Beautiful (KNB) partnered with Fernandina Beach Middle School (FBMS) to plant 300 Florida-friendly flowering plants. The project required support from many sponsors including school custodians and maintenance for installation of irrigation, KNB volunteers to construct five 4'x8' raised beds, Lowe's to help source supplies, Liberty Landscape Supply to sponsor and deliver 34 yards of soil, Dune Science Group to assist with sourcing the plants, Fernandina Beach Parks and Rec to maintain the plants until the beds were ready for planting, and volunteers from the Florida Native Plant Society, IXIA Chapter to provide the plant recommendation and youth education. Assistant Principal Kathryn Benson was the school champion for the project. Students quickly became enthusiastic for the project and as a result the FBMS Garden Group was formed to participate in the planting and maintenance of the beds. School educator Katie Haynes volunteered to lead the Garden Group and manage the watering schedule. The beds are planted with 7 species of Florida-friendly flowering plants. The milkweed quickly provided an educational opportunity for the students. Monarch Butterfly eggs, larva, and caterpillars were visible from day one. Very shortly caterpillars were observed transitioning to chrysalis, and within a few weeks the first Monarch Butterfly emerged to repeat the cycle. Momentum has continued to build for the project and the Garden Group. KNB recently held an educational event to answer questions from the Garden Group regarding the lifecycle of a Monarch butterfly, and other insects observed in the raised beds. Additionally, with contributions to its Legacy Tree program from Amelia Island Foundation and an anonymous donor, KNB provided three 30-gallon Live Oak trees which were supplied by Liberty Landscape Supply. The live oak trees were planted along a common area walk-way and will provide shade and benefits for many years to come! Contact: "Fernandina Beach Middle School deeply appreciates the support Keep Nassau Beautiful has poured into our school," said Kathryn Benson, Assistant principal. "As a result of Executive Director Lynda Bell's leadership and the generosity of Keep Nassau Beautiful and its partners, our students are now immersed in a living lab that allows them to observe the scientific processes taking place all around them, as they participate in hands-on learning opportunities; their excitement for this endeavor is contagious, and our Garden Club has swiftly grown to become the largest club on campus with nearly 1 of every 9 students involved in taking care of and nurturing these plants and the animal lives they sustain. We are so very grateful for how our community has rallied around us in providing our students this incredible opportunity." "We appreciate the support of Fernandina Beach City Commissioners and the Florida Department of Transportation, whose grant programs made this educational project possible," said Lynda Bell, Executive Director KNB. "Together with these sponsors and educators we are building a curiosity for the love of nature in the minds of our Nassau County youth." For information and to get involved in Planting Nassau's Future: www.KeepNassauBeautiful.org or 261-0165. FBMS Garden Group participate in Planting Nassau's Future. Sandy Mellin, FBMS, Chadd Scott and Betsy Harris, KNB. FBMS Garden Group, with Keep Nassau Beautiful, and newly installed Florida-friendly pollinator gardens. Amelia Island Foundation donation to Keep Nassau Beautiful for Planting Nassau's Future and the benefit of Fernandina Beach Middle School. Pictured left to right, FBMS educators Katie Haynes and Sandy Mellin, Amelia Island Foundation's Maurie Dugger, KNB Lynda Bell and Chadd Scott, Principal Edward Brown, Assistant Principal Kathryn Benson, and KNB Betsy Harris. About Keep Nassau Beautiful Keep Nassau Beautiful, Inc. is working to inspire, educate, and equip individuals, groups, businesses, and governments to take action to make Nassau County a place where residents, visitors and wildlife can thrive and experience the beauty of Nassau County. www.keepnassaubeautiful.org	<urn:uuid:bde85c1b-e75d-48d8-951f-40e31119f335>	CC-MAIN-2022-49	https://keepnassaubeautiful.org/wp-content/uploads/2021/05/KNB-Media-Release-FBMS.pdf	2022-11-26T18:30:39+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446708046.99/warc/CC-MAIN-20221126180719-20221126210719-00158.warc.gz	374,281,368	928	eng_Latn	eng_Latn	0.990574	eng_Latn	0.995569	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2373, 3786, 4574 ]	[ 2.015625 ]	3	0
A CICLOS FORMATIVOS DE GRADO SUPERIOR LENGUA EXTRANJERA (INGLÉS) PRUEBA DE ACCESO JUNIO 2010 PARTE COMÚN APARTADO A2 Duración: 45 minutos. LONDON London is located in the south of England and on the River Thames, which crosses the city from the southwest to the east. It has a population of over 14 million inhabitants and is the largest urban zone in the European Union. Samuel Johnson* said when a man is tired of London, he is tired of life. There is such a big variety of places, it is not easy to choose: from the best museums in the world and smart churches, to markets and shops, without forgetting libraries, art galleries, concerts, plays, films and live shows… London, whose ancient name was Londinium, is a beautiful city full of gardens and parks, where you can not only walk but also lie on the green grass and relax. It is famous for its pubs, where drinks and meals are served. In spite of London's winters, chilly and rainy, autumns are mild and summers are glorious. However, the best of London is the diverse range of peoples and languages, whose cultures are not only respected, but also fostered, making London the leading global city and also the world's largest financial city. Samuel Johnson: an 18th century English author who wrote the Dictionary of the English Language * Foster: help, promote, support. Read the instructions to each question carefully before answering. 1. Answer the following questions. Give complete answers. (2,50 p.) b. What does when a man is tired of London, he is tired of life mean? a. Why is London considered the leading global city? 2. Choose the best option. (1,50 p.) a. drink, but not eat. 1. In English pubs you can … b. eat and have beer, wine or spirits. c. drink and eat. 2. In London parks and gardens … b. you have to walk along the paths. a. you can't walk on the grass. c. you can walk and lie on the grass. 3. London weather is… b. cold and wet in winter, but fine in other seasons a. cold in winter, but rainy in autumn. c. fine in spring, but chilly and rainy in winter. 3. Are the following sentences true or false? (1,00 p.) 4. Write a composition. (50 words) Choose one of the following topics. (5,00 p.) b. Describe a city, a town or a village you have visited. a. Describe your hometown. - Todas las cuestiones puntúan igual. CRITERIOS DE EVALUACIÓN Y CALIFICACIÓN - La calificación de esta Parte o Apartado se adaptará a lo establecido en la RESOLUCIÓN de 15 de marzo de 2010, de la Dirección general de Evaluación, Innovación y Calidad Educativa y de la Formación Profesional, por la que se convocan pruebas de acceso a los ciclos formativos de Formación Profesional. (DOCV 13.04.2010) - La calificación de esta Parte o Apartado se adaptará a lo establecido en la RESOLUCIÓN de 15 de marzo de 2010, de la Dirección general de Evaluación, Innovación y Calidad Educativa y de la Formación Profesional, por la que se convocan pruebas de acceso a los ciclos formativos de Formación Profesional. (DOCV 13.04.2010)	<urn:uuid:e0223097-be71-4c34-8636-d977c91a930e>	CC-MAIN-2022-49	https://www.pruebaaccesogradosuperior.com/documentos/COMUNIDAD%20VALENCIANA/EXAMENES%20GRADO%20SUPERIOR%20COMUNIDAD%20VALENCIANA/2010/Comunidad_Valenciana_Acceso_Grado_Superior_Examen_Ingles_2010.pdf	2022-11-26T18:38:05+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446708046.99/warc/CC-MAIN-20221126180719-20221126210719-00159.warc.gz	1,026,819,504	775	eng_Latn	eng_Latn	0.970812	eng_Latn	0.970812	[ "eng_Latn" ]	false	docling	[ 3010 ]	[ 3.796875 ]	5	0
Checklist for sustainable tourism On the Path: Save Energy [ ] Install thermostatic radiator valves if you don't already have them. [ ] Install a smart energy meter to monitor usage and save costs. [ ] Switch light bulbs to LED. [ ] Undertake a full insulation audit to make sure your building is as well insulated and draughtproofed as possible. [ ] Install shades/blinds on south-facing windows to reduce temperatures in summer and reduce the need to use air conditioning and fans. [ ] When it's time to replace appliances/equipment, choose the most energy efficient models you can afford. [ ] Measure your carbon footprint and understand your environmental impact, with a view to reducing your carbon footprint. You could use the Carbon Trust's SME Carbon Footprint Calculator or the World Wildlife Fund Footprint Calculator Sustainable Travel [ ] Introduce small discounts or other incentives for visitors arriving by public transport or bicycle, or offer transport to get from local bus and train stations. [ ] Think about the facilities you provide – what do you offer for walkers, cyclists, nature watchers and other outdoor enthusiasts? How can you enhance your appeal to these visitors? Support Local [ ] If you serve local produce or mention local suppliers, don't just say or write 'local', give full details of their name, exact location (& distance in relation to your business) and any other useful information you have about them. [ ] Consider how much of your menu is actually made from local ingredients? Is any of your furniture made locally? What other local suppliers do you use? [ ] Actively promote local artists and craft-makers. Protect Nature [ ] Always buy peat-free compost. [ ] Create your own nutrient-rich compost by composting garden waste and vegetable peelings. [ ] Try to plant native trees and shrubs. [ ] Take part in the RSPB Bird watch and tell your guests about the local birds and wildlife. The RSPB Birdwatch helps to monitor how garden birds are faring, and explains how it is vital we do all we can to look after our birdlife. [ ] Consider making your own cleaning products. Vinegar, lemons, and bicarbonate of soda are the base for many really effective cleaning products. [ ] Try to use water-based paints when decorating, instead of oil-based ones which are less ecofriendly. Save Water [ ] Collect rainwater in a water butt for the garden [ ] Water your garden plants at a cooler time of day so they retain more moisture. [ ] Don't cut grass too short – longer grass retains more moisture so doesn't need watering during the hotter summer months. Even if it goes brown, grass quickly bounces back. [ ] Reduce washing, e.g. replace towels less frequently [ ] Ensure toilets have a dual-flush system. [ ] Carry out a flow rate assessment of taps and showers. Reduce Waste [ ] Use shampoo bars and soap, or refill shampoo and shower gels at zero-waste shops. [ ] Buy environmentally friendly toilet rolls that use recycled paper and aren't wrapped in plastic. [ ] Use wax wraps to keep food longer, instead of cling film. [ ] Use fabric wraps for gifts instead of paper.	<urn:uuid:99c6a373-e1af-4b37-a6a8-075753f58480>	CC-MAIN-2022-49	https://us.simplerousercontent.net/uploads/asset/file/6359781/On-the-path.pdf	2022-11-26T19:19:55+00:00	crawl-data/CC-MAIN-2022-49/segments/1669446708046.99/warc/CC-MAIN-20221126180719-20221126210719-00157.warc.gz	637,718,709	672	eng_Latn	eng_Latn	0.998826	eng_Latn	0.998896	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1678, 3168 ]	[ 2.3125 ]	1	0
e S a v t h e a t MARCH 5, D e! 2021 SENATE RESOLUTION 520—DESIGNATING MARCH 6, 2020, AS ''NATIONAL SPEECH AND DEBATE EDUCATION DAY" Mr. GRASSLEY (for himself, Mr. COONS, Ms. ERNST, Ms. KLOBUCHAR, Mr. CRAPO, Mr. DURBIN, Mr. BRAUN, Mr. KING, Ms. WARREN, and Mr. COTTON) S. RES. 520 Whereas it is essential for youth to learn and practice the art of communicating with and without technology; Whereas speech and debate education offers students myriad forms of public speaking through which students may develop talent and exercise unique voice and character; Whereas speech and debate education gives students the 21st-century skills of communication, critical thinking, creativity, and collaboration; Whereas critical analysis and effective communication allow important ideas, texts, and philosophies the opportunity to flourish; Whereas personal, professional, and civic interactions are enhanced by the ability of the participants in those interactions to listen, concur, question, and dissent with reason and compassion; Whereas students who participate in speech and debate have chosen a challenging activity that requires regular practice, dedication, and hard work; Whereas teachers and coaches of speech and debate devote in-school, afterschool, and weekend hours to equip students with lifechanging skills and opportunities; Whereas National Speech and Debate Education Day emphasizes the lifelong impact of providing people of the United States with the confidence and preparation to both discern and share views; Whereas National Speech and Debate Education Day acknowledges that most achievements, celebrations, commemorations, and pivotal moments in modern history begin, end, or are crystallized with public address; Whereas National Speech and Debate Education Day recognizes that learning to research, construct, and present an argument is integral to personal advocacy, social movements, and the making of public policy; Whereas the National Speech & Debate Association, in conjunction with national and local partners, honors and celebrates the importance of speech and debate through National Speech and Debate Education Day; and Whereas National Speech and Debate Education Day emphasizes the importance of speech and debate education and the integration of speech and debate education across grade levels and disciplines: Now, therefore, be it Resolved, That the Senate— (1) designates March 6, 2020, as ''National Speech and Debate Education Day''; (2) strongly affirms the purposes of National Speech and Debate Education Day; and (3) encourages educational institutions, businesses, community and civic associations, and all people of the United States to celebrate and promote National Speech and Debate Education Day.	<urn:uuid:8f3ac120-28fe-4b96-ac9f-aab85012e4ee>	CC-MAIN-2021-17	https://staging.speechanddebate.org/wp-content/uploads/NSDED_PrintableResolution_2020.pdf	2021-04-11T13:31:19+00:00	crawl-data/CC-MAIN-2021-17/segments/1618038062492.5/warc/CC-MAIN-20210411115126-20210411145126-00158.warc.gz	647,977,959	566	eng_Latn	eng_Latn	0.99185	eng_Latn	0.99185	[ "eng_Latn" ]	false	docling	[ 2772 ]	[ 2.0625 ]	6	0
A Lenten Journey The following module on Lent (3 x 40 mins) engages with the following Learning Outcomes: Expressing Beliefs: Key Learning In this module you will: * Explore the concept of Lent. * Identify the ritual of Ash Wednesday and outline the main points of this ritual and the reasons why it is celebrated. * Discuss how Lent is a time to: * reflect on the various people, relationships and events that seek to nourish and sustain us on our journey of life. * Identify moments of challenge in our lives and recognise ways to cope with these challenges. * Suggest how we can learn from previous mistakes * Reflect on how we can set goals for the future First Lesson- Making our Lenten Journey Look at above picture and discuss the questions. Then listen to this short clip about Ash Wednesday and Lent from 'Busted Halo' https://www.youtube.com/watch?v=m3L3c23MfC0 * Try to list as many facts as you can remember from the clip. * Share your list with the class -If you have Padlet you can add your list to the board. We are in the season of Lent in the Catholic calendar. When we think of Lent, we conjure up images of ashes on the forehead, giving something up and Trocaire boxes. However, Lent is far more than that. It is an opportunity for 'spiritual self-improvement'. This involves taking a close look at your life, from the relationships you have, the things you value most to the choices you make. During Lent, we are given the choice to learn from past mistakes, rebuild broken relationships and renew our faith in God who is the source of all life. A few years ago, a teacher urged students to move beyond giving up some habit of sin that marked their lives. About halfway through Lent, she asked her students how they were doing with their Lenten promise. One of the girls had promised to give up fighting with her brothers and sisters during Lent. When the teacher asked her how it was going, the girl replied, 'I'm doing pretty good, but I can't wait until Easter!' That response indicates that this girl had only partly understood the purpose of Lenten 'giving up.' Lent is about conversion, turning our lives more completely over to Christ and his way of life. That always involves making a positive change in your life that will genuinely last beyond a certain period of time. Conversion means leaving behind an old way of living and acting in order to embrace new life in Christ. https://www.youtube.com/watch?app=desktop&v=V5ipEDL7Qqk Discussion and Reflection time based on the above clip. What does it mean to turn your face to God? What are the desert areas of our life? (parts that are dry and empty and need to be nourished) Why do we hide them? From Whom? Ourselves? (Lent is a time when we reflect and try to discover the areas of our lives/ parts of ourselves on which we can improve). How can we lay before God the desert areas of our life? What do you think are the barren selfish pursuits? How can we draw back form the harsh pull of media? The prayer suggests that we can "Soak in your words of life, rest in the warmth of your love, Bath in the power of your spirit." What are the ways in which people of different faiths do this? (Prayer/ Meditation etc.- This will be introduced in the next section) Second Lesson- Embarking on a Special Journey Being a teenager in today's world is not easy. Each one of you have faced challenges and uncertainties that have made life seem quite gloomy at times. We have all encountered personal obstacles in our life. These obstacles may have knocked our self-confidence or undermined our sense of value and worth. You are not alone in having felt this way. It is the difficulties of life that often serve as the greatest blessings. When we encounter hardship and our pushed to our limits, we have the opportunity to show courage, tolerance, forgiveness, understanding, wisdom and an inner strength that we may not have even know that we had. You all will face plenty more challenges in the future. However, it is your ability to tap into your inner strength and use the gifts & talents that you have at your disposal, which will enable you to grow and learn from any difficulty. In this class we will look at how we can use this time of lent to contemplate our own journey in life. We will reflect on the various people, relationships and events that seek to nourish and sustain us on our journey of life. We will also look at the more difficult encounters that we have faced so far and explore the tools that we have to help us overcome any challenge. Before we go any further let's say a prayer. A prayer is an act of communication with God. In prayer, we share our thoughts, worries, hopes and fears with our Creator. We will each think of a special person in our lives who we feel needs both the light and love of God in their lives right now. You are invited to share the name of the person who you would like to dedicate this prayer to this morning… I would like to pray for…. Dear God, If I am wrong, Right me. If I am lost, Guide me. If I start giving up, Keep me going. Lead me in light and love. Amen. Icebreakers I want you to ask yourselves, how well do you really know each other? Have you taken the time to talk to all of your classmates and really listen to their story? Are your aware of their hobbies & interests? What about their passions & fears? Do you know what their hopes are for the future? Getting to know you- True or False Stand in a circle or teacher calls name of student if on Zoom; first person says name and two things about themselves. One has to be true and the other made up. For example: A famous person you met or you went sky diving for charity. Works well if the unusual thing is actually the true one! Can begin a good discussion on how much there is to learn about one another. Written Exercise/ Reflection On a blank page write the name of one important person, one event and one experience that have defined your journey in life up until now. Include the approximate date of your encounter with each person, event or experience. Write why this person/event was so significant. The purpose of this task is to reflect on your own personal journey to date, to look back over your journey over the years and to mark the moments that mattered most in your life path to date. Think-Pair-Share If you are comfortable to do so discuss one of the most important people, events or experiences that you wrote with a partner. Describe this moment from memory. Explain why it has made your journey of life more rewarding and memorable. The Challenges of Life Jesus spent 40 days and nights praying and fasting in the desert. He took this time out of his ministry to spiritually prepare himself for the difficult road that lay ahead. We are going to use this time today to reflect on mistakes that we have made and seek to rebuild broken bridges in our lives. The Burren in north County Clare contains some of the most extensive limestone karst scenery in Europe. This means that there are limestone hills that are devoid of a soil covering. The slabs making up the display in this garden are composed of Carboniferous limestone, as is the Burren. Despite the rugged harshness of this area, there is a combination of alpine plants growing side by side with Mediterranean species. This is due to the unique combination of cool, wet summers and mild winters in Ireland, which are favourable conditions for these plants to survive. We too, will encounter difficult terrain in our lives that may threaten to stumble our growth. However, if we turn to God and ask him to help us stop, reflect and take a step back every once in a while, we will gain greater perspective. This will enable us to make the choices that are responsible and positive. Don't say a word-We will now look at key scenarios in our lives in which we should always practice the pause. When you're angry - don't let rip, even if you are justified, before you give yourself a chance to cool down. If you do, you may live to regret some harsh, thoughtless words. When someone is telling you something detrimental about someone else, even if what is being said is true, don't allow yourself to become a member of the judgement team. Try to say something positive about the person or else change the subject. When you're tempted to say "I told you so". They probably know that already, reminders don't help. When someone needs your silence more than your words, even if they are words of advice. Often people who are distressed, confused or unhappy really need a good listener rather than a good adviser. When you have something private or personal to say to someone and other people are within earshot. Respect confidentiality at all times. Write a list of positive words and phrases that you could use when faced with any future difficult situation. These words may be of use to you when you are in disagreement with someone and in need of a compromise. They may help the other person see your point of view. They may give another person a much need extra boost when they are feeling down. They may form part of the best advice that they will ever give. My list of positive words/phrases: 1. 2. 3. 4. Share your words/ phrases with the class A Few Words of Wisdom Third Lesson- Be your own kind of unique The chain tent is a remarkable circular pergola erected sometime after 1834 in the Botanic Gardens, Glasnevin by the then head gardener Ninian Niven. Until 1870 it was centred by a weeping ash tree, from which the chains descended, but this was then replaced by an iron pole. Today the pergola supports a number of venerable Wisteria plants. This is one of the most unique structures within the Botanic Gardens. When Jesus was praying and fasting in the desert, he came under great pressure to stray from the path that God had set for him. We, too, are sometimes tempted to abandon our morals and beliefs to fit in with everyone else. As teenagers, we are faced with the pressure to do, say and think what is socially acceptable at the time. This sometimes come with sacrificing one's true self at the expense of what is popular or adhering to the status quo. It can be extremely difficult to simply be ourselves, at our most comfortable, when everyone else is expects us to look and behave a particular way. But Jesus never gave up on who he was, despite facing enormous pressure. In the face of ultimate hardship and struggle, he remained focus on spreading a very simple message – to love one another and God with all your heart, mind and soul. Let us read a reflection now to remind ourselves of just how very special we are to God. Our True Identity God has given us the truth about where we came from, why we are here and to where we are going. Much of the confusion in this life comes from simply not understanding who we are and to Whom we belong. One of the most beloved storytellers of all time was the Danish writer Hans Christian Anderson. In one of his stories the Ugly Duckling, the mother Duckling discovers that one of her chicks is very large and unusually ugly. The ugly ducklings cannot leave the ugly child alone. They punish him mercilessly. The ugly duckling decided that it would be best for everyone if he left his family and so he ran away. Then one day, he sees flying overhead a flock of majestic birds. He takes flight and follows them to a beautiful lake. The ugly duckling looks into the lake and sees the reflection of a magnificent swan. The ugly duckling realises that the reflection is his own. He has discovered who he really is. Think of where you come from. You're the sons and daughters of the greatest and most glorious Being in the universe. He loves you with an infinite love. He wants the best for you. This knowledge changes everything. It changes your present. It can change your future. And it can change the world. If only we understood who we are and what is in store for us and how much we are loved. Our hearts would overflow with such gratitude and happiness that it would enlighten even the darkest sorrows with a light and love of God. Of course there will always be voices telling you that you are foolish to believe you are swans insisting that you are ugly ducklings and that you can't expect to become anything else. But you know better. You are no ordinary beings. You are glorious and eternal. Look into the water and see your true reflection. It is my prayer and blessing that when you look at your reflection, you will be able to see beyond imperfections and self-doubt. And recognise who you truly are. Glorious daughters and sons of Almighty God. Learning from Previous Mistake Socrates (469-399 BC) was an ancient Greek philosopher who is widely credited with laying the foundation for Western philosophy. His most important contribution to Western thought is known as dialectics, which involves answering a question with a question. He applied this Socratic Method to the examination of key moral concepts such as Good and Justice. In the spirit of Socrates, let us look back on our lives and examine some of the biggest mistakes, regrets and difficult choices that we made along the way. ``` If you could rewind your life, would you…. …repeat anything? …erase parts? …do anything differently? ``` The purpose of this task is to reflect on our previous failures. Even though we have all made mistakes, we have the ability to grow and learn from them. In completing this task, we are looking deeply at our lives with a sense of insight and clarity. In the spirit of Lent, may God help us to pause and reflect on difficult choices and circumstances that we may be faced up in the future. Setting goals for the future 'A hero is someone who has given his or her life to something bigger than oneself.' (Joseph Campbell) Jesus gave up his life on the cross so that we may have chance to live good, decent and honest lives. He gave of himself out of love for us. What cause will you devote your life to in your future goals? With regard to your future, Write on a blank sheet of paper the following questions: You can use a mind map or draw symbols. Where do you want to be? How do you plan to get there? Are there any blocks in your way? If so, what are they? What could help you get there? The purpose of this task is to reflect on our future journey however unsure of it we still may be. In Your life it is important to contemplate the road ahead and to remember that the only thing that God asks of you is that you invite Him into your life. It is then that you will experience how much He loves you and you will begin to be transformed into the very best version of yourself that you can be. Even though Jesus felt weakness through temptation in the desert, he never lost sight of his ultimate purpose in life. Backpack Meditation Close your eyes and relax. Breathe deeply. Imagine each part of your body relaxing. Feel the calm travel up from your toes to your legs. Relax your back and your shoulders...your neck and your head. Imagine yourself sitting here (the place where you are at). You get up and walk to the door. You open the door and you are in your favourite place. Where are you? Picture the sights and sounds of this place as you walk around. As you reach the centre, you can see Jesus standing there with his arms outstretched. What do you say to him? What questions do you have for him? What does he answer? As you are talking, Jesus hands you a backpack. It is filled with symbols, words, phrases, and memories of all the experiences which have influenced your faith journey throughout your life. You look inside. What do you find? Think back to your childhood - what you first learned about God. Who or what have influenced you most since then? What obstacles have you faced in your faith journey? Who has helped you through these rough times? What questions have you wondered about? You see at the top of the backpack those issues which you and Jesus have just discussed. You also notice that there is still room left for future growth and learning. Jesus explains that you will always wear your backpack. However, once you leave this place, it will become invisible. When you are finished talking to Jesus, say goodbye. Walk back the way you came until you come to the door of the place where you are now. You walk inside and sit back down where you are now and slowly open your eyes. Listen to this Song about turning back to God: God speaks to us in many ways- through people, scripture and through music. What is God saying to you in this song? What is his message for you? Listen to the song a second time and write down one line of the song that you feel speaks to you. Reflecting on Learning Write about one thing that you learned about yourself in these classes. What aspect did you find inspiring and why? How will this inspiration help guide and direct you on the future path that you will take in life?	<urn:uuid:6670acc3-ab0d-482a-b7e6-574431d381a9>	CC-MAIN-2021-17	https://www.kandle.ie/wp-content/uploads/2021/02/Resource-Sheet-on-Lent-3-Classes-3.pdf	2021-04-11T12:07:43+00:00	crawl-data/CC-MAIN-2021-17/segments/1618038062492.5/warc/CC-MAIN-20210411115126-20210411145126-00154.warc.gz	956,050,420	3,623	eng_Latn	eng_Latn	0.998485	eng_Latn	0.999013	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "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	docling	[ 352, 756, 2474, 3264, 4603, 5435, 6339, 7802, 9185, 9302, 10686, 12414, 13222, 14334, 15317, 16780, 17022 ]	[ 3.796875 ]	1	0
Populus alba 'Pyramidalis': 'Pyramidalis' White Poplar 1 Edward F. Gilman and Dennis G. Watson 2 Introduction White Poplar is a fast-growing, deciduous tree which reaches 60 to 100 feet in height with a 40 to 50-foot-spread and makes a nice shade tree, although it is considered short-lived. This cultivar maintains a more pyramidal or columnar form throughout its life. Some refer to this plant as Bolleana Poplar. It has the shape of a Lombardy Poplar but grows slightly wider. The dark green, lobed leaves have a fuzzy, white underside which gives the tree a sparkling effect when the breezes stir the leaves. These leaves are to tally covered with this white fuzz when they are young and first open. The fall color is pale yellow. The flowers appear before the leaves in spring but are not showy and they are followed by tiny, fuzzy seedpods which contain numerous seeds. It is the white trunk and bark of White Poplar which is particularly striking, along with the beautiful two-toned leaves. The bark stays smooth and white until very old when it can become ridged and furrowed. The wood of White Poplar is fairly brittle and subject to breakage in storms and the soft bark is subject to injury from vandals. Leaves often drop from the tree beginning in summer and continue dropping through the fall. General Information Scientific name: Populus alba Pronunciation: POP-yoo-lus AL-buh Common name(s): 'Pyramidalis' White Poplar Family: Salicaceae USDA hardiness zones: 3A through 8B (Fig. 2) Origin: not native to North America Invasive potential: invasive non-native Uses: reclamation; screen Availability: somewhat available, may have to go out of the region to find the tree Figure 1. Young Populus alba 'Pyramidalis': 'Pyramidalis' White Poplar Credits: Ed Gilman 1. This document is ENH659, one of a series of the Environmental Horticulture, UF/IFAS Extension. Original publication date November 1993. Revised December 2006. Reviewed February 2014. Visit the EDIS website at http://edis.ifas.ufl.edu. 2. Edward F. Gilman, professor, Environmental Horticulture Department; Dennis G. Watson, former associate professor, Agricultural Engineering Department, UF/IFAS Extension, Gainesville, FL 32611. The Institute of Food and Agricultural Sciences (IFAS) is an Equal Opportunity Institution authorized to provide research, educational information and other services only to individuals and institutions that function with non-discrimination with respect to race, creed, color, religion, age, disability, sex, sexual orientation, marital status, national origin, political opinions or affiliations. For more information on obtaining other UF/IFAS Extension publications, contact your county's UF/IFAS Extension office. U.S. Department of Agriculture, UF/IFAS Extension Service, University of Florida, IFAS, Florida A & M University Cooperative Extension Program, and Boards of County Commissioners Cooperating. Nick T. Place, dean for UF/IFAS Extension. Description Height: 60 to 100 feet Spread: 40 to 50 feet Crown uniformity: symmetrical Crown shape: columnar Crown density: moderate Growth rate: fast Texture: coarse Foliage Leaf arrangement: alternate (Fig. 3) Leaf type: simple Leaf margin: lobed, undulate, sinuate/undulate Leaf shape: star-shaped, elliptic (oval) Leaf venation: palmate Leaf type and persistence: deciduous Leaf blade length: 2 to 4 inches, 4 to 8 inches Leaf color: green Fall color: yellow Fall characteristic: not showy Flower Flower color: yellow Flower characteristics: not showy Fruit Fruit shape: elongated Fruit length: less than .5 inch Populus alba 'Pyramidalis': 'Pyramidalis' White Poplar Fruit covering: dry or hard Fruit color: white/gray Fruit color: white/gray Fruit characteristics: does not attract wildlife; not showy; fruit/leaves a litter problem Trunk and Branches Trunk/bark/branches: branches don't droop; showy; typically one trunk; thorns Pruning requirement: needed for strong structure Breakage: susceptible to breakage Current year twig color: gray Current year twig thickness: medium Wood specific gravity: unknown Culture Light requirement: full sun Soil tolerances: sand; loam; clay; acidic; alkaline; well-drained Drought tolerance: high Aerosol salt tolerance: moderate Other Roots: can form large surface roots Winter interest: no Outstanding tree: no Ozone sensitivity: unknown Verticillium wilt susceptibility: unknown Pest resistance: sensitive to pests/diseases Use and Management White Poplar should be grown in full sun and tolerates almost any soil, wet or dry. Suckering may be a problem on stressed trees but those growing vigorously are usually not bothered. In areas with much air pollution and soot, the fuzzy white undersides of the leaves may attract and hold dirt and dust making them unattractive. This cultivar is also referred to as the `Bolleana'. Pests No pests are of major concern, but occasionally leafhoppers bother it. Diseases Crown gall occasionally infects the tree. 2	<urn:uuid:917d7b62-b388-431f-84b3-008adc98558e>	CC-MAIN-2021-17	https://edis.ifas.ufl.edu/pdffiles/ST/ST50000.pdf	2021-04-11T12:52:54+00:00	crawl-data/CC-MAIN-2021-17/segments/1618038062492.5/warc/CC-MAIN-20210411115126-20210411145126-00158.warc.gz	335,932,646	1,210	eng_Latn	eng_Latn	0.985661	eng_Latn	0.986665	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2983, 5046 ]	[ 2.6875 ]	2	0
FRUSTRATED Call "Freeze" and ask your class: "What did I say that helped me make sure I understood what (name student) was feeling?" "How could it help our friendships if we get into the habit of saying what we see and checking it out when we think our friends are frustrated or having upset feelings?" Continue this activity by having a new student secretly choose a feeling from Huggtopus. Ask another student to practice saying what he sees and checking it out. Then pair your class into partners and label each person either A and B. Partner A is to pretend to be frustrated, hurt, mad, or scared. Partner B is to practice saying what he sees and checking it out. Reverse roles so each student gets the chance to practice both communication roles. Ask for pairs who wish to be spotlighted to put on their show for their classmates. This is an easy activity to pick up any day as a way to remind students of the "say what you see and then check it out" habit. Add some of the fun feelings into the mix like Happy, Silly, and Excited for a more playful practice. RESPONSIBLE Activity 3 Mixed Messages (for 2nd graders and up) PRACTICE Recognizing mixed messages Sending clear messages Mixed messages: words, tone, and body language do not match. Clear messages: words, tone, and body language match. "When we 'say what we see' and then 'check it out,' it requires someone to be honest about their feelings. Some people might say they are not 188 www.kimochis.com frustrated or mad when they really are. Listen to what I say. Hear my tone of voice and watch my body language." Make a mad face and use a mad voice as you say, "I'm not mad." Ask your students the following to get the discussion started. "What's the real message I'm sending? How did you know?" "Why do you think people choose to send mixed messages?" "How would the class be different if everyone agreed to send clear messages?" BE RESILIENT The following communication activities will help students be resilient and persevere in the face of frustration. RESILIENT Activity 1 Practicing Perseverance PRACTICE Sticking with a task when frustrated Self-talk is what we say in our heads to ourselves. Positive self-talk makes us feel good about things. Negative selftalk doesn't. Materials: Huggtopus "It's easy to give up when you're faced with something difficult. It takes a person with strong character to stick with it or ask for help when feeling frustrated. This is called 'perseverance.' " "Sometimes Huggtopus gives up when she gets frustrated. Raise your hand if you can relate to that. How do you feel about yourself when you decide to give up? How do you feel about yourself when, instead of giving up, you can get yourself to stick with or persevere when frustrated?" "It's normal to want to give up when feeling frustrated. When we use positive self-talk (share definition) during frustrating moments, we are actually encouraging ourselves to persevere. When we use negative self-talk during frustrating moments, what are we doing?" (making ourselves more frustrated). "Let's pretend Huggtopus is very frustrated. Who wants to take a turn being Huggtopus and having her say some negative or positive self-talk during a frustrating moment?" Older students may choose to act out the self-talk without using Huggs. (If no one volunteers, you can be Huggs and your students can determine whether the words and actions are positive or negative self-talk.) Make a list on the board. "How do thoughts help or hurt your body, mind, or heart when you are frustrated?" (Positive thoughts calm you; negative thoughts agitate you.) "Are the words we use in negative self-talk really true? For example, do you really hate math or are you just feeling frustrated?" "Do you know anyone who handles frustration really well? You might want to ask them how they do it and what they tell themselves when they feel frustrated. In our class, I've noticed that (name student) handles frustration by (give positive techniques student uses)." For students with social-emotional challenges, use Enhancement Strategy #5 (page 62). Instead of using a thinking bubble and a speaking bubble, draw two thinking bubbles—one for negative self-talk and one for positive self-talk. Students can fill in what they would say for each bubble. Make it even more meaningful by crossing out the negative bubble and leaving the positive self-talk bubble as a cue. Use the Kimochis ™ Journal or a small card for this activity. FRUSTRATED RESILIENT Activity 2 Being a Beginner PRACTICE Managing upset feelings when trying something new Materials: Huggtopus, all of the feeling pillows Have students sit in a circle. Encourage students to think about what it feels like when they are a beginner or trying something new. Ask volunteers to name feelings and to share why they might have this feeling. Tuck the feelings they name into Huggstopus's pouch. Some examples include: "I might feel jealous when others are doing something better than I am." "I might feel left out if kids are quicker and move on in reading without me." "I might feel frustrated that I am trying my hardest and still not getting it." As volunteers name feelings, have students raise their hands if they can relate to having the same feeling when new to something. Then ask: "What have you seen friends say or do to make things better for themselves when having these feelings?" "What have you seen people say or do that makes these feelings even bigger or worse?" (Say mean words; ignore; spread rumors.) "Why do you think we let ourselves act this way when we know it doesn't make things better?" (We are so upset, we don't stop to think.) "How might you react differently the next time you have upset feelings when trying something new?" www.kimochis.com 189	<urn:uuid:adfb9c12-1f2c-4a3d-b49d-e45608a7341b>	CC-MAIN-2021-17	https://www.kimochisway.com/wp-content/uploads/2018/09/PerseveranceELEM-1.pdf	2021-04-11T12:39:40+00:00	crawl-data/CC-MAIN-2021-17/segments/1618038062492.5/warc/CC-MAIN-20210411115126-20210411145126-00154.warc.gz	961,320,130	1,237	eng_Latn	eng_Latn	0.998278	eng_Latn	0.998262	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2770, 5812 ]	[ 4.96875 ]	1	1
Assessment Outline PART 1 – Conducting a scientific investigation to gather data - To complete this task, you are required to analyse a scientific investigation that observes and describes the effect of changing the amount of fertiliser on plant growth. (Seeds were weighed and reweighed again at the conclusion of the experiment) - The practical investigation will be modelled as a whole group class task, which will be gone through during class. The second-hand data has been collated into a spreadsheet that will be accessible through Google Classroom for all students in the class to access. PART 2 – Formal investigation report - Students will then be required to analyse and interpret the data collected from the scientific investigation and present it in the format of a formal written scientific report (see provided scaffold). Students will be required to answer a series of questions as part of their analysis (see attached discussion guide sheet). Non-completion of Task: If you know you are going to be away on the day that the task is due, you must make alternative arrangements with your classroom teacher. If you are away on the day of the examination, you must catch up with your classroom teacher on the first day you return to make alternate arrangements to catch up on this task. Failure to follow the above procedures may result in a zero award. Outcomes Assessed INS11 – 1 Develops and evaluates questions and hypotheses for scientific investigation INS11 – 2 Designs and evaluates investigations in order to obtain primary and secondary data and information INS11 – 3 Conducts investigations to collect valid and reliable primary and secondary data and information INS11 – 5 Analyses and evaluates primary and secondary data and information INS11 – 7 Communicates scientific understanding using suitable language and terminology for a specific audience or purpose INS11 – 8 Identifies that the collection of primary and secondary data initiates scientific investigations Year 11 Investigating Science Assessment Task 1 PRACTICAL FIRST-HAND INVESTIGATION Weighting: 30% TOPIC: Cause and Effect - Observing Due Date: Friday 19 th June 2020 - Week 8B Term 2 Task Overview: This task contains two parts. PART 1 – Conducting a scientific investigation to gather data To complete this task, you are required to analyse a scientific investigation that observes and describes the effect of changing the amount of fertiliser on plant growth. (Seeds were weighed and reweighed again at the conclusion of the experiment) The practical investigation will be modelled as a whole group class task, which will be gone through during class. The second-hand data has been collated into a spreadsheet that will be accessible through Google Classroom for all students in the class to access. PART 2 – Formal investigation report Students will then be required to analyse and interpret the data collected from the scientific investigation and present it in the format of a formal written scientific report (see provided scaffold). Students will be required to answer a series of questions as part of their analysis (see attached discussion guide sheet). Syllabus Outcomes: INS11 – 1 Develops and evaluates questions and hypotheses for scientific investigation INS11 – 2 Designs and evaluates investigations in order to obtain primary and secondary data and information INS11 – 3 Conducts investigations to collect valid and reliable primary and secondary data and information INS11 – 5 Analyses and evaluates primary and secondary data and information INS11 – 7 Communicates scientific understanding using suitable language and terminology for a specific audience or purpose INS11 – 8 Identifies that the collection of primary and secondary data initiates scientific investigations Content: Students: * Use data gathered to plan a practical investigation to: [x] Pose further questions that will be investigated [x] Discuss the role of variables [x] Determine the independent and dependent variables [x] Formulate a hypothesis that links the independent and dependent variables [x] Describe at least three variables that should be controlled in order to increase the validity of the investigation * Develop a method to collect primary data for a practical investigation by: [x] Describing how to change the independent variable [x] Determining the characteristics of the measurements that will form the dependent variable [x] Describing how the data will be collected [x] Describing how the controlled variables will be made consistent [x] Describing how risks can be minimised * Carry out the planned practical investigation, above, to collect primary data * Apply conventions for collecting and recording observations to qualitatively and quantitatively analyse the primary data, including but not limited to: [x] Tabulation and Graphing [x] Visual and Digital representations Scientific Report Writing Scaffold: To write your formal scientific report you must include the following: Aim – what was the purpose of the investigation? Abstract – An abbreviated version of your final report, usually only one paragraph in length. An abstract should have the following five pieces: - Introduction. This is where you describe the purpose of the investigation with reference to background research surrounding the topic being investigated. - Problem Statement. Identify the hypothesis that was investigated. - Procedures. What was your approach for investigating the problem? Don't go into detail about materials unless they were critical to your success. Do describe the most important variables. - Results. What answer did you obtain? Be specific and use numbers to describe your results. Do not use vague terms like "most" or "some." - Conclusions. State what the investigation contributes to the area you worked in. Did you meet your objectives? Hypothesis - A tentative explanation for an observed phenomenon, expressed as a precise and unambiguous statement that can be supported or refuted by investigation. A hypothesis is based on prior knowledge and clearly identifies how the independent variable will affect the dependent variable. Equipment list – a detailed list of all equipment used to perform the investigation. Variables Identified – Correctly identify the variables in the experiment including; independent, dependent and controlled variables. Indicate your control as well (the thing you're comparing to) Risk Assessment – Students are to conduct a risk assessment of the investigation. At least 3 risks should be included, and three control measures. The risk assessment should be presented as a table. (see below) Method – As a class we will create a method to conduct the investigation. You must include the method in your report. Your method will need to include any changes that were made to the way the investigation was conducted. It should be in step form, provide clear logical instructions, include how/what equipment is used to collect the data, and include repetition. Results (table) – Second-hand data should be presented in an appropriate table. All tables should be labelled. Results (graphs) – The following graphs must be included in the scientific report: [x] Amount of fertiliser vs height of the plant graph [x] Amount of fertiliser vs percentage changes of mass of the plant graph Make sure that your graphs have appropriate heading, labels on the axis, even scales, and appropriate units. You may draw your graphs using a computer program (excel) or by hand. All graphs should be labelled. Discussion - This is the section in which you analyse your results. Your discussion should have at least 4 sections. Section 1: This is the section in which you interpret your results. You should refer directly to the data that was gathered and analyse it using your graph. You should look for trends and discuss why they have occurred. You can link this to your background research to further indicate your understanding of why this trend has occurred. Section 2: This is the section in which you analyse the accuracy and precision of the data you collected. It is a good idea to give a definition of each term before you start discussing how your investigation performed. You also need to make sure that you provide evidence (specific examples) of how your investigation was/wasn't accurate or precise. You should also include how you could improve the investigation to increase accuracy and precision. Section 3: This is the section in which you analyse the reliability of the data you collected. It is a good idea to give a definition of the term before you start discussing how your investigation performed. You also need to make sure that you provide evidence (specific examples) of how your investigation was/wasn't reliable. You should also include how you could improve the investigation to increase reliability. Section 4: This is the section in which you analyse the validity of the data you collected. It is a good idea to give a definition of the term before you start discussing how your investigation performed. You also need to make sure that you provide evidence (specific examples) of how your investigation was/wasn't valid. You should also include how you could improve the investigation to increase validity. Conclusion – A paragraph summarising the main findings of the investigation. A concluding paragraph should refer to the aim of the investigation and state whether the hypothesis was proven or disproved, and the consequences/implications of this. You conclusion may identify an area of potential future research based on your investigation. You conclusion should always be based on evidence and refer directly to evidence from your investigation. Reference list – This is where you include any references that you used/referred to in your investigation. You should try to use references in your background information section and in your discussion. Please see addition information on how to reference using the APA style. Appendix/appendices – An appendix is always included in a scientific investigation. An appendix is where you include any calculations (if any) that you made during your investigation, any additional data that you collected, your raw data collected in the investigation (this is where you put your messy table from when you actually conducted the investigation), any additional data manipulation that isn't required in the main results section. You can also include pictures of your investigation set up and overall seed to plant growth. Discussion question guide sheet (use these to support the development of your discussion) Section 1: This is the section in which you interpret your results. 1. What trends can you see in your graphs? 2. Which amount of fertiliser had the highest growth (both length and mass increase)? 3. Which amount of fertiliser had the lowest growth (both length and mass increase)? 4. Describe any links between your results and your background research (This should be at least TWO paragraphs, where you connect scientific information to your results). Section 2: This is the section in which you analyse the accuracy and precision of the data you collected. 1. Define the terms accuracy and precision. 2. Describe if your results have a high level of accuracy. 3. Analyse the equipment that you used in this investigation and describe any equipment that you could have used to improve the accuracy of this investigation. 4. Analyse the method/techniques that you used in this investigation and describe how you would improve the method/techniques used. Section 3: This is the section in which you analyse the reliability of the data you collected. 1. Define the term reliability. 2. How many times did you repeat this investigation? 3. Describe if your results have a high level of reliability. 4. Describe how you could improve the reliability of this investigation. Section 4: This is the section in which you analyse the validity of the data you collected. 1. Define the term validity. 2. Does your experimental method actually achieve testing your hypothesis? Discuss. 3. Is your investigation valid? Discuss. 4. How could you improve the overall validity of this investigation? Bibliography Scaffold: Marking Rubric: Practical first-hand investigation – How does the amount of fertiliser affect plant growth? NAME: __________________________ Outcomes Developing (D) Achieving (C) Thorough (B) Extensive (A) Total: Total: Total: __/35 Teacher Feedback: _____________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________________________	<urn:uuid:c55e11a0-5950-4f89-9a5f-d6103155c736>	CC-MAIN-2021-17	https://orange-h.schools.nsw.gov.au/content/dam/doe/sws/schools/o/orange-h/localcontent/2020/assessment-tasks/year-11/term-2/Yr_11_Investigating_Science_Wk_8.pdf	2021-04-11T12:58:42+00:00	crawl-data/CC-MAIN-2021-17/segments/1618038062492.5/warc/CC-MAIN-20210411115126-20210411145126-00158.warc.gz	551,950,914	2,434	eng_Latn	eng_Latn	0.994706	eng_Latn	0.999291	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "unknown", "unknown" ]	false	docling	[ 2001, 4907, 8027, 10570, 12255, 12279, 12502, 12510, 13306 ]	[ 3.15625 ]	2	0
Visual Quality Contact David Larson firstname.lastname@example.org Minnesota Department of Transportation 395 John Ireland Boulevard, MS 686 St. Paul, Minnesota 55155 (651) 366-4637 Purpose Visual quality is an important part of our environment, so preserving and enhancing the aesthetic and visually pleasing aspects of our surroundings is a key part of NEPA and other laws. (See "Legal Basis"). Threshold Criteria If the project might have Visual Quality/Aesthetic issues, a Visual Impact Assessment (VIA) is important to ensure the best outcome. To conduct a VIA, see the steps outlined in the Appendix. If the project requires an EA, EAW, or EIS: * A VIA is strongly recommended For other projects, a Visual Impact Assessment is recommended if the project involves: * Grading beyond the shoulder of the roadway * Structures such as bridges & walls * Lighting, railings, fencing, etc. * Pedestrian and/or bicycle trails and other amenities * Vegetation (add, modify or remove) Contact the Landscape Architecture Unit for assistance with: * Any Visual Quality issues * Determining the need for a VIA * Conducting a VIA * Documentation of Visual Quality issues Prepared Statements Projects with No Adverse or Beneficial Effect on Visual Quality If a project will have no adverse or beneficial effect on visual quality, the following statement should be used: "No significant impact to the visual resources of the natural, cultural, and project environments is anticipated. No significant impact to the ability of the affected population to view visual resources is anticipated. Visual quality will, therefore, not be altered by the proposed project. The proposed project will have no significant adverse impacts to visual quality nor will it create any opportunities to enhance visual quality in the project area." Projects That Have an Effect on Visual Quality For projects which have an effect on visual quality, assemble from the following phrases, a statement applicable for your project. For projects with impacts to visual resources, use: "The proposed project will create (adverse or beneficial) impacts to visual quality by causing (minor or major) changes to the visual resources of the (natural, cultural, or project) environments. (List particular resources which will be affected. List adverse impacts first; enhancements, second.)" For projects with major adverse impacts to visual resources, add: "The proposed project will mitigate (avoid, minimize, or compensate for) adverse impacts to (natural, cultural, or project) visual resources. It will (list specific mitigation practices.)" For projects with minor adverse impacts to visual resources, add: "The adverse impacts to (natural, cultural, or project) visual resources are minor. No mitigation of adverse impacts is necessary." Note that a project may, for example, have minor impacts to cultural visual resources and major impacts to natural visual resources. In that case, both of the above paragraphs could be used. Projects with Opportunities for Enhancing Visual Resources For projects with opportunities to enhance visual resources, add: "The proposed project will enhance visual quality by removing undesirable (inharmonious, disorderly, or incoherent) visual resources; by rehabilitating formerly desirable (harmonious, orderly, or coherent) visual resources; (and or) by adding desirable (harmonious, orderly, or coherent) visual resources. It will (list specific enhancements.)" For projects with impacts to viewing, use: "The proposed project will create (adverse or beneficial) impacts to visual quality by causing (localized or widespread) changes in the ability of (neighbors or travelers) to see the visual resources of the (natural, cultural, or project) environments. (List particular views which will be affected. List adverse impacts first; enhancements, second.)" For projects with widespread impacts to viewing, add: "The proposed project will mitigate adverse impacts of (neighbors or travelers) to see desirable (harmonious, orderly, or coherent) scenes. The project will avoid (diminishing or obstructing) desirable (harmonious, orderly, or coherent) views. Impacts that cannot be avoided, will be minimized. The project will compensate for impacts which cannot be minimized. It will (list specific mitigation practices.)" For projects with localized impacts to viewing, add: "The adverse impacts to viewing by (neighbors or travelers) are minor. No mitigation of adverse impacts is necessary." Note that projects may, for example, have minor impacts to travelers and major impacts to neighbors. In that case, both of the above paragraphs could be used. For projects which enhance viewing, add: "The proposed project will enhance visual quality by limiting access to undesirable (inharmonious, disorderly, or incoherent) views or by improving access to desirable (harmonious, orderly, or coherent) views. It will (list specific enhancements.)" Relationship to the HPDP Class I Actions (EIS Projects) Scoping Documents (SD) & Scoping Decision Document (SDD) Conduct early assessment of magnitude and significance of potential visual impacts -- assess need for further special study. Draft Environmental Impact Statement (DEIS) When the potential for visual quality impacts exists, identify and list the impacts to the existing visual resource, the relationship of the impacts to potential viewers of and from the project, as well as measures to avoid, minimize, or reduce the adverse impacts. The Visual Impact Assessment will help identify visual impacts. When there is potential for visual quality impacts, explain the consideration given to design quality, art and architecture in the project planning. These visual resources may be particularly important for projects located in visually sensitive urban and rural settings. When a proposed project will include features associated with design quality, art and architecture, circulate the DEIS to officially designated State and local arts councils and, as appropriate, other organizations with an interest in design, art and architecture. A draft Section 4(f) Evaluation may be needed if 4(f) properties are affected. Final Environmental Impact Statement (FEIS) Identify any proposed mitigation for the alternative. Complete Final Section 4(f) Evaluation if needed. Record of Decision (ROD) Include summary statement on visual quality. Class II Actions (Categorical Exclusions) Categorical Exclusion Determination (CATEX) If the potential for visual impacts exists, the CATEX should follow the guidance for the DEIS and FEIS discussed above. Class III (EA/EAW Projects) Environmental Assessment (EA) If the potential for visual impacts exists, the EA should follow the guidance for the DEIS and FEIS discussed above. Finding of No Significant Impact (FONSI) Include summary statement on visual quality. For Class I, II, and III Actions Ensure that all mitigation commitments are incorporated into the PS&E package (when appropriate) during detail design. Agencies Involved Agencies involved will vary depending on the nature of the visual impact. Neighborhood groups, public and private institutions, advocates for specially designated roadways (see appendix for Specially Designated Roadway worksheet), and businesses along the project corridor are typical groups involved in the visual impact analysis. Other resource agencies and government unit are involved with their particular areas of concern. Permits/Approvals None required for visual impact assessment. Legal Basis The National Environmental Policy Act (NEPA) states the need to "assure for all Americans safe, healthful, productive, and aesthetically and culturally pleasing surroundings." The Highway Beautification Act of 1965 was to provide effective control of outdoor advertising and junkyards, to protect the public investment, to promote the safety and recreational value of public travel and preserve natural beauty, and to provide landscapes and roadsides development reasonably necessary to accommodate the traveling public. The following laws relate to visual quality: Guidelines/Regulations Glossary Visual Resources: Components of the natural, cultural, or project environments which are capable of being seen. Natural Visual Resources: The land, water, vegetation, and animals which compose the natural environment. Although natural resources may have been altered or imported by people, resources which are primarily geological or biological in origin are considered natural. A grassy pasture with rolling terrain, scattered trees, and grazing cows, for example, is considered to be composed of natural visual resources, even though it is a landscape created by people. Cultural Visual Resources: The buildings, structures, and artifacts which compose the cultural environment. These are resources which were constructed by people. Project Visual Resources: For highway transportation projects, the geometrics, structures, and fixtures which compose the project environment. These are the constructed resources which were or will be placed in the environment as part of the proposed project. Viewers: Neighbors who can see the proposed project and travelers who would use it. Neighbors: Viewers who occupy or will occupy land adjacent to the proposed project. For a complex or controversial project, neighbors can be defined by adjacent land-use, including: HPDP / Scoping / Subject Guidance Mn/DOT residential, retail, commercial, industrial, agricultural, recreational, and civic neighbors. Travelers: Viewers who use the existing or would use the proposed transportation facility. For complex or controversial projects, travelers can be defined by the purpose of traveling, including: commuting, hauling, touring, or exercising travelers. Visual Quality: What viewers like and dislike about visual resources which compose a particular scene. Different viewers may evaluate visual resources differently. Neighbors and travelers may, in particular, have different opinions on what they like and dislike about a scene. Viewers define visual quality in terms of natural harmony, cultural order, and project coherence. Natural Harmony: What viewer likes and dislikes about the natural environment. The viewer labels the visual resources of the natural environment as being either harmonious or disharmonious. Harmony is considered desirable; disharmony is undesirable. Cultural Order: What a viewer likes and dislikes about the cultural environment. The viewer labels the visual resources of the cultural environment as being either orderly or disorderly. Orderly is considered desirable; disorderly is undesirable. Project Coherence: What the viewer likes and dislikes about the project environment. The viewer labels the visual resources of the project environment as being either coherent or incoherent. Coherent is considered desirable; incoherent is undesirable. Impact: Change. Scale of Impact: Defined as the physical change to visual resources. The scale of the impact to visual resources can be minor or major. The scale of impact has no correlation with the value of the impact. Extent of Impact: Defined by the number of viewers affected by the change. The extent of the impact to viewers is either localized or widespread. The extent of the impact has no correlation with the value of the impact. Value of the Impact: Defined by viewers as either a beneficial, adverse, or neutral change to visual quality. Different viewers may value an impact differently. Neighbors and travelers may, in particular, have different opinions on what they like and dislike about changes to a scene. For example, recreational neighbors may find a new bridge over a secluded island campsite an adverse impact while touring travelers may find the same new bridge a beneficial impact because it offers them spectacular views of the river valley. Appendix Process for Visual Impact Assessment Before Starting Before doing the Visual Impact Assessment, it is helpful to review the Glossary (above). After Completion After completing the VIA, see the Prepared Statements section, select a statement and modify to fit the project. STEP 1: IDENTIFY THE AFFECTED VISUAL RESOURCES DEFINITION Visual Resources are the objects which compose the environment. Visual resources would be affected if they could be seen from the proposed highway or if the proposed highway would be seen from them. Affected visual resources are said to be within the viewshed of the highway. THREE TYPES OF VISUAL RESOURCES Visual resources can be divided into three types: 1) visual resources of the natural environment, 2) visual resources of the cultural environment, and 3) visual resources of the highway environment. VISUAL RESOURCES OF THE NATURAL ENVIRONMENT Environmental Resources landform wetlands or lakes streams or rivers rock formations or anomalies daylight or nightsky views of sites, areas, or highways which have scenic, recreational, artistic, or historic merit Vegetation native woody or herbaceous vegetation street or shade trees state or city entrance plantings parks or reserves windbreaks living visual screens living snow fences living glare screens living memorials wildflower routes VISUAL RESOURCES OF THE CULTURAL ENVIRONMENT Architecture community image existing commercial structures existing civic structures existing residential structures public open spaces (plazas, courtyards) Art public displays of sculpture, painting, or other environment art VISUAL RESOURCES OF THE HIGHWAY ENVIRONMENT Design Quality highway geometrtics bridges pedestrian bridges retaining walls noise walls traffic barriers and guard rails traffic control devices and supports signs and sign supports hard-surfaced berms artificial lighting new or existing Mn/DOT buildings rest areas overlooks or turnouts commemorative highway markers or monuments DOCUMENTING VISUAL RESOURCES Inventory An inventory is a list of those visual resources which are in the viewshed of the proposed project. A separate list should be made for each alternative. It is recommended that an inventory be made for EIS and EA projects. An inventory is optional for CE projects. Mapping A map illustrates the location of the affected visual resources. The base map can be an airphoto. USGS quadrangle map, a right-of-way map, county or city map, or other project base map. The same base map should be used throughout the visual impact assessment. The map should show the proposed alternatives. It is recommended that a map be made for EIS projects. A map is optional for EA projects and is usually not necessary for CE projects. Photographs Photographs can be used to identify visual resources and their setting. Supplementing the inventory and map with photographs is helpful in communicating the existing visual quality of the project area. Photographs may be used to highlight individual visual resources or illustrate the composition of whole scenes. Airphotos, oblique airphotos, and ground level photos all have utility. Adding a descriptive label to the photographs increases the understanding of the visual issues involved. The location of the objects pictured in photographs should be shown on the visual resources map. Photographs are recommended for EIS projects but are usually unnecessary for EA or CE projects. STEP 2: IDENTIFY THE AFFECTED POPULATION DEFINITION The affected population are the people whose views would be affected by the highway project. Two major groups, neighbors and travelers are recognized in the VIA process. Neighbors are people who own or use property within the viewshed of the proposed highway. Travelers are people who use the highway. The distinction between a neighbor's "view of the road" and a traveler's "view from the road" is the primary distinction required by the Federal Highway Administration. VIEWER-GROUPS The simple division between neighbors and travelers may be inadequate on complex or controversial projects. For those projects, neighbors may be divided into viewer-groups by land-use. Travelers may be divided into viewer-groups based on their purpose for traveling. THE AFFECTED POPULATION Neighbors residential commercial industrial retail agricultural recreational civic Travelers commuter hauler tourist DOCUMENTING THE AFFECTED POPULATION Written Statement Write a statement acknowledging that neighbors and travelers will be affected by the project. A written statement is recommended for EIS and EA. A written statement is optional for CE projects. Written Inventory The simple division between neighbors and travelers may be inadequate on complex or controversial projects. For these projects, neighbors may be divided into viewer-groups by land-use. Travelers may be divided into viewer-groups based on their purpose for traveling. Map Develop a map of the affected population by using the inventory, existing land-use maps, zoning maps, plat maps, or air photos to determine viewer-groups. Statistical Analysis Determine the number of people affected by the proposed project by using population and traffic statistics to analyze viewer-groups. STEP 3: DEFINE EXISTING VISUAL QUALITY DEFINITION Visual Quality is an aesthetic experience. Aesthetics is the study of perceptions which are pleasing to people. Visual Quality is, therefore, the experience of having pleasing visual perceptions. PERCEPTION Visual Quality is not just an attribute of the environment. Nor is it just "in the eye of the beholder." It is the result of an interaction between viewers and their surroundings. Visual resources are real but only people give them meaning. Visual Quality depends on what the eye is allowed to see and what the mind is looking for. If people are allowed to see what their mind wants to see, they are pleased. PRACTICALITY For highway projects, what people want to see is, generally, predictable. It is directly related to their selfinterest as a neighbor or a traveler. By using established viewer-groups, Visual Quality can be defined and impacts to it predicted. AESTHETIC IDEAL What each viewer-group thinks is visually desirable can be considered their Aesthetic Ideal. How closely reality approximates their aesthetic ideal determines how pleasing the scene is to each viewer-group. VIEWER-GROUP BASELINE How pleasing the scene is to a viewer-group defines the viewer-group's perception of the existing state of Visual Quality. If the scene is pleasing, visual quality will be considered high. If the scene is displeasing, visual quality will be considered low. The existing state of Visual Quality creates a baseline for determining if impacts to Visual Quality will be beneficial or adverse for each viewer-group. THREE TYPES OF AESTHETIC EXPERIENCE Natural Harmony Viewing the visual resources of the natural environment creates, in people a sense of natural harmony. People interpret the visual resources of the natural environment as being either harmonious or disharmonious. Cultural Order Viewing the visual resources of the cultural environment creates, in people, a sense of cultural order. People interpret the visual resources of the cultural environment as being either orderly or disorderly. Design Quality Viewing the visual resources of the highway environment creates, in people, a sense of design quality. People interpret the visual resources of the highway environment as being either appropriately or inappropriately designed. VISUAL QUALITY COMPOSITE For neighbors and travelers, a particular scene involves components of the natural, cultural, and highway environments. The existing Visual Quality is, therefore, a composite of a viewer's senses of natural harmony, cultural order, and design quality. Each viewer-group determines if the existing scene is harmonious, orderly, and appropriately designed or if it is disharmonious, disorderly, and inappropriately designed. DOCUMENTING VISUAL QUALITY For EIS and EA projects, and as an option for CE projects, a descriptive narrative of the existing scene as perceived by neighbors and travelers can be written. For EIS projects, it is recommended that the narrative be refined using the aesthetic ideals of viewer-groups as a basis for determining the existing visual quality. Summarizing the narrative as an annotated map is an effective option for EIS projects. HPDP / Scoping / Subject Guidance For very complex or controversial EIS projects, viewers may also be statistically surveyed to find out what they like and dislike about the existing scene. STEP 4: IDENTIFY IMPACTS TO VISUAL QUALITY DEFINITIONS A visual impact is a perceived change in the visual quality of an existing scene. The visual impacts caused by a highway development project need to be identified separately for neighbors and travelers. For complex or controversial projects, visual impacts should be identified by viewer-group. For each viewer-group, impacts are identified (named) by type and defined by degree. IDENTIFY VISUAL IMPACTS Identify Impacts to Natural Harmony Impacts to natural harmony are the result of visual changes in the natural environment. Highways cannot be built oblivious to natural constraints. The alignment and profile of highways change in response to hills, woodlands, streams, lakes, soils, wetlands, and other natural factors. The degree to which the location and material of the highway can fit these constraints, without jeopardizing the visual quality of its own design or that of the natural environment, is the degree to which the highway is perceived to achieve a sense of natural harmony. Both neighbors and travelers would be aware of impacts to natural harmony. Neighbors, however, being more familiar with the natural landscape, may be more sensitive to its disruption. Highway projects may impact natural harmony by: the location and design of the alignment: the extent of clearing, grubbing, and grading; the shape of the created landforms; the design of the landscape plantings; the maintenance or creation of scenic views; the screening of unsightly views; the form of structures and appurtenance; the selection of materials and finishes used throughout the project; and the maintenance practices. Identify Impacts to Cultural Order Impacts to cultural order are the result of visual changes in the cultural environment. Highways can increase or decrease the order of the cultural environment. Highways which appear visually integrated with the existing community have less adverse impacts. Both neighbors and travelers are impacted by the form and materials of a highway and its integration into the existing community. However, they are not always aware of the same impacts. Placing a highway's simplified forms, constructed of limited materials, in a community with rich design complexity, for example, may create many aesthetic conflicts. To reduce impacts for a neighbor, the highway must avoid disrupting the pattern of the community. It must especially avoid impacting the community's cultural landmarks. It must be sensitively integrated into the community by the use of forms and materials which reflect the image the community wishes to project. To reduce impacts for a traveler, the highway should be consistent with drivers' expectations. If a highway fails to appear orderly, it feels uncomfortable and is less safe. The neatness of the community seen from the road is also important to a traveler. Neatness tells a traveler of how neighbors value their community and the people who pass through it. Highways can add to cultural order, too, if thoughtfully integrated with the pattern of society. Improvements in transportation systems can become a catalyst for improving the image of a community. The catalytic affect is ancillary, however, and cannot be predicted. HPDP / Scoping / Subject Guidance Highway projects may impact cultural order by: the design and placement of highway structures and appurtenance in relation to the community's social fabric, image, landmarks, architecture, and public displays of art, particularly their creation or destruction. Identify Impacts to Design Quality Impacts to design quality occur whenever a highway is constructed or improved. Design quality is a product of the organized coherence between material, forms, and functions of a highway. Design quality is the domain of highway engineering. The use of known highway design aesthetics, as outlined by the American Association of State Highway and Transportation Officials (AASHTO) and the American Society of Civil Engineers (ASCE), would create a highway that is pleasant to view, as will as safe to drive. Travelers are more sensitive to design quality and are, therefore, affected more by impacts to design quality than are neighbors. Neighbors are more concerned with how design quality would influence impacts to cultural order and natural harmony. Both neighbors and travelers, however, benefit from a well designed highway. Highways which appear coherently organized, appear thoughtful and safe to a traveler and less brutish to a neighbor. Highway projects may impact design quality by: the degree to which the alignment, profile, and superelevation are coordinated to form a smooth flowing stream of pavement; the form of structures and appurtenance; the selection of materials and finishes used through the project; the inclusion of amenities for travelers, such as rest areas, scenic overlooks, informational markers, etc. DEFINE THE DEGREE OF VISUAL IMPACT Three criteria are used to define the degree to which visual impacts affect people. The three criteria are value, scale, and extent. Using these three criteria, Mn/DOT determines if the visual impacts to natural harmony, cultural order, and design quality, as perceived by the affected population for each alternative, are beneficial or adverse; minor or major; local or widespread. Impacts need to be defined for both neighbors and travelers. For complex or controversial projects, Mn/DOT defines the degree of visual impact by viewer-group. Define the Value of the Visual Impact The value of a visual impact is a judgment of an impact's disposition. Is the impact an improvement or a detriment to natural harmony, cultural order, and design quality? The changes caused by construction may increase (beneficial visual impact) decrease (adverse visual impact), or leave unchanged (no visual impact) a person's perception of enjoyment. The preferences and values a person assigns to the view before construction influences this judgment. Thus different people may judge the value of the same impact differently. Define the Scale of the Visual Impact The scale of a visual impact is a judgment of an impact's magnitude. An impact can be perceived as being minor or major. Minor impact's are generated either by 1) adding a small number of elements which are similar to or which complement the existing scene or by 2) eliminating unimportant or redundant elements. Major impacts can be created by 1) the addition or 2) the elimination of objects which substantially alter the scene. In addition, a major impact may be created by 3) the clustering together of many minor impacts. Whether an impact is minor or major is a subjective judgment. The scale of the impact is based on the interest the affected population has in the existing natural harmony, cultural order, and design quality. Thus different people may judge the scale of the same impact differently. Define the Extent of the Visual Impact The extent of a visual impact is a measure of the number of people which will be affected by a proposed highway project. Extent is a function of visibility and population distribution. It is not, however, an actual enumeration of people. Extent can either be localized, involving relatively few people, or it can be HPDP / Scoping / Subject Guidance widespread, involving many people. It is possible to use extent to compare the visual impacts between alternatives. DOCUMENTING VISUAL IMPACTS Descriptive Narrative For EIS and EA projects, and as option for CE projects, a descriptive narrative identifying the type and degree of visual impacts as perceived by neighbors and travelers can be written. For EIS projects, it is recommended that the narrative be refined using viewer-groups as a basis for determining visual impacts. Annotated Map Summarizing the narrative as an annotated map is an effective option for EIS projects. A separate map (or at least distinctive labels) should be constructed for neighbors and travelers or for each viewer-group. The label should include the type of aesthetic experience affected (natural harmony, cultural order, or design quality), and the degree of impact (value, scale, or extent). Simulation Techniques For EIS for EA projects were public or agency concern may affect project development, the use of simulation techniques is advisable. A perspective drawing simulating the visual impacts as perceived by a neighbor or a traveler can be generated by altering a photograph of the existing scene. Showing the before and after views to the public and agencies will elicit a positive or negative response about the proposed project illustrated by the drawing or computer visualization. Statistical Analysis For very complex or controversial EIS projects, viewers may also be statistically surveyed to find out what they like and dislike about the changes the proposed project would cause to the existing scene. STEP 5: SUMMARIZE VISUAL IMPACTS BY ALTERNATIVE DEFINITIONS The summary organizes the visual impacts to the affected population by alternative. The summary allows reviewers and decision-makers a way to compare the advantages and disadvantages of alternatives. The summary should indicate the conflicts created by adverse impacts and the opportunities created by beneficial impacts. The summary need only state the adverse and beneficial consequences of building a particular alternative. It need not determine which alternative is "visually better" since different viewergroups may have antagonistic preferences. DOCUMENTING VISUAL IMPACTS BY ALTERNATIVE Written Summary Write a summary of the visual impacts perceived by the affected population for each alternative. Annotated Map A map with descriptive labels summarizing the visual impacts readily allows for a relative comparison of the advantages and disadvantages between alternatives. The map can be annotated with words, photographs, or drawings, as necessary, to adequately explain the visual impacts which the alternatives would create. Visual Simulation Comparison Create perspective drawings or computer visualizations to simulate visual impacts for each alternative. The drawings or photo simulations will allow reviewers and decision-makers to compare the advantages and disadvantages between alternatives. STEP 6: THE MITIGATION OF VISUAL IMPACTS DEFINITIONS Mitigation is the use of techniques which would avoid, minimize, or compensate for the adverse visual impacts which would be caused by a build-alternative. Mitigation also defines and advances the opportunities for beneficial visual impacts. AVOIDING ADVERSE VISUAL IMPACTS Avoiding adverse impacts, usually means selecting an alternative which inherently has the fewest adverse visual impacts. This, however, is difficult in practice, since usually visual resources and viewer-groups are affected differently by the various alternatives. Regardless of the alternative chosen, adverse visual impacts usually increase for some viewer-groups while decreasing for others. Figure 6.1 illustrates the technique of avoiding adverse impacts. MINIMIZING ADVERSE VISUAL IMPACTS Minimizing adverse visual impacts means to design the project in such a manner that the adverse visual impacts are lessened. This is usually possible in practice by saving, to the greatest extent possible, those visual resources that the affected population values highly. Figure 6.2 illustrates the technique of minimizing adverse visual impacts. COMPENSATE ADVERSE VISUAL IMPACTS Compensate visual impacts means to add items to the project which replace visual resource which were removed as part of the project. Figure 6.3 illustrates the technique of compensating adverse visual impacts. DOCUMENTING MITIGATION Commitments for mitigating visual quality should be listed, mapped, or pictured in the FEIS, CE, or EA. If a build alternative is selected, the Study Report should detail, with words, drawings, and photographs how the commitments will become translated into final design. Final design and construction must fully meet commitments to avoid internal Mn/DOT or FHWA censure and to avoid lawsuits from outside agencies or individuals. On complex or controversial projects, an Aesthetic Design Manual can be produced to assist designers in achieving compliance. A Maintenance Manual can also be produced to assure that the commitments to visual quality are maintained throughout the life of the project.	<urn:uuid:d942c98e-732b-4353-a659-bd60609e59cb>	CC-MAIN-2014-23	http://dotapp7.dot.state.mn.us/edms/download?docId=608959	2014-07-22T23:35:52Z	crawl-data/CC-MAIN-2014-23/segments/1405997869778.45/warc/CC-MAIN-20140722025749-00128-ip-10-33-131-23.ec2.internal.warc.gz	114,272,430	6,526	eng_Latn	eng_Latn	0.992907	eng_Latn	0.996477	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "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	docling	[ 1168, 3478, 5835, 7047, 8142, 9454, 11964, 13334, 15497, 17328, 20565, 24036, 28084, 31124, 32308, 33282 ]	[ 1.0546875, 2.1875 ]	3	0
BRAVE Students will share real stories of honesty. Here are some suggested responses: "Do you remember what you were feeling when your dad was talking to you?" "How did you get yourself to do the right thing even though you were feeling scared?" "How did you feel about yourself after you were brave and honest?" "How do you imagine your dad felt about you for being brave and honest?" "Was it worth owning up to it even though you got in trouble? Why?" "What do you think of people who can own up to things?" "What do you think of friends who can't yet own up to things?" Clarify for students with social-emotional challenges that "owning up to the truth" is a figurative statement that means taking responsibility. If you have already completed the Sad Feeling Lesson, compare this saying here to "own it," there. Add to the "Words Don't Always Mean What They Say" poster (page 62). RESPONSIBLE Activity 2 Coming Clean PRACTICE Choosing to tell what you regret before you get caught Materials: Bug, slips of paper, pencils "We are going to practice telling the truth about something we are not proud of before an adult finds out. It may mean you will get in trouble or have consequences. Why would we practice telling on yourselves?" (Because it's the brave and right thing to do; we want to be seen as an honest person, want to feel like an honest person.) Ask a student to pretend to be a parent and you pretend to be the child. Act upset because someone in the family has left the front door open and the dog got out. Do a show with the following: 152 www.kimochis.com Have the "adult" walk over to you and ask you if you left the door open and you tell the truth. ("Yes, Dad, I left the door open. I'm sorry. I'll go look for the dog.") In the second show, walk over to your "parent" and tell the truth before you are even asked. ("Oh no, the dog got out and I was the one who left the door open!") Then call "Freeze." Ask the student to share his thoughts and feelings about how you handled both situations. Both were honest and took courage. Does the student think more highly of you when you were honest before getting caught? "Why can it be hard to tell the truth before you are even asked about what you did?" "Why is 'coming clean' or telling on yourself a habit worth practicing in real life?" "Most importantly, how do you feel about yourself when you are honest and come clean by telling the truth?" Have students write things that would get someone in trouble onto slips of paper. Tuck the slips into Bug's pouch. To modify, have students think of reasons or create a brainstorm list on the board. Then create two lines: line A and line B. Students in line A will be the parents. Students in line B will be the children. (You can modify and have two students do this activity in front of the class and then rotate.) Pass Bug down line A so "parents" can pull a situation from Bug's pouch. The "parent" is then to ask their "child" about the situation so students in line B can practice being brave and telling the truth. Then retuck the slips of paper into Bug and pass Bug down line B for students to pull a situation and come clean about it to their "parent." Gather your class into a circle and think about: "How did you feel about yourself when you owned up to your mistake?" "How did it make you feel about your pretend child when she was brave and honest?" "How might this activity help you in real life?" "Coming clean" is another phrase to add to the "Words Don't Always Mean What They Say" poster (page 62). RESPONSIBLE Activity 3 Oops, That Was a Lie PRACTICE Courage to tell the truth Recovering after telling a lie "Honesty can be scary and lying may seem easier, but telling the truth makes you a person people can trust. What are some lies you have heard people say when they are afraid to be brave and tell the truth?" (Examples: I didn't do it; I don't know who did it; I wasn't there; I don't know what you are talking about.) Some students with social-emotional challenges may not understand why someone would tell a lie. When asked to report a lie they have told, they may say something like, "I would never do that" or "Why would I say that?" If a student feels comfortable explaining why they might think this, ask him to clarify his thoughts to the other students. Discuss why it is always better to be brave and tell the truth. Then ask: "How do you feel right after you hear this lie come out of your mouth? Does lying make you feel good or not so good about yourself? How do you think your parents and teachers might feel when they don't think you're being brave and telling the truth?" "Let's practice a helpful communication habit for when you say one of these lies. If you hear yourself lie, quickly have the courage to catch yourself and tell the truth. I will demonstrate first." Have a student play the "teacher" role and ask you if you left the glue open. At first say, "I didn't do it," but then quickly recover by saying, "Yes, I did. I don't know why I said that." Now reverse roles and approach students to ask them if they did something. Have them deny it but then quickly recover by choosing to be brave and honest. Keep track of the words that seem the most helpful for getting someone to be brave and tell the truth even when he is afraid of the consequences. "I don't know why I said that." "That's not true. I did it." "I'm sorry I lied. I was scared because I did it." "I meant to say, 'Yes, I did it.'" "How do you think this communication habit might help you at home, in school, with friends?" BE RESILIENT The following communication activities will help students be resilient and apologize when making a mistake and forgiving when others make mistakes that cause hurt feelings. RESILIENT Activity 1 Say Sorry PRACTICE Using courage to apologize Owning mistakes Materials: Bug, Sorry, Scared, Proud, Embarrassed, Brave, Loved, Grateful, Happy, Friendly, Kind "Raise your hand if you make mistakes. How do you feel about friends who can say 'I'm sorry' when they make mistakes? How do you feel about friends who blame others or find excuses rather than saying 'I am sorry'? Why do you think they don't seem able to apologize? Why can it be difficult to say 'I am sorry' "? (You feel scared, embarrassed, etc.) "Today we are going to learn the value and importance of choosing to be a brave person who can say 'I'm sorry' when you make mistakes. Let's practice our apology words. Repeat after me, 'I'm sorry.' 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Maidwell Primary School Draughton Road Maidwell Northamptonshire NN6 9JF Relationships & Health Education Policy History Details September 2020 New Policy The Governing Body of Maidwell Primary School has formally adopted this policy. The Headteacher and the Governing Body will review it no later than one year from the date of signature below. Last Review September 2020 Next Review September 2021 GB Approval Date Signature Chair of Governors Maidwell Primary School RELATIONSHIPS AND HEALTH EDUCATION POLICY PURPOSE This policy contains information on how our school will meet its legal duties, with which schools must comply, when teaching Relationships Education and Health Education. CONTENTS 1 Introduction This policy has been written in accordance with the statutory guidance from the Department for Education issued under Section 80A of the Education Act 2002 and section 403 of the Education Act 1996. This policy contains information on how our school will meet its legal duties, with which schools must comply, when teaching Relationships Education and Health Education. The Relationships Education and Health Education (England) Regulations 2019, make Relationships Education compulsory for all pupils receiving primary education. They also make Health Education compulsory in all schools except independent schools. Personal, Social, Health and Economic Education (PSHE) continues to be compulsory in independent schools. For the purpose of this policy, "relationships education" is defined as teaching pupils about healthy, respectful relationships, focusing on family and friendships, in all contexts, including online. For the purpose of this policy, "health education" is defined as teaching pupils about physical health and mental wellbeing, focusing on recognising the link between the two and being able to make healthy lifestyle choices. 2 Consultation with parents The school understands the important role parents play in enhancing their children's understanding of relationships and health. Similarly, we also understand how important parents' views are in shaping the curriculum. The school works closely with parents by establishing open communication – all parents are consulted in the development and delivery of the curriculum, as outlined in Appendix 1 of this policy. Parents are provided with the following information: - The content of the relationships and health curriculum - The delivery of the relationships and health curriculum, including what is taught in each year group - The legalities surrounding withdrawing their child from the subjects - The resources that will be used to support the curriculum The school aims to build positive relationships with parents and, if required, will discuss what will be taught, address any concerns and help parents in managing conversations with their children on the issues covered by the curriculum. Parents will be informed through the school website about the content of the Relationships and Heath Education taught in each year group. Parents will be invited to discuss the content with the class teacher. In addition, parents will be consulted in the review of the curriculum and this policy, and are encouraged to provide their views at any time. 3 Curriculum Content Relationships and health education focusses on giving pupils the knowledge they need to make informed decisions about their wellbeing, health and relationships, and to build their self-efficacy. Health education focusses on equipping pupils with the knowledge they need to make good decisions about their own health and wellbeing. We understand our responsibility to deliver a high-quality, age-appropriate relationship and health curriculum for all our pupils. This policy sets out the framework for our relationships and health curriculum, providing clarity on how it is informed, organised and delivered (Appendix 3/4). 4 Relationships Education The focus in primary school should be on teaching the fundamental building blocks and characteristics of positive relationships, with particular reference to: - Families and people who care about me - Caring friendships - Respectful relationships - Online relationships - Being safe See table below for the content laid out in the DfE Guidance: Respectful Relationships Being safe - The importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs - The conventions of courtesy and manners - Practical steps they can take in a range of different contexts to improve or support respectful relationships - The importance of self-respect and how this links to their own happiness - That in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including those in positions of authority - What a stereotype is, and how stereotypes can be unfair, negative or destructive The importance of permission-seeking and giving in relationships with friends, peers and adults - About different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help - That people sometimes behave differently online, including by pretending to be someone they are not - The rules and principles for keeping safe online, how to recognise risks, harmful content and contact, and how to report them - That the same principles apply to online relationships as to face-to face relationships, including the importance of respect for others online including when we are anonymous - How to critically consider their online friendships and sources of information including awareness of the risks associated with people they have never met How information and data is shared and used online - What sorts of boundaries are appropriate in friendships with peers and others (including in a digital context) - That each person's body belongs to them, and the differences between appropriate and inappropriate or unsafe physical, and other, contact - About the concept of privacy and the implications of it for both children and adults; including that it is not always right to keep secrets if they relate to being safe - How to respond safely and appropriately to adults they may encounter (in all contexts, including online) whom they do not know - How to recognise and report feelings of being unsafe or feeling bad about any adult - How to report concerns or abuse, and the vocabulary and confidence needed to do so - How to ask for advice or help for themselves or others, and to keep trying until they are heard - Where to get advice e.g. family, school and/or other sources 5 Health Education The aim of teaching pupils about physical health and mental wellbeing is to give them the information that they need to make good decisions about their own health and wellbeing. It should enable them to recognise what is normal and what is an issue in themselves and others and, when issues arise, know how to seek support as early as possible from appropriate sources. - Mental wellbeing - Internet safety and harms - Physical health and fitness - Healthy eating - Drugs, alcohol and tobacco - Health and prevention - Basic first aid - Changing adolescent body See table below for the content laid out in the DfE Guidance: Mental wellbeing - Mental wellbeing is a normal part of daily life, in the same way as physical health. There is a normal range of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situations. - How to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others' feelings. How to judge whether what they are feeling and how they are behaving is appropriate and proportionate. - Simple self-care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests. - The benefits of physical exercise, time outdoors, community participation, voluntary and service-based activity on mental wellbeing and happiness. - Isolation and loneliness can affect children and that it is very important for children to discuss their feelings with an adult and seek support. - Bullying (including cyberbullying) has a negative and often lasting impact on mental wellbeing. - It is common for people to experience mental ill health. For many people who do, the problems can be resolved if the right support is made available, especially if accessed early enough. - Where and how to seek support (including recognising the triggers for seeking support), including whom in school they should speak to if they are worried about their own or someone else's mental wellbeing or ability to control their emotions (including issues arising online). Internet safety and harms Physical Health and Fitness Healthy Eating Drugs alcohol and tobacco Health and Prevention Basic First Aid Changing adolescent body - For most people the internet is an integral part of life and has many benefits. - How to consider the effect of their online actions on others and know how to recognise and display respectful behaviour online and the importance of keeping personal information private. - About the benefits of rationing time spent online, the risks of excessive time spent on electronic devices and the impact of positive and negative content online on their own and others' mental and physical wellbeing. - Why social media, some computer games and online gaming, for example, are age restricted. - The internet can also be a negative place where online abuse, trolling, bullying and harassment can take place, which can have a negative impact on mental health. - How to be a discerning consumer of information online including understanding that information, including that from search engines, is ranked, selected and targeted. - Where and how to report concerns and get support with issues online. - The characteristics and mental and physical benefits of an active lifestyle. - The risks associated with an inactive lifestyle (including obesity). - The importance of building regular exercise into daily and weekly routines and how to achieve this; for example walking or cycling to school, a daily active mile or other forms of regular, vigorous exercise. - How and when to seek support including which adults to speak to in school if they are worried about their health. - What constitutes a healthy diet (including understanding calories and other nutritional content). - The characteristics of a poor diet and risks associated with unhealthy eating (including, for example, obesity and tooth decay) and other behaviours (e.g. the impact of alcohol on diet or health). - The principles of planning and preparing a range of healthy meals. - The facts about legal and illegal harmful substances and associated risks, including smoking, alcohol use and drug-taking. - How to recognise early signs of physical illness, such as weight loss, or unexplained changes to the body. - About safe and unsafe exposure to the sun, and how to reduce the risk of sun damage, including skin cancer. - The importance of sufficient good quality sleep for good health and that a lack of sleep can affect weight, mood and ability to learn. - About personal hygiene and germs including bacteria, viruses, how they are spread and treated, and the importance of hand washing. - About dental health and the benefits of good oral hygiene and dental flossing, including regular check-ups at the dentist. - The facts and science relating to allergies, immunisation and vaccination. - How to make a clear and efficient call to emergency services if necessary. - Concepts of basic first-aid, for example dealing with common injuries, including head injuries. - Key facts about puberty and the changing adolescent body, particularly from age 9 through to age 11 including physical and emotional changes. - About menstrual wellbeing including the key facts about the menstrual cycle. 6 Delivery Relationships and Health Education is taught throughout the whole school curriculum. This includes within the Personal, Social, Health Education (PSHE) curriculum, science curriculum, Physical Education (PE), computing and some aspects are included in religious education (RE). Through effective organisation and delivery of the subject, we will ensure that: - Core knowledge is sectioned into units of manageable size. - The required content is communicated to pupils clearly, in a carefully sequenced way, within a planned scheme of work. - Teaching includes sufficient and well-chosen opportunities and contexts for pupils to embed new knowledge so that it can be used confidently in real-life situations. In addition, teachers will: - Deliver a high-quality and age-appropriate relationships and health curriculum in line with school and statutory requirements. - Use a variety of teaching methods and resources to provide an engaging curriculum that meets the needs of all pupils. - Ensure they do not express personal views or beliefs when delivering the programme. - Model positive attitudes to relationships and health education. - Respond to any safeguarding concerns in line with the Child Protection and Safeguarding Policy. 7 Questions Teachers will attempt to answer pupils' questions and concerns in a sensitive, age and development appropriate manner. Individual teachers will use skill and discretion in these situations and refer to the Relationships and Health Education Lead Mrs Rosemarie James. Teachers will apply the following principles: - Clear ground rules will be established and set out for each session - Pupil questions will be encouraged and opportunities to ask questions openly and in private eg. post it notes/question boxes will be provided - Clarity about the topics being taught will be shared with pupils - If a child's question is not appropriate to answer in front of the class, the teacher will explain calmly that this is not part of today's discussion and will discuss later. - Individual questions may be answered by the teacher at the end of the session. - Some questions may be referred to the child's parents to provide an answer; in these circumstances the class teacher will make contact. 8 Equality and accessibility The school creates a safe environment where all staff and children are respected and free to express their beliefs and opinions without fear of discrimination. The school understands its responsibilities in relation to the Equality Act 2010, specifically, that it must not unlawfully discriminate against: * Women/girls and men/boys * Disabled people * People of different races * People with different religions or beliefs or with no religion or belief * Lesbian, gay and bisexual and straight people * People of different ages * People who have changed their sex The school is committed to making reasonable adjustments wherever possible to promote accessibility and inclusivity of the curriculum. The school understands that pupils with SEND or other needs (such as those with social, emotional or mental health needs) are entitled to learn about relationships and health education, and the programme will be designed to be inclusive of all pupils. Teachers will understand that they may need to be more explicit and adapt their planning of work and teaching methods in order to appropriately deliver the programme to pupils with SEND or other needs. The curriculum will be taught within the context of family life, taking care to ensure that there is no stigmatisation of children based on their home circumstances (families can include a mum and a dad, blended families (step/half siblings) single parent families, LGBT parents, families headed by grandparents, adoptive parents, foster parents/carers amongst other structures) along with reflecting sensitively that some children may have a different structure of support around them (for example: looked after children or young carers). We will encourage children to be respectful of the differences between boys and girls, but we will also be careful of assuming that boys and girls have distinct characteristics which can lead to negative stereotyping. For example, we will discourage negative characterisation of gender such as "boys don't cry", or "girls shouldn't play football" and dispel any manifestations of discrimination from an early age. In order to foster healthy and respectful peer-to-peer communication and behaviour between boys and girls, the school implements a robust Behaviour Policy, which sets out our expectations of pupils. 9 Sex education All pupils must be taught the aspects of sex education outlined in the primary science curriculum – which includes teaching about the main external parts of the human body, how the human body changes as it grows from birth to old age, including puberty, and the reproductive process in some plants and animals. The school is free to determine whether pupils should be taught sex education beyond what is required of the national curriculum. At our school, we teach pupils sex education in Year 6 beyond what is required of the science curriculum: Living and Growing – Boy Talk, Girl Talk, How Babies are Made, How Babies are Born. 10 Parents' right to withdraw Parents do not have the right to withdraw their children from relationships and health education or the programme of study as part of the requirements of the science curriculum. The school will continue to teach the science curriculum as set out in the National Curriculum (see Appendix 2 for objectives taught and terminology used). 11 Monitoring and review This policy will be reviewed on an annual basis by the relationships and health education subject lead, Head Teacher and governors. The next scheduled review date for this policy is September 2021. This policy will also be reviewed in light of any changes to statutory guidance, feedback from parents, staff or pupils, and issues in the school or local area that may need addressing. The governing board is responsible for approving this policy. Any changes made to this policy will be communicated to all staff and parents by the school website. How Maidwell Primary School consulted parents in the development and delivery of the curriculum Appendix 1 Our school understands the important role parents play in enhancing their children's understanding of relationships and health. Parents' views are important in shaping the curriculum. Our school works closely with parents by establishing open communication – all parents are consulted in the development and delivery of the curriculum. Parents are provided with the following information: - The content of the relationships and health curriculum - The delivery of the relationships and health curriculum, including what is taught in each year group - The legalities surrounding withdrawing their child from the subjects - The resources that will be used to support the curriculum Our school aims to build positive relationships with parents and we invite them into school to discuss what will be taught, address any concerns and help parents in managing conversations with their children on the issues covered by the curriculum. Parents are encouraged to provide their views at any time. Objectives taught and terminology used in the science curriculum as set out in the National Curriculum Year 1: Notes and guidance (non-statutory) Pupils should use the local environment throughout the year to explore and answer questions about animals in their habitat. They should understand how to take care of animals taken from their local environment and the need to return them safely after study. Pupils should become familiar with the common names of some fish, amphibians, reptiles, birds and mammals, including those that are kept as pets. Pupils should have plenty of opportunities to learn the names of the main body parts (including head, neck, arms, elbows, legs, knees, face, ears, eyes, hair, mouth, teeth) through games, actions, songs and rhymes. Pupils might work scientifically by: using their observations to compare and contrast animals at first hand or through videos and photographs, describing how they identify and group them; grouping animals according to what they eat; and using their senses to compare different textures, sounds and smells. Year 2: Notes and guidance (non-statutory) Pupils should be introduced to the basic needs of animals for survival, as well as the importance of exercise and nutrition for humans. They should also be introduced to the processes of reproduction and growth in animals. The focus at this stage should be on questions that help pupils to recognise growth; they should not be expected to understand how reproduction occurs. The following examples might be used: egg, chick, chicken; egg, caterpillar, pupa, butterfly; spawn, tadpole, frog; lamb, sheep. Growing into adults can include reference to baby, toddler, child, teenager, adult. Pupils might work scientifically by: observing, through video or first-hand observation and measurement, how different animals, including humans, grow; asking questions about what things animals need for survival and what humans need to stay healthy; and suggesting ways to find answers to their questions. 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Prioritising local environmental concerns Reconciling environmental and social concerns Within the new agenda of sustainable development, the interface between environmental and social policies will not always be a comfortable one. Yet, if sustainability is to be achieved, social policies need to interact creatively with environmental strategies and vice versa. This series of studies focuses on that interface. Also available in this series Transport, the environment and social exclusion Karen Lucas, Tim Grosvenor and Roona Simpson 'Rainforests are a long way from here': The environmental concerns of disadvantaged groups Kate Burningham and Diana Thrush Retailing, sustainability and neighbourhood regeneration Michael Carley, Karryn Kirk and Sarah McIntosh Thinking locally, acting nationally: Lessons for national policy from work on local sustainability Chris Church and Jake Elster Sustainable development and social inclusion: Towards an integrated approach to research Edited by Malcolm Eames with Maria Adebowale What's in a name? Local Agenda 21, community planning and neighbourhood renewal Karen Lucas, Andrew Ross and Sara Fuller Seeing the bigger picture: Delivering local sustainable development Fay Blair and Bob Evans Green taxes and charges: Reducing their impact on low-income households Simon Dresner and Paul Ekins Prioritising local environmental concerns Where there's a will there's a way Karen Lucas, Sara Fuller, Anthony Psaila and Diana Thrush The Joseph Rowntree Foundation has supported this project as part of its programme of research and innovative development projects, which it hopes will be of value to policy makers, practitioners and service users. The facts presented and views expressed in this report are, however, those of the authors and not necessarily those of the Foundation. Joseph Rowntree Foundation The Homestead 40 Water End York YO30 6WP Website: www.jrf.org.uk Centre for Sustainable Development The Centre for Sustainable Development (CfSD) was established within the School of the Built Environment at the University of Westminster in 1998. Over the past five years, the Centre has pioneered a programme of research exploring the policy interfaces between social, environmental and economic policy making and delivery in the UK, with an emphasis on making the links between social exclusion and sustainable development. © University of Westminster 2004 First published 2004 by the Joseph Rowntree Foundation All rights reserved. Reproduction of this report by photocopying or electronic means for noncommercial purposes is permitted. Otherwise, no part of this report may be reproduced, adapted, stored in a retrieval system or transmitted by any means, electronic, mechanical, photocopying, or otherwise without the prior written permission of the Joseph Rowntree Foundation. ISBN 1 85935 263 4 (paperback) ISBN 1 85935 264 2 (pdf: available at www.jrf.org.uk) A CIP catalogue record for this report is available from the British Library. Cover design by Adkins Design Prepared and printed by: York Publishing Services Ltd 64 Hallfield Road Layerthorpe York YO31 7ZQ Tel: 01904 430033; Fax: 01904 430868; Website: www.yps-publishing.co.uk Further copies of this report, or any other JRF publication, can be obtained either from the JRF website (www.jrf.org.uk/bookshop/) or from our distributor, York Publishing Services Ltd, at the above address. Contents Foreword The research has endeavoured to capture a rapidly evolving policy area. The fieldwork for the research was carried out between May and July 2003. This was followed by a desktop mapping exercise to identify the local environmental rights of residents and who is responsible for ensuring these are being met. A seminar with key government officials and other 'experts' was held in December 2003 to update on the national policy situation. Follow-up interviews were also conducted with a key representative from the two local strategic partnerships in April 2004 to capture local policy responses to the emerging national policy agenda and/or any local actions in response to the concerns raised by local residents. Nevertheless, both the national and local position may have changed somewhat since the time of writing and the authors apologise for any oversight in this respect. Acknowledgements We are indebted to all the local residents who participated in this study and would like to thank them for their time, enthusiasm and commitment to the research during the two rounds of focus group exercises. We would like to offer our special thanks to the four women (we're naming no names for reasons of confidentiality, but you know who you are!) who so bravely acted as resident representatives for the report back to the Tameside and Wolverhampton local strategic partnerships (LSPs). We are extremely grateful for all the help, information, support and advice we received from local authorities' officers, LSP board members and the Neighbourhood Managers in each of the six selected neighbourhoods. We consider their willingness to engage with our study especially generous in light of their demanding workloads. Thanks also go to Laura Hart for recruiting our resident participants and Professor Peter Jones, Director of the Transport Studies Group at the University of Westminster, for his continued encouragement of our work at the Centre for Sustainable Development (CfSD). Finally, we would like to thank the members of our Advisory Board for their helpful steer on the project, in particular, our Chair Dr Alison Jarvis who, with the assistance of Michelle Ong at the Joseph Rowntree Foundation (JRF) Research Unit, has made undertaking research for the JRF such a pleasant and rewarding experience. Abbreviations ALMO Arms length management organisation ASBOs Anti-social Behaviour Orders CCTV Closed-circuit television CPA Corporate Performance Assessment DA District Assembly DCA Department of Constitutional Affairs DCMS Department of Culture, Media and Sport DEFRA Department of Environment, Food and Rural Affairs DETR Department of Environment, Transport and the Regions (1998–2002) DfES Department for Education and Skills DfT Department for Transport DoH Department of Health DWP Department of Work and Pensions EA Environment Agency EN English Nature ENCAMS Environmental Campaigns ESRC Economic and Social Research Council FCO Foreign and Commonwealth Office FoE Friends of the Earth GAPP Global Awareness Partnership Project GIS Geographical Information Systems HO Home Office ILD Index of Local Deprivation JRF Joseph Rowntree Foundation LA21 Local Agenda 21 LGA Local Government Association LSP Local strategic partnership LNRS Local Neighbourhood Renewal Strategy MBC Metropolitan Borough Council MCC Manchester City Council MoD Ministry of Defence NRF Neighbourhood Renewal Fund NRS Neighbourhood Renewal Strategy NRU Neighbourhood Renewal Unit ODPM Office of the Deputy Prime Minister PCT Primary care trust PSA Public Service Agreement RAZ Rubbish Action Zone RSL Residential social landlord Prioritising local environmental concerns SDC Sustainable Development Commission SDU Sustainable Development Unit SEU Social Exclusion Unit SRB Single Regeneration Budget TSPB Tameside Strategic Partnership Board TVP Tame Valley Partnership UK United Kingdom WSP Wolverhampton Strategic Partnership WWF World Wildlife Fund 1 Introduction and wider context of the research Introduction A number of previous JRF studies funded under the 'Reconciling environmental and social concerns' programme have identified that neighbourhood renewal policies in England are failing to adequately address the local environmental concerns of people living in poor neighbourhoods (e.g. Burningham and Thrush, 2001; Church and Elster, 2002; Lucas et al., 2003). This is perhaps not surprising, as dog fouling, litter, abandoned cars, poorly maintained public spaces and graffiti can appear trivial problems in comparison to the high levels of unemployment, ill health, low educational attainment and incidents of crime experienced by people living in these areas. This report presents the argument that failure to address such concerns, however, not only significantly contributes to the stigmatisation of these neighbourhoods, but also can serve to undermine the willingness of local people to engage with the renewal process. Despite this, our research demonstrates that the dirty and neglected appearance of deprived neighbourhoods continues to plague local residents, often appearing at the top of their list of concerns about the local area. It serves to heighten their feelings of frustration and powerlessness. It fuels their belief that both local and national government are unable to deliver policies that reflect their concerns and address their needs. This, in turn, can reduce their willingness to engage in consultations about the future of their area and perpetuates their feelings of exclusion. There is growing evidence of national government recognition of the problem. For example, the Local Government Act 2000 (LGA, 2000) now requires local authorities to promote policies that balance economic, social and environmental well-being. There is also direct government commitment to raising the local environmental quality of deprived areas through its Living Spaces initiative (ODPM, 2002a, 2002b). Furthermore, many of the local policy makers and practitioners responsible for delivering the Government's neighbourhood renewal agenda believe that a sustainable development approach can bring additional value to their activities (SDC, 2003). LSPs have been set up to 'spearhead' the process of improving public services in the most deprived neighbourhoods. Their key role is to bring together key stakeholders in communities to act strategically to deliver decisions and actions that join up partners' activities to tackle cross-cutting issues more effectively (DETR, 2001c). Each area has its own Local Neighbourhood Renewal Strategy (LNRS), which sets out an agreed vision and plan for positive change in each renewal area. Anecdotal evidence suggests that, due to the strong social and economic focus of the Government's Neighbourhood Renewal Strategy (SEU, 2001), it is 'pot luck' whether local environmental concerns are being addressed in the strategies that are being developed. This report describes case study research with local residents and Neighbourhood Managers in six neighbourhood renewal areas and the two local strategic partnerships responsible for overseeing this process. A core aim of the research has been to identify appropriate mechanisms for, and good practice in, addressing local environmental concerns in the context of the wider neighbourhood renewal agenda in deprived areas. The national policy context Regeneration policy Regeneration policy in the UK has undergone several distinct phases under successive governments, each with its own set of philosophies on what is required to bring about change. Current policy is strongly focused on addressing the causes of decline at the local neighbourhood level through area-based programmes targeted at the most deprived neighbourhoods. There has been increasing policy emphasis on partnership working between local authorities and the other public, private and voluntary sector agencies responsible for service delivery in renewal areas. Such agencies must also actively engage with local people in the development and delivery of their programmes (SEU, 2001). Local authorities charged with ensuring the continuous improvement of the quality and efficiency of their services have, arguably, been given the necessary funds and powers to deliver this agenda (Russell, 2001). In 2001, the Government set out its vision for neighbourhood renewal in a new national strategy – the Neighbourhood Renewal Strategy (NRS) (SEU, 2001). Its overarching aim is to narrow the gap between England's most deprived neighbourhoods and the rest of the country, and it is specifically targeted at the 88 local authorities where deprivation is most acute. The strategy identifies a raft of new policies, funding mechanisms and targets aimed at delivering economic prosperity; safer communities; high-quality education; decent housing; and better health to these areas over the next ten to 20 years. Making the links between poverty and poor local environments The UK Economic and Social Research Council's Global Environmental Change Programme recommends that everyone should have a right and be able to live in a healthy environment, with access to enough environmental resources for a healthy life. It finds that it is: … the poorest and least powerful people that are missing these conditions. (ESRC Global Environmental Change Programme, 2001, p. 1) The available statistical evidence suggests that deprived communities are more likely to suffer the worst environments (see below). This assertion is confirmed in a recent study by the Environment Agency (2003), which found that there is an unequal distribution of 'environmental bads' in England. This would suggest that government policies aimed at environmental improvement would do well to target these areas. However, in his internal report to the Neighbourhood Renewal Unit (NRU), Barton (2001) noted that the NRS fails to adequately recognise the important environmental concerns of deprived communities. Furthermore, the Sustainable Development Commission (SDC) recommends that 'mainstreaming' sustainable regeneration is vital if the UK is to meet its commitments to reduce carbon emissions, adapt to climate change and protect and enhance the environment for future generations (SDC, 2003). Evidence of environmental inequality in the UK * A study of the Environment Agency's 1999 UK Factory Emissions Data found that 82 per cent of large factories emitting carcinogenic chemicals were located in the 20 per cent most deprived local authority wards (FoE, 2000). * Researchers at the University of Salford have identified that sites containing 'hazardous substance sites' are more likely to be located in wards with a higher proportion of minority ethnic population (Walker et al., 2000). * Respiratory problems in London are more concentrated in the poorest areas and correlate with the higher traffic levels experienced by people living in these areas, despite their significantly lower levels of car ownership and use (Stephens et al., 1998). * The Government's 'Health Inequalities' inquiry found that the highest burden of air pollution from motorised vehicles tends to fall on people experiencing disadvantage, although 30 per cent of these households do not have access to a car (Acheson, 1998). * Children from Social Class V are also five times more likely to be knocked down by a car than children in Social Class I and Asian children more likely than white children (DETR, 2001a). * In 2001, 38 per cent of social housing and 32 per cent of private sector housing stock was classified as 'nondecent'; inevitably, the majority of substandard housing is located in the poorest neighbourhoods (ONS, 2004). * At least 4.5 million households were living in fuel poverty in the UK in 2001 (DETR, 2001b), which increases the risk of heart and lung disease, and is linked to higher rates of winter mortality. * Food poverty is still a problem in the UK, with 20 per cent of the population unable to afford healthy food (Stephens et al., 2001). * Poorer households are more likely to be located in areas with fewer shops and amenities and inadequate transport links to shops selling affordable healthy food (SEU, 2002). * Two million households suffer from rubbish and litter, and 1.5 million from vandalism and graffiti in their area (Power, 2004). Authorities with high levels of deprivation have poorer performance standards than average in relation to environmental issues such as refuse collection, public parks and street cleaning (Duffy, 2000). The emerging national policy agenda In the past, national policy has tended to overlook local environmental issues, but, there is evidence to suggest growing government commitment to this in recent years. A number of policy guidance documents, legislative changes and new funding streams have now been introduced to address the issue of local environmental quality. In 2002, the Office of the Deputy Prime Minister (ODPM) published a five-year 'Living Spaces' strategy, which sets out an ambitious agenda for improving public space and local environmental quality (ODPM, 2002a, 2002b). The ODPM's Sustainable Communities Plan (2003) identifies a £1 billion increase in local authorities' budgets over the next three years from which environmental improvements are to be funded. An additional £210 million has been set aside for 'liveability schemes' and a further £89 million for improving parks and public spaces, which will allow 250 additional (park, neighbourhood, etc.) wardens to be employed in each local authority area. Past evidence suggests, however, that the new funding is unlikely to be targeted at the most deprived areas unless there is an explicit requirement for local authorities to do so. Part 6 of the Anti-social Behaviour Act 2003 also introduces new flexibilities for local authorities to take action on local environmental quality issues such as noise, fly-tipping, littering, graffiti and fly-posting. The DEFRA website also now provides information on the statutory duties of local authorities in relation to a raft of these local environmental quality issues (see Chapter 5). A new local cleanliness performance indicator is currently being introduced and policy guidance on open spaces is being revised and strengthened. The Audit Commission has also introduced Corporate Performance Assessment (CPA) (DTLR, 2001) to assist local authorities in assessment of their performance in respect of the management of public space. However, these indicators and assessments do not assess local authority performance on a neighbourhood basis and so will fail to identify any inequalities in the distribution of this performance in respect to deprived areas. In March this year, DEFRA organised a participative workshop for all government departments to specifically discuss the issue of promoting greater environmental and social justice across government (Quest Associates Ltd, 2004). The event was attended by representatives from all the key departments as well as a number of non-governmental experts in this area. The SDU is aiming to establish a working group to take forward ideas from the workshop and is currently involved in bilateral meetings with the NRU to discuss future policy implications. The intention is to include an environment and social justice theme in the new Sustainable Development Strategy, which is due for publication in early 2005. This would suggest that achieving greater environmental and social justice is a live issue for Government and one it considers is largely unresolved in terms of the current national policy framework. The local policy position Emergent government interest in the issue of environmental justice may, in large part, be attributable to the external pressure from European and international laws, such as the Aarhaus Convention (SDC, 2003). Arguably, however, it could equally be said to have arisen from national and local government concern about the regularity with which poor public service delivery is being raised locally as a concern by resident surveys and other consultation exercises, particularly in deprived neighbourhoods. Service delivery in disadvantaged neighbourhoods There is widespread recognition that public services meet the needs of residents less well in deprived areas (SEU, 1998), due to both the higher demand placed on services and lower service quality. There is also strong evidence to suggest that authorities with high levels of deprivation have poorer performance standards than average in relation to environmental issues such as refuse collection, public parks and street cleaning (Duffy, 2000). Duffy (2000) identifies a number of reasons why this is the case. * Residents in deprived areas tend to be more reliant on public services, as they do not have the resources to purchase private resources. * Residents place more complex and intense demands on public services. For example, health care is made more difficult by poor diets, the stress of unemployment and poverty, and where patients do not speak the same language as their doctors. * People living in deprived areas lack access to some of the tools that make service delivery more straightforward. They are less likely to have internet access and perhaps even lack a phone. * Practical problems, including higher crime and disorder rates. * Local fundraising and volunteering is lower in deprived areas, due to mistrust between residents and public bodies. The role of local strategic partnerships Local strategic partnerships (LSPs) are specifically charged with overseeing public services' improvements and ensuring better quality of life in neighbourhood renewal areas. To achieve this, they must bring together at the local level public sector agencies, local government, the voluntary and community sectors, businesses and local residents. In the 88 most deprived areas, each LSP has been allocated Neighbourhood Renewal Funds (NRF) to help them 'bend' local mainstream funding programmes to better target the problems of deprived areas. Although these funds can be spent any way that the LSP sees fit in tackling local deprivation, it must satisfy the grant conditions set out by the NRU (DETR, 2001c). Each LSP must prepare a Local Neighbourhood Renewal Strategy (LNRS), which sets out an agreed vision and plan for positive change in as many neighbourhoods as are in need of renewal. This must have the agreement and commitment of all the key people and institutions who have a stake in the neighbourhood, or have an impact on it. A five-year LSP evaluation is currently under way by ODPM and DfT, due for completion in 2005 (ODPM and DfT, 2003). The first-year interim findings from this evaluation identify that every LSP is individual in terms of structure and operation. Although this flexibility allows them to better reflect local circumstances and needs, it makes it difficult to offer a general picture of how they are performing at the present time. LSPs' performance on the environment Environment and the NRS The NRS identified 105 new government commitments for neighbourhood renewal, each of which was designated to a specific government department to take the lead in ensuring its delivery. Commitment 1 represents the overarching aim of the strategy, the stated aim of which is: To have lower worklessness, better skills, less crime, better health and better housing and physical environment in all the poorest neighbourhoods and to narrow the gap between England's most deprived neighbourhoods and the rest of the country over the next 10–20 years. (SEU, 2001, p. 61, authors' emphasis) Four commitments were also specifically targeted at improving the physical environment of poor neighbourhoods. These were as follows. * Commitment 77: new delivery arrangements for physical change in urban areas (e.g. Urban Regeneration Companies) – ODPM to lead. * Commitment 78: a pilot English Cities Fund, to invest in mixed-use development in priority areas – ODPM to lead. * Commitment 79: Air Quality Strategy targets – DEFRA to lead. * Commitment 80: Waste Strategy targets – DEFRA to lead. Commitment 95 also promised a review of resources for delivering core public services in deprived areas and to ensure that money is targeted at these, as a condition of national Public Service Agreement (PSA) targets for local government. This was to be completed by all relevant departments by December 2001. It can be seen that the policy targets set by the Strategy primarily focus on land-use change and meeting the Government's national targets for air quality and waste reduction rather than the local environmental concerns that are emerging from consultations with residents in neighbourhood renewal areas (see Chapter 2). Frontline environmental activity Environmental practitioners acting as Advisory Board members on the project have recommended that, even in the absence of local environmental targets, a number of LSPs are increasingly concerning themselves with delivery on this agenda. The Groundwork Trust has also been actively involved in the delivery of local environmental improvement projects in deprived neighbourhoods over the past ten years. A recent study by GFA Consulting and Sheffield Hallam University for the JRF identified: … an impressive range of project activity given the scale of resources that are available for such projects. (Groundwork and JRF, 2002, p. 6) It finds that local Groundwork Trusts are represented on numerous LSP boards up and down the country and that local Groundwork project workers also often act as useful intermediaries between LSP boards and local people in neighbourhood renewal areas. The Environment Agency is now represented on 50 per cent of all LSPs in England. ENCAMS, Friends of the Earth and other environmental organisations have also been increasingly involved in setting up and running environmental projects in deprived areas. Ultimately, however, it is difficult to establish a firm view of whether LSPs are developing strategies to address local environmental concerns in deprived areas. Furthermore, our review suggests that there is little information about what would constitute good practice in this respect. 2 Study aims, objectives and methodology Aims and objectives Against the background of these preliminary findings, the key aims of the two case studies were to: * Do LSPs empower local people or increase their confidence in public agencies? 1 examine the extent to which the local strategic partnerships recognised the environmental concerns of the different (and in particular disadvantaged) local neighbourhoods they represent 2 identify good practices in this respect and develop recommendations for integrating local environmental concerns into neighbourhood renewal based on this evidence. The study aimed to address the following issues. * How is the environment represented within LSPs? * Are the environmental concerns of local people and in particular disadvantaged groups represented? * What mechanisms and barriers exist for the representation of such concerns? * If such concerns are recognised, how are they acted upon? * What are residents' views of LSPs? Are they aware of their existence? Do they feel that their concerns are represented within them? * Do residents see evidence on the ground of the benefits of such formal participatory processes? * How might LSPs better represent and address local environmental concerns? Methodology The case study methodology involved: * two-stage focus groups with local residents in six neighbourhood renewal areas * resident representations to the two LSPs responsible for the renewal of these areas * a further round of interviews, discussions and information gathering with key stakeholders in local policy delivery and those responsible for the wider environmental policy agenda * a workshop with 'experts' in environmental policy * follow-up interviews with a key officer from each LSP to determine subsequent actions at the local neighbourhood level. Further details about methodology can be found in the Appendix, as the methods used will be referred to again in later chapters of the report and a fuller understanding of them may be useful to the reader. Case study selection The two case studies were selected from the 88 LSPs representing the most deprived local authorities in the UK, as identified by the Government's Index of Local Deprivation. Following consultation with key informants and our Advisory Board, a shortlist of potential case study LSPs was compiled on the basis that: 1 local people in these areas had registered concern about the quality of their local environment in consultation exercises undertaken as part of the neighbourhood renewal process in their areas 2 the LSP had indicated a strong interest in addressing these concerns as an early aspect of their delivery agenda in their LNRS 3 the LSP covered an area with at least three neighbourhoods that were being targeted by NRF. Tameside and Wolverhampton were chosen from this list, selected because they indicated, when contacted, that they were currently in the process of looking at how to deliver on this area of their LNRS and, thus, would be happy to actively engage with the research as part of this process. A brief background description of selected case studies follows. Description of case study 1: Tameside LSP Tameside Tameside is in North West England, between Manchester city centre and the Peak District, with a population of around 225,000 people. There are nine towns constituting the borough: Ashton-under-Lyne, Audenshaw, Denton, Droylsden, Dukinfield, Hyde, Longdendale, Mossley and Stalybridge. Tameside combines a mix of urban and rural landscapes, and the area includes historic market towns, a canal network and industrial heritage areas. As for the whole of the Greater Manchester region, the area has a strong manufacturing tradition, particularly in the areas of textiles and engineering, food industries and manufacturing of hightechnology chemical, electronic and computer products. The now complete M60 Manchester ring road has added to the borough's strategic transport links. Tameside has been the focus of three successful Single Regeneration Budget (SRB) programmes, including an SRB 6 project to develop brownfield sites. This involves land reclamation, landscaping, dealing with contamination, site assembly and access, and enabling socially excluded communities across Tameside to take advantage of new job and training opportunities generated by the development of these sites. Tameside Strategic Partnership The first Tameside Community Strategy was produced in 1999, by the Tameside Community Forum, which became the LSP under the title of the Tameside Strategic Partnership Board (TSPB). The TSPB has a membership of over 25 local organisations, including local businesses, voluntary and community groups, and public sector organisations. It also includes a wider network of thematic partnerships and partner organisations. The TSPB is currently producing its second Community Strategy, which will be closely linked to the policies and actions identified in its Neighbourhood Renewal Strategy. The Community Strategy will be divided into eight key themes, each of which has a series of key actions and targets, which the organisations involved in the partnership work towards, as follows: * lifelong learning * transport * health and social care * crime and disorder * local economy * environment * homes * community. Selected neighbourhoods in Tameside Deprivation in Tameside is borough-wide and the Tameside Neighbourhood Renewal Strategy identifies priority areas and neighbourhoods across the whole of the administrative authority. All areas have some ongoing area-based initiatives. The three neighbourhoods recommended to us by the TSBP as suitable for our fieldwork research were as follows. Hattersley Hattersley is a 1960s', semi-rural overspill estate for Manchester city, which is located about ten miles from its eastern border. The estate has suffered a cycle of decline over a number of years because of low housing demand, which has resulted in numerous empty and boardedup properties. Although it comprises a mix of owner-occupied, housing association and council-owned properties, council homes are in the majority (more than 2,000). Six out of the seven tower blocks that previously existed on the estate have already been demolished and the remaining block of flats is targeted for housing people of 55 years of age and over. Tameside Metropolitan Borough Council (MBC) feels there is a need for housing stock rationalisation, but the proposed stock transfer to registered social landlords (RSLs) has proved very controversial with local people. The opportunity for local employment is low, but transport links between the estate and Manchester city centre have improved with the development of the new M60 motorway link, offering Hattersley residents new employment opportunities. Tameside MBC recognises that people living on the estate also suffer from poor access to community and children's play facilities. Litter on the estate is also recognised as a common concern among local residents. Hattersley Development Trust was established in 1997 under SRB 3 to focus on issues of health, education, young people and the local assets base (services). The estate has a Sure Start programme and is a national Neighbourhood Management Pathfinder Area. Haughton Green Haughton Green is also a Manchester city overspill estate, located only six miles south east from the city centre. The estate falls under the remit of the Tame Valley Partnership (TVP), which oversees the redevelopment of six communities under an SRB 5 initiative. The estate comprises approximately 3,000 properties of mixed tenure, of which 1,000 are still owned by Manchester City Council (MCC). This stock consists mostly of two- and threebedroom houses, and tower blocks, and is located in the poorer part of the estate. Local residents have demonstrated strong feelings against stock transfers to a registered social landlord (RSL); both the tenants' association and the local MP representing the area are active participants in the national movement to keep social houses in the public sector. Tameside MBC feels that this has held back regeneration of this part of the estate. It recognises residents' concerns about youth disaffection and community safety on the estate and identifies that, although the number of nonwhite residents and asylum-seekers moving onto the estate is relatively small, there is some tension between the newcomers and more established local residents. Ashton (West End) The West End area of Ashton-under-Lyne is one of two major residential neighbourhoods within the Ashton Renewal Project area (the other being Holy Trinity). While Holy Trinity has benefited from investment from the Ashton Renewal Project, there has been little investment in the West End to date. The major issues identified by the Ashton Renewal Project in the area include drug abuse and anti-social behaviour problems; a need for housing stock rationalisation; and improving the low skills base of local residents. The West End neighbourhood has a mostly white population and is divided into three distinct communities (known as the 'Triangle') consisting of West Park Estate, West End Development Area and the West End. The majority of the housing in the area is owned by the local authority, although there has been some transfer of housing stock to RSLs, the first of which was in 1996. Demolition of several tower blocks and other houses has also taken place, and larger housing built in their place. Description of case study 2: Wolverhampton LSP Wolverhampton Wolverhampton gained city status in 2000. It is one of the principal manufacturing centres of the West Midlands. The City Council owns nearly one-third of all residential properties in Wolverhampton, although this proportion has gradually decreased since the 1970s. Approximately one in five people living in Wolverhampton comes from a minority ethnic background. Employment in the manufacturing sector is twice as high as for the UK average; however, there has been a long process of industrial decline since the 1980s, accompanied by poor growth in service sector employment. This has led to high unemployment levels, well above the UK and regional averages, particularly in certain wards and among some minority ethnic groups. Wolverhampton has been the focus of regeneration policy and programmes for more than 30 years including initiatives such as: Housing Improvement Area schemes; the Urban Programme; the Black Country Development Corporation; City Challenge; Single Regeneration Budget; and New Deal for Communities. These have addressed many localised problems and stabilised some neighbourhoods. Nevertheless, there are still significant areas of poverty and continuing decline. Wolverhampton Strategic Partnership The Wolverhampton Strategic (Regeneration) Partnership (WSP) was launched in 1999 to provide a strategic context for regeneration. WSP acts as a focus for partnership activity across the different delivery sectors and geographical areas of the authority, and as a champion for projects and initiatives of strategic importance. WSP pre-dates the introduction of LSPs and was adapted to fit this new initiative, in preference to establishing a wholly new partnership. WSP has been responsible for developing and overseeing both the Wolverhampton Community Plan and the Neighbourhood Renewal Strategy. These two documents provide the overarching framework for all policy activities Wolverhampton-wide. The partnership consists of a strategic 'core' group (the board) and six city-wide thematic partnerships as follows: * the learning partnership * the economic competitiveness partnership * the crime and disorder co-ordination group * the health and social care partnership board * the children and young people's strategic partnership * the neighbourhood renewal partnership. The strategic partnership is informed by a variety of community involvement structures, including those representing communities of place, e.g. tenant and resident associations; communities of interest, e.g. Older People's Forum; voluntary and community network organisations, e.g. Wolverhampton Network Consortium; and partnerships based on crosscutting themes, such as Local Agenda (LA21). Selected neighbourhoods in Wolverhampton Wolverhampton City Council has identified 85 separate neighbourhoods and grouped these into 13 clusters according to similar role and physical proximity from city and related patterns of need for the purposes of policy development and delivery. Twenty-nine neighbourhoods have been designated as 'priority areas' for neighbourhood renewal and six clusters have been selected by WSPs to act as their 'neighbourhood management pilots' (i.e. administration is devolved to the neighbourhood level), mostly consisting of these priority neighbourhoods. The three neighbourhoods selected for our fieldwork research were all both priority and neighbourhood management neighbourhoods. Dovecotes Dovecotes is one of a number of deprived localities within the western suburban fringe of the city, developed in the last 25 years as part of major peripheral housing redevelopment programmes. Despite ranking 15 out of 85 neighbourhoods in terms of deprivation, the estate is felt to have been overlooked for funding because of its relatively affluent neighbours, which tend to mask the intensity of its deprivation. The estate is located on the north-west boundary of the city and is the most recently built large-scale council development in Wolverhampton. There are 1,387 households with a mix of property types. The majority of housing stock (nearly 80 per cent) is rented from the local authority, with approximately 15 per cent in owner-occupation. Properties have a high turnover rate of approximately 17 per cent per annum. Although many council-owned houses now have central heating (85 per cent), there is still some concern among tenants that local authority housing requires significant investment on repairs and maintenance. The area is very poorly served by public transport and over half of the residents do not have the use of a car, which means people feel isolated and cut off from the city. There are few shops and no access to a post office. Many of the shops that were on the estates have closed because of vandalism, an ongoing problem for remaining shops. Neighbourhood wardens have recently been introduced onto the estate. Millfields (Bilston) Millfields historically formed part of Bilston urban district (until 1966 when Bilston was incorporated into the district of Wolverhampton) and was developed as a neighbourhood of Bilston after World War I. The area is still referred to as Bilston by local residents. The estate is divided by a dismantled railway line. The area has 597 households and approximately 1,500 residents. Most of its housing stock is council owned, built between the wars, with one high-rise block. There has been a lack of housing investment, because of a lack of dedicated regeneration funding for the area, but central heating and double glazing have now been promised to all households over the next two years. Millfields is identified as the eighth most deprived neighbourhood in Wolverhampton by the local authority and Ettingshall ward, which covers the neighbourhood, is listed as one of the 10 per cent most deprived wards nationally, according the Government's Index of Local Deprivation (ILD). There is a strong sense of community and local identity on the estate, but only two residents' groups (one either side of the railway) and a more general lack of organised community groups. Local residents have expressed concerns about litter and fly-tipping on the estate, and there are also long-standing concerns about the street cleaning service. Merridale Merridale is located immediately to the west of Wolverhampton city centre and is part of the city's 'inner core' of neighbourhoods. It is ranked 21 out of 85 in terms of local neighbourhood deprivation by the local authority. Unemployment is a major problem within the area, with many individuals and families on low incomes. There is a large black and minority ethnic population (37 per cent). The area is mainly residential, consisting mostly of large, private Victorian properties, many of which have been split and converted into smaller flats. Housing density is high, with little open space, and roads in the area are narrow. There has been little redevelopment and physical improvement, and any that has occurred has tended to be small-scale private development aimed at particular sections of the community. The high level of readily available, low-cost, rented accommodation within the area attracts short-term residents (such as asylumseekers or students), who move away because of the poor condition of housing, among other issues. The transience of the population has recently been increasing. 3 What is the problem? A series of focus group discussions were held with local residents in the six neighbourhood areas (see the Appendix for more information on the method for these). Using the broadest interpretation of 'local environment', these established that anti-social behaviour among young people and the impact of this on the local area was by far the highest priority issue raised by participants in all six neighbourhoods. This was closely followed by poor service delivery across a variety of sectors, but with an emphasis on rubbish collection, street cleaning and litter. There were also very specific concerns raised about what were perceived to be long-standing 'environmental hazards' or 'ills', such as the smell from a sewage plant, toxic smoke from a tyre-burning yard, and noise and air pollution from traffic, in some of the neighbourhoods. Young people and anti-social behaviour Many of the participants felt that a large number of environmental problems they experience locally stem from the anti-social behaviour of young people 'hanging about with nothing to do' and that, if this were to be tackled, it would allow other issues to be resolved more effectively. As one local resident explained: We all said that there are problems with young people, that seems to be a common denominator there, maybe they are causing problems because they've got nothing to do. (Dovecotes, Wolverhampton) Several people felt scared to use their public spaces and other local environmental amenities, because of groups of young people 'hanging around' in public spaces. Many people felt intimidated by the behaviour of these 'gangs'. They were described as abusive, foul-mouthed and threatening, and people said that they were often afraid to say or do anything about it because of the fear of retribution: A lot of people are frightened to go to the shops, especially the older people, because there's always gangs of people round the shops and the same at the bus stop. They're frightened to go to the bus stops and stand there for a bus, they'd rather walk to the next bus stop where there's no people, because they sit there and they're smoking and they're swearing. (Haughton Green, Tameside) This angered and upset residents because it undermined their basic right to move about freely in their own neighbourhoods: We should be entitled to leave our house whenever we please and come back whenever we please without all this. (Haughton Green, Tameside) A commonly held belief was that these young people were coming into the neighbourhoods from outside the area and that the young people who lived locally were not the ones causing the trouble: [Young people come] from the other areas and nobody knows them so they can do what they like and then clear off. they all come up here and hang about because (Haughton Green, Tameside) In many of the estates, the local shopping area appeared to be the main meeting place for groups of young people: Around the shops, there's a lot of people that hang around there and … I think for older people if they see gangs of lads or children hanging around, they think that they're going to be attacked and I suppose that will stop them going out to the shops. (Ashton, Tameside) In the Millfields group, one suggestion was that the shop should close earlier to discourage young people from hanging around and stop a lot of trouble for the shopkeeper. In Haughton Green, the 'late' shop was already closing early, because of problems with young people. A number of the groups also noted that it was common to find groups of young people hanging around in local parks: We've got a park for the little kids and there's always a group of youths that come … they threatened a person on my estate with a bottle and when he reported it to the police they said 'take their name'. Are you going to say 'put your bottle down, can I have your name and address?' (Millfields, Wolverhampton) This problem was seen to contribute to the lack of suitable play facilities for younger children. Residents in Ashton gave particular examples of vandalism: There's a playground for the little ones but it's been completely vandalised, when it was put in it was obviously very nice but now it's just a mess … there's no point building these things if they're not going to be kept up because it just ends up looking a mess again. (Ashton, Tameside) In Haughton Green, residents talked about play equipment that had been damaged and had fallen into disrepair: They had lovely swings and everything but that was vandalised and it's never been replaced. (Haughton Green, Tameside) Another resident felt that, despite the council efforts to redress the damage, the area had become a continual target for destruction: It does get done up again, but it just gets vandalised the day after, as soon as it's been done. There's not much point, they're just wasting money doing it. (Ashton, Tameside) There was general agreement in the groups that many of the problems with young people appear to stem from a lack of appropriate youth amenities and activities. One participant noted with some sympathy: Who wants to stand outside a shop all day long, it would do your head in wouldn't it. I mean even on Christmas Day, some of those kids were out weren't they. (Millfields, Wolverhampton) The young people participating in the groups agreed that: There's nothing for us to do, there's nowhere for us to go. (Haughton Green, Tameside) Litter and street cleaning All of the groups talked about problems with rubbish and litter in their neighbourhoods, including food litter, abandoned furniture, broken glass and dog mess. As residents in Hattersley stated: It is a disgrace in some places, it really is very bad. And it's not just bad to look at, it's bad for people's health especially the kids that have to play in those areas. I would like to see a lot of cleaning up because everywhere that you look there's always rubbish … It does desperately need doing. (Hattersley, Tameside) For example, residents in Merridale talked about their concern with broken glass: I'm worrying about the dog treading on the glass but I've got no choice, I've got to walk her out of my front door but I just watch where she steps. (Merridale, Wolverhampton) People also complained about rubbish near their houses: Sometimes in my passageway you get people putting bags of bottles, so you've got to bring them in because children come and break them. (Haughton Green, Tameside) Residents in Haughton Green complained that their shopping area was full of rubbish: And another thing is all the litter that is brought about with the shops here. (Haughton Green, Tameside) Once again, young people were seen to be the main cause of the problem. Residents identified that there were litter 'hotspots' on the estate and these often coincided with where young people were congregating in groups: There's a lot of litter about and when kids have been drinking and things like that there'll be bottles all over the road. (Ashton, Tameside) But other reasons were also given for litter problems. In particular, residents in Ashton and Haughton Green mentioned a lack of litter bins as one of the main problems: There's not enough litter bins. You walk down the street and you'll have to be holding your litter for about ten minutes before you get to another bin. (Ashton, Tameside) A major cause of rubbish in a number of the neighbourhoods appeared to stem from the fact that refuse collectors would not dispose of anything left beside a bin and refused to take excess rubbish in overfull bins. I've seen them taking out a black bag [from the bin] because the lid won't close and just put it on the floor. (Hattersley, Tameside) This caused mess because, as a respondent from Ashton said: Dogs rip it up and you get rubbish all over again. (Ashton, Tameside) Residents feel that the problem is made worse because of a lack of street cleaning. One resident's experience was particularly negative: My next-door neighbour died and … the street was in such a mess that quite a few of us got in the street with our brushes and cleaned it so we could come and have a good send-off. We asked the council two days before. 'Look', we told them, 'there's a funeral, is there any chance of coming, so we can have a good send-off?' Nobody turned up. (Millfields, Wolverhampton) It appears that, although both authorities set out target times for clearing litter, these are not always adhered to. As one resident stated: The streets don't get cleaned … Probably about once every three months I've seen them … They do the town centre but don't do the small streets off it. (Ashton, Tameside) Other residents agreed that, although some areas of their estate were regularly cleaned, with a noticeable improvement, other parts of the estate needed more attention: I live right near the shops and we have a man that comes round every day and he comes and picks up every little bit of paper … there is no rubbish and it is spotless … But as soon as you move away from the shops it gets worse and worse. (Hattersley, Tameside) Participants in one group reported that rubbish collection in their area is irregular and insufficient. As one local resident put it: You just don't know when they're going to come. (Haughton Green, Tameside) It was explained that this was because their area is classed as an 'overtime round', with no scheduled refuse-collection day or time: We're only classed as overtime, we are not a regular run for the bin men … they don't have to come and do us. (Haughton Green, Tameside) Pest control Nearly all of the neighbourhoods talked about some problems with rats, largely associated with the overflowing bins that resulted from inadequate and infrequent refuse collection and street cleaning: When the bins are all overfull then there's rats … there was a dead rat on my sister's street and there's kids running round kicking it, kicking it about and it was just mouldy and rotten … that's a health issue. (Merridale, Wolverhampton) I live right near the woods down at the bottom there and they didn't empty my bin for three weeks and there was rats in the rubbish. (Haughton Green, Tameside) We've got a valley on our estate on Stockport Road and many a time bags end up there and you wonder why they're riddled with rats. (Hattersley, Tameside) Dog fouling Dog fouling was a commonly stated problem in most of the groups. Residents felt that, although there were warning signs about removing it, there were insufficient dog litter bins and their emptying was irregular: There is only one [dog bin] and that's in the park, which is no good to people who are walking on the streets with their dogs. And then you have to ring them up to remind them to come and empty it because it gets overflowed. (Ashton, Tameside) Fly-tipping In addition to rubbish on the streets, abandoned items of unwanted furniture and appliances were a regular occurrence in many of the neighbourhoods. As a Dovecotes' resident pointed out: There's all kinds of litter all over Dovecotes. There's people that leave furniture and stuff out on the streets and you've got piles of it. They just shove it out. (Dovecotes, Wolverhampton) The Merridale residents agreed, and talked about fridge freezers, cookers and washing machines dumped in the street: I don't know if you've noticed but there's a fridge freezer in every street. (Merridale, Wolverhampton) Local residents feel that the council doesn't act quickly enough to remove the fly-tipped rubbish. As one Hattersley resident pointed out: The council don't bother to come and shift all the fly-tipping … I can take you to a place where it's settees, beds and the lot down there. (Hattersley, Tameside) Many of the participants felt that the reason fly-tipping was such a big issue in their areas was a lack of facilities to get rid of large unwanted items of furniture free of charge; items can only be removed with a payment to the council. People in the groups felt that this charge was out of reach for people on low income: One-parent families or pensioners can't afford to have it taken away and pay £15. (Hattersley, Tameside) The Merridale group perceived that there was a direct correlation between the time the council started to charge for the removal of large items and the time fridges started to be dumped. They described street dumping as having reached 'epidemic proportions'. Furthermore, the point was raised that, for those without cars (usually those with the lowest income), there was no other way to get large items removed and so they are doubly penalised: I've just moved into a house and I've got the last tenant's rubbish, it's been there for months and months ... I haven't got a car and they're saying 'Oh well if you can take it to the tip it's free' … [but] I've got to leave it to rot. (Merridale, Wolverhampton) Parks and safe outdoor play spaces Residents in several of the groups felt that their neighbourhoods were lacking in parks and play areas. There seemed to be a few play spaces in Haughton Green, and everyone in this group agreed that open-air facilities for children and young people were generally inadequate: You can go to Ashton, you can go to Hyde, they've got places all roped off for children to play, they've got swings and everything, we have nothing here. (Haughton Green, Tameside) A resident from Haughton Green expressed her sadness and frustration at the situation her young grandchildren were in: There's nothing for them [the children] … they're just playing in the streets, there's a lovely field at the back of me but they don't go to it because it's just that little bit further away without parents. There's nothing else for little ones at all. (Haughton Green, Tameside) Other groups, although they had parks in their neighbourhood, felt that these were either not adequately maintained or not easily/safely accessible: There's lots of empty spaces. If it was kept up, there would be nice places to go. (Merridale, Wolverhampton) In Merridale, syringes were regularly found on the ground in the local park and respondents in Dovecotes also talked about a sand pit in which syringes were often found. There were wardens but they weren't always able to find the syringes in the sand, and so the parents didn't feel it was safe. There's needles there [in the park] and everything. (Ashton, Tameside) The issue of children and bicycles was also discussed in relation to the inadequacy of convenient, safe play space: There's kids on bikes in the middle of the road … because the nearest ground they've got if they want to go for a place to play is along here at Oxford Park … which is completely out of any parents' reach. (Ashton, Tameside) General maintenance issues Local residents in the groups felt that the areas in which they lived have potential but are neglected. The Hattersley group talked about the estate's cracked and uneven pavements: You walk along and if you don't watch yourself you're head over heels … because they're not being looked after. (Hattersley, Tameside) Residents saw this as a struggle between the council and housing associations, in terms of who should accept responsibility for maintenance of the area. Residents are left stuck in the middle having to battle to get things done: This boils down to Manchester City Council and New Charter [the housing association] or Tameside [the council] because they argue as to who owns which pavements, who owns which roads and who owns which streetlights. (Hattersley, Tameside) Merridale residents also talked about dangerous barbed wire bollards: Up by the government buildings [on Kimberley Street], there's lots of, like, bollards and there's barbed wire hanging off all of them and for the second time in two years my daughter's been cut open, and I've reported it to the civic twice, and it's still there for it to happen again. (Merridale, Wolverhampton) Local air quality Several of the groups identified that their neighbourhoods suffered from poor air quality. The problems they identified ranged from foul smells from a sewage plant, to pollution from busy roads nearby: The worst thing about health around here is the stink that comes from the sewage … it comes right into the house, [the most] foul smell you've ever smelled in your life, you get it a lot especially in the summer. When you breathe, when you get the smell and you're just breathing it in – you can't open your windows at night. (Dovecotes, Wolverhampton) The Millfields group identified that pollution and air quality in the area were a lot better since the factories had gone, but tyre fires, which occurred about once every three weeks, meant that there was pollution in the air, which lasted a whole day: Smog out over everything (Millfields, Wolverhampton) Air pollution from the new motorway and busy Stockport Road (described as 'one of the fourth busiest roads in the country') was a concern in West End group. Traffic noise In Ashton, there was concern about noise from traffic, particularly lorries: Pollution round the area off the new motorway … plus the traffic coming on the Stockport Road as well … terrible, the noise. (Ashton, Tameside) Night traffic was a particular irritation, causing interrupted sleep for many residents. Stockport Road was described as 'the easiest way to go to the motorway' and carried heavy goods traffic throughout the night: Every night between half past two and four o'clock I see the big lorries, they leave the depot about two o'clock in the morning and they pass through the Stockport Road … you can hear the noise because they're like the juggernauts, big lorries. (Ashton, Tameside) Because I live off Stockport Road, a pretty busy road, I hear it through the night and you can't get to sleep half the time because there's that much traffic on road even through night. (Ashton, Tameside) My bedroom window's right next to it so I hear it 24/seven, all the time. (Ashton, Tameside) The level of freight traffic was said to have significantly increased recently with the new road layout around Smith Street, now a oneway street. This meant that lorries travelling to or from the two bakeries had to 'go all the way round on a tiny road'. The new scheme was also seen as responsible for increasing traffic on Stockport Road. One resident lived right next to a dual carriageway; she spoke of the plans for a bypass which was 'supposed to have been built ten years ago'. Another participant in the group described local traffic as being: One behind the other from half past seven till nine o'clock and it's the same at night-time from half past four till about seven o'clock. (Hattersley, Tameside) Dangerous roads Despite not being close to any major roads, the Haughton Green residents complained about the problem of speeding cars in their neighbourhood: We have a problem with speed … it's mayhem, it's terrible. There's been quite a lot of accidents with kids. (Haughton Green, Tameside) It appeared that there are no traffic-calming measures in place on the estate and the 20 mph limit that has been set is not enforced. One woman told us that a child had recently been knocked down by a car: I live at the bottom and they come round that corner like it was Brands Hatch and six weeks ago my neighbour's little girl got knocked over. (Haughton Green, Tameside) Millfields had unsuccessfully tried to get speed bumps around the school area and felt that speeding cars were a serious threat: We're in a crescent and the cars start at one side of the crescent, they come speeding round and they come out the other side. The amount of years we've tried to get police bumps, ramps the lot. (Millfields, Wolverhampton) Some of the streets are narrow with double parking, there's an additional danger with cars speeding around corners and fear that children, animals and vehicles are in danger of being hit: One day one of them hit my cat. He was going so fast that the cat was going round on his wheel as he went up the road. (Millfields, Wolverhampton) Dovecotes faced a slightly different problem in that speed bumps have been installed along the main roads on the estate, but the real problem was identified as motor bikes driving along the back alleyways, throughout the whole day. The alleyways also allowed crime to take place and were neat escape routes for people running from the police. Ashton also had problems with motor-scooters. The lack of a pedestrian crossing to Oxford Park on the Stockport Road was seen as a major issue: There's been so many accidents with kids trying to get across, now the bollard that was in the middle has been knocked down and that's not been replaced so we've been asking the council about building a crossing rather than putting the bollard back but no response. (Ashton, Tameside) The apparent lack of suitable crossing points was a major safety problem in the area and pedestrian lights were said to be 'in the wrong places': You're worried about letting your kids play out near busy roads because there's no crossings. (Ashton, Tameside) Building community spirit When asked if there was a single thing that could be done to really change the quality of people's lives in the area, a recurring theme across all the groups was building community spirit, as this extract from the Merridale group illustrates: N: Community. D: I think community spirit. H: Community and people basically with each other. E: More things to do for community altogether. H: Helping people to take part. E: I think that every single one thing on there all links back really to the community doesn't it because education's again it's the community, safety. The rationale given for this was that it is only the people who actually live in an area that can really determine what is needed: People, like council workers and stuff, they're trying to sort out issues that they either know very little about or they haven't experienced firsthand. There was a strong opinion in all of the groups that, ultimately, the impetus for regeneration must come from communities themselves, although it was recognised that expert help might be needed to get local people together to achieve this: It comes from the people who live in the community basically but it's finding a link between them and getting it out and getting them together and stuff it's maybe, maybe a sort of special body of people who would know how to do that, I don't know. Access to information It also became evident from the group discussions that no one was entirely sure about who is responsible for addressing the problems that had been raised, the legal rights of residents in relation to these issues or where they could go to find such things out. In response to this finding, a desktop policy and legislative 'mapping exercise' was carried out by the researchers, in an attempt to identify the type and standard of service delivery that local residents are entitled to expect in response to the concerns they had raised. The outcome of this can be found in Chapter 5. Summary of the key local environmental concerns of residents In summary, the following eight key local environmental concerns were identified across the focus groups. 1 Environmental hazards and hazardous activities, such as tyre burning, abandoned and burnt-out cars, the smell from a local sewage farm, rats and fires in rubbish bins, busy and dangerous roads, and poorly maintained road and/or pavement surfaces (e.g. pot holes), etc. 2 A lack of facilities for children and young people, the latter being seen as part of the reason why young people on the estates hang around causing trouble and environmental damage. 3 Poor housing: long waiting times for repairs/ improvements; poor-quality repairs; empty, boarded-up properties often leading to vandalism; some poor-quality stock; issues surrounding housing-stock transfer to registered social landlords (RSLs). 4 A decline in local shopping facilities, with the remaining outlets charging high prices. 5 Insufficient health-care facilities at a local level and a particular need for more dentists and GPs. 6 The presence of rubbish and litter, including fly-tipping. Irregular and insufficient street cleaning. Residents have to pay to get extra rubbish removed; no scheduled times for refuse collections in some neighbourhoods. 7 Lack of community spirit made worse by the lack of adequate and appropriate community facilities. 8 Lack of access to information about environmental rights and responsibilities. 4 Why addressing these concerns is important for neighbourhood renewal None of the issues raised in the focus groups could be described as 'new' or startling; they are repeatedly identified in consultation exercises with people living in deprived neighbourhoods. They may seem trivial in comparison to the important problems that need to be addressed in these areas, such as structural unemployment, poorly performing schools and inadequate health-care services, but nevertheless they do matter to both local people and the neighbourhood renewal process. It is unusual for a report of this nature to include long extracts from focus groups with residents, but the following discussions illustrate so clearly why it is important to take residents' concerns about their local environment seriously that we felt an exception should be made in this instance: A: This estate is like walking into the dark ages. It's like they're so behind it needs so much putting into it really when you think about it … there's so much that could be done here that could be called regeneration, getting it built up into a nice estate, which isn't being done … D: You're not getting the same quality are you. A: If I felt important to the people that mattered, as important as people in other areas in Wolverhampton, then these things wouldn't be a problem. If we were treated the same as people in other areas, we would have a lot of these things [amenities]. I don't feel like I'm important to the Government or to the council. I feel overlooked … there's no sense of anything for the children here, you just feel like you're a nobody. J: And we're getting used to it, that's why the community spirit is lacking, we're getting used to suffering and having things difficult, it could be easier so why not have it easier. Instead of speaking out we just sit back and take it, let them do what they're going to do to us. A: Yeah and it makes you feel like you're nobody … Unimportant and isolated. J: No hope. D: There's no hope for the teenagers. F: Unless there's something better. Facilitator: So how do you feel about that? A: Inferior … Hopeless. D: Scared. (Dovecotes, Wolverhampton) As we have argued in previous research from the JRF (Lucas et al., 2003), failure to address these 'little things' can undermine local people's confidence in the whole regeneration process. The evidence of this discussion in one of the focus groups suggests that, over a period of time, the negative feelings that residents have towards their immediate local environments undermine their ability to take control of their lives and add to their feelings of hopelessness and stigmatisation. Those who can get out of the area: They'd rather leave, they'd rather go, which they have, a lot of people have gone. (Haughton Green, Tameside) People are reluctant to move into the area because of the stigma: And nobody wants to come into the area do they. Nobody wants to come into a bad area. (Haughton Green, Tameside) Adding to the general appearance of abandonment: Housing … empty … run down and boarded up. (Haughton Green, Tameside) All boarded up, they're a bloody eyesore aren't they … they want flattening, I wouldn't let me bloody dog live in there. (Hattersley, Tameside) And this adds to feelings of frustration with the council because of a recognised need for more council accommodation: I think myself that there's too many properties going left to pot in the area, boarded up and derelict when there's people desperately, desperately needing housing. (Merridale, Wolverhampton) Those who stay feel trapped: Some people have bought their houses on this estate, they can't sell them. (Haughton Green, Tameside) And many residents see themselves as under siege from 'immigrants': Yeah but I'm on about Kosovans just speeding on the car park weren't they. (Haughton Green, Tameside) 'Outsiders': It's what's coming in from outside … coming in, and the council are not in any preference at all, checking them out, not a police check but a reference you know a personal reference. (Haughton Green, Tameside) 'Newcomers': Yeah, they tend to be moving the rough people from the rough area into, it's like turning round and saying 'well, will one bad apple be cured by the rest of the good apples?', but I think it's turning the other way because one bad apple is starting to turn the other apples. (Millfields, Wolverhampton) This could be an absolutely lovely estate right, but what they've done is they've brought all the riffraff in little pockets and you only need a little pocket of one and it spreads and that's what cancer is, they've brought the cancer in, now it's right the way and you ain't going to get it any better. (Dovecotes, Wolverhampton) Parents: Well I mean I will mostly blame the families you see because they are not looking after their own kids after a certain time. (Ashton, Tameside) Young people: It's the youth more than anything … the youth have changed. (Haughton Green, Tameside) Things have gone I think bad or even to the point where I can say it's worse, there's too many gangs of young people not going to school and staying out all hours of the days and evening. (Dovecotes, Wolverhampton) The white population: Since these riots [the 2002 Oldham riots] I do feel that, you know, people … I see them looking at you and they're just like 'oh move away from here, move your, move your, go back to your country' and things like that you know. (Ashton, Tameside) Essentially, any visible group can be singled out and blamed for the problems that undermine residents' quality of life in the area and that people feel are outside their abilities to affect. This generally leads to fears about personal safety: I don't feel, personally, don't feel safe in Bilston in my street when I walk down there, even going to a cash point, it's just a different feeling than any other high street and I mean I come from London, you can't get much more drastic than that but I don't, I just don't feel safe. (Millfields, Wolverhampton) Ultimately, it creates divides between different sectors of the population and a 'them and us' mentality, which erodes community spirit: So community is split then isn't it, that means community is split. (Millfields, Wolverhampton) On a more positive note, small and seemingly incidental improvements to the local area can often serve as a catalyst for bigger changes. A participant in one of the groups talked about the 'domino' effect of an improved environment: The whole area just wants a facelift doesn't it. Change the environment and therefore you're bringing new blood in and, when you start bringing in people, that's when you start getting the interest to build things … and it really works as well. Others suggested that the removal of litter and abandoned furniture from their estates would feel like an achievement, would look like people cared and were willing to make the effort, and that it would be a general boost to people's morale. This in turn might encourage them to get involved and take an interest in other activities on the estate. Frontline workers described community involvement as essential to the regeneration process and both LSPs acknowledged the difficulties they have encountered in involving local residents in the decision-making process. Part of this may be down to an unwillingness to commit to regular attendance at meetings, combined with a discomfort about their formality. The above discussions demonstrate that at least part of the problem also arises from frustration that even the little things are not being put right. This suggests that working directly with local people to find effective and locally accountable solutions to these local environmental concerns might help to encourage a wider cross-section of local residents to become more involved in, and engaged with, the wider neighbourhood renewal process in their areas. 5 What can be done? Using a technique called 'Six Thinking Hats' (see the Appendix), residents in the focus groups were asked to think laterally and creatively to suggest potential solutions to the local environmental concerns they had raised. The method is specifically designed to encourage 'blue-sky' or 'out-of-the-box' thinking and thus often results in identifying innovative ideas. Following the fieldwork exercises, a desktop mapping exercise was also undertaken by the researchers in an attempt to establish rights and responsibilities in relation to the issues that had been raised by residents. This was augmented by a seminar with policy officers from the key government departments and other environmental 'experts' to identify any new or emerging national and strategic policies in this area. The powers and duties of local councils A full list of the powers and duties of local councils in relation to each area of their service delivery responsibilities can be found on the National Association of Local Councils website. This also identifies the relevant statutory provision under which these are allocated and the relevant supporting policy documentation. This can be found at: www.nalc.gov.uk/ members/legal/ Access to environmental information Rights and responsibilities Under the Environmental Regulations Act 1992, the public has a right of access to the environmental information held by public authorities and certain other bodies. Requests for information can be refused only in certain limited circumstances and the basic presumption is that information will be released unless there are compelling and substantive reasons to withhold it. The DEFRA website provides more information on this issue: www.defra.gov.uk/environment/ pubaccess.htm. Public space legislation In December 2003, the Government set up a new website to support the work of organisations responsible for the management and maintenance of public spaces. This brings together all the relevant legislation and guidance, as well as offering examples of good practice. It covers topics such as allotments, litter, dog fouling and more general land-use issues and can be found at: www.idea.gov.uk/ knowledge/. The local environmental quality section of the DEFRA website also provides information on many of these topics: www.defra.gov.uk/environment/ localenv/index.htm. Ideas from local residents Residents said they get the majority of their information from the television or radio and most did not have access to, or know how to use, a computer. They did not generally read the newsletters posted through their door and would be more likely to read notices about what is happening in their area if they were posted in the local shop, the school, the doctor's surgery or the post office. Most would not feel happy attending formal meetings, but enjoyed the focus group and suggested that more consultations like this would help them to get involved in local activities. Addressing anti-social behaviour Rights and responsibilities The 2003 Anti-social Behaviour Act provides the local authorities and other local agencies, such as crime and disorder reduction partnerships, new powers and flexibilities to address antisocial behaviour without having to go to court. The main tools now available to local authorities are identified in the box below. Anti-social Behaviour Act 2003 The Act contains measures drawn up from across five government departments and builds on existing legislation to clarify, streamline and reinforce the powers that are available to local practitioners. The new powers include: * widening the use of fixed penalty notices – e.g. noise nuisance, truancy, graffiti – and applying them to 16 to 17 year olds * new action to close down 'crack houses' * powers to disperse groups in designated areas suffering persistent and serious anti-social behaviour * extending powers to deal with aggravated trespass * simplifying powers to deal with unauthorised encampments (provided alternative sites are available) * restricting the use of air weapons and replica guns; banning air cartridge weapons that are easily converted to firearms * new mechanisms for enforcing parental responsibility for children who behave in an anti-social way in school or in the community * a new offence to sell spray paints to under 16s and stronger powers for local authorities to tackle fly-tipping, graffiti and fly-posting * widening powers to shut down establishments that create noise nuisance * powers for local authorities to tackle graffiti on street furniture * powers to social landlords to take action against anti-social tenants including faster evictions and removing their right to buy their home * courts to consider the impact of antisocial behaviour on the wider community in all housing possession cases * improving the operation of Anti-social Behaviour Orders (ASBOs). (www.homeoffice.gov.uk/crime/ antisocialbehaviour/legislation/ asbact.html) Ideas from local residents In the focus groups, residents tended to place far greater emphasis on the need to provide young people with activities to reduce boredom and keep them from hanging around on the streets than any actions to punish them for antisocial behaviour. There was a general sentiment that, with the right incentives, young people could be encouraged away from anti-social behaviour towards activities that could also benefit both the community and themselves. This was seen as essential to the creation of a positive and productive community where adults and children could socialise together. Some of the ideas put forward at the LSP board meetings by the resident groups were: * play centres held in the local school buildings where young people could spend some of their free time in supervised activities * providing weekend and holiday activities * something for all weathers, a cinema or swimming baths, instead of the ubiquitous football pitch * a youth-run facility, with young people taking responsibility for providing their own leadership, with local adult volunteers helping out * using a disused railway for a 'scrambler' track * converting a closed local pub into a jungle gym. The importance of directly involving young people in the development of activities was identified as the key to success. Participants also noted that local people may be prevented from setting up such activities themselves because they lack the required qualifications to supervise them. There was general agreement in the groups that providing facilities for young people is not enough in itself and that youth training and other support mechanisms need to be in place to help young people to become more involved with their communities. Several people in the groups noted that it is not only young people who should be targeted and that adults also need advice and education in order to become more involved in regulating their children's behaviour. Rubbish collection, street cleaning and litter Rights and responsibilities The Environmental Protection Act 1990 is the main legislation in relation to waste collection and disposal, street cleaning and other issues of public cleanliness, such as dog fouling. Environmental Protection Act 1990 Section 45 and 46 – rubbish collection Section 45 of the Environmental Protection Act 1990 places a statutory duty on local authorities for the free collection of household waste. Section 46 of the Act sets out the requirements for the provision of waste-refuse containers. There is no specific legal requirement regarding the regularity of refuse collection or to state that it needs to be collected on the same day every week. www.hmso.gov.uk/acts/ acts1990 Part IV – litter Legislation regarding the responsibilities of local authorities in relation to litter and refuse is clearly set out under the Continued overleaf Environmental Protection Act 1990: Code of Practice on Litter and Refuse. Under the Act, local authorities have statutory responsibility to (so far as is practicable) clear litter and refuse from public places for which it is responsible, such as streets, parks, playgrounds, tourist beaches and pedestrianised areas. The Code of Practice on Litter and Refuse sets standards of cleanliness for public spaces throughout the UK and provides practical guidance to local authorities. www.defra.gov.uk/ environment/localenv/litter/code/pdf/ 1-12.pdf The Litter (Amendment) Act 2003 Under section 5B of the Litter (Amendment) Act 2003, local authorities are only required to provide and maintain litter bins, and make arrangement for them to be regularly emptied where it appears to them 'reasonably necessary to do so'. However, under section 5C of the Amendment, every local authority is required to designate one or more litter officers to ensure that it properly exercises its enforcement functions under section 2. www.gov.im/infocentre/acts/pdfs/ laa2003.pdf The Litter (Animal Droppings) Order 1991 of the Environmental Protection Act 1990 This places a duty on local authorities to keep public walks or pleasure grounds, gardens and other areas used for recreation clear of dog faeces (as far as is practicable). In addition, the Dogs (Fouling of Land) Act 1996 allows local authorities to designate any land in their area as a poopscoop area where dog owners must clean up after their pets. The penalty for failing to do this can be up to £1,000 and there is provision for a fixed-penalty scheme with a spot fine of up to £50. www.legislation.hmso.gov.uk/si/si1991/ Uksi_19910961_en_1.htm Ideas from local residents The groups put forward a number of additional suggestions for tackling litter and street cleanliness, including: * educating young children as part of the school curriculum not to drop litter * a poster design competition organised by the school, council, volunteer groups and parents * bins that provided incentives to encourage younger children not to drop litter, e.g. with a message/song/tokens/ swipe-card points when litter was dropped in * bins made out of non-combustible material/with locks on the top to prevent fires being started in them * making local businesses and shops more responsible for removal of litter and provision of recycling services * a free phone number for reporting syringes and other rubbish problems. Improving the physical fabric of the area Rights and responsibilities Fly-tipping The Environmental Protection Act 1990 states that the local authority must provide a service to collect other rubbish from homes, such as old sofas, fridges and waste for gardens but a charge may be made for this. In line with this, both of the case study local authorities provide a service for collecting large items of furniture, with a charge. Graffiti Section 43 of the Anti-social Behaviour Act gives local authorities and police civilians (e.g. neighbourhood wardens) a new power to issue fixed-penalty notices for minor graffiti and fly-posting offences (those that it would not be cost-effective to pursue through the courts). The offender can be given the opportunity to pay an onthe-spot £50 fine or to pay this within 14 days of the notice being served before court proceedings are brought against him/her. Ideas from local residents The main ideas from local residents for improving the physical fabric of their environment were in relation to removal of large items of rubbish, housing improvements, addressing safety and security concerns, and better local services and amenities. Removal of large items of rubbish In Wolverhampton, the local authority imposes a fixed charge of £10 for up to five items. In Tameside, the local authority will collect up to five items for a charge of £15. Residents reported that this charge is too expensive for people on low incomes and suggested that at least part of the problem could be solved if large items of rubbish left behind by previous tenants could be removed for free. It was pointed out that, for those without cars, there is no way to get large items removed for free, but that richer people with cars can get their rubbish disposed of for free at the local dump and that this is unfair. Housing Respondents felt that housing associations, private landlords and council housing should work more closely to ensure that they can house people with a range of different needs. It was suggested that several one-bedroomed flats could be combined to provide housing for families and that housing exchange schemes need to be put in place so that people can upgrade or downsize as required. Physical improvements to the housing stock, whether occupied or not, were seen as a high priority. It was felt that, once houses were modernised and looked 'a bit nicer, people would appreciate them a bit more and look after them better'. Several people thought that the council should check on prospective tenants by taking up a reference. One respondent in the Merridale group suggested that empty houses could be converted into drop-in centres, solving at the same time the problem of derelict housing and the lack of community facilities on the estate. Safety and security Several residents wanted to see more policing of their estates, putting special emphasis on the value of community policemen, caretakers, security guards and wardens to 'keep the riffraff out'. Park wardens were considered a real deterrent to would-be vandals. In general, technical interventions, such as CCTV cameras, were less popular because of concerns about their cost and fears that this might lead to increases in council tax charges. Local services and amenities Ideas about local services that could be restored to, or prevented from closing on, the estates were not forthcoming in any of the groups. This is because people feel that, even acting as a community, it is beyond their ability to affect such issues. Addressing environmental hazards Rights and responsibilities Pollution Control The Environmental Protection Act 1990 established a system of 'Integrated Pollution Control' to address local noise and other environmental nuisances, and to prevent and control pollution from industry. Between 2000 and 2007, this is gradually being replaced by a new regime to ensure that operators use the best techniques available to them to control pollution from their activities to land, air and water. The DEFRA website lists a series of legislative and guidance documents as well as identifying the various public bodies responsible for industrial pollution control: www.defra.gov.uk/environment/ppc/ index.htm. The Environment Agency is the primary body responsible for pollution control in England. The Agency has a corporate commitment to engage with LSPs on issues connected with the local environment and is currently developing national guidance for its area staff working on this. Further information about the work and responsibilities of the Agency can be found at: www.environmentagency.gov.uk. Odour and other nuisance from sewage treatment works A government review of the statutory control of odour and other nuisance from sewage treatment plants is currently under way. Information about the public consultation and other issues can be obtained by contacting: firstname.lastname@example.org Noise and nuisance A dedicated Noise and Nuisance team at DEFRA is responsible for developing and promoting initiatives to address noise and other statutory nuisances covered by the 1996 Noise Act, such as dust, smells, bonfires and rubbish burning. The DEFRA website provides information on each of the specific topics covered by the team: www.defra.gov.uk/noise/index.htm The Noise Act is currently undergoing review following public consultation. Specific queries about the outcome of the review and other aspects of noise nuisance can also be addressed to: email@example.com Ideas from local residents Local residents living in close proximity to hazardous activities expressed the opinion that their area would always remain an unattractive place to live unless these 'environmental bads' were addressed. It was recognised that such problems were largely out of the control of the local authority or any other local agencies and would require government intervention. Residents anticipated that this would not be forthcoming 'in their lifetime' and that they would just have to 'put up with the problem' or move away if they ever got the opportunity to do so. Building community spirit Rights and responsibilities In 1998, the UK signed the UNEC Convention on Access to Information, Public Participation in Decision-making and Access to Justice in Environmental Matters. This is commonly referred to as the Aarhus Convention. The EC also signed this Convention in its own right. The EC has produced a new law (EC Directive) to implement the Convention. The Directive will create a requirement to consult the public in the drawing up of plans or programmes on waste, hazardous waste, battery disposal, packaging, agricultural nitrate disposal, ambient air quality and waste landfill. DEFRA's Sustainable Development Unit is the lead policy section in the UK for the proposed Directive. The DEFRA website provides more information on this issue: www.defra.gov.uk/environment/ pubaccess.htm. How to Make Your Neighbourhood a Better Place to Live (ENCAMS, 2002) ENCAMS has produced a handy guide to help local communities wishing to get involved in improving their local environment. It is specifically designed to help people with little experience in this area decide what needs to be done and how to do it. It offers practical ideas about getting hold of information and professional help, skills training and funding support, and makes some useful suggestions about the type of projects local people might want to consider setting up. Section 3, detailing techniques, processes and skills needed to get things moving, is particularly useful, as is the list at the back of the book of contact details of organisations that can offer help. World Wildlife Fund (WWF) 'Local matters' website The WWF is well known for its wildlife protection campaigns, but has also been offering local authorities resources and support to engage with communities on environmental issues. It has set up a new dedicated website to help people working in or with local government on improving local environments and other health and sustainability issues. The website offers news, training and information and networking facilities. Further information can be found at www.wwf.org.uk/local matters, or by calling the WWF Local Sustainability Unit on: 01483 426409. Ideas from local residents Local area clean-up projects Residents were keen on bringing the local community together to tidy up the local neighbourhood and undertake other local environmental activities. They felt this could be a positive and achievable way to help build community spirit, as well as offering the potential for personal and community wealth creation. In particular, involving young people in local clean-up projects was seen as one way to encourage them to take more pride in their local areas. It was felt that this would then help to curb acts of vandalism. One group became particularly enthusiastic about the idea of forming 'a People's Union'. It was stressed that this should include people of all ages and could act as a management committee for the local regeneration of their area. Local enterprise from the environment The Merridale group discussed the possibility of creating the opportunity for community enterprise from their litter problems. It was felt that this would help to build both personal and local wealth in the area, as well as raising people's self-esteem. Some of the ideas they had included: * recycle broken glass into jewellery * can-collection schemes * making sculptures from scrap materials (including fridges) * recycle fridges as planters/garden ponds/rat-proof dry-feed stores for farms or to be turned into bins. A respondent in another group suggested setting up a local salvage yard, 'a tatty yard', for recycling unwanted items of furniture. Conclusions on rights and responsibilities The desktop review identified that information is available at the national level in relation to local environmental rights and the responsibilities of key service agencies in relation to these. The focus groups suggest that this information is not generally available to local people, as it would be difficult, if not impossible, for them to access it without a computer and internet skills, and it is not in a format that they would feel comfortable about interpreting. In numerous instances, the information that is available is anyway unclear on precisely what level of service can be expected in relation to the concerns that were raised. It can also be noted that the emphasis of the information that is available is on prosecution and litigation, whereas the suggestions from local people tended to focus on creating opportunities for participation and other prevention tactics. 6 Feedback from the case study LSPs Two mechanisms were used to obtain feedback on the research findings from the case study LSPs. incidents. An officer from the Wolverhampton LSP noted: 1 The key concerns of residents and their ideas for change were presented to the Environmental Sub-group of each of the case study LSPs to elicit their responses to the research. 2 A representative from each LSP was also contacted ten months later and asked to report on whether any new mechanisms or policy actions had been introduced following the research. A full list of the actions for each neighbourhood area are detailed in the tables at the end of this chapter. General observations At the feedback meetings with the two LSP boards, officer representatives reported that the concerns raised by residents in the focus groups are not new to them, but rather: Have opened a different window in the same room. They felt that it is not difficult to come to some sort of 'idealised shared vision' about what can be done to resolve the problems that had been identified. For them, what is far harder, and in many instances can appear to be virtually impossible, is to make the necessary step changes in policy delivery to bring about visible and sustained environmental improvements in these areas. Officers felt that at least part of the problem lies with a kind of long-standing inertia among the resident population, which means they don't report If there is a rubbish bag dumped in the western [more affluent] part of the city, then that is seen as almost a national crisis but in poor neighbourhoods it is seen as such a common occurrence that it does not rank on people's attention scale. The solution is, therefore, partly about raising people's aspirations for their own neighbourhoods. It was suggested that this could best be achieved through 'ownership of the public realm by everybody'. Both LSPs recognised that formal mechanisms, such as community contracts, need to be in place to ensure that service providers are far more accountable to communities for the services that they are responsible for delivering. One suggestion was that facilitated forums could be used to bring the providers of services together with local residents, so that they could be directly challenged on their delivery failures and the consequences of these on people's lives. This might serve to make the service providers feel more accountable. Building 'environment' into the delivery structures of the LSP Both authorities believe that they are able to respond to local environmental concerns in the context of their neighbourhood renewal strategies because the 'environment' has been, or is being, built into the key structures and delivery mechanisms guiding the LSP. Tameside already has a structure in place whereby environmental concerns, monitored via a set of Quality of Life indicators within the Community Strategy, are embedded within the Local Neighbourhood Renewal Strategy. The latter acts as the overarching floor target against which the authority measures its performance over time. Together, the two strategies provide the borough with a common framework for environmental performance management. Over the next 12 months, the authority is looking to review all the Tameside partnerships borough-wide. This may include setting up a separate Environmental Partnership, with three core elements: environmental sustainability, transport and the built environment. However, as these themes are common with those of the existing Economic Forum, the two may be combined. The main drivers for this have been from the 'bottom up' – talking to local people and responding to their needs through residents' meetings and the Neighbourhood Managers. Over the last six months, Wolverhampton City Council has seen a re-energising of its Green Group. The LSP is now leading on an Environmental/Green Group, as a result of this. The main membership of the group will be key local service delivery agencies plus some crossrepresentation from the other theme groups under the LSP, e.g. Neighbourhood Renewal. It is being seen as a local delivery group rather than a strategic or national body. This is reported to have arisen from the activities of the Neighbourhood Environmental Action Teams. Neighbourhood Managers were given the opportunity to influence council policy at the highest possible level, giving presentations to directors and senior politicians. One of the key areas they selected was street scene and environmental concerns, which had emerged as one of three key issues raised by residents. As a direct result of this, the council has 'bent the mainstream' and targeted an additional £1 million of funding in the current financial year, supported through funding from NRF and SRB 3, for streetscape and recycling. This has meant a fundamental change to delivery on recycling, waste and streetscape issues. Phase II of the LSRN raises key issues and challenges, for a range of different subject areas, in which environmental and streetscape issues are a core concern. The LSP has its audit inspection in May and, as a result of that, a number of issues that impact on the environmental theme are being brought together. New environmental delivery mechanisms A variety of new environmental delivery mechanisms have been put in place in each of the community areas by both LSPs over the last year to 18 months. The tables at the end of this chapter give a full list of action that is currently under way in each neighbourhood area pertinent to the environmental concerns raised by local residents in the focus groups. It can be seen from these that both LSPs are either already actively responding to the concerns raised or are at the planning stage of delivery, with projects planned over the next two to three years. Both LSP boards particularly recognise the problems of inadequate youth activities and the link with anti-social behaviour. Where the LSPs (e.g. the Young People's Centre in Haughton Green) have responded to this need, they have found new schemes to be so popular that there is now a need to review the resources available to accommodate this demand. Clearly, those issues that are least likely to be resolved in the short to mid term relate to the quality of housing stock where no funding is available to upgrade this, or where the council is still negotiating a transfer of stock to an RSL. It also appears to be more difficult for the LSPs to effect changes where the private sector is involved, e.g. in the case of taxis refusing to serve the Merridale estate in Wolverhampton and the closure of shops in Haughton Green, Tameside. Barriers to delivery on environmental improvements The lead council officer for the Tameside LSP identified that there are no real barriers to delivering environmental improvements in neighbourhood renewal areas because it is what is required by local people and, in the main, the money is there to pay for the necessary improvements. The big issue for Tameside is mainstreaming and rolling these activities out across other parts of the borough. He noted that in Tameside, as for most other ex-industrial communities, these problems are widespread and need to be addressed across the whole of the authority area. Mainstreaming needs to come 'from the top' in terms of government policy and direction. If providers were told they must demonstrate how they are delivering better and differently in deprived areas (rather than expecting local regeneration partnerships to try and bring about the change), this would help. The officer representing Wolverhampton LSP concurred with this assessment. She also noted that there may be some fundamental structural issues in relation to the environmental quality of neighbourhoods, for example severance by railway lines, pollution from road traffic and odours from the sewage plant, which mean, in reality, overall quality of life is not going to change much in some neighbourhoods. She recommended that the only real way forward in these instances is to remodel the whole area. Where Wolverhampton City Council has the public funding to do this, it is doing so. The key barrier in this respect is the huge level of finance needed and its limited supply. Information and communication Residents reported to the LSP boards that they find it extremely difficult, if not impossible, to find out precisely who is responsible for different areas of service delivery and what the rules and regulations on environmental health, protection against environmental hazardous substances and pollution, and environmental service delivery actually are. Both LSP boards concluded that more readily available information about people's environmental rights and the responsibilities of the appropriate delivery agencies is needed, but that is really an issue for national government. The problem of local information exchange and dissemination was recognised as an issue that they should be addressing, however. Both LSPs are clearly proud of the extensive and highly active community involvement structures they have already set up to 'get to the heart of the community' in these neighbourhoods. Nevertheless, the research had identified that virtually none of the residents participating in the focus group exercises was even aware of the existence of these. Of course, this was only a small minority of the people living in these neighbourhoods; but, it was clearly a shock and disappointment to both officers and resident representatives of the two boards. The officers from both LSPs firmly believe that the more local engagement and transfer of ownership and responsibility the LSP gives to local people, the more successful neighbourhood renewal programmes will be. Because local environmental issues are important to local people, and because it is often the most visual problem in a neighbourhood, it is vital that they are seen to be properly addressed by the LSP. Residents advised the LSP boards that they are daunted by the prospect of attending formal meetings and this means they are prevented from stating their views. It was suggested that 'a more flexible and fluid flow of information exchange is needed outside these formal structures'. Leaflets in local shops, GPs' surgeries and the local pub were identified as one useful approach. Exchanging information at informal community events was seen as another possible way forward. In the follow-up interviews, Wolverhampton advised that the LSP is currently in the process of developing a Phase 1 Area Arrangements Brief, which will review the existing plethora of local involvement structures authority-wide and recommend ways to streamline these without losing the benefits and breadth of coverage of the current arrangements. The LSP also wants to involve local people in the delivery of local environmental services through its Social Enterprise Networks, but is keen to avoid developing a plethora of local structures and arrangements that bear little resemblance to those offered by its mainstream delivery agencies. In theory, these agencies are already legally accountable to the local resident population but it is questionable how much people see of this in practice. The LSP is hopeful that, in future, local people can play a greater role in checking service quality. Tables of neighbourhood-level actions in relation to issues raised Tameside Table 1 Ashton Continued overleaf Table 1 Ashton - continued Table 2 Hattersley Table 2 Hattersley - continued Table 3 Haughton Green Continued overleaf Table 3 Haughton Green - continued Wolverhampton Table 4 Dovecotes Table 4 Dovecotes - continued Table 5 Merridale Table 5 Merridale - continued Table 5 Merridale - continued Table 5 Merridale - continued Table 6 Millfields 7 Recommendations The two case study LSPs were specifically selected to participate in this research project on the basis that they were already strongly committed to addressing local environmental concerns as an integral part of the neighbourhood renewal process in deprived areas. It was anticipated that they would be pioneers and innovators in this respect. A key aim of the research, therefore, has been to learn from their example in order to develop a set of key recommendations in order that the value of such an approach can be more widely recognised and adopted elsewhere. Building local environmental concerns into policy practice Clearly, a first step is to ensure that transparent and accountable structures and process are in place for building local environmental concerns into all the key LSP delivery structures. These are required in four key stages, as follows: 1 generating issues and ideas 2 transferring and translating these into policy 3 ensuring that policies are delivered and have a visible and sustainable impact on improved service provision 4 ensuring that service delivery is accountable to local people by monitoring outputs and outcomes, and resident satisfaction with decision-making processes and delivery outcomes. New environmental delivery mechanisms A variety of new environmental delivery mechanisms, which directly address the majority of the concerns raised by residents in the focus groups, have been put in place in each of the community areas by both LSPs. It is recommended that these and local environmental good practice initiatives by LSPs elsewhere should be collated by the SDU and NRU, and made available nationally to assist in the transfer of knowledge to other LSPs. LSPs' performance on local environmental issues should also become an additional key theme in the ODPM/DfT five-year evaluation in recognition of the importance of this issue to local communities. Both LSP boards particularly recognise the problems of inadequate youth activities and the link with anti-social behaviour. Where the LSPs (e.g. the Young People's Centre in Haughton Green) have responded to this need, they have found new schemes to be so popular that there is now a need to review the resources available by agencies to accommodate demand. It is recommended that greater statistical evidence is needed of the link between improved youth activities and facilities and reduced anti-social behaviour. If a robust positive relationship is identified, both national and local government need to review their arrangements for funding such activities in deprived areas and to identify the potential to enhance resources through joint funding across the various agencies that benefit from reduced anti-social behaviour. Local residents in all six neighbourhood areas were keen to create local capacity-building activities and community-enterprise schemes from local environmental clean-up and maintenance activities. Currently, the two case study LSPs appear to have overlooked the potential for this. It is unclear whether LSPs elsewhere have been successful in this area of activity, but some considerable experience of creating community-based local environmental enterprises has been gained through Local Agenda 21. This should be collated by the SDU and made available nationally to assist in the transfer of knowledge to LSPs. Addressing the gap between policy and action Both case LSPs have made a strong commitment to addressing local environmental concerns as part of the neighbourhood renewal at the macro-policy level. In practice, however, it takes some time to get things through the system. The research suggests that, currently, there is a 'gap' between policy intentions and the actual delivery of visible improvements on the ground. This is a common problem across all areas of neighbourhood renewal activity. The problem is exacerbated because people living in these areas feel that they have already waited long enough to have their concerns addressed and are frustrated by having to wait even longer. It was also clear that a number of the environmental concerns raised by residents were outside the area of influence of LSPs, e.g. calming major roads, reducing pollution from hazardous activities, addressing odours from sewage plants, etc. Even where national agencies and organisations have responsibilities in these areas, it is often difficult for LSPs to know how, and with who, to engage to bring about effective changes at the local level. It is recommended that more evidence of the incidence and severity of such 'environmental bads' in neighbourhood renewal areas, together with national guidance and a national policy action framework, are needed in relation to this issue. There are also numerous tensions between what people want to see happen and what LSPs are actually able to deliver. Tameside Council's attempts to transfer housing stock to a private RSL is a classic example of this. The residents do not want the transfer to go ahead because they believe it is against their long-term best interests. The council sees no other way to raise the finance to deliver the extensive housing refurbishment necessary to regenerate the estate. In the meantime, there is an impasse between a recognised need for action and the ability to move forward with this issue, as witnessed in relation to a number of the concerns raised by residents in Haughton Green and the LSP response. The research has shown that appropriate and timely information about what is planned, disseminated through a range of far-reaching formal and informal communication networks, is needed in order to overcome such problems. Dissemination and communication The problem here is two-fold. On the one hand, the research demonstrated that local people do not know what type and level of environmental clean-up service they are entitled to, or where to go to get information on local environmental issues. Second, even where neighbourhood management structures are in place and there is a strong commitment within the LSP to engage local people in the regeneration process, present lines of communication are inadequate for communicating planned actions and resolving conflicts between these and local people's expectations and aspirations. Better information on environmental rights and responsibilities Making environmental information publicly available and accessible is essential for achieving sustainable development. It also means that local people are able to participate more effectively in decision-making processes that affect their local environment. Openness also promotes greater public accountability in the agencies that are responsible for delivering on the local environmental issues. Although the new DEFRA information website is some help in this respect, a set of national guidance is clearly needed. This should set out the following. * What constitutes a local environmental problem, i.e. levels and limits, how these can be measured and recorded and what agencies might be called in to undertake these assessments. * Which agency is responsible for addressing these problem and their legal and statutory duties in this respect. * How to approach the relevant agencies, what evidence is required, how this can be presented and who might be called on to help prepare this evidence. * What further actions local people can take where the designated agency is not responding, their legal rights and what agencies might be brought in to help support them in promoting their case. * Legal courses of redress and how to pursue these. Better communication between LSPs and communities Local residents participating in the research made a strong plea that information about community events and council services needs to be distributed in places that local people visit on a regular basis, such as local shops, the post office, pubs, schools and GP surgeries. Generally, community newsletters are not seen as an effective means of communication and most people either simply do not want to attend, or are daunted by the prospect of attending, meetings. There is always a risk that the local people who are engaged via these mechanisms represent the 'usual suspects' and/or over-time become 'insiders' themselves and thus fail to represent the views of the wider communities. The formal structures that have been set up by the two LSPs specifically to engage and involve local people are eyed with suspicion by some non-participating local residents, who feel too intimidated to break into them and state their views. This suggests that ongoing, ad-hoc, informal community-liaison techniques need to be developed in order to encourage inclusion of the wider community in neighbourhood renewal areas. Involving residents of all ages in highly visible local environmental projects in their neighbourhood could be one way of achieving this. Bibliography Acheson, D. (1998) The Acheson Report; Independent Inquiry into Inequalities in Health London: The Stationery Office. Atkinson, D. (1994) The Common Sense of Community. London: Demos Balloch, S. and Taylor, M. (eds) (2001) Partnership Working – Policy and Practice. Bristol: The Policy Press Barton, P. (2001) 'Environmental exclusion and neighbourhood renewal', unpublished presentation to the Neighbourhood Renewal Unit Benn, M. (2001) 'New Labour and social exclusion', Political Quarterly, Vol. 71, No. 3, pp. 309–18 Blair, F. and Evans, B. (2004) Seeing the Bigger Picture: Delivering Local Sustainable Development. 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London: SEU SEU (2001) National Strategy for Neighbourhood Renewal. London: SEU SEU (2002) Making the Connections: Transport and Social Exclusion –Interim Report. www.socialexclusionunit.gov.uk Smith, M. and Beazley, M. (2000) 'Progressive regimes, partnerships and the involvement of local communities: a framework for evaluation', Public Administration, Vol. 78, No. 4, pp. 855–78 Southern, A. (2001) 'What matters is what works? The management of regeneration', Local Economy, Vol. 16, No. 4, pp. 264–71 Southern, R. (2002) 'Understanding multisectoral regeneration partnerships as a form of local governance', Local Government Studies, Vol. 28, No. 2, pp. 16–32 Stephens, C., Bullock, S. and Scott, A. (2001) Environmental Justice: Rights and Means to a Healthy Environment for All. Special Briefing Note 7. London: ESRC/Friends of the Earth/ London School of Hygiene and Tropical Medicine Stephens, S., Stephens, C., Landon, M., Pattendon, S., Wilkinson, P. and Fletcher, T. (1998) 'Examining the inequality and inequity of car ownership and the effects of pollution and health outcomes such as respiratory disease', Epidemiology, Vol. 9, No. 4, p. S29 Taylor, M. (1995) Unleashing the Potential: Bringing Residents to the Centre of Regeneration. York: Joseph Rowntree Foundation Tiesdell, S. and Allmendinger, P. (2001) 'Neighbourhood regeneration and New Labour's third way', Environment and Planning C: Government and Policy, Vol. 19, pp. 903–26 United Nations (1993) Agenda 21: Programme of Action for Sustainable Development: Rio Declaration on Environment and Development (the final text of agreements negotiated by governments at the United Nations Conference on Environment and Development [UNCED], 3–14 June 1992, Rio de Janeiro, Brazil). New York: United Nations Urban Forum (2003) Survey Monitoring Community Involvement in LSPs. http:// www.urbanforum.org.uk/lsp_pages/ lsp_home.html Walker, G., Fairburn, J. and Bickerstaff, K. (2000) Ethnicity and Risk: The Characteristics of Populations in Census Wards Containing Major Accident Hazard Sites in England and Wales. Occasional Paper 15. Stoke on Trent: Department of Geography, University of Staffordshire Weaver, M. (2003) 'Maze of initiatives "like spaghetti"', The Guardian, 14 January Wheal, C. (2001) 'Talking rubbish', The Guardian, 6 June Wilkinson, D. and Appelbee, E. (1999) Implementing Holistic Government: Joined-up Action on the Ground: Bristol: The Policy Press and Demos Appendix Methodology The case studies took place in three key stages as identified below. * Stage 1: discussion groups with local residents in each of the six selected neighbourhoods to identify environmental concerns and priorities at the neighbourhood level. Two representatives were elected from each group to go forward to the second-round groups. take a more strategic look at how LSPs could better access and represent local environmental concerns borough-wide. Two representatives were elected to go forward and present the findings of the focus group exercises to a meeting of the Environment Subgroup of the two LSP boards. * Stage 2: a further discussion group to identify common concerns and transfer ideas across the three neighbourhoods in each LSP area and/or consider potential conflicts or tensions between areas and to * Stage 3: report back of key research findings to a meeting of the Environment Sub-group of the two LSP boards and to receive their responses to this. The number and sequence of these groups in each area are described in Figure A1.1. Stage 1 For the first round of groups, approximately eight participants from different 'communities of interest' within each of the three neighbourhoods were recruited at key neighbourhood locations, e.g. parents at the local primary school, young people at a youth club, older people at the post office, young people outside the chip shop, etc. The aim was to have a cross-section of the local population in each group, so that a range of opinions could be represented. A key aim of the first round of discussions was to expose and discuss the differing needs, concerns, aspirations and priorities of different groups living in the same neighbourhood. 1 a neighbourhood puzzle exercise to help explore concepts of the environment 2 structured discussions on local issues and concerns 3 de Bono's (2000) 'Six Thinking Hats' method for creative thinking and problem solving. The neighbourhood puzzle Each group lasted for approximately two hours, the time being divided into three key stages: The first stage of the group involved a neighbourhood puzzle (adapted from a 'diversity puzzle' created by Anthony Psaila and used for training purposes). The puzzle was made up of ten key components as follows: environment, housing, safety, wealth, education, regeneration, amenities, transport, community and health. These are illustrated in Figure A1.2. Figure A1.2 The ten components of the neighbourhood puzzle Housing Transport Amenities Education Safety Health Wealth I am Regeneration Environment Community Each participant was asked to select one word at random and to come up with three 'ownership statements' about that word. For example, if the word was 'double-decker buses' they should use the phrase 'I am' before their descriptions of the bus to the rest of the group, e.g. 'I am able to carry lots of people, I am expensive for short-hop journeys', etc. The puzzle thereby allows people's differing perceptions to be explored – for one person the bus might be cheap, for another expensive – without the need for disagreements and tension. It also brings a comedy dimension into the game and acts as a good ice-breaking exercise. Table A1.1 gives the ten components of the puzzle, and lists three potential ownership statements and a series of keywords for each. Each keyword appears in only one category; however, links can and should be made, e.g. the subject of empty housing could appear under the 'housing' as well as 'regeneration' section of the puzzle; healthy living centres could appear under 'amenities' as well as 'health'. As the game progresses, this helps to demonstrate how interchangeable and interdependent different individual aspects of the neighbourhood are to each other. Structured discussion Once the attributes of each piece of the puzzle had been discussed, a more traditional structured discussion was used to investigate in more detail how different attributes of the local environment interact and impinge on everyday life in the local area and which are the areas of priority concern. The reason for using this technique, as well as helping as an 'ice-breaking' exercise, was to allow participants to explore their experiences, both positive and negative, in relation to themselves and their own personal perceptions. This helped to avoid disagreements between participants about different aspects of their neighbourhood. At the end of the exercise, the group were asked to identify whether they felt there were any elements missing from the puzzle. Each participant was also asked to draw a boundary on a local map to define what they perceived to be the extent of their 'local neighbourhood'. Edward de Bono's 'Six Thinking Hats' method In the final stage of the group discussion, de Bono's 'Six Thinking Hats' method was introduced (de Bono, 2000). By now, the participants were used to game playing and were enjoying the whole process, making it easier to explain the rules of the game and secure their active participation. A recognised benefit of discussion groups is that they allow interactions between a group of people. However, it is our experience that this can lead to tension and arguments between opposing parties and can be especially difficult where controversial topics are being discussed or where people with directly opposing views are in a group. The 'Six Thinking Hats' method was chosen by us because it was specifically designed to promote lateral thinking in problem solving without conflict. The method has been employed in some of the world's largest corporations, such as IBM, DuPont, Shell, Ericsson and Ford, and in schools and local communities worldwide, to specifically assist in conflict resolution and consensus building around differing needs and aspirations. Broad definitions for the six hats can be seen in Table A1.2. Table A1.1 Examples of ownership statements and keywords for the neighbourhood puzzle components Table A1.2 Definitions for de Bono's 'Six Thinking Hats' A relevant statement, question or area of concern is first devised, based on the priorities identified in the first two stages of the discussion, for example: All poor-quality houses in this neighbourhood should be demolished. The six hats are then used in a sequence, which is either predefined by the facilitator or is decided by the group, to address the question. When one colour hat is in play, everybody is wearing the same hat and must think from that perspective. When the hat changes, everybody changes and must think from the new perspective. Each hat is strictly time limited but can be revisited. The method recognises that most people come to a group with their own personal interests to the fore; this may prevent them seeing something from another point of view and can block creativity. Arguing with others in the group may allow them to put across this point of view and may sometimes allow a consensus to be reached, but it will tend to favour the most dominant and vociferous. A further advantage of using the 'Six Thinking Hats' is that, because it is a form of role playing, it allows people to think and say things that could not otherwise be said without risking egos. The method allows the 'personal' to be set aside and lets participants look creatively at the concerns and ideas of others, as well as having their own ideas assessed and evaluated in this way. Consensus may not always be reached but, when this happens, it is easier to identify where the main tensions lie and come to a group resolution on how these can be constructively taken forward and addressed. Stages 2 and 3 Stage 2 of the fieldwork involved reconvening two appointed representatives from each of the three first-round groups in each case study area for a further discussion group. These groups followed a similar structure to the first-round groups, using the neighbourhood puzzle and the 'Six Thinking Hats', but focused on the more strategic-level issues affecting the borough as a whole. The group explored the differences and similarities in concerns between the three neighbourhoods in each LSP area, and tried to reach a degree of consensus across neighbourhoods about priorities and appropriate actions. The aim was to arrive at some practical recommendations that could be put forward to the two LSP boards as potential ways forward in addressing the priority issues and concerns raised by the group discussions. The key outcomes from these second-round groups were then formally presented to the LSP by two appointed resident representatives acting on behalf of the whole group and with the support of the research team. 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Year 2: Relationships R8. to identify and respect the differences and similarities between people R9. to identify their special people (family, friends, carers), what makes them special and how special people should care for one another R10. to judge what kind of physical contact is acceptable, comfortable, unacceptable and uncomfortable and how to respond (including who to tell and how to tell them) R11. that people's bodies and feelings can be hurt (including what makes them feel comfortable and uncomfortable) R12. to recognise when people are being unkind either to them or others, how to respond, who to tell and what to say R13. to recognise different types of teasing and bullying, to understand that these are wrong and unacceptable R14. strategies to resist teasing or bullying, if they experience or witness it, whom to go to and how to get help Health and well-being H8. about the process of growing from young to old and how people's needs change H9. about growing and changing and new opportunities and responsibilities that increasing independence may bring H10. that household products, including medicines, can be harmful if not used properly H11. rules for and ways of keeping physically and emotionally safe including responsible ICT use and online safety, road safety, cycle safety and safety in the environment, rail, water and fire safety H12. about people who look after them, their family networks, who to go to if they are worried and how to attract their attention H13. to recognise that they share a responsibility for keeping themselves and others safe, when to say, 'yes', 'no', 'I'll ask' and 'I'll tell' including knowing that they do not need to keep secrets H14. what is meant by 'privacy'; their right to keep things 'private'; the importance of respecting others' privacy Living in the wider world L6. that money comes from different sources and can be used for different purposes, including the concepts of spending and saving L7. about the role money plays in their lives including how to keep it safe, choices about spending or saving money and what influences those choices L8. ways in which they are all unique; understand that there has never been and will never be another 'them' L9. ways in which we are the same as all other people; what we have in common with everyone else L10. about the 'special people' who work in their community and who are responsible for looking after them and protecting them; how people contact those special people when they need their help, including dialling 999 in an emergency.	<urn:uuid:bb80fe83-781f-4c69-badf-3441fa25ee13>	CC-MAIN-2021-17	https://www.glebe.hillingdon.sch.uk/attachments/download.asp?file=1702&type=pdf	2021-04-11T12:59:19+00:00	crawl-data/CC-MAIN-2021-17/segments/1618038062492.5/warc/CC-MAIN-20210411115126-20210411145126-00171.warc.gz	910,957,740	543	eng_Latn	eng_Latn	0.997604	eng_Latn	0.997648	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 1698, 2564 ]	[ 4.09375 ]	1	0
Identification of Giant Hogweed Giant hogweed is an introduced plant species in New Brunswick. Currently, there are very few confirmed locations where this plant is growing in the province. The majority are associated with a gardener who planted giant hogweed, which subsequently spread by unmanaged seed production. Giant hogweed is highly competitive due to its vigorous early-season growth, tolerance of full shade, and its ability to withstand flooding. Because of its large size and rapid growth, it can quickly dominate invaded areas and substantially reduce the amount of suitable habitat available for native plants and wildlife. In addition, this plant can cause potential human health issues. Giant hogweed sap contains toxins that, after exposure to sunlight, can cause significant dermatitis on sensitive individuals. Temporary blindness can also be caused by exposure of the eyes to the sap. Many plants within New Brunswick are similar in appearance to giant hogweed, most belonging to the Apiaceae or carrot family. Proper identification is essential to manage any plant species. Some of the most commonly occurring species with similar appearance are listed below, with information to aid in proper identification. Giant Hogweed Giant hogweed (Heracleum mantegazzianum, Berce du Caucase) is a member of the Apiaceae family. It typically grows very tall, from 1.5 to 5 metres in height. Its leaves are shiny and large, with very coarse and serrated leaf edges, like a jagged saw edge. The stems are very hairy, bristly and covered with purple spots or blotches. When mature, the plant produces flowers that form a large umbrella shape, up to 1.5 metres in diameter. These are made up of a large number of smaller umbrella-like clusters, each composed of over 50 stalked flower clusters. Giant hogweed is currently only found in a few localized areas in New Brunswick associated with a garden escape. Agriculture, Aquaculture and Fisheries Cow Parsnip Cow parsnip (Heracleum maximum, Berce laineuse) is another member of the Apiaceae family and is a native species in New Brunswick. It is typically shorter than giant hogweed, and is about 1-3 metres tall. The leaves of cow parsnip are typically smaller, longer stalked, less shiny and less toothed as compared to giant hogweed. The stems of cow parsnip are more wooly hairy and are usually more plain green. The flat-topped or umbrella shaped flowers are typically much smaller than giant hogweed (up to 1 m wide) and are made up of far fewer stalked flower clusters (typically 15-30). Cow parsnip is common in moist to wet soils in a wide variety of habitats throughout the province. Slight dermatitis can result from contact with this plant, but it typically causes much less severe symptoms than giant hogweed. Hogweed Hogweed (Heracleum sphondylium, Berce commun) is a much less common member of the Apiaceae family, but this introduced species it also found in New Brunswick. It is shorter than giant hogweed, usually about 1-2 metres tall (rarely over 3 metres), and this difference in height is often the easiest way to differentiate the two hogweed species. This character is more reliable when large patches provide a good indication of average height. The leaves of hogweed are typically smaller, less toothed and are more regularly divided (pinnate) as compared to giant hogweed. The stems are typically hairy. The flowers are typically much smaller than giant hogweed (rarely more than 20 cm wide) and are made up of far fewer stalked flower clusters (typically 15-45). Although hogweed is rare in New Brunswick, it can form dense colonies of plants when it becomes established in an area. Slight dermatitis can result from contact with this plant, but it typically causes much less severe symptoms than giant hogweed. Agriculture, Aquaculture and Fisheries Angelica Angelica (Angelica sylvestris, A. atropurpurea, A. lucida, Angélique) are similar members of the Apiaceae family. These plants are typically 1-2.5 metres tall with large, compound leaves made of smaller leaflets that are relatively finely toothed, often rounded or elliptical in outline. The stems are usually smooth and can be purplish in colour. The flower heads are round in appearance and much smaller than giant hogweed flower heads. Woodland angelica (A. sylvestris) is an introduced and invasive species more common throughout the Saint John River valley in wet, weedy habitats. Seacoast angelica (A. lucida) and purple Alexanders (A. atropurpurea) are native species which more commonly occur in coastal areas and in the northern interior, respectively. Angelica may cause slight dermatitis. Wild Parsnip Wild parsnip (Pastinaca sativa, Panais sauvage) is another member of the Apiaceae family. This plant is typically much shorter, only growing to 0.5 to 1.5 metres in height. The leaves are pinnately compound, with sharp teeth that can typically be misshapen. This plant is more branched than the other members of this family and has very distinctive yellow flowers. Wild parsnip is an introduced species and is common along roadsides throughout New Brunswick. The sap of this plant can cause a poison ivy-like reaction in sensitive individuals, most commonly noticed following whipper-snipping plants while not wearing proper protection. Valerian Valerian (Valeriana officinalis, Valériane officinale) is a member of a different plant family, the Valerianaceae. Valerian typically grows to a height of 1 to 2 metres. Its leaves are pinnately divided much like wild parsnip, but the individual leaf segments are much longer than parsnip. The mature flowers are much more clustered than the Apiaceae and can be white to purple in colour when mature. The seeds of valerian are similar to dandelion seed and seed can be the easiest way to correctly identify this plant. Valerian is a highly invasive species occurring most commonly through the southern region of New Brunswick. Conclusion Giant hogweed can present ecological and human health concerns, but luckily is not widespread in New Brunswick. There are many plants which are similar in appearance to giant hogweed, most of which do not cause the same level of concern. Proper identification of the plant in question is key to proper management of any weed issue. For more information on giant hogweed, please refer to the following websites of the Office of the Chief Medical Officer of Health, WeedInfo.ca or the IPM Image database. 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i Copyright © 2012 All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, without the prior written permission of the publisher. Disclaimer All the material contained in this book is provided for educational and informational purposes only. No responsibility can be taken for any results or outcomes resulting from the use of this material. While every attempt has been made to provide information that is both accurate and effective, the author does not assume any responsibility for the accuracy or use/misuse of this information. ii Table of Contents iii iv CHAPTER 1 – WHAT THE HECK IS GLUTEN FREE? If you've chosen to open this book and begin reading, you've taken the first step to a new slimmer and healthier you. So let's start at the beginning. What is a gluten free diet? A gluten free diet is a diet which contains foods that lack the protein gluten. This protein gluten is found in barley, malts, wheat and rye. In most cases it is as a thickening agent or as dextrin. This diet is the only diet that is proven medically to help in treating the Celiac disease commonly referred to as the wheat allergy. Eating of this diet helps in controlling the signs and symptoms of the disease. This diet presents the individual with very minimal levels of gluten other than complete absence. This is because the exact levels that cause the celiac disease are not defined but to be on the safe side one is required to stick to the diet. Just like any other diet that is aimed at checking medical conditions, this diet is not an easy one to get used to. This is because in the early stages of the diet plan, one may feel deprived by the restrictions involved. But an individual is required to get used to it and with time he or she will find how many more gluten free products are available to their disposal. Some of the gluten free foods include whole nuts, beans, fresh meat, poultry, fresh eggs, seeds, green leafy vegetables, fresh fruits and most dairy products. From these, one can see that although the diet might be challenging to stick to, there are verities of gluten free foods. During this diet it is very important to watch out for some other foods that contain gluten but can be ignored. A good number of grains and starchy foods also do not contain this protein. A good example of this includes arrowroot, millet, amaranth, flax, buckwheat, corn, rice, potato, soy and even sorghum. In our day to day life it is a daunting task to avoid wheat because of the other wheat products that come in varieties. But one suffering from the celiac disease has to avoid wheat and its products at all costs. Some of the products to avoid include Farina, spelt, Bulgur, Graham flour, Kamut, Durum flour and even Semolina. During this diet, one has to avoid other products that may be contaminated with wheat not unless they are labeled 'gluten free'. Some of these products can include beer, French fries, candies, pastas, some salad dressings, bread, gravies, crackers and cookies, self basting poultry, seasoned rice mixes, also seasoned snack foods and soup bases. Sticking to this diet helps the individual suffering from the celiac disease to fight the harsh signs and symptoms of the disease. Therefore it is important to constantly use gluten free foods throughout their life. Unfortunately this diet alone cannot cure or completely bring to an end the signs and symptoms of the disease therefore other medications can be prescribed by a doctor to aid in the curing process. So as we move deeper into this beginner's guide one will understand what a gluten free diet is in a bit more depth. Learn about the benefits, and also the remedy for the celiac disease. This diet is medically proven to reduce the adverse effects of the disease in the body as seen and discussed above CHAPTER 2- GLUTEN AND AUTISM It is important for every person to be health conscious and be more aware of the things that we do to our body especially to the food that we eat. It is important to know that the "good" foods presented to you are not always what they seem. Take gluten for example. Many people may not know the connection between gluten, autism and behavioural disorders like ADHD (Attention Deficit Hyperactivity), which can have negative effects on a person's personality like depression. You may be surprised to know that gluten also is present to most of the processed food that we eat. Gluten can be very dangerous to everybody's health when eating it is not controlled. Believe it or not it has also been proven to affect a person's behaviour especially to those people who are already suffering from a disease particularly Autism and other behavioural disorders like ADHD (Attention Deficit Hyperactivity). It has been known to be the source of neurological and psychiatric disorders for people who are sensitive to this protein. For people with autism, taking in gluten can cause undesirable effects on their behaviour. One major effect is that they suddenly become high which includes repetition in body movements as well as staring at particular parts of an object. In other words gluten acts like opium for their body. That's why studies have shown that patients with behaviour disorder show major improvements when on a gluten-free diet. Other diseases like bipolar disorders and schizophrenia which includes emotional breakdowns and delusions are also improved by excluding gluten from their diet. Gluten as mentioned earlier is present in almost every food that we eat. That being said, if you happen to be one of those people who are recommended by your doctor to be on a strict gluten-free diet, you might find it very difficult to follow. But you do not need to worry; nowadays various foods now come in a gluten-free variety. People who are intolerant with gluten need to follow a gluten-free diet to improve the health of the body and most especially the health of the mind. We are haunted by the common misconception that wheat products are good and healthy for our body like what the food industry tells the people. It is very important to know that our body has the tendency to accept and also reject the food that we eat; oftentimes for most people their body finds gluten as foreign. As a result this may cause the body to attack some of your tissues even the good ones. Gluten intolerance used to be rare among people, but with what's happening to our industry today, gluten sensitivity got spread among many people. You might not know that the reason behind a simple headache or a muscle pain is gluten and other wheat related food that you so enjoy eating every single day. CHAPTER 3 – IS A GLUTEN FREE LIFESTLYE FOR ME? Taking foods that are gluten free entails more than a change in diet. This is because one's lifestyle has to completely change, for instance, careful consideration of food has to be taken even when one is hungry but not act on impulse. The question that may run through your mind is: Is it worth adopting a gluten free lifestyle? Reasons why people take to this kind of lifestyle: There are three major reasons why people are opting to cut wheat and other gluten containing grains from their diet. These are: 1. Celiac disease - This is an inherited, autoimmune disease. Intake of more gluten leads to deteriorating the health of the patient as thier bodies are not able to digest this kind of protein. Grains containing this type of protein should therefore be eliminated from their diet. 2. Gluten intolerance - This is whereby the body produces allergic reactions and stomach cramps due to intake of wheat or cereals containing gluten. This condition forces one to eliminate gluten in his or her own diet. 3. Healthy living - People have come to realize the importance of living healthy. Our bodies should be taken care of through the diet we take since our bodies are not designed to intake all kinds of food. Proper diet leads to weight loss in a healthy way and also eliminating possibilities of suffering from diseases like migranes, fatigue and depression. Will your social life be affected? Many people are worried about their social lives and places at which they can take meals when they adopt the gluten free lifestyle. Acquiring a gluten free lifestyle does not restrict you from attending social places or eating at restaurants. One can attend parties and social functions and still be careful on the choice of food you take. You can contact your host in advance to inform him or her on your condition. There is a significant number of restaurants that offer special menus for gluten free foods. This is due to the increased number of people who are watching their diet. Therefore one does not have to make his or her own dish at home but can occasionaly eat out. Before we cover it in a bit more detail in the next chapter, here are some of the benefits of living a gluten free life: Getting rid of gluten in your diet and products that you use comes along with various and beneficial results. Some of these benefits are: i) Reduced or eliminated chances of acquiring certain diseases such as cancer and diabetes. ii) Weight loss - This type of diet does not contribute to gaining weight but can lead to weight loss. iii) The diet helps people suffering from autism spectrum disorder - This is scientifically proven that eliminating gluten from diet of people with autism greatly improves their health. iv) Eliminates the chance of experiencing stomach pains for those who do not tolerate gluten intake. v) It makes one conscious of the food him or her intakes and therefore gains a vast knowledge on nutrition. A person therefore tends to take food of higher energy. Adopting a gluten free lifestyle is the best decision one can ever make. It shows that you care about your health as you will be taking healthy diets for each meal. CHAPTER 4: BENEFITS OF A GLUTEN FREE DIET As we have covered, Gluten is considered as one of the primary sources of nutritionally protein. However, there are some people who are suffering from certain health conditions that cannot stand the presence of gluten. Upon consumption, these individuals display symptoms of gluten intolerance and in this case, a gluten-free diet can be extremely beneficial. Gluten Free Diet Benefits A gluten-free diet is normally prescribed to treat various health conditions along with certain medications. Considering this, most people opt for this diet for medical reasons. Some of the benefits of this diet include the following: - Celiac Disease: As we have just covered this is a hereditary health autoimmune disorder that results to injuries on the linings of the small intestines after the consumption of gluten. Following a diet that is free of gluten is important for individuals suffering from this condition in order to heal the injuries and strengthen the small intestinal lining. - Gluten Intolerance: gluten intolerance is gluten allergy. Individuals suffering from such condition are incapable of tolerating gluten consumption and a gluten-free diet is normally recommended as treatment for the condition. - Dermatitis Herpetiformis: this is a chronic skin condition caused by the formation of blisters filled with fluid. Burning sensation and severe itching are the most common symptoms of the condition and the most effective treatment for it is gluten abstinence. - Migraine: most individuals suffering from migraine reported that their condition worsen when consuming foods containing gluten. It was also found that migraine patients also have celiac disease and these can be dealt with by simply following a gluten-free diet. - Autism: based on research, one of the risk factors of autism is the excessive amount of gluten in the body. Due to this, experts believe that children with autism should not be given foods containing gluten in order to reduce the complications of the condition. - Improved Digestion: according to experts, approximately 8 percent of the entire population experience stomach upset and other digestive problems when consuming gluten foods. Consuming gluten-free foods can help provide a safe diet for people with celiac disease and this can ease the symptoms of digestive problems, such as mild discomfort due to the consumption of gluten. - Weight Loss: a gluten-free diet is helpful in preventing water retention and bloating, thus resulting to weight loss. Following a gluten-free diet means you have to eliminate foods that are rich in calorie, such as cookies, pizza, cakes and wheat bread. However, take note that there are certain foods that do not contain gluten but are not recommended for diet, as it contains high amount of calories like butter and bacon. That is why you have to be very careful when purchasing gluten-free foods and do not forget to read the labels on every product to ensure that it can actually help you lose weight. However, you should know that although a gluten-free diet is beneficial, you might have a hard time following such a diet. This is due to the fact that the base for most filling products is cereals and grains. If you are serious about following a gluten-free diet, it would be best to make sure that you examine the labels of the food products that you will be opting for and make sure that they are not processed or packed with gluten contents. You can also seek your doctor's advice regarding the gluten-free diet plan and all the other foods that you can include into it in order to reap its health benefits. CHAPTER 5: BEST FOODS FOR LIVING GLUTEN FREE In this chapter we will endeavour to provide you with a variety and wholesome list of the best foods for living gluten free. Although it is sometimes difficult to ascertain which foods would be best if you are aware of the foods that can be included in the diet, it makes it a whole lot easier Grains & Flours - Arrowroot, amaranth, almond flour, brown rice, cassava, buckwheat, tef, bean flour, brown rice flour, chickpea flour, yucca, corn flour, cornmeal, cottonseed, tapioca flour, soy flour, rice and rice flour, pulses, sago, job's tears, flaxseed, Milo, quinoa, potato flour, millet and pea flour Vegetables - Brussels sprouts, garlic, broccoli, cabbage, cauliflower, peas, lettuce, peppers, mushrooms, spinach, potato, sweet potatoes, pumpkin, radish, turnips, avocado, carrots, watercress, squash, artichokes, beans, asparagus, beets, onions, celery, okra, corn, parsley, eggplant and cucumber Fruits - Mandarin, limes, oranges, mangoes, carobs, acai berries, cantaloupe, cherry, grapes, cranberries, kumquat, dates, kiwifruits, figs, quince, apples, strawberries, raspberries, tamarind, watermelon, apricot, tangerines, blueberries, lemons, bananas, papaya, persimmons, passion fruit, peach, pear, plums and pineapple Poultry and Meat - Turkey, rabbit, quail, eggs, lamb, chicken, veal, goat, venison, duck, beef, buffalo, goose and pork Dairy Foodstuffs - plain yogurt, milk, butter is also gluten-free but make sure that you check on the gluten additives on the package, various types of cheese are gluten-free except for blue cheese Food Additives - Gelatin, honey, algin, yeast, pectinase, soy lecithin, apple cider vinegar, guar gum, rosin, saffron, annatto, sucrose, xantham gum, karaya gum, maltodextrin, pectin, galactose, vanillin, lactose, acacia gum, tagatose, tragacanth gum, maltol, isinglass, lecithin, tara gum, ester gum, corn sweetener and white rice vinegar Nutritional Supplements - Lipase, spirulina, papain, whey protein isolate, casein, hydrolyzed soy protein, hydrolyzed caseinate, casein, whey, pure vitamins, whey protein concentrate and soy protein isolate Celiac disease is considered as a very common condition and a serious intestinal problem. Early diagnosis of the problem was difficult before but now a simple blood test can be done in order to detect the condition. If someone in your family is suffering from the condition, visiting your physician for a checkup is necessary in order to conduct proper diagnosis. More importantly, follow a diet that contains the foods mentioned above in order to prevent the condition from worsening and to maintain a healthier body. You can also check the internet for various gluten-free recipes that you can opt for using the ingredients listed above, as part of your gluten-free diet CHAPTER 6: TIPS ON KEEPING TO A GLUTEN FREE DIET Allowed: Grains/Flours Rice, corn (maize), soy, potato, tapioca, beans, garfava, sorghum, quinoa, millet, buckwheat, arrowroot, amaranth, teff, Montina®, flax, and nut flours Oats Research indicates that pure, uncontaminated oats consumed in moderation (up to 1/2 cup dry oats daily) are tolerated by most celiacs. Gluten-free oats are currently available in the United States. Consult your physician or dietician before including oats in your diet and for regular monitoring. Distilled alcoholic beverages and vinegars are gluten-free. Distilled products do not contain any harmful gluten peptides. Research indicates that the gluten peptide is too large to carry over in the distillation process. This process leaves the resultant liquid gluten-free. Wines and hard liquor/distilled beverages are gluten-free. Beers, ales, lagers and malt vinegars that are made from gluten-containing grains are not distilled and therefore, are not gluten-free. Gluten-free beers are available in the United States. NOT ALLOWED IN ANY FORM: Wheat (einkorn, durum, faro, graham, kamut, semolina, spelt), rye, barley and triticale Frequently overlooked foods that may contain gluten and need to be verified: * Brown rice syrup * Breading & coating mixes * Croutons * Energy Bars * Flour or cereal products * Imitation bacon * Imitation seafood * Marinades * Panko (Japanese bread crumbs) * Pastas * Processed luncheon meats * Sauces, gravies * Self-basting poultry * Soy sauce or soy sauce solids * Soup bases * Stuffings, dressing * Thickeners (Roux) * Communion wafers * Herbal supplements * Drugs & over-the-counter medications * Nutritional supplements * Vitamins & mineral supplements If In Doubt Go Without! When unable to verify ingredients or the ingredient list is unavailable - DO NOT EAT IT. Regardless of the amount eaten, it is not worth triggering your immune system and the damage to the small intestine that occurs every time gluten is consumed, whether symptoms are present or not. A person with celiac disease may have additional food sensitivity not related to gluten. Many other products that you eat or that could come in contact with your mouth may contain gluten. These include: - Food additives, such as malt flavoring, modified food starch, and others - Lipstick and lip balms - Medicines and vitamins that use gluten as a binding agent - Postage stamps - And Toothpaste Whatever your reason for following a gluten-free diet, here are some tips that can help whether you are at home, at the store, or eating out: At home: Eat plenty of "plain" or unbreaded meat, fish, and poultry, as well as rice, fruits, and vegetables. These foods do not contain gluten. Consider using gluten-free versions of foods such as breads and pastas. You can find them at your local bakery or grocery store. Check out gluten-free cookbooks. They can give you great ideas for adjusting recipes. At the store: Read the label before you purchase any food product. Some foods that might appear acceptable may contain gluten. A registered dietician can be a great resource for helping you learn how to read ingredient lists and can make suggestions about gluten-free alternatives. If you still cannot tell by reading the label if a food contains gluten, check with the product's maker. Some medicines contain gluten. Ask the pharmacist about whether or not the medicines you take contain wheat. When dining out: Call the restaurant ahead of time and ask if it serves gluten-free foods. Even if you call ahead, be sure to ask your server about whether the foods you order contain or are prepared with gluten. Once you find a restaurant that meets your needs, stick with it. You'll become more familiar with the menu, and the wait staff can become more familiar with your dietary needs. Keep in mind that following a gluten-free diet can seem overwhelming at first. You may have trouble figuring out what you can eat, what you need to avoid, and how to fit gluten-free foods into your diet. However, over time and with some patience and creativity, you will find that there are many foods that you can still enjoy. CHAPTER 7: SHOPPING TIPS FOR LIVING GLUTEN FREE Finding out that one has Celiac disease does not have to be a limiting factor in one's life. All it takes is proper research and care in order to be able to shop for food and drinks that do not contain gluten and are safe for consumption. Here are some shopping tips for living Gluten free: 1. Take the time to research as much as you can regardixng Gluten rich foods - it would be best if you will have time to make informed decisions because this will directly affect your health. You need to take the time to know the foods that are rich in Gluten that you may avoid then. When shopping for food make sure that you will have ample time and that you are not rushing. In this way you would be able to read the labels. You need to set a time for shopping and go during off peak times so that it would be less stressful. 2. Create a list of brands that do not contain gluten and stick with it- you can research online regarding the foods that contain gluten. Not every product would be providing gluten-free labeling but it does not mean that they contain gluten which is why it would give you advantage to reach through the websites of this companies and research. If you are not sure of the product then it would be best to create a list of the phone number of the company and verify the ingredient. There is no need to worry because in an average supermarket you would be able to choose at least 2,000 products that are gluten free. You do not have to see Celiac disease as something that is restrictive you just have to be creative in finding out foods that can apply to your diet. 3. Spend more time in the produce section- it would be best if you can focus your energy on organic vegetables. Vegetables and fruits are packed with nutrients including fiber and folic acid and best of all they do not contain gluten. 4. Focus on getting items that did not go any processingfoods like dairy and eggs are naturally gluten free. But be careful in taking items that contain processed cheese, spreads as well as yogurt of those that contain labels like " enhanced milk" or those that contain thickeners or flavored egg substitutes. 5. Buy meats, poultry and fish- but before purchasing make sure that they do not contain any gluten-containing broths and flavoring. Avoid any imitation of crabmeat called the sirimi and avoid purchasing any marinated items. 6.Choose gluten free-grains- focus on getting gluten-free flours beans, pastas, quinoa, millet as well as teff. If you buy them in canned varieties make sure that they do not contain sauce. If in case you plan to dine out you can research for restaurants that offer gluten free menus. There is a list of celiac friendly restaurants online. The menus are already posted online and you can even learn some tips on how these meals are created. CHAPTER 8 – AN EVERYDAY MEAL PLAN FOR LIVING "G" FREE To plan a meal, be it one meal or a series of meals that are gluten free, it is best to know what gluten is. Gluten is found in certain grains which people commonly eat, such as rye, wheat and barley. Manufacturers add gluten to foods low in protein and to sources and dressings to thicken them. The only option available to people who suffer from celiac and other gluten intolerances is to eat a gluten-free diet. What exactly does a gluten-free diet consist of? This article will attempt to create a typical menu for a gluten-free day. Gluten Free Foods At the heart of a typical menu for gluten free day will be foods that are naturally gluten-free. These will typically be grains such as buckwheat, brown rice and others such as quinoa and amaranth. It is important that the list of foods include protein rich foods. Good gluten-free sources of protein include most nuts, meat milk, eggs, tofu and cheese. As always, vegetables and fruits must be part of any balanced diet. Corn and its products also are helpful if they are gluten-free. Food for the Day When planning a typical menu for a gluten free day, the best approach is to take the day as a whole. This makes it possible to include the needed daily intake of all the food groups (carbohydrates, fiber, proteins, and fats) and the essential vitamins, minerals, which the body needs. It also makes it possible to include the necessary amounts of sugar and fat that the body requires. The more balanced each of the meals is the healthier the overall daily nutrition will be. Breakfast Recent research has proved that a person's overall health when they start the day with a balanced breakfast. To make the most out of the available foods under a glutenfree diet, the idea of what foods people eat for breakfast, needs to change. For those who eat meat, sausages made from low-fat chicken, with some sautéed zucchini garnished with lemon juice would get the day off to a good start. For the vegetarians, a nice soup, preferably squash with some quinoa or other vegetable soup along with an egg and a slice of brown bread (toasted) would be just the right way to start the day. Lunch After the breakfast of chicken or egg and toast, the person has already consumed a healthy portion of protein. At lunch a robust salad with some low-fat cheese and some chicken preferably lean chicken for the health benefits. A small quantity of nuts or some avocado (a quarter should do) will add healthy fats. Dress the nuts and avocado with a mixture of raw apple cider vinegar a few herbs and half a teaspoon full of olive oil. Vegetarians who had the squash for breakfast would need a higher quantity of protein. For this 4 or 5 ounces chicken or a full portion of organic tofu is fine. Dinner For those who can get home in time, dinner provides the best time to experiment with the different recipes. Grilled fish (Salmon is a good choice) with lemon juice. Add salt and pepper to taste. Add a grilled vegetable skewer with some steamed gluten-free rice. These make for a nice way to end the day. There it is a typical menu for a gluten-free day. With a little planning, the meals are both delicious and glutenfree. CHAPTER 9 – GO HEALTHY AND LOSE WEIGHT BY SKIPPING GLUTEN If you are a person who has unsuccessfully tried every single type of diet, ever invented, and failed miserably, you could read about the gluten free diet, which has been taking the world of weight loss by storm. This diet will allow you to eat everything that is wholesome, healthy and completely free of gluten. This kind of a diet was initially recommended for patients with an allergy towards gluten. When its weight loss benefits were discovered, the diet soon achieved a space in the weight loss category too. What are the symptoms of a gluten allergy? If you are planning to shift into a gluten free diet because you suspect that you have an allergy, then check the following symptoms before coming to your conclusion. The most common symptoms of a gluten allergy are gas formation bloating that gives you an uncomfortable feeling, an incessant feeling of tiredness and unexplainable weakness. Though an allergy is one of the main reasons why people turn to a gluten free diet, some also choose it for its obvious health benefits. "A gluten free diet is the best choice for losing weight along with improving your overall health". What can you eat when on a healthy gluten free diet? When on a gluten free diet, you should stick to wholesome, completely natural, unprocessed food items. This means that you will have to cut out most refined flours, especially the ones used in baked products. Here is a list of the gluten free and wholesome grains that you can add to your diet. These will not add any extra calories but will make your diet more beneficial by including the ample amount of nutrients into it. Brown rice, Quinoa Wild rice, Amaranth, Millet, Teff, Corn and Buckwheat Oats Choose your food items with care when on a gluten free diet Gluten free food items are expensive. Another factor that makes most of the people opt out of a gluten free diet is the addition of other materials into the gluten free food items. These additives can actually increase the amount of calories in the diet, making it more harmful than healthy. This is especially true if you are on a gluten free diet for weight loss purposes. The additives would completely destroy the purpose of being on this diet. How can I be sure that the food is actually a healthy choice? There are many certification programs that test the various products of the companies to ensure that they are gluten free and healthy. Gluten Intolerance Group, National Foundation for Celiac Awareness, Celiac Sprue Association, Canadian Celiac Association. What are the products that we should stay away from? When on a gluten free diet, try and stay away from bakery products, as they have to rely mostly on refined flours. There are many companies who add extra additives to make up for the absence of gluten products. These additives increase the calorie count and end up making the food items less healthy. You should opt for those manufacturers who use high fiber flours that are also more nutritious. These flours are usually made of beans, almonds, brown rice, amaranth, sorghum and quinoa. Generally gluten free products are low on fiber, iron, vitamin D and B and calcium. The addition of the above mentioned healthy flours can make up for this nutritional deficiency. CHAPTER 10: HOW CELEBRITIES ARE LOSING WEIGHT WITH A GLUTEN FREE DIET Deciding to live a gluten free life can be a difficult decision to make. Yet as more and more people are becoming aware of the benefits, the choice seems to be becoming an easier one. This protein that makes our bakery goods oh so light and doughy has garnered the attention of many famous starlets. The numbers of celebrities losing weight with the gluten free diet is continuing to rise. This helps give the rest of us the boost of confidence that we may have been waiting for to start our journey. Stars such as Oprah Winfrey, Miley Cyrus and Elisabeth Hasselbeck have all made the life style change towards living gluten free. Oprah Winfrey As one of the most influential women in the world, Oprah Winfrey has long struggled with her weight. She has documented this struggle through her television show, magazine and books. During a summer time cleanse, Oprah decided to be vegan and gluten free. She chronicled her journey and admitted that it was a lot easier than she thought it was going to be. Oprah has claimed that eliminating all gluten from her diet has helped her to experience weight loss and shrink her tummy. She also claimed that the elimination of baked goods and other wheat products also helped increase her energy level. Miley Cyrus This pop star and Disney icon has made headline news lately for her apparent weight loss and well toned body. Miley took to Twitter to let her followers know that she has decided upon a gluten free diet, cutting out dairy and having a consistent exercise regimen. The combined efforts are that she has lost a significant amount of weight in a short amount of time. There has been controversy however surrounding the young woman's weight loss and warnings have been sent out from various dieticians that warn of people not doing their research before cutting out all gluten. It is important that dieters choose naturally gluten free foods instead of opting for highly processed gluten free foods that can actually cause an increase in weight gain. Miley claims to research restaurants before she goes out and to carrying a list of gluten free items that can be purchased from the store. Elisabeth Hasselbeck This celebrity is probably most known as one of the very show Survivor that she discovered her allergy to gluten. outspoken hosts of the View. Yet it was on the reality Once the show was over she was diagnosed with celiac disease, an autoimmune reaction to gluten. This revelation required her to change her diet and lifestyle. She claims that being gluten free has improved her overall health by controlling her weight and negative reactions to all things gluten. In addition, Mrs. Hasselbeck has written a book, "The G Free Diet," that claims to take all of the guesswork out of living gluten free. The many celebrities losing weight with the gluten free diet seems to be growing by the day. As more and more stars are making claims of losing weight, it is always best to do your own research to decide if this is the right diet for you. The jury is still out for some on whether a gluten free diet is going to shed the pounds, but one thing is certain - there are many people famous or not that are reaping the benefits of a gluten free life. CONCLUSION: TIPS TO BEGIN LIVING "G" FREE TODAY You have probably heard about gluten free diet and you might be thinking that this is another passing diet fad. But in reality, living gluten free is more than just one of those diet trends that quickly emerge. Before going any further, let us have some of the basics about gluten. What is Gluten? Gluten is a type of protein which can be found in cereal grains like wheat, barley, rye and oats. It is the substance which is responsible for the dough's elastic texture as well as keeping sauces and soups thick in texture. Why Excessive Gluten Intake May Be Bad Since this protein composite, gluten, is quite sticky and has a glue-like nature, it can cause damage in the digestive system by inhibiting the body from taking in the vitamins and nutrients in the food we eat. The gluten attaches itself to the villi in the wall of the digestive tract thus making it difficult for the digestive system to do its job. As a result, your body may start to bloat and then you further weight gain may also be experienced. Some Benefits of Living Gluten Free Today Reduced Weight. Being gluten free has many benefits one of which is, reduced body weight. It can also decrease or totally diminished bloated bellies. Provide Lasting Energy. Unlike foods with gluten, eating gluten free meals can provide you with lasting energy to help you go through the day. Meals with gluten actually slow us down rather than give us the energy we require. How to Start Living Gluten Free Today Carefully plan and research on the meals you eat. It is best to carefully assess all the foods you eat to separate the gluten rich from the gluten free foods. You should go with meals which include vegetables, meat and poultry, fish and fruits as well as dairy and eggs in limited quantities. There are also some other source of protein which are gluten free like tofu, beans and legumes and protein powders. Grains can still be taken but look for gluten free grain products and limit intake per day. Rice is a gluten free grain that you can also eat with meals. There are some foods with gluten which we are hardly aware of. Avoid them. It is true. There are foods which actually have gluten in them; however, we are not aware of them. Some examples of the foods with hidden gluten in them are beer, croutons, soy sauce, and some dressings as well as marinades. You should always be keen in checking labels or researching about all the food you take. Drink and party responsibly. No, this is not an advice for safe driving but actually for your gluten free living. As mentioned before beers are included on the list of foods with gluten so you must avoid beer at all cost. You can just go some wine or hard liquor if you need to drink. Drink moderately. Once you have fully researched about the right food to include in your diet, build your daily meals. There are still a lot of foods which are gluten free which means that going on a gluten free diet will not bring you to starvation or force you to eat foods which you do not like. You will just start to eat healthier and stay gluten free and then reap its wonderful benefits. Start planning for the food you eat and start eating gluten free meals as early as possible. It is not really that hard to start living a gluten free life. You will just need to be aware which the gluten rich foods are so you can avoid them completely and start building your gluten free meals. 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Communication Checklist Some simple Guidelines… If you suspect your preschool child may have a communicating problem, take a few minutes to complete the following checklist. By 3 months, does your child: Yes No - Turn to where the sound is coming from? - Startle at a sudden sound? - Make sounds ("oo", "ahh", etc.)? - Smile in response to you? - Look at you with interest when you speak? By 6 months, does your child: Yes No - Make several different sounds? - Make sounds and smile in response to your expressions and sounds? - Try to get your attention by looking at your face or making sounds? By 9 months, does your child: Yes No - Respond to his/her name? - Reach out to be picked up? - Make speech-like sounds ("baba", "gaga", etc.)? - Turn to look where spoken words are coming from? - Babble musically when playing alone? - Enjoy being played with, taking turns making sounds back and forth? - Understands "no"? By 12 months, does your child: Yes No - Imitate or use gestures like waving bye-bye? - Use a finger to point things out to you? - Make his/her needs known by a combination of sounds and actions? 1 This information as adapted by staff of RFECY from information found on Durham Preschool Speech and Language Program website http://grandviewkids.ca/programs/speech-languagepathology This documentation is provided for information purposes only and does not imply that Resources for Exceptional Children and Youth – Durham Region recommends, condones or supports the implementation of this information. - Bring toy to you to show you or play with? - Understand simple phrases like "come here" and "don't touch"? - Enjoy games like peek-a-boo or pat-a-cake and sometimes initiate these games? By 15 months, does your child: Yes No - Repeat phrases you've used? - Usually look at you when communicating? - Seem to be talking in sentences but not using "real words"? - Understands simple questions and commands, like "go get a diaper" or "where's the ball"? - Say one or two words? By 18 months, does your child: Yes No - Use the word "no"? - Point, look at you and then at the thing he/she is talking about? - Have a vocabulary of 10 words or more? - Understand and use the names of familiar objects such as "ball", "bed", "and car", "light"? - Sometimes answer the question "what's this"? - Use toys for pretend play? - Take turns when playing with a partner? By 2 years, does your child: Yes No - Point to some body parts? - Use two word combinations like "me go" or "more cookie"? - Use descriptive words like "hungry", "big", "hot"? - Ask questions like "what dat"? - Enjoy listening to simple stories? 2 This information as adapted by staff of RFECY from information found on Durham Preschool Speech and Language Program website http://grandviewkids.ca/programs/speech-languagepathology This documentation is provided for information purposes only and does not imply that Resources for Exceptional Children and Youth – Durham Region recommends, condones or supports the implementation of this information. By 3 years, does your child? Yes No - Participate in short conversations? - Follow two-part directions like "go to the kitchen and get your cup"? - Use sentences of three words or more? - Ask "why" questions? - Talk about something that happened in the past? - Do people outside your family circle understand half of what your child says? By 4 years, does your child? Yes No - Tell a story that is easy to follow? - Talk in whole sentences using adult like grammar? - Ask many questions? - Use "I, me, you, he or she" properly? - Answer "who, how, how many" questions? - Start a conversation and continue it, staying on the same topic? - Do people outside your family circle understand more than threequarters of what your child says? - Use language to create pretend situations when playing with others? By 5 years, does your child: Yes No - Answer "when" and "why" questions? - Explain how an object can be used? - Talk about past, future, and imaginary events? - Do people outside your family circle understand most of what your child says? - Participate in long detailed conversations? 3 This information as adapted by staff of RFECY from information found on Durham Preschool Speech and Language Program website http://grandviewkids.ca/programs/speech-languagepathology This documentation is provided for information purposes only and does not imply that Resources for Exceptional Children and Youth – Durham Region recommends, condones or supports the implementation of this information.	<urn:uuid:3e33b752-196f-4c4e-87ca-59de0d2fd1b7>	CC-MAIN-2021-17	https://www.rfecydurham.com/resourceportal/images/DEVELOP/COMMUNICATIONCHECKLIST1.pdf	2021-04-11T12:06:47+00:00	crawl-data/CC-MAIN-2021-17/segments/1618038062492.5/warc/CC-MAIN-20210411115126-20210411145126-00168.warc.gz	1,103,999,933	1,022	eng_Latn	eng_Latn	0.997947	eng_Latn	0.998091	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1529, 3043, 4545 ]	[ 4 ]	2	0
NORFOLK CHILDREN'S SERVICES Mousehold Infant & Nursery School Title of Policy: Single Equality Subject Leader/Contact Person: Ian Tolson This policy has been developed, reviewed & adopted as follows: Signed ………………………… (Headteacher) Signed ………………………….(Governor) 1 Foreword "This Single Equality Scheme brings together the school's approach for promoting equality in our policies and procedures and, most importantly in our day-to-day practices and interactions with the whole school community. Our scheme includes our whole school – pupils, staff, governors, parents and carers and all those within our extended school community, including neighbouring schools. We regard this Scheme as being essential for achieving the five outcomes of the Every Child Matters framework. We acknowledge that it is very important for us to all work together in achieving our aim of being fully inclusive and accessible and ultimately in providing a quality learning experience for our children and young people Rebecca Westall: Headteacher Maureen Hanke: Chair of Governors It is important to treat everyone fairly, as otherwise they will not want to come to our school. If you leave people out, they would feel sad and upset and feel that no-one likes them School Council 1. What is the Single Equality Scheme and Action Plan? Our Single Equality Scheme (SES) and action plan is intended to be a working document that covers a three-year period from 2017 to 2020. It integrates our statutory duties in relation to race, disability and gender and promoting community cohesion. The duties cover staff, pupils and people using the services of the school such as parents. We welcome our duties under the Equality Act 2010 to eliminate discrimination, advance equality of opportunity and foster good relations to age (as appropriate), disability, ethnicity, gender (including issues of transgender), maternity and pregnancy), religion and belief, and sexual orientation. Our policy reflects the requirements of the Education and Inspections Act 2006 to promote community cohesion. We also recognise these duties reflect international human rights standards as expressed in the UN Convention of the Rights of the Child, the UN Convention on the Rights of People with Disabilities, and the Human Rights Act 1998. The Equality Act 2010 protects people from discrimination, it replaced nine major Acts of Parliament and almost a hundred sets of regulations. The Act provides a single, consolidated source of discrimination law. The Act makes it unlawful for the responsible body of a school to discriminate against, harass or victimise a pupil or potential pupil ∑ In relation to admissions ∑ In the way it provides pupils access to any benefit, facility or service ∑ In the way it provides education for pupils ∑ By excluding a pupil or subjecting them to any other detriment. 2. Meeting our duties Under the statutory duties all schools have responsibilities to promote race, disability and gender equality. Race equality The general duty to promote race equality means that we must have due regard to: 1. Eliminate unlawful racial discrimination 2. Promote equality of opportunity 3. Promote good relations between people of different racial groups. Dealing with racist incidents Pupils need to be made aware that we live in a diverse society, in which appropriate positive attitudes and behaviour need to be adopted. The school's commitment to diversity and anti racial discrimination is reflected in the following school aims: ∑ Create a welcoming and co-operative school community in which relationships are based upon mutual support, respect and trust and where everyone feels valued ∑ Value each child for themselves so that they can develop and extend their own special strengths and interests ∑ Provide opportunities that encourage the children to work co-operatively together It is also reflected in the school 'High 5': Respect, Help, Learn, Enjoy, Achieve. The school aims to create an environment where no-one should experience racial harassment, whether directed at them or a fellow student. Strategies to encourage positive pupil behaviour: ∑ All staff promote and model positive attitudes, language and behaviour at all times ∑ Some racist incidents are or a less obvious type and may not occur in the presence of adults. It is therefore important that a culture is created which will ensure that all members of the school community are sensitive to and take responsibility for reporting such incidents ∑ Opportunities in the curriculum e.g. In the spotlight and collective worship will encourage positive behaviour and attitudes ∑ Diversity issues and equal opportunities are incorporated into cross curricular issues ∑ Sensitive choice of teaching materials by staff to promote diversity and avoid possibility of stereotyping Identification ∑ A racist incident is defined as 'any incident which is perceived to be racist by the victim or any other person' and can take the following forms: ∑ Verbal harassment e.g. name calling, ridiculing a person's background or culture ∑ Physical harassment ∑ Non co-operation and disrespect - refusing to work with or show respect may be a racist incident is there is evidence of racist motivation ∑ Stereotyping ∑ Other incidents such as racist jokes and vocabulary, graffiti or racist literature Referral/reporting Children are encouraged to inform staff of racist incidents. Staff ensure that reports are taken seriously and information is recorded Immediate action will be finding out what happened, reassuring the victim and allowing the alleged perpetrator to consider the consequences and impact of his or her behaviour. Parents will be informed. A member of the SLT (Senior Leadership Team) should be informed and a racist incident sheet completed. An online racist incident form will be completed by the Headteacher or Deputy Headteacher where appropriate and submitted to the Local Authority The school follows the Local Authority Procedures for dealing with racist actions or any form of discrimination. Evidence of Good Practice in school: ∑ The school has had a very low number of racist incidents in school. Staff are aware of the need to record incidents and how to deal with them. ∑ The school recently achieved the Full International Schools Award ( July 2018 ), which recognizes the recognition and priority to celebrate diversity within the school. ∑ The school works very closely with the EAL services, and an EAL teacher supports a number of children in school on a weekly basis ∑ English sessions for parents and relatives with EAL have been run. ∑ Multicultural education is evident in whole school planning and teacher's long term and medium term plans. When planning teachers ensure that multicultural aspects are included and celebrated across the curriculum. The school has a wide range of resources, such as dual language books and signs, dolls, instruments etc.. This has helped to ensure that all children are enabled to access the curriculum ∑ Staff use translation sheets of common phrases to aid direct communication with the children. ∑ Close relationships with Traveller Families, including access to homes, and the Traveller Service who deliver assemblies, staff INSET and classroom sessions ∑ Interpreters are used to attend meetings with parents where necessary ∑ There is a celebration of cultural diversity throughout displays ∑ Staff use google translate to communicate with parents where appropriate ∑ The school has good links with a school in Ghana and other schools in UK are visited to continually look at good practice for supporting families with EAL Disability equality The general duty to promote disability equality is owed to all disabled people which means that we must have due regard to: 1. Promote equality of opportunity between disabled people and other people 2. Eliminate unlawful discrimination 3. Eliminate disability related harassment 4. Promote positive attitudes towards disabled people 5. Encourage participation by disabled people in public life 6. Take steps to take account of disabled peoples' disabilities, even where that involves treating disabled people more favourably than other people. Evidence of Good Practice: ∑ Children are allocated to classrooms depending on physical needs and disability - the school is flexible with resources to meet the additional needs of pupils ∑ Work place assessments are carried out as required and adjustments made according to recommendations, enabling staff to be fit to work and address their well being ∑ Staff are well trained on the specific medical needs of individual pupils, including care plans where appropriate. ∑ The school meets the requirements for first aid provision in the school and children with daily medical needs are cared for ∑ Multi agency support requested and involved for individual pupils e.g. occupational therapist. This has ensured that the needs of particular children are met Accessibility There is specific disability legislation in relation to disabled pupils and accessibility which means we must plan strategically over time to: 1. Increase access to the curriculum: 2. Make improvements to the physical environment of the school to increase access; 3. Make written information accessible to pupils in a range of different ways It must be ensured that disabled pupils do not receive less favourable treatment and to do this the school has a duty to make reasonable adjustments. Refer to Accessibility Plan for further information Gender equality The general duty to promote gender equality means that we must have due regard to: 1. Eliminate unlawful discrimination and harassment and 2. Promote equality of opportunity between men and women, girls and boys. The duty also includes the need to consider actions to address the causes of any gender pay gap. Norfolk County Council (the employing body of Mousehold Infant and Nursery School) considers that this has been addressed through the implementation of the Modern Reward Strategy and unified conditions and pay for school teachers. Gender equality ∑ Attainment and achievement are analysed on a termly basis and any gaps are addressed via the SDIP. These adjustments have included looking at ways to make writing more accessible and enjoyable to boys. ∑ Good male and female role models for pupils both in school and on playground ∑ Resources and topics are chosen to reflect the interests of both boys and girls ∑ There are no significant gender gaps - gaps are significantly lower than National figures and that of other schools in Norfolk (data from Myschool) Transgender Transgendered people are explicitly covered by the gender equality duty. The term transgendered refers to a range of people who do not feel comfortable with their birth gender. The school will respect the confidentiality of those seeking gender reassignment and will provide a supportive environment within its school community. Age, sexual orientation, religion and belief We must ensure that we do not discriminate on these grounds. This scheme includes our priorities and actions to eliminate discrimination and harassment for these equality areas. The school has attended training on tackling homophobia and there are curriculum plan and resources to celebrate the differences in our school community. Homophobic incidents are reported to the Local Authority. The school adheres to the Employment Equality Regulations 2003 and The equality Act 2007 covering unlawful discrimination of pupils, parents, carers prospective pupils, staff, job applicants, governors and others using the school facilities. No child is discriminated against her when delivering any part of the curriculum or extra curricular activities. The school adheres to the Employment Equality (Age) regulations 2006, which promote age discrimination in employment and vocational training. Children from each year group are represented on the School Council, and as children progress they begin to gain further responsibility throughout the school. The school adheres to the employment equality (religion or belief) regulations 2003 and the equality act 2006 part 2 which means that it does not discriminate against anyone because of their religion or belief. No child is denied admission to the school on the basis of their religion or belief and all pupil's are treated equally irrespective of their own or their parent/carer's religion or belief We have a responsibility to promote community cohesion developing good relations across different cultures, ethnic, religious and non religious and socio-economic groups, and this has been incorporated into our Singe Equality Scheme to make it easier to monitor our progress and performance in meeting our objectives. The school's strategies for promoting community cohesion can be categorised into the following three areas: A. Teaching and Learning ∑ A curriculum is developed that is diverse and positively reflects the cultures, languages and beliefs of pupils and local communities ∑ An appreciation of cultural diversity is taught, how it enriches our lives and presents unique opportunities for learning while encouraging pupils to discover what they hold in common with others (reflected in school being award Full International Schools Award in Sept 2014) A programme of extra curricular activities is provided whereby pupils' understanding of community and diversity is enriched through visits and meetings with members of different communities ∑ Pupils are encouraged to be actively involved in their own learning and there is high emphasis on the importance of formative assessment in order to highlight next steps – children are given structured opportunities to respond to next steps. All pupils are encouraged to improve on their own achievements ∑ A range of teaching methods are used to ensure that learning is effective for all pupils ∑ There is a high priority in the provision for children with SEND, and these children make good progress ∑ There are consistently high expectations of all pupils in terms of learning and behaviour. ∑ Pupils for whom English is an additional language (EAL) are supported to enable them to achieve at the highest possible level in English. ∑ An effective voice and involvement of pupils exists through the school council in a way that teaches them to participate in and make a difference in school, in their local community and beyond. ∑ PATHs is integrated into the curriculum, encouraging respect and understanding of others, promotion of shared values and an appreciation of the importance of human rights to us all, support of pupils' development of a positive identity and their belonging to the school community and wider society ∑ Promoting Fundamental British Values is very important to us all at Mousehold and forms an integral part of our curriculum. ∑ Schools High 5 is promoted in a positive manner, teaching skills that pupils need to take responsible action and confidently engage with peers ∑ A range of Collective Worship that is of broadly Christian nature is delivered, but also includes exploration and celebration of other major faiths and acknowledges aspects of Social Conscience and world events. ∑ Displays around the school are of high quality and reflect diversity ∑ Children are involved with setting their own class rules, and are encouraged to develop shared values (rights and responsibilities) within the class/school. There are regular assemblies on rules, and all staff are encouraged to be consistent in their approach using the rules. Visitors comment on the calm, purposeful atmosphere in school, and excellent behaviour from the children ∑ Resources are selected which reflect equality ∑ The school has clear policies on behaviour and anti bullying, and children are encouraged to develop an awareness of the need for tolerance and understanding. They are also encouraged to take responsibility to try to sort out own minor issues. Incidents are documented so that patterns of behaviour can be tracked and addressed. ∑ The school uses techniques such as mantle of the expert to help children to understand and empathise with others. Weekly Capoeira and Samba drumming lessons are part of the curriculum giving children access to different cultures. . ∑ There are high levels of Teaching assistant in school, which assist in ensuring that individual needs are met and that every child can access the curriculum effectively. B. Equity and Excellence ∑ The school tracking systems will enable us to evaluate progress of different groups and to tackle underperformance by any particular group. ∑ All staff complete tracking data termly and take part in pupil progress meetings with the Headteacher. This serves to identify individual pupils who are not making expected progress, and address these needs via intervention groups and small group support. ∑ Funds, including pupil premium, are allocated according to need to ensure there is a focus on securing high standards of attainment for all pupils from all ethnic backgrounds and of different socio-economic statuses, ensuring that pupils are treated with respect and supported to achieve their full potential. ∑ This Single Equality scheme was initially written following consultation with staff, governors, children, a cross section of parents, visiting staff and members of the local community. ∑ Information has been sent out to all parents regarding equality and diversity in our school. C. Engagement and extended services ∑ The school has a strong link with a school in Ghana, enabling children to build an appreciation of contrasting lifestyles. The International Schools Award secured in 2018 encouraged children to understand and celebrate diversity ∑ After school care is arranged with local provider to which the school has strong links – children are escorted to and from this provision. ∑ The school provides a range of after school clubs. Equality of access is ensured recognising the priority to include those from disadvantaged groups ∑ The school choir has a large membership and perform in events with other schools ∑ The school works with family learning projects to encourage parents to learn with their children ∑ The PSA has good links to outside agencies and facilitates classes/support for parents where needed. ∑ The school engages with parents through curriculum meetings including reading cafes, parent and teacher meetings and informal meetings. Parents are invited into school to drop their children in the morning, and teachers are accessible to meet parents at the beginning and end of every school day. ∑ There is an active Friend's Association in school, who are invited in the school to meet informally and to organise events for children and families to engage in together. ∑ The school works hard to encourage good attendance. It is monitored carefully and action is taken to support parents and hold them to account where necessary. Incentives are give to children for good attendance ∑ The school uses interpreters where necessary to facilitate effective communication. Google translate has been used to communicate with parents over minor issues 3. Our school values and visions Our School aims, known as the High 5 are Respect, Help, Learn, Enjoy, Achieve. Our broad aim is to create a safe, caring and stimulating environment in which every child has the opportunity to reach the highest levels of achievement of which they are capable in all aspects of learning. In order to fulfill the vision, we aim to: ∑ Create a welcoming and co-operative school community in which relationships are based upon mutual support, respect and trust and where everyone feels valued ∑ Foster the positive social and emotional development of each child to enable them to grow personally as well as intellectually, and to feel valuable members of their community and society ∑ Foster the children's self esteem and confidence through encouragement and positive feedback, and so becoming increasingly independent as learners ∑ Ensure that each child makes good progress in relation to their attainment on entry to the school ∑ Provide the children with teaching of high quality, and a broad and balanced curriculum including the National Curriculum and the Early Years Foundation Stage curriculum. ∑ Manage the available resources efficiently and effectively to ensure good value for money and to maximise the children's learning ∑ Provide a secure and enriching environment where learning can take place with enjoyment ∑ Provide opportunities that encourage the children to work co-operatively together ∑ Provide practical experiences and activities that challenge the children to solve problems, ask questions and persevere as they learn ∑ Develop the children's awareness and sensitivity towards living things and the world in which we live ∑ Value each child for themselves so that they can develop and extend their own special strengths and interests ∑ Welcome parents and people from the local community into the school and work together to develop an effective partnership between the school and its community. 4. Our school within Norfolk's profile Norfolk is a rural county with a diverse population of approximately 832,400. 39% of the population live in Norfolk's three major centre's (Norwich, King's Lynn and Great Yarmouth) but 37% live in communities with fewer than 2,500 people. Mousehold Infant and Nursery School is an above average sized infant school serving an inner city area of Norwich. For an up to date analysis of the proportion of Pupil Premium, EAL and SEN children please refer to the School Evaluation Form located on the school website. Children's attainment on entry to the nursery is well below average as evidenced by assessments. There is a permanent winter site for the Showmen's guild (fairground travellers) within the catchment area of the school. 5. Collecting and analysing equality information for pupils at Mousehold Infant and Nursery School Mousehold Infant and Nursery is an inclusive school. We use the curriculum and teaching to enhance the self-esteem of all those it serves and to provide a learning environment in which each individual is encouraged to fulfill her or his potential. We collect and analyse the following equality information for our pupils/students: Information gathering (pupils) ∑ Attainment levels ∑ Attendance levels ∑ Progress levels ∑ Exclusions ∑ Incidents of bullying and harassment including record of harm sheets ∑ Attendance at extra curricular activities 6. Collecting and analysing equality information for employment and governance at Mousehold Infant and Nursery School Mousehold Infant and Nursery School is committed to providing a working environment free from discrimination, victimisation, and harassment. Mousehold Infant and Nursery school also aims to recruit an appropriately qualified workforce and governing body that is representative of all sections of the community in order to provide a service that respects and responds to the diverse needs of our local population. We collect and analyse the following profile information for our staff and governors: Information Gathering (Staff and governors) ∑ Job applications ∑ Governing body profile ∑ Staff profile (recruitment monitoring kept in individual files) ∑ Attendance on staff training events ∑ Staff appraisals/performance management ∑ Disciplinary and grievance cases 7. Consultation and involving people We involved pupils, staff, governors, parents and carers, and our wider school community in creating the original Single Equality Scheme and action plan. This helped to ensure that the views of potentially disadvantaged groups were fully incorporated in the development of this Scheme and action plan. Examples include: ∑ Discussions at school council ∑ Discussions at staff meetings ∑ Consultation with parents/carers ∑ Discussions at governing bodies ∑ Contact with local community groups ∑ Discussions within cluster groups During consultation, involvement and the existence of previous policies the following good practice was identified acknowledging all equality strands: ∑ Very welcoming school (See most recent Parent Survey) ∑ Information given out to parents is clear and concise (See most recent Parent Survey) ∑ Quiet and purposeful environment as observed by majority of visitors ∑ Focussed LSP's in place for pupils with specific needs ∑ Key policies in place – SEN, behaviour, anti-bullying ∑ Data on attainment regarding race, gender, SEN and disability is collected and acted upon ∑ Wide range of clubs offered to all pupils with priority given to disadvantaged groups – effective use of disadvantaged subsidy in school (see Pupil Premium Provision Document) ∑ Effective delivery of the School High 5 reinforced throughout the curriculum. Staff felt that this helps to address issues of respect, positive identity, friendship and conflict, working together etc. ∑ Play Leaders, introduced by the School Council have helped children to feel safe and included on the playground ∑ Staff felt that the school provides equal access to the curriculum for everyone by differentiation, providing a creative and multi-sensory curriculum, use of external advisors, using children to support each other with language barriers 8. Equality impact assessments Equality impact assessment is a systematic method of rigorously checking all school policies, procedures and practices to ensure they are genuinely accessible and meet the needs of our staff and the local community in relation to age, disability, gender, race, religion and belief and sexual orientation. Mousehold Infant and Nursery School is keen to ensure that none of its policies and practices disadvantage people with disabilities, from different ethnic backgrounds or of differing gender. An inventory of existing policies has been undertaken and there is an ongoing rolling programme of impact assessment for all our policies and procedures. 9 Other School Policies We have used our existing school policies to inform our Single Equality Scheme. These include: ∑ School improvement and Development plan ∑ Accessibility plan ∑ SEND Information report ∑ Behaviour and Discipline policy 10 Roles and Responsibilities ∑ The governing body will ensure that the school complies with statutory requirements in respect of this Scheme and Action Plan. ∑ The headteacher is responsible for the implementation of this Scheme, and will ensure that staff, are aware of their responsibilities, that they are given necessary training and support and report progress to the governing body. ∑ Staff are expected to promote an inclusive and collaborative ethos in the school, challenge inappropriate language and behaviour, respond appropriately to incidents of discrimination and harassment, ensure appropriate support for children with additional needs, maintain a good level of awareness of equalities issues. ∑ Children have a responsibility to themselves and others to treat each other with respect, to feel valued, and to speak out if they witness or are subject to any inappropriate language or behaviour. ∑ We will take steps to ensure all visitors to the school, including parents/carers are adhering to our commitment to equality. 11 Publicising our scheme This policy can be found on the school's website and Governor Hub. A hard copy will be made available to anyone requesting it. 12 Annual Review of Progress Progress of the action plan will be reviewed regularly and the SES and resulting action plan will be revised every three years. 13 Ongoing evolvement of our Scheme We will continue to involve people from all aspects of our school community in the ongoing evolvement of our Single Equality Scheme and Action Plan. 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COMMUNITY OF CHRIST LESSONS ADULT COMMUNITY OF CHRIST LESSONS Lifelong Disciple Formation in Community of Christ is the shaping of persons in the likeness of Christ at all stages of life. It begins with our response to the grace of God in loving community and continues as we help others learn, grow, and serve in the mission of Jesus Christ. Ultimately, discipleship is expressed as one lives the mission initiatives of the church through service, generosity, witness, and invitation. We invite you to use these lessons for your class, group, or congregation. Lectionary-based: The weekly lessons connect the Revised Common Lectionary for worship with Community of Christ identity, mission, message, and beliefs. Quick, easy: The lessons are designed for approximately 45-minute class sessions with two to three pages of ideas, discussion starters, and activities. Additional preparation help may be found in Sermon & Class Helps, Year B: New Testament (with focus on the gospel according to Mark). Lessons are available for three age groups. Recognizing each age group represents multiple stages of development, the instructor is encouraged to adapt lessons to best meet the needs of the class or group. When possible, optional activities are provided to help adapt lessons for diverse settings. Children (multiage, 6–11): Help children engage in the Bible and introduce mission and beliefs with stories, crafts, and activities. Youth (ages 12–18): Engage teens in scripture study and provocative questions about identity, mission, and beliefs. Adult (ages 19 and older): Deepen faith and understanding with reflective questions, theological understanding, and discussion ideas. Note: Unless otherwise noted, all Bible scripture references are from the New Revised Standard Version (NRSV) Bible, copyright 1989, by the Division of Christian Education of the National Council of the Churches of Christ in the USA. Used by permission. All rights reserved. FIRST SUNDAY OF LENT Focus Scripture Passage: Mark 1:9–15 Lesson Focus: Covenant Relationship Objectives The learners will… * begin the Lenten journey. * explore Mark's account of the beginnings of Jesus' ministry. Supplies * Bibles (NRSV) * Doctrine and Covenants * Copies of Response Sheet (optional) * discuss how the peaceful reign of Christ can become a reality. * Pens or pencils * Community of Christ Sings (CCS) Note to instructor: In preparation for this lesson, read "Exploring the Scripture" for Mark 1:9–15 in Sermon and Class Helps, Year B: New Testament, pp. 48–49, available through Herald House. GATHER Activates background knowledge, prepares and motivates for lesson (15% of total lesson time) Today is the first Sunday of Lent. We journey with Christ in a 40-day fast to refocus and re-center our lives in God. It is a time to rethink life priorities and open ourselves to spiritual awakening. Mark relates the beginning of Jesus' ministry in a few concise, straightforward verses. Scene one is Jesus' baptism in the Jordan River by John the Baptist. The Spirit descends as a dove declaring Jesus as the beloved Son of God. This is good news! God who once seemed so far away has drawn near. God's heart has opened to love, becoming vulnerable to pain and loss in a visible way. Sing or read "The Glory of These Forty Days" CCS 451. Share a "desert" moment experienced by ancestors in the faith or in your own life. How did God's presence make a difference? ENGAGE Invites exploration and interaction (35% of total lesson time) The world was in turmoil in 70 CE. The Jewish people were caught between Roman oppressors and Jewish terrorists. These tensions caused rising prices, fewer securities, and unsettledness. People were ready for good news, and God was about to do something radical! Immediately, the same Spirit that fell as a gentle dove drives Jesus into the wilderness with a different force. It is in the struggle of temptations that Jesus is prepared for the ministry before him. Forty days of hunger, pain, and personal desire versus the call of God mold him. Rather than rely on his own personal strength, he relies on God's promises. As the third scene unfolds, John has been imprisoned. His ministry is diminishing as Jesus' ministry begins. Jesus proclaims, "The time is fulfilled, and the kingdom of God has come near; repent, and believe in the good news." This proclamation invites the hearers to repent or turn around and see with new eyes God's grace and love. It is time for the peaceful reign on earth to become a reality in the hearts and minds of believers. * How is the faithfulness of Jesus in submitting to baptism and enduring temptations also a call to follow Jesus? * Where are our wilderness places and how do we rely on God in those times? * What might we desire in the next 40 days of our personal Lenten journey? What might we expect in the congregational Lenten journey? Takes the learners from RESPOND hearing to doing (35% of total lesson time) God's revelation in Jesus Christ and continuing presence through the Holy Spirit, as proclaimed by scripture, is the foundation of our faith, identity, mission, message, and beliefs. Early in its history, the church, often referred to as the Restoration movement, perceived the call to share the fullness of the gospel throughout the world (Doctrine and Covenants 1:4) and to "seek to bring forth and establish the cause of Zion" (Doctrine and Covenants 6:3). Today, we understand this as the call to share the peace of Jesus Christ in all of its personal, interpersonal, community, and worldwide dimensions. Sharing the peace of Jesus Christ involves generously and compassionately offering witness, ministry, sacraments, and community life that reconciles and restores people to right or righteous relationships with God, themselves, others, and creation. This holistic approach to proclaiming and demonstrating the gospel is faithful to our best understanding of God's will. This approach is the fullest meaning of restoration. —Sharing in Community of Christ, 3rd Edition, p. 7 God calls us into relationship with the world. Mark's Gospel theme is "Proclaiming the Good News." * How is God continuing to be present and restorative in the world today? * What good news should we declare? SEND Explores how the lesson might be lived (10% of total lesson time) Doctrine and Covenants 157:11, 12, 16–17 11. Hear, O my people of the church, I am Jesus Christ of whom you have sung and testified and in whose name you pray. I am the spirit of love and peace which is in the world and yet not known by the world. 12. I have heard your prayers which have been raised to me without ceasing, and I have sent my healing ministry as a dove to be in your midst. Therefore, lift up your hearts and rejoice in the promises which have been given for your assurance. Have I not said it is the Father's good pleasure to give you the kingdom? 16a. In the many places where you are called to labor, the forces of darkness and destruction are active indeed, and seem to hold sway. Your hearts are burdened by the magnitude of the tasks that are yours in bringing the light of my gospel into such darkness. 16b. Nevertheless, I have heard your prayers when you have cried out to me, and I have been with you in the places where you occupy. I am aware of your desires to serve me and my assurance is that as you go forth, your offerings of faith and service are acceptable to me. 17. In all your efforts, therefore, continue to trust in my grace and respond in love to the leadings of my Spirit. If you will come before me in unity and love I will bless you with a great outpouring of compassion, both for one another and for the world into which you are sent. Amen. * Who is waiting in a wilderness in need of the peace of Jesus Christ? * How will you respond? * Consider beginning a Lenten journal to capture your experiences and insights. BLESS Time of prayer, praise, blessing, and hope (5% of total lesson time) Read Ephesians 2:14, 17. For he [Jesus Christ] is our peace, in his flesh he made both groups into one, and has broken down the dividing wall, that is, the hostility… So he came and proclaimed peace to you who were far off and peace to those who were near… Offer a closing prayer of enlightenment for opportunities to live or declare peace in your world. FIRST SUNDAY OF LENT 18 February 2018 Mark 1:9–15 9In those days Jesus came from Nazareth of Galilee and was baptized by John in the Jordan. 10 And just as he was coming up out of the water, he saw the heavens torn apart and the Spirit descending like a dove on him. 11 And a voice came from heaven, "You are my Son, the Beloved; with you I am well pleased." 12And the Spirit immediately drove him out into the wilderness. 13 He was in the wilderness for forty days, tempted by Satan; and he was with the wild beasts; and the angels waited on him. 14Now after John was arrested, Jesus came to Galilee, proclaiming the good news of God, 15 and saying, "The time is fulfilled, and the kingdom of God has come near; repent, and believe in the good news." * How is the faithfulness of Jesus in submitting to baptism and enduring the temptations also a call to follow Jesus? * Where are our wilderness places, and how do we rely on God in those times? * What might we desire in the next 40 days of our personal Lenten journey? What might we expect in the congregational Lenten journey? God's revelation in Jesus Christ and continuing presence through the Holy Spirit, as proclaimed by scripture, is the foundation of our faith, identity, mission, message, and beliefs. Early in its history, the church, often referred to as the Restoration movement, perceived the call to share the fullness of the gospel throughout the world (Doctrine and Covenants 1:4) and to "seek to bring forth and establish the cause of Zion" (Doctrine and Covenants 6:3). Today, we understand this as the call to share the peace of Jesus Christ in all of its personal, interpersonal, community, and worldwide dimensions. Sharing the peace of Jesus Christ involves generously and compassionately offering witness, ministry, sacraments, and community life that reconciles and restores people to right or righteous relationships with God, themselves, others, and creation. This holistic approach to proclaiming and demonstrating the gospel is faithful to our best understanding of God's will. This approach is the fullest meaning of restoration. —Sharing in Community of Christ, 3rd Edition, p. 7 * How is God continuing to be present and restorative in the world today? * What good news should we declare? SECOND SUNDAY OF LENT Focus Scripture Passage: Mark 8:31–38 Lesson Focus: The Cost of Discipleship Objectives The learners will… * explore Peter's declaration of the Christ. * assess the meaning of discipleship. * give examples of ways one responds to the call of discipleship. Supplies * Bibles (NRSV) * Doctrine and Covenants * Sharing in Community of Christ, 3rd Edition * Copies of Response Sheet (optional) * Community of Christ Sings (CCS) * Pens or pencils Note to instructor: In preparation for this lesson, read "Exploring the Scripture" for Mark 8:31–38 in Sermon and Class Helps, Year B: New Testament, pp. 50–51, available through Herald House. GATHER Activates background knowledge, prepares and motivates for lesson (15% of total lesson time) confounded religious leaders of the day. It is in this context Peter answers, "You are the Messiah!" He understood Jesus as the one chosen of God to deliver Israel from oppression. Sing together "I Have Decided to Follow Jesus" CCS 499. * Has this familiar camp song given direction to your life? Share with another person in class. Offer a prayer of petition for the Holy Spirit to enlarge participants' understanding during class. ENGAGE Invites exploration and interaction (35% of total lesson time) After inquiring of his disciples who people think he is, Jesus asked the question of his disciples, "But who do YOU say that I am?" His constant companions had seen miracles, heard Jesus' teachings, and were amazed as he But as Jesus begins to teach of the sufferings that will come—rejections, imprisonment, death—Peter rebukes him. Surely, all this will not happen to God's chosen one. Jesus rebukes Peter, "Get behind me, Satan! For you are setting your mind not on divine things but on human things" (v. 33). The phrase "Get behind me, Satan" was a way of saying, "Go away!" Calling Peter "Satan" recognizes the temptation to deny and avoid the way of suffering. Peter rightly claims Jesus as Messiah but does not fully comprehend what the title means. He makes assumptions based on his own desires and expectations of a messiah. Jesus proceeds to teach the disciples and the crowds what it means to follow a messiah who is to suffer. For Jesus, there were only two choices, God's way or the human way. Sacrificial suffering was a different concept of a messiah who traditionally was thought to be one to LESSON 13 arrive, conquer, and rule. Any who choose to follow must be willing to suffer and to lose themselves in service for the sake of the gospel. * How did Peter's expectations of the Messiah differ from Jesus' explanation? * How has your understanding of the Messiah been challenged or changed? * Share an experience when there has been a conflict between what you wanted to do and where you believe God was calling you to go. Takes the learners from RESPOND hearing to doing (35% of total lesson time) Discipleship is costly. Jesus made it clear that following him would involve sacrifice, suffering, and denial. Mark causes us to question our own assumptions about Jesus. Do we see God as one who heals illnesses, provides prosperity, and leads our sports teams and military to victory—a God who keeps us "healthy, wealthy, and wise"? Or do we understand God as a God who meets us in life when we are most vulnerable, lost, and hopeless? God exists in the trenches of society amongst those on the margins, the oppressed, and the hungry. God shows up where least expected and most needed. This is grace. Life with God can't be purchased, earned, or inherited. It is love offered freely. We choose to follow as disciples, or not. The Community of Christ Basic Belief about discipleship states: Being a Christian is more than holding a list of right ideas; it is about radical obedience to Jesus in every part of life. God's boundless love sets us free for lives of responsible stewardship in which we generously offer our lives in service to God's reign. Discipleship is both an inward and outward journey. Jesus calls us to follow him and to invite others to experience the transforming power of his grace. —Sharing in Community of Christ, 3rd Edition, p. 16 * God gives us the gift of choice. Why did you choose to a disciple of Jesus? * How are you being called to deepen your journey as a disciple? * What risks are you willing or not willing to endure? SEND Every day Jesus asks, "Who do you say that I am?" Every day we make a decision to join Jesus on his journey to the cross. As we embark on the second week of Lent, meditate on this question as if Jesus were asking you directly. How can you share who Jesus is with those described in Doctrine and Covenants 161:3a–d? 3a. Open your hearts and feel the yearnings of your brothers and sisters who are lonely, despised, fearful, neglected, unloved. Reach out in understanding, clasp their hands, and invite all to share in the blessings of community created in the name of the One who suffered on behalf of all. b. Do not be fearful of one another. Respect each life journey, even in its brokenness and uncertainty, for each person has walked alone at times. Be ready to listen and slow to criticize, lest judgments be unrighteous and unredemptive. c. Be patient with one another, for creating sacred community is arduous and even painful. But it is to loving community such as this that each is called. Be courageous and visionary, believing in the power of just a few vibrant witnesses to transform the world. Be assured that love will overcome the voices of fear, division, and deceit. d. Understand that the road to transformation travels both inward and outward. The road to transformation is the path of the disciple. * With whom will you share the good news this week? BLESS Time of prayer, praise, blessing, and hope (5% of total lesson time) Open your hearts… Reach out…. Do not be fearful… Be courageous and visionary… Understand the road to transformation…is the path of the disciple. Read or sing "Take the Path of the Disciple" CCS 558. SECOND SUNDAY OF LENT 25 February 2018 Mark 8:27–38 27Jesus went on with his disciples to the villages of Caesarea Philippi; and on the way he asked his disciples, "Who do people say that I am?" 28 And they answered him, "John the Baptist; and others, Elijah; and still others, one of the prophets." 29 He asked them, "But who do you say that I am?" Peter answered him, "You are the Messiah." 30 And he sternly ordered them not to tell anyone about him. 31Then he began to teach them that the Son of Man must undergo great suffering, and be rejected by the elders, the chief priests, and the scribes, and be killed, and after three days rise again. 32 He said all this quite openly. And Peter took him aside and began to rebuke him. 33 But turning and looking at his disciples, he rebuked Peter and said, "Get behind me, Satan! For you are setting your mind not on divine things but on human things." 34He called the crowd with his disciples, and said to them, "If any want to become my followers, let them deny themselves and take up their cross and follow me. 35 For those who want to save their life will lose it, and those who lose their life for my sake, and for the sake of the gospel, will save it. 36 For what will it profit them to gain the whole world and forfeit their life? 37 Indeed, what can they give in return for their life? 38 Those who are ashamed of me and of my words in this adulterous and sinful generation, of them the Son of Man will also be ashamed when he comes in the glory of his Father with the holy angels." * How did Peter's expectations of the Messiah differ from Jesus' explanation? * How has your understanding of the Messiah been challenged or changed? * Share an experience when there has been a conflict between what you wanted to do and where you believe God was calling you to go. The Community of Christ Basic Belief about discipleship states Being a Christian is more than holding a list of right ideas; it is about radical obedience to Jesus in every part of life. God's boundless love sets us free for lives of responsible stewardship in which we generously offer our lives in service to God's reign. Discipleship is both an inward and outward journey. Jesus calls us to follow him and to invite others to experience the transforming power of his grace. —Sharing in Community of Christ, 3rd Edition, p. 16 * God gives us the gift of choice. Why did you choose to become a disciple of Jesus? * How are you being called to deepen your journey as a disciple? * What risks are you willing or not willing to endure? THIRD SUNDAY OF LENT Focus Scripture Passage: John 2:13–22 Lesson Focus: Sacred Spaces Objectives The learners will… * explore the context of Jesus' actions. * discuss personal and congregational focus. * envision mission outside the walls of a physical space. Supplies * Bibles (NRSV) * Doctrine and Covenants * Copies of Response Sheet (optional) * Pens or pencils * 3x5 cards * Sharing in Community of Christ, 3rd Edition * Community of Christ Sings (CCS) Note to instructor: In preparation for this lesson, read "Exploring the Scripture" for John 2:13–22 in Sermon and Class Helps, Year B: New Testament, p. 52, available through Herald House. GATHER prepares and motivates for lesson Activates background knowledge, (15% of total lesson time) Sing "Lord, Prepare Me" CCS 280 one time. Share an experience of being "sanctuary" this past week. The marketplace was essential during the Passover festival. Travelers needed a place to purchase pure, spotless animals and exchange local coins for Roman coins for the temple tax. These were needed to access the temple. While the other Gospels imply that price gouging was an injustice Jesus railed against, it is not mentioned in John's Gospel. Sing "Lord, Prepare Me" CCS 280 twice. Invites exploration ENGAGE and interaction (35% of total lesson time) All four Gospels record the story of Jesus' anger in the temple. John places the story of cleansing the temple at the beginning of Jesus' ministry as he emphasizes Jesus' prophetic voice and action. The temple, the dwelling place of God, was magnificent. In an effort to appease his subjects, Herod the Great began restoration of the temple in 20 BCE, and it was still in process. But over the years, it had strayed from its original purpose and mission as a sacred place. Business ventures became the focus. Jesus' actions were twofold. First, he ushered in the idea that animal sacrifices were no longer needed for access to God. And second, the temple of Jesus' body is where the Spirit and truth of God dwells. Worship is no longer restricted to a physical place. God is found and experienced through faith in Jesus Christ. LESSON 14 4 March 2018 This scripture challenges us to examine our own focus. Do we spend time, talent, and treasure on a church building or campground or other physical space? Is the time spent proportional to time spent in mission? We must not lose the sacred purpose of gathering. * How would you define "sacred space"? * Identify a physical sacred place that would be difficult to give up. Why is it important to you? How would you respond if asked to leave it behind? * How does your congregational budget and program support mission inside and outside your place of worship? * What would Jesus see if he walked into your place of worship on Sunday? Takes the learners from RESPOND hearing to doing (35% of total lesson time) Community of Christ has two temples: the Kirtland Temple in Ohio and the Independence Temple in Missouri. The Independence Temple was "dedicated to the pursuit of peace, reconciliation and healing of the spirit" (Doctrine and Covenants 156:5). Doctrine and Covenants 163:8c states, "…the Temple calls the entire church to become a sanctuary of Christ's peace, where people from all nations, ethnicities, and life circumstances can be gathered into a spiritual home without dividing walls, as a fulfilment of the vision for which Jesus Christ sacrificed his life." * How does your discipleship reflect this Temple dedication? * How does your congregation function as a sanctuary of Christ's peace? The Temple Strategy Team's focus statement says in part The Christian journey is a pilgrimage toward shalom; a movement toward wholeness revealed to us in the way of Christ. Jesus' life, ministry, death, and resurrection take us into the intimate center of God and impel us outward into mission; to embody wholeness and grace in a suffering world. As we journey, we covenant to become a "dwelling place for God" (Ephesians 2:22). We seek to become personally "a sanctuary of Christ's peace" for the sake of family, friends, congregation, community, denomination, the world, and God's reign. —Sharing in Community of Christ, 3rd Edition, p. 21 President Stephen Veazey shared the following in a sermon on June 10, 2007. Both temples—in Kirtland and Independence— remind us that, above all else, Jesus Christ seeks to restore us to life as we were created to experience it; life as God intends it to be; life characterized by love, generosity, relationships of mutuality, sharing, and peacefulness. — Sharing in Community of Christ , 3rd Edition, p. 19 * In what ways do we become a "sanctuary of Christ's peace"? * How do we take personal experiences with God into our everyday world? Explores how the lesson SEND might be lived (10% of total lesson time) On a 3x5 card write the name of a specific place you will be this week. Post the card on the refrigerator or another visible place. Offer a prayer that you will look for, see, and partner with God in this ordinary but sacred place this week. BLESS Time of prayer, praise, blessing, and hope (5% of total lesson time) Sing or read as a closing prayer "Can Steel and Stone and Swirling Spire" CCS 281. THIRD SUNDAY OF LENT 4 March 2018 John 2:13–22 13The Passover of the Jews was near, and Jesus went up to Jerusalem. 14 In the temple he found people selling cattle, sheep, and doves, and the money-changers seated at their tables. 15 Making a whip of cords, he drove all of them out of the temple, both the sheep and the cattle. He also poured out the coins of the money-changers and overturned their tables. 16 He told those who were selling the doves, "Take these things out of here! Stop making my Father's house a market-place!" 17 His disciples remembered that it was written, "Zeal for your house will consume me." 18 The Jews then said to him, "What sign can you show us for doing this?" 19 Jesus answered them, "Destroy this temple, and in three days I will raise it up." 20 The Jews then said, "This temple has been under construction for forty-six years, and will you raise it up in three days?" 21 But he was speaking of the temple of his body. 22 After he was raised from the dead, his disciples remembered that he had said this; and they believed the scripture and the word that Jesus had spoken. * How would you define "sacred space"? * Identify a physical sacred place that would be difficult to give up. Why is it important to you? How would you respond if asked to leave it behind? * How does your congregational budget and program support mission inside and outside your place of worship? * What would Jesus see if he walked into your place of worship on Sunday? Doctrine and Covenants 163:8c states, "the Temple calls the entire church to become a sanctuary of Christ's peace, where people from all nations, ethnicities, and life circumstances can be gathered into a spiritual home without dividing walls , as a fulfilment of the vision for which Jesus Christ sacrificed his life." * How does your discipleship reflect this temple dedication? * How does your congregation function as a sanctuary of Christ's peace? The Christian journey is a pilgrimage toward shalom; a movement toward wholeness revealed to us in the way of Christ. Jesus' life, ministry, death, and resurrection take us into the intimate center of God and impel us outward into mission; to embody wholeness and grace in a suffering world. As we journey, we covenant to become a "dwelling place for God" (Ephesians 2:22). We seek to become personally "a sanctuary of Christ's peace" for the sake of family, friends, congregation, community, denomination, the world, and God's reign. — Sharing in Community of Christ , 3rd Edition, p. 21 President Stephen Veazey shared the following in a sermon on June 10, 2007: Both temples—in Kirtland and Independence— remind us that, above all else, Jesus Christ seeks to restore us to life as we were created to experience it; life as God intends it to be; life characterized by love, generosity, relationships of mutuality, sharing, and peacefulness. — Sharing in Community of Christ , 3rd Edition, p. 19 * In what ways do we become a "sanctuary of Christ's peace"? * How do we take personal experiences with God into our everyday world? FOURTH SUNDAY OF LENT Focus Scripture Passage: John 3:14–21 Lesson Focus: God's Gift of Salvation Objectives The learners will… * explore God's love for the world. * examine the dimensions of salvation. * commit to share God's unconditional love. Note to instructor: In preparation for this lesson, read "Exploring the Scripture" for John 3:14–21 in Sermon and Class Helps, Year B: New Testament, pp. 53–54, available through Herald House. GATHER Activates background knowledge, prepares and motivates for lesson (15% of total lesson time) Read John 3:14–21. What images come to mind? Read the passage a second time. Describe a major challenge from the scripture in one sentence. Offer a prayer for openness during class. Invites exploration ENGAGE and interaction (35% of total lesson time) Jesus' late-night conversation with Nicodemus in John 3:14–21 leads to one of the most quoted biblical texts, John 3:16. Verses 14 and 15 refer to an incident in the Hebrew scripture (Numbers 21:6–9) when the Israelites fleeing to the Promised Land complained about the lack of water, decent food, and snakes that were causing many deaths. As the people realized the sinfulness of their complaints, Supplies * Bibles (NRSV) * Sharing in Community of Christ, 3rd Edition * Copies of Response Sheet (optional) * Community of Christ Sings (CCS) * Pens or pencils they approached Moses to plead with God to take them away. God tells Moses to place a poisonous snake on a pole, lift it high on a pole, and whenever persons who were bitten looked at it, they would live. This story is set against the physical lifting of Jesus on the cross, a moment of true humiliation and defeat. Indeed, Moses' snake-on-pole provided temporary extension of life. But Jesus' cross experience was eternal. He rose from the dead, still lives, and all who believe in him "shall not perish but have everlasting life." The oft-quoted John 3:16 declared God's unconditional love, and verse 17 declares it not just for some, but for the entire world. God did not send Jesus to condemn or judge the world, but to offer light, love, and salvation. Those who believe security comes from power and might rather than vulnerability and sacrifice may not experience the great light that Jesus brought to the world. This passage is not about judgment or punishment. Instead, it teaches of God's grace and unconditional love. In the face of God's unconditional love, we are powerless. When we relinquish the illusion that we are in control, we experience life and freedom from sinfulness and brokenness. LESSON 15 11 March 2018 * When have you experienced a crisis or dilemma when someone used scripture to justify judgment? * Share an experience in which you have seen God's love overcome darkness. Takes the learners from RESPOND hearing to doing (35% of total lesson time) Salvation is defined as "preservation or deliverance from harm, ruin, or loss" or in theological terms "deliverance from sin and its consequences, believed by Christians to be brought about by faith in Christ" (Dictionary.com). Below is the Community of Christ Basic Beliefs statement regarding salvation: The gospel is the good news of salvation through Jesus Christ: forgiveness of sin, and healing from separation, brokenness, and the power of violence and death. This healing is for individuals, human societies, and all of creation. This new life is the loving gift of God's grace that becomes ours through faith and repentance. Baptism is how we initially express our commitment to lifelong discipleship. As we yield our lives to Christ in baptism we enter Christian community (the body of Christ) and have the promise of salvation. We experience salvation through Jesus Christ, but affirm that God's grace has no bounds, and God's love is greater than we can know. —Sharing in Community of Christ, 3rd Edition, p. 15 Community of Christ teaching about salvation is not confined to individual salvation alone. We believe the qualities of salvation begin to be experienced in this life as we are reconciled with God and others through faithful response to the gospel. The "fruit of the Spirit" (Galatians 5:22) evidences this unfolding direction in our lives. We also believe that salvation has personal, societal, and environmental dimensions. Counsel to the church offers an invitation to the fullness of salvation that includes peace in this life and in the eternal realms of God's universe: © 2017 Community of Christ • www.CofChrist.org "Follow Christ in the way that leads to God's peace and discover the blessings of all of the dimensions of salvation" (Doctrine and Covenants 163:2a). —Christ's Mission, Our Mission: Exploring Our Faith, September 2012 Leadership Gathering * What are examples of personal, societal, and environmental dimensions of salvation? * How does your congregation express the various dimensions of salvation? SEND Explores how the lesson might be lived (10% of total lesson time) God is a God of love. God's grace has no bounds. Jesus offers salvation. By definition salvation preserves from harm, ruin, or loss and delivers from sin and its consequences. Salvation extends to all dimensions of this life. * How are you being called to express God's love to the world? * How do you extend the gift of salvation through Christ to others? BLESS Time of prayer, praise, blessing, and hope (5% of total lesson time) Read or sing "The Love of God" CCS 210. Pause between stanzas to reflect and share. Stanza 1: How has God given you room to answer "yes" or "no"? Stanza 2: Where do you long for freedom? Stanza 3: What walls keep us divided? Stanza 4: Where is God's love leading? Close with a short prayer of thanksgiving for God's unwavering love. FOURTH SUNDAY OF LENT 11 March 2018 John 3:14–21 14And just as Moses lifted up the serpent in the wilderness, so must the Son of Man be lifted up, 15that whoever believes in him may have eternal life. 16 "For God so loved the world that he gave his only Son, so that everyone who believes in him may not perish but may have eternal life. 17"Indeed, God did not send the Son into the world to condemn the world, but in order that the world might be saved through him. 18 Those who believe in him are not condemned; but those who do not believe are condemned already, because they have not believed in the name of the only Son of God. 19 And this is the judgement, that the light has come into the world, and people loved darkness rather than light because their deeds were evil. 20 For all who do evil hate the light and do not come to the light, so that their deeds may not be exposed. 21 But those who do what is true come to the light, so that it may be clearly seen that their deeds have been done in God." * When have you experienced a crisis or dilemma when someone used scripture to justify judgment? * Share an experience in which you have seen God's love overcome darkness. Below is the Community of Christ Basic Belief statement regarding salvation: The gospel is the good news of salvation through Jesus Christ: forgiveness of sin, and healing from separation, brokenness, and the power of violence and death. This healing is for individuals, human societies, and all of creation. This new life is the loving gift of God's grace that becomes ours through faith and repentance. Baptism is how we initially express our commitment to lifelong discipleship. As we yield our lives to Christ in baptism we enter Christian community (the body of Christ) and have the promise of salvation. We experience salvation through Jesus Christ, but affirm that God's grace has no bounds, and God's love is greater than we can know. —Sharing in Community of Christ, 3rd Edition, p. 15 Community of Christ teaching about salvation is not confined to individual salvation alone. We believe the qualities of salvation begin to be experienced in this life as we are reconciled with God and others through faith response to the gospel. The "fruit of the Spirit" (Galatians 5:22) evidences this unfolding direction in our lives. We also believe that salvation has social, relational, or communal dimensions. Counsel to the church offers an invitation to the fullness of salvation that includes peace in this life and in the eternal realms of God's universe: "Follow Christ in the way that leads to God's peace and discover the blessings of all of the dimensions of salvation" (Doctrine and Covenants 163:2a). —Christ's Mission, Our Mission: Exploring Our Faith, September 2012 Leadership Gathering * What are examples of social, relational, or communal dimensions of salvation? * How does your congregation express the various dimensions of salvation? God is a God of love. God's grace has no bounds. Jesus offers salvation. By definition, salvation preserves from harm, ruin, or loss, and delivers from sin and its consequences. Salvation extends to all dimensions of this life. * How are you being called to express God' love to the world? * How do you extend the gift of salvation through Christ to others? FIFTH SUNDAY OF LENT Focus Scripture Passage: John 12:20–33 Lesson Focus: Suffering Love Objectives The learners will… * explore the concept of suffering love. * discuss what is expected of disciples. Supplies * Bibles (NRSV) * Sharing in Community of Christ, 3rd Edition * Copies of the Response Sheet (optional) * discover personal and collective responses to God's love. * Community of Christ Sings (CCS) * Pens, pencils, paper Note to instructor: In preparation for this lesson, read "Exploring the Scripture" for John 12:20–33 in Sermon and Class Helps, Year B: New Testament, pp. 55–56, available through Herald House. GATHER ENGAGE prepares and motivates for lesson Activates background knowledge, Invites exploration (15% of total lesson time) Read aloud John 12:24–26: Very truly, I tell you, unless a grain of wheat falls into the earth and dies, it remains just a single grain; but if it dies, it bears much fruit (v. 24). * What images stand out to you? What associations do you have with grain, wheat, earth, and fruit? Those who love their life lose it, and those who hate their life in this world will keep it for eternal life (v. 25). * How does this speak to your life? Whoever serves me must follow me, and where I am, there will my servant be also (v. 26). * What does the Lord require of you? and interaction (35% of total lesson time) As the Lenten journey nears an end, the challenges of discipleship intensify. Earlier chapters in John tell of the raising of Lazarus from the dead, Mary anointing Jesus' feet with expensive oil, and Jesus' processional into Jerusalem. Set in the context of the Passover, Jesus directly focuses on death and life. The passage begins with the arrival of Greeks seeking Jesus. While it is unclear whether or not they actually speak with Jesus, it is symbolic that Jesus' message will reach far beyond the Jewish nation now and in future generations. It is timeless, and it is for everyone. The discourse gives a glimpse of what seekers will need to understand if they wish to "see" Jesus. Grains of wheat must die if they are to become fruitful. Jesus foretells his death and expresses that his very soul is troubled. Even so he will not ask to be spared, as this is his purpose for coming to Earth. Jesus is willing to empty himself out in order to reveal the ultimate mercy and love of God. Through the Resurrection humankind can be reconciled to God whose love is boundless. The challenge before disciples is to follow Jesus' example. The twelve would be tested and maligned by forces intending to destroy their faith and witness. They, too, must remain faithful to the call in their lives. This challenge continues today as we die to selfish desires of security, power, and wealth. We are called more deeply into kingdom building through love for, service to, and sacrifice on behalf of those in our world who suffer needlessly. * How might the hearers of this passage have understood it in Jesus' time? * How might it be heard today? * What must "die" in order to be fruitful? In our life? In our congregation? Takes the learners from RESPOND hearing to doing (35% of total lesson time) In "From a Trinitarian Approach to World Religions," Anthony Chvala-Smith writes: "God" as Christians use it is given its unique shape and texture, its meaning, from the person and work of Jesus of Nazareth; his birth, his Jewishness, his message about God's kingdom, his mighty works, his befriending of sinners, his suffering under Pontius Pilate, his death for us, his risen and exalted life. When I say "God" I mean none other than the One revealed through Jesus Christ. Jesus' person and work [is] not a "back then" but a "here and now." This same power is slowly, invisibly, transforming those who believe into creatures who can truly live for others and who can love God with the totality of our being, which is the purpose of human existence. To say that "God is love" means that God is not a lonely, solitary self. Rather, it is to say that there is giving and receiving within the very life of God: in order for there to be true giving and receiving— the essences of love—there must be true others. Let me quote Milgliore: "[The doctrine of the Trinity wants to state that] God is self-expending, other-affirming, community building love." —Restoration Studies VIII, 2000 To know Jesus is to know the heart of God. We are invited to mirror the heart of God understanding the cost. © 2017 Community of Christ • www.CofChrist.org Community of Christ proclaims: He [Jesus] taught his followers to love God, to love their neighbors, and to love their enemies. By eating with sinners, serving the poor, healing the unclean, blessing children, and welcoming women and men as equals among his disciples, Jesus declared that all persons are of worth in the sight of God. —Sharing in Community of Christ, 3rd Edition, pp. 22–23 * What does Jesus' life inform you about the essence of God? * How is Jesus at work "here" and "now"? * How have you or your congregation experienced suffering love, dying to self, transformation, and new life? Explores how the lesson SEND might be lived (10% of total lesson time) Doctrine and Covenants 165:1b, d, 2f As a spiritual venture, boldly follow the initiatives into the heart of God's vision for the church and creation. Then, in response to growing insight about God's nature and will, continue to shape communities that live Christ's love and mission. Undertake compassionate and just actions to abolish poverty and end needless suffering. Pursue peace on and for the Earth. Sharing for the common good is the spirit of Zion. * In response to this counsel, identify specific actions God may be calling you or your congregation to address. * What might you or the congregation need to "die" to in order to be signals of suffering love that bear fruit? * Spend time between now and Easter reflecting on the challenge of loving others as God loves us. BLESS Time of prayer, praise, blessing, and hope (5% of total lesson time) Sing or read the words of "Make Us, O God, a Church That Shares" CCS 657. Amen. FIFTH SUNDAY OF LENT 18 March 2018 John 12:20–36 20Now among those who went up to worship at the festival were some Greeks. 21 They came to Philip, who was from Bethsaida in Galilee, and said to him, "Sir, we wish to see Jesus." 22 Philip went and told Andrew; then Andrew and Philip went and told Jesus. 23 Jesus answered them, "The hour has come for the Son of Man to be glorified. 24 Very truly, I tell you, unless a grain of wheat falls into the earth and dies, it remains just a single grain; but if it dies, it bears much fruit. 25 Those who love their life lose it, and those who hate their life in this world will keep it for eternal life. 26 Whoever serves me must follow me, and where I am, there will my servant be also. Whoever serves me, the Father will honor. 27"Now my soul is troubled. And what should I say—'Father, save me from this hour'? No, it is for this reason that I have come to this hour. 28 Father, glorify your name." Then a voice came from heaven, "I have glorified it, and I will glorify it again." 29The crowd standing there heard it and said that it was thunder. Others said, "An angel has spoken to him." 30 Jesus answered, "This voice has come for your sake, not for mine. 31 Now is the judgement of this world; now the ruler of this world will be driven out. 32 And I, when I am lifted up from the earth, will draw all people to myself." 33 He said this to indicate the kind of death he was to die. 34 The crowd answered him, "We have heard from the law that the Messiah remains forever. How can you say that the Son of Man must be lifted up? Who is this Son of Man?" 35 Jesus said to them, "The light is with you for a little longer. Walk while you have the light, so that the darkness may not overtake you. If you walk in the darkness, you do not know where you are going. 36 While you have the light, believe in the light, so that you may become children of light." After Jesus had said this, he departed and hid from them. * How might the hearers of this passage have understood it in Jesus' time? * How might it be heard today? * What must "die" in order to be fruitful? In our life? In our congregation? Community of Christ proclaims: He [Jesus] taught his followers to love God, to love their neighbors, and to love their enemies. By eating with sinners, serving the poor, healing the unclean, blessing children, and welcoming women and men as equals among his disciples, Jesus declared that all persons are of worth in the sight of God. —Sharing in Community of Christ, 3rd Edition, pp. 22–23 * What does Jesus' life inform you about the essence of God? * How is Jesus at work "here" and "now"? * How have you or your congregation experienced suffering love, dying to self, transformation and new life? Doctrine and Covenants 165:1b, d, 2f As a spiritual venture, boldly follow the initiatives into the heart of God's vision for the church and creation. Then, in response to growing insight about God's nature and will, continue to shape communities that live Christ's love and mission. Undertake compassionate and just actions to abolish poverty and end needless suffering. Pursue peace on and for the Earth. Sharing for the common good is the spirit of Zion. * In response to this counsel, identify specific actions God may be calling you or your congregation to address. * What might you or the congregation need to "die" to in order to be signals of suffering love that bear fruit? * Spend time between now and Easter reflecting on the challenge of loving others as God loves us. PALM SUNDAY Focus Scripture Passage: Mark 11:1–11 Lesson Focus: Beyond Hosanna Objectives The learners will… * discover deeper meaning of Jesus' triumphal entry into Jerusalem. * explore pathways of peace. * take action to pursue peace Supplies * Bibles (NRSV) * Sharing in Community of Christ, 3rd Edition * Copies of Response Sheet (optional) * Community of Christ Sings (CCS) * Pens or pencils Note to instructor: In preparation for this lesson, read "Exploring the Scripture" for Mark 11:1–11 in Sermon and Class Helps, Year B: New Testament, pp. 57–58, available through Herald House. GATHER Activates background knowledge, prepares and motivates for lesson (15% of total lesson time) colt procured by the disciples as Jesus ordered. The donkey was the animal of choice for princes when they wished to signify peaceful intentions. Pilgrims traveling to the Passover walked. Jesus entering on the back of donkey symbolized a person of honor. Read or sing "O Christ Who by a Cross" CCS 315. Spend several minutes meditating on the words. Open class with a prayer. ENGAGE Invites exploration and interaction (35% of total lesson time) It was parade day. The end was nearing and Jesus had yet to become the Messiah people had expected or wanted. In fact, up until this point, according to Mark, Jesus continually cautioned disciples and others not to share publically about the miracles they had seen and experienced. Now, in full public view, Jesus prepared to ride into Jerusalem on the back of a young, never-before-ridden As Jesus entered, the gathered crowds spread cloaks and leafy branches on the roadway to reduce the dust as a sign of honor. They shouted: "Hosanna! Blessed is the one who comes in the name of the Lord! Blessed is the coming kingdom of our ancestor David! Hosanna in the highest heaven!" The hope that Jesus would deliver them from Roman rule was evident. As Jesus' humble, peaceful procession entered from the east, a Roman procession entered from the west. Fully outfitted with horses and weapons, their position of control and oppression was clear. It was quite a contrast of parades: one proclaiming domination, the other simply but profoundly proclaiming the peaceful reign of God. 25 March 2018 Jesus came not to conquer by rule or force, but to teach the ways of peace. In doing so, his very life was in jeopardy. His disciples and followers, excited this day, did not understand. By the end of the week, they would become discouraged and broken. The shouts of "Hosanna" would recede into doubt and agony until God's plan in Christ was fully revealed. * What do we learn from the disciples or crowds who were part of Jesus' entry to Jerusalem? * Name an experience in which you have been disappointed in God's answer. * How do your current understandings limit your expectations of God? Takes the learners from RESPOND hearing to doing (35% of total lesson time) Jesus' purposely and carefully planned entrance into Jerusalem ushered in a new, radical understanding of God's kingdom. This kingdom on earth would not be established by violent means, but would be characterized by sacrificial, unconditional love. Jesus' way is the way of peace. Community of Christ Basic Beliefs state: Peace is God's shalom: justice, righteousness, wholeness, and the well-being of the entire creation. Jesus, the Prince of Peace, came to preach the kingdom and to be our peace through the cross. The Holy Spirit empowers us for the costly pursuit of peace and justice for all people. — Sharing in Community of Christ , 3rd Edition, p. 16 * How is pursuit of peace and justice costly? * For whom is it costly? Doctrine and Covenants 163:2a and 3a–b 2a. Jesus Christ, the embodiment of God's shalom, invites all people to come and receive divine peace in the midst of the difficult questions and struggles of life. Follow Christ in the way that leads to God's peace and discover the blessings of all of the dimensions of salvation. 3a. You are called to create pathways in the world for peace in Christ to be relationally and culturally incarnate. The hope of Zion is realized when the vision of Christ is embodied in communities of generosity, justice, and peacefulness. b. Above all else, strive to be faithful to Christ's vision of the peaceable Kingdom of God on earth. Courageously challenge cultural, political, and religious trends that are contrary to the reconciling and restoring purposes of God. Pursue peace. * How do we create pathways for peace? * How can they be "culturally and relationally incarnate"? * How do you identify "cultural, political, and religious trends" that are contrary to God's purposes? * How do you or your congregation challenge these trends? As you walk with Jesus this Holy Week, reflect on the Enduring Principle Pursuit of Peace (Shalom). * God wants shalom (justice, reconciliation, well-being, wholeness, and peace) for all of creation. * Jesus Christ, the embodiment of God's shalom (peace), reveals the meaning of God's peace in all aspects of life. * The vision of Zion is to promote God's reign on Earth, as proclaimed by Jesus Christ, through the leavening influence of just and peaceful communities. * We courageously and generously share the peace of Jesus Christ with others. * Led by the Holy Spirit, we work with God and others to restore peace (shalom) to creation. * We celebrate God's peace wherever it appears or is being pursued by people of good will. —Sharing in Community of Christ, 3rd Edition, p. 13 Identify one step you will take this week to build peace. Time of prayer, praise, BLESS blessing, and hope (5% of total lesson time) Pray together: We will trust in the Holy Spirit that leads us to do good; to do justly, to walk humbly, and to judge righteously. Amen (Doctrine and Covenants 10:6). PALM SUNDAY 25 March 2018 Mark 11:1–11 1When they were approaching Jerusalem, at Bethphage and Bethany, near the Mount of Olives, he sent two of his disciples 2 and said to them, "Go into the village ahead of you, and immediately as you enter it, you will find tied there a colt that has never been ridden; untie it and bring it. 3 If anyone says to you, 'Why are you doing this?' just say this, 'The Lord needs it and will send it back here immediately.'" 4 They went away and found a colt tied near a door, outside in the street. As they were untying it, 5 some of the bystanders said to them, "What are you doing, untying the colt?" 6 They told them what Jesus had said; and they allowed them to take it. 7 Then they brought the colt to Jesus and threw their cloaks on it; and he sat on it. 8 Many people spread their cloaks on the road, and others spread leafy branches that they had cut in the fields. 9 Then those who went ahead and those who followed were shouting, "Hosanna! Blessed is the one who comes in the name of the Lord! 10 Blessed is the coming kingdom of our ancestor David! Hosanna in the highest heaven!" 11Then he entered Jerusalem and went into the temple; and when he had looked around at everything, as it was already late, he went out to Bethany with the twelve. * What do we learn from the disciples and crowds who were part of Jesus' entry to Jerusalem? * Name an experience in which you have been disappointed in God's answer. * How do your current understandings limit your expectations of God? Peace is God's shalom: justice, righteousness, wholeness, and the well-being of the entire creation. Jesus, the Prince of Peace, came to preach the kingdom and to be our peace through the cross. The Holy Spirit empowers us for the costly pursuit of peace and justice for all people. —Sharing in Community of Christ, 3rd Edition, p. 16 * How is pursuit of peace and justice costly? * For whom is it costly? Doctrine and Covenants 163:2a and 3a–b 2a. Jesus Christ, the embodiment of God's shalom, invites all people to come and receive divine peace in the midst of the difficult questions and struggles of life. Follow Christ in the way that leads to God's peace and discover the blessings of all of the dimensions of salvation. 3a. You are called to create pathways in the world for peace in Christ to be relationally and culturally incarnate. The hope of Zion is realized when the vision of Christ is embodied in communities of generosity, justice, and peacefulness. b. Above all else, strive to be faithful to Christ's vision of the peaceable Kingdom of God on earth. Courageously challenge cultural, political, and religious trends that are contrary to the reconciling and restoring purposes of God. Pursue peace. * How do you identify "cultural, political, and religious trends" that are contrary to God's purposes? * How do we create pathways for peace? * How can they be "culturally and relationally incarnate"? * How do you or your congregation challenge these trends? EASTER SUNDAY Focus Scripture Passage: John 20:1–18 Lesson Focus: Witness of Christ Objectives The learners will… * explore the tomb experiences of three disciples. * examine varied responses to events. Supplies * Bibles (NRSV) * Copies of Response Sheet (optional) * Community of Christ Sings (CCS) * resolve to share the good news. * Pens or pencils Note to instructor: In preparation for this lesson, read "Exploring the Scripture" for John 20:1–18 in Sermon and Class Helps, Year B: New Testament, pp. 64–65, available through Herald House. GATHER Activates background knowledge, prepares and motivates for lesson (15% of total lesson time) "whom Jesus loved" and told them of the empty tomb. They had a footrace back to the tomb. What is interesting to note here is how differently each responded to what they found. Have class members share the name of their favorite Easter hymn. (See CCS 471-482.) What is the message that resonates with you? Sing one of the favorites mentioned. Invites exploration ENGAGE and interaction (35% of total lesson time) John gives a very detailed account of those finding the tomb empty. He first mentions "it was still dark." John continually contrasts the darkness in the world and the light God sends into the world through Jesus. So it is not odd that he speaks of Mary Magdalene arriving at the tomb in the dark. There were three followers that discover the empty tomb. Mary Magdalene arrived first. When she saw the stone rolled away, she ran to Peter and the unnamed disciple The unnamed disciple entered the tomb, saw it empty with the grave clothes lying folded, and believed. Exactly what he believed is not stated and somewhat difficult to discern, but his faith was intact. Peter saw the empty tomb with the shrouds but left without understanding or faith. It was a puzzle yet to be explained. Mary Magdalene experienced the empty tomb, knew the body was gone, but her eyes were opened when Jesus called her name. John 10:27–28 reads, "My sheep hear my voice. I know them, and they follow me. I give them eternal life, and they will never perish. No one will snatch them out of my hand." Three disciples—same morning, same tomb, but different comprehension of the experience. One's faith is immediate, one needs time to contemplate, and one hears Jesus' voice and knows with certainty. Today there are those who believe and have faith without "seeing." There are those who need time to study and learn and grow into faith. There are those who are spiritually attuned and hear God's voice. * To which disciple do you relate? * What prompted you to believe in Christ? While transformation looked different for each of the disciples, the instruction to go and witness of what they had seen and heard was the same. Jesus' death was not the end. The story of God's movement in the world had only just begun through the Resurrection. * How has your transformation in Christ led you to mission? * How has your congregation experienced a resurrection? Takes the learners from RESPOND hearing to doing (35% of total lesson time) Beloved pastor and author Henri Nouwen wrote, The church is called to announce the Good News of Jesus to all people and all nations. Besides the many works of mercy by which the Church must make Jesus' love visible, it must also joyfully announce the great mystery of God's salvation through the life, suffering, death, and resurrection of Jesus. The story of Jesus is to be proclaimed and celebrated. Some will hear and rejoice, some will remain indifferent, some will become hostile. The story of Jesus will not always be accepted, but it must be told. We who know the story and try to live it out, have the joyful task of telling it to others. When our words rise from hearts full of love and gratitude they will bear fruit, whether we can see this or not. — Bread for the Journey , New York: Harper One, 1997, p. 332 Those who walked closest to Jesus often failed to share about Jesus. The disciples heard Jesus predict his death three times; Peter confessed Jesus as Messiah but totally misunderstood what that really meant and even rebuked Jesus. Because they didn't understand what was going on, they did not share the good news. Fortunately, we are blessed with hindsight and scriptures that tell us the story. We recount the story over and over again. We experience the story. God continues to speak and reveal more of God's nature and desires for the world. We must share the story, the good news that God is alive and loves the world. * How do you share the good news? * In what ways is your congregation reaching beyond the walls of the church to share the good news? * What fears impede your witness? Doctrine and Covenants 162:7a There are many lives waiting to hear the redeeming words of the gospel, or to be lifted from hopelessness by the hands of loving servants. But they will be lost to you without the generous response of disciples who share from their own bounty that others may know the joys of the kingdom. Doctrine and Covenants 162:8 You are a good and faithful people, but sometimes you fail to see the power that is resident in your own story and fellowship. Look carefully, listen attentively, and sense the Spirit among you. Be fervent in your witness, passionate in your discipleship, and vigorous in your labor on behalf of peace and justice. Where two or three such disciples form community, there will the Spirit be. Many will come to see. Continue your journey, O people of the Restoration. You have been blessed thus far but there is so much yet to see, so much yet to do. Go forth with confidence and live prophetically as a people who have been loved, and who now courageously choose to love others in the name of the One you serve. Amen. * The challenge is to go and tell. With whom will you share the good news this week? Read Doctrine and Covenants 161:7 as a closing prayer. The Spirit of the One you follow is the spirit of love and peace. That Spirit seeks to abide in the hearts of those who would embrace its call and live its message. The path will not always be easy, the choices will not always be clear, but the cause is sure and the Spirit will bear witness to the truth, and those who live the truth will know the hope and the joy of discipleship in the community of Christ. Amen. EASTER SUNDAY 1 April 2018 John 20:1–18 1Early on the first day of the week, while it was still dark, Mary Magdalene came to the tomb and saw that the stone had been removed from the tomb. 2 So she ran and went to Simon Peter and the other disciple, the one whom Jesus loved, and said to them, "They have taken the Lord out of the tomb, and we do not know where they have laid him." 3 Then Peter and the other disciple set out and went towards the tomb. 4 The two were running together, but the other disciple outran Peter and reached the tomb first. 5 He bent down to look in and saw the linen wrappings lying there, but he did not go in. 6 Then Simon Peter came, following him, and went into the tomb. He saw the linen wrappings lying there, 7 and the cloth that had been on Jesus' head, not lying with the linen wrappings but rolled up in a place by itself. 8Then the other disciple, who reached the tomb first, also went in, and he saw and believed; 9 for as yet they did not understand the scripture, that he must rise from the dead. 10 Then the disciples returned to their homes. 11But Mary stood weeping outside the tomb. As she wept, she bent over to look into the tomb; 12 and she saw two angels in white, sitting where the body of Jesus had been lying, one at the head and the other at the feet. 13 They said to her, "Woman, why are you weeping?" She said to them, "They have taken away my Lord, and I do not know where they have laid him." 14 When she had said this, she turned round and saw Jesus standing there, but she did not know that it was Jesus. 15 Jesus said to her, "Woman, why are you weeping? For whom are you looking?" Supposing him to be the gardener, she said to him, "Sir, if you have carried him away, tell me where you have laid him, and I will take him away." 16 Jesus said to her, "Mary!" She turned and said to him in Hebrew,"Rabbouni!" (which means Teacher). 17 Jesus said to her, "Do not hold on to me, because I have not yet ascended to the Father. But go to my brothers and say to them, 'I am ascending to my Father and your Father, to my God and your God.'" 18 Mary Magdalene went and announced to the disciples, "I have seen the Lord"; and she told them that he had said these things to her. * To which disciple do you relate? * What prompted you to believe in Christ? * How has your transformation in Christ led you to mission? * How do you experience resurrection in your life? In the life of your congregation? Henri Nouwen wrote: The church is called to announce the Good News of Jesus to all people and all nations. Besides the many works of mercy by which the Church must make Jesus' love visible, it must also joyfully announce the great mystery of God's salvation through the life, suffering, death, and resurrection of Jesus. The story of Jesus is to be proclaimed and celebrated. Some will hear and rejoice, some will remain indifferent, some will become hostile. The story of Jesus will not always be accepted, but it must be told. We who know the story and try to live it out, have the joyful task of telling it to others. When our words rise from hearts full of love and gratitude they will bear fruit, whether we can see this or not. — Bread for the Journey , New York: Harper One, 1997, p. 332 * How do you share the good news? * In what ways is your congregation reaching beyond the walls of the church to share the good news? * What fears impede your witness? Doctrine and Covenants 162:7 There are many lives waiting to hear the redeeming words of the gospel, or to be lifted from hopelessness by the hands of loving servants. But they will be lost to you without the generous response of disciples who share from their own bounty that others may know the joys of the kingdom. You are a good and faithful people, but sometimes you fail to see the power that is resident in your own story and fellowship. Look carefully, listen attentively, and sense the Spirit among you. Be fervent in your witness, passionate in your discipleship, and vigorous in your labor on behalf of peace and justice. Where two or three such disciples form community, there will the Spirit be. Many will come to see. Continue your journey, O people of the Restoration. You have been blessed thus far but there is so much yet to see, so much yet to do. Go forth with confidence and live prophetically as a people who have been loved, and who now courageously choose to love others in the name of the One you serve. Amen. * The challenge is to go and tell. With whom will you share the good news this week? SECOND SUNDAY OF EASTER LESSON 19 Focus Scripture Passage: John 20:19–31 Lesson Focus: We are imperfect. We have fears and doubts. Jesus loves us and offers his peace and love to us. He sends us out to share it with others. Objectives The learners will… Supplies * engage with the scripture text. * make a connection of this passage to the Enduring Principles All Are Called and Pursuit of Peace (Shalom). * Copies of Response Sheet (optional) * Community of Christ Sings (CCS) * Pens and pencils * explore the question of whether we remain behind locked doors or be Easter people, taking the peace of Jesus Christ to the world around us. Note to instructor: In preparation for this lesson, read "Exploring the Scripture" for John 20:19–31 in Sermon and Class Helps, Year B: New Testament, pp. 68–69, available through Herald House. GATHER Activates background knowledge, prepares and motivates for lesson (15% of total lesson time) Read aloud or sing stanzas one, two, and four of "The Risen Christ" CCS 477. Invite learners in groups of two or three to share times they experienced grief, despair, and fear, and how the peace of Jesus Christ helped them gain new grace, new strength, and new purpose. Ask someone to offer a prayer of thanksgiving and blessing for the class. ENGAGE Invites exploration and interaction (35% of total lesson time) The Gospel according to John was most likely written about 90 CE, 60 years after Jesus' resurrection. This was a time when persecution from the Roman authorities was frequent, making the theme of fear and doubt especially meaningful to his first audience (Jerome H. Neyrey, introduction to "The Gospel According to John" in The New Oxford Annotated Bible New Revised Standard Version With The Apocrypha, Fully Revised Fourth Edition, [Oxford University Press, 2010], p. 1879). Read John 20:19–31. We need to understand that "that day" in verse 19 refers to Easter Sunday. Even though Mary Magdalene had testified of Jesus' resurrection just that day, these disciples are locked away in fear. They are hiding and doubting Mary's story. In this setting, Jesus appears to them through a locked door offering them peace, sending them out as he had been sent, and breathing into them the Holy Spirit. In John, we don't wait 50 days for Pentecost; he connects the promised Spirit with the breath of Jesus himself. * Share in groups of two or three a time when you have been sent as Jesus was sent and how the Holy Spirit helped you. Verse 23 is potentially problematic since it seems to put judgment in human hands. In the Johannine community, forgiveness of sins was primarily intracommunity. Just as being sent into the world and receiving the Spirit applied to all the disciples and all believers as a group, so also, the internal life of the church requires forgiveness. As Christians share in the mission of Jesus Christ, they also "share in God's act in Christ that announces, mediates, and models forgiveness" (Eugene M. Boring and Fred B. Craddock, The People's New Testament Commentary [Louisville: Westminster John Knox Press, 2009], p. 358). Share in groups of two or three: * a time you witnessed or were part of communal forgiveness either for yourself or someone else. * the importance of forgiveness for both parties. Time jumps forward one week and the disciples are still behind closed doors with the addition of Thomas who has stated he will not believe in the Resurrection until he sees and touches Jesus for himself. Jesus comes through the closed doors once again, not scolding Thomas, but simply offering himself to him. Thomas immediately believed, announcing Jesus as "My Lord and my God." Share in groups of two or three a time you recognized God in your life. How has this affected your faith and discipleship? The passage goes on to say we are blessed if we have or have not actually seen Jesus, yet believe. The author of John concludes this chapter with the statement that Jesus Christ is the Son of God, summarizing the content of the Christian faith, and the blessing comes in having life in his name. Share in groups of two or three your testimony in response to this question. * How has living a life in Christ been a blessing for you? Takes the learners from RESPOND hearing to doing (35% of total lesson time) Notice the disciples are still shut up in a room by themselves the next week, behind closed doors, even after Jesus has sent them on mission. We find ourselves in similar circumstances. Worshiping behind closed doors is comfortable, safe, and easy to be with one another in a close, loving community. However, Jesus' peace is not one of complacency. In the same breath, he sends us, gifts us with the Holy Spirit, and expects us to go beyond the doors and out into the world—"whether in the midst of family illness and distress or in the turmoil of economic injustice. The missionary people empowered by this peace and this inbreathed Holy Spirit bear the forgiving, transforming love of God into every sphere of human experience" (D. Cameron Murchison in Pastoral Perspective, Feasting on the Word: Year A, Volume 2, edited by David L. Bartlett and Barbara Brown Taylor, [Louisville: Westminster John Knox Press, 2011], p. 404). Community of Christ upholds the Enduring Principles Pursuit of Peace (Shalom) and All Are Called, along with the Mission Initiative Invite People to Christ. This is Christ's mission of evangelism. Jesus greeted the frightened, confused disciples with God's peace and offered assurance that all are called to be loved and to share love with others, even though we are flawed. All Are Called * God graciously gives people gifts and opportunities to do good and to share in God's purposes. * Jesus Christ invites people to follow him by becoming disciples who share his life and ministry. * Some disciples are called and ordained to particular priesthood responsibilities and ministries for the sake of the community, the congregation, and the world. * We respond faithfully, with the help of the Holy Spirit, to our best understanding of God's call. Pursuit of Peace * God wants shalom (justice, reconciliation, well-being, wholeness, and peace) for all of creation. * Jesus Christ, the embodiment of God's shalom (peace), reveals the meaning of God's peace in all aspects of life. * The vision of Zion is to promote God's reign on Earth, as proclaimed by Jesus Christ, through the leavening influence of just and peaceful communities. * We courageously and generously share the peace of Jesus Christ with others. Led by the Holy Spirit, we work with God and others to restore peace (shalom) to creation. * We celebrate God's peace wherever it appears or is being pursued by people of good will. —Sharing in Community of Christ, 3rd Edition, pp. 9, 13 Discuss in small groups or as a whole: * Which of the above statements embrace the message of today's scripture? Explain why. * To whom beyond the door am I being sent? Respond to the following questions on the Response Sheet, in small groups of two or three, or as a large group. Spend time in prayer with these questions as part of your personal spiritual practice in the coming week. * What are some ways I hide behind closed doors? * What needs to happen so I will find the courage to respond to God's call of being sent? Whom can I ask for help? or * How has the peace of Jesus Christ and the Holy Spirit helped me breech the closed door? * Whom can I take along to mentor? Share again stanza four of "The Risen Christ" CCS 477 as a benediction for the class. SECOND SUNDAY OF EASTER 8 April 2018 John 20:19–31 19When it was evening on that day, the first day of the week, and the doors of the house where the disciples had met were locked for fear of the Jews, Jesus came and stood among them and said, "Peace be with you." 20 After he said this, he showed them his hands and his side. Then the disciples rejoiced when they saw the Lord. 21 Jesus said to them again, "Peace be with you. As the Father has sent me, so I send you." 22 When he had said this, he breathed on them and said to them, "Receive the Holy Spirit. 23 If you forgive the sins of any, they are forgiven them; if you retain the sins of any, they are retained." 24But Thomas (who was called the Twin), one of the twelve, was not with them when Jesus came. 25 So the other disciples told him, "We have seen the Lord." But he said to them, "Unless I see the mark of the nails in his hands, and put my finger in the mark of the nails and my hand in his side, I will not believe." 26A week later his disciples were again in the house, and Thomas was with them. Although the doors were shut, Jesus came and stood among them and said, "Peace be with you." 27 Then he said to Thomas, "Put your finger here and see my hands. Reach out your hand and put it in my side. Do not doubt but believe." 28 Thomas answered him, "My Lord and my God!" 29 Jesus said to him, "Have you believed because you have seen me? Blessed are those who have not seen and yet have come to believe." 30Now Jesus did many other signs in the presence of his disciples, which are not written in this book. 31 But these are written so that you may come to believe that Jesus is the Messiah, the Son of God, and that through believing you may have life in his name. All Are Called * God graciously gives people gifts and opportunities to do good and to share in God's purposes. * Jesus Christ invites people to follow him by becoming disciples who share his life and ministry. * Some disciples are called and ordained to particular priesthood responsibilities and ministries for the sake of the community, the congregation, and the world. * We respond faithfully, with the help of the Holy Spirit, to our best understanding of God's call. Pursuit of Peace * God wants shalom (justice, reconciliation, well-being, wholeness, and peace) for all of creation. * Jesus Christ, the embodiment of God's shalom (peace), reveals the meaning of God's peace in all aspects of life. * The vision of Zion is to promote God's reign on Earth, as proclaimed by Jesus Christ, through the leavening influence of just and peaceful communities. * We courageously and generously share the peace of Jesus Christ with others. Led by the Holy Spirit, we work with God and others to restore peace (shalom) to creation. * We celebrate God's peace wherever it appears or is being pursued by people of good will. —Sharing in Community of Christ, 3rd Edition, pp. 9, 13 * What are some ways I hide behind closed doors? * What needs to happen so I will find the courage to respond to God's call of being sent? Whom can I ask for help? * Or how has the peace of Jesus Christ and the Holy Spirit helped me breech the closed door? * Whom can I take along to mentor? THIRD SUNDAY OF EASTER LESSON 20 15 April 2018 Focus Scripture Passage: Luke 24:36b–48 Lesson Focus: Jesus is alive and well, helping us understand God's will in our lives. As witnesses, we are to share this with others. Objectives The learners will… Supplies * engage in the scripture text. * understand the peaceful and loving nature of God through Jesus Christ who lived, was crucified, and rose from the dead. * Video: Invite found at www.missionalleaders.org /videos-az/ * Computer * Projector and screen or blank wall * contemplate and discuss how they are witnesses and what this challenges them to do and be especially in light of our Mission Initiative Invite People to Christ. * Community of Christ Sings (CCS) * Copies of Response Sheet (optional) * Pens or pencils Note to instructor: In preparation for this lesson, read "Exploring the Scripture" for Luke: 36b–48 in Sermon and Class Helps, Year B: New Testament, p. 70, available through Herald House. GATHER ENGAGE and interaction Activates background knowledge, prepares and motivates for lesson Invites exploration (15% of total lesson time) Today is considered the Third Sunday of Easter in the Revised Common Lectionary. Last week we considered John's version of the appearance of Jesus to the disciples in the upper room. Today we listen to Luke's telling of the event. In verse 48, Jesus shares that they "are witnesses of these things." Depending on resources available, choose one of the activities below and discuss the following questions in small groups or as a whole. If technology is available, show the video Invite, found at www.missionalleaders.org/videos-az/. If technology is not available, have volunteers read the stanzas of "The Risen Christ" CCS 477 taking turns. * Of what about Jesus have you been a witness? * How has it made a difference in your life? * With whom would you share your witness? (35% of total lesson time) Read Luke 24:36b–48. Discuss the ideas and questions below in small groups or as a whole. This scripture has four parts: (1) fright and alarm, (2) joy mixed with disbelief, (3) open and understanding minds and hearts, and (4) commission. As we review the Resurrection stories in this chapter, we see that prior to this there have been several witnesses to Jesus' resurrection, but the disciples are still afraid and cannot wrap their minds around this possibility. Jesus understands this and is patient with them, asking them to use their senses of sight and touch, and then finally eating food with them to prove that he has a fully human body. He's alive once again, not a ghost or spirit. Only after he allays their fears does he share with them about the scriptures. * How does this challenge or affirm your understanding of resurrection? * When have you been afraid or what are you afraid of today? * What about Jesus' life and resurrection helps calm your fears? Once the disciples realized it was really Jesus, alive and well, he was able to share with them and open their minds to the scriptures. "Minds cannot be opened when trapped by fear…Jesus lives in accord with Scripture, and both the words and the man truly reveal God's plan…which includes the extension of God's blessing, forgiveness of sin, to all nations" (Sarah S. Henrich in Exegetical Perspective, Feasting on the Word: Year B, Volume 2, edited by David L. Bartlett and Barbara Brown Taylor [Louisville: Westminster John Knox Press, 2008], p. 429). Share times you have witnessed God's blessing and forgiveness of sin. The last two verses of this passage help us understand new life in Christ—that repentance and forgiveness are to be proclaimed to everyone, and we are the witnesses who must tell and live what we know. Wherever there is inhumanity, exploitation, discrimination, and hopelessness, Jesus shows up offering comfort, [and] assurance…He invites us to be witnesses that it is all about God—God's intention to bring peace, unity, harmony, love, compassion, grace, justice, and mercy to a world that is broken and sinful…God is alive and working on behalf of wholeness and community. —Barbara Essex in Homiletical Perspective, Feasting on the Word: Year B, Volume 2, edited by David L. Bartlett and Barbara Brown Taylor (Louisville: Westminster John Knox Press, 2008), p. 429 * Tell about a time you experienced God "alive and working on behalf of wholeness and community." * When has Jesus shown up offering comfort and assurance? Takes the learners from RESPOND hearing to doing (35% of total lesson time) Community of Christ's Mission Initiative Invite People to Christ emphasizes Christ's mission of evangelism. Jesus was sent to proclaim good news and invite others to join him in mission. Our Basic Belief about Jesus states, "Through Jesus' life and ministry, death and resurrection, God reconciles the world and breaks down the walls that divide. Christ is our peace" (Sharing in Community of Christ, 3rd Edition, pp. 8, 14). Today's scripture passage helps us see that closed minds can be opened. The power of the resurrection is the power to plant the seeds of transformation…The word of God calls us to peace rather than security…hiding behind locked doors may help us feel more secure, but we are still left with our fears and mistrust…How are we to be released from those fears to be a proper witness? —Nancy Blakely in Pastoral Perspective, Feasting on the Word: Year B, Volume 2, edited by David L. Bartlett and Barbara Brown Taylor (Louisville: Westminster John Knox Press, 2008), p. 426 A woman who grew up in Nazi Germany realized that her heritage of Protestant liberalism had failed to stop the war and atrocities. She notes in her essay "Peace, Not Security" that "change happens at the level of action that contains risk…because you are strong in Christ you can put the neurotic need for security behind you. You do not need to defend your life like a lunatic. For the love of the poor, Jesus says, you can give your life away and spread it around" (Dorothee Soelle, Essential Writings [Maryknoll, NY: Orbis Books, 2006], pp. 80, 127). * What does it look like for me to be able to let go of my desire to be secure for the love of others? * Explain how the promise of resurrection and the love of God give me the peace I need to stand in solidarity with those who are marginalized and oppressed. Explores how the lesson SEND might be lived (10% of total lesson time) Prayerfully consider your response to the following questions and record on a Response Sheet or share in groups of two or three. Make these questions part of your personal spiritual formation throughout the coming week. Pay attention to ways you are being called to witness of the Living Christ in your community. * Give examples of things that are broken in your community. * Brainstorm ways we can be witnesses of God's courageous love in our community, addressing this brokenness and inviting others to Christ. Invite someone to read the last stanza of CCS 477 as a benediction for this time spent together. THIRD SUNDAY OF EASTER 15 April 2018 Luke 24:36b–48 36bJesus himself stood among them and said to them, "Peace be with you." 37 They were startled and terrified, and thought that they were seeing a ghost. 38 He said to them, "Why are you frightened, and why do doubts arise in your hearts? 39 Look at my hands and my feet; see that it is I myself. Touch me and see; for a ghost does not have flesh and bones as you see that I have." 40 And when he did this, he showed them his hands and his feet. 41While in their joy they were disbelieving and still wondering, he said to them, "Have you anything here to eat?" 42 They gave him a piece of broiled fish, 43 and he took it and ate in their presence. 44Then he said to them, "These are my words that I spoke to you while I was still with you – that everything written about me in the law of Moses, the prophets, and the psalms must be fulfilled." 45 Then he opened their minds to understand the scriptures, 46 and he said to them, "Thus it is written, that the Messiah is to suffer and to rise from the dead on the third day, 47 and that repentance and forgiveness of sins is to be proclaimed in his name to all nations, beginning from Jerusalem. 48 You are witnesses of these things." Community of Christ Mission Initiative Invite People to Christ emphasizes Christ's mission of evangelism. Jesus was sent to proclaim good news and invite others to join him in mission. Our Basic Belief about Jesus states, "Through Jesus' life and ministry, death and resurrection, God reconciles the world and breaks down the walls that divide. Christ is our peace" (Sharing in Community of Christ, 3rd Edition, pp. 8, 14). Today's scripture passage helps us see that closed minds can be opened. "The power of the resurrection is the power to plant the seeds of transformation…The word of God calls us to peace rather than security…hiding behind locked doors may help us feel more secure, but we are still left with our fears and mistrust…How are we to be released from those fears to be a proper witness?" (Nancy Blakely in Pastoral Perspective, Feasting on the Word: Year B, Volume 2, edited by David L. Bartlett and Barbara Brown Taylor [Louisville: Westminster John Knox Press, 2008], p. 426). A woman who grew up in Nazi Germany realized that her heritage of Protestant liberalism had failed to stop the war and atrocities. She notes in her essay "Peace, Not Security" that "change happens at the level of action that contains risk…because you are strong in Christ you can put the neurotic need for security behind you. You do not need to defend your life like a lunatic. For the love of the poor, Jesus says, you can give your life away and spread it around" (Dorothee Soelle, Essential Writings [Maryknoll, NY: Orbis Books, 2006], pp. 80, 127). * What does it look like for me to be able to let go of my desire to be secure for the love of others? * Explain how the promise of resurrection and the love of God give me the peace I need to stand in solidarity with the marginalized and oppressed? Prayerfully consider your response to the following questions. Make these questions part of your personal spiritual formation throughout the coming week. Pay attention to ways you are being called to witness of the Living Christ in your community. * What are examples of things that are broken in your community? * How can we be witnesses of God's courageous love in our community, addressing this brokenness and inviting others to Christ? FOURTH SUNDAY OF EASTER Focus Scripture Passage: John 10:11–18 Lesson Focus: Since Jesus willingly gave his whole life for us, we must listen for his direction and follow where he leads, understanding that the blessings of community are for all. Objectives The learners will… Supplies * engage in the scripture text. * ponder the intentional, voluntary act of Jesus giving his life as our shepherd. * Community of Christ Sings (CCS) * Sharing In Community of Christ, 3rd Edition * Copies of the Response Sheet (optional) * consider how best to listen for Jesus' voice and what our response will be. * Pens or pencils * Pictures of Jesus as the Good Shepherd Note to instructor: In preparation for this lesson, read "Exploring the Scripture" for John 10:11–18 in Sermon and Class Helps, Year B: New Testament, pp. 71–72, available through Herald House. GATHER prepares and motivates for lesson Activates background knowledge, (15% of total lesson time) ENGAGE Invites exploration and interaction (35% of total lesson time) Today is the Fourth Sunday of Easter in the Revised Common Lectionary and often referred to as Good Shepherd Sunday. Choose one of the images below and share in small groups or as a class what it means in your life and why (taken from ClipArt on Microsoft Word). Read the following and discuss the questions in small groups or as a whole. The image of Jesus shepherding the sheep has become so familiar and endearing to us, we sometimes fail to think what it meant at the time Jesus first spoke the words. Shepherds were in a low class of people. They spent time alone with animals, probably living a rough and dirty life. For Jesus to compare those leading the church with shepherds might have been an insult to those who considered themselves of higher social status. Another interesting idea about sheep is they cannot be pushed from behind; they must be led. They will not go anywhere their trusted shepherd does not go first (Nancy Blakely in Pastoral Perspective Feasting on the Word: Year B, Volume 2, edited by David L. Bartlett and Barbara Brown Taylor [Louisville: Westminster John Knox Press, 2008], p. 450). Jesus was that kind of leader. He led by example, not expecting his disciples, then or now, to go where he had not gone before. * When have you been part of or have witnessed leadership pushing from behind? * When have you been part of or have witnessed leadership leading by example? * Compare the two. What were the outcomes of each? Which worked better? This scripture also speaks of the "hired hand" and how he will run away when danger comes, leaving the sheep helpless. Jesus, the Good Shepherd, gives his life to protect the sheep. When the book of John was written, there were already divisions and false teachers cropping up. The Good Shepherd will stick it out and help lead the flock to understand God's love, defending them against false teachings, and standing up against those who would divide and discourage. * Tell about pastors and leaders who have stayed with the flock even in the midst of turbulence and trial, leading with love and courage. * Name and discuss scriptural characters besides Jesus who protected their flock from false teachers. Verse 16 speaks of "other sheep that do not belong to this fold." Jesus' listeners would have been thinking of Gentiles. During Jesus' time the Jews were all one group; there was no group called Christians. Jesus was letting the disciples know that all people are to be invited into the flock and that many will hear his voice and follow. * Give examples of disciples in the scriptures that went beyond their own "flock" and invited others. The last part of this passage emphasizes the fact that Jesus gives his life freely and by his own choice. God has commanded, but he could have refused. Jesus knew he would be able to take his life up again once this time was over. He was willing to lead, teach, and suffer persecution and death in order to be the shepherd who would love and care for his sheep, setting an example for us to follow. In this passage, God is revealed through Jesus Christ as the Good Shepherd. Our Basic Belief statement proclaims, "We believe in Jesus Christ, the Son of the living God, the Word made flesh, the Savior of the world, fully human and fully divine. Through Jesus' life and ministry, death and resurrection, God reconciles the world and breaks down the walls that divide. Christ is our peace" (Sharing in Community of Christ, 3rd Edition, p. 14). * As we listen for Christ's voice, what walls of division are we called to break down in our homes, church, community, and world? * How can we lead to encourage others to follow without pushing them away or turning them aside? Our Enduring Principles speak of the Worth of All Persons, Responsible Choices, and Blessings of Community. See Sharing In Community of Christ, 3rd Edition, p. 13. * How does this scripture call us to uphold these principles? * What choices do we need to consider as we lead and follow? * How do we make sure it is Christ's voice we hear? This scripture assures us that God is the Good Shepherd who loves us unconditionally and will never leave us in times of struggle. We must learn to know the Shepherd's voice and follow where it calls. * Spend some time in prayer and contemplation this week, listening intentionally to hear God's voice and where it is calling you. BLESS Time of prayer, praise, blessing, and hope (5% of total lesson time) Close this time together by singing or reading "The Lord's My Shepherd" CCS 259. FOURTH SUNDAY OF EASTER 22 April 2018 John 10:11–18 11I am the good shepherd. The good shepherd lays down his life for the sheep. 12 The hired hand, who is not the shepherd and does not own the sheep, sees the wolf coming and leaves the sheep and runs away—and the wolf snatches them and scatters them. 13 The hired hand runs away because a hired hand does not care for the sheep. 14 I am the good shepherd. I know my own and my own know me. 15 Just as the Father knows me and I know the Father. And I lay down my life for the sheep. 16 I have other sheep that do not belong to this fold. I must bring them also, and they will listen to my voice. So there will be one flock, one shepherd. 17 For this reason the Father loves me, because I lay down my life in order to take it up again. 18 No one takes it from me, but I lay it down of my own accord. I have power to lay it down, and I have power to take it up again. I have received this command from my Father." Basic Beliefs of Community of Christ Jesus Christ—We believe in Jesus Christ, the Son of the living God, the Word made flesh, the Savior of the world, fully human and fully divine. Through Jesus' life and ministry, death and resurrection, God reconciles the world and breaks down the walls that divide. Christ is our peace (Sharing in Community of Christ, 3rd Edition, p. 14). Enduring Principles Worth of All Persons * God views all people as having inestimable and equal worth. * God wants all people to experience wholeness of body, mind, spirit, and relationships. * We seek to uphold and restore the worth of all people individually and in community, challenging unjust systems that diminish human worth. * We join with Jesus Christ in bringing good news to the poor, sick, captive, and oppressed. Responsible Choices * God gives humans the ability to make choices about whom or what they will serve. Some people experience conditions that diminish their ability to make choices. * Human choices contribute to good or evil in our lives and in the world. * Many aspects of creation need redemption because of irresponsible and sinful human choices. * We are called to make responsible choices within the circumstances of our lives that contribute to the purposes of God. Blessings of Community * The gospel of Jesus Christ is expressed best in community life where people become vulnerable to God's grace and each other. * True community includes compassion for and solidarity with the poor, marginalized, and oppressed. * True community upholds the worth of persons while providing a healthy alternative to self-centeredness, isolation, and conformity. * Sacred community provides nurture and growth opportunities for all people, especially those who cannot fully care for themselves. * We value our connections and share a strong sense of trust in and belonging with one another—even if we never have met. * Some disciples are called and ordained to particular priesthood responsibilities and ministries for the sake of the community, the congregation, and the world. * We are called to create communities of Christ's peace in our families and congregations and across villages, tribes, nations, and throughout creation. —Sharing in Community of Christ, 3rd Edition, p. 13 In this passage, God is revealed through Jesus Christ as the Good Shepherd. Our Basic Belief statement proclaims, "We believe in Jesus Christ, the Son of the living God, the Word made flesh, the Savior of the world, fully human and fully divine. Through Jesus' life and ministry, death and resurrection, God reconciles the world and breaks down the walls that divide. Christ is our peace" (Sharing in Community of Christ, 3rd Edition, p. 14). * As we listen for Christ's voice, what walls of division are we called to break down in our homes, church, community, and world? * How can we lead to encourage others to follow without pushing them away or turning them aside? Our Enduring Principles speak of the Worth of All Persons, Responsible Choices, and Blessings of Community. See Sharing In Community of Christ, 3rd Edition, p. 13. * How does this scripture call us to uphold these principles? * What choices do we need to consider as we lead and follow? * How do we make sure it is Christ's voice we hear? This scripture assures us that God is the Good Shepherd who loves us unconditionally and will never leave us in times of struggle. We must learn to know the Shepherd's voice and follow where it calls. * Spend some time in prayer and contemplation this week, listening intentionally to hear God's voice and where it is calling you. FIFTH SUNDAY OF EASTER LESSON 22 Focus Scripture Passage: John 15:1–8 Lesson Focus: We are interconnected with one another and with God. This connection helps us leave behind things that are harmful to ourselves and others while at the same time growing stronger in love, compassion, and community. Objectives The learners will… Supplies * engage in the scripture text. * examine their connection to God and others. * Copies of the Response Sheet (optional) * Pens or pencils * Doctrine and Covenants 163:4a and 164:3a,b * discuss how their actions affect others. * Community of Christ Sings (CCS) Note to instructor: In preparation for this lesson, read "Exploring the Scripture" for John 15:1–8 in Sermon and Class Helps, Year B: New Testament, pp. 73–74, available through Herald House. GATHER ENGAGE and interaction Activates background knowledge, prepares and motivates for lesson Invites exploration (15% of total lesson time) Use Doctrine and Covenants 163:4a as a Dwelling in the Word spiritual practice. Share in small groups the answers to the following questions: * Is there a place I feel drawn to dwell or explore? * What words, images, or phrases are speaking to me in this text? * What is God's invitation to me in this passage? * What is God's invitation to my congregation in this passage? (35% of total lesson time) Read the following and discuss the questions in small groups or as a whole. Today's text is Jesus' final "I am" saying and is part of his farewell discourses, meant to give his followers strength for the days after his death. All these sayings point to relationships—with God, with Jesus, and with each other. Modern culture lifts up individualism in such a way that the church seems to be something we join, removed from the rest of our daily lives. Jesus, in this imagery, emphasizes the importance of abiding, living, remaining in God and Christ and that God abides in us as well. * How do we sometimes separate our lives into categories? * How can we remove these lines of separation, making sure that abiding in Christ is part of all we do? The branches cannot live if they are separated from the vine (Jesus,) and the vinegrower (God) is steadfast and reliable, caring for the community of branches (us). God's care is constant, and whatever pain or suffering results from God's pruning and cleansing is redemptive rather than arbitrary…When God is doing the maintenance, we are assured that new life and new growth will result…its connection to the vine renders it [the plant] alive and not dead. —Barbara J. Essex in Homiletical Perspective, Feasting on the Word: Year B, Volume 2, edited by David L. Bartlett and Barbara Brown Taylor (Louisville: Westminster John Knox Press, 2008), p. 475 * When has God helped you prune distractions or harmful things from your life? * What needs pruning today? * How do you remain connected to the vine so that you can survive the pruning? Verse 8 speaks of God being glorified by the joint effort of abiding in one another, bearing fruit, and becoming disciples. God has gifted us with the vine and rejoices when we respond in love. The branches that do not yield fruit are the ones in the community who profess faith but do not engage in acts of love. This does not mean that one can earn salvation; rather, those who see and hear Jesus are moved to respond to the gift of salvation through their own acts of love. In other words, a sign of discipleship is doing good works for the right reasons. Thus, Jesus takes the common everyday image of the vine and transforms it into a symbol of community, mission, and love. This community is characterized by interdependence, mutual respect, and the ongoing presence of Christ. —Essex, p. 477 * In what ways is my community connected to or disconnected from the true vine? * Is my community fruitful or not? What fruit does it produce? * Since this imagery is about "abiding" over the long haul, what needs to happen for our church community to produce a bountiful harvest? Today's scripture passage brings to mind covenant relationship and discipleship. Doctrine and Covenants 164:3a, b reminds us, All church members are urged to examine the depth of your baptismal commitment. Having been baptized and confirmed, become fully immersed in the servant life of Christ. Live the meaning of your baptism daily as you grow in the skills and qualities of discipleship. Actively and generously support the ministries of the church, which was divinely established to restore Christ's covenant of peace, even the Zion of your hopes. * How does this recent revelation compare to Jesus' admonition to abide in him? One of our Enduring Principles is Blessings of Community. The vine and branches imagery helps us picture how we are all connected and that we must stay connected to survive. By staying connected we realize that "in their welfare resides your welfare" (Doctrine and Covenants 163:4a). Being in community, the family of God, we take turns giving and receiving. It is all about what it means to live the Christian life. We must go beyond the surface of the basic truths of the faith. Many times in history, Christians have challenged the status quo. Paul shocked some in the church by baptizing Gentiles without circumcision. St. Francis challenged materialism in the church by living a propertyless way of life. Martin Luther dared to suggest changes that were needed. Christians formed abolitionist groups to rid the world of slavery. Joseph Smith dared to announce that God still speaks today, challenging us to live a life comparable to the New Testament church in Acts (Stephen A. Cooper in Theological Perspective, Feasting on the Word: Year B, Volume 2, edited by David Bartlett and Barbara Brown Taylor [Louisville: Westminster John Knox Press, 2008], p. 476). * What paradigms need to be changed today if we are to live the Christian life fully? * Whose welfare are we called to pay attention to and do something about? * How can our Mission Initiative Abolish Poverty, End Suffering give us vision for the way ahead? Jesus is the vine and we are the branches, abiding in community, yet reaching out to others that they might also be grafted in, receiving and giving love and life. * Spend time in prayer, perhaps journaling steps you can take to care for others in the community who may be barely hanging on to the vine. Close this time together by reading or singing "Draw the Circle Wide" CCS 273. FIFTH SUNDAY OF EASTER 29 April 2018 John 15:1–8 1I am the true vine, and my Father is the vinegrower. 2 He removes every branch in me that bears no fruit. Every branch that bears fruit he prunes to make it bear more fruit. 3 You have already been cleansed by the word that I have spoken to you. 4Abide in me as I abide in you. Just as the branch cannot bear fruit by itself unless it abides in the vine, neither can you unless you abide in me. 5 I am the vine, you are the branches. Those who abide in me and I in them bear much fruit, because apart from me you can do nothing. 6 Whoever does not abide in me is thrown away like a branch and withers; such branches are gathered, thrown into the fire, and burned. 7 If you abide in me, and my words abide in you, ask for whatever you wish, and it will be done for you. 8 My Father is glorified by this, that you bear much fruit and become my disciples. Doctrine and Covenants 163:4a God, the Eternal Creator, weeps for the poor, displaced, mistreated, and diseased of the world because of their unnecessary suffering. Such conditions are not God's will. Open your ears to hear the pleading of mothers and fathers in all nations who desperately seek a future of hope for their children. Do not turn away from them. For in their welfare resides your welfare. Enduring Principle Blessings of Community The gospel of Jesus Christ is expressed best in community life where people become vulnerable to God's grace and each other. * True community includes compassion for and solidarity with the poor, marginalized, and oppressed. * True community upholds the worth of persons while providing a healthy alternative to self-centeredness, isolation, and conformity. * Sacred community provides nurture and growth opportunities for all people, especially those who cannot fully care for themselves. * We value our connections and share a strong sense of trust in and belonging with one another—even if we never have met. © 2017 Community of Christ • www.CofChrist.org * Some disciples are called and ordained to particular priesthood responsibilities and ministries for the sake of the community, the congregation, and the world. * We are called to create communities of Christ's peace in our families and congregations and across villages, tribes, nations, and throughout creation. —Sharing in Community of Christ, 3rd Edition, pp. 13–14 Today's scripture passage brings to mind covenant relationship and discipleship. Doctrine and Covenants 164:3a, b reminds us, All church members are urged to examine the depth of your baptismal commitment. Having been baptized and confirmed, become fully immersed in the servant life of Christ. Live the meaning of your baptism daily as you grow in the skills and qualities of discipleship. Actively and generously support the ministries of the church, which was divinely established to restore Christ's covenant of peace, even the Zion of your hopes. * How does this recent revelation compare to Jesus' admonition to abide in him? One of our Enduring Principles is Blessings of Community. The vine and branches imagery helps us picture how we are all connected and that we must stay connected to survive. By staying connected we realize that "in their welfare resides your welfare" (Doctrine and Covenants 163:4a). Being in community, the family of God, we take turns giving and receiving. It is all about what it means to live the Christian life. We must go beyond the surface of the basic truths of the faith. Many times in history, Christians have challenged the status quo. Paul shocked some in the church by baptizing Gentiles without circumcision, St. Francis challenged materialism in the church by living a propertyless way of life, Martin Luther dared to suggest changes that were needed, Christians formed abolitionist groups to rid the world of slavery, and Joseph Smith dared to announce that God still speaks today, challenging us to live a life comparable to the New Testament church in Acts (Stephen A. Cooper in Theological Perspective, Feasting on the Word: Year B, Volume 2, edited by David Bartlett and Barbara Brown Taylor [Louisville: Westminster John Knox Press, 2008], p. 476). * What paradigms need to be changed today if we are to live the Christian life fully? * Whose welfare are we called to pay attention to and do something about? * How can our Mission Initiative Abolish Poverty, End Suffering give us vision for the way ahead? Jesus is the vine and we are the branches, abiding in community, yet reaching out to others that they might also be grafted in, receiving and giving love and life. * Spend time in prayer, perhaps journaling steps you can take to care for others in the community who may be barely hanging on to the vine. SIXTH SUNDAY OF EASTER LESSON 23 Focus Scripture Passage: John 15:9–17 Lesson Focus: God's love for us as expressed through the life and ministry of Jesus is a model for how we should love others, and expands as we invite others into relationship with Christ. Objectives The learners will… * engage in the scripture text. * consider God's love and our own for our neighbors. * envision ways to express God's love for all creation. * Hand-drawn or computer-generated maps of the neighborhood around the church, labeling family names beside homes. (If your church is in a business district, locate areas that may need ministry or existing ministries in which you could take part.) Supplies * Pens or pencils * Copies of Response Sheet (optional) * Community of Christ Sings (CCS) Note to instructor: In preparation for this lesson, read "Exploring the Scripture" for John 15:9–17 in Sermon and Class Helps, Year B: New Testament, pp. 75–76, available through Herald House. GATHER ENGAGE prepares and motivates for lesson Activates background knowledge, Invites exploration (15% of total lesson time) Walking the Neighborhood is a spiritual practice in which people walk in pairs or small groups in your own neighborhood or in the neighborhood around your church facility. As they walk, they pray about each home and for the blessing of God in the lives of the people who live there. If members of families are outside, walkers should greet them and wish them a good day. See Pastors and Leaders Field Guide, p. 14 www.CofChrist.org/common /cms/resources/Documents/pastors-and-leaders-field -guide.pdf. Take the class on a virtual tour using a hand-made map of your neighborhood. Name the people who live near the church. Discuss whether they are known to anyone in the class and if there are needs that could be addressed. Have class members take turns praying for the families who are our neighbors. and interaction (35% of total lesson time) Read Jogn 15:9-17 together; then use the following to discuss and answer questions in small groups or as a whole. It is clear through the use of the words "abiding" and "bearing fruit" that this is a continuation of last week's metaphor of the vine and branches. We can only love as Christ loved and bear good fruit if we truly abide (live) in Christ. We can look at this scripture passage in three different contexts. First is Jesus giving his farewell discourse to his friends. He is about to leave them and knows they will need his love and love for one another as they are left to continue on without him. He has chosen them, loved them, and shown them how to live a life of love. * How might these words of love have been encouraging to Jesus' first disciples? Second is a message to John's disciples 60 years later. They have been kicked out of the synagogues for being too different. No longer having the protection the state afforded the Jews, they are being persecuted by the state and expected to bow down to the Roman gods. Persecution was real and often meant death. * How might it have been important for them to support one another in love? * What would the line "No one has greater love than this, to lay down one's life for one's friends" mean to them in their context? Lastly, we hear the message in our lives today. We hear the message that Jesus wants us to experience joy through love; we are commanded to love one another as Jesus loves us. "As" may mean like or in the same way, or it could mean since or because. * Does it have a different effect if we say love one another in the same way I love you or love one another because I have loved you? Which is more meaningful for you and why? Jesus also shares that he has chosen us as friends and has shared everything he has heard from God. * How is a friend different from a servant? * What difference does it make to know "what the master is doing"? Takes the learners from RESPOND hearing to doing (35% of total lesson time) Love is a word that can be misused, overused, and abused. The kind of love in this passage is agape. David S. Cunningham shares that agape love can best be understood through the example of the love among the persons of the Trinity: …concerned about others; not possessive or subordinating, thus allowing genuine space for the other to be; and superabundant, such that it can be offered without reserve…Augustine offers…that God is the lover, the beloved, and the love that unites them. He goes on to say, …it is a disciplined habit of care and concern that, like all virtues, can be perfected only over a lifetime… [and] should be so deeply woven into our lives that we might even find ourselves called to die for it…. [A]ccording to Aristotle, one of the best ways to habituate oneself in a particular virtue is to emulate those who already embody it. This is most likely to be successful when we have become friends with those whose lives we seek to emulate. Therefore, by being friends with God, perhaps we can embody this agape that will bear fruit that will last. —Feasting on the Word: Year B, Volume 2, edited by David L. Bartlett and Barbara Brown Taylor (Louisville: Westminster John Knox Press, 2008), pp. 498–500 * How can we become so close to God that we begin to love as God loves? In Community of Christ, we believe in the Worth of All Persons. Study the points under this Enduring Principle. Consider the following: * Whom in our context are we called to love and support? * When and how might we "lay down [our lives] for [our] friends"? * Who are the people in our neighborhood waiting to experience agape from us and how can we share it? Explores how the lesson SEND might be lived (10% of total lesson time) As we partake of the Lord's Supper today, let us reflect on the covenant. God has chosen and called us; God loves us and asks us to love all others without reserve and bear fruit that will last. * What will you do this week to respond to the call to love without reserve? BLESS Time of prayer, praise, blessing, and hope (5% of total lesson time) Close this time together by singing or reading "Lord, Prepare Me" CCS 280. SIXTH SUNDAY OF EASTER 6 May 2018 John 15:9–17 9As the Father has loved me, so I have loved you; abide in my love. 10 If you keep my commandments, you will abide in my love, just as I have kept my Father's commandments and abide in his love. 11 I have said these things to you so that my joy may be in you, and that your joy may be complete. 12This is my commandment, that you love one another as I have loved you. 13 No one has greater love than this, to lay down one's life for one's friends. 14You are my friends if you do what I command you. 15I do not call you servants any longer, because the servant does not know what the master is doing; but I have called you friends, because I have made known to you everything that I have heard from my Father. 16 You did not choose me but I chose you. And I appointed you to go and bear fruit, fruit that will last, so that the Father will give you whatever you ask him in my name. 17 I am giving you these commands so that you may love one another." Enduring Principle Worth of All Persons * God views all people as having inestimable and equal worth. * God wants all people to experience wholeness of body, mind, spirit, and relationships. * We seek to uphold and restore the worth of all people individually and in community, challenging unjust systems that diminish human worth. * We join with Jesus Christ in bringing good news to the poor, sick, captive, and oppressed. Love is a word that can be misused, overused, and abused. The kind of love in this scripture is agape. David S. Cunningham shares that agape love can best be understood through the example of the love among the persons of the Trinity: …concerned about others; not possessive or subordinating, thus allowing genuine space for the other to be; and superabundant, such that it can be offered without reserve…Augustine offers…that God is the lover, the beloved, and the love that unites them. He goes on to say, …it is a disciplined habit of care and concern that, like all virtues, can be perfected only over a lifetime…[and] should be so deeply woven into our lives that we might even find ourselves called to die for it….[A]ccording to Aristotle, one of the best ways to habituate oneself in a particular virtue is to emulate those who already embody it. This is most likely to be successful when we have become friends with those whose lives we seek to emulate. Therefore, by being friends with God, perhaps we can embody this agape that will bear fruit that will last. —Feasting on the Word: Year B, Volume 2, edited by David L. Bartlett and Barbara Brown Taylor (Louisville: Westminster John Knox Press, 2008), pp. 498–500 * How can we become so close to God that we begin to love as God loves? In Community of Christ, we believe in the Worth of All Persons. Study the points under this Enduring Principle. Consider the following: * Whom in our context are we called to love and support? * When and how might we "lay down [our lives] for [our] friends"? * Who are the people in our neighborhood waiting to experience agape from us and how can we share it? ASCENSION OF THE LORD LESSON 24 Focus Scripture Passage: Luke 24:44–53 Lesson Focus: When God opens our minds to understand the scriptures, we realize that the past, present, and future are all interconnected. God is in control and our mission is Christ's mission. Objectives The learners will… Supplies * engage in the scripture text. * consider the importance of the sacred story. * compare Jesus' blessing with an evangelist blessing. * Copies of Response Sheet (optional) * Pens or pencils * Excerpt from a congregational evangelist blessing (if available) * challenge one another to open our minds to new understandings of the scriptures and what God might be calling us to. * Community of Christ Sings (CCS) Note to instructor: In preparation for this lesson, read "Exploring the Scripture" for Luke 24:44–53 in Sermon and Class Helps, Year B: New Testament, pp. 77–78, available through Herald House. GATHER ENGAGE and interaction Activates background knowledge, prepares and motivates for lesson Invites exploration (15% of total lesson time) Luke 24:50 says Jesus blessed the disciples. In Community of Christ we are privileged to have the sacrament of evangelist blessing for individuals, families, households, groups, and congregations "seeking spiritual guidance to more completely give themselves to Christ's mission" (Doctrine and Covenants165:5b). Read an excerpt from the congregational blessing for your congregation and discuss how it has helped the congregation be a blessing to others. Or Have class members share in small groups something from an evangelist blessing that has been especially meaningful to them. Close this portion with a prayer that through these blessings we will bless others. (35% of total lesson time) Read Luke 24:44-53 together; then read and discuss the following. Today's scripture passage is tied to the rest of Luke 24 in which the women found the empty tomb and two of the disciples met Jesus on the road to Emmaus. Just as Jesus interpreted the Hebrew Scriptures to those disciples, so also he opens the minds of these disciples to "read their entire scriptures in a new light, to see new meanings and foreshadowings in stories and words long familiar to them" (George W. Ramsey in Exegetical Perspective, Feasting on the Word: Year B, Volume 2, edited by David L. Bartlett and Barbara Brown Taylor [Louisville: Westminster John Knox Press, 2008], p. 523). * When have you seen a familiar scripture in a new way? Explain. As he opens their minds to the scriptures, Jesus emphasizes that "repentance and forgiveness of sins is to be proclaimed in his name to all nations, beginning from Jerusalem." Repentance means to turn, and in the New Testament it means "to understand something differently after thinking it over…lead[ing] to changed actions…." (David Noel Freedman, ed., Eerdman's Dictionary of the Bible [Grand Rapids: William B. Eerdman's Publishing Company, 2000], p. 1118). God forgives universally, and we must also. Community relationships depend on the members reconciling with one another many times over. * How has turning and changing your actions led to blessings in your life? * When have you forgiven or been the recipient of forgiveness, bringing wholeness back into your life? Verse 48 speaks of the disciples being witnesses and for them to wait in the city until they receive the promised gift of the Holy Spirit. He has linked the scriptures together in such a way to emphasize God's trustworthiness and now he asks them to trust once more. * How difficult is it for you to wait and trust? * Share stories of waiting and God's faithful response. The final verses tell us Jesus took the disciples to Bethany, blessed them, and was transfigured. After that they worshiped him, returned joyfully to Jerusalem, and blessed God in the temple. Bethany was the town in which Lazarus was raised from the dead and Jesus was anointed with expensive perfume. The name Bethany may derive from the Hebrew word meaning "house of the poor or afflicted" (Freedman, ed. p. 168). * Discuss the significance of that place for Jesus and his disciples. * Where did you choose to have your evangelist blessing? Was that place especially significant in your spiritual life? If so, why? RESPOND Takes the learners from hearing to doing (35% of total lesson time) Sacred story is the unfolding drama of God's reconciling work in the world. We learn about God's relationship to people and all creation through sacred story. First made known in the books of the Hebrew Bible, the sacred story continues in the New Testament through Jesus Christ and his disciples. The story of Community of Christ is part of a much larger sacred story that is rooted in Christian history. Further, we create our own sto- ries as we live as disciples, revealing that we each hold an important place in God's unfolding story. —Of Water and Spirit, p. 15 This understanding of the sacred story helps us connect past, present, and future in God's larger plan. Throughout the sacred story, people who have been touched by the Spirit have responded to a call to costly discipleship. A diligent church with diligent members is the best way to proclaim and serve in God's reign. It is important to remember this message that is both the announcement of a realm inaugurated by Jesus that promises a future of hope, to the glory of God, and a daily experience of walking with Jesus in the struggles, doubts, conflicts, and resolutions of life…The invitation is to open minds and hearts to the coming of something new and refreshing, even when the whole picture is not evident. People should await with great expectation and joy what God has offered! —Carmelo Alvarez in Pastoral Perspective, Feasting on the Word: Year B, Volume 2, edited by David L. Bartlett and Barbara Brown Taylor (Louisville: Westminster John Knox Press, 2008), p. 522 * What are some ways your congregation is active in the sacred story? How do you witness of the risen Christ in your community? * What stories are we creating as disciples who walk "with Jesus in the struggles, doubts, conflicts, and resolutions of life"? SEND Explores how the lesson might be lived (10% of total lesson time) This scripture passage has shared enlightenment, hope, trust, and joy. As you open your mind to the scriptures, reflect or write in your journal ways that God is working in you in the sacred story. Whom is God calling you to be in the story? BLESS Time of prayer, praise, blessing, and hope (5% of total lesson time) Close this time together by singing "We Thank You, O God, for Our Prophets" CCS 180. ASCENSION OF THE LORD 13 May 2018 Luke 24:44–53 44Then he said to them, "These are my words that I spoke to you while I was still with you—that everything written about me in the law of Moses, the prophets, and the psalms must be fulfilled." 45 Then he opened their minds to understand the scriptures, 46 and he said to them, "Thus it is written, that the Messiah is to suffer and to rise from the dead on the third day, 47 and that repentance and forgiveness of sins is to be proclaimed in his name to all nations, beginning from Jerusalem. 48 You are witnesses of these things. 49 And see, I am sending upon you what my Father promised; so stay here in the city until you have been clothed with power from on high." 50Then he led them out as far as Bethany, and, lifting up his hands, he blessed them. 51 While he was blessing them, he withdrew from them and was carried up into heaven. 52 And they worshiped him, and returned to Jerusalem with great joy; 53 and they were continually in the temple blessing God. Enduring Principle Continuing Revelation * Scripture is an inspired and indispensable witness of human response to God's revelation of divine nature. * God graciously reveals divine will today as in the past. * The Holy Spirit inspires and provides witness to divine truth. * In humility, individually and in community, we prayerfully listen to understand God's will for our lives, the church, and creation more completely. —Sharing in Community of Christ, 3rd Edition, p. 12 Sacred story is the unfolding drama of God's reconciling work in the world. We learn about God's relationship to people and all creation through sacred story. First made known in the books of the Hebrew Bible, the sacred story continues in the New Testament through Jesus Christ and his disciples. The story of Community of Christ is part of a much larger sacred story that is rooted in Christian history. Further, we create our own stories as we live as disciples, revealing that we each hold an important place in God's unfolding story. —Of Water and Spirit, p.15 This understanding of the sacred story helps us connect past, present, and future in God's larger plan. Throughout the sacred story, people who have been touched by the Spirit have responded to a call to costly discipleship. A diligent church with diligent members is the best way to proclaim and serve in God's reign. It is important to remember this message that is both the announcement of a realm inaugurated by Jesus that promises a future of hope, to the glory of God, and a daily experience of walking with Jesus in the struggles, doubts, conflicts, and resolutions of life…The invitation is to open minds and hearts to the coming of something new and refreshing, even when the whole picture is not evident. People should await with great expectation and joy what God has offered! —Carmelo Alvarez in Pastoral Perspective, Feasting on the Word: Year B, Volume 2, edited by David L. Bartlett and Barbara Brown Taylor (Louisville: Westminster John Knox Press, 2008), p. 522 * What are some ways your congregation is active in the sacred story? How do you witness of the risen Christ in your community? * What stories are we creating as disciples who walk "with Jesus in the struggles, doubts, conflicts, and resolutions of life"? This scripture passage has shared enlightenment, hope, trust, and joy. As you open your mind to the scriptures, reflect or write in your journal ways that God is working in you in the sacred story. Whom is God calling you to be in the story? PENTECOST Focus Scripture Passage: John 15:26–27; 16:4b–15, Acts 2:1–21 Lesson Focus: The Holy Spirit is a gift of comfort, truth, strength, and courage sent to walk beside us as we strive to share and live our testimony of the Living Christ. Objectives The learners will… Supplies * engage in the scripture text. * consider Community of Christ's Basic Belief of the Holy Spirit and how it calls us to Unity in Diversity and Grace and Generosity. * Copies of Response Sheet (optional) * Pens or pencils * be challenged to discern the Holy Spirit in their own lives as it walks with them daily. * Symbols commonly used to represent the Holy Spirit (examples might include a dove, flame, wind chime, consecrated oil, water, compass) * Community of Christ Sings (CCS) Note to instructor: In preparation for this lesson, read "Exploring the Scripture" for John 15:26–27; 16:4b–15; Acts 2:1–21 in Sermon and Class Helps, Year B: New Testament, pp. 79–82, available through Herald House. Activates background knowledge, GATHER prepares and motivates for lesson (15% of total lesson time) Display symbols commonly used to represent the Holy Spirit. Ask class members to reflect on these and share in groups of two or three which symbol is most meaningful to them and why. Sing or read "O Holy Dove of God Descending" CCS 44 as a prayer of invitation to the Holy Spirit. Today's scripture passage from John explains why the Holy Spirit will be gifted and describes what it will be. The Acts scripture describes the actual Day of Pentecost, who was there, and what they experienced. Both are important for our discussion. John and Luke differ in their telling since John has the Spirit coming to the disciples in the upper room on Easter, while Luke has the disciples waiting in Jerusalem until the Pentecost celebration 50 days after Passover. However, the gift is the same—the Holy Spirit will be there with all disciples, then and now, to fill the gap of the physical presence of Jesus. ENGAGE Invites exploration and interaction (35% of total lesson time) Read the suggested scriptures together; then continue with the lesson breaking into small groups of two or three for discussion. Except for 1 John 2:1, John's Gospel is the only place in the NT [New Testament] to employ the name "Advocate" (parakletos), sometimes translated "Counselor" or "Comforter." The literal translation is "one called alongside" to take Jesus' place after his physical absence and to testify on Jesus' behalf. —Paul L. Hammer in Exegetical Perspective, Feasting on the Word: Year B, Volume 3, edited by David L. Bartlett and Barbara Brown Taylor (Louisville: Westminster John Knox Press, 2009), pp. 21–22 In verse 13, John also uses the name "Spirit of Truth" and says, "…he will guide you into all the truth." In summary, John is saying we will be gifted with someone who will walk alongside us, counseling, comforting, testifying on Jesus' behalf, and guiding us into all truth. * Discuss examples in the New Testament when the Spirit walked alongside the disciples. * When has the Spirit walked alongside you? * Share times the Spirit has testified to you on Jesus' behalf. * What does it mean to be guided into all truth? Acts 2:1–21 speaks of the actual Day of Pentecost, sometimes called the birthday of the church. This was a major Feast Day for the Jews, and people were gathered from many places to celebrate. Diversity abounded! The Spirit came with a rush of violent wind and as tongues of fire, allowing people to speak in other languages and to hear the gospel message each in his or her own language. Peter quoted Joel, claiming this Spirit as the fulfilling of the prophecy. All flesh would be included, dreaming dreams and seeing visions, making everyone equal. No one was excluded; equity among gender, age, and economic status was ushered in. Even though a diverse community, they were in this moment called into oneness as the body of Christ. "Peter proclaims that 'everyone who calls on the name of the Lord shall be saved' (v. 21). It is a proclamation spoken not in judgment but in love to all" (G. Lee Ramsey Jr. in Homiletical Perspective, Feasting on the Word: Year B, Volume 3, edited by David L. Bartlett and Barbara Brown Taylor [Louisville: Westminster John Knox Press, 2009], p. 7). * Discuss the diversity in your congregation and community. * Share times when people of all genders, ages, and walks of life have brought ministry to you. Pentecost reminds us that even though we worship in small groups in a specific time and place, our identity extends beyond one congregation to the mission center, mission field, and even across borders into other countries and cultural traditions. We are many, we are one. * Look at "Dios esta' aquí" CCS 150, translated "God Is Here Today." It was written by Raúl Galeano from Latin America and translated into four other languages. Thumbing through other pages, we see hymns contributed by people from many different countries. What a blessing our diversity is! * Recite accounts of blessings you have received or heard about from people around the world. One of the Basic Beliefs in Community of Christ is our understanding of the Holy Spirit. We believe in the Holy Spirit, Giver of Life, holy Wisdom, true God. The Spirit moves through and sustains creation; endows the church for mission; frees the world from sin, injustice, and death; and transforms disciples. Wherever we find love, joy, peace, patience, kindness, generosity, faithfulness, gentleness, or self-control, there the Holy Spirit is working. —Sharing in Community of Christ, 3rd Edition, p. 14 Two of our Enduring Principles speak especially to our scripture passages today, Grace and Generosity and Unity in Diversity. The Spirit walks alongside us as we strive to be gracious, generous, and kind. We recognize that diversity is all around us. Sometimes we fight against it, and sometimes we embrace it. Blessings will be ours if we let the Spirit guide us through our struggles. * How is the Spirit leading us to offer Grace and Generosity to the diversity in our congregation and community? * Whom is the Spirit nudging you to embrace? * What gifts are we willing to receive from others? * Identify areas of tension or disagreement in your congregation or community. What can be done to graciously arrive at common consent, lovingly upholding our common faith in Jesus Christ and his mission? SEND Explores how the lesson might be lived (10% of total lesson time) Take special notice this week of the Spirit as it walks alongside you each day, in every moment. To whom is it calling you to love and reach out? Send a card, make a phone call, or visit that person who, even in their diversity, needs to feel the unity of God's love and grace. BLESS Time of prayer, praise, blessing, and hope (5% of total lesson time) Close this time together, holding hands in a circle, singing "Come, Holy Spirit, Come" CCS 154. Note that it is written in three languages in our hymnal. We are many, we are one. PENTECOST 20 May 2018 John 15:26–27; 16:4b–15 26When the Advocate comes, whom I will send to you from the Father, the Spirit of truth who comes from the Father, he will testify on my behalf. 27 You also are to testify because you have been with me from the beginning… 4bI did not say these things to you from the beginning, because I was with you. 5 But now I am going to him who sent me; yet none of you asks me, 'Where are you going?' 6 But because I have said these things to you, sorrow has filled your hearts. 7Nevertheless I tell you the truth: it is to your advantage that I go away, for if I do not go away, the Advocate will not come to you; but if I go, I will send him to you. 8 And when he comes, he will prove the world wrong about sin and righteousness and judgment: 9 about sin, because they do not believe in me; 10 about righteousness, because I am going to the Father and you will see me no longer; 11 about judgment, because the ruler of this world has been condemned. 12I still have many things to say to you, but you cannot bear them now. 13 When the Spirit of truth comes, he will guide you into all the truth; for he will not speak on his own, but will speak whatever he hears, and he will declare to you the things that are to come. 14 He will glorify me, because he will take what is mine and declare it to you. 15 All that the Father has is mine. For this reason I said that he will take what is mine and declare it to you. Acts 2:1–21 1When the day of Pentecost had come, they were all together in one place. 2 And suddenly from heaven there came a sound like the rush of a violent wind, and it filled the entire house where they were sitting. 3 Divided tongues, as of fire, appeared among them, and a tongue rested on each of them. 4 All of them were filled with the Holy Spirit and began to speak in other languages, as the Spirit gave them ability. 5Now there were devout Jews from every nation under heaven living in Jerusalem. 6 And at this sound the crowd gathered and was bewildered, because each one heard them speaking in the native language of each. 7 Amazed and astonished, they asked, "Are not all these who are speaking Galileans? 8 And how is it that we hear, each of us, in our own native language? 9 Parthians, Medes, Elamites, and residents of Mesopotamia, Judea and Cappodocia, Pontus and Asia, 10 Phrygia and Pamphylia, Egypt and the parts of Libya belonging to Cyrene, and visitors from Rome, both Jews and proselytes, 11 Cretans and Arabs—in our own languages we hear them speaking about God's deeds of power." 12 All were amazed and perplexed, saying to one another, "What does this mean?" 13 But others sneered and said, "They are filled with new wine." 14But Peter, standing with the eleven, raised his voice and addressed them, "Men of Judea and all who live in Jerusalem, let this be known to you, and listen to what I say. 15 Indeed, these are not drunk, as you suppose, for it is only nine o'clock in the morning. 16 No, this is what was spoken through the prophet Joel: 17In the last days it will be, God declares, that I will pour out my Spirit upon all flesh, and your sons and your daughters shall prophesy, and your young men shall see visions, and your old men shall dream dreams. 18Even upon my slaves, both men and women, in those days I will pour out my Spirit; and they shall prophesy. 19And I will show portents in the heaven above and signs on the earth below, blood, and fire, and smoky mist. 20The sun shall be turned to darkness and the moon to blood, before the coming of the Lord's great and glorious day. 21Then everyone who calls on the name of the Lord shall be saved." Basic Belief The Holy Spirit We believe in the Holy Spirit, Giver of Life, holy Wisdom, true God. The Spirit moves through and sustains creation; endows the church for mission; frees the world from sin, injustice, and death; and transforms disciples. Wherever we find love, joy, peace, patience, kindness, generosity, faithfulness, gentleness, or self-control, there the Holy Spirit is working. — Sharing in Community of Christ , 3rd Edition, p. 14 Enduring Principle Grace and Generosity * God's grace, especially as revealed in Jesus Christ, is generous and unconditional. * Having received God's generous grace, we respond generously and graciously receive the generosity of others. * We offer all we are and have to God's purposes as revealed in Jesus Christ. * We generously share our witness, resources, ministries, and sacraments according to our true capacity. —Sharing in Community of Christ, 3rd Edition, p. 12 Enduring Principle Unity in Diversity * Community of Christ is a diverse, international family of disciples, seekers, and congregations. * Local and worldwide ministries are interdependent and important to the church's mission. * The church embraces diversity and unity through the power of the Holy Spirit. * We seek agreement of common consent in important matters. If we cannot achieve agreement, we commit to ongoing dialogue and lovingly uphold our common faith in Jesus Christ and the mission of the church. * We confess that our lack of agreement on certain matters is hurtful to some of God's beloved children and creation. —Sharing in Community of Christ, 3rd Edition, p. 13 One of the Basic Beliefs in Community of Christ is our understanding of the Holy Spirit, and two of our Enduring Principles speak especially to our scripture passages today, Grace and Generosity and Unity in Diversity. The Spirit walks alongside us as we strive to be gracious, generous, and kind. We recognize the reality that diversity is all around us. Sometimes we fight against it and sometimes we embrace it. Blessings will be ours if we let the Spirit guide us through our struggles. * How is the Spirit leading us to offer grace and generosity to the diverse in our congregation and community? * Whom is the Spirit nudging you to embrace? * What gifts are we willing to receive from others? * Identify areas of tension or disagreement in your congregation or community. What can be done to graciously arrive at common consent, lovingly upholding our common faith in Jesus Christ and his mission? Take special notice this week of the Spirit as it walks alongside you each day in every moment. To whom is it calling you to love and reach out? Send a card, make a phone call, or visit that person who, even in their diversity, needs to feel the unity of God's love and grace. FIRST SUNDAY AFTER PENTECOST/TRINITY SUNDAY LESSON 26 27 May 2018 Focus Scripture Passage: John 3:1–17 Lesson Focus: This passage speaks of God, Jesus, and the Holy Spirit. God generously gave his only Son to save the world and sends the Holy Spirit to search out our hearts that we might be born from above. Objectives The learners will… * engage in the scripture text. * recognize God's grace and generosity, giving both Jesus as an example and teacher and the Spirit to call and invite all to be born from above. * be challenged to let the Spirit birth them over and over again as they strive to grow into whom God calls them to be. Supplies * Copies of Response Sheet (optional) * Pens or pencils * Community of Christ Sings (CCS) * compare Nicodemus's searching, questioning, and growing understanding with their own. * Copy of Isaiah 6:6–8 and questions for Dwelling in the Word Note to instructor: In preparation for this lesson, read "Exploring the Scripture" for John 3:1–17 in Sermon and Class Helps, Year B: New Testament, p. 83, available through Herald House. GATHER (For more information on Dwelling in the Word, go to Pastors and Leaders Field Guide, p. 14.) Pray for God's blessing on the group as they learn together. Activates background knowledge, prepares and motivates for lesson (15% of total lesson time) Lead a Dwelling in the Word activity using Isaiah 6:6–8, a portion of another of our lectionary scriptures for today. Provide a printed copy of the scriptural text. Read the text aloud and pause for a few minutes to allow people time to reflect on what they've heard. Read it a second time. Ask people to make note of a word, phrase, or image they are drawn to as they hear it read again. After a short pause, form small groups and give people an opportunity to share their responses. Examples of questions to ask are as follows: * Is there a place I feel drawn to dwell or explore? * What words, images, or phrases are speaking to me in this text? * What is God's invitation to me or my congregation in this scripture? ENGAGE and interaction Invites exploration (35% of total lesson time) Read John 3:1-17 together, then continue with the lesson breaking into small groups of two to four for discussion questions. Trinity Sunday celebrates the tri-unity of God…the reality of God, Christ, and the Spirit permeates the NT [New Testament]…The NT readings for this Trinity Sunday, (Rom. 8:12–17 and our text from John 3:1–17 also refer to Father, Son or Christ, and Spirit. The same God is at work in today's reading from Isaiah 6:1–8, part of the sacred Scripture for Paul and John, as well as for Jesus and Nicodemus. —Paul L. Hammer, Feasting on the Word: Year B, Volume 3, edited by David L. Bartlett and Barbara Brown Taylor (Louisville: Westminster John Knox Press, 2009), p. 45 Each had responded to the Spirit and answered, "Here am I, send me." Nicodemus is an interesting character, not unlike ourselves. He has seen and heard Jesus, recognizing that Jesus has been sent from God because of the miracles he has done. He wants to know more. Nicodemus is a Pharisee, a leader of the Jews. John's Gospel develops the character of Nicodemus throughout its pages. In 7:50–51, he defends Jesus, asking the other Pharisees to grant him a hearing. Then in 19:38–40, he helps Joseph of Arimathea with Jesus' burial, bringing the spices needed. Nicodemus is at first wondering, but afraid. Then as he continues to learn more about Jesus, he gains courage and respect, standing up for him among his peers. Finally, Nicodemus joins with Jesus' disciples in love and mourning, helping care for him after death. * What are some questions about Jesus you might be afraid to ask in public? * How can we give people permission to wonder and question without fear of ridicule? * Give examples of your growth in discipleship. Our text often is used by those who speak about being "born again." This hinges on the translation of an ambiguous Greek word (anothen), which can be translated "again" or "from above." It is Nicodemus who misunderstands and speaks of being "born again." It is Jesus who says one must be "born from above." —Hammer, p. 47 For John, Jesus is saying that humans do not shape religious experience and enter into the Kingdom of their own choosing. "It is a gift of God's Spirit, unshaped by human hands but 'blowing' where it will 'from above'" (Hammer, p. 47). Furthermore, "Jesus is telling Nicodemus, and us, that God's kingdom is here. The kingdom of God is not some far-off goal to be attained…The kingdom is present now, as a gift from God. Only God can gift us, can beget us as a totally new being in a new world" (Judith M. McDaniel in Homiletical Perspective, Feasting on the Word: Year B, Volume 3, edited by David L. Bartlett and Barbara Brown Taylor [Louisville: Westminster John Knox Press, 2009], p. 47). * Discuss the difference between being "born again" and being "born from above." Who is responsible for each? * Compare discipleship when God's kingdom is a far off image after we die to something in which we live each day. The last section of today's scripture passage is the most familiar of all; however, we often cut it short. It is all about God's generosity and grace. God wants to save the world and all that is in it. Verse 14 says that if the Son of Man is lifted up, honored,and believed in, all who do this will have eternal life. Verse 16 reiterates this point, but adds an emphasis on how much God loves the world. Verse 17 continues the thought that God does not want to condemn or punish the world. God sacrificed and suffered for us so we could see how we should live with one another and be saved to live eternally in God's kingdom starting the first day we respond to the Spirit. * Compare the difference in discipleship if we look at this scripture without verse 17. * How easy or difficult is it to receive God's gift of grace through Jesus Christ every day? Takes the learners from RESPOND hearing to doing (35% of total lesson time) Community of Christ's Basic Beliefs statement begins with our belief in the nature of God. We believe in one living God who meets us in the testimony of Israel, is revealed in Jesus Christ, and moves through all creation as the Holy Spirit. We affirm the Trinity—God who is a community of three persons. All things that exist owe their being to God: mystery beyond understanding and love beyond imagination. This God alone is worthy of our worship. —Sharing in Community of Christ, 3rd Edition, p. 14 * What in today's scripture passage might have helped form this belief? Our Enduring Principles of Grace and Generosity and All Are Called also highlight ideas found in today's lectionary passages. * How do John 3:8, 16, and 17 speak to you of God's unconditional grace and generosity? * Compare Isaiah, Nicodemus, and yourself. How are the responses similar or different? God searches for us to complete the revelation of God's being. God searches for us to participate in God's life. God's seeking is not brought about by our circumstance, our worthiness, our sufficient understanding. Rather, that seeking derives from the anguish of God, God's longing for the work of God's hands. God did not send his Son into the world to condemn the world, but in order that the world God created might be saved. —McDaniel, pp. 47, 49 * How might we live in that kingdom where life is reborn from above? * What does a community look like that is living the kingdom life? Spend time this week listening and searching for God's Spirit, asking questions you might have been afraid to ask before. God loves you and is calling you to be an active part of the kingdom. Whom will God send? What will be your answer? BLESS Time of prayer, praise, blessing, and hope (5% of total lesson time) Close this time together reading or singing "I, the Lord of Sea and Sky" CCS 640. FIRST SUNDAY AFTER PENTECOST/TRINITY SUNDAY 27 May 2018 Isaiah 6:6–8 6Then one of the seraphs flew to me, holding a live coal that had been taken from the altar with a pair of tongs. 7 The seraph touched my mouth with it and said: "Now that this has touched your lips, your guilt has departed and your sin is blotted out." 8Then I heard the voice of the Lord saying, "Whom shall I send, and who will go for us?" And I said, "Here am I; send me!" John 3:1–17 1Now there was a Pharisee named Nicodemus, a leader of the Jews. 2 He came to Jesus by night and said to him, "Rabbi, we know that you are a teacher who has come from God; for no one can do these signs that you do apart from the presence of God." 3Jesus answered him, "Very truly, I tell you, no one can see the kingdom of God without being born from above," 4 Nicodemus said to him, "How can anyone be born after having grown old? Can one enter a second time into the mother's womb and be born?" 5 Jesus answered, "Very truly, I tell you, no one can enter the kingdom of God without being born of water and Spirit. 6 What is born of the flesh is flesh, and what is born of the Spirit is spirit. 7Do not be astonished that I said to you, 'You must be born from above.' 8 The wind blows where it chooses, and you hear the sound of it, but you do not know where it comes from or where it goes. So it is with everyone who is born of the Spirit." 9 Nicodemus said to him, "How can these things be?" 10Jesus answered him, "Are you a teacher of Israel, and yet you do not understand these things? 11Very truly, I tell you, we speak of what we know and testify to what we have seen; yet you do not receive our testimony. 12 If I have told you about earthly things and you do not believe, how can you believe if I tell you about heavenly things? 13 No one has ascended into heaven except the one who descended from heaven, the Son of Man. 14 And just as Moses lifted up the serpent in the wilderness, so must the Son of Man be lifted up, 15 that whoever believes in him may have eternal life. 16For God so loved the world that he gave his only Son, so that everyone who believes in him may not perish but may have eternal life." 17Indeed, God did not send the Son into the world to condemn the world, but in order that the world might be saved through him." Enduring Principle Grace and Generosity * God's grace, especially as revealed in Jesus Christ, is generous and unconditional. * Having received God's generous grace, we respond generously and graciously receive the generosity of others. * We offer all we are and have to God's purposes as revealed in Jesus Christ. * We generously share our witness, resources, ministries, and sacraments according to our true capacity. —Sharing in Community of Christ, 3rd Edition, p. 12 Enduring Principle All Are Called * God graciously gives people gifts and opportunities to do good and to share in God's purposes. * Jesus Christ invites people to follow him by becoming disciples who share his life and ministry. * Some disciples are called and ordained to particular priesthood responsibilities and ministries for the sake of the community, the congregation, and the world. * We respond faithfully, with the help of the Holy Spirit, to our best understanding of God's call. —Sharing in Community of Christ, 3rd Edition, p. 13 Community of Christ's Basic Belief statement begins with our belief in the nature of God. We believe in one living God who meets us in the testimony of Israel, is revealed in Jesus Christ, and moves through all creation as the Holy Spirit. We affirm the Trinity—God who is a community of three persons. All things that exist owe their being to God: mystery beyond understanding and love beyond imagination. This God alone is worthy of our worship. —Sharing in Community of Christ, 3rd Edition, p. 14 * What in today's scripture passage might have helped form this belief? God searches for us to complete the revelation of God's being. God searches for us to participate in God's life. God's seeking is not brought about by our circumstance, our worthiness, our sufficient understanding. Rather, that seeking derives from the anguish of God, God's longing for the work of God's hands. God did not send his Son into the world to condemn the world, but in order that the world God created might be saved. Our Enduring Principles Grace and Generosity and All Are Called also highlight ideas found in today's lectionary passages. * How do John 3:8, 16, and 17 speak to you of God's unconditional grace and generosity? * Compare Isaiah, Nicodemus, and yourself. How are the responses similar or different? —Judith M. McDaniel in Homiletical Perspective, Feasting on the Word: Year B, Volume 3, edited by David L. Bartlett and Barbara Brown Taylor (Louisville: Westminster John Knox Press, 2009), pp. 47, 49 * How might we live in that kingdom where life is reborn from above? * What does a community look like that is living the kingdom life? Spend time this week listening and searching for the Spirit, asking questions you might have been afraid to ask before. God loves you and is calling you to be an active part of the kingdom. Whom will God send? 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Examfilter.com SSC CHSL 2019 Section : English Language (Basic Knowledge) Q.1 Select the wrongly spelt word. 1. Judiciary 2. Virtual 3. Ambasador 4. Appreciate Q.2 Select the most appropriate synonym of the given word. FURTIVE 1. Positive 2. Abortive 3. Adhesive 4. Secretive Q.3 Select the most appropriate meaning of the given idiom. Actions speak louder than words 1. What you do reveals the real you 2. What you do is your own business 3. What you can see may not be true 4. What you don't say is what you are Q.4 Select the most appropriate synonym of the given word. AGILE 1. Visible 2. Nimble 3. Guile 4. Docile All Exam Previous Year's Paper - Examfilter.com Comprehension: In the following passage some words have been deleted. Fill in the blanks with the help of thealternatives given. Select the most appropriate option for each blank. The choices we make in life determine who we are. One's life is (1) marked by the exemplary choices one has made (2)______ one's journey. The mega icon Ratan Tata has described his journey (3) being a seven-year-old boy who played his (4)_______the freedom struggle to being moved by the plight of a family on a two-wheeler which became thegenesis of the world's most (5)______car the Tata Nano. SubQuestion No : 5 Q.5 Select the most appropriate option for blank number 1. 1. never 2. often 3. rarely 4. seldom Comprehension: In the following passage some words have been deleted. Fill in the blanks with the help of thealternatives given. Select the most appropriate option for each blank. The choices we make in life determine who we are. One's life is (1) marked by the exemplary choices one has made (2)______ one's journey. The mega icon Ratan Tata has described his journey (3) being a seven-year-old boy who played his (4)_______the freedom struggle to being moved by the plight of a family on a two-wheeler which became thegenesis of the world's most (5)______car the Tata Nano. SubQuestion No : 6 Q.6 Select the most appropriate option for blank number 2. 1. along 2. upon 3. into 4. toward Comprehension: In the following passage some words have been deleted. Fill in the blanks with the help of thealternatives given. Select the most appropriate option for each blank. The choices we make in life determine who we are. One's life is (1) marked by the exemplary choices one has made (2)______ one's journey. The mega icon Ratan Tata has described his journey (3) being a seven-year-old boy who played his (4)_______the freedom struggle to being moved by the plight of a family on a two-wheeler which became thegenesis of the world's most (5)______car the Tata Nano. SubQuestion No : 7 Q.7 Select the most appropriate option for blank number 3. Comprehension: In the following passage some words have been deleted. Fill in the blanks with the help of thealternatives given. Select the most appropriate option for each blank. The choices we make in life determine who we are. One's life is (1) marked by the exemplary choices one has made (2)______ one's journey. The mega icon Ratan Tata has described his journey (3) being a seven-year-old boy who played his (4)_______the freedom struggle to being moved by the plight of a family on a two-wheeler which became thegenesis of the world's most (5)______car the Tata Nano. SubQuestion No : 8 Q.8 Select the most appropriate option for blank number 4. 1. part from 2. part in 3. part of 4. part with Comprehension: In the following passage some words have been deleted. Fill in the blanks with the help of thealternatives given. Select the most appropriate option for each blank. The choices we make in life determine who we are. One's life is (1) marked by the exemplary choices one has made (2)______ one's journey. The mega icon Ratan Tata has described his journey (3) being a seven-year-old boy who played his (4)_______the freedom struggle to being moved by the plight of a family on a two-wheeler which became thegenesis of the world's most (5)______car the Tata Nano. All Exam Previous Year's Paper - Examfilter.com SubQuestion No : 9 Q.9 Select the most appropriate option for blank number 5. 1. economize 2. economist 3. economical 4. economic Q.10 In the given sentence identify the segment which contains the grammatical error. Freedom of expression meaning the right to express one's own convictions and beliefs. 1. convictions and beliefs 2. to express one's own 3. meaning the right 4. Freedom of expression Q.11 Select the most appropriate word to ﬁll in the blank in the given sentence. Those earning less than Rs.10,000 are__ from paying income tax. 1. adjusted 2. accepted 3. exempted 4. collected Q.12 Select the most appropriate word to ﬁll in the blank in the given sentence. The teacher _____ the student for cheating. 1. invoked 2. refused 3. rebuked 4. praised Q.13 Select the correct indirect form of the given sentence. Sitab asked his mother, "Has it been snowing all night?" 1. Sitab asked his mother if it had been snowing all night. 2. Sitab asked his mother if it has snowed all night. 3. Sitab asked his mother if it was snowing all night. 4. Sitab asked his mother if it is snowing all night. Q.14 Select the most appropriate ANTONYM of the given word. RESERVED 1. Reticent 2. Forgiving 3. Cowardly 4. Friendly Q.15 Given below are four jumbled sentences. Select the option that gives their correct order. A. In order to buy that bicycle, he plans to win some prize money by teaching an illiterateperson how to read and write. B. He needs a bicycle to win the bicycle race which would help pay off his father's debt. C. The ﬁlm 'Douch' is about a young Iranian village boy. D. But the only illiterate person is a 90 year old woman who is ill-tempered and doesn't wishto learn anything. 1. ADBC 2. DABC 3. CBAD 4. CABD Q.16 Select the most appropriate ANTONYM of the given word. ENIGMA 1. Charade 2. Mystery 3. Clarity 4. Make-believe Q.17 Select the most appropriate option to substitute the underlined segment in the givensentence. If there is no need to substitute it, select 'No improvement'. The rising prices of essential food items have placed an weighty burden on the poor. 1. No improvement 2. lightest 3. enormous 4. trivial Q.18 Select the word which means the same as the group of words given. Having no moral principles 1. Mischievous 2. Unaware 3. Unscrupulous 4. Ethical Q.19 Given below are four jumbled sentences. Select the option that gives their correct order. A. Behind them come camels carrying drums and small guns. B. The Emperor is escorted by two decorated elephants who head the procession. C. At the end come the platoons of soldiers in rows of two. D. First of all, there is a volley of guns announcing Emperor Bahadur Shah's entry into themosque. 1. DBAC 2. BCDA 3. DCBA 4. ABDC Q.20 In the given sentence identify the segment which contains the grammatical error. My hotel in Goa had a wonderful view of the sea in the window. 1. of the sea 2. My hotel in Goa 3. in the window 4. had a wonderful view Q.21 Select the word which means the same as the group of words given. Using right and left hand equally well 1. Unskilled 2. Inexpert 3. Ambidextrous 4. Left-handed Q.22 Select the correct passive form of the given sentence. The Delhi Police has shot an educational video on Traﬃc Rules for school students. 1. An educational video on Traﬃc Rules for school students is being shot by the Delhi Police. 2. An educational video on Traﬃc Rules for school students was being shot by theDelhi Police. 3. An educational video on Traﬃc Rules for school students has been shot by the Delhi Police. 4. An educational video on Traﬃc Rules for school students had been shot by the Delhi Police. Q.23 Select the most appropriate option to substitute the underlined segment in the givensentence. If there is no need to substitute it, select 'No improvement'. India has lost a veteran actor with the deceased of Shriram Lagoo. 1. bereavement 2. No improvement 3. demise 4. expired Q.24 Select the most appropriate meaning of the given idiom. A piece of cake 1. Something diﬃcult 2. Something serious 3. Something amusing 4. Something easy Q.25 Select the wrongly spelt word. 1. 1.Embarassment 2. Undergarment 3. Announcement 4. Resettlement Section : General Intelligence Q. 2 Select the option in which the numbers share the same relationship as that shared by the given numbers share by the given number – pair. 34 : 210 1. 66 : 402 2. 54 : 100 3. 47 : 282 4. 38 : 236 Q. 3 Four letter - clusters have been given out of which three are alike in some manner and one is different. Select the odd letter – cluster. 1. TSRQ 2. WVUT 3. MLKJ 4. PONL Q. 4 Showing the picture of Shikha, Paul said , " she is the grandmother of my father's only son". How is the Shikha related to Parul? 1. Mother 2. Daughter in law 3. Sister 4. Grandmother Q. 5 Select the option in which the numbers are related in the same way as are the numbers in the given set. 1. (9, 217, 8) 2. (2, 49, 2) 3. (3, 49, 2) 4. (5, 625, 6) Q. 6 If '+'means 'divided by', ' – ' means ' 'add', '×' means ' minus' and ' ÷' means 'multiplied by' , what will be the value of the following expression? 1. 8 2. 10 3. 6 4. 12 Q. 7 X is the mother of A. Y is the sister of B's father. R is the father of B. A and Z are sisters. B is the brother of Z. How is R related to X? 1. Father-in-law 2. Son 3. Husband 4. Father Q.8 Read the given statements & conclusions carefully. Assuming that the information given is true, even if it appears to be at a variance with commonly known facts, decide which of the given conclusion logically follows from the statement. Statements- All Parrots are Pigeons No pigeons are table ConclusionI. All pigeons are table II. No parrot is table 1. Both conclusions I and II follow. 2. Only conclusion II follows. 3. Either conclusion I or II follows. 4. Only conclusion I follows. Q. 9 The sequence of folding a paper and the manner in which the folded paper has been cut is shown in the following figures. How would this paper look when unfolded? 1. Q. 10 Complete the series AZ, CX, EV, ? , IR 1. FT 2. HT 3. GS 4. GT Q. 11 How many squares are there in the given figure? All Exam Previous Year's Paper - Examfilter.com 1. 33 2. 144, 292 3. 144, 286 4. 142, 294 All Exam Previous Year's Paper - Examfilter.com 2. 29 3. 34 4. 32 Q. 12 Select the option that is related to the third term in the same way as the second term is related to the first term. Easy : IETZ : LAKE : ______ 1. MELI 2. MBLI 3. PBKL 4. PELI Q. 13 Select the correct mirror image of the given figure. 1. 2. 3. 4. Q. 14 Complete the series 7, 16, 34, 70, ___, ___ 1. 142, 286 Q. 15 In a certain code language, NIB is coded as 112 and COB is coded as 122.How will JET be coded as in that language? 1. 81 2. 92 3. 102 4. 119 Q. 19 Select the option in which the given figure is embedded .(Rotation is not allowed) 2. Q. 20 Four number – pairs have Been given, out of which three are alike in some manner and one is different. Select the number- pair that is different from the rest. 2. 7 – 50 3. 5 – 26 4. 6 – 35 5. 4 – 17 Q. 21 Select the option that is related to the third letter – cluster in the same way as the second letter – cluster is related to the first letter – cluster. LAME : OXPB : TREE : ? 1. UMFA 2. WOHB 3. QUBH 4. VNGB Q. 22 Select the Venn diagram that best represents the relationship between following classes. Chandigarh, India, Seoul 1. Q. 23 In a certain code language, ' LOCKER' is written as ' OLXPVT' . How will ' GLOBAL' be written as in that language? 1. JOREDO 2. UPMZAP 3. TOLYZO 4. HUYTRE Q. 24 Select the option in which the numbers are related in the same way as are the numbers in the given set. (5, 6, 61) 1. (3, 4, 25) 2. (5, 2, 49) 3. (3, 8, 24) 4. (9, 4, 26) Q. 25 Select the option figure that can replace the question mark (?)in the following series. Section : Quantative Aptitude Q. 1 When (77 77 + 77) is divided by 78, reminder is: 1. 75 2. 74 3. 77 4. 76 Q. 2 A man divided his journey into three parts of distances of 18 km, 20 km and 27km. He travelled the distances at the speeds of 6 km/h, 5 km/h and 9km/ h, respectively. What was his average speed during the entire journey? 1. 7.5 km/h 2. 5.5km/h 3. 6.5 km/h 4. 4.5km/h Q. 3 If x + y + z = 10, x 3 + y 3 + z 3 =75 and xyz = 15, then find the value of. x 2 + y 2 + z 2 – xy – yz – zx 1. 3 2. 5 3. 6 4. 4 Q. 4 On selling a bike for 2500 a seller incurs a loss of 20% . What price would have caused him to loss 30%? 1. 2186.5 2. 2187.5 3. 2185.5 4. 2188.5 Q. 5 The given graph represents the percentage distribution of the total expenditure of a company. Study the graph and answer the question that follows. The expenditure on 'Interest on loans' is what percentage more than the expenditure on 'Transport'? 1. 2% 2. 5% 3. 4% 4. 3% Q. 6 If 3 sec 2x – 4 = 0, then value of x (0<x<90) 1. 45 2. 15 3. 30 4. 60 Q. 7 XYZ is a triangle. If the medians ZL and YM intersecting each other at G, then (Area of GLM : Area of XYZ) is: 1. 1 : 14 2. 1 : 10 3. 1 : 12 4. 1 : 11 Q. 8 Length and breadth of rectangular field are in the ratio 5 : 2. If the perimeter of the field is 238m. Find the length of the field. 1. 83 m 2. 82 m 3. 84 m 4. 85 m Q. 9 Find the value of Tan 60° – tan 15° . 1 + tan 60° tan 15° 1. 1 2. 1/√2 3. ½ 4. ½ Q. 10 Mohan offers to sell his article at a discount of 20%, but he marks his articles by increasing the price of each by 35%. What percentage would his gain be? 1. 10% 2. 9% 3. 8% 4. 7% Q. 11 In the figure, L is the centre of the circle, and ML is the perpendicular to LN.If the area of the triangle MLN is 36, then the area of the circle is: 1. 68 2. 66 3. 70 4. 72 Q. 12 The average of the runs of a cricket player in 20 matches is 35. If the average of the first 12 matches is 45, find the average of the last 8 matches. 1. 18 2. 16 3. 20 4. 22 Q. 14 The following graph shows the performance in aggregate marks of 2 board examinations of a group of friends. On the basis of the graph, identify the girl who has shown the maximum improvement from class X to XII. 1. Meena 2. Veena 3. Madhu 4. Alka Q. 15 In how many years will the simple interest on a sum of money be equal to the principle at rate of 12 2/4% p.a.? 1. 8 years 2. 5 years 3. 7 years 4. 6 years Q. 16 30 men working 8 hours per days.By working how many hours per day can 32men dig two same ponds, in days? 1. 7 hours per day 2. 5 hours per day 3. 8 hours per day 4. 6 hours per day Q. 17 In the given figure, O is the circle. Its two chords AB and CD intersect each other at the point P within the circle. If AB =15cm, PB = 9cm, CP = 3cm, then find the length of PD. 1. 16 cm 2. 20 cm 3. 18 cm 4. 22 cm Q. 18 Find the value of 2.1 + 2.25 ÷ [63 – {7.5 × 8 + (13 – 2.5 × 5)}]. 1. 2.8 2. 2.9 3. 3.0 4. 3.1 Q. 19 If a + b = 11 and ab = 15, then a 2 + b 2 is equal to: 1. 90 2. 91 3. 93 4. 92 Q. 20 3600 is divided between Seema, Komal and Rita, such that the ratios of the shares of Seema : Komal = 1.5 : 2 and Komal : Rita = 2 : 2.5. Find Rita's share. 1. ₹1300 2. ₹1500 3. ₹1200 4. ₹1400 Q. 22 PQR is an isosceles triangle such that PQ = QR = 10 cm and PQR = 90, what is the length of the perpendicular drawn from Q on PR? 1. 5√2cm 2. 7√2cm 3. 4√2cm 4. 6√2cm Q. 23 If 4 cos 2 Ꝋ – 3 sin 2 Ꝋ + 2 = 0, then the value of tan is (where 0 < <90) 1. √2 2. √6 3. 1/√3 4. 1 Q. 24 A runner is running at a speed of 40 km/h. If he runs at a speed of 30 km/h, then what will the decrease in the percentage of his speed be? 1. 15% 2. 20% 3. 25% 4. 30% Q. 25 1. 8 6 2. 6 6 3. 7 6 4. 9 6 Section : General Awareness Q. 1 What is the symbol of Tin? 1. Ti 2. Si 3. Sn 4. Ta Q.2 What was the magnitude of the Indian Ocean Tsunami2004? 1. 8.9 All Exam Previous Year's Paper - Examfilter.com 2. 9.1 3. 8.6 4. 7.4 Q.3 New Delhi's Lotus Temple was designed by an architect from_. 1. UAE 2. Japan 3. Iran 4. Germany Q.4 When did the Sarkaria Commission submit its report? 1. 1985 2. 1984 3. 1988 4. 1986 Q.5 How many West African nations agreed to change the name of their common currency from'CFA Franc' to 'Eco' in December 2019? 1. 7 2. 8 3. 5 4. 6 Q.6 Which of the following divisions of plants does NOT have a well differentiated body? 1. Bryophyta 2. Thallophyta 3. Gymnosperms 4. Pteridophyta Q.7 Bhatiali is the folk music of which of the following states? 1. Karnataka 2. Tamil Nadu 3. West Bengal 4. Kerala Q.8 Which of the following Articles of the Constitution of India has a provision for the Constitution of Legislatures in States? 1. 167 2. 165 3. 163 4. 168 Q.9 The F7 key is commonly used in Microsoft programs such as Microsoft Word, Outlook, etc. for: 1. renaming ﬁles and folders 2. checking spellings and grammar 3. opening help 4. searching content in various apps Q.10 What is the name of the ﬁrst crude oil pipeline constructed in India? 1. Mumbai High-Mumbai-Ankleshwar-Kayoli Pipeline 2. Naharkatia-Nunmati-Barauni Pipeline 3. Hajira-Bijapur-Jagdishpur (HBJ) Gas Pipeline 4. Kandla-Bhatinda Pipeline Q.11 The famous Gupta period Dashavatara Temple, recognised as one of the earliest Panchayatan temples in north India, is located at: 1. Nachna-Kuthara 2. Bhitargaon 3. Tigawa 4. Deogarh Q.12 What is the approximate speed of sound in distilled water at 25°C (77°F)? 1. 1284 m/s 2. 1598 m/s 3. 3980 m/s 4. 1498 m/s Q.13 Which country is to train Indian ﬂight surgeons to enable them to monitor the health ofastronauts selected for the human space mission Gaganyaan? 1. USA 2. Russia 3. France 4. China Q.14 During the phenomenon of aphelion, the approximate distance between the earth and thesun is: 1. 137 million km 2. 147 million km 3. 142 million km 4. 152 million km Q.15 In the ﬁeld of computing, what does ENIAC stand for? 1. Electronic Numerical Integrator and Computer 2. Electronic Numerals Integration and Computing 3. Electronic Numbers Integration and Computer 4. Electronic Numerical Integrated Advanced Computer Q.16 The National Game of Bhutan is: 1. archery 2. taekwondo 3. wrestling 4. shooting Q.17 Who among the following took charge as the 39th President of the BCCI in October 2019? 1. Anurag Thakur All Exam Previous Year's Paper - Examfilter.com 2. Sourav Ganguly All Exam Previous Year's Paper - Examfilter.com 3. Sashank Manohar 4. CK Khanna Q.18 Miss Universe 2019 is the native of which of the following nations? 1. Jamaica 2. Australia 3. South Africa 4. France Q.19 How many person(s) has/have been selected for the Rajiv Gandhi Khel Ratna Award, 2019? 1. 1 2. 3 3. 2 4. 4 Q.20 Ethiopia's ﬁrst satellite was launched from which Country's Space Station in December 2019? 1. Russia 2. India 3. USA 4. China Q.21 Which of the following sectors of the economy has the highest share in India's GDP? 1. Service 2. Industrial 3. Manufacturing 4. Agriculture Q.22 The novel 'Chanakya' which won the Sahitya Akademi Award in 2019 was in which language? 1. Hindi 2. Gujarati 3. Assamese 4. Bengali Q.23 Who was the founder of the City of Hyderabad? 1. Nasir Jung 2. Sekhabat Jung 3. Nizam-ul-Mulk 4. Salabat Jung Q.24 Which of the following banks prints the currency notes in India? 1. Reserve Bank of India 2. NABARD 3. State Bank of India 4. ICICI Bank Q.25 Most of the atmospheric Ozone is found in which layer of atmosphere? 1. Stratosphere 2. Thermosphere 3. Mesosphere 4. 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Advent Christmas lights: sharing the light of Christ and a message of hope in our communities 'The light shines in the darkness and the darkness has not overcome it.' (John 1:5) You'll need: * One larger candle or enough candles for everyone * Matches or lighters Candle lighting At the end of the reading light a candle, or invite everyone to light their own candle. Spend a few quiet moments observing the flame. If you are using this reflection as part of a group, ask people to notice the difference that the light makes. Reflection We are aware of the darkness around us. The darkness of poverty, inequality, anxiety, and injustice. We are aware that right now people are struggling without light and warmth and hot food. The impact of the issues facing individuals and families in our communities seems overwhelming and we can feel lost and helpless in the darkness. Sometimes it is easier to dwell on the darkness than search for the light, but the simple act of lighting a candle can redirect us to hope. Even a single candle transforms a room and makes a difference. Light provides warmth and comfort. Light can guide us by highlighting danger or revealing that there is nothing to be afraid of after all. Light marks moments of celebration and joy. In the reading from John, we are reminded to look to Jesus, the light of the world, our comforter, healer, guide. We are called to do the same for others. When we feel overwhelmed by the darkness, we can turn to the light of Jesus that is full of grace and truth and hope for us and for our communities. And we can share this light with others through our words and actions. Advent (continued) Questions for reflection (as a group or for individual reflection) * Where are you aware of darkness in your community? What are people struggling with? Where do you see poverty, suffering, fear or injustice? * Where do you see light in your community? Who are the people, organisations and projects that are making a difference and bringing hope? * How can you share the light of Christ this Christmas? Is there one thing you could do individually or as a group to make a difference? Can you encourage or join in with something that is already happening? Closing Prayer* People of God: awake! The day is coming soon when you shall see God face to face. Remember the ways and the works of God. God calls you out of darkness to walk in the light of his coming. You are God's children. RESPONSE: Lord, make us one as we walk with Christ today and for ever. Spend some time praying for your community - focusing on the challenges and opportunites you have identified. IDEA! * You will need clean jam jars, thin paper, simple stencils, scissors and glue. * Cut a strip of paper or thin card so that it is long enough to wrap around the jar with some overlap, and tall enough to cover the height of the jar. * Draw and then cut a shape – we suggest a star or a heart – in the strip of paper (you could provide biscuit cutters for people to use as a stencil). * Wrap the paper around the jar fairly tightly and glue the two ends together where they overlap. * Place an unlit tealight in the jar and ask an adult to light it carefully with a long taper or lighter. Staying safe: Never leave a burning candle unattended. Never burn a candle on or near anything that might catch fire. Keep candles out of the reach of children and pets.	<urn:uuid:e59e12ea-b2b1-4832-889f-1813a253b073>	CC-MAIN-2024-10	https://cuf.org.uk/uploads/img/Advent.pdf	2024-03-04T09:37:33+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947476432.11/warc/CC-MAIN-20240304065639-20240304095639-00154.warc.gz	188,721,841	724	eng_Latn	eng_Latn	0.998266	eng_Latn	0.998955	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 268, 1646, 2642, 3408 ]	[ 2.578125 ]	1	0
The Hera The History of the Hera The Hera was built in a German yard in 1886, but when she was launched she was named Richard Wagner, She was sold to a German company, Rhederei Aktien Gesellschaft of Hamburg, to replace its Pindos. This was another four-masted sailing ship that had been lost when she sank near Coverack in February, 1912. She was used for transporting cargoes between the Americas and Cornwall, South Wales and Newcastle. She had left Pisagua in Chile some three months previously, loaded with nitrates, and was heading for Falmouth for orders. The Events of 31 January 1914 - 1 February 1914 She had had a good passage, taking 912 days, but ran into "thick and dirty" weather off the Lizard. The chronometer had failed, the ship's clock was an hour slow, the sun had not been visible for three days, and the crew were consequently unable to take bearings. The captain, relying on dead reckoning, was unsure of her true position. They had taken soundings and "found 45 fathoms of water". There was an increasingly thick mist. The order was given to "shorten sail" in order to reduce Hera's speed, in the hope that she would reach Falmouth and pick up St Anthony light. The weather worsened and no lights could be seen. Breakers were sighted, indicating rocks nearby. The Captain ordered "put about" but Hera's speed was too slow to make the turn and she struck the outer stones of the Gull Rock. Immediately the crew sent up distress rockets and fired flares and guns. By this time there was ten feet of water in the hold and the pumps could no longer cope. She took a strong list to starboard and the two starboard lifeboats were swamped and lost. The port lifeboat was eventually launched with most of the crew on board, leaving the captain and a few seamen on board the Hera. Suddenly however, she "disappeared beneath the waves" leaving only a part of her jigger-foremast above the water. The captain and the other men left on board were lost at once. The lifeboat was swamped and the men were thrown into the sea. Only nine of them reached the mast and clung to it, shouting and blowing the second mate's whistle. By the time the Falmouth lifeboat arrived some hours later, there were only five men remaining. The Events on Shore- Dr Clover's account Dr Clover (Veryan's Doctor at the time) and his wife had just gone to bed (about 11:30 on the night of 31 January) when he heard a noise outside his bedroom window. This turned out to be the village policeman PC Rogers who wanted Dr Clover to visit his neighbour in Veryan Green, an 85 year old former Falmouth Pilot Captain Vincent, who PC Rogers thought was dying. It was just before midnight when Dr Clover and PC Rogers made their way to Captain Vincent's house. Dr Clover's description of the weather: "It was a darkish night and what moon there was had set, the sky was for the most part overcast and a strong SouthWesterly wind was blowing, a very average sort of winter night without the feeling of any great coldness." PC Rogers decided to stay outside the house in case Dr Clover needed to send any urgent messages. Having examined Captain Vincent, Dr Clover decided nothing further could be done and went outside to tell PC Rogers he could go home. It was during that conversation held at about 12:15 AM on 1st February that PC Rogers told Dr Clover "I've just seen some rockets and flares out to sea, I don't know whether it is a ship-wreck or something of the sort". As he finished saying this, two further rockets and a flare were seen. Almost immediately, gun fire and a loud report was heard from the South West. Dr Clover assumed that this was a response to the distress signals and the calling out of the Portscatho Rocket Brigade. Dr Clover and PC Rogers decided to go and see if there was anything they could do. On the way they collected Dr Clover's car and his driver as well as Mr A C Webb who, as Dr Clover put it, "whom we knew had an intricate knowledge of the cliffs surrounding The Nare Head where we thought the disaster had taken place." By 12:40AM the group set off past Trist House towards Nare Head, equipped with hurricane lanterns and electric torches. "We lost no time on the way, the two miles taking us about five minutes to cover: It was a very dark night and a strong wind was blowing from the South West, the sky being for the most part overcast with cloud" They left the car close to what is now the National Trust car park near Kiberick Cove. PC Rogers headed off towards the cove and soon shouted out "Here they are, shouting, they are not far off". Dr Clover left his car engine running and lights on so that they might be a guide to the position where help was needed. The group made their way towards the sound: "all the time we could hear the hideous shrieks and cries of the poor fellows in danger. It was a haunting sound to the last degree for we could see nothing, our only guide was the direction from where those cries came." Having got as close to sea level as they could, the group estimated that there were at that point about 12-15 voices coming from a more southerly direction. They also thought that there were two sources for the sounds with those coming from an easterly direction being less audible. As the group worked their way along the cliffs in a Southerly direction, "there was no diminution in the volume of sound coming out of the darkness". The group realised that there was little they could do to help: "we were by this time bitterly conscious of the fact that we were in the hopeless condition of being unable to render any practical assistance." As the sky slightly lightened, the group became convinced that the ship had foundered somewhere between the rocks to the north of Gull Rock and the cliffs of Nare Head. A little while later, the group came across Coastguard Wilkins and the Chief Station Officer of Portloe Coastguard. They had called through to St Anthony Coastguard at 12:20AM requesting the Falmouth lifeboat to be sent to a ship in distress two miles South West of Portloe. The Rocket Brigade had already left Portscatho and were making their way to the scene. The Coastguard at Mevagissey and the divisional Coastguard at Fowey had also been informed. Coastguard Wilkins thought that it would take the Falmouth lifeboat about two hours to reach the scene. By this time there were about 30 or 40 people at the scene, with a number of Portloe fishermen having walked around the cliffs to give assistance having found they were unable to launch their boats due to the sea conditions. The Portscatho Rocket Brigade arrived having made the seven mile journey in good time even though they had to man handle their equipment for part of the way before horses could be obtained to pull it. A decision was made to fire the rocket on the basis that if it fell short it would give the lifeboat, which by then would have been in sight of the rocket being launched, a better idea of where the ship had foundered. Three rockets were launched but each fell short. The rocket equipment was moved to a different position but further launches also proved futile. At this point, the sound of shouting had ceased but a whistle started to be heard. After some time had passed, with only the sound of the whistle and the sea to be heard, a white flare went up from the lifeboat. A short time later this was followed by "a distant, but distinct cheer". It was decided that nothing further could be done from the shore until daylight. By this tie the Rocket Brigade from Gorran had also attended to offer assistance. At first light, "there was not a sign of any wreck to be seen anywhere from the position we held all through the long hours of the past night!!" The coastguard gave orders for the coastline to be searched and as people started to return home, some wreckage was seen. At about 10:15AM on 1st February, Dr Clover received a message that "The Falmouth lifeboat had rescued five men from the wreck and landed them safely at Falmouth, but the remainder of the 'crew of 24 men' it was feared had all been drowned". About Noon, Dr Clover heard that bodies were being washed ashore at Portholland. The 12 bodies that had been recovered were placed in the schoolroom at Portholland where Dr Clover examined them before the Inquest. The five survivors were taken to the Royal Cornwall Sailors' Home in Falmouth where they were provided with warm food and clothing. The Inquest and the Following Days The Coroner, Mr E L Carlyon, held the inquest in the little chapel at East Portholland where twelve bodies lay "encased in plain wooden coffins". The principle witness was the Swedish helmsman, Alfred Johannsen. Foreman of the jury was Mr Charles Williams of Caerhays Castle, and the court was also attended by Mr Barclay Fox of Falmouth, German vice-consul. The verdict: "accidental death". The Funeral The funeral of the twelve seamen took place at Veryan church on 4th February. The mourners included the five survivors and Mr Barclay Fox. The choir sang "Jesu, lover of my soul" as the procession moved to the graveside, and the bells, which had been muffled, were rung. The names of the men are recorded in the Parish Register. The vicar, Canon James Arthur Kempe, wrote in his church log book: "I buried the twelve bodies of those men who were drowned in the wreck of the Hera at Gull Rock on Saturday morning Feb 1st and those bodies were washed in at Portholland beach. About 600 to 700 persons attended the funeral. It was a most solemn and impressive sight and service". In the following days three more bodies were found, one of which had been identified as that of Captain Lorenz by Alfred Johannsen, who had remained in Cornwall to identify any further bodies. The four other survivors had travelled home from Plymouth to Bremen. The body of Captain Lorenz was sent from Falmouth to Germany for burial. The funeral of the other two men, Peter Illner and Hans Diebel, took place on 11th February and was also attended by a great many people. Many local families sent wreaths. An entry in Canon Kempe's log book for that day reads: "This afternoon I buried two more of the bodies that were drowned in the late wreck of the Hera at the Gull Rock". The diary includes a plan of the grave showing the location of each man's body. The third and final burial took place at Veryan on March 3rd. Among the many wreaths was one simply inscribed "from a mother, Portloe". Three bodies were never recovered although there was a badly decomposed body washed up on Curgurrel beach and buried in Gerrans churchyard on 15 May 1914 that may have been one of the missing men. Canon Kempe wrote to the local papers suggesting a permanent memorial to all the men who had lost their lives. A verse written by the Falmouth Seamen's Chaplain, J C Badger, was sent to the owners of the Hera. They "expressed their thanks and intend having it inscribed on a brass tablet to be erected over the graves at Veryan". The grave was marked with granite curb stones and a marble headstone, paid for by the ship's owners, was erected by W James of Penryn. It records the names of all the crew whose bodies are buried at Veryan, the captain, and the men whose bodies were never recovered. The "valuable" contribution of the local coastguards and the Falmouth lifeboat committee and crew was publicly praised at a meeting of the Falmouth Harbour Board in late February 1914. The members agreed to write to the Admiralty emphasising the need for the coastguard service along the Cornish coast, "and rather than decrease it, it should be increased". The Hera- Sequelae In August 1914, Dr Martin Clover put together a second journal covering incidents that happened in the months following the wrecking of the "Hera". At the start of the journal he wrote: "Since the completion of the record containing the detailed account of the Wreck of the 'Hera' many little incidents have happened, and facts come to my knowledge in connection with the 'Hera' worthy of mention. That some of them may be more or less of a private nature is obvious, but on the other hand others may be of far reaching importance. Letters & photographs have come to hand that I wish to preserve. To record these subsequent additions, I have found it necessary for my own interest & possibly for the interest of others to commence another book under the name 'Sequelae'" Wednesday March 11 1914 Dr Clover received a letter from Hans Muller of Hamburg (brother of Heinz Muller). The letter thanked Dr Clover and his family and asked "if you would be so kind as to give our thanks to the Reverend of the church at Veryan and to all the other people of the village who also showed their sympathy with the poor sailors and who helped to decorate the coffins and the graves. We are glad to know that the last resting place of our poor brother is such a nice place." Dr Clover replied to the letter saying that he would try and obtain any postcards or photos as requested in the letter but that he was not sure that there were any that Hans Muller had not already seen. Thursday March 19 1914 Dr Clover received a letter from Karl Sondermann of Lubeck (father of Felix Sondermann). Dr Clover says "he is a painter of art by profession, this I was told previously by Johannes Engel of Falmouth." In the letter, Karl Sondermann asks for details of a gardener in Veryan so that he could arrange for a wreath to be made and a ribbon to be sent to Dr Clover so that it could be laid on the grave with the wreath on Easter Sunday. He also says that he intended to visit Veryan in July. Dr Clover writes that he immediately replied giving details of where Felix Sondermann was buried, suggestions regarding the wreath and stating that he would carry out any requests in his power. "I advised his sending on the Dedication Ribbons with the least possible delay to insure their arrival before Easter Day, explaining that as we only had one post in the day & Good Friday intervening, a parcel might easily be delayed 24 or even 48 hours. Saturday March 21 1914 Postcard from W. Hoffman. "Very honoured Sir: (I have) here arrived in England, am going on to Swansea. With Remembrance W.Hoffman" Sunday March 29 1914 Letter from Karl Sondermann. Asking for Dr Clover to deal with wreaths or cross as suggested by Dr Clover in his earlier reply. Also asking who was buried with Felix. In the letter, Mr Sondermann says that they are learning English at the Berlitz school so that they can talk about everything when they visit Veryan. The letter ends: "For all your friendliness and troubles are you having with us, hearty thanking and with the heartiest wishes to the coming Easter to you and Mrs Clover." Good Friday April 10 1914 A packet containing the "Dedication Ribbons" arrived by registered post. "they consisted of Red & White satin ribbon joined along their edge measuring about 36" long & 9" wide. They were four in number, each bearing an inscription in gold (in German) as follows:-" Translation of Dedications: 1) Our dear son & brother Felix Sondermann from Lubeck 2) Our dear son & brother Heinz Muller from Lubeck 3) Present from his Parents & sister & brother Easter 1914 4) Present from his mother and his sister & brother Easter 1914 The wreaths were made by the Emmetts at Froe Farm. A large anchor in narcissi had been made for Felix Sondermann's grave and several others had also been completed. It was decided to have a cross made for each of the sailors buried. As well as those made by the Emmetts, 9 more crosses were made that evening by Dr Clover's wife, daughter and two servants with flowers that had been sent by friends for the purpose. Saturday April 11 1914 Dr Clover's daughter Nancy got up early to gather more flowers so that the final cross could be completed. Later that morning the remaining crosses were brought over by Simon Emmett. He also brought the photographer from Portscatho, "a man who keeps the stores at Portscatho but makes a hobby of photography". In the journal, Dr Clover notes: "NB. It has been pointed out to me by Mr Sondermann that the ribbon to the right on the 'anchor' should have been attached to the 'cross' as it was sent by the Muller family." A series of 6 photos were taken. Dr Clover notes "There was considerable delay in the execution of the order owing to the exorbitant charge made for them; in the end the charge was modified considerably be nearly 50% and half a dozen of the accompanying were ordered & delivered sometime in July 1914 one of each being given to both Mr & Mrs Sondermann, Mr Hans Muller & Miss Mali Muller who happened to be here at the time the prints arrived. My wife also had one of each." The crosses were placed on the grave that evening. Sunday April 12 1914 Easter Day Although there had been heavy rain during the night, Dr Clover notes that "this had in no way damaged the crosses all of which looked fresh & light: a good many people remarked how nice the graves with the flowers looked." That evening Dr Clover wrote to Mr Sondermann explaining what had been done and asking him to let Mr Muller know the content. Monday April 20 1914 With the flowers having died, Canon Kempe gave instructions for the crosses to be removed. Dr Clover was also informed that one of the Directors of the shipping company would be viewing the grave with a view to erecting a suitable headstone. Friday April 24 1914 It was noticed in the morning that some "wanton mischief" had taken place around the grave. The police had been informed and were investigating. The two flags at the west end of the grave had been disturbed with the Union Jack having been torn from its pole and partially destroyed. All of the ribbons were lying about torn and a wreath of everlasting flowers was found some distance from the grave. Dr Clover comments: "At first this was thought to be the act of some individual: but personally I believe it to have been done by a dog." Sunday April 26 1914 Dr Clover received a letter from Karl Sondermann enclosing letters of thanks for: Mr Trudgian (Tretheake) Mr Gay (Portholland) Mr Emmett (Froe) Mr Davis (Veryan) Mr T Blamey (Broom Parc) Sunday May 3 1914 Dr Clover was notified that a body had been found washed up on Curgerrell beach by Mr Seagor of Curgurrell Farm. It was thought to be the body of Captain Lorenz. Tuesday May 5 1914 An inquest was held by the Coroner E.L. Carlyon regarding the body. Friday May 8 1914The Cornish Echo published a report of the inquest. On the same day, Dr Clover happened to meet one of the jury who told him that the general opinion was that there was not much doubt that the body was that of Captain Lorenz. Dr Clover also ascertained that the body had been buried in Gerrans churchyard. Thursday June 11 1914 Whilst at Portloe, Dr Clover noticed a "one funnel two mast steamer". He was allowed to go up to the "Bad weather look out station" where he was told that Trinity House were blowing up the "Hera" as she was a danger to fishing boats. Dr Clover returned to Veryan, picked up his "party" and went out to Nare Head to watch. He left his car in exactly the same place as when he had tried to help rescue the sailors. They saw 5 charges fired. "The effect was rather strange as one could hear & feel, where we were seated on the bank, a sort of subterranean rumbling then the surface of the water became covered with rising air bubbles, then rising to the surface burning brilliantly for perhaps half a min came the charge emitting dense brownish yellow smoke which was carried away by the wind to the south." "A third charge was fired at 1:35 PM which created a far greater disturbance in the water, for after feeling the vibration of the ground on which we were sitting, a huge volume of water shot up into the air half the height of Gull Rock itself: When this disturbance had subsided we realised that the last visible evidence of the wrecked Hera had disappeared." Monday July 6 1914 Mr and Mrs Karl Sondermann arrived in Veryan. They visited the grave and had supper with Dr Clover before going to the New Inn where they were staying. Tuesday July 14 1914 Mr Tom Blamey invited the Clovers and the Sondermanns to supper. On the way back, they met with Hans Muller and his sister at Camels and brought them back to Veryan. Tuesday July 28 1914 On his departure from Veryan, Hans Muller wrote: (translated) "When I heard the dreadful news in Germany of the shipwreck of the "Hera", and the loss of my dear brother 'Heinz' not only did the mourning over that unbearable loss oppress me, but also the thought that the dear boy must rest in a far off & strange country. It was some consolation to me however to feel that such friendly people had taken kind pity on the bodies of the sailors that perished & laid them in their last resting place so feelingly. My heartfelt thanks are permanently due to the dear family of Clover for all their kindness in the matter. I shall not forget all that they did for the brave dead fellows; one of whom was my dear brother 'Heinz'. Monday August 3 1914 Writing in Dr Clover's journal (translated by Dr Clover), Mali Muller wrote: "The news of the loss of our dear boy brought us deep grief, for much joy and love has gone with him. Your dear letters brought us a little consolation in our grief for we felt you had deep compassion for the poor dead and my dear brother 'Heinz'. In a disinterested manner you received me a stranger, and gave me your friendship. For all your kindness I wish to thank you, and ask you with all my heart to accept my love and friendship; Even though now it may be the battle thunder resounds afar, and our nation may stand opposed to yours so I ask you to preserve me a little place in your heart To see you again I am your Signed Mali Muller" Tuesday August 4 1914 At 7PM, War was declared against Germany. Saturday 8 August 1914 Karl Sondermann wrote (translated by Dr Clover) "The glorious experiment of the approach between England & Germany is here in Veryan in its truest sense & success, simply through mutual confidence & love- The names 'Hera', & 'Gull Rock' are tragic 'songs without words' for us all, and understood by us all- I may declare this, if I were not German I would be an Englishman: To my dear friends at Bay House Mr Clover, Mrs Clover & little Nancy I remain in greatest friendship Karl Sondermann." Tuesday August 4 1914 Mrs Lisa Sondermann wrote (translated by Dr Clover) "To dear family Clover who have taken us in such a friendly way at so sad a time which followed on the loss of our eldest, never to be forgotten son on Feb 1 1914, for what has been so willingly & joyfully done for us from a far we are heartily thankful. May the time come when we can return the same friendship. These words I write upon the day of The Declaration of War on the 4 Aug 1914. Now we do not know how or when we shall get home; but the name Clover will be never forgotten through all times. In true friendship Yours Mrs Lisa Sondermann" In the days leading up to the declaration of war, the future was looking increasingly ominous. Hans Muller left Veryan on 28th July to return to Hamburg via Plymouth. His sister decided to stay on for a few more days and return with Mr & Mrs Sondermann on the "President Grant" on or about August 7th. In some ways, life carried on as normal. Dr Clover wrote on Thursday 30th July: "It being more or less a general holiday and not being in the least bit interested in the Veryan Show, I decided to take the day 'off' and motored over to Bude." Sunday August 2 1914 Dr Clover wrote: "The first thing I saw upon opening 'The Times' of yesterday (we get it a day late) is that the SS @President Grant' which had left New York for Southampton & Hamburg had been recalled by wireless to New York!!!" Coming out of the New Inn where he had passed on the news, Dr Clover met a Portloe fisherman 'Wallas Leau' in full Naval uniform who had been recalled to the naval reserve. The publican of the New Inn (who was a naval pensioner) and several other men in the village received orders to report the following day. Tuesday August 4 1914 Dr Clover received a reply by wire to a letter he had written to Thomas Cook & Son, stating: "Daily Service Harwich & Hook, Liverpool St 8.30PM No Guarantee, Passports necessary" Mr & Mrs Sondermann both had passports but Miss Muller didn't. Mr Sondermann wired the Agents of the Hamburg & American Line at Plymouth and received the reply: "Service to Hamburg entirely suspended until further notice" Wednesday August 5 1914 While in Falmouth, Dr Clover spoke with the German Vice Consul (Mr R Barclay Fox). Mr Fox advised that he was unable to advance them money or obtain a passport for Miss Muller. He also advised he was no longer German consul. When asked about transport home for the Sondermann's & Miss Muller, Mr Fox said there was no chance of them being able to get on German lines in Falmouth. They had better keep as quiet as they could in Veryan. Thursday August 6 1914 In the daily paper there was a notice to the effect that the British Government had made a proposal to Germany to exchange all 'prize' shipping. Dr Clover wrote to Thomas Cook & Son asking about a passport for Miss Muller and all three German guests packed so that they would be ready to leave at a moment's notice. Saturday August 8 1914 Dr Clover received a reply from Thomas Cook advising it was impossible to obtain a passport. In the evening, a telegram was received from Mr Fox in Falmouth: "Germans here receiving permission to return to Germany on giving undertaking not to serve in war. American Consulate General New Bond St London acting for Germany now advise applying him: Fox" Dr Clover immediately wired the American Consulate General. He also wrote some lines for the three. Monday August 10 1914 A telegram was received saying: "Newspapers state Ackland will make statement Monday House: Steiner" (American Consulate General) In Tregony, Dr Clover was told by Police Superintendant Sparkes that all 'aliens' had to register their names and addresses. That evening Dr Clover took Mr & Mrs Sondermann and Miss Muller in to Truro Police Station to register. Canon Kempe had given a supporting letter to be passed on. After some difficulties, partly due to Veryan being in a 'prohibited area' and partly due to Sondermann being an artist who had served three short periods in the German army (a year in 1885 & two periods of 6 weeks in 1886 & 1887), Dr Clover was able to persuade the Superintendent to issue three permits allowing them to reside in Veryan for 10 days. Tuesday August 11 1914 After some difficulties, passage was booked and travelling permits had been issued by the police in Truro allowing Mr & Mrs Sondermann & Miss Muller to travel to London and then on to the continent. Wednesday August 12 1914 The three eventually left by train from Truro to Paddington. Dr Clover wrote: "I felt their departures very keenly having very little hope that they would be able to get through to their ultimate destination without a hitch. We saw their train disappear. My wife & I came back to the car & Hudson drove us home. It was a very mild evening & the moon had risen ere we arrived back at Veryan at 11PM: Thus ends a sequel to the wreck of the 'Hera' that no one would have imagined!!" Friday August 14 1914 Mr Sondermann returned to Veryan having been told that he could travel by police in London. PC Rogers gave him back the permit to reside in Veryan until the 20th and said that he expected to get further instructions in the morning. Saturday August 15 1914 Dr Clover asked Canon Kempe if he would write to the Home Secretary setting out Mr Sondermann's case and asking if an exception could be made. Canon Kempe said he would gladly do this. Thursday August 20 1914 Canon Kempe accompanied Dr Clover and Mr Sondermann to Truro where the permit to reside was extended to 31 August. Mr Sondermann was also allowed to take his art equipment on the condition that he only used it in and around Veryan and that he did not draw or paint the coast. Monday August 31 1914 Mr Sondermann was initially refused permission to travel to Truro to renew his resident permit as he did not have a permit to travel outside of a 5 mile radius of Veryan. A travel permit did follow in the post and he travelled to Truro with a further supporting letter from Canon Kempe. A further resident permit of 1 month was granted. The last entry in the journal is for Thursday September 3 1914 when Dr Clover received a letter from Germany advising that Mrs Sondermann and Miss Muller had arrived safely. We do know that Mr Sondermann was eventually able to return to Germany. At some point prior to 1916, Dr Clover joined the Royal Medical Corp as a temporary Captain.	<urn:uuid:97d8d638-fbcf-4e67-85dc-a5315a385f24>	CC-MAIN-2024-10	http://portloechurch.org.uk/wp-content/uploads/2016/01/The-Hera.pdf	2024-03-04T08:16:09+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947476432.11/warc/CC-MAIN-20240304065639-20240304095639-00153.warc.gz	28,695,178	6,530	eng_Latn	eng_Latn	0.999071	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" ]	false	docling	[ 2237, 4381, 8428, 10640, 13793, 15688, 18781, 22421, 23051, 26670, 28874 ]	[ 2.15625, 1.4375 ]	2	1
Certificate in Communication Skills (2015-2016) Term End Examination June 2017 CCS-03: Verbal Communication (Written) Time: 3 Hours Maximum Marks: 100 Note: (i) There are three sections A, B and C. (ii) Attempt three questions from Section A and three questions from Section B. Question 10 under Section C is compulsory. Figures on the right hand margin indicate marks. Section-A Answer any three questions in about 1000 words. All questions carry 20 marks. [20X3=60] 1. What is good writing? Describe the elements essential for writing a good paragraph. 2. Discuss the different types of clauses in English with suitable examples. 3. Write an essay on any one of the following: (a) Cleanliness is next to Godliness (b) Role of IT in Modern Life (c) Demonetisation (d) Festivals of Odisha 4. Write a précis of the following passage in about 100 words. Give a suitable title to the passage. India's agriculture is composed of many crops, with the foremost food staples being rice and wheat. Indian farmers also grow pulses, potatoes, sugarcane, oilseeds, and such non-food items as cotton, tea, coffee, rubber, and jute (a glossy fiber used to make burlap and twine). India is a fisheries giant as well. A total catch of about 3 million metric tons annually ranks India among the world's top 10 fishing nations. Despite the overwhelming size of the agricultural sector, however, yields per hectare of crops in India are generally low compared to international standards. Improper water management is another problem affecting India's agriculture. At a time of increasing water shortages and environmental crises, for example, the rice crop in India is allocated disproportionately high amounts of water. One result of the inefficient use of water is that water tables in regions of rice cultivation, such as Punjab, are on the rise, while soil fertility is on the decline. Aggravating the agricultural situation is an ongoing Asian drought and inclement weather. Although during 2000-01 a monsoon with average rainfall had been expected, prospects of agricultural production during that period were not considered bright. This has partially been due to relatively unfavorable distribution of rainfall, leading to floods in certain parts of the country and droughts in some others. Despite the fact that agriculture accounts for as much as a quarter of the Indian economy and employs an estimated 60 percent of the labor force, it is considered highly inefficient, wasteful, and incapable of solving the hunger and malnutrition problems. Despite progress in this area, these problems have continued to frustrate India for decades. It is estimated that as much as one-fifth of the total agricultural output is lost due to inefficiencies in harvesting, transport, and storage of government-subsidized crops Section B Answer any three of the following questions in about 250 words. Each of the questions carries 10 marks. [10X3=30] 5. Make notes of the passage given above . 6. You have completed MA in Economics. Write a letter to an NGO to give you an opportunity to work with them and serve the rural people. 7. Write a paragraph on any one of the following. (a) Corruption in Public Life (b) Students in politics (c) Slow and steady wins the race 8. People of your colony want to organize a camp on Art of Giving to encourage donation to the poor and the needy. Prepare a notice for the same inviting people to come forward and join hands for this noble cause. 9. (a) Form two words with each of the prefixes given below. 5 im-, re-, sub-, mis-, il- (b) Differentiate between the following pairs of words in terms of their meanings. 5 course and coarse, dear and deer, feat and feet, famous and notorious, tail and tale Section C 10. Do as directed. Each question carries one mark. [1X10=10] a. Mr Pradhan is _____MLA of this constituency. (Use articles in the blanks) b. I _____ (do) my homework when the light went out. (Use the correct form of the verb given in brackets) c. The government ______ (approve) the construction of a bridge over this river. It should be ready by the end of next year. d. It has been raining since the morning. You _______(need not/must not) go to swim. (Use the correct option) e. The child ______(slow) entered my room in the morning. (Use the adverb form of the word in brackets). f. Either you or your brother _____(is/are) responsible for this. (Use the correct option) g. The king as well the queen ______(is/are) coming to the fair. Use the correct option) h. You cannot apply _____this job. (Use an appropriate preposition) i. The teacher said that I am a good boy. (Correct the error and rewrite the sentence) j. I am having one bike and one car. (Correct the error and rewrite the sentence)	<urn:uuid:4dc10916-d2b5-429b-80d3-0aaf1e313d20>	CC-MAIN-2021-17	http://osou.ac.in/docs2/JUNE2017-2015-CCS-03.pdf	2021-04-11T13:31:59+00:00	crawl-data/CC-MAIN-2021-17/segments/1618038062492.5/warc/CC-MAIN-20210411115126-20210411145126-00174.warc.gz	67,498,962	1,101	eng_Latn	eng_Latn	0.99787	eng_Latn	0.997949	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2933, 5233 ]	[ 2.78125 ]	1	0
8th Grade 1st Place Carlee Stanton, L'Anse Creuse Middle School East Teacher: JeanneMarie E. Rettich Q: Suppose that jurors are using their cell phones to Google for background information while serving on jury duty. Should jurors in Michigan be allowed to use electronic communications during a trial? The American judicial system is based on the presumption of innocent until proven guilty. Each accused is guaranteed the right to be judged by a jury of their peers. The responsibility of a juror is to base his decision strictly on facts presented at trial; outside influences and bias cannot impact their verdict. This is the very essence of a jury: impartiality. A jury cannot gain knowledge from any source other than the prosecuting attorney, defense attorney and witnesses called to the stand. Gaining access to inaccurate information could alter their opinion, leading them to make a decision based on misinformation. All of this is crucial to the fate of the accused, which is why I believe a juror should not be allowed to use a cell phone to google for background information while serving on jury duty. The core democratic value of justice states clearly that all people should be treated fairly in the court of law. The great statesman, Alexander Hamilton, once said, "The first duty of society is justice." A person charged with a crime is deemed innocent until proven guilty. This is the foundation of the Due Process Clause of the Fourteenth Amendment. The Sixth Amendment guarantees the defendant the right to an impartial jury. By bringing technology into the courtroom, jury members are no longer forming their opinions based solely on what is presented in court; gone are the words "unbiased" and "impartial," along with the suspect's right to a fair trial. Sheppard v. Maxwell, 384 U.S. 333 (1966) was a landmark Supreme Court Case. In 1966, Sam Sheppard was convicted of murder for the death of his pregnant wife. Throughout his trial, media swarmed the courthouse. Broadcasting stations gathered beside the jury room, exposing jurors to incriminating information not presented at trial. Neglecting to sequester jurors before deliberations and inadequately supervising their telephone calls, the judge failed to take effective measures against the pervasive publicity. Sheppard challenged the verdict, stating it a product of an unfair trial, due to the massive media exposure surrounding his prosecution. His case was appealed to the Supreme Court, where he received an 8 to 1 ruling in his favor. If the primitive technology in the sixties was capable of altering the course of a trial, imagine the effects of twenty-first century technology, should jurors use electronics while serving on jury duty. This statement is affirmed in the words of Justice Clark, who declared, "…Given the pervasiveness of modern communications and the difficulty of effacing prejudicial publicity from the minds of the jurors, the trial courts must take strong measures to ensure that the balance is never weighed against the accused." It is the responsibility of our judicial system to ensure that modern technology does not infringe on suspects' rights in the court of law. "I consider trial by jury as the only anchor ever yet imagined by man, by which a government can be held to the principles of its constitution," proclaimed Thomas Jefferson. I believe every suspect is entitled to a fair trial along with an impartial jury, which is why I strongly feel jurors in Michigan should not be allowed to use electronic communications during a trial.	<urn:uuid:6c8fcd80-2ecd-4e06-a02a-68cd33e0e906>	CC-MAIN-2024-10	https://www.michbar.org/file/programs/lawday/8-1_essay_2010.pdf	2024-03-04T09:11:04+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947476432.11/warc/CC-MAIN-20240304065639-20240304095639-00156.warc.gz	853,615,577	701	eng_Latn	eng_Latn	0.999129	eng_Latn	0.999129	[ "eng_Latn" ]	false	docling	[ 3563 ]	[ 3.3125 ]	1	0
The Ukrainian Museum and Library of Stamford ThecollectionsofourMuseum andLibraryareperiodicallyenrichedwith rareanduniqueartifacts,books,periodicals, photographs, recordings, and archival materials. These items are donatedbyindividualswhocollected,accu- PYSANKY – Ukrainian Easter Eggs - Part I by Lubow Wolynetz, Curator the intimate spirit and wisdom of the people" of the pysankaled her to completely immerse herself in the study and research of this art. The numerous pysanka exhibitions she or- during her many years of research and replication. numbering over 700 from Tanya Osadca. She is a pysanka artist, a lifelong researcher, and a collector of this traditional and singular folk work of art. Her pysanka collection is one of the largest and finest in the Diaspora, displaying authentic traditional designs which she unearthed The artist and researcher Tanya Osadca became fascinated by the art of the pysanka while still a young girl in her native town of Kopychyntsi (Ternopil region, western Ukraine). She watched her grandmother and mother do the pysanky and learned from them. In addition, she received from her uncle the ganized, publications of articles on the subject, lectures, classes, and demos of the craft helped to propagate and popularize the art among Americans. Although Tanya could not do her research in Ukraine dur- ing the Soviet days, nevertheless she managed to accumulate a wealth of source materials available in libraries of the United States. She devoted much of her work to the study of the regional variants of the pysanka designs, replicating them, familiariz- seums of Ukraine about which she had only read previously. fundamental knowledge about folklore and instructions on how to study and collect folklore material. In the course of time, her interest and enthusiasm in Ukrainian folklore and the art of the pysanka never diminished. However, it was not until after World War II and her immigration and settlement in the ing and enlightening other pysanka artisans to the wealth of symbolic motifs arranged in countless compositions on a simple chicken egg. This aspect of her work broadened and enhanced awareness of this subject matter even more. Ontheoccasionofthe75thanniversary ofourMuseumandLibrarywereceived an outstanding collection of pysanky mulated, or created them during their lifetime;andultimatelydonatedthemtoa museum or library for preservation for posterity, as well as to make them available for the benefit and appreciation by thegeneralpublic. United States that she was able to devote most of her spare time to the research and study of the pysanka. As she herself said "I experienced, as a young mother, the atavistic need to make pysanky for Easter." This need to do a pysanka, to learn about the various regional designs, to decipher the meaning of the designs, and "the symbolic language that captures and transmits self-contained frames with 20 individual pysanky in each. Every frame contains pysanky from a particular region, and each pysankais identified as to its provenance and the source from which the artist copied it. The traditional use and the The pysanka collection which our Museum received from Tanya Osadca consists of 20 art of the pysanka was preserved and popularized among Americans and Ukrainians in When Ukraine became free in 1991, Tanya Osadca not only visited her land of birth but also exhibited her pysanky collection in many cities of Ukraine, e.g., Kyiv, Poltava, Lviv, etc. These visits also gave her the opportunity to study her subject even further. She was now able to view first hand pysankacollections in the various mu- Explore and Experience Our Past SOWER The Tanya Osadca pysanka collection will be on permanent exhibit in our Museum. the Diaspora by such devotees to this art as Tanya and others. Her serious and in depth research of this folk art creation is an extremely important accomplishment, of which we should be very proud and for which we should be very grateful. FEBRUARY 24, 2013	<urn:uuid:67fadb70-28e9-4058-8785-147233f4a284>	CC-MAIN-2024-10	http://ukrainianmuseumlibrary.org/pdf/2013/Ukrainian%20Easter%20Eggs%20Part%201%20-%20Feb.%202013%20(no%20ukr).pdf	2024-03-04T07:02:26+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947476432.11/warc/CC-MAIN-20240304065639-20240304095639-00164.warc.gz	36,853,879	858	eng_Latn	eng_Latn	0.99482	eng_Latn	0.99482	[ "eng_Latn" ]	false	docling	[ 4029 ]	[ 2.359375 ]	2	0
Notable Victorians Loan Box Notes for Teachers Introduction Welcome to the Bank of England Museum's loan box service. We have over 40,000 objects in our collection and have started to include some of these in our new loan box service. The boxes are primarily designed for schools and community groups, which we hope will make our collection more accessible to a broader audience. The boxes are loaned for up to six weeks at a time, and can be used in a variety of ways in the classroom. Object-based learning can be a great way to engage learners in new topics and allow them to develop a number of key transferable skills, including analytical, oracy and literacy skills. We have included some suggestions as part of this resource pack. We hope you and your students enjoy interacting with the objects and that they provide a new way to explore topics and ideas. If you have any ideas or feedback to help us improve our loan box service, please let us know by completing the evaluation form included with the box, or emailing email@example.com. We are very keen to hear from you! The Benefits of Object-based Learning The opportunity to handle objects is a unique experience and allows participants to learn in a very different way. Interacting with objects is a multisensory experience and offers a tangible connection to the past, which can help to support engagement and deepen understanding. Observing, critical thinking, problem solving, questioning, making predictions and drawing conclusions are all skills which can all be promoted and developed through the use of objectbased learning. Creative expression can also be encouraged through drawing, designing and writing. Object Handling Guidelines All of the items in the handling collection are unique, and although they may not be highly valuable in monetary terms, we want as many people as possible to enjoy and interact with the objects both now and in the future. Please make sure the guidelines below are followed, to minimise wear and tear and ensure that learners understand why there are rules given the age, fragility and difficulty in replacing the items. Alternatively, classes may find it helpful to come up with their own rules for handling. * All participants should thoroughly wash and dry their hands before handling any of the objects. Any cuts and grazes on hands should be dressed and covered. * One person should handle one object at any given time (unless passing the object to someone else). * Always pass an object carefully, using both hands, while both parties are seated (or standing over a table). * Always pick up objects with two (dry) hands. * Paper-based objects should be handled with care. Please ensure they are not snatched, crumpled or folded. * For safety reasons, please do not leave the objects with unsupervised children. * All items should be stored securely; they should not be separated for use elsewhere or used as part of a display. Notable Victorians This loan box explores notable historical figures who feature on banknotes, and who lived in Victorian England, and how their contributions to society continue to shape the way we live today. Real-life people have appeared on our banknotes since 1970. We call them 'historical' figures. We do not include fictional characters, or people who are still alive (except for the Queen, who is on the front of all of our notes). This loan box has links to a number of different topics and themes across the curriculum, including history, art & design, English, science, and Citizenship at key stage 2/P5 and P6. Relevant links to the curriculum for Key Stage 2/P5 which can be explored through the loan box include: History: * Studying an aspect or theme in British history that extends pupils' chronological knowledge beyond 1066…such as a significant turning point in British History'. * Discussing why people and events from a particular time in the past were important, placing them within a historical sequence. Citizenship: * Thinking about the lives of people living in other places and times, and people with different values and customs. Art & Design: * Recording observations in sketchbooks and use them to review and revisit ideas. * Improving mastery of art and design techniques, including drawing, painting and sculpture with a range of materials. * Learning about great artists, architects and designers in history. * Creating images and objects through observing and recording experiences from across the curriculum, which demonstrates pupils' awareness and recognition of detail. * Expressing and communicating ideas, thoughts and feelings through activities within art and design. Science: * Learning about the work of naturalists and animal behaviourists. * Understanding the concepts of evolution and inheritance. Activity Ideas and Suggestions There are many ways that you can introduce object-based learning into your classroom teaching. Below are some suggested ways that you might want to incorporate objects into your lesson: * Introducing a new topic or module of work * A revision tool * To draw connections between two different topics * Part of a skills development workshop * Extra-curricular activity * A themed education week Objects can be used to facilitate learning in pairs, small groups or a whole class. Here are a few ideas for activities: Observing * Draw details which are on a part of a banknote, or the same object from different or unusual perspectives. * Label the drawings to explain the materials and functions of the various components. * Measure the object and record its dimensions. * Which features on the banknotes make them unique? Look for the different serial numbers, marks, creases, or small tears on the notes. Deducing Sometimes, details on a banknote can give people a lot of clues about the lives of the people who appear on them. Ask the class questions such as: * What does the figure's clothing tell us about their profession, or the era they lived in? * What do details on the notes tell you about the figures' lives and achievements? Comparing * Which figures are on the banknotes in circulation today? * How are the banknotes similar? * How are they different? * Compare the similarities and differences between the banknotes in the loan box and the banknotes in circulation today. * You could produce a table for the students to write their answers in. * Children could also classify, sort, or group the banknotes based on certain criteria (such as age, colour, size and value), then justify their decisions and compare the groups. Questioning Ask participants to examine the banknotes. Then, in groups, devise a list of questions they have in order to find out more about them. As a class, work out which of the questions are easy to answer, and which require more research or cannot be answered. Divide up the research tasks for participants to investigate at home. Describing * Create a "feely box" in which the group can touch a banknote without seeing it. Ask them to describe how it feels to the class or group, and for the rest of the children to guess what it is from the description. Or ask some of the children to describe the banknote to the rest of the class and ask them to guess which note / banknote figure is being described. * Provide a vocabulary list for children to select all the words relevant to the object they are studying (see Page 1 of 'suggested activities and exercises' document for some examples). Imagining * Role-play using the banknotes as inspiration. * Ask the children to imagine they are one of the people on the banknotes, or someone using a banknote. Ask them to imagine a day in the life of that person. Please do not use the notes as props during role-play exercises. Presenting * Ask children to investigate a banknote in groups or pairs. This could be through drawing, or through research in library books or the internet. The children should then present their findings to the rest of the class. Designing * Ask the children to re-design a banknote for the future. What technologies will be used? What will it be made of? What will it do and how will it work? * Design a poster or advert for the banknote appropriate to its time. Children decide on and promote the object's USP (unique selling point). Evaluating * Use the following questions to thoroughly evaluate an object or group of objects: Aesthetics to consider * Colour * Shape * Size (in comparison to X) * Decorative style * Inspiration behind the design * How and why has it been decorated? Does it have any signs of age and/or wear? Materials What is it made of? Why do you think that material was chosen? What are the properties of those materials? How heavy is it (in comparison to another object or everyday item)? What does it feel like? How was it made? What technology does it require? Function What does it do? How was it used? How have these objects changed over time? How well do you think it would have worked? How easy would it be to use (ergonomic)? Context Who might have owned it? What is its value - historical/sentimental/financial/cultural? What can it tell us about the past? Why is it important today? If it could tell a story, what would it be? How important was it to the people who made/owned/used it? How does it compare with modern equivalents? Discursive Exercise Banknote Historical Figure Selection Process Background Choosing the historical figure which appear on our banknotes is a detailed process. We want to make sure that the figures on our banknotes come from different backgrounds and fields. When selecting a new figure, we think about who has been on notes in the past and look for figures who are fairly well known. Of course, banknotes need to be easily recognisable and universally accepted, too. So we look for UK figures who are fairly well known, and have made an important contribution to British lives through their ideas, leadership or values. 1 Until recently, banknote figures used to be discussed and chosen by a small group of people inside the Bank of England as part of a specific committee. Today, there's a new method for selecting banknote figures. First, our Banknote Figure Advisory Committee selects the field we want to represent, such as 'science' or 'visual arts'. Specialists in that field are also invited join the committee. We then ask members of public to nominate people from the chosen field. In 2015, we used this method for the first time, and artist JMW Turner was chosen to appear on our polymer £20 note. In 2018, we received 227,299 nominations for a scientist to appear on our polymer £50 note. 989 eligible scientists were then identified and scaled down to a shortlist of twelve finalists. The Advisory Committee considered these nominations and in July 2019, we announced that Alan Turing had been chosen to feature on the note (which entered circulation on 23 June 2021). Activity The aim of this exercise is to encourage the development of oracy skills via a discussion/debating activity. The activity focuses on which person, or people, should appear on a new Bank of England banknote. Divide the class into pairs or small groups. Assign the class or small groups with a topic, subject or field – some examples are below, but the list is not exhaustive: Literature Art and design Science Music Sports Technology Once the fields have been allocated, each member of the group should then research a famous person from that area. They should discuss why they have chosen that person, and then agree as a group which of their famous individuals should be selected. You may wish to include certain rules, such as: * The person / people chosen must be not be fictitious * They must no longer be living * They must have made a positive difference to British society and values. Once the groups have made their decisions, they should present the reasoning behind their choices to the rest of the group. You may even want to then get the whole class to collectively decide from the 'shortlist' of figures which person should appear on a banknote.	<urn:uuid:81c7f979-5cb9-4c21-90b6-7eaa232b2921>	CC-MAIN-2024-10	https://www.bankofengland.co.uk/-/media/boe/files/museum/museum-loan-box-service/victorian-banknote-characters-loan-box-notes-for-teachers.pdf	2024-03-04T08:16:47+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947476432.11/warc/CC-MAIN-20240304065639-20240304095639-00161.warc.gz	664,653,232	2,480	eng_Latn	eng_Latn	0.998337	eng_Latn	0.998682	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1701, 3592, 4823, 6098, 7785, 9057, 10956, 12137 ]	[ 4.59375 ]	1	0
teacher guide Gene expression 3: Measuring gene expression Components Purpose Outcomes Students develop an understanding of a biotechnological technique, microarray, used to measure gene expression in cells by measuring amounts of mRNA. Activity summary The workbook, Microarray: measuring gene expression, provides students with background information (pp 2 – 6), a procedural guide to the laboratory activity (pp 7 – 9) and worksheet questions (p10). Technical requirements The teacher guide and workbook require Adobe Reader (version 5 or later), which is a free download from www.adobe.com. The presentation requires Microsoft PowerPoint version 8 or later. Students understand that: * microarray is a laboratory-based technique that allows scientists to measure gene expression by measuring the presence (and relative amount) of mRNA in a cell; * microarray technique is based on complementary base pairing; * microarray has application in areas of science such as cancer research; for example classification of cancer types based on patterns of gene expression. Teacher notes Microarray laboratory activity The microarray laboratory activity is set within a melanoma context used throughout the resource package, Gene expression. The aim of the activity is to simulate microarray technology to determine if gene expression differs between normal skin cells and melanoma cells. Colour changes, resulting from the use of two pH indicators, are used to simulate visualisation of gene expression. Appendix 1 of this guide contains technical notes on preparation for this activity. During the activity, students: * prepare a microarray slide (depression tile), labelling wells and group number; * prepare microarray slides with simulated DNA probes by adding samples from stock solutions into wells on microarray slide; * collect simulated cDNA from prepared stock samples: normal skin cells and melanoma cells; * mix together simulated cDNA from normal skin cells with cDNA from cancer cells; * load mixed simulated cDNA sample into DNA probe wells on microarray slide; * observe and record colour changes; and * complete an accompanying worksheet. The following teacher notes are also included in the PowerPoint presentation, Introducing microarray. Acknowledgements This activity is substantially based on a previously developed activity in the United States: Davidson College, the Howard Hughes Medical Institute Biotechnology Education and Outreach Program, University of Illinois, Hinsdale Central High School and Montgomery County Public School District. See: Campbell, A.M., Zanta, A., Heyer, L.J., Kittinger, B., Gabric, K.M. and Adler, L. (2006). DNA Microarray Wet Lab Simulation Brings Genomics into the High School Curriculum. CBE-Life Sciences Education. 5(4), 332-339. Retrieved from http://www.lifescied.org/ content/5/4/332.full.pdf+html Thanks to Ms Pauline Charman (Community Education Manager) and Dr Jemma Berry (research scientist) at the Harry Perkins Institute of Medical Research. Designed and developed by the Centre for Learning Technology, The University of Western Australia. Production team: Jan Dook, Alwyn Evans, Dan Hutton, Rebecca McKinney, Paul Ricketts, Jodie Ween and Michael Wheatley, with thanks to Jenny Gull and Bob Fitzpatrick. SPICE resources and copyright All SPICE resources are available from the Centre for Learning Technology at The University of Western Australia ("UWA"). Selected SPICE resources are available through the websites of Australian State and Territory Education Authorities. Copyright of SPICE Resources belongs to The University of Western Australia unless otherwise indicated. Teachers and students at Australian and New Zealand schools are granted permission to reproduce, edit, recompile and include in derivative works the resources subject to conditions detailed at spice.wa.edu.au/usage. All questions involving copyright and use should be directed to SPICE at UWA. Web: spice.wa.edu.au Email: email@example.com Phone: (08) 6488 3917 Centre for Learning Technology (M016) The University of Western Australia 35 Stirling Highway Crawley WA 6009 Associated SPICE resources Gene expression 3: Measuring gene expression may be used in conjunction with related SPICE resources to address the broader topic of gene expression and regulation. Appendix 1: Technical notes – microarray preparation This simulation of gene expression requires preparation of six DNA probe solutions. Each DNA probe solution represents a gene. DNA probe solutions are made from pH indicators for this simulation. Whilst relatively stable, DNA probe solutions are best prepared on the day of use and stored at room temperature. Simulated samples from normal skin cells and melanoma cells requires preparation of two cDNA samples. These simulated cDNA samples are made from NaOH. Materials * phenolphthalein pH indicator * thymolphthalein pH indicator * 0.1M NaOH (pH >10, must prepare fresh) Thymolphthalein may not be an indicator usually stocked at your school. If your preferred supplier doesn't stock it, it's available from Perth Scientific Pty Ltd. Preparation of DNA probe solutions To create the six DNA probe solutions prepare two indicator stock solutions of 100 mL each. * phenolphthalein pH indicator: Dissolve 0.05 g in 50 mL ethanol, then add 50 ml H 2 O. * thymolphthalein pH indicator: Dissolve 0.04 g in 50 mL ethanol, then add 50 mL H 2 O. Clearly label and wrap foil around pH indicators to protect from light. Table 1 shows volumes of each indicator stock solution required to create six DNA probe solutions. These volumes are sufficient for an entire class. Table 1: DNA probe solutions Each student group requires one drop (approximately 50 µL) of each DNA probe solution to place on their slide. (1.5 mL is enough for 30 samples.) Make an adequate volume, allowing for waste. Preparation of cDNA samples The two simulated cDNA samples are both composed of 0.1M NaOH. Prepare NaOH solution and separate into two test tubes labelled sample 1 (normal skin cells) and sample 2 (melanoma cells). Each group needs approximately: 2 drops/probe for 6 probes: 12 drops/group (approximately 600 µL). 10 mL of NaOH should serve the whole class with spare.	<urn:uuid:3d59fece-2d51-45ba-8e61-6d7b750c3b8d>	CC-MAIN-2024-10	https://www.uwa.edu.au/study/-/media/faculties/science/docs/teacher-guide---measuring-gene-expression.pdf	2024-03-04T07:23:34+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947476432.11/warc/CC-MAIN-20240304065639-20240304095639-00162.warc.gz	1,044,501,999	1,316	eng_Latn	eng_Latn	0.979878	eng_Latn	0.984762	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1078, 2271, 4341, 6261 ]	[ 3.5 ]	1	0
LITTLE WOUND SCHOOL BOARD POSITION DESCRIPTION SPECIAL EDUCATION TEACHER REPORTS TO: Special Education Director SUMMARY: To create an instructional program and a class environment favorable to learning and personal growth; to establish effective rapport with students; to motivate students to develop skills, attitudes and knowledge and to establish good relationships with parents and other staff members. DUTIES AND RESPONSIBILITIES: 1. Plan and prepare instructional tasks that are meaningful and related to learning goals. * Implement approved curriculum 2. Provide Instruction to Students * Maintain a strong instructional focus utilizing the elements of effective instruction, i.e. RTI, Tiered instruction, differentiated instruction. * Communicate a high level of expectation * Incorporate the Lakota culture into lessons * Communicate clear learning goals to students * Address various learning styles * Adapt instruction to meet the needs of all students * Sequence content at an appropriate pace * Relate lesson content to prior and future learning * Use appropriate level of questioning to promote understanding * Require students to summarize information in written and/or verbal form * Represent knowledge/information through a variety of methods * Appropriately recognize and reinforce individual student effort * Organize students in cooperative or ability groups when appropriate * Display enjoyment, humor, and enthusiasm for teaching and expect students to enjoy learning * Require students to analyze and apply knowledge * Conduct ongoing assessments for learning * Confer with supplementary teachers (Special Education, Gifted/Talented) regarding the progress, IEPs, and instructional direction of students. * Incorporate technology in lesson plans to enhance student learning. 3. Provide Effective Classroom Environment student handbook and clearly understood by all students * Incorporate and enforce appropriate classroom rules and procedures that are consistent with K-12 * Redirect students naturally and immediately without disrupting others * Carry out smooth and effective transitions (e.g., from one activity to another, as students enter and leave the room) * Be well-organized and have all materials, equipment, etc., ready for immediate use * Maximize time on purposeful instructional tasks * Establish a positive learning environment * Begin and end class period with focus on learning 4. Participate in Professional Growth Opportunities and Demonstrate Professionalism * Participate in school/professional and/or community organizations or events * Participate in professional development activities. * Complete routine assigned tasks and comply with school requirements * Conduct parent-teacher conferences in accordance with school policy * Communicate effectively and professionally with colleagues, parents and students 5. Special Education * Coordinates special education documentation regarding the special education process including referral, evaluation, IEP development and implementation, and related processes in compliance with district, state and federal requirements including timelines * Case manages student individual education programs (IEP) to meet specialized needs of students with disabilities * Implements specialized instruction utilizing researched strategies and interventions based on the needs of the students * Maintains student special education records and related information as outlined in school procedures and in a confidential manner * Participates in IEP meetings and communicates with parents on a routine basis keeping them informed of their child's progress in compliance with district procedures 6. Effectively utilize the student information system for taking attendance, grading and reporting. 8. Maintain confidentiality of student and school records. 7. Report student progress to parents and students 9. Serve as supervisor for breakfast, lunch, playground and other student supervisory duties as assigned to maintain a safe school environment. 11. Adhere to LWS policies and procedures. 10. Administer approved student assessments and standardized testing. 12. Support of the LWS mission, goals and LWS Board initiatives. 13. Perform other duties as assigned. WORKING CONDITIONS: 2. Climatic Environment: Some classrooms and work areas are not climate controlled and are subject to extremes of temperature and humidity. 1. Works Inside and Outside 3. Hazards: Stairs, chalk dust and exposure to communicable diseases may be potential hazards. In labs/classrooms there could be exposure to toxic chemicals and fumes. Equipment that supports classroom instruction could be potentially hazardous under certain conditions. Physical Requirements: Constant hearing; intermittent speaking, standing, walking and writing. Frequent carrying, keyboarding, and other repetitive motions. Other Requirements Excellent oral and written communication skills. Skills in human relations, leadership and conflict management. Knowledgeable of teaching techniques that meet the diverse needs of students. Demonstrated skills in the use of technology to enhance student learning. QUALIFICATIONS: 1. Bachelor's degree and endorsements in the areas of teaching assignment. Certification, alternative certification or licensure: current, valid South Dakota teaching certificate. 3. Indian Preference considered pursuant to P.L. 93.638. 2. Knowledge of Indian reservations or experience teaching Indian children preferred. 4. Veteran's preference is considered by verification of DD-214. 5. Must successfully pass pre-employment screening.	<urn:uuid:72500800-5ed8-4580-90db-5191ef6eb20b>	CC-MAIN-2024-10	https://filecabinet9.eschoolview.com/1702E550-F6DA-4531-BA06-3752571186E6/91b2dd4e-c666-47b9-9c2b-7698174226af.pdf	2024-03-04T09:25:30+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947476432.11/warc/CC-MAIN-20240304065639-20240304095639-00163.warc.gz	247,655,577	997	eng_Latn	eng_Latn	0.983734	eng_Latn	0.985267	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2863, 5608 ]	[ 2.140625 ]	1	0
Elevating Devices Mechanic EDM – B Construction Hoists In-School Curriculum Standard May 2012 PREFACE This Elevating Devices Mechanic Curriculum Training Standard has been developed in keeping with the Common Format Guidelines prescribed by the Technical Standards and Safety Authority (TSSA) in conjunction with the Elevating Devices Training and Certification Advisory Board (TCAB). The Curriculum Standard reflects the content necessary for appropriate progression through each level of the Elevating Devices Mechanic in-school program. For easy reference, a time allocation has been included for each respective reportable subject and units, along with a breakdown of theory and application in the delivery of the performance objectives. The continual introduction of innovative techniques and more complex equipment is resulting in increasing demands for Elevating Devices Mechanics who are not only skilled in the practical aspects of the trade, but who also have a sound theoretical knowledge of the testing, diagnosing and servicing requirements. The Curriculum Standard has been developed to provide this theoretical knowledge and to offer some practical applications to complement the on-the-job work experience of the Elevating Devices Mechanic. The Curriculum Standard has been designed to give the instructor every opportunity for flexibility and innovation without significant departures from content. Since the scope of the prescribed Curriculum Standard is quite extensive, the Mechanic-In-Training will be expected to reinforce the acquired knowledge through regular independent out-of-classroom assignments. The Curriculum Standard includes specific references to on-the-job training. While on-the-job training has been linked to the respective in-school learning outcomes and learning content objectives, employers should not assume complete coverage in all aspects of the modules. The in-school delivery focuses primarily on the knowledge required and fundamental skills that support the respective objectives outlined in the workplace training. Employers are expected to complete the delivery of these objectives by ensuring the prescribed in-school knowledge is applied to the practical learning experiences in the work setting. Regular evaluations of a Mechanic-In-Training's learning achievements must be performed in both theory and practical applications throughout the program. Participation by Stakeholders TSSA, working in collaboration with the Elevating Devices TCAB and industry members participated in the development of this curriculum guideline. Table of Contents Summary of Total Program In-School Training Hours Number: 1 Title: Safety Duration: 24 Total Hours Theory: 24 Hours Application: 0 Hours Evaluation & Testing: - Assignments related to theory and appropriate application skills. - Minimum of one mid-term test during the term. - Final exam at end of term. - Periodic quizzes. General Learning Outcome: Upon successful completion of this reportable subject, the individual is able to practice workplace safety in accordance with government safety regulations, manufacturer's recommendations and specifications and approved industry standards. 1.1 – Define the fundamentals of personal protective equipment. 1.2 – Describe the dangers of asbestos, synthetic mineral fibres and silica. 1.3 – Define the fundamentals of hand and power tool safety. 1.4 – Define the fundamentals of hazards in the hoistway, machine room and Pit. 1.5 – Define the fundamentals of electrical safety. 1.6 – Define the fundamentals of safety when babbitting. 1.7 – Define the fundamentals of safety when using oxy-acetylene equipment for heating and flame cutting. 1.8 – Define the fundamentals of environmental hazards. 1.9 – Define the fundamentals of Material Handling. 1.10 – Describe the safety issues relating to substance abuse. 1.11 – Describe the role of the Workplace Safety & Insurance Board (W.S.I.B.) 1.12 – Describe the workplace fire safety and prevention requirements. 1.13 – Define the essential workplace housekeeping procedures. 1.14 – Describe the types and applications of effective communication techniques. 1.15 – Identify the required Ministry of Labour and TSSA procedures for accidents and unsafe working conditions. 1.16 - Describe the public safety requirements for the workplace. Learning Content: 1.1 – Define the fundamentals of personal protective equipment. [1.5/0] - personal protective equipment [x] problems for hair and jewellery [x] head guarding [x] guarding eyes, ears, hands and feet [x] protective clothing [x] use of respirators [x] use of fall arrest devices and travel restraint as per the requirements of the Occupational Health and Safety Act [x] code reference: applicable codes, standards and regulations [x] use of back belts 1.2 – Describe the dangers of asbestos, synthetic mineral fibres and silica. [1/0] - dangers of asbestos, synthetic products and Silica [x] define the types of potential exposure [x] recognize the toxic effects [x] use of P.P.E. to minimize effects of exposure [x] responsibilities and action procedures 1.3 – Define the fundamentals of hand and power tool safety. [2/0] - hand tool safety [x] maintenance of hand tools [x] safe use and application of hand tools [x] safe storage of hand tools [x] inspection - power tool safety [x] operation [x] storage [x] maintenance [x] electrical safety [x] code reference: applicable codes, standards and regulations 1.4 – Define the fundamentals of hazards in the hoistway, machine room and pit. [5/0] - identify hazards when removing hoisting device from service and positioning in hoistway. - Identify hazards of stored mechanical energy - identify hazards of placing the hoisting device back into normal service. - Identify hazards of stored pneumatic energy - identify hazards of Gaining Access to and Egress from the hoisting device car pit. - identify hazards of using hoistway access switches and unlocking. devices - identify hazards from overhead deflector sheaves, traction sheaves and deflector sheaves on car. - identify hazards associated with vanes and other devices that present a shear hazard in the hoistway. - identify hazards associated with moving counterweights when on car top and in the pit. - code reference: applicable codes, standards and regulations - identify hazards of falling and exposure to electric shock - identify hazards caused from falling objects - identify hazards of moving on uneven or unstable surfaces [x] dirt - identify slippery conditions [x] oil grease - identify hazards of working around rotating or moving equipment [x] ice and water - code reference: applicable codes, standards and regulations 1.5 – Define the fundamentals of electrical safety. [3/0] - define "tag and lockout procedures" - describe the use of electrical meters and instruments [x] verify NO POWER [x] testing for presence of electricity [x] capacitors - define the hazards from stored electrical energy and other sources [x] inductors - directors ruling 106/93 & 01/82 [x] interconnections - define the safe use of jumpers [x] potential hazards [x] appropriate use - code reference: applicable codes, standards and regulations 1.6 – Define the fundamentals of safety when babbitting. [1/0] - identify the requirements for Personal Protective Equipment P.P.E. - define the specified Babbitt composition - identify the requirements for clean clothing - identify the required babbitting equipment [x] use of heating equipment - identify the hazards associated with heating babbitt [x] handling molten Babbitt - identify the dangers of fumes in babbiting - identify the dangers of moisture in babbitting 1.7 – Define the fundamentals of safety when using oxy-acetylene equipment for heating and flame cutting. [1/0] - define the requirements of wearing Personal Protective Equipment (P.P.E.). [x] turning on and off equipment - identify the safe handling methods and storage requirements of oxy-acetylene equipment. [x] hazards of using oxygen around lubricating oil or grease [x] equipment storage and transportation [x] explosion hazards [x] regulator adjustment 1.8 – Define the fundamentals of environmental hazards. [1/0] - chemical hazards - biological hazards - physical hazards - toxic substances 1.9 – Define the fundamentals of material handling. [1/0] - planning storage - warm up - specified PPE - adequate lighting - use of dollies - communication - lifting techniques 1.10 – Describe the safety issues relating to substance abuse. [1/0] - describe alcohol, prescription and non-prescription drug abuse - awareness of programs and counseling - recognize symptoms 1.11 – Describe the role of the Workplace Safety and Insurance Board (W.S.I.B.) [1/0] - define the role of the W.S.I.B define the role and responsibilities of the employer and employee - 1.12 – Describe the workplace fire safety and prevention requirements. [1/0] - interpret the Occupational Health and Safety Act (O.H.S.A.) - identify the class of fires and the application of the appropriate fire extinguisher - identify potential fire hazards - develop an emergency action plan including evacuation procedures - describe the factors that determine when a fire should not be fought - describe the use of extinguishers, respirators, stretchers and fire blankets 1.13 – Define the essential workplace housekeeping procedures. [1/0] - Identify hazardous areas in the workplace [x] wet floors and liquid spills [x] poor illumination [x] debris in walking area [x] loose carpet and uneven surfaces [x] storage of tools and equipment 1.14 – Describe the types and applications of effective communication techniques. [0.5/0] - identify the four types of communication and situational applications [x] Verbal [x] Written [x] Visual [x] Body language 1.15 – Identify the required Ministry of Labour and TSSA procedures for accidents and unsafe working conditions. [2/0] - define the procedures for identifying and reporting unsafe conditions - practice writing an accident and incident report that complies with the Ministry of Labour and TSSA Accident Reporting Procedures - describe how to attend to injured workers - review the TSSA "Emergency Evacuation Training and Certification Policy" 1.16 - Describe the public safety requirements for the workplace. [1/0] - define the method of notifying building personnel of hoisting device shut-down or reinstatement to service. - define the requirement for and location of "maintenance in progress" signs - define the reasons for notifying building personnel that the hoisting device has been shut down or returned to service - define the equipment requirements and procedure for barricading entrances. - minimizing hazards associated with public contact with tools or materials in the work area - define the requirements for barricading Reference material for this section includes the following: The Act: Occupational Health and Safety Act, R.S.O. 1990 4 Sector Regulations: Regulations for Construction Projects, O. Reg. 213/91 Industrial Establishments Regulations, O. Reg. 851 Health Care and Residential Facilities Regulation, O. Reg. 67/93 Mines and Mining Plants Regulation, O. Reg. 854 Hoist Industry Safety Handbook Number: 2 Title: Introduction to Construction Hoists Duration: 21 Total Hours Theory: 21 Hours Application: 0 Hours Evaluation & Testing: - Assignments related to theory and appropriate application skills. - Minimum of one mid-term test during the term. - Final exam at end of term. - Periodic quizzes. General Learning Outcome: Upon successful completion of this reportable subject, the individual is able to describe the introductory information of the hoisting devices industry in accordance with historical and current hoisting systems. 2.1 – History and Terminology of Vertical Transportation 2.2 – Other Hoisting Devices 2.3 – Acts, Regulations, Standards and Codes 2.1– History and Terminology of Vertical Transportation Duration: Total Hours: 3 Theory: 3 hours Application: 0 hours General Learning Outcome: Upon successful completion of this reportable subject, the individual is able to describe the history and terminology of vertical transportation and the evolution to the modern hoisting devices in accordance with government safety regulations, manufacturer's recommendations and approved industry standards. Learning Outcomes: Upon successful completion, the individual is able to: 2.1.1- Describe the need for hoists and how this need caused the evolution in hoisting devices from the simplest to the most technologically advanced. 2.1.2- Describe terminology concerning hoists, escalators and other hoisting devices. Learning Content: 2.1.1- Describe the need for hoists and how this need caused the evolution in hoisting devices from the simplest to the most technologically advanced. [1/0] - the origin of hoisting devices Page 10 - early modern hoists - modern hoists 2.1.2- Describe terminology concerning hoists, escalators and other hoisting devices. [2/0] - identify a glossary of hoisting devices terms: [x] hoistway equipment [x] machine room equipment [x] car assembly equipment [x] pit equipment 2.2 –Other Hoisting Devices Duration: Total Hours: 9 Theory: 9 hours Application: 0 hours General Learning Outcome: Upon successful completion of this reportable subject, the individual is able to describe other hoisting devices covered under the Hoisting Devices Regulations in accordance with manufacturer's design features. Learning Outcomes: Upon successful completion, the individual is able to: 2.2.1- Define the fundamentals of dumbwaiters. 2.2.2- Define the fundamentals of material lifts. 2.2.3- Define the fundamentals of sidewalk elevators 2.2.4- Define the fundamentals of incline lifts. 2.2.5- Define the fundamentals of lifts for persons with physical disabilities. 2.2.6- Define the fundamentals of manlifts. 2.2.7- Define the fundamentals of construction hoists. 2.2.8- Define the fundamentals of passenger ropeways. 2.2.9- Define the fundamentals of stage lifts. 2.2.10- Define the fundamentals of special application elevators 2.2.11- Define the fundamentals of elevators with other types of driving machines. Learning Content: 2.2.1- Define the fundamentals of dumbwaiters. [1/0] - code reference: applicable codes, standards and regulations - Types and applications - Basic construction features and operation 2.2.2- Define the fundamentals of material lifts. (Freight Platform Lifts). [1.5/0] - Ontario Regulation, Section 1. and Section 2.3. (see freight platform lifts). - B44 Code, Section 7.4, 7.5, 7.6, 7.7, 7.9, 7.10, 7.11 - Code Adoption Document Part 3 - Outline the essential differences from elevators. [x] controls [x] lifting mechanism 2.2.3- Define the fundamentals of sidewalk elevators [0.5/0] - Ontario Regulation, Section 1 - B44 Code, Section 5.5 2.2.4- Define the fundamentals of inclined travel hoists. [1/0] - Ontario Regulation, Section 1 - B44 Code, Section 5.1, 5.4 2.2.5- Define the fundamentals of lifts for persons with physical disabilities. [1.5/0] - Ontario Regulation, Section 1. and Section 2 - CSA B355 - Code Adoption Document Part 7 - CSA B613 2.2.6- Define the fundamentals of manlifts. [1/0] - Ontario Regulation, Section 1. and Section 2 - B311 Code - Code Adoption Document Part 4 Define the fundamentals of construction hoists. [0.5 /0] - Ontario Regulation, Section 1. and Section 2 - Z185 ( Workers hoists) and Z256 Codes (Material Hoists) - Code Adoption Document Part 6 2.2.8- Define the fundamentals of passenger ropeways. (Note that the Elevating Device Mechanic is not certified to work on a Passenger Ropeway as identified in the Ontario Regulation 186/03 for Ski Lift machine Requirements). [0.5/0] - Ontario Regulation, Section 1. and Section 2 2.2.7- - Code Adoption Document Part 5 - Z98 Code (Passenger Ropeways) 2.2.9- Define the fundamentals of stage lifts. [0.5/0] - Ontario Regulation, Section 1. and Section 2 - B44 Code (Stage lifts) General rules applicable to hoists 2.2.10- Define the fundamentals of Special Application elevators [0.5/0] - CSA B44 Code Part 5, Section 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.8, 5.10 - Ontario Acts / Regulations 2.2.11- Define the fundamentals of hoists with other types of driving machines. [0.5/0] - CSA B44 Part 4, Section 4.1, 4.2, 4.3 - Ontario Acts / Regulations 2.3– Acts, Regulations, Standards and Codes Duration: Total Hours: 9 Theory: 9 hours Application: 0 hours General Learning Outcome: Upon successful completion of this reportable subject, the individual is able to describe acts, regulations, standards and codes in accordance with government safety regulations, manufacturer's recommendations and specifications and approved industry standards. Learning Outcomes: Upon successful completion, the individual is able to: 2.3.1- Identify the basic differences between acts, regulations, standards and codes. 2.3.2- Describe the essentials of the Technical Standards and Safety Act, Regulations, Code Adoption Document, Policies and Procedures. 2.3.3- Interpret the essentials of the Ontario Building Code Act and Regulations. 2.3.4- Define the essentials of the Ontario Health and Safety Act (Construction/ Industrial) as it applies to this trade. 2.3.5- Describe the essentials of W.H.M.I.S. as it applies to this trade and industry. 2.3.6- Define the essentials of the various Codes and Standards as they apply to hoisting devices. 2.3.7- Identify the legal responsibilities as they apply in the various acts, regulations, standards and codes and how they affect this trade. 2.3.8- Identify the fundamentals of the TSSA Directors rulings. Learning Content: 2.3.1- Identify the basic differences between acts, regulations, standards and codes. [1/0] - basic information concerning the differences between the topics covered in acts, those covered in regulations and those in standards - review Code adoption documents - explanation of the relationship between acts, regulations and standards 2.3.2- Describe the essentials of the Technical Standards and Safety Act, Regulations and Code Adoption Document Policies and Procedures. [2/0] - Basic information (overview) concerning topics in the Technical Standards and Safety Act and Regulations and Training and Certification of Mechanics. 2.3.3- Interpret the essentials of the Ontario Building Code Act and Regulations. [1/0] - Overview of the topics which are directly relevant to hoisting devices. 2.3.4- Define the essentials of the Ontario Health and Safety Act (Construction/ Industrial) as it applies to this trade. [1/0] 2.3.5- Describe the essentials of W.H.M.I.S. as it applies to this trade and industry. [1/0] 2.3.6- Define the essentials of the various Codes and Standards as they apply to hoisting devices. [1.5/0] - CSA B44, Safety Code for Hoists - Overview only of the following standards: - CSA C22.1 Part I, Canadian Electrical Code (Section 38) [x] CSA B311, Safety Code for Manlifts [x] CSA Z185, Safety Code for Personnel Hoists [x] CSA Z256, Safety Code for Material Hoists [x] CSA B613 Lifts for persons with physical disabilities in private residences [x] ASME A17.4 Guide for Emergency personnel 2.3.7- Identify the legal responsibilities as they apply in the various acts, regulations, standards and codes and how they affect this trade. [0.5/0] - Identify the legal responsibilities: [x] Hoisting devices mechanic in Training - EDM-T [x] Hoisting devices mechanic – EDM-B 2.3.8- Identify the fundamentals of the TSSA Directors rulings. [1/0] - refer to the TSSA web site (www.tssa.org) - explain the reasons for directors rulings - identify the legal responsibilities Number: 3 Title: Mechanical Print Reading for Construction Hoists Duration: 15 Total Hours Theory: 6 Hours Application: 9 Hours Evaluation & Testing: - Assignments related to theory and appropriate application skills. - Minimum of one mid-term test during the term. - Final exam at end of term. - Periodic quizzes. General Learning Outcome: Upon successful completion of this reportable subject, the individual is able interpret mechanical print reading in accordance with manufacturer's recommendations and specifications and approved industry standards. 3.1 – Architectural/Structural Prints 3.2 – Hoisting Device Layout Prints 3.3 – Hoisting Devices Mechanical Print Reading 3.1– Architectural/Structural Prints Duration: Total Hours: 3 Theory: 3 hours Application: 0 hours General Learning Outcome: Upon successful completion of this reportable subject, the individual is able to interpret architectural/structural prints in accordance with manufacturer's recommendations and specifications and approved industry standards. Learning Outcomes: Upon successful completion, the individual is able to: 3.1.1- Identify the fundamentals of architectural/structural prints. 3.1.2- Describe the construction features of architectural/structural prints. 3.1.3- Locate and identify key elements on an architectural/structural print relating to the construction/installation of a hoisting device. Learning Content: 3.1.1- Identify the fundamentals of architectural/structural prints. [0.5/0] - identify the type and application of architectural/structural drawings [x] location of identifying information [x] drawing type building address plan views drawing number elevation views specifications drawing scale 3.1.2- Describe the construction features of architectural/structural prints. [0.5/0] - nomenclature relating to sectional views - symbols relating to : - number of landings and floor elevations [x] doors [x] structural beams [x] windows [x] beam connections [x] poured concrete [x] fasteners [x] concrete blocks masonry [x] [x] timber [x] drywall [x] anchors [x] footings reinforcing rods [x] concrete inserts [x] heating cooling and ventilation ducts [x] through bolts [x] exhaust fans [x] sanitary drains [x] plumbing [x] sump holes [x] cored holes 3.1.3- Locate and identify key elements on an architectural/structural print relating to the construction/installation of a hoisting device. [2/0] - location of hoisting device in the plan views - determine the travel, pit depth and overhead - location of elevation views and determine floor heights and number of landings - locate the system of grid lines on the drawings and relate position of hoisting device to the grid lines - determine the location of fixtures forming part of the hoisting device control equipment and other ancillary fixtures - determine the thickness and type of finished walls for the hoistway [x] Central Alarm and Control Facility (CACF) [x] recall switches [x] lobby dispatch panel [x] smoke and heat sensors [x] display systems [x] sprinkler heads - locate the hoisting device entrances [x] machine room configuration - locate the hoisting device machine room [x] secondary level configuration oil lines [x] special trenches or tunnels for: electrical conduit 3.2– Hoisting Device Layout Prints Duration: Total Hours: 8 Theory: 0 hours Application: 8 hours General Learning Outcome: Upon successful completion of this reportable subject, the individual is able to describe hoisting device layout prints in accordance with manufacturer's recommendations and specifications and approved industry standards. Learning Outcomes: Upon successful completion, the individual is able to: 3.2.1- Interpret the information on a hoisting device print. 3.2.2- Identify the key aspects of hoisting device print reading. 3.2.3- Locate and identify positioning of components 3.2.4- Locate and identify clearances 3.2.5- Locate and identify power requirements Learning Content: 3.2.1- Interpret the information on a hoisting device print. [0/2] - location of identifying information [x] drawing number [x] building address [x] plan and elevation views [x] drawing scale 3.2.2- Identify the key aspects of hoisting device print reading. [0/1] - location and depth of pit - locate and identify the overhead and related dimensions - identify the normal travel of the hoisting device - locate the width and depth of the hoistway in the plan view 3.2.3- Locate and identify positioning of components [0/2] - locate and identify position of guide rails - locate and identify pit equipment: - identify the size and orientation of the car frame [x] buffers, base, stabilizers, power cord drum [x] pit channels [x] rail foot brackets [x] compensating sheave [x] pit stop switch [x] pit ladder [x] pit light and light switch 3.2.4- Locate and identify clearances [0/1] - locate and identify clearances: [x] car to car counterweight clearance [x] sill to sill running clearance [x] car to hoistway wall clearance [x] run-by, buffer stroke and clearances [x] clearances at top and bottom of hoistway [x] controller and main disconnect clearances 3.2.5- Locate and identify power requirements [0/2] - identify the correct location of main electrical components [x] car light disconnect / power supply [x] main disconnect switches [x] signal switches - confirm the hoisting device power requirements [x] dispatcher disconnect switches [x] voltage [x] amperage 3.3– Hoisting Devices Mechanical Print Reading Duration: Total Hours: 4 Theory: 3 hours Application: 1hour General Learning Outcome: Upon successful completion of this reportable subject, the individual is able to explain hoisting device mechanical print reading procedures in accordance with manufacturer's recommendations and specifications and approved industry standards. Learning Outcomes: Upon successful completion, the individual is able to: 3.3.1- Describe the fundamentals of drawing title blocks, notes and abbreviations. 3.3.2- Describe the fundamentals of visualization, projection and views. 3.3.3- Explain the fundamentals of dimensioning. 3.3.4- Identify typical machine elements associated with hoisting devices. Learning Content: 3.3.1- Describe the fundamentals [1/0] [x] drawing name - drawing title blocks [x] number system [x] dates [x] revisions - reading notes [x] data [x] importance of recognition - understanding abbreviations - scale indication and measuring scales 3.3.2- Describe the fundamentals of visualization, projection and views. [1/0] - orientation of objects - basic arrangement of views - third vs. first angle of projection - transference of dimensions - isometric and exploded views - auxiliary and section views 3.3.3- Explain the fundamentals of dimensioning. [1/0] - definition and requirements of dimensioning - rules for dimensioning - dimensioning systems - checking dimensions - English vs. metric system of units 3.3.4- Identify typical machine elements associated with hoisting devices. [0/1] - structural steel sections - fasteners and anchors - shafts, keys and pins [x] types - weld symbols [x] thread nomenclature of drawing title blocks, notes and abbreviations. Number 4 Title: Ladders, Scaffolding and Work Platforms for Construction Hoists Duration: 3 Total Hours Theory: 2 Hours Application: 1 Hour Evaluation & Testing: - Assignments related to theory and appropriate application skills. - Minimum of one mid-term test during the term. - Final exam at end of term. - Periodic quizzes. General Learning Outcome: Upon successful completion of this reportable subject, the EDM-T is able to explain the use of ladders, scaffolding and work platforms in accordance with government safety regulations, manufacturer's recommendations and specifications and approved industry standards. 4.1 – Describe the fundamentals of using ladders. 4.2 – Explain the fundamentals of using scaffolding. Learning Content: 4.1 – Describe the fundamentals of using ladders. [0.5/0.5] - ladder angle limits - determine the required height - ensure secure footing - define correct positioning - tie-off the ladder as required - guard area in vicinity of ladder - load limits - materials used to construct ladders - maintenance and storage - code reference: applicable codes, standards and regulations - C.S.A Certification and Duty Ratings 4.2 – Explain the fundamentals of using scaffolding. [1.5/0.5] - OHSA requirements (construction) - methods of assembly and disassembly - Identify when scaffolding requires engineering - recognizing hazards and obstructions - leveling - bracing and tying-off - - guarding the work area installing the planking and railings - recognize load limits - personal protective equipment - inspect scaffolding - storage of scaffolding and planks - perform maintenance - differences between hoistway and exterior scaffolding - code reference: applicable codes, standards and regulations Number: 5 Title: Rigging and Hoisting Duration: 14 Total Hours Theory: 11 Hours Application: 3 Hours Evaluation & Testing: - Assignments related to theory and appropriate application skills. - Minimum of one mid-term test during the term. - Final exam at end of term. - Periodic quizzes. General Learning Outcome: Upon successful completion of this reportable subject, the EDM-T is able to describe the safe use of rigging and hoisting equipment in accordance with government safety regulations, manufacturer's recommendations and specifications and approved industry standards. 5.1 – Define the fundamentals and types of rigging and hoisting equipment 5.2 – Describe the construction features and application of rigging and hoisting equipment. 5.3 – Explain the operating principles of rigging and hoisting equipment. 5.4 – Describe the safe use in the workplace of rigging and hoisting equipment. 5.5 – Define the fundamentals of hardware for hoisting equipment. Learning Content: 5.1 – Define the fundamentals and types of rigging and hoisting equipment [2/0] - Electric chain block - Top of Car Jib Crane – electric & manual - Tower crane / mobile crane / Boom truck - Forklift - tugger hoist - come-along - cat-head - hydraulic devices - electrical devices - pneumatic devices 5.2 – Describe the construction features and application of rigging and hoisting equipment. [2/0] - equipment assembly - slings and sling arrangements - limitations on the use of cat-heads [x] ratings - securing and balancing a load [x] wire rope v/s nylon rope - test lifts - load capacities of lifting equipment - estimating weights of equipment 5.3 – Explain the operating principles of rigging and hoisting equipment. [1/1] - limitations on the use of cat-heads [x] ratings - slings, sling arrangements, applications [x] soft slings - chain block [x] wire rope - Tower crane / mobile crane / boom truck - Forklift - Top of Car Jib crane - come-along - cat-head - tugger hoist - electrical devices - pneumatic devices - hydraulic devices 5.4 – Describe the safe use in the workplace of rigging and hoisting equipment [4/2] - guarding the work area - safety in the lifting area - awareness of pinch points - communications [x] hand signals [x] verbal – including two way radio communication - ventilation and lighting - inspection, maintenance and repair of equipment - personal protective equipment – double hook and retractable lanyard - recommended storage of equipment - code reference: applicable codes, standards and regulations, annual testing as per regulations - maintaining logbooks 5.5 – Define the fundamentals of hardware for hoisting equipment. [2/0] - hooks and mousing - eye bolts and shackles - shims - tag lines - fillers - jacks - spacers - spreader bars Number: 6 Title: Introduction to Applicable Codes and Standards for Construction Hoists Duration: 6 Total Hours Theory: 2 Hours Application: 4 Hours Evaluation & Testing: - Assignments related to theory and appropriate application skills. - Minimum of one mid-term test during the term. - Final exam at end of term. - Periodic quizzes. General Learning Outcome: Upon successful completion of this reportable subject, the EDM-T is capable of describing the fundamentals of locating, accessing and interpreting the information contained within the CSA B44 Standard. 6.1 – Define the introductory information of the development of codes and standards for the CSA B44 code book. 6.2 – Define the history of the harmonized North American Elevator Code system. 6.3 – Describe the format of standards and conventions used for codes. 6.4 – Perform the procedure to access information from the CSA B44 code book. Learning Content: 6.1 – Define the introductory information of the development of codes and standards for the CSA B44 code book. [1/0] - the hierarchy of Standards Canada, Canadian Standards Association (CSA) and other code writing bodies. - B44 Technical committee and sub-committees - code committees [x] recommended reading of the code making process at CSA – hierarchy – organizational charts – policies and procedures 6.2 – Define the history of the harmonized North American Elevator Code system. [0.5/0] - the ASME A17.1 American Elevator Standard - Harmonization commencement date - NAFTA as a catalyst for harmonization - Harmonization completed with the first bi-national standard 2007 edition 6.3 – Describe the format of standards and conventions used for codes. [0.5/0] - the numbering system [x] differences between a "code" and a "Standard" - terminology for: [x] interpretations [x] ballots [x] inquiries [x] letter ballots [x] define "consensus" 6.4 – Perform the procedure to access information from the CSA B44 (applicable) code book. [0/4] - search for keywords - process of elimination [x] the hierarchal approach - use of trade terms - search levels and cross references - searching with the index Number: 7 Title: Mechanical Practices for Construction Hoists Duration: 23.5 Total Hours Theory: 16.5 Hours Application: 7 Hours Evaluation & Testing: - Assignments related to theory and appropriate application skills. - Minimum of one mid-term test during the term. - Final exam at end of term. - Periodic quizzes. General Learning Outcome: Upon successful completion of this reportable subject, the EDM-T is able to describe the mechanical practice procedures for hoisting device maintenance in accordance with government safety regulations, manufacturer's recommendations and specifications and approved industry standards. 7.1 – Define the fundamentals of mechanical print reading, associated mathematics and science. 7.2– Describe the fundamentals of power transmission components. 7.3 – Describe the basic introductory information and fundamentals of bearings and seals. 7.4 – Describe the fundamentals of precision measurements. 7.5 – Describe the fundamentals of materials and fastening technology. 7.6 – Describe the basic introductory information and fundamentals of lubrication. 7.7 – Describe the fundamentals of test instruments. Learning Content: 7.1 – Define the fundamentals of mechanical print reading, associated mathematics and science. [2/0] - drawing types [x] isometric [x] orthographic - drawing views of machine components [x] auxiliary views [x] multi-view - applied mathematics [x] conversion of fractions [x] adding, subtracting, multiplying, dividing 7.2– Describe the fundamentals of power transmission components. [4.5/3] - V-belts - belt sheaves - Belt drive / gear drive / direct drive - taper bushings - gear and rear reducers - chains and sprockets - couplings, keys, pins and set screws - belt alignment - machine brakes tools procedure 7.3 – Describe the basic introductory information and fundamentals of bearings and seals. [4/2] - bearing types [x] anti-friction bearings [x] sleeve (journal) bearings ball roller taper thrust pillow blocks [x] mounted bearings flange cartridges [x] lack of lubrication - causes of bearing failures [x] contamination [x] overheating [x] overloading [x] electrolysis [x] scoring - identification of bearing failures [x] galling [x] [x] corrosion pitting [x] pullers - bearing removal procedures [x] press [x] cleaning - bearing lubrication procedures [x] repacking - identify seals [x] grease gun [x] static [x] application [x] dynamic - procedure for removal and installation of seals [x] drivers [x] pullers 7.4 – Describe the fundamentals of precision measurements. [2/0.5] - measurements [x] metric system [x] imperial system - describe precision measuring tool construction features [x] calipers [x] micrometers [x] dial indicators [x] levels – hand and transit [x] feeler gauges [x] scribing tools [x] tool maintenance and storage [x] measuring tape and plumb lines 7.5 – Describe the fundamentals of materials and fastening technology. [3/0] - identify and describe properties and application for: [x] non-ferrous metals [x] ferrous metals [x] alloys [x] neoprene - identify and describe application for non-metallic materials [x] plastics - define the mechanical properties of metals and alloys [x] composites [x] tensile strength [x] [x] yield strength hardness [x] elongation rate [x] bolts - identify and select fasteners for specific applications [x] through bolts [x] lock washers [x] nuts [x] flat washers [x] pins [x] bevel washers [x] dowels [x] screws [x] retaining rings [x] mechanical anchors [x] shields [x] chemical anchors [x] inserts [x] UNC - identify thread types [x] UNF [x] NPT [x] Metric [x] NPTF [x] head markings - identify grade of fasteners [x] strength of materials 7.6 – Describe the fundamentals of lubrication. [1/0.5] - lubricant types and properties [x] grease [x] oil [x] solids - use of lubrication devices [x] gases [x] grease guns [x] mechanical [x] oil cans - storage of lubrications [x] ventilation [x] fire protected [x] temperature [x] [x] containers location - disposal requirements 7.7 – Describe the fundamentals of test instruments. [0/1] - use test instruments [x] pressure gauges [x] tachometers [x] torque wrenches Number: 8 Title: Construction Hoist Installation Duration: 26.5 Total Hours Theory: 18.5 Hours Application: 8 Hours Evaluation & Testing: - Assignments related to theory and appropriate application skills. - Minimum of one mid-term test during the term. - Final exam at end of term. - Periodic quizzes. General Learning Outcome: Upon successful completion of this reportable subject, the EDM-T is able to describe the construction and installation procedures for traction hoists in accordance with government safety regulations, manufacturer's recommendations and specifications and approved industry standards. 8.1 – Site Planning 8.4 – Machine Room Equipment 8.5 – Pit Structures 8.6 – Car Assemblies, Counterweight Assemblies and Wire Ropes 8.7 – Lock Assemblies 8.9 – Car Cab Assemblies and Traveling Cables 8.11 – Preparing and Testing for Inspection 8.1– Site Planning Duration: Total Hours: 2 Theory: 2 hours Application: 0 hours General Learning Outcome: Upon successful completion of this reportable subject, the EDM-T is able to describe the fundamentals, features and application of site planning in accordance with government safety regulations, manufacturer's recommendations and approved industry standards. Learning Outcomes: Upon successful completion, the EDM-T is able to: 8.1.1 – Define the fundamentals of site planning. 8.1.2 – Describe the construction features and application of site planning. Learning Content: 8.1.1 – Define the fundamentals of site planning. [1/0] - Verify if the site is ready for installation: [x] visually inspect site [x] report to the site superintendent or General Contractor (GC) [x] weather conditions and safety considerations [x] planning job safety [x] review equipment check list [x] arrange storage space [x] shoring [x] confirm the integrity of all fastening points 8.1.2 – Describe the construction features and application of site planning. [1/0] - identify features and application procedures [x] main line disconnect switch location [x] organize tools [x] tower fastenings [x] pit equipment [x] communication process [x] housekeeping [x] concrete pad or other bearing surfaces as per manufactures recommendations 8.4 – Machine Room Equipment Duration: Total Hours: 2 Theory: 1 hours Application 1 hours General Learning Outcome: Upon successful completion of this reportable subject, the EDM-T is able to describe the installation procedures for machine room equipment in accordance with government safety regulations, manufacturer's recommendations and approved industry standards. Learning Outcomes: Upon successful completion, the EDM-T is able to: 8.4.2 – Define the fundamentals of wiring machine equipment. Learning Content: 8.4.2 – Define the fundamentals of wiring machine equipment. [1/1] - interpret and follow electrical field wiring diagrams - identify required wire sizes - use of specialized hand tools: - identify grounding requirements [x] wire strippers [x] terminal ends [x] crimping tools - code reference: applicable codes, standards and regulations 8.5 –Pit Structures Duration: Total Hours: 1 Theory: 1 hours Application: 0 hour General Learning Outcome: Upon successful completion of this reportable subject, the EDM-T is able to describe the introductory information and fundamentals of installing pit structures in accordance with government safety regulations, manufacturer's recommendations and approved industry standards. Learning Outcomes: Upon successful completion, the EDM-T is able to: 8.5.1 – Identify pit equipment components. 8.5.2 – Describe the methods to install pit structure. Learning Content: 8.5.1 – Identify pit equipment components. [0.5/0] - identify pit equipment components: [x] base outriggers [x] buffers [x] access doors and gates [x] cable drum 8.5.2 – Describe the methods to install pit structure. [0.5/0] - describe installation procedures [x] base outriggers [x] cable drum [x] buffers - spring - rubber - oil - elastomeric o regulatory authority governing pit access requirements - pit access doors - applicable codes, standards and regulations 8.6 –Car Assemblies, Counterweight/Mast Assemblies and Wire Rope on Construction Hoists Duration: Total Hours: 7 Theory: 5 hours Application: 2 hours General Learning Outcome: Upon successful completion of this reportable subject, the EDM-T is able to describe the installation procedures for car and counterweight assemblies and wire ropes in accordance with government safety regulations, manufacturer's recommendations and approved industry standards. Learning Outcomes: Upon successful completion, the EDM-T is able to: 8.6.1 – Describe the fundamentals of installing car and counterweight assemblies. 8.6.2 – Describe the fundamentals of installing wire ropes. Learning Content: 8.6.1 – Describe the fundamentals of installing car / counterweight / mast assemblies. [3/2] - outline the installation procedures for: [x] sheaves and rope hitches [x] cars and counterweight assemblies - identify safety types - installation of the counterweight - installation of car and counterweight guiding means - positioning procedures for car and counterweight assemblies - installing top of car jib crane - procedure to balance the car and counterweight - mast assemblies - installing - extending - dismantling - max. freestanding height during erection and/or dismantle - full or partial base - identifying manufacturer's procedures - applicable codes, standards and regulations 8.6.2 – Describe the fundamentals of installing wire ropes. [2/0] - identify general considerations [x] rope inspection for defects [x] care and handling of wire rope - identify types of rope and other suspension devices [x] rope material [x] rope lay [x] wire count [x] applications [x] strand count - identify characteristics of wire rope [x] rope size [x] rope lays [x] rope stretch - installation of wire ropes - identify types of sheaves [x] shortening ropes [x] cutting ropes [x] seizing rope [x] governor ropes [x] rope lubrication [x] rope tensioning [x] rope termination devices [x] rope clip and eyebolt requirements [x] rope lubrication procedures [x] wedge and socket assemblies - recording of rope data [x] run-by clearances - applicable codes and standards 8.7 –Lock Assemblies Duration: Total Hours: 1.5 Theory: 1.5 hours Application: 0 hours General Learning Outcome: Upon successful completion of this reportable subject, the EDM-T is able to describe the installation procedures for door frames, hoistway doors and lock assemblies in accordance with government safety regulations, manufacturer's recommendations and approved industry standards. Learning Outcomes: Upon successful completion, the EDM-T is able to: 8.7.2 – Describe the fundamentals of installing hoistway doors and lock assemblies. Learning Content: 8.7.2 – Describe the fundamentals of installing hoistway doors/gates and lock assemblies on Construction Hoists [1.5/0] - identify types of: [x] gate locks [x] gates [x] wiring of landing gate [x] plug type [x] cab tyre [x] individual wire [x] taping [x] GFCI [x] gates - describe installation procedures for: [x] gate locks / interlocks [x] bi-parting doors [x] fascia plates [x] vertical gates [x] describe grounding and bonding procedures [x] applicable codes, standards and regulations 8.9 – Car Cab Assemblies and Traveling Cables Duration: Total Hours: 9 Theory: 5 hours Application: 4 hour General Learning Outcome: Upon successful completion of this reportable subject, the EDM-T is able to describe fundamentals of installing car cab assemblies in accordance with government safety regulations, manufacturer's recommendations and approved industry standards. Learning Outcomes: Upon successful completion, the EDM-T is able to: 8.9.1 – Describe the fundamentals of installing traveling power cables. 8.9.2 – Describe the fundamentals of installing car cab assemblies. 8.9.3 – Describe the fundamentals of installing car door systems. Learning Content: 8.9.1 – Describe the fundamentals of installing traveling power cables. [3/1] - identify types of traveling power cables - identify cable handling techniques [x] car power supply wire [x] tools - identify cable installation techniques [x] personal protective equipment (P.P.E.) [x] tools [x] hanger types and applications [x] prevention of kinking or birdcaging [x] cable coiling drum [x] proper procedure for cable coiling [x] power cable tension carriage / trolley [x] protection for traveling cables - types of cable guides - distance between cable guides - acceptable wind loads [x] replacement practices - applicable codes, standards and regulations 8.9.2 – Describe the fundamentals of installing the car assemblies. [1/2] - identify parts of the car assembly [x] threshold, extension and guard - describe cab assembly installation procedures for: [x] car operating panels [x] top of car erection and dismantle / inspection station [x] top of car equipment [x] emergency exit and top of car access [x] wiring methods [x] types of communication devices field wiring diagram car operating panel top of car electrical devices - applicable codes, standards and regulations 8.9.3 – Describe the fundamentals of installing car doors/gates systems. [1/1] - identify types of car gates - describe car gate system installation procedures for: - identify parts of car gate systems [x] wiring methods [x] linkages [x] hanger and tracks [x] gate switches [x] maintenance and lubrication [x] clearance checks and adjustments 8.11 – Preparing for Inspection and Testing Duration: Total Hours: 4 hours Theory: 3 hours Application: 1 hour General Learning Outcome: Upon successful completion of this reportable subject, the EDM-T is able to describe the preparation for inspection and testing of traction hoists in accordance with government safety regulations, manufacturer's recommendations and approved industry standards. Learning Outcomes: Upon successful completion, the EDM-T is able to: 8.11.1 – Describe the fundamentals of preparing the hoisting device for inspection. 8.11.2 – Describe the fundamentals of performing tests for inspection. Learning Content: 8.11.1- Describe the fundamentals of preparing the hoisting device for inspection. [1/0] - describe procedure to remove from temporary operation -normal operation v. erection mode - describe procedure to set-up communication links - remove all temporary jumpers - describe procedure to test all safety and door/gatelock circuits - identification and calculation of required test weight - describe completion procedure for field tests and data reports 8.11.2- Describe the fundamentals of performing tests for inspection. [2/1] - describe hoisting devices branch inspection procedure as per the regulatory authority [x] check building to assure it is ready for inspection - lighting [x] full load safety test - tripping hazards [x] full load running test [x] perform ground test on primary safety circuit [x] check run-by distances and clearances [x] identification of machine equipment [x] perform all redundancy tests as per manufacturers submission [x] perform final cleanup activities [x] code reference: applicable codes, standards and regulations Number: 12 Title: Basic Electricity for Construction Hoists Duration: 40 Total Hours Theory: 29 Hours Application: 11 Hours Evaluation & Testing: - Assignments related to theory and appropriate application skills. - Minimum of one mid-term test during the term. - Final exam at end of term. - Periodic quizzes. General Learning Outcome: Upon successful completion of this reportable subject, the EDM-T is able to describe basic fundamentals of electricity and related electrical circuits in accordance with manufacturer's recommendations and specifications and approved industry standards. 12.2 – Describe the fundamentals of electricity and relation to the structure of matter. 12.3 – Define the fundamentals and work with direct current electrical circuits. 12.4 – Define the fundamentals and work with alternating current electrical circuits. 12.5 – Describe voltage, current and resistance measurements. 12.6 – Define the principles of permanent magnetism. 12.7 – Define the principles of electromagnetism. Learning Content: 12.2 – Describe the fundamentals of electricity and relation to the structure of matter. [1/0] - atomic structure of matter [x] source of electricity [x] free electrons [x] define nature of electricity [x] static electricity 12.3 – Define the fundamentals and work with direct current electrical circuits. [12/4] - define direct current [x] voltage - electrical terms [x] amperage [x] resistance [x] Potential Difference (PD) [x] Electro Motive Force ( EMF) [x] ohm's law [x] Describe operating characteristics of electrical circuits - electrical circuits series circuits series/parallel circuits parallel circuits Kirchoff's law - electrical components power and heat loss [x] observe the operating characteristics of electrical components - series [x] resistors - parallel - wattage - colour coding - potentiometers/rheostats - types [x] capacitors - series/parallel - ratings - colour coding - timing circuits [x] diodes - uses - types - uses - identification - capacities - series/parallel 12.4 – Define the fundamentals and work with alternating current electrical circuits. [10/2] - define alternating current electrical terms - [x] sine wave - electrical symbols - RMS value of voltage and current [x] capacitance [x] inductance [x] impedance - Frequency control - AC power 12.5 – Describe voltage, current and resistance measurements. [2/3] - Identify precautions [x] switching from ohmmeter to voltage and amperage scales [x] moisture and ground fault detection (GFCI) - measure AC and DC voltage and amperage [x] electrical shock prevention [x] analog meters - measure resistance [x] digital meters [x] ohmmeter [x] multi-meter 12.6 – Define the principles of permanent magnetism. [2/1] - define and observe characteristics of permanent magnetism [x] action of magnetic poles [x] properties of permanent magnets [x] magnetic fields [x] magnetic properties 12.7 – Define the principles of electromagnetism. [2/1] - define and observe characteristics of electromagnetism [x] [x] properties of electromagnets action of magnetic fields around a conductor [x] principles of induced voltage [x] factors that affect induced voltage [x] effects of motion on induced voltage [x] define Lenz's Law Number: 13 Title: Industrial Electricity for Hoisting Devices Duration: 40 Total Hours Theory: 34 Hours Application: 6 Hours Evaluation & Testing: - Assignments related to theory and appropriate application skills. - Minimum of one mid-term test during the term. - Final exam at end of term. - Periodic quizzes. General Learning Outcome: Upon successful completion of this reportable subject, the EDM-T is able to describe the fundamentals of industrial electricity as applied to hoisting devices in accordance with government safety regulations, manufacturer's recommendations and specifications and approved industry standards. 13.1 – Electrical System Control Devices 13.2 – Transformers 13.3 – Electrical Distribution and Control Systems 13.4 – Electrical Schematic Diagrams 13.5 – Electrical Circuit Conductors, Wiring Devices & Methods 13.1 - Electrical System Control Devices Duration: Total Hours: 11 Theory: 8 hours Application: 3 hours General Learning Outcome: Upon successful completion of this reportable subject, the EDM-T is able to describe the construction, operation and identify schematic symbols of electrical system control devices as applied to hoisting devices in accordance with government safety regulations, manufacturer's recommendations and specifications and approved industry standards. Learning Outcomes: Upon successful completion, the EDM-T is able to: 13.1.1 – Describe the construction features of electrical system control devices, and identify their corresponding schematic symbols. 13.1.2 – Explain the operating principles of electrical system control devices. Learning Content: Hoisting Devices Mechanic – B Construction Hoists In-School Curriculum Standard May 1, 2012 Page 43 13.1.1- Describe the construction features of electrical system control devices, and identify their corresponding schematic symbols. [6/2] - switches [x] contacts and ratings [x] switch notation [x] pushbutton type [x] rotary switch [x] toggle switch [x] snap action switch [x] dual in line switches (DIP) [x] limit switches (positive acting) - relays coils [x] basic relay types of contacts AC v/s DC relays [x] types of relays plug in relays memory relays (set/reset, mechanical latching) reed relays phase monitoring Normally Open (N/O) contacts solid state Normally Closed (N/C) contacts - relay ratings power contacts - identify common relay circuits [x] self holding contacts [x] relay interlocks (electrical and mechanical interlock) [x] diode controlled relay - timers - solenoids [x] air and oil dashpot [x] thermal or bimetallic [x] motor driven [x] solid state timers - main line disconnect switches - contactors [x] purpose [x] ratings [x] auxiliary contacts - circuit protection devices [x] fuses (ratings, types) [x] circuit breakers [x] overload relays [x] over temperature sensing devices - rectifiers - Ground panel - Printed circuit boards - uses and contents - wiring 13.1.2- Explain the operating principles of electrical system control devices. [2/1] - switches [x] effects of operation under load [x] DIP/switch settings/operation [x] contact wipe - relays [x] contact gap [x] contact conditions [x] contact material [x] mechanical operating principles [x] magnetic operating principles [x] electrical operating principles - solenoids [x] mechanical vs. electrical operation - timers [x] on delay/off delay - contactors [x] adjustment [x] contact wipe [x] contact gap [x] contact material [x] contact conditions [x] mechanical operating principles [x] electrical operating principles [x] magnetic operating principles [x] types - main line disconnect switches [x] hazards - circuit protection devices [x] adjustment - rectifiers [x] heat dissipation 13.2 - Transformers Duration: Total Hours: 7 Theory: 6 hours Application: 1 hour General Learning Outcome: Upon successful completion of this reportable subject, the EDM-T is able to define the fundamentals of electrical transformers in accordance with government safety regulations, manufacturer's recommendations and approved industry standards. Learning Outcomes: Upon successful completion, the EDM-T is able to: 13.2.1 – Define the fundamentals of electrical transformers. 13.2.2 – Describe the construction features of electrical transformers. 13.2.3 – Explain the principles of operation of electrical transformers. Learning Content: 13.2.1- Define the fundamentals of electrical transformers. [2/0] - transformer fundamentals: [x] moving magnetic fields [x] transformer action [x] transformer losses - transformer types [x] transformer ratings [x] air core [x] auto transformers [x] iron core [x] step up and step down transformers 13.2.2- Describe the construction features of electrical transformers. [2/0.5] - transformer construction features [x] [x] primary windings secondary windings [x] winding turns/voltage ratio - transformer voltage, current and power ratings [x] nameplate data - practical transformers - step up and step down transformers 13.2.3- Explain the principles of operation of electrical transformers. [2/0.5] - transformer operation [x] secondary windings [x] primary windings [x] moving magnetic fields [x] step up and step down transformers [x] transformer losses 13.3 - Electrical Distribution and Control Systems Duration: Total Hours: 2 Theory: 2 hours Application: 0 hours General Learning Outcome: Upon successful completion of this reportable subject, the EDM-T is able to define the fundamentals of electrical distribution and control systems in accordance with government safety regulations, manufacturer's recommendations and approved industry standards. Learning Outcomes: Upon successful completion, the EDM-T is able to: 13.3.1 – Describe the construction features of electrical distribution and control systems. 13.3.3 – Define the installation code requirements pertaining to CEC Section 38. Learning Content: 13.3.1- Describe the construction features and operating principles of electrical distribution and control systems. [6/0] - electrical power circuits [x] motor start circuits [x] power circuits - motion control systems [x] AC induction motors [x] static drives [x] variable voltage- Variable frequency drives - brake controls [x] DC [x] AC [x] brake cooling through resistance Define the installation code requirements pertaining to CEC. [2/0] - applicable codes and standards 13.4 - Electrical Schematic Diagrams Duration: Total Hours: 5 Theory: 3 hours Application: 2 hours General Learning Outcome: Upon successful completion of this reportable subject, the EDM-T is able to define the fundamentals and draw electrical schematic diagrams in accordance with code requirements and manufacturers symbols. Learning Outcomes: Upon successful completion, the EDM-T is able to: 13.4.1 – Define, interpret and draw the fundamentals of electrical schematic diagrams. 13.4.2 – Identify power control functions in electrical schematic diagrams. 13.3.3 – Learning Content: 13.4.1- Define, interpret and draw the fundamentals of electrical schematic diagrams. [1/1] - define electrical schematic diagram nomenclature - draw electrical schematic diagrams - read and interpret electrical schematic diagrams 13.4.2- Identify power control functions in electrical schematic diagrams. [2/1] - locate and identify power and control functions in an electrical schematic diagram. [x] rotating equipment [x] power circuit [x] power supplies [x] overload/overheat devices [x] fuses and breakers [x] safety circuit [x] brake circuit [x] direction circuit [x] car and hoistway gate interlocks 13.5 - Electrical Circuit Conductors, Wiring Devices and Methods Duration: Total Hours: 14 Theory: 11 hours Application: 3 hours General Learning Outcome: Upon successful completion of this reportable subject, the EDM-T is able to define the fundamentals of electrical circuit conductors and safety systems in accordance with government safety regulations, manufacturer's recommendations and approved industry standards. Learning Outcomes: Upon successful completion, the EDM-T is able to: 13.5.1 – Define wiring & circuits for landing doors/gates, hoistway equipment and traveling power cables Learning Content: 13.5.1 Wiring & circuits for landing gates/doors, hoistway equipment and traveling power cables [9/0] - Wiring to the ground panel [x] define concept of detecting phase loss and use of RPR to open circuit [x] hazards of phase loss detection (wide voltage range) [x] RPR at ground panel or in car [x] wiring methods of landing gates to ground panel and/or car (cab tyre, wires, plug in [x] grounding and fusing [x] GFCI - Wiring the hoistway and machine equipment [x] wiring tools [x] wiring materials [x] wiring hardware [x] hoistway devices – interlocks – direction limits – safety circuit – slack rope switch [x] marking wires and cables [x] connecting machine equipment wires [x] connecting landing wires [x] temporary run circuit - jumpers - risks and hazards - Traveling Power Cables [x] general description [x] construction of traveling cables [x] proper handling [x] preparation [x] installation [x] replacement [x] protection [x] cable trolley Number: 14 Title: Motors, Controls and AC Drives for Construction Hoists Duration: 17 Total Hours Theory: 17 Hours Application: 0 Hours Evaluation & Testing: - Assignments related to theory and appropriate application skills. - Minimum of one mid-term test during the term. - Final exam at end of term. - Periodic quizzes. General Learning Outcome: Upon successful completion of this reportable subject, the EDM-T is able to describe the fundamentals of electrical generator and motor systems as applied to hoisting devices in accordance with government safety regulations, manufacturer's recommendations and specifications and approved industry standards. 14.2 – Motor Principles 14.4– AC Motors, Drives and Controls 14.2 - Motor Principles Duration: Total Hours: 4 Theory: 4 hours Application: 0 hours General Learning Outcome: Upon successful completion of this reportable subject, the EDM-T is able to define the fundamentals of motors for hoisting devices in accordance with government safety regulations, and approved industry standards. Learning Outcomes: Upon successful completion, the EDM-T is able to: 14.2.1 – Describe the basic fundamentals and operating principles of electric motors. Learning Content: 14.2.1- Describe the basic fundamentals and operating principles of electric motors [4/0] - motor Action - efficiency - speed of a motor - hysteresis Loss - types of Motors - speed of a motor - motor Action - efficiency - types of Motors - hysteresis Loss 14.4 - AC Motors, Drives and Controls Duration: Total Hours: 13 Theory: 13 hours Application: 0 hours General Learning Outcome: Upon successful completion of this reportable subject, the EDM-T is able to define the fundamentals of AC motors, drives and controls for hoisting devices in accordance with government safety regulations, and approved industry standards. Learning Outcomes: Upon successful completion, the EDM-T is able to: 14.4.1 – Define the fundamentals and applications of AC motors for hoisting devices. 14.4.2 – Describe the construction features and operating principles of AC motors for hoisting devices. 14.4.4 – Describe AC motor drive and control systems for hoisting devices. Learning Content 14.4.1- Define the fundamentals and applications of AC motors for devices. [4/0] - motor action (AC) - simple AC motors - rotating field [x] induction motors [x] synchronous motors [x] capacitance in an AC circuit [x] AC series motors [x] variable frequency motors [x] three phase motors 14.4.2- Describe the construction features and operating principles of AC motors [3/0] - AC motor construction features: [x] pole pieces [x] main frame [x] stator "WYE" connections [x] rotating field winding "Delta" connections 14.4.4- Proper wiring of connections [x] rotor Reversing direction of rotation [x] name plate data [x] torque - AC motor performance characteristics [x] current draw Describe AC motor drive and control systems for hoisting devices. [6/0] - drives and control systems (drive box) [x] Types of motor control [x] AC motor solid state drive units - open loop VF - flux Vector - closed loop VF - open loop Vector [x] encoders [x] braking circuit and DC Buss Number: 15 Title: Solid State Electronics for Construction Hoists Duration: 10.5 Total Hours Theory: 8 Hours Application: 2.5 Hours Evaluation & Testing: - Assignments related to theory and appropriate application skills. - Minimum of one mid-term test during the term. - Final exam at end of term. - Periodic quizzes. General Learning Outcome: Upon successful completion of this reportable subject, the EDM-T is able to describe the fundamentals of solid state electronic devices as applied to hoisting devices in accordance with government safety regulations, manufacturer's recommendations and specifications and approved industry standards. 15.1 – Electronic fundamentals 15.2 – Diodes 15.3 – Transistors 15.4 – Thyristors 15.7 – Digital Systems 15.1- Electronic Fundamentals Duration: Total Hours: 1 Theory: 1 hours Application: 0 hours General Learning Outcome: Upon successful completion of this reportable subject, the EDM-T is able to describe the electronic fundamentals in accordance with government safety regulations, manufacturer's recommendations and approved industry standards. Learning Outcomes: Upon successful completion, the EDM-T is able to: 15.1.1 – Identify solid state electronic components used in hoisting devices. Learning Content: 15.1.1- Identify solid state electronic nomenclature & symbols used in elevating devices. [1/0] Page 53 - diodes - thyristors - transistors - integrated circuits [x] digital [x] analog 15.3 - Transistors Duration: Total Hours: 10 Theory: 6 hours Application: 4 hours General Learning Outcome: Upon successful completion of this reportable subject, the EDM-T is able to describe the construction, operation and perform testing procedures of transistors in accordance with government safety regulations, manufacturer's recommendations and approved industry standards. Learning Outcomes: Upon successful completion, the EDM-T is able to: 15.3.1 – Define the construction features and operating characteristics of transistors. Learning Content: 15.3.1- Describe the construction features and operating characteristics of transistors. [1/0.5] - identify transistor circuit arrangements [x] common base [x] common emitter [x] common collector 15.4 – Thyristors Duration: Total Hours: 5 Theory: 3 hours Application: 2 hours General Learning Outcome: Upon successful completion of this reportable subject, the EDM-T is able to describe the construction features and operating characteristics of thyristors in accordance with government safety regulations, manufacturer's recommendations and approved industry standards. Learning Outcomes: Upon successful completion, the EDM-T is able to: 15.4.1 – Describe the construction and operation features of thyristors. Learning Content: 15.4.1- Describe the construction features of thyristors. [2/0] Hoisting Devices Mechanic – B Construction Hoists In-School Curriculum Standard May 1, 2012 Page 54 - define the purpose and function of thyristors - describe the practical application of SCR'S [x] silicon controlled rectifiers (SCR'S) - define the configuration of thyristors [x] voltage-current characteristics - describe the basic construction features of thyristors [x] [x] silicon controlled rectifiers (SCR'S) 15.7 - Digital Systems Duration: Total Hours: 6 Theory: 4hours Application: 2 hours General Learning Outcome: Upon successful completion of this reportable subject, the EDM-T is able to describe the fundamentals, testing of digital systems for solid state electronic devices in accordance with government safety regulations, manufacturer's recommendations and approved industry standards. Learning Outcomes: Upon successful completion, the EDM-T is able to: 15.7.3 – Define the fundamentals of microprocessors for solid state electronic systems. 15.7.4 – Describe the testing procedures of power systems for solid state electronic devices. 15.7.5 – Describe the programmable logic control (PLC) system for microprocessors. Learning Content: 15.7.3- Define the fundamentals of microprocessors for solid state electronic systems. [1/0] - define the fundamentals, purpose and function of microprocessors hardware - define the terms relating to microprocessors software CPU 15.7.4- Describe the troubleshooting procedures for solid state electronic devices. [1/1] - testing procedures for integrated circuits fault logs - troubleshooting procedures for microprocessors error codes Describe the programmable logic control system for microprocessors. [2/1] - define Programmable Logic Control (PLC) 15.7.5- - describe the features of the programmable logic control - outline the function of the programmable logic control feature - identify the applications for programmable logic control Number: 16 Title: Circuit Tracing Duration: 22 Total Hours Theory: 13 Hours Application: 9 Hours Evaluation & Testing: - Assignments related to theory and appropriate application skills. - Minimum of one mid-term test during the term. - Final exam at end of term. - Periodic quizzes. General Learning Outcome: Upon successful completion of this reportable subject, the EDM-T is able to trace and diagnose hoisting devices electrical/electronic circuits in accordance with government safety regulations, manufacturer's recommendations and specifications and approved industry standards. 16.1 – Fundamentals of Circuit Tracing 16.2 – Hoisting Devices System Control Circuit Tracing 16.3 – Electrical / Electronic Test Equipment 16.4 – Troubleshooting Procedures 16.1- Fundamentals of Circuit Tracing Duration: Total Hours: 2 Theory: 2 hours Application: 0 hours General Learning Outcome: Upon successful completion of this reportable subject, the is EDM-T is able to define the fundamentals of circuit tracing electrical schematic diagrams in accordance with government safety regulations, manufacturer's recommendations and approved industry standards. Learning Outcomes: Upon successful completion, the EDM-T is able to: 16.1.1 – Review electrical/electronic wiring diagram nomenclature. 16.1.2 – Define the fundamentals of circuit tracing. Learning Content: 16.1.1- Review electrical/electronic wiring diagram nomenclature. [1/0] - review electrical/electronic schematic wiring diagram nomenclature - review reading and interpreting procedures for electrical/electronic schematic wiring diagrams 16.1.2- Define the fundamentals of circuit tracing. [1/0] - review electrical/electronic schematic wiring diagram nomenclature - locate and identify features of electrical/electronic wiring diagrams: - review reading and interpreting procedures for electrical/electronic schematic wiring diagrams [x] field wiring [x] identify wiring diagram symbols used by major manufacturers [x] straight line (schematics) [x] nomenclature 16.2 - Hoist Devices System Control Circuit Tracing Duration: Total Hours: 3 Theory: 2 hours Application: 1 hour General Learning Outcome: Upon successful completion of this reportable subject, the EDM-T is able to describe the procedure to perform circuit tracing of hoisting devices system wiring diagrams in accordance with government safety regulations, manufacturer's recommendations and approved industry standards. Learning Outcomes: Upon successful completion, the EDM-T is able to: 16.2.1 – Define the procedure to perform circuit tracing of Constant Pressure relay, P.L.C. and microprocessor based Control Systems. 16.2.2 – Define the procedure to perform circuit tracing of Single Automatic Push Button relay, P.L.C. and microprocessor based Control Systems. Learning Content: 16.2.1- Define the procedure to perform circuit tracing of Constant Pressure relay, P.L.C. and microprocessor based Control Systems. [1/0.5] - review electrical/electronic schematic wiring diagrams for hoisting device constant pressure control systems - trace the circuit from the power source through the wiring, connections, electrical/electronic devices and return ground path - identify the main system components 16.2.2- Define the procedure to perform circuit tracing of Single Automatic Push Button relay, P.L.C. and microprocessor based Control Systems. [1/0.5] - review electrical/electronic schematic wiring diagrams for hoisting device single automatic button control systems - identify the main system components - trace the circuit from the power source through the wiring, connections, electrical/electronic devices and return ground path 16.3 - Electrical/Electronic Test Equipment Duration: Total Hours: 3.5 Theory: 2 hours Application: 1.5 hours General Learning Outcome: Upon successful completion of this reportable subject, the EDM-T is able to describe the function, construction features, operation and use of electrical/electronic diagnostic test equipment in accordance with government safety regulations, manufacturer's recommendations and approved industry standards. Learning Outcomes: Upon successful completion, the EDM-T is able to: 16.3.1 – Define the purpose and fundamentals of diagnostic test equipment. 16.3.2 – Define the construction features, types and applications of diagnostic test equipment. 16.3.3 – Explain the principles of operation of diagnostic test equipment. 16.3.4 − Perform inspection and testing procedures using diagnostic test equipment in accordance with the manufacturer's recommendations. Learning Content: 16.3.1- Define the purpose and fundamentals of diagnostic test equipment. [0.5/0] - electric meters (analog v. digital) - safety when testing electrical/electronic circuits 16.3.2- Define the construction features, types and applications of diagnostic test equipment. [0.5/0] - ammeter - ohmmeter - voltmeter - digital multi-meter (DMM) - high and low impedance multi-meters - continuity circuit tester - current probe - induction pickup 16.3.3- Explain the principles of operation of diagnostic test equipment. [0.5/0] - ammeter voltmeter - - high and low impedance multi-meters - ohmmeter - meggers 16.3.4- Perform inspection and testing procedures using diagnostic test equipment in accordance with the manufacturer's recommendations [0.5/1.5] - ammeter, voltmeter, ohmmeter high and low impedance multi-meters - continuity circuit tester current probe - induction pickup 16.4 - Troubleshooting Procedures Duration: Total Hours: 13.5 Theory: 7 hours Application: 6.5 hours General Learning Outcome: Upon successful completion of this reportable subject, the EDM-T is able to describe and carry out the trouble shooting procedures of electrical/electronic circuits in accordance with government safety regulations, manufacturer's recommendations and approved industry standards. Learning Outcomes: Upon successful completion, the EDM-T is able to: 16.4.1 – Describe electrical/electronic circuit trouble shooting procedures. 16.4.2 – Perform trouble shooting procedures on hoisting device electrical/electronic control circuits. Learning Content: 16.4.1- Describe electrical/electronic circuit trouble shooting procedures. [1/0.5] - describe the various troubleshooting processes 16.4.2- Perform trouble shooting procedures on hoisting device electrical/electronic control circuits. [6 /6] - perform troubleshooting procedures on constant pressure, relay, P.L.C. and microprocessor based control circuits - perform troubleshooting procedures on safety, relay, P.L.C. and microprocessor based control circuits - perform troubleshooting procedures on single automatic push button relay, P.L.C. and microprocessor based control circuits Number: 19 Title: General Preventive Maintenance for Construction Hoists Duration: 4 Total Hours Theory: 4 Hours Application: 0 Hours Evaluation & Testing: - Assignments related to theory and appropriate application skills. - Minimum of one mid-term test during the term. - Final exam at end of term. - Periodic quizzes. General Learning Outcome: Upon successful completion of this reportable subject, the EDM-T is able to describe the general maintenance procedures and safety procedures for the installation, service, repair, modernization or alterations to hoisting devices in accordance with government safety regulations, manufacturer's recommendations and specifications and approved industry standards. 19.2 – Liability Concerns 19.3 – Preventive Maintenance Practice 19.2– Liability Concerns Duration: Total Hours: 3 Theory: 3 hours Application: 0 hours General Learning Outcome: Upon successful completion of this reportable subject, the EDM-T is able to define the liability concerns for installing/constructing, servicing, repairing, maintaining, or modernizing hoisting devices in accordance with government safety regulations, manufacturer's recommendations and specifications and approved industry standards. Learning Outcomes: Upon successful completion, the EDM-T is able to: 19.2.1- Define the relevant information and specific details regarding the difference between an incident and an accident. 19.2.2- Define the relevant information and specific details regarding securing the site and witnesses following an accident. 19.2.3- Describe the procedure to follow regarding the requirements to notify company officials and the TSSA officials following an incident or accident. 19.2.4- Describe the relevant information and specific details regarding the method of recording observations and obtaining all available information. 19.2.5- Explain the difference between the responsibilities of the owner and that of the contractor. Learning Content: 19.2.1- Define the relevant information and specific details regarding the difference between an incident and an accident. [0.5/0] - define an incident - define an accident 19.2.2- Define the relevant information and specific details regarding securing the site and witnesses following an accident. [0.5/0] - define the procedure to secure a site - define the procedure to document details about a witness 19.2.3- Describe the procedure to follow regarding the requirements to notify company officials and the TSSA following an incident or accident. [0.5/0] - describe the procedure to notify company officials - describe the procedure to notify the TSSA 19.2.4- Describe the relevant information and specific details regarding the method of recording observations and obtaining all available information. [1/0] - describe the method to record observations following an incident or accident - describe the method to obtain all available information following an incident or accident 19.2.5- Explain the difference between the responsibilities of the owner and that of the contractor. [0.5/0] - define the owner responsibilities - explain the differences in responsibilities between each - define the contractor responsibilities - review the TSSA accident/ incident report form - reference regulations 19.3– Preventive Maintenance Practice Duration: Total Hours: 1 Theory: 1 hours Application: 0 hours General Learning Outcome: Upon successful completion of this reportable subject, the EDM-T is able to describe the general preventative maintenance practices for hoisting devices in accordance with government safety regulations, manufacturer's recommendations and specifications and approved industry standards. Learning Outcomes: Upon successful completion, the EDM-T is able to: 19.3.6 Define the relevant information and specific details regarding log books. Learning Content: 19.3.6- Define the relevant information and specific details regarding log books. [1/0] - identify historical introduction of log book - define the purpose of the log book - outline the value and advantages of log books - identify the information that must be entered into the log book - provide example of typical log book - use of log books for extra relevant information - code reference: applicable codes, standards and regulations Number: 22 Title: Hoist Car Equipment Maintenance Duration: 4 Total Hours Theory: 4 Hours Application: 0 Hours Evaluation & Testing: - Assignments related to theory and appropriate application skills. - Minimum of one mid-term test during the term. - Final exam at end of term. - Periodic quizzes. General Learning Outcome: Upon successful completion of this reportable subject, the EDM-T is able to describe the maintenance procedures for hoist cars in accordance with government safety regulations, manufacturer's recommendations and specifications and approved industry standards. 22.1 – Define the maintenance procedures for hoist car doors and gates. 22.2 – Define the maintenance procedures for hoist enclosures. 22.3 – Define the maintenance procedures for hoist car tops. 22.4 – Define the maintenance procedures for hoist car bottoms. 22.5 – Define the maintenance procedures for hoist car safeties. Learning Content: 22.1 – Define the maintenance procedures for hoist car doors and gates. [0.5/0] - identify the checks required for car gates [x] guide tracks / shoes [x] gate switches [x] suspension gate cable [x] lubrication 22.2 – Define the maintenance procedures for hoist enclosures. [0.5/0] - identify the checks required for car inside car components [x] operation of communication system [x] operator controls [x] cab interior 22.3 – Define the maintenance procedures for hoist enclosure car tops. [1/0] - identify the checks required for car top components [x] guides [x] load weighing devices shoes slippers rollers [x] clean adjust and lubricate guides as required [x] wire rope shackles, hitches and springs [x] clean adjust and lubricate as required [x] sheaves, guards and shafts [x] [x] data plates electrical switches and switch assemblies [x] car top cleaning [x] lubrication [x] escape hatch [x] manual / automatic 22.4 – Define the maintenance procedures for hoist car bottoms. [1/0] - identify the checks required for car bottom components [x] load weighing devices [x] safeties [x] guide shoes, slippers, rollers clean, adjust and lubricate as required [x] traveling cable attachments [x] buffer striker plates [x] mechanical stored energy [x] reference code: applicable codes and standards - pipe stands - buffers - rail clamps 22.5 – Define the maintenance procedures for car safeties. [1/0] - define types and application of safeties [x] type B [x] type A [x] type C - describe the principles of operation for the safety types [x] type D - describe the method of disassembling, cleaning, lubricating, reassembling and adjusting safeties - reference code: applicable codes, standards and regulations - define the tests required to ensure a safety is operating correctly - factory rebuild of safeties - TSSA Director's Order 213/07 Number: 23 Title: Hoist Hoistway and Pit Equipment Maintenance Duration: 3.5 Total Hours Theory: 3.5 Hours Application: 0 Hours Evaluation & Testing: - Assignments related to theory and appropriate application skills. - Minimum of one mid-term test during the term. - Final exam at end of term. - Periodic quizzes. General Learning Outcome: Upon successful completion of this reportable subject, the EDM-T is able to describe the maintenance procedures for hoist hoistways in accordance with government safety regulations, manufacturer's recommendations and specifications and approved industry standards. 23.1 – Define the safety requirements when performing maintenance in hoistways. 23.3 – Define the maintenance procedures for the hoist hoistway counter weight assembly. 23.4 – Define the maintenance procedures for hoist hoistway vanes and switches. 23.7 – Define the maintenance procedures for hoist hoistway traveling cable suspension and potential interference with the building structure. 23.8 – Define the maintenance procedures for hoist hoistway car top sheave clearances, including deflector sheave mounted under machine beams. 23.9 – Define the maintenance procedures for hoist hoistway pit equipment. Learning Content: 23.1 – Define the safety requirements when performing maintenance in hoistways. [0.5/0] - working around moving equipment - counter weights - single car / double car 23.3 – Define the maintenance procedures for the hoistway counter weight assembly. [0.5/0] - identify the required condition checks for counter weight assembly components [x] rope hitch [x] shackles [x] guide rollers [x] springs [x] buffer [x] buffer striker plate - reference code: applicable codes, standards and regulations 23.4 – Define the maintenance procedures for hoist hoistway cams and switches. [0.5/0] - identify the required condition checks for switches [x] operation 23.7 – Define the maintenance procedures for hoist hoistway traveling cable suspension and potential interference with the building structure. [0.5/0] - identify the required checks and maintenance of traveling cable suspension [x] traveling cable hanging loop [x] normal and abnormal wear 23.8 – Define the maintenance procedures for hoistway cathead car top sheave clearances [0.75/0] - identify the required checks and maintenance of hoistway cathead sheave clearances [x] car top clearance and run-by (especially after replacing ropes) [x] normal and abnormal wear [x] overhead cathead, shaft and bearings - clean and lubricate as required 23.9 – Define the maintenance procedures for hoist hoistway pit equipment. [0.75/0] - identify the required checks and maintenance of pit equipment [x] buffer mounting arrangements [x] oil buffers [x] car counterweight run-by [x] code reference: applicable codes, standards and regulations [x] limit and other EPD switches - describe the cleaning, lubricating and adjusting procedures MINIMUM EQUIPMENT & SUPPLIES FOR EACH PROGRAM REPORTABLE SUBJECT Provide Examples of the following items 1. Safety: - Acts and Regulations - Code Books (Z185, Z256, C22.1, B311) - Code Adoption - Policies and Procedures 2. Introduction to Hoisting Devices: - Personal Protective Equipment (PPE) - Fall Arrest Harness - Oxy-Acetylene simulator - WSIB reporting forms - Fire extinguisher for A,B,C - OHSA construction 3. Mechanical Print Reading: - Architectural, Structural and Mechanical Prints 4. Ladders, Scaffolding and Work Platforms: - Scaffolding and Planks - Various types of Ladders - Various types of rope fastening devices - Crosby clips - Beam clamps - Rigging hardware - Rope terminations 5. Rigging and Hardware: - Small manual chain block - Come along - Assorted slings 6. Introduction to applicable codes and standards: - The Current CSA B44 code book with updates 7. Mechanical Practice: - Assorted bearings, bushings and seals - Assorted components of belt, chain and power transmission systems - Precision measuring tools and instruments - Assorted mechanical test instruments 8. Traction Hoist Installation: - Rail alignment tools/gauges - Various rail sizes and fastening devices - MR layout drawings - Typical MR equipment - MR floor layout template - Various wiring devices, tools and components - Typical Pit equipment components - Wire rope, fastenings and terminations - Typical hoistway door interlocks - Typical entrance frame and door components - Duct and conduit systems - Typical travelling cables and fastening devices - Typical hoistway switches - Car top inspection station; COP - Typical door protective devices - Typical car door operators - Typical car door components - Typical TSSA inspection forms 12. Basic Electricity: - Hand tools and electrical testing devices - Various electrical components - Permanent magnets and electro-magnetic components 13. Industrial Electricity for Hoisting Devices: - Various types of transformers - Typical electrical control devices - Typical electrical schematic drawings - Wiring tools, materials and hardware - Various types of circuit conductors and wiring devices 14. Motors, Generators, Controls and AC Drives: - No additional equipment required 15. Solid State Electronics: - Various PLC's and microprocessor controls - Various types of solid state electronic components 16. Circuit Tracing: - Typical power control drive systems - Typical relay control systems 19. General Preventive Maintenance: - Typical test equipment - Typical log books as required by provincial regulations 22. Hoist Car Equipment Maintenance: - Car guides - Typical car safeties and/or components 23. 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6.3 Change each decimal to its simplified fraction equivalent. Show all steps of your work. a) 0.042 b) 0.36 6.4 With the denominator given, write one fraction that is close to, but larger than, the given fraction and one fraction that is close to, but smaller than, the given fraction. larger smaller a) 2 5 , denominator 180 b) 1 6 , denominator 72 7.1 Determine the perimeter and area of the rectangle. 3 2 cm 8 Show your work. Perimeter: _______________ Area: _________________ 7.2 Determine the sale price of a chair originally priced at $280 marked 15% off. Show two distinct arithmetic methods. Method I Method II 7.3 Kiley has 7 8 cups of sugar and a cookie recipe calls for 1 4 cups. How many full recipes can she make and how much sugar will she have left over? 1 2 1 8 . 3recipes and cup of sugar left over B 1 8 . 7recipes and cup of sugar left over C 1 2 . 3recipes and cup of sugar left over D 1 4 . 4recipes and cup of sugar left over E . 4recipes and cup of sugar left over A 8.1 At Riverdale Middle School, 1 6 of the students are in the band. Two out of every three students in the band are girls. The strip diagram shown represents all students in the school. Divide and label the rectangle according to the information given. a) The number of boys in the band is _____ times the number of girls in the band. b) What fraction of the students who play in the band are boys?______ c) What fraction of the students at Riverdale are boys who play in the band?______ d) The number of girls in the band is _____ times the number of students in the school. 8.2 Three construction crews worked on a repaving project. Crew A completed one third as much as Crew B. Crew C completed twice as much as Crew B. If they repaved 12 miles of highway, how many miles did Crew B complete? . 2.4miles A . 4miles B . 3miles C . 3.6miles D . 1.2miles E 9.2 A child says that the two situations below would give the same "chocolatey-ness," since "Each way has one more spoonful of chocolate sprinkles." Do they? I 3 spoonfuls of chocolate sprinkles on 2 scoops of vanilla ice cream II 4 spoonfuls of chocolate sprinkles on 3 scoops of vanilla ice cream Amount of chocolate sprinkles per scoop of ice cream in I:_____________ Amount of chocolate sprinkles per scoop of ice cream in II:____________ Which situation is more "chocolatey?" Circle your answer: I II If you had 17 scoops of ice cream and you wanted to match the "chocolatey-ness" of situation II, show the use of the unit ratio to determine the number of spoonfuls of sprinkles you would need. 9.3 Travis' rent is now $864. That is 20% more than his rent last year. What was his rent last year? Make a strip drawing to illustrate this problem. Include labels and numbers as appropriate. Set up a proportion that could be used to solve this problem. Answer: _____________ 10.1 Place these numbers correctly on the number line given. 0 1 10.2 Match the operations and the names of the properties by placing the correct number to the left of the letters A-E. Not all properties on the right will necessarily be used; some may be used more than once. 1. Associative property of multiplication 2. Additive identity property 3. Multiplicative inverse property 4. Additive inverse property 5. Commutative property of addition 6. Associative property of addition 7. Distributive property of × over + 8. Multiplicative identity property 9. Commutative property of multiplication Show how to use open (positive) and shaded (negative) chips to model the following: A. 4 6 B. 5 2 10.3 $$1 7 5 12 3 $$ 17 130 17 130 13 115 13 115. . . . . None of the above A B C D E Answer Show the use of signed number arithmetic to solve these problems. Write your answer in sentence form. A. Since the recession began, Mike's sandwich shop has been losing 20 customers per month. If this trend continues, how will his number of customers in 5 months compare to his present number of customers? B. Since the recession began, Mike's sandwich shop has been losing 20 customers per month. Four months ago, how did his number of customers compare to this month?	<urn:uuid:1a132aee-efdc-4179-b0de-dc9aae6bf3a6>	CC-MAIN-2024-10	https://www.math.purdue.edu/academic/files/courses/2012fall/MA13700/137exam3reviewproblems.pdf	2024-03-04T07:16:32+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947476432.11/warc/CC-MAIN-20240304065639-20240304095639-00160.warc.gz	883,757,382	1,158	eng_Latn	eng_Latn	0.936087	eng_Latn	0.998671	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 499, 1025, 1903, 2906, 3517, 3749, 4225 ]	[ 4.375 ]	7	0
N5 X850/75/01 PRINT COPY OF BRAILLE WEDNESDAY, 2 MAY INSTRUCTIONS TO CANDIDATES Candidates should enter their surname, forename(s), date of birth, Scottish candidate number and the name and Level of the subject at the top of their first answer sheet. Total marks — 40 In this examination you will listen to excerpts of music and answer questions on what you hear. Where excerpts are played more than once, the number of times each excerpt is played is stated in the question. Attempt ALL questions. Write your answers clearly on your answer sheet. Each question begins on a new page. Questions marked with an asterisk differ in some respects from those in the printed paper. Marks are shown in square brackets at the end of each question or part question. An OW in the margin indicates a new question. PCBr Music Total marks — 40 Attempt ALL questions Question 1 This question features different styles of music. There are six parts to this question. (a) Select one item to describe what you hear. Read through the list of concepts before hearing the music. [1 mark] A Rapping B Pop C Gospel D Blues (b) Listen to another excerpt and select one item to describe what you hear. [1 mark] A Scotch snap B Compound time C Glissando D Contrapuntal (c) Listen to a different excerpt and name the percussion instrument. [1 mark] (d) Listen to this excerpt and select two items to describe what you hear. The music will be played twice. Here is the music for the first time. Here is the music for the second time. [2 marks] A Middle 8 B Latin American C Canon D Twelve eight E Sitar (e) Listen to a new excerpt and write the Italian term to describe the change in tempo towards the end of the music. The excerpt is short and will be played twice. Here is the music for the first time. Here is the music for the second time. [1 mark] (f) Listen to another piece of music and select two items to describe what you hear. [2 marks] A Contrary motion B Descant C Inverted pedal D Ground bass E Pizzicato In this question you will hear an excerpt of instrumental music. Four incomplete statements describing the music are set out below. You have to complete the statements by filling in the blanks. There will now be a pause of one minute to allow you to read through the question. The music will be played four times with a pause of 30 seconds between playings. In the first three playings a voice will help guide you through the music. There is no voice in the fourth playing. ``` Here is the music for the first time. Here is the music for the second time. Here is the music for the third time. Here is the music for the fourth time. ``` 1. The playing technique used by the violin is — (Italian term). 2. The number of beats in the bar is — . 3. The tonality is — . 4. The final cadence is — . [4 marks] You now have to answer questions on the excerpt you will hear. There are six parts to this question. Listen to the excerpt. During this first hearing do not attempt to answer any of the questions. Here is the music. You now have three minutes to read through the question. (a) The excerpt is in a major key and has no sharps or flats in the key signature. Name the key of the excerpt. [1 mark] (b) Name the time signature and describe where it should be placed in the music. [1 mark] (c) After a two bar introduction your teacher will indicate with a snap or a tap where bar 1 of the main melody begins. What is the interval between the first two notes of the main melody? [1 mark] (d) Your teacher will indicate with a snap or a tap where bar 7 begins. Name the cadence in bars 7 to 8. [1 mark] (e) The main melody has four phrases. In which phrase does the drum kit start to play? [1 mark] (f) Name the last three notes. [1 mark] The music will be played six more times with a pause of 30 seconds between playings and a pause of two minutes before the next question starts. During the next six playings you should complete your answers (a) to (f). Here is the music for the first time. You should attempt to answer question (a) after this playing. Here is the music for the second time. You should attempt to answer question (b) after this playing. Here is the music for the third time. You should attempt to answer question (c) after this playing. Here is the music for the fourth time. You should attempt to answer question (d) after this playing. Here is the music for the fifth time. You should attempt to answer question (e) after this playing. Here is the music for the sixth time. You should attempt to answer question (f) after this playing. This question is about vocal music. There are six parts to this question. (a) Listen to this excerpt and select one item to describe what you hear. The excerpt will be played twice. Read through the list of concepts before hearing the music. Here is the music for the first time. Here is the music for the second time. [1 mark] A Strophic B Homophonic C A cappella D Opera (b) Listen to another excerpt and select one item to describe what you hear. [1 mark] A Rallentando B Mouth music C Modulation D Alberti bass (c) Listen to one more excerpt in the same style. Name the style of music. [1 mark] (d) Listen to music in a different style. Select one item to describe what you hear. [1 mark] A Strophic B Gaelic psalm C Trill D Descant (e) Listen to part of that excerpt again and name the type of voice. [1 mark] (f) Select one item to identify the chord sequence heard in this song. The music is in the key of C major. You will hear the music twice, with a pause of 20 seconds between playings. Here is the music for the first time. Here is the music for the second time. [1 mark] A I, VI, IV, V (C, Am, F, G) In this question you will hear an excerpt of orchestral music which will be played four times. A list of musical concepts is printed below. The list is divided into four sections: solo instrument, rhythm/tempo, melody/harmony, styles. You should select one item from each of the four sections to identify features of the music. [4 marks] You now have two minutes to read the question before hearing the excerpt. Solo instrument French horn Trumpet Trombone Rhythm/tempo six against eight Adagio Rubato Melody/harmony Minor Major Whole-tone scale Styles Classical Baroque Romantic The excerpt will now be played four times, with a pause of 15 seconds between playings. Remember to select one item only from each of the four sections. Here is the excerpt for the first time. Here is the excerpt for the third time. Here is the excerpt for the second time. Here is the excerpt for the fourth time. In this question, you are asked to describe music you hear by inserting the appropriate concepts in the text below. There will now be a pause of 30 seconds to allow you to read through the question. You will hear the music three times, with a pause of 30 seconds between playings and 30 seconds before the next question starts. [3 marks] Here is the music for the first time. Here is the music for the third time. Here is the music for the second time. The concept which describes unaccompanied singing is — . The word setting is mainly — . The tempo is — (Italian term). This question features music in different styles. There are two parts to the question. (a) As you listen to the excerpt: (i) select one item to describe the style of music, and [1 mark] (ii) give a reason to support your answer. [1 mark] There will be a pause of 30 seconds before the next question starts. Read through the list of concepts before hearing the excerpt. Here is the music. A Baroque B Symphony C Concerto D Minimalist Reason. (b) As you listen to a different excerpt: (i) select one item to describe the style of music, and [1 mark] (ii) give a reason to support your answer. [1 mark] There will be a pause of 30 seconds before the next question starts. Here is the music. A Gaelic psalm B Rapping C Aria D Gospel Reason. As you listen to this excerpt you are asked to identify the prominent features of the music. In your answer, comment on at least three of the following. melody/harmony rhythm instruments dynamics (Italian terms) You will hear the music four times. You may make rough notes as you listen. There will be a pause of 3 minutes at the end for you to complete your final answer. A warning tone will sound 30 seconds before the end of the question paper. [5 marks] Here is the music for the first time. Here is the music for the third time. Here is the music for the second time. Here is the music for the fourth time. [END OF QUESTION PAPER]	<urn:uuid:2a03e8b8-aa10-4c3e-9f1c-12b4711da9ec>	CC-MAIN-2024-10	https://www.sqa.org.uk/sqa/files_ccc/N5_Music_2018_QP_PCB.pdf	2024-03-04T07:54:37+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947476432.11/warc/CC-MAIN-20240304065639-20240304095639-00164.warc.gz	957,131,182	2,019	eng_Latn	eng_Latn	0.998815	eng_Latn	0.999384	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 827, 1614, 2039, 2849, 4619, 5379, 5759, 6678, 7259, 8016, 8662 ]	[ 3.546875 ]	2	0
teacher guide Reaction rates 3: Controlling reactions Components Purpose Outcomes To Explain to students, the relationship between reaction rates, collision theory, energy profile diagrams and kinetic energy distribution graphs, through the use of computer animations. Students: * explain rates of different reactions in terms of energy changes and collision theory; * interpret energy profile diagrams to show transition state, activation energy, uncatalysed and catalysed pathways, and heat of reaction; and * explain the relationship between collision theory, kinetic energy distribution graphs, and rate of reaction. Activity summary Use of the learning object The learning object may be used together with the worksheet, Factors affecting reactions, to provide opportunities for discussion of concepts involved when considering reaction rates. The first two screens in the learning object address two aspects of collision theory: energy of collisions and orientation of particles. The screen titled 'Burning magnesium' explores bondbreaking and bond-making processes, and energy transfers that are involved. The next screen explores effects of changing concentration, temperature and particle size (surface area to mass ratio) on reaction rate. The screen titled 'Kinetic energy distribution' introduces the idea of activation energy and how it relates to energy distribution of a large number of molecules. The screen 'Energy profile diagrams' may be used to explore energy changes within endothermic and exothermic reactions. 'Transition states' introduces the role of activated complexes in transition states within reactions. This enables later discussion of acid-catalysed reactions, such as decomposition of methanoic acid. The final screen may be used to compare energy profile and energy distribution of uncatalysed and catalysed reactions. Experiment to demonstrate the presence of a reaction intermediate The reaction between hydrogen peroxide and tartaric acid is very slow at room temperature, without a catalyst. If cobalt (II) ions are added and the reaction mixture warmed, evolution of oxygen and carbon dioxide is readily observed. The effect of the catalyst is also easily observed as the solution changes from pink (CoCl 2 ) to green as the cobalt(III)-tartrate intermediate complex forms and the reaction becomes vigorous. As reactants are used up, the catalyst is regenerated as CoCl 2 and the pink colour returns. Solutions required: * 0.3M potassium sodium tartrate (dissolve 84.6 g KNaC 4 H 4 O 6 .4H 2 O make up to 1.00 L of solution); * 6% hydrogen peroxide (dilute 100 mL 30% H 2 O 2 to make 500 mL of solution, or use 20 volume H 2 O 2 ); * 0.3M cobalt(II) chloride (dissolve 10.0 g to make up to 250 mL of solution). Procedure: Set up two beakers, one to be used as a control. Place 200 mL of potassium sodium tartrate solution and 65 mL of 6% hydrogen peroxide in each beaker and warm these to approximately 65 °C. Point out that the reaction is proceeding very slowly, if at all, as no gas bubbles are visible. Add 15 mL of pink cobalt chloride solution to one of the beakers. TAKE CARE as the reaction will be vigorous and may overflow. A green cobalt-tartrate activated complex will be visible throughout the reaction. On completion of the reaction the pink colour of the cobalt chloride will return. More reaction mixture from the control can be added to demonstrate that the catalyst has been regenerated and not consumed during the reaction. Safety: Handle hydrogen peroxide with care – gloves and safety glasses are recommended. Watch out for splattering during the catalysed reaction. Technical requirements The learning object can be placed on a web or fileserver and run either locally or remotely in a web browser. It requires Adobe Flash Player version 8 or later on the client machine (this is a free download from adobe.com). The guide and worksheet require Adobe Reader (version 5 or later), which is a free download from adobe.com. Acknowledgements Image: 'Ice crystals on glass' by James. CC-BY-2.0, commons.wikimedia.org/wiki/File:Ice_crystals_on_glass.jpg Designed and developed by the Centre for Learning Technology, The University of Western Australia. Production team: Leanne Bartoll, Alwyn Evans, Bob Fitzpatrick, Sally Harban, Trevor Hutchison, Emma Pointon, Paul Ricketts, Michael Wheatley and Yvonne Woolley, with thanks to Fred Deshon, Roger Dickinson, Jenny Gull and Wendy Sanderson. SPICE resources and copyright All SPICE resources are available from the Centre for Learning Technology at The University of Western Australia ("UWA"). Selected SPICE resources are available through the websites of Australian State and Territory Education Authorities. Copyright of SPICE Resources belongs to The University of Western Australia unless otherwise indicated. Teachers and students at Australian and New Zealand schools are granted permission to reproduce, edit, recompile and include in derivative works the resources subject to conditions detailed at spice. wa.edu.au/usage. All questions involving copyright and use should be directed to SPICE at UWA. Web: spice.wa.edu.au Email: email@example.com Phone: (08) 6488 3917 Centre for Learning Technology (M016) The University of Western Australia 35 Stirling Highway Crawley WA 6009 Associated SPICE resources Reaction rates 3: Controlling reactions may be used with related SPICE resources to address the broader topic of reaction rates.	<urn:uuid:b7c0eba0-3593-48de-a706-2e935afb7457>	CC-MAIN-2024-10	https://www.uwa.edu.au/study/-/media/faculties/science/docs/teacher-guide---controlling-reactions.pdf	2024-03-04T09:19:44+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947476432.11/warc/CC-MAIN-20240304065639-20240304095639-00164.warc.gz	1,005,043,962	1,164	eng_Latn	eng_Latn	0.98585	eng_Latn	0.994233	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1869, 5336, 5494 ]	[ 3.34375 ]	1	0
N5 National Qualifications 2023 Practical Cookery Monday, 22 May Instructions to Candidates Candidates should enter their surname, forename(s), date of birth, Scottish candidate number and the name and level of the subject at the top of their first answer sheet. Total marks – 30 Attempt ALL questions. You may use a calculator. An ow in the margin indicates a new question. Questions marked with an asterisk differ in some respect from those in the printed paper. Marks are shown in square brackets at the end of each question or part question. You must clearly identify the question number you are attempting on your answer sheet. [Braille page 2] ow * 1. (a) Using the headings provided, describe three changes that could be made to the Fish Pie recipe shown in the table below to meet current dietary advice. Explain a different way each change you have described helps to meet current dietary advice. [6 marks] ``` [In the table below, ingredient is followed by: quantity.] smoked haddock: 100 g. cod: 100 g. butter: 50 g. plain flour: 25 g. whole milk: 250 ml. medium floury potatoes: 2. double cream: 15 ml. cheddar cheese: 25 g. salt and pepper: to season ``` Add an ingredient (i) Change [2 print lines] (ii) Explanation [2 print lines] Remove an ingredient (iii) Change [2 print lines] (iv) Explanation [2 print lines] [Braille page 3] Replace an ingredient (v) Change [2 print lines] (vi) Explanation [2 print lines] ow 1. (b) Explain why each of the following steps are important when making mashed potatoes. [2 marks] (i) Cutting the potatoes into even sized pieces [2 print lines] (ii) Draining the potatoes as soon as they are cooked [2 print lines] ow 1. (c) Describe how boiled potatoes would be tested for readiness. [2 print lines] [1 mark] ow 1. (d) Explain the function of flour in a roux when making a white sauce. [3 print lines] [1 mark] ow 2. (a) Describe the correct storage for each of the following ingredients. [2 marks] (i) Raw fish [2 print lines] (ii) Potatoes [2 print lines] ow 2. (b) Explain what is meant by the term "sustainable beef". [2 print lines] [1 mark] [Braille page 4] ow 2. (c) Explain an advantage and a disadvantage of buying organic carrots. [2 marks] (i) Advantage [2 print lines] (ii) Disadvantage [2 print lines] ow 2. (d) Explain why the following ingredients may be blanched. [2 marks] (i) Leeks [2 print lines] (ii) Tomatoes [2 print lines] ow 2. (e) Explain why each of the following personal hygiene rules must be followed when preparing food. [2 marks] (i) Remove jewellery [3 print lines] (ii) Cover any cuts or wounds with a blue plaster [3 print lines] ow 3. (a) Evaluate the effect on the texture or flavour if the following ingredients are used to decorate a Lemon Cheesecake. [3 marks] (i) Lemon zest [4 print lines] (ii) Grated dark chocolate [4 print lines] (iii) Fresh raspberries [4 print lines] [Braille page 5] ow 3. (b) Identify a suitable piece of equipment to remove the zest from a lemon. [2 print lines] [1 mark] ow 3. (c) The biscuit base of a cheesecake crumbles and breaks when cut. Identify one reason why this would occur. [2 print lines] [1 mark] ow * 3. (d) The following ingredients are used to make a Lemon Cheesecake: digestive biscuits, butter, double cream, cream cheese, caster sugar and lemons. [4 marks] Table 1 below shows the unit cost for some of these ingredients. [In the table, Ingredient is followed by: Weight (unit); Cost.] Table 1 digestive biscuits: 400 g; £0.80. double cream: 285 ml; £0.95. cream cheese: 300 g; £1.20. lemon: 1; £0.28. Table 2 shows the ingredients required to make six portions of this dish. Calculate the cost of the ingredients required using this information and the formula below. Use your answers to complete Table [Braille page 6] 2, identifying the missing costs at (i) to (iv). (Cost / Total weight) × Quantity required in recipe = Cost of ingredient [In the table, Quantity Required is followed by: Ingredient; Cost.] ``` Table 2 110 g: digestive biscuit; (i). 50 g: butter; £0.34. 150 ml: double cream; (ii). 75 g: caster sugar; £0.09. 250 g: cream cheese; (iii). 2: lemons; (iv). ``` ow 3. (e) Calculate the total cost to make six portions of this dish. [2 print lines] [1 mark] ow 3. (f) Calculate the cost to make one portion (rounding your answer to the nearest pence). [2 print lines] [1 mark] [END OF QUESTION PAPER]	<urn:uuid:61a680da-010d-456b-b104-09c957a9aefb>	CC-MAIN-2024-10	https://www.sqa.org.uk/sqa/files_ccc/N5_Practical-Cookery_2023_PCB.pdf	2024-03-04T09:12:42+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947476432.11/warc/CC-MAIN-20240304065639-20240304095639-00161.warc.gz	1,004,224,943	1,162	eng_Latn	eng_Latn	0.945066	eng_Latn	0.976292	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 645, 1780, 2890, 4405 ]	[ 3 ]	1	0
Will Automated Cars Save Fuel? Information technology is transforming cars faster than anyone expected, and it can do more than let drivers update their statuses on Facebook. It could also save them a lot of fuel. These days, the design and control of more fuel-efficient engines and hybrid vehicles depends on computers. Yet the potential of IT to save fuel goes beyond improving a car's fuel economy rating. It could save fuel by gradually reducing—and before too long eliminating—the need for drivers. Drivers cause all sorts of problems. They hit the brakes too much and accelerate too quickly. That can waste a third of the gas on a typical drive. Bad driving also creates traffic jams. In the U.S., drivers waste two billion gallons of fuel each year while stuck in traffic, according to a study by the Texas Transportation Institute. Just think of the gas burned in that 2010 Chinese traffic jam that lasted almost two weeks. Until recently, the idea of taking drivers out of the loop has always seemed a distant possibility. Engineers in Detroit imagined a complex system, in which all of the vehicles on the road would be controlled by a central computer. The infrastructure required would be expensive. And the system wouldn't work until every vehicle on the road was equipped with the necessary technology, says Lawrence Burns, the Page 1 of 3 Will Automated Cars Save Fuel? Published on Wireless Design & Development (http://www.wirelessdesignmag.com) retired head of research and development at General Motors. But now, Burns says, technologies pioneered in several companies are making it "a lot faster for the world to get on with it." Processors are speeding up and sensors are becoming cheaper, and almost every automaker now offers cars equipped with adaptive cruise control, which uses radar to sense vehicles in the lane ahead and change the car's speed to avoid accidents. And Google's experimental automated Priuses proved cars could drive themselves entirely on public roads surrounded by conventional vehicles. In 2013, BMW will start selling a production version of its i3 concept car, which can drive itself at speeds of up to 25 miles per hour. Simulations suggest that only a few cars need to have the technology to make a significant impact. If 1 percent to 5 percent of cars can send real-time data about their speed to a central hub, traffic jams can be spotted within five minutes, and cars equipped with GPS systems can be offered alternate routes to avoid them. Adaptive cruise control could also prevent many traffic jams from forming in the first place. Drivers tend to change speed on hills or when approaching tunnels, which can cause traffic to bunch up. They also brake too much in response to vehicles ahead of them. After a few drivers in a lane do this, traffic can come to a halt. Cars with adaptive cruise control keep a steady speed on hills and brake more gradually if cars slow down. Werner Huber, who heads driver assistance systems development at BMW, estimates that if one in five cars had adaptive cruise control, it would smooth out traffic by interrupting the chain reaction that causes traffic to come to a standstill. If all cars had it, it could increase the capacity of roads by 20 percent and decrease fuel consumption by 83 percent in congested areas, according to a study by researchers in Japan. The total impact of vehicle automation on fuel consumption is hard to predict. When traffic congestion eases, more people may decide to commute by car, or live further from work, says Tim Lomax, research engineer at the Texas Transportation Institute. Ultimately, automakers may find that the technology is the only way to keep driving satisfying. At a recent Mobile World Conference in Barcelona, Bill Ford, chairman of Page 2 of 3 Will Automated Cars Save Fuel? Published on Wireless Design & Development (http://www.wirelessdesignmag.com) Ford, warned of an impending catastrophe as cities become more congested. He said vehicle automation will be key to cars moving at all, since some predict that the number of vehicles on the road will increase from one billion to four billion. "When we do the math, and when we look at the global vehicle population, there's cause for real concern if we do nothing. That raises the possibility of global gridlock. A never-ending traffic jam that wastes time, energy, and resources." www.mashable.com [1] Posted by Janine E. 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Stem Scopes Answer Key Alternative Energy Thank you enormously much for downloading Stem Scopes Answer Key Alternative Energy.Maybe you have knowledge that, people have look numerous period for their favorite books behind this Stem Scopes Answer Key Alternative Energy, but stop taking place in harmful downloads. Rather than enjoying a good PDF bearing in mind a mug of coffee in the afternoon, on the other hand they juggled subsequently some harmful virus inside their computer. Stem Scopes Answer Key Alternative Energy is open in our digital library an online right of entry to it is set as public so you can download it instantly. Our digital library saves in combination countries, allowing you to acquire the most less latency era to download any of our books considering this one. Merely said, the Stem Scopes Answer Key Alternative Energy is universally compatible similar to any devices to read. Science and Engineering for Grades 6-12 John Wiley & Sons The Sourcebook for Teaching Science is a unique, comprehensive resource designed to give middle and high school science teachers a wealth of information that will enhance any science curriculum. Filled with innovative tools, dynamic activities, and practical lesson plans that are grounded in theory, research, and national standards, the book offers both new and experienced science teachers powerful strategies and original ideas that will enhance the teaching of physics, chemistry, biology, and the earth and space sciences. Focus Increasing Student Learning Through Multimedia Projects Recently at the Visible Learning Conference, Professor John Hattie stood up in his opening address and said, "I'm looking at you all and thinking 'What if I got this wrong?'" I feel the same way when educators ask to visit and I always end up in the same place – that Keilor Views is a living, breathing example that he didn't. -- Charles Branciforte, Principal of Keilor Views Primary School, Melbourne, Australia Visible Learning into Action takes the next step in the evolving Visible Learning story. It translates one of the biggest and most critically acclaimed education research projects ever undertaken into case studies of actual success stories, implementing John Hattie's ideas in the classrooms of schools all around the world. The evidenced case studies presented in this book describe the Visible Learning journeys of fifteen schools from Australia, USA, Hong Kong, UK, Sweden, New Zealand and Norway and are representative of the VL international community of schools in their quest to ensure all of their students exceed their potential for academic success. Each school's story will inform and inspire, bringing to life the discussions, actions and reflections from leaders, teachers, students and families. This book features extensive, interactive appendices containing study guide questions to encourage critical thinking, annotated endnotes with recommendations for further reading and links to YouTube and relevant websites. Drawing on the latest research into the major principles and strategies of learning, this essential resource is structured into five parts: Know thy impact; Effective feedback; Visible learners; Inspired and passionate teachers; The Visible Learning School. Visible Learning into Action is aimed at any student, teacher or parent requiring an up-to-date commentary on how research into human learning processes can inform our teaching and what goes on in our schools. Visible Learning into Action World Book It is essential for today's students to learn about science and engineering in order to make sense of the world around them and participate as informed members of a democratic society. The skills and ways of thinking that are developed and honed through engaging in scientific and engineering endeavors can be used to engage with evidence in making personal decisions, to participate responsibly in civic life, and to improve and maintain the health of the environment, as well as to prepare for careers that use science and technology. The majority of Americans learn most of what they know about science and engineering as middle and high school students. During these years of rapid change for students' knowledge, attitudes, and interests, they can be engaged in learning science and engineering through schoolwork that piques their curiosity about the phenomena around them in ways that are relevant to their local surroundings and to their culture. Many decades of education research provide strong evidence for effective practices in teaching and learning of science and engineering. One of the effective practices that helps students learn is to engage in science investigation and engineering design. Broad implementation of science investigation and engineering design and other evidence-based practices in middle and high schools can help address present-day and future national challenges, including broadening access to science and engineering for communities who have traditionally been underrepresented and improving students' educational and life experiences. Science and Engineering for Grades 6-12: Investigation and Design at the Center revisits America's Lab Report: Investigations in High School Science in order to consider its discussion of laboratory experiences and teacher and school readiness in an updated context. It considers how to engage today's middle and high school students in doing science and engineering through an analysis of evidence and examples. This report provides guidance for teachers, administrators, creators of instructional resources, and leaders in teacher professional learning on how to support students as they make sense of phenomena, gather and analyze data/information, construct explanations and design solutions, and communicate reasoning to self and others during science investigation and engineering design. It also provides guidance to help educators get started with designing, implementing, and assessing investigation and design. authentic and meaningful literacy learning every child deserves. The Sourcebook for Teaching Science, Grades 6-12 Time Life Education Take advantage of our pre-publication price and order now! What can change the landscape of literacy education in every classroom? The Fountas & Pinnell Literacy Continuum: Expanded Edition! The Fountas & Pinnell Literacy Continuum: Expanded Edition is the newest edition of the beloved Continuum of Literacy Learning resource by best-selling literacy authors and educators, Irene Fountas and Gay Su Pinnell. There has never been a more comprehensive resource available to teachers that does what the continuum does - provide specific behaviors and understandings that are required at each level for students to demonstrate thinking within, beyond, and about the text. These behaviors and understandings describe what students will be expected to do in order to effectively read and understand the text. More in-depth, more intuitive, and more essential than ever-The Fountas & Pinnell Literacy Continuum, Expanded Edition enables teachers to construct a common vision for student achievement that effectively and efficiently engages all students in the robust, The Literacy Continuum provides a way to look for specific evidence of learning from prekindergarten through grade eight, and across eight instructional contexts. Each instructional context contributes substantially, in different but complementary ways, to students' development of the literacy process. With this indispensable literacy tool, Fountas and Pinnell remind you of The Literacy Continuum's critical role in transforming literacy teaching and learning. (Re)Discover The Fountas & Pinnell Literacy Continuum, Expanded Edition to: elevate your language and literacy expertise develop an understanding of the demands of texts on readers build your understanding of the reading and writing process and how it changes over time hone your observation of students' literacy behaviors teach toward student integration of the Systems of Strategic Actions articulate the literacy curriculum within and across grade levels activate the responsive teaching that meets students where they are and brings them forward with intention and precision build professional learning opportunities with colleagues create a common vision and common language for literacy in your school. Look for these new enhancements inside: Streamlined organization and navigation Expanded behaviors and examples across the continua First appearance of a behavior or goal or text characteristic is indicated by a red square (Behaviors are acquired and then elaborated over time) Clear organization of and explicit links to the Systems of Strategic Actions Four-color design for clarity and focus Also check out our new on-demand mini-course: Thinking and Talking About Books Across the Day. A Framework for K-12 Science Education Routledge In this 2nd edition of Focus: Elevating the Essentials to Radically Improve Student Learning, Mike Schmoker extends and updates the case that our schools could be on the cusp of swift, unparalleled improvements. But we are stymied by a systemwide failure to simplify and prioritize; we have yet to focus our limited time and energy on the most essential, widely acknowledged, evidence-based practices that could have more impact than all other initiatives combined. They are: simple, coherent curricula; straightforward, traditional literacy practices; and lessons built around just a few hugely effective elements of good teaching. As Schmoker demonstrates, the case for these practices—and the need for them—has grown prodigiously. In every chapter, you'll find late-breaking discoveries and practical advice on how to simplify the implementation of new state standards in the subject areas; on the hidden pitfalls of our most popular, but unproven instructional fads and programs; and on simple, versatile strategies for building curriculum, planning lessons, and integrating literacy into every discipline. All of these strategies and findings are supported with exciting new evidence from actual schools. Their success confirms, as Michael Fullan writes, that a focus on the best "high-leverage practices" won't only improve student performance; they will produce "stunningly powerful consequences" in our schools. The Fountas & Pinnell Literacy Continuum National Academies Press Teachers make a difference. The success of any plan for improving educational outcomes depends on the teachers who carry it out and thus on the abilities of those attracted to the field and their preparation. Yet there are many questions about how teachers are being prepared and how they ought to be prepared. Yet, teacher preparation is often treated as an afterthought in discussions of improving the public education system. Preparing Teachers addresses the issue of teacher preparation with specific attention to reading, mathematics, and science. The book evaluates the characteristics of the candidates who enter teacher preparation programs, the sorts of instruction and experiences teacher candidates receive in preparation programs, and the extent that the required instruction and experiences are consistent with converging scientific evidence. Preparing Teachers also identifies a need for a data collection model to provide valid and reliable information about the content knowledge, pedagogical competence, and effectiveness of graduates from the various kinds of teacher preparation programs. Federal and state policy makers need reliable, outcomes-based information to make sound decisions, and teacher educators need to know how best to contribute to the development of effective teachers. Clearer understanding of the content and character of effective teacher preparation is critical to improving it and to ensuring that the same critiques and questions are not being repeated 10 years from now. The critically acclaimed laboratory standard, Methods in Enzymology, is one of the most highly respected publications in the field of biochemistry. Since 1955, each volume has been eagerly awaited, frequently consulted, and praised by researchers and reviewers alike. The series contains much material still relevant today - truly an essential publication for researchers in all fields of life sciences. Implementation of K-12 State Standards for Mathematics and English Language Arts and Literacy Routledge Next Time You See the Moon Heinemann Educational Books The popular Flash Kids Workbooks now features STEM enrichment sections and easy-to-tackle projects for wherever learning takes place! This comprehensive line of workbooks was developed through a partnership with Harcourt Family Learning, a leading educational publisher. Based on national teaching standards for Grade 4, this workbook provides complete practice in math, reading, and other key subject areas. New content includes an introduction to STEM concepts and terms, how STEM impacts everyday life, concept review quiz, and fun, engaging projects that reinforce the subjects. Flash Kids Complete Curriculum Grade 4 also includes a new introduction providing recommendations for educators on how to use this volume to differentiate lessons in the classroom and instructions to integrate the content into hybrid and remote learning. improve students' scientific understanding is heavily influenced by the school and district in which they work, the community in which the school is located, and the larger professional communities to which they belong. Science Teachers' Learning provides guidance for schools and districts on how best to support teachers' learning and how to implement successful programs for professional development. This report makes actionable recommendations for science teachers' learning that take a broad view of what is known about science education, how and when teachers learn, and education policies that directly and indirectly shape what teachers are able to learn and teach. The challenge of developing the expertise teachers need to implement the NGSS presents an opportunity to rethink professional learning for science teachers. Science Teachers' Learning will be a valuable resource for classrooms, departments, schools, districts, and professional organizations as they move to new ways to teach science. Currently, many states are adopting the Next Generation Science Standards (NGSS) or are revising their own state standards in ways that reflect the NGSS. For students and schools, the implementation of any science standards rests with teachers. For those teachers, an evolving understanding about how best to teach science represents a significant transition in the way science is currently taught in most classrooms and it will require most science teachers to change how they teach. That change will require learning opportunities for teachers that reinforce and expand their knowledge of the major ideas and concepts in science, their familiarity with a range of instructional strategies, and the skills to implement those strategies in the classroom. Providing these kinds of learning opportunities in turn will require profound changes to current approaches to supporting teachers' learning across their careers, from their initial training to continuing professional development. A teacher's capability to Addressed to K-12 teachers, discusses enhancing student achievement through project-based learning with multimedia and offers principles and guidelines to insure that multimedia projects address curriculum standards. Beowulf National Academies Press Blueprint for Life National Academies Press The Sun and Other Stars Academic Press This report examines teachers implementation of K 12 state standards for mathematics and English language arts and literacy. Results are intended to identify areas where teachers may benefit from guidance about how to address their state standards." As plant physiology increased steadily in the latter half of the 19th century, problems of absorption and transport of water and Stem Scopes Answer Key Alternative Energy A Teacher's Guide to Reading Conferences W. W. Norton & Company of mineral nutrients and problems of the passage of metabolites from one cell to another were investigated, especially in Germany. JUSTUS VON LIEBIG, who was born in Darmstadt in 1803, founded agricultural chemistry and developed the techniques of mineral nutrition in agricul ture during the 70 years of his life. The discovery of plasmolysis by NAGEL! (1851), the investigation of permeability problems of artificial membranes by TRAUBE (1867) and the classical work on osmosis by PFEFFER (1877) laid the foundations for our understanding of soluble substances and osmosis in cell growth and cell mechanisms. Since living membranes were responsible for controlling both water movement and the substances in solution, "permeability" became a major topic for investigation and speculation. The problems then discussed under that heading included passive permeation by diffusion, Donnan equilibrium adjustments, active transport processes and antagonism between ions. In that era, when organelle isolation by differential centrifugation was unknown and the electron microscope had not been invented, the number of cell membranes, their thickness and their composition, were matters for conjecture. The nature of cell surface membranes was deduced with remarkable accuracy from the reactions of cells to substances in solution. In 1895, OVERTON, in U. S. A. , published the hypothesis that membranes were probably lipid in nature because of the greater penetration by substances with higher fat solubility. use curriculum audit principles in conjunction with TQM. Part I examines the history, critics, and practical compatibility of the CMA Benchmark Advance: (Weather and seasons) Epfl Press Where would we be without conversation? Throughout history, conversations have allowed us to see different perspectives, build ideas, and solve problems. BBC Annual Report and Accounts National Academies Press Overviews the curriculum management audit (CMA) and compares and contrasts it with principles of total quality management (TQM), asking whether a school district can Conversations, particularly those referred to in this book as academic conversations, push students to think and learn in lasting ways. Academic conversations are back-and-forth dialogues in which students focus on a topic and explore it by building, challenging, and negotiating relevant ideas. Unfortunately, academic conversations are rare in many classrooms. Talk is often dominated by the teacher and a few students, or it does not advance beyond short responses to the teacher's questions. Even certain teaching approaches and curriculum programs neglect to train students how to maintain a focused, respectful, and thoughtful conversation. To address these challenges, authors Jeff Zwiers and Marie Crawford have identified five core communication skills to help students hold productive academic conversations across content areas. These skills include: elaborating and clarifying, supporting ideas with evidence, building on and/or challenging ideas, paraphrasing, and synthesizing. This book shows teachers how to weave the cultivation of academic conversation skills and conversations into current teaching approaches. More specifically, it describes how to use conversations to build the following: Academic vocabulary and grammar Critical thinking skills such as persuasion, interpretation, consideration of multiple perspectives, evaluation, and application Literacy skills such as questioning, predicting, connecting to prior knowledge, and summarizing Complex and abstract essential understandings in content areas such as adaptation, human nature, bias, conservation of mass, energy, gravity, irony, democracy, greed, and more An academic classroom environment brimming with respect for others' ideas, equity of voice, engagement, and mutual support The ideas in this book stem from many hours of classroom practice, research, and video analysis across grade levels and content areas. Readers will find numerous practical activities for working on each conversation skill, crafting conversation-worthy tasks, and using conversations to teach and assess. Academic Conversations offers an indepth approach to helping students develop into the future parents, teachers, and leaders who will collaborate to build a better world. Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Increasing Student Learning Through Multimedia Projects Heinemann Educational Books Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on sciencerelated issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments. "With a focus on goal-directed, purpose-driven reading conferences, the author shows how form follows function--the structure of each conference is clearly designed to serve its purpose. Through "Researcher Spotlights" in each chapter, she'll also introduce you to a few of the teaching mentors and researchers who've had a profound influence on her work. The author describes different types of conferences, some designed for individuals, others for small groups. Some are used during independent reading time, others during partnership or club time. One can read the chapters in order or dip into the chapter that best suits their needs and purpose"-Relocatable School Facilities Stenhouse Publishers Science, technology, engineering, and mathematics (STEM) are cultural achievements that reflect our humanity, power our economy, and constitute fundamental aspects of our lives as citizens, consumers, parents, and members of the workforce. Providing all students with access to quality education in the STEM disciplines is important to our nation's competitiveness. However, it is challenging to identify the most successful schools and approaches in the STEM disciplines because success is defined in many ways and can occur in many different types of schools and settings. In addition, it is difficult to determine whether the success of a school's students is caused by actions the school takes or simply related to the population of students in the school. Successful K-12 STEM Education defines a framework for understanding "success" in K-12 STEM education. The book focuses its analysis on the science and mathematics parts of STEM and outlines criteria for identifying effective STEM schools and programs. Because a school's success should be defined by and Enzyme Structure, Part I Spark Publishing Group Discusses heredity, genetic traits, DNA, aging, viruses, genetic screening, the Human Genome Project, and identical twins separated at birth measured relative to its goals, the book identifies three important goals that share certain elements, including learning STEM content and practices, developing positive dispositions toward STEM, and preparing students to be lifelong learners. A successful STEM program would increase the number of students who ultimately pursue advanced degrees and careers in STEM fields, enhance the STEMcapable workforce, and boost STEM literacy for all students. It is also critical to broaden the participation of women and minorities in STEM fields. Successful K-12 STEM Education examines the vast landscape of K-12 STEM education by considering different school models, highlighting research on effective STEM education practices, and identifying some conditions that promote and limit school- and studentlevel success in STEM. The book also looks at where further work is needed to develop appropriate data sources. The book will serve as a guide to policy makers; decision makers at the school and district levels; local, state, and federal government agencies; curriculum developers; educators; and parent and education advocacy groups. 145th Street: Short Stories Springer Preparing Teachers Createspace Independent Publishing Platform Introduces the Sun and various stars, answering questions about their atmospheres, what they are made of, how big they are, what they look like and much more. Facing Southwest is a colourful exploration of the life and work of Santa Fe architect John Gaw Meem. Regarded as the leading southwest architect of his time, John Gaw Meem brought the Santa Fe style to its peak in the 1920s Stem Scopes Answer Key Alternative Energy Warm Up to Science TEKS-Based Engagement Activities, Grade 5 Springer Science & Business Media and 1930s. With original drawings, floor plans and stunning colour photographs, this book explores Meem's signature design elements and numerous examples of his unique Spanish- and Pueblo-influenced residences. 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The Armel Unit Pick-Sloan Missouri Basin Program Wm. Joe Simonds Bureau of Reclamation Denver, Colorado Originally 1994 Reformatted, Reedited, Reprinted by Brit Storey: December 2009 Table of Contents The Armel Unit: Pick-Sloan Missouri Basin Program The hills and valleys of Colorado's eastern plains are a land of contrast: hot, dry days punctuated by brief, thunderous rains that flood the surrounding countryside. The key to survival in this stark, arid, and sometimes hostile environment is water. Harnessing the destructive floods that flow through the valleys and directing the waters to productive use is the primary goal of the Armel Unit of the Pick-Sloan Missouri Basin Program. Project Location The Armel Unit of the Missouri Basin Program, formerly the St. Francis Unit, consists of the Bonny Dam and Reservoir. The unit is located on the eastern plains of Colorado in Yuma County, about six miles west of the Colorado-Kansas border. The dam is on the south fork of the Republican River in the Upper Republican River Basin, about 29 miles upstream from the Town of St. Francis, Kansas. The nearest town is Hale, Colorado, about two miles east of the reservoir. Wray, Colorado is approximately 30 miles north, and Burlington, Colorado, about 18 miles south of the site. 1 The primary water supply for the Bonny Reservoir is the south fork of the Republican River, which drains an area of about 1,495 square miles above the dam site, with an average annual flow of about 29,000 acre feet (a/ft). The climate of the region is semiarid, with hot, dry summers and cold winters. High winds are common, and blizzard conditions occur frequently during the winter. The growing season runs April through October, and the average annual precipitation is about 17 inches. About 60 percent of Yuma county is grasslands. Native vegetation consists mostly of short grasses, with grama and buffalo grass the most common species. Where drainage is poor, cattails, willows, and cottonwood trees are common, while on steeper slopes, sage brush and yucca are predominant. Wildlife is abundant in the region, with mule and whitetail deer, prairie dogs, and cottontail rabbits frequently found in the area. Also common are migratory ducks and geese, pheasant, quail, prairie chickens, and rattlesnakes. 2 1. United States Department of Interior, Bureau of Reclamation, Technical Record of Design and Construction: Bonny Dam (Denver: U.S. Government Printing Office, 1981), 1, 5(map). U.S. Government Printing Office, 1981), 797; Reclamation, Technical Record of Design and Construction, 1; 2. United States Department of Interior, Water and Power Resources Service, Project Data, 1981 (Denver: Historic Setting Prehistoric Setting Evidence of early human activities in the eastern plains of Colorado dates to the PaleoIndian period, over 7000 years ago. Several sites near the Republican River in Eastern Colorado date to this period. One site dates to the period around 10,500 B.C., and a second site has been tentatively dated to 29,000 B.C. Other sites near the Republican River date to between 8,200 7,000 B.C. and before 9,000 B.C. Most of the sites are associated with hunting activities and contain the bones of mammoth, bison, and other smaller mammals. Bone tools were prominent at most sites, but a stone projectile point dating to before 9,000 B.C. was located at one site. 3 Most of the sites in eastern Colorado that date to the Archaic Period, about 5,000 B.C. to A.D. 1, can be found along the northern Front Range. Researchers believe this may be due to the general dryness of eastern Colorado during this period, and the cooler climate and abundant game offered by the foothills. 4 Those sites not located along the Front Range are generally located along the South Platte River in northeastern Colorado. 5 One poorly documented site as been located rear the headwaters of the Republican River. 6 Prior to the end of the Archaic Period, about 1 A.D., most sites were associated with nomadic hunting activities. Sites that begin to show evidence of more permanent occupation begin to appear during the Ceramic Period, about 1 A.D. to 1,550 A.D. Numerous sites associated with this period have been located in eastern Colorado. Two sites near the Republican River contained ceramic pieces dating to around 1,000 A.D. 7 Some researchers have suggested that, due to their similarity to sites further east, the Republican River sites may have been seasonal hunting stations used by peoples who normally resided further east. 8 Historic records clearly attest to the occupation of Eastern Colorado during the (...continued) 3. Eighmy, Jeffrey L., Colorado Plains Prehistoric Context (Denver: Colorado Historical Society, 1984), 32(map), 33, 36, 41. United States Department of Interior, Bureau of Reclamation, Armel Unit, Upper Republican Division, Pick-Sloan Missouri Basin Program, Colorado, Concluding Report (March 1977), 4-5. 4. Ibid., 61-62. 6. Ibid., 54. 5. Ibid., 52(map). 7. Ibid., 94. 8. Ibid., 98-9. Protohistoric Period (1,550 - 1800 A.D.). In addition to the historic documentation, many sites associated with this period have been located. The Cedar Village Site near Limon, consists of the remains of several structures that contained ceramic shards. These pieces have been tentatively dated to between A.D. 1,675 and 1,725. The Cedar Village Site was dated by comparison of the pieces found there with similar pieces found in western Nebraska that have been positively dated to that period. 9 The exact date of the arrival of the modern Indian in eastern Colorado is disputed. No sites have been located that confirm their presence there prior to the first Spanish entry into the region in the 1500s. The few sites that have been associated with that period, i.e.: Cedar Village, are similar in nature to sites in Nebraska, supporting the theory that, prior to the arrival of Europeans, the Cheyenne and Arapaho and their ancestors were only infrequent visitors to Eastern Colorado. 10 Historic Setting The earliest European interest in the Colorado plains came in the form of Spanish claims to the region in the mid-1500s. These claims were based upon exploration of the Great Plains by Francisco Vasquez de Coronado, who was in search of the legendary seven cities of gold. Although claiming the region for Spain, Spanish explorers paid little attention to the region until the mid-1600s. During the 1650s and 1660s, several Spanish explorers reached the South Platte River, which they named the Rio de Chato. It was not until the early 1700s that the Spanish showed any serious interest in the Colorado plains. By then, reports had reached Spain of French traders on the plains in violation of Spains claim to the region. In an effort to ward off the French, Spanish authorities sent several military detachments into the region. One detachment, led by Pedro de Villasur, reached the junction of the North and South Platte Rivers, were they were attacked and killed by Pawnees, longtime trading partners of the French. 11 Following their defeat by the Pawnees, the Spanish declined to pursue their claim to the region, allowing the French more freedom in their activities. In 1793, Pierre and Paul Mallet led 9. Ibid., 148-9. 11. Mehls, Steven F., Colorado Plains Historic Context (Denver: Colorado Historical Society, 1984), 1. 10. Ibid., 149-50. an expedition into Colorado along the South Platte River, then south to the Arkansas River, which they then followed back to the Mississippi Valley. Many other Frenchmen followed their path, and trade in guns and other European goods flourished until 1763. In that year a treaty, signed ending the Seven Years War, gave Spain all of Frances claims west of the Mississippi River. 12 Although the Spanish had a free hand in the region, few chose to venture there. In 1766, Juan de Ulibarri explored to the Arkansas River, and in 1793, Pedro Vial explored the Smoky Hill River. Around 1800, Spanish military activity in the Colorado plains increased. The Louisiana purchase of 1803 gave most of the Colorado Plains to the United States. Because the boundaries of the purchase were unclear, the Spanish authorities patrolled the area frequently to protect their interests. As late as 1817, the Spanish army patrolled the future site of Denver. The Adams-Onís Treaty of 1819 set the border at the Arkansas River, opening the plains of Colorado to American exploration. 13 One of the first Americans to explore the region was Lt. Zebulon Montgomery Pike. In 1806, Pike and his men headed west from St. Louis towards the Arkansas River. Not heeding warnings about Spanish troops, Pike pushed on to the front range, where they discovered Grand Mountain, later named for Pike. Pikes party continued west along the Arkansas River, and the Spanish captured it in the San Luis Valley. Following his release by the Spanish in 1810, Pike labeled the Colorado plains as desert lands. 14 Ten years after Pikes journey, Major Stephen H. Long explored the South Platte River to the front range. From there his party continued south to the base of Pikes Peak. There, naturalist Edwin James became the first person recorded to climb the mountain. From Pikes Peak, the group continued south to the Arkansas River, where Long split his group in two with one group following the Arkansas River, and the other the Canadian River. Upon their return from the plains, both Long and James published accounts of their trip, emphasizing the aridity of the 12. Ibid. 14. Ibid., 7. 13. Ibid. region. 15 By the 1840s, the idea of a coast to coast nation was firmly established and the sense of Manifest Destiny was at its strongest. The Oregon Migration of the 1840s was just one manifestation of Manifest Destiny. In 1842, the Army sent John C. Frémont to explore new routes for migration. During his two trips into the plains, Frémont and his parties mapped much of the Colorado plains and added significantly to knowledge of the region. Exploration, mostly by military parties, continued throughout the 1840s and 1850s. During the 1850s, several roads were established to facilitate troop and supply movement from the East. Two of these roads followed the Smoky Hill and Republican Rivers to Bents Fort. Settlers later used these roads as part of the Smoky Hill and Republican River Trails. 16 The existence of gold in the Colorado mountains had been known even before the Colorado Gold Rush of 1859. As early as 1806, trappers had reported finding the mineral in the streams of the Rocky Mountains. In 1858, William Green Russell discovered gold in Dry Creek, near the future site of Denver. At about the same time, gold was discovered on Fountain Creek, near the future site of Colorado Springs. News of gold reached the Mississippi Valley in the winter of 1858-1859, and by the spring of 1859, as many as 100,000 people were headed towards Colorado. 17 But gold wasn't the only thing in Colorado. For thousands of years, aboriginal Americans had inhabited the plains of Colorado and the West, and the westward exploration and migration brought Manifest Destiny into direct conflict with aboriginal traditions and ways of life. The Indians of Colorado's plains, the Pawnee, Sioux, Cheyenne, and Arapaho, were used to the coming and going of Anglo-Americans. During the fur trading era of the early 1800s, the Indians became used to having American and European products for their use. During the 1850s, many Indian groups became dependent upon Government support, but by 1859, many of these subsidies had been discontinued. With the end of Government support, many native groups found it profitable to attack freight wagons, settlers, stage stations, and ranches. In an 15. Ibid. 17. Ibid., 20. 16. Ibid., 8. effort to make peace, the Treaty of Fort Wise was negotiated in 1861. The treaty promised the Indians safety and support. In return, the Indians would give up much of their territory and live on reservations along the Arkansas River. Although the whites felt that the Treaty of Fort Wise, and the Treaty of the Little Arkansas of 1865, where more than fair, hostilities continued in the Colorado plains. The violence reached its peak in the summer of 1864, when the Indian raids became so intense that the supply road along the South Platte River was closed, and Denver was cut off from the east. 18 To combat the growing Indian threat, Territorial Governor John Evans sent Major Jacob Downing and the First Colorado Regiment to reopen the road. On May 2, 1864, Downing and his men encountered the Cheyenne and defeated them in the Battle of Cedar Creek. Believing that they had ended the Indian threat, Downing and his men returned triumphantly to Denver. But within a few weeks, the Cheyenne raids resumed with increased fervor. 19 The Civil War had drawn most regular army troops to the conflict in the East. To overcome this deficiency, Colorado formed the Third Colorado Volunteers under the command of Colonel John M. Chivington. In August of 1864, the crisis came to a head with the killing of a farmer named Hungate and his family near Denver. Anxious to seek revenge, the Third Colorado Volunteers, who were nearing the end of their enlistment, left Denver in search of the Indians. On August 28, Chivington and his men located the camp of Cheyenne chief Black Kettle on the banks of Sand Creek, near Fort Lyon. At dawn, the Third Colorado attacked, killing men, women, and children. 20 Angered by the massacre at Sand Creek, the Indians of the Colorado plains attacked outposts along the South Platte River from Julesburg to the present day site of Greeley. Increased army presence on the plains helped to subdue the Indians, and by the end of 1865, the worst was over. Minor conflicts on the plains continued for several years until, in 1868, Cheyenne leader Roman Nose began raiding in eastern Colorado and western Kansas. The army sent Colonel George A. Custer to capture Roman Nose and his men, but throughout the summer 18. Ibid., 27. 20. Ibid. 19. Ibid. of 1868, Custer was unable to locate any hostile Indians. But Major George Forsyths Volunteer Scouts did find Roman Nose and his men. Forsyth and his troops had tracked Roman Nose to the Arikaree River, in northeastern Colorado. On September 17, 1868, Roman Nose and over 500 warriors ambushed Forsyth and his men. The troops sought refuge on an island in the Arikaree River and held out against the Indians until the 9th U.S. Cavalry reached them over a week later. The battle had left five of Forsyth's men dead and wounded several others. One of the dead was Lt. Frederick Beecher, for whom the island and battle were named. Also killed during the battle was the Cheyenne leader Roman Nose. 21 Two other battles occurred that would bring an end to Indian hostilities. A few months after the Battle of Beecher's Island, Custer defeated Black Kettle's people at the Battle of Washita in Oklahoma, and in May 1869, General Eugene E. Carr attacked and defeated Cheyenne leader Tall Bull and his warriors at the Battle of Summit Springs. These battles effectively ended Indian resistance to Anglo settlement in eastern Colorado. 22 With the Indian threat effectively ended, pioneers began moving west at an increasing rate. Several well used trails led to the plains of Colorado. The Overland, Sante Fe, South Platte, Republican River, and Smoky Hill trails were popular routes into the region. Travel along these trails was difficult at best, with shortages of food and water common. Rapidly changing weather, lack of wood or fuel, and the threat of Indian raids were ever present threats that added to the overall danger of the trip. The situation became so severe that the Smoky Hill Road became known as the Starvation Trail and reports of cannibalism were heard throughout the region. 23 The arrival of the railroads lessened the danger significantly. By the late 1860s, the Union Pacific and Kansas Pacific railroads were moving west. With the arrival of the Union Pacific in Cheyenne in 1868, the South Platte Trail was all but abandoned. In 1870, two railroads reached Denver, and the era of overland trail travel came to a close. 24 The early history of Yuma County is one of cowboys and cattle kings. In 1870, the 21. Ibid., 28. 23. Ibid., 34-5. 22. Ibid. 24. Ibid., 35. Twenty-First Outfit from Corpus Christi, Texas, established three cattle camps in the area. In the following years, several other companies established bases in the region, and for 15 years cattle roamed the plains. In 1885, Congress passed a law allowing for the removal of illegal fences, and the efforts of the cattle companies to keep homesteaders out began to fail. In 1882, the first railroad in Yuma County, the Burlington and Missouri River Railroad, began regular service through the area. The coming of the railroads coupled with the aid offered by the passage of the homestead acts encouraged thousands of settlers to move west. 25 Closely following the arrival of the railroads were the land companies. In the early 1880s, the Lincoln Land Company laid out several town sites in the Yuma County area including Wray, Yuma, Laird, and Eckley. These towns would become important stops along the railroad. The first settlers to the area arrived in 1865 and immediately began claiming lands around the townsite of Wray. To supplement their income from agriculture, early settlers to the area collected and sold buffalo bones. These bones brought between five and twelve dollars per ton and were ground for fertilizer or used for buttons, knife handles, and combs. 26 Yuma County was formed out of the eastern portion of Washington County, Colorado, in 1889, and the town of Yuma became county seat. In late 1902, the voters of the county chose to make Wray the county seat, and in May 1903, the eastern part of Adams County was added to Yuma County, doubling its size. In 1890, when the first official census of the county was taken, the population was 2,596 people. By 1930, this number had risen to 13,613 people. 27 Even with the influx of settlers, the cattle industry continued as the largest industry in the region. The transition from ranching to farming, a familiar pattern throughout the plains, came slower to this region, possibly due to the availability of more inviting and fertile lands elsewhere. It was not until early 1900s that farming grew appreciably. The history of farming in Yuma County is much the same as in other regions of the plains. Alternating periods of prosperity and failure, the lack of markets, grasshoppers, and droughts all combined to make agriculture a risky proposition at best. Even so, the farmers of the area held on to their dreams 25. Ibid., 41; C. V. Dedman, History of Yuma County, Colorado, (Masters thesis, Colorado State Teachers College, 1932), 30, 32. 27. Ibid., vii, ix, 29. 26. Ibid., vii,32, 34-5. and made Yuma County one of the more prosperous agricultural regions in the state. The railroads opened routes to new markets, and advancements in agricultural technology helped turn the odds in favor of the farmers. By 1930, Yuma County ranked fourth in Colorado in crop production with a total crop value of almost $5,500,000. 28 There are three rivers that cut through Yuma County: the Arikaree, and the north and south forks of the Republican River. While generally calm, these rivers are subject to occasional destructive floods. In 1935, the Republican River flooded causing $9,000,000 in damage and taking 110 lives. 29 Project Authorization The Flood Control Act of 1944 that created the Missouri River Basin Plan contained the authority for the construction of Bonny Dam and Reservoir. The Act called for the development of the Missouri River Basin through the joint efforts of the Army Corps of Engineers and the Bureau of Reclamation. The plan came as the result of two plans, one presented by the Corps of Engineers, and the other by the Bureau. The act combined the two plans into a single, comprehensive plan for the development of flood control, irrigation, and power generation projects in the Missouri River Basin. The Corps of Engineers plan was presented by Major General Lewis A. Pick, and the Bureaus plan by William G. Sloan, and the combined plan came to be known as the Pick-Sloan Missouri Basin Program. 30 In July, 1947, Congress, under the 1944 act, authorized $800,000 to begin construction of Bonny Dam and Reservoir, with an additional $1,700,000 authorized the following year. 31 Construction History The Flood Control Act of 1936 granted initial authorization for investigations into flood control and irrigation development on the Republican River. The initial investigations of the Bonny Dam site were conducted by Reclamation in 1939, with a more detailed investigation 28. Denver, Colorado. National Archives and Records Administration: Rocky Mountain Region, Records of the Bureau of Reclamation, Record Group 115, Project Histories: the Armel Unit, Pick-Sloan Missouri Basin Program, 1947-1975. 1947,Vol.I, 45. (Hereafter cited as Project History, then vol, year, and page); Dedman, History of Yuma County, 160, 162-9. 30. Warne, William E., The Bureau of Reclamation (Boulder: Westview Press, 1985), 162-4. 29. Reclamation, Technical Record of Design and Construction, 15; Dedman, History of Yuma County, 36. 31. Reclamation, Technical Record of Design and Construction, 9. being conducted in 1941. Before choosing the location for the dam and reservoir, the Reclamation investigated several sites in the Republican River Basin. World War II caused a delay in the investigations, and it was not until 1946 that geological studies began. Investigations into suitability of the Bonny Dam site continued from 1946 until construction began in 1948. 32 All land in the project area was privately owned and consisted mostly of pasture land. Twelve separate acquisitions secured lands for the reservoir, access road, and government camp. No condemnation proceedings were necessary, and no suits were filed. Three irrigation ditches were affected by the construction of Bonny. Two, the Newton and Barnes Ditches, were abandoned following construction of the dam. The third ditch, Hale Ditch, provides water to about 520 acres of non-project lands about a mile east of the dam. Accommodations were made to ensure the continued delivery of water to Hale Ditch. 33 The Utah Construction Company of San Francisco received the contract for construction of Bonny Dam and the access road leading to the site on November 4, 1948. The bid for the contract, which allowed 1400 days for completion, was $10,301,653.00. Notice to proceed was given on December 7, 1948, and work on the access road began on December 8. Reclamation awarded several other contracts as well. The contract for the high-pressure gate for the outlet works went to the Willamette Iron and Steel Company of Portland, Oregon, and the contract for the outlet pipe went to the Berkeley Steel Construction Company, Inc. of Berkeley, California. The contract cost for the high-pressure gate was $13,433.40, and the outlet pipe $93,563.00. The contract for the two, 24-inch, hollow-jet valves for the outlet works was awarded to the Northwest Marine Iron Works of Portland, Oregon, at a cost of $7,998.00. Three small contracts for work associated with the sluiceway control gate were awarded to the Wooldridge Manufacturing Company of Sunnyvale, California, the Pacific Coast Engineering Company of Alameda, California, and the Valley Iron Works of Yakima, Washington. The contract for clearing the reservoir site went to the Asbell Brothers, Contractors, of Riverton, Wyoming. In 32. Ibid., 8, 11-2. 33. Ibid., 6, 31. addition, contracts for the caretakers house, protection work and control sections, and water for project construction were awarded. 34 Excavations for the temporary diversion channel began on December 15, 1948, and the contractor completed half the work by the end of the year. The channel was completed, and stripping operations on the dam foundation were underway by mid January, 1949. Stripping consisted of the removal of vegetation and top soil. On average, four to six inches of material had to be removed, but in some places, it was necessary to remove four to six feet of material. Material stripped from the foundation areas was stockpiled for use in the dam embankment. 35 Excavations for the cutoff trench began in March 1949, and continued until completed in September of the same year. The trench, designed to provide a water tight seal between the dam and bedrock, was 6,900 feet long and was located about 129 feet upstream from the dam centerline. The depth of the trench was determined by the distance to the underlying bedrock, the greatest depth being about 43 feet. As with materials stripped from the foundation, materials excavated from the cutoff trench were stockpiled for use in the dam embankment. 36 During excavations for the cutoff trench, a significant amount of water entered excavated areas. A system of well points was used to combat the problem. To remove the water, well points were driven into the ground at regular intervals encircling the excavation, and pumps removed the water. Because of the expense of the well point system and the danger of excavating the entire length, the trench was excavated and backfilled in 100 foot sections. 37 Stripping of the spillway area began in February 1949, with excavations beginning in April. As with the cutoff trench, a large amount of water was encountered, and well points were used to remove water from the excavations. Excavation of the spillway, stilling basin, and approach channel were completed in April 1950. 38 Embankment placing operations began in March, 1949, and progressed at such a rapid rate that several records were set during operations. During the first year of embankment work, 34. Ibid., 29-30. 36. Reclamation, Technical Record of Design and Construction, 41. 35. Project History, Vol. I, xi; Reclamation, Technical Record of Design and Construction, 39, 41. 37. Ibid. 38. Ibid., 43-4. the prime contractor excavated over 1,000,000 cubic yards of material in each of four consecutive months. In November, 1949, 1,334,000 cubic yards were excavated, and 1,043,00 cubic yards placed, both records. 39 Much of the testing performed prior to the start of construction had to do with soil permeability. Tests reveled a high degree of consolidation of materials in the right abutment when saturated. Consolidation is the process whereby, under certain circumstances, individual soil particles combine to form a more firm and stronger mass. Laboratory tests revealed that when saturated with water, the materials in the right embankment became highly consolidated. To take advantage of these circumstances, the designers called for the pre-consolidation of the right abutment for 60 days prior to the placement of embankment material. The preconsolidation was accomplished by flooding of a series of dikes constructed on the abutment. Flooding was maintained until the desired level of saturation had been reached. The consolidation program was initiated on March 1, 1950, and, approximately 100 million gallons of water was required to complete the program. 40 Most often with the construction of earthfill dams, the materials used in construction are taken from nearby areas. At times though, proper materials are not available in the area and must be hauled in from other areas. This was the case with riprap materials used at Bonny. During investigations prior to the construction of Bonny Dam, it was determined that suitable materials for riprap could not be found in close proximity to the dam site. After investigating several alternative sites, it was determined that best source of material was quarries near Golden, Colorado, 180 miles away. Cost of transport alone was near $1,000,000. 41 On February 27, 1950, the contract for clearing the reservoir site was awarded to the Asbell Brothers of Riverton, Wyoming. The company started work immediately and finished clearing operations by mid-April. On July 2, the high pressure gate and jet valves in the outlet works were successfully tested, and on July 6, the diversion channel was closed and storage of 39. Project History, Vol. I,1949, 38; Reclamation Dedicates Its Bonny Dam , Engineering News-Record, 5 June 1952, 25. 41. Ibid., 13; USBR Seeks to Avoid Cost of Importing Riprap, Studies other Slope Protection, Engineering News-Record, 26 April 1951, 48. 40. Reclamation, Technical Record of Design and Construction, 12, 44. water began. On August 4, water passed through the completed outlet system for the first time. By the end of 1950, 98% of the work had been completed, while only 53% of the contract period for construction had elapsed. 42 The construction of Bonny Dam provided the Bureau with the opportunity to conduct a number of tests. Although the properties of earthfill materials can be determined through laboratory testing, Reclamation installs test equipment in most of its earthfill dams to monitor the behavior of the embankment and other structures during construction and post construction operations. Prior to construction of Bonny Dam, Reclamation had no information on the performance of dams constructed of materials similar to those used at Bonny. Since this information was of great value to Reclamation, construction of the dam included several test installations. 43 In order to monitor the behavior of the embankment, the Bureau installed three piezometer monitoring sites, six embankment settlement units, seven foundation settlement units, and several surface settlement points. Piezometer installations are designed to monitor conditions within embankments and foundations, and transmit that information to terminal wells. Embankment settlement installations detect and measure consolidation and settlement, lateral displacement, and seepage within the embankment. Foundation settlement installations measure the vertical movement of the foundation caused by the load of the embankment, while surface settlement points are used to measure the surface movement and settlement of the embankment. Preparations for the installation of the test installations were completed by the prime contractor as part of the construction contract for the dam, but installation of the test apparatus were carried out by the Government. 44 Availability of suitable riprap material was a problem on many Great Plains dam projects. At Bonny, Reclamation constructed a test section to investigate the use of alternative materials in place of riprap. The materials that the Bureau tested as substitutes for riprap were hot-mix asphaltic concrete and compacted soil-cement. These materials were chosen after 42. Project History, Vol. I, 1950, xi-xii, 30, 33. 44. Ibid. 43. Reclamation, Technical Record of Design and Construction, 73. almost two years of study at the laboratories of the chief engineer in Denver. Reclamation built the test embankment in an area that would be subject to the actual field conditions of wave action, freezing and thawing, wind erosion, reservoir drawdown, and all other conditions that slope protection would encounter. Initial results led to the use of asphaltic concrete on other Reclamation projects. 45 Large construction projects such as Bonny, employ a large number of workers. Many of those workers choose to live near the project, and many have families with children. In order to accommodate the increased number of children living in the area, the Utah Construction Company enlarged the school at Hale, employed two teachers, and ran buses to Armel for the high school children. 46 A number of problems plagued construction of Bonny Dam and Reservoir. During the winter months, high winds and blizzard conditions halted work on several occasions. During summer months, high temperatures caused some delays. Rain and floods delayed construction several times. In May and June 1949, rain and high water halted construction for a total of 26 days. The same was true in August of 1950, when rains stopped embankment placement operations for 11 days. Some delays were also encountered due to labor problems. In January 1950, truck drivers hauling riprap from the railhead at Burlington went on strike, halting deliveries for several days. In June 1950, a railroad strike halted deliveries of riprap materials for 10 days. Even with delays, work on the project was completed 17 months ahead of schedule. 47 Bonny Dam is a modified, homogeneous, rolled earth-fill dam, 9,200 feet long with a height of 158 feet from the base of the foundation to the top of the crest. The crest is 30 feet wide, and the maximum width of the base of the dam from upstream toe to downstream toe is 980 feet. The volume of material in the dam is almost 9,000,000 cubic yards. Overflows are handled through a concrete overflow crest spillway in the left abutment of the dam. Located within the structure of the spillway is a partially controlled sluice way 16 and a half feet wide by 45. Ibid., 85-6. 47. Ibid., Vol.I,1950, xi; Reclamation, Technical Record of Design and Construction, 71-2; Reclamation Dedicates Its Bonny Dam, 25. 46. Project History, Vol.1, 1949, 24. 21 and a half feet high. A 16 and a half foot by 10 and a half foot gate provides partial control of flows through the sluiceway. The crest of the sluiceway is 36 feet lower than that of the spillway. The outlet works consist of a trashrack structure and a 4-foot 8-inch diameter concrete conduit leading from the trashrack to a gate chamber. The gate chamber, which is buried in the dam embankment, contains a 4-foot by 4-foot high pressure gate. The gate chamber is connected to two valve houses by a 56-inch steel outlet pipe. Access to the gate chamber is through an 8foot 2-inch diameter concrete conduit that also houses the outlet pipe. Each valve house has one, 24-inch hollow jet valve to control flow. One valve controls the flow to the river outlet, and the other to Hale Ditch. The total volume of concrete used in the spillway and outlet works was 31,446 cubic yards. The reservoir has a capacity of 170,160 acre feet, and a surface area of over 5,000 acres. The maximum flow capacity of the spillway is 73,300 cubic feet per second with the maximum capacity of the outlet works 200 cubic feet per second. 48 Post Construction History Bonny Dam and Reservoir were completed and accepted by Reclamation on May 4, 1951, and transferred from construction to operations and maintenance (O&M) on May 15, 1951. Dedication took place on June 1, 1952, with the principal address being give by Michael W. Straus, the Commissioner of the Bureau of Reclamation. Since its transfer to O&M, the facility has experienced no major operational problems. The outlet works and embankment have performed as expected, with only minor modifications needed. The spillway spilled for the first time during flash floods in June 1955. In 1952, the State of Colorado and the Federal Government signed an agreement whereby the Colorado State Game and Fish Commission would administer recreation activities at the site, and in 1968, the Fish and Wildlife Division constructed several fish spawning beds at Bonny. 49 In January 1970, after renewed interest in the development of irrigation using water from 48. Water and Power Resources, Project Data, 797; Reclamation, Technical Record of Design and Construction, frontispiece, 107; United States Department of Interior, Bureau of Reclamation, Designers Operating Criteria: Bonny Dam, St. Francis Unit, Upper Republican Division, Missouri River Basin Project, Colorado (Denver: U.S. Government Printing Office, 1964), 16-7. 49. Project History, Vol.I, 1950, iv; Vol.XIX, 1969, 3; Reclamation Dedicates Its Bonny Dam, 25; United States Department of Interior, Bureau of Reclamation, SEED Report of Bonny Dam, Pick-Sloan Missouri Basin Program, Colorado, Missouri Basin Region, (September 1986), Sec. C-1, 11. Bonny Reservoir, investigations into the feasibility of construction of irrigation facilities were initiated. In March 1977, after several years of investigation, the final report was issued. The report concluded that, because an economically feasible plan could not be worked out, all studies into the development of irrigation using project water should be discontinued. 50 Settlement of Project Lands Since the Bonny Dam and Reservoir are mainly used for flood control, there are no project lands that have been opened for settlement. Studies into the feasibility of using project water for irrigation purposes have shown that such development would be economically unfeasible. Until this situation changes, it seems highly unlikely that any settlement will occur. Uses of Project Water Although originally designed as a multi-use project, the Bonny Dam and Reservoir are used primarily as a flood control project, providing a high degree of flood control for the upper portions of the Republican River. Although the reservoir provides water to the Hale Ditch, the use of project water to irrigate additional lands as been shown to be economically unfeasible. Outside the benefits as a flood control project, the dam and reservoir support a wide variety of recreational activities as the opportunities for quality water based recreational activities are limited in this part of Colorado. Activities include boating, fishing, hunting, and camping. The recreational activities at the site are managed by the Colorado Division of Parks and Recreation, and the annual number of visitor days at the reservoir has been as high as 180,000. In addition to management of the recreational facilities, the State of Colorado operates a fish hatchery at the site. 51 Conclusion A plaque located near the west entrance of the Bureau of Reclamation's Engineering and Research Center in Denver has the following inscription: Dedicated to the Enhancement of Natural Resources for the Benefit of Mankind 50. Reclamation, "Armel Unit, Concluding Report," I-1, VI-2. 797; Reclamation, "Armel Unit, Concluding Report," II-6. 51. Water and Power Resources, Project Data, 795, Although designed as a multipurpose unit, the Bonny Dam and Reservoir has not lived up to the expectations of its builders. Even so, in the 24 years following the start of operations, the flood control benefits have prevented an average of over $90,000 in damage from flooding in the Republican River Basin each year. This fact, coupled with the recreational and wildlife enhancing qualities of the unit, has made the project extremely beneficial to those who live in the area. 52 About the Author William Joe Simonds was born and raised in Colorado and has a solid understanding of the importance of water in the American West and its effect on the development of that region. He attended Colorado State University where he received a BA in History in 1992 and a Masters in Public History in 1995. He lives with his wife and two children in Fort Collins, Colorado. Bibliography Archival and Manuscript Collections Denver, Colorado. National Archives and Records Administration: Rocky Mountain Region. Records of the Bureau of Reclamation. Record Group No. 115. Project Histories: The Armel Unit, Pick-Sloan Missouri Basin Program, 1947-1975. Government Documents United States Department of Interior, Bureau of Reclamation. "Armel Unit, Upper Republican Division, Pick-Sloan Missouri Basin Program, Colorado, Concluding Report." March 1977. United States Department of Interior, Bureau of Reclamation. "Designers Operating Criteria: Bonny Dam, St. Francis Unit, Upper Republican Division, Missouri River Basin Project, Colorado." Denver: U.S. Government Printing Office, 1964. United States Department of Interior, Bureau of Reclamation. "SEED Report of Bonny Dam, Pick-Sloan Missouri Basin Program, Colorado, Missouri Basin Region." September 1986. United States Department of Interior, Bureau of Reclamation. "Technical Record of Design and Construction: Bonny Dam." Denver: U.S. Government Printing Office, 1954. . United States Department of Interior, Water and Power Resources Service. Project Data Denver: U.S. Government Printing Office, 1981. Books Warne, William E. The Bureau of Reclamation. Boulder: Westview Press, 1985. Articles Reclamation Dedicates its Bonny Dam. Engineering New-Record. June 5, 1952. p. 25. USBR Seeks to Avoid Cost of Importing Riprap, Studies other Slope Protection. Engineering News-Record, April 26, 1951, p. 48. Other Sources Dedman, C. V. History of Yuma County, Colorado. Masters thesis, Colorado State Teachers College, 1932. Eighmy, Jeffrey L. "Colorado Plains Prehistoric Context." Denver: Colorado Historical Society, 1984. Mehls, Steven F. "Colorado Plains Historic Context." Denver: Colorado Historical Society, 1984. 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Photo of the Day: Deep Freeze May Benefit Agriculture JOHN FLESHER, AP Environmental Writer In this Jan. 7, 2014 image from video Diane Cordeau poses for a photos on her KaiKai farm near Indiantown, Fla. Cordeau picked her squash and tomatoes on Monday to beat the freeze. But she says her leafy vegetables, such as kale, will be sweeter and taste better because of the cold. (AP Photo/Suzette LaBoy) Page 1 of 4 Photo of the Day: Deep Freeze May Benefit Agriculture Published on Food Manufacturing (http://www.foodmanufacturing.com) TRAVERSE CITY, Mich. (AP) — From a field station in northern Wisconsin, where the previous night's low was a numbing 29 degrees below zero, climate scientist John Lenters studied computer images of ice floes on Lake Superior with delight. It may be hard to think of this week's deep freeze as anything but miserable, but to scientists like Lenters there are silver linings: The extreme cold may help raise low water in the Great Lakes, protect shorelines and wetlands from erosion, kill insect pests and slow the migration of invasive species. "All around, it's a positive thing," Lenters, a specialist in the climate of lakes and watersheds, said Wednesday. Ice cover on the Great Lakes has been shrinking for decades, but this year more than 60 percent of the surface is expected to freeze over at some point — an occurrence that could help the lakes rebound from a prolonged slump in water levels. Even agriculture can benefit. Although cold weather is generally no friend to crops, some of southern Florida's citrus fruits can use a perfectly timed cool-down, which they were getting as midweek temperatures hovered around freezing. "A good cold snap lowers the acidity in oranges and increases sugar content, sweetens the fruit," said Frankie Hall, policy director for the Florida Farm Bureau Federation. "It's almost been a blessing." Scientists noted that subzero temperatures and pounding snowfalls like those that gripped much of the nation for several days are not unheard-of in the Midwest and Northeast and used to happen more frequently. For all the misery it inflicted, the polar vortex that created the painfully frigid conditions apparently broke no all-time records in any major U.S. cities, according to Jeff Masters, meteorology director of Weather Underground. "I'm just happy to see that we have a normal winter for once," said Lenters, who works for Limnotech, an environmental consulting firm in Ann Arbor. As the climate has warmed, the absence of bitter cold has actually been damaging. The emerald ash borer, an insect native to Asia, arrived in the U.S. around 2002 and has killed about 50 million ash trees in the Upper Midwest. But some locales this winter may have gotten cold enough to kill at least some larvae, said Robert Venette, a U.S. Forest Service research biologist in St. Paul, Minn. A reading of minus 20 will usually produce a 50 percent mortality rate, and "the Page 2 of 4 Photo of the Day: Deep Freeze May Benefit Agriculture Published on Food Manufacturing (http://www.foodmanufacturing.com) numbers go up quickly as it gets colder than that," Venette said. While the freeze won't wipe out the ash borer, it will give communities a chance to develop plans for limiting the bug's spread, he said. Other pests that originated in warmer places could be affected as well, including the gypsy moth, the hemlock woolly adelgid and the European beetle that carries Dutch elm disease, said Lee Frelich, director of the University of Minnesota Center for Forest Ecology. Native insects have evolved to cope with deep freezes. Extreme cold also reins in invasive nuisance plants such as kudzu, which has ravaged the Southeast but has yet to find its way north, said Luke Nave, a University of Michigan assistant research scientist. "As long as these cold snaps continue to occur, they will help reinforce the current range limits for certain plants," Nave said. Water levels have been below normal in most of the Great Lakes since the late 1990s because of high evaporation and occasional lack of rain and snow. A year ago, Lakes Michigan and Huron hit their lowest points on record. Cargo ships were forced to carry lighter loads to avoid running aground in shallow channels. Marinas lost business and wetlands dried up. But levels rose sharply in 2013, thanks to heavy snow and rain. Extensive ice cover this winter could help the lakes continue their recovery. The National Oceanic and Atmospheric Administration's Great Lakes Environmental Research Laboratory in Ann Arbor predicts ice will cover 57 to 62 percent of the surface waters. One of the lab's climatologists, Jia Wang, previously reported that the lakes' ice cover has declined 71 percent over the past 40 years. He said this year's showing may be a short-lived exception to an ongoing trend. But this year's bone-chilling conditions could keep water temperatures low well into the summer, delaying the seasonal warming that triggers heavy evaporation, Lenters said. The deep freeze also has piled up ice along Great Lakes shorelines, providing a buffer that will prevent heavy waves from eroding soil and disturbing wetlands. Sections of the lakes that freeze solidly create new pathways for wandering wildlife. That could help gray wolves, which have spread across Michigan's Upper Peninsula, find new territory in the Lower Peninsula, where the occasional straggler has turned up but no established packs are known to exist. "You can decide for yourself whether that's a good thing," said Philip Myers, curator of mammals at the University of Michigan Museum of Zoology. "I think it is." ___ Page 3 of 4 Photo of the Day: Deep Freeze May Benefit Agriculture Published on Food Manufacturing (http://www.foodmanufacturing.com) Associated Press writers Steve Karnowski in Minneapolis and Seth Borenstein in Washington, D.C., contributed to this report. 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OUT Inside PRODUCED BY THE DENVER CENTER FOR THE PERFORMING ARTS InsideOUT Administration 303.893.4000 Box Office 303.893.4100 denvercenter.org Special Thanks to our Arts in Education Sponsors ©2009 Denver Center Theatre Company Synopsis "When my love swears that she is made of truth I do believe her, though I know she lies…." — William Shakespeare, Sonnet 138. Othello, a Moorish army general, has passed over Iago for promotion in the Venetian army in favor of Cassio, a younger man. Iago is determined to avenge himself on his commander and his manipulations know no limits in his plot to destroy the generous and unsuspecting general. Meanwhile, Othello has secretly married Desdemona, a union that angers her father, Brabantio. But Desdemona is madly in love and she defies her father's disapproval. Iago, in his jealousy, uses Roderigo, a nobleman who was formerly a suitor of Desdemona and the promoted Cassio as his pawns. Sensing a weakness in Othello, Iago employs cunning and insinuation to prick the jealousy of his commander while involving the names of Roderigo and Cassio to besmirch Desdemona's reputation. Othello falls into the trap Iago sets for him, becoming obsessively jealous and readily believing anything he is told about his wife. Set in Venice and Cyprus this domestic tragedy explores difficult issues that raise artistic, moral and social questions that resonate in this century. William Shakespeare: An Encapsulated Biography For all his fame and celebration, William Shakespeare remains a mysterious figure with regards to personal history. There are just two primary sources for information on the Bard: his works and various legal and church documents that have survived from Elizabethan times. Naturally, there are many gaps in this body of information, which tells us little about Shakespeare the man. William Shakespeare was born in Stratford-upon-Avon, allegedly on April 23, 1564. Church records from Holy Trinity Church indicate that he was baptized there on April 26, 1564. Young William was born of John Shakespeare, a glove maker and leather merchant, and Mary Arden, a landed heiress. William, according to the church register, was the third of eight children in the Shakespeare household—three of whom died in childhood. John Shakespeare had a remarkable run of success as a merchant and later as an alderman and high bailiff of Stratford. His fortunes declined, however, in the 1570s. There is great conjecture about Shakespeare's childhood years, especially regarding his education. Scholars surmise that Shakespeare attended the free grammar school in Stratford, which at the time had a reputation to rival Eton. While there are no records extant to prove this claim, Shakespeare's knowledge of Latin and Classical Greek would tend to support this theory. In addition, Shakespeare's first biographer, Nicholas Rowe, wrote that John Shakespeare had placed William "for some time in a free school." 1 John Shakespeare, as a Stratford official, would have been granted a waiver of tuition for his son. As the records do not exist, we do not know how long William attended the school, but certainly the literary quality of his works suggest a solid education. What is certain is that William Shakespeare never went on to university schooling, which has stirred some of the debate concerning the authorship of his works. The next documented event in Shakespeare's life is his marriage to Anne Hathaway on November 28, 1582. William was 18 at the time and Anne was 26—and pregnant. Their first daughter, Susanna, was born on May 26, 1583. The couple later had twins, Hamnet and Judith, born February 2, 1585 and christened at Holy Trinity. Hamnet died in childhood at the age of 11, on August 11, 1596. For seven years, William Shakespeare effectively disappears from all records, turning up in London circa 1592. This fact has sparked as much controversy about Shakespeare's life as any period. Rowe notes that young Shakespeare was quite fond of poaching and may have had to flee Stratford after an incident with Sir Thomas Lucy, whose lands he allegedly hunted. There is also rumor of Shakespeare working as an assistant schoolmaster in Lancashire for a time, though this is circumstantial at best. It is estimated that Shakespeare arrived in London around 1588 and began to establish himself as an actor and playwright. Evidently, Shakespeare was envied early on for his talent, as related by the critical attack of Robert Greene, a London playwright, in 1592: "—an upstart crow, beautified with our feathers, that with his Tiger's heart wrapped in a player's hide, supposes he is as well able to bombast out a blank verse as the best ©2009 Denver Center Theatre Company 3 of you: and being an absolute Johannes factotum, is in his own conceit the only Shakescene in country." 2 Greene's bombast not withstanding, Shakespeare must have shown considerable promise. By 1594, he was not only acting and writing for the Lord Chamberlain's Men (called the King's Men after the ascension of James I in 1603), but was a managing partner in the operation as well. With Will Kempe, a master comedian, and Richard Burbage, a leading tragic actor of the day, the Lord Chamberlain's Men became a favorite London troupe, patronized by royalty and made popular by the theatre-going public. When the plague forced theatre closings in the mid-1590's, Shakespeare and his company made plans for the Globe Theatre in the Bankside district, which was across the river from London proper. Shakespeare's success is apparent when studied against other playwrights of this age. His company was the most successful in London in his day. He had plays published and sold in octavo editions, or "penny-copies" to the more literate of his audiences. Never before had a playwright enjoyed sufficient acclaim to see his works published and sold as popular literature in the midst of his career. While Shakespeare could not be accounted as wealthy, by London standards, his success allowed him to purchase New House and retire in comfort to Stratford in 1611. William Shakespeare wrote his will in 1611, bequeathing his properties to his daughter Susanna (married in 1607 to Dr. John Hall). To his surviving daughter Judith, he left 300 pounds, and to his wife Anne he left "my second best bed". William Shakespeare allegedly died on his birthday, April 23, 1616. This is probably more of a romantic myth than reality, but Shakespeare was interred at Holy Trinity in Stratford on April 25. In 1623 two working companions of Shakespeare from the Lord Chamberlain's Men, John Heminges and Henry Condell, printed the First Folio edition of the Collected Works, of which half the plays contained therein were previously unpublished. The First Folio also contained Shakespeare's sonnets. William Shakespeare's legacy is a body of work that will never again be equaled in Western civilization. His words have endured for 400 years and still reach across the centuries as powerfully as ever. www. bardweb 1. Ibid. 2. http://www.bardweb.net/man.html ©2009 Denver Center Theatre Company Shakespeare's Plays The Source of the Story for Othello IAGO: "Take note, take note, O world!" —Othello, III, iii, l.378. The seventh novella of the Hecatommithi by Giovanni Battista Giraldi Cinthio provided the plot for Shakespeare's play, but he altered the original story so brilliantly that it became his own forever. In Cinthio's tale, the Moor (he has no other name) is highly respected as a military leader and is appointed by the lords of Venice to lead an expedition to Cyprus. The Moor has married a Venetian lady named Disdemona who has admired his manliness and valor. Cinthio's Moor does not tell Disdemona of his adventures nor does her family oppose the marriage. The Ensign (who becomes Iago) has fallen in love with the Moor's lady and is jealous of the captain (Shakespeare's Cassio). The cause of his jealousy is not Cassio's promotion, but the fact that Disdemona disdains him in her preference for the captain. The Ensign's love turns to hatred and he plots revenge against Disdemona to death. Meanwhile, the captain is dishonored for assaulting a soldier and creating a disturbance while on guard duty. Disdemona takes up his cause with the Moor. ©2009 Denver Center Theatre Company 5 The Ensign fuels the Moor's mind with doubts about his lady's virtue; he claims the captain has boasted of an affair with her and even plants her handkerchief (stolen by his own child) in the captain's quarters. The Moor agrees that his wife must be killed; in addition, he consents to have the Ensign beat her with a sandfilled stocking. In the Moor's presence the Ensign beats Disdemona. But as soon as the execution is completed, the Moor goes mad with grief. He and the Ensign quarrel and the Moor strips him of his office. The Ensign then plots to have the Moor recalled to Venice where he accuses him of the murder of his wife. Tortured by authorities, the Moor refuses to confess and is exiled for life; subsequently, he is killed by Disdemona's kinsmen. The Ensign goes free, but later dies under torture for his connection to another crime. After the Ensign's death, his wife reveals his treachery involving the Moor and Disdemona. At no point in Cinthio's story does the Moor ever learn of his wife's innocence. Grace, William J. Shakespeare's Othello. New York: Monarch Press, 1964. Hall, Joan Lord. Othello: a Guide to the Play. London: Greenwood Press, 1999. Time and Setting of the Play The commonwealth of Venice in their armory have this inscription: 'Happy is that city which in time of peace thinks of war.' —Robert Burton. The Anatomy of Melancholy. (1621-1651) In Shakespeare's play Venice is an organized and just society, at least on a public level. In 1420, when Venice acquired territories in the eastern Mediterranean "she took on burdens as well, and the greatest of these was the task of opposing the Ottoman Turks." 1 But in 1571 at the battle of Lepanto (600 miles northwest of Cyprus) the Venetians along with the Austrians defeated the Turks, a fact that electrified Europe. In the 15 th century Venetian merchants had traveled to the east on Portuguese ships, but the powerful East India Co. controlled most of the trade. In the 19 th century, the gradual dismantlement of the East India Co. transformed trading relations between Asia and Europe and the result was that trade exchanges between India and Italy grew in the last decades of the 19 th century. The other setting is Cyprus, a large island near the eastern end of the Mediterranean. In 1489 it came under the control of Venice, but Venetian expansion involved her in wars with the Turks. Throughout the period of Venetian rule, Ottoman Turks raided and attacked the people of Cyprus at will. The Greek population of Cyprus was given weapons by the Venetians to fight the attacking Ottomans. Numerous battles were fought between the Venetians and Turks, until 1573, when the Peace of Constantinople ended the wars between these two. The Venetians left, leaving Cyprus under the rule of the Ottoman Empire. Thus, Cyprus was a place of isolation, farther away from Christian Europe and one step ©2009 Denver Center Theatre Company closer to the Islamic culture of the Turks. The occupation brought Cyprus directly under Ottoman despotism. Heavy taxes were levied and many Greek Cypriots converted to Islam but remained "secret" Christians. Asimov, p. 611. 1. Nostbaken. P. 35. 2. Asimov, Isaac. Asimov's Guide to Shakespeare. New York4: Wings Books, 1970. antonellaviola@ iue.it. "Mapping Entrepreneurial Commercial Presence in the 19 th Century India." http://en.wikipedia.org?wiki/Cyprus_under_the_Ottonian_Empire Historical & Cultural Context of Othello IAGO: "An old black ram/Is tupping your white ewe." —Othello, I, i, line 88. Many critics have written about the racism displayed in the play, and there is evidence that Shakespeare's England bore a prejudiced streak. In 1554 a sea merchant brought five black men from Guinea to England. He instructed them in English so they could become interpreters on further trade missions to Africa. During the 50 years from this significant beginning to the first performances of Othello, the black population of England had increased to a point that Queen Elizabeth issued a proclamation. In 1596 she alerted the Lord Mayor of London about the spread of "diverse blackamoors brought into this realm." 1 But in 1601 she issued an edict demanding that "Negroes and blackamoors be removed from England." 2 At the same time trade and economic ties between England and North Africa grew. In 1600 an entire embassy from Morocco journeyed to London for a six-month stay designed to strengthen diplomatic and economic relations with England; these North Africans were described as "very strangely attired and behaviored." 3 The cultural differences and their cost to the city of London (230 pounds) led to an attitude of distrust and muted hostility among the British. When it came time for them to leave, several English mariners refused to transport them. British people had limited exposure to Africans and their ignorance fed their distrust. One key political concern affecting English perceptions of Moors was the relationship between Moors and Spain. Spain bore intense hostility to England because it was already trading in Africa and disliked the British competition. More importantly, under Elizabeth's reign from 1558 to 1603, Spain supported an attempt to replace the Protestant queen with a Catholic monarch. In the theatre black-masked figures had always denoted suspicion. But in ©2009 Denver Center Theatre Company 7 1589 George Peele wrote a play, The Battle of Alcazar, in which the Moor is a complete villain. This stage stereotype reinforced an audience's expectation of blackness as villainy. By dignifying the black character and creating a white man as the central villain, Shakespeare is in stark contrast to this theatrical tradition. Hall, p. 13. 1. Nostbaken, p. 71. 2. Hall, p. 13. 3. Hall, Joan Lord. Othello: a Guide to the Play. London: Greenwood Press, 1999. Nostbaken, Faith. Understanding Othello. London: Greenwood Press, 2000. Themes of the Play Jealousy is a main theme in Othello, but on a deeper level, the play explores other important concerns. One of these is isolation or "the outsider." "Respected and utilized for his military prowess… Othello nevertheless remains a stranger within the private world of Venice." 1 The policy of the Venetian free state was to hire foreign mercenaries to protect its free trade and fight its wars. Therefore, Othello may be leading the army, but he knows little of this city-state and its citizens. Part of Othello's susceptibility to Iago's words is the fact that the ensign is a Venetian insider and Othello is not. Another reason for Othello's isolation is his race. As director Kent Thompson said in an interview with Phillip Kolin: "Portraying Othello as a warrior-hero but also a supremely lonely outsider opens up the complexity of the play. All of the spoken and unspoken racism of this world comes back to haunt Othello." 2 Iago immediately dislikes him for he has been passed over for promotion. Brabantio distrusts him because he believes the Moor has charmed his daughter Desdemona with magic. Othello, too, thinks of himself as an outsider; his race has set him apart and he has had to work hard and look carefully after his reputation so that he is regarded as an equal to a white man. Appearance versus reality is another important theme of the play. Although Iago is called honest by almost everyone in the play, he is in truth treacherous, deceitful and manipulative. Othello portrays himself as being simple and plainspoken, but underneath this calm exterior he is bursting with emotion. His lack of self-knowledge makes him easy prey for Iago's insinuations about Desdemona. Pride is especially important to Othello. He is defensively proud of himself and his achievements and especially proud of his honorable appearance. He wants to appear powerful, accomplished and moral at all times, and when he is challenged by allegations about Desdemona, his pride is wounded. As a military man Othello has a view of justice that ordinary society does not. The play's setting and plot emphasize "the rank and status of a male hierarchy and a war-oriented code of conduct." 3 Discipline and order are necessary, ©2009 Denver Center Theatre Company 8 but more importantly, justice for Othello becomes an excuse for revenge on an innocent victim. Jealousy brings chaos into the situation; "when jealousy is personified as a monster in the play, it is to suggest some human beings can be taken over by a passion that is huge." 4 As Othello's jealousy mounts, he becomes monstrous. He abandons reason; his language becomes coarse, and he is determined to punish his wife. Iago, too, is a demonic figure who creates images of an adulterous liaison where none exists. As Janet Adelman points out: "Othello is obsessively about what is hidden away within the person, the inner, private and unknowable self that might harbor inaccessible desires." 5 Hall, p. 104. 1. Kolin, p. 442-43. 2. Nostbaken, p. 108. 3. Hall, p. 113. 4. Hall, p. 115. 5. Grace, William J. Shakespeare's Othello. New York: Monarch Press, 1964. Hall, Joan Lord. Othello: a Guide to the Play. London: Greenwood Press, 1999. Kolin, Phillip C., ed. Othello: New Critical Essays. New York: Routledge, 2002. Kolin, Phillip. "An Interview with Kent Thompson." Nostbaken, Faith. Understanding Othello. London: Greenwood Press, 2000. ©2009 Denver Center Theatre Company 9 The Women in Othello OTHELLO: "O curse of marriage! That we can call these delicate creatures ours, And not their appetites." —Othello, Act III, iii, 268. Desdemona is often seen as the delicate, innocent, infinitely sweet victim, but Jane Adamson paints a different picture. In her book, Othello as Tragedy: Some Problems of Judgment and Feeling, she says that in the first half of the play Desdemona is self-assured and energetic. She rejects the suitors her father has selected, has eloped with Othello, defended her actions before the Venetian Senate, accompanied Othello to a field of war at Cyprus and challenged his judgment on Cassio. Yet, as madly as she proclaims to love Othello, "neither of them really knows the other…given the circumstances of their courtship." 1 Their ignorance persists as neither one of them notices or adjusts to the personality of the partner. Desdemona holds to her ideal conception of Othello while his ideal sense of her is diminishing with the words of Iago. Desdemona's admiration is not a sound basis for this marriage. Desdemona's big mistake is her innocent persistence in arguing Cassio's case in defiance of Othello's decision. She believes her love for him and his love for her "will naturally prevail over any other consideration." 2 She does not understand the rules of soldiership and the demands it makes on her husband; "military matters must necessarily take precedence over private wishes." 3 By the last two acts her confidence has waned; the recognition that she is suspected of adultery leaves her miserable and withdrawn. She becomes passive and lacks the will to challenge or resist anything. Emilia, Iago's wife, is an Army wife, used to the hard facts of military life. She is barely tolerated by her husband who is only interested in malevolent mischief. She steals Desdemona's handkerchief to gain her husband's approval, but it is short-lived. Her loveless marriage has left her with a cynical and hostile attitude toward men as shown by these words: "They are all but stomachs, and we all but food/They eat us hungerly, and when they are full/They belch us." (III, iv, l. 98-100) Her fierceness and rage against injustice are qualities Desdemona might emulate. Bianca is called a "strumpet" by Iago, but his attitude toward women is misogynistic. In Act V, scene I, Bianca declares: "I am no strumpet, but of life as honest/As you that thus abuse me." She truly loves Cassio, but she is abandoned and rejected by him, just as Emilia is by Iago. Therefore, Bianca must try to adjust to or put up with circumstances that she cannot really change. As Adamson writes: "That sums up explicitly what we have seen to be the chief emotional problem everyone in the play experiences." 4 Adamson, p. 217. 1. Ibid, p. 222. 2. Ibid, p. 222. 3. Ibid, p. 244. 4. Adamson, Jane. Othello as Tragedy: Some Problems of Judgment and Feeling. London: Cambridge University Press, 1980. Grace, William J. Shakespeare's Othello. New York: Monarch Press, 1964. The Men in Othello IAGO: "Men should be what they seem." —Othello, III, iii, l. 128. "I am not what I am," says Iago in Act I, scene 1 and it could be argued that his words apply to all the main male characters in the play. As Marvin Rosenberg writes in The Masks of Othello: "It is no longer surprising that Shakespeare sensed complexities of human motivation that psychologists are still trying to explain." 1 Othello as a general in the Venetian army seems self-assured, dignified and a natural leader. His position is a symbol of his masculinity and selfsufficiency. His military background explains his swiftness of decision and brutality, as when he fires Cassio for his drunken behavior. But underneath this noble appearance lies "self-deception, [limits] of feeling and egotism." 2 Rosenberg lists other characteristics hidden beneath Othello's façade. He is "insecure, overproud, oversensitive, hungry for admiration and compulsively concerned with his appearance." 3 Most of all, Othello is an outsider because of his race and his nature. He is "a splendidly talented professional employed by a sophisticated society to which he can never belong." 4 He is an isolated man in the midst of many. Iago has been called the Vice figure from the morality plays and the Machiavellian schemer of the Renaissance era. When he says "I am not what I am," he means his outward appearance bears no relation to the inner reality. He is called "honest" many times but this refers to his blunt speech as a soldier. He also refers to himself as Janus, the two faced Roman god who speaks with a double tongue. What we see in Iago is racial animosity toward Othello; he is bitter at being passed over for promotion and is envious of anyone more successful than he, especially Cassio. In Rosenberg's defense of Iago, he proposes that he is a thwarted human being, a clever and ambitious person who has been overlooked. He holds himself in control by exerting will and intelligence over emotion. He feels nothing but contempt for others, "but we learn at last that behind it is a searing contempt for his own self." 5 This self-loathing is disguised with fantasies of his powers in that he believes he is cleverer than anyone else. But what is the motive that drives this venal man? Rosenberg and others believe it is his need "for vindictive triumph— he cannot tolerate anybody who knows or achieves more than he does." 6 On the other hand, Bryan Reynolds and Joeseph Fitzpatrick write that Iago's revenge is "against an unjust and hierarchical institute of the state." 7 Venice appointed Othello in the first place who then promoted Cassio. Under his lone wolf persona, Iago seethes with emotions of resentment and hostility; to the very end he tries to deceive the outer world about his inner life. The question of why Othello succumbs to Iago's lies is often asked. Reynolds and Fitzpatrick contend that "Othello's character—self-important, self-deceiving and sentimental—is inherently prone to the jealousy that Iago suggests." 8 Harold Bloom, author of Shakespeare: Invention of the Human writes: "Othello is a great soul helplessly outclassed in intellect and drive by Iago." 9 Bloom believes Iago's passion for destruction is the only creative passion in the play. Two other male characters in the play become pawns of Iago. Roderigo, who opens the play, has been duped by Iago into giving him money and jewels so he can court Desdemona. Supposedly the symbol of courtly love, he holds decadent thoughts about her and is roundly despised by Brabantio, her father. Roderigo believes the only way to find success in life is to follow people of higher rank than himself. Cassio is the handsome young man promoted to lieutenant by Othello, although he is a scholar and an untried soldier. He is from Florence, a city much admired by Elizabethans as a center of courtship and culture. But Cassio has his flaws; in a drunken confrontation with Montano and Roderigo, he is demoted by Othello for his behavior. In that skirmish he is more concerned with his reputation than danger to the city. Consequently, Cassio relies on Desdemona to win back Othello's favor for him. Living in the present, he never considers the consequences or the future. Surviving the tragedy of Othello, not because of strategy or thought, he becomes the new commander of the Venetian army. Rosenberg, p. 176. 1. Hall, p. 86. 2. Rosenberg, p. 185. 3. Ibid, p. 197. 4. Ibid, p. 174. 5. Ibid, p. 175. 6. Reynolds and Fitzpatrick, p. 212. 7. Ibid, p. 211. 8. Bloom, p. 434. 9. Bloom, Harold. Shakespeare: The Invention of the Human. New York: Riverhead Books, 1998. Hall, Joan Lord. Othello: a Guide to the Play. London: Greenwood Press, 1999. Kolin, Philip C., ed. Othello: New Critical Essays 2002. . New York: Routledge, Reynolds, Bryan and Fitzpatrick, Joseph. "Venetian Ideology orTransversal Power? Iago's Motives and the Means by which Othello Falls." Rosenberg, Marvin. The Masks of Othello. Berkeley, CA: University of California Press, 1961. http://www.123HelpMe.com/view.asp?id=6292 "Character of Cassio in Shakespeare's Othello." Great Othellos Throughout history productions of Othello have changed to reflect not only actors' and directors' insights into the play, but also the prevailing social thought of the time. Othello, when originally performed at the Globe Theatre, followed the great introspective tragedy of Hamlet. Richard Burbage, Shakespeare's leading tragedian, played the title role. Continuing the trend he had begun with his interpretation of Hamlet, Burbage made his Othello more personal, his acting filled with deep emotion. The play obviously appealed to audiences and actors alike since it continued to be performed after Burbage's death until the Puritans closed the playhouses in 1642. By the end of the 18 th and early 19 th centuries, Othello became a battle flag for the Romantic Movement, the period after the French Revolution when emotion and freedom reigned. The role of Othello allowed the actors to suffer the intensity of a full range of emotions before their audiences. Edmund Kean, who played the role in the early 1800s, is considered to have given the greatest English interpretation of his century. Like Burbage before him, Kean showed an inwardness, a preoccupation in Othello. He broke with earlier tradition by using brown, not black, make-up to become the Moor. He displayed incredible concentration and intensity on stage, making it all the more dramatic when his emotions burst out in rage. Ira Aldridge (1821-1867), the American grandson of a Senegalese chieftain, was prevented from acting in the United States. That did not stop him from traveling to Europe and playing Othello, among many other roles in the greatest theatres on the Continent. By the time he toured Europe, audiences once again embraced his full range of emotions in the play. For all his acclaim across Europe and Russia, Aldridge was never permitted to perform the role in the United States and died while on tour in Poland. Across the Atlantic a very different Othello was being performed. In America, a rougher, more violent portrayal was given by Edwin Booth (the actor brother of John Wilkes Booth). Traditionally, Desdemona's death scene had been played in the center of the stage with Othello's back to the audience, masking much of the brutality of the scene. In Booth's production, the bed was moved downstage to the front and side. The audience could focus on Othello's face and see Desdemona's struggle. The African American actor, Paul Robeson, brought another dimension to the title role of Othello in the early 20 th century. Though a respected actor and singer, Robeson was forbidden as a black man to appear on stage in the United States. So like Aldridge a century before, Robeson went to England in 1930 London; he played Othello opposite Peggy Ashcroft as Desdemona to great critical acclaim. Not until 1942, after an extensive public relations campaign and a hard search for an actress who would agree to play opposite him, was Robeson able to perform the title role in this country. Even then the production only toured theatres above the Mason-Dixon line since Robeson refused to play in segregated houses. He brought a quiet, subdued Othello to the stage. As of spring 2010, his 1943-45 run in Othello on Broadway, with Uta Hagen as Desdemona and José Ferrer as Iago, still holds the record for the longest running Shakespeare play on The Great White Way. The 20 th century has seen some of its greatest actors in the role of Othello. Sir Laurence Olivier portrayed him as a man who was the instrument of his own downfall. Orson Welles nearly bankrupted himself producing a film version of the play. The play last appeared on Broadway in 1982 with James Earl Jones commanding the stage with his characteristic dignity and nobility to Christopher Plummer's Iago and Diane Wiest's Desdemona. In 1997 the Shakespeare Theatre in Washington, D.C. produced what its Othello, Patrick Stewart, called a "photo negative" production in which the Moor was white and his Venice black. The production's director, Jude Kelly, said about this non-traditional choice: "I don't think we're trying to make any more major a point than Shakespeare himself was trying to make; we're just making it differently. What's fascinating for me is that you have 22 African American actors onstage who know what racism is about, and one white British actor who may know the effects of racism but has never experienced it the way they have. So the images of racial hostility flip back and forth." 1 Chicago Shakespeare Theatre. 1. http://www.chicagoshakes.com/main.taf?p=2, 17, 9, 1, 5 Contemporary Applications of Othello Time shall unfold what plaited cunning lies. —William Shakespeare, King Lear, I, i. In June 1994, the arrest of O.J. Simpson for the murders of his former wife, Nicole Brown Simpson and her friend Ronald Goldman, invited comparisons with the tragedy of Othello. Both Othello and Simpson claimed fame, one as an army general and the other as a football hero and entertainment figure. Both defied social conventions by choosing to marry white women. O.J.'s farewell (suicide) letter proclaimed if he and his wife Nicole had a problem, it was "because I loved her too much" which prompted comparisons with Othello's final speech about "loving not wisely but too well." 1 Another Othello moment occurred in 2003 when Secretary of State Colin Powell went to the Security Council of the United Nations to explain the United States' action against Iraq. At the time it was the highest rank ever held by an African American in the United States government. Powell had misgivings about the administration's plans to invade Iraq, but his speech presented evidence purporting to prove Iraq had concealed weapons of mass destruction. His testimony was instrumental in persuading many members of the United States Congress to vote for the war. Some of the evidence was later discredited, and like Othello, Powell had been influenced by insinuations and propaganda from questionable sources. He was subjected to harsh criticism and resigned as Secretary of State in 2004, shortly after President Bush's re-election. In her book Shakespeare and Modern Culture, Marjorie Garber writes, "we are now in an Iago moment." 2 She cites the Monica Lewinsky-Bill Clinton scandal of 1998 that featured Linda Tripp. Tripp became Lewinsky's confidante, and when she learned of her relationship with Clinton, she consulted a literary agent and began secretly taping their phone conversations. These tapes she gave to the independent prosecutor, Ken Starr, who was investigating the affair. Almost immediately in the press Linda Tripp was castigated for her role; Maureen Dowd of the New York Times called her "the Iago of Pentagon City." 3 Garber also explains the IAGO project, an acronym for Integrated Asymmetric Goal Organization. This project is a model created as part of a war-gaming scenario at the United States Naval Postgraduate School in Monterrey, California. 4 The premise of the operation is to try to get inside the thought processes of people who are very different from us, such as terrorists. Iago's destructiveness wasn't driven by religion or ideology; it went much deeper than that. John Hiles, lead designer of the IAGO project picked out the name because "the research focuses on a terrible question that won't easily be answered." 5 More Iago moments are illustrated in an editorial in The New York Times of October 10, 2009. Lee Siegel titles her work "How Iago Explains the World." Siegel writes: " (He) is the ideal forerunner of so many contemporary dissemblers—the deceitful politician, clergyman, athlete or entertainer; the conniving money manager, the prevaricating realtor, the online sexual predator… Through his machinations, Iago demonstrates that directness and honesty are, indeed, not safe—and in fact never are—because the overtly transparent victim sometimes invites the predator's manipulations and so becomes complicit with him." 6 Garber, p. 158. 1. Garber, p. 158. 2. Ibid. 3. Ibid, p. 160. 4. Ibid. 5. Siegel, p. 7. 6. Garber, Marjorie. Shakespeare and Modern Culture. New York: Pantheon Books, 2008. Nostbaken, Faith. Understanding Othello. London: Greenwood Press, 2000. Siegel, Lee. "How Iago Explains the World." The New York Times. Oct. 10, 2009. Questions Pre-Show Questions Do stereotypes change over time? Are the stereotypes in Shakespeare's 1) time different than the ones today? How would the story be different if Othello was not labeled as a "Moor?" What does it mean to be jealous of someone? What does jealousy cause 2) us to do? Explain if you believe if it is possible to be evil without cause? Do we 3) need to have a reason to be evil? How do we show our loyalty to different people in our lives? What do 4) we expect from the people to whom we are loyal? Are there different degrees of loyalty such as to family or to a friend? Post Show Questions How is Othello described by other characters in the beginning of the 1) play? Why does Brabantio's, Desdemona's father's, attitude toward Othello change? What is the tipping point in their relationship? What do you think is the main reason for Iago's treachery? What does 2) Iago hope to gain by disgracing Cassio and Othello? Why does Iago agree to help Roderigo? What does Roderigo hope to 3) accomplish by allowing Iago to help him? Why does the handkerchief become a focal point in the story? How does 4) each character react to the handkerchief? How would you describe the marriage between Desdemona and Othello? 5) Does you perception change through the course of the play? Why does Desdemona dismiss Othello's accusations of infidelity? 6) How would you describe the relationship between Desdemona and 7) Cassio? What from their history shapes their relationship and how is the relationship perceived by other people? Why is Othello a tragic figure? What happens that leads to his demise? 8) How are women portrayed in this play? Do the other characters treat 9) them with respect or scorn? Do you believe Emilia is a weak or strong character? What role does 10) she play in Desdemona's death? If the play was named 11) Iago, what in the play would be different? Activities Cassio's Story Michael Cassio is Othello's Lieutenant. He is also one of characters that survives. If Othello asked him to tell his story what would it be? Write the story that Cassio would tell the people back in Venice. Remember he does not know the whole story, he would have to try and understand what happened with the information that his character knows. Concentrate on the scenes in which he is involved. How does the actual story change as Cassio relates it? Extension: For an added twist, write the story in iambic pentameter. Colorado Model Content Standards Reading and Writing 4 Students apply thinking skills to their reading, writing, speaking, listening, and viewing. Reading and Writing 6 Students read and recognize literature as a record of human experience. Closing Arguments Iago debates his actions for the entire length of the play. In class, put Iago on the witness stand. One group is to act as the prosecuting attorney that claims Iago is insane and the other group is to act as the defense attorney that claims Iago is sane. Colorado Model Content Standards Reading and Writing 4 Students apply thinking skills to their reading, writing, speaking, listening, and viewing. Identity Map This activity looks at the internal and external characteristics of a certain character. Start with a circle in the middle of a piece of paper. As there will be writing inside and outside the circle, be careful to leave space. At the top of the page, either place a generic title such as "Hero," "Villain," etc. or the name of a character from the play. If this activity is played before seeing the production, start with generic titles. Inside the circle, write descriptive words, phrases, or draw pictures that describe the characters' perceptions of themselves. These descriptions are traits that we know and are the essential characteristics and also those that cannot be changed. For example, Othello is male, strong and a soldier. Outside the circle, write descriptive words to describe how the characters are perceived by the other characters. These would be immediate qualities that are obvious or those traits that characterize the character. After seeing the production or reading the text, create another circle for a specific character. For example, if the character is Iago, in the circle, write quotes that Iago uses to describe himself. On the outside of the circle, write quotes that the other characters use to describe him. Colorado Model Content Standards Reading and Writing 1: Students read and understand a variety of materials. Reading and Writing 4: Students apply thinking skills to their reading, writing, speaking, listening, and viewing. The Outsider Draw a set of concentric circles on a piece of paper. The circles represent the society in which Othello is set. Place the main characters from the play in position within the concentric circles to show the relationship of each to the mainstream society in the center. Compare your diagram with others in your class. Do you see any differences? Discuss your reasoning and try to reach a consensus on where each character should be plotted. Who is an "insider"? Who is an "outsider"? What are the relationships between the characters in the center and at the edges? Try making a similar chart placing characters based on how sympathetic they are and compare. What do you see? Where did you position Othello? Why do you think Shakespeare placed these characters from the outer circle of society at the center of action in his plays? What is the role of the "outsider" in Othello? Now think beyond Shakespeare: what can an "outsider" character see that other characters cannot? What can he or she show or teach us? Look back on your own experience and recall a time when you were the "outsider." Draw a concentric circle diagram, plotting where you and others stood during the time you recall. Write a short personal essay telling about that time. Colorado Model Content Standards Reading and Writing 4 Students apply thinking skills to their reading, writing, speaking, listening, and viewing. Reading and Writing 6 Students read and recognize literature as a record of human experience. Source: http://www.pbs.org/wgbh/masterpiece/othello/ Biographies Invent a biography for Desdemona. What do you think her life was like before she married Othello? Do you think her father, Brabantio, was unhappy with her marriage because he was looking for a more advantageous match for her that might add to the prestige of the family or do you think he thought that Othello was too old, too war-hardened or from a country and culture that was too different? Do you think Brabantio was interested in Desdemona's happiness? Do you think that Desdemona really loved Othello? Or was she a starry-eyed teen? Why do you think she married Othello? Do you think she felt loved or threatened? Do you think that she just wanted an adventure? Do you think that she was truly attracted to Othello? Does Desdemona have any power? Invent a biography for Othello. Where is he from? How old do you think he is and how old is Desdemona. Why does he seem so confident in Venice and not in Cyprus? Is it because in Venice there is peace and in Cyprus they anticipate war? Why do you think that he trusted Iago so much? Why did he treat Desdemona so badly in Cyprus? Was he blinded by jealousy? Invent a biography for Iago. How long has he been with Othello? How old is he? Did he like and respect Othello before Michael Cassio was promoted? Do you think that he should have been promoted in Cassio's place? Do you think that he was always as evil as he shows himself to be in the play? How does he treat his own wife? Is he smart or just sly? Do you think he had cause to go to such lengths to bring Othello down? Was it worth it? Why is he silent at the end? Do you think that he feels any remorse for anything that he did? Do you think that he should? Colorado Model Content Standards Reading and Writing 4 Students apply thinking skills to their reading, writing, speaking, listening, and viewing. Reading and Writing 5 Students read to locate, select, and make use of relevant information. Character Shield After the play, pick a character and create a character shield or coat of arms. Each shield should be divided into four sections and a picture drawn for each of the following: a. The character's desire b. The character's worst fear c. The character's essential nature in symbolic form, preferably as an animal d. A quote from the play that represents the character Colorado Model Content Standards Visual Art 4 Students relate the visual arts to various historical and cultural traditions. 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* Birth of Planet Earth – "Birth of Planet Earth" is a planetarium fulldome show that tells the twisted tale of our planet's origins. Scientists now believe that our galaxy is filled with solar systems, including up to a billion planets roughly the size of our own. The film employs advanced, data-driven, cinematic-quality visualizations to explore some of the greatest questions in science today: How did Earth become a living planet in the wake of our solar system's violent birth? What does its history tell us about our chances of finding other worlds that are truly Earth-like? * Dinosaurs at Dusk – A learning adventure of a father and his teenage daughter Lucy, who share a fascination for all things that fly. You'll travel back in time to meet the pterosaurs and the ancestors of modernday birds: the feathered dinosaurs. Lucy and her father navigate from continent to continent, looking for clues about the origins of flight. When time runs out they experience first-hand the cataclysmic "last day" of the dinosaurs. Science content includes topics such as continental drift, proper motion of stars, asteroids and impacts, extinctions and the convergent development of flight among species. * Dynamic Earth - Dynamic Earth explores the inner workings of Earth's great monitoring data and advanced supercomputer simulations, this cutting-edge interlocking systems that shape our climate: the atmosphere, oceans, and the life support system: the global climate. With visualizations based on satellite production follows a trail of energy that flows from the Sun into the biosphere. Audiences will ride along on swirling ocean and wind currents, dive into the heart of a monster hurricane, come face-to-face with sharks and gigantic whales, and fly into roiling volcanoes. * Faster than Light: The Dream of Interstellar Flight – The impulse to strike out into the unknown, to see what's over the horizon… is as old as humanity. Today, a whole new horizon beckons. Scientists now believe that our galaxy is filled with solar systems, including up to 9 billion Sun-like stars with planets similar to Earth. "Faster Than Light: the Dream of Interstellar Flight" will dazzle audiences with Astronomers are racing to find habitable worlds, including any that might exist in the neighborhood of our Sun. But if we find one, how will we ever get there? How long will it take? What rocket designs might one day conquer the voids of space? virtual rides aboard spacecraft of the future. They are based on whole new generation rocket fuels and breakthrough concepts in physics. How far can our technologies designed to achieve ultra-high speeds, using exotic next technology take us? * Invaders of Mars - Under the care of Emmy award winning space artist, Don Davis, Invaders of Mars! highlights our ongoing exploration of Mars. We explore the Martian surface as seen by Earth's various spacecraft "invaders" and use the data gathered to explore the red planet as only CGI can. We emerge with a new perspective on the red planet Mars. * Robot Explorers - Near the end of the twentieth century, we began launching unmanned probes into the far reaches of the solar system. What they discovered was amazing and in some cases unexpected. Now after dozens of probes have been deployed, the exploration continues. New space missions are underway, and many of these robust spacecraft are still operational, beaming their knowledge back to Earth every day. We will pay tribute to these robots who have explored in our stead and experience what they have taught us about our solar system. Narrated by Brent Spiner of TV's Star Trek: The Next Generation. Telly Award Winner. * Secret Lives of Stars - Not all stars are created equal. Some are massive. Others are tiny; almost insignificant. The specific characteristics of a star will determine what type of life it will lead, how long it might live and even the type of death it will die. We will witness the amazing variety of stars and peer into their secret lives. * Solar Superstorms – A fury is building on the surface of the Sun – high-velocity jets, a fiery tsunami wave that reaches 100,000 kilometers high, rising loops of electrified gas. What's driving these strange phenomena? How will they affect planet Earth? Find the answers as we venture into the seething interior of our star. The show features one of the most intensive efforts ever made to visualize the inner workings of the sun, including a series of groundbreaking scientific visualizations computed on the giant new supercomputing initiative, Blue Waters, based at the National Center for Supercomputing Applications (NCSA), University of Illinois. Solar Superstorms is a major new production that takes viewers into the tangle of magnetic fields and superhot plasma that vent the Sun's rage in dramatic flares, violent solar tornadoes, and the largest eruptions in the solar system: Coronal Mass Ejections. * Super volcanoes - The scene was 74,000 years ago, on the island of Sumatra. A volcanic eruption triggered the sudden and violent collapse of a vast regional plateau. Toba, as the volcano is known today, was the largest volcanic eruption in the last 25 million years. But Earth has seen far larger. 250 million years ago, an eruption in what's now Siberia lasted a million years and was probably responsible for the greatest episode of mass extinction in Earth's history. Supervolcanoes is an immersive planetarium show that looks back at rare classes of eruptions that have marshaled the energy that lurks, like a sleeping dragon, beneath the surface of planet Earth. 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Made in association with ESO and the Houston Museum of Natural Science, Unseen Universe provides a stunning visual treat as we explore the latest splendors of the heavens with a stirring score performed by the Utah Film Orchestra. It is an uplifting look at the new era of astronomy and what has yet to come. * Zula Patrol: Down to Earth – While on a routine fossil-hunting expedition, the Zula Patrol turns up evidence that the villainous Deliria Delight has been travelling back in time to Earth's prehistoric past to illegally dump her company's toxic trash. In the process, our heroes learn all about the formation and development of The Zula Patrollers must find and catch her, before her actions cause catastrophic consequences. Earth, and the life forms who call it home. * Zula Patrol: Under the Weather - The story: the stalwart heroes of the Zula Patrol are on an expedition collecting samples of weather for scientist Multo's research. Villain Dark Truder then tricks Gorga into helping with his latest nefarious scheme to rule the Universe. When the Zula gang inadvertently hurts their loyal pet Gorga's feelings, he decides to leave Zula and find another planet to live on. The Zula Patrollers find out and go after him – in the process learning all about weather, both terrestrial and interplanetary.	<urn:uuid:9917f84c-d211-4042-a611-4232e6e8dd66>	CC-MAIN-2020-45	https://ropermountain.org/Upload/uploads/VirtualStarShows.pdf	2020-10-30T04:41:16+00:00	crawl-data/CC-MAIN-2020-45/segments/1603107907213.64/warc/CC-MAIN-20201030033658-20201030063658-00684.warc.gz	511,232,776	1,599	eng_Latn	eng_Latn	0.998633	eng_Latn	0.998847	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2833, 5857, 7818 ]	[ 3.140625 ]	1	0
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Typically I love his A Picture Book of… series; this one felt rushed and lacked the level of information I have grown to expect from his books for young readers Picture Book of Martin Luther King: Adler, David A ... A Picture Book of Martin Luther King, Jr. was written by David A. Adler and illustrated by Robert Casilla. This storybook-style picture book is a nonfiction biography of Dr. Martin Luther King, Jr. The story begins with information about Dr. King as a young child growing up in Atlanta, Georgia. A Picture Book of Martin Luther King, Jr. by David A. Adler About A Picture Book of Martin Luther King, Jr. An introduction to one of the most outstanding Americans of the twentieth century, perfect for young readers. Born in 1929, Martin Luther King, Jr. grew up to become a civil rights leader whose philosophy and practice of nonviolent civil disobedience helped African Americans win many battles for equal rights. A Picture Book of Martin Luther King, Jr. by David A ... Find many great new & used options and get the best deals for Picture Book Biography Ser.: A Picture Book of Martin Luther King, Jr by David A. Adler (1989, Trade Paperback) at the best online prices at eBay! Free shipping for many products! Picture Book Biography Ser.: A Picture Book of Martin ... Robert Casilla is the illustrator of several titles in David A. Adler's Picture Book Biography series, with subjects that include Martin Luther King, Jr., Rosa Parks, Eleanor Roosevelt, and Jesse Owens. A Picture Book of Martin Luther King, Jr. (Picture Book ... An introduction to the life of Dr. Martin Luther King Jr., from his childhood to his assassination. This book covers the early racism he experienced and how it shaped his worldview, the "I Have a Dream" speech, and how his message influenced later generations. Explore classroom activities, puzzles, teacher resources and enrichment pdfs for this book. A Picture Book of Martin Luther King, Jr. Printables ... Picture Book Biographies . A Picture Book of Martin Luther King, Jr. By Robert Casilla, David A. Adler A Picture Book of Martin Luther King, Jr. by David A ... A Picture Book of Martin Luther King, Jr. by David A. Adler and Robert Casilla • Part of the David A. Adler Picture Book Biographies Series A brief biography illustrated with full-color art presents a clear picture of Dr.... read more 13 Total Resources 1 Awards View Text Complexity Discover Like Books TeachingBooks \| A Picture Book of Martin Luther King, Jr. A Picture Book of Martin Luther King Jr. by David A. Adler This is a great introduction to Martin Luther King Jr. Includes a timeline of important dates and beautiful illustrations. The Story of Martin Luther King Jr. by Johnny Ray Moore 10 Awesome Picture Books About Dr. Martin Luther King Jr ... This picture book biography shows Martin Luther King Jr. taking notice of injustice during his childhood, further proving that you're never too young to start a life of activism. Pair it with I am Brave, another MLK-focused title from the Ordinary People Change the World series. (Ages 4 – 8) Add to Cart. 18 Picture Books That Help Keep Dr. Martin Luther King Jr ... A Picture Book of Martin Luther King, Jr. David A. Adler Illustrated by Rover Casilla Non-fiction picture book Ages 5 to 8 Holiday House, 1989, 0-8234-0847-7 Today when we think of Martin Luther King, Jr. we think of a man who led his people in a peaceful battle against cruel and unjust laws. A picture book of Martin LutherJr - Through the Looking-Glass Filled with teachings of peacefully protesting fair laws for all people, David Adler gives us a picture book of Martin Luther King, Jr. In it, he shares the early life of MLK Jr, his young experiences with racism and segregation and on to his dreams as well as highlights some of his well-known protests. A Picture Book of Martin Luther King,... by David A. Adler Martin Luther King, Jr. A PICTURE BOOK OF MARTIN LUTHER KING, JR. From Publisher's Weekly - Publishers Weekly As with Adler's previous books in this series, the picture-book format serves as a highly effective, empathetic way to introduce the life and legacy of important Americans to young children. David A. Adler - The Picture Biography Series (Holiday House) Published on Jan 8, 2018. Today's children's book read aloud is A Picture Book of Martin Luther King, Jr. by David A. Adler. If you are looking for educational resources to help encourage literacy... A Picture Book of Martin Luther King, Jr. by David A. Adler: Children's Books Read Aloud A Picture Book of Martin Luther King, Jr. Source: Reading Is Fundamental After reading A Picture Book of Martin Luther King, Jr., by David A. Adler, use this printable and interactive Criss Cross puzzle. All clues relate to the content of the story. A Picture Book of Martin Luther King, Jr. \| RIF.org Children's Book Review: A Picture Book of Martin Luther King, Jr. by David A. Adler, Author, Robert Casilla, Illustrator Holiday House $17.95 (32p) ISBN 978-0-8234-0770-5. ADVERTISEMENT. Copyright : totalfanhub.com Download Ebook A Picture Book Of Martin Luther King Jr Picture Book Biography Children's Book Review: A Picture Book of Martin Luther ... Inside: To make this list of the best picture books for kids, every picture book had to earn the seal of approval from kids of all ages…and from parents, too. Here's the problem with most lists of the best picture books: Those lists typically leave out two of the most important criteria for deciding whether a picture book really is the best. The Ultimate List of the Best Picture Books, Endorsed by ... After listening to a reading of A Picture Book of Martin Luther King Jr. by David A. Adler, students in grades 3-6 use sequencing skills to create a timeline of MLK's life. Martin Luther King Jr. Quiz NEA - Classroom Resources for Martin Luther King, Jr. Day ... George Raymond Richard Martin (born George Raymond Martin; September 20, 1948), also known as GRRM, is an American novelist and short story writer in the fantasy, horror, and science fiction genres, screenwriter, and television producer. He wrote the series of epic fantasy novels A Song of Ice and Fire, which was adapted into the HBO series Game of Thrones (2011–2019). Copyright code: d41d8cd98f00b204e9800998ecf8427e.	<urn:uuid:c879e455-f583-48fc-a738-065056874898>	CC-MAIN-2020-45	http://totalfanhub.com/a_picture_book_of_martin_luther_king_jr_picture_book_biography.pdf	2020-10-30T04:33:51+00:00	crawl-data/CC-MAIN-2020-45/segments/1603107907213.64/warc/CC-MAIN-20201030033658-20201030063658-00682.warc.gz	102,992,745	1,579	eng_Latn	eng_Latn	0.980311	eng_Latn	0.984365	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3022, 5987, 7252 ]	[ 2.171875 ]	2	0
PAPER – 2: BUSINESS LAW & BUSINESS CORRESPONDENCE AND REPORTING SECTION A – BUSINESS LAW Question No. 1 is compulsory. Attempt any four questions from the remaining five questions. Question 1 (a) Mr. Sohanlal sold 10 acres of his agricultural land to Mr. Mohanlal on 25 th September 2018 for ` 25 Lakhs. The Property papers mentioned a condition, amongst other details, that whosoever purchases the land is free to use 9 acres as per his choice but the remaining 1 acre has to be allowed to be used by Mr. Chotelal, son of the seller for carrying out farming or other activity of his choice. On 12 th October, 2018, Mr. Sohanlal died leaving behind his son and life. On 15 th October, 2018 purchaser started construction of an auditorium on the whole 10 acres of land and denied any land to the son. Now Mr. Chotelal wants to file a case against the purchaser and get a suitable redressed. Discuss the above in light of provisions of Indian Contract Act, 1872 and decide upon Mr. Chotelal's plan of action? (4 Marks) (b) Sound Syndicate Ltd., a public company, its articles of association empowers the managing agents to borrow both short and long term loans on behalf of the company, Mr. Liddle, the director of the company, approached Easy Finance Ltd., a non banking finance company for a loan of ` 25,00,000 in name of the company. The Lender agreed and provided the above said loan. Later on, Sound Syndicate Ltd. refused to repay the money borrowed on the pretext that no resolution authorizing such loan have been actually passed by the company and the lender should have enquired about the same prior providing such loan hence company not liable to pay such loan. Analyse the above situation in terms of the provisions of Doctrine of Indoor Management under the Companies Act, 2013 and examine whether the contention of Sound Syndicate Ltd. is correct or not? (4 Marks) (c) Discuss the various types of implied warranties as per the Sales of Goods Act, 1930? (4 Marks) Answer (a) Problem as asked in the question is based on the provisions of the Indian Contract Act, 1872 as contained in section 2(d) and on the principle 'privity of consideration'. Consideration is one of the essential elements to make a contract valid and it can flow from the promisee or any other person. In view of the clear language used in definition of 'consideration' in Section 2(d), it is not necessary that consideration should be furnished by the promisee only. A promise is enforceable if there is some consideration for it and it is quite immaterial whether it moves from the promisee or any other person. The leading authority in the decision of the Chinnaya Vs. Ramayya, held that the consideration can legitimately move from a third party and it is an accepted principle of law in India. In the given problem, Mr. Sohanlal has entered into a contract with Mr. Mohanlal, but Mr. Chotelal has not given any consideration to Mr. Mohanlal but the consideration did flow from Mr. Sohanlal to Mr. Mohanlal on the behalf of Mr. Chotelal and such consideration from third party is sufficient to enforce the promise of Mr. Mohanlal to allow Mr. Chotelal to use 1 acre of land. Further the deed of sale and the promise made by Mr. Mohanlal to Mr. Chotelal to allow the use of 1 acre of land were executed simultaneously and therefore they should be regarded as one transaction and there was sufficient consideration for it. Moreover, it is provided in the law that "in case covenant running with the land, where a person purchases land with notice that the owner of the land is bound by certain duties affecting land, the covenant affecting the land may be enforced by the successor of the seller." In such a case, third party to a contract can file the suit although it has not moved the consideration. Hence, Mr. Chotelal is entitled to file a petition against Mr. Mohanlal for execution of contract. (b) Doctrine of Indoor Management According to this doctrine, persons dealing with the company need not inquire whether internal proceedings relating to the contract are followed correctly, once they are satisfied that the transaction is in accordance with the memorandum and articles of association. Stakeholders need not enquire whether the necessary meeting was convened and held properly or whether necessary resolution was passed properly. They are entitled to take it for granted that the company had gone through all these proceedings in a regular manner. The doctrine helps protect external members from the company and states that the people are entitled to presume that internal proceedings are as per documents submitted with the Registrar of Companies. Thus, 1. What happens internal to a company is not a matter of public knowledge. An outsider can only presume the intentions of a company, but do not know the information he/she is not privy to. 2. If not for the doctrine, the company could escape creditors by denying the authority of officials to act on its behalf. In the given question, Easy Finance Ltd. being external to the company, need not enquire whether the necessary resolution was passed properly. Even if the company claim that no resolution authorizing the loan was passed, the company is bound to pay the loan to Easy Finance Ltd. (c) Various types of implied warranties 1. Warranty as to undisturbed possession [Section 14(b) of the Sales of Goods Act, 1930]: An implied warranty that the buyer shall have and enjoy quiet possession of the goods. That is to say, if the buyer having got possession of the goods, is later on disturbed in his possession, he is entitled to sue the seller for the breach of the warranty. 2. Warranty as to non-existence of encumbrances [Section 14(c)]: An implied warranty that the goods shall be free from any charge or encumbrance in favour of any third party not declared or known to the buyer before or at the time the contract is entered into. 3. Warranty as to quality or fitnessby usage of trade [Section 16(3)]: An implied warranty as to quality or fitness for a particular purpose may be annexed or attached by the usage of trade. 4. Disclosure of dangerous nature of goods: Where the goods are dangerous in nature and the buyer is ignorant of the danger, the seller must warn the buyer of the probable danger. If there is a breach of warranty, the seller may be liable in damages. Question 2 (a) "Mere silence is not fraud" but there are some circumstances where the "silence is fraud". Explain the circumstances as per the provision of Indian Contract Act, 1872? (7 Marks) (b) "LLP is an alternative corporate business form that gives the benefits of limited liability of a company and the flexibility of a partnership". Explain. (5 Marks) Answer (a) Mere silence is not fraud Mere silence as to facts likely to affect the willingness of a person to enter into a contract is not fraud, unless the circumstances of the case are such that, regard being had to them, it is the duty of the person keeping silence to speak, or unless his silence is, in itself, equivalent to speech. It is a rule of law that mere silence does not amount to fraud. A contracting party is not duty bound to disclose the whole truth to the other party or to give him the whole information in his possession affecting the subject matter of the contract. The rule is contained in explanation to Section 17 of the Indian Contract Act which clearly states the position that mere silence as to facts likely to affect the willingness of a person to enter into a contract is not fraud. Silence is fraud: 1. Duty of person to speak: Where the circumstances of the case are such that it is the duty of the person observing silence to speak. Following contracts come within this category: (a) Fiduciary Relationship: Here, the person in whom confidence is reposed is under a duty to act with utmost good faith and make full disclosure of all material facts concerning the agreement, known to him. (b) Contracts of Insurance: In contracts of marine, fire and life insurance, there is an implied condition that full disclosure of material facts shall be made, otherwise the insurer is entitled to avoid the contract. (c) Contracts of marriage: Every material fact must be disclosed by the parties to a contract of marriage. (d) Contracts of family settlement: These contracts also require full disclosure of material facts within the knowledge of the parties. (e) Share Allotment contracts: Persons issuing 'Prospectus' at the time of public issue of shares/debentures by a joint stock company have to disclose all material facts within their knowledge. 2. Where the silence itself is equivalent to speech: For example, A says to B "If you do not deny it, I shall assume that the horse is sound." A says nothing. His silence amounts to speech. (b) LLP is an alternative corporate business form that gives the benefits of limited liability of a company and the flexibility of a partnership Limited Liability: Every partner of a LLP is, for the purpose of the business of LLP, the agent of the LLP, but not of other partners (Section 26 of the LLP Act, 2008). The liability of the partners will be limited to their agreed contribution in the LLP, while the LLP itself will be liable for the full extent of its assets. Flexibility of a partnership: The LLP allows its members the flexibility of organizing their internal structure as a partnership based on a mutually arrived agreement. The LLP form enables entrepreneurs, professionals and enterprises providing services of any kind or engaged in scientific and technical disciplines, to form commercially efficient vehicles suited to their requirements. Owing to flexibility in its structure and operation, the LLP is a suitable vehicle for small enterprises and for investment by venture capital. Question 3 (a) (i) What is the provision related to the effect of notice to an acting partner of the firm as per the Indian Partnership Act, 1932? (2 Marks) OR (ii) Discuss the provisions regarding personal profits earned by a partner under the Indian Partnership Act, 1932? (2 Marks) (b) "Whether a group of persons is or is not a firm, or whether a person is or not a partner in a firm." Explain the mode of determining existence of partnership as per the Indian Partnership Act, 1932? (4 Marks) (c) Mr. Rich aspired to get a self-portrait made by an artist. He went to the workshop of Mr. C an artist and asked whether he could sketch the former's portrait on oil painting canvass. Mr. C agreed to the offer and asked for ` 50,000 as full advance payment for the above creative work. Mr. C clarified that the painting shall be completed in 10 sittings and shall take 3 months. On reaching to the workshop for the 6 th sitting, Mr. Rich was informed that Mr. C became paralyzed and would not be able to paint for near future. Mr. C had a son Mr. K who was still pursuing his studies and had not taken up his father's profession yet? Discuss in light of the Indian Contract Act, 1872? (i) Can Mr. Rich ask Mr. K to complete the artistic work in lieu of his father? (ii) Could Mr. Rich ask Mr. K for refund of money paid in advance to his father? (6 Marks) Answer (a) (i) Effect of notice to an acting partner of the firm According to Section 24 of the Indian Partnership Act, 1932, notice to a partner who habitually acts in the business of the firm of any matter relating to the affairs of the firm operates as notice to the firm, except in the case of a fraud on the firm committed by or with the consent of that partner. Thus, the notice to one is equivalent to the notice to the rest of the partners of the firm, just as a notice to an agent is notice to his principal. This notice must be actual and not constructive. It must further relate to the firm's business. Only then it would constitute a notice to the firm. OR (ii) Personal Profit earned by Partners (Section 16 of the Indian Partnership Act, 1932) According to section 16, subject to contract between the partners: (a) If a partner derives any profit for himself from any transaction of the firm, or from the use of the property or business connection of the firm or the firm name, he shall account for that profit and pay it to the firm; (b) If a partner carries on any business of the same nature and competing with that of the firm, he shall account for and pay to the firm all profits made by him in that business. (b) Mode of determining existence of partnership (Section 6 of the Indian Partnership Act, 1932): In determining whether a group of persons is or is not a firm, or whether a person is or not a partner in a firm, regard shall be had to the real relation between the parties, as shown by all relevant facts taken together. For determining the existence of partnership, it must be proved. 1. There was an agreement between all the persons concerned 2. The agreement was to share the profits of a business and 3. the business was carried on by all or any of them acting for all. 1. Agreement: Partnership is created by agreement and not by status (Section 5). The relation of partnership arises from contract and not from status; and in particular, the members of a Hindu Undivided family carrying on a family business as such are not partners in such business. 2. Sharing of Profit: Sharing of profit is an essential element to constitute a partnership. But, it is only a prima facie evidence and not conclusive evidence, in that regard. The sharing of profits or of gross returns accruing from property by persons holding joint or common interest in the property would not by itself make such persons partners. Although the right to participate in profits is a strong test of partnership, and there may be cases where, upon a simple participation in profits, there is a partnership, yet whether the relation does or does not exist must depend upon the whole contract between the parties. 3. Agency: Existence of Mutual Agency which is the cardinal principle of partnership law, is very much helpful in reaching a conclusion in this regard. Each partner carrying on the business is the principal as well as an agent of other partners. So, the act of one partner done on behalf of firm, binds all the partners. If the elements of mutual agency relationship exist between the parties constituting a group formed with a view to earn profits by running a business, a partnership may be deemed to exist. (c) A contract which involves the use of personal skill or is founded on personal consideration comes to an end on the death of the promisor. As regards any other contract the legal representatives of the deceased promisor are bound to perform it unless a contrary intention appears from the contract (Section 37 of the Indian Contract Act, 1872). But their liability under a contract is limited to the value of the property they inherit from the deceased. (i) In the instant case, since painting involves the use of personal skill and on becoming Mr. C paralyzed, Mr. Rich cannot ask Mr. K to complete the artistic work in lieu of his father Mr. C. (ii) According to section 65 of the Indian Contract Act, 1872, when an agreement is discovered to be void or when a contract becomes void, any person who has received any advantage under such agreement or contract is bound to restore it, or to make compensation for it to the person from whom he received it. Hence, in the instant case, the agreement between Mr. Rich and Mr. C has become void because of paralysis to Mr. C. So, Mr. Rich can ask Mr. K for refund of money paid in advance to his father, Mr. C. Question 4 (a) "A non-owner can convey better title to the bonafide purchaser of goods for value." Discuss the cases when a person other than the owner can transfer title in goods as per the provisions of the Sales of Goods Act, 1930? (6 Marks) (b) M/s XYZ & Associates, a partnership firm with X, Y, Z as senior partners were engaged in the business of carpet manufacturing and exporting to foreign countries. On 25 th August, 2016, they inducted Mr. G, an expert in the field of carpet manufacturing as their partner. On 10 th January 2018, Mr. G was blamed for unauthorized activities and thus expelled from the partnership by united approval of rest of the partners. (i) Examine whether action by the partners was justified or not? (ii) What should have the factors to be kept in mind prior expelling a partner from the firm by other partners according to the provisions of the Indian Partnership Act, 1932? (6 Marks) Answer (a) In the following cases, a non-owner can convey better title to the bona fide purchaser of goods for value: (1) Sale by a Mercantile Agent: A sale made by a mercantile agent of the goods for document of title to goods would pass a good title to the buyer in the following circumstances; namely; (a) If he was in possession of the goods or documents with the consent of the owner; (b) If the sale was made by him when acting in the ordinary course of business as a mercantile agent; and (c) If the buyer had acted in good faith and has at the time of the contract of sale, no notice of the fact that the seller had no authority to sell (Proviso to Section 27 of the Sale of Goods Act, 1930). (2) Sale by one of the joint owners (Section 28): If one of several joint owners of goods has the sole possession of them by permission of the co-owners, the property in the goods is transferred to any person who buys them of such joint owner in good faith and has not at the time of the contract of sale notice that the seller has no authority to sell. (3) Sale by a person in possession under voidable contract: A buyer would acquire a good title to the goods sold to him by a seller who had obtained possession of the goods under a contract voidable on the ground of coercion, fraud, misrepresentation or undue influence provided that the contract had not been rescinded until the time of the sale (Section 29). (4) Sale by one who has already sold the goods but continues in possession thereof: If a person has sold goods but continues to be in possession of them or of the documents of title to them, he may sell them to a third person, and if such person obtains the delivery thereof in good faith and without notice of the previous sale, he would have good title to them, although the property in the goods had passed to the first buyer earlier. [Section 30(1)] (5) Sale by buyer obtaining possession before the property in the goods has vested in him: Where a buyer with the consent of the seller obtains possession of the goods before the property in them has passed to him, he may sell, pledge or otherwise dispose of the goods to a third person, and if such person obtains delivery of the goods in good faith and without notice of the lien or other right of the original seller in respect of the goods, he would get a good title to them [Section 30(2)]. (6) Effect of Estoppel: Where the owner is estopped by the conduct from denying the seller's authority to sell, the transferee will get a good title as against the true owner. But before a good title by estoppel can be made, it must be shown that the true owner had actively suffered or held out the other person in question as the true owner or as a person authorized to sell the goods. (7) Sale by an unpaid seller: Where an unpaid seller who had exercised his right of lien or stoppage in transit resells the goods, the buyer acquires a good title to the goods as against the original buyer [Section 54 (3)]. (8) Sale under the provisions of other Acts: (i) Sale by an Official Receiver or Liquidator of the Company will give the purchaser a valid title. (ii) Purchase of goods from a finder of goods will get a valid title under circumstances [Section 169 of the Indian Contract Act, 1872] (iii) A sale by pawnee can convey a good title to the buyer [Section 176 of the Indian Contract Act, 1872] (b) Expulsion of a Partner (Section 33 of the Indian Partnership Act, 1932): A partner may not be expelled from a firm by a majority of partners except in exercise, in good faith, of powers conferred by contract between the partners. The test of good faith as required under Section 33(1) includes three things: * The expulsion must be in the interest of the partnership. * The partner to be expelled is served with a notice. * He is given an opportunity of being heard. If a partner is otherwise expelled, the expulsion is null and void. (i) Action by the partners of M/s XYZ & Associates, a partnership firm to expel Mr. G from the partnership was justified as he was expelled by united approval of the partners exercised in good faith to protect the interest of the partnership against the unauthorized activities charged against Mr. G. A proper notice and opportunity of being heard has to be given to Mr. G. (ii) The following are the factors to be kept in mind prior expelling a partner from the firm by other partners: (a) the power of expulsion must have existed in a contract between the partners; (b) the power has been exercised by a majority of the partners; and (c) it has been exercised in good faith. Question 5 (a) M/s Woodworth & Associates, a firm dealing with the wholesale and retail buying and selling of various kinds of wooden logs, customized as per the requirement of the customers. They dealt with Rose wood, Mango wood, Teak wood, Burma wood etc. Mr. Das, a customer came to the shop and asked for wooden logs measuring 4 inches broad and 8 feet long as required by the carpenter. Mr. Das specifically mentioned that he required the wood which would be best suited for the purpose of making wooden doors and window frames. The Shop owner agreed and arranged the wooden pieces cut into as per the buyers requirements. The carpenter visited Mr. Das's house next day, and he found that the seller has supplied Mango Tree wood which would most unsuitable for the purpose. The: carpenter asked Mr. Das to return the wooden logs as it would not meet his requirements. The Shop owner refused to return the wooden logs on the plea that logs were cut to specific requirements of Mr. Das and hence could not be resold. (i) Explain the duty of the buyer as well as the seller according to the doctrine of "Caveat Emptor". (ii) Whether Mr. Das would be able to get the money back or the right kind of wood as required serving his purpose? (6 Marks) (b) What do you mean by "Companies with charitable purpose" (section 8) under the Companies Act, 2013? Mention the conditions of the issue and revocation of the licence of such company by the government. (6 Marks) Answer (a) (i) Duty of the buyer according to the doctrine of "Caveat Emptor": In case of sale of goods, the doctrine 'Caveat Emptor' means 'let the buyer beware'. When sellers display their goods in the open market, it is for the buyers to make a proper selection or choice of the goods. If the goods turn out to be defective he cannot hold the seller liable. The seller is in no way responsible for the bad selection of the buyer. The seller is not bound to disclose the defects in the goods which he is selling. Duty of the seller according to the doctrine of "Caveat Emptor": The following exceptions to the Caveat Emptor are the duties of the seller: 1. Fitness as to quality or use 2. Goods purchased under patent or brand name 3. Goods sold by description 4. Goods of Merchantable Quality 5. Sale by sample 6. Goods by sample as well as description 7. Trade usage 8. Seller actively conceals a defect or is guilty of fraud (ii) As Mr. Das has specifically mentioned that he required the wood which would be best suited for the purpose of making wooden doors and window frames but the seller supplied Mango tree wood which is most unsuitable for the purpose. Mr. Das is entitled to get the money back or the right kind of wood as required serving his purpose. It is the duty of the seller to supply such goods as are reasonably fit for the purpose mentioned by buyer. [Section 16(1) of the Sale of Goods Act, 1930] (b) Formation of companies with charitable purpose etc. (Section 8 company): Section 8 of the Companies Act, 2013 deals with the formation of companies which are formed to * promote the charitable objects of commerce, art, science, sports, education, research, social welfare, religion, charity, protection of environment etc. PAPER – 2 : BUSINESS LAW & BUSINESS CORRESPONDENCE AND REPORTING 11 Such company intends to apply its profit in * promoting its objects and * prohibiting the payment of any dividend to its members. Examples of section 8 companies are FICCI, ASSOCHAM, National Sports Club of India, CII etc. Power of Central government to issue the license– (i) Section 8 allows the Central Government to register such person or association of persons as a company with limited liability without the addition of words 'Limited' or 'Private limited' to its name, by issuing licence on such conditions as it deems fit. (ii) The registrar shall on application register such person or association of persons as a company under this section. (iii) On registration the company shall enjoy same privileges and obligations as of a limited company. Revocation of license: The Central Government may by order revoke the licence of the company where the company contravenes any of the requirements or the conditions of this sections subject to which a licence is issued or where the affairs of the company are conducted fraudulently, or violative of the objects of the company or prejudicial to public interest, and on revocation the Registrar shall put 'Limited' or 'Private Limited' against the company's name in the register. But before such revocation, the Central Government must give it a written notice of its intention to revoke the licence and opportunity to be heard in the matter. Question 6 (a) Discuss the essentials of Undue Influence as per the Indian Contract Act, 1872. (5 Marks) (b) "Indian Partnership Act does not make the registration of firms compulsory nor does it impose any penalty for non-registration." Explain. Discuss the various disabilities or disadvantages that a non-registered partnership firm can face in brief? (4 Marks) (c) Popular Products Ltd. is company incorporated in India, having a total Share Capital of ` 20 Crores. The Share capital comprises of 12 Lakh equity shares of ` 100 each and 8 Lakhs Preference Shares of ` 100 each. Delight Products Ltd. and Happy Products Ltd. hold 2,50,000 and 3,50,000 shares respectively in Popular Products Ltd. Another company Cheerful Products Ltd. holds 2,50,000 shares in Popular Products Ltd. Jovial Ltd. is the holding company for all above three companies namely Delight Products Ltd; Happy Products Ltd.; Cheerful Products Ltd. Can Jovial Ltd. be termed as subsidiary company of Popular products. Ltd., if it. Controls composition of directors of Popular Products Ltd. State the related provision in the favour of your answer. (3 Marks) Answer (a) The essentials of Undue Influence as per the Indian Contract Act, 1872 are the following: (1) Relation between the parties: A person can be influenced by the other when a near relation between the two exists. (2) Position to dominate the will: Relation between the parties exist in such a manner that one of them is in a position to dominate the will of the other. A person is deemed to be in such position in the following circumstances: (a) Real and apparent authority: Where a person holds a real authority over the other as in the case of master and servant, doctor and patient and etc. (b) Fiduciary relationship: Where relation of trust and confidence exists between the parties to a contract. Such type of relationship exists between father and son, solicitor and client, husband and wife, creditor and debtor, etc. (c) Mental distress: An undue influence can be used against a person to get his consent on a contract where the mental capacity of the person is temporarily or permanently affected by the reason of mental or bodily distress, illness or of old age. (d) Unconscionable bargains: Where one of the parties to a contract is in a position to dominate the will of the other and the contract is apparently unconscionable i.e., unfair, it is presumed by law that consent must have been obtained by undue influence. Unconscionable bargains are witnessed mostly in money lending transactions and in gifts. (3) The object must be to take undue advantage: Where the person is in a position to influence the will of the other in getting consent, must have the object to take advantage of the other. (4) Burden of proof: The burden of proving the absence of the use of the dominant position to obtain the unfair advantage will lie on the party who is in a position to dominate the will of the other. (b) Under the English Law, the registration of firms is compulsory. Therefore, there is a penalty for non-registration of firms. But the Indian Partnership Act, 1932 does not make the registration of firms compulsory nor does it impose any penalty for non-registration. The registration of a partnership is optional and one partner cannot compel another partner to join in the registration of the firm. It is not essential that the firm should be registered from the very beginning. However, under Section 69, non-registration of partnership gives rise to a number of disabilities which are as follows: (i) No suit in a civil court by firm or other co-partners against third party: The firm or any other person on its behalf cannot bring an action against the third party for breach of contract entered into by the firm, unless the firm is registered and the persons suing are or have been shown in the register of firms as partners in the firm. (ii) No relief to partners for set-off of claim: If an action is brought against the firm by a third party, then neither the firm nor the partner can claim any set-off, if the suit be valued for more than ` 100 or pursue other proceedings to enforce the rights arising from any contract. (iii) Aggrieved partner cannot bring legal action against other partner or the firm: A partner of an unregistered firm (or any other person on his behalf) is precluded from bringing legal action against the firm or any person alleged to be or to have been a partner in the firm. (iv) Third party can sue the firm: In case of an unregistered firm, an action can be brought against the firm by a third party. (c) In the present case, the total share capital of Popular Products Ltd. is ` 20 crores comprised of 12 Lakh equity shares and 8 Lakhs preference shares. Delight Products Ltd., Happy Products Ltd. and Cheerful Products Ltd together hold 8,50,000 shares (2,50,000+3,50,000+2,50,000) in Popular Products Ltd. Jovial Ltd. is the holding company of all above three companies. So, Jovial Ltd. along with its subsidiaries hold 8,50,000 shares in Popular Products Ltd. which amounts to less than one-half of its total share capital. Hence, Jovial Ltd. by virtue of share holding is not a holding company of Popular Products Ltd. Secondly, it is given that Jovial Ltd. controls the composition of directors of Popular Products Ltd., hence, Jovial Ltd. is a holding company of Popular Products Ltd. and not a subsidiary company. [Section 2(87) of the Companies Act, 2013] PAPER – 2: BUSINESS LAW & BUSINESS CORRESPONDENCE AND REPORTING SECTION-B : BUSINESS CORRESPONDENCE AND REPORTING Question No. 7 is compulsory. Answer any three questions from the remaining four questions. All candidates (including those who have opted for Hindi Medium) are required to answer the questions in Section B, in English only. Question 7 (a) Read the passage carefully and answer the questions given below: Coral reefs are one of the most fragile, biologically complex, and diverse marine ecosystems on Earth. This ecosystem is one of the fascinating paradoxes of the biosphere. Found along the sea coasts they are formed in various shapes and sizes. They constitute as one of the beautiful creations of nature. Symbiotic cells of algae known as zooxanthellae carry out photosynthesis using the metabolic wastes of the coral thereby producing food for themselves; for their corals, hosts, and even for other members of the reef community. This symbiotic process allows organisms in the reef community to use sparse nutrient resources efficiently. Unfortunately for coral reefs, however, a variety of human activities are causing worldwide degradation of shallow marine habitats by adding nutrients to the water. Agriculture, slash-and-burn·1 and clearing, sewage disposal and' manufacturing that create waste by-products all increase nutrient loads in these waters. Typical symptoms of reef decline are destabilized herbivore populations and an increasing abundance of algae and filter-feeding animals. Declines in reef communities are consistent with observations that nutrient input is increasing in direct proportion to growing human populations, thereby threatening reef communities sensitive to subtle changes in nutrient input to their waters. (b) Read the passage : (i) Make Notes, using Headings, Sub headings and abbreviations whenever necessary. (3 Marks) (ii) Write Summary, In most sectors of the economy, it is the seller who attempts to attract' a potential buyer with various inducements of price, quality arid utility and it is the buyer who makes the decision. Where circumstances permit the buyer no choice because there is effectively only one seller and the product is relatively essential, regulations. Neither of these conditions prevails in most of the health-care industry; government usually asserts monopoly and places the industry under price and other In the health-care industry, the doctor-patient relationship is the mirror image of the ordinary relationship between producer and consumer. Once an individual his chosen to see a physician and even then there may be real choice-it is the physician who usually makes all significant purchasing decisions whether the patient sho1:1ld. Return "next Wednesday;" whether X-rays are needed, whether drugs should be prescribed, etc. It is a rare and sophisticated patie11: who will challenge such professional decisions or raise in advance questions about price, especially when the ailment is regarded as serious. This is particularly significant m relation to hospital care. The physician must certify the need for hospitalization, determine what procedures will be performed and announce when the patient may be discharged. The patient may be consulted about some of these decisions; but in the main it is the doctor's judgment that are final. Little wonder then that in the eyes of the hospital it is the physician who is the real "consumer." As a consequence, the medical staff represents the "power centre" in hospital policy and decision-making, not the administration; Although usually there are in this situation four identifiable participants the physician, the hospital, the patient, and the payer the physician makes the essential decisions for all of them. The hospital becomes a extension of the physician; the payer generally meets most of the bonafide, a bill generated by the physician/hospital; and for the most part the patient plans a passive role. In routine or minor illnesses, or just plain worries, the patient's options are, of course, much greater with respect to use and price. In illnesses that are of some significance, however, such choices tend to evaporate or away: DISAPPEAR "my despair evaporated J. F. Wharton", and it is for these illnesses that the bulk of the healthcare dollar, is spent. We estimate that about 75-80 percent of health-care expenditures are determined by physicians, not patients; For this reason, economy measures directed at patients or the general publics are relatively ineffective. (2 Marks) Answer (a) (i) Indicators of reef decay include destabilized herbivore populations and an increasing abundance of algae and filter-feeding animals. (ii) Algae carry out the process of photosynthesis by using the metabolic wastes of the coral thereby producing food for themselves, for their corals, hosts, and even for other members of the reef community. (iii) Man is responsible for decay of reef because activities such as agriculture, slashand- burn land clearing, sewage disposal and manufacturing that create waste byproducts all increase nutrient loads in these waters that cause degradation of reef. (iv) Summary of the above passage- Coral reefs are one of the most fragile and complex, marine ecosystem on Earth. Cells of algae known as zooxanthellae carry out photosynthesis using the metabolic wastes of the coral thereby producing food for themselves, for their corals, and for other members of the reef community. Man on other hand is destroying the coral reefs by carrying out agriculture, slash-and- burn land clearing etc. Thus the reef communities are in decline. (b) (i) Notes, using Headings, Sub-headings and Abbreviations- MONOPOLY IN HEALTH CARE INDUSTRY A. Govt. regulates industry. a. In Economics: the seller attracts buyers b. In Monopoly: Govt. puts price/other curbs against industry. c. but in HC Industry Govt. fails to put such curbs. B. HC Industry. a. Dr.- Pt. relationship = Producer-Consumer. b. It's the Dr. who decides everything i.e. Pt. visit; test types; c. Rarely the Dr.'s decision is questioned. C. Hospital Care. a. Dr. decides hospitalization need; procedures to be performed; discharge period. b. Dr. decision final. D. Participants. a. Four participants - Dr. Hospital; Pt.; payer. b. Payer pays bills as decided by hospital; dr. c. Pt. is passive. d. Health care expenses determined by physicians. Key 1. Dr. = Doctor 2. Pt. = patient 3. HC = health care 4. Govt. –Government. (ii) Summary- The health care industry has four participants namely the physician; the hospital' the patient; and the payer. The physician and hospitals are at the commanding position. They dominate over the patient and the payers with regard to type of medication and test needed. The medical staff is the power centre; the hospital comes secondary. Unlike other sector where the government puts checks to curb monopoly of the industry over the customers, restrictions do not work for the health care industry and hence any progressive measures started by the government towards patients and public becomes ineffective. Question 8 (a) Define V~1·tical & Chain Network under network in communication? (2 Marks) (b) (i) Choose the word which best expresses the meaning of the given word. Crooked (1) Straight (2) Tapering (3) Twisted (4) Circle (1 Mark) (ii) Select a suitable antonym for the word given under: Predicament (1) Injury (2) Ease (3) Accident (4) Horrifying (1 Mark) (iii) Change the following sentence to indirect speech: Pari said to me "I have been living in London since last December" (1 Mark) (c) Write a precis and give appropriate title to the 'passage given below: India has witnessed great expansion of educational opportunities since the attainment of independence. However, the disabled children have not yet benefited in any substantial manner from the growth in educational facilities. Education of handicapped children, ultimately become more dependent and non productive. It is therefore believed that scarce national resources should not be wasted on them. Further, it has been our misconceived notion that the education of handicapped children requires highly specialized people and as such, it must essentially be very costly. Maybe, precisely for these wrong notions we have not been able to involve clinical and educational specialization programmers of training and education exclusively 'meant 'for handicapped children. It is encouraging to note that the new National Policy on Education has recommended the placement of such children in Regular schools so as to provide them integrated education along with normal students. The integrated education will take care of the different needs of various categories arid types of disabled children. The objective is to place the disabled children in ordinary schools for imparting education in the help of special teachers, aids and other resources. For fulfilling this objective an array, of the necessary infrastructure by way of training of teachers, provision of equipment and book etc. are some of the basic pre-requisition. Hopefully, the parents and their handicapped children will be greatly relieved when the latter are transferred to regular schools. (5 Marks) Answer (a) Vertical and Chain Network Vertical network: The vertical network is a formal network. It is usually between a higher ranking employee and a subordinate. This is a two-way communication in which immediate feedback is possible. Chain Network: The communication pattern that follows the chain of command from the senior to junior is called the chain network. Communication starts at the top, like from a CEO, and works its way down to the different levels of employees. (b) (i) Crooked = Twisted (ii) Predicament = Ease (iii) Pari told me she had been living in London since last December. (c) Précis Education for handicapped children Education opportunities for handicapped children are sparse as compared to the normal children. Expenditure on their education is treated as a wastage and rather nonproductive. The view that education for handicapped requires higher costs and specialized people has led to discouragement towards development of measures towards the same. The National Education Policy recommends integrating the education for handicapped with the normal children with the help of specialized teachers and other aids. Training of teachers and necessary infrastructure shall help the handicapped children and shall relieve their parents regarding worries about their education. Question 9 (a) (i) Discuss the "Gender Barrier" in communication. (2 Marks) Or (ii) What do you mean by Informal Communication? (2 Marks) (b) Choose the word which best expresses the meaning of the-given word: (i) Reckless (1) Cautious (2) Clear (3) Careless (4) Fearless (1 Mark) (ii) Humongous (1) Minute (2) Huge (3) Hungry (iii) Change the following sentence into indirect speech. She said "I am watching a' television show" (1 Mark) (c) Draft Newspaper Report on "Six Lane highway connecting two states inaugurated" to be published in a national newspaper. (5 Marks) Answer (a) (i) Gender barriers may be defined as the communication gap created due to the different ways of inherent mindsets of men and women as given by nature. Men talk in linier, logical and compartmentalized manner whereas the women use both logic and emotion, and are more verbose. This may be cause of communication problem in an office where both men and women work side by side. Men can be held guilty of providing insufficient information, while women may be blamed for providing too much detail. OR (ii) Informal communication is the casual, friendly and unofficial. It is spontaneous conversation and exchange of information between two or more persons without conforming to the prescribed official rules, processes, systems, formalities, and chain of command. Informal communication is between family, friends, neighbours, members of community and other social relations that are based on common interests, tastes and dispositions. Information can flow from any source in any direction. (b) (i) Reckless = Careless (i) Humongous = Huge (ii) She said that she was watching a television show. (c) Six Lane Highway Connecting Two States Inaugurated Indian Express Anpara (UP), Feb 01, 2019. The honourable Chief Minister of the Uttar Pradesh Mr. XY inaugurated the all new six lane highway between the States of Uttar Pradesh and Madhya Pradesh on 01 st Feb, 2019. The six lane highway ranging 65 kilometers has been completed by Highway Authority of India at a record period of 24 months. The Highway will connect Anpara (U.P.) with Satna (M.P.). The chief Minister in his inaugural speech said "the need that was being felt for the several years for a highway that shall connect the bordering areas of the two biggest (4) Hassel (1 Mark) States of India. I personal thank the local people who have given their land for construction of the highway". The Highway has been constructed with an approved width of 43.6 Meters with speed limit indicators; caution indicators at every 6 Kilometers of the route. Energy saving LED lights have been put up at both sides of the Lanes so that perfect visibility of the road can be ensured at nights. The Toll Plaza has been set-up at 35 kilometers from Anapara near Shakti Nagar (U.P.) The Six Lane Highway shall encourage the journey of the local people by road, thus reducing the traffic load on railways. The communication of commercial traffic shall be facilitated which will significantly reduce the time required earlier for the above purpose. Source: PTI Question 10 (a) "The listener has to be objective, practical and control his emotions" Explain with reference to importance of listening in communication? (2 Marks) (b) (i) Change the sentence from Active to Passive Voice. The teacher always answers the students' questions. (1 Mark) (ii) Change the sentence from Passive to Active Voice; Every night the office is vacuumed and dusted by the cleaning crew. (1 Mark) (iii) Change the following sentence to indirect speech. She said "My Father came yesterday". (1 Mark) (c) Write an article of about 250 words on the topic ''The Fearless Indian Army": (5 Marks) Answer (a) A good listener does not only listen to the spoken words, but observes carefully the nonverbal cues to understand the complete message. He absorbs the given information, processes it, understands its context and meaning and forms an accurate, reasoned, intelligent response. The listener has to be objective, practical and in control of his emotions. Often the understanding of a listener is coloured by his own emotions judgements, opinions, and reactions to what is being said. (b) (i) The student questions are always answered by the teacher. (ii) The cleaning crew vacuums and dusts the office every night. (iii) She said that her father had come the day before. (c) The Fearless Indian Army The Indian army is undoubtedly one of the finest armies in the world. Since prehistoric to modern times the Indian soldiers are one of bravest, fighting both for homeland as well as for ensuing peace even on foreign lands such as peace keeping force in Sri Lanka. PAPER – 2 : BUSINESS LAW & BUSINESS CORRESPONDENCE AND REPORTING 21 Our soldiers never surrendered before enemies. Their motto has always been 'do or die'. During Indo- china war of October – November, 1962 and later on in the Indo-Pak war of September 1965, one Indian Soldier killed many soldiers of enemy armies on various fronts. During the World war II the Indian soldiers proved their mettle on the foreign land of Europe' Africa and the Korea on various missions. The Indian army has proved their superiority whenever the neighboring country Pakistan challenged us. The Kargil war In 1999 was triggered by the spring and summer incursion of Pakistan backed armed forces into territory on the Indian side of the LOC around Kargil in State of Jammu & Kashmir. The Indian forces were prepared for a major high altitude offensive against Pakistani posts along the border in the Kashmir region. India had to move five infantry divisions, five independent brigades and 44 battalions of paramilitary troops to Kashmir. The total Indian army troop strength in the region reached to 7,30,000. The build-up included the deployment of around 60 frontline aircraft. The Indian army campaign to repel the intrusion left 524 Indian soldiers dead and 1,363 wounded, as per the data released by then Indian defence minister Shri George Fernandez on December 01, 1999. Question 11 (a) Define the importance of Para language Hi Non Verbal Communication. (b) Select the correct meaning of idioms/phrases given below: (i) Cry over spilled milk (1) Drain milk (2) Complain about something that cannot be rectified (3) Get into altercation with someone (4) Misbehave with someone (1 Mark) (ii) Judge a book by its cover. (1) Reading a book (2) To detect a fraud (3) Rely on outward appearances (4) To be intimated by appearances · (1 Mark) (iii) Change the sentence into Active Voice: The Grand Canyon is visited by thousands of tourists every year. (1 Mark) (iv) Cheese the word which best expresses the meaning of the given word: Mesmerized (1) Enthrall (2) Gruesome (3) Scary (4) Harmony (1 Mark) (c) Write a Formal E Mail: 'Mail is written by the Manager to the employees about the changed dress code for Republic day function including time and venue of function. (4 Marks) Answer (a) Paralanguage may be defined as the way a person says something. It reveals more than the actual words used, the intent of the message. The voice quality, intonation, pitch, stress, emotion, tone and style of speaking, communicants' approval, interest or the lack of it are depicted through paralanguage. Research estimates that tone of the voice accounts for 38 percent of all communications. (b) (i) Complain about something that cannot be rectified. (ii) Rely on outward appearances. (iii) Thousands of tourists visit the Grand Canyon every year. (iii) Enthrall (c) To: Mr. A; Mr. B; Mr. c ……………. Subject: Dress code for Republic Day Function as on 26 th January, 2019 Dear sir/madam, Greetings of the day. As you all be aware that the Republic day is round the corner. Your company is organsing a flag hoisting followed by cultural program and traditional get together of all the rank and file of the organization including the executive heads. The ceremony shall be held at 9.00 A.M. sharp at the ground in front of company's gate. The company has decided a mandatory dress code for the occasion for all participants as- For Men- White Kurta- Payjama For Women- Saree preferably of white colour. Dress code is mandatory. Hope that all our esteemed employees and executives will grace the function by their benign presence at the time and venue in the prescribed dress code. Thanks & Regards. 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ART ENG DISCOVER NUUK AND GREENLAND THROUGH THE ART How does it feel to be in a city? Numerous artists have worked with the city and the space in both smaller and larger scales. Nuuk is full of art works, street art and decorations. Nuuk Art museum has created an art walk around the city of Nuuk. Discover the spaces and the art works in the city in a route between Nuuk Art Museum and the colonial harbor. You can ﬁ nd redﬁ sh, icebears, seals, Greenlandic legends and myths interpreted and let loose in the city of Nuuk. Maybe you will ﬁ nd a hidden path, your own way or follow the footsteps of others. CONTENTS 1) THE MOTHER OF THE SEA – COLONIAL HARBOUR 3) STONES 2) KAASSASSUK 4) KAYAK FAMILY 6) PAINTINGS 5) WALL DECORATION 7) MARKS ON STONES 9) HOTEL NUUK VESTIBULE 8) AMISUT 10) A WALL, A STONE AND A PAINTING 12) PAINTINGS ON THE GABLES OF BLOCK 10 AND 6 11) FISH ON ITS WAY I & II 13) NUUK ART MUSEUM 15) INUSSUK 14) PATTERN ON THE FRONT OF THE CITY HALL 16) RAVENS 1 THE MOTHER OF THE SEA – COLONIAL HARBOUR // BY CHRISTIAN "NUUNU" ROSING (B. 1944) Newly combed and clean, the Mother of the Sea has once again released the animals. The Mother of the Sea lives at the bottom of the sea. She rules over all the marine animals. If man is misbehaving, the mischievousness and dirt gets tangled into her hair and that way, she keeps the animals from man to hunt or ﬁ sh. Then man must send a shaman on the long and dangerous journey down to the bottom of the sea to comb and clean the mother of the sea's hair and sooth her, in order to keep the settlement from starving. Sometimes the sculpture is on land, other times in water – depending on the tide. IMANEQ Standing by the sculpture Kaassassuk, you can look all the way up the hill to the Tele tower called Qullilersut. There's a pedestrian street called Imaneq, which goes all the way up to Qullilersut, from Katuaq following the façade shaped like the northern lights. You have to cross a parking space on your way up, intercepting the pedestrian street. In the old days, a lamp was hung at the top of this hill, so in the darkness of winter, you could still ﬁ nd your way around the city. The city was much smaller then. Qullilerﬁ k means the place you hang a lamp. The ﬁ rst sculpture on your way up is Kaassassuk. 2) KAASSASSUK – IN FRONT OF THE GOVERNMENT OF GREENLAND // BY SIMON KRISTOFFERSEN (1933-90) In this sculpture Simon Kristoffersen shows Kaassassuk's encounter with the Lord of Power. They look in separate directions. In the legend Kaassassuk is ﬂ ung by the Lord of Power until he gets (almost) unconquerable powers. Kaassassuk is the name of a legend about an orphan boy called Kaassassuk. He is humiliated and bullied in his settlement until he meets the Lord of Power. The artist has made the Lord of Power heavy, monumental and forceful without a neck, with dilated nostrils, big round eyes with no pupils and with legs ending suddenly like an elephant. After being ﬂ ung by the Lord of Power, Kaassassuk is going out into the world, to learn how to use his powers. The sculpture was made in 1973 in The Royal Danish Academy of Art, and was placed in front of the Rigshospitalet (a specialised hospital) in Copenhagen until 1987, at which point it was moved to Nuuk. Every summer in June, the newly graduated students dance around the sculpture. 3) STONES – BETWEEN NUUK CENTER AND THE CULTURE HOUSE KATUAQ // PETER "KUJOOQ" KRISTIANSEN Looking closer at the different stones lying around in the grass you will ﬁ nd a ﬁ sh and other animals carved in the stones. Across the café Pascucci, just between Katuaq and Nuuk Center, there is something emerging from the ground – round black polished stones appear in the grass. They are there, but are very easy to miss if you neglect to stop and look down. 4) "KAYAK FAMILY" – IN FRONT OF KATUAQ// BY ISLE HESSNER (B. 1962) Isle Hessner works with iron, tree and concrete in her sculptures. Materials often used to build buildings with. Here the iron and the concrete offer a windbreak – a shelter against snow and wind. At the same time the snow and wind works with the iron, giving it its brownish patina. A group of three standing kayaks are found by the entrance to Katuaq. Sculptures you can sit in, meet around or play on – a meeting point or a place to rest. In winters, the concrete beneath the kayaks is covered with snow, and only the kayaks are visible. 5) WALL DECORATION – INSIDE KATUAQ // BY BUUTI PEDERSEN (B. 1955) It is said in a Greenlandic myth, that a man fell in love with his sister. When she found out, she took a bit of turf, dipped it in the train oil, set it on ﬁ re and ran away. The brother ran after his sister, but didn't manage to light his turf. The brother is still chasing his sister – running over the sky he has become the moon, eternally trying to get to his sister, the sun. Together, the sun and the moon control the tide and the seasons changing. Above the information and ticket sale counter in the cultural centre Katuaq, this myth about the sun and the moon is cast in the concrete wall. The man as the moon is pursuing the sun, the woman, across the curved white wall with stars and outlines of landscapes as the scenery, but always with the same distance between them. EXHIBITION // KATUAQ Follow the wall decoration. The aisle in the back of the culture house is used for changing exhibitions. Each summer the students from the Nuuk Art School exhibits their art works. Another recurring exhibition is the Greenlandic Artist Association. 6) PAINTINGS – INSIDE KATUAQ // BY AAGE GITZ-JOHANSEN (1897-1997) He was from Denmark, but fell in love with the Greenlandic and Sapmi cultures. He travelled to Greenland several times, and even lived here in shorter periods. He used the inspiration from mythologies and Greenlandic culture in his art. Go upstairs in the café Cafétuaq. Here you get the best view to the paintings by Aage Gitz-Johansen. Gitz-Johansen was called Qalipaasorsuaq – the great painter. Gitz-Johansen plays with lines, with the ﬁ gures and their relations on the ground or the canvas. The paintings are not telling anything speciﬁ c about Greenland or Greenlandic culture; the painter is fascinated by the culture, by the human being especially the female ﬁ gure, by the colours brown and blue – and he uses all this as motives to create a painting. 7) MARKS ON STONES – IN FRONT OF KATUAQ // BY JEPPE GITZ-JOHANSEN (B. 1939) Go over and around the stones to ﬁ nd the engraved marks in different colours. They appear from the stones like ancient petroglyphs or carvings, like the secrets of cave paintings or as a prayer for the sun. Someone has been here and left a mark. Right in front of Cafétuaq, in the Cultural Centre Katuaq, four stones are lying. This is not an ofﬁ cial decoration. Jeppe Gitz-Johansen didn't ask permission. But here they are – as the part of Nuuk you have to look for. Art by Jeppe Gits-Johansen's father (Aage Gitz-Johansen) is exhibited inside the cultural house. 8) AMISUT – SCULPTURE BY THE NATIONAL LIBRARY // BY NAJA-ROSING ASVID (B. 1966) 2009 The seals wind and unwind in the sculpture – swimming together. Seeing a group of seals swimming at sea level is called "amisut" in Greenlandic. It was made in connection with self-government replacing Home Rule in Greenland in 2009 where the entire square was inaugurated. Across from Amisut is the former Hotel Nuuk. The artist behind, Naja Rosing-Asvid, has formal education within architecture. 9) HOTEL NUUK VESTIBULE // BY ANNE-BIRTHE HOVE (1951-2012) 2000 If you walk around the corner, there is a larger window providing a better view of the columns. Today Hotel Nuuk is a student hostel. Look through the windows into the entrance hall into the hotel lobby and bar. The white columns are decorated with copper. The bronze moves in waves around the top of the columns and have different patterns engraved. Anne-Birthe Hove decorated the hotel lobby and bar in 2001. Three large copper plates called "Night Ravens" (Natteravne – which in Danish is an expression for those who like to stay up at night) and 14 prints on canvas of the mountain Sermitsiaq were on the walls. Today these pieces of art can be seen at Nuuk Art Museum. A huge sand blown glass plate, today lost, separated the room. EXHIBITIONS IN GRØNLANDSBANKEN Walking to the top of the hill you pass a white tower with a bird on the façade. It is the building of the Greenlandic bank Grønlandsbanken. In their vestibule – both downstairs and upstairs - they have changing exhibitions by contemporary Greenlandic artists. Take a look – most of the works of art are for sale. 10) A WALL, A STONE AND A PAINTING - POST & TELE, THE POST OFFICE // BY JENS THORDAHL CHRISTENSEN (B. 1965) 2006 While the artist made the dots, he read the names from a Greenlandic phone book aloud. He originally wanted to make as many dots as people living in Greenland, but that was not possible. In the entrance hall of the post ofﬁ ce there is a big red mail box placed in front of a dotted wall. Dots which gathers and scatters. The wall is made of zinc and the dots painted with car paint. The dots are inspired by traditional women's tattoos. The stone in the middle of the vestibule is from Nuuk and has been sand polished. It marks the centre and offers a break in a room many people walk through every day. The third part of the decoration is inside the post ofﬁ ce. A ﬁ ve metres long painting is hanging next to the desk, inspired by the ice cap and the vast lands in the Greenlandic nature. 11) "FISH ON ITS WAY I & II" - WALL PAINTINGS IN STAIRWAYS BENEATH THE TELE TOWER // BY CAMILLA NIELSEN (B. 1972) A huge swimming redﬁ sh is found by the staircase in the back of the small entrance room between the two shops Panasonic and In Fashion. Take a walk around the building. On the opposite side numerous smaller redﬁ sh with huge round eyes are swimming by another staircase. Move close to the windows to get a good look at the redﬁ sh on their way. As an art school student in the 1990s Camilla Nielsen saw this red deep-sea ﬁ sh with its round eyes – often popped out – at the local ﬁ sh market, which was a neighbour to the Art School in Nuuk. Since then, she has used the red ﬁ sh as a motive with a line repeatedly, each time trying to simplify it - to shape the lines - until the redﬁ sh becomes indistinguishable. Then she returns to the original shape and starts over. Each redﬁ sh is different, but the artist uses acrylic paint, water colour and ink to make each of her redﬁ sh. The huge redﬁ sh raises itself from the wall behind and takes in the room with its size. In the group of redﬁ sh, their eyes are a ﬁ xed point. They are all on their way. 12) PAINTINGS ON THE GABLES OF BLOCK 10 AND 5 // BY GUIDO VAN HELTEN AND STÉFAN BALDURSSON 2014 The paintings on the house ends of the concrete apartments are like Street Art. The art phenomenon conquers and decorates public spaces of the cities without asking for permission, because it is seen as a democratic right to co-create and use the spaces surrounding us. This Street Art was supported by the municipality, but the initiative came from the artists themselves. The paintings improve - maybe even renovates - the worn buildings – and makes them appear different. These severely criticized concrete apartments were built in larger cities all over Greenland during the 1950s and 1960s as a part of Danish objective of modernizing Greenland where people were moved from settlements to the larger cities. Stéfan Baldursson is from Iceland and has created the woman with the polar bear on the house end of block 10. The pair gaze vigilant up the road to the pass, which numerous inhabitants of Nuuk daily walk or drive through. Guido Van Helten is from Australia and is the artist behind the painting on block 5. It is made from a photograph of a hunter from East Greenland taken by the photographer W. Thalbitzer in 1906. In Nuuk Art Museum a painting of this man called Nujappik is hanging painted by Søren "Solo" Nielsen (1874-1948). Blok 5 also has a bloody history. 10 people were killed in 1970 in a gas explosion, which destroyed most of the building. A documentary about the street art paintings at the house ends was planned as part of the project, but during a long take of the work on block 10 the camera with the photo archive was stolen. 13) NUUK ART MUSEUM Across the road from the lady with the polar bear on Block 10 you will ﬁ nd Nuuk Art Museum. The museum is founded on the collection of Svend and Helene Junge. The building was given to the municipality in 2005 along with the large art collection. The museum is the biggest collection of art open to the public in Greenland, and houses both historic and contemporary Greenlandic art. Did you look through the window at Hotel Nuuk and see Anne-Birthe Hoves decoration of the columns? The rest of the former decoration is found inside Nuuk Art Museum. 14) PATTERN ON THE FRONT OF THE CITY HALL // BY THUE CHRISTIANSEN (B. 1940) The piece of art is inspired by avittat – the Greenlandic sealskin embroidery where tiny bits of dyed sealskin are sewn into a pattern on kamiks and other pieces of needlework. On the front of the city hall you will ﬁ nd a pattern, which is easy to miss. When the sun is shining the pattern gleams. Thue Christiansen – the artist behind the pattern – is also the artist behind the design of the Greenlandic ﬂ ag. An eagle in the court yard of the city hall In the courtyard of the city hall a sculpture hides in the bushes in the corner. The head of an eagle stands on a concrete block with big round eyes you can cover with your hands, with a beak you can stroke and a head you can pad. 15) INUSSUK – THE END OF KUUSSUAQ // BY NIELS MOTZFELDT 2009 Inussuk the sculpture is called standing with a view to the colonial harbour and the fjord. The Greenlandic word inussuk means cairn or directly translated "something that looks like human beings". A cairn directs us on our way in the mountains or on the fjord. The three columns are twisting and leaning against each other united at the top. They columns symbolize the people of Greenland in North, East and West – joining and supporting each other. It is made of stone, cobber and concrete. The stones in the sculpture are from all over Greenland. 16) RAVENS – APARTMENT BUILDINGS ON TUAPANNGUIT // BY RIKKE DIEMER At the top of the apartment towers the ravens are ﬂ ying from house to house. The many ravens playing over the rooftops belong to the winters in Nuuk, says the artist Rikke Diemer about the ravens on the apartment towers. The ravens ﬁ rst ﬂ ight was on the house end of Block Q – a block of concrete apartments out of three and was torn down and replaced by these towers in 2011. With these seven towers the ravens began ﬂ ying again. 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4.1 An Intuitive Proof for The Product Rule At this stage of the A-Level course, the mathematics that is needed to rigorously prove The Chain Rule has yet to be developed. However why The Chain Rule is of the form it is can be intuitively visualised. The starting point is to imagine that a rectangle at some time, t, has a height given by a function u(t) and a width given by a function v(t). The area of the rectangle, A(t), is then given by A(t) = u(t) v(t). Some time later, say 1 second, the size of the rectangle will have changed. Derivatives can be thought of as "rates of change". Let the rate of change in the height be given by u′(t) and the rate of change in the width be v′(t). The key question is what is the rate of change of the area of the rectangle, A′(t) ? In the diagram above, this is the region shaded blue. It can be divided up into three rectangles one with area u(t) v′(t), one with area u′(t) v′(t) and one with area u′(t) v(t). In other words, The final step is to let the time interval tend towards zero; to get the instantaneous rate of change. The interesting observation is that the contribution of the orange rectangle, representing u′(t) v′(t) is becoming more and more negligible in comparison to the contributions from the blue rectangle, representing u(t) v′(t), and the green rectangle, representing u′(t) v(t). 4.2 Exercise Question 1 Marks Available : 40 6 f (x) = ( 2 x 4 − 3x + 6 )5 f ′ (1) = 5 Given that, show that Question 2 g (x) = 5 x 2 − 4 g′ (2) = 2.5 Given that, show that Question 3 y = ( 5 − 2x ) 3 A curve C has equation Find the tangent to the curve at the point P with x-coordinate 2 [ 3 marks ] [ 3 marks ] Question 4 Use differentiation to find the stationary points of the curve with equation, Question 5 The yellow cuboid to the left of the photograph measures 7 × 2 × 4. It's extended to measure ( 7 + 2 ) × ( 2 + 1 ) × ( 4 + 3 ) as shown to the right of the photograph. ( i ) Calculate the increase in the volume of the cuboid. [ 2 marks ] ( ii ) Calculate the percentage of the extra volume that is given by the red, brown and blue parts. ( iii ) If the original 7 × 2 × 4 cuboid had been extended to measure ( 7 + 0.2 ) × ( 2 + 0.1 ) × ( 4 + 0.3 ) what percentage of the extra volume would be given by the new red, brown and blue parts. [ 5 marks ] ( iv ) Explain the significance of the answers to parts (ii) and (iii) in relation to the circumstances in which the calculation of the extra volume can be approximated by just the red, brown and blue cuboids, without a significant loss of answer accuracy. [ 2 marks ] ( v ) A function V(x) is the product of three other functions, $$V (x) = u (x) v (x) w (x)$$ Keeping in mind the earlier parts of this question, and the proof of The Chain Rule at the start of this lesson, make an inspired guess as to what the formula for the derivative of V(x) is likely to be. Question 6 Question 7 y = mx + c Find an equation of the tangent to C at A in the form [ 5 marks ] [ 4 marks ]	<urn:uuid:c82e5b1a-36d5-4cd3-875e-5f1f590730aa>	CC-MAIN-2020-45	http://numberwonder.co.uk/Download/PD9028/9028(4).pdf	2020-10-30T05:02:53+00:00	crawl-data/CC-MAIN-2020-45/segments/1603107907213.64/warc/CC-MAIN-20201030033658-20201030063658-00685.warc.gz	76,538,659	847	eng_Latn	eng_Latn	0.904822	eng_Latn	0.994714	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 980, 1360, 1685, 1776, 2131, 2914, 3030 ]	[ 2.5 ]	1	0
Children's Worship 3/1/2020 Welcome 1 min Display Power Point Slide 1 – The ArC Logo Welcome children to Children's Worship. Explain that we are here to worship God by singing, reading the Bible, learning about God, praying and giving offering. Introduce yourself by name every week. This winter we explored the New Testament and moments from Jesus' life. We learned about Jesus' life because it is an example for our lives. Jesus is God's son and He lived a perfect life. If we follow Jesus' example, we can live the way God wants us to live. But Jesus didn't live on Earth forever. He actually only lived to be 33 years old. At the age of 33, Jesus died, but three days later He came back to life! We have a holiday that celebrates Jesus coming back to life. Does anyone know what it is called? (Easter) That's right, Easter. At Christmas time, which is Jesus' birth, we learned that the church has a time to prepare for Christmas. What was it called? (Advent) During Advent, we prepared to celebrate the birth of Jesus on Christmas Day. The church also has a time to prepare for Easter. It is called Lent. Display PowerPoint Slide 2 – Lent Series Logo During Lent, we prepare to celebrate Jesus coming back to life on Easter. One way to prepare is to learn about Easter and the events that led to Easter. If you remember, during Advent we learned about how Jesus was born (Mary finding out she was pregnant, travelling to Bethlehem, Jesus being born in stable, shepherds, wise men). During Lent we are going to learn how Jesus died and came back to life. While many people loved Jesus while He was on Earth, some people did not. Jesus was very popular and sometimes when a person is popular other people can become jealous of that. Introduce Series – Lent 5 min Read & Discuss Today's Scripture Lesson – Palm Sunday 15 min There were people during Jesus' time who did not like Him. They were jealous of His popularity and they were afraid He would take away their power. These people plotted to have Jesus arrested and put to death. This month we are going to learn about these events and focus on how Jesus and the people around Him responded. All of the events we will learn about happened within one week – Sunday to Sunday – and they all happened in the city of Jerusalem. We will keep track of each event on this timeline. (Show timeline on wall) Today we will learn how Jesus arrived in Jerusalem on that first Sunday (reference timeline). Easter will be the last Sunday on our timeline (reference timeline). As we go through the next month, we will learn about other events that happened in Jerusalem during this week. So let's find out how Jesus arrived in Jerusalem. Remember, He was a pretty popular guy, so it would be a big deal that He was arriving. How many of you have ever been to a parade? What was it like? (Exciting, loud, colorful) What did you do as the floats or bands came by? (Wave, clap, shout) What did you do if you REALLY liked a float? (Clap and shout louder) If you were going to be in a parade, what kind of float would you want to be on? (Big, colorful, the best one) What if you were going to ride a horse in a parade? What kind would you want? (Big, proud, standout) You might think Jesus would have wanted to do the same thing when he entered Jerusalem. There were a lot of people excited about his arrival and they were waiting for him. You would think he would want to make a grand entrance on a big horse! But guess what? Jesus made an unexpected choice. Jesus chose to ride a humble donkey. He wanted to show his disciples that they didn't need to be flashy or showy to share God's love. So why do we call today Palm Sunday? If Jesus entered on a donkey wouldn't we call it Donkey Sunday? Let's read our scripture passage and see if we can find out. Read Luke 19:28-40 (Add to verse 36 – "As Jesus rode along, they spread their clothes on the road. Others cut palm branches off the trees and spread them on the road.") Let's watch a video to learn more about Jesus arriving in Jerusalem. Display PowerPoint Slide 3 https://www.youtube.com/watch?v=z-39h0xYqdE What did people do as Jesus rode into Jerusalem? (Laid down their clothes; laid down palm branches; cheered) Give each child a palm branch. Remember we said the roads during Bible times were made of dirt and were dusty. Laying down clothes and palms was a way to cover the dirt for someone important. This would usually be done for a king. The people of Jerusalem were showing their respect for Jesus. They were also shouting and clapping (just like you would do at a parade). Let's wave our palm branches and shout and cheer for Jesus. Some people said Jesus' friends should be quiet, but Jesus said if they were quiet, even the stones would shout. He meant that it was such an exciting time that even a stone would cheer! Let's cheer as loud as we can for Jesus. We celebrate Jesus as we wave our palm branches. We may not have the opportunity to see Jesus in person as a human, but we do "see" Jesus in the world today. What are some ways we see Jesus in the world today? (people being kind to others, Closing Song 4 min volunteering at charities, forgiveness, neighbors helping each other, young people helping older people, etc.) What are some specific ways this church shows God's love in the world? (Food pantry, Shoeboxes at Christmas, inviting friends to church, offering, being kind and welcoming to visitors to our church (something you can do on Easter!), Vacation Bible School to teach kids about God, mission trips) Just as the people of Jerusalem celebrated Jesus arriving in their city, we should always celebrate when we see God's love alive in the world today. We should cheer for people who are spreading God's love. We should support and cheer for people and organizations that are helping others. We should cheer for ourselves when we help others see God's love in the world! You are going to have an opportunity today to cheer for some people who are sick, sad or just need some kind words from you! Adults and youth from Arcola Church go on a mission to Sneedville, Tennessee each summer. While we are there, we are helping other families learn about God and spread God's love to them though service. We can make joyful Easter cards for them. Director of Caring, Molly Riedel leads the Care Ministry here at Arcola Church. She and her team of volunteers offer care and support for those in our congregation and community. Whether you are ill, homebound, hospitalized, need support or friendship – they are there for you. For we believe that healing and care lead to a more compassionate life. We can make joyful Easter cards for them to send to people in our church and community. When you go back to your classrooms, we will make joyful Easter cards for them. This is a way to celebrate God's love in the world – a way to cheer for "seeing" Jesus. So do your best and be creative! This song is called He Arose. It talks about Jesus' resurrection. Not even death could defeat Jesus – He arose!	<urn:uuid:d61828d7-7717-43e7-8732-35b5fd1a0c83>	CC-MAIN-2020-45	https://204f429a85e845196f5a-7842bd4572bbf61cba0aee99272e1d1e.ssl.cf2.rackcdn.com/uploaded/c/0e9892067_1582653899_childrens-worship-3120.pdf	2020-10-30T04:32:21+00:00	crawl-data/CC-MAIN-2020-45/segments/1603107907213.64/warc/CC-MAIN-20201030033658-20201030063658-00684.warc.gz	202,676,285	1,563	eng_Latn	eng_Latn	0.996774	eng_Latn	0.997544	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1777, 3652, 5140, 7065 ]	[ 3.796875 ]	1	0
Activity Packet Make a Worry Doll Worry dolls sometimes referred to as trouble dolls are a traditional Guatemalan toy that are small, colorful little people that a person places under their pillow after telling them something that is bothering them, and then goes to bed. Overnight, the worry dolls are said to worry in the person's place, letting them sleep peacefully. Wooden Clothespins, Yarn or Embroidery Thread, Pipecleaners Wrap & twist a pipecleaner around the clothespin to create arms. Cut to size for arm length. Begin wrapping your clothespin with yarn. Wrap over the pipecleaner as well. Breathing Exercises Breathing exercises are another tool we can use to calm our racing heart when worries seem overpowering. Here are 3 breathing exercises to try when you are worried: Bee breathing: Breathe in deeply through your nose counting to 4. Hold the breath for a count of 4 and then blow it out while buzzing like a bee. See how long you can make your buzz last. Animal friend breathing: This can be done with any kind of stuffed animal. Lie on your back on the floor and place a stuffed animal on their belly. Inhale for a count of 4, watching the animal rise up as their lungs are filled with air. Hold the breath for a count of 4 and then slowly release for a count of 7, watching the animal slowly fall back down. This method helps to really visualize the rise and fall of your breaths. Lazy 8 breathing: For a silent, seated breathing exercise you can do anywhere, practice lazy 8 breathing. You will need a printable of the number 8 lying on its side. You begin on one side of the 8, tracing it with your finger. You will inhale as you trace half of the 8 and exhale as you trace the other half of the 8. Focus on Control Sometimes it is helpful to understand what we can and cannot control and then focus on the things that we can actively do to help ourselves. You will need to gather a rock and play dough. The rock represents things we cannot control. The play dough represents things we can control. What happens when we squeeze a rock? Nothing. We can't change the rock. What happens when we squeeze play dough? We can shape it, mold it, and change it. The same is true for worries. When we worry about things outside of our control, we do not change them. When we instead focus on things we can control, we can make positive changes to help ourselves feel better. Make Worry Stones Worry is a very normal thing, but it sure doesn't feel that way when your heart starts to race and your palms get all sweaty. How to Make Worry Stones A traditional salt dough takes on a magical spin with the addition of sparkles and an accompanying calm down strategy. Making the Salt Dough: * four * salt * warm water * gel food coloring * sparkly glitter Mix 2 parts flour and salt in a bowl. Add 1 part warm water and stir it to create a doughy paste. If it is too dry add a little more water until a dough is formed. Tint the dough with the food coloring and mix in the glitter. Now turn the simple salt dough into a worry-busting tool by forming the dough into small cubes and indenting the sides a little bit with your thumbs. Let sit overnight or until completely hardened. How to Use Worry Stones You gently rub the sides of the stones with your thumbs and forefinger to calm yourself down. You can put them in your pockets to use when you are going to face a situation that may make you worry. Worry Bubbles Sometimes worry feels like little bubbles inside our mind. We can feel worry in our tummies, in our brains, or pretty much anywhere inside our bodies. This activity is designed to help us release worry bubbles so that we feel more calm and relaxed. 1. Find a bottle of bubbles 2. Think about the worry that is bothering you and picture that you are blowing the worry into the bubble as you blow a bubble 3. Picture the worry inside the bubble. 4. Watch it float away and pop, carrying the worry far, far from you. 5. Know that the worry has popped and is outside of you now, unable to bother you anymore. 6. Keep blowing bubbles until you feel more calm and relaxed.	<urn:uuid:6ddb86d2-4b8f-438f-b1e5-f7861b59ee3f>	CC-MAIN-2020-45	http://www.peaceuccstl.org/wp-content/uploads/2020/05/The-Dont-Worry-Book-Complete-Activity-Packet.pdf	2020-10-30T03:59:49+00:00	crawl-data/CC-MAIN-2020-45/segments/1603107907213.64/warc/CC-MAIN-20201030033658-20201030063658-00687.warc.gz	156,999,909	924	eng_Latn	eng_Latn	0.997159	eng_Latn	0.998003	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 15, 527, 605, 1732, 2401, 2783, 3436, 4122 ]	[ 4.09375 ]	1	0
Lesson Plan 15 Measuring in Metric and Imperial CLB Level(s): 4-6 CLB Skill(s): Speaking, Reading Essential Skill(s): Numeracy, Document Use Workplace Culture Learners become aware of the continued use of multiple systems in Canada and the importance of being able to estimate as well as calculate conversions. 1 Learning Activities Activity 1: Assess Learners' Previous Knowledge of the Systems Used in Canada 1. Reproduce the column below on the board.… 2. Ask a few questions involving common measurements to become familiar with learners' level of comfort using units of measurement. Use the questions below as prompts or create your own. Write the learners' answers on the board in the Measurement column and in whichever system (metric or imperial) they feel most comfortable. Leave the other two columns blank for now. * These topics are just ideas. Any topic can be used provided they reflect common measurements. How tall are you? How much do you weigh? How far do you travel from home to school? What is the longest distance you can run, bike or swim? 3. Introduce the idea of converting. Ask learner questions involving common conversion to determine which kinds of conversions students have already explored. Use a variety of examples. How many feet are there in a metre? How much water is there in a quart? Show me a distance of a yard with your hands. Which is farther, a kilometre or a mile? 4. Have volunteers demonstrate the calculation of conversions that are familiar to them. Notice which students are not comfortable with calculations. Activity 2: Guessing, Estimating and Stating 1. Bring rulers and a tape measure to the class. Ask learners to guess the measurements of several things in the room. For example, the length of the room, the height of the windows, the width of the door. Ask them to record their guesses. Learning Activities 2. Brainstorm expressions used to guess and write them on the board. For example, I guess it would be about….. It might be around….. I would say it's about…… My guess would be….. This is a wild guess…. I'm just guessing! 3. Have learners estimate the dimensions by using arm spans and toe-to-heal foot steps. Do they feel more confident about their accuracy than when they guessed? 4. Write on the board expressions that reflect their estimations. It's about…. It's around… It would be about… My estimate is….. 5. Have volunteers use the tape or ruler to accurately measure and record the measurements of the examples. Ask them to make statements about their findings. Write their results on the board. Note the change in the language used as confidence increases. It's x metres long. It's exactly x centimetres wide. 6. Discuss the difference between guessing, estimating, and accurately measuring and the language used to record and report measurements. Review expressions like, wild guess, a good guess, ballpark figure, not far wrong, right on, away off! Activity 3: Converting Approximately 1. Return to the table on the board from Activity 1. 2. Have students complete the next column by estimating the conversion. 3. Have learners handle the examples of containers, weights, etc. that you have brought to help them get a feel for the measurements that are new to them. 4. Have them guess the weight in whatever system they are most comfortable using. Have them estimate the conversion. 3 Learning Activities 5. Ask learners to consider how they can improve their ability to estimate and convert (e.g. reading labelling on packages, memorizing certain frequently used measurements, using conversion tables until they are able to memorize basic conversions). Why is it important to be able to estimate? 6. What kinds of mistakes can be made when you estimate badly? Ask them to consider the consequences when they find they have bought 3 kilograms of meat instead of 3 pounds; set out on a journey of 800 kilometres miles and discover that it is 800 miles; measured carpet for a room in feet and ignored the inches. Activity 4: Using Conversion Tables 1. From the Google website http://www.metric-conversions.org/metricconversion-table.htm print the conversion tables most relevant to what the learners have been estimating to date, i.e. distance, volume, length… If possible, use the website in the classroom. 2. Divide the class into small groups and give each group a set of conversion tables. Look briefly at each table and have students highlight some significant items. 3. Have students complete the column Actual Conversion in the table from Activity 1 and have them check each others answers. 4. Discuss with the class whether or not their estimates were relatively accurate. Activity 5: Create Quizzes Using Conversion Tables 1. In small groups, have students create their own "conversion quizzes". Ask them to choose items that they need to use themselves at home or at work. For example, n How many fluid ounces are there in a litre? n How many ounces are there in a kilogram? n How many inches are there in a metre? 2. Have groups exchange and do the quizzes, aloud if time permits. If an item is unusual have students explain why they chose to include it. 4 Learning Activities Additional and/or Extended Learning Activities n Introduce and review conversion tables for temperatures and cups n Try using the quick conversion table provided in the Additional Activities handout. n For more exercises on converting, go to http://mathmaniax.com/assignments/ Grade%2011%20College/Unit%207/Sec7.1A.pdf (Grade 11 test) n Use conversion tables in areas that are applicable to the interest of your learners, i.e. Fahrenheit and Celsius for tourism, pounds and grams for cooks, kilometres and miles for car mechanics etc. Reflective Evaluation n Test learners individually by asking them to find equivalents on any one of the conversion tables. Debriefing/Wrap-up n What measurements are needed in your field? Are they usually given in metric or imperial? 5 The copyright holder gives permission for users of the document to make copies of selected pages for not-for-sale educational purposes within their organizations. Copying for other purposes without permission is prohibited. Centre for Canadian Language Benchmarks 803 – 200 Elgin Street Ottawa, ON K2P 1L5 Ph. (613) 230-7729 Fax: (613) 230-9305 email@example.com 6 Additional Activity Quick Conversion Table Convert by multiplying: * inches by 25.4 to find millimetres * feet by 0.3048 to find metres * yards by 0.9144 to find metres * miles by 1.60934 to find kilometres * square yards by 0.836127 to find square metres * acres by 0.404687 to find hectares * cubic yards by 0.764555 to find cubic metres * quarts by 1.1365 to find litres * ounces by 28.3495 to find grams * pounds by 0.45359237 to find kilograms * degrees Fahrenheit by 5/9 after subtracting 32 to find degrees Celsius (Compiled by Measurement Canada)	<urn:uuid:16c09c8b-8892-4076-a5cb-699e22c47d50>	CC-MAIN-2020-45	https://www.language.ca/wp-content/uploads/2019/05/PDF-E-112_ES_Lesson-15_Measuring-in-Metric-and-Imperial.pdf	2020-10-30T04:45:55+00:00	crawl-data/CC-MAIN-2020-45/segments/1603107907213.64/warc/CC-MAIN-20201030033658-20201030063658-00685.warc.gz	756,076,014	1,499	eng_Latn	eng_Latn	0.971208	eng_Latn	0.998122	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 319, 1864, 3399, 5187, 5986, 6353, 6916 ]	[ 4.6875 ]	1	0
Jesus Enters Jerusalem Bible Verse They shouted, "Blessed is the king who comes in the name of the Lord!" (Luke 19:38) Teacher Enrichment This is the first lesson in the Lent series which explores the Biblical account of the week between Palm Sunday and Easter. In today's church, Lent is a time to prepare our hearts and minds for Easter. This series exposes children to the events leading up to Jesus' death and prepares their hearts to receive the gift of Jesus' sacrifice and resurrection. On Palm Sunday, Jesus enters Jerusalem to great fanfare, cheering and enthusiasm. The son of God has arrived in their city and people are excited! This is in stark contrast to the scene of Jesus being nailed to a cross only five days later, yet on this Sunday, the excitement persists. People come out to greet Jesus, laying palm branches and clothing in the road and shouting "Hosanna" as He passes. Today, Jesus may not be riding down the street on a donkey, but we have the same opportunities to "see" Jesus and cheer His arrival in our lives. God's love is at work all around us and we should not be afraid to name it and celebrate it. Yes, it can be in stark contrast to the broken and hurting parts of our world, but God's love persists. This lesson will teach children to celebrate Jesus and His love for everyone. It will help children identify ways Jesus is at work in the world and remind them to rejoice when they see God's love. Before Class Begins Place the Sign In sheet and a pen where parents can see it upon arrival. Place the Joy & Concern cards, Time & Talent cards and pens where students can see them upon arrival. Check that you have supplies for this lesson: - Arrival Activity, Palm Sunday activity sheet – 1 per child - Laminated Scripture Palms – 2 sets - Construction paper - Decorative items for cards Place an arrival activity at each place on the table. Welcome SUPPLIES: Sign In sheet, Joy & Concern cards, Time & Talent cards, Attendance chart, stickers, pens, Palm Sunday activity sheet, pencils, markers Greet each child individually as they arrive. Introduce yourself by name. Help children find or add their name on the attendance chart. Provide each child with a sticker to place in today's column on the attendance chart. Encourage children to complete a Joy or Concern card if they have a particular joy or concern they would like to express. Collect completed Joy & Concern cards. Encourage children to complete a Time or Talent offering card if they gave their time to God or used their talents to serve God or others during the previous week. Children should keep their own completed Time and Talent cards. If children bring monetary offering, they should keep it with them. Direct children to complete Palm Sunday activity sheet. Encourage conversation among the children and with you! Get to know the children in your classroom by asking about their week including school, activities and families. Introduce new children to each other and encourage friendships. Children's Worship The Children's Worship Leader will direct your class to come to Ruth Hall at 9:20 or 11:05. Bring the Sign In sheet and completed Joy & Concern cards to Ruth Hall. Hand the Joy & Concern cards to the Children's Worship leader as you arrive. Have children bring their completed Time & Talent cards and any monetary offering. If additional children arrive while in Ruth Hall, have parents complete the Sign In sheet and remind parents that pickup is in Room 105. Encourage children to participate in Children's Worship and provide re-direction if necessary. Assist the Children's Worship leader as needed. At the conclusion of Children's Worship, have children remain in Ruth Hall. The Lesson SUPPLIES: Laminated scripture Palms, Green palm cutouts, craft sticks, markers/pens, scissors, tacky glue SAY: Today we learned about Jesus triumphantly entering Jerusalem. People laid down palm branches in the road for Jesus and cheered His arrival. We are going to play a game to see how well you remember the cheer that was in the scripture. Create two teams of children. Give each team a set of laminated scripture palms. Do not allow children to look at the words yet. Explain the rules of the game: - Teams must create a path across the room using the palms. - Palms must be placed in the correct order of the scripture verse. - As a team, children decide the first palm in the scripture. The first child in the relay then steps onto that palm. - The remaining children decide the next palm in the scripture and pass it to the first child in the relay. That child places the palm in front of them and steps on to it. - Each child behind them then moves up one palm. - The children who are not yet standing on palms decide which scripture palm comes next and pass it up to the first child. - If a team does not have enough children to complete the verse, the first child in the relay goes back to the end and everyone moves up one palm. First team to complete their palm scripture verse wins. Correct Palm Scripture: Blessed is the king who comes in the name of the Lord! Peace in heaven and glory to God. At the conclusion of the game, have children line up and return to Room 110. SAY: That was a fun game to remember what the people were cheering when Jesus entered Jerusalem. Why were the people cheering? (Excited to see Jesus) SAY: We may not see Jesus in person like the people in Jerusalem did, but we can see Jesus at work in the world today. When we see that good work, we can be excited! The people in Jerusalem were not hesitant to cheer loudly, even when the leaders were telling them to be quiet. We should do the same. When we see evidence of Jesus in the world, we should celebrate it! We shouldn't be afraid to tell others about it and wave our palm branches and cheer! SAY: Our children's worship leader told us about our craft today. We are going to make joyful Easter cards for those in our community who may need extra cheer this time of year. Provide each child with a piece of construction paper. Make decorative items available to the group. Write phrases on white board – Happy Easter, He is Risen, Jesus is Risen. Make sure children sign their first name only. Closing Lead the children in a closing prayer. You may say your own prayer, ask one of the children to say a prayer or use the one below. God, Help us notice all the ways you are at work in the world. Remind us to cheer when we see them! Amen If time remains before parents arrive, encourage children to return to their Palm Sunday activity sheet if they did not complete it. Also encourage conversation between children and with you. This is another opportunity to build relationships with the children in your classroom.	<urn:uuid:551e4514-89b3-4720-aa07-158a71988595>	CC-MAIN-2020-45	https://204f429a85e845196f5a-7842bd4572bbf61cba0aee99272e1d1e.ssl.cf2.rackcdn.com/uploaded/4/0e9892062_1582653878_4th5th-teacher-guide-3120.pdf	2020-10-30T04:07:47+00:00	crawl-data/CC-MAIN-2020-45/segments/1603107907213.64/warc/CC-MAIN-20201030033658-20201030063658-00689.warc.gz	186,558,005	1,481	eng_Latn	eng_Latn	0.996751	eng_Latn	0.997734	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1440, 3042, 4842, 6500, 6781 ]	[ 4.125 ]	1	0
Section 1- Food and Fuels Energy is measured in joules (J). 1000 J = 1 kilojoule (kJ). There are different amounts of energy in the chemical store of food and fuel. You need different amounts of energy for different activities: * Sitting uses 6kJ per minute * Walking uses 13kJ per minute * Running uses 60kJ per minute Section 4b – Energy Transfer - Convection When particles are heated they begin to vibrate this allows them to move apart; becoming less dense. The heated particles rise. As they cool the particles move closer together again becoming denser; this causes them to sink. They heat again at the bottom. This creates a convection current. Convection occurs only in liquids or gases. Section 2 – Energy Adds Up The law of conservation of energy states "Energy cannot be created or destroyed; it can only be transferred" When thermal energy is transferred to the surroundings we say the energy has dissipated. Section 3 – Energy and Temperature Thermometers measure temperature in degrees Celsius (°C). Temperature measures the average energy present. The thermal energy store is the total energy present. As we heat things particles gain kinetic energy and vibrate faster. The energy required depends on: * The mass of material. * What the material is made of. * The temperature rise required. Section 5 – Energy Transfer - Radiation Section 4a – Energy Transfer - Conduction Thermal energy can be transferred by conduction, convection or radiation. When particles in a solid are heated they begin to vibrate, this causes them to collide; passing on the energy. Hot end of spoon Cool end of spoon Heat only goes this way Particles vibrate rapidly Vibrations passed on as energy transfers Eventually vibrations will reach cool end and it will warm up Materials that let energy pass through them easily are called conductors. Conduction happens most efficiently in solids; liquids are poor conductors. Materials that do not allow energy to pass through them easily are called insulators. Section 6 – Energy Resources This type of heat transfer does not involve particles. Heat is transferred by infrared radiation, which is a wave of energy; this is how energy is transferred from the Sun. Radiation can be reflected, transmitted or absorbed. All objects emit infrared. The amount emitted depends on: temperature, the colour of the surface and how rough or smooth that surface is. Shiny Black Matt black White Silver Reflector Emitter and absorber best best worst worst Section 8 –Work, Energy and Machines Sometimes energy is transferred by doing work e.g. lifting a book against the force of gravity. To make the work easier you can use a lever. This increases the force you are using. E.g. opening a paint tin with you hand or a screwdriver. Gears work in a similar way; they are turning levers. Gears can be used to increase the force, change direction or go faster. Section 7 – Energy and Power Power is the rate at which we transfer energy, it is measured in watts (W). 1000 W = 1 kilowatt (kW). You can calculate your energy usage in kW/hour	<urn:uuid:52398739-46cd-4d8b-9ac3-8ba19f0848f3>	CC-MAIN-2020-45	https://wymondhamhigh.co.uk/wp-content/uploads/2020/07/P2.2-Energy.pdf	2020-10-30T05:27:59+00:00	crawl-data/CC-MAIN-2020-45/segments/1603107907213.64/warc/CC-MAIN-20201030033658-20201030063658-00688.warc.gz	960,448,685	689	eng_Latn	eng_Latn	0.997146	eng_Latn	0.997146	[ "eng_Latn" ]	false	docling	[ 3098 ]	[ 3.953125 ]	1	0
* Using the Dictionary for Improving Adolescents' Reading Comprehension of Short Scientific Texts Uso del diccionario para mejorar la comprensión lectora de textos científicos cortos en inglés con adolescentes 1Ximena Becerra Cortés* Colegio Saludcoop Norte, Colombia This paper reports on an innovative and action research project which focused on the use of the dictionary and the prior knowledge of Colombian high school students to improve their reading comprehension of short scientific texts. Data collection instruments included students' work gathered during two workshops, field notes, and a questionnaire. Findings showed that searching in the dictionary and activating prior knowledge seem to facilitate the use of the text to answer reading comprehension questions. Students experienced less difficulty answering questions that required literal information than those that required establishing relationships among elements of the text. They equally valued the prior knowledge of the subject and the use of the dictionary in the resolution of science workshops in English. Key words: Dictionary use, prior knowledge, reading comprehension, scientific texts. En este artículo se reporta un proyecto de innovación y de investigación acción centrado en el uso del diccionario y el conocimiento previo adquirido de estudiantes colombianos de secundaria para mejorar la comprensión lectora de textos científicos cortos. Los instrumentos de recolección de datos incluyen el trabajo realizado por los estudiantes durante dos talleres, notas de campo y un cuestionario. Los resultados mostraron que la consulta del diccionario y la activación de conocimientos previos parecen facilitar el uso del texto para responder preguntas de comprensión de lectura. Los estudiantes encontraron menor dificultad en la resolución de preguntas que requerían información literal que en aquellas que implicaban el establecimiento de relaciones entre los elementos del texto. Ellos valoran por igual el conocimiento previo y el uso del diccionario en la resolución de talleres de Ciencias en inglés. Palabras clave: comprensión de lectura, conocimiento previo, textos científicos, uso del diccionario. E-mail: email@example.com This paper reports on a study conducted by the author while participating in the PROFILE Teacher Development Programme at Universidad Nacional de Colombia, Bogotá campus, in 2010. The programme was sponsored by Secretaría de Educación de Bogotá, D. C. Code number: 1576, August 24, 2009, and modified on March 23, 2010. This article was received on February 1, 2013, and accepted on July 25, 2013. Introduction Saludcoop Norte School is part of the pilot public schools selected by the Secretary of Education of Bogotá, Colombia, for the implementation of a bilingual program (Spanish and English). Educational policies argue that in times of globalization, Colombia needs to develop the capacity of its people to handle at least one foreign language. Hence, the National Ministry of Education has formulated the National Bilingual Program 2004-2019. Command of a second language means, among other things, understanding other contexts and appropriating knowledge as to generate new knowledge and have access to more opportunities (Ministerio de Educación Nacional, 2005). Taking into account the previous statement, I as a science teacher have been designing and applying some workshops in the foreign language related to the science issues that I have been teaching in Spanish— my students' mother tongue. Workshops include the presentation of short scientific texts in English and activities that involve their reading comprehension, encouraging ninth graders to engage in the exploration of data, searching for specific information, and the establishment of general ideas. However, despite the belief that scientific vocabulary is easily understood because many words are very similar in the mother tongue, students have difficulties understanding the text so they easily stop paying attention to the rest of the task. Students have difficulties in finding the information needed to carry out these tasks due to their lack of proficiency in the foreign language as well as lack of accuracy in scientific vocabulary. Therefore, it is important to guide students in using strategies to improve their reading comprehension. Among the strategies recommended to achieve this goal we have the search for meaning of words within the text and the use of a dictionary for scientific vocabulary (Díaz de León, 1988). In order to fulfill the goals of a teacher development program I took in 2010—the PFPD Red PROFILE 1 —I decided to dig into the said problematic situation by engaging in an innovation and action research project. I opted for encouraging ninth graders at Saludcoop Norte School, in Bogotá, to work on the decoding of unfamiliar words using the dictionary as well as their prior knowledge. This strategy aims to improve reading comprehension of short scientific texts through the establishment of relations within the knowledge acquired in the mother tongue. Context Although the implementation of the bilingual program at the school is just beginning, there are many language and cultural difficulties that are very hard to overcome, especially due to social and economic characteristics surrounding the student population. However, students' interest in bilingual education exists. The School is located in the Usaquén neighborhood, in the north of the city. Ninth grade students range from 14 to 17 years of age and live mostly in extended families (parents, siblings, uncles, grandparents, cousins). A good number of students reported the absence of either their fathers or mothers mainly because of abandonment, disappearance, or death. Most of their families belong to the second and third socioeconomic strata. 2 Many of the students are left alone at home and have to take care of their siblings and do the housework; hence, reading does not play an important role within their daily routine. These students are therefore commonly immersed in the following situations: 1 PFPD stands for "Programa de Formación Permanente de Docentes" (Permanent Professional Development Programme). The Red PROFILE is a PFPD for schoolteachers. It is run at Universidad Nacional de Colombia, in Bogotá, and motivates teachers to engage in action research and innovation projects. 2 Colombian socioeconomic strata are a classification of households from its physical characteristics and its environment, categorized into six groups with similar social and economic conditions. Strata 1 and 2 correspond to people with fewer resources and strata 5 and 6 correspond to people with ample resources. 1. Students lack a cultural and academic environment at home that enables parents to support their academic work. 2. Many of their homes do not offer the conditions that ensure stability in the emotional aspect and provide the educational resources necessary for optimal performance in school. 3. The surrounding area is primarily an environment of degradation (drugs, thefts, and assaults are local situations affecting their welfare per manently), which has an impact on their motivation for schoolwork and their development of a life plan. It is therefore a great challenge faced by teachers to foster an appropriate learning environment that allows motivating students for academic work. In this case, providing them with opportunities for effective interaction with texts and guiding the use of resources to enable them to take advantage of reading and to acquire language for the appropriate interpretation of information both become real challenges. Literature Review This section is intended to provide theoretical support on reading comprehension, reading scientific texts, vocabulary enrichment, and the use of the dictionary. Here we concentrate on the meaning of reading comprehension, the characteristics of scientific texts, the possible types of reading, as well as some recommendations to improve understanding and deal with the lack of vocabulary by using the dictionary. Reading Comprehension I based my work on Grellet (1981), who states that "understanding a written text means extracting the required information from it as efficiently as possible" (p. 3). Therefore, Grellet mentions that it is essential to take the following elements into consideration: What do we read? In this case, we are referring to science text books; Why do we read? We are reading for information (in order to find out something or in order to do something with the information); and How do we read? We are doing intensive reading: reading shorter texts, to extract specific information. Scientific Texts Most of the information provided in schools has a documentary source: books, articles, scientific journals, notes, among others. Therefore, it is very important that students know how to handle these documentary sources and how to make their reading profit them because academic work is largely based on written communication. Thus, the acquisition of skills related to reading comprehension and management of scientific and technical texts allows the scope of better academic achievements (Díaz de León, 1988). Given that some limitations are present for handling documentary information that is used to inform students of the various advances in science and technology, this innovation and action research project was intended to develop exercises through which students could acquire skills that would enable them to achieve a better text understanding. The scientific literature provides data about reality. These data have to be judged to be accepted. Also, in science the documentary sources serve as methodological, practical, and experimental guidelines, therefore, those who read them should know how to use them for those purposes (Díaz de León, 1988). Starting from an appropriate source material the students can carry out various types of reading according to their needs: browsing, data search, and reading for general ideas. Reading comprehension requires bringing into play those skills (Díaz de León, 1988). To do it properly, it is necessary that the confrontation with the text is done through a constant awareness of their own capabilities and limitations. This reading process also requires the use of the elements that the text provides as clues. The student facing a scientific reading must know what prior knowledge he or she possesses about the terminology contained in it; if s/he does not understand it, s/he has to use the same text or a different one to learn it. The texts can be used in many ways: * To follow a sequence of content that progressively becomes more complex. * To obtain specific information. Understanding a scientific text may be difficult because of the lack of sufficient knowledge of the subject. Hence, the importance of choosing texts that have an appropriate level according to what is known about the issue (Díaz de León, 1988). According to Alderson and Urguhart (as cited in Calderón, Carvajal, & Guerrero, 2007), the reading comprehension process focuses on three elements: the text being read, the background knowledge possessed by the reader, and contextual aspects. In everyday language a word differs from a scientific word, because the first appears in phrases that can be replaced by different words with the same meaning (synonyms). The phrase made up of scientific terms cannot admit synonymous substitutions (Díaz de León, 1988). Given a new text the reader may discover that language is unknown to him/her due to vocabulary or terminological difficulties. Vocabulary difficulties concern the fact s/he does not know the meaning of the word in everyday language. The terminological difficulties are related to the lack of special significance that a term in a scientific discipline has (Díaz de León, 1988). However, if the reader does not understand a word of ordinary language, s/he can continue to read and extract meaning from the general context of the sentence and, although there are times in which the context does not help him, s/he will need to go to the dictionary. The most common situation is that the meaning of new words from everyday language is made apparent in the same course of reading. When there are unknown scientific terms the reader must necessarily find the corresponding definition. Enrichment of Vocabulary and Use of the Dictionary The dictionary is used when the context does not permit extracting the meaning. So it is very important to insist that students get used to infer from context the meaning of the vocabulary as much as possible. They should be advised to resort to the dictionary, but only in cases where it is really necessary (Fernández de Bobadilla, 1999). The acquisition of scientific terms is achieved through the study of the subject area itself. Introductory texts as well as dictionaries of technical terms can provide definitions when the context is not enough to get the meaning of scientific terms. In relation to these terms, students do not usually need to find them in the dictionary, since they are mostly from Latin or Greek roots and therefore very similar to those used in their native language (e.g. polychloroprene-policloropreno, butadiene-butadieno, spectroscopy-espectroscopía). The failure to understand the content of the term because of its specificity is not necessarily a foreign language problem, but a problem of understanding in their own language (Fernández de Bobadilla, 1999). In relation to the information provided by the dictionary, Fernández de Bobadilla (1999) states that the student must know how to use it, especially in relation to two main aspects which tend to cause major difficulties in reading comprehension: the division of entries for meaning and grammatical category. Division of Entries by Meaning A lexical unit has several meanings. Students tend to associate each lexical unit with a single meaning. That would not be a problem because the scientific terms often have a single, precise, and definite meaning. But in some cases we find more than one entry for a scientific term. Division of Entries per Grammar Category A formal unit can belong to several grammar categories. Students tend to associate each word with a single grammatical category. The formal unit belonging to various categories is not appropriate for scientific terms, but those belonging to general language. In data search reading, the dictionary review is aimed at seeking a term. It is not necessary to read whole paragraphs; students should be explained that we can just take a general look at the page of the book to see if the term we want to find appears there. At this point we have to stop and start with other reading comprehension strategies (Díaz de León, 1988). Díaz de León adds that the techniques of speed reading (skimming and scanning) should be applied to the search for entries, so that the search is carried out quickly. According to the literature review, it is clear that reading comprehension of scientific texts requires intensive reading to extract specific information to resolve academic problems. Consequently, it is important to develop a methodological process that assures better understanding while taking into account previously acquired knowledge, use of context to face unfamiliar foreign and scientific vocabulary, and the proper use of the dictionary. Method Markee (1997) states that "curricular innovation is a managed process of development whose principal products are teaching (and/or testing) materials, methodological skills, and pedagogical values that are perceived as new by potential adopters" (p. 46). The project reported here is an innovation because I wanted to improve the students' reading process by guiding them in the use of the dictionary. This involved the implementation of a methodological process that we had not done before. Taking into account the some considerations about investigation expressed by Calderón (2000), another reason to recognize this project as an innovation is because it is a reflection that takes place on a real practical problem that becomes known because of the teaching task. Innovation in this approach not only involves providing new knowledge and establishing laws and theories; it also allows us to establish relationships, formulate hypotheses and dilemmas. In this case, it starts from the difficulty observed in students in the understanding of short scientific texts in English. This innovation also involved carrying out a research exercise with a students' group in order to take advantage of the results of investigations that recommend the use of the dictionary to face scientific texts and discuss their use in the classroom while taking into account scopes and limitations within a local context. The processes followed in the innovation matched the ones that characterize action research because they implied monitoring its development. To this end, Burns (1999) emphasizes that the reflexive nature of action research means that analysis occurs over the entire investigation. Burns (2010) also explains that action research "involves taking a self-reflective, critical, and systematic approach to exploring your own teaching contexts . . . it means taking an area you feel could be done better, subjecting it to questioning, and then developing new ideas and alternatives" (p. 2). Closely related to the alternatives we have to engage in with innovation projects are the stages claimed in the literature about action research. In Burns (2010), in particular, we find that action research processes "involve many interwoven aspects— exploring, identifying, planning, collecting information, analysing and reflecting, hypothesizing and speculating, intervening, observing, reporting, writing, presenting (Burns, 1999, p. 35)—that don't necessarily occur in any fixed sequence" (p. 8). As can be seen, action research provides a framework for systematic innovation implementation. All these processes were taking into consideration and experienced by the teachers participating in the teacher development program within which this project was carried out. Alfonzo (2008) claims that understanding educational innovation as a process requires certain steps for their uptake and application; these stages are: planning, diffusion, adoption, implementation, and evaluation. Planning of an innovation is a decisionmaking process whereby objectives and procedures are set. Diffusion is one in which an innovation is made known to its users for their adoption and use. In the adoption phase the teacher and the educational community decide whether or not to start educational innovation. Implementation is a series of processes to adapt and implement the innovative plan in specific situations and, evaluation consists of getting the value of the whole process in order to come to know the weaknesses and strengths, the resistance and supports. According to the previous statements, in this project, planning meant making decisions about literature recommendations to face reading comprehension of scientific texts and how to deal with the dictionary, context, and needs of ninth grade students to implement the innovation. Diffusion involved creating an appropriate environment at School for the innovation process. Adoption included adjustments based on the guidance given by the tutors of the PFPD Red PROFILE who advised me along the development of the project, the School schedule, and the availability of time and resources, among others. Implementation involved the selection of appropriate short scientific texts according to the level of the students and the design and application in the science class of two workshops with activities specially designed for them. The evaluation included analysis of the applied workshops. The data were collected—using a questionnaire and field notes— in order to identify progress and difficulties and to evaluate the process. Finally, it should be noted that the students were asked if they wanted to be part of this innovation and action research project, and their parents were asked to sign a consent form in a meeting. This helped me decide which students could be observed and which evidences from them could be collected and analyzed. Hence, I gathered data collection from 34 students. Instruments As has been said, data were collected from different instruments: two workshops, a questionnaire, and field notes. Workshops In view of time available, two workshops were designed and developed in class. They included the same organization: one short scientific text (a text about evolution for Workshop 1 and another text about taxonomy for Workshop 2) followed by activities to promote the use of prior knowledge and the dictionary. The first activity consisted of reading the text carefully to recognize and classify the unknown words into scientific words and other words. The second activity included multiple-choice questions that implied establishing relationships between prior knowledge presented on these issues in Spanish and the text presented on the workshop. The third activity focused on the use of the dictionary to ask for the meaning of selected words from the text using the dictionary or the context. The fourth activity tapped into students' prior knowledge to ask for definitions of scientific words promoting the use of prior knowledge or context. The final activity included true or false questions that implied that students established relationships between different elements of the text (see Appendices A and B). Questionnaire A questionnaire was designed and administered at the end of the two workshops. They inquired about the students' points of view and feelings regarding the activities, difficulties found in decoding the unknown vocabulary using different resources like the context, previous knowledge and dictionary, and the advantages and disadvantages of using dictionaries (see Appendix C). Field Notes Field notes were kept to register students' behaviors and participation during the application of the workshops. Data Analysis Data were analyzed based on triangulation processes, which involved resorting to the literature review and the results of the applied workshops, as evidenced in the questionnaires and field notes. This was done in order to ensure the reliability and validity of the research. Findings Three categories emerged after examining the information gathered. They are, namely: Using the Dictionary, Looking for Information to Define Given Issues, and Reading Comprehension. The categories and their subcategories are shown in Figure 1 and they are described and discussed below. Using the Dictionary Students were asked to classify unknown vocabulary from scientific texts into scientific and nonscientific (Activity 1) terms and to write yes or no if they had used the dictionary for each word (see Appendixes A and B). They were not sure about differences between these words so they expressed many doubts in Workshop 1. After Workshop 1, a feedback session was done, which allowed among other things, the consideration of the classifications made by the students and to clarify terms differences, including correspondence with one or more meanings as well as general or restricted Science use. Probably because of that, they felt more confident in Workshop 2 and, as a result, the successful classification of terms increased from 50% in Workshop 1 to 69% in Workshop 2. Students were also asked to find the meanings of different words—scientific and non-scientific terms— by paying attention to the context or by using the dictionary (Activity 3). Given the characteristics of the scientific and non-scientific terms, they were considered as two subcategories for the analysis. An additional subcategory was established to review the opinions and feelings of the students about the search for meanings process. Scientific Terms According to the results obtained by the students, most of the scientific terms achieved correct recognition percentages (between 78% and 94%). Terms like theory, hypothesis, fossils, were easily recognizable because they were similar in the students' native language (Fernández de Bobadilla, 1999). Also easy to recognize, but not similar in the native language were: kingdom (using the context), fertile offspring (using Figure 1. Categories Derived From the Data Analysis Using the Dictionary • Scientific terms • Non-scientific terms • Likes and dislikes Looking for Information to Deﬁne Given Issues • Prior knowledge • Contextual aspects Reading Comprehension • Decoding the written text • Likes and dislikes Using the Dictionary for Improving Reading Comprehensión of Short Scientiﬁc Texts • Prior knowledge • Decoding the written text the dictionary and prior knowledge), traits, whales (using the dictionary). For the translation of scientific terms they found less difficulty in relation to grammatical categories and entries because these do not accept synonyms (Díaz de León, 1988), but they could not find some words in dictionaries, for example, phylogeny and kingdom. On the other hand, they found difficulties with the translation of compound words (classification system, bottle-nosed dolphin). Non-Scientific Terms Regarding this issue, I observed students' results using the dictionary with non-scientific terms and students' opinions about the difficulties faced during the workshops. Students identified non-scientific terms already known by them and, as a result, they were easily recognized and adjusted to the context. For example, survive and changes were recognized properly by 91% of the students. On the other hand, in relation to the unknown terms, students had difficulties with dictionary use when they were trying to find the most appropriate meaning among the options presented in it. Furthermore, they did not check that the meaning selected in the dictionary was in accord with the context of the reading. For example, the word suited was understood as the noun suit = "colección" (collection) by most of the students and the correct meaning was the verb in passive voice: adaptado. Only 22% of them found the correct answer because the translation they found was not checked with the context. They reported many difficulties while searching for non-scientific terms like suited, means, called, gathered, known, commonly (that they extracted from the text). This was evidenced in expressions observed in Workshop 1 such as "I cannot find this!", "There are some meanings!", "I cannot find the word!", "The word is not here!". 3 Fortunately, in Workshop 2 students were more focused and willing to resolve the activity in an autonomous way using other resources as context and prior knowledge. Likes and Dislikes I got to know students' opinions through the questionnaire and the observation notes. Most of the students recognized that they had difficulties with unknown words when facing a scientific text in English. For 41% of them, the use of the context is a useful strategy to find meanings and 47% of them think that even though they keep on reading, they do not find meanings so they decide to look in a dictionary. One student wrote: "It is difficult for me but I try to understand." In addition, students were asked about the use of the dictionary. All of them consider the dictionary useful but 23% notice that they cannot always find the word that best corresponds to the text. In relation to the understanding of scientific texts in English, the opinions of the students were divided: those who understand the vocabulary (32%), those who have difficulties with the scientific vocabulary (even in their mother tongue) (29%), and those who have difficulties with foreign language vocabulary (29%). Students' opinions confirm the difficulties to use the context and to appropriately use the dictionary to find scientific and non-scientific terms. Another important point was the quality of the dictionaries that they brought to class. Although the number of suitable dictionaries for the activities increased in Workshop 2, which suggests students were more aware of the importance of a good dictionary, some of them were not good enough to resolve the activities. 3 These expressions were translated from Spanish: "¡No puedo encontrar esto!"; "¡Aquí hay muchos significados!"; "¡No puedo encontrar la palabra!"; "¡La palabra no está aquí!". Looking for Information to Define Given Issues Knowledge acquired in the mother tongue and contexts are useful sources when facing scientific readings. In this section the use of prior knowledge and context are analyzed (Activity 4). Prior Knowledge Students answered multiple choice questions concerning information which we had worked previously in science class, and in their mother tongue (see Appendices A and B). More than 50% of the students reached correct answers. For example, they easily recognized that "Charles Darwin was an English naturalist" and that "Cordata is not a kingdom." The use of prior knowledge was useful in the reporting of specific data such as dates and events, but not as useful when students were required to establish relationships with the text. In the case of the question, "Traits best suited" relates to…, the answer, "helpful variations," involved understanding the meaning of the words according to the context. Only four students answered correctly. In connection to this, we should remember that The reading comprehension process focuses on three elements: the text being read, the background knowledge possessed by the reader and contextual aspects. [Hence], to comprehend a reading it is necessary that the reader can extract key words in order to capture the whole sense of the text. (Calderón et al., 2007, p. 28) To define scientific terms in English, students had two chances: using prior knowledge or using context provided by the readings. Students wrote the use of one of the two strategies showing prior knowledge preference in both workshops (percentages averages were 71% and 48%) despite the fact that in the second workshop around 25% of the population did not write their preference. In addition I could notice that students used their notes along the development of both workshops. Although in their notebooks there were no literal definitions, most students realized that when they define most of the scientific terms they can use prior knowledge. Prior knowledge seems to be useful and students realize it in concepts like reproduce and evolution, in which they reached higher percentages (66 and 53%) of correct answers. However, in Workshop 1 they had many difficulties defining the concept of natural selection and only three students took it from the text. The answer was literal: "Natural selection means that organisms with traits best suited to their environment are more likely to survive and reproduce" (see Appendix A). There were the same difficulties when defining scientific terms in Workshop 2. Phylogeny, kingdom, and species as natural selection definitions were taken literally from the text (see Appendix B), but the students' percentages of correct answers decreased compared to Workshop 1 (percentage average 27%). Here we saw the importance of creating awareness among students of the importance of establishing relations between prior knowledge and context to create definitions because prior knowledge is not always enough to resolve the task. Alderson and Urguhart (as cited in Calderón et al., 2007, p. 28) emphasize that "background knowledge is a helpful tool," but the reader has to take in mind the text, to "reorganize his knowledge and put it together better." Contextual Aspects In general terms, students improved their performance in Workshop 2 in relation to Workshop 1. According to the percentages of correct answers, students improved in Activities 1, 2, and 5: in Activity 1: classifying unknown words, from 50% to 69%; in Activity 2: activating prior knowledge, from 52% to 69%; and in Activity 5: reading comprehension, from 42% to 63%. Activity 3, using the dictionary, was almost the same (81% and 79%); whereas in Activity 4, defining scientific terms, their performance decreased from 47% to 27%. In this case, the use of prior knowledge proved not to be enough for the development of appropriate definitions. Scientific terms as phylogeny, kingdom, species (present in Workshop 2) and natural selection (in Workshop 1) had in common that they were the concepts to be defined and with the least number of correct answers. Although the concepts' definitions could be taken literally from the text of the workshop, I could notice that students needed a greater use of the context to construct definitions. Reading Comprehension This section includes the analysis of the results obtained in the resolution of the last activity of the two workshops in which students were expected to show their understanding as well as their likes and dislikes in relation to them. Decoding the Written Text For Lopera (2012), "reading is an interactive process in which the writer and the reader dialog through a text" (p. 85). In my case, this was enhanced by engaging students in using some reading strategies. In connection to this, the same author reviews several related studies and points out that the reading process can be more successful if students receive strategy instruction. I could observe that activating prior knowledge and searching in the dictionary seemed to facilitate the use of the text to answer the questions through which students were expected to signal understanding of the given texts. In the last activity of the workshops, students were expected to decode the written text, that is, to extract the underlying meaning from it. Students' average of correct answers to the items contained in the last activity was 42% in Workshop 1, and in two questions they showed percentages above 50%. The highest percentage was for the item "The Origin of the Species was never published" (59%). The other item, "When Darwin refers to traits, this is the same as the individual characteristics," scored 53% of right responses. Probably, it could be answered correctly because of the use of the dictionary. In a previous activity, 72% of the students used the dictionary to look for the meaning of the word trait, which proved to be useful, because 84% of the students found the correct meaning. Workshop 2 showed the three highest percentages (72%, 72%, and 69%) for three questions that implied an appropriate use of the context and establishing relations among different elements of the text as well as taking advantage of the methodological process of the workshop using dictionary and prior knowledge. This can be contrasted with Workshop 1, in which the highest percentage reached 59%. The lowest percentage found in Workshop 1 was 25% for question 5d. It is likely that this problem is related to the previous difficulties defining the natural selection concept, because it was literal. In contrast, 47% was found in Workshop 2, when students answered the question "Man and bottle-nosed dolphin belong to the same class." This low percentage was perhaps due to difficulties in finding the meaning of a compound word. The above results confirm that reading scientific texts requires the stakes of skills that are not restricted to decoding the written text. It is also necessary to know how to use it to organize the information provided in the resolution of academic problems (Díaz de León, 1988). The average of correct answers increased from 42% in Workshop 1 to 63% in Workshop 2 (see Figure 2). The difference is attributed to a greater use of context in addition to the prior knowledge in the resolution of questions. Perhaps this was due to the fact that students took into account the feedback received in Workshop 1 and that empowered them to improve their results. As can be seen, the highest number of correct responses was gotten from questions which required a literal information search within the text, as well as easier ways to explain why the sentence was true or false. Students were asked to write arguments, but the frequency of writing was very little. Two questions presented the highest number of arguments. One of them was the question "The Origin of the Species was never published," where five students wrote not only false but answers such as "It was published in 1859;" in the other, "Phylogeny refers to the economical history of an organism," six students wrote not only false but explanations such as "It refers to the evolutionary history." This question obtained 67% of correct answers (see Figure 2). Despite the increase in positive results in Workshop 2, it was observed that most students were still reluctant to develop arguments in their responses, although in the feedback provided in Workshop 1, taking this into account was suggested. Additionally, there were difficulties in establishing relationships between elements of the text and the true or false sentences, for contrasting ideas or finding similarities that allowed them to justify their answers or at least make it explicit in writing. Some students wrote arguments like "I am not sure," "I think so," "It is said in reading," "This is in reading." Although they are not valid arguments, this could reflect that the requested process is difficult for them and that they are not aware of its importance because they consider that recognizing the sentence as true or false is enough. When students were asked about their whole understanding, 50% of them considered that they understood science in Spanish. According to the review of the other percentages, English understanding reached 12% and science in English understanding reached 26%. It could be argued that science in English has a lower degree of difficulty for students than regular English, which would be contradictory. However, this result could be explained by the satisfaction of some of the students with the positive results reached in the development of the workshops, which made them feel empowered to take on challenges. Likes and Dislikes A high percentage of students (86%) expressed they liked having lessons that included science activities in English. Their responses were as follows: all science classes (12%), once a week (53%), and once a month (21%). Among the reasons that justify why they would prefer this once a week, they mentioned the possibility of improving their English by applying it in different contexts as well as the enrichment of not only their usual vocabulary but scientific vocabulary too. They also remarked on the value of the contribution of this kind of initiatives to science learning which at the same time helps them improve their English proficiency. Finally, it should be noted that when students were asked about strategies for improving their understanding to develop science workshops in English, they recognized and equally valued prior knowledge of the subjects (44%) and the use of the dictionary (44%). Limitations Results of this innovation are limited and require the implementation of a greater number of designed and applied workshops to test the significant effectiveness of the methodological process implemented. Although students showed better performance in the second workshop and felt comfortable with the methodology, which could be an indicator of its success, students' results must be better. Some students do not have adequate dictionaries for the development of the workshops; this difficulty had to be faced through collaborative work with peers. So, optimized access to resources through checking dictionary availability for each student before workshops application could have improved results. Conclusions Before this innovation, when I had applied science workshops in English, students had shown difficulties decoding information due to a lack of foreign language proficiency and scientific vocabulary. There had been emphasis on the strategy of the use of the context to infer missing information but students could not distinguish the majority of the meanings; therefore, most of the students did not get involved in the activity and only a few students attempted to perform it. As far as dictionaries are concerned, they had been requested to develop the workshops; however, not all the dictionaries were suitable due to factors such as a lack of appropriate parents' criteria to buy a dictionary because the lowest cost is generally decisive in the buying decision. As a consequence, dictionaries are not always adequate because they handle a small number of words and limited entries for meanings and grammatical categories. Students showed difficulties in the use of the dictionary, especially managing the division of entries: per meaning and per grammatical category. For example, students tended to consider just the first meaning or they could not find verbs in the past tense, the passive voice or comparatives. Along the development of the project, decoding unknown words presented more difficulties with non-scientific terms than with scientific terms. This seems to be due to native language similarities, prior knowledge of terms and difficulties using dictionaries. Students appreciate the use of the context, the diction- ary, and prior knowledge for the resolution of the science workshops, but strategies have to be implemented to help or motivate them to improve the use of the context in reading comprehension in general. Students preferred the use of prior knowledge in tasks such as defining scientific terms. Prior knowledge proves to be useful in the reporting of specific data such as dates and events and to create some definitions but when this was not enough to resolve the task; they had difficulties establishing relationships with it and the context. The methodological process of activating prior knowledge and searches in the dictionary seems to facilitate the use of the text to answer the questions aimed at checking the students' understanding. Students' better performance in Workshop 2 could be considered an indicator of the success of the methodology employed by taking in mind feedback given in Workshop 1. When students are required to write arguments to support their true or false responses, they are limited to literal information from the text. There is a resistance from most of the students to develop arguments regarding their responses. There are difficulties in establishing relationships between elements of the text and the true or false sentences and in contrasting ideas or finding similarities that allow them to justify their answers or at least make them explicit in writing. Although we could implement only two workshops, it was observed that some students had an optimistic feeling towards the positive results they reached with the development of the workshops by activating prior knowledge and using the dictionary. The majority of them assessed the science activities in English in a positive way due to the fact that they gave them the opportunity to experience the discovery that English can be applied in different contexts, enriching not only daily vocabulary but scientific vocabulary and science learning. Further Research For the purpose of this study I chose short scientific texts from a science book. But articles from scientific journals are also documentary sources that are very important in the science area and so students should know how to handle them. This is of upmost relevance if we take into account that the academic world is based largely on written communication (Díaz de León, 1988). Considering that reading requires not only decoding the text also establishing relations among elements of the text and the activities to be considered, I saw that students need training in their native language to improve their reasoning process and, hence, their reading comprehension. In line with this, it is very important to insist that students get used to inferring the meaning of the vocabulary from the context as much as possible. For future innovations about using the dictionary to improve reading comprehension of short scientific texts, I recommended exploring not only dictionaries, but also introductory science texts and technical dictionaries that are recommended in literature and that could be very useful in familiarizing students with different sources of information. References Alfonzo, F. (2008, November 4). Innovación educativa [Educational innovation. Web log post]. Retrieved from http://www.natureduca.com/blog/?p=237 Biggs, A., Daniel, L., Ortleb, E., Rillero, P., & Zike, D. (2002). Glencoe Science: Life Science. Columbus, OH: Glencoe/ McGraw-Hill. Burns, A. (1999). Collaborative action research for English language teachers. Cambridge, UK: Cambridge University Press. Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. New York, NY: Routledge. Calderón, J. (2000). Enseñar a investigar a los profesores: reflexiones y sugerencias didácticas [Teaching teachers to do research: Didactic reflexions and suggestions. PDF version]. Retrieved from http://publicacionesemv. com.ar/_paginas/archivos_texto/100.pdf Calderón, S., Carvajal, L. M., & Guerrero, A. Y. (2007). How to improve sixth graders' reading comprehension through the skimming technique. PROFILE Issues in Teachers' Professional Development, 8(1), 25-39. Retrieved from http://www.revistas.unal.edu.co/index.php/profile/ article/viewFile/10818/11300 Díaz de León, A. E. (1988). Guía de comprensión de lectura. Textos científicos y técnicos [A guide to reading comprehension. Scientific and technical texts]. México D.F., MX: CONPES. Retrieved from http://www.uamenlinea. uam.mx/materiales/lengua/DIAZ_DE_LEON_ANA_ EUGENIA_Guia_de_comprension_de_lectura_Text.pdf Fernández de Bobadilla, N. (1999). Hacia un uso correcto del diccionario en la lectura de textos científicos en inglés [Towards a correct use of the dictionary in the reading of scientic texts in English]. Encuentro: Revista de Investigación e Innovación en la Clase de Idiomas, 11, 96-105. Retrieved from http://www.encuentrojournal. org/textos/11.11.pdf Grellet, F. (1981). Developing reading skills. Cambridge, UK: Cambridge University Press. Lopera, S. (2012). Effects of strategy instruction in an EFL reading comprehension course: A case study. PROFILE Issues in Teachers' Professional Development, 14(1), 79-89. Retrieved from http://www.revistas.unal.edu. co/index.php/profile/article/view/29057 Markee, N. (1997). Managing curricular innovation. Cambridge, UK: Cambridge University Press. Ministerio de Educación Nacional. (2005, October/November). Bases para una nación bilingüe y competitiva [Foundations for a competitive and bilingual nation]. Altablero: 37. Retrieved from http://www. mineducacion.gov.co/1621/article-97498.html About the Author Ximena Becerra Cortés has worked and studied in Colombia. She is a science teacher at Saludcoop Norte School in Bogotá. She holds a bachelor's degree in teaching biology from Universidad Pedagógica Nacional and an MS in biology from Universidad de los Andes. Appendix A: Workshop 1. Finding the Meaning of Unknown Words Project: Science PFPD Red PROFILE 2010 Ninth grade—afternoon shift Name:_____________________________________________________________________________ Course: 901 Objective To promote prior knowledge and dictionary use to improve reading comprehension. Science theme: Evolution, Natural Selection Activities: Pre-reading activity: Read the text carefully and underline the unknown words. The theory of evolution suggests why there are differences among living things! Darwin developed the theory of evolution that is accepted by most scientists today. He described his ideas in a book called On the Origin of Species, which was published in 1859. After many years, Darwin's hypothesis became known as the theory of evolution by natural selection. Natural selection means that organisms with traits best suited to their environment are more likely to survive and reproduce. Their traits are passed on to more offspring. The principles that describe how natural selection works are listed in Table 1. Over time, as new data have been gathered and reported, some changes have been made to Darwin's original ideas about evolution by natural selection. His theory remains one of the most important ideas in the study of life science. Table 1. The Principles of Natural Selection 1. Organisms produce more offspring than can survive. 2 Differences, or variations, occur among individuals of a species. 3. Variations are passed on to offspring. 4. Some variations are helpful i.e. individuals with helpful variations survive and reproduce better than those without these variations. 5. Over time, the offspring of individuals with helpful variations make up more of a population and eventually become a separate species. English text adapted from Biggs, Daniel, Ortleb, Rillero, & Zike (2002, p. 157). 1. Classify the underlined unknown words into 2. Activating prior knowledge Choose the correct option. a. Charles Darwin was a(an): 1. French botanist 2. Italian zoologist 3. English naturalist 4. German geologist b. "Traits best suited" relates to 1. environment 2. helpful variations 3. organisms 4. offspring c. Darwin's theory has been modified in a modern evolutionary synthesis that is called: 1. neo-Darwinism 2. Darwinism 3. Lamarckism 4. neo-Lamarckism d. In 2009, in relation to Darwin's life, a celebration occurred of 200 years of his 1. birth 2. death 3. publication of On the Origin of Species 4. beginning of the five year voyage on the Beagle 3. Using the dictionary Find the meanings of the words (by paying attention to the context or by using the dictionary). 4. Define the following words using your previous knowledge (PK) or using the context provided by the reading (C). Word Definition Did you use PK Reproduce Natural selection Offspring Evolution C or? 5. According to the text, is the sentence True or False? Why? a. ____ When Darwin refers to traits, this is the same as individual characteristics. b. ____ A hypothesis is the same as a theory. c. ____ The Origin of the Species was never published. d. ____ Natural selection means that organisms with traits not suited to their environment are more likely to survive and reproduce. e. ____ Offspring of individuals with helpful variations number more than offspring without these helpful variations. Appendix B: Workshop. Understanding Scientific Texts Project: Science PFPD Red PROFILE 2010 Ninth grade—afternoon shift Name:_____________________________________________________________________________ Course: 901 Objective To promote prior knowledge and dictionary use to improve reading comprehension. Science theme: Taxonomy Activities: Pre-reading activity: Read the text carefully and underline the unknown words. Modern Classification System In the late eighteenth century, Carolus Linnaeus, a Swedish naturalist, developed a new system of grouping organisms. His classification system was based on looking for organisms with similar structures. Today studies about fossils, hereditary information and early stages of development are used to determine an organism's phylogeny. Phylogeny is the evolutionary history of an organism, or how it has changed over time. Today it is the basis for the classification of many organisms. A classification system commonly used today groups organisms into five kingdoms. A kingdom is the first and largest category. Kingdoms can be divided into smaller groups. The smallest classification category is a species. Organisms that belong to the same species can mate and produce fertile offspring. To understand how an organism is classified, look at this classification of the bottle-nosed dolphin: The classification of the bottle-nosed dolphin shows that it falls under the order Cetacea. This order includes whales and porpoises. English text adapted from Biggs et al. (2002, p. 23). 1. Classify the underlined unknown words into 2. Activating prior knowledge Choose the best option. a. This is not a kingdom 1. Plantae 2. Protists 3. Cordata 4. Bacteria c. Carolus Linnaeus is often called the father of 1. Genetics 2. Chemistry 3. Taxonomy 4. Zoology b. Carolus Linnaeus was born in 1. 1607 2. 1707 3. 1807 4. 1907 d. The binomial nomenclature is used for naming 1. Families 2. Species 3. Kingdom 4. Orders 3. Using the dictionary Find the meaning of the words (by paying attention to the context or by using the dictionary). 4. Define the following words using your previous knowledge (PK) or using the context provided by the reading (C). Word Definition Did you use Phylogeny Kingdom Species 5. According to the text, is the sentence True or False? Why? a. ___ Carolus Linnaeus developed a new classification system based on organisms' structures. b. ___ Fossils are helpful to determine an organism's phylogeny. c. ___ Phylogeny refers to the economical history of an organism. d. ___ The five kingdoms are bacteria, protista, fungi, plantae, and animalia. e. ___ A Species is a group of organisms that can mate and produce fertile offspring. f. ___ Man and the bottle-nosed dolphin belong to the same class. g. ___ Whales, dolphins, and porpoises belong to the same family. PK C or? Project: Science PFPD Red PROFILE 2010 Ninth grade—afternoon shift Appendix C: Questionnaire Objective To learn students' opinions about the advantages and disadvantages of using dictionaries, the quality of the workshops, the difficulties found in decoding the unknown vocabulary using different resources, and their points of view about the activities. Dear Student: 4 1 The purpose of this questionnaire is to get your feedback on activities in science class related to decoding unfamiliar words in English and Spanish and using the dictionary to improve reading comprehension of scientific texts. Mark with an X the answer that best fits your views. Your sincerity will be of great help to us. 1. How often would you like to develop science in English activities in science classes? a. All classes b. Once a week c. Once a month d. Never e. Other, which one? ________________________________________________________________ Why?__________________________________________________________________________ ______________________________________________________________________________ 2. Do you think… a. You understand English? b. You understand science? c. You understand science in English? d. Other. Which one? _______________________________________________________________ 4 The original questionnaires were designed in Spanish and translated into English to comply with the journal requirements. 3. When you face a scientific text in English: a. You understand everything. b. You have difficulties with some words, but you keep on reading and you find their meaning. c. You have difficulties with some words and even though you keep on reading you do not find their meaning, so you decide look them up in a dictionary. d. You have difficulty understanding despite implementing the strategies above. e. Other. Which one? _______________________________________________________________ 4. Understanding scientific texts in English. a. It is easy. I understand scientific words and other words. b. I have difficulties with scientific words and although they are similar to Spanish words, I do not understand their meaning. c. It is difficult because I do not understand many words in the text whether or not they are scientific, since they are in English. d. Other. Which one? _______________________________________________________________ 5. To use the dictionary is: a. Useful, because I choose the word that best corresponds taking into account the context. b. Not always useful, because I cannot always find the word that best corresponds to the context. c. Useless, because I do not always find the meaning of the words that I look for. 6. Understanding and developing science workshops in English is easier when: a. I have previously worked on the same topic in Spanish. b. I have a dictionary. c. Other? 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LStenger_History Alive Chapter 6 Flashcards \| Quizlet This History Alive! America's Past (published by Teachers' Curriculum Institute) organizer provides a two-page document that provides questions (and an answer key) for Chapter 18 "The Causes of the Civil War." Other chapter organizers are available, and I will continue to add to this collection un Social Studies Alive Chapter 18 Worksheets & Teaching ... Some of the worksheets for this concept are Interactive tudent notebook andrew jackson and the growth, Teachers curriculum institute answers chapter 24, 8th grade history, Section quizzes and chapter tests, Unit 2 answer key, Notes 21 history alive teachets guide, Indian removal teacher guide 6 8 copy, Student practice and activity workbook. Tci Andrew Jackson And The Growth Of American Democracy ... In this chapter, you will learn more about the difficulties people faced during the Early Middle Ages. Then you will learn about the rise of feudalism and how it helped to establish order and security after the fall of Rome. 2.1 Introduction - Hartford School New Update Library eBook Online Teachers Curriculum Institute Econ Answers Edit Read Teachers Curriculum Institute Econ Answers Kindle Editon Read Online My-Spanish-Lab-Arriba-Answers Kindle Editon Copyright code: d41d8cd98f00b204e9800998ecf8427e. Page 2/2	<urn:uuid:fac4b406-9912-48f8-9d0f-31c2a72a7533>	CC-MAIN-2020-45	http://indivisiblesomerville.org/teachers_curriculum_institute_answers_chapter_24.pdf	2020-10-30T03:59:16+00:00	crawl-data/CC-MAIN-2020-45/segments/1603107907213.64/warc/CC-MAIN-20201030033658-20201030063658-00688.warc.gz	53,410,614	1,521	eng_Latn	eng_Latn	0.981172	eng_Latn	0.98987	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 5321, 7398 ]	[ 2.046875 ]	1	0
Prophecy Regarding Israel; God's chosen people and Her Future. 1. Jesus prophesied that the Temple would be destroyed. Prophecy: New Testament: Matthew 24:1-2 (Recorded: About 30 AD) Leaving the Temple , Jesus' disciples came up to him and exclaimed of the grandeur of its buildings. "Do you see all these things?" he asked. "I tell you the truth, not one stone here will be left on another; every one will be thrown down." Fulfilled: 70 AD: About 40 years after Jesus was crucified by the Romans the Temple was destroyed. In the year 70 AD, the Romans destroyed Jerusalem and killed an estimated 1.2 million Jews. Fire was set to the Temple during the destruction; the fire caused the gold-leaf ornamentation on the Temple ceiling and many statues to melt. The melting gold flowed down the walls and settled into crevices within the stones. The Romans pried apart the stones to remove the gold. This in fulfillment of Jesus' prophecy that not one stone would be left standing on another. The Holy Temple; dates shown are commonly ascribed by known historians: 1. The first Temple was destroyed by the Babylonians in 586 BC and was rebuilt 70 years later. The rebuilt Temple stood for 586 years and was then destroyed by the Romans in 70 AD. 2. Both Temples were destroyed by the most powerful empires of their day. (Babylonian Empire in 586 BC and the Roman Empire in 70 AD). 3. After the destruction of both Temples , hundreds of thousands of Jews were slaughtered, taken as slaves and forced out of Jerusalem . 4. According to the ancient historian Josephus, both Temples were destroyed on the same day of their respective years - the 9th day of the Jewish month of Av. 2. Jesus said Jerusalem would be destroyed. Prophecy: New Testament: Luke 21:24 (Recorded: About 30 AD) "They will fall by the sword and will be taken as prisoners to all the nations. Jerusalem will be trampled on by the Gentiles until the times of the Gentiles are fulfilled." Fulfilled: 70 AD: Jesus said that the Jews soon would be forced out of Jerusalem and that the city would be destroyed. He said Jerusalem would be trampled upon by the "Gentiles" (non-Jews), and that the Jews would be scattered to all nations. All of this took place when the Romans destroyed Jerusalem in the year 70, and again in the year 135. During the two destructions, the Romans killed an estimated 1.5 million Jews. Hundreds of thousands of Jews were taken as slaves to other countries, mostly throughout Europe and parts of Asia . 3. Daniel foretold the destruction of Jerusalem and the Temple. Prophecy: Old Testament: Daniel 9:26 (Written: about 530 BC) "After the sixty-two `sevens,' the Anointed One will be cut off and will have nothing. The people of the ruler who will come will destroy the city and the sanctuary. The end will come like a flood: War will continue until the end, and desolations have been decreed." Fulfilled: 70 AD: The prophet Daniel said that a future ruler over the land of Israel would destroy Jerusalem and the Temple and that this would happen after an anointed one (messiah) is "cut off," which means "rejected" or "killed." A few centuries later, the Romans took control of the land of Israel , Jesus announced himself as the Messiah of Israel, and the Romans crucified him. Forty years later, the Romans destroyed Jerusalem and the Temple . 4. Jerusalem would be destroyed and "plowed like a field" Prophecy: Old Testament: Micah 3:11-12 (Written: between 750-686BC) "Her leaders judge for a bribe, her priests teach for a price, and her prophets tell fortunes for money. Yet they lean upon the Lord and say, 'Is not the Lord among us? No disaster will come upon us' Therefore because of you, Zion will be plowed like a field, Jerusalem will become a heap of rubble, the temple hill a mound overgrown with thickets." Fulfilled: 135 AD: The prophet Micah said that Jerusalem would be destroyed and that " Zion " - a central part of Jerusalem - would be "plowed like a field." Micah's prophecy is believed to have been delivered in about 730 BC (about 2700 years ago). Since that time, Jerusalem was destroyed in 586 BC by the Babylonians and by the Romans in 70 AD, and again in 135 AD to crush a Jewish rebellion for independence. According to a text in the Gemara - a collection of ancient Jewish writings - the Romans ran a plow over Zion on the 9th day of the Jewish month of Ab. The Gemara said that Turnus Rufus, a Roman officer, plowed the area of the Temple . This prophecy was fulfilled in literal detail. Incidentally, there was a Roman coin minted during that era that shows an image of a man using a plow. The coin was intended to commemorate the founding of the pagan Roman city called Aelia Capitolina on the site of Jerusalem . The Romans sometimes minted coins showing the plowing motif as a symbol of the establishment of a new Roman city. The Jews fast (abstain from food) on the 9th day of the Jewish month of Ab (sometimes spelled Av) in remembrance of five historic events that are recorded as occurring on that date. One of those events is the plowing of all or part of Jerusalem by the Romans. 5. Rome's destruction of Israel Prophecy: Old Testament: Deuteronomy 28:49-52 (Written: about 1400 BC) "The Lord will bring a nation against you from far away, from the ends of the earth, like an eagle swooping down, a nation whose language you will not understand, a fierce-looking nation without respect for the old or pity for the young. They will devour the young of your livestock and the crops of your land until you are destroyed. They will leave you no grain, new wine or oil, nor any calves of your herds or lambs of your flocks until you are ruined. They will lay siege to all the cities throughout your land until the high fortified walls in which you trust fall down. They will besiege all the cities throughout the land the Lord your God is giving you." Fulfilled: 70 AD: There are several Bible prophecies foretelling of various destructions of the land of Israel . From the Bible's book of Deuteronomy that foreshadowed the destruction caused by the Romans in the year 70 AD (about 1900 years ago): "The Lord will bring a nation against you from far away, from the ends of the earth, like an eagle swooping down, a nation whose language you will not understand … They will devour … until you are ruined. … They will lay siege to all the cities throughout your land until the high fortified walls in which you trust fall down." (Deuteronomy 28:4952 NIV). And as recorded regarding the year 70 AD: The Roman Empire marched an army in a formation called the "flying eagle," and destroyed Jerusalem . As was typical of that era in Rome 's history, members of the Roman army came from many different countries. 6. Israel would become a wasteland Prophecy: Old Testament: Deuteronomy 29:23 (Written: around 1400 BC) "The whole land will be a burning waste of salt and sulfur--nothing planted, nothing sprouting, no vegetation growing on it. It will be like the destruction of Sodom and Gomorrah , Admah and Zeboiim, which the Lord overthrew in fierce anger." Fulfilled: 135-1800s: " Israel would become a wasteland" became a fulfilled prophecy. The land of Israel has been described many times as having been a sparsely populated wasteland, as recently as the late 1800s. American writer Mark Twain wrote this, in 1867, about the land of Israel , which at the time was called Palestine : " Palestine sits in sackcloth and ashes… the spell of a curse that has withered its fields and fettered its energies… Palestine is desolate and unlovely… It is a hopeless, dreary, heartbroken land." - From Mark Twain's Innocents Abroad. 7. The people of Israel would be exiled, scorned and ridiculed. Prophecy: Old Testament: Deuteronomy 28:36-37 (Written: about 1400 BC) "The Lord will drive you and the king you set over you to a nation unknown to you or your fathers. There you will worship other gods, gods of wood and stone. You will become a thing of horror and an object of scorn and ridicule to all the nations where the Lord will drive you." Fulfilled: 135-1900s: The people of Israel , known today as "Jews", have been expelled from their homeland by the Assyrians, Babylonians and Romans. And the Jews - perhaps more than any other group of people - have been subject to hatred, scorn and persecution throughout the world. From the Hasmonaean Period, more than 2000 years ago, until 1948, the Jews did not have sovereign control over any part of their homeland. Nor had Israel been a united and sovereign country for nearly 2900 years, until 1948. 8. The land of Israel would be inhabited by enemies. Prophecy: Old Testament: Leviticus 26:31-32 (Written: around 1400 BC) "I will turn your cities into ruins and lay waste your sanctuaries, and I will take no delight in the pleasing aroma of your offerings. I will lay waste the land, so that your enemies who live there will be appalled." Fulfilled: 135 to today: This prophecy has been clearly documented throughout history. Each time the people of Israel were forced out of their homeland by the Assyrians, Babylonians and Romans, other people took advantage and moved in. Upon their prophesized return to their homeland during the 1800s and 1900s, the Jews had ongoing skirmishes with the Arab peoples living there, who continue to live in parts of the land of Israel till this day. 9. The people of Israel will never cease to be a nation of people. Prophecy: Old Testament: Jeremiah 31:35-36 (Written: 626 - 586 BC) "This is what the LORD says, he who appoints the sun to shine by day, who decrees the moon and stars to shine by night, who stirs up the sea so that its waves roar-- the LORD Almighty is his name: "Only if these decrees vanish from my sight," declares the LORD, "will the descendants of Israel ever cease to be a nation before me." Fulfilled: Today: As surely as God's word decrees that the people of Israel will never cease to be a nation of people. God's promise of preservation continues to be fulfilled today, as the Jewish people maintain their identity as a distinct group of people, with its own culture, religion and language. Indigenous peoples throughout the world have lost their language and culture, yet the Jewish people maintained their cultural identity for nearly two millennia, even while exiled from their homeland. 10. The exiled people of Israel would return to Israel . Prophecy: Old Testament: Jeremiah 32:37-41 (Written: 626 - 586 BC) "I will surely gather them from all the lands where I banish them in my furious anger and great wrath; I will bring them back to this place and let them live in safety. They will be my people, and I will be their God." Fulfilled: late 1800s to today: The prophet said the people of Israel would return to their homeland. Jeremiah lived during a time when the Babylonians were forcing the Jews out of their homeland about 2600 years ago. Many Jews later returned but were forced out again, by the Romans, about 1900 years ago. During the past 200 years, millions of exiled Jews have returned to Israel from countries all over the world. God has truly "gathered them from all the lands." 11. The people of Israel again would be a united people. Prophecy: Old Testament: Ezekiel 37:15-19 (Written: between 593-571 BC) "The word of the Lord came to me: 'Son of man, take a stick of wood and write on it, `Belonging to Judah and the Israelites associated with him.' Then take another stick of wood, and write on it, `Ephraim's stick, belonging to Joseph and all the house of Israel associated with him.' Join them together into one stick so that they will become one in your hand. When your countrymen ask you, `Won't you tell us what you mean by this?' say to them, `This is what the Sovereign Lord says: I am going to take the stick of Joseph--which is in Ephraim's hand--and of the Israelite tribes associated with him, and join it to Judah's stick, making them a single stick of wood, and they will become one in my hand.' Fulfilled: since late 1800s: The prophecy stated that God would make the people of Israel a united people again. The people of Israel had already divided themselves into two separate kingdoms during Ezekiel's time. Both kingdoms had been conquered by foreign invasions, which resulted in the exile of many people. The southern kingdom, Judah , and the northern kingdom kept the name of Israel , although it was often referred to as Ephraim. The beginning of the fulfillment of this prophecy began during the late 1800s. Leaders of the Zionist Movement began uniting exiled Jews around the world for the common goal of creating a new and independent Israel . The Jews had been scattered to countries on six continents, where they spoke different languages and lived in different cultures. The Zionist Movement marked the first time in many centuries that the Jews had been united to this degree. 12. Ezekiel said the Jews would return to Israel. Prophecy: Old Testament: Ezekiel 20:34 (Written: between 593-571 BC) "I will bring you from the nations and gather you from the countries where you have been scattered--with a mighty hand and an outstretched arm and with outpoured wrath." Fulfilled: late 1800s to today: In Ezekiel 20:34, the prophet said God would gather the people of Israel from around the world and bring them home to Israel . Forced out of their homeland in ancient times by the Assyrians, Babylonians and Romans, during the late 1800s, Jews returned by the thousands to the Holy Land . At that time the land was controlled by the Ottoman Empire , however during the early 1900s, Jews returned by the tens of thousands when the land was controlled by the British. Then, in complete of the prophecy, they returned by the hundreds of thousands after Israel had declared statehood in 1948. 13. Jeremiah said the Jews would buy back land. Prophecy: Old Testament: Jeremiah 32:44 (Written: 626 & 586 BC) "Fields will be bought for silver, and deeds will be signed, sealed and witnessed in the territory of Benjamin, in the villages around Jerusalem, in the towns of Judah and in the towns of the hill country, of the western foothills and of the Negev, because I will restore their fortunes, declares the Lord." Fulfilled: late 1800s, 1900s: About 2600 years ago the prophet Jeremiah delivered a promise of restoration. At that time, Jews were being forced out of their homeland by the invading Babylonians. Many were taken as captives to Babylon . But, Jeremiah assured them that they would be able to return in the future and purchase land in their homeland. After the collapse of Babylon , many Jews returned to Jerusalem and the surrounding area, but they were forced into exile again by the Romans in 135 AD (about 1970 years ago). During the last years of the Ottoman Empire, which ruled over the land of Israel four 400 years, ending in 1918, thousands of Jews returned to their ancient homeland and bought parcels of land from absentee landlords who lived in cities such as Beirut and Damascus. The Jews were forced out of their homeland twice, and each time they returned in large numbers in fulfillment of Jeremiah's prophecy. 14. The people of Israel would be persecuted in many nations. Prophecy: Old Testament: Deuteronomy 28:65-67 (Written: around1400 BC) "Among those nations you will find no repose, no resting place for the sole of your foot. There the Lord will give you an anxious mind, eyes weary with longing, and a despairing heart. You will live in constant suspense, filled with dread both night and day, never sure of your life. In the morning you will say, "If only it were evening!" and in the evening, "If only it were morning!"--because of the terror that will fill your hearts and the sights that your eyes will see." Fulfilled: 1940s, 1930s, 135 AD, 721 BC, etc: The Bible said that the people of Israel would be scattered among nations and persecuted. They were exiled and scattered from their homeland in ancient times by the Assyrians, Babylonians and Romans. The exiles were intensely persecuted in Europe and Russia during the Crusades and Pogroms. During the Holocaust of World War II, the Nazis killed about one-third of the world's population of Jews. The Nazis called it "The Final Solution" and their goal was to kill all Jews. Winston Churchill, a former prime minister of England , said: "The Final Solution is probably the greatest, most horrible crime ever committed in the whole history of the world." During the mid-1900s, many Jews sought to relocate from Europe to the most distant countries in the hopes of outrunning the expansion of Nazi Germany. This led to new influxes of Jews to North and South America , Australia and even China . Many of the exiles chose to return to their ancient homeland to escape persecution. But persecution followed. At that time, the land of Israel was called Palestine . It was controlled by the British and a majority of people living there were Arab, including the Grand Mufti of Jerusalem who urged Hitler to deal with the Palestine 's Jews with "the same method that the question is now being settled in the Axis countries. (Genocide)". In 1948, the Jews declared independence for Israel . But, even then, the persecutions didn't cease. Shortly after the re-establishment of sovereignty for Israel , hundreds of thousands of Jews were forced out of the Arab nations in which they had lived in exile for many centuries. 15. Isaiah said God would preserve the Jews. "As the new heavens and the new earth that I make will endure before me," declares the Lord, "so will your name and descendants endure." Fulfilled: 1940s, 1930s, 135 AD, 721 BC, etc: The prophet said that the people of Israel would endure and survive as a people, despite the persecutions they would face, as foretold by other prophecies. Isaiah delivered this prophecy 2,700 years ago. Since then, the people of Israel , who today are commonly called Jews, have been massacred at various times by the thousands, by the hundreds of thousands, and by the millions. In ancient times, the Assyrians virtually erased from history 10 of 12 tribes of Israel . The Babylonians and Romans exacted heavy damage on what was left of the people of Israel . The Nazis, during World War II, sought to annihilate the entire Jewish race. Even so, the Nazi empire was reduced to ashes shortly before the Jews reclaimed Israel as a sovereign country in 1948. The Jews are still here. And the empires that sought to destroy them are nothing more than pages in history books. 16. Israel would be rebuilt and resettled. Prophecy: Old Testament: Ezekiel 36:33-35 (Written: between 593-571 BC) "This is what the Sovereign Lord says: On the day I cleanse you from all your sins, I will resettle your towns, and the ruins will be rebuilt. The desolate land will be cultivated instead of lying desolate in the sight of all who pass through it. They will say, "This land that was laid waste has become like the garden of Eden; the cities that were lying in ruins, desolate and destroyed, are now fortified and inhabited." Fulfilled: 1900s: In Ezekiel 36:33-35, the prophet gave another prophecy about the re-population and rebuilding of Israel 's ruined cities. American author Mark Twain described the land of Israel as being thoroughly desolate in the late 1800s. Since then, millions of Jews have returned to Israel and have been rebuilding their ancient homeland. Some of the parched desert has been converted into productive farmland. And Israel has undertaken one of the world's largest reforestation programs. Israel 's population was 10 times larger in 1998 than it was in 1948. 17. Isaiah foretold the restoration of Israel Prophecy: Old Testament: Isaiah 35:1-2 (Written: between 701-681 BC) "The desert and the parched land will be glad; the wilderness will rejoice and blossom. Like the crocus, it will burst into bloom; it will rejoice greatly and shout for joy. The glory of Lebanon will be given to it, the splendor of Carmel and Sharon ; they will see the glory of the Lord, the splendor of our God." Fulfilled: 1900s: In Isaiah 35:1-2, the prophet said that although Israel would become a desolate land, its deserts would one day bloom again. This Bible verse foreshadows the restoration of Israel that has been taking place since the early 1900s. Millions of Jews have returned to their ancient homeland and have innovated sophisticated farming techniques and extensive reforestation programs to convert parched desert into productive farmland. More than 200 million trees have been planted in Israel since 1900, according to the Jewish National Fund. 18. Israel 's land would again become fruitful. Prophecy: Old Testament: Zechariah 8:12 (Written: between 520 - 518 BC) "The seed will grow well, the vine will yield its fruit, the ground will produce its crops, and the heavens will drop their dew. I will give all these things as an inheritance to the remnant of this people." Fulfilled: 1900s: God would allow Israel to become a prosperous land again. Israel had been described as being a wasteland between the time that the Jews had been forced out of their homeland by the Romans (about 1900 years ago) and the time when the Jews began returning to and restoring Israel during the 1900s. Although the restoration continues, Israel is able to export food to many countries. 19. The people of Israel would live many days without a king. Prophecy: Old Testament: Hosea 3:4-5 (Written: about 750 BC) "For the Israelites will live many days without king or prince, without sacrifice or sacred stones, without ephod or idol. Afterward the Israelites will return and seek the LORD their God and David their king. They will come trembling to the LORD and to his blessings in the last days." Fulfilled: Being fulfilled since 70 AD: Hosea's prophecy, found in Hosea 3:4-5, foretells three important events: 1. The people of Israel would lose their sovereignty ("live many days without a king or prince"). A Bible scholar, named John Gill, interprets Hosea 3:4 as meaning that the people of Israel would endure a period of time "Without any form of civil government ... being subject to the kings and princes of other nations." 2. The people of Israel would lose their ability to worship in the manner in which they were accustomed. (example: "without sacrifice ... without ephod"). 3. The people of Israel would return to the land of Israel and seek "David their king." (The phrase, "David their king," is often understood to refer the promised Messiah, who the prophets had said would be a descendant of King David). Each of these three things has happened twice. The first time was about 2600 years ago when the Babylonians invaded the Holy Land, deposed the king, destroyed the city of Jerusalem , and the holy Temple , which was the center of worship for the people of Israel . The Babylonians also forced many Jews into exile. But, after the collapse of the Babylonian empire, many eventually returned to their homeland and rebuilt Jerusalem and the Temple . A few centuries later, the second Temple had undergone a massive reconstruction, which was completed at about the time of Jesus, which was about 2000 years ago. From a Christian point of view, Jesus, who is described as being a descendant of King David in the New Testament book of Matthew, is the Messiah who was promised when Hosea spoke of "David their king." This prophecy is now going through its second fulfillment. During the Roman Empire era, the people of Israel had lost sovereignty over their homeland for the second time, and they had lost their Temple for the second time, when the Romans destroyed the city of Jerusalem in 70 AD. Since the Roman era, the majority of Jews have lived in exile, in countries around the world, where they are subject to the kings and governments of other nations. And, because the Temple has not yet been rebuilt, they continue to be unable to perform various sacred practices that are important to Judaism. (Judaism is the Jewish religion). But some of this hardship began to change in an important way during the first half of the 1900s, when many Jews from around the world returned to the land of Israel and reclaimed independence over a portion of their ancient homeland. In the year 2004, about one-third of the world's Jewish population lives in Israel , a nation that has been governed by Jews since 1948. From a Christian perspective, this too is significant because we Christians believe that Jesus is to return a second time, after a significant number of Jews have returned to Israel , to establish a kingdom of righteousness on earth. From a Christian point of view, this prophecy will be completed - again - during the "last days" when Jesus returns. 20. Israel would rise again. Prophecy: Old Testament: Micah 7:8-11 (Written: between 750-686 BC) "Do not gloat over me, my enemy! Though I have fallen, I will rise. Though I sit in darkness, the Lord will be my light. Because I have sinned against him, I will bear the Lord's wrath, until he pleads my case and establishes my right. He will bring me out into the light; I will see his righteousness. Then my enemy will see it and will be covered with shame, she who said to me, "Where is the Lord your God?" My eyes will see her downfall; even now she will be trampled underfoot like mire in the streets. The day for building your walls will come, the day for extending your boundaries." Fulfilled: Beginning late 1800s: In Micah 7:8-11, the prophet said that Israel would one day rise again. During Micah's lifetime about 2700 years ago, the Assyrians were destroying the northern kingdom of Israel . Later, the Babylonians conquered the southern kingdom of Judah . And then, the Romans brought more devastation to Judah . That led to many centuries of exile for the Jews. However, during the past two centuries, many Jews from around the world have returned to their ancient homeland and have reclaimed sovereignty for a portion of the original land of Israel. The declaration of independence in 1948 led to three major wars with the surrounding countries. Each time, tiny Israel prevailed and was able to seize additional land. Ten Bible prophecies fulfilled in 1948; Israel became an independent, united nation for the second time in history, and for the first time in 2,900 years. 21. Jacob's descendants would regain control of Israel . Prophecy: Old Testament: Amos 9:14-15 (Written: about 750 BC) "I will bring back my exiled people Israel ; they will rebuild the ruined cities and live in them. They will plant vineyards and drink their wine; they will make gardens and eat their fruit. I will plant Israel in their own land, never again to be uprooted from the land I have given them," says the Lord your God." Fulfilled: Since 1948: In Amos 9:14-15, the prophet said that there would come a time when the exiles of Israel would again have Israel as their own land and that they would never be uprooted again. Amos lived about 2700 years ago, during a time when the people of Israel were being forced out of their homeland by a succession of foreign invasions. Despite many centuries of exile, many Jews returned to Israel and reclaimed sovereignty over a portion of their ancient homeland. This declaration of independence, in 1948, triggered a war with the surrounding countries, which objected to the presence of a Jewish state. On May 15, 1948, the day that armies from the surrounding countries invaded, Azzam Pasha, the Secretary General of the Arab League, said "This will be a war of extermination and a momentous massacre which will be spoken of like the Mongolian massacres and the Crusades." Similar quotes were uttered by others during the war of 1948-49 and during the two major wars that followed. Despite its tiny size, Israel prevailed in these wars, preventing its people from being uprooted again, as they had been in ancient times. "I will bring back my exiled people Israel ; they will rebuild the ruined cities and live in them. They will plant vineyards and drink their wine; they will make gardens and eat their fruit. I will plant Israel in their own land, never again to be uprooted from the land I have given them," says the Lord your God. 22. Israel would be brought back to life. Prophecy: Old Testament: Ezekiel 37:10-14 (Written: between 593-571 BC) "So I prophesied as he commanded me, and breath entered them; they came to life and stood up on their feet--a vast army. Then he said to me: "Son of man, these bones are the whole house of Israel . They say, `Our bones are dried up and our hope is gone; we are cut off.' Therefore prophesy and say to them: `This is what the Sovereign Lord says: O my people, I am going to open your graves and bring you up from them; I will bring you back to the land of Israel . Then you, my people, will know that I am the Lord, when I open your graves and bring you up from them. I will put my Spirit in you and you will live, and I will settle you in your own land. Then you will know that I the Lord have spoken, and I have done it, declares the Lord.'" Fulfilled: 1948: In Ezekiel 37:10-14, the prophet receives a vision in which Israel was seen as a scattering of driedup bones. In this vision, God tells Ezekiel that the bones ( Israel ) would be brought back to life. Just as Ezekiel had prophesized about 2600 years ago, the Jews were brought back to the land, and the country of Israel was brought back to life. Israel re-established sovereignty in 1948, a mere three years after the end of the Holocaust, during which the Nazis killed about one-third of the world's Jewish population. 23. Isaiah spoke of Israel being reborn in one day. Prophecy: Old Testament: Isaiah 66:7-8 (Written: between 701-681 BC) "Before she goes into labor, she gives birth; before the pains come upon her, she delivers a son. Who has ever heard of such a thing? Who has ever seen such things? Can a country be born in a day or a nation be brought forth in a moment? Yet no sooner is Zion in labor than she gives birth to her children." Fulfilled: 1948: In Isaiah 66:7-8, the prophet foreshadowed the re-birth of Israel in 1948. Isaiah describes a woman giving birth before going into labor, and he speaks of a country being born in one day. This accurately describes what happened on May 14, 1948 - when the Jews declared independence for Israel as a united and sovereign nation for the first time in 2900 years. During that same day, the United States issued a statement recognizing Israel 's sovereignty. And, only hours beforehand, a United Nations mandate expired, ending British control of the land. During a 24-hour span of time, foreign control of the land of Israel had formally ceased, and Israel had declared its independence, and its independence was acknowledged by other nations. Modern Israel was literally was born in a single day. Isaiah said the birth would take place before there would be labor pains. And that too is precisely what happened. A movement called Zionism began in the 1800s to encourage Jews worldwide to move to Israel , which at that time was called Palestine. Within hours of the declaration of independence in 1948, Israel was attacked by the surrounding countries of Egypt , Jordan , Syria , Lebanon , Iraq and Saudi Arabia . When reading Isaiah 66:7-8, keep in mind that Israel 's status as a sovereign nation was established and reaffirmed during the course of a single day, and that it was born of a movement called Zionism, and that its declaration of independence was not the result of a war but rather the cause of one. 24. Israel would be re-established as a united nation. Prophecy: Old Testament: Ezekiel 37:21-22 (Written: between 593-571 BC) "and say to them, `This is what the Sovereign Lord says: I will take the Israelites out of the nations where they have gone. I will gather them from all around and bring them back into their own land. I will make them one nation in the land, on the mountains of Israel . There will be one king over all of them and they will never again be two nations or be divided into two kingdoms." Fulfilled: 1948: In Ezekiel 37:21-22, the prophet said that God would one day bring the people of Israel back to Israel , as a united nation. This might have been a shock for Ezekiel. He lived about 2600 years ago. At that time, the people of Israel had already divided themselves into two separate kingdoms. And, both kingdoms had been conquered by foreign invaders, who forced many of the people, including Ezekiel, into exile. But, when Jews reclaimed sovereignty in 1948, they did so as a united people, creating one nation - Israel . 25. The second Israel would be more impressive than the first. Prophecy: Old Testament:: Jeremiah 16:14-15 (Written: 626 - 586 BC) "However, the days are coming," declares the Lord, "when men will no longer say, `As surely as the Lord lives, who brought the Israelites up out of Egypt,' but they will say, `As surely as the Lord lives, who brought the Israelites up out of the land of the north and out of all the countries where he had banished them.' For I will restore them to the land I gave their forefathers. Fulfilled: 1948: In Jeremiah 16:14-15, the prophet said the second Israel would be more impressive than the first. In many regards, it is. The first time that Israel was established as a country was after Moses led the descendants of Jacob (typically referred to today as Jews) out of Egypt , where they had been enslaved for 400 years. They then conquered Canaan and established Israel about 3400 years ago. But the second time that Israel was established was after the Jews had been scattered far and wide for a few thousand years. This time the Jews had to return from as far away as the United States , China , Russia and South Africa . 26. Ezekiel predicted when Israel would be re-established. Prophecy: Old Testament: Ezekiel 4:3-6 (Written: between 593-571 BC) (In this Bible passage, Ezekiel is asked by God to symbolically act out the 430 years of punishment) … "Then take an iron pan, place it as an iron wall between you and the city and turn your face toward it. It will be under siege, and you shall besiege it. This will be a sign to the house of Israel . "Then lie on your left side and put the sin of the house of Israel upon yourself. You are to bear their sin for the number of days you lie on your side. I have assigned you the same number of days as the years of their sin. So for 390 days you will bear the sin of the house of Israel . "After you have finished this, lie down again, this time on your right side, and bear the sin of the house of Judah . I have assigned you 40 days, a day for each year." Fulfilled: 1948: In Ezekiel 4:3-6, the prophet said the Jews, who had lost control of their homeland, would be punished for 430 years. This prophecy, according to Bible scholar Grant Jeffrey, pinpointed the 1948 rebirth of Israel . Here's a summary of Jeffrey's theory: 1. Ezekiel said the Jews were to be punished for 430 years because they had turned away from God. As part of the punishment, the Jews lost control of their homeland to Babylon . Many Jews were taken as captives to Babylon . 2. Babylon was later conquered by Cyrus in 539 BC. Cyrus allowed the Jews to leave Babylon and to return to their homeland. But, only a small number returned. The return had taken place sometime around 536 BC, about 70 years after Judah lost independence to Babylon . 3. Because most of the exiles chose to stay in pagan Babylon rather than return to the Holy Land , the remaining 360 years of their punishment was multiplied by 7. The reason is explained in Bible's book of Leviticus. (Leviticus 26:18, 26:21, 26:24 and 26:28). In Leviticus, it says that if the people did not repent while being punished, the punishment would be multiplied by 7. And, by staying in pagan Babylon , most exiles were refusing to repent. 4. So, if you take the remaining 360 years of punishment and multiply by 7, you get 2,520 years. But, Jeffrey says those years are based on an ancient 360-day lunar calendar. If those years are adjusted to the modern solar calendar, the result is 2,484 years. 5. And, there were exactly 2,484 years from 536 BC to 1948, which is the year that Israel regained independence. 27. The people of Israel would return to "their own land." Prophecy: Old Testament: Ezekiel 34:13 (Written: between 593-571 BC) "I will bring them out from the nations and gather them from the countries, and I will bring them into their own land. I will pasture them on the mountains of Israel , in the ravines and in all the settlements in the land." Fulfilled: after May 14, 1948: In Ezekiel 34:13, the prophet said that God would gather the people of Israel scattered throughout the world and bring them back to "their own land." After many centuries of dispersion, hundreds of thousands of Jews returned to their ancient homeland beginning in the late 1800s. But, millions more returned after Israel declared independence in 1948. In other words, millions of exiles returned to their ancient homeland which was now truly "their own land" in the sense that it was now a sovereign Jewish state. 28. God would watch over the people of Israel. Prophecy: Old Testament: Jeremiah 31:10 (Written: 626 to about 586 BC) "Hear the word of the Lord, O nations; proclaim it in distant coastlands: `He who scattered Israel will gather them and will watch over his flock like a shepherd.' Fulfilled: 1948, etc: In Jeremiah 31:10, the prophet said that God would one day gather the Jews back to Israel and that He would watch over them like a shepherd. Believe what you wish, but there is evidence that God indeed has watched over the re-established nation of Israel . Hours after Israel declared independence in 1948, the surrounding countries attacked, hoping to replace the Jewish state with an Arab state. These countries are much larger than Israel . But tiny Israel prevailed in that war and was able to capture additional land, increasing the land size of Israel by 50 percent. Israel also prevailed in the two other major wars that followed. 29. Israel 's army would be disproportionately powerful. Prophecy: Old Testament: Leviticus 26:3, 7-8 (Written: around 1400 BC) "If you follow my decrees and are careful to obey my commands, … You will pursue your enemies, and they will fall by the sword before you. Five of you will chase a hundred, and a hundred of you will chase ten thousand, and your enemies will fall by the sword before you." Fulfilled: 1948-49, 1967, etc: In Leviticus 26:3, 7-8, the Bible says that the army of Israel would have a supernatural power to prevail during times of conflict, if the people are obedient to the Lord. This Bible passage says that 5 people would be able to chase away 100 people, and that 100 would be able to chase away 10,000. Is there any proof to this incredible claim? Judge for yourself: Example 1: Within hours of Israel 's declaration of independence in 1948, Egypt , Syria , Jordan , Iraq , and Lebanon invaded Israel . The combined population of those countries was at least 20 million at that time. Israel had fewer than 1 million Jews. Even so, the Jews won the war and expanded the size of Israel by 50 percent. Example 2: During the War of 1967, Israel attacked the air force bases of the surrounding countries and took control of Jerusalem for the first time in about 2000 years. They also seized additional territory. That war lasted a mere 6 days. Example 3: On Oct. 6, 1973, Israel was attacked by Egypt and Syria . Other countries later joined the attack. But the Jews were able to push back the attacking armies and occupy land outside of Israel 's borders. "If you follow my decrees and are careful to obey my commands, You will pursue your enemies, and they will fall by the sword before you. Five of you will chase a hundred, and a hundred of you will chase ten thousand, and your enemies will fall by the sword before you." 30. The fortunes of the people of Israel would be restored. Prophecy: Old Testament: Deuteronomy 30:3-5 (Written: 1400 BC) " then the Lord your God will restore your fortunes and have compassion on you and gather you again from all the nations where he scattered you. Even if you have been banished to the most distant land under the heavens, from there the Lord your God will gather you and bring you back. He will bring you to the land that belonged to your fathers, and you will take possession of it. He will make you more prosperous and numerous than your fathers." Fulfilled: 1948, etc: In Deuteronomy 30:3-5, the Bible said the Jews would be scattered worldwide and that they later would return to their homeland and have their fortunes restored. This prophecy began to be fulfilled in modern times during the late 1800s when many Jews returned to Israel , from as far away as China and the United States , Russia and South Africa . Israel declared independence in 1948. Today, Israel is among the world's most prosperous countries. In 1999, for example, Israel 's per capita Gross Domestic Product was twice as prosperous as the neighboring countries. Prophecies fulfilled after 1948 Ten Bible prophecies fulfilled after 1948; Israel became an independent country for the second time in history. These prophecies find fulfillment in Israel 's stunning military victories and in its transition from a desert wasteland to a prosperous nation. 31. Israel will ultimately prevail over its enemies. Prophecy: Old Testament: Isaiah 41:12-14 (Written: between 701-681 BC) Though you search for your enemies, you will not find them. Those who wage war against you will be as nothing at all. For I am the Lord, your God, who takes hold of your right hand and says to you, Do not fear; I will help you. Do not be afraid, O worm Jacob, O little Israel , for I myself will help you," declares the Lord, your Redeemer, the Holy One of Israel. Fulfilled: late 1900s: The prophet proclaimed that the tiny nation of Israel ultimately will prevail over its enemies, and that although its enemies will cease to exist one day, Israel will survive. This prophecy is interesting from an historical perspective. The country of Israel has been conquered and destroyed at different times by very powerful nations and empires, such as Assyria, Babylon and the Roman Empire . Those conquests led to the exile and worldwide dispersion of the people of Israel , and to the desolation of the land of Israel . Even so, Israel is again a sovereign nation today, and the empires of Assyria, Babylon and ancient Rome have vanished long ago. The Nazis tried to destroy the people of Israel during the 1940s. But that decade saw the rebirth of the county of Israel and the destruction of the Nazi empire. From the perspective of various Christian scholars, this prophecy has found partial fulfillment so far, and will be completely fulfilled in the future when all enemies of Israel are destroyed. 32. The ruins of Israel would be rebuilt. Prophecy: Old Testament: Amos 9:11, 13 (Written: about 750 BC) "In that day I will restore David's fallen tent. I will repair its broken places, restore its ruins, and build it as it used to be,'' … "The days are coming," declares the Lord, "when the reaper will be overtaken by the plowman and the planter by the one treading grapes. New wine will drip from the mountains and flow from all the hills." Fulfilled: late 1900s: In Amos 9:11, 13, the prophet said that God would restore the land of David . King David ruled Israel from about 1010 BC to about 970 BC. During that time, Israel was a united and sovereign nation. Afterwards, the land was divided into two kingdoms and later conquered by a succession of world powers. For much of the past 2000 years, the people of Israel have been living in exile in countries around the world, and the land of Israel has been in a state of ruin. During the past two centuries, however, many Jews have returned from exile and have rebuilt and reconditioned much of the land of Israel . The soil is again productive, producing food exports for many countries. And the nation is again sovereign and united. 33. Ezekiel prophesied prosperity for a restored Israel. Prophecy: Old Testament: Ezekiel 36:11 (Written: between 593-571 BC) "I will increase the number of men and animals upon you, and they will be fruitful and become numerous. I will settle people on you as in the past and will make you prosper more than before. Then you will know that I am the Lord." Fulfilled: late 1900s: In Ezekiel 36:11, the prophet said that there would come a time when Israel would be more prosperous than it was in the past. The Bible describes Israel as being a prosperous nation during the time of King David and King Solomon about 3000 years ago. But, Ezekiel knew a very different Israel . In Ezekiel's day (he lived about 2600 years ago), the northern part of the land had been decimated by the Assyrians, and the southern part, called Judah , was being destroyed by the Babylonians. The land of Israel suffered greatly, falling into a state of poverty and desolation that would last for many centuries. But today, Israel again is a sovereign nation. And it is a prosperous nation. In 1999, Israel had the highest per capita Gross Domestic Product of any nearby country, even though the surrounding countries have many oil resources. 34. Trees would flourish again in a desolate Israel. Prophecy: Old Testament: Isaiah 41:18-20 (Written: between 701-681 BC) " I will make rivers flow on barren heights, and springs within the valleys. I will turn the desert into pools of water, and the parched ground into springs. I will put in the desert the cedar and the acacia, the myrtle and the olive. I will set pines in the wasteland, the fir and the cypress together, so that people may see and know, may consider and understand that the hand of the Lord has done this, that the Holy One of Israel has created it." Fulfilled: late 1900s: In Isaiah 41:18-20, the prophet's talk of a future restoration of Israel coincides with an occurrence in modern Israel - the construction of a vast irrigation system to improve farming. The lack of available water, including rain, is one reason why Israel had been a desolate, unproductive land during much of the past 2000 years. But, during the 1900s, when many Jews returned to their ancient homeland, they built a network of irrigation systems. And during the past century, more than 200 million trees have been planted in Israel . 35. Isaiah said Israel 's fruit would fill the world. Prophecy: Old Testament: Isaiah 27:6 (Written: between 701-681 BC) "In days to come Jacob will take root, Israel will bud and blossom and fill all the world with fruit." Fulfilled: late 1900s: In Isaiah 27:6, the prophet said Israel would one day blossom and fill the world with fruit. This prophecy has been at least partially fulfilled so far, literally and spiritually. Today, the land of Israel , which had been barren for centuries, is a leading producer of agricultural products, exporting food to many countries. This prophecy also has been fulfilled spiritually with the worldwide spread of Christianity, which began with Jesus in Israel . 36. Jerusalem; world's most important religious site. Prophecy: Old Testament: Micah 4:1 (Written: between 750-686 BC) "In the last days the mountain of the Lord's temple will be established as chief among the mountains; it will be raised above the hills, and peoples will stream to it." Fulfilled: Partially in modern times: In Micah 4:1, the prophet said that the Temple mount in Jerusalem would become the focal point of the world. Various Christian scholars regard this as a prophecy that is to be fulfilled in the future. But it is interesting to note that Jerusalem is, and has been for centuries, the world's most important religious site. Christians and Jews have always regarded the city as important. Followers of Islam later adopted Jerusalem as an important city in their beliefs. No other city in the world is a religious focal point to as many people. 37. Egypt would never again rule over nations Prophecy: Old Testament:: Ezekiel 29:15 (Written: between 593-571 BC) "… I will make it so weak that it will never again rule over the nations." Fulfilled: 1967, etc: In Ezekiel 29:15, the prophet says that Egypt would recover from a desolation (perhaps Babylon 's attack about 2600 years ago), but that it would never again rule over other nations. Up until the time of Ezekiel , Egypt had been a world power for centuries, dominating many nations, including Israel . But for most of the past 2500 years, Egypt has been controlled by foreign powers, including the Romans, Ottomans and Europeans. Today, Egypt is an independent nation again. In 1948, 1967 and 1973, Egypt tried to dominate Israel but was unsuccessful each time, despite the fact that Egypt is 10 times larger than Israel . Egypt today, in many respects, is an impressive nation. But since the time of Ezekiel, it no longer rules over other nations. 38. Zechariah prophesied the Jews return to Jerusalem Prophecy: Old Testament: Zechariah 8:7-8 (Written: between 520 - 518 BC) "This is what the Lord Almighty says: "I will save my people from the countries of the east and the west. I will bring them back to live in Jerusalem ; they will be my people, and I will be faithful and righteous to them as their God." Fulfilled: 1967, etc: In Zechariah 8:7-8, the prophet said God would bring the Jews from exile back to their homeland (Israel) and that they would be able to live in the city of Jerusalem again. This prophecy has been fulfilled more than once. About 2600 years ago, Babylon destroyed Jerusalem and took many Jews as captives to Babylon . But many Jews later returned from Babylon . The Jews rebuilt Jerusalem but the city was destroyed about 1900 years ago by the Romans. The Romans killed more than 1 million Jews and forced many more into exile. And, the Romans banned Jews from living in Jerusalem . More than 1800 years passed before the Jews had control of Jerusalem again. They reclaimed control of their ancient capital during the Six Day War of 1967. 39. Israel's deserts will become like the Garden of Eden. Prophecy: Old Testament: Isaiah 51:3 (Written: between 701-681 BC) "The Lord will surely comfort Zion and will look with compassion on all her ruins; he will make her deserts like Eden , her wastelands like the garden of the Lord. Joy and gladness will be found in her, thanksgiving and the sound of singing." Fulfilled:Being fulfilled now: In Isaiah 51:3, the prophet said that God will restore Israel and make it a paradise, like the garden of Eden. This foreshadows what is currently happening in Israel . The Jews have been irrigating, cultivating and reconditioning the land during much of the 1900s. Many of the country's swamps, which had been infested with malaria, have been converted into farmland. And water from the Sea of Galilee has been channeled through portions of the deserts, allowing some of the deserts to bloom. Much work remains, but parts of Israel are blooming again. Although it was described as a wasteland as recently as the late 1800s, Israel is now a food source for many countries. And at least 200 million of trees have been planted there during the past century. 40. Isaiah foretold of the worldwide return of Jews to Israel Prophecy: Old Testament: Isaiah 43:5-6 (Written: between 701-681 BC) "Do not be afraid, for I am with you; I will bring your children from the east and gather you from the west. I will say to the north, `Give them up!' and to the south, `Do not hold them back.' Bring my sons from afar and my daughters from the ends of the earth…" Fulfilled: late 1900s: In Isaiah 43:5-6, the prophet said that the people of Israel would return to their homeland from the east, the west, the north and the south. Isaiah lived 2700 years ago. Beginning at that time, a succession of empires conquered the land of Israel and forced many into exile. This led to a worldwide scattering of Jews. But, during the past century, millions have returned to Israel . From the east: Many Jews living in Middle East countries moved to Israel during the 1900s. After Israel reclaimed independence in 1948, more Jews moved to their ancient homeland after being forced out of various Arab countries in which they had been living for centuries. From the west: During the mid-1900s, hundreds of thousands of Jews living in the West (Europe and the United States) began moving to Israel to escape various persecutions, most notably, the Holocaust in Nazi Germany. From the north: Hundreds of thousands of Jews living in the former Soviet Union have moved to Israel since the 1980s. From the south: During the 1980s and 1990s, Israel struck a deal with Ethiopia 's communist government to allow Jews of Ethiopia to move to Israel . On the weekend of May 25, 1991, for example, 14,500 Ethiopian Jews were airlifted to Israel . Isaiah's prophecy was also correct in saying that the north ( Russia ) and the south ( Ethiopia ) would have to be persuaded to allow their Jews to move to Israel . Many countries pressured Russia for years before it began to allow its Jews to leave. And Ethiopia had to be paid a ransom to allow its Jews to leave. Isaiah's prophecy was also correct in saying that the Jews would return "from the ends of the earth," and Isaiah said that many centuries before the Jews had been scattered to the ends of the earth. During the past 100 years, Jews living as far east as China, as far west as the West Coast of the United States, as far north as Scandinavia, and as far south as South Africa, Australia and South America, have moved to Israel. Ten prophecies being fulfilled today: The following 10 Bible prophecies made it clear that Israel would become a country, that it would be destroyed, that its people would be scattered worldwide and persecuted, that they would have a worldwide impact, and that they would return to Israel. Each of these prophecies has been fulfilled or is being fulfilled. 41. Abraham's descendants would have their own country Prophecy: Old Testament: Genesis 15:18 (Written: around 1400 BC) "On that day the Lord made a covenant with Abram and said, "To your descendants I give this land, from the river of Egypt to the great river, the Euphrates …" Fulfilled:1400 BC and in 1948: The Bible's book of Genesis explains that about 4000 years ago, the Lord found a man who had strong faith. That man's name was Abraham. In Genesis 12:1-3, the Lord calls out to Abraham and chooses to reward him. In Genesis 15:18, the Lord said that Abraham's descendants would have their own country, and that this country would be between the river of Egypt and the Euphrates River . (People sometimes call this the Promised Land.) Genesis also explains that this promise of land to the descendants of Abraham was inherited by Abraham's son, Isaac, and then by Abraham's grandson, Jacob. Jacob is the father of the 12 Tribes of Israel. (This web site uses the terms Jews, Israelites, people of Israel , and Hebrews, interchangeably.) This prophecy of nationhood has been fulfilled more than once. About 3400 years ago, the Hebrew descendants of Abraham first established Israel . The Bible's book of Joshua explains how Joshua led the Israelites into the land that had been promised to them, as descendants of Abraham, Isaac and Jacob, and established the nation of Israel. The nation of Israel was later divided into two kingdoms, called Judah and Israel , about 2900 years ago. The kingdom of Israel lost its independence when it was conquered by Assyria about 2700 years ago. Judah lost its independence about 2600 years ago when it was conquered by Babylon . Then, about 2000 years ago, the Romans scattered the Jews (or Israelites, or Hebrews) throughout the Roman Empire . But, in 1948, after many Jews from around the world had returned to the land of Israel , the Jews issued a declaration of independence. That was the first time in 2900 years that Israel was both united and independent. 42. Jacob saw a vision of Israel 's future. Prophecy: Old Testament: Genesis 28:10-15 (Written: around 1400 BC) "Jacob ... had a dream in which he saw a stairway resting on the earth, with its top reaching to heaven, and the angels of God were ascending and descending on it. There above it stood the Lord, and he said: "I am the Lord, the God of your father Abraham and the God of Isaac. I will give you and your descendants the land on which you are lying. Your descendants will be like the dust of the earth, and you will spread out to the west and to the east, to the north and to the south. All peoples on earth will be blessed through you and your offspring. I am with you and will watch over you wherever you go, and I will bring you back to this land. I will not leave you until I have done what I have promised you." Fulfilled: Throughout history: The Bible says that Jacob, who lived about 4000 years ago, received a vision from God about the future of his descendants (the Israelites, who today are commonly called "Jews"). The vision accurately foretold their future. Here is our summary: 1. Jacob's descendants would have Israel as their own country. (Gen. 28:13). This was fulfilled about 3400 years ago when the Israelites first established Israel . 2. The Israelites would be like dust, spreading out to the east, west, north and south. (Gen. 28:14). Throughout history, the Jews have been scattered worldwide. They are the first and only group of people to be scattered worldwide. 3. The Israelites would have a worldwide impact. (Gen. 28:14). Jews have had a tremendous worldwide impact in science, art, literature, economics, music and theology. The worldwide spread of Christianity began 2000 years ago by Jews who were followers of Jesus. 4. Jacob's descendants would be brought back to Israel . (Gen. 28:15). This began to be fulfilled during the late 1800s when many Jews worldwide began returning to their ancient homeland. They re-established Israel 's independence in 1948. 43. Abraham's descendants would be like counting the stars. Prophecy: Old Testament: Genesis 15:5 (Written: around 1400 BC) He took him outside and said, "Look up at the heavens and count the stars - if indeed you can count them." Then he said to him, "So shall your offspring be." Fulfilled: Throughout history: In Genesis 15:5, the Bible said that Abraham would have many descendants and that counting them would be like counting the stars. Today, scientists say it is impossible to count the stars because the universe is too vast. Today, we also know that counting Abraham's descendants is also impossible. There are about 20 million Jews in the world today. But, it is impossible to know how many other people today are descendants of Abraham because many of the Israelites were scattered by Assyria during ancient times and history has lost track of them. Perhaps the most interesting aspect of this prophecy is that Abraham, today, is still widely revered as being the father of many descendants. That in itself is unusual. Very few, if any, other people from ancient times are still revered today by their descendants. 44. The people of Israel would be scattered worldwide. Prophecy: Old Testament: Deuteronomy 28:64 (Written: perhaps 1400 BC) " Then the Lord will scatter you among all nations, from one end of the earth to the other. …" Fulfilled: 721 BC, 586 BC, 70 AD, 135 AD, modern times: In Deuteronomy 28:64, the Bible said the Jews would be scattered worldwide. This prophecy has been fulfilled in detail. Take a look at the explanation of the Jewish "Diaspora," which means "scattering," from the Columbia Encyclopedia, Fifth Edition: "… by 70 A.D. Jewish communities existed in Babylonia, Syria, Egypt, Cyrene, Asia Minor, Greece, and Rome. Jews followed the Romans into Europe and from Persia and Babylonia spread as far east as China . In modern times, Jews have migrated to the Americas , South Africa , and Australia . The Jewish population of Central and Eastern Europe , until World War II the largest in the world, was decimated in the Holocaust. Despite the creation of the state of Israel in 1948, the vast majority of the Jewish people remains in the Diaspora, notably in North America, Russia , and Ukraine ." 45. God will never forget the children of Israel Prophecy: Old Testament: Isaiah 49:13-1 (Written: between 701-681 BC) "Shout for joy, O heavens; rejoice, O earth; burst into song, O mountains! For the LORD comforts his people and will have compassion on his afflicted ones. But Zion said, "The LORD has forsaken me, the Lord has forgotten me." "Can a mother forget the baby at her breast and have no compassion on the child she has borne? Though she may forget, I will not forget you! See, I have engraved you on the palms of my hands; your walls are ever before me. Your sons hasten back, and those who laid you waste depart from you. Lift up your eyes and look around; all your sons gather and come to you. As surely as I live," declares the LORD, "you will wear them all as ornaments; you will put them on, like a bride." Fulfilled: Throughout history: In Isaiah 49:13-18, the Lord makes it clear that even though the people of Israel are to be exiled from their land, the Lord will not forget them, and they will brought back to their land. Isaiah lived about 2700 years ago. At about that time, the Assyrians invaded the northern part of the land of Israel and had scattered many of the people. More than a century later, the Babylonians would do the same to the people in the southern part of the land of Israel . Many returned after the fall of Babylon , but the Romans later exiled and scattered the people again. And many remain scattered throughout the world today. Given the exile, the scattering, and the persecutions of the past 19 centuries, it is easy to understand the sentiment of Verse 14 (NIV translation): "The LORD has forsaken me, the Lord has forgotten me." But Verses 15 and 16 show that the Lord will never forget. In fact, it says that even if a mother could forget her child, the Lord will not forget his children, for they are "engraved" on the palms of His hands. Verses 17 and 18 show that the sons of Israel will return to Israel . Although there has always been at least a small number of Jews living in the land of Israel , millions have returned from around the world during the past 2 centuries, allowing Israel to reclaim independence in 1948, a few thousand years since the previous time that the nation had independence. 46. The people of Israel would have a worldwide impact. Prophecy: Old Testament: Genesis 12:2-3 (Written: around 1400 BC) "I will make you into a great nation and I will bless you; I will make your name great, and you will be a blessing. I will bless those who bless you, and whoever curses you I will curse; and all peoples on earth will be blessed through you. " Fulfilled: Throughout history: In Genesis 12:2-3, and in Genesis 28:10-15, the Bible said that the descendants of Abraham and the descendants of Abraham's grandson, Jacob, would be a blessing for people worldwide. Jacob is the father of the 12 Tribes of Israel (the Jews). In 1898, Mark Twain wrote an essay for Harper's New Monthly Magazine that discussed how the Jews have had an impact on the world: " … the Jews constitute but one percent of the human race. It suggests a nebulous dim puff of stardust lost in the blaze of the Milky Way. Properly, the Jew ought hardly to be heard of, but he is heard of, has always been heard of. He is as prominent on the planet as any other people, and his commercial importance is extravagantly out of proportion to the smallness of his bulk. His contributions to the world's list of great names in literature, science, art, music, finance, medicine, and abstruse learning are also way out of proportion to the weakness of his numbers. He has made a marvelous fight in this world, in all the ages; and had done it with his hands tied behind him. He could be vain of himself, and be excused for it. The Egyptian, the Babylonian, and the Roman followed, and made a vast noise, and they are gone. Other peoples have sprung up and held their torch high for a time, but it burned out, and they sit in twilight now, or have vanished. The Jew saw them all, beat them all… All things are mortal but the Jew; all other forces pass, but he remains. What is the secret of his immortality?" 47. Israel would be partitioned by other nations. Prophecy: Old Testament: Joel 3:2 (Written: about 400 BC) "I will gather all nations and bring them down to the Valley of Jehoshaphat . There I will enter into judgment against them concerning my inheritance, my people Israel , for they scattered my people among the nations and divided up my land. (NOTE: "Jehoshaphat" means "the Lord judges.") Fulfilled: 1900s: In Joel 3:2, the prophet said that the nations of the world will be judged for having scattered the people of Israel and for having "divided up" (or "parted" or "partitioned") the land of Israel. Christian scholars believe that this is a prophecy that will be fulfilled during the End Times. But portions of the prophecy already have been fulfilled. The Jews have been scattered to nations throughout the world, and the nations of the world have divided up the land of Israel . On November 29, 1947, the United Nations General Assembly approved a motion to partition the land into two separate states, one for Jewish people and another for Arab people. 48. Israel would be restored and repopulated Prophecy: Old Testament: Ezekiel 36:8-10 (Written: between 593-571 BC) "`But you, O mountains of Israel , will produce branches and fruit for my people Israel , for they will soon come home. I am concerned for you and will look on you with favor; you will be plowed and sown, and I will multiply the number of people upon you, even the whole house of Israel . The towns will be inhabited and the ruins rebuilt. Fulfilled: late 1900s: In Ezekiel 36:8-10, the prophet Ezekiel said that the people of Israel would return, rebuild and repopulate their fallen cities. Ezekiel, according to the Bible, lived about 2600 years ago during the time of the Babylonian Captivity, when many Jews, including Ezekiel, were taken as captives to Babylon . After the Babylonian Captivity ended, many Jews returned to their homeland. But about 1900 years ago, the Jews again were forced into exile, this time by the Romans. However, since the late 1800s, millions of Jews have returned to their ancient homeland. And, once again, they have been rebuilding and repopulating their ancient cities. In 1948, there were about 600,000 Jews living in Israel . Today there are about 6,000,000. 49. Jesus' life was foreshadowed by the prophet Isaiah. Prophecy: Old Testament: Isaiah 42:1-9 (Written: between 701-681 BC) "Here is my servant, whom I uphold, my chosen one in whom I delight; I will put my Spirit on him and he will bring justice to the nations. … In faithfulness he will bring forth justice; he will not falter or be discouraged till he establishes justice on earth. … "I, the Lord, have called you in righteousness; I will take hold of your hand. I will keep you and will make you to be a covenant for the people and a light for the Gentiles, to open eyes that are blind, to free captives from prison and to release from the dungeon those who sit in darkness. "I am the Lord; that is my name! I will not give my glory to another or my praise to idols. See, the former things have taken place, and new things I declare; before they spring into being I announce them to you." Fulfilled: About 2000 years ago: In Isaiah 42:1-9, the prophet Isaiah speaks of a servant of God who will be a light to the Gentiles (non-Jews) and bring justice to the world. Christians believe that Jesus Christ is the fulfillment of this promise. Jesus' teachings govern the lives of Christians throughout the world. Some estimates claim that there are as many as 2 billion Christians worldwide. More people follow the teachings of Jesus than those of any other person in history. 50. Jesus said His words would never be forgotten. Prophecy: Old Testament: Luke 21:33 (Written: about 30 AD) " Heaven and earth will pass away, but my words will never pass away." Fulfilled: At this very moment: In Luke 21:33, Jesus said that regardless of what happens to the world, His words will never be forgotten. Here we are 2000 years later and the words of Jesus are all around us: Christianity has spread to people around the world and the Bible is the world's most circulated book. Of all the people who have ever lived, can you think of a single person who could have made this claim more effectively than Jesus - that his words would never be forgotten? Ten prophecies fulfilled long ago: These 10 Bible prophecies were fulfilled about 2500 years ago by the destruction of the ancient kingdoms of Babylon and Nineveh , which was the Assyrian capital at that time. According to the Bible, these empires were destroyed because they had sought to destroy the Holy Land of Israel and the people of Israel (the Jews). 51. Babylon would rule Judah for 70 years. "…This whole country will become a desolate wasteland, and these nations will serve the king of Babylon seventy years. But when the seventy years are fulfilled, I will punish the king of Babylon and his nation, the land of the Babylonians, for their guilt," declares the Lord, "and will make it desolate forever." Fulfilled: about 609 BC to 539 BC: In Jeremiah 25:11-12, the prophet said that the Jews would suffer 70 years of Babylonian domination. Jeremiah also said Babylon would be punished after the 70 years. Both parts of this prophecy were fulfilled. In 609 BC, which is about 2600 years ago, Babylon captured the last Assyrian king and took over the holdings of the Assyrian empire, to which the land of Israel previously had been subjugated. Babylon later asserted its domination by taking many Jews as captives to Babylon , and by destroying Jerusalem and the Temple . The domination ended in 539 BC, when Cyrus, a leader of Persians and Medes, conquered Babylon and brought an end to its empire. Cyrus later offered the captive Jews the freedom to return to their homeland. The prophecy also might have been fulfilled in another way too: The Babylonians had destroyed Jerusalem 's Temple in 586 BC, and the Jews rebuilt it and consecrated it 70 years later, in 516 BC. Having the Temple again showed, in a very important way, that the effects of Babylonian domination truly had come to an end. 52. Babylon 's gates would open for Cyrus. Prophecy: Old Testament: Isaiah 45:1 (Written: between 701-681 BC) "This is what the Lord says to his anointed, to Cyrus, whose right hand I take hold of to subdue nations before him and to strip kings of their armor, to open doors before him so that gates will not be shut." Fulfilled: 539 BC: In Isaiah 45:1, the prophet said God would open the gates of Babylon for Cyrus and his attacking army. Despite Babylon 's remarkable defenses, which included moats, and walls that were more than 70-feet thick and 300-feet high, and 250 watchtowers, Cyrus was able to enter the city and conquer it. Cyrus and his troops diverted the flow of the Euphrates River into a large lake basin. Cyrus then was able to march his army across the riverbed and into the city. 53. Babylon 's kingdom would be overthrown, permanently. Prophecy: Old Testament: Isaiah 13:19 (Written: between 701-681 BC) " Babylon , the jewel of kingdoms, the glory of the Babylonians' pride, will be overthrown by God like Sodom and Gomorrah ." Fulfilled: 539 BC: In Isaiah 13:19, the prophet said Babylon would be overthrown, permanently. History confirms that when Cyrus conquered Babylon in 539 BC, it never again rose to power as an empire. Before the time of Cyrus, however, Babylon had been defeated by the Assyrian Empire but was able to recover and later conquer the Assyrian Empire. However, like Isaiah said 2700 years ago, the Babylonian Empire never recovered from Cyrus' conquest. 54. Babylon would be reduced to swampland. Prophecy: Old Testament: Isaiah 14:23 (Written: between 701-681 BC) "I will turn her into a place for owls and into swampland; I will sweep her with the broom of destruction," declares the Lord Almighty. Fulfilled: 539 BC: In Isaiah 14:23, the prophet said that Babylon , which had been a world power at two different times in history, would be brought to a humble and final end. It would be reduced to swampland. After Cyrus conquered Babylon in 539 BC, the kingdom never again rose to power. The buildings of Babylon fell into a gradual state of ruin during the next several centuries. Archaeologists excavated Babylon during the 1800s. Some parts of the city could not be dug up because they were under a water table that had risen over the years. 55. The Jews would survive Babylonian rule and return home. Prophecy: Old Testament: Jeremiah 32:36-37 (Written: 626 - 586 BC) "You are saying about this city, `By the sword, famine and plague it will be handed over to the king of Babylon'; but this is what the Lord, the God of Israel, says: I will surely gather them from all the lands where I banish them in my furious anger and great wrath; I will bring them back to this place and let them live in safety. Fulfilled: 536 BC: In Jeremiah 32:36-37, the prophet said that the Jews would survive their captivity in Babylon and return home. Both parts of this prophecy were fulfilled. Many Jews had been taken as captives to Babylon beginning around 605 BC. But, in 538 BC, they were released from captivity and many eventually returned to their homeland. 56. Nineveh would be destroyed, permanently. Prophecy: Old Testament: Nahum 3:19 (Written: 614 BC) "Nothing can heal your wound; your injury is fatal. Everyone who hears the news about you claps his hands at your fall, for who has not felt your endless cruelty?" Fulfilled: 612 BC: In Nahum 3:19 (and 1:9), the prophet said that Nineveh , which was the Assyrian Empire's capital and perhaps the most powerful city of the ancient world, would suffer a wound that would never heal. In 612 BC (about 2600 years ago), a coalition of Babylonians, Scythians and Medes conquered the heavily fortified city. According to the Bible, Nineveh was to be punished for the empire's inhumane treatment of Israel . It is unknown as to when Nahum delivered this prophecy - some scholars speculate that it was delivered a few years before the conquest. But, it is known that Nahum was correct - Nineveh and the Assyrian empire never did recover from their defeat. (Incidentally, the Assyrian empire had conquered Babylon many years beforehand, but Babylon was able to recover from that defeat). 57. Nineveh 's army officers would desert. Prophecy: Old Testament: Nahum 3:17 (Written: 614 BC) "Your guards are like locusts, your officials like swarms of locusts that settle in the walls on a cold day-- but when the sun appears they fly away, and no one knows where." Fulfilled: 612 BC: In Nahum 3:17, the prophet said Nineveh 's army officers would flee rather than fight. Babylonian records claim that Assyrian army members did flee from the battle. 58. Ninevites would be drunk in their final hours. Prophecy: Old Testament: Nahum 1:10 (Written: 614 BC) "They will be entangled among thorns and drunk from their wine; they will be consumed like dry stubble." Fulfilled: 612 BC: In Nahum 1:10 and 3:11, the prophet said that during the final hours of the attack on Nineveh , the Ninevites would be drunk. There is evidence that this prophecy was fulfilled. According to the ancient historian Diodorus Siculus: "The Assyrian king gave much wine to his soldiers. Deserters told this to the enemy, who attacked that night." Siculus compiled his historical works about 600 years after the fall of Nineveh . 59. Nineveh would be destroyed by fire. Prophecy: Old Testament: Nahum 3:15 (Written: around 614 BC) "There the fire will devour you; the sword will cut you down and, like grasshoppers, consume you…" Fulfilled: 612 BC: In Nahum 3:15, the prophet said that Nineveh would be damaged by fire. Archaeologists unearthed the site during the 1800s and found a layer of ash covering the ruins. According to the Encyclopaedia Britannica: "… Nineveh suffered a defeat from which it never recovered. Extensive traces of ash, representing the sack of the city by Babylonians, Scythians, and Medes in 612 BC, have been found in many parts of the Acropolis. After 612 BC the city ceased to be important…" 60. Ninevites would be wiped out. Prophecy: Old Testament: Nahum 1:14 (Written: 614 BC) "The Lord has given a command concerning you, [ Nineveh ]: "You will have no descendants to bear your name. I will destroy the carved images and cast idols that are in the temple of your gods. I will prepare your grave, for you are vile." Fulfilled: 612 BC: In Nahum 1:14, the prophet said Nineveh would have no descendants to carry on the prestige of Nineveh . Nineveh 's destruction in 612 BC marked a permanent end to the Assyrian Empire. The city itself never again rose to any significant importance. Today, Nineveh is an archaeological site in Iraq . 10 Bible prophecies fulfilled between 2100 years ago and 2300 years ago; the destruction of Edom and of Phoenician Tyre . According to the Bible, these nations were destroyed because they had sought to destroy the Holy Land of Israel and the people of Israel (the Jews). 61. Daniel predicted the four great kingdoms. Prophecy: Old Testament: Daniel 2:32-33 (Written: about 530 BC) "This image's head was of fine gold, his breast and his arms of silver, his belly and his thighs of brass, His legs of iron, his feet part of iron and part of clay." Fulfilled: Throughout history; to be completed during End Times: In Daniel 2:32-33, there is a passage that symbolically identified the four great kingdoms that would rise up and control much of world, beginning in Daniel's lifetime. The passage uses symbolic imagery: 1. The head of gold, as Daniel explained, refers to the Babylonian empire that ruled much of the world about 2600 years ago. 2. Daniel said that the head-of-gold empire would be followed by an empire symbolized by arms of silver. Christian scholars have often interpreted this to refer to the Medo-Persian empire which later conquered the Babylonian empire. The scholars say that the two arms refer to the two groups - the Medes and the Persians - who comprised the Medo-Persian empire. 3. The third kingdom was symbolized by the statue's belly and thighs of brass. Some scholars believe that this is a reference to the Grecian empire, which conquered the Medo-Persian empire. The symbol of a belly and thighs of brass suggests that the kingdom was to start out as a united empire but end up as a divided empire. Under the leadership of Alexander the Great, the Grecian Empire was a united empire. But after Alexander's death, the empire was divided into four parts and was later reduced to two parts. 4. The fourth symbol - that of iron legs and feet that were part iron and part clay - has often been suggested to be a reference to the Roman Empire , which later conquered the Grecian Empire. The Roman Empire was very powerful, but it was also very diverse, claiming dominion over a wide variety of different nations. That diversity later contributed to the downfall of the empire. These four kingdoms ruled over much of the world, and each of the four ruled over the land of Israel during times in which a significant number of Jews - and perhaps a majority of Jews - were living in their homeland. Before the collapse of the Roman Empire, Jerusalem was destroyed and hundreds of thousands of Jews were forced into exile. Even today, a majority of Jews still live outside of Israel . Many Christian scholars suggest that the Roman Empire will be revived and will once again seek to control Israel . 62. Tyre would be attacked by many nations. Prophecy: Old Testament: Ezekiel 26:3 (Written: between 587-586 BC) "therefore this is what the Sovereign Lord says: I am against you, O Tyre, and I will bring many nations against you, like the sea casting up its waves. Fulfilled: 573 BC, 332 BC, 1291 AD: In Ezekiel 26:3, the prophet said that Tyre, the Phoenician Empire's most powerful city, would be attacked by many nations, because of its treatment of Israel. At about the time that Ezekiel delivered this prophecy, Babylon had begun a 13-year attack on Tyre 's mainland. Later, in about 332 BC, Alexander the Great conquered the island of Tyre and brought an end to the Phoenician Empire. Tyre later fell under the rule of the Romans, the Crusaders and the Moslems, who destroyed the city, again, in 1291. 63. Tyre 's fortresses would fail. Prophecy: Old Testament: Amos 1:9-10 (Written: about 750 BC) This is what the Lord says: "For three sins of Tyre , even for four, I will not turn back [my wrath]. Because she sold whole communities of captives to Edom , disregarding a treaty of brotherhood, I will send fire upon the walls of Tyre that will consume her fortresses." Fulfilled: 333-332 BC: In Amos 1:9-10, the prophet said that God would cause Tyre 's protective fortresses to fail, as punishment for the way that Tyre treated Israel . That prophecy was fulfilled in 586-573 BC when Babylonian king Nebuchadnezzar attacked the mainland of Tyre , and in 333-332 BC when Alexander the Great conquered the island of Tyre . Alexander's army built a land bridge from the mainland to the island so that they could use a battering ram to break through the island's fortress. 64. Tyre's stones, timber and soil would be cast into the sea. Prophecy: Old Testament: Ezekiel 26:12 (Written: between 587-586 BC) "They will plunder your wealth and loot your merchandise; they will break down your walls and demolish your fine houses and throw your stones, timber and rubble into the sea." Fulfilled: 333-332 BC: In Ezekiel 26:12, the prophet said that Tyre 's stones, timber and soil would be thrown into the sea. That probably would have been a fitting description of how Alexander the Great built a land bridge from the mainland to the island of Tyre when he attacked in 333-332 BC. It is believed that he took the rubble from Tyre 's mainland ruins and tossed it - stones, timber and soil - into the sea, to build the land bridge (which is still there). 65. Tyre would lose its power over the sea. Prophecy: Old Testament: Zechariah 9:3-4 (Written: 520 - 518 BC) " Tyre has built herself a stronghold; she has heaped up silver like dust, and gold like the dirt of the streets. But the Lord will take away her possessions and destroy her power on the sea, and she will be consumed by fire." Fulfilled: 333-332 BC: In Zechariah 9:3-4, the prophet said that the Phoenician city of Tyre would lose its status as a powerful nation on the Mediterranean Sea . Today there is a city called Tyre that is either on, or near, the original Phoenician site. But this Tyre is a small city in modern-day Lebanon . It is certainly not the powerful nation that it was in the days of Zechariah. 66. Tyre would never again be found. Prophecy: Old Testament: Ezekiel 26:21 (Written: 587-586 BC) "I will bring you to a horrible end and you will be no more. You will be sought, but you will never again be found, declares the Sovereign Lord." Fulfilled: after 332 BC: In Ezekiel 26:21, the prophet said that the Phoenician city of Tyre would be brought to an end and would never again be found. When Alexander the Great destroyed the city in 332 BC, he brought an end to the Phoenician Empire. The Empire was never revived or "found" again. As for the city itself, it has been torn down and built upon by a succession of world powers. Today, finding artifacts from the original Phoenician Tyre is difficult. Many of the original buildings were destroyed by Greeks, Romans, Crusaders and Moslems. According to the Columbia Encyclopedia, Fifth Edition: "The principal ruins of the city today are those of buildings erected by the Crusaders. There are some Greco-Roman remains, but any left by the Phoenicians lie underneath the present town." 67. Tyre would never be rebuilt. Prophecy: Old Testament: Ezekiel 26:14 (Written: 587-586 BC) "I will make you a bare rock, and you will become a place to spread fishnets. You will never be rebuilt, for I the Lord have spoken, declares the Sovereign Lord." Fulfilled: 332 BC: In Ezekiel 26:14, the prophet says the Phoenician city of Tyre would be destroyed and never be rebuilt. This was fulfilled when Alexander the Great conquered Tyre in 332 BC. His conquest brought an end to the Phoenician Empire. The empire never recovered from the attack. And so, it could never rebuild Tyre . Other nations and empires have built cities on or near the original Phoenician site. 68. The Jews would avenge the Edomites. Prophecy: Old Testament: Ezekiel 25:14 (Written: between 593-571 BC) "I will take vengeance on Edom by the hand of my people Israel , and they will deal with Edom in accordance with my anger and my wrath; they will know my vengeance, declares the Sovereign Lord." Fulfilled: about 100 BC: In Ezekiel 25:14, the prophet said that the Jews would one day take vengeance on Edom, a nation that had often warred with the Jews. When Ezekiel delivered this prophecy, he and many other Jews were living as captives in Babylon . They didn't have control of their own country, let alone anyone else's. But, about 400 years later, Jews regained independence for Jerusalem and the surrounding area during the "Hasmonaean Period." During this time, the Jewish priest-king John Hyrcanus I defeated the Edomites. According to the Columbia Encyclopedia, Fifth Edition: "Edomite history was marked by continuous hostility and warfare with Jews… At the end of the second century B.C., they were subdued by Hasmonaean priest-king John Hyrcanus I…" 69. Edom would be toppled and humbled. Prophecy: Old Testament: Jeremiah 49:16 (Written: 626 - 586 BC) "The terror you inspire and the pride of your heart have deceived you, you who live in the clefts of the rocks, who occupy the heights of the hill. Though you build your nest as high as the eagle's, from there I will bring you down," declares the Lord." Fulfilled: about 100 BC: In Jeremiah 49:16, the prophet said that Edom , a long-time enemy of Israel , would be destroyed. Edom 's capital city, Petra , was carved out of a mountain side and had great natural defenses. Nonetheless, it was destroyed and the kingdom of Edom no longer exists. Today, Petra is part of Jordan . The city was conquered by the Romans in the year 106 AD but flourished again shortly after that. But a rival city, Palmyra , eventually took most of the trade away and Petra began to decline. Moslems conquered Petra in the 7th Century and Crusaders conquered it in the 12th Century. Petra gradually fell into ruin. 70. Nations would seek the counsel of Jesse's descendant. Prophecy: Old Testament: Isaiah 11:1-10 (Written: between 701-681 BC) " A shoot will come up from the stump of Jesse; from his roots a Branch will bear fruit. The Spirit of the Lord will rest on him-- the Spirit of wisdom and of understanding, the Spirit of counsel and of power, the Spirit of knowledge and of the fear of the Lord-- and he will delight in the fear of the Lord. He will not judge by what he sees with his eyes, or decide by what he hears with his ears; but with righteousness he will judge the needy, with justice he will give decisions for the poor of the earth. He will strike the earth with the rod of his mouth; with the breath of his lips he will slay the wicked. Righteousness will be his belt and faithfulness the sash around his waist. The wolf will live with the lamb, the leopard will lie down with the goat, the calf and the lion and the yearling together; and a little child will lead them. The cow will feed with the bear, their young will lie down together, and the lion will eat straw like the ox. The infant will play near the hole of the cobra, and the young child put his hand into the viper's nest. They will neither harm nor destroy on all my holy mountain, for the earth will be full of the knowledge of the Lord as the waters cover the sea. In that day the Root of Jesse will stand as a banner for the peoples; the nations will rally to him, and his place of rest will be glorious." Fulfilled: 538 BC: In Isaiah 11:1-10, the prophet Isaiah speaks of a ruler who would be a descendant of Jesse. Jesse was the father of ancient Israel 's great King David. This descendant would rule with true justice and true faith, and he would establish true peace. This peace would be so great that even wild animals would be able to lie down next to one another. This descendant would also become a standard for people throughout the world. And, this descendant would be sought by people throughout the world. This is an important prophecy for Christians because we believe that Jesus is the fulfillment of this Old Testament promise. Jesus, as explained in the New Testament, is a descendant of Jesse. And Jesus has become a standard for peoples throughout the world. In fact, Christianity is the first religion to spread to every country in the world. The words of Jesus, which speak of true justice, true faith and true peace, have been taught to people in every country in the world. We Christians also believe that Jesus will return in the future to establish a kingdom on earth, a kingdom of justice and righteousness. End time prophecies. Ten Bible prophecies from Jesus, Zechariah and the Bible's book of Revelation deal with the End Times, Apocalypse, or Last Days, when Jesus is to return and judge the living and the dead. 71. Jerusalem would become an international problem. Prophecy: Old Testament: Zechariah 12:1-5 (Written: 520 - 518 BC) This is the word of the Lord concerning Israel . The Lord, who stretches out the heavens, who lays the foundation of the earth, and who forms the spirit of man within him, declares: "I am going to make Jerusalem a cup that sends all the surrounding peoples reeling. Judah will be besieged as well as Jerusalem . On that day, when all the nations of the earth are gathered against her, I will make Jerusalem an immovable rock for all the nations. All who try to move it will injure themselves. On that day I will strike every horse with panic and its rider with madness," declares the Lord. "I will keep a watchful eye over the house of Judah , but I will blind all the horses of the nations. Then the leaders of Judah will say in their hearts, `The people of Jerusalem are strong, because the Lord Almighty is their God.' To be fulfilled: End Times: In Zechariah 12, the prophet said that there would come a time when the surrounding nations would besiege Jerusalem and Judah (the area around Jerusalem ), and that all the nations of the world would gather against Jerusalem , but that God ultimately would save the city and its people. This is widely regarded as an End Time prophecy to be fulfilled in the future. Perhaps the most remarkable aspect of this prophecy is that it is predicated on Jerusalem being a city of critical interest to the rest of the world. And it just so happens that Jerusalem is the only city in the world that is of interest to the rest of the world. For Jews, it is their ancient capital, founded by King David about 3000 years ago. Many Arab Moslems, however, believe that the city should be part of an independent state for Palestinian Arabs. The issue of who should control Jerusalem has been a cause of the Arab-Israeli wars during the past century. And, the conflict between Arabs and Jews has been a primary reason as to why the international community has taken an interest in Jerusalem . In 1947, the United Nations General Assembly approved a plan to carve up the ancient land of Israel into a state for Jews and another for Arabs. This plan would have established Jerusalem as an international city to be governed by the United Nations. This extremely unusual proposal, suggesting that a city be governed by the United Nations, simply shows the unique status that Jerusalem already has in the world: It is the only city in the world that is of interest to the rest of the world. Given the history of the city, the volatile conflict between Israel and the surrounding Arab nations, and the unusual interest that the international community has shown in regards to Jerusalem , it seems clear that the groundwork for the future fulfillment of this prophecy is in place. 72. When Israel blooms again, the Kingdom of God will be near. Prophecy: New Testament: Luke 21:29-31 (Written: about 30 AD) "He told them this parable: "Look at the fig tree and all the trees. When they sprout leaves, you can see for yourselves and know that summer is near. Even so, when you see these things happening, you know that the kingdom of God is near." To be fulfilled: End Times: In Luke 21:29-31, Jesus said that when the fig tree blooms again, people will know that the End Times and Kingdom of God is near. Some Christian scholars believe that the fig tree represents the nation of Israel . This passage is sometimes interpreted to mean that the End Times would not begin until sometime after the nation of Israel regains sovereignty. When Jesus delivered this prophecy about 2000 years ago, Israel was ruled over by the Roman Empire . The people of Israel did not have sovereignty over their own land during that era. But, after centuries of exile, the Jews were able to return to Israel and reclaim sovereignty, in 1948. 73. The Messiah will appear after the Jews return to Israel. Prophecy: Old Testament: Jeremiah 23:3-6 (Written: between 626 - 586 BC) "I myself will gather the remnant of my flock out of all the countries where I have driven them and will bring them back to their pasture, where they will be fruitful and increase in number. I will place shepherds over them who will tend them, and they will no longer be afraid or terrified, nor will any be missing," declares the Lord. "The days are coming," declares the Lord, "when I will raise up to David a righteous Branch, a King who will reign wisely and do what is just and right in the land. In his days Judah will be saved and Israel will live in safety. This is the name by which he will be called: The Lord Our Righteousness. Fulfilled: end times: In Jeremiah 23:3-6, there is a prophecy that indicates when the Messiah is to appear in the land of Israel . Jeremiah said that it would be after the exiled people of Israel return to their homeland. From a Christian point of view, this is of special interest because Jesus is supposed to appear twice. And this coincides with the fact that the people of Israel have been expelled from their homeland twice, and that they are currently in the process of returning after the second expulsion. More than 2500 years ago, the Assyrians and Babylonians forced the people of Israel out of their homeland. Many returned during the centuries that followed and then Jesus appeared, about 2000 years ago, and announced that he is the Messiah. Later, the people of Israel were again forced out of their land (by the Romans in 135 AD) and scattered to countries throughout the world. But, during the past few centuries, millions of exiled Jews around the world have returned to their ancient homeland. And this is one of the reasons why Christians say that the world is being prepared for the return of Jesus Christ. Because, as Jeremiah had prophesied long ago, the Messiah is to appear after the people of Israel return to their land. The phrase, in Jeremiah 23:5, "I will raise up to David a righteous Branch, a King," refers to the Messiah, and that he will be a king and a descendant of King David, who reigned over Israel about 3000 years ago. Christians believe that when Jesus returns, he will establish a kingdom of peace and righteousness. 74. The Gospel will be preached to the entire world. Prophecy: New Testament: Matthew 24:14 (Written: about 30 AD) "And this gospel of the kingdom will be preached in the whole world as a testimony to all nations, and then the end will come." To be fulfilled: End Times: In Matthew 24:14, the Bible says that the Gospel (the New Testament books of Matthew, Mark, Luke and John) will be preached throughout the world. The Bible also says that after this happens, the end times will come. The Bible has been preached throughout the world for a long time. But now, with the increasing worldwide availability of television and the Internet, there is greater potential for the Gospel to be preached to everyone, everywhere. 75. The world would be able to simultaneously witness events. Prophecy: New Testament: Revelation 11:9-10 (Written: 54 and 95 AD) "For three and a half days men from every people, tribe, language and nation will gaze on their bodies and refuse them burial. The inhabitants of the earth will gloat over them and will celebrate by sending each other gifts, because these two prophets had tormented those who live on the earth." To be fulfilled: End Times: In Revelation 11:9-10, the Bible gives a prophecy that has not yet been fulfilled, at least not in a literal sense. But, perhaps for the first time in history, it can be fulfilled. The prophecy says that people all over the world will be able to simultaneously witness a particular event (the death of two prophets). This of course would have been difficult before the popularization of television and the Internet. But it is now common for people worldwide to simultaneously witness events via television and the Internet. 76. Zechariah foreshadowed modern warfare. Prophecy: Old Testament: Zechariah 14:12: (Written: 520 – 518 BC) This is the plague with which the Lord will strike all the nations that fought against Jerusalem : Their flesh will rot while they are still standing on their feet, their eyes will rot in their sockets, and their tongues will rot in their mouths. To be fulfilled: End Times: In Zechariah, chapter 14, the prophet says a time will come when nations gather to attack Jerusalem . In Zechariah 14:12, the prophet says the nations that attack Jerusalem will be struck with a "plague" that will cause their flesh to rot while they are still standing. This might be a fitting description for modern warfare if it were described by a person who lived 2500 years ago, as Zechariah did. Chemical weapons are capable of causing rapid deterioration of flesh. And a blast of heat from a nuclear weapon could have a similar affect. Some Bible scholars, however, believe that this plague could refer to a supernatural event from God to protect the Holy Land . 77. Many people will go to Jerusalem to seek God's favor. Prophecy: Old Testament: Zechariah 8:22 (Written: 520 and 518 BC) "And many peoples and powerful nations will come to Jerusalem to seek the Lord Almighty and to entreat him." To be fulfilled: End Times: In Zechariah 8:22, the prophet said 2500 years ago that a time will come when many people go to Jerusalem to seek and honor God. This prophecy has been at least partially fulfilled already. The Jews recaptured Jerusalem during the Six Day War in 1967. Since then, people from around the world have toured Jerusalem to visit various sites that are important to the history of Judaism and Christianity. Jerusalem is also an important city to Moslems. 78. Book of Revelation envisioned an army of 200 million. Prophecy: New Testament: Revelation 9:16: (Written: between 54 - 95 AD) "The number of the mounted troops was two hundred million. I heard their number." To be fulfilled: End Times: In Revelation 9:16, the Bible says that an army of 200 million will one day march toward Israel . Of course, this prophecy hasn't been fulfilled yet, at least not literally. But, as the world's population rises above 6 billion, it is increasingly possible for a coalition of countries to amass an army of 200 million, and this would have been unthinkable even 100 years ago. 79. The troops would cross the Euphrates. Prophecy: New Testament: Revelation 16:12: (Written: 54 - 95 AD) The sixth angel poured out his bowl on the great river Euphrates , and its water was dried up to prepare the way for the kings from the East. To be fulfilled: End Times: In Revelation 16:12, the Bible says there will come a time when the Euphrates River becomes dry so that an army can cross it and march into Israel. When the book of Revelation was written 1900 years ago, it would have taken a great natural disaster, or a great amount of labor to divert the flow of the Euphrates so that an army could cross it. (In 539 BC, Cyrus and his army diverted the flow so that his troops could march across the riverbed and conquer Babylon ). But, today, there are a series of dams that would make it much easier to divert the flow of the powerful river. 80. People would be forced to receive the mark of the beast. Prophecy: New Testament: Revelation 13:16-18: (Written: 54 - 95 AD) "And he causeth all, both small and great, rich and poor, free and bond, to receive a mark in their right hand, or in their foreheads: And that no man might buy or sell, save he that had the mark, or the name of the beast, or the number of his name. Here is wisdom. Let him that hath understanding count the number of the beast: for it is the number of a man; and his number is Six hundred threescore and six." (KJV) To be fulfilled: End Times: In Revelation 13:16-18, the Bible says that there would come a time when a powerful leader would force people to receive a "mark" on or in their right hand or forehead, and that no one would be able to buy or sell unless they had that mark. When the book of Revelation was written about 1900 years ago, it would have been nearly impossible for a world leader to force everyone to receive such a mark. But, today, with modern technology, it would be much easier. Today, for example, it would be possible to implant under a person's skin a small microchip that could be used like a credit card.	<urn:uuid:79c2a618-ce01-4c11-8c3d-5369307fc175>	CC-MAIN-2020-45	http://www.biblerays.com/uploads/8/0/4/2/8042023/prophecy_regarding_israel.pdf	2020-10-30T04:57:53+00:00	crawl-data/CC-MAIN-2020-45/segments/1603107907213.64/warc/CC-MAIN-20201030033658-20201030063658-00691.warc.gz	121,338,780	23,322	eng_Latn	eng_Latn	0.998253	eng_Latn	0.99888	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "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	docling	[ 3347, 6754, 10362, 13874, 17497, 21381, 24783, 29129, 32752, 36681, 40155, 44206, 48144, 51457, 55016, 58244, 62096, 65780, 69335, 73048, 76097, 79442, 82826, 86154, 90882, 94592, 97861, 101113, 102284 ]	[ 2.578125, 1.609375 ]	1	0
Preschool Field Officer Service Integrated Child, Family and Youth Services Behaviour - Individualised Interventions What is an individualised intervention? Research shows a program wide model is the most effective way of providing behaviour support to all children, including those with persistent challenging behaviour. (See Guiding Children's Behaviour Tip Sheet) However, research indicates approximately 4% of children with persistent challenging behaviour will require an individualised intervention. For these children a systematically designed and consistently implemented plan is needed – also known as a Positive Behaviour Support Plan (PBS) What is involved in developing a Positive Behaviour Support Plan (PBS)? A PBS plan involves conducting a Functional Behavioural Assessment (a copy of a Functional Behaviour Assessment form will be provided with this tip sheet). This involves: - Identifying the factors that trigger the behaviour – environmental factors such as interactions or activities - Identifying the function of the behaviour and brainstorming possible reasons for the behaviour occurring: Is the child ESCAPING from something Is the child AVOIDING something Is the child attempting to OBTAIN something Is the child seeking SENSORY input or avoiding sensory input - Identifying replacement behaviour – a more appropriate behaviour or skill the child can learn to replace the problem behaviour – it needs to be something the child can do as easily as the problem behaviour. - Teaching the replacement behaviour – replacement skills must be efficient and effective, and take into consideration what skills the child already has. To teach the replacement behaviour: Select the skill you want to teach Select a method to teach the skill – teach the skill intentionally using planned experiences and teach throughout the day State clearly what is expected - Developing strategies that support a child to learn the new skill and determining ways of responding to the child in a way that reinforces the new skill. Respond to the problem behaviour in a way that will make it ineffective by making sure attention/encouragement for appropriate behaviour exceeds attention/feedback for the problem behaviour. - Reviewing the plan: At PBS plan meeting schedule times for catching up to review progress and to ensure all members of the team are 'on the same page', and to discuss any issues. A PBS plan should be comprehensive, developmentally appropriate, and developed in partnership with the family and the team around the child, for example, Educator, Speech Pathologist, Psychologist, Occupational Therapist and Child Care Educator – if involved. Caution: It is important to identify if the 'problem' behaviour is developmentally expected for a child of that age. For example, if a child never sits on the mat, it would not be considered problem behaviour if the child is chronologically four years of age, but developmentally functioning as a 3 year old. Are there any tips for developing the PBS plan? - Develop the plan using plain language that can be clearly understood by everyone - Make sure the plan will fit with routines/activities/values of family and educators - Develop mini-plans for difficult routines to ensure each team member has clarity on each step - Develop an action plan for who will produce the components to implement the plan e.g. visual prompts – dot points are great! - Plan must include the competing demands on educators and family - Make sure all educators in the room are aware of the plan and the actions required to implement it - Make copies of the plan when complete and provide a copy to each member of the team Will it work? Please Consider: "If there is anything we wish to change in the child, we should first examine it and see whether it is not something that could be better changed in ourselves" The effectiveness of the plan will depend on consistent implementation across the child's everyday routine – at home, at kinder, at Child Care. Children need to be given 5 opportunities a day to practice the replacement skill – research shows that less than 5 will not bring about change. The team around the child need to work together and agree on the plan, and implement the strategies consistently in a variety of settings. Keep in Mind: It is not uncommon for the behaviour to get worse before it gets better – getting worse is a signal that you are on the right track and need to persist with the strategies you are using. What if the challenging behaviour returns? - Gather the team together and restore the plan, ensuring that everyone is 'on the same page' and implementing the plan with fidelity – there is no use developing a new plan until you know the original plan is being implemented consistently as planned or; - Alter the plan if necessary to address new triggers or; - Conduct a new functional assessment and develop new support strategies For Further information: Book – 'Prevent, Teach, Reinforce for Young Children' by Dunlap, Wilson, Strain & Lee. Paul Brookes Publishing 2014 http://scholar.google.com.au/scholar_url?url=http://ww.w.cainclusion.org/teachingpyramid/materials/resour ces/articles/prevention_dunlap_11.06.pdf&hl=en&sa=X&scisig=AAGBfm3yeClJdyP4rh7JiWhAVVBgaM5fWw&n ossl=1&oi=scholarr&ved=0ahUKEwjDt4DE7LTKAhWE6aYKHXlgBQ4QgAMIGygBMAA http://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=13&ved=0ahUKEwjx987T9bTKAhVm 4qYKHXMOBj84ChAWCCQwAg&url=http%3A%2F%2Fecmhc.org%2Fdocuments%2FCECMHC_FacilitatingToolki t.pdf&usg=AFQjCNH6BnA0HzDvD5LeH982-7NmhJp3qw	<urn:uuid:f6faa3db-1ee1-4b0f-8b3c-b48089a31283>	CC-MAIN-2020-45	https://www.wyndham.vic.gov.au/sites/default/files/2017-05/PSFO%20-%20Tip%20Sheet%20-%20Behaviour%20-%20Individualised%20Interventions%281%29.pdf	2020-10-30T04:11:55+00:00	crawl-data/CC-MAIN-2020-45/segments/1603107907213.64/warc/CC-MAIN-20201030033658-20201030063658-00690.warc.gz	939,926,187	1,232	eng_Latn	eng_Latn	0.995294	eng_Latn	0.995592	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2236, 5583 ]	[ 3.578125 ]	1	0
Further Advice If you wish, you may get a private pest control company to help you. The following companies are based locally and will charge for their services: Rentokil: 0800 218 2210 (Residential) 0800 917 1989 (Commercial) WIES (Western Isles Environmental Services) 07831 295 158 Stornoway Grounds Maintenance 0800 182 2733 Colin Newton, Uist Pest Control 07824 905 709 Woodworm Treatment: Long Island Ltd01851 702083 Tighean Innes Gall 01851 706121 Alternatively, if you wish to tackle the problem yourself. You can buy suitable pesticides and traps from DIY stores, Garden Centres and Supermarkets. Please read and follow instructions carefully to ensure safe and effective use. Comhairle nan Eilean Siar Communities Department Sandwick Road Stornoway Isle of Lewis HS1 2BW Phone: 01851 822 694 email@example.com Pest Control IMPORTANT INFORMATION The Comhairle does not provide a pest control service. Officers from the service can provide you with advice on rodents, insects or birds Common queries concern: Vermin (mice and rats) Wasps and wasps nests Insects; flies, beetles, ants etc Birds; seagulls, pigeons etc Bees It is normally advised that bees are left alone. They are beneficial insects. Some species are now considered to be endangered. If you need further information, a helpful site is that of the British Beekeepers' Association which can be found at www.bbka.org.uk/ Wasps Being stung by a wasp is a painful experience and can be life threatening to those who are allergic to stings and may suffer anaphylactic shock. Ensure that wasps nests are properly treated or removed, to reduce the risk of being stung. Psocids Tiny insects in the kitchen? These may be 'psocids' otherwise known as booklice. They are not associated with poor hygiene but rather dark, warm, humid conditions. For example these conditions can be created in kitchen cabinets by use of an electric kettle, washing machine, dishwasher or tumble drier. This can encourage the growth of mould which is what these insects feed on. Always keep dry foodstuffs, such as cereals, in a cool, dry, well ventilated area and clean the storage area regularly. Slaters / Woodlice Woodlice / slaters are not insects. They are land dwelling crustaceans, which is why they like cool, damp, dark locations and they feed on decaying wood and other vegetation. Their presence is usually an indication of dampness somewhere nearby and the most effective control is to identify and remove the cause of the dampness. Birds Seagulls and pigeons can cause problems and can carry diseases that are harmful to humans. The public can help by disposing of unwanted food and food containers responsibly and not feeding them. You might need to consider bird proofing and deterrent solutions such as bird nets, bird spikes and wire deterrent on your property. Vermin Rats and mice are prolific breeders and can quickly rise to significant numbers. They can also do significant damage to your home by gnawing through wood and plastic. They carry disease and should be considered a serious cause for concern in any building. Ultrasonic repellers emit sound that is uncomfortable for vermin but cannot be heard by people. These may help as a deterrent to mice trying to enter a home in the first place, but they are not recommended for existing infestations as vermin can quickly get used to ultrasound. Flying Insects There are such a variety of flies which can create a nuisance, such as bluebottles, houseflies, fruit flies and filter flies. If the problem is not resolved by using a fly spray in accordance with the manufacturer's instructions, you may need to get the flies identified to find out what the underlying cause is. Comhairle nan Eilean Siar Communities Department Sandwick Road Stornoway Isle of Lewis HS1 2BW Phone: 01851 822 694 firstname.lastname@example.org	<urn:uuid:6eb79a30-92dc-4a83-a3ba-cb28a4b4b104>	CC-MAIN-2020-45	https://www.cne-siar.gov.uk/media/6940/pest-control.pdf	2020-10-30T05:03:47+00:00	crawl-data/CC-MAIN-2020-45/segments/1603107907213.64/warc/CC-MAIN-20201030033658-20201030063658-00691.warc.gz	670,560,135	902	eng_Latn	eng_Latn	0.951875	eng_Latn	0.995943	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 861, 3890 ]	[ 2 ]	2	0
1.1 Study Skills: How learning takes place oYour brain is designed to learn. oWhen you were born your brain had all its nerve cells (often referred to as neurons) oHowever, not all your neurons were connected to one another oOver time, they become connected as you learn, and messages travel from one neuron to the next. oThe more active your brain is, the stronger the connections become Learning to write • This must have been a tenuous task, but the more you practiced, your neurons sent messages back and forth about each skill, until a strong connection was created * Learning shapes the brain * Example: you were not born being able to write, you had to learn * Thus, if you do not use your neurons, you will lose them. * The neurons that are used regularly grow stronger. * Meaning, your brain will NEVER stop: thinking, learning, remembering and exploring unless YOU stop using it. * The more you learn, the better you will be at learning. Creating a Practice of Studying Do the following everyday: Learn Solve problems Recall Read Think Calculate Reflect write Practice Makes Perfect • Learning something new requires repetition (e.g. studying for an exam, learning a new song/lines for a concert) • The more you do something, the better you learn how to do it. • Practicing, repeating and revising results in you becoming better • You may feel happy when learning something new • Link what you are learning with what you already know Evaluate how effective your learning is Your marks for your 7 subjects will give you an indication of how well you learn Even if you are getting high marks, you may be able to improve your learning to obtain higher marks Activity 1: Quiz on how you learn 1. Answer 'yes' or 'no' to the questions in this quiz. Be honest, as this quiz can help you find out more about how you can learn. 2. Then check the guide at the bottom of the page to see how you are doing. When you learn, do you: Yes/No How effective is your learning? Some learners struggle to study. It's not that the work is difficult, but rather they are not using helpful study skills. 1. Your brain is special and unique 4.3 how you remember information for exams 4.2 your understanding of school subjects. 2. Each brain prefers to learn in a particular way. Every individual's brain is different, because of the way in which it is wired. 4.1 you may improve your way of doing tasks and studying. 3. You need to find a learning style that suits the way your brain is wired 4. If you get to know what your brain prefers, then you can improves various aspects of your schooling Function of Left and Right Brain Key word: Dominance When one aspect is stronger that the other 1. Your learning preference depends on whether you lean towards the right or left side of your brain 5. Everyone needs to develop both sides of their brain 2. Thus, no one is 100% left brained or 100% right brained 3. There is instead a preference/domina nce for either your left or right side 4. One side is not better than the other. If you are more right-brained: 1. Finish what you start. 3. Make an extra effort to hand your tasks in on the due date. 2. Keep your daydreaming under control. 8. Write down instructions if they are given to you verbally. 7. Use: images, symbols, drawings, mind maps and charts when studying 6. Try to be more organized: create a study plan. 4. Make summaries to help you keep focus. 5. Manage your time during exams: do not spent too much time on one question. If you are more left-brained 1. Answer the factual questions in your test/exam first 2. Work on your strengths. Enter math, science and accountancy competitions. 7. Practice answering open-ended questions. 6. Study in a quiet room. 5. Try to be more creative. Do not criticise your efforts at art, music or writing. 3. Join a math or science group and help other learners. 4. Keep all your notes organized and ready for when you want to study. Activity 3: Quiz to find your brain dominance 1. Find out if you are more right-brained or more leftbrained. Read the statements in the Table 2 (circle the numbers that are true for you). 2. Then add up to see if you have more circles on the left or the right side. 3. Write a paragraph stating whether you are more rightbrained or left-brained dominant. Give practical examples. Left-brain dominance Right-brain dominance 1. You first want to understand one paragraph, before 1. You want to understand the whole chapter first, Complete Activity 4 page 105 Know your learning styles: 1. Summarise how you need to study to suit your left-brain or right-brain dominance. 2. Explain which learning styles you will use to suit your stronger intelligence.	<urn:uuid:16cf61ac-e3cf-4835-83cd-432de2437a28>	CC-MAIN-2020-45	http://www.holycrosshigh.co.za/Materials/GRD%2011_Chapter%207_Study%20Skills.pdf	2020-10-30T03:47:23+00:00	crawl-data/CC-MAIN-2020-45/segments/1603107907213.64/warc/CC-MAIN-20201030033658-20201030063658-00690.warc.gz	147,139,306	1,113	eng_Latn	eng_Latn	0.978641	eng_Latn	0.99811	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 391, 575, 953, 1078, 1458, 1681, 1924, 1957, 2113, 2612, 2646, 2711, 3052, 3523, 3975, 4359, 4511, 4737 ]	[ 4.0625 ]	1	0
BROADSTONE MIDDLE SCHOOL POLICY : Sex and Relationship Education Author: Executive Head Date: March 2019 Review Body: Broadstone Middle School School Standards Board Date Adopted: 13 th March, 2019 Review Date: Spring 2021 BROADSTONE MIDDLE SCHOOL Sex and Relationship Education Policy Religious, Personal, Social, Health & Citizenship Education (RPSHCE) National Curriculum Science Sex and Relationship Education is: "lifelong learning about physical, moral and emotional development. It is about the understanding of the importance of marriage for family life, stable and loving relationships, respect, love and care. It is also about the teaching of sex, sexuality and sexual health. It involves acquiring information, developing skills and forming positive beliefs, values and attitudes. It is not about the promotion of sexual orientation or sexual activity". Quote from DfE Guidance, ("Sex and Relationship Education Guidance", July 2000) Sex and Relationship Education: It is recognised that, as stated in DfEE Guidance, ("Sex and Relationship Education Guidance", July 2000) Sex and Relationship Education (referred to SRE) has three main elements: Attitudes and values Personal and social skills Knowledge and understanding Broadstone Middle School aims to develop all three elements in its Sex and Relationship programme as appropriate to the age and the physical and emotional maturity of its pupils. It is recognised that the more sensitive issues need to be approached consistently across the school, teachers having agreed appropriate responses to children's questions ahead of time and an understanding of what is and what is not to be discussed, particularly for new staff. Statutory Requirements The school is mindful of its statutory obligation to: i) publish a Sex and Relationships Education Policy and make it available for inspection to parents; ii) ensure that all teaching materials used are appropriate to the age, religious and cultural backgrounds of its pupils; iii) teach all aspects of Sex Education included in the National Curriculum Science Orders (DfEE QCA 1999) iv) inform parents of their right to withdraw their children from SRE other than that taught in National Curriculum Science. BMS 03.19 Sex and Relationships Education Page 2 of 7 (1996 Education Act) Working with Parents Broadstone Middle School ensures that parents are aware of: a) the content and context of the SRE programme; b) their right to withdraw their children from SRE taught outside what is specified in the National Curriculum Science Orders; c) the process by which they can do this. This is done by: Written request to the Headteacher Organisation SRE is taught in the context of the RPSHCE programme which itself fulfils the requirements of the national framework for RPSHCE. SRE is taught: a) through National Curriculum Science and synchronised with this; b) through discrete RPSHCE lessons complemented by structured Circle Times. (Boys and girls all receive the full SRE programme). They are taught in mixed gender class groups throughout. Staffing The Headteacher takes overall responsibility for the policy and its implementation. The Subject Leader for RP is responsible for implementing the SRE programme and for monitoring its effective delivery. The SRE Scheme of Work is delivered to each class group by teachers who have received guidance in this subject area. Recommended outside speakers are used as appropriate e.g. school nurse, drama specialists. Schemes of Work Broadstone Middle School follows the SRE Scheme of Work in the form of Jigsaw and uses resources from Twinkl written and recommended by the PSHCE advisory teams from Bournemouth, Poole and Dorset. The Scheme ensures – - Progression and continuity - Age appropriate content and resources Sex and Relationships Education Page 3 of 7 The scheme ensures that all pupils are taught: Key Stage 2 – Changes - How girls and boys bodies change during puberty - The correct names for genital and reproductive parts of the female and male body - An understanding of why bodies need to change into adulthood - Emotional changes - What menstruation means - What sperm is and does - An understanding of what sexual intercourse is and how babies are created (Year 6) Key Stage 3 – Health Matters - How we cope with physical change - An understanding of the meaning of adolescence - An understanding that physical change is natural - How we use diet, exercise and cleanliness to keep healthy - How emotional changes affect us - An understanding of the possible consequences of a sexual relationship - An understanding of how teenage pregnancy could affect lives Within the Science curriculum a 10 lessons per year input ensures that pupils – - Recognise diversity among various types of human families and challenge stereotypes - Develop confidence in talking, listening and thinking about feelings in relationships - Recognise that families and friends care for each other - Are able to describe the physical and emotional changes at puberty and are able to deal with their feelings in a positive way - Are able to compare and contrast human and plant reproduction - Are able to describe changes which occur to mother and baby during pregnancy - Are able to describe the function of the placenta and recognise how harmful substances may be passed from mother to baby in utero. See Appendix 1 for the overview of the SRE Scheme of Work for each year group and Appendix 2 for the National Curriculum Science content. The full scheme, including details of resources used, is available for inspection to parents in the school office. Teaching Strategies Broadstone Middle School recognises the importance of helping children develop confidence in talking, listening and thinking about sex and relationships. Partnership between school and parents is the key to success. A variety of teaching strategies is employed: Monitoring and Evaluation BMS 03.19 Sex and Relationships Education The Subject Leader for RP and Science Leader monitor and evaluate the delivery of SRE. Confidentiality and Child Safeguarding The SRE is subject to and evaluated against the NCS Schemes of Work and RP policy. Dissemination of the Policy This policy will be made available to: The Governing Body The whole school staff Parents Equality Impact Assessment This policy has been reviewed with the equality impact considerations as laid down in the trust's Equality Policy. Appendix 1 Overview of the Scheme of Work for Sex and Relationship Education for Years 5-8 Year 5 – 2 Lessons taught within a 6 lesson module entitled – 'Changes' Year 6 - 2 Lessons taught within a 6 lesson module entitled – 'Changes' Year 7 – 2 lessons taught within a 6 lesson module entitled – 'Health Matters' Year 8 – 2 lessons taught within a 6 lesson module entitled – 'Health Matters' Appendix 2 National Curriculum Science relevant to Sex and Relationship Education (Years 5-8) Key Stage 2 Pupils are taught: - about the main stages in the life cycles of mammals, amphibians, insects and birds (Living things and their habitats- Year 5); - about the reproduction process in some plants and animals (Living things and their habitats- Year 5) - how humans develop into old age, including the changes associated with puberty (Animals including humans- Year 5) - how the gestation period varies for different species (Animals including humans- Year 5) - that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents (Evolution and inheritance- Year 6) Key Stage 3 Pupils are taught: - about human reproduction, including the structure and function of the male and female reproductive systems (Structure and functions of living organisms- Year 7) - about the menstrual cycle (Structure and functions of living organisms- Year 7) - how male gamete fertilises the female gamete (Structure and functions of living organisms- Year 7) - how a baby develops in utero and how it is born (Structure and functions of living organismsYear 7) - how maternal lifestyle can impact on the development of the foetus (Structure and functions of living organisms- Year 7) - about reproduction in plants including pollination, fertilisation, seed and fruit formation and seed dispersal (Structure and functions of living organisms- Year 7)	<urn:uuid:afb01d33-5515-49ae-850d-633e8766fd7a>	CC-MAIN-2020-45	https://www.broadstonefirstschool.co.uk/Mainfolder/middle-school/Policies-2018-2019/Sex--Relationship-Education-Policy-2019.pdf	2020-10-30T04:53:55+00:00	crawl-data/CC-MAIN-2020-45/segments/1603107907213.64/warc/CC-MAIN-20201030033658-20201030063658-00691.warc.gz	650,549,905	1,740	eng_Latn	eng_Latn	0.911764	eng_Latn	0.992976	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 232, 2311, 3887, 6037, 6516, 6915, 8416 ]	[ 3.953125 ]	3	0
What Teaching Burmese Taught Me Kenneth Wong, Burmese Instructor, UC Berkeley, USA One evening, I ransacked the public photos on Flickr and Picasa for shots of Burmese teashops. I was looking specifically for shop signs featuring the word Letphet yay, or tea, to share with the students in my Burmese language class. The ubiquitous sweet tea—that brick-colored drink thickened with condensed milk—is a close cousin of the Indian Chai, but it might as well be Burma's national drink. Every morning in downtown Rangoon, the umbrella-clutching civil servants, the satchel-slinging students, and the betel-chewing taxi drivers huddle around low tables along the city sidewalks, sipping tea before they face their grueling day and the scorching sun. Letphet yay, I figured, should be the first word I introduce to my Latte-drinking American students in the lesson on food-related words and phrases. I thought I knew how to spell tea in Burmese. Alas, I was wrong. Scrutinizing the shop signs in those sun-washed, color-saturated streetscapes captured by globetrotters and backpackers, I noticed the many different ways the same word is written. Lephet yay is a compound word, formed by joining the word for tealeaf လက်ဖက် (lephet) and liquid ရည် (yay). In some signs, Lephet is spelled with the letter ဖ Pha. In others, it's spelled with ဘ Ba. In some, the writer uses the stacked consonants, the conventional way to spell Pali-derived words. Even yay is spelled in a couple of ways. In some, it's spelled with the diacritic mark ေ called Thway htoe preceding the letter ရ Ya; in others, ရ is followed by ည်, the bannered Nya ည . The dictionary points to a preferred spelling, but a few Google searches reveal that all the variations I spotted in the photos are in use, some more than others. This is the first hint I got of my mother tongue's idiosyncrasies that I'd never noticed before. I was born and raised in Rangoon, a few blocks away from the bustling Yay Gyaw Market. I grew up in a Chinese household, with people around me speaking Toisan (a Cantonese dialect). But I was also a voracious reader even in my boyhood. I regularly visited the book rental place in my neighborhood to check out Burmese comics and magazines. Quite often, I borrowed literary titles many in my age group would consider a punishment to read. By the time I reached high school, I was prolific at composing love poems in the classic four-syllable rhyme scheme (a useful skill in romantic pursuits). Despite my Chinese ancestry, I peppered my speech with quintessential Burmese expressions like တစ်ခါေေဖ ူး ပျဉ်ဖ ူးန ူးလည် ta khah thay boo pyin bo nar leh (you have to die at least once to truly appreciate the price of coffin wood). Like any native speaker, I construct my Burmese sentences by instinct, not by thinking. To speak it, I rely on my linguistic reflexes, not a set of formulas. But to teach it to those who have not yet developed these instincts and reflexes, I needed to better understand the rules that govern the language. And the rules in Burmese, I soon discovered, are more often violated than they're followed. Many Burmese words are spelled one way, but pronounced another way. For a start, the word for "word" is spelled စက ူး sa-kar, but pronounced za-gar. The word "to play" is written ကစ ူး ka-sar, but pronounced ga-zar. The word for "pagoda" is written ဘ ရ ူး bu-yar but pronounced pha-yar. "One kyat" is written တစ်ကျပ် tit kyat but pronounced da gyat. The color black is written မည်ူး mee but pronounced meh. The verb "to laugh," however, is the opposite. It's written ရယ် yeh, but pronounced yee. The word for liquid is spelled ရည် yee but pronounced yay. By the way, the word ရည် "liquid" or "juice," which is part of compound words like "lemonade" ေံပရ ရည် (than maya yay) or "sugarcane juice" ကကံရည် (kyan yay), and the word ေရ "water," which is part of words like "lake" ေရကန် (yay kan) or "to swim" ေရက ူး (yay koo), are spelled differently—even though both are pronounced yay. The lesson on counting from one to ten seemed fairly straightforward, until I had to explain the dizzying array of unit classifiers. The same classifiers exist in English too: a bunch of bananas, a cup of coffee, a loaf of bread, a block of cheese, and so on. But in Burmese, the list is several times longer, and the logic is not always clear. The classifier for measuring long, thin objects (like pencil) is ေချ င်ူး chaung. To count humans, you use the classifier ေယ က် yauk. To count animals, you use ေက င် kaung. If you mix up those two, you risk inadvertently insulting someone. (If you say မင်ူးတ ို့ သ ုံးက ောင် instead of မင်ူးတ ို့ ေံ ူးက ော ် you're effectively saying "You three animals" instead of "You three.") The classifier စ ူး si is for counting cars, but trains and airplanes require စင်ူး sin, a different classifier. My students' headache grew worse when the verb "to ride" was introduced to the mix. It happens to be identical to the vehicle classifier စ ူး si in both spelling and pronunciation. Incidentally, the verb "to ride" and the noun "urine" sound almost identical. The only distinction is, "to ride" is spelled with the unaspirated sa 'စ' and "urine" with the aspirated sa 'ဆ'. In theory, the aspirated sa is pronounced with a sharper sibilant, but in practice, native speakers don't always make an effort to aspirate the sa where it's called for. Therefore, when someone shouts, "si thwar," you might need to probe further to understand if he means "go take a ride" or "go take a piss." Since Burmese is tonal, two words that sound identical to untrained ears could mean drastically different things. Pronouncing may with an abrupt stop gives you the verb "to forget" (ေမို့). Pronouncing it with an emphatic raised voice gives you the verb "to ask" (ေမူး). Sa pronounced with an abrupt end means "to begin" (စ). If you sustain the vowel sound a little bit, it means "word" or "letter" (စ ). And if you raise your voice and pronounce it with an open-throated vowel, it means "to eat" (စ ူး). In the classroom, I'm the one scribbling on the blackboard and leading the exercises; yet, I can't help thinking my students are the ones teaching me about courage and perseverance. They accept the daunting challenge of a new language without complaints. (OK, maybe with a few grunts now and then.) Despite the risk of making embarrassing mistakes, they make heroic efforts to say the simplest things in a foreign tongue full of irregularities. Their curious questions lead me to rediscover my own language in a whole new light. In Bernard Shaw's Pygmalion, the protagonist Henry Higgins admonishes a sulking flower girl: "Remember that you're a human being with a soul and the divine gift of articulate speech: that your language is the language of Shakespeare and Milton and the Bible." I'm proud to be fluent in the language that the courtier Ananda Thuriya used to compose a poem on the eve of his execution; that the minister Letwae Thonara used in his verses to lament his exile at the foot of Meh Zar Hills; that Aung San Suu Kyi used to address her supporters when she emerged from decades of house arrest. Perhaps more important, I'm proud of my students, who do not have the benefit of my upbringing but choose to come to class every day to do battle with the complexities of my mother tongue. Kenneth Wong is a Burmese-American author, translator and blogger. His writings have appeared in The Irrawaddy, Myanmar Times, AGNI, Grain, and San Francisco Chronicle magazines. He teaches a course on Introductory Burmese at UC Berkeley, California, USA.	<urn:uuid:9cd07a7b-ad91-4429-8eca-029cb286d3f2>	CC-MAIN-2023-14	https://www.embracemyanmar.com/uploads/5/7/2/1/57215743/what_teaching_burmese_taught_me.pdf	2023-03-28T21:45:02+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296948871.42/warc/CC-MAIN-20230328201715-20230328231715-00507.warc.gz	850,461,260	2,151	eng_Latn	eng_Latn	0.997019	eng_Latn	0.99737	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1899, 4022, 6599, 7634 ]	[ 2.859375 ]	1	0
Volume 3, Number 2, Page 1 Summer, 1997 GROWING P oints Department of Environmental Horticulture • University of California, Davis http://envhort.ucdavis.edu Composted Green Waste as a Container Medium Amendment for the Production of Bedding Plants, Chrysanthemums and Woody Perennials D. W. Burger, Professor, Dept. of Environmental Horticulture, T. K. Hartz, Extension Specialist, Dept. of Vegetable Crops, and G. W. Forister, Staff Research Associate, Dept. of Environmental Horticulture, UC Davis Per capita, California homeowners are estimated to produce 180 kg (397 lb.) of green waste (lawn clippings, tree/shrub prunings) per year (Statutes of California and Digests of Measures, 1989). This green waste is a significant component of the municipal waste stream that can be reused or recycled. In 1989, Californians passed legislation requiring every city and county to divert 25% of all solid waste from landfills through source reduction, recycling and composting by January 1, 1995. By January 1, 2000, these municipalities will be required to divert 50% of their solid waste. While the legislation permits any strategy (reduction, recycling) to reduce the amount of green waste, the method of greatest interest to horticulturists is composting. The goal of this study was to assess the suitability of composted green waste (CGW) as a growth medium and to compare the growth of various short-term and long-term horticultural crops in varying blends of CGW with growth in a standard medium (UC Mix). and provide organic matter. It can also be used as a constituent of soilless container media. CGW may be a viable material to grow plants or to use as an amendment to existing container media. Compost has been shown to be an effective medium constituent and it has been reported to possess some disease suppression abilities. If challenges associated with the use of CGW can be overcome (e.g., variation in physical and chemical properties, shrinkage), it may be a satisfactory container soil amendment. The use of composted plant materials as an amendment to soils is a well-established horticultural practice. Compost can be added to garden soils to increase water holding capacity The gradient of growth in and flowering response to varying mixes of composted green waste and UC Mix is shown in Catharanthus roseus Don. 'Little Pinkie', vinca seedlings above. Seedlings in lower left were planted in 100% compost; seedlings in back right were planted in 100% UC Mix. In This Issue... 1 Compost as a Production Container Medium 6 Composting With Worms 5 Notes and Extension News Materials and Methods General procedures. Crops were chosen for this study based 8 Reader Survey 7 UCD Composting Education Program on their importance to the greenhouse, nursery and bedding plant industries, responsiveness to soil conditions, and cropping time. Three bedding plant species (marigold, petunia and vinca) were chosen to study seed germination and early seedling development over a relatively short period (4-6 weeks). Chrysanthemum was chosen to study early growth and development of rooted cuttings in various CGW:UC Mix blends. Three shrubs (photinia, pittosporum, and juniper) were chosen to assess the use of CGW:UC Mix blends for growing plants in containers over the long term (6-8 months). CGW samples (50 g, three per CGW sample) were characterized using the following analyses: 1) electrical conductivity (EC, dS . m -1 ); 2) cation exchange capacity (CEC, mol(+) . kg -1 ); 3) percent N, C, P, K and ash ; and 4) total mineral N (NH 4 -N + NO 3 -N, mg . kg -1 ) for fresh (at collection) and aged (at planting) CGW. paper blotter. Tomato seeds were added and the petri dishes incubated three days at 23 °C. A germination index (GI) was calculated by the following formula: GI = % germination in compost X % germination in distilled water mean radicle length in compost X 100 mean radicle length in distilled water Bulk density, water holding capacity and air-filled porosity (AFP) were determined for selected CGW:UC Mix blends. Samples were collected from Nov. 1993 to Apr. 1994; composting time was 2-3 months. All samples were stored moist in plastic bags and screened through 12mm mesh before use. All CGW samples were evaluated for the production of bedding plants, two samples (samples 1 and 3) for chrysanthemum and one (sample 1) for woody ornamentals. CGW was blended with UC Mix (1:1:1, by volume, sand, redwood sawdust, peat moss) in the following proportions (CGW:UC Mix): 1:0, 3:1, 1:1, 1:3, 0:1. The resulting Blends of four samples of CGW (CGW from each of two composting operations at two times of the year) were made with UC Mix. CGW was obtained from operations in Sonoma County, CA (samples 1 and 2) and San Diego County, CA (samples 3 and 4); feedstock was ground municipal yard and landscape waste, with no paper, food wastes or other materials. Germination of bedding plants. Seeds of marigold, petunia and vinca were placed 1-5 mm deep in plug trays (two seeds per cell) containing various CGW:UC Mix blends. Each plug tray was irrigated (leached) with at least two volumes of a half-strength (EC = 1.1 dS . m -1 ) Hoagland's solution #2 (Hoagland and Arnon, 1950) before seeds were introduced. Each species was randomly assigned to two 4 x 5 cell blocks within each plug tray (40 seeds per block, two blocks per plug tray = 80 seeds germinated for each species). Plug trays were placed under mist in a greenhouse held at The presence of phytotoxic compounds was determined through a tomato (Lycopersicon esculentum, Mill. 'Brigade') seed bioassay. Eight grams of dry CGW and 40 mL distilled water were shaken for 2 hours then filtered to remove particles; the extract was diluted 1:1 with distilled water. Seven mL of solution were added to a petri dish containing a filter 26-30 °C until seeds germinated. Germinated seedlings were counted and germination percentages were calculated 6, 16 and 22 days after sowing for marigold, vinca and petunia, respectively. media were distributed into various sizes and types of containers as follows: 8 x 16 cell-plug trays (plug size = 3 x 3 x 5 cm) for germination of marigold, petunia and vinca; six-packs (cell size = 4 x 6 x 5.7 cm) for marigold, petunia and vinca; 530mL pots for marigold, petunia and vinca; 1800-mL pots for chrysanthemum and 3.8-L containers for Pittosporum, Photinia and Juniperus. A controlled-environment, aerobic incubation was performed within 10 days of collection to determine short-term nitrogen mineralization/immobilization. A moist 9:1 soil : CGW blend (w/w) was moisture equilibrated under 25 kPa pressure then incubated at constant moisture at 30 °C for 14 days, followed by extraction in 2N KCl. The change in mineral-N concentration over the incubation period represented net mineralization/ immobilization. Growth of bedding plants in sixpacks. Seedlings resulting from germination experiments were transplanted into six-packs containing various CGW:UC Mix blends and transferred to a green- z Electrical conductivity, dS . m-1 x NH 4 -N + NO 3 -N, mg . kg-1 y Cation exchange capacity, mol(+) . kg-1 w Change in mineral content during 14-day incubation of a 10% CGW/soil blend relative to unamended soil; negative numbers indicate net immobilization v Percent seed germination x radicle length x 100, in relation to a distilled water control Summer, 1997 Growth of bedding plants in 530-mL house for subsequent growth studies. Seedlings were transplanted into the same blend used for germination. Six-packs (four/species/CGW blend) were arranged in a randomized complete-block design on the greenhouse bench at 22-30 °C and irrigated daily with a half-strength Hoagland's Solution. Each bedding plant species was grown to a marketable size in the six-pack. This took 28, 42 and 43 days for marigold, petunia and vinca, respectively. Half the plants grown in sixpacks were harvested to estimate plant growth by measuring leaf area (marigold and vinca only) and top fresh and dry mass. nodes and black-clothed (5:00 p.m. to 8:00 a.m.) to induce flowering. After 10 weeks, all plants were harvested to estimate plant growth by measuring height and stem and flower fresh and dry mass. dated thorough leaching (> 2X volumes of half-strength Hoagland's Solution #2) before use. Despite low C : N ratios (<12), three of four CGW samples showed net N immobilization in the controlled environment incubation; these three samples also showed a substantial decline in mineral N content during aging, and one (Sample 3) inhibited tomato germination and seedling growth in the phytotoxicity assay (Germination Index, Table 1). These were all indications of incomplete composting. However, the composting period (2-3 months) and technique (windrow, with periodic turning) was typical of CGW operations in California. pots. The remaining half of the plants were transplanted into 530-mL pots for subsequent growth studies. The blends used in the 530-mL pots were identical to those used in the six-packs and each plant was continued in the blend in which it had been growing. The pots were arranged in a randomized complete-block design on a greenhouse bench. Each species was grown to a marketable size. This took 21, 18, and 28 days for marigold, petunia, and vinca, respectively. All plants were harvested to estimate plant growth by counting flowers (marigold only) and obtaining leaf fresh/ dry mass and flower fresh/dry mass (marigold and petunia only). Differences also existed in air-filled porosity, water holding capacity and bulk density of the blends (Table 2). Air-filled porosity was variable, but generally low; media with AFP <10% require careful water management. CGW had similar (Sample 2) or higher bulk density and lower water holding capacity than UC Mix. CGW Sample 3 had the largest particle size (90% >0.5 mm, mass basis), while all other CGW samples and CGW : UC Mix blends had 30% or more mass in particles <0.5 mm. No media evaluated met the standard of 70% of particles in the 0.5 - 4.0 mm range. Germination of bedding plants. Growth of chrysanthemum. Rooted cuttings of Dendranthema x grandiflorum 'White Diamond' were planted (one cutting/pot) into 1800-mL pots containing blends of CGW samples 1 and 3 with UC Mix and grown in the greenhouse. Pots were arranged on a greenhouse bench in a randomized complete-block design. After 1 week, the plants were pinched to five Growth of woody perennials. Liners of Pittosporum tobira 'Wheeleri', Photinia x fraseri and Juniperus sabina 'Moon Glow' were transplanted into 3.8liter containers of CGW:UC Mix blends on 14 Apr. 1994. On 17 May 1994, slowrelease fertilizer (15 g, Nutricote 20-7-10, Type 180, Plantco, Inc., Brayton, Ontario, Canada) was applied as a topdress to each container. Plants were grown in an outdoor container nursery and automatically irrigated daily with tap water. Containers were arranged into two blocks with five replications per block. On 28 Nov. 1994, all plants were harvested to estimate plant growth by measuring top and root fresh and dry mass. All data for all experiments were analyzed using the General Linear Model (GLM) Procedure of the SAS statistical system (SAS Institute, 1988). Results and Discussion Germination percentage for marigold was between 84%±9% and 98%±4% (overall mean = 90%) in all media except unamended sample 4 (53%±18%). Germination percentage for petunia was between 53%±4% and 70%±7% (overall mean = 58%) in all media except for those in the 1:0, 3:1, 1:1 (CGW:UC Mix) blends (Sample 1) and unamended samples 3 and 4. The germination percentages for those Physiochemical characteristics. Physiochemical characteristics of CGW differed substantially among samples (Table 1). CGW samples 3 and 4 were higher in EC and percent ash, but lower in N, P and K than samples 1 and 2. Macronutrient content was lower and ash content higher than is typical of more conventional agricultural composts, reflecting the substantial quantity of organic material (bark, tree trimmings, etc.) present in the municipal green waste feedstock. The relatively high EC in all samples man- Table 2. Physical characteristics of composted green waste (CGW) and CGW : UC Mix blends. All samples were 5 cm deep. blends were 48%±4%, 38%±0%, 29%±1%, 40%±11%, and 29%±6%, respectively. Germination percentage for vinca was between 30%±16% and 60%±11% (overall mean = 40%). This is a relatively low germination response for vinca and may have been due to low viability of the seed used. Growth of bedding plants in 530-mL pots. Leaf fresh and dry mass of marigolds grown in 530-mL pots containing CGW Sample 1 differed significantly in some blends. In CGW Samples 2, 3 and 4, marigolds showed reduced growth in blends > 3:1, 1:1 and 3:1, respectively. Growth of chrysanthemum in 1800mL pots. The height and stem and flower fresh and dry mass of chrysanthemums irrigated daily with half-strength Hoagland's Solution and grown in 1800mL pots containing CGW Samples 1 and 3 were less in blends > 1:1. Overall, chrysanthemums grown in CGW Sample 1 were taller and had higher stem and flower FM and DM. Leaf fresh and dry mass and flower dry mass of petunias grown in 530-mL pots containing CGW Sample 1 were similar in all blends. In CGW Samples 2, 3 and 4, petunias showed reduced leaf fresh and dry mass in blends > 3:1. Flower dry mass was reduced only in the unamended Sample 4. The leaf fresh and dry mass of vincas grown in 530-mL pots were reduced in blends greater than 3:1, 3:1, 1:1, and 3:1 for Samples 1, 2, 3 and 4, respectively. Growth of woody perennials. There were no differences in top and root fresh and dry mass for all three woody ornamentals, Juniperus, Photinia and Pittosporum, grown in blends of CGW Sample 1 and UC Mix. Total dry mass for all five blends ranged from 31.1 to 39, 21.9 to 43.5 and 14.1 to 23.6 g for Juniperus, Photinia and Pittosporum, respectively. Conclusions Unblended CGW, regardless of sample, was not consistently equivalent to UC Mix in terms of overall plant growth; in some cases growth was drastically reduced in unblended CGW. If CGWs are to be used as a container medium, they will have to be blended with some other material to minimize inherent deficiencies (water holding capacity, porosity or other characteristics) and variability among sources. As a group, germinating seeds of all three bedding plant species were most The poor overall performance of Samples 3 and 4 was likely due, in part, to incomplete composting. Compost maturity is an important characteristic of CGW. Lack of compost maturity of CGW Samples 3 and 4 was suggested by decreased mineral N during aging and negative Mineralization Indices. Differences in the ECs among the four samples was not a factor, given the amount of leaching done before their use. adversely affected by the CGW:UC Mix blends while the woody plants were the least affected. In general, larger plants (liners, rooted chrysanthemum cuttings, bedding plants grown in six packs) were best able to grow in media with high CGW content. Despite the heterogeneity of the CGW samples, their use as an amendment (25% 50%, by volume) is very promising. There was no evidence of pathogen problems and the work of others strongly suggests that CGW may suppress common root pathogens. Viable weed seeds were present in all CGW samples, but at very low populations. The cost of producing CGW is subsidized by tipping fees paid by the generators of the waste, so the finished CGW will be very cost effective. It is generated in urban areas, relatively near nurseries, so transport costs will also be less than for peat moss and timber byproducts (e.g., bark). Currently, peat moss, at $88.00/m 3 , is more than four times the cost of CGW. At $20/m 3 , CGW could be a lower-cost alternative to peat or bark products routinely used in container media. This study is published in its entirety in HortScience, Vol. 32 (1), February, 1997. For reprints, contact David Burger at: firstname.lastname@example.org. Literature Cited Statutes of California and Digests of Measures, 1989. Public Resources Code, Section 40052. Hoagland, D.R. and D.I. Arnon, 1950. The water-culture method for growing plants without soil. California Agr. Expt. Sta. Circ. 347. SAS Institute, 1988. SAS/STAT user's guide, release 6.03 ed. SAS Inst., Cary, N.C. Growth of bedding plants in sixpacks. Total leaf area, top fresh and dry mass for marigolds grown in six-packs containing blends of CGW Samples 1 and 2 were not significantly different from those in UC Mix. For CGW Samples 3 and 4, marigolds grown in CGW:UC Mix ratio blends > 1:1 (e.g., 3:1 and 1:0) had lower total leaf area and top fresh and dry mass. Top fresh and dry mass of petunia plants grown in six-packs containing CGW Sample 1 differed significantly in some blends. Petunias grown in unamended CGW Sample 2 had lower top fresh and dry mass. In CGW Sample 3, petunias grown in media with 75% or more CGW had lower top fresh and dry mass, while in CGW Sample 4 those plants grown in 50% or more CGW had lower top fresh and dry mass. Total leaf area, top fresh and dry mass of vinca plants grown in six-packs containing CGW Sample 1 were not significantly different in any blends. Vinca grown in unamended CGW Sample 2 had lower total leaf area and top fresh mass. In CGW Samples 3 and 4, vincas grown in CGW:UC Mix ratio blends greater than 1:1 had lower total leaf area, top fresh mass and dry mass. Summer, 1997 News From the Ex(tension) Files Ms. S. T. phoned the department with this query: Mr. B. D. of Rancho Cordova writes: My roses are just about to put out the first blooms of the spring. Unfortunately, several of the buds are drooping as if wilted from lack of water. I know the plants have enough moisture so what could be the problem? "Flagging" or drooping of young rose shoots in the spring despite adequate moisture is not an uncommon sight. It is usually evidence of the presence of certain insect larvae in the stem. The raspberry horntail is a wasp that lays its eggs just under the bark of rose stems. The larvae that hatch feed on the stem tissue, damaging the water-conducting cells. The result is wilting of the shoot tips and loss of the season's first blooms. There are also several types of stem borers that attack roses including the Pacific flatheaded borer and flatheaded appletree borer. These insects are beetles as adults and lay eggs on stem surfaces that hatch to form flatheaded larvae. The larvae bore into stems and feed on tissues cutting off the water supply to the shoot tips. The only effective control for these insects is removal and destruction of infested stems. The wilting shoots should be pruned out below any noticeable holes or swelling that would indicate the presence of larvae. I was recently given a lovely heather plant and have displayed it in my kitchen window for several weeks. The surface of the soil in the container is now covered with green strap-like leaves that have little palm trees growing out of them. Does anyone know what this is? What you have in your pot of heather is called a liverwort, a very primitive plant related to mosses. Although it is considered a troublesome weed of container plants in nurseries, it is considered one of the most ancient forms of plant life and a delightful curiosity by botanists and certain research associates. The green ribbon-like body or thallus of the plant grows in very moist, shady conditions (a pot of heather is perfect) and produces primitive roots called rhizoids on the underside for water and nutrient absorption. The thallus continues growing and occasionally branches, forming a flat mat on the soil surface. If a piece is broken off it can resume growth and form a new plant under the right conditions. Small cups on the upper surface produce special asexual reproductive structures that can establish new plants if dislodged from the cup by splashing water. The structures that look like small palm trees are actually the sexual reproductive parts and occur on separate male and female plants. Don't ask me how they get together but it requires lots of water. In any case, you have the option of removing the liverwort from your heather plant, but there are those among us who would be more inclined to neglect the heather and cultivate the lowly liverwort. News from the Department Chair This issue of Growing Points will be the last one created by Susan Imboden. Susan assumed responsibility for writing, editing, publishing and distributing Growing Points in 1997. Under her watchful eye and professional touch Growing Points grew (pun intended) into a model publication focused on sharing campus-based information with our important friends and alumni. She also put Growing Points onto a regular schedule whereby you could expect an issue four times each year. Susan has moved on to bigger and better professional opportunities and we wish her well. Thanks Susan!! Composting With Worms Getting Started Choose a bin. get them from a friend's worm bin, or check with your local UC Extension office to locate a source in your area. Buy a bin, or build one out of wood, plastic, an old dresser drawer, shipping crate, or barrel. What kind of bin? snug-fitting lid, and holes in the bottom or sides for ventilation. To keep rodents out, the holes need to be 1/ 4" or smaller. The rule of thumb for bin size is two square feet of surface area per person. An average two-person house would need a bin about 2'x2' = 4 square feet, or two bins that are 1'x2' = 2 square feet each. Your bin needs to be 10"-16" deep, have a Information for this article was obtained from brochures produced by the Alameda County Waste Management Authority & Source Reduction and Recycling Board. The Authority teaches home composting to residents of Alameda County. Visit their website at: www.stopwaste.org Start your worms off with about a quart of fruit and vegetable trimmings (see "Do's and Don'ts" section). Then leave them alone for a couple of weeks while they get used to their new home. Feed worms their first meal. Always keep a 4" to 6" layer of fresh bedding over the worms and food in your bin. Pick a place. laundry room, garage, basement, patio, deck, or in your garden. Locate your bin where it will not freeze or overheat--in a pantry, kitchen corner, Make a worm bed. Maintaining Your Worm Bin Worms like to live under lots of moist paper or leaves. This helps keep them cool and moist, gives them fiber to eat, and prevents fruit flies from getting to the food. To make your worm bed, tear black and white newspapers into one-inch strips, fluff them up, then moisten them so they are as damp as a wrung-out sponge. Fill your bin 3/4 full with this moist "bedding." Shredded, corrugated cardboard, leaves, compost, sawdust and straw can also be added in as bedding. Sprinkle bedding with a few handfuls of soil. Do not use glossy paper or magazines. Adopt some worms. Keep bedding as moist as a wrung-out sponge. In a plastic bin, add dry bedding to absorb excess moisture. Wooden bins may require adding water occasionally. Compost worms are often called "red worms" or "red wigglers." They are different from earthworms and nightcrawlers who live underground. You can find red worms in an old compost pile, Feed your worms about a quart (one pound) of food scraps per square foot of surface area in your bin per week. To avoid fruit flies and odors, always bury food under the bedding. Don't dump and run! Add fresh bedding every 1-3 months. Summer, 1997 UC Davis Program Teaches Kids About Composting Each spring, the UCD Children's Garden Program (CGP) hosts 2,000 children, teachers and parents on field trips to the Plant Science Teaching Center and Student Farm. Started in 1985 by a student who wanted to work with children in a garden setting, the site consists of about ¾ acre of annual beds, mixed fruit trees, culinary and medicinal herbs, native perennials, plants attractive to beneficial insects and hummingbirds, and other ornamentals. According to CGP program director Carol Hillhouse, the farm staff has recently obtained a grant from the Slosson Research Endowment Fund to improve the garden and develop additional educational materials for the program. "Recycling with worms is easy, even for people who don't do a lot of gardening," explained Cynthia, "because everyone has kitchen waste." The ability to recycle kitchen Several horticulturists contribute expertise to this project. Cynthia Havstad, coordinator of the Alameda County Master Composter Program tends compost bins two days a week at the farm where she is school gardens project coordinator. Recently, I watched her dump discarded bits of onion, cabbage, celery, tomatoes and eggshell into the worm bin as she explained what is known as vermicomposting—the feeding of kitchen waste to worms to produce a nutrient-rich soil amendment. waste, which comprises 10 percent of municipal solid waste, is an important part of reducing landfill volume. Vermicomposting is one of two kinds of composting practiced at the farm where staff and students also recycle vegetative garden waste in garden- and farm-scale systems. These three systems demonstrate the recycling of nutrients and provide an opportunity for hands-on learning about how to compost. - Susan Imboden Cynthia Havstad, school garden project coordinator, distributes kitchen waste in the UCD Student Farm worm bin (above). The farm obtains preconsumption waste materials from the campus coffeehouse. "Red wrigglers" (left) reproduce at a rapid rate. It is estimated that, under the right conditions, the number of worms in a vermicomposting bin will increase from eight to 1,500 over a six-month period. Harvesting and Using Worm Compost Harvest worm compost at least once each year to keep your worms healthy. You can start harvesting 2-3 months after you set up your bin. Simply reach in and scoop out the brown crumbly compost, worms and all. You can also move the contents of your bin to one side, place fresh bedding and a handful of soil in the empty space and bury food there for a month or two. Harvest the other side after the worms have migrated to the new food and bedding. Using worm compost will help your plants thrive by adding nutrients and humus to the soil. Sprinkle a 1/4" to 1" layer at the base of indoor or outdoor plants, or blend no more than 20% worm compost into potting mix or garden soil. For More Information: Backyard Composting, 1992, Harmonius Technologies, Harmonius Press, Ojai, CA 96 pp. Rodale Book of Composting, 1992, G. Gershuny, St. Martin's Press, New York, NY, 278 pp. Worms Eat My Garbage, 1982, Mary Appelhof, Flower Press, Kalamazoo, MI, 100 pp. Subscription Information Anyone wishing to receive Growing Points may be placed on the mailing list by calling (530) 752-0130. There is no subscription charge. Address Error? Due to a corruption in our mailing list, some copies of the Winter issue were incorrectly addressed. We hope that we have found and corrected all of the errors and thank those of you who have already contacted us about the problem. Please check your name and address below and let us know if there are corrections we have missed. Thanks also to those of you who responded to the Reader Survey in the Winter issue. For those who may not have received the issue, we have included it again here for your use. Reader Survey The Growing Points articles I have found most useful are: _______________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________. 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Environmental Horticulture Dept., University of California, One Shields Ave., Davis 95616-8587 Growing Points Editor Phone: 530-752-0130; Fax: 530-752-1819 Cooperative Extension U.S. Department of Agriculture University of California Oakland, CA 94612-3560 Mail ID: 6556 Official Business Penalty for Private Use: $300 An Equal Opportunity Employer	<urn:uuid:04923658-f4b6-4669-b970-425809f7c4d2>	CC-MAIN-2023-14	https://ucanr.edu/sites/EH_RIC/newsletters/Vol3_No2_Spring_199937624.pdf	2023-03-28T21:22:03+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296948871.42/warc/CC-MAIN-20230328201715-20230328231715-00506.warc.gz	674,314,874	6,874	eng_Latn	eng_Latn	0.99375	eng_Latn	0.997805	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2745, 7432, 12329, 17574, 21097, 23694, 26909, 28699 ]	[ 1.1640625, 2.90625 ]	1	1
"Passing the Torch" Bible Crafts from 2 Kings 2:11-12 on the Elijah and Elisha Passing on the Torch… Craft Ideas for Elijah and Elisha The prophet Elijah is a fascinating figure to explore. He was truly a man of God, used by Him to speak to a people that often ignored His words. In this story, though, we see the ultimate victory of Elijah. The man who once called fire down from Heaven was taken up into Heaven by a chariot of fire. The lesson here focuses on Elijah and his successor. Elisha saw his teacher depart, and pleaded with him to receive an extra measure of spiritual ability after he left. These crafts celebrate the flaming transport that took Elijah, as well as the concept of passing on duties to the next in line. Verses or Captions to Consider… And as they still went on and talked, behold, chariots of fire and horses of fire separated the two of them. And Elijah went up by a whirlwind into heaven. 12 And Elisha saw it and he cried, "My father, my father! The chariots of Israel and its horsemen!" And he saw him no more. - 2 Kings 2:11-12 Pass on the torch…Carry the Gospel! Keep it going… a Student for the Lord Chariots of Fire…Elijah meets God! Listen to teachers…carry on the Word! Watch the video demonstration of this craft on our YouTube channel Craft one: "Chariots of Fire" You will need: * Cups (foam or paper) * Paper or cardstock * Scissors * String or pipe cleaners * Glue or tape * Crayons or markers * Hole punch * Popsicle stick or spoon (optional) Procedure: 1. Decorate your cup to make it a "chariot" seat. If desired, decorate a spoon or popsicle stick to place "Elijah" inside the chariot. 2. Color and cut a horse picture, or cut out a horse from construction paper or cardstock. 3. Use a hole punch to attach the horse to the cup using pipe cleaners. 4. Cut out small circles for "wheels" and paper "flames", and attach to the side of the chariot. 5. Use your flaming chariot to recount the Elijah story from 2 Kings 2! Craft Two: "Pass on the Baton Torch" You will need: * Paper (construction or cardstock) * Markers or crayons * Stickers, glitter, or other decorations * Paper towel or toilet paper tube * Scissors * Tape or glue * Tissue paper (optional) Procedure (use one of these ideas or adapt and do others): 1. Decorate the towel tube with captions, verses, stickers, and other decorations. 2. Cut "flames" from construction paper, or use colored tissue paper for fire. 3. Glue or tape the paper fire elements into the tube. 4. Use the "torch" to recall the story of Elijah and importance of carrying on the legacy someone else starts. This message was prepared by Kristin Schmidt, who serves at the Epiphany Lutheran Church in Castle Rock, CO. She has shared her teaching gifts through Ministry-To-Children since 2014 and now serves as our lead curriculum writer. Kristin has a professional background in elementary and pre-school education. A graduate of Biola University, she holds a Master of Education and will receive the Master of Theology degree from Concordia University, Irvine, California, in May 2020. Kristin grew up in southern California and lived the past 10 years in Georgia. She is a long-distance runner and voracious reader. * Over 400 Printable Bible Coloring Pages * Over 800 Bible Lessons and Complete Sunday School Curriculum * New Children's Sermons Object Lessons every week * Our sister website called Sunday School Works! If your church buys resources, please consider using The Sunday School Store. Church budgets are tight. That's why our digital curriculum is half the cost of printed material. Even when finances are limited, your teaching can make an eternal difference.	<urn:uuid:ed32a440-c6d9-44af-9f6c-a9dedc31b4c0>	CC-MAIN-2023-14	https://ministry-to-children.com/wp-content/uploads/2021/02/Bible-Crafts-on-Elijah-and-Elisha.pdf	2023-03-28T21:26:36+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296948871.42/warc/CC-MAIN-20230328201715-20230328231715-00508.warc.gz	454,674,154	867	eng_Latn	eng_Latn	0.99445	eng_Latn	0.99672	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1289, 1984, 2614, 3687 ]	[ 2.125 ]	1	0
Easter Craft Ideas He is Risen! (John 20:1-18) Easter is here! After journeying through the season of Lent and the solemnity of Good Friday, Easter is a joyous celebration. There are many fun and festive possible activities to create in celebrating springtime or Easter. As with most things in life, the central element here should be the Gospel of Christ. These crafts suggest creative ways to consider the joy and miracle of the Resurrection. A jelly bean mosaic provides a colorful way to contemplate Easter symbols. A "transforming" caterpillar and butterfly craft invite students to recall how Jesus died and came back to life. Happy crafting! Verses or Captions to Consider… But the angel said to the women, "Do not be afraid, for I know that you seek Jesus who was crucified. 6 He is not here, for he has risen, as he said. Come, see the place where he lay. - Matthew 28:5-6 7 Then go quickly and tell his disciples that he has risen from the dead, and behold, he is going before you to Galilee; there you will see him. See, I have told you." 8 So they departed quickly from the tomb with fear and great joy, and ran to tell his disciples. -Matthew 28:7-8 Therefore, if anyone is in Christ, he is a new creation. The old has passed away; behold, the new has come. -2 Corinthians 5:17 He is risen! Hallelujah! Happy Easter Jesus rose from the dead and brings new life! More Teaching Ideas: * Watch the video demonstration of this message and related craft ideas * Compare our Sunday School Lesson on John 20:1-18. * Compare another Easter lesson or see all our Easter Ideas for Children's Ministry * See all our latest children's sermons, Sunday School Lessons, and Sunday School curriculum You will need: * Scissors * Construction paper (any color) * Markers or decorating materials * Glue or tape * Stencils (optional) * Paper Plates (optional) * Jelly beans * Pipe cleaner or string (optional) Craft one: "Jelly Bean Mosaic" Procedure: 1. Select a paper, cardstock, or paper plate as a base. 2. Use a stencil or free hand to draw an outline of desired image (cross, butterfly, heart, etc.). Color, if desired. 3. Attach additional decorations and/or verses or captions. 4. Spread glue on the shape, a section at a time. Attach jelly beans to the glue in varied colors. Allow to dry thoroughly. 5. Add a string or pipe cleaner if desired, to hang. Craft Two: "Butterfly Resurrection" You will need: * Construction Paper or tissue paper * Glue, tape, or staples * Google eyes or pom-poms (optional) * Scissors * Pipe cleaners or string * Coffee filters or cupcake liners * Paper bags * Toilet paper or paper towel rolls Procedure: 1. Decorate your tube (toilet paper or paper towel) like a caterpillar, attaching a "face" and legs, if desired. Use curled pipe cleaners for antennae. 2. Decorate the paper bag like a chrysalis, adding stickers and verses or captions. 3. Use coffee filters, cupcake liners, or accordion-folded paper to create "wings." 4. Attach wings to caterpillar body to create a butterfly. 5. If schedule and audience allow, place the caterpillar into the chrysalis, and "transform" into butterflies on the sly. Alternatively, allow students to turn their own caterpillars into butterflies. Emphasize the resurrection element in play. Thank you for downloading these free materials. Our team is grateful for your trust and pray that God will bless your ministry. This resource was prepared by Kristin Schmidt (pictured right). She serves at the Epiphany Lutheran Church in Castle Rock, CO. She has shared her teaching gifts through Ministry-To-Children since 2014 and now serves as our lead curriculum writer. Kristin has a professional background in elementary and pre-school education. A graduate of Biola University, she holds a Master of Education and will receive the Master of Theology degree from Concordia University, Irvine, California, in May 2020. Kristin grew up in southern California and lived the past 10 years in Georgia. She is a long-distance runner and voracious reader. My name is Tony Kummer (pictured below). I started Ministry-To-Chidlren.com in 2007 as a free resource for anyone sharing Jesus with kids. It is my personal honor to share these resources with churches around the world. Reader donations and your support at The Sunday School Store fund these free materials. Please keep us in mind when you are choosing your next children's ministry curriculum. If you enjoy our material, be sure to sign-up for my free email newsletter called "Sunday School Works!" Every Tuesday, I send the latest new lessons, crafts, and coloring pages in print-friendly format to make your lesson planning easy. May God continue to bless your ministry!	<urn:uuid:7768cd6f-fd27-4fb9-a087-020e2056ee4f>	CC-MAIN-2023-14	https://ministry-to-children.com/wp-content/uploads/2021/03/Easter-Craft-Ideas-He-is-Risen-John-20.pdf	2023-03-28T20:43:59+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296948871.42/warc/CC-MAIN-20230328201715-20230328231715-00512.warc.gz	451,324,686	1,073	eng_Latn	eng_Latn	0.990054	eng_Latn	0.997177	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1711, 2375, 3286, 4722 ]	[ 2.390625 ]	1	0
AUTHENTIC SCIENCE CURRICULUM IN AN ALTERNATIVE HIGH SCHOOL SETTING by Julia Brunner A capstone submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education. Hamline University Saint Paul, Minnesota May 2019 Content Expert: Kathy Kahn PROJECT DESCRIPTION This project was created to provide an authentic inquiry-based science curriculum for a 9-12 grade Alternative Education setting. The purpose was to incorporate multiple standards and scientific skills and techniques to engage students who can be challenging to motivate and expose them to skills that are needed for scientific inquiry. My research question is: How can science curriculum surrounding authentic tasks be created for nontraditional high school students to increase motivation and rigor ? The project is focussed on not only helping students learn the science of photosynthesis and cellular respiration, but to also show students the value of the scientific method. To help students start to think scientifically and ask their own questions. Much of this project was inspired by my work in an alternative setting and my experiences there. I have seen so many students struggle to see a value in their education which leads to students failing courses and some not graduating. Biology can be a very difficult subject for many students. The amount of content that the Minnesota science standards require does not allow for the time to explore science concepts indepthly enough to appreciate them in my opinion. Also, as I have stated in my literature review, many alternative students have endured traumatic experiences and may live very adult lives. School comes after survival. This curriculum is rigorous and incorporates collaboration, technology, inquiry, and presentations to push students and help them gain confidence in their own abilities. Many students whom I have taught are capable and very intelligent, but they are lacking confidence and skills that they may have missed in previous grades. There is not lacking of ability in most cases just a lack of motivation and confidence. Attendance and students moving schools is an issue that needs to be addressed in alternative programs. Students can have large gaps in their learning, so multiple standards can be taught together and give students content they may missed in the past. This unit has embedded concepts into standards that are often taught isolated from one another in the traditional setting. I wanted to integrate them. I wanted to help students see that science is not isolated, that it is all connected. This unit plan covers the following Minnesota State Standards: * 18.104.22.168.2 Communicate, justify, and defend the procedures and results of a scientific inquiry or engineering design project using verbal, graphic, quantitative, virtual, or written means. * 22.214.171.124.1 Formulate a testable hypothesis, design and conduct an experiment to test the hypothesis, analyze the data, consider alternative explanations, and draw conclusions supported by evidence from the investigation. * 126.96.36.199.2 Evaluate the explanations proposed by others by examining and comparing evidence, identifying faulty reasoning, pointing out statements that go beyond the scientifically acceptable evidence, and suggesting alternative scientific * 188.8.131.52.2 Explain how matter and energy is transformed and transferred among organisms in an ecosystem, and how energy is dissipated as heat into the environment. * 184.108.40.206.4 Explain the function and importance of cell organelles for prokaryotic and/or eukaryotic cells as related to the basic cell processes of respiration, photosynthesis, protein synthesis and cell reproduction. * 220.127.116.11.1 Use words and equations to differentiate between the processes of photosynthesis and respiration in terms of energy flow, beginning reactants and end products * 18.104.22.168.2 Describe the social, economic and ecological risks and benefits of changing a natural ecosystem as a result of human activity. For example: Changing the temperature or composition of water, air or soil; altering the populations and communities, developing artificial (MDE, 2009). This is a lot of material to cover and practice. I think that this six week unit will allow for students to be engaged, become curious, and develop a scientific way of thinking about their world. I am following the Understanding by Design curriculum model developed by Wiggins and McTighe (2011). This model designs lessons by starting with the end goal. There are three stages that I have followed I create the unit, which are the following: 1. Desired Results, where I state which standards and outcomes I want my students to master. 2. Evidence of Learning, where I state what student mastery will look like. 3. Learning Plan, where I design my lessons around the first two stages (2011). This curriculum model allowed me to design lessons that allow for student learning in multiple ways. It utilizes different teaching strategies that include, lecture and note taking, video, discussion, inquiry, hands-on experimentation, and collaborative learning. I recommend teaching this lesson earlier in the year as it allows for students to practice the scientific method and develop their "science thinking." Also, I believe that understanding the interconnections between photosynthesis and cellular respiration is a foundation for biology concepts that include ecology, evolution, and homeostasis. One aspect of Alternative Education Programs is small class sizes. This allows opportunity for one-on-one discussion and assessment between a teacher and the students. It is integral that the teacher makes a connection with each student. I have often found that many alternative students know and understand the content but will refuse to complete traditional assessments. Giving students multiple opportunities to convey what they learn is one of the most important aspects of alternative education and one-on-one attention from a teacher can give students the confidence and support they need to be successful. Unit Summary Summary of unit: This unit will explore how plant and animal cells acquire energy utilizing inquiry-based learning experiences. Students design and conduct experiments about what affects the rate of photosynthesis and cellular respiration. After discovering the connections between photosynthesis and cellular respiration students will be presented with an issue of climate change and how the carbon cycle is affected by human interactions. Students will use their new knowledge of connections between plants and the carbon cycle to explore how they could reduce carbon in the atmosphere in their own communities and globally. The goal of the unit for students to come to their own conclusions about if there are ways to remove carbon from the atmosphere or should we stop relying on fossil fuels as energy sources due to their CO 2 emissions into the atmosphere. This unit should come before a more in-depth unit on human interactions with living systems. So often there is an idea that humanity will clean up after itself or that someone else can take care of a problem for us. This unit will help students understand the urgency for a change in the way humans obtain and use energy. Link to Resources: https://drive.google.com/drive/folders/1osvvlm2GH3inf-AnNjkd996KZsXT6gtU?usp =sharing Stage 1 – Desired Results Objectives/Standards: Essential Questions: 22.214.171.124 Matter cycles and energy flows through different levels of organization of living systems and the physical environment, as chemical elements are combined in different ways. 126.96.36.199 Cells and cell structures have specific functions that allow an organism to grow, survive and reproduce. * Use words and equations to differentiate between the processes of photosynthesis and respiration in terms of energy flow, beginning reactants and end products. * Explain how matter and energy is transformed and transferred among organisms in an ecosystem, and how energy is 1. Where does the mass that makes up organisms come from? 2. Where does the energy that organisms need to grow and live come from? 3. Where and how does photosynthesis occur? 4. What affects the rate of photosynthesis? 5. Where and how does cellular respiration occur? 6. What are the reactants and products of photosynthesis and cellular respiration? 7. How are photosynthesis and cellular respiration connected? 8. What affects the rates of cellular respiration and photosynthesis? 9. What is carbon's role in the environment? 10. What are sources of carbon in the environment? 11. How do human interactions with the environment affect the carbon cycle? dissipated as heat into the environment. * Explain the function and importance of cell organelles for prokaryotic and/or eukaryotic cells as related to the basic cell processes of respiration, photosynthesis, protein synthesis and cell reproduction. 12. How are human interactions with the carbon cycle causing climate change? 13. What can people do to help stop the effects of climate change? 14. How can knowledge of cellular processes be valuable to your everyday life? Where can this knowledge be used? Factual Knowledge Students will know: In photosynthesis plants need Carbon Dioxide CO 2 , Water H 2 O, and Sunlight energy to create Glucose C 6 H 12 O 6 , and Oxygen O 2 . In cellular respiration plants and animals use Oxygen O 2 and Glucose C 6 H 12 O 6 to create Carbon Dioxide, ATP energy, heat and Water H 2 O. Procedural Knowledge Students will be able to: Conceptual Knowledge Students will understand: Design and carry-out an experiment. Collect and analyze data Collaborate with peers Present information The interdependence of humans and plants and the impacts of climate change on that interdependence. The connections between organisms on earth and the environment. Their actions have impacts on the environment. Stage 2 – Assessment Evidence Performance Tasks: Unit Pre-Assessment: * Experimental design and data analysis for photosynthesis lab. * Cellular Respiration Lab * Presentations about photosynthesis and cellular respiration connections and experimental design and findings. * Climate change public service announcement projects. * Giant Sequoia Tree Questioning: Where do trees get their mass? Pair and Share and class discussion. * Concept mapping of where their favorite foods comes from. * Photosynthesis and Cellular Respiration PreTest Other Evidence/Assessments: * Discussion and check-ins with students one-on-one or in their groups. * Presentations of finding from experiments. Stage 3 – Learning Plan Learning Activities: * Giant Sequoia Tree formative assessment questions and discussion. * Experimental design and lab for variables that affect the rate of photosynthesis. * Cellular respiration inquiry lab. * Presentations of experimental design and lab findings. * Carbon intake of Trees Lab * Student-led climate change and the carbon cycle public service announcement projects. Lesson Descriptions Lesson 1: After reviewing the laws of conservation of energy and matter, lesson 1 introduces students to the concept of photosynthesis using a formative assessment question of "Where does the mass of plants come from?" Students will think about what they know about plants and how they can apply that to how they obtain and use energy. Lesson 2: Students will be given a variety of materials and equipment and are asked the questions of how can they design an experiment to help the class uncover the best variables for growing plants. They will all be given radish seeds because they are fast growing. While students collect data on their growing plants they will be asked the question, "How do people and animals, consumers, obtain and use energy?" Students will be asked to think about their favorite food and trace it back to where it came from, what energy and matter was needed for its creation. Students should come to the realization that everything gets its energy from the sun and plants are what allows other organisms to use that energy. Lesson 3: Students will continue to collect data on their radish plants and will start to look more indepthly at cellular respiration using yeast. They will be able to see the effects of different energy sources (protein, lipids, carbohydrates, and a control) on the rate of cellular respiration of yeast. Lesson 4: Students will use the data that they collected from the radish seed photosynthesis experiments and the yeast experiments to make digital presentations about their findings. They will describe their experiments in detail, their data, and their analysis. They should be able to make a connection between the two cellular processes and see the connections between producers and consumers. Lesson 5: Students will use measurements of local tree circumference and identify trees to calculate how much carbon their tree has taken from the environment. This lesson can be found at the Earth Labs website developed by Science Education Resource Center at Carleton College. https://serc.carleton.edu/eslabs/carbon/1b.html Lesson 6: Students will watch a documentary about climate change. Chasing Coral, Chasing Ice , or An Inconvenient Truth are great documentaries. Students will then brainstorm questions they now have. They can work in groups or independently to focus on a question and how they can make it testable or researchable. They will begin to complete research that can help them answer their own question. They should then create a public service announcement to help combat climate change based on their research. They should show what the problem is, background research on their subject, and what people can do to help. Students should see connections between the carbon cycle, human activity, and climate change. Lesson 1 Lesson Topic: Conservation of Matter and Energy Grade level: 9-12 Length of lesson: 2 days or 2 55 min. class periods Stage 1 – Desired Results Content Standard(s): 188.8.131.52 Matter cycles and energy flows through different levels of organization of living systems and the physical environment, as chemical elements are combined in different ways. 184.108.40.206 Cells and cell structures have specific functions that allow an organism to grow, survive and reproduce. Understanding (s)/goals Students will understand: * That 85% of the mass of a tree comes from CO 2 in the air. * Plants utilize the energy from the sun to turn water and carbon dioxide into glucose and wood. * Photosynthesis occurs in the chloroplasts of plant cells. Student objectives (outcomes): Students will be able to: * Explain the chemical reaction of photosynthesis with its reactants and products. * Explain how plants utilize energy from the sun to turn a gas into their own mass. Stage 2 – Assessment Evidence Performance Task(s): Other Evidence: * Students will be given the handout from Life Science Assessment Probes "Giant Sequoia Tree." * Small group discussion * Large group discussion * Exit Ticket Stage 3 – Learning Plan * Student discussion one-on-one with teacher. * Answered questions in note packet. Essential Question(s): 1. Where does the mass that makes up organisms come from? 2. Where does the energy that organisms need to grow and live come from? 3. Where and how does photosynthesis occur? * * Learning Activities: * Students will be given the handout called, Giant Sequoia Tree from NSTA Uncovering Student Misconceptions: Life Science Assessment Probes book. Allow them 5 minutes to think about the question and answer it. * Tell students to share their answer with a partner and discuss how they decided on their answer. (3 min) * Open the discussion to the whole group and write key words on the board. (5 min). * Give students the Cellular Respiration and Photosynthesis Pretest * Show students the video: Where Do Trees Get Their Mass From (4:09 min) https://www.youtube.com/watch?v=2KZb2_vcNTg * Lecture using a powerpoint on cell energy, have students complete guided notes, that describes where and how photosynthesis takes place. (15 min.) * Students complete an exit ticket that asks: What do plants need to grow? What are the products and reactants of photosynthesis? Where does photosynthesis take place Lesson 2 Lesson Topic: Photosynthesis Grade level: 9-12 Length of lesson: 1 week or 5 55 min. class periods to collect data. Stage 1 – Desired Results Content Standard(s): 220.127.116.11 Cells and cell structures have specific functions that allow an organism to grow, survive and reproduce. 18.104.22.168 Matter cycles and energy flows through different levels of organization of living systems and the physical environment, as chemical elements are combined in different ways. 22.214.171.124.2 Communicate, justify, and defend the procedures and results of a scientific inquiry or engineering design project using verbal, graphic, quantitative, virtual, or written means. 126.96.36.199.1 Formulate a testable hypothesis, design and conduct an experiment to test the hypothesis, analyze the data, consider alternative explanations, and draw conclusions supported by evidence from the investigation. Understanding (s)/goals Essential Question(s): Students will understand: * How to design and implement an experiment. * Temperature, light intensity, and amount of water affect the rate of photosynthesis. Student objectives (outcomes): Students will be able to: * Ask a question about photosynthesis and design an experiment around that question. * Collect and analyze data from plants they have grown. * Determine which variables had the greatest effect on the rate of photosynthesis of their radish seeds. Stage 2 – Assessment Evidence Performance Task(s): Other Evidence: * Experimental Design * Data collection and analysis * Explain what plants need to grow * Discussion with teacher about experimental design and data collection. * Students individual answers to post-lab questions. Stage 3 – Learning Plan 1. Why is it important to only change one variable at a time when designing an experiment? 2. What affects the rate of photosynthesis? 3. What do plants need to grow? * Learning Activities: Materials: * Radish Seeds (or other fast growing plant) * Potting Soil * Gravel, wood chips, compost, other soil medium * Growing light * Access to a window * Seed starting pots * Heat pads * Water * Fertilizer * Plastic covering, cling-wrap or some sort of cover for the plants * Lab template write-up template (optional) * Student handout #1 Focusing Preliminary Research Ideas (see folder) * Student handout #2 Research Design Table (see folder) Day 1: * Have all of the materials set out on a table and ask students to come and observe them. * Have students rank with ones they think are most important for growing plants. * Explain to students that they are going to be designing their own experiment to see what variables have the greatest effect on plant growth. * As a review of experimental design show students the video called Controlled Experiments on Youtube (2:34 min) https://www.youtube.com/watch?v=VhZyXmgIFAo * Give students the Focusing Preliminary Research Ideas handout and ask them to complete the worksheet. They should be given at least 20 minutes to brainstorm and discuss what variables they are going to be manipulating. They can work alone or with a group (2 to 3 works best) Day 2: * Have the following warm-up question on the board, or something similar: The plants in the pot on my patio are dying. How can I figure out what is making them sick using the scientific method? * Allow students 5 minutes to come up with a plan. Then have them share with a partner for another 3 minutes. * Call on a few students to share their ideas. * Give students the Research Design Table worksheet and have them start working on designing their own experiments to see what variables affect the rate of photosynthesis. * Check-in with each group to make sure they have a solid plan for the next day. * Students should turn in their Research Design Tables for assessment by the teacher. Feedback is very important for the next step. Day 3: * Students will set-up their experiments and start writing their lab reports with the following information on a google doc: 1. Question/Problem 2. Hypothesis 3. Independent Variable 4. Dependent Variable 5. Controls 6. Experimental Group(s) 7. Materials 8. Procedure 9. Data Table 10. Graph 11. Conclusion 12. Analysis (Students can also be given a template for this) * Students should begin setting up their experiments with time for clean-up at the end. * Students should be ready to start collecting data the next day and for the next 5 days at least to see the effects of their experiments on the plant growth. Giving 10 minutes at the beginning of each class to care for the plants and collect data. Lesson 3 Lesson Topic: Cellular Respiration Grade level: 9-12 Length of lesson: 120 min. or 2 55 min. class periods Stage 1 – Desired Results Content Standard(s): 188.8.131.52 Cells and cell structures have specific functions that allow an organism to grow, survive and reproduce. 184.108.40.206 Matter cycles and energy flows through different levels of organization of living systems and the physical environment, as chemical elements are combined in different ways. Understanding (s)/goals Essential Question(s): Students will understand: * Organisms, including single-celled yeast fungus, need glucose for cellular respiration to occur. * Cellular respiration occurs in the mitochondria of cells. * Temperature and beginning reactants affect the rate of cellular respiration Student objectives (outcomes): Students will be able to: * Follow a lab procedure to see the effects of different reactants in the cellular respiration reaction using yeast. * Collect and analyze data from a lab experiment. * Make a conclusive statement about what reactants give the highest rate of cellular respiration thus giving an organism the most energy. Stage 2 – Assessment Evidence 1. What are the products and reactants for cellular respiration? 2. What affects the rate of cellular respiration? 3. What is yeast? 4. What is the difference between aerobic and anaerobic respiration? 5. How do people use these processes in their everyday lives? Performance Task(s): * Cellular Respiration Lab Learning Activities: Materials: * Cell Energy powerpoint and note packet * Cellular Respiration Using Yeast Lab Packet * Plastic water bottles (enough for each group to have 4) * Balloons (each group will need 7) * Sugar * Yeast * Distilled Water * Protein Milk or Powder * Vegetable Oil * A way to warm water or a heating pad * Ice Cubes * Finish the powerpoint presentation on cell energy and have students finish their note packet. * Help students get ready for this by asking students to write the equations for Cellular respiration and photosynthesis on the board. Give students 5 minutes and then ask volunteers to write their answers on the board. * Arrange students into groups randomly or allow them to choose their own groups and handout lab packet. * Have students read through the lab and procedure and have them highlight important information. Check-in with each group and ask them to explain how to complete the lab so there isn't any confusion with the procedure. * Allow 2 days for the students to complete the lab. Other Evidence: * Small group discussion * One-on-one teacher-student discussion. * Questions answered in note packet Stage 3 – Learning Plan Lesson 4 Lesson Topic: Connections Between Cellular Respiration and Photosynthesis Grade level:9-12 Length of lesson: 3-5 Days that includes a day for presentations. Stage 1 – Desired Results Content Standard(s): 220.127.116.11 Cells and cell structures have specific functions that allow an organism to grow, survive and reproduce. 18.104.22.168 Matter cycles and energy flows through different levels of organization of living systems and the physical environment, as chemical elements are combined in different ways. 22.214.171.124.2 Communicate, justify, and defend the procedures and results of a scientific inquiry or engineering design project using verbal, graphic, quantitative, virtual, or written means. 126.96.36.199.1 Formulate a testable hypothesis, design and conduct an experiment to test the hypothesis, analyze the data, consider alternative explanations, and draw conclusions supported by evidence from the investigation. Understanding (s)/goals Essential Question(s): Students will understand: * Plants (producers) are able to utilize energy from the sun and make their own food. * Consumers get their energy from plants and other animals. * If it wasn't for a plant's ability to use sunlight and CO 2 to make their own food life would not exist on earth. * Plants create the O 2 that other organisms need to survive and take in the CO 2 that they output. * Plants and animals are interconnected. 1. What is the role of plants in an ecosystem? 2. How does the law of conservation of mass and energy apply to photosynthesis and cellular respiration? 3. Do plants use cellular respiration? 4. Where and when do cellular respiration and photosynthesis take place? 5. Why is it important for scientists to communicate their results? 6. What makes an experiment valid? Student objectives (outcomes): Students will be able to: * Communicate their findings from their photosynthesis experiments and cellular respiration lab data to the class. * Peer review groups experimental design and data analysis. * See the interconnections between photosynthesis and cellular respiration. Stage 2 – Assessment Evidence Performance Task(s): Other Evidence: * Students create and present digital presentations to communicate their experimental design, data, and what they have learned. * Check-ins with the teacher * Daily reflections of how the presentations are going and goals for the next day. * Peer Evaluations * Students peer review each other's experimental designs. Stage 3 – Learning Plan Learning Activities: Materials: * Chromebooks * Internet access * Google Slides * Textbooks * Peer Review Student Worksheet * Pictures of their experiments * Students should be given the handout with the requirements for their presentations. * Allow students 3 days to create their presentations. * The day of the presentations give students a peer review work * Allow a class period for presentations * Students should fill out a peer review worksheet for each presentation. Lesson 5 Lesson Topic: Carbon cycle and Trees Grade level:9-12 Length of lesson: 1-2 Class Periods Stage 1 – Desired Results Content Standard(s): 188.8.131.52 Matter cycles and energy flows through different levels of organization of living systems and the physical environment, as chemical elements are combined in different ways. Understanding (s)/goals Essential Question(s): Students will understand: * The majority of the mass of trees comes from CO 2 in the atmosphere. * Trees take CO 2 out of the atmosphere and turn it into wood and glucose. * Where do trees get their mass from? * How does carbon get cycled through the environment? Student objectives (outcomes): Students will be able to: * Take measurements for the circumference of tree trunks * Identify tree using a dichotomous key * Calculate the amount of carbon help within a tree Stage 2 – Assessment Evidence Performance Task(s): Other Evidence: * Carbon storage in Local Trees Lab * Class discussions * One-on-One teacher questioning Stage 3 – Learning Plan Learning Activities: Materials: * Dichotomous Key for Minnesota Trees * Link to SERC Earth Labs: Carbon Storage of Local Trees https://serc.carleton.edu/eslabs/carbon/1b.html * Lab Handout from SERC Website * Access to trees outside * Calculators * String * Meter sticks * Give students access to the link with the website for the Carbon in Local Trees Lab from SERC @Carleton.edu * Have students watch the video on the web page about where the mass of trees comes from as a review. https://serc.carleton.edu/eslabs/carbon/1b.html * Give students the lab handout and read through the directions together. * Go outside and have students choose a tree they want to work with. * Students should identify the tree species using a dichotomous key. * Give each group a string and have them wrap it around the trunk of a tree marking the circumference of the tree. * When students have all gathered the needed information they can go back into classroom. * Have students write their measurements and tree species on the board. * Students should complete the lab and turn it in. * Students can add up the amount of carbon all of their trees contain. * Have a class discussion about how much carbon is emitted into the atmosphere each year from humans and how much the trees around them take in. Lesson 6 Lesson Topic: The Carbon Cycle and Human Activity PSA Grade level: 9-12 Length of lesson: 8 days (Possibly longer depending on student ability) Stage 1 – Desired Results Content Standard(s): 184.108.40.206 Matter cycles and energy flows through different levels of organization of living systems and the physical environment, as chemical elements are combined in different ways. 220.127.116.11.2 Describe the social, economic and ecological risks and benefits of changing a natural ecosystem as a result of human activity. For example: Changing the temperature or composition of water, air or soil; altering the populations and communities, developing artificial (MDE, 2009). Understanding (s)/goals Essential Question(s): Students will understand: * Human activity has an impact on the cycling of matter throughout our planet. * Matter and energy are constantly being transformed due to human activity. * Climate change is occurring at an increasing rate due to human activity * What human activities are causing climate change? * How are those activities causing climate change? * What are the implications for our future due to climate change? * Student objectives (outcomes): Students will be able to: * Use information presented to formulate a research question. * Conduct research and collect information from credible sources. * Cite the information they use for their projects. * Answer their own questions using research. * Come up with a solution, either global or local, to combat climate change. * Create a public service announcement to communicate their findings and their solutions. Stage 2 – Assessment Evidence Performance Task(s): Other Evidence: * Project/presentation of research Public Service Announcement * Group discussions * Daily reflections and goal setting exit tickets * One-on-one teacher check-ins * Student research notes Stage 3 – Learning Plan Learning Activities: Materials: * Documentary about climate change * Questions to go with documentary * Internet Access * Handouts #1 and 2 for student research * Public Service Announcement Handout Day 1-2: * On the board have the question "What is climate change and how does it affect me?" * Watch a documentary on climate change (Chasing Coral, Chasing Ice , or An Inconvenient Truth are good choices, but there are many available.) * After the film, have a class discussion on students feelings and what they learned. Did they find it credible? (This may be time to review what credible sources are) * Ask students to write down questions they have after watching the film on the board. (It is important for students to hear others questions) Day 3: * Give students 30 minutes to think about and discuss what they are still curious about and have them fill out Student Handout #1 for focusing preliminary ideas. Allow them to start forming groups of 2-4. (Students may work alone if they want to, but they need to be willing to present alone as well) * Allow the next 20 minutes for research and have students write a reflection on what they came up with and who they are working with. Day 4: * Show examples of Public Service Announcements * Give students Student Handout #2 to help them organize their research. Explain that it doesn't have to be an experiment but they need to understand gaining multiple perspectives on an issue is important to make their research credible. * Have students make a decision on what they want to research and write-up an exit ticket and how the hour went and what their goal is for the next day. Day 5-10 * Give the students the handout with the requirements for the PSA. This project can be a presentation, a video, a poster, etc. Students should have choice in how they want to present their work. * Show students examples of prior student work if available. * Students should have at least 5 days to work on this project in class. Day 11 * Gallery walk and presentations of student work. This can a great thing to have before conferences so parents and families can see the work their students are doing. Sample questions could be: * Should people all be vegetarians? * What can I do every day to decrease my carbon footprint? * Should meat be grown in a lab? * What are energy alternatives that I can utilize in my life? * Can the average citizen run their homes off of solar power? * Should all cars be electric? * Should the government require people to recycle? REFERENCES Drollinger, M. (2013, September 3). Controlled Experiments [Videofile].Retrieved from https://www.youtube.com/watch?v=VhZyXmgIFAo. Living in a Carbon World: Part B: Carbon Storage in Local Trees. (2018). Retrieved from https://serc.carleton.edu/eslabs/carbon/1b.html Miles, W. R. (1977). Minnesota's forest trees. Agricultural Extension Service University of Minnesota. 363. 1-24. Minnesota Department of Education. (2009). Minnesota academic standards. Science K-12 (2009 Version). Mongan-Rallis, Helen, University of Minnesota Duluth. 2006. UbD_Template_Blank. Retrieved from University of Minnesota Duluth website: http://www.d.umn.edu/~hrallis/courses/3204fa06/assignments/lessonplanning/ubd_templ ate.htm Veritasium. (2012, March 12). Where do trees get their mass from [Videofile]. Retrieved from https://www.youtube.com/watch?v=2KZb2_vcNTg Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high-quality units. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD). Walker, A. (2017). Unit plan template for understanding by design – freebie. 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National Identity and Shaping Children: Design Toys for Kids in 1930s China Zhao Qing 1 , Chen Yurui 2 1 Sichuan University, School of Fine Arts, Chengdu, China 2 Department of Landscape Architecture, Faculty of Design and Architecture, Universiti Putra Malaysia, Serdang, Selangor Malaysia Abstract In the early 20th century, with the toy trade deficit, the idea of the child as the primary focus and the influence of the national product campaign, domestic toy innovation was seen as an important way to counteract imported goods, foster a scientific attitude in children and inspire patriotic consumption. Specifically, toys embody the expectations and imaginations of intellectuals for "new children", as well as the complex relationship between toys and education, children and consumption, and exemplary citizens and an ideal country. The purpose of this paper is to explore the relationship between "science toys" and "modern toys", how they are designed to develop children's knowledge and experiences, and what cultural meanings are included in toys in the context of manufacturer's strategies and authoritative interpretations by education. This study argues that modern toys are actually a scientific tool to develop "small citizens", pointing out that the toy-related consumer culture and strategies not only create an imaginary childhood but also build an ideal citizen image expected by society. Keywords: National Identity; Shaping Children; Toys Design; 1930s; China 1 Zhao Qing, School of Arts, Sichuan University, PhD candidate, Design History and Design Culture research direction. (e-mail: firstname.lastname@example.org). 2 Chen Yurui, School of Architecture and Civil Engineering, Xihua,University, PhD Candidate. 1. Background Review Studies on the history of children in modern China have focused on analytical examinations of children's literature, children's education, and children's relief and welfare, and these results summarise and present the overall changes in the image of children, their perceptions, and their social status. In recent years, a number of studies have attempted to use toys to explore how children lived in early twentieth-century urban China. By collating toy advertisements in the 1930s newspaper Declaration, Zhu Houkun found that the vast majority of reports mentioned 'scientific toys' and 'military toys', and that these two types of toys were described as "intellectual enlightenment".The study argues that intellectuals used the "scientific" and "national" aspects of toys to shape children's "nationalism" (Zhu Houkun, 2020) [1] . Zhao Dongxia focuses on the design of children's toys in Shanghai during the Republican period. She notes that the new forms of toy production were based on scientific enlightenment and patriotic education (Zhao Dongxia, 2019) [2] . Liu Xiawei, on the other hand, argues that the exhibition of children's toys in the Year of Children's National Products has the characteristics of shaping children's nationhood and consumption (Liu Xiawei, 2018) [3] . These studies offer new perspectives on the relationship between toys and children, but due to the small number of statements, there is still little scholarly exploration of recent toy design and children's education. In particular, there are very few studies that analyse the relationship between toy design, toy function, toy play and children's education, and the shaping of ideas. This study aims to use the reform of toy design as a clue to show the life of children in the modern city through toys, and to reveal the cultural significance behind the manufacture of toys. 2. Introduction Under the influence of modern early childhood education theories, China developed a new, child-oriented parenting concept in the early 20th century, with a view to "recognising children's status, respecting their personality, catering to their needs, and teaching and rearing them in a way beneficial to their physical and mental development." [4] Holding the opinion that toys should be in line with children's playful nature as well as a tool of education,[5] scholars argued that new scientific toys should be produced to educate and cultivate children. However, the actual status of China's toy market at that time was described as follows: "Poorly shaped clay toy doll and coated with mixed colours, and they are neither good-looking nor sanitary. China-made toys are not suitable for children's physical and mental development, or in line with the spirit of the times, to say nothing of their help to education. At Nevertheless, foreign toys are flooding the market, therefore, vested rights overflow outwardly, people fall into poverty and national treasury is exhausted, and toys peddled by urban hawkers are all imported goods." [6] According to a survey by Li Jinzao, Japan's toy industry was booming, with educators and industrialists jointly initiating and operating a children products research society. Moreover, Japanese toy exports made up more than 10 million yen in 1917. [7] In 1926, Japanese toy sales to China reached 28 million pieces, worth RMB 30 million. [8] China's toy imports amounted to RMB 152,247 in 1931 and RMB 7,744,154 in 1932. [9] In 1934, imports were even more impressive, totalling RMB 664,000 from January to August, an increase of 25% over the same period last year, with Japanese toys in particular being the most imported. [10] For the political elite and intellectuals, foreign toys, like all other imported goods, were a symbol of imperialism and hegemony in China that reminded China of technological backwardness in industry and the loss of national sovereignty. It is against this historical background that the production of toys has become a matter of concern to the community and is widely discussed. To satisfy the practical needs of scientific parenting, toy innovation, and economic development, the national authorities encouraged and supported toy product innovation by implementing appropriate policies (e.g., low-interest loans and tax relief) and gave patent rewards for ingeniously designed educational toys. For example, toys produced by Chung Hwa Toy Co., Ltd. were tax-free, and tin toys produced by Shanghai Patriotic Toy Co., Ltd. were only subject to a regular export tax and 2.5% tax surcharge, while exported toys were tax-free.[11] It is thus clear that toys not only constitute a new market for the promotion of children's education and economic profitability but also present a clear macro relationship between toy products, education and the state. 3. Designed for Children In the 1930s, the "national product campaign" made it imperative to reform toy production. Child litterateur Wei Shouyong published the Introduction to Housekeeping: "Child Toy Issues, arguing that toys serve to develop minds and lead children to regular activities and that the study of child toys is an important topic in the field of education." [12] Educator Li Jinzao published A Discussion of Child Toys, emphasising that children's toys are a boon to education. In particular, it was stressed that child toys serve to develop children's concentration, imagination and scientific creativity and play an important role in developing their aesthetic sense and improving mental development. Educators also believe that scientific children's education requires scientific child toys, incorporating scientific principles about sound, light, chemistry, and electricity. [13] They argued that children represent the future of China, the impetus of national revival, and China's underdevelopment in science and technology was due to inadequate scientific education for children, particularly in scientific training of chemistry, physics, and mechanical principles. Therefore, child toys should be "Scientific" to lead children to explore scientific principles and acquire scientific knowledge. [14] The reformers proposed the presence of scientific knowledge and the use of mechanical technology as important markers in distinguishing traditional toys from modern ones. Intellectuals at that time regarded modern toys as tools for citizenship and nation building, assuming that they could promote children's physical, moral, intellectual, and aesthetic development at a very young age. In this context, reformers set a new vision for modern toys, "designed for children", which would lead children to learn rather than just be entertained. In other words, toys were no longer a plaything in themselves but an educational tool. In the face of people's concern about the Chinese national situation and a longing for revival and status, innovation and scientific development were seen as a matter of urgency. Hence, producing "scientific toys" became an issue of common concern among intellectuals and manufacturers. They initiated the reform and practice of modern toy design and proposed new parenting concepts. However, they intentionally or unintentionally implanted technical, commercial, and cultural information into the toys. 4. Making modern toys for children 4.1 Celluloid Toys Ductile new materials (e.g., celluloid) take on a look of modernity. Celluloid dolls were called "educational scientific toys" by educational experts and manufacturers at that time. Such tiny dolls are made of neither porcelain nor clay and are neither bulky nor dirty; they can develop children's empathy and, more importantly, inspire them to think. [15] Figure 1: Celluloid Doll At that time, Chung Hwa Celluloid Factory produced celluloid dolls different from traditional clay dolls (figure 1). The production of celluloid toys was completed by eight groups, including the slice making group, glue rolling group, furnacing group, blow printing group, polishing group, assembly group, coloring group, and the workers of these groups strictly followed the operational procedure. [16] The article Celluloid Toys published in the children's book Pictorial of Common Sense describes how to design and produce celluloid toys from the perspective of children. The younger sister curiously asks what the little doll is made of, and the older brother details the principle of making celluloid dolls. "Celluloid is a thermoplastic synthetic resin made from a mixture of camphor and camphor. Celluloid is first dissolved in alcohol to generate a gelatinous substance, and then the gelatinous substance is pressed and cut into thin slices by machine, thus generating celluloid sheets. To make the celluloid board into something, the slices should be soaked in hot water to become soft, be laid on a concave mould, and be covered by a convex mould. After the slices are rolled tightly, they are soaked in a hot water tank to inflate and fit closely into the mould. Subsequently, the mould is immediately placed into a cold water tank to cool and coagulate the colloid, thus generating a celluloid object." [17] The older brother continues, "The coarse celluloid object needs to be polished by a polishing machine, to make its surface smooth and bright, and then different components are assembled by the assembler and combiner. Finally, the colourist uses the spray coloring method to color the celluloid product. A delicate China-made celluloid toy is finished." [18] Education experts point out that the novelty and originality of celluloid doll design can inspire children's spirit of exploration, while the materials, technologies, and processes for making celluloid dolls can enhance children's scientific knowledge. New materials not only gave birth to new product forms but also promoted the change in industrial structure, making "design" a necessary means of toy production. As Adrian Forty said, in the history of different industries, design is bound to become an independent activity when the same craftsman is no longer responsible for all stages from conception to sales of products. [19] Since celluloid toys were made in different ways, such as stamping, pressing, and blowing, it was necessary to make moulds in advance. Therefore, the Chung Hwa Celluloid Factory set up a special moulding room where artists make moulds. [20] Toy doll making describes the detailed production process: "To make a new doll, the following steps are performed: 1) The artist first makes a doll head model out of clay, pours some plaster onto the model to make a shell-like casting mould, and cuts the solidified casting mould into two halves; 1) The artist applies glue and oil to its inside, and then fills it with plaster to form a solid plaster model; 3) Finally, the model is sent from the artist to the factory, thus using it to cast a bronze mould." [21] The newly designed child toys were full of modern features such as compact size, sanitation, safety, and artistry, implying a metaphorical relationship between scientific toys and modern toys. Within the discourse of science and technology, the materials and technologies of modern toys contain advanced ideas and scientific connotations, while the technological rationality of toys outweighs their entertainment attributes, making new toys a material symbol of knowledge and education. 4.2 Movable tin Toys To earn profits from the toy market, manufacturers adopted an intensive design strategy; they made full use of the same production line to make new toys from the leftover materials of an original product. An example is the China Can Co., Ltd., which mainly manufactured and exported a variety of patterned tin cans (including tea cans, cigarette cans, cosmetics jars, and food cans). The can-making materials (including tin plates) and stone plates were mainly imported from the US, and only a small portion of printing ink was homemade. To improve the utilisation of equipment, China Can Co., Ltd. founded its Toy Department in 1932 in conjunction with Shanghai Patriotic Toy Co., Ltd., using their existing can-making production lines to produce a series of tin toys. The manufacturer gave importance to the innovative design of toy products. The general manager Xiang Kangyuan recruited professional draftsmen to study and imitate tin toys popular in Germany and Japan in conjunction with the designers of Shanghai Patriotic Toy Co., Ltd. They successfully developed a variety of movable (wind-up), interesting toys, such as monkeys, frogs, and airplanes. These toys were novel in shape and durable and were praised by child educators as movable toys that could improve children's intelligence. As China-made educational toys, they were preferred by parents. [22] Under the influence of Taylor's scientific management method, China Can Co., Ltd. formed different functional departments (e.g., design and development department, production department, and sales department) and implemented a scientific enterprise management model. In 1935, a special column of the Journal of Public School for Chinese introduced the organisational structure of China Can Co., Ltd. Specifically, the company consisted of 11 departments. Under the Planning Department, there were a few departments related to manufacturing and production, including the Art Department, Printing Department, Inspection Department, Canmaking Department, Magnetic Flower Department, Ironware Department, Toy Department, Storage Department, Purchase Department, and Receiving and Dispatch Department. In addition, the company also formed the Education Department and General Affairs Department, which were responsible for staff training and management. Movable tin toys shared the same production line and the same basic technological process as tin cans, except that each movable tin toy was internally fitted with a clockwork-powered movable device. The Art Department first made a drawing and then sent it to the Stone Painting Department. The drawing was printed on a stone plate according to the proof sample. Then, the stone plate was processed by the falling stone machine, printed and coloured by the Printing Department according to the drawing, sent to the drying room, and oiled by a machine for shiny treatment. [23] Finally, the tin toy was cut, stamped and moulded, and a clockwork gear was installed inside. Hence, a movable toy was made successfully. Clearly, the innovation of movable toys lay not only in materials but also in technology; they needed no batteries, requiring only to be wound up. Interesting and brightly coloured movable toys seemed to be more in line with the essence of child-oriented games. However, educational experts and manufacturers agreed that interesting toys could stimulate children's desire for exploration and develop scientific ideas and knowledge. After all, the core of movable toy innovation lay in the application of modern mechanical principles, and movable toys were a product of art combined with science. The Toy Department of China Can Co., Ltd. took various measures to generate innovative designs, such as employing professionals to make proof samples and requiring draftsmen to have art literacy, be interested in design and receive more than three years of factory training. [24] In addition, designers were rewarded with a monthly salary ranging from RMB 30 to RMB 100, and novel inventions were given extra rewards. [25] Source: (1936, "Winner of the China Can Co., Ltd. invention award", Kang Chuang, vol. 1, no.16, p.8.) In 1936, China Can Co., Ltd. publicly rewarded Mr. Tang Yaliang (figure 2) with the Toy Invention Award. Artist Tang Yaliang was first the head of the Art Department of Patriotic Toy Co., Ltd., and then the head of the Toy Department of China Can Co., Ltd., responsible for art drawings. According to the news release titled A Toy Fair Held in the Capital and the Toy Business of Our Company, Tang Yaliang devoted himself to toy research, invented various automatic toys based on mechanical principles and arty ideas, and implemented the China-made spring originated by mechanical engineer Zhu Shuguang, resulting in the success of China-made movable toys. Undoubtedly, movable toys for children aim to satisfy not only the needs of children but also the needs of adults themselves. While adults tend to exaggerate the scientific value of toys for educational or commercial purposes, children are interested in games and enjoyment. Hence, modern toys become educational tools to develop scientific thinking and shape children's mentality and personality. Scientific toys highlighted "material", "machinery" and "technology", presenting a fetish image of modern toys. This not only actively responded to the child-oriented new parenting concept prevailing in the 20th century but also developed an implicit relationship between child games and toy education. Toys are not only "of children" but also "for children". In the historical context of concern for the nation, toys were seen as an educational tool to develop "small citizens", that is, a generation of "scientific" and "well-educated" "new citizens" through well-designed child toys and establish a modern national state dominated by intellectuals in the future. 5. Consumption-oriented Children and Shaping New Citizens According to educational experts, well-designed and well-chosen toys can stimulate children's bravery and patriotism, enhance their self-defence instincts, and develop good character, thus contributing to national revival. [26] However, people tend to ignore the fact that modern toys, known as "scientific", are actually a product of the alliance between technology and commerce. While appealing and persuasive rhetoric tempts parents and children to buy these toys, their commercial aspects are overlooked. 5.1 Toy Design and Consumption In the 1930s, child experts and toy manufacturers jointly developed complex and diverse toys, which offered a wide range of modern parenting knowledge and contained an advertising strategy of "learning through play". In 1933, child educator Chen Jiyun wrote Toys and Education, pertaining to the theory of child development and parenting, which offered an age-specific purchase strategy for child toys. The book first confirmed the close relationship between children's growth cycle and different types of toys and argued that different themed toys should be selected at different age stages. Specifically, children's growth cycle can be divided into five stages: infancy (0 to 3 years), early childhood (3 to 7 years), childhood (7 to 10 years), boyhood (10 to 15 years) and adolescence (15 to 18 years). Children's physical, intellectual, and mental growth is progressive, so children at different ages should be given different toys. [27] In the critical stage of early childhood, for instance, toys should be safe, nontoxic and sound-producing to stimulate children's curiosity and imagination and develop their powers of observation and memory. Moreover, toys should also suit children's personality characteristics. Chen Jiyun classified the educational functions of toys into three types: 1) Fostering children's sensory functions; 2) Developing their intelligence; and 3) Cultivating their character. Furthermore, studies of children's growth encourage a diversity of games, making child-centred toy products more diversified and commercialised. Toy manufacturers absorbed expert theories and views and associated them with various child-oriented theme toys. As the advertisement shows, "The movable toys and educational toys from China Can Co., Ltd. are great companions for children and are purely national products, Available from department stores and toy shops everywhere." In addition, the Toy Department of China Can Co., Ltd. released the following statement: "Considering the relationship between child ages and intelligence, children's demand for toys varies at different ages. For the convenience of purchase, toys offered by our company are classified into four groups. The first group of toys is intended for children aged below 4; specifically, such toys are made of wood or tin sheets and are nontoxic, shatter-proof, colourful and sound-producing. The second group of toys is intended for children aged 5 to 7 and is suitable for use as teaching materials in kindergarten. Such toys (e.g., building blocks, dolls and movable animal toys) are primarily designed to develop intelligence through interactions. The third group of toys is intended for children aged 8 to 12 and is suitable for use as prizes or teaching materials in primary schools. Such movable toys (e.g., movable cars, military tools and savings boxes) primarily aim to encourage diligence, thrift, martial spirit and sports and to develop scientific thinking. The fourth group of toys is intended for children aged above 12 and adults. Such toys (e.g., chess, sports, physics, and music) primarily aim at at developing children's scientific innovation ability." [28] Diverse toys tailor-made for children's growth indicate peoples acknowledgement of the difference between childhood and adulthood. Such diverse toys (e.g., building blocks, dolls, trains, and weapons) not only symbolise children's growth and development but also foretell the transformation from children to adults. In this sense, toys not only manifest their practical value but also convey the values and ideals accepted by society. Toys with diverse themes and types have diverse product features. This is in line with both social expectations and the requirement of "learning through play". In response to the social trend of national salvation through industry and education, toys were endowed with more imaginative colours. Under the joint efforts of manufacturers and myth creators, toys not only strengthened the relationship between childhood and commerce but also presented an ideal pursuit of "small citizens" and a "new nation". 5.2 Shaping new citizens and children of middle class Modern rhetoric depicts toys as gifts, which embodies not only parents' love and emotional connection for their children but also a new parenting concept accepted by middle-class families. Such toys are also an important symbol of class status. In the 1930s, the diverse toys advertised in newspapers and magazines were classified into various types, such as "architecture", "transportation", "military", "English", "math", "gymnastics games" and "handicrafts". Parents were even prompted to present toys to children in Chinese and western festivals. According to the advertisements, "Various toys are elaborately designed to satisfy children's psychological needs in light of accepted educational principles. If children often play with toys, this will help to inspire their mind and build up their bodies. Therefore, it is very advisable to purchase toys for children in both Chinese and western festivals." [29] This shows that parents were induced to buy toys to follow the trends of the times and win a utopian future full of strength, health, scientific knowledge and enlightenment. [30] Buying toys were endowed with various meanings and values. As shown in the China Can Co., Ltd. toy advertisement, the well-dressed, healthy and happy little boy and girl are surrounded by various toys and gladly accept gifts from Santa Claus (figure 3). The company's advertising claims, "Toys are gifts for children when christmas is approaching." Here, child toys are symbols with rich connotations. They symbolise festival culture and patriotic ideas, present the characteristics of different social strata, and imply the social expectations and imaginations held by children. Likewise, in another advertisement of "five-poison toys in the Dragon Boat Festival" (figure 4), the mother holds a movable gecko toy with her left hand and a healthy and energetic child with her right hand. The picture conveys that a good, intelligent mother should buy movable toys indicative of five poisonous creatures to dispel disasters, prevent diseases and bless healthy growth. The toy advertisement implies standards for good motherhood and induces mothers to spend money to show their love for their children, thus relieving their anxiety from parenting. Not only do these toys connote the consumption essence in the name of children, but they also trigger the desire for possession, making them a powerful symbol of class and national identity. Hence, the purchase of toys is intended to alleviate parental anxiety and give full expression to adults' expectations and values upon children. Figure 3: China Can Co., Ltd. Advertisement Source: (1921, "Gifts for children," Declarations, 11 December, p.19.) Toys seem to be designed for children, but they obviously blur the boundary between children and adults. The advertisement "Toys Follow the Times", as shown in figure 5, presents an image of a small citizen dressed in a military uniform. As the advertisement describes, "dolls they have discarded for this generation demands swords, battleships, tanks, airplanes and guns". Children used toy guns and military equipment to rehearse battles and wars, while adults associated them with patriotism and a heroic complex, making military toys the core metaphor for developing children's masculinity and patriotism. In 1935, China Can Co., Ltd. referred to transport and military movable toys collectively as "national defence toys" (e.g., cars, airplanes, submarines, battleships and guns). The media and education sectors also called on parents to purchase China-made toys related to national defence and encouraged them to give guidance and instructions while their children played with the toys. The objective was to help children gain a general knowledge of national defence from the toys and develop their national spirit and patriotism. [31] The company's toy advertisement further suggested that a new mission of mothers was "purchasing weapons" (i.e., national defence toys), which could arouse children's national consciousness. [32] Figure 5: Toys Follow the Times This reflects how adults instilled patriotism and national defence knowledge into children through toys and developed children's courage and patriotism through war games. The fundamental objective was to help children gain basic knowledge of modern weapons and military equipment, understand the important relationship between science and technology, economic development and national survival and development, and cultivate a patriotic spirit and high sense of social responsibility at an early age. By playing with national defence toys, children were inculcated with the responsibility and obligation to participate in the new social order and build their nation. As a result, the discourse around children has given rise to a number of contradictory "adult perceptions". 6. Conclusion The abstract transformation and idealised imagination of toys shows how children can be socially moulded. The design and connotative value of toys shape an "adult in the process of formation", making children a reflection or recreation of the adult world. Reformers are committed to developing modern toys that aim at educate children and impart knowledge. The technological rationality and scientific connotation of toy products results in a metaphorical relationship between modern toys and children. Hence, toys symbolise childhood and indicate the future role of children. As commodities, toys not only produce a child-oriented consumer group but also reshape the image of children as ideal citizens with responsibility and a mission. Through new materials and processes, domestic toys created a visual and material modernity, and the technical aspects of toys triggered popular associations. In addition, toys were used as a tool for political and ideological indoctrination, creating mythical notions of the "national", "scientific" and "educational" nature of the product to shape "the little citizens" has a sense of nationalism and national identity. References [1] Chu, Hau-Kun. (2020). Toys as Enlightenment: The Shaping of Modern Children's "Nationhood" through Toys. Jinan University. https://kns.cnki.net/KCMS/detail/detail.aspx?dbname=CMFD202101& filename=1021519794.nh [2] Zhao Dongxia. (2019). The Younger as the Mainstay-A Study of Children's Toys in Shanghai during the Republican Period. Shanghai University. https://kns.cnki.net/KCMS/detail/detail.aspx?dbname=CDFDLAST2020&filename=1019249 760. nh [3] Liu, Xiawei. (2018). Shaping the "Little Nation": A Study of the National Children's Year(1935.8-1936.7) . Huazhong Normal University. https://kns.cnki.net/KCMS/detail/detail.aspx?dbname= CMFD201901&filename=1018244816.nh [4] Zhang,G.L.(1930). "The Theory and Implementation of Child-Oriented Education," Educational Quarterly of the National Central University College of Education, vol.1, no. 3, p.2. [5] Yu,J.F.(1933). Toys and Education. China Book Bureau Processing,China: Shanghai, p.6. [6] Shao,Z.Y.(1934). "Opinions on the Improvement of Children's Toys," Qingdao Education, vol. 2, no. 3, p. 31. [7] Li,J.Z.(1918). "Talking about children's toys," Journal of Education, vol.10, no.7, p.31. [8] (1926).Toys and Perils, Declarations,12 June, p.19. [9] Zhang,B.L.(1937). The Importance of Promoting Domestic Toys. Declarations, April 21, p.15. [10] Anonymous,(1934)." International Trade News of the Week," Huanian, vol.3, no.42, pp.16-17. [11] Shao,Z.Y.(1934). "Opinions on the Improvement of Children's Toys," Qingdao Education vol.2, no.3, p.31. , [12] Wei,S.Y.(1917). "Home Economics: The Problem of Children's Toys," Women's Journal, vol.3, no.8, pp. 4-6. [ 13 ] Tian,D.A.(1935). "The Scientificization of Children's Toys," New Children's Magazine,vol.1,no.1, p.38. [14] Anonymous,(1935)."The Scientificization of Children's Toys," Youth, vol. 1, no.17, pp. 276-277. [15] Yang Su,(1935). "The Toys of Celluloid," Common Sense Illustrated: Intermediate Children,no.15, pp.33-39. [16] Anonymous,(1934). "One of the National Children's Toy Manufacturers," Art Life, no.6, p.27. [17] Yang Su,(1935). "The Toys of Celluloid," Common Sense Illustrated: Intermediate Children,no.15, pp.33-39. [18] Fang Yi,(1938)."The Method of Making Celluloid," Popular Science Monthly, vol.1, no.2, pp. 39-41. [19] Adrian Forty,(2014). Objects of desire. Translated and published by Yilin Press,Nanjing, p.29. [20] Kong, X.M.(1933). "Outline of Celluloid Manufacturing," Industrial Centre, vol.5, no.12, p. 564. [21] Xue Hu.(1939). "The Birth of the Toy Doll," Science Illustrated, vol.5, on.17, pp. 676-677. [ 22 ] Cheng,G.T.(2017). Chinese Gadgets, The Commercial Press Limited Processing, China:Hong Kong, p.46. [23] Yan.(1936). "A Visit to the Kang Yuan Can Factory," Weekly Work Study, vol.1, no.8, pp.133-134. [24] Anonymous,(1949)."Occupational Profile :The Printed Iron Can Industry,"Education and Occupation, no.207, p.33. [25] Anonymous,(1934). Kang Yuan Printing & Canmaking 10th Anniversary Issue,Printed and published by China Can Co., Ltd.,China:Shanghai, p.301. [ 26 ] Anonymous,(1935). "After the Visit to the Children's Science Exhibition," The Declaration, 29 May, p.13. [27] Chen,J.Y.(1934).Toys and Education, Commercial Press,China: Shanghai, p.52. [28] Ruo,an.(1936). "The Toy Exhibition Held in the Capital and the Toy Business of the Factory," Kangzhuang.vol.1, no.16,p.8. [29] Anonymous,(1918)."Educational Toys," Oriental Magazine, 1918, vol.15, no.12,p. 3. [ 30 ] Andrew F.Jones,(2013). "How Children Became the Subject of History: On the Construction of Development Discourse in the Republican Period, " East Asian Conceptual History Collective, vol. 5, no. 5, p.78. [31] (1936)."Advocating Toys for National Defence,"Xing Hua, vol. 33, no.50, pp.3-4. [32] "Advertisement for Kang Yuan Toys,"The Declaration, 23 December 1936, p.15.	<urn:uuid:df4a0834-33b4-4a26-84a6-2dcfa5196204>	CC-MAIN-2023-14	https://www.dpublication.com/wp-content/uploads/2022/12/50-4640.pdf	2023-03-28T21:35:09+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296948871.42/warc/CC-MAIN-20230328201715-20230328231715-00509.warc.gz	804,268,282	6,988	eng_Latn	eng_Latn	0.924784	eng_Latn	0.996695	[ "eng_Latn", "eng_Latn", "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	docling	[ 1732, 5121, 8513, 10202, 13693, 17192, 19448, 22778, 26353, 27486, 28619, 29795, 31850, 33617 ]	[ 2, 2.09375 ]	1	0
Calibration Worksheet Record numbers in the spaces below as a record for your calibration spreadsheet or software. 1. Tractor speed measurements Tractor RPM ________ Tractor Gear ________ Pump Pressure (psi)_______ Measured Distance (feet) ________ Time (seconds) Trip 1 ________ Trip 2 _________ Average ________ 2. Sprayer Output Starting volume in gallons of water ________ Duration needed to spray measured volume in minutes: ________ Ending volume in gallons of water ________ (if not sprayed to empty) 3. Nozzle Output Test duration in minutes _______ Unit of volume (fluid ounces, mL, grams or ounces) ________ * left side when looking from behind the sprayer. The number of nozzles will vary among different sprayers. 4. Calculate the linear row-feet per acre (LRFA) and the time it takes to spray one acre 𝐿𝑅𝐹𝐴= 43,560 𝑟𝑜𝑤 𝑠𝑝𝑎𝑐𝑖𝑛𝑔 = _____________ 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 𝑝𝑒𝑟 𝑎𝑐𝑟𝑒= 𝐿𝑅𝐹𝐴 𝑡𝑟𝑎𝑣𝑒𝑙 𝑠𝑝𝑒𝑒𝑑 𝑖𝑛 𝑓𝑡. 𝑝𝑒𝑟 𝑚𝑖𝑛. = _____________ 5. Calculate the sprayer output in gallons per acre (GPA) 𝐺𝑃𝐴= 𝑔𝑎𝑙. 𝑝𝑒𝑟 𝑚𝑖𝑛. 𝑥 𝑡𝑟𝑎𝑣𝑒𝑙 𝑠𝑝𝑒𝑒𝑑 𝑖𝑛 𝑚𝑖𝑛. 𝑝𝑒𝑟 𝑎𝑐𝑟𝑒 = ____________ 6. Tree-Row-Volume Measurements 𝑇𝑅𝑉= (𝑡𝑟𝑒𝑒 ℎ𝑒𝑖𝑔ℎ𝑡 𝑥 𝑡𝑟𝑒𝑒 𝑤𝑖𝑑𝑡ℎ 𝑥 𝑠ℎ𝑎𝑝𝑒 𝑓𝑎𝑐𝑡𝑜𝑟 𝑥 43,560) 𝑟𝑜𝑤 𝑠𝑝𝑎𝑐𝑖𝑛𝑔 𝑥 1000 = _____________ *0.75 when upper canopy is noticeably more narrow than the lower canopy 0.9 when upper canopy is almost as wide as lower canopy 1.0 for fruiting wall and when upper canopy is as wide as the lower canopy. 7. Determine the concentration factor 𝑇𝑅𝑉 𝐴𝑐𝑡𝑢𝑎𝑙 𝑔𝑎𝑙𝑙𝑜𝑛𝑠 𝑝𝑒𝑟 𝑎𝑐𝑟𝑒 = _____________	<urn:uuid:61128be5-ebfe-4e5d-ae62-7e4052888d20>	CC-MAIN-2023-14	https://netreefruit.org/sites/default/files/pdf-doc-ppt/calibration_worksheet.pdf	2023-03-28T22:04:53+00:00	crawl-data/CC-MAIN-2023-14/segments/1679296948871.42/warc/CC-MAIN-20230328201715-20230328231715-00511.warc.gz	483,072,171	777	eng_Latn	eng_Latn	0.932763	eng_Latn	0.957846	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 743, 1496 ]	[ 3.296875 ]	1	0
The American Dream then and now The term American Dream was first used by the historian James Truslow Adams in 1931 to explain what had attracted millions of people of all nations to settle in America. The concept itself is, of course, much older. The early settlers in America hoped for a better life than the one they had left behind in Europe. Their main reasons for leaving Europe were religious persecution, political oppression and poverty. They dreamt: * the economic dream of prosperity and success, the dream of rising from poverty to fame and fortune i.e. from rags to riches, * the personal dream of freedom, self-fulfilment, dignity and happiness, * the social dream of equality (of opportunity) and a classless society, * the political dream of democracy. * the religious dream of religious freedom in a "promised land" in which they were God's chosen people, This American Dream is reflected in basic beliefs and values. In spite of America's regional and cultural diversity, these give the nation its character and are still shared by most Americans today: – freedom Americans commonly regard their society as the freest and best in the world, superior to every other nation. They like to think of their country as a welcoming haven for those longing for individual freedom and opportunity. Americans' understanding of freedom is shaped by the Founding Fathers' belief that all people are equal and that the role of government is to protect each person's unalienable rights, including freedom of speech, press and religion. – individualism In the early days, the success of most Americans depended on their ability to confront the hardships and challenges of the wilderness on their own. Today, the idealization of the self-reliant, self-sufficient, independent individual is still alive. Government regulation is often resisted, and it is seen as the individual's responsibility to make a living and succeed in a competitive society. – mobility; optimism; flexibility The pragmatism of Americans and their belief in limitless resources is related to the American tradition of mobility. Settling the West ("going west") meant making a fresh start in a land of spaciousness (geographical mobility). Today with the same sense of optimism about their chances to succeed, Americans are still prepared to move great distances to improve their lives through a better job or a more pleasant climate. They also accept a high degree of social mobility (upward and downward) on the "ladder of success" as a fact of life, and relate this success primarily to individual achievement and their own flexibility when looking for new opportunities. – hard work According to the Puritan work ethic, it was the individual's duty to work hard and to show self-discipline. Material success through hard work was seen as a sign of God's favour and a good education as the key to prosperity. – progress From the very beginning, the belief in progress – and the desire to progress personally by making use of opportunities – has been very important to Americans. On a different level, Americans argue that the nation's progress is reflected in its growing prosperity, economic strength and political power. Americans have always regarded themselves as a nation with a mission. Settling the West in the 19th century for example was seen as the nation's "Manifest Destiny" i.e. a manifestation of God's will that his chosen people spread divine principles. In international terms, Americans tend to see themselves as playing a similar role, i.e. spreading democracy and the Western way of life across the world, and claiming to make progress in this field as well. – patriotism: Foreign visitors to America are quick to observe numerous patriotic symbols. American flags are omnipresent, and stickers announce "I'm proud to be an American". National holidays such as Thanksgiving and Independence Day (4th of July) intensify the sense of national pride. Historical landmarks of the American Dream 1776: The Declaration of Independence, as the legal foundation of the American Dream, states that "all men are created equal" and that every citizen has "a right to life, liberty and the pursuit of happiness", thus reinforcing the importance of equal opportunities, freedom and self-realisation. 1789: The Constitution establishes the principles of democratic government. 1791: The Bill of Rights restricts the powers of the central, federal government and reinforces the freedom and equality of all American citizens. 1790-1890: After the Revolutionary War (1776-1783) Americans start to move westward and to settle the vast North American continent. The furthest point of white settlement set up by American pioneer families becomes known as the "frontier". Surviving in solitude and tough conditions requires the so-called frontier spirit, i.e. a strong Englisch Abitur ISBN 978-3-12-801007-6 1 sense of self-reliance and pragmatism. In 1890, this great historic movement westward finishes with the end of the Indian wars. The historically unique existence of a huge, thinly populated area of free and mostly fertile land, its gradual recession and the advance of civilisation are essential to the American character. 1865: Slavery is legally abolished at the end of the Civil War, under the presidency of Abraham Lincoln. 1869: Full voting rights are given to women in the state of Wyoming. Not until 1920 do all American women get the right to vote. 1870: Voting rights are extended to all adult males of all races. 1933: Franklin D. Roosevelt aims to overcome the extreme poverty and inequalities that resulted from the Great Depression of the 1920s. His legislation includes work creation programmes, direct relief to the unemployed and a basic national system of social security. 1964: As a result of Martin Luther King's Civil Rights Movement and his dream of a colour-blind society, racial segregation in public places, schools, etc. and job discrimination are banned. Legal discrimination is hereby abolished. 1960s/1970s: The younger generation of Americans increasingly rejects the traditional values of their parents and the government. They follow their own dream of individual freedom and the pursuit of pleasure. The American Dream today Critics see the American Dream as a clever political and economic marketing strategy. They want people to get away from selfish individualism and materialism, and to return to community spirit and social responsibility. The huge gap between the rich and the poor in America is obvious, but at the same time the role of state welfare and political intervention in helping weaker members of society remains controversial. "Affirmative action", however, is a widely practised policy of supporting blacks and single parents, especially in education and work schemes. In social terms, the concept of a classless society has never really become reality because of the existence of an underclass of people who refuse to join the "rat race" of a competitive, success-oriented society. This lower class sees mainstream America as an uncaring dog-eat-dog society, and themselves as losers in the race for success. In a society marked by a huge diversity in income and lifestyles, the middle class often works long hours, taking on several jobs with hardly any holidays in order to be able to live the American way. The rich enjoy the benefits of material success. In ethnic terms, the various minority groups cope differently with the pressure on the individual in a society which is marked by the ambition to succeed. The Native American population (two per cent of the population) has, to a large extent, never fully adapted to the white lifestyle and system of values. The African-American minority (twelve per cent) has split into a small prosperous black middle class and an impoverished underclass. A rapidly growing Hispanic community (13 per cent) largely consists of MexicanAmericans who have illegally immigrated and are often exploited as cheap workers on farms and in private households. A small but growing Asian-American community (five per cent) is mainly made up of academically educated, highly qualified, ambitious professionals who earn a salary far above the national average. The vision of America as a "melting pot of nations" (cf. the Latin motto "e pluribus unum" – one from many – which still today appears on all American coins), in which the foreign immigrants give up their national identity, way of life, culture and language and form a new nation, has never become reality. In the 1960s, the growing self-confidence of the minorities, their fight against discrimination, and the influx of new ethnic groups who refused to be culturally absorbed by American society, has made America look for a new image for this concept. The concept of the "salad bowl" was suggested as more accurate, accepting America as diverse, multi-cultural and pluralistic. Von dieser Druckvorlage ist die Vervielfältigung für den eigenen Unterrichtsgebrauch gestattet. Englisch Abitur Die Kopiergebühren sind abgegolten. Alle Rechte vorbehalten. 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DIVERSITY AND INCLUSION INTRODUCTION 1.1 Diversity means respect for individual differences, unique knowledge, skills and attributes that reflect the variety of personal experience that arises from differences in culture and circumstance. Diversity encompasses cultural background and ethnicity, age, gender, gender identity, disability, sexual orientation, religious beliefs, language and education. The approach to diversity in Defence Youth Programs is founded on four key elements - People, Expectations, Community and Continuous Improvement. a. People: embracing diversity and being mindful of related sensitivities to help provide a welcoming and enriching program experience. b. Expectations: valuing the skills, experiences and perspectives that diversity in background and thinking bring to program activities. c. Community: recognising the cultural and social impacts when interacting with communities. d. Continuous Improvement: encouraging and fostering a shared commitment to continuously improve and strengthen collective actions to deliver flexible, inclusive and sustainable programs, experiences and activities. POLICY INTENT 1.2 This policy details the approach to diversity in Defence Youth Programs. 1.3 The use of the correct terminology is critical to demonstrating diversity in Defence Youth programs. The terms listed at the end of this document are applicable to this policy only and explain the language used to support additional needs and disability in the context of Defence youth programs. 1.4 Defence acknowledges the Aboriginal and Torres Strait Islander peoples as the traditional custodians of this country and recognises the unique skill sets, knowledge and perspectives that Aboriginal and Torres Strait Islanders bring to Defence to strengthen and enhance an inclusive culture. 1.5 The Youth Policy Manual (YOUTHPOLMAN) Glossary provide definitions applicable to this policy POLICY PRINICPLE 1.6 The principle that underpins this policy is: a. Principle 1 – Defence youth programs recognise diversity, anticipate circumstances and implement appropriate strategies to support, encourage and value individual's access and inclusion in youth activities. POLICY PRACTICE AND MEASURES 1.7 An accessible and inclusive Defence Youth Program is one that features each of the components detailed below: 1.8 DIVERSITY. Defence Youth Programs acknowledge that each individual is unique and actively promote the importance of recognising, accepting, and respecting both differences and similarities. Consideration of diversity in race, ethnicity, physical ability, socio-economic status, age, religious/faith beliefs, political beliefs, and sexual orientation is vital in the planning and provision of program activities. 1.9 ACCESS. Defence Youth Programs provide all participants with fair and equitable access to program information, facilities/environments and activities. Defence Youth Programs will so far as reasonably practicable ensure adjustments are made to enable the inclusion of people with disability, medical conditions or additional needs to access and participate in activities free from discrimination. 1.10 Achievement of reasonably practicable adjustments involves working in partnership with parents/guardians, to identify needs and plan support strategies. Specific guidance regarding reasonable adjustments connected to a particular program/unit/activity should be provided by the relevant youth program. 1.11 INCLUSION. The process of equitable and fair treatment in Defence youth programs, practice and environments should provide the necessary conditions that enable people to feel valued, have a sense of belonging and connectedness, and be encouraged to actively participate in activities. A flexible approach to activity planning should also consider the full range of faiths, beliefs and individual attributes. 1.12 EQUITY. Defence youth programs will so far as reasonably practicable ensure an equitable and fair approach in the provision of activities according to participant's needs, rights and eligibility. Additional guidance connected to a particular program/unit/activity is to be provided by the relevant youth program and/or the relevant cadet organisation headquarters. 1.13 INDIVIDUAL PLANS. Every individual's situation will be different and their participation should be managed on a case-by-case basis. If required a written plan can be requested for each individual who requires one. The plan should be in place prior to the commencement of the individual's participation in the program. 1.14 The primary means for a young person to notify the relevant DYP of any diversity and inclusion needs or requirement is at the point of program registration or enrolment. The individual should provide a plan which includes information applicable to them. For example: a. the requirement for modified activities and/or accommodation. b. the toilets, changing rooms, showers, facilities to be used by the individual based on the young person's gender identity and the facilities they will feel most comfortable using. c. the need for additional support (ie buddy system). d. the young person's correct/preferred identity names and pronouns. 1.15 Maximising a person's participation means that DYP also take the following into consideration: a. access to facilities such as communal accommodation, toilets, showers and changing rooms. b. any additional supervision requirements involving overnight stay/shared accommodation for transgender young people under the age of 18. 1.16 When determining activity arrangements, it is important to discuss situations not usually encountered during unit activities, such as sleeping arrangements and areas for showering and changing clothes. 1.17 SUPPORT TEAM. Core individuals involved in discussion and planning throughout the person's involvement in the program may form part of an individual's support team. The names, roles and responsibilities can be recorded in the IMP. 1.18 CONFIDENTIALITY. It is important to maintain appropriate levels of privacy and confidentiality. Individual's making decisions are to consider what information is shared, with whom and when. All decisions about sharing information should be made with the individual's explicit consent (or parental consent for young people unable to give explicit consent). Information should only be shared with those who have an appropriate reason to know and be limited to what they need to know. Guidance on the disclosure of personal information can be found on the YOUTHHQ website. 1.19 Defence youth programs must comply with the Privacy Act 1988 that protects an individual's rights in relation to the collection and use of personal information. Supplementary information regarding privacy can be found on YOUTHHQ. 1.20 RECORD KEEPING. IMPs must be stored in accordance with the Defence Records Management Policy Manual (RECMAN). RELATED MATERIAL United Nations Convention on the Rights of Persons with Disabilities (and Optional Protocol) Discrimination Act 1999 Disability Discrimination Act 1992 Privacy Act 1988 Disability Discrimination Act 1992 National Disability Agreement National Disability Insurance Scheme (SA launch site for children initially from 2013–2015, followed by full implementation by July 2018) National Disability Strategy 2010–2020 Defence Youth Safety Standards Accountable Officer: Chief Joint Capability Policy Officer: Head Reserve and Youth Division Accessibility refers to the methods by which people with a range of needs, such as people with disability, people with caring responsibilities, people on low incomes or other socially excluded groups, find out about and use services, advice, information and opportunities. Additional needs refers to the individual requirements of a child or young person with a sensory, communication, behavioural, physical or learning disability. This also includes longterm and life limiting conditions. Disability is the loss or limitation of opportunities to take part in the everyday life of the community on an equal level with others due to physical and/or social barriers. A condition caused by accident, trauma, injury, genetics or disease that may restrict a person's mental, sensory or mobility functions to undertake or perform a job/task/activity in the same way as a person who does not have disability. This includes physical, sensory, intellectual, mental health, neurological and learning disabilities, as well as physical disfigurement and serious illnesses. Disability may be temporary or permanent, total or partial, lifelong or acquired. Impairment is the loss or limitation of physical, mental or sensory function on a long-term or permanent basis. Most impairments or disability are not visible. Hidden disability include mental and cognitive disability, some hearing and visual impairments, epilepsy and diabetes. Inclusion describes embracing all people irrespective of age, gender, ethnicity, sexual orientation, disability, medical or other need. It refers to processes aiming to remove the barriers and factors which lead to exclusion, isolation and lack of opportunity. Reasonable adjustment is a change to a work process, practice, procedure or environment that enables a person with a disability to perform or participate in a way that minimises the impact of their disability. For example - provision of appropriate equipment or assistance to ensure there is no barrier in the enrolment process and/or selection process - training or retraining - providing essential information in accessible formats - modifications to equipment or the supply of specialised equipment, furniture or related aids - alterations to premises or related areas. Special Educational Needs (SEN) affect a child or young person's ability to learn. This may include difficulties in social skills, behaviour, reading and writing, understanding, concentration and physical needs. Transgender is an umbrella term used to describe anyone whose gender identity differs from their biological sex. Intersex is a long-established medical condition where an infant is born with reproductive organs and/or sex chromosomes that are not exclusively male or female. Gender diverse is used to describe anyone whose gender identity differs from their biological sex. It includes people who identify as transgender, a-gender (having no gender), bi-gender (having two genders), and non-binary (not strictly woman or man) Gender identity is a word or series of words that a person of any sexuality may use to describe their gender (for example, girl, boy, woman, man, transgender, gender diverse etc). Same-sex attracted any person who identifies as being same-sex attracted. This may include people who identify as gay, lesbian or bisexual. Sexual orientation is the underlying direction of sexual attraction towards people of a particular gender or genders. Sexual orientation can include being heterosexual, Homosexual or bisexual having a homosexual or heterosexual orientation does not always mean people will have a gay, lesbian or heterosexual identity. Sexual identity is how a person sees themselves sexually and how they present themselves to others. It includes being gay, lesbian, bisexual or heterosexual	<urn:uuid:2a211d04-e8d2-4de9-b3fd-149946655cb4>	CC-MAIN-2019-09	https://defenceyouth.gov.au/media/1399/defence-youth-programs-diversity-and-inclusion.pdf	2019-02-20T01:02:20Z	crawl-data/CC-MAIN-2019-09/segments/1550247494125.62/warc/CC-MAIN-20190220003821-20190220025821-00497.warc.gz	533,522,655	2,054	eng_Latn	eng_Latn	0.977304	eng_Latn	0.992384	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2924, 6433, 7486, 10814, 11293 ]	[ 2.1875 ]	2	0
Chapter 10 Performance analysis VI – Take-off and landing (Lectures 32-34) Keywords: Phases of take-off flight — take-off run, transition and climb; takeoff distance; balanced field length; phase of landing flight; landing distance. Topics 10.1 Introduction 10.2 Definitions of take-off run and take-off distance 10.3 Phases of take-off flight 10.3.1 Take-off ground run 10.3.2 Transition and climb phases 10.4 Estimation of take-off performance 10.4.1 Distance covered and time taken during ground run 10.4.2 Various speeds during take-off run 10.4.3 Distance covered and time taken during transition phase 10.4.4 Distance covered and time taken during climb phase 10.4.5 Parameters influencing take-off run 10.4.6 Effect of wind on take-off run 10.4.7 Guidelines for estimation of take-off distance 10.4.8 Balanced field length, its estimation and effect of number of engines on it. 10.5 Landing performance 10.5.1 Definition of landing distance 10.5.2 Phases of landing flight 10.5.3 Estimation of landing distance 10.6 Flap settings during take-off and landing References Exercises Chapter 10 Lecture 32 Performance analysis VI – Take-off and landing –1 Topics 10.1 Introduction 10.2 Definitions of take-off run and take-off distance 10.3 Phases of take-off flight 10.3.1 Take-off ground run 10.3.2 Transition and climb phases 10.4 Estimation of take-off performance 10.4.1 Distance covered and time taken during ground run 10.4.2 Various speeds during take-off run 10.1 Introduction An airplane, by definition, is a fixed wing aircraft. Its wings can produce lift only when there is a relative velocity between the airplane and the air. In order to be airborne, the lift produced by the airplane must be at least equal to the weight of the airplane. This can happen when the velocity of the airplane is equal to or greater than its stalling speed. To achieve this velocity called 'Take-off velocity(V TO )' the airplane accelerates along the runway. Thus, an airplane covers a certain distance before it can take-off. Similarly, when an airplane comes in to land, the lift produced must be nearly equal to the landing weight. Hence, the airplane has a velocity, called 'Touch down speed (VTD)', when it touches the ground. It then covers a certain distance before coming to halt. The estimation of take-off distance and landing distance are the topics covered in this chapter. 10.2. Definitions of take-off run and take off distance The horizontal distance covered along the ground, from the start of takeoff till the airplane is airborne is called the take-off run. However, to decide the length of the runway required for an airplane, it is important to ensure that the airplane is above a certain height before it leaves the airport environment. This height is called 'Screen height' and is equal to 15 m (sometimes 10 m), which is above the height of common obstacles like trees and electricity poles. The takeoff distance is defined as the horizontal distance covered by an airplane from the start of the run till it climbs to a height equal to the screen height. It is assumed that the weight of the airplane during take-off is the gross weight for which it is designed and that the take-off takes place in still air. 10.3 Phases of take off flight The take-off flight is generally divided into three phases namely (i) ground run (ii) transition (or flare) and (iii) climb (see Fig.10.1a). 10.3.1 Take-off ground run During the ground run the airplane starts from rest and accelerates to the take-off speed (V T0 or V 1 ). The flaps and engine(s) are adjusted for their take-off settings. In the case of an airplane with tricycle type of landing gear, all the three wheels remain in contact with the ground till a speed of about 85% of the V T0 is reached. This speed is called 'Nose wheel lift off speed'. At this speed the pilot pulls the stick back and increases the angle of attack of the airplane so as to attain a lift coefficient corresponding to take-off (C LT0 ). At this stage, the nose wheel is off the ground (Fig.10.1b) and the speed of the airplane continues to increase. As the speed exceeds the take off speed the airplane gets airborne and the main landing gear wheels also leave the ground. When the airplane has a tail wheel type of landing gear, the angle of attack is high at the beginning of the take-off run (Fig.10.1c). However, the tail wheel is lifted off the ground as soon as some speed is gained and the deflection of elevator can rotate the airplane about the main wheels (Fig.10.1d). This action reduces the angle of attack and consequently the drag of the airplane during most of the ground run. As the take-off speed is approached the tail wheel is lowered to get the incidence corresponding to C LT0 . When V T0 is exceeded, the airplane gets airborne. The point at which all the wheels have left the ground is called 'Unstick point' (Fig.10.1a). 10.3.2 Transition and climb phases During the transition phase the airplane moves along a curved path (Fig.10.1a) and the pilot tries to attain a steady climb. As soon as the airplane attains an altitude equal to the screen height, the take-off flight is complete. For airplanes with high thrust to weight ratio the screen height may be attained during the transition phase itself. 10.4 Estimation of take-off performance From the point of view of performance analysis, the following two quantities are of interest. (i) The take-off distance (s) (ii) The time (t) taken for it. Since the equations of motion are different in the three phases of take-off flight, they (phases) are described separately in the subsequent subsections. 10.4.1 Distance covered and time taken during ground run The forces acting on the airplane are shown in Fig.10.1a. It is observed that the ground reaction (R) and the rolling friction, μ R, are the two additional forces along with the lift, the drag, the weight and thrust ; μ is the coefficient of rolling friction between the runway and the landing gear wheels. The equations of motion are : Hence, R = W - L and Further, a = = = V dV dV ds dV dt ds dt ds Hence, ground run (s 1 ) is given by: The time taken during ground run (t 1 ) is given by: Equations (10.4) and (10.5) can be integrated numerically, when the variations of T, D and L are prescribed and µ is known. The value of µ depends on the type of surface. Typical values are given in Table 10.1. Table 10.1 Coefficient of rolling friction The thrust during take-off run can be approximated as T = A 1 – B1 V 2 . The angle of attack and hence, the lift coefficient (CL ) and the drag coefficient (CD ) can be assumed to remain constant during the take-off run. With these assumptions, the left-hand side of Eq.(10.1) becomes : 2 1 = A – BV where, A = A - µ W and B = B + ρS (C - μC ) 1 D L 1 2 Substituting in Eqs.(10.4) and (10.5) gives : Remarks: i) The denominator in the integrands of Eqs.10.4 and 10.5, i.e. [T- D - µ (W - L)], is the accelerating force during the take-off run. A good approximation to s 1 and t 1 is obtained by taking an average value of the accelerating force (Fa) to be its value at V = 0.7 V 1 i.e. Consequently, ii) Generally the flaps are kept in take-off setting (partial flaps) right from the beginning of the take-off run. Hence, C D during the take-off run should include the drag due to flaps and landing gear. Reference 3.6, section 3.4.1 may be consulted for increase in CDO due to the flap deflection and the landing gear. See also section 2.9 of Appendix A. The proximity of the ground reduces the induced drag. As a rough estimate, the induced drag with ground effect can be taken to be equal to 60% of that in free flight at the same C L . (iii) The take-off speed (VTO or V1) is (1.1 to 1.2) Vs ; where Vs is the stalling speed with W = WTO and CL = CLTO . As mentioned in subsection 3.7.4, CLTO is 0.8 times CLland. 10.4.2 Various speeds during take-off run In the subsection 10.3.1 the nose wheel lift-off speed and take-off speed have been explained. Section 6.7 of Ref.1.10 mentions additional flight speeds attained during the ground run. A brief description of the speeds, in the sequence of their occurance, is as follows. (a) Stalling speed (Vs) : It is the speed in a steady level flight at W = WTO and CL = CLTO. (b) Minimum control speed on ground (Vmcg): At this speed, the deflection of full rudder should be able to counteract the yawing moment due to failure of one engine of a multi-engined airplane when the airplane is on ground. (c) Minimum control speed in air (Vmca) : At this speed, the deflection of full rudder should be able to counteract the yawing moment, due to failure of one engine of a multi-engined airplane if the airplane was in air. (d) Decision speed (Vdecision) : This speed is also applicable to a multi-engined airplane. In the event of the failure of one engine, the pilot has two options. (I) If the engine failure takes place during the initial stages of the ground run, the pilot applies brakes and stops the airplane. (II) If the engine failure takes place after the airplane has gained sufficient speed, the pilot continues to take-off with one engine inoperative. If the engine failure takes place at decision speed (Vdecision), then the distance required to stop the airplane is the same as that required to take-off with one engine inoperative. See subsection 10.4.8 for additional details. (e) Take-off rotation speed (VR): At this speed the elevator is powerful enough to rotate the airplane to attain the angle of attack corresponding to take-off. (f) Lift-off speed (VLO) : This is the same as unstick speed mentioned in subsection 10.3.1. This speed is between (1.1 to 1.2) VS. It is mentioned in Ref.1.10, chapter 6, that Vmcg, Vmca, Vdecision, VR lie between VS and VLO.	<urn:uuid:680ec04f-153d-4d12-90d3-b265de253ab7>	CC-MAIN-2019-09	https://nptel.ac.in/courses/101106041/Chapter%2010%20Lecture%2032%2022-12-2011.pdf	2019-02-20T01:49:07Z	crawl-data/CC-MAIN-2019-09/segments/1550247494125.62/warc/CC-MAIN-20190220003821-20190220025821-00499.warc.gz	638,505,022	2,418	eng_Latn	eng_Latn	0.978783	eng_Latn	0.998529	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 1098, 2402, 3617, 4935, 5319, 6234, 6907, 7932, 9751, 9847 ]	[ 2.171875 ]	3	0
Telephone: (08) 8386 1971 Moana Kindergarten Schooner Road SEAFORD SA 5169 Facsimile: (08) 8327 2852 Email: email@example.com Food and Nutrition Policy of Moana Kindergarten Staff at this preschool aim to promote nutritional eating habits. We believe that early childhood is an important time for establishing lifelong, healthy eating habits and can benefit children in three ways: 2. Long term: Minimises the risk of diet related diseases later in life e.g. heart disease, strokes, cancers and diabetes 1. Short term: Maximises growth, development and activity whilst minimising illness 3. Advice from speech pathologists and dentists indicates that children should be eating crunchy foods. Therefore: - food and drink are consumed in a safe, supportive environment for all children - staff at this preschool model and encourage healthy eating behaviours - parents and caregivers are encouraged to supply healthy foods that fit within the Right Bite strategy for their children at preschool. This food policy has been established after consultation with staff and parents within the preschool community. Curriculum - is consistent with the Dietary Guidelines for Children and Adolescents in Australia, and the Australian Guide to Healthy Eating Our preschool's food and nutrition curriculum: - includes activities that provide children with knowledge, attitudes and skills to make positive healthy food choices and learn about the variety of foods available for good health food - includes opportunities for children to develop practical food skills like preparing and cooking healthy - integrates nutrition across the Early Years Learning Framework where possible, relating to the Learning Outcome 3: 'Children have a strong sense of wellbeing' The Learning environment - have fresh, clean tap water available at all times and are encouraged to drink water regularly through the day Children at our preschool: - will eat routinely at scheduled break times - use the preschool garden to learn about and experience growing, harvesting and preparing nutritious foods - eat in a positive, social environment with staff who model healthy eating behaviours - understands and promotes the importance of breakfast and regular meals for children - is a breastfeeding friendly site - teaches the importance of healthy meals and snacks as part of the curriculum Food Supply - encourages healthy food and drink choices for children. Our preschool: - encourages food choices which are representative of the foods of the preschool community - ensures a healthy food supply for preschool activities and events - ensures healthy food choices are promoted and are culturally sensitive and inclusive - displays nutrition information and promotional materials about healthy eating - has the following guidelines for families for food brought from home or provided by staff within preschool time: Fruit Time: o provide children with important minerals and vitamins Parents and carers are encouraged to supply fruit and vegetables at fruit time to: o encourage a taste for healthy foods. o encourage chewing which promotes oral muscle development Food and drinks provided to children: o parents and carers are encouraged to provide healthy food and drink choices o staff will ensure that food provided to children by the preschool is in line with the Right Bite strategy. Food safety - promotes and teaches food safety to children as part of the curriculum Our preschool: - encourages staff to access training as appropriate to the Right Bite Strategy - promotes and encourages correct hand washing procedures with children and staff. - provides adequate hand washing facilities for everyone Food-related health support planning - liaises with families to ensure a suitable food supply for children with health support plans that are related to food issues. Our preschool: Working with families, health services & industry - invites parents and caregivers to be involved in the review of our whole of site food and nutrition policy Our preschool: - provides information to families and caregivers about the Right Bite Strategy through a variety of ways including: o policy development/review o newsletters o information on enrolment Note: If your preschool has a child with a serious food allergy (eg. nuts), a separate policy for the duration of that child's involvement with the preschool should be developed and communicated to parents and staff. o pamphlet/poster displays Endorsed by Governing Council	<urn:uuid:b4f63e7a-881f-47eb-a39d-09832eb2b334>	CC-MAIN-2019-09	https://www.moanakgn.sa.edu.au/wp-content/uploads/2017/09/healthy_food_and_nutition_policy_of_moana_kindergarten.pdf	2019-02-20T02:13:58Z	crawl-data/CC-MAIN-2019-09/segments/1550247494125.62/warc/CC-MAIN-20190220003821-20190220025821-00498.warc.gz	896,190,127	850	eng_Latn	eng_Latn	0.994026	eng_Latn	0.994726	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2393, 4552 ]	[ 3.421875 ]	1	0
Brighton sights (B1-B2) This lesson should be done before the Brighton excursion, to prepare students for the walking tour. The quiz questions are also part of the walking guide and are to be used to increase interaction with students during the walk, and to link lessons to excursions. Lesson: 3 rd lesson (1hr 20 mins) Aims: - To familiarise learners with Brighton sights - To develop speaking and listening strategies by practising asking and answering questions, and identifying main ideas, in the context of Brighton sights. - To develop reading and speaking skills You will need: - Brighton photo collage- one copy to show - Brighton blank question table- one copy per student - Reading paragraphs cut up- a different one given to each student. - One pack of Brighton cards per group of 4/5 (provided) Lesson stages 1. (3-5 mins) Warmer: Project or show the Brighton photo collage. It is a good idea if this is projected before the lesson so that students are immediately engaged with the topic. Ask students what they already know about Brighton and what they can see in the photos. They can do this quickly in pairs. 2. (3-5 mins) Elicit information: Make sure you elicit/give names of the key sights: The Royal Pavilion, Brighton Pier, The Indian Gate, and The Lanes. Do not go into detail, as students will learn more during the lesson, but make sure you explain that Prince George (the future King George 4 th ) had the Pavilion built in the early 19 th Century. Make sure you also focus on pronunciation. 3. (7-10 mins) Pre-speaking prediction: Give students the blank question table, and in pairs/small groups ask them to predict the answers (no writing). Do one example as a class, and encourage inventive answers. Check that everybody understands the questions before the next task. 4. (5-10 mins) Vocabulary focus: Give out a different text to each student, and ask concept checking questions and elicit meaning of possible problematic words once they have seen them in context e.g. stables, dome, turnip, chessboard, horse drawn carriage, debt, patient, passenger, ruin, fairground, amusement machines, vintage fashion. 5. (5-10 mins) Reading comprehension: Students write the appropriate answer on their question sheet. Encourage students to write clear bullet points as they will have to share this information with their friends. Monitor closely. 6. (10-15 mins) Mingling activity: Students mingle, ask one another the questions, and fill in the sheet. If the class is relatively strong, once they start answering the questions, they can then share all this new information with their classmates too. This will speed up the task, and push students to understand the first hand information properly to be able to pass it on to other classmates. 7. (10-15 mins) Feedback: In pairs, students discuss, compare, and amend answers. This should be followed by whole class feedback. Make sure that you include a pronunciation focus if you have heard errors during the mingling stage. 8. (15-20 mins) Memory game: This is a simple matching pair game to informally test students. Make sure you model the game. - Give a pack of cards to each group of 4/5 students. - Shuffle and place cards face down on the table. - Players take it in turns to turn over two cards. The aim is to turn over two matching cards: one picture and one definition. - If a matching pair is chosen, players need to explain the relationship between the cards. If successful (everybody in the group agrees) they keep the pair, and have another turn. If they fail to turn over two matching cards, or don't know the relationship between the two, it is the next player's turn. - The winner is the one with the most pairs by the end of the given time. You can again monitor, and do on-the-spot or/and delayed error correction Brighton 1. How did Prince George use the first Pavilion dome? 9. How did people use the original Brighton pier? 2. How do people describe the Royal Pavilion? 10. Why did people rebuild the pier in the 19 th Century? 3. What did Prince George like doing in the Royal Pavilion? 11. What can you do on Brighton Pier if you are brave?! 4. How much food did people eat during one of Prince George's banquets at the Royal Pavilion? 12. Why is Brighton Pier important for video games? 5. How did Prince George have ice cream and ice if there were no freezers? 13. Why is a black lion linked to Brighton? 6. What problems did Prince George have? 14. Why did Charles 2 nd hide in Brighton? 7. Who was Maria Fitzherbert? 15. What are 'twittens'? 8. Why did the people of India give the 'Indian Gate' to the people of Brighton? 1. How did Prince George use the first Pavilion dome? Prince George asked designer John Nash to create the pavilion in 1815. Originally, it was only a farmhouse, so Prince George asked the architect Henry Holland to build stables. The 24m wide dome was part of these stables. 2. How do people describe the Royal Pavilion? People say that the Royal Pavilion looks similar to the Taj Mahal. Other people think it is similar to the Kremlin in Moscow, or St. Paul's Cathedral in London. There are also people, who say it is like a turnip or a chessboard! 3. What did Prince George like doing in the pavilion? Prince George didn't live in the Pavilion, but used it as a party palace! His friends travelled to Brighton from London by horse drawn carriages. He also held banquets (big evening meals), with music, and invited very important people. 4. How much food did people eat during one of Prince George's banquets at the Royal Pavilion? At one of the biggest banquets at the pavilion, the courses included 8 soups, 8 roast meats, 40 main dishes and 32 desserts! A French chef also created some very tall desserts: over one metre high! 5. How did Prince George have ice cream and ice if there were no freezers? The staff at the pavilion collected ice during the winter and put it in a very big hole in the ground, called an 'ice house'. The ice stayed frozen all year, and they used it to make ice cream and iced drinks in the summer. 6. What problems did Prince George have? Prince George loved art, fashion, parties and good food, but as a result, he spent lots of money and had debts of over £58 million in current money. He also put on a lot of weight, so the King's chair in the Royal Pavilion's dining room was huge! 7. Who was Maria Fitzherbert? King George had lots of girlfriends, but the woman he loved was Maria Fitzherbert. He married her but it was not legal because she was Catholic. People say there were secret underground corridors from the pavilion to her home. 8. Why did the people of India give the 'Indian Gate' to the people of Brighton? The people of India gave the Indian Gate to the people of Brighton in 1921 to thank them for looking after sick Indian soldiers. During WW1, the Royal Pavilion became a military hospital, and 2,300 Indian soldiers were patients there. 9. How did people use the original Brighton pier? In 1823, passenger ships sailed from Dieppe, France to Brighton. Brighton pier was a landing platform; this meant that passengers could get off the boat easily. The pier owners then started to make money by selling souvenirs and sweets. 10. Why did people rebuild the pier in the 19 th Century? From 1824-1834, many storms damaged the old Pier. Then, in December 1889, a huge storm completely destroyed it. This meant that the whole pier had to be built again, and this is the pier that we can see today. 11. What can you do on Brighton Pier if you are brave? There is a fairground at the end of Brighton Pier with many fairground rides, including cups and saucers for children, a rollercoaster, and The Booster: you go up nearly 40 metres, turn 360 degrees, and then fall very quickly back down! 12. Why is Brighton Pier important for video games? Brighton Pier has had amusement machines since 1905. Then, in the 1980s, new style arcade machines arrived, including Space Invaders and virtual reality machines. Brighton Pier often introduces new games, for example Guitar Hero in 2009. 13. Why is a black lion linked to Brighton? 'Black Lion' is the name of a Brighton pub and street, and is the symbol and flag of Flanders; an area in Belgium and Northern France. People from Flanders (Flemish people) came to Brighton to live in the 16 th Century, and brought their symbol with them 14. Why did Charles 2 nd hide in Brighton? In 1651, Oliver Cromwell wanted to kill King Charles 2 nd . King Charles had to escape and he decided to travel across the sea to France. Before getting on a boat, and traveling with fishermen to France, he hid in Black Lion lane in Brighton. 15. What are 'twittens'? Brighton is famous for its lanes; 'laines' in the old local dialect. They are small, narrow streets which are also called 'twittens.' Today, the lanes are popular for shops, cafes, and restaurants, as well as jewellery, boutique fashion, and vintage fashion. Information from: https://www.tes.com/teaching-resource/discover-the-royal-pavilion-worksheets6288004 http://tourism.brighton.co.uk/history/bodypage.asp?subheading=The+Royal+Pavilion &url=History&mainheading=6 http://www.victoriana.com/Travel/royalpavilion.htm http://brightonmuseums.org.uk/royalpavilion/whattosee/the-great-kitchen/ http://brightonpier.co.uk http://www.visitbrighton.com	<urn:uuid:38370faf-f2b1-424c-8666-3e053b838f24>	CC-MAIN-2019-09	http://elaceducation.com/wp-content/uploads/2018/02/Brighton-sights-B1-B2.pdf	2019-02-20T02:27:27Z	crawl-data/CC-MAIN-2019-09/segments/1550247494125.62/warc/CC-MAIN-20190220003821-20190220025821-00499.warc.gz	93,403,055	2,141	eng_Latn	eng_Latn	0.998598	eng_Latn	0.998984	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 3811, 4644, 9369 ]	[ 4.46875 ]	1	1
Nomination of DARTMOUTH DAM as a NATIONAL ENGINEERING LANDMARK Dartmouth Dam and Spillway Prepared by Brian Harper & Bruce Cole Engineering Heritage Australia (Victoria) Engineers Australia June 2004 CONTENTS - Attachment (Reference 5) INTRODUCTION The River Murray is 2500km long, rising in the Australian Alps and discharging into the sea in South Australia. There are very large irrigation areas along its length which are dependent on the river for their survival and prosperity. The river also supplies many inland towns along the river. In South Australia pipelines carry its water to Adelaide, the Iron Triangle and many country towns. Beginning in 1915 the River Murray Commission has overseen many developments. Thirteen locks and weirs were constructed to provide ponds for irrigation pumps and improved navigability for river traffic. The first major storage was Hume Dam completed in 1936. Its reservoir capacity was 1.5 million megalitres. In 1961 the installation of gates on the spillway crest and some other measures increased the storage to 3.0 million megalitres. The demand for greater reliability in times of drought led to the need for more storage which was provided by Dartmouth Dam in 1979. Its reservoir capacity is 4.0 million megalitres. Dartmouth Dam is located on the Mitta Mitta River in north-eastern Victoria, about 80km south-east from Wodonga. See location map. Water released from the reservoir flows down the river into Lake Hume. Built for the then River Murray Commission, the constructing authority was the State Rivers & Water Supply Commission of Victoria, the designer was the Snowy Mountains Engineering Corporation and the main contractor was Thiess Bros Pty. The dam itself is an earth core rockfill structure 180m high, the highest dam in Australia. It is a prime example of a relatively new dam type, developed after World War 2 and particularly economical where a high embankment is required. Its construction was state-of-the-art at the time. Dartmouth Dam was not chosen as one of the 25 dams nominated for listing on the Register of the National Estate in 1999, mainly because the Heritage Dams project team did not receive a sufficiently compelling proposal. In 2001 the Engineering Works of the River Murray were recognised by Engineers Australia as a National Engineering Landmark. Dartmouth Dam is a significant component of those works but the dam itself has not been plaqued. Dartmouth Dam is owned by the Murray Darling Basin Commission and operated by Goulburn-Murray Water for River Murray Water. PLAQUE NOMINATION FORM The Administrator Engineering Heritage Australia Engineers Australia 11 National Circuit BARTON ACT 2600 Name of work: DARTMOUTH DAM The above-mentioned work is nominated to be awarded an National Engineering Landmark Location, including address and map grid reference if a fixed work: On the Mitta Mitta River, about 70km south-east of Wodonga. Aust Map Grid Zone 55, 545E, 5954N. Owner (name & address): Murray Darling Basin Commission GPO Box 409, Canberra ACT 2601 The owner has been advised of this nomination, and a letter of agreement is attached. Access to site: From Wodonga and Tallangatta via Omeo Highway to Mitta Mitta, then 20km by dam access road. Nominating Body: Engineering Heritage Australia (Victoria) ....................................................................................... Chair of Nominating Body Date: ............................. ....................................................................................... Chair of Division Engineering Heritage Group Date: .............................. HISTORY Since the 1860s the three colonies New South Wales, Victoria and South Australia were unable to agree on the development of the River Murray. South Australia was very keen to improve navigability for river traffic which took supplies into and produce out of the vast inland region via South Australia. All States were keen to expand irrigation areas using the water. However improved reliability in the flow was needed to combat the devastating effects of severe droughts which, in Australia, occurred all too often. After Federation, the new Commonwealth Government brought the States together and eventually brokered an historic agreement in 1914 to establish the River Murray Commission, financially supported by all four governments. Under the agreement the storage in Lake Victoria (near south Australia) was to be raised, and 26 weirs and locks were to be built between Blanchetown in South Australia and Echuca in Victoria to make the river passable by shallow-draft vessels all year round. The weirs would create useful ponds from which water could be pumped or diverted to adjacent irrigation areas. As the NSW and Victorian railways had long since captured most of the trade, only 13 locks and weirs were built, in the period 1922 to 1937, so that only the lower part of the river was fully locked. Instead five barrages were built across the five channels at the Murray mouth, to exclude salt water from the lower reaches of the river. The major task for the River Murray Commission was to construct the Hume Dam near Albury, to catch the winter flows and release them in the irrigation season. This was a very large project undertaken between 1920 and 1936. New South Wales constructed the concrete gravity spillway across the river bed, and Victoria was responsible for the 1.3km long embankment on the left bank. The capacity of Lake Hume was 1.5 million megalitres (compared with the annual average flow of about 4 million megalitres). By 1939 Yarrawonga Weir had been built 230 river kilometres below Hume Dam, to divert some of the river flow into two major canals feeding irrigation areas both north and south of the river. Hume Dam was designed to be raised and, by 1961, 29 large steel gates had been added to the spillway, thereby doubling the reservoir capacity. The town of Tallangatta was moved out of the storage area and rebuilt at a higher level. South Australia, being far downstream and getting last use of the water, was particularly keen to maintain the river flow in dry periods and proposed the construction of Chowilla Dam just within the State border. This 6.25 million megalitre storage would have given South Australia more control over its share of the water. The dam was to be an earth embankment 5.6km long, spanning the River Murray and two creeks, and founded on a great depth of sand. However, concerns about the cost, losses by evaporation and rising salinity levels led to the abandonment of the site in 1967 (and the loss by the SA government of the subsequent election). The Mitta Mitta River is a major tributary which flows into Lake Hume on the Victorian side. A suitable damsite was found about 110 river kilometres upstream, at the Dart River junction (hence Dartmouth). In order to store 4 million megalitres, the dam had to be 180m high, higher than any existing dam in Australia. The River Murray Commission appointed the State Rivers & Water Supply Commission of Victoria to be the constructing authority, the Snowy Mountains Engineering Corporation was retained to design the dam and Thiess Bros won the contract to build it. Construction of the site access road began in 1972, followed by the village to accommodate 200 families. Dam works started in 1973 with the excavation of the river diversion tunnel. The major contract for the embankment was let in 1974, and the dam was completed in 1979, at a cost of $179 million. A drought in 1982-83 called on its water to be released for irrigation in 1983. The reservoir filled for the first time in 1989. A 150MW power station was constructed at the toe of the dam to generate power from the irrigation releases. A second dam below the station has created a regulating pond which absorbs fluctuating discharges based on power demand and releases more even flows to the river downstream. EARTH CORE ROCKFILL DAMS Earth core rockfill dams (ECRDs) consist of a central earth core as the impervious element, supported both upstream and downstream by compacted rockfill shoulders. See Figure 2. Between the earth core and the downstream rockfill there are narrow zones of fine material to prevent any earth particles from being washed into the voids of the rockfill should a leak develop. Similar zones on the upstream side prevent erosion of the core material when the reservoir level changes. Because the rockfill is strong and free-draining, the outer slopes can be quite steep, thus minimising the volume of material in the embankment and the cost of the dam. The first ECRD in Australia was the 20m high Bradys Dam in Tasmania completed in 1953. There the rockfill was dumped and not compacted. Dams up to 55m high were built with dumped rockfill. The use of compacted rockfill began about 1965 and became universally adopted. Compaction greatly reduced the amount of settlement which occurred as the embankment was built, and the stable outer slopes could be steeper than for dumped rockfill. Typically well-graded rockfill was placed in layers 1 to 2 metres thick and compacted with a 10 tonne vibrating roller. The crown for the highest ECRD in Australia passed rapidly from Geehi (91m, 1966), Blowering (112m, 1968) and Talbingo dams (162m, 1971), all in the Snowy mountains Scheme, to Dartmouth Dam (180m, 1979) in Victoria. See Figure 3. The three highest dams in Australia are all earth core rockfill dams. It has proved to be the most economical type where a very high embankment is needed. In its development phase, several dam building authorities in Australia contributed their expertise to its refinement. In particular, designers within the Snowy Mountains Engineering Corporation had previous experience with this type of dam, having designed Geehi, Blowering and Talbingo dams when working in the Snowy Mountains Hydro-electric Authority. PHYSICAL DESCRIPTION OF DAM Dartmouth Dam consists of the dam itself, a river diversion tunnel and cofferdam, a spillway, high-level and low-level outlets and a hydro-electric power station. The dam is 180m high, 670m long and contains 14 million cubic metres of material. The catchment area is 3,600 sq km, the surface area at full supply level is 63 sq km, and the spillway crest length is 91m. Several features are noteworthy: - The height of a dam is a very significant dimension, as it represents the maximum hydraulic pressure which the watertightness of the embankment and the foundation must resist. A dam of twice the height contains 6 to 8 times the volume of material. Thus the 180m high Dartmouth Dam was a major project requiring very careful design and construction. - A 15m high cofferdam was designed to divert summer flows through the 6m diameter diversion tunnel while the main embankment was being constructed. However delays to the schedule resulted in the need to divert winter flows as well. Consequently the contractor built a 50m high cofferdam at short notice in 3½ months. The rockfill on its downstream face was protected with steel mesh to prevent it washing away if it were overtopped by floods. A cofferdam of this height is most unusual, but its construction avoided potential delays of 5 and 8 months in impoundment and completion respectively. (Reference 4) - The rockfill quarry on the left bank was designed not only to supply the vast quantity of rock for the embankment, but also to dissipate the energy of the water flowing over the spillway, on its way down to river level. The quarry was developed in a series of benches (steps) about 15m high which acts as a cascade of waterfalls during flood discharges. As a result, the concrete spillway consists of a crest and a relatively short chute which delivers the flow to the top bench of the quarry. The alternative of a concrete chute all the way down from the crest to river level would have been much more expensive, and a substantial energy dissipator would have been required to calm the very high velocity water where it entered the river. - As construction of the embankment proceeded, it was important that the earth core was free to settle under its own weight, in order to maintain its watertightness. Readings from embedded instruments showed that the filter zones on both sides of the core were settling less than the core and thereby partly resisting core settlement. To counter this undesirable effect, compaction of the filter zones was progressively reduced until similar rates of settlement were measured. (Reference 6) - The dam incorporates two outlets for the release of irrigation water. The high-level outlet draws water from the upper 30m of the reservoir, and delivers it via a tunnel under the left abutment to either the outlet valve or the power station. See figure 6. - A serious incident occurred at the power station about 1991. At a time when the reservoir level was very high, a hydraulic surge up the hoist shaft dislodged a steel beam which dropped down the shaft and was carried along the tunnel to the power station. There the beam forced the guide vanes in the spiral casing to shut instantaneously and the immediate water pressure rise was sufficient to cause severe structural and mechanical damage. A substantial part of the station and its machinery had to be demolished and rebuilt. In order to determine responsibility, there was a prolonged legal action involving the State Rivers & Water Supply Commission who controlled the hoist shaft, the State Electricity Commission who owned and operated the power station, and their respective insurance companies. - The low level outlet, operating under a much higher head, is available for releases when the reservoir is low. See Figure 7. There are twin discharge-regulating gates side by side on this outlet. They are located inside the tunnel and the enormous energy (up to 120MW) of the discharged water is dissipated within an enlarged length of tunnel (the expansion chamber) lined with reinforced concrete. - When the gates were commissioned, severe cavitation implosions occurred and it was concluded that the outlet could not be operated safely. Vibrations was felt at the concrete outlet structure 500m downstream. The problem could be reduced by injecting large quantities of compressed air, or by arranging for the water jets leaving the gates to create a vacuum which would suck the air in. Both methods were tried. Guided by some hydraulic model test results, the outlet was modified, just in time for prolonged releases in 1983 when a severe drought had kept Lake Hume at a low level. Initially the outlet supplemented releases from the high-level outlet but, when the lake level dropped too far, the low-level outlet had to meet the whole demand. After operations ceased, inspections showed that both the stainless steel and concrete surfaces were in good condition, but some stainless steel surfaces had many dents or a sand-blasted appearance. Further tests and modifications were planned to see whether cavitation could be reduced further. Noise levels in the valve chamber (Figure 7) above the gates due to both cavitation crackles and high air velocities were very uncomfortable for the operators. (Reference 7) Plaquing Nomination Assessment Form 1. BASIC DATA Item Name: Dartmouth Dam Other/Former Names: None Location (grid reference if possible): AMG Zone 55, 545E, 5954N. Address: Dartmouth Suburb/Nearest Town: Tallangatta State: Victoria Local Govt. Area: Shire of Towong Owner: Murray Darling Basin Commission Current Use: Major water storage providing drought protection for irrigation in the Murray River, and water supplies for Adelaide and regional South Australia. Former Use (if any): None Designer: Snowy Mountains Engineering Corporation Maker/Builder: Thiess Bros Pty Ltd Year Started: 1972 Year Completed: 1979 Physical Description: An earth core rockfill dam 180m high, 670m long, containing 14 million m 3 of material, with a chute spillway, high and low level outlets and a 150MW power station. Storage volume 4 million megalitres. Physical Condition: The dam is currently is good condition, substantially as built and well maintained. Modifications have been made to the low-level outlet to reduce cavitation, and some dental concrete has been placed on the spillway benches where floods flows have caused some erosion. Dam safety practice requires the dam to be inspected regularly, instrument readings to be taken and assessed, and comprehensive safety reviews to be carried out periodically, in accordance with guidelines published by the Australian National Committee on Large Dams. Modifications and Dates: No significant alterations Historical Notes: See History section on page 6. Heritage Listings None 2. ASSESSMENT OF SIGNIFICANCE Historic Phase The completion of Dartmouth Dam in 1979 was the latest major project in the long term development of the River Murray which began with the historic agreement in 1915 between the Commonwealth and the three States to establish the River Murray Commission (now the Murray Darling Basin Commission). The dam is a further example of what the four governments can achieve by working together. Historic Individuals or Association The construction of the dam is associated with three major Australian organisations: The State Rivers & Water Supply Commission of Victoria (SR&WSC) was the constructing authority. Established in 1905 to control water supplies outside Melbourne, the SR&WSC developed into one of the leading dam building authorities in Australia. Between 1920 and 1984, it was responsible for the design and construction of 30 large dams for town water supplies and irrigation throughout Victoria. The Snowy Mountains Engineering Corporation (SMEC) was responsible for the dam design. This team had previously worked in the Snowy Mountains Hydro-electric Authority which built the world-famous Snowy Mountains Scheme between 1949 and 1972. That scheme involved 16 large dams. Since 1972 SMEC has carried out many major projects both in Australia and overseas. The contractor for the dam was Thiess Bros Pty Ltd. This Queensland firm won several major dam and tunnel contracts on the Snowy Mountains Scheme in competition with international contractors, demonstrating that Australian firms could operate successfully in the big league. Creative or Technical Achievement Dartmouth Dam is higher than any other dam of this type in Australia, and is the highest dam in Australia. It was state-of-the art when constructed, and has proved reliable in 25 years of operation. The dual use of the quarry as a rockfill source and a spillway dissipator is innovative and economical. There may be other examples but not many. In order to avoid delaying embankment construction in the river bed until the next summer, the contractor constructed a 50m high cofferdam in a very short time, to enable winter flows to pass through the diversion tunnel. Modifications to the low level outlet reduced cavitation to a level where prolonged releases could be made safely to mitigate the effects of the 1982-83 drought. Research Potential The low-level outlet is an example of a high-head outlet which is not cavitation free. There is an opportunity to carry out full-scale experiments with the objective of reducing cavitation in this and other existing high-head outlets. The devastating incident which damaged the power station highlighted the importance of the two operating authorities working together. An examination of this well-documented example would disclose why this did not occur at Dartmouth. Social Water from the River Murray is used to irrigate 730,000 hectares of land supporting livestock, crops and fruit growing. The river itself offers recreation and tourism. The construction of Dartmouth Dam met the pressing need for a long-term reserve storage for the River Murray system. The water in Lake Dartmouth is highly valued by a very large population spread right along the River Murray, in Adelaide and over a substantial area of non-metropolitan South Australia. The water is used to reduce the impact of periodical droughts. Completed in 1979, its value was proved in 1983 when its partially-filled reservoir met irrigation requirements during a drought when Lake Hume was unable to do so. The value of the water will increase as the need for environmental flows is added to the existing allocations for irrigation and town supplies. Rarity The type of dam is not rare, but there are only three dams in Australia over 150m high, namely Talbingo 162m, Thomson 166m and Dartmouth 180m. Representativeness Dartmouth Dam is a prime example of a modern earth core rockfill dam. It has all the typical features – a central earth core, filter zones, compacted rockfill shoulders, meticulous foundation treatment and so on. It is fully instrumented so that its behaviour in service can be carefully monitored. Integrity/Intactness The dam remains virtually in as-built condition and has not suffered any significant deterioration in its 25 year life to date. STATEMENT OF SIGNIFICANCE Dartmouth Dam is important for its key role in the River Murray system, for its association with three leading dam building organisations, for its record height and as the prime example of a relatively new type of dam. In flowing 2500km to the sea the River Murray supports a vast inland population in three states through irrigation and town water supplies. Adelaide is heavily dependent on Murray Water and pipelines carry supplies to other parts of South Australia. The reliability of flows is vital for the livelihoods and prosperity of a great many enterprises. Dartmouth Dam is the largest water storage in the River Murray system. While Lake Hume is able to catch the winter flows for release during the irrigation season, Dartmouth's role is to supply water during periodic droughts when Lake Hume is depleted. This occurred in 1983, only four years after its completion. Assessed Significance National State Local (circle the relevant item) National Engineering Landmarks were awarded to Cethana Dam and Gordon Dam in Tasmania in 2001. It is proposed that the Dartmouth Dam award be made simultaneously with the NEL for Hume Dam in 2005. DRAFT CITATION DARTMOUTH DAM This central core rockfill dam is180m high, the highest dam in Australia. The Snowy Mountains Engineering Corporation designed the dam and Thiess Bros built it under contract to the State Rivers & Water Supply Commission of Victoria. The dam retains the largest storage (4 million megalitres) in the River Murray catchment. Its water is reserved for use when Lake Hume is depleted by drought. Irrigators, cities and towns in three States rely on this storage in tough times. (78 words) The Institution of Engineers Australia Murray-Darling Basin Commission, 2005 APPENDIX A MDBC Reference No: MDBC: FA 0454 Your reference: River Murray Water A Business Unit of MDBC 5 February 2002 Mr Michael Clarke Chair, Engineering Heritage Australia 26A Campbell Avenue Normanhurst NSW 2076 Dear Michael, Subject: Historic Engineering Plaquing of Hume and Dartmouth Dams Thank you for your letter of 24 January 2002 seeking the Commission's concurrence to plaquing Hume and Dartmouth Dams as National Engineering Landmarks. Further to the discussion last week between you and David Dreverman, I am pleased to confirm the Commission's support for this initiative by the Institution of Engineers, Australia. In doing so I wish to clarify that: - The award of National Engineering Landmark will in no way impact on our making future changes to these working assets - The nomination submissions will be prepared by the Institution of Engineers, Australia - A separate ceremony will not be held at Hume Dam. Rather the information plaque will be unveiled as part of an opening of remedial works or some other suitable occasion - The information plaque at Hume Dam will be placed adjacent to the National Engineering Landmark marker and information plaque for the River Murray Works, which were awarded last October. Accordingly a second marker will not be required. In relation to Hume Dam contact should be through David Dreverman, who will liaise with both State Water and Goulburn-Murray Water as necessary. For Dartmouth Dam, the Victoria Committee should liaise with: Mr David Jeffery Murray Headworks Manager Goulburn-Murray Water Lake Hume Office Private Bag 2 Wodonga Victoria 3691 Phone 02 6049 8251 firstname.lastname@example.org e-mail To assist with your submission for Hume Dam I have attached copies of a paper on Hume Dam presented at ANCOLD Conference in 2000 and a recent article prepared for Landcare Magazine. We look forward to working with you and your colleagues on this initiative and appreciate the recognition of these two major dams by the Institution. Yours sincerely David Dole General Manager Cc: David Jeffery APPENDIX B References 1. Maver JL & Michels V, "Design and construction progress on the Dartmouth Dam Project in Australia", Water Power & Dam Construction, June/July 1975. 3. Maver JL & Michels V, "Australia's Highest Dam - Dartmouth", World Dams Today, 1976. 2. Maver JL & Michels V, "New Dartmouth Dam on Australia's River Murray System", 2nd World Congress on Water Resources, India, December 1975. 4. SRWSC, "50m high cofferdam for Dartmouth Dam", ANCOLD Bulletin No 45, October 1976. 6. Cummins P J, "Instrumentation of Dartmouth Dam – installation and operation experience", ANCOLD Bulletin No 53, April 1979. 5. Maver JL, Michels V & Dickson R S, "Dartmouth Dam Project: Design and construction progress", Transactions of the Institution of Engineers, Australia Vol CE20, No 1 1978 (copy attached). 7. Dickson R S & Murley K M, "Dartmouth Dam low-level outlet aeration ramps", ANCOLD Bulletin No 66, December 1983. 9. Cole B, Dam Technology in Australia1850-1999, Australian National Committee on Large Dams Inc, 2000. 8. ANCOLD Register of Large Dams in Australia, Australian National Committee on Large Dams, 1990 and updated at www.ancold.org.au. 10. Cole B, Australia's 500 Large Dams – conserving water on a dry continent, Australian National Committee on Large Dams Inc, 2003. ATTACHMENT Technical Paper: Maver JL, Michels V & Dickson R S, "Dartmouth Dam Project: Design and construction progress", Transactions of the Institution of Engineers, Australia Vol CE20, No 1 1978.	<urn:uuid:b1ddc23c-3b59-467e-bb31-6d3e2b28d7f7>	CC-MAIN-2019-09	https://portal.engineersaustralia.org.au/system/files/engineering-heritage-australia/nomination-title/Dartmouth_Dam_nomination.pdf	2019-02-20T01:19:17Z	crawl-data/CC-MAIN-2019-09/segments/1550247494125.62/warc/CC-MAIN-20190220003821-20190220025821-00498.warc.gz	660,294,055	5,633	eng_Latn	eng_Latn	0.94569	eng_Latn	0.996625	[ "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" ]	false	docling	[ 206, 245, 2574, 3663, 7538, 9946, 10346, 12834, 14647, 15260, 16821, 19674, 22333, 22929, 24611, 25009, 26505 ]	[ 2.078125, 1.53125 ]	1	0
GALLSTONES The Gall bladder is an organ which lies just below the liver. It is a side pouch lying to the right of the main channel which carries bile from the liver to the intestine. This channel is called the Common Bile Duct (CBD). The Gall Bladder stores bile that is secreted by the liver. In the gall bladder bile is concentrated. When food is taken and reaches the duodenum, (the first part of the small intestine), it contracts and the bile reaches the duodenum to mix with food and enhance digestion. A number of patients develop stones in the gall bladder. Why do gall stones develop? - Gender: Females are twice as likely as malesto develop gallstones. Hormonal variations either natural or ingested appears to increase the level of cholesterol. Ggallbladder movement, is decreased in pregnancy, which can lead to gallstones. - Genetics: Gallstones often run in families, pointing to a possible genetic link. - Weight. Overweight people have an increased risk for developing gallstones. The most likely reason is that the amount of bile salts in bile is reduced. Bile salts act almost like soap and dissolves cholesterol. The result of this is that cholesterol starts to drop out of solution. Obesity is a major risk factor for gallstones, especially in women. - Diet. Diets richin fat and cholesterol and poor in fiber increase the risk of gallstones due to a relative increase in cholesterol compared to bile salts and reduced gallbladder emptying. - Rapid weight loss. "Crash diets and crash weight losing courses"— causes gall stones as the body metabolizes fat during this period—the liver excretes extra cholesterol into bile, which can cause gallstones. In addition, the gallbladder does not empty properly. - Age. People older than age 60 are more likely to develop gallstones than younger people. As people age, the body tends to secrete more cholesterol into bile. - Geography. People from Northern and Eastern Indian States are more prone to Gall stone formation. This is probably due to differences in diet. - Cholesterol-lowering drugs. Some medicines that lower cholesterol levels in the blood actually do so by increasing the amount of cholesterol excreted into bile. In turn, the risk of gallstones increases. - Conditions in which Red Blood Cells break down rapidly. The increasing load of pigment to the gall bladder causes stones to fall from solution. These stones are pigment stones. - Diabetes Diabetics generally have high levels of triglycerides. These type of fatty acids may increase the risk of gallstones. WHY HAVE SURGERY? The types of gall stones are, 1. Cholesterol 2. Pigment 3. Mixed Of these, cholesterol stones are the vast majority. Stones can stay asymptomatic but can cause a number of diseases. Gall stone colic – pain as a result of stones blocking the neck of the gall bladder (1) Acute Cholecystitis and Empyema – as a result of infection in a blocked gall bladder. Chronic Cholecystitis – chronic infection as a result of stones causing inflammation or infection in the gall bladder (2). Obstructive Jaundice – as a result of the stone travelling down the bile duct. (3) Acute pancreatitis – a deadly disease. The stone may block the mouth of the pancreatic duct. The is some times a common channel between the pancreatic and the common bile duct. (4) Gall bladder Cancer – there is an increased incidence in the North Indian states of Gall Bladder cancer adeadly disease. While the relationship with gallstones is not established most studies say that the highest incidence is in women with a single large stone from the Gangetic plain. SURGERY The gold-standard of Gall Bladder surgery, where the Gall Bladder has to be removed, is by the Laparoscopic procedure. However, some local conditions prevent this and a small percentage will still need Open Surgery. The decision to convert to open surgery is most often an indication of maturity on the part of the Surgeon.	<urn:uuid:fac936de-6ee8-4564-b92b-1e724201d014>	CC-MAIN-2019-09	https://drsanjaydebakshi.org/images/GALLSTONES.pdf	2019-02-20T01:35:03Z	crawl-data/CC-MAIN-2019-09/segments/1550247494125.62/warc/CC-MAIN-20190220003821-20190220025821-00499.warc.gz	536,682,049	837	eng_Latn	eng_Latn	0.99807	eng_Latn	0.998395	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 2549, 3942 ]	[ 2.09375 ]	1	0
New Beginnings Jericho and Red Eagle: Two Boys' Adventures in the Old West Book 1: New Beginnings Book 2: Imposters Book 3: The Greedy Ghost of the Golden Dutchman Book 4: Dangerous Journeys Book 5: The Boys' Great Adventure [Best if read in order.] by David Drake and Tom Gnagey Family Press © 2015 [Based on the short stories from 1961, The Adventures of Jericho and Red Eagle by Tom Gnagey] A Few Things about 1870 in the United States The Pony Express, started operation in 1860 and was gone by 1863, replaced by the telegraph and efficient cross country stage coach lines, which had become the major means for long distance travel. That would, in turn, soon be replaced by the railroad. Locally, people depended on horseback and buggies to get from place to place, and on sturdy livery wagons to haul cargo. Although trains had been in local use throughout the eastern United States for several decades, the first railroad to connect the east coast with the west coast was not completed until 1869. The bicycle would not be in general use until the 1890s and the common use of cars was still fifty years away. Kansas became a state early in 1861 the same year the first telegraph communication was established between the east and west coasts. Common use of the telephone would wait until the early 1900s and radio was not widely available until about 1920 depending on where one resided. 'Town folks' bathed once a week in a large, wooden tub, everybody in a family using the same water. Rural folks often used the creek. Outhouses sat behind every home since indoor plumbing was not available. The Civil War began in 1861 and ended in 1865. Many areas of the country, particularly Kansas, remained bitterly divided over the issue of slavery even after the end of the war. Abraham Lincoln (the 19th president) was assassinated in1865. The 1870s were ushered in under President Ulysses S Grant, a Civil War hero (the 21st and 22nd president – he served two terms). Kansas, during this period in history was still the old west as pictured in 'Western' movies with men carrying holstered six-shooters; sheriffs wearing tin stars and carrying rifles; bad guys robbing stages; wide, dirt Main Streets separating rows of wood-front stores and raised wooden sidewalks with overhanging roofs. In the eyes of Kansas law, stealing a horse was every bit as wrong as killing a person. Boys rolled large wooden hoops down the street for fun and girls played with homemade, cloth dolls. Most children were expected to work to help the family. A small-town man in Kansas earned between $2.00 and $8.00 a week. Families averaged five to eight children and one in three babies died at birth. Doctors were often twenty-five to fifty or miles away. Familiar names during the era included: Wild Bill Hickok, Butch Cassidy, Kit Carson, and Jesse James. NOTE: The term Indian is used in this book because that is how they were called in 1870 Kansas. No disrespect to our Native Americans is intended. CHAPTER ONE Jericho Invents Himself! It was a warm spring evening with a light breeze from the west. There in Bickford the breeze was always from the west. The moon was nearly full and the night sky was free of clouds. Young Jericho had things on his mind. He was sitting on the roof of the two-story General Store with his legs dangling over the back side. He loved that spot. Looking east, to his left, he could watch the sun rise in the morning and looking west, to his right, he could watch the sun set at night. He wondered how the sun managed that – moving across the sky like it did. The moon was even more of a mystery because some evenings it just seemed to suddenly pop into view well up into the sky and some mornings it even returned high in the western sky after the sun had been up for as much as an hour. Jericho wondered about many things that didn't seem to concern other youngsters. Like his age, for example. He figured he was twelve years old. It was 1870 – about that he was quite sure. He had a piece of paper that said he had been born in 1858. The month and date had been blacked out with ink. He had no idea why. It was things concerning his birthday that were on his mind that night. He had no information about his parents. He had been placed in a foundling home (orphanage) soon after his birth. After that he had been shuffled from one home to another. By the time he was ten, he became fed up with that kind of a life so he ran away. Life hadn't been easy those past two years, but then life had never had been easy for Jericho. Granted, it had been nice to know he would have food to each every day and that he'd have a place to sleep every night, but the grown-ups he had lived with were just not nice people. They kept reminding him that he owed them for taking him in and they expected to be repaid in services. Some made him work twelve hours a day and often switched him until he could no longer stand up for misbehaving or making mistakes. He was not allowed to attend school and had almost no time to himself to read or play or be with other children. It was in that way he had come to be on his own in the world during the previous two years. The point had arrived where he figured a guy needed a birthday so it was his purpose to select one. He also figured not many kids got to do that, so he took the privilege very seriously. He lay back on the roof and waited for the stars to show up from where ever they wandered off to during the day. A neighbor girl had helped him learn to read when he was seven. He liked to read when there was time and he had learned quite a bit for a boy who had never been inside a school building. As he lay there looking up into the sky, he began reciting the list of months in calendar order – a necessary starting place he figured when deciding on a birthday. "January, February, March . . ." He didn't need to go any further. March, it would be because in his mind it was the ideal month. It marked the end of cold weather and the beginning of warm weather. He also liked to fly kites in the March wind and watch the grass and the sprigs on the trees begin to green up. It was like the beginning of a new year for Nature – like everything that grew was being born all over again. Knowing the year, and having selected a month, all he needed was a date. March had 31 days in it. His birthday would need to be just a single digit – bigger numbers like 13 or 27 were for some reason disagreeable to him. It would, therefore, need to be something between the 1st and the 9th. He lay there for a long time searching for a number that had some wonderful significance for him. He loved the rainbow. It contained seven colors, but referring to a rainbow for a boy's birthday didn't seem very manly. Suddenly it all became very clear. It was right there above him in the night sky – his favorite constellation of stars, Leo the lion. By anybody's standards, a lion would be a great symbol for a boy, a guy, well, almost a man. Leo was made up of 9 stars so, the 9th it would be. "March 9th, 1858." Everything about it felt just right. He repeated it over and over. It never got boring. It slipped off his tongue easily. Because it actually referred to things that were important in his life he would certainly never forget it. He somehow felt more complete – more worthy and equal to others, even. As he lay there, he put his hands behind his head and pretended to try it out. "And how old are you young man?" "Me, ma'am? I'm 12. My birthday is March 9th, 1858." Yes! That would work perfectly. He kicked his legs in the air with uncontrolled excitement. He turned over onto his stomach and removed three things from his pockets – a candle, a match, and his precious piece of paper that had been his only real traveling companion as he moved from place to place. He wedged the candle into a mound of tar on the roof and lit the wick. He smoothed out the well-worn piece of paper and placed it on the roof in the light of the candle. He didn't need to read it – he had memorized it years before. There was much about it he really didn't understand, but figured if he went over it often enough, one day it would all become clear. Some of it was printed like on a printing press, but much of it had been written in ink by someone who had very nice handwriting. Across the top in large letters was printed: The State of Kansas. There were labeled spaces and blanks for name and such. Only his first name remained – Jericho. There had been a last name, but it had been inked out. Soon after he had run away – well, truth be told, Jericho had run away many times, but this refers to the final time when he was ten – he realized he needed a last name. He decided upon Palmer and there is an interesting story about how that came about that will be related later. On the paper, as already indicated, his birthdate had been inked out also, leaving only the year, 1858. Place of Birth was listed as Red Bend. Since the paper seemed to be some official document from Kansas, Jericho had always assumed it was Red Bend, Kansas. The entries on the line marked Mother had been inked out. It looked like there had been space for two names. There was no entry on the Father line and that had always puzzled him. The part that made the least sense to him, however, was the handwritten note at the bottom of the sheet that said, 'First of two'. As far as he had been able to determine, babies only got born once – so, the confusion. The weight line said 6 pounds 14 ounces. He had asked about baby weights and that seemed very small – tiny even. Maybe it was why he seemed shorter than other boys his age. Even so, people had always said he was well built and strong. He had heard himself referred to as handsome when those speaking didn't know he was listening, so he figured it was true rather than just something said to flatter him to his face. He had black hair, which he wore shoulder length not so much because he liked it that way, but because haircuts were expensive and free ones hard to come by. His skin wore a beautiful natural tan. That was it. Not much to go on, but it was all he had. Partly because of that, the paper had understandably become his most precious possession. With all that said, his last name deserves consideration – why Palmer? Jericho had been born with a brown spot in the center of his right palm. It was no larger than a kernel of dried corn and he seldom had reason to think about it. The year he was eight, however – and he couldn't be sure why – he had spent a good deal of time thinking about a last name. People had them and he was expected to have one as well. It had become downright embarrassing not having one. There were several names left in the running the night he made his selection – Lincoln, Washington, Madison, Grant, all great men in his eyes. He had even considered 'Kansas' for a short time and Jefferson because he liked the way it sounded – Jericho Jefferson. As he was washing his hands one evening before supper, he took note of the spot on his palm. He rubbed his finger across it and gently pressed it like he had done hundreds of times before. In a manner similar to how Leo the Lion had jumped out at him, so had the name Palmer. It seemed right – Palm-er. He knew it was a last name even though he had never known anyone who used it. Jericho Palmer. It was set! And so it was that twelve year old Jericho Palmer, born March 9th, 1858, in Red Bend, Kansas became the complete and defining history of that wandering boy with no home and no parents, but a determination to build a good life for himself, to learn everything he could learn, and someday, make sure no babies had to suffer through the neglect and painful experiences he had known. Jericho had been there in Bickford, Missouri, for nearly two months. It was a very small town just south of Independence, the city in which he had lived a good part of his life as he was passed from family to family. Once on his own, he found that he did better in medium sized towns like Marshal, small enough so the streets were safe but large enough so he could blend into the background and nobody got suspicious of a boy out on his own who didn't attend school, had only one set of clothes and was often seen rummaging through the garbage bin behind the restaurant. He arrived in Bickford not knowing anything about it. He soon determined that it was way too small. He had hitched a ride south from Marshal – his previous stop – and was dropped off in Bickford by the livery driver who made his delivery and then started back north. He had been a nice man. Jericho liked him. All of that should have been good, but it just made the boy unhappy – he was quite certain he would never have a man like that in his life and that was sad. It brought up all the old feelings about why his parents – his mother at least – had abandoned him into such a frightening life. He sometimes even wondered what was wrong with him that she hadn't wanted him. It must be something quite terrible since most children seemed to be loved from the moment they offered their first cry out into the world. Jericho had made a decision earlier that week. He was going to Red Bend, out west in Kansas. He understood chances were slim anybody there would know about him, but he figured a guy should at least visit the place he was born. He had pestered stage drivers for information about the town, but learned very little. It seemed to have no claim to fame although a stage line ran through it so he figured it couldn't be a totally useless place. From what he had been able to learn, it was very small with only 200 or 300 people. It sat on a gently rolling plain and was surrounded by ranches with horses and thousands of head of cattle. He was told the summers were blistering hot with blowing sand that could carve a man's eyes right out of his head, and there were cyclones (tornados) that could tear a barn into matchsticks in ten seconds. The winters often saw windblown snow fall two feet deep overnight with drifts up against buildings some ten feet tall and icicles that hung from tall building clear down to the ground. Jericho had seldom seen snow and usually just a smattering that soon melted. Rather than being put off by such things, it sounded like a wonderful adventure to him. If Jericho was anything, he was a savvy survivor who sought out wonderful new experiences. He also possessed charm and intelligence and good looks and was an excellent worker – not a bad collection of traits for a kid who had to find ways of surviving all by himself. He had decided there were several steps he would need to take. First, get to Kansas City to the North and west of Bickford and Independence. There were livery runs back and forth every few days. He would work his passage on one of them. Jericho was good with horses and had learned how to mend and care for tack (reins, saddles and such). It was how he supported himself, mostly for food and sometimes handme-down clothes. From Kansas City, his plan was to join a small wagon train going west in the general direction of central Kansas where he understood Red Bend was located. He would just have to convince one of the wagon drivers – preferably a single man – that he ate very little, would be no trouble and could provide a great deal of valuable help. Just what kind of help that would-be, Jericho had no idea since he'd never been a part of a wagon train, but he was confident he would be able to learn the ropes quickly. He had proved to himself over and over again that he learned new things easily and was soon performing well in whatever new work situation he found himself. It had been thoughts about that journey that had moved him to tack down a birthday in case it came up at job interviews and such. In only one way did he mind leaving Bickford; one of the pretty women at the dance hall had seen to it he got a meal every night. He had carried her baggage to her room for her the day she arrived on the stage coach. She was a very comfortable person to be around and he had told her more things about himself than he had ever disclosed to anyone before. He couldn't explain it, but something about her seemed especially nice. He enjoyed looking at her. It was a most confusing new element in his life. Perhaps when he moved on such fully useless urges would go away. CHAPTER TWO Jericho figured he should tell the dance hall lady that he was moving on – she was really the only friend he had in the world. "I just wanted to tell you that I'm going to be leaving town. Didn't want you to worry." "Where you going?" "Heading for Kansas, a little place called Red Bend – it's where I was born." "You have family out there?" "Don't know. One of the things I'm going to look into." "You have some money saved up?" "Some – over a dollar. Never really ever found money necessary." She reached for her purse and removed a one dollar gold piece and placed it in his palm. "Thanks, but I can make it on my own – like I said, I always have." "You don't need to spend I, then. Make it a pocket piece to remember me by." Jericho searched his pockets. He removed a small arrow head. "Here – so you can remember me." She accepted it and offered him her wonderful smile. "I will treasure it, Jericho. Thank you." "I suppose that means we're friends." "Oh, I've figured we've been friends ever since I arrived here." Jericho nodded. He could tell he was going to feel sad to leave her. He couldn't remember another time when he had felt that way about leaving anybody – well, there had been the girl who helped him learn to read and that nice livery driver. She offered him a long hug. "You take good care of yourself, now, you hear?" she said. "Always have. You, too." "Always have." The shared a smile. He picked up his bag from where he had left it in the hall outside her room. It was a carpet bag – small, and made out of sturdy material like rugs, with wooden handles by which it was carried. It contained three books, some writing paper and pencils, a jacket, a blanket, some candles and matches, a roll of fishing line, two hooks, and a hunting knife in a leather scabbard (holster for a knife). It was a warm morning – bright sun with no clouds and no breeze to speak of. Once down on the sidewalk, he shed his shirt and rolled it up, placing it in his bag. He removed his knife and slid the scabbard onto his belt for easy access. He had spent lots of hours practicing throwing it and he had become quite good – able to hit a jar lid tacked to a tree from ten yards away. He also used it to gut and cut up fish he'd catch in streams and trim out rabbits he'd trap in meadows. He had devised an almost foolproof method for getting rides. He would hang out on Main Street, find a livery wagon unloading, engage the driver in conversation and begin helping with the cargo. Provided the wagon was moving in the direction Jericho wanted to go he would just mount the wagon and take a seat beside the driver. That is how it had worked that morning. "Thought I'd ride along and keep you company, Sam. I'm heading up for Kansas City. By now you know I'm good help and I won't charge you anything." He had soon left Bickford behind – forever, he figured. Jericho could chatter on for hours without really saying anything – it was how it seemed to him most adult conversations went. He charmed himself into five different wagon rides, managed food from most of the drivers and several days later found himself on the northwest side of Kansas City. He had been told that was where the wagon trains formed for their trips west. He made the rounds of places that looked like they'd have information he needed. "Next wagon train scheduled to leave here isn't for another three weeks. The wagons will begin gathering any time now. Some will have come clear across country from the East – New York, Pennsylvania, places like that." Jericho tended to be impatient once he had his mind made up about something. "Thanks. Can't wait around that long." "There's a stage that leaves out every morning at six." "Don't have money for that." He walked away a bit disheartened, but not beaten. Jericho never felt beaten. The man he'd been talking to at the supply store called after him. "Son! Son!" Jericho turned to look. The man motioned to him. He returned on the trot. "Zeke! He's leaving out west in the morning. He delivers supplies to an army outpost. Makes the run once a week – food mostly I think – flour, salt, lard. He's been known to take a rider. Not sure what arrangements he makes with them." "Thanks. Where will I find this Zeke?" "He has a room over the Tankard – it's a saloon down on Pitt Street." The man pointed. Jericho nodded. "Has a green sign hanging out from the front door." "I see it. This Zeke have a good reputation, does he?" "Son, nobody who who's associated with the Tankard had a good reputation. When it comes to kids I imaging he's all quite harmless. Can't guarantee he'll have anything to do with you, you understand. By the way he drives a covered wagon. Has the word, Faraday, painted on the side. No idea why." "You've been very helpful, Sir. I have nothing to give you in return." "You've shared your wonderful smile with me, son. That's more than payment in full. Be careful. I hear there have been Indians moving back and forth to the south across the border between Kansas and the Oklahoma Territory." "Dangerous?" "I haven't heard anything about such things, but I'd still be cautious." "Sometimes people mistake me for being an Indian – my black hair, dark eyes and naturally tanned skin. I'd probably fit right in. What do you think?" "I hadn't thought about it, but I guess I can see what you mean." "Well, thanks again – Zeke at the Tankard." He turned and walked south along Pitt Street. It was going on five o'clock. Jericho's stomach was whining at him. He stepped up onto the wide plank sidewalk in front of the building and peeked in one of the large front windows. There were lots of men and a few pretty ladies. He wondered if one of them was Zeke. Jericho's experiences in saloons had not been at all good. He usually found himself back out on the street almost before he entered – often not in what could be considered a friendly or gentle manner. He moved around to the side of the building where a narrow set of stairs led up to the second floor. He ventured up to the top carting his bag with him. There was a small landing allowing the door to be pulled out toward him. Jericho figured there had to be a number of rooms in such a large space so he pulled the door open just enough so he could see inside. He had been right – there was a narrow, dark hallway with two doors off to each side. What had not been right was the large man leaving one of the front rooms and walking directly toward him. The man stopped, hands on his waist. He wore a full beard so Jericho couldn't tell if he seemed pleased or displeased to see him up there. He had learned early in life that in situations that offered an uncertain outcome he needed to take the offensive – to speak or act first trying to stack the deck in his favor. "Sir. Perhaps you can help me. I'm trying to find my Uncle Zeke. I've never actually seen him, but I understand he may live up here." "Zeke? Yeah. Last door on the left – to the back. Not sure if he's there. He leaves out for the post early Monday mornings – tomorrow – so he won't be drinkin' this evening. Sometimes he eats over at Rosie's across the street. I imagine his door is open. Want me to tell him you were here?" "No. I think it's best if I sort of surprise him. Thanks for your help." The big man waited by the outside door while Jericho knocked at Zeke's. There was no answer. "I'll go check out Rosie's, I guess," Jericho said. They walked down the stairs together, the man leading the way. "Can you describe Uncle Zeke to me? Like I said, I've never met him." "Skinny as a rail. Dark brown hair. Mustache. Straw hat. Six gun holstered on the left – he's a lefty. Always wears a black leather vest. Skin looks like leather." "I should be able to find him. Thanks again." He took time to slip into his shirt thinking that was more proper for a young man in a place of business. The big man turned right and Jericho crossed the street. He wasn't used to entering restaurants through the front door. He was usually at the back looking for food. He went inside and stood to the right of the door surveying the crowd. He had never seen so many skinny men with mustaches in one place at a time in his life. Now, the holster on the left was another thing. He was sitting alone in a rear corner. Jericho made his way through the maze of tables and people and took a seat at the table across from him. "You don't know me, Sir." "You're right. I don't know you. Skedaddle!" "If I did that, Sir, you'd never get to know what a loveable and helpful boy I am." The hint of a smile crossed Zeke's face. He remained silent – both good signs, Jericho figured. "I am known to be very good help and can keep a conversation going with just about anybody, making me a very good traveling companion. I can also keep quiet it that's your preference. I understand you are traveling west in the morning. Lucky for you I am also traveling west." "Lucky?" "You any good with a rifle?" "Yes, Sir. I'm good with horses, used to sleeping on the ground, eat very little, strong for my age, and honest and trustworthy to a fault. I'm just what you need, you see. Where shall I meet you – and when?" "I suppose that question can't be answered until I try to fire one. I'm excellent at throwing a knife." He removed his knife and handed it across the table to Zeke. "Pretty nice," the man said hefting it and examining the interesting carving on the handle. He passed it back. Jericho continued. "Why you ask about the gun?" "Could be Indians roaming the territory we'll be traveling." Jericho noted the 'we'll' rather than 'I'd', and figured he was well on his way to Red Bend. "Are you just assuming they are unfriendly or do you have information to that effect?" "Injuns is Injuns." It seemed to be his full and complete answer. Jericho thought it was shortsighted to think everybody in any group was bad. He always figured people were good and helpful until they proved they weren't. It seemed to simplify life – just trust folks so you didn't always have to be worrying about them. "You got a name, kid." "Jericho Palmer. I'm twelve years old. My birthday is March 9th." "Why you going west by yourself?" "I have relatives in Red Bend. Lost my parents so I'm heading out to find family." Zeke winced, as if sorrowed by the story. Jericho had always been able to spin a tale on a moment's notice offering all the appropriate facial expressions to seal the deal. Not that he made a habit of lying – quite the opposite, in fact – but when he needed to protect himself he would do whatever was necessary. "Six at the livery behind the Tankard. Not much room for baggage." "I travel very light, Sir." Jericho stood to leave. "You ate?" Zeke asked. "Last night." Zeke raised his hand to catch the attention of the waitress. "Steak and tater for the boy." He turned to Jericho with a question. "How you like it?" The question was not clear. "On a plate, I guess." Zeke laughed out loud. "Make it medium, Rosie." Without really sharing anything about themselves, they managed to talk for the half hour it took Jericho to eat Jericho thanked the man and prepared to leave. "My wagon's Ferguson – name on the side. Be there by six – Ferguson don't wait for nobody." Jericho would be there. To make certain, he located Ferguson, arranged his blanket under the wagon and slept there. It was the most food his stomach had enjoyed at once in many months. It was the first steak he had ever eaten. Zeke suggested salting everything and he offered a dollop of butter for the baked potato. It seemed odd – really nice, but odd – when grownups acted like they were taking care of him just because they wanted to. It was a wonderful set of memories to carry with him into sleep that night – the conversation, the food, the promise of a ride. "Get our team backed in and hitched up. We'll reload his cargo into our rig once out of town." Jericho had not been asleep long when he was awakened by unexpected noises. He turned onto his side and soon understood they were coming from men's feet, shuffling through the straw that covered the livery's dirt floor. His first impression was that others were leaving out in the middle of the night. That soon changed. The two of them began talking between them. 'Thieves,' Jericho said to himself. He needed a plan. Fortunately, Jericho's brain was never more than the width of a hair away from a plan. Without a sound, he removed the rope from his bag and carefully tied the wheels to the box of the wagon so they could not turn. Up front he removed the pin that held the tongue to the front axil and reinserted it from the bottom of its hole so, if they did get hitched up and moving, the pin would fall out, disengaging the team from the wagon. With the men busy hitching their team to the wagon, Jericho slipped between the rear wheels and into the darkness. He needed to alert Zeke, but by the time he could get up the stairs and down the hall to his room, the bad guys might already be gone. Zeke's room was on the back facing the stable. Jericho needed to get his attention. Zeke's window was open. Jericho moved silently through the deep shadows and positioned himself ten yards from the rear of the saloon. He took out his knife, aimed carefully and made the throw of his life. It entered Zeke's room. Assuming it didn't land in Zeke's chest it should get his attention. He hadn't given the plan all the thought it deserved. He was relieved when he saw Zeke appear at the window. By then one of the men was in the driver's seat and tried to get the team to move out. The wagon would not budge. The men cursed. Jericho stepped out into the moonlight waving his hands over his head. "They're trying to steal your wagon, Zeke." He immediately ducked back into the darkness to hide. Two shots rang out. The man on the wagon clutched his shoulder and fell to the ground. The other man helped him to his feet and out into the darkness. Lights went on in the windows of the surrounding buildings. A few moments later Zeke appeared his gun still in his hand. Other men gathered. "So?" Zeke asked looking at Jericho. He explained about sleeping under the wagon, the noise that had awakened him and what he had done to sabotage the wagon. The men were impressed. Zeke pulled him close with an arm across his shoulders, something that had seldom happened before in the boy's life. The sheriff arrived with the wounded man in tow. "This the man, sonny?" "Yes, sir. The other man was bald, walked with a limp, and carried a rifle with silver trim on the stock." A deputy arrived with his rope around a second man – bald, walked with a limp and carried a rifle with silver trim on the stock. After Jericho identified them both, the deputy led them away. The sheriff walked to where Zeke and Jericho stood offering his had to Jericho. It was a first for the boy – to be offered a handshake. He managed quite well he thought. "Come back and see me in about six years and there'll be a silver star waiting for you if you're interested." He leaned in to take a closer look. "You are white, ain't you?" "Never been told any different." He pulled up his sleeve as if to offer proof and spoke hoping to make a joke. "Sure not green or orange!" The men laughed. The sheriff patted him on his head. They left. The sheriff's reference was to making sure Jericho was not an Indian. Indians were treated very poorly even by good folks back then. Jericho and Zeke were left alone. "I'm thinking you better come up and spend the rest of the night in my room. All I got to offer is the floor." "I've spent most of my nights on the floor, sir. If you'll feel safer with me by your side, I'll gladly come up." They exchanged a smile. Zeke returned the boy's knife. "Get your bag." They walked toward the stairs. "By the way," Zeke began. "About that knife that only missed me by two feet." "Yeah. Sorry about that. Didn't consider the possible danger until it was well on its way." "It was fast thinking, I'll tell you that. Completely silent and, of course, I'd recognize it as yours immediately. You're a very clever lad, even if I don't for a minute buy your story about what you're up to." "Then I'd say you are a very clever person, as well. I'd hate for your suspicious nature to come between us." CHAPTER THREE The following morning Jericho was up with the roosters and back down at the stable. He put on his jacket against the chilly morning and soon had the wagon ready for a safe journey. "I already checked the ropes and latches on the back," Jericho said as Zeke arrived a few minutes before six. "The sheriff must have come back and took the bad guy's horses away. Show me yours and I'll get 'em hitched up." They worked together and had things ready to roll in less than ten minutes. "I noticed the canvas that covers the top is lose – not pulled tight. Do we need to fix that?" "New canvas. First rain will tighten it up – shrinks. If a new canvas is stretched tight, it's likely to split." Jericho nodded. He loved to learn new things. He continued. "One of the reins on the sorrel is about to wear through at the ring." I can repair that when we stop for the night. How long a trip is it to the army post?" "Three days barring trouble." "Like what kind of trouble?" "Horse goes lame or a broken axil, wheel, Indians." "Broken Indians?" Jericho asked with a smile." Jericho had noticed that Zeke's face was not used to breaking smiles, but had managed one at his little joke. He had several days to whip the man's face into shape. It was one of the boy's best things – making people happy – and he was well aware of it. There had been times when he was deeply bothered by the fact he could do that for others, but often found it hard to do it for himself – be happy. Most of those times were behind him since he had been out on his own. Somehow that seemed backward – being happier when he was away from the people who supposed to make a good life for him. "Keep your eye out for jackrabbits, boy. We'll get us one to roast for supper tonight." "I've heard about them – never seen one. Very large I hear." "Back legs as big as hams," Zeke said, kidding – at least Jericho hoped his was kidding. He figured it would take a cannon to kill an animal that big and a two-man cross cut saw to gut it. He smiled at his own humor, but didn't share it. At noon Zeke pulled out some jerky and hardtack (dry biscuits) and set the sack between them on the seat. Jericho had never had either. He watched Zeke chew of a piece of jerky and work on it in his mouth for some time. He tried the hardtack first. "You new to this, I guess," Zeke said. "To . . .?" "Jerky and hardtack." "Yes. How did you know?" "Always chew a piece of jerky first. Gets the juices flowing in your mouth. Then go after the dry biscuit. Likely to choke to death on the dry hardtack when you do it backwards." "Thank you. Seems like I have a lot to learn about living out west." No response was needed and none was given. "You ever handled a team?" "When you finish eating you can take the reins." "If you mean drove a team, no, Sir. I've brushed them and washed them down. Had very little chance to ride, but I can do that." "Really? Thank you. I'll need direction." "You talk like a teacher, boy." "Thank you." Again, Zeke smiled. He hadn't intended it as a compliment, but figured the boy's response said good things about him. "Your bag's heavy for its size," Zeke said, really asking about its contents without being outright snoopy. "All my stuff. Usual boy stuff I guess and some books. I like to read. When I finish one I try to trade it off to somebody for a different one." By mid-afternoon Jericho had mastered the basics of handling a team. He could speed them up, slow them down, turn them one way and the other. He figured once he learned to back them, he'd have it all down pat. "There's a creek about two miles up ahead. We'll let the horses drink and rest a while." "I have a question, Zeke." "Yeah?" "What do we do when a prairie fire starts chasing us?" Zeke thought it was an odd question and put on a puzzled face. Jericho pointed behind them. The breeze was from the east and there was suddenly a wall of flames ten feet tall racing across the tall dry grass toward them. "Flip the reins hard and get these animals going." Jericho figured he understood. He did as he had been instructed and the horses responded immediately. They were soon moving so fast that the wagon bounced off the ground with every tiny rise. He suddenly understood why the wooden crates in back had been tied in place. "You want the reins," Zeke?" "You're doing just fine. You need to hold them tighter on the gallop. The horses tend to strain against the bit when they run." "The fire?" Jericho asked, understanding his full attention needed to be on what was out front. "You're keeping a good gap. It's hardly gaining on us at all." "Gaining doesn't sound all that good to me." "My point was that we'll be at the creek before it will." Jericho nodded that he understood. "What do I need to know about crossing a creek?" "We won't cross it. We'll stop out in the middle. That way if the fire jumps it, we'll be safe in the water. If it doesn't, we'll move on across and continue on our way." "You seem so calm about it, Zeke." "You see any advantage in being upset about it?" "Well, no. Thanks for that." The fire was gaining on them, mostly getting ahead of them from both sides as the afternoon breeze from the south picked up. Zeke was more unsettled about it all than he let on. If the fire closed on that wind they'd have no place to go. The horses seemed to understand the danger and pretty much regulated themselves. Jericho kept to his business, yelling encouragement to the team the whole way. He noticed that when he let the reins go loose the horses seemed to run more comfortably. They were a strong team, well matched in strength. He had read in a book about Wild Bill Hickok that it was important to have equal strength on each side of a team, or the weaker of the two would wear out more quickly. "I see the creek!" Jericho called out. "Give the team its head and it will slow down to a safe speed when we reach the water." Jericho understood and hoped the horses did, also. He was not entirely comfortable about trusting his life to a couple of run-away horses. He was soon to learn it had been exactly the right thing to have done. A few minutes later they had pulled to stop mid-stream. The fire burned right up to the edge of the water behind them and died out. The horses were already drinking and content just to stand in the cool of the rushing water. "Okay, move us out and up onto the other side. Pull us over to that grove of trees, yonder." It was what Jericho had figured they would do, but didn't mention it. He discovered he was shaking – toes to scalp, shaking. "I seem to be shaking. Sorry about that." "No sorry to it. You did great. A few nerves just help a guy stay alert." Jericho understood it had been a very kind way of telling him that his reaction had been normal. It was times like that Jericho wondered if, just maybe, he still needed an adult in his life. Zeke was different from most adults that had been a part of Jericho's life. It was hard for him to describe. He wasn't gentle and yet he wasn't rough or hurtful. He provided good lessons, but never in anger – never with put-downs or a raised voice. He was patient – a trait he had almost never seen in a man. He tended toward being kind rather than unkind. He was like a man's version of the dance hall girl. There was one definite difference: she smelled wonderful, Zeke not so much. Jericho smiled about his comparison. About an hour before sundown they stopped for the night making camp beneath a rock ledge. Jericho took care of the horses. Zeke built a campfire. "I'll be back," Zeke said, heading off into the tall grass with his rifle. A few minutes later a shot rang out and he returned with a jackrabbit in tow. It was what Jericho figured was going on and he had fashioned a spit over the fire. The rabbit was soon sputtering toward well done over the flames. "One shot, one rabbit. You must be an excellent shot, Zeke." "I've always got by. In the morning, I'll let you try the rifle if you like." "That would be great. Like I said, I've never been close enough to a gun to pull a trigger. I've read about it and think I may have the general idea – sighting, easy squeeze, lead the animal's path if it's moving. Things like that." "I guess we'll see how well it works for you." Many men would have put down the idea of assuming one could learn enough about shooting from a book, but Zeke didn't. He'd let the boy see for himself. "I'm very good with a knife. I guess I told you that." "And proved that you can at lease hit a two-foot square window opening from twenty yards." They smiled remembering the nearly disastrous experience the night before. Jericho picked up a four-inch-thick piece of wood from the pile he had assembled to feed the fire overnight. It was less than a foot long. He tossed it to Zeke. "Toss it high up into the air – fifteen or twenty feet or so," he said. Zeke seemed intrigued. He swung it back and forth several times and then let it fly. Jericho flipped his knife from its scabbard, grasped it by the end of the eight-inch blade and flung it into the air. Zeke walked to pick up the chunk of wood. "Impressive, young man. Almost dead center. I'd say you've been practicing." "Yes, sir. The dead center part was just dumb luck but, I seldom miss such a target completely." "You seem to have some natural talent. It will probably transfer to a rifle." "I hope you're right. I understand out west a boy is expected to be a good shot by the time he's ten. I missed that deadline." They both sat back down at the fire. "So, you say you're an orphan. You going to share anything else with me?" Oddly, it was the first time anybody had ever asked that question – cared enough to ask it, Jericho figured. The dance hall lady had just accepted him for what he was – a twelveyear-old boy his own. She never asked for anything further. That felt comfortable in one way and bothersome in another. He felt special when people wanted to know more about him. It also made him feel sad that he knew so little about himself, so it was embarrassing not to have things to relate. "I have a paper," Jericho said. "It's all I really know about my background." He removed it from his bag, unfolded it and handed it to Zeke. Zeke looked it over. "This is somewhat strange." "What? All the blacked-out space?" "Well, yes, that, but down near the bottom. The letters W M I O." "One of the women I lived with said she thought those might be the initials of the doctor who delivered me. You think something else?" "The letters stand for White, Mexican, Indian and Other. None of them are circled." "Probably because I was obviously white, don't you think?" "Probably, I suppose." It was not the 100 percent, completely certain response Jericho expected, but he didn't follow up on it. "You've lived several places I guess." "Twelve that I can remember. No telling how many before then when I was a baby." "I take it you didn't like those places?" "You are correct. Hated them scalp to toenails and hip to hip would be closer to the truth." "Zeke didn't ask anything further. Jericho was happy for that. Talking about such things only brought up sad times he wanted to just leave behind him. Zeke shared a few things about himself and they turned in for the night. He showed Jericho how to lay a fire so it would burn all night. The following morning, he was amazed that there were still low flames leaping up into the darkness. Zeke spent more time helping him learn about shooting the rife than Jericho had thought he would. He found he was very good. It didn't seem to surprise Zeke one bit. The man wouldn't admit the book learning had helped, but then he didn't deny it, either. They were on their way again an hour after the sun rose. "I'm turning south about noon today. Red Bend is on west and a bit north. Probably ten days walking. I'm not really sure. You coming with me or going your own way?" "I'd like to go with you. You're the most comfortable man I've ever known. But I need to keep to my plan, I think. I can't thank you enough for your kindness and the things you've taught me. I'll miss you." "Well you know my route – west every Monday and back to KC every Thursday. You're always welcome you know. I've enjoyed getting to know you, boy – I guess that's Jericho, isn't it?" Jericho smiled. It was as if suddenly the man was thinking of him like he was real person – not just another boy. It made him feel special and more than a little grown up. They ate together at noon and Zeke insisted Jericho take a sizeable portion of the food he had along – seemed like he must have had that planned from the very beginning since there was also a shoulder bag for him. Zeke was a good man. Zeke offered his hand for a shake and Jericho headed off to follow the sun west. He figured he'd walk on for eight days and then begin looking for people who could head him in a more exact direction to Red Bend. His feet had grown to be almost too big for his boots. A new pair was on his list for the near future. When he stopped to rest, he removed them and massaged his feet. He had one pair of stockings and they each had holes in the heels. He had been meaning to mend them. Five days passed. (Four of them with newly mended stockings!) He had come upon a road of sorts – two side-byside wagon tracks through the grass. It could have been the stage route although he had not met one – or anyone, for that matter. He figured he was probably south of the stage road since Zeke had generally just headed southwest out of Kansas City – mostly heading out across the wide fields of grass rather than following roads or trails. It had been interesting to Jericho that the eastern part of Kansas – close to Missouri – was generally rolling land with lush green hills and valleys of trees and grass. It hadn't been until a full day's journey out that they hit the really flat territory – the way he had been led to believe all of Kansas looked. He was sure flat was easier to walk than hilly would have been. He approached a narrow stream. He had read they were sometimes called rills or brooks when they were so small and he was pleased he knew that. It was late afternoon and he figured it would be a good spot to make camp for the night. His sudden realization he was going to be spending the night alone in the middle of nowhere produced at least the hint of uneasiness. When he reached the water's edge he noticed a person walking the trail toward him from the other side of the stream. He was still some hundred yards away so he really couldn't make out much about him. Jericho knelt in the high grass, hoping to get a good look at whoever it was before he had a chance to see him. Simultaneously, the other person did the same. Jericho stood up. The other person stood up and continued to approach the stream – slowly. Presently they found themselves looking at each other across the ten-foot span of shallow water. Jericho was astonished at what he saw. It was a boy his age – an Indian boy. But more than that the boy looked exactly like Jericho! CHAPTER FOUR They each just stood there looking across the stream. Jericho, shirtless and barefoot by that time of day, was still holding his bag at his side. The other boy was dressed in summer, Indian garb with a quiver and bow hanging from his shoulder. He was pulling a travois (two long sticks with shorter sticks tied between them on which supplies were carried. The back end dragged on the ground. Often pulled behind horses. Google for picture). He released it to the ground. Humorously, at the same instant they made loose fists and rubbed their eyes in disbelief. Jericho spoke first. It was profound. ``` "Hi!" "You're an Indian." "You're not." "You have my face." "No, you have my face." They chuckled nervously. ``` That was followed by an extended moment of silence. Jericho broke it again. "I was making camp for the night. I have food. Come and join me." The Indian lad picked up the travois, held it above his head to keep it dry, as he waded the stream. He set it down and walked to within several feet of Jericho. He reached out and touched Jericho's long, straight hair and cheek. Thinking it might be some expected Indian greeting ritual, Jericho repeated the motions. The other boy wore his black hair in in long, thick braids tied with leather bands. They chuckled again, partly from the awkwardness of the situation and partly from nervous excitement. The Indian boy spoke, using very good English. "I am called Red Eagle." "That's a great name. I'm just plain Jericho. I'm from back east – the Kansas City area – Missouri." "My people live south in the Indian Territory (later to become Oklahoma)." He looked around. "I see no family." "Got no family. Just me. I'm heading west." "Same for me." "No family or heading west?" Jericho asked for clarification. "Both, like you." Jericho asked the obvious question although it didn't come out quite right. "Where did you get that face?" Red Eagle smiled a wonderful smile. "I was about to ask you the same thing. Couldn't figure the right words." "As you can see, I don't always wait for the right words I just start somewhere and see what comes out." Red Eagle broadened his smile and laughed out loud. Jericho put down his bag and offered his hand for a shake. Red Eagle was clearly puzzled as showed on his wrinkled forehead. "A shake – shake hands?" "I do not know very much about the White Man's ways." Jericho reached out and took his new acquaintance's right hand and demonstrated how it was done. Red Eagle nodded and held the hand way too long, not knowing when to let go. "Now we let go," Jericho said. They saw them at the same moment. They looked into each other's palms. They looked back into each other's puzzled faces. "The spot," they said as one. "We really need to talk," Jericho said. "I think our faces and our spots have already done the talking," Red Eagle said. Jericho nodded, but as far as he was concerned there was lots of talking left to be talked. "Let's make camp," he said. "We'll need a fire – already turning chilly. I have a blanket. I'll share." "I have blanket." Red Eagle motioned for Jericho to be quiet. Jericho complied although he didn't understand. In one smooth, wellpracticed motion, Red Eagle slowly removed his bow and fitted an arrow into the string. He whispered something in his language. Swish! A rabbit fell some thirty yards away. "Good food," he said. "Good shooting! That was remarkable!" "Remarkable?" "Very good." Red Eagle nodded. "Why not?" "I learned your language from a missionary," he offered. "This year she was going to teach me to read your words, but that won't happen." "Dry lightning – it struck the grass at our village at night and everybody died in the fire." "You don't look dead. Sorry, that didn't come out right." "Your parents?" "I had things to think about and had followed the stream a long distance from the village. I was asleep, I guess. When I returned the next morning, I saw the destruction." "I never had parents. I lived with the old women. I had decided it was time for me to set out on my own." "Me too – the setting out part not the old women part." Jericho built a fire on the dried mud bank of the stream. Red Eagle tended to the rabbit. There were half a dozen large potatoes in the bag from Zeke. He removed two and was preparing to arrange them right in the fire to bake. Red Eagle reached out and took one. With his knife, he cut a small round hole all the way though its center and explained. Their sad expressions brightened a bit at Jericho's remark. They moved their belongings to a spot alongside a grove of trees through which the stream ran. "Bake much faster – outside in and inside out." "Thanks. I had never thought of that. Very clever." An hour later they were leaning back against tree trunks and feasting on rabbit and almost baked potatoes. "You said something to yourself just before you let fly with that arrow," Jericho said really asking why and what. "It is proper to thank the animal for giving up its life so we may eat." "Fascinating!" Red Eagle gave him a puzzled look." "Fascinating means really interesting." Red Eagle nodded, not understanding why that should seem fascinating. It was just always done. "Can you teach me Cherokee?" "Depends on how smart you are, but probably not in one evening." It brought up the next important question between them. Would they remain together or go their separate ways. "Do you know where you're going," Jericho asked. "A town name of Red Bend. West of here." "How do you know about Red Bend?" Jericho decided things were getting far too weird. Way too many coincidences between them. He momentarily wondered if he might be dreaming. It was time to straighten out a few things between them. Red Eagle scooted over to his travois and searched a leather bag. He removed a piece of paper and handed it to Jericho. "My teacher read it to me many times. I know what it says. Do you read?" "Yeah. I read." Jericho ran his finger down the page as he read to himself. It was the same form he had, from the 'State of Kansas' printed across the top to the four letters at the bottom – W M I O. He removed his own sheet and handed it to Red Eagle. They studied each other's faces for a long time, then Jericho moved closer to his friend's side and began pointing back and forth between the two sheets. He pointed out the similarities and the differences. "This says name. On the line on mine it says Jericho. On yours it says Jacob. All the same things are inked out on both sheets. At the bottom mine says, 'First of two," and yours says, 'Second of two'. Now I understand what that means." Red Eagle shrugged indicating he didn't understand. "First of two means I was the first born of two children. Before, I wondered if it might mean I had a younger brother, but then I realized that wouldn't have been known at the time I was born. Second of two, means you were the second born." "And you know what it means?" "It has to mean that my version of our face was born first and your version of our face was born second. We're twins. You're my little brother. I'm your older brother, probably by just a few minutes or so." "You really think so?" Jericho remained silent giving Red Eagle time to think it through. "But I am Cherokee and you are White Man." "Yeah. That's a bit of a problem, I suppose. It can't be, of course. We both have to be the same. Do you know about how you came to be a part of your village or people or whatever?" "The missionary brought me. She found me when I was a tiny baby." "Found you?" "That's all I know about it." "Tell me this. Put it all together. Our faces, our papers, no family, both found when were new babies – what does that just have to tell us?" "I see what you are saying. It is troubling." "Why?" "I am proud to be Cherokee, but what if I am not?" "I see. The name on your birth certificate does call you Jacob." "Jacob is not Cherokee. Jacob is White Man." "Here's an idea. Maybe our Cherokee mother wanted the white man's life for us – more accepted in our society – so she gave us both white man's names." "Do you think we can find out for sure?" "I'm on my way to Red Bend to see what I can learn. I imagine that's why you are going, too." "Yes. I'm not sure what I thought I would find. Even if you are right about what the papers say is true, there is one thing I do not understand." As if reading his mind, Jericho said it. "Why we are both on our way out there at the same time and how we just happened to meet here in the middle of nowhere." "That is it." "Have you wanted to leave your village for a long time?" "Yes. I guess it was fine when I was very young – I knew no different. But since seven or eight years I started feeling out of place. Other boys had parents. They started treating me badly – teasing me because I was different – saying I was bad – an outsider – somebody to stay away from. When I reach twelve I decided I finally had the skills to make it on my own." "Just about the same thing happened to me. I admit it seems like an unlikely coincidence – meeting like this – but at the same time it does make sense – the first age when we believed we could make it on our own and all. We both knew where we needed to go." "My people have a saying: 'Many things do not have an explanation'." "Like, we just have to accept some things because the reason can't be known?" It had been a question to make sure he understood. "Yes. Like that. You have such a saying, too." "I had a woman friend who used to say, 'What is, is'. I suppose it means close to the same thing. I think we have every reason to believe we are brothers even if we don't know the whole story and can't understand the Indian/White part of it all. Nobody has ever questioned that I am white. Have they questioned that you are Indian?" "No, never that I know of." Jericho reached out his arm and held it beside Red Eagle's. They ran their hands up and down each other's arms. They chuckled somewhat uneasily. "It is the first time I have touched a white boy." "And the first time I have touched an Indian. Not much difference as far as I can tell." "Our skin is exactly the same color. I suppose it is sort of in between, isn't it – Indian and white, I mean?" Red Eagle ran his hand up and down both arms as if needing to prove it one more time. He nodded. "Maybe we will find our story in Red Bend," Jericho said. "Maybe we won't. I'm not sure that even matters to me." "It is all so new, you understand. Even though it does make sense, it does not. It will take time for my soul to feel comfortable with it." "That seems reasonable. For what it's worth, I think it's the greatest thing ever to have Cherokee Indian for a brother. You have so many things to teach me. You know all about riding, I suppose." Red Eagle nodded. It was the very first time in his life that he had ever considered that the differences between people could be a wonderful thing. It would be still something else his soul would have to get used to. "And you can teach me to read the White Man's words?" "I suppose that without saying it we have agreed to head for Red Bend together," Jericho said. It had really been more a statement – a wonderful revelation – than a question. Still, Jericho nodded. The idea produced a long smile and extended gaze into each other's eyes. "It seems that way to me – Same Face." Red Eagle bent over in laughter holding his belly. As laughter will do, Jericho began chuckling, also, even though he had no idea why. "Explain?" he asked, finally. "I love that. Question?" "Well, if I also have a White Man's name – Jacob – it only seems right that you have a Cherokee name – Same Face." "All right." "Do Cherokee guys hug each other?" "Yes, and we hug girls, too." "Seems to me brand new twelve-year-old brothers should at least share a hug." They stood. It lasted a long time. It was the most wonderful hug either had ever experienced and neither wanted it to end. In a way, it never would. The moon was high in the sky before they stopped talking and finally tried to settle in to sleep. In the morning, they figured they had slept, but only because they woke up. For breakfast, they heated slabs of salt pork that had been in Jericho's bag. By the time they were packing up, making ready to leave, the sun told them it was still early morning "What do you call the device you drag along behind you," Jericho asked. "Device? Ah, travois." (tră voy) "Seems pretty big for the small amount of stuff you brought along." "You never know what wonderful things you may find along the way – like you, Same Face." "You're going to pull me?" "I'm sure I could if you needed to be pulled. I meant your bag." "Okay. Fine. We can trade off pulling it. You have any way of knowing where Red Bend is?" "West!" "Big help." They exchanged a grin and stepped off following their long shadows with the sun at their backs. "I have reason to believe it's five or six days walk," Jericho said. Conversation flowed easily back and forth between them. They had so many questions for each other. Some could be answered and some could not. It soon became clear that they both liked to be helpful to others. Whether they shared that because of some inborn trait or that it arose from their need to keep the people around them happy so they would be well taken care of, would not be known. Their favorite fruit was plums – not at the top of many guy's lists. They both liked to run and swim. Neither liked wrestling or other forms of fighting – well, truth be told, neither had ever had a friend with whom to wrestle. They both liked to think about unsolvable questions like how many stars were in the sky, how fast could man travel and survive, did the universe ever end, why different groups of people seemed to hate each other – things like that. Things quickly became very comfortable between them. The questions became more personal. "You ever cry anymore?" Jericho asked. Red Eagle became uncomfortable so Jericho offered his own answer. "I cry sometimes when I'm really sad about things. I used to cry myself to sleep almost every night." "Really? Me, too! Cherokee men don't cry." "Neither do White Men, except they do of course. Sort of dumb for men to contend they don't when they do." "Contend?" "Keep up the story." "I guess I can contend to my brother that I still cry sometimes. I cried all day when I got back to my village and saw what had happened. I have never been so frightened and so sad in my life. I was alone and terri . . . what's the word?" "Terrified. Been there. Felt that, too." "I can't even imagine how terrible that must have been. I'm really sorry you know." Jericho smiled to himself thinking he would have to do a better job of offering definitions for words. He felt bad for Red Eagle and didn't know what to say. He tried. Jericho always tried. Inside, Jericho felt some guilty because he knew he would have never found his brother if that terrible thing had not happened and he was so very happy that they were together. The sun was straight above them before they realized the morning had passed. They were hungry. "I have apples," Red Eagle said. "Let us stop a minute and I will get them out for us." The search was interrupted. "Up ahead," Jericho said, pointing. "A cloud of dust. At least one rider – maybe more – coming toward us at a full gallop. I vote we hide behind the boulders over there." "Vote?" "Later, on that. Two kids out on their own raises way too many questions. If they are 'do gooders' they'll want to cart us off with them and see we're put some place to be taken care of. I've had way too much of that. If they're bad guys, who knows what they might do – make slaves of us maybe. Either way, I think we should hide from them." CHAPTER FIVE Red Eagle nodded, agreeing that hiding was the wise move. Hunching low, they hurried off to hide in the tall grass ten yards north of the trail. As the cloud of dust got closer they could see it was a single rider. He was slumped way down in the saddle, his arms hugging the horse's neck, the reins flying free in the air. "I think he's hurt," Red Eagle said. "Looks like that. Should we do something?" Red Eagle began calling out – not words. It was the sound of a horse – whinnying. Loud. He pulled Jericho back down into the grass when he moved to stand up. "First, we wait until the horse stops. Then we watch the rider and decide if he is dangerous to us." "You speak 'horse', little brother?" Red Eagle smiled. "I imitate horse sounds. No idea what it means, but I do know horses will stick together if given the chance. It is a way we trick wild horses to come in close enough to be roped. This one is probably scared or hurt, still running like that with nothing chasing it. I hope it can hear over the noise from its hooves." He offered the sounds again – still quite loudly – longer that time. "It often takes great patience." As he was finishing his whispered explanation, the horse slowed and stopped, looking in their direction. The rider's arms fell to the side of the horse's neck. Red Eagle made the sound again – quieter that time. The horse took several steps in their direction, offering his own whinny in return and moved its head up and down. It was the most fascinating thing Jericho had ever witnessed. "I will stand first," Red Eagle said. "Slow and easy. Once I get to him you come." Jericho understood and remained on his knees while Red Eagle approached the horse. At first it backed up a few steps and made a move as if it were going to bolt and leave. He spoke to the horse in Indian – well, in Cherokee, Jericho assumed. The animal calmed and moved in to nuzzle Red Eagle's chest. Red Eagle calmly motioned to Jericho who slowly made his way to his side. He looked at the man's face – mid-thirties he figured. "Looks like we got dead, here, Red Eagle." "I saw. Look in his back." "An arrow? Killed by an arrow," Jericho said. "Looks like it." "You recognize the arrow. I read that each tribe makes its arrows in its own way." "This one is from the Tribe White Man." "I don't get it. White men don't use bows and arrows." "Look here. Feathers tied on the back of shaft with string. Indians insert feathers in slits in the shaft. The arrow head is also just tied on. Indians insert it in a slit at the front of the shaft for a perfect balance. This is not the arrow of a Indian." "I don't understand." "I have heard the men in my village talk. It is done when White Men want it to look like Indians did the bad thing." "Awful. Let's save the arrow for evidence in case it's ever needed." Red Eagle nodded. "We'll need to bury him," Jericho went on. "Ground's baked brick hard out here. We'll cover him in rocks so the animals can't get to him. Probably should go through his pockets and saddle bags to see if there is any clue about somebody who should be told about it." They approached the body, neither really wanting to touch it. The horse moved and the man fell to the ground. The boys jumped back. It was creepy. "I'd say he just picked his own burial spot," Jericho said. "Probably need to keep the horse and take care of it, don't you think?" "I will tether it while you start searching for things." Red Eagle found a six-foot-long section of a three-inchthick limb. He tied the ends of the reins to it and laid it back on the ground in front of the horse. It allowed him to walk, but if he tried to run, the branch would hit against his lower legs and he would stop. The man had landed face down so Jericho went through the back pockets first. There was a wallet with a few dollars in it. No information about the man. Jericho straddled the body, took a big breath, closed his eyes and pulled the arrow out of his back. Red Eagle had come in time to watch. "Strange," he said. "I suppose riding about with an arrow sticking out of you is a bit strange." "Not what I mean," Red Eagle explained. "The arrow head was in too far. Look. It is a very large arrow head – like used for hunting buffalo or deer with long bows. A warrior's arrows have smaller, slender arrow heads so they will slip inside the flesh with less force – like from the back of a horse to a target not all that far away." "So, what are you saying?" "First, look at the back end of the shaft. Look closely." "You mean how it's bashed up, like the end of a stake after it's been driven into the ground. And there is no groove left to fit into the string on the bow." "Good eyes for a White Man, Same Face." They grinned. "I still don't get it, Red Eagle." "The arrow was pounded into the body – maybe with a stone or mallet." "Oh! Ouch!" "Maybe no ouch? I need a long narrow stick." He held his fingers six inches apart while he looked around. Jericho handed him a long pencil. Red Eagle nodded and took it, slipping it inside the wound – further and further and further. It stopped "There." He backed it out about an inch. "You push it in." Jericho did as instructed. "It stops. There aren't any bones down that far on the back. What the . . . Oh, I get it. He was shot with a gun and what we're feeling is the slug still inside the body. Then somebody hammered the arrow into the same hole to make it appear to be the work of Indians. Clever, but evil. Why?" "Somebody wants to blame Indians for the man's death. Old White Man's trick," Red Eagle said clearly ignoring the fact he was speaking to a . . . well, a White Kid. "Lots of Indian haters out there, Jericho. I have taken the whip from them several times." Jericho grimaced and nodded. This new brother of his was very clever. "So, we have a cowardly White Man who hates Indians," Jericho said, thinking he had summed it up rather well. "Cowardly?" "It means . . . "I know what it means. But why you say it?" "This man was shot in the back – that's the coward's way." Red Eagle nodded. This new brother of his was very clever. Using grass, Red Eagle wiped the arrow clean of blood and placed it in his quiver. There were some coins and a pocket watch in the man's front pockets. Jericho slipped them into his pockets. There were two saddle bags. Jericho went to remove them so they could do the search on the ground. "Wow! Heavy. Like filled with rocks. I'll need help." Red Eagle went to the other side and together they slipped the off the back of the horse and set them down. Each boy began going through one. "Shirt, gloves . . ." Red Eagle said, listing what he was finding. "Pants, two boxes of ammunition . . ." Jericho said doing the same. "Wow, I think you said," Red Eagle offered trying to mimic Jericho's emotion and expression. "Wow over here, too," Jericho said. Then as one: "Gold!" "No wonder the bags are so heavy," Jericho said. "It's not raw gold fresh out of a mine," Red Eagle said. "It's not gold coins from the Mint in Denver," Jericho said. It was instead miniature ingots – gold melted into somewhat irregular pieces about three inches long and one inch wide and tall. Although small, each one was quite heavy. Jericho tried an explanation. "Some mines melt down the gold ore and remove the worst of the impurities – like zinc – before they transport it. They cast it into molds – each mine has its own mold shape. Cuts down on weight and size for transporting. I read that in a book once. I think that's what we have here." "What will we do with it?" Red Eagle asked. "In the long run I'm not sure. In the short run we need to hide it really good some place." "And stay away from whoever shot Horse Man," Red Eagle added. "First, we bury the man, alright?" Jericho said. It took nearly an hour to find the necessary number of large rocks. Eventually the deed was finished. "I suppose I should say a prayer, or something," Jericho said. He removed his hat and bowed his head. "God, I figure you'll do with this man's soul whatever you've had planned for it regardless of what I say and since I don't know him I guess that's that." It had been short and to the point and perhaps the strangest burial prayer ever offered in the entire history of human beings. "Now we dance," Red Eagle said. "White people don't dance at funerals." "Then how do you free his soul so it can escape his body and float forever in the heavens?" "I don't rightly know. Do your dance, I guess. Can't see how it could hurt." It was a slow, solemn dance and lasted about five minutes. Red Eagle sang a song while he danced – no, less a song than a . . . Jericho couldn't describe it, but it was both sad and hopeful. He would ask about it later. "I suppose the horse is ours to use until we find its owner," Jericho said. "One problem with that, I believe?" Red Eagle said. "What?" "Do they not hang horse thieves in Kansas?" Jericho put his hands to his neck and nodded. Red Eagle went to the horse and walked around it giving it their first really good looking over. "No brand. I wonder why." "Lots of horses back in Missouri don't carry brands. I can say I'm from there in case anybody asks." "You think it will work?" "I have no idea. They wouldn't hang kids would they?" Red Eagle shrugged. "Probably not a white boy. The White Man's ways are very difficult to understand." Jericho couldn't argue with that, considering how they'd treated him when younger. Red Eagle lifted one of the horse's hooves. "Freshly shod. New nails. Odd for a four-year-old." "How do you know all this stuff?" "It was my life, I guess. It was not yours, I guess." He went on not waiting for a response. He looked into the horse's mouth. "Yes, about four." He loosened the saddle and slid it to the rear of the horse's back. "Ah. I had guessed it. Look!" "My goodness. Did you really guess that? I must say you are good." Red Eagle looked at him with a strange expression. Jericho smiled. "I have absolutely no idea what you see. I was trying to make a little joke so I didn't look so foolish. Carry on. What's what?" "It is an Indian horse – stolen maybe. See, no impression from wearing a White Man's saddle for a long time. And see here, red thread in its hair, from a Indian blanket. See how he seems uncomfortable with the iron bit in his mouth. He is not used to it. He is an Indian's horse for sure." "What does that mean for us?" "I'm Cherokee. I will be riding what is certainly an Indian's horse. No hanging, I'm thinking. Can we sell the saddle?" "I'm sure we can. You certain you're only twelve?" Red Eagle smiled, but offered no answer. They lifted the saddle back onto the Travois. There was a rifle holstered on the front right side of the saddle. They covered it all with a blanket. "See!" Red Eagle said as if its meaning should be obvious. "See, what?" "You asked why I pulled such a large Travois. Now we need it. Like I said." "Yes. Like you said. I'll give you that one." Red Eagle looked puzzled. "Why would you give it to me when it is already mine?" Jericho smiled. "Not the Travois. It's an expression. It means, 'I have to admit you were right and I was wrong." "Good for me, then, I guess," Red Eagle said, offering a smile in return. "I think you were saying something about apples before." "Oh, yes." Jericho secured the saddle bags to the travois with lengths of strong, narrow, leather thongs. They hooked it to the horse and folded a blanket to lie over its back as they munched. Red Eagle gave an apple to the horse. "So, how do we do this?" Jericho asked. "One ride and one walk?" "That would be kindest to the horse." "Speaking of kindness to the horse," Jericho said, "If that iron bit is bothering his mouth shouldn't we do something about it?" "If we had rope I could make a rope bridle. I'm sure that's what he's used to." "I just happen to have rope in my bag." "Fine. While you remove the bit and reins I'll fix a temporary bridle. When we stop for the night I'll make a better one." They each went about their tasks. Jericho had soon stashed the old, leather and iron version in among things on the travois. Red Eagle tied several small loops in one end of the rope and snugged it up around the horse's nose. The horse seemed much more comfortable. He turned its head to nuzzle Red Eagle as if in thanks. "I should ride first," Red Eagle said. "Horse seems comfortable with me." "That's what I was going to suggest. We can't just keep calling him 'horse'. We need to give him a great name." They moved out returning to their westward journey, Jericho walking beside Red Eagle's right side. "How about something like 'Gold' or 'Goldie'," Jericho asked. "That would be better than, 'Dead Man's horse,' I suppose," Red Eagle said. Jericho laughed. "You made a joke! Good for you." "I find it easier to joke in Cherokee than the White Man's language." "By the way, the White Man's language is called English." "I know. Is 'White Man's language' unpleasant to you?" "Not at all. Just wanted to make sure you knew." "Thank you, then." "We need to begin thinking about that gold," Jericho said. "What about it?" "Things like, should we return it to somebody – like if dead guy stole it? Or, if we're going to keep it, how to get money from it so we have some to spend. It would take a large bank to cash it in for money – one little ingot will be worth a whole lot of money." "Do you have any idea how much? I don't know about your money." "I saw a sign in a bank window in Kansas City about a week ago that they were paying $22.00 an ounce. I figure each of those little ingots weighs about two pounds. Since there are sixteen ounces in a pound that would be about $350.00 a pound or $700.00 for one of those little ingots." "Is $700.00 a lot of money?" "It's more than many families have to live on for an entire year." "Wow!" "I'll say, Wow! We'll count the number of ingots tonight and I'll figure what it's worth. But, if each saddle bag weighs about fifty pounds, which is what I've been thinking, that would be close to $35,000 dollars (equal to about a half million dollars today)." "That's a lot?" "That's a really, really, really lot." "Is that good?" "You really don't know?" "The Cherokee doesn't have money. A person is like your word for rich if he is in good health for his age, has loving people around him, laughs often, is able to care for those in need and has a job to do that he enjoys and does well." "Sounds like the world would be better off if we were all Indians – er, Cherokee at least." Red Eagle smiled although he wasn't completely sure why. The sun was shining directly into their faces. They had four hours of sunlight ahead of them. Lots of time had been lost that day with a runaway horse, a dead guy to bury, and a whole bunch of gold to be responsible for. All that bad stuff couldn't equal the main good thing, however: Brothers had found brothers and the prospect of getting to know each other the way only brothers could, was the most outstanding part of life either of them could imagine. CHAPTER SIX They moved on for some time. Jericho was riding. "How about Golden?" he said. "How about Golden what? Red Eagle asked, puzzled. "For the horse's name." "Hmm. Golden. Has a nice sound. Is it a boy's name?" "I figure it could work for either one. I suppose 'Goldie' would be more for a girl." "So, it will be, then," Red Eagle said. "Golden. It is a strong name. He is a strong animal." "And he's mostly a Palomino, wouldn't you say – his sort of gold coloring." "He is. A perfect name, I think." Red Eagle lifted his arm and ran his hand along the horse's neck. They continued on their way a bit later than planned, not having come upon a good spot to make camp for the night. They needed water for Golden. Red Eagle pointed to their right. There was a hill with jagged features – mostly huge vertical (up and down) slabs of red rock. Red Eagle pointed above the hill. "What?" Jericho asked. "Bats. They are coming out to feed as darkness approaches." "Out?" "From the cave where they stay during daylight hours. The ceiling will have rugged features they can hold onto. Bats hang upside down to sleep." "Interesting, but do you mean something more?" "There may be other caves in the hill – a place to get out of the bad weather tonight." "Bad weather? Tonight?" "Smell the air – damp. It will rain tonight." "I have a brother who talks 'Horse' and predicts the weather with his nose. You are unbelievable." "So, we make a good team – brothers." "Not among my people. I could say the same for you – he reads marks on paper and he knows about pounds and ounces, and how much gold is worth." "If we are twins – and it seems we are," Red Eagle said, "we are more than brothers you know. My people believe we share the same soul. Part of us feels what the other feels. We know each other's minds." "That's alright with me," Jericho said. "I have no secrets – well, a couple, maybe, but they aren't anything I won't share with you." They angled off toward the hill. It was further away and larger than it first appeared – long and narrow with the narrow end visible from their direction. Golden raised his head and sniffed the air. "He smells water," Red Eagle said. "Get off and give him his head and let him take us to it." "He seems to read horse's minds, as well," Jericho said as if speaking to nobody in particular. Red Eagle smiled at the silliness. He had a very nice smile – warm and friendly and safe. Jericho wondered if his was the same – the two of them wearing identical faces and all. Down through the year's small rocks had fallen from the face of the hill and formed a gentle incline that lead up to its base. Once up close, the boys could see it was a massive chunk of rock, split here and there from weathering. The horse move on ahead. "Look at that!" Jericho said. It appeared the horse had disappeared right into the stone face of the hill. "Like he walked right through the rock," Red Eagle said. They hurried to the spot. They found a narrow passage hidden behind a rock outcropping. It opened back into a large cave. By the time the boys entered, Golden had made his way to the rear and bent his head low. "He's found water and is drinking," Red Eagle said. The boys hurried to his side letting their eyes adjust to the lower level of light. They found a large pool of clear water twenty feet from side to side, ten feet front to back. It looked to be eight or so feet deep. Water bubbled up above the surface at the far right. They figured there was an outlet at the left, perhaps returning into the earth – to an underground stream. Red Eagle knelt at the right end and scooped up a handful of the fresh, bubbling water to smell. He tasted it with the tip of his tongue. "Good water," he said. "And warm. Feel!" Jericho did as his brother had done. "Good taste." He stood and looked around describing the cave as if his companion couldn't see for himself. "Ten or twelve feet high. Like inside a big dome. Thirty feet square. Temperature is very comfortable. No bats in this ceiling. Three narrow slits up high that let in light. I could live in a place like this. Isn't it great!" "It is. And look around the floor. Nothing left from others who have been here ahead of us – no ashes from fires, no cans or bottles. I think Golden has found a secret cave that is unknown to anyone else." "Good going, Golden, ol' man," Jericho said running his hand down the horse's mane. "I guess we'll stay the night, right?" "I guess we will stay forever," Red Eagle said looking around in awe. "Maybe one problem about that," Jericho said. They looked each other in the face and broke sheepish smiles as they said together: "No girls!" They laughed nervously. It was a topic they hadn't talked about. It was a topic they really didn't know much about. It was a topic that could and would wait until later. "I'll go collect wood for a fire before the rain arrives," Jericho said. "I will free up Golden from the travois and bridle then go out and get a rabbit or something for us to eat. That apple did not last me very well." "We still have food that Zeke gave me. I feel like celebrating. Things just really seem to be going our way. I can't remember a time in my whole, entire, complete life when I've been this happy. It's definitely time for a celebration." "Whole, entire, complete?" Red Eagle asked more than stated. "Probably way over done English, but it's just how fantastic this is. I've never felt this way before." Red Eagle nodded and smiled. "Me, too, for the whole, entire, complete." Jericho smiled at the interesting use to which his brother had put the words. Jericho twirled around, arms straight out, for no particular reason other than just joyfully twirling around. Red Eagle joined in. They soon both fell, dizzy and staggering to the floor. They lay on their backs watching the ceiling swirl around above them. They laughed on for some time. Red Eagle reached out and took Jericho's hand. They just lay there that way for a long time. Guys their age didn't hold hands, but they figured they had twelve years of not knowing each other's touch to make up for. Sometime later, when they could again walk a straight line, they went about the tasks they had set for themselves. By the time Red Eagle returned with two rabbits, trimmed out and ready to roast, Jericho had a good-sized cooking fire going within a circle of rocks. The white smoke rose and was sucked out as faint wisps through the slits high in the front wall. Before long, thunder boomed and lightning flashed its jagged presence across the darkened sky. "It will be a big rain – most of the night I think. We are lucky Golden found us such a safe place," Red Eagle said. Jericho nodded and walked to the entrance to look outside. "An angry sky – rolling black clouds. Seems to be coming in from the north. The rain is already very heavy." "In here you would not know it is even raining," Red Eagle said. Jericho walked to the rear of the cave and stopped at the edge of the pool. The fire lit the entire inside and cast flickering shadows across the floor and up the walls to the ceiling. It lay a golden glow across the top of the water through which they were unable to see. "It'll take a hour to cook the rabbit. How about a swim. I for one am filthy with dust from the road." They were soon in the water. After a few minutes to adjust, it felt pleasantly warm – about eighty or eighty-five degrees, Jericho figured. They were both tired so mostly just moved around slowly, swimming just a bit from time to time. "You and I swim different," Jericho said. "I noticed that," Red Eagle said. "Sometime when we're not so tired we'll have to teach each other. You take your arms out of the water and push it behind you. I keep my arms under the water and pull myself along. Your way is very noisy. You would never surprise your enemy swimming like that." "Lucky for me then, I guess, because I have never had any enemies I've needed to sneak up on in the water." "What are you doing?" The rabbit tasted especially good for some reason. They could have fed another person. Red Eagle cut what was left over into thin strips and laid them on flat stones close to the fire. "Making waga hawiya akayotanv." "Oh, I should have known." They smiled at each other. Red Eagle explained. "I think you call it jerky. Waga hawiya akayotanv really means dried beef meat, but It's also used for all meat dried this way. By morning it will dry and won't go bad. We can carry it with us. It is usually first sprinkled with salt that you pound into the meat, but I do not have salt." "I noticed you fed our apple cores to Golden this afternoon." "Horses like apples very much. Must not waste food so it was good for all of us." Jericho went to his bag and removed a small metal box. "I have a surprise for our celebration. Maple sugar squares – candy!" "Candy?" "Sweet treats. I have been saving them. " He handed the first one to Red Eagle who immediately sniffed it. "They are to eat. Just put one on your tongue and let it dissolve. It will taste wonderful." He watched expecting to get some fantastic response. He did! "Sweet like fruit," Red Eagle said, eyes wide. "Even sweeter, I'd say." They sat back and enjoyed the treat. Jericho closed the box. He would save the rest for later special times. It was the first full box he had ever had. The good smelling dancing lady from the saloon had given it to him that last time he saw her. Red Eagle spoke, changing the subject. "Look what I found when I moved the saddle off the travois. It was heavier on one side and I was rearranging it to make it easier for Golden to pull." They walked to the saddle. Red Eagle turned it over. "Some marks on the underside. You think it is important?" "Have you ever known a saddle with marks there, underneath?" Red Eagle said. "Well, no, but I haven't been well acquainted with many saddles." Red Eagle offered a puzzled look. "A joke, brother." "I thought so, but didn't want to laugh until I was sure. Not want to hurt your feelings." "There is no way you could ever hurt my feelings because I know you will always be honest with me." Red Eagle nodded and smiled. It was a new kind of relationship from any either boy had ever known. Sometimes they felt they would just burst because of how it filled them with joy. "Anyway, the markings," Jericho said. "Let's take a close look at them. You have any ideas?" "I think it may be a map of someplace. My people often draw maps." "It sure could be. A long narrow someplace. See these small heavy dark lines along the edge – the outer lines. Behind each one is an area enclosed in another line." "Like a door into a room, maybe?" Red Eagle said. "It could be. Odd arrangement though. Most of the area inside the main outline doesn't have those little lines – like the doors or openings. Sure not a building." They sat back on their legs and thought. Red Eagle saw it first. "You know, it could be the outline of this big red rock hill. See. Narrow and long." "That just hit me as well." Red Eagle ducked and looked around. "Hit?" Jericho smiled. "It's another expression that means it just came to me – like just hit my mind." "You have many interesting ways of saying things." "I just imagine Cherokee has those, too, if you think about it." Red Eagle nodded and smiled. "You are right. I will teach you Cherokee, you know." "That sounds like I have no choice in the matter." "You do not. To know my mind, you must know how I think and I think in Cherokee, like you think in White Man's . . . I mean, in English." "It makes sense, although I must say I've never thought about that before." "Back to the map or diagram or blueprint or whatever it is." "You will tell me about diagram and blueprint later." Jericho nodded as he ran his finger around the outline. "See this up here above the drawing. I thought it was a 'Z' but now I think it's a 'N'. "Explain." "Oh. Yes. They are letters in our alphabet. I imagine that didn't help one bit did it?" "Red Eagle smiled and shook his head." "When we put our words on papers with the symbols you've seen we call each symbol a letter. We have 26 letters. That is called our alphabet – all the letters we have to choose from – our sounds. A word usually needs several letters to represent it. I'm going to show you later on." "I understand. Now, about 'Z' and 'N'?" Jericho drew a 'Z' in the dust on the floor. Then an 'N'. "This is a 'Z'. It represents the sound zzzzzzzzzzzzzz like in buzz. The 'N' makes the nnnnnnnnnnnnn sound like in noon or north. On maps or blueprints one side is usually marked with a 'N' for north. So, you see when I looked at that letter from one angle it looked like a 'Z' which made no sense. But from another angle it looks like a 'N'. When I realized that I also put map and 'N' together and got North. Now, with that information we can think better about this picture. What it tells me is that it sure could be this hill. The 'N' is at what we see as the back – we are up here in the front – the south end of the hill." "But there is no heavy mark for an entrance into this cave." "Right. What did you call it? Our secret cave! A secret cave wouldn't have an entrance marked on any diagram or map." "You are a very clever boy, Jericho. Smart. We have the same face and the same body. Do you think we have the same smart, too?" "So, put us together and we are twice as smart as we are by ourself." "I'd bet on it. That means yes, I'm sure of it. You've already proved your brain is equal to mine in every way. They have each just recorded lots of different things." "A great way to think about it. Watch out World, here come the . . . blank . .. brothers – Jer and Red." "Blank?" "Cherokees seem to have just one name. White folks have a first and a last name and sometimes a middle name – the last name is passed on to the children. We don't know our last name so I just filled in with the blank. I'm not sure how we are going to fix that. I just invented my last name – Palmer, from the mark in my palm on my hand." "I can be Red Eagle Palmer, can't I?" "I suppose so. The first Red Eagle Palmer in the whole history of mankind, I'm betting." "I would still be me even if there was a . . . what's a big number?" "Million." "I would still be me even there was a million Red Eagle Palmers, right?" "As usual, you are right. Okay then, what do you say in the morning the Palmer Brothers . . . "Twin Palmer Brothers," Red Eagle interrupted. "Yes. What do you say that in the morning the Twin Palmer Brothers explore this big rock and see if the map really fits it?" They laid up the fire for the night, spread their blankets close to each other on the floor and prepared to go to sleep. What about Golden. Should we block the entrance so he can't leave?" Jericho asked. "He believes he is part of us, now. He knows he has water and protection from the weather here. If he leaves he will soon be back." "So, it's more like the Palmer Triplets, then I guess – triplets mean three." The exchanged a smile at the humor. They offered and held a long embrace. It would become an important part of their good-night ritual. It could have been frightening - the wind roared, the thunder clapped and banged and the lightning flashed just outside, yet neither boy had ever felt safer in his life. CHAPTER SEVEN When Jericho awoke the next morning, Red Eagle was sitting by the fire cooking something that smelled wonderful. "Hey, early riser. What you doing?" "I gathered some things from the soft ground outside – I forget your word." "Rocks?" Red Eagle laughed. "No like potato and carrots." "Ah. Vegetables. It would be helpful if we had a cooking vessel." "Like a skillet?" "I don't know. But this flat stone will work." He scraped them away from the fire and closer to them. "Will be hot." "That's often the case with things that have been in a fire." Red Eagle smiled. "You make jokes a lot. I like that." "Here, I carved us adidoti." "Look more like spoons to me. You did all this already this morning. I must have really slept in – not like me." "I woke up early and couldn't go back to sleep. It was still dark outside. I like to keep my hands busy – it is what Cherokee do – keep busy." "Were you worried?" "Just the opposite, but I don't know a word for it." "Hmm. Carefree, untroubled, cheerful I suppose are possibilities." "Your English is wasteful." "I don't understand." "You have many words that mean the same thing. We mostly have just one word – we don't waste words, you see?" "More efficient, I think you are saying. Probably avoids lots of misunderstanding." "It is cool enough to eat I think now," Red Eagle said. He waited for Jericho to taste it first, the way Jericho had waited for Red Eagle with the candy. "Really good. We need to get some salt. Two things for our 'To Get' list – a skillet and salt." They both continued eating. "I taste wild onions, for one thing. Something like carrots and maybe thin sliced potatoes, but not really. Other things I'm not familiar with. Did I say it was really good?" Red Eagle smiled and nodded, his mouth was full. "Where's Golden?" Jericho asked. "Grazing out front. He'll come in when he gets . . . Red Eagle was interrupted when the horse entered the cave, apparently needing some water to wash down the grass. It was worth more chuckles. Red Eagle had apparently done more than harvest, cook and carve that morning. He spoke of it. "I was looking more at the inside of the saddle. You need to look. There might be two more of your alphabet letters we overlooked." They scooted back to where the travois lay on the floor. The saddle remained upside down from the night before. Red Eagle pointed. "I see. Sitting on top of an arrow pointing left – west, if the 'N' really means north. They are letters: 'R' and 'B' and after that the number 1. Hmm. The two sounds would be rrr like in red and bu like in berry or boot or brother." "What do you think it means?" "Two things come to mind for me: Red Brother and, more likely I think, Red Bend." "Red Bend! Really! And the one?" "One something – week, day, mile, if it's indicating time or distance. I suppose it could be minute or hour if it's about time. I don't think of anything else it might mean, can you?" "Do you think we might really be only on day away?" he asked excitedly. "Zeke didn't seem real sure when he told me so I suppose it could be." "So, we have some new information, but we are not sure what it means. How shall we do it?" "We said we would examine this hill first today. I think we should keep to that. We talked about making the cave our place – our home. We could still go on west for a few days and try and find Red Bend. We both still want to find it I think. We can always return here." "Good thinking," Jericho said. "How about this? We take one hour to look over this hill. Then we move on west. If we are getting close to Red Bend, we might meet up with travelers who could answer our questions about it. We set an amount of time to continue west before we return here." "That is a good plan." "Okay then, ready to nose around?" Puzzled look. "It means look around and investigate, see what we can find at the end of our noses." Red Eagle went to Golden and spoke to him in Cherokee then joined Jericho at the entrance. No explanation was necessary. Jericho assumed he told the animal they would return. He only wondered if he'd delivered the message in Cherokee or Horse. He smiled to himself about his unbelievable brother – twin brother. Once outside, they turned left – east – to begin their 'nose around'. It was mostly what they thought it was – a huge chunk of red rock, maybe 150 yards long and varying from 50 the 75 wide. It was higher toward the center and rear – 25 to 35 yards top to bottom. It was more flat than pointed on top. Remembering the map on the saddle they walked to where the first opening should be and there it was. It was a cave like they has expected – dark, large. They didn't go inside. Continuing to the rear the found the second. It was very much like the other one, only smaller and the opening was fifteen feet above the ground. There was a fairly easy way to climb up to it. On the west side, some thirty yards away, there was a sizeable stand of trees. "The ground is wetter than from the rain," Red Eagle said, stooping down to feel it. "Maybe the water from our pool empties out here just below the surface and keeps it wet," Jericho said. "Good thinking. It would mean the water has been running for many years to support all these trees to grow to their current height." "Yes. How tall are the largest ones in the center?" "Forty or fifty feet tall" Jericho said supplying the measurement. "That is a lot of years. The younger trees grow in circles out from those original ones." "I see that." They moved on to where the last opening should be. They couldn't see it. "Look there," Red Eagle said at last. "It is manmade – like a narrow, loose rock, ramp from the ground slanting gently up to . . . how high? Red Eagle still had trouble with using distance in feet and yards. "Twenty-five feet – 8 yards or so. Let's climb it, okay?" The ramp appeared to just end at a blank stone face that jutted out from the hill six or eight feet. "Large hinges. They are in pretty good shape – usable." "It is like our cave entrance – completely hidden from view," Red Eagle said. "It has a thick wooden door blocking our way in. Large . . . what?" he said pointing. Jericho moved close and examined them. "Been oiled recently. The door is still in use. And there, a padlock. Not too old, I'd say. Need a key to open it – maybe." "Maybe?" Jericho reached into his front pants pocket and removed a short length of medium weight wire. He explained what he was doing as he set to work. "Back where I lived before I started for Red Bend I used to get food the restaurant threw away in a bin in the alley. It had a padlock on it like this one, to keep the possum and dogs out of it. I fashioned a key out of this wire so I could open it." Keys and padlocks were clearly foreign concepts to Red Eagle, but he didn't ask. Time was too important. First, Jericho slipped the straight end of the wire into the hole and felt around. Then with the other end he made a series of tight bends, more or less key shaped. He inserted it and tried to turn it. Nothing happened. He felt some more and changed the bends. That went on for several minutes. Finally, pop! The curved bar at the top of the padlock sprung open. He put the wire away and removed the lock. It was a heavy door and it took both of them to pull it open. They entered into a cave twenty feet in diameter – a bit smaller than theirs. There was a tunnel leading out of the south side of that main room. More important than that, there was a very long, very sturdy wooden table and on it were the molds used to make the little ingots they had found in the saddle bags – length, width, all the same. There was a cast iron pot that sat on top of four sturdy rocks with a deep fire pit below it. There were an assortment of miner's tools – picks, sledge hammers, shovels, buckets and the like. "Do you understand what we have here?" Jericho asked. "Partly. Not really I guess." "This is a gold mine in the strangest place I've ever heard of for a gold mine. I'm thinking it had to belong to our dead man. I'm thinking some bad guy knew he had gold, waited for him to leave with it and waylaid him. He shot him in the back and did the things he had planned ahead of time with the arrow, but before he could search the saddle bags somebody must have come along and scared him off – a sheriff, maybe. The Sheriff took off after the bad guy leaving our guy for dead, but he wasn't quite dead and managed to set off to the east on his horse, probably in search of help. That's just all a possibility, but we know the rest of the story from firsthand experience." "You are a very good story teller. My people place high value on that. You would be an honored member of any Cherokee village." "Let's get out of here and lock it back up. We can fix a string on the door that will break if it's opened so when we come back we will know if anybody has been here." He pulled a short strand of string from another pocket. Red Eagle smiled at the endless number of things his brother seemed to carry with him. Jericho continued. "One thing bothers me. If the mine did belong to Dead Guy, there should have been a key on him and we didn't find one." "He could have hidden it somewhere close by," Red Eagle said. "He could have. We still haven't emptied out the saddle bags to count the ingots. I'm betting the key is in with them." "Or the person who shot him took it from him first," Red Eagle added. Jericho nodded and finished attaching the string where it couldn't be seen. He relocked the padlock. They started back down the ramp. "So, saddlebags or start west, first?" Red Eagle asked. They each moved around the cave searching for a good spot. Red Eagle pointed high up on the east wall. "We can count at night. I'm thinking we need to hide those saddlebags, just in case. Let's go back and look for a good place in the cave." "A ledge." "I saw it but didn't know how we could reach it." "One of us stand on the other's shoulders." "That just might reach it. Probably should take a look first," Jericho said. "You up on my shoulders – your moccasins will be softer on shoulders than my boots." With the help of small outcroppings in the wall, Red Eagle was soon standing straight in position to examine the ledge. "Wider than it looked – from my fingertips to my armpit deep. As long as you and me laid out head to head. A lip along the front. That will hide the saddle bags good if we flatten them out. Lots of room. Big enough for both of us to hide on if we ever needed to." He jumped to the ground. Jericho brought the saddle bags. At the same moment, they realized they really couldn't just stash them without looking for the key. They each took one bag and did a one-handed search that didn't require removing all the ingot's. Red Eagle spoke first. "Is this a key?" he asked removing it and handing it to Jericho." "That sure is a key and the same shape as the one I made. Do we carry it or hide it?" "I'm known for losing things," Red Eagle said. Jericho offered a huge grin. "Me, too, twin brother. So, up on the ledge?" "Looks like a very good hiding place. No man would be tall enough to see it up there." It only took a few minutes for them to have the bags and the key out of sight. Golden entered the cave. He had been grazing near the stand of trees. He turned toward the entrance and just stood there. "What's he doing?" Jericho asked, referring all horserelated questions to his brother. "It's how they react to possible danger. In clear danger, they run away. He is just waiting to see if it will pass. Soon he'll go take a look." "Maybe we need to take a look, first, then." "I agree with you." They went to the opening and then on outside, still hidden behind the wall of rock that concealed the entrance. "Men on horseback – five of them. Look to just be passing by." It had been Jericho, again pointing out the obvious to his brother. Red Eagle thought it was an odd habit and would ask about it later – why white men wasted words like that. The men turned and rode toward the far side of the trees. The boys continued to watch. They disappeared from view. Five minutes later the riders were on their way back toward the trail and were soon headed east again. "Must be a watering hole over there," Red Eagle said. "We can check it out on our way. Do we take the travois or not?" "We might find something that needs to become a part of our life," Red Eagle said. "Never heard it put that way before." "How would you say it?" "We might find something we could use or something that might be of use to us." "I see, for you it is something to help you. For my people, it is something for us to care for. A very interesting difference." "It will need talking about later. Let's hitch up Golden and start west. We can leave the saddle here. Let's put what we may need in my bag and lay it on the travois. That will leave lots of room to collect stuff we need to take care of." It was worth a long grin between them. They were walking side by side. Golden was following, his new bridle tied in a bow swinging beneath his head so it wouldn't drag in the dirt. No more than they had set their pace west on the trail than several things became obvious – things that had been hidden in the dark of the late afternoon and evening the day before. Again, it was Jericho delivering the description out loud. Again, it was Red Eagle who smiled about it. "A ranch house over there to the right. A quarter of a mile. Small. Another set of red stone hills behind it. Much larger than our hill. Look to the south of us; a main road, also east-west. Looks well used. I'll bet it's the stage route that goes to Red Bend." "See the smoke up ahead," Red Eagle said pointing. Jericho had noticed that Indians seemed to do a lot of pointing. He smiled and nodded. Then, he realized it could be another prairie fire – heading right toward them! CHAPTER EIGHT They stopped to more carefully survey the scene in the distance. Jericho spoke. "The smoke. Lots of narrow bands. Not like a grass fire. I'm thinking chimneys, like from houses in a town." "You think it is 1 something from our cave." "What?" "Like on the saddle. 1 something to Red Bend." "One mile? It could be. I didn't think were nearly this close however. There could be lots of small towns along a main road like that, though. The trail merged with the main road just before fording a stream – a stream with water that looked red as blood. They followed the road into town. Red Eagle pointed to sign painted on a small, well-aged piece of wood nailed to a post. He spoke. "I'll bet it is Red Bend. Look at the water. That's how the town got its name from the reddish hue the rocks give the water where it turns east." "Rrrrr and Buuu. 'R' and 'B'. Does it say Red Bend?" "It sure does. Good Rrrring and Buuuing!" They exchanged smiles and stopped to look down the wide, dirt, Main Street. There were puddles left from the rain, but most of it was more just damp than muddy. A small white church with a tall steeple sat just on the other side of the creek to their right – north. There was a cemetery behind it. They moved on past the undertakers, the general store, the sheriff's office, the newspaper, the hardware, the leather and saddle shop. At the far end to their right they saw the livery stable and the black smith's shop. Several streets lined with houses sat behind the Main Street to the north and south. "I have been in only (he held up three fingers) White Man's towns before." "We call that three". Jericho held up three fingers as he spoke, then went through one, two, three, four five with words and fingers." "Ffffffffour. Ffffffffive. Cherokee does not have a ffffffffffff sound." "I was hoping there would a doctor's office and that the doctor might know something about our papers," Jericho said. "Let's go ask at the sheriff's office." It was the fffffirst time Jericho had considered that all languages didn't share all his English sounds. He felt some ashamed as if his thought about it had been somehow selfish – self-centered at least. There were two large windows in front, one on each side of the door. One had the word 'SHERIFF" painted in large letters. They entered into a relatively small room with a large desk sitting just in front of four cells with iron bars that sat across the back wall. There was a small potbellied stove near the right wall and several wooden chairs with spindle backs. A gun rack to the left of the desk held a dozen rifles. A tall, slender man was sitting behind the desk. He looked up and smiled a nice smile. "Can I help you?" "We hope so," Jericho said. "Wondered if there is a doctor in these parts. Have a question for him." "You hurt or ill?" "Oh, no sir. Just questions." The man stood and walked to a front window. He pointed across the street. "Top of the wooden stairs above the newspaper office." "Oh, over there where the sign says, Doc Weber, Upstairs?" "That would be the place." "Not sure how I missed that. Thank you." "You boys new to the area, aren't you?" "Just passing through, we think." It had been intended to dismiss any attachment to the town, but had come out jumbled up." The big man smiled and put his hands on his hips looking them over – back and forth – but made no comment about what he saw. "I'm deputy Sanders – folks call me Sandy. If you need anything while you're here just let me know. I think Doc is in. Saw him walking back from breakfast no more than a half hour ago." "Thanks. Oh, by the way I see you have a bank." "Not plannin' on robbin' it are you?" the deputy said, again with a smile. "Sure we are, me with my knife and my brother with his bow." It got a chuckle from the man and a frown from Red Eagle. "I thought you two looked alike, but one white and one Indian? Now, that's confusing for me." "He's my Uncle. Hard to get any more trustworthy than that." "For us, too. It's a long story and that's partly why we want to talk with the doctor. About the banker – is he trustworthy?" "Would he answer a question for us and then keep it all under his hat?" "You can count on it. Tell you what, if you like, I'll take you over and introduce you after you're done at Docs." "You are very kind, Sheriff. Thank you." "Like I said, I'm a deputy. I either take care of you or I shoot you." The boys each took a step backward, not at all sure what he meant." "It's a deputy joke. I guess you have to be one to really think it's funny." The boys left almost as confused about Sandy as he was about them. "He was pleasant," Red Eagle said. "Pleasant with a strange sense of humor, I'd say." "Are you nervous, Jericho?" "Some. And excited. You ready?" "Oh, yes." At the top of the stairs Jericho knocked at the door before reading the sign that read, 'Come In'. He pointed to it. "It says, 'Come In'." He pushed it open. Several chairs were lined up against the wall just to their right. In the opposite corner was a table covered in a sheet. There were cabinets and a green curtained door to another room right across the way. "Just a moment, please," came a man's voice from inside that far room. Presently a gentleman in his sixties, pulling on his suit coat, entered through the door. He was more short than tall and his hair was more gray than black. He had a narrow mustache that was a match in color to his hair. He wore black pants and a white shirt and tie that was not pulled up tight. He stopped, put his hands on his waist and looked back and forth between them. "Tell me," he began, "am I seeing double or are you what I think you are?" "We can't answer that for you of course, Sir – not knowing what you think," Jericho said in return. They exchanged a smile and Jericho continued. "We believe we are twins, but have never lived together – just getting to know each other the past couple of days." Doc looked off for a moment as if figuring something. "Twelve?" he said as a question. "Twelve years old? Yes, Sir. I'm Jericho and my brother is Red Eagle." "Every time you open your mouth you prompt additional questions. I assume there is something I can do for you?" It had been a statement offered in the tone of a question. They presented their papers to him. "Do you know about these?" Doc put on his reading glasses – half lenses with gold wire frames. He read each sheet carefully, top to bottom and then looked them over once more over the top of his glasses. He turned and went to a wooden file cabinet beside the inside door. After a few minutes, he turned back toward them. "Come over to the examination table here." He laid out four pages – the two well-folded ones they had handed him and two he had removed from the cabinet. He remained silent as the boys looked them over. "You have what we have," Jericho said. "Tell us what that means." "Come into my living area and we will talk." He pointed to door covered in the thick, green curtain. It was a smaller room the same length front to back, but only half as wide. There were two narrow, floor to ceiling windows in front and shelves filled with books of all sizes. There was a single bed across from the door. Up front, there were also three very comfortable looking large chairs. Doc motioned for them to sit. "Let me be sure I am starting the story at the proper place," he began. He thought for just a moment while he eased himself into a chair and folded his glasses, returning them to his shirt pocket. "I signaled for the sheriff – a white flag I can raise right there outside the window when I need help. His deputy came immediately and I asked him to get Cilla and a quart of milk – she is the editor of the newspaper downstairs. She came and together we got the babies fed and into dry diapers and cozied into fresh blankets. They were healthy babies, strong and actually big for twins – though small for single births. They both had black hair – most babies are bald – didn't know it you knew about such things." "It began for me on a cold, late winter night back in '58 March. It was after dark and there was a knock on my door. I called out for whomever it was to come in, but nobody did so I went to open it – it opens in as you will recall. There on the landing, in a small wooden crate with a blanket across the top, were two crying babies – appeared to have been no more than a few hours old. They were crying their head off and kicking up a storm. I knew right away they were very strong babies. I brought them inside. They were wrapped together – rolled up side by side, I suppose – in a thick horse blanket. Somewhat humorously Jericho shook his head, 'No', and Red Eagle nodded his head, 'Yes'. Doc continued. "Cilla and I took care of the babies for several weeks. A missionary and his wife came to town, passing through on their way back to Kansas City. They heard about the babies and offered to take them and find them good homes. At the time, there just were not any families that could take them in here in town – only 100 people lived here back then – mostly men. With great reluctance, we placed them in the Missionary's care. I completed what I could on the birth certificate forms and pinned one to each baby's blanket." "May I interrupt?" Jericho said. Doc nodded appearing amused at such a formal request. "How could you have known things like names and the order we were born?" "Your mother, I assumed, had pinned a note to each of your diapers. One said, "Jericho, born first', and the other, 'Jacob, born second. Each note was signed with a woman's name. Originally, I put that name on the certificates, but Cilla pointed out – wisely – that we could not be sure if that were the mother's name or somebody else's who for some reason had come to have the babies in her care and left them here. So, I marked out that name. She also pointed out that since we didn't know the exact date that it also needed to be inked out – I had filled in an approximate date based on how old the babies appeared to be." Red Eagle spoke again. "You call them 'the babies' and not us. Do you not think they were us?" Doc looked the boys over again. He held their chins and moved their heads up and down and side to side, studying what he saw. "I do have a way of knowing for sure if you are certain you want to know." "Something like this, maybe," Jericho said. The boys turned their heads and looked at each other. The turned back to Doc and without a word held up their right palms. "Yes, it would be exactly like that. I now pronounce you the long-lost twin boys from early March of 1858, Red Bend, Kansas." A tear trickled down the old man's smiling face. It was matched by the boy's own wet smiling cheeks. He held out his hands and each boy took one. They held them like that for some time as if reliving that moment twelve years before. "I'll not press you for your story unless you want to relate it, but I do have to wonder what my information does for you boys." "It says what I've been thinking about me for a long time and about the two of us for the past several days," Jericho said. "You got any ideas about the white boy and Indian boy part of it all?" "I think I do. One thing I do know for sure." The boys sat forward eager to listen. "Twelve-year-old boys are always hungry. Let me treat you to breakfast over at the restaurant." "But Sandy said you've already had breakfast." "Let me tell you a secret. Even 65-year-old boys are always hungry." "But we don't have money for that," Red Eagle said looking at Jericho. "Well, we do and we don't," Jericho said reaching into his rear pants pocket. He took out one of the ingots. "I brought one to show the banker and ask his advice." He offered it to Doc for his examination. "We came across this and figure it's probably worth a little money." Doc hefted it and nodded. He pressed his fingernail into it. "I'd say so. Best not to show that around. Your idea about talking to the banker is a very good one. An honest man." He handed it back and Jericho returned it to his pocket. Doc stood and reached for his hat. "You're not going to let an old man eat alone, are you?" Red Eagle whispered behind his hand into Jericho's ear. "I've never been in a restaurant." Jericho returned the whisper. "Neither have I. I'm willing. You?" Red Eagle nodded. They stood. "This is going to give us the biggest hoot of our lives, boys," Doc said through a chuckle. "Us," Jericho asked. "And what is going to and why?" "We'll pick up Cilla from down stairs – that's the 'us' – she and I. She did the lion's share of taking care of you those first two weeks. If you don't mind, it just seems right to have her in on this wonderful reunion. And it will be a 'hoot' because of all the heads we'll turn walking into the Restaurant with a shirtless white lad and his look alike Indian companion wearing only a breechclout (Google image) and moccasins. Don't get me wrong – folks here in Red Bend are very open minded – been against slavery and intolerance for Indians for years before it was fashionable and treat everybody with respect – white, red, black, yellow. It'll just be that first wideeyed look on everybody's face that I don't want to miss." Doc seemed to understand. He pulled his tie up tight around his neck. Red Eagle wondered why white men wore a tie if it clearly was so uncomfortable as to so frequently be loosened. Doc continued. "I'm not sure I understand, but I guess we'll take your word on it," Jericho said. The boys liked him. There was certainly something about the old man that made him immediately loveable. He spoke straight. They knew they could trust him. They descended the steps behind Doc. He motioned for the boys to wait on the wooden sidewalk while he went inside the newspaper office. He was soon back with a wellpadded woman – not as old as Doc, but not young. She stood back and put her hands on her waist. (Red Eagle made a mental note to ask about that odd custom.) Then, she stepped toward the boys, extended her arms and gathered them into her. The boys allowed it although it was a new experience for them both. She smelled very good. When she finely released them, they all walked across the street to the Restaurant. Inside, Doc got exactly the reaction he had predicted. Things immediately grew quiet. Eyes followed them from the door to the table. Cilla guided them to a round table at the rear of the big room. They took seats. Doc stood back up immediately and spoke to the silent, gawking gathering. "These are Cilla and my twin grandsons, Jericho and Red Eagle." He sat back down. People looked from one to another, clearly puzzled, as they whispered together. Then, someone said in a loud voice. "Aw, Doc is just spoofin' us. Right, Doc?" Doc shrugged and threw his arms in the air not confirming or denying it. Everybody clapped and chuckled. The waitress came to the table. Doc spoke to her. "I will have toast and coffee. Cilla will have her usual. See that these lads each get a good-sized sampling of everything you have." Several people stopped to welcome the boys to town clearly hoping to learn more. They didn't. The boys grinned enjoying whatever it was that was happening. Neither of them had been the center of fun in their entire life. It was wonderful. Their grins would not go away. Sandy had entered and took note of what was going on. "So, this is where my bank robbers are hiding," he said in a loud voice, hands on his hips. He walked to the table swinging his handcuffs. The people there roared again. Cilla offered a loud whisper across the table. "Stand up and take a deep bow, boys." Jericho understood and pulled his brother up with him. He offered a very low bow. Red Eagle mimicked him. The people clapped again. Some stood up. A few offered finger whistles. Jericho offered a tentative wave. Red Eagle put his hands on his waist figuring he'd try it out. It produced lots of laughter, but gave him no useful information. "These are certainly nice people here in Red Bend," Jericho said as the boys sat down. It sort of feels like it could be home." CHAPTER NINE After the other diners turned back to their own business, Doc spoke to the boys. He folded his hands on the table and took a serious tone. "Let me tell you my best guess about you two. I believe the missionary couple headed south into the Indian Territory on their way back to Kansas City and found a place for you, Red Eagle, with their Cherokee friends. The Cherokee are known as wonderful parents. You both arrived in this world with a beautiful tan, black hair and dark eyes. You could have easily passed for Cherokee. Then in Kansas City, they found a place for you, Jericho. And as a baby you could certainly have passed for white if that was how you were presented. I believe that has to be how you came to be separated. What has me baffled is how you possibly found each other." Mountains of food arrived, much to twin boys' amazement. Four plates for each of them – eggs, sausage, bacon, flapjacks, potatoes, steak, thick cut toast, butter, jelly, maple syrup and more. Red Eagle again whispered to Jericho: "I only know about eating with a knife and spoon." "No problem. I'll eat with a knife and spoon too. We can watch the others and see how they use things – then try the forks if we feel like it." Between the two of them, they told their stories, bringing things right up to the moment. "What wonderful stories," Cilla said. "Well, maybe not the unhappy things, but I guess we all learn important lessons even from the sad times in our lives. This is just about the most wonderful thing I can imagine – that my precious little babies found each other and came back." "You have made us feel wonderful, too," Red Eagle said. "I have one question." He paused as if waiting for permission to ask it. Doc nodded and motioned with his piece of toast. "Which are we, White or Indian?" Doc wiped his mouth with his napkin. "That may be impossible to answer. I have a pretty good idea if you really want to know. You may want to think about how you will react to the answer – to knowing." The boys looked at each other for some time. Their furrowed brows relaxed. Doc knew their decision before Red Eagle stated it. "We want to know." "I have been studying your faces. Your cheek bones are higher and more pronounced than most white men, but they are not as high and pronounced as most Indians. Your noses are neither as narrow as most white men's nor as wide as most Indians. I feel very sure that one parent was Indian and one was White." "I guess that makes us half breeds, then, doesn't it?" Red Eagle said, sadness in his voice. "I'm not familiar with the words, half breeds'," Jericho said. "Just what Doc said," Red Eagle began explaining. "One parent Indian and the other white. Mixed up like that. Sort of like Golden – part Palomino and part something else. Half breeds are not treated well by either the White Man or the Indian." Red Eagle seemed to know what he was talking about. "Well, I'm thinking that's everybody else's loss," Jericho said. "Just think of it. We both have the best parts of two great groups of human beings. Everybody says our skin color is beautiful and I've always been called handsome – so, of course, you are, too. We know we are smart. We are strong. I'd say all that makes us two really great kids." "Two really great young men," Cilla added as if modifying Jericho's thinking. "Yeah! Like she said. Young men." "You certainly do go on about things, sometime, Same Face." "It is strictly for your further education, Little Brother of Same Face. That's a big brother's job." Doc and Cilla sat back and enjoyed the interchange. They were coming to understand what fine young men they had become, better for sure because they had grown up in such diverse (unlike) cultures. They had many wonderful things to share with each other. Red Eagle spoke, mostly to his brother. "We have learned much about ourselves that we have to think about. At first I saw it as a problem. But now I see it as a chance to grow into people we could never have been if we hadn't been through all that we've each been though. Jericho turned to the others. "That was my brother who said that. Pretty fine wouldn't you say?" "Indeed," Doc said. Cilla was still dabbing tears from the corners of her eyes, but she forced a smile and managed a sincere nod. Some of their interesting differences surfaced during the meal. Jericho spread his flapjacks with butter and drowned them in syrup. He attempted to eat them with the fork like Doc. Red Eagle rolled each one up, and ate it like a candy bar – no butter or syrup. Jericho cut his bacon into sections. Red Eagle picked up each slice and slid it into his mouth whole. Jericho held his milk glass with one hand. Red Eagle cradled the bottom in one palm and steadied it with the other. Jericho cut his steak into small pieces and then used his fork to transfer it to his mouth. Red Eagle cut his into large pieces, stabbed each one in the center with his knife, raised it to his mouth and chewed his way around it. There were other things. Neither of them considered the other one was doing it wrong. They were both fascinated as they studied each other. Eventually the plates were clean. Doc turned to Cilla. "You owe me a brand new shiny nickel." [The nickel was first issued by the mint in 1866 – just four years earlier – replacing a silver coin that was called the half disme – half-dime.] They exchanged a smile. "What?" Jericho asked eager to be a part of whatever was going on. "I said you boys would eat everything set before you. Cilla doubted you could. Now, she has to pay up." It was worth smiles all around. Jericho turned to Sandy who had taken a chair alongside him. "I guess we need to visit the banker if you have time." "Sure do." The boys thanked Doc and Cilla and promised to say goodbye before they left town. Once the boys were out the door, Doc turned to Cilla. "Thank goodness they are strong and smart. They have no idea about all the problems that lay in their futures." "I'm betting on them," Cilla said. "Like Jericho said, they have twice as much going for them as most kids – once they get it all sorted out." At the bank, Sandy introduced them to the owner and suggested they talk in his uncle's office. The boys showed him the sample of their 'treasure'. He examined it with an eyepiece. He put it to his nose and smelled it. He even bit into it and rapped it on the desk. After all that he offered an opinion. "A well smelted (boiled down) piece. We will need to have it assayed to find how pure it is, but I can tell you it is very pure. My first impression is that this piece is worth in the neighborhood of $700. That's a lot of money for boys your age." "What do you suggest?" Sandy asked thinking some next step needed to be laid out for the boys. "You can keep it here in the bank's vault if you want. I will issue you a receipt. We can even have Sandy here witness it if that will make you feel safer about it. I know that's a very large amount of money. Once it's assayed I can arrange to get you cash for it or open an account for you here in the bank." Neither boy understood about assay, vaults or bank accounts. They looked to Sandy for advice. "Nowhere is safer than my Uncle's vault. He will show it to you. If you leave it with him he will set up an account where you can come in and get what money you need and leave the rest in the bank. The bank keeps track of how much you have left and you check the figures every time if you want to." "Is that what you think is best?" "Yes. You can also talk it over with Doc and Cilla. They are both very smart people." "Yes, both of them," the banker said. "Cilla has two; one for herself and one for the newspaper." "Do they have accounts here in the bank?" Red Eagle asked – a very smart way of getting their new friends' answer without asking them. "We need to talk in private," Jericho said. "We will leave," the banker said, "and you can use my office." "So, what do you think, Jericho?" "It sounds like it would be safer here than with us." "I agree. What about rest of it?" "I suppose the same. Shall we ask?" "They seem like honest people. They must be to have so many folks trusting them with their money." Jericho opened the door and the others returned. "We will do the account thing. We also have one other question. What if we had more than just this one piece of gold? Could we put that here, too?" "More? How many more?" the banker asked. "Say about fifty more. We aren't really sure. We will count them this evening." The old man gulped and looked at Sandy. "How many did you say?" Sandy asked just to make sure they heard it right. "Fifty – maybe a little less maybe a little more." The banker did some figuring on a piece of paper. He wiped his suddenly perspiring head with his handkerchief. "For that amount we will need to set up an arrangement with a larger bank in Kansas City. It is too much for a bank this size to handle. I will be happy to make arrangements." The boys looked up at Sandy. He shrugged. The banker continued, suggesting options. "It needs to be kept safe. I will arrange armed guards when it's shipped to the bank. I can telegraph the bank and have things set up in two or three days." "We'll let you know very soon," Jericho said. "Thank you for your time and help." "Do you want some money from your account now?" he asked. "I can fund your account with say $500 dollars until the official assay is completed on this first piece." Somewhat humorously to the men, Jericho removed his wallet and counted its contents. "Three dollars and thirty cents" He looked at Red Eagle. "I can't imagine needing more than that." Red Eagle shrugged and nodded. He knew nothing about money and left it up to his brother. "Well, alright then. You know where it is." Outside on the street, Sandy had one more caution for them. "You make sure you never tell anybody about the gold. People can be very greedy and I doubt if the two of you could put up much of a fight." The boys looked at each other. Red Eagle stooped down and picked up a short length of wood – a foot long, 1 X 6. He handed it to Sandy. "Tell him how high to toss it, Same Face." Jericho understood. "Twenty feet." The boys just stood there. Sandy was puzzled, but prepared to do as he had been instructed. "Ready?" The boys nodded. He made the throw. Before it had reached the top of the arc, Jericho had his knife in position for a throw and Red Eagle had an arrow in his bow. The knife sailed. The arrow flew. Swish! Thump! Thwamp! The board landed ten feet away out in the street. Sandy walked to it and picked it up. It held the knife and the arrow. "Never seen anything like it," Sandy said. A dozen people had gathered to see what was going on. They moved in close. Sandy held up the board so they could see. They clapped. A boy who was several years older walked up to them. "Never seen anything like that in my whole life. People would pay to see it. I'm Cal, by the way. I'm going to be marshal someday. What are you going to be?" The boys moved their twin shoulders in twin shrugs offering twin uncertainty. "Well, it will be something great I can tell you that. The restaurant just made a batch of ice cream. I'll treat you." "Three double scoops, please." Jericho knew about ice cream. He had enjoyed it twice before in his life. He knew how delicious it was. He nodded, agreeing for both him and his brother. They walked down the street and inside the restaurant. Cal, a very friendly young man had kept up a constant chatter. There was a counter with tall stools. Cal directed the boys to them. He sat between them and ordered. Red Eagle hadn't asked about it and was clearly eager to see what was coming. Red Eagle was as patient and Jericho was impatient. The man beyond the counter set three bowls in front of them. Cal scooped a spoonful into his mouth first, then Jericho. Red Eagle took longer to begin – say five seconds. His eyes got wide. His face looked puzzled. He nodded. It was easy to tell that ice cream had his full approval. He figured that maybe having money to buy things like that just might not be so bad after all. Cal wanted to talk. "So, what is it with you two?" "I don't understand your question," Jericho said. "You appear to be something you can't be." Jericho shrugged indicating the second attempt hadn't really helped. "Your faces say you are twins, but the rest of you says one is white and one is Cherokee." "Two things: we are twins and we are each both white and Indian." "There must be a lot more to your story than that." The boys gave him the short version. As often as it seemed to be called for, they were getting quite good at condensing the facts. "That is the best thing ever, guys. I love it. Where are you living?" There was a moment of silence. They were not prepared for the question. Red Eagle gave it a try first. "We are traveling, but are thinking about settling down around here somewhere. Camping east of here for now." "I hope you do – settle down here, I mean. We could be great friends, I think. What are you about twelve?" "Yes, twelve," Jericho said. "Most people think we're younger." "Then they haven't taken time to listen to you speak. Actually, you talk more like guys my age. I just subtracted your bodies from your talk and got twelve. I'm seventeen, by the way – still waiting for my growth spurt. I work at the livery stable. Love animals. Sandy lets me help around the sheriff's office. I'm leaning everything I can about Sheriffing." "We haven't met the sheriff, yet." "His office is down at Sandy Creek. Gets here for a couple of days several times a month. Deputy Sandy is the law around here." They pronounced the ice cream the best food ever invented and left. "You two look me up before you leave town – if you leave for good, I mean. I live in the loft at the rear of the Livery Stable." Cal walked west on Main Street. "He is a very nice person," Red Eagle said. "I can't tell if he thinks he is a boy or a man." "I suppose that's hard to know at his age." Golden had spent the morning in front of the Sheriff's office. There had been shade for him from the only tree on Main Street and a trough of water within easy reach so he seemed quite content. When kids passed, they stopped to pet him and chat a while. He was a beautiful horse, so it was not just the children who stopped to admire him. Golden offered friendly, gentle responses. As they approached Golden, there was a man messing with his bridal. He untied him and began leading him away. "See what I see?" Jericho said. "I do. Horse thief. Can't allow that." "How shall we handle this?" CHAPTER TEN The boys were almost directly across the street from where Golden had been tethered. "I got the man," Red Eagle said, preparing his bow. "You get Sandy." Again, it was, Swish! Thump! Thwamp! The man had an arrow in his heal and fell to the ground unable to walk. Jericho's shiny knife decorated the door to the Sheriff's office. Sandy was quick to open it to see what the thump was all about. The boys ran toward the man. Golden moved a few steps forward and the man was neatly held to the ground under the travois. The boys and Sandy arrived at the scene at the same moment. Jericho turned to Red Eagle. "Like l said before – triplets – you, me, and Golden." "I suppose you get the picture, Deputy," Jericho said. "Well, I see the picture. I'm not sure I really get it and yet, of course, I do. That was some shooting – again – Red Eagle." Jericho beamed for his brother. He figured it was the first time he had ever really felt pride for somebody else. It was a magnificent feeling. Jericho offered his hand to his brother for a shake. Red Eagle put his hand up as if in a traditional Indian greeting. The hands, of course, didn't meet. It seemed extremely humorous to them and they laughed until tears came. A crowd gathered. The commotion caused Cilla to open the door and look across the street. Doc looked out his window from above her. Sandy removed the arrow and handed it back to Red Eagle. Jericho retrieved his knife from the door. The boys trotted across the street to explain to Doc and Cilla. With that done, they said goodbye for the day and promised to return soon. They took their time walking back to their cave. Golden followed behind like a big dog nuzzling them in the back from time to time as if wanting their attention. They suddenly had many new things to think about and major decisions to make. There was one more stop – at the grocery. Jericho spent a nickel for a bag of salt, fifty cents for a used iron skillet and thirty cents for a slab of bacon. "You have to show me how to use a bow, you know," Jericho said. "And me, your knife." "I have to ask you. Why did you shoot him in the heel?" "I have been taught never to use more force than is needed. I wanted to keep him from running away, but saw no reason to hurt him badly. The two things just sort of said, 'heel' to me, I guess." Jericho nodded. It seemed he was learning something new and important every time his brother opened his mouth. "Why did you throw your knife at the door instead of just going to get Sandy?" "It was one of those times when I needed to be in two places at once and getting his attention with the knife freed me to help you go after the horse thief." Red Eagle nodded. It seemed he was learning something new and important every time his brother opened his mouth. "I've been wondering about that also. It has to mean our Dead Guy didn't use Red Bend for shopping and things like that. I wonder why." "Didn't you think it was odd that nobody in town recognized Golden," Red Eagle asked. "If his owner worked that mine he must have come into town now and then." "It could be he didn't want it known he was in the area." "Or, he could have been a wanted man. Maybe he was not the one who worked the mine – just the one who stole the gold from the person who did." "Interesting," Jericho said. "I suppose we'll never know." "Unless that person comes back to the mine." From what the banker said it sounds like we are rich – in money," Red Eagle said. "Sure does. A week ago, I would have thought that was the greatest thing ever. But, since you have moved into my head, I understand it's not so important." Red Eagle chuckled. "That was a funny way to say it – about how I have affected you. It's not really me it is the teachings of my people." Jericho nodded. He wouldn't debate the topic. "Interesting. Yes. There were no signs of horses in our cave – no droppings. I'm thinking you are right. So, what does that mean?" "About Golden," Red Eagle said. "If he lived there at the red hill with Dead Guy, don't you think he would have gone to the pond on the other side of the trees to get a drink instead of going into the hidden cave." "Like you suggested, Dead Guy found out about the mine and took the gold. That might mean the miner was away and will be coming back." "Or it means he was killed during the robbery," Jericho said. "Maybe he is the one who killed Dead Guy – knowing he was that thief." "I guess we'll never really know, but for a while at least we should probably be more careful than we've been." "Careful how?" Red Eagle asked. "We need to see if the smoke from our fire can be seen when it leaves the cave and tonight we need to go out after dark and see if the light from our fire can be see through those slits in the outside wall." That much of their plan was set. Upon returning they went directly to the door of the mine to see if it had been opened. It had not. That provided immediate relief. It was mid-afternoon by the time they entered their cave. The afternoon had grown hot. The breeze had kicked up a continuous curtain of dust on their way back from town. Several times Red Eagle had taken water from his leather water pouch and washed the dust from around Golden's eyes. "Let's swim and make plans." Inside, they drank and refilled their canteens from the bubbling water at the end of the pool. The temperature of the water kept the cave at a constant, comfortable temperature – cooler than the outside during the day and warmer at night. As strange as it may seem, eighty-degree water does seem a bit cool when a 96-degree body slips into it. That soon passed. They were never at a loss for things to talk about. "I was wondering," Jericho said, "what's the word for 'twins' in Cherokee?" "Dinilawi." "And horse?" "Soguili." "Water?" "Gagisdi." "I have a lot to learn, don't I? I admire you for knowing two languages." It needed no response. "How about we make a list of all the things we need to make decisions about?" Jericho said. "A good way to start. Like what to do with the rest of the gold." "And where are we going to live?" "And how will we continue our education?" "And how will we learn about girls?" They giggled like a couple of five year olds. "I think Doc would talk with us about that," Jericho said. Red Eagle nodded, not sure why the topic seemed embarrassing. The list continued for some time. An hour later they were rested, clean and ready to get on with other things. They took the saddle bags off the ledge and Jericho set to counting the gold while Red Eagle took the new iron skillet to the water and scrubbed it clean of rust using sand and leaves. It had been half a day since they had eaten so he fixed a place at the fire for the skillet and cut strips of bacon. He took a few minutes to gather a few vegetables and soon had a wonderful smelling meal cooking. "Sixty-three," Jericho said at last, referring to the number of little ingots. A few more than we figured. Sometime we need to explore that tunnel in the mine and see if there's more gold to be mined." "Do you know about such things?" Red Eagle asked. "Not really. I guess if there are chunks of gold in the walls, it will tell us something." "What will we do with the money we get from the gold?" Red Eagle asked. "There has always been one thing I wanted to do – make a wonderful place for orphans to live, where they are well cared for, have clothes and food and their own place to sleep at night. It would have the nicest people in the world working in it and a doctor that can come and help sick kids any time of day or night. There would be books and teachers and toys and lots of love. The kids would all learn they are precious people. Any time a little kid needed to crawl up in a grown up's lap there would be a lap just waiting for him. There would be one person whose whole job is to find wonderful parents to adopt the kids." "It sounds like Galáladi tsosá." "What's that?" "I think you say heaven. It is a great idea. I cannot think of any better way to use the money. Will we have enough?" "Enough to make a dozen places like that, I'm thinking." "How will we learn how to make such places?" Red Eagle asked. "That's one of the best things about my new dinilawi." "What?" Red Eagle asked grinning. "I used to also dream about things when I was young. Maybe you can help me be that way again." "You keep pulling me back to the practical side of things. I tend to think in dreams and you in things of the world. Always keep doing that." "Sounds great. You know, there are times I just want to hug you for no reason at all." "I think that feeling is gágeyui." "And that means?" "Love." They grew quiet. The meal was ready. They shared it. When they finished, Red Eagle looked Jericho in the eyes. "Time for dadaskwaniyisgá." "What does that mean, do the dishes?" Red Eagle smiled and chuckled. "Hug." They held each other for some time, then sat crosslegged, facing each other close to the fire. "Love is very strange," Jericho began. "How?" "A week ago, I didn't even know you existed. I didn't even really know there was the possibility that you could exist. But right from that first moment our eyes met across that stream, something about you settled down somewhere inside me. It was confusing. I'd never had such a feeling before. Now, I'm pretty sure it was love – or at least the first step toward love. I've never thought much about love before." "It is hard to think about things you have never experienced," Red Eagle said. "I have to admit my first feeling about you was fear. My life has taught me White people are cruel to Indians. I'm sorry that was my feeling." "No sorry to it. It's what it has developed into that counts. I hope I'm not wrong thinking that you love me, too." "Oh, no. Like you say it is the most wonderful feeling I have ever had." There would be many more discussions about love, but just knowing they shared it was enough for right then. Well into the evening, Red Eagle helped Jericho begin learning about the Cherokee language. Jericho, in turn, would print each word in English on paper and help Red Eagle learn to read them. They decided it was time to sleep when Jericho meant to say, 'my mind is tired', in Cherokee, but instead said, 'my mother is fried chicken.' It was worth unending laughter. It had been another interesting day. They would return to Red Bend the following * * * They hung the saddle bags on Golden, lay the blanket across his back in case either of them decided to ride, and attached the travois. "I notice you always attach that with slip knots. Why?" Jericho asked. "In case we need to ride in a hurry. Just pull the two rope ends and Golden will be free of his load. It is how I was taught – a safety precaution." They were on the road soon after sunup. Golden seemed uneasy about something. He kicked his rear legs into the air. "What's with Golden?" Jericho asked. "I think he wants to run. Horses love to run. We have not let him since we have been caring for him." "Nothing says we can't let him run right now is there?" "No." "I will feel better if he has a rider in case he decides to just run away," Red Eagle said. "You are a much better horseman than I am. You give him a good run. I'll stay here with the travois and practice my fried chicken." Again, they both doubled over in laughter. They untied the travois and in one easy move, Red Eagle mounted their beautiful horse. He left the bridle loose and gently placed his knee against Golden's side. They raced across the meadow in a wide circle, repeating it several times. His brother was an excellent horseman. With just a gentle touch here or there he could signal the animal to make dozens of moves – turn left and right, slow, speed up and stop. It was fascinating to watch. After fifteen minutes, they were back." "You love to ride, don't you?" Jericho said. "About as much as anything. It frees my spirit." Jericho really didn't understand what he meant, but he let it go. They were soon heading west again and shortly found themselves at the Red Bend sign. Red Eagle stopped and went over to it. He pointed to each letter and pronounced it. He looked at Jericho for approval. "Perfect my dinilawi. Perfect. You learn fast." "I want to read one of your books so I have to learn fast. I saw you put one of them in your bag on the travois this morning." "I was going to try and trade it for a new one today – Doc or Cilla. I didn't get the idea that Sandy or Cal were either much into reading." Red Eagle just nodded. He figured it didn't matter what book he started with. They walked on into town and down Main Street. Sandy was sitting in a chair on the sidewalk in front of the Sheriff's office. He waved as they came into view. "Nice day, huh?" he said. "It sure is," Jericho said. They stopped and Red Eagle tied Golden to the same spot as the day before. The horse drank its fill. "Horse is lathered up. You been runnin' him?" "He told my brother he wanted to run a while so they took off around the meadow back there. Did you know Red Eagle speaks horse?" "I had my suspicions." It was worth a smile but not a chuckle. "If you're going to be in town for a while you might want to put the horse down at the livery. He'll be in the shade, have hay and oats." "Can we afford that?" Red Eagle asked. Cal came down the street and waved when he saw them. He trotted the rest of the way. "Cost you a nickel for the day," Sandy said providing the information rather than directly answering the question. "He'll give you special rates if you come to town frequently." "I was just telling the boys about using the Livery." Cal nodded. "Let me know. I can get you the best deal in town." Sandy chuckled. "Of course, you boys need to understand there's no other place in town." They smiled. Before they could talk about it the stage coach entered from the east end of town. The horses were running wild. There was nobody in the driver's seat. "Looks like there's been a robbery," Cal said. "Need to stop that team," Sandy said running into the CHAPTER ELEVEN One thing had always been true about the boys; when their help was needed, it was there in a minute – or in a second in this case. "The travois," Red Eagle called out as he leaped onto Golden's back. Jericho understood and pulled the slip knots loose. The travois fell to the ground. The horse reared and turned on a dime, racing out into the street at an angle to intercept the team gone crazy. The lead horse knocked Sandy to the ground as he attempted to mount it and bring the stage to a halt. Jericho was immediately at his side and dragged him out of the way a split second before the sharp wheels of the stage would have been upon him. Red Eagle leaped from Golden and mounted the lead horse. Golden ran along beside, keeping his head against the frightened horse. They slowed. They stopped. Jericho was immediately up onto the driver's seat on the coach and set the brake. He then returned to the ground to and the six horses to rub them and pat them and offer calming words. Due to Jericho's quick thinking, Sandy had not been hurt – well, perhaps a major bruise in a place he'd not be mentioning. The station master was soon on the scene, tending to the passengers; there were four – a mother and her young son and older daughter, and a business man. Cal had immediately run to move the people back against the buildings not knowing what the runaway team might do. Doc and Cilla came to offer help. "Doesn't seem to be any injuries to the passengers," the Station Master said to Doc. Sandy addressed the business man as he stepped down from the coach. "Can you tell us what happened? "About two miles back, four men on horseback held us up. They shot the driver first thing. Can't be sure of his condition. They only wanted the strong box. Didn't even look inside the coach. Then, two of them took out bull whips and struck the horses sending them on their way in the frantic dash you witnessed." "I saw the open cuts on several of them," Sandy said. "No wonder they were out of control with that awful pain." He dispatched a rider to go check on the stage driver. The horse handler from the Coach Station began taking the horses two at a time around back to the stable. They would get water and attention to their wounds. Sandy walked to where the twins were standing back away from the crowd. He pointed at them and spoke in what could not be thought of as a quiet voice. "Well, that probably wasn't the dumbest things a pair of twelve year olds have ever done, but it comes darn close. You both could have been killed." "You're welcome," Jericho said attempting to lighten the moment. Doc moved in. "What you tried to do, Sandy, couldn't really be considered a well thought through plan of action." "But I'm paid to take such risks." "Okay, so you had to. The boys didn't. I suppose that makes them genuine heroes, then, doesn't it?" "Of course, it does. I was getting to that." Sandy offered his hand to the boys. Playfully they both raised their right hand, Indian style and died laughing about it. It was contagious and soon everybody was laughing. "You seem to be missing a boot, son," Sandy said to Jericho. "What . . .?" "Seems the front wheel of the coach caught my heel and when I fell forward with you I left the boot behind. It's out there somewhere." The young boy who had been on the coach trotted up. "I think this is yours, Sir," he said handing the boot to Jericho. "Are you a real cowboy?" Jericho was caught off guard and hesitated. Cal answered for him. "Gee, thanks!" "These two are about the best cowboys you'll ever meet. Who knows what might have happened to you and the others if they hadn't jumped into action." The boy beamed and returned to his mother and big sister. She had not gone unnoticed by the boys, but she was over there and they were not. The Station Master approached them. "They'll be a reward for you two. You have my everlasting thanks." "We do not believe people should get rewards for just doing what is right," Red Eagle said. "Hmm!" the Station Master said massaging his chin. "How about this then; stage line rules say I have to replace any item broken in the service of the line, so we will get you a new set of boots." Jericho shrugged. Sandy looked at Red Eagle. "Hold up your right foot. Just as I suspected, it is plain as can be that in the past few minutes he wore the tarnation out of the soles of his moccasins. I'm thinking you owe him a pair. It had been a clear exaggeration, aimed at milking as much as he could for the boys. Before either boy could respond Cilla opened her mouth. "And just look at the condition of their clothes. Filthy. They'll never get them clean. I think a new outfit apiece is also in order." By then it had become a joke and everyone was smiles and chuckles. Jericho spoke. "But none of you seem to have noticed all the energy we expended during the activity, which, I'm thinking can only be properly replaced by a two-scoop bowl of ice cream from the restaurant." It brought laughter and applause. The Station Master looked around at the gathering and made a pronouncement. "For one reason or another, I hereby proclaim ice cream for every soul here under the age of fifteen. The little boy's eyes grew big and he looked up at his mother. "I did hear you say seventeen, didn't I," Cal said playfully. The young people moved on across the street to the restaurant. Half an hour later, tummies filled and some actual conversation with the girl – Sally, they learned – they were back on the street. Golden, who had mostly been ignored in the excitement was waiting patiently just outside. "I guess the bank's next, huh," Jericho said to his brother. They walked west down the street and entered the bank – Golden chose to stay outside in the fresh air. They carried the heavy saddlebags between them. The banker met them at the door and motioned for them to go right into his office. "That wouldn't be what I think it is, would it?" "I'm going to guess, yes," Jericho said, "sixty-three more little ingots." "And you didn't have Sandy guarding it?" "Who'd think two kids would be carrying this kind of thing around. We'd have got lot more attention and questions with a guard riding with us." "I suppose, but still." He opened the door and motioned to a boy probably fifteen. "I'll have our runner go bring Sandy" [In the days before telephones, businesses employed runners to carry messages and deliver small items around town.] "I'll need to put on extra guards here until Sandy can figure a way to safely move it to Kansas City. In the meantime, it will stay in vault." "Sorry to be so much trouble, Sir," Red Eagle said. The runner returned with Sandy. The banker explained the situation and when he was done he added – to Sandy: "There is no need to lecture them on how irresponsible it was for them to bring it in alone. I tried, and they buried my argument almost before I got it said." They all grinned. The banker from nervousness, Sandy from his growing respect for the two young ragamuffins who seemed to be working their ways into the hearts of the little community, and the boys because life seemed very good at that moment – money in the bank, ice cream in their stomachs, and a full half hour talking with a girl! Back outside the boys sat on the raised sidewalk, their feet down on the hard-packed dirt street. "I have a question," Red Eagle said. "Okay." "The girl seemed very uncomfortable around me. Did I do something wrong?" "No. Let's see, how can I say this? White girls and not used to seeing boys without their clothes on – that came out wrong. I mean, almost all of you isn't covered – no shirt or pants, you see. Just your breechclout." "I don't understand. All Cherokee boys and men wear very little." "I am sorry. I didn't mean to make her feel uncomfortable. What shall I do?" "And that's just fine for Cherokees when they are among Cherokees. She just isn't used it because she is not familiar with your Cherokee ways. You are likely the very first Indian she has ever seen." "I see two possibilities: One, cover up with a blanket around you when you're in town or Two, get a set of clothes like I wear for times like this." "Hmm. I think it would be awful to wear your clothes – uncomfortable – they rub you all over – they are tight when you move your arms and legs. In the summer, they look like they are very hot. And, like Cilla said, they are always getting dirty." "Alright. I guess if I am going to live partly in the White Man's world I need to make some adjustments. I'll do my best "I can't argue with a single thing you said. Tell you what, when we get home this afternoon you can wear mine for the evening and see what you think. It seems we both have a new set coming to us from the Stage Line." to get used them." "I want to get that book from my bag and go see Cilla about a trade." A few minutes later they were inside the newspaper office. Cilla stood and pulled them to her in that hug that seemed to be her trademark. Neither boy struggled against it. She smelled good! She showed them around – the printing press, the type that was set into words to print the paper, her library and the sitting area near the front corner by the large windows. She was happy to have the boys borrow any of her books any time. There would be no need for trades. "Doc has hundreds of books upstairs," she said. "We saw them. I can hardly wait to see what they are." "I am learning to read," Red Eagle said not wanting to be left out. "My brother is a fine teacher. In just one night I learned lots of words – R-E-D B-E-N-D spells, Red Bend." Cilla went to the bookcase and ran her finger along the spines until she found the one she was looking for. It was a McGuffey Reader, the first book all school received when they entered school. "This is what you need to begin with. It will seem pretty juvenile, but if you can ignore that you will soon be ready for interesting stories." "What is 'juvenile'?" Jericho answered. "For young kids." "I guess in reading I am a juvenile young kid." He clutched it to his chest as if it were his magic key that would open up the universe to him. It was, of course. They turned to leave. "Don't leave town without saying goodbye to Doc," she said. "He and I feel a very special bond to you two. Our inclination is to tie a rope around your waists and never let you out of sight – you could call that overprotection, I suppose. When someone is precious to you, you want to protect them from everything that could ever possibly go wrong or harm them. It can't be, of course, so we have to learn to trust that our loved ones will be able to take good care of themselves. Every time a child proves that to his parents – that he is responsible and trustworthy it makes it easier to let go a little more. Doc and I know very little about you boys you must understand. We do trust your judgment and as we get to know more about you we will come to trust it even more. You just have to understand that when we give you too much advice or try to protect you more than you need protecting." "You are talking about gágeyui," Jericho said. "Yes, the Cherokee word for love," Cilla said. Red Eagle brightened. "You speak Cherokee?" "Very little. And yes, I guess I was talking about love." "Can I ask you something, Cilla?" Red Eagle asked. "Sure. Anything." "Does my lack of clothing bother you – make you uncomfortable?" "No. What are you really asking?" He explained the problem and the several possible solutions Jericho had proposed. "Well, Jericho is correct. However, when you go visiting your Cherokee people they will think it is very odd that Jericho covers himself up. Two cultures. Two sets of beliefs. The two of you will come up against lots of such situations. Use your good heads and you will find ways of working them out. The two turned to leave, but stopped at the door whispering back and forth. They turned, smiling, and opened their arms, Cilla fashion. That time it was she who was enveloped by four young arms. Like often happens for the female of the species, she had tears on her cheeks. She smelled wonderful! "Cilla said if we didn't come up and say goodbye you'd soon have the Sheriff and the militia out looking for us." The boys raced around the corner and pushed and shoved their way up the stairs and into Docs place. They entered laughing. "She did, did she? Women! It was a nice gesture on your parts, though. Old guys tend to worry when worry may not be warranted. You leaving town now?" "We've finished our business at the bank and that's really all we had to do in here today." "You going to get those boots? You not only look silly, one barefoot and one in a boot, but you look so uncomfortable." "I guess I am – uncomfortable. We'll see if we can take care of that. The leather shop?" "Red Eagle, too?" "That's where I'd start. The General Store has some, too. Don't settle for the cheap ones. The Stage Master will allow you the most expensive ones they have." "Absolutely." "I feel funny taking gifts we can easily afford ourselves," Jericho said. "How did you feel after you got the stage stopped this morning?" "Good." "Great!" The boys looked puzzled. "That's' how people feel when you allow them to do things for you. It really isn't the boots. It is the good feeling people will get inside when they are able to give them to you. Like at Christmas." The boys looked at each other, puzzled again. "I assume that was a poor example. No Christmases I guess." Each boy shook his head, confirming Doc's take on it. "Still, did you get my message about the boots?" They nodded. Doc pointed. "I see you have some books." "Cilla loaned them to us. I read everything I can get my hands on and soon my brother will be doing that, too." "The more you learn the easier life becomes. I congratulate you on that plan. You know you're welcome to mine, too." "Do you have a book about girls?" Jericho asked before he thought. Doc chuckled into his hand trying to conceal it. "I think instead of a book we need to have a long chat about girls and related things. We'll set aside some time next week. Don't let me forget." The boys looked at each other. "We won't!" Jericho said. "Thank you," Red Eagle added. They flew down the steps. At the bottom, Jericho had a suggestion. "It sounds like you're ready to make our cave our home," Red Eagle said. "We need some supplies. Let's get some money out of the bank and get a few things. If we do that every time we come to town, we'll soon have a good supply laid in." "Not my decision to make alone, but it felt like that was how we're thinking – for a while at least." "That was my thinking, too. We just had not really talked about it. It is a fine plan." The travois was loaded down. On the way home, Golden really earned his oats – they had bought him a sack from the livery. They figured if they got ice cream, then Golden deserved a double helping of his own treat. CHAPTER TWELVE According to their plan, the boys traded clothes and spent the evening working on reading and Cherokee. It had been a fine time filled with laughter and good feelings. In and around everything else they hatched a plan, which they thought would be hilarious. The next day they would go into town, each looking like the other – clothing and hair. Red Eagle braided Jericho's hair after his style. Together they unbraided Red Eagle's. "Well, what do you think?" Jericho asked. "Do I look like you?" Red Eagle walked around him several times getting a good view from several angles. "Well, you look the way I think I look. I have never seen my back." Jericho chuckled. "We can try it." "Well, you certainly look like me. I've seen me in many mirrors. We need to do something about the little twists that remain in your hair from being braided for so many years. Maybe wetting it, do you think?" They got into the pool and repeatedly wet his hair. Jericho would pull it straight and hold it tight. Red Eagle would complain he was pulling his scalp right off is head. For some reason, it was a laughter filled undertaking with dunking, sputtering and full face grins. By time for sleep they could see they had made very good progress. Once more in the morning before they left for town should do it. When Golden had entered their lives, he immediately took up with Red Eagle, which pleased both of them. Although they both loved horses, horses had in many ways been Red Eagle's best friends while he was growing up. He would ride many hours every day and often sleep where they were tethered at night. Being with a horse made him feel safe and comfortable. That next morning as they attached the travois and prepared to leave, Golden was clearly confused. He sniffed one and then the other. He nuzzled one and then the other. Red Eagle sensed the problem and put his arm around his neck and began talking to him. The confusion was soon over. For Jericho, it had been a fascinating thing to watch. Not five minutes down the road, Red Eagle spoke. "I really, really, really, really hate these clothes. They are just as awful as I figured they would be. Did I say I really hate the?" "Sorry. I really like yours. Much cooler, like you indicated. My arms and legs feel free. The biggest problem is getting used to the moccasins. I can feel every pebble in the road." "We need to give it a good try. I think it will help us understand each other better." "Feet need to get hard. Your boots are also uncomfortable. They make me feel like my feet are trapped in a black smith's fire. They squeeze my toes. I do not think this is working very well." Red Eagle nodded. They stopped at the Red Bend sign and looked at each other. "Ready?" Jericho asked. "Probably not," Red Eagle answered tugging at his shirt. Golden worked his head up and down. "I think that's two against one," Jericho said grinning. Very soon they were walking down Main Street. It was early and there were very few folks out and about yet. Doc was crossing the street to the restaurant. "Does he never cook for himself?" Red Eagle asked, baffled at the idea of buying meals prepared by others. Doc stopped in the middle of the street and raised a hand in their direction. The boys picked up their pace to a trot and were soon at his side. "You're up early," Jericho said (looking like Red Eagle). "Haven't been to bed yet. Mrs. Kuntz had her baby last night. The little bugger just didn't want to give up his nice warm spot and join us out here in the cold world." He chuckled. "Keep me company over breakfast. You can fill me in on all the wonderful adventures you have had in your lifetimes." Both boys immediately saw the problem – neither one yet knew enough about the other to tell details of their story in a convincing manner. Doc moved between the boys and urged them on with his arms across their backs. They soon found themselves in the restaurant at the same, rear table as before. They were coming to learn it was 'Doc's' table – morning, noon, and night. Doc turned to Red Eagle (Jericho). "What do Cherokee boys like to drink for breakfast?" He squirmed a bit and exchanged a quick glace with his brother, eventually speaking. "Water." Doc turned to the other one (Red Eagle looking like Jericho). The boy had no idea how to respond so settled on, "Very tall." "Tell me about Independence, Missouri where you spent most of your life. How tall is that new building they put up last year." The real Jericho spoke to his brother. "I think we've been found out." Then to Doc, "What gave us away?" "First, the way you both hobbled down the street indicating your feet hurt. Second, the way your horse kept close to the wrong one of you. Third, the slightly lighter skin color on the neck of one of you, a neck that was usually covered with long hair instead of darkening from the sun allowed by his braids. And fourth, Red Eagle doesn't use contractions." "The man is good, I'll give him that," the real Jericho said. "And, after being up all night, too." The boys were disappointed, but could smile about it. Doc spoke. "Cilla will be here shortly. See if you can fool her. You really do make the switch very effectively. Very few will be able to tell the difference." He chuckled. Cilla arrived. She leaned down and gave each of the boys a quick peck to his cheek. She smelled good. "Good morning." "Good morning." It had been the boys. Doc raised his hand and the waitress came. They ordered. "Doc went on playing along with the boys. "Red Eagle, I didn't get a chance to tell you how impressed everybody was at the way you and your horse worked together yesterday. You had him a long time, I suppose." "Not really. Just came by him a week or so ago. We sort of hit it off, you could say." Cilla looked at him. Then she looked at the other. Then she looked at Doc. "I sense there is trickery afoot," she said. The boys' shoulders slumped together. "What's wrong this time?" the real Jericho asked. "Red Eagle would never have said, 'We sort of hit it off'." Jericho turned to his brother. "What would you have said?" "We found each other comfortable right away." "You're right. That's what you'd have said." Cilla had more to say. They blushed, well, as much as tan-skinned boys could blush. Neither boy had any idea how to respond so they sat in "You each really do look like the other one. It is amazing. You will fool almost everybody. The real test will be when you both have girlfriends and try to make the switch on them." silence. The food arrived. They were happy to just listen – and eat – while Doc and Cilla talked. Sandy entered with a man the boys had not yet met. "Doc, Cilla, boys," he said. "This is Deputy James from down at Sandy Ford. He'll be here tending to things while I'm escorting a package (he winked) to Kansas City. I'm leaving out first thing in the morning – me, a two-horse team and wagon, and to other two guards the bank has sent from Kansas City. I'll be gone a week." Jericho whispered to his brother: 'Do you think we should go along?' "I have never been to a city. That would be good." The real Jericho turned to Sandy. "We figure you need two strong, intelligent young men to make your group complete." Sandy looked from Doc to Cilla. Doc shrugged with a frown. Cilla bit at her lower lip. Sandy summarized the situation. "It seems to be unanimous then; all the adults think it is a terrible idea, but since I'm sure you will just follow along behind if I say no, welcome aboard." "You are a wise man," Jericho said. "One thing, Red Eagle, you will need to get some White boy's duds to wear in K.C." Jericho spoke, hoping for a joke. "I refuse to go against my people's teaching." He hammered his fist against the table. "Then you and your people's teachings will remain here." The real Red Eagle broke out laughing. Cilla and Doc did as well. "What's going on," Sandy asked. "Just a little inside joke," Doc said. "Red Eagle will comply with your request." Sandy had clearly been fooled. He and James turned to leave. "Leaving at daybreak. Being your horse. You can take turns riding in the wagon with me." They left. The boys doubled over in laughter. "Doc leaned forward and spoke in a confidential tone." "I suppose we need to have that talk before you leave for the sea of painted lady's in the big city." "We didn't understand anything after 'talk'," Jericho said. "You will by noon. Come up to my office." By noon the boys knew more about girls and such than they had any idea there was to know. They suddenly had answers to a great many questions hey hadn't even had to ask. Doc was a good man. The boys withdrew some more money from the bank and bought additional supplies. The nature of their purchases changed somewhat in light of the trip, suddenly in their future. Then, they visited the General Store where they were both soon fitted out in new outfits – all courtesy of the Stage Line. The man threw in a neckerchief each, two pair of stockings each, and a new hat for Red Cloud. Jericho wouldn't part with his old one. Fortunately, the boys were identical in every dimension. Outside they traded hats so Jericho would have his own. They tied their packages to the travois. "We need to see Cilla for a second," Jericho said. Red Eagle followed. Jericho stuck his head in the door. "Cilla. I was wondering if we could take the books we borrowed along to Kansas City. Should be lots of time for reading while we're traveling." "Certainly. Have a safe trip." * * * The boys were at the Sheriff's office well before daybreak. They brought a few supplies, which they would transfer from the travois to the wagon – leaving the travois standing up against the newspaper office according to their arrangement with Cilla. It was a strange time of day in a town – no people on the streets and very few lights in windows. The hitching rails in front of the stores were empty. The only signs of life were a cat and dog playing chase. Cats always won so Jericho wondered why dogs insisted on continuing the contest. Jericho wondered about odd things. It had grown quite cool during the night. The boys sat on the sidewalk in front of the Sheriff's office. Red Eagle had a full set of buckskins he just hadn't shown to his brother yet. They had come with him on the travois. That morning he decided to break them out. They were medium brown, softtanned leather. The top was a loose, pullover and worn on the outside, extending well below the belt line. There was a large pocket near the bottom on each side. They could be worn with or without the breechclout. Jericho thought his brother looked great – much like a drawing of an Indian in one of the books about the west he had read when younger. He had left his hair straight and had brought his 'white kids' outfit and boots along for when they got to the city. Two men, strangers to the boys, came out of the hotel, looked up and down the street and started toward them. They each wore a holstered six-shooter on each hip and carried a rifle. They dressed in black from boots to hats. It could have been a scary situation. One of the men raised his hand as they approached. That seemed friendly the boys agreed. "You two must be the kids with the 'package' we came to get," the other said as they stopped a few steps away. "I'm Buck and this is Chuck. I really don't understand what I'm seeing here." "You mean how two such handsome lads could be on the same street at the same time?" "Yes, that, of course!" They all chuckled. Jericho tried an answer, offering the well-practiced short version. It seemed to satisfy him. "We ride matched blacks. Stayed the night at the livery. What will it take to get you boys to go get them for us? Saddles and tack in the stalls with them." "All it will take will be safe passage to Kansas City," Jericho said. "Never lost a set of twin boys yet, have we, Chuck?" Buck said elbowing his companion. The other one shook his head and broke a smile. Buck leaned in close to Jericho and whispered loud enough so they could all hear. "Does your brother ever speak?" Jericho mimicked Bucks manner. "I was about to ask the same about Chuck." Chuck addressed Red Eagle, also in an undisguised whisper. "We save our words for things that are important, right boy?" "And only things that are important, Sir." There were chuckles all around. "Give us ten minutes to get your horses." The boys took off on the trot west down Main Street. "Did anything strike you about those two men?" Red Eagle asked. "You mean that they look as much alike as you and I do?" "Yes, that. I wonder why they didn't mention it." "I suppose because it was obvious so they didn't think it was necessary." They entered the livery and found the two blacks – absolutely identical blacks – and set to saddling them with absolutely identical saddles and tack. By the time they left the livery, Sandy was at the bank with the team and wagon. They arrived at the same moment as Buck and Chuck crossed the street to meet them. Sandy looked them over. "I seem to be seeing double, double, double." "You are, you are, you are," Red Eagle said. "Guess you and Golden will have to cozy up." "You sayin' I look like a horse?" "Not just any horse, Sir. The most beautiful Palomino in the territory!" "Oh, well, that's different, then, of course." More chuckles. "I take it you and the Bank Men haven't met," Jericho said. "One of them is Buck and the other Chuck – they seem to be interchangeable." Red Eagle spoke. "Buck has the red hat band. Chuck has the blue one." Jericho looked at his brother as if to say, 'Nice catch. I hadn't caught that." The guards offered their credentials to Sandy. He read them each carefully then turned to Chuck. "The sunset was interesting last night. Did you notice?" "Yes. Red and purple bands." They shook hands. Jericho had to intervene. "No, it wasn't. It was bright orange right to the end." "It was a code," Buck said, "sent ahead by the bank so the deputy could confirm we are who we say we are." "Very clever. A+ I'd say, wouldn't you, Red Eagle? "No, since I have no idea what A+ means." "I'll explain later. Just take my word for it." Doc walked up on his way to breakfast. "You men have a safe journey." "That's our intention," Sandy said. "We'll see you in about a week. I'll send my office a wire (telegram) when we leave KC on our way back. Should be a nice vacation!" Little did Sandy know, that was not going to be the case. CHAPTER THIRTEEN They traveled directly into the sun and the world warmed rapidly. By ten o'clock the boys had shed their shirts. Sandy drove the team. Red Eagle took the first turb on Golden. The road followed Red Creek for a long distance before the water turned south east and the road began veering just a bit north east. The land was still flat and covered in grazing grass with a smattering of low, woody bushes. Trees were clumped into occasional groves often enclosing a spring-fed watering hole. It was such a grove where they stopped for lunch. As was the custom at that time, they first watered the horses, then they ate. If it hadn't been for Jericho's endless chatter, the morning would have likely passed in silence. By noon he had learned everything about the others that they were willing to share and many things they would have rather not shared. Jericho had a way about him that people trusted and, therefore, he could coax things out of folks before they realized what was happening. It wasn't that the lad was nosey . . . well, yes it was that the lad was nosey. They let the horses rest for a long hour before they were back on the road. Sandy pointed ahead. Red Eagle was riding on the seat with him. "Painted Pass just ahead. Only real pass in eastern Kansas and, at that, it isn't much of one. The road winds up a low hill with rock outcroppings on both sides – streaked in lots of colors – mineral deposits, I'm told. Once beyond it the geography slowly begins growing into the green hills that provide much of the lumber for a six-state area." The boys knew it would be cooler once they got into the area of tree covered hills and valleys. At the top of the hill between the huge, streaked rocks things suddenly took a turn for the worse. A group of ten men on horseback appeared from out of the rock hills on both sides. They wore bandanas covering the lower halves of their faces. Their guns were drawn. Two of them dismounted and took hold of the horses, pulling them to a sudden halt. "You will unbuckle your side arms and drop them to the ground. Same for your rifles. Then get off your horses and down from the wagon." They had no alternative. At that point it was ten guns to none. The leader spoke again. "The boys will lay face down in the wagon. If you follow us the boys will be hurt – broken arms and legs and such." They swatted the saddled horses and sent them high tailing it back down the road to the west. The two men who were handling the team, mounted the wagon and moved it on down the trail. The others followed. Between the noise of the horses and the wagon, the boys were able to whisper undetected. "There is a large wooded area at the base of the hill," Red Eagle said. "Up and over the sides of the wagon, you're thinking?" Jericho said. "That's what I'm thinking." "How will we know when we get there," Jericho asked, really thinking out loud. "The shadows of the trees will make it darker – block out the sun." "Good thinking. I have my knife. For some reason, I decided to carry it inside my boot this morning. Your bow and quiver are still on Golden." "Golden will find us. Here is an idea. Once out of the wagon, we will go into the woods in opposite directions – right and left across the road. We will run one hundred steps straight ahead and then climb the tallest tree we can find. We'll remain quiet up there until the men leave. Then we'll move on east for two hundred steps and circle back to the road." "Good plan. I have an idea once we catch up to the wagon." Just as Red Eagle had predicted the world suddenly grew darker. "Ready?" "Ready!" "Up and over on three. One . . . two . . . three." Once down the tree, Jericho made his way east the way they had planned. When he got back to the road he stopped, still among the trees, to determine what was happening. He heard the wagon and the men's horses just to the east. They had apparently stopped to search for some time. That was a good thing because it kept them close. He could not, however, see Red Eagle. Should he wait or should he follow the thieves? He opted to follow them, thinking his brother would be able to catch up. Red Eagle could run like the wind. It was as if they had practiced the move for weeks. They vaulted over the side, lit on their feet and ran into the trees at full speed. They each carried out the plan and were high atop the tree limbs when the men came searching for them. None of them even thought to look up. They soon left. Jericho would have to hear just how his brother had come by that up-the-tree strategy. Most likely an Indian thing he figured. Jericho set out at a trot that he figured was just a bit faster than the team and wagon. They wouldn't dare risk running the horses in the heat. A few minutes later he heard a horse galloping at a good clip behind him on the road. Had they left one man as a rear guard or to continue the search? Either one made sense. Maybe the rider had come upon Red Eagle and captured him. Jericho figured his best course of action was to retreat just far enough into the woods to keep an eye on the road and see what was actually happening. He took a place behind a tree some ten feet from the road. The horse was soon upon him. It was certainly not what he expected. There he was, Red Eagle on Golden at a full gallop. He stepped onto the road waving his hands above his head. Golden stopped. Red Eagle dismounted. "I won't even ask," Jericho said. "What was your idea about the wagon?" "We need to catch the wagon first." They doubled up on Golden and were soon within easy view of the wagon. It was on a dry stretch of the dirt road and kicking up quite a cloud of dust behind it. By that time, the riders were leading the way – most likely to keep clear of the dust. Red Eagle guided Golden into the stand of trees to their right and urged him on to continue closing the gap. "There is another long hill just ahead," Jericho said. "I saw it." "We need to pass the wagon here among the trees and wait for it at a spot where the trees close in on the road," Jericho said. They were soon at such a spot. They dismounted. "There and there," Jericho said pointing. "We each need a length of a fallen branch about as tall as we are and about four or five inches thick." With his hands, he showed his brother what that thickness would be. He set to trimming off the few small branches that protruded from them. "When the wagon passes, we toss the limbs into the back wheels – you do the one on this side. I'll cross and do the other. That should break spokes on the wheels and disable the wagon." In less than a minute they were ready. The wagon approached. Using every ounce of strength they had, the boys sailed the limbs toward their targets. The plan worked perfectly. The wagon jolted to a stop sending the two who were riding on the seat forward with sufficient force that they ended up under the feet of the team. As the boys took off on the run into the woods, they heard the men screaming in pain. Golden followed his boys. All quite unexpectedly they heard gun fire – a lot of gun fire. The boys stopped. The gun fire stopped. They turned and crept back toward the road stopping a safe distance from where they could observe the scene and yet not be detected. They looked at each other in disbelief. There were Buck and Chuck on their black horses with Sandy doubled behind Buck. The outlaws were lying face down on the road their guns tossed into the grass along the side. The men dismounted and proceeded to tie the men to trees. The boys moved out onto the road. "Somebody has lots of explaining to do," Jericho said. Sandy tried an answer. "A few minutes after they carted you off in the wagon Golden came trotting back leading the other horses. Chuck and Buck had extra guns stashed in their saddle bags. Golden took off east on the road somehow knowing that's where you two were. Now, what happened here?" Uncharacteristically, Red Eagle offered the explanation. Sandy responded. "Excellent work, but remind me to give you two the bawling out of your lives after all this over. You could have been killed!" "So, could you, of course," Jericho pointed out. "Yes, but let me remind you that we get paid to take that risk. You don't as if that will really ever change anything with you. Now, we have two problems. First, we need to get these men to Green Hills. It's about ten miles up ahead. There is a Marshal there. We also need to get this wagon repaired. In case you hadn't noticed the wheels somehow got broken into little pieces." Red Eagle cleared his throat. Jericho looked at him. "What's percolating in that Cherokee brain of yours?" "I think I see how we can solve both problems at once." "I'm listening," Sandy said. "We cut a strong sapling three times as wide as the wagon. Tie it in place across the wagon, under the bed, just behind the wheels. The extra length will extend out on both sides. Then tie the ten banditos' hands to the sapling – five on each side – and let them lift and carry the rear end of the wagon." Sandy looked at Buck and Chuck. Buck replied. "Can't see why it won't work. Actually, very clever. You sure those boys are just twelve. Sandy, you drive the team and the two of us will ride along behind." A half hour later the modification was made to the wagon, the men were tied in place and they were back on their way. Sandy stopped every mile to let the men rest and drink. They couldn't afford losing any of them to heat exhaustion. The boys tied the outlaws' horses into a string and Golden led them along behind. They drew quite a crowd as they started down the Main Street of Green Hills. A deputy friend of Sandy met them and once the wagon was at the wainwrights' (wagon builder) building, they deposited the men in the jail. Sandy spoke to the boys. "You lodge the horses at the livery for the night. Then go get a good meal at the restaurant. You really deserve some sort of reward." He handed the boys a dollar to eat on while he continued. "We'll stay here in town tonight while the wheels get fixed. Probably room for you two in the livery." "We'll take care of things," Jericho said. "Can't take your money – we were only protecting our own property. In fact, we'll treat you all to supper tonight." Eventually the several things that needed doing were finished. The wainwright got to work. Sandy asked his friend for the loan of two deputies to guard the wagon overnight and they enjoyed a meal of steaks, baked potatoes, rolls and apple pie. The boys bedded down in the hay loft of the Livery Stable. "That was a great feeling, wasn't it," Jericho said. "You are referring to being able to buy everybody the evening meal?" "Do you not feel like that after you help somebody?" "Yeah. I've never been able to do something like that before. I didn't know how it would feel, but I figured it would be wonderful." "Yeah, I do. I suppose it may be a White Man's feeling – to use his money to buy something for somebody else. Do you think Doc feels that way when he buys us breakfast?" "I'm sure he does." They were soon asleep. By morning the repairs had been made, the horses had been fed and rested and they were ready to continue the journey. "We want to pay for the repairs, Sandy, but we didn't bring enough money to cover it," Jericho said. "I'll leave an IOU from the Sheriff's office. You repay me and I'll see the wainwright gets it. That be satisfactory?" "Yes, Sir. Thank you. I can see there is a whole lot about money we still need to learn." "I just believe you will have the opportunity to do that." They were back on the road by seven. Again, Red Eagle started out on Golden. Sandy spoke to Jericho on the seat beside him. "If this is none of my business just tell me, but what are you and your brother going to do? I mean are you staying at Red Bend and if you are where are you planning to live? According to all the rules, boys your age should really be supervised by a responsible adult." "I will respond to the last thing first. It seems to us that with you, Doc and Cilla following almost our every move, we are in good adult hands – the responsibility and supervision thing. We haven't had time to think through where we will live in the long run. As for a place to stay for now, we have a safe place that meets all our needs and we would rather keep its whereabouts to ourselves. I hope you will respect that." "I assume you will keep me informed as you make decisions." "We will." "You know, you could build the fanciest house in the territory and have money left over to build 100 more." "I think you know better than to suggest fancy anything to either of us. I'm telling you we have everything we need. Well, I'm probably going to get a horse of my own. We are thinking about an ice chest. We talked to the man at the Ice house and he says the ice he makes in the winter, lasts clear through the summer and fall. He let us look into the ice house. Did you know the insides of the walls in that building are packed four bales of straw thick floor to ceiling, and the same across the attic floor? He calls it insulation. It was 32 degrees in there the day we visited and it was in the upper 90s outside. That's about the best modern convenience I can think of – a ice box. My brother and I drew up plans for a twowheeled cart to pull behind a horse that's all insulated with straw in between double walls so we could transport it to our . . . the place we live." "That sure sounds to me like you intend to stick around." "It does, doesn't it? I just caught that, too. I wonder if my brother knows that." Sandy laughed and flipped the reins to move the team out on the final leg of the trip. "Should be in KC by midnight. I've decided we'll just push on straight through. The animals had a good rest and we're into cooler country now." * * * The boys – especially Red Eagle – were amazed at the City – wide streets paved with cobble stones and brick, cement sidewalks, buildings five stories tall, beautiful carriages with beautiful women riding in them. People dressed in church clothes every day – suits and ties, hats, gowns. The train station was larger than any they had ever imagined with trains going off in all directions many times every day. One even went clear across the country to California. That was amazing! Time came to begin the return trip. They were sorry to leave the city before they had seen all it had to offer, but figured that just gave them good reason to come back again. The boys met with the man at the new bank and he showed them the huge vault and explained how they could get as much of their money any time they wanted it, just by arranging for it through the bank in Red Bend. They could even have money transferred anywhere they wanted across the whole United States. They boys felt very good about the safety of their funds. They had stayed two nights and one day in a hotel. Although Jericho enjoyed the real bed, Red Eagle soon gave it up for the floor. When they checked out they went to the stable behind the hotel. They hitched the team to the wagon. Buck and Chuck had come to say goodbye. "Looks like Golden has made a friend," Buck said pointing to a beautiful black about four years old. "I saw him," Jericho said. "A real beauty. That's some expensive saddle and tack he's wearing. Red Eagle mounted Golden and moved a few feet forward. The Black followed along, nose to nose. "Buck turned to Chuck. "You know, Chuck, that black looks a lot like our horses. Did you notice that?" "Now that you mention it, didn't your horse sire (father) a colt about four years ago?" "Why, I do believe you're right." Jericho understood the conversation had taken a turn toward strange, odd, peculiar, and bizarre. He put his hands on his hips and looked at the two men. "What's going on?" Buck spoke. "Well, Golden seems lonely. Black seem lonely. We figured it would be a shame to break up such good, new friends." The information really hadn't helped. Jericho frowned. Chuck took the reins and handed them to Jericho. "You two take good care of each other. Just be careful when you give him his head. He's as fast as lightning." "Really. For me? I don't understand. I mean I . . ." Red Eagle poked his brother in his shoulder and spoke. "Just close your mouth, tell the men thank you, and give the animal the hug of its life. Daylight's burning and I, for one, have been away from Doc and Cilla far too long." The black got its hug, but not until after Buck and Chuck each survived one of his own. CHAPTER FOURTEEN Like Golden, the black loved to run full out and the boys spent a good deal of time on the return trip doing just that. "If you don't watch out, you two are going to travel twice as far as the wagon," Sandy said. "Probably," Jericho said. "The horses love to run and we are energetic kids – unlike you older types." "You been thinkin' about a name – for the black?" Sandy asked as the two boys took up places alongside the wagon? "I have," Jericho said. "I remember what Buck said about him when Chuck handed me the reins: 'He's fast as lightning'. I'm thinking, lightning. What do you guys think?" "Sounds good to me," Sandy said. "It's great!" Red Eagle said. Golden and Lightning. Somewhat humorously, the horses moved their heads up and down. * * * They kept to long hours on the road and short nights, and arrived in Red Bend after just two and a half days on the road. Sandy drove on down Main Street to the livery while the boys held up at the city sign. "It sounds right, coming home to Red Bend," Jericho said. "I know," Red Eagle said. "I suppose we're staying." "I was thinking that way. Nothing says we can't move on later." "At the cave, I imagine," Red Eagle said more like providing both a question and answer "Sounds good. Sandy said we could build a house." "A house? With beds? No thank you, Same Face." "I wasn't suggesting one, just passing on what he said." "So, what's the plan, for the rest of today?" "Doc and Cilla will be at the restaurant. We could start there." They gently urged their horses forward and soon arrived out front. "I sort of feel different. I cannot explain it," Red Eagle said. "Yeah. Me, too. Strange. You look the same." "You, too." "I suppose outsmarting the bad guys." "I suppose. And being with the men. Not once did they ever treat us like kids." "I noticed that, too. Makes a guy feel special." "Like we moved over some sort of wall or hill." Silence. The conversation was one that would need to be continued later, so they entered the restaurant and walked to Doc's large table in the rear. "You know those ragamuffins?" Doc asked Cilla, pointing to them with his coffee mug as they approached. "They do look vaguely familiar." Cilla stood to administer hugs. (She smelled good!) The boys took seats. "A successful trip I assume," Doc said. "Yup," Jericho said as if the conversation about it were over. The three guys grinned knowing they were torturing Cilla. "Enough of that male stuff. I want all the details." They were, of course ready to do just that and laid out a blow by blow account. It took bacon, four eggs scrambled and a platter of flapjacks, but they eventually finished. "I think you left one thing out, dinilawi," Red Eagle said. "One thing?" "One four-legged thing." "No idea what you mean." The boys grinned at their secret. The others allowed it without comment. The four of them left together. Red Eagle had taken to not tying Golden to the rail when they were in town. Golden liked to follow them from place to place. Out of habit, Jericho had not tied Lightning, either. As they left the restaurant, Golden came up to nuzzle Doc. He always seemed to have sugar cubes in his pocket. Lightning followed along. "What's this all about?" Doc said thinking he knew the answer. "Doc, Cilla, meet Lightning," Jericho said. "Yours?" Doc asked digging in his pocket for more sugar. "Yes. Buck and Chuck the guards from the KC bank. Wasn't that nice of them?" "I'd say so," Cilla said moving to pat his head. "Welcome to the family, Lightning. "He's as fast as Golden. They get on really well. Golden has always really been Red Eagle's. I think I even see a facial resemblance, don't you?' Fully unexpected, Red Eagle jumped Jericho and they fell to the street. They rolled one way and then the other. They giggled like five year olds. The purpose of the contest seemed to be a pin, but after five minutes neither achieved that. They ended up rolling apart and laying on their backs, grinning up into the faces of their two new friends as they continued breathing hard. Doc turned to Cilla. "I think the two young men have just sealed the deal about being brothers." "Is that what they did? I assumed a hand shake would serve that purpose." "Doc looked down at the boys and together the three of them shook their heads, saying: "Women?" "You are filthy," she said as they got up. "Of course. We are boys," Red Eagle said. Sandy walked up having just heard the last part of it all. "More like men, after the way you came through on the trip to KC," he said. The boys stood and put their arms around each other's shoulders. The horses nuzzled each other and whinnied. Doc and Cilla allowed a special look to pass between them. Suddenly the word, 'family', really seemed appropriate. * * * The boys soon arranged a very comfortable place in their secret cave. They agreed that no one would be told of its location. Red Eagle mostly kept to his Indian heritage and clothing while Jericho continued with his upbringing as a white boy. They figured blending their two cultures gave them a very special foundation for life. They arranged for Cilla to help them with their school work. Neither of them really fit very well into the school. Due to his lifelong love of reading, Jericho was way ahead of other youngsters his age and Red Eagle had such a unique mixture of knowledge and skills, plus needing to learn to read, that the school wouldn't be right for him either. Cilla knew just what they needed. They came to enjoy helping her set the type and delivering the papers on Saturday. Doc and Sandy were always there for those times when guy questions came up. Something about the brothers – the dinilawi – just seemed to draw them into one exciting exploit after another and they were often seen galloping together across the range on their ways to brand new, wonder-filled adventures. Look for new books about the boys and their fascinating lives. The End I hope you will read the rest of this series. If you liked the stories about Jericho and Red Eagle, you may enjoy the six-book series called, The Doc and Johnny Old West Mysteries. They are also set in Red Bend with Doc and Cilla and another lad, Johnny. Those stories are set in 1880, ten years after this one. 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CREATIVE CURRICULUM OVERVIEW AUTUMN SPRING SUMMER UNITWhere does Magic Lie? UNIT: Spice of Life DRIVER: PE UNIT: Vive La France DRIVER: Geography Year Group: 4 UNIT TITLE: Where does Magic Lie? WOW Launch: Magician WOW Ending: Showcase – capes and magic mocktails Learning session 1: Designing capes for show case. Subject: Design and Technology/ Art Children to plan, design, create and evaluate magicians' capes. Children will take measurements when making and designing capes. Children will annotate their designs in their sketch books and think of ways to improve capes. SMSC: To understand theirs and others' unique potentials, in order to help promote good discussion. Learning session 2: Trade links for cape materials. Subject: Geography Children will identify trade links for the materials used to make their capes. Children identify the route from the cotton plant, to cotton mills in Wigan and through to shops. SMSC: To understand their weaknesses and work upon improving these to help achieve. Learning session 3: The magic behind solids and liquids and how they change. Subject: Science Children are to undertake a self-led investigation to explore the 'magic' behind solids, liquids and gases. SMSC: To work as a team to reach a common outcome in order to subsequently work on. Learning session 4: Design invitations using ICT. Subject: Computing Children will use Publisher and Word to design invitations and ingredients to give to parents and carers at the magic show case. SMSC: To show an increasing willingness to participate and make an active contribution to the democratic process of collaborative work. Learning session 5: Children investigate measures for magic mocktails. Subject: Maths/Design technology Children undertake market research for mocktails. Children will use appropriate units of measure (capacity) when creating magic mocktails. Children will be given recipes which are in l and they will be asked to convert it to ml. SMSC: use of imagination and creativity in their learning Learning session 6: Instructions and explanations. Subject: English Children write instructions on how to make a potion. Explanation text on how to train your dragon. SMSC: use of a range of social skills in different contexts, Learning session 7: Skills Make a potion. Children collect ingredients by using a map. Collect ingredients and put it in a bucket. Children must carry the buckets across an obstacle without spilling it. Measure potion before and after obstacle course to see if any has been spilt. SMSC: willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively Creative links: Magicians – Dynamo, Harry Houdini, David Blaine Subjects that will be taught discreetly during this unit: SMSC – Being me in my community Music – Instrument tuition and singing MFL – Explore the patterns of sounds and language through songs and rhyme. Speak in sentences using familiar vocabulary, phrases and basic language structures. History – Anglo Saxon Geography – Collect weather data. Use globes and atlases to identify trade links for outside the UK and within. Use 4 figure grid references to locate places. R.E – Christianity. PE – Swimming UNIT TITLE: THE FOURTH KING WOW Launch: The Fourth King visits to tell his story WOW Ending: Community Event - Cards, Candles and Christmas Fayre Learning session 1: The fourth King Subject: RE Look at the story of the 4 th King to discuss a different perspective. SMSC: Spiritual-reflect on their own beliefs religious or otherwise, and demonstrate an interest in and respect for different people's faith Learning session 2: Diary entries for the fourth King Subject: Literacy Write a diary entry in role as the 4 th King. SMSC: Spiritual- reflect on their own beliefs religious or otherwise, and demonstrate an interest in and respect for different people's faith Learning session 3: Crowns and gifts Subject: Art and Design Design and create crowns and gifts for the parents and Christmas cards. SMSC: Spiritual-use of imagination and creativity in their learning Creative links: Subjects that will be taught discreetly during this unit: UNIT TITLE: Spice of Life WOW Launch: Bollywood dancers. Indian food. WOW Ending: Bollywood dance for parents. Learning session 1: Bollywood dancing Subject: PE Research background information of Bollywood productions. Watch clips of Bollywood dance. Explore stories that are told through traditional Indian dances. Watch clips of Indian dance. Children choreograph perform and evaluate their own traditional Indian dance. Explore Bharatanatyam. Discuss origins in the temples and how Lord Shiva is considered to be the god of this dance form. Explore features of this dance form such as: grounded, earthy movements, hand gestures and eye movements. SMSC/ British values: Cultural –an understanding of history which has shaped their cultural heritage/Wider World understanding of cultural differences and interdependence Learning session 2: Rivers and mountains Subject: Geography Children will explore and describe key features of rivers (Ganges) and mountains (Himalayas). SMSC/ British values: Spiritual- awe and wonder of natural world Learning session 3: Indian meal Subject: Maths Give children recipes for Indian meals. Children will convert between measures for example kg and g, ml and l. Children will then price up the meal. Learning session 4: Batik Subject: Art Children research Batik and draw, annotate and evaluate designs in sketch book. Children make the batik using a variety of materials. SMSC/ British values: Social-Moral understand how society works show respect for somebody else's view Learning session 5: 2simple batik and reports. Subject: Computing Use 2simple to create Batik designs to recreate the work of Batik artists. Produce the India reports using Publisher. SMSC/ British values: Spiritual- awe and wonder of natural world SMSC-Cultural- a sense of personal enrichment through encounter with cultural media Learning session 6: Indian village house Subject: Design and Technology Look at the differences between rich and poor housing (e.g Mumbai and Chembakoli). Design, make and evaluate a poor house for an Indian village using materials such as cardboard, art straws etc. Children could make clay walls and thatched roofing (hay bales). HA make to scale. SMSC/ British values: Spiritual- explore creativity SMSC/ British values: Spiritual awe and wonder architecture SMSC/ British values -moral consider money and the need for charity in rich societies. Learning session 7: Indian film scripts and meals. Subject: English Playscripts for Bollywood production. Explanation text of how to prepare an Indian meal. Report on India. SMSC/ British values: Culture- cultural understand current cultural values and influences Subjects that will be taught discreetly during this unit: PE - Swimming. Playing Games –skills y4-evaluate and improve SMSC/ British values – Relationships and healthy lifestyles. MFL – Explore the patterns and sounds of language through songs and rhymes. Speak in sentences using familiar vocabulary, phrases and basic language structures. Science – Sound, electricity Computing - Use Alex to create algorithms, debug programs, follow instructions. (Special effects cinema – characters in films that are not really there). Music – Violins R.E - Easter – Christianity, Judaism – Passover Creative links: Artists, Musicians, Architects to be studied throughout the unit: Architecture - Libon Foster and partners, Artists - Mural artists – Banksy, Agatharcius Music - John Williams (composed Harry Potter music) UNIT TITLE: Viva la France WOW Launch: High school teacher French lesson with a continental breakfast (MFL). WOW Ending: Show artwork in an art exhibition for parents and carers. Learning session 1: Locate mountain ranges (Apls), rivers (Seine) in France. Compare this with rivers and mountains in the Lake District. Children will follow maps and use compass directions when mountain biking around the local area in a Tour de France style. Look at the capital city – carry out research to the origins of the Eifel Tower and discover its routes/ events of the French revolution. Subject: Geography SMSC: Cultural –an understanding of history which has shaped their cultural heritage/Wider World understanding of cultural differences and interdependence Learning session 2: Children explore the works of famous French artists, such as Claude Monet and Paul Cezane. Children will learn about these artists. Use the techniques of these artists within own art pieces. Children will also create a French still life drawing. Subject: Art SMSC: Spiritual awe and wonder architecture Learning session 3: Explore the environmental changes in the Alps (glacier melting in Alps). Compare to similar environment, like Polar regions. Explore why they live there (adaptation). Decide on an appropriate animal to live in the Alps. Subject: Science SMSC: Social-Moral understand how society works show respect for somebody else's view Learning session 4: Children create and perform a Les Miserable- style dance piece. Subject Physical Education SMSC: Social-Moral understand how society works show respect for somebody else's view Learning session 5: Children write reports about France, its culture, currency, etc. Children create tourist brochures. Children explore visual literacy through the French art work. Explore how the pictures tell a story. Explore Paris through the book Madeline and use creative writing to conjure up Madeline adventures. Subject: English SMSC: Spiritual- awe and wonder of natural world Learning session 6: Using holiday brochures, children calculate cost and plan times (using timetables) for a French holiday. Look at 24 hour clock timetables for catching the train to France on the Euro Star. Children adhere to a budget. Subject: Maths SMSC: Spiritual- explore creativity Learning session 7: Children make, design and evaluate an Eiffel tower using art straws. Subject: Design Technology SMSC: Culture- cultural understand current cultural values and influences Learning session 8: Children will have a French camping day. Children will plan out equipment needed. Children will need to assemble a tent to camp in and make their own lunch. SMSC: explore creativity. Subjects that will be taught discreetly during this unit: SMSC – Technology MFL – Explore the patterns and sounds of language through songs and rhymes. Speak in sentences using familiar vocabulary, phrases and basic language structures. Science – Animals including humans. ICT – Brochures, 2Simple Claude Monet Music – Violins, singing, cello R.E – 5 Pillars of Islam History – The wheels of industry timeline Creative links: Artists: Monet, Ceazane Year Group: 5 UNIT TITLE: Here Come The Greeks! WOW Launch: Greek workshop WOW Ending: Greek festival of sport Learning session 1: Maps of Ancient Greece Subject: Geography Children to learn about the location of Greece in comparison to the UK and its position within Europe, and extend their knowledge of the physical characteristics of the country and how the Greek population adapted to these. SMSC: an appreciation of the diversity and interdependence of culture. Learning session 2: The world of Ancient Greece Subject: History Teach pupils when, in the context of a historical timeline, Ancient Greece was. Pupils will learn about the culture of ancient Greece: people's job roles, how Greece was ruled and how people lived. SMSC: To learn about different groups and communities Learning session 3: Greek clay pottery Subject: Art Pupils will research pottery styles from both Ancient Greece and contemporary styles, then create their own clay pottery, taking influence from various areas of their research and designs. Pupils will decorate their pottery in a style suited to Ancient Greece, SMSC: to learn about the traditions of cultures around the world Learning session 4: create your own Greek salad Subject: D&T Look at Greek inspired food and what is meant by healthy eating, then pupils must create their own salad from a range of food choices, selecting appropriate healthy foods and understanding why not to choose certain food types SMSC: how to make informed choices about health and wellbeing Learning session 5: explore musical rhythm and triple time Subject: Music Pupils will explore the rhythms that were used in Ancient Greece, focusing particularly on theatre. They will then create their own simple rhythms and patterns using a variety of musical instruments, before performing them in small groups to the rest of the class. SMSC: work collaboratively towards shared goals Learning session 6: Greeks at War Subject: History Pupils will learn about the Pelloponesian War: the politics behind it and its main events. Pupils will study primary and secondary sources surrounding the war, improving their understanding and developing an informed critique of the war itself. SMSC: the differences between people that arise from differences in culture and diversity Learning session 7: Greek festival of sport Subject: P.E. Pupils will learn about the birth of the Olympics and how it has developed up until modern day. Pupils will learn a range of throwing techniques in a range of situations, and learn about different approaches to running based on race length. To finish, pupils will compete in a festival of sport based on the original Olympics. SMSC: how to maintain physical, mental and emotional health and wellbeing Creative links: use P.E. and drama to explore history of Ancient Greece and it's artistic culture, use drawings to interpret where words may not be appropriate Cross-curricular English links: Mini-Biography of famous Greeks, Greek mythology reading, write up own Greek story Cross-curricular Maths links: Greek market using Greek coins and monetary system, history of Geometry, Greek Gods at the fair (mathematical investigation), Cross-curricular Science links: A history of astronomy in ancient Greece – link directly with space unit of science Subjects that will be taught discreetly during this unit: RE – Greek Gods and their place within science SMSC – an understanding and appreciation for another culture, along with views and beliefs Greek language lesson UNIT TITLE: DECK THE HALLS Learning Purpose: To learn more about the story of Christmas and traditions involved in Christmas. WOW Launch: Christmas postcard competition WOW Ending: Christmas themed day, including party day Learning session 1: To create a Christmas based postcard. Subject: Art and Design Children to create a Christmas themed postcard, using a wide range of techniques, to enter into a school wide competition. Learning session 2: To understand more about the Christmas Story. Subject: SMSC - Moral Introduce children to the Christmas story (differentiated) and children to re-order and re-enact the Christmas story, before writing own version in books. SMSC: An awareness and understanding of their own and others' beliefs. Learning session 3: Create a Christmas card to send to a loved one Subject: Art and Design Children to create a card based on Christmas theme, using a wide range of materials to create 3D effect. Children to write an emotive message inside to send to a loved one. SMSC: A respect for themselves and others Learning session 4: Create Christmas calendar Subject: Art and Design Children to create a Christmas calendar, using the notion of seasonal colour schemes, to take home for the new year. SMSC: Benefit from advice offered by those in authority. Learning session 5: Learn a Christmas song for performance. Subject: Music Teach children a song to learn for the Christmas Carol performance, focusing on tone, volume, pitch and timbre within voices. SMSC: A desire to explore their own and others' views. Creative links: Art and Design - children to create a lot of art and design pieces during the week Maths - Christmas themed problem solving Computing - children to use range of software to enhance the art and design, researching existing products. Music - immerse with Christmas themed music in background Subjects that will be taught discreetly during this unit: Science - forces (levers and pulleys) PE - gymnastics MFL - greeting and asking questions English - King Arthur legend narrative Year Group: Year 5 UNIT TITLE: The Land of the Free WOW Launch: America's Day WOW Ending: Trip to Wigan to study Americanization Learning session 1: Subject: Geography/Science Prior learning – America: what do you know? Children will learn about the key countries across both continents and analyse data (population, country area size etc.). Study the key physical features of Yellowstone National Park (volcano, environment and weather) and compare to UK. Analyse statistical data surrounding Yellowstone National Park – line graphs and charts Learn about climate zones of South America and compare to local environment – Amberswood. Describe the differences in life cycles of plants and animals within a climate zone of North and South America Learning session 2: Subject: Music - Sorting activity – timeline of musicians, nationality, genres of music - Listen and appreciate a range of music from different traditions - Complete project focusing on Hans Zimmer: life study, Lion King, other pieces of work. Learning session 3: Subject: History/D&T - Compare different sources and accounts of America gaining its independence and understand reliability - Study the history of famous American inventors - Follow design process to create own invention to improve life within school Learning session 4: Subject: Art - Research and compare the lives and work of two American artists; Andy Warhol and Keith Haring - Experiment with pop art style to create pop art fabric displays Learning session 5: Subject: Physical Education - Discuss and learn about the major sports across north and south America, understanding similarities and differences - Play a range of American sports to practice throwing and catching, tactics and invasion Creative links: Artists, Musicians, Architects to be studied throughout the unit: Hans Zimmer Muddy Waters Michael Jackson Otis Redding Brese Dylan Keith Haring Andy Warhol David Bowie Thomas Edison Gary Newman Ben Franklin Henry Ford Mark Zuckerburg Robert Moog Cross-curricular English links/Assessment Opportunities: Speaking and Listening – discussion and debate about music, product research within school, Reading – comprehension through lyrics, historical sources and accounts, inventor biographies and profiles, American environment and climate reports, sports magazines and reports Writing – comparative reports of climates, artists and inventors, evaluation of designs, sports article Cross-curricular Maths links/Assessment Opportunities: Measure – area and perimeter within geography Data and Statistics – climate zones, line graphs, bar charts, timetables Reasoning – plan a holiday tour of America Skills for Learning: Setting up camp in an unknown environment, overcoming barriers such as lack of food and water through following instructions and working as a team SMSC: - Research, discuss and debate topical issues concerning health and well-being across both continents - To understand that universal rights are there to protect everyone, and debate their effectiveness and whether they are still relevant today - To explore and critique how the media present information Year Group: 5 UNIT TITLE: Let me entertain you! WOW Launch: Class banquet WOW Ending: Trip to Wigan Little Theatre Learning session 1: Timeline Subject: History Children to learn about a range of entertainment and leisure and place appropriately on a timeline, taking chronology into account. Children to give viewpoint on which would be the best if they had to choose one other than the own entertainment they had nowadays. SMSC: share views and opinions with others, and work towards consensus. Learning session 2: Cook food in banquet style Subject: Design Technology Children to learn key skills for preparing and cooking a banquet. Children to learn what is appropriate for a medieval and a modern day banquet and compare the two. SMSC: work successfully as a member of a group or team Learning session 3: Design own board game Subject: Art and Design/Design Technology Children to research and create traditional board games to compare how people entertained themselves in groups. Children to go through the design process to make an aesthetic board game with set of rules. SMSC: the ability to use language and understand images and icons Learning session 4: Design new Robin Park Subject: Art and Design Look at Robin Park. Children to design a new Robin Park which caters for the leisure needs of the local people, taking into consideration budget, space, cityscape, pollution, etc. SMSC: a willingness to participate in artistic and cultural enterprises Learning session 5: Study and compare local maps Subject: Geography Study and compare local maps from past and modern day. Compare what was around, in relation to leisure, identifying trade links and land use patterns, and how this contributed to the rise of entertainment and leisure. SMSC: an appreciation of the diversity and interdependence of culture Learning session 6: Local Sporting Superstars Subject: PE Children to complete a study of local sporting stars, past and present, and participate in the most popular local sports/games. Children to also complete fantasy football team budget related to the local teams (Wigan Athletic/Bolton Wanderers). SMSC: a respect for themselves and others; Learning session 7: Rise of Music (including Wigan Casino) Subject: Music Children to investigate the rise of Northern Soul and the effect that clubs had, including Wigan Casino and the Twisted Wheel. Children to learn about music notation and how this has developed in popular music from the past. SMSC: an understanding of the influences which have shaped their own cultural heritage Creative links: use music and drama to explore history, use drawings to interpret where words may not be appropriate, Skills for Learning Lesson - create own sport with a set of rules and objectives to pitch to rest of class for a vote, using a range of key skills. Cross-curricular English links: Report on Wigan, George Orwell - Road to Wigan Pier, Stuart Maconie (Poetry - Pies and Prejudice), Ian McKellen, set of rules for board game Cross-curricular Maths links: Fantasy Football Transfers, Create own 'entertainment' settlement and calculate budget, Cross-curricular Science links: Describe the changes as humans age – how they used to entertain (History), why people who get older don't do certain things. Subjects that will be taught discreetly during this unit: RE - Is Football the new Religion? SMSC – Changes and Technology French - DRIVER: Year Group: 6 UNIT TITLE: Let the Battle Commence WOW Launch: Visit a battle site – local historian visit WOW Ending: Battle in Ambers Wood. Learning session 1: Chronological Timeline of Battles within England Subject: History/Geography Look at famous battles in history and place in chronological order; add to the class timeline, including causes and consequences. Discuss political state at the time of each war and how the masses were affected. Look at maps of England and where the battles took place. SMSC: Moral issues surrounding wars and battles linked to current wars. Learning Session 2: Battles in and around Platt Bridge Subject: History An in depth study at the battles that took place in the local area. The English civil war. Round heads and cavaliers. Compare battle of Britain to other battles mentioned in the chronology session and the techniques used that were different. Explore the politics and the weaponry used and the causes and consequences. SMSC: Religious causes for battles across England Learning Session 3: Exploration of battle sites in the local area Subject: Geography Visit local battle sites, look at where they took place and why? What features did a good battle site need? Conduct fieldwork of the physical geography of the local area. Local changes of battle sites over time. SMSC: Creativity and development. Understanding cultures and people. Learning Session 4: Armour making Subject: DT Design, make, evaluate a piece of armour, after conducting some product research, to wear during our battle WOW ending. SMSC: Creativity and artistic development. Learning Session 5: Catapult and transport Subject: DT Design, make and evaluate a catapult that is moveable using a variety of levers and pulleys. SMSC: Creativity and artistic development. Creative links: Art and D and T units, music and drama used to explore historical facts. Cross-curricular English links: Letters home from soldiers Biography of war lords Information texts about battles Battles information text. Battle Plan explanations. Descriptions of soldiers in battle. Setting descriptions. Timeline information paragraphs. Arguments from each side of the battle. Diary entry of a round head and cavalier. Letters home from round heads and cavaliers. Battle plan explanation text. Cross-curricular Maths links: Area and perimeter of battlefields Coordinated – 'battleships' Food rations, packing up. Calculating calories. Weapons and armouries word problems. Ordering dates and times, chronology. Number problems linked to people in battle. Death/injury rates (compare percentages) Co-ordinate readings for battle locations. Measurements and conversion between measurements. Cross-curricular Science links: Properties of materials – which is strongest? Subjects that will be taught discreetly during this unit: Music/ Art/ R.E/computing UNIT TITLE: TWAS THE NIGHT BEFORE CHRISTMAS… Learning Purpose: To teach the children The Christmas Story and Christmas traditions. WOW Launch: The Christmas Story WOW Ending: Celebration Assembly/Choir Concert Learning session 1: The Story of Christmas Subject: RE Children explore the story of Christmas and which Christmas traditions today stem from this. SMSC: ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people's faiths, feelings and values, sense of enjoyment and fascination in learning about themselves, others and the world around them understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others Learning session 2:Christmas Around the world Subject: Geography / RE Explore Christmas traditions in England and compare them to Africa. SMSC: sense of enjoyment and fascination in learning about themselves, others and the world around them, understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others Learning session 3: Cards Subject: Art Children design and make a Christmas card to send to their family at Christmas. SMSC: use of imagination and creativity in their learning, understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others Learning session 4:Calanders Subject: Art/DT Children create a calendar to take home for the upcoming year. SMSC: use of imagination and creativity in their learning, understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others Learning session 5:A Christmas Carol Subject: Music Pupil's learn a traditional Christmas carol to perform in a concert. 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VANCOUVER MARITIME MUSEUM - SCHOOL PROGRAMS – 2018-2019 BC CURRICULUM CONNECTIONS VANCOUVER MARITIME MUSEUM - SCHOOL PROGRAMS – 2018-2019 The Vancouver Maritime Museum offers school programs for classes from Preschool to Secondary School. Programming is based on the Ministry of Education's Social Studies and Science curriculum and supports the core competencies, essential learning, and literacy and numeracy foundations for each grade. Trained education volunteers lead small groups of students through hands-on and participatory activities designed to stimulate creative and critical thinking. TUGS FOR TYKES - Preschool to K Wed 1:00 – 2:00; Fri 10:00 – 11:00 Tugboats are small but their role in the harbour is big. In this program, students will discover how these small but mighty vessels keep the harbour moving. This interactive program introduces students to the role of the tugboat, basic maritime terminology (parts of a boat) and roles and responsibilities of the crew. Students will construct a wooden model tugboat to take home. This program made possible through a generous contribution from Robert Allan Ltd. AMAZING ARCTIC ANIMALS - Preschool to K Wed 10:00 – 11:00; Fri 1:00 – 2:00 Discover the keys to survival in the Arctic by examining how some animals have adapted to the harsh conditions. Students will examine skulls, furs and photos of several Arctic animals to look for clues of how they have adapted. A short story and a simple craft will be used to reinforce the learning. PIRATES! - Preschool to Gr. 3 Mon 10:00 – 11:00 / 10:00 – 11:30; Fri 1:00 – 2:00 / 12:30 – 2:00 There is more to a pirate's life than you see in the theatre or read in books. This fun program introduces students to these early seafarers and will touch on living conditions, skills and duties, tools of the trade, famous pirates and the rules they live by. (Program is 1 hour for preschool - kindergarten; 1.5 hours for grades 1-3). MOUNTIE SAILORS AND ARCTIC COMMUNITIES – Gr. 1 to 3 Mon 10:00 – 11:30; Fri 10:00 – 11:30 From 1928 to 1948, the RCMP vessel St. Roch spent much its time in the Arctic acting as a floating police station visiting remote Inuit communities. This famous vessel and her crew of Mounties were successful in their mission because of the skills, teamwork and relationships with the Inuit. While exploring the fully restored St. Roch, students will analyze the relationships between the Mounties, the Inuit and the animals in the Arctic that led to their successful voyage and their famous accomplishments. MAN THE OARS AND CHART THE COAST – Gr. 4 to 5 Tues 10:00 – 11:30; Thurs 12:30 – 2:00 George Vancouver's exploration of the Pacific Northwest coast from 1791-1795 led to the creation of the first detailed and accurate charts of the region. Students will learn about the significance of his voyage, experience the life of his crew and learn about the skills of seamanship, exploration and navigation. Activities include visiting a simulated fo'c'sle of an eighteenth century tall ship and charting the museum's harbour. ARCTIC EXPLORERS – Gr. 4 to 5 Tues 12:30 – 2:00; Thurs 10:00 – 11:30 Could you be a successful Arctic explorer? Discover what it takes to become a successful Arctic explorer by examining explorers who were not successful and comparing them to those who succeeded. Examine the experiences of Captain Henry Larsen and his crew aboard the famous RCMP vessel St. Roch. Learn how the traditional knowledge and lifestyle of the Inuit could improve your chance of survival in the Arctic. This program made possible through a generous contribution from TD Canada Trust. EXTREME ENVIRONMENTS – Gr. 5 to 7 Tues 10:00 – 11:30; 12:30 – 2:00 Like space exploration, deep ocean exploration requires specific skills, technology and teamwork to survive. In this workshop, students will learn about the history of deep ocean exploration, why the deep ocean is considered an extreme environment and how technology can be used to overcome the conditions faced by deep ocean explorers. Students will begin the process of designing a submersible for deep ocean exploration by learning about the basics of buoyancy, ballast, pressure hull design and providing a safe, comfortable environment for the explorers. An examination of the submersible PX-15 Ben Franklin will be used to highlight some of the technologies and design principles. WHAT IS WAR GOOD FOR? – Gr. 10 to 12 (90 min.) Canada is nicknamed by some as "the peaceful nation." In 1939, Canada had a small but growing military force. By the end of WWII, Canada had become the fourth largest contributor to the Allied forces after the USSR, the USA and the UK. In this program, students will gain an understanding of Canada's involvement in WW ll. Main themes of the program include: the history of the Royal Canadian Navy, St. Roch's secret wartime mission, living in an occupied country, and how technological advances changed the Battle of the Atlantic. Connections to BC Curriculum Learning Standards advances. BOOKING INFORMATION TO BOOK A PROGRAM, EMAIL email@example.com or CALL 604-257-8306 Please refer to the Schedule at a Glance. GUIDED SCHOOL PROGRAMS All Preschool- Kindergarten programs are one hour and cost $6.25 per student. All Grade 1-12 programs are 1.5 hours and cost $7.25 per student (except where noted). One adult free with every five students, additional adults will be charged at student rate. Your class may visit the rest of the Museum after your program for an additional charge (see Self-Guided Museum Visits). Advanced booking is required. Parking is free for drivers of school groups. Please note: all groups will be billed for a no-show and for cancellations made less than two weeks before the reserved date. For the safety and comfort of all participants, please note that class sizes must be adhered to: Preschool class maximum 20 students. Kindergarten class maximum 22 students. Grades 1-3 class maximum 24 students. Grades 4-12 class maximum 30 students. All programs minimum 15 students. SELF GUIDED MUSEUM VISITS Suitable for all ages Visit the museum on you own or add a self-guided visit to one of our regular school programs. There is a lot to discover! Cost $5.25 per student, one adult free for every five students, additional adults will be charged at student rate. RBC FOUNDATION BRIDGE PROGRAM Field trip bursaries are available for classes to visit the Vancouver Maritime Museum. Classes demonstrating need may be eligible to receive a bursary to cover a portion of the cost of their visit to the Museum. Funding is limited and available on a first come first served basis. LOCATION – 1905 Ogden Ave, Vancouver, BC, V6J 1A3 The Vancouver Maritime Museum is conveniently located and easy to find. We are close to Granville Island and within walking distance of Kitsilano Beach, HR MacMillan Space Centre and the Museum of Vancouver. PIRATES SCHEDULE AT A GLANCE 2018: Oct 9 - Dec 14 2019: Jan 14 - June 7 Please use this tool for planning your visit to the Museum. If our schedule does not meet your needs, please let us know. Self-guided Museum visits can be scheduled anytime but must be booked in advance. PROGRAM 10:00 - 11:00 10:00 - 11:30 SELF-GUIDED TO BOOK YOUR CLASS: PLEASE EMAIL firstname.lastname@example.org OR CALL 604.257.8306 OUR EDUCATIONAL PROGRAMS ARE SUPPORTED BY: WE GRATEFULLY ACKNOWLEDGE THE FINANCIAL SUPPORT FROM THE PROVINCE OF BRITISH COLUMBIA. The Vancouver Maritime Museum Society is a registered non-profit. 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Daniel chose to follow God. You can follow God, too. Draw a circle around things you can do to please God. Draw an X on things that do not please God. Pray. Hit other people. Be kind and share. When you sin, tell God you are sorry. Do what your parents say. Take all of the toys and keep them. Complain about everything. Think of others. Go to church. Read the Bible every day. Hidden Words Use the word bank and what you know about the story to complete the sentences. Then look in the word search to find the words you wrote. RKLKHQLJRTZCOKB YEIOBOFMROEJSNE XNTDORTANETBTIS GLRTIKMLEINADRT VBXEESKPEHCCDDL YFNEKBDODMATDD O QDQLIUFANFOODH W SFIGRKZS GOXLUO K King Nebuchadnezzar took over Jerusalem. The king took some men of Israel. The _____________ gave them his food and drinks. He said the men should be taught for three years. Then they would work for the king. Daniel and three friends were picked. Daniel said he would not eat the king s __________. He would not drink the king s ____________. The king s men liked Daniel. The leader said to ______________, The king said to eat his food and drink his drink. If you do not, you will look skinny and tired. The king will kill me. Daniel said, Let us eat vegetables and drink water for ________ days. Then look at us and see how we ____________. After ten days, Daniel and his friends looked ________________ than the men who ate the king s food. So Daniel and his __________________ got to eat and drink what they wanted. God made them very _____________ and wise. After three years, the king talked with them. The king liked Daniel and his friends the most. They were so wise. Daniel and his friends worked for the king. They were the ____________ workers the king ever had. b l D t f s f dr k b 3 3 3 Word Bank look best friends food better smart ten king drink Daniel	<urn:uuid:18599438-28a3-49c4-b1f4-7f579a027dd5>	CC-MAIN-2019-09	https://www.educationinspired.com/uploads/8/2/1/3/8213508/daniel_1.1-20_daniel_follows.pdf	2019-02-20T01:27:01Z	crawl-data/CC-MAIN-2019-09/segments/1550247494125.62/warc/CC-MAIN-20190220003821-20190220025821-00504.warc.gz	789,070,706	548	eng_Latn	eng_Latn	0.999341	eng_Latn	0.999799	[ "eng_Latn", "eng_Latn" ]	false	docling	[ 390, 1881 ]	[ 2.9375 ]	2	0
85/2011 - 15 June 2011 International Year of Forests 2011 Forests cover around 40% of the EU27 land area Half the EU27 consumption of renewable energy comes from wood In 2010, forest and other wooded land 1 covered 178 million hectares in the EU27, or around 40% of its land area. The EU27 accounted for about 4% of the world's total forest area. In the EU27, three quarters of forest area was available for wood supply in 2010. In forests available for wood supply, the volume of increment (new growth) exceeded the volume of fellings by more than one third in 2010. In 2009, renewable sources of energy 2 provided 9% of total gross inland energy consumption 2 in the EU27. Wood and wood waste 2 was the leading renewable source of energy, with almost half of the EU27's consumption of renewables coming from wood and wood waste. This information comes from the publication Forestry in the EU and the world 3 , issued by Eurostat, the statistical office of the European Union in connection with the International Year of Forests 2011. The International Year of Forests offers an opportunity to raise public awareness of the significant environmental and economic contributions of forests to making this planet livable, to highlight challenges the world's forests are facing and what is being done to manage forests sustainably. Highest proportion of land covered by forests in Finland, Sweden and Slovenia Six Member States had more than half of their land area covered by forest and other wooded land in 2010: Finland (77%), Sweden (76%), Slovenia (63%), Latvia (56%), Spain (55%) and Estonia (54%). The lowest shares were found in Malta (less than 0.5%), the Netherlands (11%), Ireland and the United Kingdom (both 12%) and Denmark (14%). Among the Member States, the share of forests available for wood supply in 2010 varied from 11% in Cyprus and 50% in Portugal to 98% in Denmark and Luxembourg. Forest available for wood supply is managed sustainably in the Member States The growing stock within forests available for wood supply indicates the available wood resources. In 2010, the total growing stock in the EU27 amounted to 21 750 mn m 3 . Germany (3 466 mn m 3 ) had the largest growing stock, followed by Sweden (2 651 mn m 3 ) and France (2 453 mn m 3 ). The volume of increment compared with fellings gives an indication of the sustainable use of forests and wood. In the EU27 in 2010, the increment of the total growing stock available for wood supply amounted to 770 mn m 3 , while the volume felled amounted to 480 mn m 3 , which means that the increment exceeded fellings by more than one third. In all Member States, the volume of fellings was less than the volume of increment in 2010, except in the Netherlands, where they were equal. Forest area & forest available for wood supply, 2010 * 2009 data, except for Germany, Hungary, Poland, Romania and United Kingdom: 2008 data. Total area instead of land area for Bulgaria, Denmark, Germany, France, Cyprus, Poland and Portugal. EU27 estimated value. EU27 aggregate excluding Ireland and Malta. * Greece: 2005 data for fellings, Poland: 2005 data for increment, Portugal: 2005 data for increment and fellings. : Data not available 0 = less than 500 hectares or 0.5 million m 3 Share of wood & wood waste in renewable energy consumption ranges from 16% in Cyprus to 97% in Estonia In the majority of Member States, wood and wood waste was the main renewable energy resource. Wood and wood waste accounted for more than three quarters of gross inland energy consumption from renewables in 2009 in Estonia (97%), Lithuania (87%), Poland (83%), Finland (82%), Latvia (80%) and Hungary (78%). The lowest shares in 2009 were recorded in Cyprus (16%), Italy (23%), the United Kingdom (27%) and Luxembourg (28%). Wood-based manufacturing most significant in Latvia, Estonia and Finland Wood-based manufacturing in the EU27 accounted for nearly 7% of total value added in manufacturing in 2008, of which manufacturing of paper and paper products generated 2.4%, printing and services related to printing 2.3% and manufacturing of wood and wood products 4 2.1%. The share of the value added of wood-based manufacturing in total manufacturing ranged from 2.4% in Ireland and 4.4% in Hungary to 14.6% in Finland, 16.5% in Estonia and 21.5% in Latvia. In 2008, the highest shares of value added from the manufacturing of wood and wood products in total manufacturing were found in the three Baltic Member States Latvia (16.1%), Estonia (11.5%) and Lithuania (7.4%). Finland (8.9%) and Sweden (6.9%) recorded the largest shares of value added from manufacturing of paper and paper products, and Cyprus (4.3%) and the United Kingdom (4.0%) from printing and service activities related to printing. Wood-based manufacturing & wood as a source of energy u unreliable due to small sample size c confidential : Data not available 1. Forests are defined as land with a tree canopy cover of more than 10% and an area of more than 0.5 hectares. Other wooded land is land of more than 0.5 hectares with a tree canopy cover of 5-10% which is not classified as forests. The term "forest" in this News Release refers to "Forests and other wooded land". 2. Renewable sources of energy cover hydro power, wind energy, solar energy, biomass and wastes and geothermal energy. Wood and wood waste is part of the category "biomass and wastes". Gross inland energy consumption is defined as primary production plus imports, recovered products and stock change, less exports and fuel supply to maritime bunkers (for seagoing ships of all flags). It therefore reflects the energy necessary to satisfy inland consumption within the limits of national territory. Wood & wood waste covers purpose-grown energy crops (poplar, willow, etc.), a multitude of woody materials generated by industrial processes or provided directly by forestry and agriculture (firewood, wood chips, bark, sawdust, shavings, chips, black liquor, etc.) as well as wastes such as straw, rice husks, nut shells, poultry litter, crushed grape dregs, etc. 3. Eurostat, "Forestry in the EU and the world". Available free of charge in pdf format on the Eurostat website. For more information about the International Year of Forests 2011 please visit: http://www.un.org/en/events/iyof2011/ 4. Manufacturing of wood and wood products also includes the manufacture of products of cork and articles of straw and plaiting materials. Issued by: Eurostat Press Office For further information on data: Tim ALLEN Julia URHAUSEN Tel: +352-4301-33 444 email@example.com Marilise WOLF-CROWTHER Tel: +352-4301-32 872 firstname.lastname@example.org Eurostat News Releases on the internet: http://ec.europa.eu/eurostat	<urn:uuid:2a37ec82-7fe5-4665-96a0-5a0879b81d2a>	CC-MAIN-2019-09	https://ec.europa.eu/eurostat/documents/2995521/5040038/5-15062011-BP-EN.PDF/cd3be4a5-5ee0-4ffb-9a18-367f628eb350?version=1.0	2019-02-20T01:26:00Z	crawl-data/CC-MAIN-2019-09/segments/1550247494125.62/warc/CC-MAIN-20190220003821-20190220025821-00504.warc.gz	524,517,069	1,576	eng_Latn	eng_Latn	0.981656	eng_Latn	0.991131	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2769, 3801, 4915, 6764 ]	[ 2.125 ]	1	0
Coronavirus staying at home The Government has asked everyone to stay at home because of Coronavirus. Coronavirus is a disease which is making people very ill. Only people who have jobs that help others stay well are allowed to leave their homes to go to work. Some of these are doctors, nurses, carers and support workers. You should only leave your home to go to the shops for food and for one hour of exercise each day. If you go outside, you must keep 2 metres away from other people. We cannot got to other people's homes until the Government tells us it is safe to do so. There are lots of things that you can do so that you don't get fed-up or feel lonely. Talk to your support worker who can help you with this. Some people like to have a plan of activities that they want to do each day. Your support worker can help you with this. You can keep in touch with family and friends by telephone, by email or by writing a letter. People use their phones and computers to see and talk to family and friends by video. Your support worker can help you with this. If you have a garden, looking after the plants or spending time in your garden can help you feel good. Exercise is good for your health and can make you feel happy. You can exercise in the garden or in the house. You can march on the spot, dance or stretch. Your support worker can help you find exercise videos that are right for you. Staying at home gives you more time to clean your home or sort out your things. You could sort out your photographs, tidy your wardrobe or sort through your books. Staying at home gives you more time to get better at doing things. You could learn to bake a cake or make your favourite meal at home. You could learn how to paint or make models. You could make a card to send to a friend or to someone in your family. Staying at home gives you more time to do fun things with your family or the people you live with. You could sing songs together, have an indoor picnic or have a dress up day. Every Thursday night at 8 o'clock people go to their doorstep or into their garden and clap their hands. This is to say thank you to doctors, nurses, carers and support workers who are helping people. Our staff will do their very best to support you to stay well and safe. They will let you know when the government says it is safe to meet family and friends again.	<urn:uuid:089e76f0-45a5-45f7-8ee9-af234d5d617e>	CC-MAIN-2023-50	https://reallifeoptions.org/wp-content/uploads/2020/04/EasyRead-Coronavirus-staying-at-home-20.04.20.pdf	2023-12-11T12:04:31+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679511159.96/warc/CC-MAIN-20231211112008-20231211142008-00203.warc.gz	531,879,597	514	eng_Latn	eng_Latn	0.99959	eng_Latn	0.999578	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 728, 1837, 2385 ]	[ 2.40625 ]	1	0
Writing Reading SPAG Mathematics Medium Term Plan Year 6 – Term 5 – 2022/2023 Weeks 1-3 – Fiction: Portal Stories Model Text: The Lost Library Composition * Develop the character through the use of show not tell * Use figurative language to allow the reader to visualise * Use a range of short and long sentences to control the pace * Develop suspense to add intrigue Weeks 4-6 – Non-fiction: Persuasion Composition: * Use topic sentences to introduce each new paragraph. * Continue to move away from the usual 5 paragraphs * Use of experts to further develop a point * Ensure that writing is cohesive through the use of adverbials and causal language Revision with a particular focus on: * Responding to a range of short burst texts * Accurately answering a range of different question styles and knowing how to answer them Use hyphens to avoid ambiguity e.g. man eating shark versus man-eating shark. Recap and revise commonly misspelt words: guarantee, harass, identity, individual, interrupt, language, leisure, lightning, necessary, neighbour, persuade, physical, prejudice, privilege, profession, pronunciation, queue, recommend, restaurant, sacrifice, secretary, shoulder, signature, soldier, stomach, suggest, symbol, system, temperature, variety, vegetable Recap and revise Years 3-6 common errors. Recap the active and passive voices Recap the different tenses Revision of key SPaG terminology Geometry: Properties of Shapes Draw 2-D shapes using given dimensions and angles. Compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals and regular polygons. Recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles. Geometry: Position & direction Describe positions on the full coordinate grid (all four quadrants). Draw and translate simple shapes on the coordinate plane, and reflect them in the axes. Revisit: Consolidation of the Year 6 curriculum Arithmetic: Mixed questions across all areas to include: * The four operations * Fractions (using the four operations) * Percentages Science Religious Education Medium Term Plan Year 6 – Term 5 – 2022/2023 Evolution and Inheritance To ask questions about inheritance and mutations, e.g. If a woman has dyed her hair purple, might her baby have purple hair? or If Usain Bolt had a child, would he or she be a fast runner? To know that inheritance is when characteristics are passed on from generation to the next. To know that mutations in characteristics are not inherited from the parents and appear as new characteristics. To know that differences within a species (for example between parents and offspring) can be caused by inheritance and mutations. That plants and animals have characteristics that make them suited (adapted) to their environment. If the environment changes rapidly, some variations of a species may not suit the new environment and will die. To know that sometimes adaptations can be disadvantageous. One example of this can be the dodo, which became extinct as it lost its ability to fly through evolution. Flying was unnecessary for the dodo as it had lived for so many years without predators, until its native island became inhabited. That scientists analyse and evaluate data to draw conclusions. That over time, these inherited characteristics become more dominant within the population. That over a very long period of time, these characteristics may be so different to how they were originally that a new species is created. This is evolution. That Evolution is a process of change that takes place over many generations, during which species of animals, plants, or insects slowly change some of their physical characteristics. This is because offspring are not identical to their parents. That scientists use data such as scatter graphs, line graphs and causal relationships to draw valid conclusions. What is meant by natural selection: That if the environment changes slowly, animals and plants with variations that are best suited survive in greater numbers to reproduce and pass their characteristics on to their young. For example, polar bears have a thick layer of blubber under their fur to survive the cold, harsh environment of the Arctic while giraffes have long necks to reach the leaves on trees. To compare evidence from fossils to support of refute ideas or arguments of evolution. To know that evidence of evolution comes from fossils - when these are compared to living creatures from today, palaeontologists can compare similarities and differences. Fossils give us evidence of what lived on the Earth millions of year ago and provide evidence to support the theory of evolution. To know that according to this theory, all living things are struggling to survive. The living things that have the most helpful traits for their environment tend to survive. These living things then pass along their helpful traits to their young. In this way, animals change, or evolve, over hundreds of years. That scientists, explore, study and observe changes over time, first hand and from secondary sources, in order to draw conclusions and support or refute ideas or arguments. What can be done to reduce racism? Does religion help? Pupils learn: * What diversity is and that Britain is a diverse community. * What racism is and can say why it is unfair. * That within a religion people suffer racism such as anti-semitism and islamophobia. * That we know racism is linked to religion from sources such as the media, documentaries and news including first-hand accounts. * How racism can challenge societies and what religion does to address this. (how religion encourages us to treat all people with dignity, respect and equality; that the prophet Muhammad taught Muslims to put racism aside; the roles of Colston and Wesley in promoting racism). * To form opinions about what is important when living in the modern world and diverse community. * To discuss their own ideas about reducing racism and prejudice, including equality, justice and race using the figures studied. * How they reduced and/or impacted on racism. Physical Education Geography RSHE Medium Term Plan Year 6 – Term 5 – 2022/2023 * How art, music, film, prayer have been used in the fight against racism. Krav Maga: Pupils learn: * To develop self-defence techniques and tactics (basic) * To develop dealing with conflict skills (basic) * To develop situational awareness (basic) * To understand what is right and wrong in a self-defense scenario. * To focus * To develop discipline * To develop self confidence * To develop fitness, flexibility, and motor skills (fine & gross) * To develop perseverance * To develop dedication * To develop secondary school preparation * To empower children with mutual respect and a sense of camaraderie. Tennis: Pupils learn: * To develop the forehand groundstroke. * To be able to return the ball using a backhand groundstroke. * To develop the volley and understand when to use it. * To develop the volley for use it in a game situation. * To develop accuracy of the underarm serve. * Why different strokes are important in tennis performance. * To learn to use the official scoring system. * To work co-operatively with a partner and employ tactics to outwit an opponent. * To reflect on their own and other's performances and identify areas to improve. Mapping the United Kingdom and the Wider World Pupils learn: * That maps represent the human and physical Geography of a location, based on fieldwork and observation. * That Geographers observe and collect information and data from fieldwork, photos and aerial images, diagrams, globes, atlases and simple maps and charts. * That the ordinal directions are: northeast (NE), southeast (SE), southwest (SW), and northwest (NW), and that these are each halfway between each cardinal direction. * That Ordnance Survey (OS) is Britain's mapping agency. They create up to date and accurate maps depicting the landscape's human and physical features. * That all OS maps use the same symbols, which are included in a key so people using the map know what each symbol represents. * That on an OS map, different types of road and path are represented differently. * That the symbols represent human features such as information points and physical features such as forests. * To recognise a variety of OS symbols. * To observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies * That a grid reference allows someone to mark a place on a map by referring to vertical and horizontal lines called 'eastings' and 'northings'. * That six-figure grid references are more precise than four-figure grid references. * To know OS maps contain brown contour lines. That these lines show high and low areas of land. The contour lines join up areas of the same height, and when they are close together it means the hill or mountain is steep. * That some geographical knowledge is open to debate, challenge and discussion. * That land use is often determined by the climate and physical Geography of a location. Communities Pupils learn: Computing Art Medium Term Plan Year 6 – Term 5 – 2022/2023 * That rules and laws are made and enforced to protect themselves and others; there are consequences to not adhering to rules and laws. * That a 'bill' is a proposal for a new law and that these are debated and passed in parliament and must then be formally approved by a monarch. * That there are some cultural practices, which are against British law and universal human rights. * To recognise the consequences of anti-social, prejudice and aggressive behaviours such as bullying and discrimination on individuals and communities by evaluating the ways of responding to it if witnessed or experienced. For example, in some countries prejudice towards women is accepted and others it is not. * How to resolve differences by looking at alternatives, seeing and respecting others' points of view, making decisions and explaining choices. Economic Well-being: Money & Aspirations, Work and Career Pupils learn: * About different ways to keep track of money. * Risks associated with money for example, money can be won, lost or stolen and ways of keeping money safe and that this can impact on peoples feelings and emotions. * About the risks involved in gambling; different ways money can be won or lost through gambling-related activities and their impact on health, wellbeing and future aspirations. Media literacy & digital resilience Pupils learn: * That there is a broad range of different jobs/careers that people can have. * To identify the kind of job/career that they might like to do when they are older and how their choices now could impact their future.. * About some of the skills that will help them in their future careers, e.g. teamwork, communication and negotiation and that these are life long skills which will develop them personally too. * That there are a variety of routes into careers (e.g. college, apprenticeships, university). Further micro:bits Pupils learn: * that a change in MakeCode blocks will also be represented within Javascript, and vice versa. * that a programming code is more commonly presented in a written script rather than blocks as it is more precise. * To evaluate the differences between MakeCode and Javascript * to modify an existing Javascript for a simple micro:bit program and know what effect this has on the output. * that the function of a logic statement in coding is to execute a specific block of code if a defined condition is met or not. * to write a simple algorithm incorporating simple logic statements (unplugged). * to use the following logic blocks within MakeCode: if, if then, or, else * To decompose and identify key features of codes used to create games. * That programmers decide the most appropriate inputs and outputs for a game with the intended user in mind * That technological advancements have allowed games to incorporate more input/output functions over time * to create a program for a game which combines buttons, sound, LED lights, accelerometer, compass, scoreboard and logic statements. * what to do if you are being bullied online - copy and paste URL, block and report, screenshot, close laptop and report. This is 'capturing evidence.' Surrealism: Pupils learn: * To form own interpretations of the message in a piece of art, and understand that not every interpretation will be the same, especially in abstract art. * That surrealism was a 20th century art and literary movement which had the purpose of releasing the potential of the 'unconscious mind'. * It came to be regarded by the public as the most extreme form of modern art. Primary Languages – Spanish Medium Term Plan Year 6 – Term 5 – 2022/2023 * That artists often use art to express a message, and this can be personal or political (or both). * That surrealist artists such as Salvador Dalí used surrealism to express political messages. * That this was often done by the irrational juxtaposition of subjects (putting objects together in a way that is strange or impossible). * That deliberately chosen subjects combined with their composition among other subjects/placement in the painting are what sends a clear message to a viewer. * To choose objects that represent certain emotions, thoughts and feelings that can be juxtaposed to send a message. * To use foreground, midground and background in the composition of a piece of art. * To choose a medium in which to do final art piece based on personal preference and confidence. * That artists make and display art knowing that it is subjective and not everyone will interpret/appreciate it in the same way as the creator. El fin de semana (The Weekend) Pupils learn: Vocabulary: * How to say, read and write what activities they do at the weekend; the time they do it and provide an opinion on it. * What do you do at the weekend? (¿Qué haces los fines de semana?) * Quarter past (y cuarto) * Half past (y media) * Quarter to (menos cuarto) * I get up (me levanto) * I have my breakfast (desayuno) * I go to the cinema (voy al cine) * I read (leo) * I play football (juego al fútbol) * I play computer games (juego a videojuegos) * I go to the swimming pool (voy a la piscina) * I watch television (veo la tele) * I listen to music (escucho música) * I go to sleep (voy a dormir) * And (y) * After (después) * Later on (más tarde) * Finally (finalmente) * Also (también) * That many words are similar to French and English because of their latin origin (etymology) and we can use these cognates to help us understand new vocabulary. However, some words are 'false-friends'. * To integrate conjunctions, adverbials and opinions into written and spoken work to extend sentences * That being able to manipulate more complex language structures will enable us to communicate more easily. Grammar: * That accents can only be written over vowel to place emphasis * That a personal pronoun isn't required before a verb (e.g. juego and leo) Phonics: * That 'h' is always silent in Spanish as in the word 'horrible' which sounds like 'orrible' Cultural links: * Find out what children from other countries (not necessarily Spanish speaking) get up to at the weekend.	<urn:uuid:5c03475f-c9e0-4f6f-a6eb-a82e23d20100>	CC-MAIN-2023-50	http://www.sandgateprimaryschool.co.uk/wp-content/uploads/2023/04/Year-6-Medium-Term-Plan-Term-5.pdf	2023-12-11T12:33:06+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679511159.96/warc/CC-MAIN-20231211112008-20231211142008-00204.warc.gz	84,778,186	3,234	eng_Latn	eng_Latn	0.995075	eng_Latn	0.997485	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	docling	[ 2159, 6209, 9300, 12898, 15453 ]	[ 4.5 ]	1	0

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