text string | id string | dump string | url string | date string | file_path string | offset int64 | token_count int64 | language string | page_average_lid string | page_average_lid_score float64 | full_doc_lid string | full_doc_lid_score float64 | per_page_languages list | is_truncated bool | extractor string | page_ends list | fw_edu_scores list | minhash_cluster_size int64 | duplicate_count int64 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
A] HISTORICAL CONTEXT
A1] תח"ת וט"ט – 1648-9
• In the 1500s the Polish empire included Ukraine to the South. This area was a wild flat land which bordered the Ottoman Empire to the South. Its inhabitants were ethnically Russian and were Russian Orthodox and not Roman Catholic (like the Poles).
• The Polish rulers organized the Ukrainian locals into a fierce border force - the Cossacks.
• Through the 1600s resentment built up as Polish Catholic landowners moved into the Ukraine area and ruled over the Ukrainian Cossacks. Often the administrators, tax-collectors and moneylenders on the Polish estates were Jews.
• The resentment split over in a few abortive Cossack revolts in 1630 and 1637.
• Finally in 1648 a Cossack leader - Bogdan Chmielnicki - made an alliance with the Tartars in Crimea and swept across the Ukraine, slaughtering, raping and pillaging. Thousands of Jews were killed.
• Although the Poles beat back the rebellion in 1651, the Cossacks made an alliance with Russia in 1654 and swept into Lithuania killing tens of thousands of Jews. The entire Jewish community of Vilna fled in advance of the Cossack hordes in 1655. The Cossacks killed 45,000 people on the days they stormed into Vilna.
• Taking advantage of the unrest, the Swedish empire under Charles X swept in from the north and conquered most of Poland. The Russo-Swedish war also added greatly to the destruction of Jewish communities.
• At the end of the unrest, Poland was dismembered and hundreds of Jewish communities wiped out. At least 100,000 Jews were brutally murdered, most being hacked to pieces, buried alive or tormented horribly. Tens of thousands of Jews were sold as slaves to Turkish slave masters.
A2] CONSEQUENCES OF תח"ת וט"ט – 1648-9
• Shock and disbelief at the mass slaughter (the worst since the Hadrianic persecutions and until the Holocaust).
• A movement of Jews back west into Europe - to Holland, Bohemia and Germany.
• A reappraisal of the Spanish expulsion of 1492, which many Ashkenazim had seen as a Divine retribution against the philosophical and cultured Jewish life in Spain. Now, after Tach VeTat, the Ashkenazim were less sure about the causes of persecution.
• A retreat into the world of kabbala and mysticism - souls and spirit cannot be hurt by swords.
• The acceptance of the Shulchan Aruch, which acted for many as the surrogate Rabbi that they now needed following the decimation of their kehilla.
• An expectation of imminent Mashiach following the massacre of ‘Gog and Magog’.
Tefilla composed by the Tosefot Yom Tov during Tach VeTat to prevent talking in shul
B) THE TAZ – R’ DAVID HALEVI - (1586-1667)
B1] BIOGRAPHY OF THE TAZ
1586 Born Ludmir, Poland. His grandfather was a colleague of R. Moshe Isserlis (Rema).
1590s Studied under his brother, Isaac, and later under R. Yoel Sirks - the Bach - who became his father-in-law.
1610s Moved with his young family to Cracow where two of his children died in infancy in a tragic accident when their attic collapsed.
1618 He then became the Rav of Potolitsh, a small town in Poland, where he learnt in great poverty.
1619 Moved to be Rav of the more prestigious post of Posen, where he stayed for over 20 years.
1643 Moved to Ostrog, Poland and headed the famous yeshiva there. Began work on the Turei Zahav Magen David - a commentary on Shulchan Aruch. He was now recognized as one of the Gedolei Hador.
1646 Published the Turei Zahav (Taz) at the same time as the Shach was published (see below).
1648 Ostrog was attacked in the Cossack rebellion and 7,000 Jews in the town murdered. Fled to the fortress town of Ulick which was besieged by the Cossacks. The siege was broken by a dramatic thunderstorm which confused and scared the attackers. In his wanderings he met with the Shach, who was also a refugee due to the pogroms. Moved to Lublin and then Moravia due to the Cossack rebellion. Many of the psakim he had to deal with there involved the post-war implications of the 1648 Massacres. The Taz writes that 20 Sivan was set aside as a date commemorating the Massacres.
Possible likeness of the Taz
This tragic case involved a woman whose husband and then son were killed in the pogroms. The husband had a brother, thus raising a yibum question, but she testified that the husband died before the son.
The Taz rules that all the people caught up in the 1648 pogroms are considered to be ‘part of the war’ such that a wife can give testimony that her husband was killed.
1. For an excellent biography of the Taz read ‘Taz’ - Rabbi David Halevi, Elijah J. Schochet, Ktav 1979.
2. According to legend the Bach’s daughter, Rivka, interjected in her father’s shiur with a learned remark. The Bach praised her, saying she was as lovely as the moon. The Taz jumped in and quipped that maybe then the time has come for kiddush levana!
3. As recounted in the Taz’s own account of the lifting of the siege.
4. See source 2.1 below.
5. Many senior rabbis moved West to Moravia and central Europe after the 1648 Massacres. This was one of the causes of the resurgence of Torah in those areas.
5. The Taz in Divrei David on Ha’azinu relates the terror of war in those pesukim to his experiences in Tach Ve’Tat.
6. The Taz is one of the first Polish Rabbis to raise the concern of using red wine on Pesach due to fear of blood libels.
7. Yet the Taz is able to write in Divrei David that non-Jewish attack are NOT the norm, but an unusual situation cause by our sins. As such, a miracle is not needed to avoid them but “regular” teshuva.
8. Here the Taz is very firm in insisting that the Jewish community must hand over Jews to the non-Jewish authorities if those individuals are engaging in illegal activities which could ultimate endanger the Jewish community.
9. The Taz tells of one unfortunate kiddush during his stay in Moravia….
10. Here the Taz deals with the controversy of the Steinitz Eruv which consisted of local rivers surrounding the town.
| Year | Event |
|------|-------|
| 1650s | Moved to Lemberg (Lvov) and was appointed Av Beit Din and then (in 1653) Chief Rabbi. |
| 1664 | His two sons, Mordechai and Shlomo were martyred in the great riots in Lvov. R’ David escaped but his synagogue was burned down and 72 Torah scrolls lost in that shul alone. |
| 1666 | Sent his third son, Isaac and and step-son to Turkey to investigate the claims of Shabbatot Tzvi (see below). They returned with a gift from Tzvi - a white silk robe - and a promise by Tzvi to avenge the massacre of the Jews of Poland. |
| 1667 | Died in Lvov. His descendants - family Patrowitch - produced many rabbis over the generations. The Taz’s shul in Lvov was destroyed by the Nazis. His grave there was built over after WWII by the Soviets. |
6. Perhaps the Taz wrote this before 1648. Or maybe he retained an ultimate optimism about human nature.
B2] TORAH FROM THE TAZ
- Turei Zahav (Taz) on Shulchan Aruch.
- In his introduction to Yoreh Deah (the first part to be written and published) he explains that the title is a play on the words of Shir HaShirim 1:11 - וְהָיָה בַּבֹּקֶר, וְהָיָה בַּבֹּקֶר is the same gematria as ד"ר. He changed it to ד"ר תורי בוקר to make the point that it has a strong focus on the Tur and is to some degree seen as a commentary on the Tur as much as on the Shulchan Aruch.
- The Taz on the other parts of Shulchan Aruch was published only after his death, in the case of Even Haezer almost 100 years later!
- The commentaries on Orach Chaim and Yoreh Deah are now printed on the sides of all editions of the Shulchan Aruch. They gave rise to many supercommentaries and now form the background of all study of Shulchan Aruch. The commentaries on Choshen Mishpat and Even Haezer are less central but well known.
11. שכר נפרנסים והובורי והאורתיו בכל הפנויות ישראל, ולאורו את הולכים שלמה במרות ברוב מוקמות, שרה גדרל
• Divrei David - a supercommentary on Rashi.
• Teshuvot - mostly unpublished and now lost. It is clear that the Taz has legal correspondence with the Gedolei Haposkim of his time, such as the Levush (R. Mordechai Yaffe), Megaleh Amukot (R. Natan Nata Shapira) and Maginel Shlomo (R' Yehoshua of Cracow).
C] THE SHACH – R’ SHABBTAI HAKOHEN – (1622-1663)
C1] BIOGRAPHY OF THE SHACH
1621 Born Amstibovo, Lithuania into a rabbinical family. His father, R’ Meir, was Av Beit Din and came from Germany, studying under the Sm’a.
1634 Accepted as a child prodigy into yeshiva in Tiktin, then under Rav Yehoshua Heschel of Cracow and under R’ Natan Nata Shapira - the Megaleh Amukot.
1638 Wrote a kuntrus - ‘Takfo Kohen’ - on the issue of personal intervention to recover non-collectable debts. This pamphlet reshaped the halachic landscape on this issue and attracted much commentary.
1640s Married the daughter of a wealthy merchant - R’ Shimon Wolf - a great-grandson of the Rema.
1640s Went to be a dayan in his wife’s home town of Vilna. The Vilna Beit Din was at that time headed by the Chelkat Mechokek - another important commentary on the Shulchan Aruch.
1645 Moved to Cracow.
1646 Published the Siftei Kohen - ש”ק - aged 25.
Possible likeness of the Shach
1648 The Cossack massacres interrupt all normal life. The Shach composed Selichot VeKinnot to commemorate the massacres on 20 Sivan.
12. On the same day 1,500 people were killed in the city of Human in Russia on the Sabbath. The nobles [Cossacks] with whom the wicked mob had again made an alliance chased all the Jews from the city into the fields and vineyards where the villains surrounded them in a circle, stripped them to their skin and ordered them to lie on the ground. The villains spoke to the Jews with friendly and consoling words: 'Why do you want to be killed, strangled and slaughtered like an offering to your God Who poured out His anger upon you without mercy? Would it not be safer for you to worship our gods, our images and crosses and we would form one people which would unite together.' But the holy and faithful people who so often allowed themselves to be murdered for the sake of the Lord, raised their voices together to the Almighty in Heaven and cried: 'Hear O Israel the Lord our God, the Holy One and the King of the Universe. We have been murdered for Thy sake so often already. O Lord God of Israel let us remain faithful to Thee.' Afterward they recited the confession of sins and said: 'We are guilty and thus recognize the Divine judgment.' Now the villains turned upon them and there was not one of them who did not fall victim.
from Megillat Eifah
7. Taken from http://www.aish.com/jl/h/48952111.html
The Shach fled Vilna when the Cossacks reached there in summer and escaped to Lublin. There is a story that one of his daughters was kidnapped as a young child and raised by the local non-Jewish gentry, before rediscovering her Jewish roots and family.
The Cossacks reached Lublin and massacred 10,000 Jews. The Shach escaped to Prague and then to Moravia. Died in Moravia at the age of 41 on Rosh Chodesh Adar. Buried in the Jewish cemetery in Holesov.
C2] TORAH FROM THE SHACH
- Takfo Cohen - on the halachot of self-help remedies in financial disputes.
- Siftei Cohen on the Shulchan Aruch Yoreh Deah - a line-by-line commentary forming the basis of ALL later commentaries on Yoreh Deah, who are often reluctant to disagree with him. Learning the Shach is now fundamental to any Semicha study.
- Siftei Cohen on Shulchan Aruch Choshen Mishpat - a shorter work complimenting the existing line-by-line commentary of the Sefer Meirat Einayim (S'ma).
- Poel Tzeddek - a poetical arrangement of the 613 commandments.
- Megillat Eifah - on the tribulations of the 1648 Massacres.
- Nekudat Hakeseson on the perush of the Taz to Shulchan Aruch. (see below)
C3] THE DISPUTE BETWEEN THE SHACH AND THE TAZ
(a) The Commentaries
- The Taz published his commentary on Yoreh Deah in 1646. Immediately after, in the same year, the Shach published HIS commentary on Yoreh Deah.
- The Taz was 60 years old and established as one of the Gedolei HaPoskim. The Shach was 24 and much less known.
- Nevertheless, the Shach's commentary was accompanied by 18 enthusiastic endorsements, including from the Tosafot Yom Tov, Maginei Shlomo and R. Yehoshua Heschel.
- Criticism of the Shach was swift. His commentary was declared unfit for legal decision and some even tried to ban it. He was personally criticized without any substantiating evidence.
- The Shach was confident in his psak, to the irritation of some who accused him at the time of overconfidence.
13. Whoever was not in my presence cannot begin to believe the great effort with which I searched in the sea of Talmud and Poskim until I established everything upon its foundation, I reviewed every aspect and angle not once or twice, but one hundred and one times. I labored diligently, not involving myself with any other activities, not permitting sleep for my eyes nor rest for my eyelids for many years, until I brought forth from potentiality to actuality my intentions, and I clarified and weighed
8. Around 100km East of Brno in the Czech Republic. The Shach’s shul and his grave are preserved and open to the public. To download more sourses sheets and shiurim visit www.rabbimanning.com
(d) The Shach’s Later Response - Nekudat HaKesef
• The Shach then wrote a longer response to the Taz - the Nekudat HaKesef* - which was more measured. He insists in the introduction that he has no personal issue against the Taz and that his criticisms are leshem Shamayim.
• The Nekudat Hakesef was published in 1677 by the Shach’s son, Moshe, after the death of both the Shach and Taz.
(e) The Taz’s Defenders
• The Taz’s grandson, Yoel, wrote a response to the Nekudat HaKesef - Maginei Zahav - defending the Taz.
(f) Public reaction
• In 1654 the Shach’s perush on Choshen Mishpat was endorsed enthusiastically by the Council of the Four Lands who banned publication of any other commentary without their approval.
• But in 1683 the Council of the 4 Lands ruled that the halacha should follow the Taz
• In practice, the Taz was often followed by the poskim of Germany and others who staunchly defended him\(^{10}\). However, most Polish poskim followed the Shach and over the centuries the Shach has become pre-eminent.
C4] SHACH AND TAZ – ATTITUDES TO SHULCHAN ARUCH
Underpinning the disputes between the Shach and Taz may be a difference in attitude to the Shulchan Aruch
• The Taz was a generation before the Shach. In his time, reaction against the Shulchan Aruch was still strong. We saw in the shiur on R. Yosef Karo that many of the leading poskim of the late 16C were very concerned about the Shulchan Aruch, in particular the Maharshal (who died shortly before the Taz was born), the Maharal, the Levush (older contemporaries of the Taz) and the Bach (who was the father-in-law and rebbi of the Taz).
• The Taz sees his commentary as much more connected to the Tur, who took a different approach to the Shulchan Aruch, quoting multiple opinions.
• By contrast the Shach is from a late generation that had accepted the Shulchan Aruch more fully. He rarely quotes from the Tur\(^{11}\).
---
9. The Shach named the sefer from the same verse in Shir Hashirim(1:11) as the Taz took his title to make a statement that he was silver to the Taz’s gold!
10. As in R. Mordechai, Av Bait Din of Dusseldorf in Shu”t Mu’amr Mordecai 20. –
11. For further development of this theme see “Taz” by Elijah J.Schochet ob”m pp39-59
D] THE MAGEN AVRAHAM – R’ AVRAHAM GOMBINER – (1634-1682)
D1] BIOGRAPHY OF THE MAGEN AVRAHAM
| Year | Event |
|--------|----------------------------------------------------------------------|
| 1634 | Born in Gombin, Poland. |
| 1655 | His parents were murdered by Cossack mobs in the Cossack uprising. |
| 1655 | Left to study in Lissa in Lithuania. |
| c.1658 | Moved to Kalish and became a teacher of young children where he taught Eliyah Shapira, later Rav and author of the commentary on Shulchan Aruch, Eliyah Rabbah. His greatness was as yet unnoticed. |
| 1660 | Met the Shach when he came to Kalish for a wedding of his son. The Shach discovered him when one of the Magen Avraham’s young students gave a stunning answer to a question the Shach raised in a guest lecture. The Shach then sought a meeting with the Magen Avraham and made the town aware of his greatness. The Magen Avraham was then appointed as Moreh - halachic posek of the town and later as Dayan. |
| 1671 | Completed the Magen Avraham |
| 1673 | His brother travels to Amsterdam to publish the work but dies en route. |
| 1682 | Dies in Kalish. |
| 1692 | Magen Avraham finally published posthumously. |
D2] TORAH FROM THE MAGEN AVRAHAM
• Magen Avraham\(^{12}\) on Shulchan Aruch Orach Chaim. The commentary is now standardly published with the Taz on Orach Chaim and together they form the backbone of contemporary psak on Orach Chaim issues - quoted extensively by the Vilna Gaon and the Mishna Berura. The perush is known for some important traits:
- He incorporated and upheld many of the 17C minhagim in Poland.
- He was also a kabbalist and stressed the views of the kabbala (especially the Arizal and the Shl’a) in his psak.
- One of his most famous psakim relates to the calculation of the halachic hours of the day from dawn until dusk. Many perushim have been written on the Magen Avraham, in particular the Pri Megadim and the Machatzit Hashekel.
• Commentary on Tosefta Nezikin.
• Zayit Raanan on the Yalkut Shemoni.
• Shemen Sasson on the Chumash.
• Teshuvot
E] SHABBTAI TZVI (1626-1676)
E1] TIMELINE
| Year | Event |
|--------|----------------------------------------------------------------------|
| 1626 | Born in Smyrna, Turkey. His family was probably descended from Spanish exiles and his parents were from Greece. His father became a wealthy merchant. He is reputed to have been born on Tisha B’Av. |
| 1630 | Received a traditional Jewish education and excelled. |
| c. 1645| Ordained as a Chacham and well regarded in Turkey. |
| 1640s | Started to stress kabbala and mysticism. He began to practice asceticism - self-flagellation, total isolation, frequent going to the mikveh. People were attracted to his apparent godliness. |
| 1648 | Married twice by 22, both ending in divorce since he refused to consummate the marriages. Began to manifest signs of manic-depression. |
| 1648 | Tzvi started to experience Messianic delusions - see below on 1648. He pronounced the Shem Hamefurash. |
| 1650 | Almost drowned and claimed that his delivery was miraculous. |
---
\(^{12}\). The name was chosen by his son to honor the name of his father and to connect it with the Magen David of the Taz. In fact, R. Gombiner had chosen the name Ner Yisrael.
1651 Threatened with excommunication by the Rabbinate of Smyrna, Tzvi mocked them publicly. He was flogged publicly and banished.
1651-58 Wandered around Jewish communities in Greece, Albania and Turkey, building a following. Began to publicly break halacha. He also had a ‘wedding’ with a Torah scroll publicly standing under a chupah with it.
1658 Arrived in Constantinople, was again excommunicated and returned to Smyrna where his ‘new faith’ was born.
1662 Left Smyrna for Egypt and then Eretz Yisrael.
1663 Settled in Yerushalayim and met Nathan of Gaza who was a well-know talmudist and kabbalist.
1665 Nathan convinced himself that he was Eliyahu HaNavi and that Shabbtai Tzvi was Mashiach. His status as Mashiach was publicly proclaimed on Rosh Hashana with trumpets and shouting of ‘Yechi Melech Hamashiach’.
1665 Married ‘Queen Sarah’. She was a refugee from the 1648 Massacres whose parents were murdered. She was baptized by Catholic nuns and raised as a Christian. She was found wandering at night in a Jewish cemetery saying that her dead father had brought her there and told her that she would marry the Messiah. She then returned to Judaism, went to Amsterdam and proclaimed herself to be the destined spouse of Mashiach. She left Amsterdam for Livorno in Italy where she worked as a prostitute. Tzvi claimed that a marriage to such a woman was destined for the Messiah, based (lehavdil) on the account in Tanach of the marriage of Hoshea.
1665-66 His fame spreads far and wide - thousands flock to him. Jews all over Europe and the Middle East are in hysteria and punish ‘non-believers’. Changes are made to prayer services due to his Messianic status. People threatened their non-Jewish neighbors with bitter revenge now Mashiach was here and chartered ships to come to Eretz Yisrael. Some unroofed their houses.
1666 The Taz send a delegation of his son and step-son to investigate the claim of Shabbtai Tzvi. They returned with gifts and blessings from Tzvi and the reaction in Poland was one of great excitement. It is not know what the Taz thought of Tzvi’s claims although we have letters from Shabbtai Tzvi to the Taz calling him a ‘believer’. There is no evidence that the Taz was a supporter of Tzvi but people claimed this to be the case and used the name of the Taz to give Tzvi credibility.
Tzvi established himself as Emperor and held Court in Smyrna and Constantinople. He deposed the Rabbi of Smyrna and appointed his own man. The Sultan became aware but initially turned a blind eye.
Wild rumors spread of the 10 Lost Tribes appearing in ships (in Scotland!) speaking Hebrew and returning to Israel.
Tzvi cancelled 10 Tevet sending the following message:-
"The first-begotten Son of God, Shabbethai Tzvi, Messiah and Redeemer of the people of Israel, to all the sons of Israel, Peace! Since ye have been deemed worthy to behold the great day and the fulfillment of God's word by the Prophets, your lament and sorrow must be changed into joy, and your fasting into merriment; for ye shall weep no more. Rejoice with song and melody, and change the day formerly spent in sadness and sorrow into a day of jubilee, because I have appeared."
Many Rabbis supported him. Those (few) who opposed narrowly escaped with their lives.
Tzvi had a Pesach lamb sacrificed which he proceeded to eat together with its chelev - fats which are treif - and in milk! He innovated a new beracha, 'matir issurim' - who permits that which is forbidden. He also advocates public sexual immorality. This was all in the name of "sanctifying" that which is profane and even forbidden. The fasts of 17 Tammuz and 9 Av were then cancelled.
Jewish Communities all around the world included a new prayer in shul services on Shabbat:
בְּרָכָה אֲדֹנָינוּ מֶלֶךְ הָעוֹלָם שַׁבָּתִי בֵּין מִשְׁחָחִים וְכָל יָקֵב
From a sefer at the time showing Shabbtai Tzvi enthroned as Mashiach
When he announced that he would be marching on the Jerusalem to liberate it from the Sultan, he was arrested and imprisoned. He managed however to bribe his jailors and continued to run his Court from prison. His followers claim that this is part of the ‘birth pangs’ of Mashiach. Expectations were raised even higher!
In the middle of September the Sultan placed him on trial and he denied that he was the Mashiach. Then when offered a choice between martyrdom or conversion to Islam, he chooses to convert. He took the name Aziz Mehmed Effendi and accepted a royal stipend and a job at the Sultans Court. Sarah and many of his followers converted with him.
Some faithful stuck to their claim that this was just another phase in his revelation as Mashiach but most were totally devastated. Tzvi claimed to the Jews that he was working underground to convert Muslims and he claimed to the Sultan he was working underground to convert Jews. He did a little of both and created an underground Sabbatean sect of Judeo-Turks of whom there are still tens of thousands around the world, mostly in Turkey, Greece and California. 100 years later Jacob Frank was one of them and caused further upheaval in the Jewish world.
Claims to be overcome by “Holy Spirit” on Pesach. The Muslims grow tired of him and removed his stipend.
He is caught saying Tehillim with a group of Jews and is banished to Montenegro.
Died in Dulcigno, Montenegro.
Consequences of the Shabbtai Tzvi disaster:-
• a weakening of faith in Mashiach.
• a growing mistrust of kabbala and messianism.
• for some, a weakening of faith in general and a willingness to consider non-traditional alternatives.
E2] 1648 – THE YEAR OF MASHIACH?
• The end of the 30 Years War
• The Cossack Massacres
• Year that Mashiach was expected as referred to by various kabbalists of the time - based on a Zohar and stressed by kabbalists of the time, including the Tosafot Yom Tov, the Shlah and the Shach. The Shach wrote in Megillat Eifah that he expected Mashiach in 1648 but instead the Cossack Massacres happened.
• Shabbtai Tzvi started to experience Messianic delusions.
22. ביאור סת”ם
באותו שנה נקבר אל הקדוש רבן גבר למשה בתים וילא לעלה
in gematria is 408 - indicating that the Beit Hamikdash was expected to be rebuilt in 5408 - 1648 | <urn:uuid:4e31c46d-10be-4d42-a027-7ef5309c36d5> | CC-MAIN-2019-04 | https://rabbimanning.com/wp-content/uploads/2016/12/Shach-Taz-Magen-Avraham-the-Debacle-of-Shabbtai-Tzvi.pdf | 2019-01-18T01:22:07Z | crawl-data/CC-MAIN-2019-04/segments/1547583659654.11/warc/CC-MAIN-20190118005216-20190118031216-00524.warc.gz | 616,181,053 | 6,633 | eng_Latn | eng_Latn | 0.996836 | eng_Latn | 0.997907 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
2611,
5104,
6857,
10575,
13221,
15459,
19114,
23013,
25310
] | [
2.6875,
2.6875
] | 1 | 0 |
Self-Reported Health Behavior and Attitudes of Youths 12-17 Years United States
A description of self-reported health behavior and attitudes of American youths based on questionnaire responses of a national probability sample of noninstitutionalized youths 12 through 17 years of age. Topics include behavior and attitudes relating to general health status, cigarette smoking, physical appearance, personal independence, use of leisure time, values, perception of the need for medical or dental care, and aspects of social behavior. Variations in health behavior and attitudes associated with age and sex of the youths are also discussed.
DHEW Publication No. (HRA) 75-1629
U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE
Public Health Service
Health Resources Administration
National Center for Health Statistics
Rockville, Md. April 1975
Series 11 reports present findings from the National Health Examination Survey, which obtains data through direct examination, tests, and measurements of samples of the U.S. population. Reports 1 through 38 relate to the adult program, Cycle I of the Health Examination Survey. The present report is one of a number of reports of findings from the children and youth programs, Cycles II and III of the Health Examination Survey. These latter reports from Cycles II and III are being published in Series 11 but are numbered consecutively beginning with 101. It is hoped this will guide users to the data in which they are interested.
Library of Congress Cataloging in Publication Data
Scanlon, James V.
Self-reported health behavior and attitudes of youths.
(National Center for Health Statistics. Vital and health statistics. Series 11: Data from the National Health Survey, no. 147) (DHEW publication no. (HRA) 75-1629)
Includes bibliographical references.
Supt. of Docs. no.: HE 20.6209:11/147
1. Youth—Health and hygiene—United States—Statistics. 2. Health attitudes. I. Title. II. Series: United States. National Center for Health Statistics. Vital and health statistics. Series 11: Data from the National Health Survey. Data from the health examination survey, no. 147. III. Series: United States. Dept. of Health, Education, and Welfare. DHEW publication no. (HRA) 75-1629. [DNLM: 1. Attitude—In adolescence. 2. Attitude to health—In adolescence. 3. Behavior—In adolescence. 4. Health survey—U.S. W2A N14Svk ser. 11 no. 147]
RA407.3.A347 no. 147 [RA564.5] 312'.0973s [312'.3'0973] ISBN 0-8406-0026-7
75-12433
For sale by the Superintendent of Documents, U.S. Government Printing Office, Washington, D.C. 20402 - Price $1.45
NATIONAL CENTER FOR HEALTH STATISTICS
EDWARD B. PERRIN, Ph.D., Director
PHILIP S. LAWRENCE, Sc.D., Deputy Director
GAIL F. FISHER, Associate Director for the Cooperative Health Statistics System
ELIJAH L. WHITE, Associate Director for Data Systems
IWAO M. MORIYAMA, Ph.D., Associate Director for International Statistics
EDWARD E. MINTY, Associate Director for Management
ROBERT A. ISRAEL, Associate Director for Operations
QUENTIN R. REMEIN, Associate Director for Program Development
ALICE HAYWOOD, Information Officer
DIVISION OF HEALTH EXAMINATION STATISTICS
ARTHUR J. McDOWELL, Director
JEAN-PIERRE HABICHT, M.D., Ph.D., Special Assistant to Director
PETER V. V. HAMILL, M.D., Medical Adviser
HENRY W. MILLER, Chief, Operations and Quality Control Branch
LINCOLN I. OLIVER, Chief, Psychological Statistics Branch
HAROLD J. DUPUY, Ph.D., Psychological Adviser
ROBERT S. MURPHY, Chief, Survey Planning and Development Branch
COOPERATION OF THE BUREAU OF THE CENSUS
In accordance with specifications established by the National Health Survey, the Bureau of the Census, under a contractual agreement, participated in the design and selection of the sample, and carried out the first stage of the field interviewing and certain parts of the statistical processing.
Vital and Health Statistics-Series 11-No. 147
DHEW Publication No. (HRA) 75-1629
Library of Congress Catalog Card Number 75-12433
# CONTENTS
| Section | Page |
|------------------------------------------------------------------------|------|
| Introduction | 1 |
| The Self-Report Questionnaires | 2 |
| Limitations of the Data | 2 |
| Findings | 3 |
| General Health Status | 3 |
| Patterns of Cigarette Smoking | 3 |
| Attitudes Toward Physical Appearance | 5 |
| Sleep-Related Behavior | 9 |
| Family Relationships and the Development of Personal Independence | 9 |
| Use of Leisure Time | 11 |
| School, Work, and Educational Goals | 13 |
| Values | 14 |
| Perception of the Need for Medical Care | 16 |
| Perception of the Need for Dental Care | 17 |
| Aspects of Social Behavior | 18 |
| Summary | 19 |
| References | 20 |
| List of Detailed Tables | 22 |
| Appendix I, Technical Notes | 74 |
| The Survey Design | 74 |
| Reliability | 75 |
| Extent of Missing Questionnaire Data | 76 |
| Sampling and Measurement Error | 76 |
| Hypothesis Testing | 77 |
| Small Categories | 78 |
| Appendix II, Self-Report Questionnaires | 79 |
| Health Habits and History Questionnaire | 79 |
| Health Behavior Questionnaire | 85 |
| SYMBOLS | |
|---------------------------------------------|---|
| Data not available | - - |
| Category not applicable | . . . |
| Quantity zero | - |
| Quantity more than 0 but less than 0.05 | 0.0 |
| Figure does not meet standards of reliability or precision | * |
SELF-REPORTED HEALTH BEHAVIOR AND ATTITUDES OF YOUTHS 12-17 YEARS
James Scanlon, Division of Health Examination Statistics
INTRODUCTION
This report presents information on selected health characteristics, behavior, and attitudes of American youths. Data were obtained from questionnaires completed by the youths themselves in the national Health Examination Survey of 1966-70, in which a national probability sample of noninstitutionalized youths 12 through 17 years of age was selected and examined.
Previous Health Examination Surveys have focused on noninstitutionalized adults 18 through 79 years of age and noninstitutionalized children 6 through 11 years of age. The program of Health Examination Surveys is one of several administered by the National Center for Health Statistics, whose mission includes the collection and dissemination of a wide range of health information about the population of the United States.
Field operations for the survey of youths began in March 1966 and were completed in March 1970. Of the 7,514 youths selected for the sample, 6,768 were examined, a response rate of 90 percent. Because of the sample design, adjustment for nonresponse, and weighting procedures employed, national estimates based on survey results may be considered representative of the approximately 23 million noninstitutionalized youths 12 through 17 years of age in the United States during the 4-year period of the survey. A distribution of the sample youths according to age and sex and estimates of the population they represent are shown in appendix I (table I).
Each youth in the sample was administered a 3-hour single-visit examination in a mobile examination center constructed specially for the survey. The examination focused primarily on growth and development and on adolescent health. It included examinations by a physician and a dentist, several tests administered by a psychologist, and a variety of additional tests and measurements performed by health technicians. Further description of the survey plan, sample design, examination content, and operation of the survey of youths is presented in appendix I and in a previous report.
Several questionnaires were employed to supplement the information obtained by direct examination. Among them were a household questionnaire administered by an interviewer from the U.S. Bureau of the Census to obtain demographic and socioeconomic information; two medical histories for each youth, one completed by a parent and the other by the youth himself; and a health behavior questionnaire completed by the youth at the examination center. For those youths enrolled in school, additional questionnaire information was requested from school officials regarding grade placement, absenteeism, disciplinary problems, grades skipped or repeated, and health, academic, or adjustment problems that required special resources or facilities. A teacher's rating of each youth's behavior, ability, and academic performance was also sought. In addition, a birth certificate was obtained to verify each youth's age and to gain other information relating to the youth at birth. All information in the survey was collected under an assurance of confidentiality.
The Self-Report Questionnaires
The areas of health information and attitudes, personal values, development of independence, use of leisure time, and social behavior are but a few of many topics pertinent to the study of adolescent health, growth, and development. To obtain this type of information, three questionnaires were developed by the survey staff in consultation with an advisory panel and other professionals in the field of adolescent health.\(^1\) The resulting questionnaires were the *Medical History of Youth*, completed by the parent; the *Health Habits and History Questionnaire*, completed by the youth at home; and the *Health Behavior Questionnaire*, completed by the youth at the examination center. The key factor leading to the decision to use three questionnaires was the realization that some questions can be answered best by parents, while other information can be obtained most accurately from the youth. In addition, it was felt that certain questions asked of the youth might be answered more frankly in the examination center than in the home. Information about the youth from different sources also permits comparison of perceptions of his attitudes and behavior among parents, the youth himself, and school officials.
Two reports, one dealing with information from the school questionnaire and the other with information from the medical history of the youth completed by the parent, have been published.\(^7,8\) Another report, which relates physical examination findings and the youth's health history as reported by a parent, has also been published.\(^9\) The present report is limited to an analysis of age and sex variations in responses to the two questionnaires completed by the youths themselves. Medical history information is not included in this report.
The *Health Habits and History Questionnaire*, reproduced in appendix II, was left for the youth to complete at home and bring to the mobile examination center at the time of examination. The questionnaire tapped areas such as medical history, limitation of activity for health reasons, attitudes toward physical appearance and development, eating habits, sleep disturbances, school work, allowance, utilization of health resources, and use of leisure time. Other questions served to alert the examining physician to conditions that might require the administration of additional examination procedures or preclude the administration of others.
The *Health Behavior Questionnaire*, as noted earlier, was answered by the youth at the examination center, usually after the completion of the psychological test battery. The form is reproduced in appendix II. It contained questions on educational goals, decisionmaking practices in the home, cigarette smoking behavior, the importance of several personality characteristics or values to the youth, aspects of social behavior such as dating and experiences with law enforcement agents, and attitudes toward the need for treatment of selected medical and dental conditions.
Limitations of the Data
In a large-scale, multidisciplinary endeavor such as the Health Examination Survey, few single health factors, whether physiological, dental, physical, or psychological, can be evaluated as thoroughly as desired. This was especially true of the information collected by questionnaire, much of which was collected primarily to study interrelationships with examination findings. Thus some attitudes and behavioral aspects of adolescent health, growth, and development could be studied only to a limited degree; in some instances, such as teenage drinking and drug use, they could not be studied at all. Nonetheless, the self-reported questionnaire responses of a national probability sample of predominantly normal adolescents provide a wealth of information and have considerable value in themselves for providing insights into adolescent health and development. Although more complex analysis of the questionnaire data could be and, to a limited extent, has been undertaken,\(^10\) this report follows the descriptive format of previous reports dealing with questionnaire data from the national Health Examination Survey of children 6-11 years of age, completed in 1965.\(^11-13\) Subsequent reports will explore the relationship of questionnaire information presented in this report to the biomedical and psychological information obtained in the survey.
Since the estimates shown in this report are based on a sample of the population of youths aged...
12-17 years, and statistically weighted to represent that population, they are subject to sampling variability. Standard errors of selected estimates shown in this report are presented in the detailed tables and discussed in appendix I. The standard errors were computed by a half-sample pseudo-replication technique which takes into account the complex design of the sample.\textsuperscript{14,15} Further, the fact that the survey was restricted to the noninstitutionalized population of youths must be considered in interpreting the findings presented.
Median ages are shown in several of the detailed tables. Median ages are based on each respondent's recollection of the age at which a particular behavior or condition began, for example, the age at which he or she first began smoking. It was assumed that when answering this type of question the youths generally reported their age in years at last birthday, so a half year has been added to the median age computed from reported ages. The medians presented should therefore be considered as approximations.
Finally, a brief explanation of the definition of age used in this report is appropriate. Age was defined as the age of the youth in years at last birthday as of the date of the examination. The age criterion for inclusion in the sample was based on age at the time of the first household interview. Since the examination usually took place 2 to 4 weeks after the interview, some youths who were 17 years old at the time of interview had become 18 years old by the time of examination. There were 58 such instances. In the sample adjustment and weighting procedures those youths were included in the 17-year-old age group.
**FINDINGS**
**General Health Status**
When asked to describe their current health, American youths tend to perceive themselves as quite healthy. An estimated 60 percent of the noninstitutionalized 12-17-year-olds in the United States rated their health as very good or excellent (table 1 and figure 1). An additional 36 percent described their health as good. About one of every four youths reported excellent health, while only about four youths per 1,000 appraised their health as poor. Self-appraisals of poor or fair health increased slightly with age. Boys were more likely than girls to report excellent health, and there were proportionately more girls than boys among the 4 percent of the youths who considered themselves in fair health. About one of every 10 youths reported having a health problem which he or she might like to discuss with a doctor (table 1).
When queried about frequency of anxiety, that is, feeling tense or nervous, about 8 percent of the youths stated they often had such feelings (table 2). About 36 percent replied that they sometimes felt nervous, while an additional 36 percent reported that they only rarely experienced anxiety. About 20 percent of the youths reported never feeling anxious. Girls reported greater frequency of anxiety feelings than boys, and this complaint tended to increase with age, a trend more evident for boys than for girls.
**Patterns of Cigarette Smoking**
More than half the youths in the survey, 54 percent, reported that they had never tried smoking, but this figure was closely associated with sex and age (tables 3 and A). About 31 percent of the teenagers reported that they had tried smoking but no longer smoked at all at the time
Table A. Percent distribution of youths in selected age groups by current smoker status, according to sex: United States, 1966-70
| Selected age group and sex | Current smoker status | Total | Smoke regularly | Don't smoke at all now | Never smoked |
|----------------------------|-----------------------|-------|-----------------|------------------------|--------------|
| | | | | | |
| **12-17 years** | | | | | |
| Both sexes-----------------| 100.0 | 14.7 | 31.1 | 54.3 | |
| Boys-----------------------| 100.0 | 18.3 | 32.6 | 49.0 | |
| Girls----------------------| 100.0 | 10.9 | 29.5 | 59.7 | |
| **12 years** | | | | | |
| Both sexes-----------------| 100.0 | 3.5 | 19.1 | 77.5 | |
| Boys-----------------------| 100.0 | 5.3 | 23.1 | 71.6 | |
| Girls----------------------| 100.0 | 1.6 | 14.8 | 83.5 | |
| **17 years** | | | | | |
| Both sexes-----------------| 100.0 | 31.4 | 35.4 | 33.2 | |
| Boys-----------------------| 100.0 | 40.6 | 32.3 | 27.1 | |
| Girls----------------------| 100.0 | 21.9 | 38.6 | 39.4 | |
1 Includes a very small percentage of youths, 0.4 percent, who indicated that they did not smoke cigarettes but did smoke pipes or cigars.
of the survey. The remainder of the youths, about 15 percent, were considered current regular smokers on the basis of their questionnaire responses. The percentage of youths who reported regular smoking increased, as expected, from about 4 percent among 12-year-olds to about 31 percent among 17-year-olds. Of the 15 percent who reported smoking regularly, about 61 percent smoked less than half a pack of cigarettes per day, 25 percent smoked between half and one pack a day, and about 14 percent smoked one or more packs a day.
The extent of regular smoking among youths was related to sex as well as to age (figure 2). Boys were more likely than girls to report themselves as regular smokers—18 percent versus 11 percent.
Youths who indicated that they had tried smoking at least once also reported the age at which they first tried it. Table 4 presents that information for 17-year-olds. The estimates for 17-year-olds indicate that boys experimented with smoking earlier than girls did. In addition, regular
Figure 2. Percent of U.S. youths reporting themselves as regular smokers, by age and sex.
smokers first tried smoking earlier than those youths who had tried smoking but were not current regular smokers (table 4). Information on the ages when 17-year-old regular smokers began smoking regularly is shown in table 5.
Additional information on patterns of cigarette smoking among youths in 1968, 1970, and 1972 is available in reports from the National Clearinghouse for Smoking and Health.\textsuperscript{16,17} Those reports present results of interviews, most of them telephone interviews, of national samples of youths 12 through 18 years of age. The Clearinghouse Survey findings for 1968 on current smokers in the age range 12 through 17 are somewhat lower than findings from the present study for the same age group. About 14 percent of the boys in the Clearinghouse Survey were reported as current regular or current occasional smokers, while an estimated 18 percent of boys in the United States were judged regular smokers on the basis of questionnaire responses in the Health Examination Survey. For girls also the Health Examination Survey estimate of about 11 percent exceeds the National Clearinghouse Survey figure of about 8 percent. At each year of age the percentages of boys and girls representing themselves as regular smokers were higher in the Health Examination Survey than in the National Clearinghouse Survey. These small differences can probably be attributed to the differing methodologies of the two surveys, including sample design, setting and wording of the questions, and differences in definitions. Information on patterns of cigarette smoking in the United States among persons 17 years of age or older is available in publications of the national Health Interview Survey,\textsuperscript{18,19} another continuing program of the National Center for Health Statistics.
Attitudes Toward Physical Appearance
One of the major areas of adjustment during adolescence concerns physical growth and changes and the development of an image of one's physical self, or body image. Characteristics of the body such as weight, height, proportion, appearance, facial complexion, and attractiveness play intimate roles in personal and social adjustment and in the development of one's self-concept.\textsuperscript{20} In this section sex differences and age-related changes in the attitudes of teenagers toward aspects of their physical development and appearance are analyzed.
\textit{Perception of current weight.}—At first glance, responses to the series of questions on appearance are hardly surprising. Youths who perceived themselves as overweight or underweight, for example, also perceived themselves as being fatter or thinner than others and would prefer to be thinner or heavier, respectively, than they were. Boys and girls differed considerably in their attitudes, however, and older youths often expressed different attitudes than younger ones.
About two of every three youths felt that they were \textit{about the right weight} (table 6). The percentage of youths rating themselves this way decreased with age, but even among the 17-year-olds, the majority, 62 percent, thought their weight was "about right." About one youth in five considered himself or herself \textit{overweight}, and about one in eight considered himself or herself \textit{underweight}. Both figures increased slightly as age increased.
Differences between boys and girls in self-perceptions of body weight were striking (figure 3). Proportionately more boys than girls considered themselves about the right weight. Of those who did not, boys were twice as likely as girls to consider themselves underweight. Girls, on the other hand, were more than twice as likely as boys to consider themselves overweight.
Responses to the question asking the youth to compare his or her appearance, or build, with that of most persons of the same age are shown in table 6 and roughly parallel responses to the previous question on perceived weight. Physical measurements of skinfold thickness at five anatomical locations taken in the survey indicate that at every age girls actually have more body fat (greater median skinfold thickness) than boys have.\textsuperscript{21}
When asked about the body build or weight they would prefer to have, slightly less than half the youths reported that they would like to be \textit{about the same weight} as they were (table 6). Again, age and sex were correlated with preferred appearance. About 55 percent of the boys and 41 percent of the girls preferred to be about the same weight as they were, a statistically significant
difference" (figure 3). Satisfaction with present weight also decreased as youths grew older. At age 17, about one-half of the boys but only one-third of the girls expressed satisfaction with their present weight. Almost half of all the girls would like to be thinner than they were, and this response increased with age. The proportion of boys who would rather be thinner, about 18 percent, was smaller than the corresponding proportion of girls. Conversely, the proportion of boys who would like to be heavier, 27 percent, was greater than that for girls, about 11 percent, and rose from 20 percent at age 12 to about 35 percent at age 17.
As stated earlier, the majority of youths who thought they were thinner than most of their peers would choose to be heavier (66 percent), those who thought they were about average in weight would prefer to remain so (62 percent), and youths who perceived themselves as heavier than most would prefer to be thinner (33 percent). However, the patterns of relationships between perceived and preferred body build or weight were distinctly different among boys and girls (tables 7 and B). Although the majority of youths who thought they were thinner than most would rather be heavier, the percentages reporting so were 74 for boys and 56 for girls, a statistically significant difference. Apparently, many girls who consider themselves thin prefer to remain thin or to be even thinner, while most thin boys would like to be heavier.
---
*In this report, the word "significant" refers to statistical significance at the 95-percent confidence level.*
Table B. Percent distribution of youths 12-17 years of age by preferred body build, according to sex and self-perceived body build: United States, 1966-70
| Sex and self-perceived body build | Preferred body build |
|----------------------------------|-----------------------|
| | Total | Thinner | About the same | Heavier |
| Both sexes | | | | |
| Thinner than most--------------- | 100.0 | 4.1 | 29.5 | 66.4 |
| Same as most-------------------- | 100.0 | 2.3 | 18.7 | 12.1 |
| Heavier than most--------------- | 100.0 | 83.1 | 14.7 | 2.2 |
| Boys | | | | |
| Thinner than most--------------- | 100.0 | 1.4 | 24.5 | 74.1 |
| Same as most-------------------- | 100.0 | 10.7 | 70.2 | 19.2 |
| Heavier than most--------------- | 100.0 | 68.3 | 26.9 | 4.8 |
| Girls | | | | |
| Thinner than most--------------- | 100.0 | 7.9 | 36.2 | 55.9 |
| Same as most-------------------- | 100.0 | 4.3 | 53.7 | 41.6 |
| Heavier than most--------------- | 100.0 | 85.7 | 6.0 | 0.4 |
Even among those youths who felt that they were about average in body build, more boys (70 percent) than girls (54 percent) preferred to remain so. About four of every 10 girls, but only one in 10 boys, who felt they were about average in weight would rather be thinner. Of youths who viewed their weight as average, one of every five boys, but only one in 20 girls, would rather be heavier.
Boys and girls who thought they were heavier then most showed very similar differences in attitudes. Almost all of these girls stated that they would like to be thinner, while about one-fourth of these boys preferred to remain as heavy as they were, and about 5 percent would choose to be even heavier.
Preferred height.—About 58 percent of the youths indicated they were satisfied with their present height (table 6). Girls were more likely than boys to express satisfaction with their present height (figure 3). About half of all boys stated they would like to be taller than they were, while only 2 percent would rather be shorter. Among girls, about 20 percent would prefer to be taller, and about 13 percent, shorter.
Acne.—Self-reports from the present survey corroborate the observation that acne, at least in mild degrees, is a fairly common condition among adolescents. About half of the youths reported that they had acne, pimples, or blackheads (table 8). Age trends and sex differences were evident in responses to the series of questions on acne. While the overall prevalence of self-reported acne did not differ significantly by sex, variations in prevalence were apparent at different ages (figure 4). In the age range 12-17 years, the prevalence of self-reported acne increased with age among both boys and girls. Girls reported an earlier onset of acne than boys did (table 9).
Of the youths who reported that they had acne, 58 percent indicated they were using some treatment for it (table 8). At every age girls were more likely than boys to be using some treatment. Further, of the youths with acne, 11 percent stated that they had seen a doctor about it, a percentage which tended to increase with age (table 8). Apparently a good deal of self-medication for acne exists among youths.
About 14 percent of the youths reporting acne indicated that their acne worried them quite a lot (table 8). Girls expressed more concern over
acne than boys did; however, among both sexes, only 16 percent reported they were not at all bothered by their acne. The majority of youths, about seven of every 10, responded that their skin condition bothered them very little or some but not much.
Eating habits and perceived body weight.— Eating patterns and the dietary attitudes and practices of youths have long intrigued both parents and professional students of human behavior.\textsuperscript{22} When youths in the present study were asked about their eating habits, three of every four thought they ate about the right amount (table 10). Proportionately more teenagers, about 19 percent, felt they ate too much than too little, about 7 percent. Girls were more likely than boys to report that they ate too much, while proportionately more boys than girls felt that they ate about the right amount (figure 5). The percentages of boys and girls who felt they ate too little were about equal. Responses to the question did not vary with age.
Parents' ratings of their children's eating habits were obtained in the previous Health Examination Survey of children 6-11 years of age.\textsuperscript{11} In the earlier survey about three of every four children were considered by their parents to usually eat enough. Approximately the same proportion was found in the present study in which teenagers rated themselves. The two surveys also found, in agreement, that more boys than girls were rated as usually eating enough and that more girls than boys were thought to eat too little.
The relationship observed in the present study between the eating habits of youths and their perceived weight is shown in tables 11 and C. As expected, most (85 percent) of the youths who considered themselves about the right weight also felt they ate about the right amount. However, among the teenagers who considered themselves underweight, most (63 percent) thought they ate about the right amount and only about 28 percent thought they ate too little. About 54 percent of the teenagers who rated themselves overweight felt that they ate too much, while 44 percent felt they ate about the right amount.
Table C. Percent distribution of youths 12-17 years of age by amount of food eaten, according to sex and self-perceived weight: United States, 1966-70
| Sex and self-perceived weight | Amount of food eaten |
|-------------------------------|----------------------|
| | Total | Too much | Right amount | Too little |
| Boys | | | | |
| Underweight------- | 100.0 | 10.3 | 64.8 | 24.9 |
| Right weight----- | 100.0 | 8.7 | 87.0 | 4.3 |
| Overweight------- | 100.0 | 52.3 | 46.8 | 0.9 |
| Girls | | | | |
| Underweight------- | 100.0 | 8.9 | 58.4 | 32.7 |
| Right weight----- | 100.0 | 10.8 | 83.6 | 5.6 |
| Overweight------- | 100.0 | 55.4 | 42.4 | 2.2 |
Figure 5. Percent distribution of U.S. youths 12-17 years of age by self-assessment of amount of food eaten, according to sex.
Sleep-Related Behavior
Sleep patterns, disturbances, and related behavior have been the subjects of extensive research.\textsuperscript{23,24} Studies have attempted to determine the relationship of sleep to mood, behavior, memory, and general development as well as to physical and mental health. Sleep disorders appear to arise from many causes. The extent of several types of sleep disorders among American youths is discussed below. Other behavior related to sleep is also discussed.
\textit{Insomnia.}—About 7 percent of the youths reported that they \textit{very often} had trouble getting to sleep or staying asleep (table 12). About 44 percent experienced such difficulties \textit{only from time to time}, and about half of the youths reported that they \textit{never} had such difficulties. Girls were more likely than boys to express this complaint, the largest differences occurring among the 14-through 17-year-olds. In addition, more older youths reported trouble sleeping than younger ones. The difference between boys and girls in sleep difficulties is consistent with findings from an earlier survey of adults.\textsuperscript{25}
\textit{Nightmares.}—About 3 percent of the youths reported that they \textit{quite frequently} had bad dreams or nightmares (table 12). The percentages of girls and boys who had frequent nightmares were about equal, and there was no clear trend with age. About 39 percent of the boys and 47 percent of the girls reported they had disturbing dreams \textit{only from time to time}. Proportionately more boys than girls stated that they \textit{never} had disturbing dreams (58.7 percent versus 50.1 percent), with the largest differences found in the age range 14-17 years. This sex difference in the occurrence of disturbing dreams is in agreement with previous findings from the U.S. Health Examination Survey of adults.\textsuperscript{25} In the previous survey of children 6-11 years of age, about 2 percent of U.S. children were reported by a parent to have frequent nightmares and an additional 42 percent to have them occasionally, but no statistically significant sex or age differences were noted.\textsuperscript{11}
\textit{Sleepwalking.}—About 5 percent of the youths indicated that they had walked in their sleep during the last year or so (table 12). Boys were more likely than girls to report such an incident, 6.3 percent versus 4.0 percent. The difference in sleepwalking between boys and girls was found in each age group in the present study. Sleepwalking among boys tended to decrease with age, but among girls no clear age trend could be discerned. In the previous survey of children mentioned earlier, about 10 percent of 6-11-year-olds were reported by their parents as having walked in their sleep, about 1 percent frequently and 9 percent sometimes but not often.\textsuperscript{11}
\textit{Sleeping arrangements.}—About half of the youths reported that they slept alone in their own room (table 13). Sleeping arrangements were related to age, continuing a trend observed in the previous survey of children.\textsuperscript{11} The percentage of boys who had rooms of their own increased consistently with age, rising from about 36 percent of 12-year-olds to 62 percent of 17-year-olds. Among girls, the proportion increased from 36 percent at age 12 to about 55 percent at age 15 and then leveled off. The only statistically significant difference between girls and boys in this area was found among the 17-year-olds, where more boys than girls had rooms of their own. Most girls who shared a room did so with one or more sisters, and most boys who shared a room did so with one or more brothers (table 13). It is believed that sleeping arrangements are associated with socioeconomic level and cultural patterns.
\textit{Bedtime.}—The youths were asked at what hour they usually went to bed when the next day was a schoolday or workday. Responses are shown in table 14 by age and sex and in figure 6 by age. The median, or typical, bedtime for all 12-through 17-year-olds was shortly after 10 p.m., and was about the same for boys as for girls. As expected, older teenagers stayed up later than younger ones. Continuing a trend found in the previous survey of children,\textsuperscript{11} median bedtime increased with age from about 9:40 p.m. for 12-year-olds to near 11 p.m. for 17-year-olds.
Family Relationships and the Development of Personal Independence
A number of the survey questions focused on the development of personal independence as reflected in autonomy in decisionmaking practices.
the cases). These figures are in fairly close agreement with 1970 U.S. Census information.\textsuperscript{26}
\textit{Decisionmaking practices in the home.}—The youths were asked to indicate who in the family made most of the decisions on "choosing your clothes," "how to spend your money," "which friends to go out with," and "how late you can stay out." Detailed responses to the questions are presented in tables 15 through 18 and summarized in table D. About 52 percent of the teenagers reported they alone decided how to spend their money, 46 percent reported autonomy in choosing their friends, 34 percent reported they usually chose their own clothes, and only 5 percent reported they were allowed to fix their own hours. Autonomy in most of those areas of decisionmaking was highly associated with the age and sex of the youths. In all areas boys reported more independence than girls, and older boys and girls reported more autonomy than younger ones.
\textit{Allowance.}—About half of the youths in the survey reported that they received an allowance (table 19). Receiving an allowance was related to the age and sex of the youth. Proportionately more girls than boys reported receiving an allowance. Allowances became less common as the
\begin{table}[h]
\centering
\begin{tabular}{|l|c|c|c|}
\hline
Selected age group and type of decision & Total & Boys & Girls \\
\hline
\multicolumn{4}{|c|}{12-17 years} \\
Choosing clothes & 33.8 & 35.8 & 31.8 \\
How to spend money & 52.1 & 53.4 & 50.8 \\
Friends to go out with & 46.5 & 53.7 & 39.1 \\
How late to stay out & 4.6 & 6.7 & 2.5 \\
\hline
\multicolumn{4}{|c|}{12 years} \\
Choosing clothes & 15.2 & 14.5 & 16.0 \\
How to spend money & 43.0 & 44.8 & 41.3 \\
Friends to go out with & 35.8 & 38.8 & 32.8 \\
How late to stay out & 1.5 & 2.8 & 0.2 \\
\hline
\multicolumn{4}{|c|}{17 years} \\
Choosing clothes & 57.5 & 62.9 & 52.0 \\
How to spend money & 63.3 & 65.1 & 61.5 \\
Friends to go out with & 58.7 & 67.8 & 49.6 \\
How late to stay out & 13.4 & 19.5 & 7.1 \\
\hline
\end{tabular}
\caption{Percent of youths in selected age groups reporting autonomy in decisionmaking, by sex and type of decision: United States, 1966-70}
\end{table}
youths grew older and began part-time work. At every age, a higher percentage of girls than boys reported receiving an allowance.
For about half of the youths who received allowances, the amount was decided by both parents (table 19). For the others, the mother alone decided the amount for about 27 percent of the youths and the father alone for about 19 percent. That pattern differed, however, for girls and for boys. Fathers tended to determine the amount for sons, while mothers tended to determine the amount for daughters.
Most youths who received an allowance, 56 percent, felt that both parents should decide the amount of their allowance (table 19). Of those who thought otherwise, a greater percentage of boys than girls felt that the father should decide—23 percent compared to 12.5 percent. Correspondingly, more girls than boys believed that the mother should decide. The option of choosing one's own amount of allowance was not offered.
About seven of every 10 youths who received an allowance reported that they had to perform chores or duties for the money they received (table 19). Responses were similar for boys and for girls. Further, about one of every four youths receiving an allowance reported that the allowance was sometimes withheld as a punishment (table 19). Boys were more likely than girls to report punishment of this nature. The practice occurred less often among older youths than among younger ones.
Separation from family.—About 16 percent of noninstitutionalized youths aged 12-17 indicated that at some time they had been away from their immediate family for at least 2 months (table 20). Information regarding lengthy separation serves in this report as an indicator of independence in the sense of being able to function outside the emotional support of the immediate family. The percentage of youths who had spent at least this long a period away from home increased with age, as expected, but even among the 17-year-olds only about one youth in four had ever been away for this long a period. In the age range encompassed in the survey, proportionately more girls reported such separations than boys. The difference was small but statistically significant.
Youths who reported they had been away from home for at least 2 months were also asked where they stayed (table 20). Most of them indicated they had stayed with relatives (57 percent). About 11 percent had been at camp, 4 percent at boarding school, about 4 percent at a hospital, and about 12 percent elsewhere. About 12 percent of the youths indicated they had stayed at two or more of the places listed. Girls reported separations from their families at earlier ages than boys did.
Use of Leisure Time
Several questions in the present study asked the youths about the use of their leisure time. The youths were asked to estimate about how much time they spent during the usual day watching television; listening to the radio; reading newspapers, comics, or magazines; and, finally, reading books. Results are summarized in figure 7 and table E.
Watching television.—Almost all of the youths, 95 percent, watched some television during a usual day, with 89 percent viewing for an hour or more per day (table 21). About one out of every four youths usually watched 4 or more hours of television a day. Television viewing tended to decrease slightly with age from 12-17 years, and this trend was clearer for girls than for boys. Even at age 17, however, nine of every 10 youths watched some television on a usual day. The median, or typical, amount of time spent watching television on a usual day was approximately 3 hours. Median viewing time decreased slightly with age, declining from about 3 hours per day for 12- and 13-year-olds to about 2 hours, 20 minutes for 17-year-olds.
Present findings and those from the previous survey of children are generally consistent with findings from other large-scale studies of television viewing among children and youths.\textsuperscript{27-30} Those studies indicate that after reaching a peak of about 3 hours per day at ages 12 or 13, the average amount of televiewing tends to decrease with age.
Listening to the radio.—About 85 percent of American youths spend some time during a usual day listening to the radio (table 22). While television viewing tended to decrease slightly as youths grew older, listening to the radio increased with age. The percentage of youths who spent some time listening to the radio increased from 74 perFigure 7. Percent distributions of 12- and 17-year-old U.S. youths by time spent in various leisure-time activities on a usual day.
Table E. Median length of time spent by youths in selected activities on a usual day, by sex and selected age groups: United States, 1966-70
| Activity | 12-17 years | 12 years | 17 years |
|-----------------------------------------------|-------------|----------|----------|
| | Both sexes | Boys | Girls | |
| Watching television | 2h-46m | 2h-47m | 2h-43m | 2h-53m | 2h-22m |
| Listening to the radio | 1h-24m | 1h-06m | 1h-43m | 0h-51m | 1h-59m |
| Reading newspapers, comics, or magazines | 0h-43m | 0h-42m | 0h-44m | 0h-37m | 0h-48m |
| Reading books | 1h-06m | 0h-55m | 1h-19m | 1h-06m | 1h-15m |
School, Work, and Educational Goals
School occupies a central position in the lives of most youths in the age range encompassed in this study. About 96 percent of the youths in the survey reported that they were enrolled in school (table 25). As expected, nonenrollment was highest among the 16- and 17-year-olds.
Of the youths in school, about 40 percent reported they also worked during the school year, thus attaining some measure of economic independence (table 25). The percentage of students who worked during the school year increased as youths grew older. At every age proportionately more boys than girls reported working. At age 12, 38 percent of the boys and 27 percent of the girls reported that they worked during the school year. By age 17, 60 percent of the boys and 45 percent of the girls reported working during the school year. Older youths worked more hours per week than younger ones (table 25). About 84 percent of the youths who worked during the school year were paid for their work (table 25); by age 17, 93 percent of the youths who worked were paid for their work.
Almost half of the youths in school, 48 percent, reported that they engaged in some work during summer vacation, 12 percent working full time and about 36 percent part time (table 26). Summer work varied with the age and sex of the youth. Older youths were more likely than younger ones to engage in summer work. Boys were more likely to engage in summer work, full time or
part time, than girls were. Among 17-year-olds an estimated 84 percent of boys and 56 percent of girls worked during summer vacation.
Among youths not enrolled in school, boys and girls indicated somewhat different situations regarding employment. Since nonenrollees were mostly 16- and 17-year-olds, analysis of differences in work status in those age groups is emphasized (table 27). The following estimates concerning work status obtained in the survey apply to the period 1966-70 and are not intended as official employment statistics. They are presented for the trends and differences in demographic groups they reveal, patterns which are related to adolescent development. About 27 percent of the 16-year-old youths not in school reported that they had a job, 46 percent reported that they did not have a job but were seeking one, and 27 percent responded that they did not have a job and were not looking for one. Among 17-year-olds not in school, 50 percent reported having a job, 29 percent were looking for one, and 21 percent were not employed and not seeking employment. Work and job-seeking activities differed for girls and for boys. Among 17-year-olds who were not in school, 62 percent of the boys reported that they had a job, an additional 27 percent responded that they did not have a job but were looking for one, and only about 10 percent were neither working nor looking for work. Among 17-year-old girls not in school, the corresponding percentages were 37 percent employed, 31 percent not employed but seeking a job, and 32 percent neither having a job nor seeking one.
Youths in the present survey were also questioned about their aspirations and expectancies regarding school. The responses of youths in elementary or secondary school, an estimated 96 percent of the youths, are shown in table 28. Almost all (99 percent) reported they would like to at least finish high school, and most expressed the hope of continuing some form of education beyond high school. A very small group, about 2 percent of the 15-year-olds and 1 percent of the 16- and 17-year-olds, reported the desire to quit school as soon as possible. About 22 percent of the youths hoped to finish high school and take no further training, a percentage which was similar for girls and boys. Girls were more likely than boys to express the hope of obtaining some college or other training after high school, such as nursing, business, or trade school; the percentages were 37 percent versus 29 percent. Boys, on the other hand, were more likely than girls to aspire to getting a college degree or finishing college and taking further training.
The educational desires of youths who had graduated from high school and who were not enrolled in further schooling at the time of the survey and of those who were enrolled in some post-high school education are presented in table 29. Also shown are the educational desires of the relatively small number of youths who had left school before graduating. Interestingly, only about 37 percent of the dropouts wished to remain out of school. Almost half, 48 percent, wanted to finish high school, and the remainder, about 15 percent, reported higher educational aspirations.
In addition to being asked what they would like to do about school, the youths were asked what they thought would actually happen with respect to school. Responses are shown for the same categories of current school enrollment as in the question on aspirations (tables 28 and 29). Responses to the two questions are compared in table 30.
Among youths enrolled in elementary or secondary school, aspirations and expectancies coincided for the most part, but there were some interesting exceptions. Of the 1.2 percent of youths in school who wished to quit school as soon as possible, about 62 percent thought this would actually happen, while about 30 percent thought they would probably finish high school. The rest expected to remain in the educational system beyond high school. Of the 22 percent of youths in school who wished to finish high school and pursue no further formal education, about 2 percent expected to drop out, and about 12 percent expected to continue some formal education beyond high school. Of the students who aspired to a college degree, about 20 percent did not expect to realize their desires.
Values
Among the major developmental tasks of the adolescent is the structuring of a value system which will satisfy his own self-image and provide a pattern of adaptation to the demands of the external world.
Eleven questions included in the survey attempted to assess the importance to youths of a variety of personal traits or values. The traits cover the areas of socialization, orientation toward others, significant internal aspects of personality development, and general orientation to life. The inquiry was phrased: "How important do you think it is for a young person to have each of the qualities or characteristics listed below?" The response options for each trait were extremely important, important, slightly important, and unimportant. The 11 traits were:
1. To be neat and clean,
2. To be able to defend oneself,
3. To have self-control,
4. To be happy,
5. To obey one's parents,
6. To be dependable,
7. To be considerate of others,
8. To face life's problems calmly,
9. To obey the law,
10. To be ambitious,
11. To know how to keep in good health.
Percent distributions of the responses to each of the traits according to the sex and age of the youths are presented in tables 32 through 37. Results are summarized in table F.
The average number of those personal traits ranked as extremely important was about six. Girls were more likely than boys to characterize the traits as extremely important (table 31). About 8 percent of the youths regarded all 11 traits as being extremely important, while about 4 percent did not rate any of the 11 traits that way.
The relative importance of the traits varied with the sex and age of the youths and reflect attitudes of youths during the period 1966-1970. The trait most frequently rated by boys as extremely important was obedience to the law, with 70 percent responding that way. The second most important trait for boys was obedience to one's parents, considered extremely important by 64 percent. Among girls, obedience to the law tied with neatness and cleanliness as the traits most frequently chosen as extremely important; 75 percent of the girls replied in that way. The rank order of the traits according to importance to all youths is shown in table F.
Table F. Percent distribution of youths aged 12-17 years by attitudes toward selected traits: United States, 1966-70
| Trait | Degree of importance |
|--------------------------------------------|----------------------|
| | Total | Extremely important | Important | Slightly important | Unimportant |
| To obey the law----------------------------| 100.0 | 72.3 | 25.1 | 2.2 | 0.4 |
| To be neat and clean-----------------------| 100.0 | 68.4 | 29.5 | 1.8 | 0.3 |
| To obey one's parents----------------------| 100.0 | 66.1 | 30.8 | 2.5 | 0.6 |
| To know how to keep in good health--------| 100.0 | 64.4 | 33.0 | 2.2 | 0.4 |
| To have self-control----------------------| 100.0 | 62.9 | 33.8 | 2.6 | 0.7 |
| To be dependable---------------------------| 100.0 | 59.2 | 36.9 | 3.2 | 0.8 |
| To be considerate of others---------------| 100.0 | 51.1 | 44.2 | 3.8 | 1.0 |
| To be happy-------------------------------| 100.0 | 50.2 | 42.8 | 5.8 | 1.2 |
| To face life's problems calmly-------------| 100.0 | 46.1 | 47.5 | 5.5 | 0.9 |
| To be ambitious---------------------------| 100.0 | 34.1 | 53.0 | 10.4 | 2.5 |
| To be able to defend oneself--------------| 100.0 | 30.7 | 55.3 | 12.6 | 1.5 |
Percent distribution
| Trait | Total | Extremely important | Important | Slightly important | Unimportant |
|--------------------------------------------|----------|---------------------|-----------|--------------------|-------------|
| To obey the law----------------------------| 100.0 | 72.3 | 25.1 | 2.2 | 0.4 |
| To be neat and clean-----------------------| 100.0 | 68.4 | 29.5 | 1.8 | 0.3 |
| To obey one's parents----------------------| 100.0 | 66.1 | 30.8 | 2.5 | 0.6 |
| To know how to keep in good health--------| 100.0 | 64.4 | 33.0 | 2.2 | 0.4 |
| To have self-control----------------------| 100.0 | 62.9 | 33.8 | 2.6 | 0.7 |
| To be dependable---------------------------| 100.0 | 59.2 | 36.9 | 3.2 | 0.8 |
| To be considerate of others---------------| 100.0 | 51.1 | 44.2 | 3.8 | 1.0 |
| To be happy-------------------------------| 100.0 | 50.2 | 42.8 | 5.8 | 1.2 |
| To face life's problems calmly-------------| 100.0 | 46.1 | 47.5 | 5.5 | 0.9 |
| To be ambitious---------------------------| 100.0 | 34.1 | 53.0 | 10.4 | 2.5 |
| To be able to defend oneself--------------| 100.0 | 30.7 | 55.3 | 12.6 | 1.5 |
Girls were more likely than boys to rate the following traits as extremely important: obedience to the law, neatness and cleanliness, obedience to one's parents, happiness, and consideration of others. Boys were more likely than girls to think that the ability to defend oneself was extremely important.
The importance attributed to several of the traits was associated with the age as well as the sex of the youths. Among boys, obedience to the law was most frequently rated as extremely important during ages 12 through 15. For 16-year-olds the trait most frequently rated as extremely important was self-control, while for the 17-year-olds it was dependability. Among girls, obedience to the law was the trait most often rated as extremely important at ages 12 and 13, but it was replaced by neatness and cleanliness at ages 14 through 17. Thus, among both boys and girls, there is a trend for obedience to the law to be less often regarded as extremely important as the youths grew older. Even at age 17, however, this trait was considered extremely important by 63 percent of the youths and considered important by an additional 33 percent. Very few 17-year-olds, about 3 percent, regarded obedience to the law as slightly important or unimportant (table 32).
The importance of being neat and clean as measured by the percentage of ratings of "extremely important" increased as girls grew older, but this trend was not apparent among boys (table 32). Obedience to parents was less frequently rated as extremely important and more often as important as youths grew older, a trend discernible among both boys and girls (table 33). A similar trend of somewhat decreasing importance with age characterized the trait of knowing how to keep in good health (table 33). The importance of having self-control increased in importance among girls as they grew older, but this was not true for boys (table 34). Other qualities that were more likely to be rated as extremely important as youths grew older were dependability, consideration for others, happiness, and ambition (tables 34-36).
**Perception of the Need for Medical Care**
A number of the self-report questionnaire items required the youth to rate selected medical conditions or symptoms according to the youth's self-perceived need for consulting a doctor. The youth was asked, "If you had any of the following conditions, would you want a doctor to know about it? (Includes your seeing him or a telephone call about it.)" Twelve conditions were listed (table G). For each condition the three response options were: definitely want to see a doctor, probably want to see a doctor, and not want to see a doctor. Responses to the questions are shown according to age and sex in tables 39-42 and summarized in table G. The question did not probe into the frequency, intensity, or duration of the condition or symptom.
Not unexpectedly, some of the conditions were much more likely to be perceived as serious problems than others. The relative seriousness with which youths viewed the symptoms is shown in table G, where the symptoms are ranked in severity as reflected by the percentage of responses of "definitely want to see a doctor."
Blood in urine or bowel movement was considered the most serious symptom, with three in four youths responding that they would definitely want to see a doctor if they had that condition (table G).
A lump in the stomach or abdomen was considered next most serious by boys, 68 percent. Girls viewed this symptom with as much concern as they did blood in urine or bowel movement; about three out of four girls would definitely want to see a doctor for either condition. The next most serious symptom for all youths was pain in chest, a symptom for which about half of the youths would definitely want to consult a doctor. The remaining conditions were ranked in the following order of seriousness: hurt all over (45 percent), stiff neck or back (24 percent), loss of appetite (19 percent), overtiredness (15 percent), nervousness (14 percent), vomiting (12 percent), sore throat (8 percent), stomach ache (4 percent), and headache (3 percent).
The seriousness of the conditions was perceived differently by boys and girls. Proportionately more girls than boys would definitely want to see a doctor if they had any of the following conditions or symptoms: lump in stomach (76 percent versus 68 percent), pain in chest (56 percent versus 45 percent), hurt all over (47 percent
Table G. Percent distribution of youths aged 12-17 years by perceived need for a doctor for selected medical symptoms: United States, 1966-70
| Condition or symptom | Total | Definitely want to see doctor | Probably want to see doctor | Not want to see doctor |
|-------------------------------|-------|-------------------------------|-----------------------------|------------------------|
| Blood in urine or bowel movement | 100.0 | 74.5 | 19.6 | 5.9 |
| Lump in stomach or abdomen | 100.0 | 71.7 | 22.9 | 5.4 |
| Pain in chest | 100.0 | 50.1 | 39.3 | 10.6 |
| Hurt all over | 100.0 | 44.6 | 39.4 | 15.9 |
| Stiff neck or back | 100.0 | 23.8 | 37.8 | 38.4 |
| Loss of appetite | 100.0 | 19.4 | 39.9 | 40.7 |
| Overtiredness | 100.0 | 14.8 | 35.8 | 49.4 |
| Nervousness | 100.0 | 13.7 | 43.3 | 42.9 |
| Vomiting | 100.0 | 11.9 | 34.3 | 53.8 |
| Sore throat | 100.0 | 8.1 | 36.5 | 55.4 |
| Stomach ache | 100.0 | 4.3 | 19.6 | 76.1 |
| Headache | 100.0 | 2.8 | 14.0 | 83.2 |
versus 42 percent), or stiff neck or back (26 percent versus 21 percent).
The average number of conditions or symptoms rated as indicating a definite need for consulting a doctor was 3.4 (table 38). Less than 1 percent of the youths rated all 12 conditions as definitely warranting a physician's attention, while about 14 percent thought that none of them definitely warranted calling a doctor. The distribution of responses was skewed, with four of the symptoms accounting for about 71 percent of the responses of definite need to consult a doctor.
In addition to the differences in responses between boys and girls, perceived seriousness of some of the conditions changed as youths grew older. Older youths of both sexes looked on the conditions blood in urine or bowel movement and lump in stomach with somewhat more concern than younger ones did (table 39). In addition, older girls regarded the symptom pain in the chest as more serious than younger ones did (table 39).
Conditions which were perceived as less serious by older than younger youths were hurt all over, stiff neck or back, and stomach ache. Older boys viewed the symptoms sore throat and vomiting as less serious than younger boys did, and older girls regarded loss of appetite as less serious than younger girls did.
Perception of the Need for Dental Care
In another section of the questionnaire seven dental conditions or symptoms were listed, and the youths were asked whether they would want to see a dentist if they had any of them (table H). The format of the question was similar to that for the medical conditions and symptoms. Detailed responses to each of the questions on dental conditions are shown according to the age and sex of the youths in tables 44-46. Responses indicate that, as with the medical symptoms discussed in the preceding section, youths considered it more important to consult a dentist about some conditions than about others. A ranking of the relative seriousness of the conditions as measured by the percentage of responses of "definitely want to see a dentist" is shown in table H.
Table H. Percent distribution of youths aged 12-17 years by perceived need for a dentist for selected dental conditions: United States, 1966-70
| Condition or symptom | Total | Definitely want to see dentist | Probably want to see dentist | Not want to see dentist |
|---------------------------------------|-------|-------------------------------|------------------------------|-------------------------|
| Hole or cavity in a tooth—even though it did not hurt | 100.0 | 64.7 | 29.2 | 6.1 |
| Crooked teeth | 100.0 | 52.8 | 38.0 | 9.2 |
| A toothache | 100.0 | 52.7 | 37.8 | 9.6 |
| Sores in the mouth | 100.0 | 47.6 | 33.8 | 18.5 |
| Sore gums | 100.0 | 39.0 | 44.2 | 16.9 |
| Stains on teeth that would not brush off | 100.0 | 33.6 | 50.6 | 15.8 |
| Bad breath | 100.0 | 8.2 | 18.3 | 73.6 |
The condition regarded by the largest number of boys and girls as definitely requiring a dentist's attention was hole or cavity in a tooth—even though it did not hurt. About 65 percent of the youths indicated they would definitely want to see a dentist if they had that condition. Crooked teeth and toothache were next most serious, according to the youths, with about 53 percent definitely wanting to see a dentist for either condition. About 48 percent of the youths would definitely want to see a dentist if they had sores in their mouths. The remaining conditions were ranked as follows: sore gums (39 percent), stains on the teeth that would not brush off (34 percent), and bad breath (8 percent). Although girls were more likely than boys to definitely want to see a dentist for each of the seven conditions, the only sex differences in perceived seriousness large enough to be statistically significant were for the symptom sore gums and the condition sores in the mouth.
The average number of dental conditions for which youths would definitely want to see a dentist was about three (table 43). About 3 percent of the youths would definitely want to see a dentist for all seven dental conditions, while 12 percent did not feel they would definitely want to see a dentist for any one of them.
Aspects of Social Behavior
Running away from home.—About one of every 10 youths 12-17 years of age in the non-institutionalized population of the United States reported having run away from home (table 47). About 7 percent reported they had run away once, and an additional 3 percent indicated they had run away more than once. Running away from home was defined as "leaving or staying away on purpose, knowing you would be missed, intending to stay away from home, at least for some time." Differences in responses between boys and girls were small enough to be explained by sampling variability. Proportionately more older than younger youths reported they had ever run away from home. Youths who indicated they had run away at least once also reported their age when they first ran away (table 48).
Contacts with police.—Almost one youth in five (18.8 percent) reported having had, at least once, some contact with "police, sheriff, or juvenile officers for something you did or they thought you did" (table 49). About 13 percent had had one such contact, 3 percent two contacts, and 3 percent more than two contacts. Boys reported this type of experience with much greater frequency than girls, 29.3 percent versus 8.1 percent. The likelihood of such contacts increased with age, particularly among boys. The percentage of boys who had had at least one contact with the police or other authorities increased from 16 percent of 12-year-olds to about 44 percent of 17-year-olds. In interpreting this information it must be recalled that the present survey was limited to the noninstitutionalized population of youths; thus no youths in jails or reform schools during the time of the survey would be included in the results.
The reasons for the police-youth contacts were of the types that one would expect to occur during adolescence. They included questionings about thefts (mostly shoplifting), moving traffic violations, physical aggression toward others (mostly fighting), vandalism, trespassing, school-related problems (truancy, vandalism, misbehavior, and trespassing), contacts concerning drinking alcoholic beverages or possessing illegal drugs, public safety contacts (playing in streets, using fireworks, disorderly behavior), contacts concerning curfew, loitering, or vagrancy laws, running away from home, and a host of other minor acts, questionings, or warnings which defy classification. It should be emphasized that these were the reasons given by the youths for the police contacts and that the contacts in most cases did not result in formal charges or arrests. Official statistics on arrests are published annually by the U.S. Federal Bureau of Investigation in *Uniform Crime Reports for the United States*.
The youths who indicated some police contact were asked whether they had been arrested. About 15 percent of them said they had (table 49), a figure representing about 3 percent of all noninstitutionalized youths aged 12-17. About 4 percent did not know whether or not they had been arrested, and the vast majority, over 80 percent, reported they had not been arrested. It is emphasized that these figures cannot be interpreted as true arrest rates. Many youths may have confused questioning by police or going to a police station with being arrested and did not know whether they had in fact been charged or arrested. The results simply illustrate how the youths themselves perceived and recalled the police contacts. Boys indicating contacts with police were more likely to report arrests than girls who reported police contacts (17.0 percent versus 6.4 percent), and older boys who reported police contacts were more likely than younger ones to report arrests.
**Dating behavior.**—An estimated 48 percent of the youths had had at least one date (table 50), which was defined as "a boy and girl going out together, whether or not anyone else was along." Dating patterns differed for boys and for girls, and, as expected, more older youths dated than younger ones. For boys, having had a date increased from 10 percent among the 12-year-olds to 85 percent among the 17-year-olds; for girls, the percentage rose from 7 percent of the 12-year-olds to 93 percent of the 17-year-olds. Between ages 12 and 14, the percentages of boys and girls who dated were similar, but from age 15 through 17, girls were more likely than boys to have dated. The typical 17-year-old reported having had the first date when he or she was about 16 years old.
**SUMMARY**
This report has presented information on selected health characteristics, attitudes, and behavior of youths in the age range 12-17 years. The estimates are based on answers to questionnaires completed by the youths themselves in the national Health Examination Survey of 1966-70. In the survey, a national probability sample of noninstitutionalized youths 12-17 years of age was selected and examined. The response rate was 90 percent. Because of the sample design, adjustment for nonresponse, and statistical weighting procedures employed, survey results may be considered representative of the approximately 23 million noninstitutionalized youths in this age range at the time of the survey with respect to age, sex, race, region, and other demographic and socioeconomic characteristics.
The report is descriptive in nature and discusses the association of sex and age with responses to a wide range of questions concerning adolescent health and development. The areas represented include general health status; patterns of cigarette smoking; attitudes toward physical development and appearance; behavior related to sleep; family relationships and the development
of personal independence; use of leisure time; school, work, and educational goals; and values. Also included are some aspects of social behavior, perception of the need for medical or dental care, and other health characteristics. A comparison of present survey findings is made, where possible, with findings from previous studies. Age trends and sex differences for many of the self-reported health characteristics, attitudes, and behavioral patterns were evident.
REFERENCES
1 National Center for Health Statistics: Plan and operation of a health examination survey of U.S. youths 12-17 years of age. *Vital and Health Statistics*. PHS Pub. No. 1000-Series 1-No. 8. Public Health Service. Washington. U.S. Government Printing Office, Sept. 1969.
2 National Center for Health Statistics: Origin, program, and operation of the U.S. National Health Survey. *Vital and Health Statistics*. PHS Pub. No. 1000-Series 1-No. 1. Public Health Service. Washington. U.S. Government Printing Office, Apr. 1965.
3 National Center for Health Statistics: Plan and initial program of the Health Examination Survey. *Vital and Health Statistics*. Series 1-No. 4. DH EW Pub. No. (HRA) 74-1038. Health Resources Administration. Washington. U.S. Government Printing Office, Nov. 1973.
4 National Center for Health Statistics: Cycle I of the Health Examination Survey: Sample and response, United States, 1960-1962. *Vital and Health Statistics*. PHS Pub. No. 1000-Series 11-No. 1. Public Health Service. Washington. U.S. Government Printing Office, Apr. 1964.
5 National Center for Health Statistics: Plan, operation, and response results of a program of children's examinations. *Vital and Health Statistics*. PHS Pub. No. 1000-Series 1-No. 5. Public Health Service. Washington. U.S. Government Printing Office, Oct. 1967.
6 National Center for Health Statistics: Sample design and estimation procedures for a national health examination survey of children. *Vital and Health Statistics*. Series 2-No. 43. DH EW Pub. No. (HSM) 72-1005. Health Services and Mental Health Administration. Washington. U.S. Government Printing Office, Aug. 1971.
7 National Center for Health Statistics: Behavior patterns in school of youths 12-17 years, United States. *Vital and Health Statistics*. Series 11-No. 139. DH EW Pub. No. (HRA) 74-1621. Health Resources Administration. Washington. U.S. Government Printing Office, May 1974.
8 National Center for Health Statistics: Parent ratings of behavioral patterns of youths 12-17 years, United States. *Vital and Health Statistics*. Series 11-No. 137. DH EW Pub. No. (HRA) 74-1619. Health Resources Administration. Washington. U.S. Government Printing Office, May 1974.
9 National Center for Health Statistics: Examination and health history findings among children and youths, 6-17 years, United States. *Vital and Health Statistics*: Series 11-No. 129. DH EW Pub. No. (HRA) 74-1611. Health Resources Administration. Washington. U.S. Government Printing Office, Nov. 1973.
10 National Center for Health Statistics: Language and adjustment scales for the Thematic Apperception Test for youths 12-17 years. *Vital and Health Statistics*. Series 2-No. 62. Health Resources Administration, DH EW, Rockville, Md. In preparation.
11 National Center for Health Statistics: Parent ratings of behavioral patterns of children, United States. *Vital and Health Statistics*, Series 11-No. 108. DH EW Pub. No. (HSM) 72-1010. Health Services and Mental Health Administration. Washington. U.S. Government Printing Office, Nov. 1971.
12 National Center for Health Statistics: Behavior patterns of children in school, United States. *Vital and Health Statistics*. Series 11-No. 113. DH EW Pub. No. (HSM) 72-1042. Health Services and Mental Health Administration. Washington. U.S. Government Printing Office, Feb. 1972.
13 National Center for Health Statistics: Relationships among parent ratings of behavioral characteristics of children, United States. *Vital and Health Statistics*. Series 11-No. 121. DH EW Pub. No. (HSM) 73-1603. Health Services and Mental Health Administration. Washington. U.S. Government Printing Office, Oct. 1972.
14 National Center for Health Statistics: Replication: An approach to the analysis of data from complex surveys. *Vital and Health Statistics*. PHS Pub. No. 1000-Series 2-No. 14. Public Health Service. Washington. U.S. Government Printing Office, Apr. 1966.
15 National Center for Health Statistics: Pseudoreplication: Further evaluation and application of the balanced half-sample technique. *Vital and Health Statistics*. PHS Pub. No. 1000-Series 2-No. 31. Public Health Service. Washington. U.S. Government Printing Office, Jan. 1969.
16 National Clearinghouse for Smoking and Health: *Teenage Smoking: National Patterns of Cigarette Smoking, Ages 12 Through 18, in 1968 and 1970*. DHEW Pub. No. (HSM) 72-7508. Public Health Service. Washington. U.S. Government Printing Office, 1971.
17 National Clearinghouse for Smoking and Health: *Patterns and Prevalence of Teenage Cigarette Smoking: 1968, 1970, and 1972*. DHEW Pub. No. (HSM) 73-8701. Public Health Service. Washington. U.S. Government Printing Office, Aug. 1972.
18 National Center for Health Statistics: Changes in cigarette smoking habits between 1955 and 1966. *Vital and Health Statistics*. PHS Pub. No. 1000-Series 10-No. 59. Public Health Service. Washington. U.S. Government Printing Office, Apr. 1970.
19 National Center for Health Statistics: Cigarette smoking: United States, 1970. *Monthly Vital Statistics Report*. Vol. 21, No. 3, Supplement. (HSM) 72-1132. Rockville, Md. Health Services and Mental Health Administration, June 2, 1972.
20 McCandless, B. R.: *Adolescents: Behavior and Development*. Hinsdale, Ill. The Dryden Press, Inc., 1970.
21 National Center for Health Statistics: Skinfold thickness of youths 12-17 years, United States. *Vital and Health Statistics*, Series 11-No. 132. DHEW Pub. No. (HRA) 74-1614. Health Resources Administration. Washington. U.S. Government Printing Office, Jan. 1974.
22 Daniel, W. A., Jr.: *The Adolescent Patient*. St. Louis. The C. V. Mosby Company, 1970.
23 National Clearinghouse for Mental Health Information: *Biological Rhythms in Psychiatry and Medicine*. PHS Pub. No. 2088. National Institute of Mental Health. Washington. U.S. Government Printing Office, 1970.
24 National Institute of Mental Health: *Current Research on Sleep and Dreams*. PHS Pub. No. 1389. Washington. U.S. Government Printing Office, 1965.
25 National Center for Health Statistics: Selected symptoms of psychological distress, United States. *Vital and Health Statistics*. PHS Pub. No. 1000-Series 11-No. 37. Public Health Service. Washington. U.S. Government Printing Office, Aug. 1970.
26 White House Conference on Children and Youth, 1971: *Profiles of Youth*. GPO Stock Number 5247-0028. Washington. U.S. Government Printing Office, 1971.
27 Witry, P. A.: Some research on TV, in *Children and TV: Television's Impact on the Child*. Washington, D.C. Association for Childhood Education International, Bull. 21-A, 1967. pp. 15-22.
28 Schramm, W., Lyle, J., and Parker, E. B.: *Television in the Lives of Our Children*. Stanford, Calif. Stanford University Press, 1961.
29 National Clearinghouse for Mental Health Information: *Television and Social Behavior: An Annotated Bibliography of Research Focusing on Television's Impact on Children*. PHS Pub. No. 2099. National Institute of Mental Health. Washington. U.S. Government Printing Office, 1971.
30 Executive Office of the President: *Social Indicators, 1973*. Office of Management and Budget. Washington. U.S. Government Printing Office, 1973.
31 Josselyn, I. M.: *Adolescence*. New York. Harper and Row, 1971.
32 U.S. Federal Bureau of Investigation: *Uniform Crime Reports for the United States*. Washington. U.S. Government Printing Office. (Annual publication)
| Table | Description | Page |
|-------|-----------------------------------------------------------------------------|------|
| 1 | Percent distribution of youths by self-appraised health status, and percent of youths reporting a health problem they would like to discuss with a doctor, according to sex and age, with standard errors for totals: United States, 1966-70 | 25 |
| 2 | Percent distribution of youths by frequency of anxiety feelings, according to sex and age, with standard errors for totals: United States, 1966-70 | 26 |
| 3 | Percent distributions of youths by current smoker status and amount of smoking among regular smokers, according to sex and age, with standard errors for totals: United States, 1966-70 | 27 |
| 4 | Percent distribution of 17-year-old youths who had ever tried smoking by age at which they first tried smoking, and median age at which they first tried smoking, according to current smoker status and sex: United States, 1966-70 | 28 |
| 5 | Percent distribution and standard errors of 17-year-old regular smokers by age at which they began smoking regularly, and median age at which they began smoking regularly, according to sex: United States, 1966-70 | 28 |
| 6 | Percent distributions of youths by their attitudes toward their weight, body build, and height, according to sex and age, with standard errors for totals: United States, 1966-70 | 29 |
| 7 | Percent distributions of youths by preferred body build, according to perceived body build, sex, and age, with standard errors for totals: United States, 1966-70 | 30 |
| 8 | Percent of youths reporting acne, and percent distributions of youths with acne by whether they use any treatment for it, whether they have seen a doctor about it, and how much it bothers them, according to sex and age, with standard errors for totals: United States, 1966-70 | 31 |
| 9 | Percent distribution of youths reporting acne by age at which acne began, and median age at which acne began, according to sex and age, with standard errors for totals: United States, 1966-70 | 32 |
| 10 | Percent distribution of youths by amount of food eaten, according to sex and age, with standard errors for totals: United States, 1966-70 | 33 |
| 11 | Percent distributions of youths in selected age groups by amount of food eaten, according to sex and self-perceived weight: United States, 1966-70 | 34 |
| 12 | Percent distributions of youths by frequency of insomnia and nightmares and whether they sleepwalked, according to sex and age, with standard errors for totals: United States, 1966-70 | 35 |
| 13 | Percent distributions of youths by sleeping arrangements, according to sex and age, with standard errors for totals: United States, 1966-70 | 36 |
| 14 | Percent distribution of youths by usual bedtime on weeknights, and median bedtime on weeknights, according to sex and age, with standard errors for totals: United States, 1966-70 | 37 |
| 15 | Percent distribution of youths by who makes most of the decisions on choosing the youth's clothes, according to sex and age, with standard errors for totals: United States, 1966-70 | 38 |
| 16 | Percent distribution of youths by who makes most of the decisions on how the youth should spend his money, according to sex and age, with standard errors for totals: United States, 1966-70 | 39 |
| 17 | Percent distribution of youths by who makes most of the decisions on which friends the youth may go out with, according to sex and age, with standard errors for totals: United States, 1966-70 | 40 |
| Table | Description | Page |
|-------|-----------------------------------------------------------------------------|------|
| 18 | Percent distribution of youths by who makes most of the decisions on how late the youth may stay out, according to sex and age, with standard errors for totals: United States, 1966-70 | 41 |
| 19 | Percent of youths receiving an allowance and selected characteristics and attitudes of youths receiving an allowance, by sex and age, with standard errors for totals: United States, 1966-70 | 42 |
| 20 | Percent distributions of youths by whether they had been away from home for at least 2 months and where they stayed, according to sex and age, with standard errors for totals: United States, 1966-70 | 43 |
| 21 | Percent distribution of youths by time spent watching television on a usual day, and median time spent watching television per day, according to sex and age, with standard errors for totals: United States, 1966-70 | 44 |
| 22 | Percent distribution of youths by time spent listening to the radio on a usual day, and median time spent listening to the radio per day, according to sex and age, with standard errors for totals: United States, 1966-70 | 45 |
| 23 | Percent distribution of youths by time spent reading newspapers, comics, or magazines on a usual day, and median time spent reading these materials per day, according to sex and age, with standard errors for totals: United States, 1966-70 | 46 |
| 24 | Percent distribution of youths by time spent reading books on a usual day, and median time spent reading books per day, according to sex and age, with standard errors for totals: United States, 1966-70 | 47 |
| 25 | Percent of youths enrolled in school, percent distribution of those youths by hours worked per week, and percent of those youths getting paid for their work, according to sex and age, with standard errors for totals: United States, 1966-70 | 48 |
| 26 | Percent distribution of youths enrolled in school by summer work activity, according to sex and age, with standard errors for totals: United States, 1966-70 | 49 |
| 27 | Percent of youths not enrolled in school and percent distribution of those youths by work status, according to sex and selected age groups, with standard errors for totals: United States, 1966-70 | 50 |
| 28 | Percent distributions of youths enrolled in elementary or secondary school by educational desires and expectancies, according to sex and age, with standard errors for totals: United States, 1966-70 | 51 |
| 29 | Percent distributions of youths not enrolled in elementary or secondary school by educational desires and expectancies, according to enrollment status, selected age groups, and sex: United States, 1966-70 | 52 |
| 30 | Percent distribution of youths by educational expectancies, according to enrollment in school and educational desires: United States, 1966-70 | 53 |
| 31 | Mean number of personal traits youths rated "extremely important" and percent distribution of youths by number of personal traits rated this way, by sex and age, with standard errors for totals: United States, 1966-70 | 54 |
| 32 | Percent distributions of youths by attitudes toward obeying the law and being neat and clean, according to sex and age, with standard errors for totals: United States, 1966-70 | 55 |
| 33 | Percent distributions of youths by attitudes toward obeying one's parents and knowing how to keep in good health, according to sex and age, with standard errors for totals: United States, 1966-70 | 56 |
| 34 | Percent distributions of youths by attitudes toward self-control and dependability, according to sex and age, with standard errors for totals: United States, 1966-70 | 57 |
| 35 | Percent distributions of youths by attitudes toward being considerate of others and being happy, according to sex and age, with standard errors for totals: United States, 1966-70 | 58 |
| Table | Description | Page |
|-------|-----------------------------------------------------------------------------|------|
| 36 | Percent distributions of youths by attitudes toward facing life's problems calmly and being ambitious, according to sex and age, with standard errors for totals: United States, 1966-70 | 59 |
| 37 | Percent distribution of youths by attitude toward being able to defend oneself, according to sex and age, with standard errors for totals: United States, 1966-70 | 60 |
| 38 | Mean number of medical symptoms for which youths said they would definitely want to see a doctor and percent distribution of youths by number of symptoms for which they would definitely want to see a doctor, according to sex and age, with standard errors for totals: United States, 1966-70 | 61 |
| 39 | Percent distributions of youths by perceived need for a doctor for the symptoms blood in urine or bowel movement, lump in stomach or abdomen, and pain in chest, according to sex and age, with standard errors for totals: United States, 1966-70 | 62 |
| 40 | Percent distributions of youths by perceived need for a doctor for the symptoms hurt all over, stiff neck or back, and loss of appetite, according to sex and age, with standard errors for totals: United States, 1966-70 | 63 |
| 41 | Percent distributions of youths by perceived need for a doctor for the symptoms overtiredness, nervousness, and vomiting, according to sex and age, with standard errors for totals: United States, 1966-70 | 64 |
| 42 | Percent distributions of youths by perceived need for a doctor for the symptoms sore throat, stomach ache, and headache, according to sex and age, with standard errors for totals: United States, 1966-70 | 65 |
| 43 | Mean number of dental conditions for which youths said they would definitely want to see a dentist and percent distribution of youths by number of conditions for which they would definitely want to see a dentist, according to sex and age, with standard errors for totals: United States, 1966-70 | 66 |
| 44 | Percent distributions of youths by perceived need for a dentist for the conditions hole or cavity in tooth and crooked teeth, according to sex and age, with standard errors for totals: United States, 1966-70 | 67 |
| 45 | Percent distributions of youths by perceived need for a dentist for the conditions toothache and sores in the mouth, according to sex and age, with standard errors for totals: United States, 1966-70 | 68 |
| 46 | Percent distributions of youths by perceived need for a dentist for the conditions sore gums, stains on teeth, and bad breath, according to sex and age, with standard errors for totals: United States, 1966-70 | 69 |
| 47 | Percent distribution of youths by number of times they had run away from home, according to sex and age, with standard errors for totals: United States, 1966-70 | 70 |
| 48 | Percent distribution of youths who had ever run away from home by age at which they first ran away, and median age at which youths first ran away from home, according to sex and age, with standard errors for totals: United States, 1966-70 | 71 |
| 49 | Percent distribution of youths by number of contacts with law enforcement officials, percent of youths reporting such contacts and percent distribution of those youths by whether or not they were arrested, according to sex and age, with standard errors for totals: United States, 1966-70 | 72 |
| 50 | Percent of youths who had ever dated, percent distribution of youths who had dated by age had first date, and median age at first date, according to sex and age, with standard errors for totals: United States, 1966-70 | 73 |
Table 1. Percent distribution of youths by self-appraised health status, and percent of youths reporting a health problem they would like to discuss with a doctor, according to sex and age, with standard errors for totals: United States, 1966-70
| Sex and age | Self-appraised health status | Percent of youths reporting a health problem |
|-------------|------------------------------|---------------------------------------------|
| | Total | Excellent | Very good | Good | Fair | Poor | |
| **Both sexes** | | | | | | | |
| 12-17 years | 100.0 | 26.6 | 33.2 | 35.7 | 4.2 | 0.4 | 10.3 |
| 12 years | 100.0 | 28.6 | 32.3 | 35.8 | 2.9 | 0.3 | 7.1 |
| 13 years | 100.0 | 27.3 | 33.1 | 35.4 | 3.9 | 0.2 | 9.0 |
| 14 years | 100.0 | 24.4 | 33.6 | 37.4 | 4.0 | 0.6 | 11.4 |
| 15 years | 100.0 | 27.0 | 31.6 | 36.2 | 4.9 | 0.3 | 12.1 |
| 16 years | 100.0 | 25.6 | 36.4 | 33.9 | 4.3 | 0.1 | 10.6 |
| 17 years | 100.0 | 26.2 | 32.9 | 35.3 | 4.9 | 0.7 | 12.9 |
| **Boys** | | | | | | | |
| 12-17 years | 100.0 | 28.6 | 33.5 | 34.1 | 3.4 | 0.4 | 10.1 |
| 12 years | 100.0 | 28.8 | 32.1 | 36.0 | 2.7 | 0.4 | 8.5 |
| 13 years | 100.0 | 29.6 | 32.7 | 34.5 | 3.1 | 0.2 | 8.5 |
| 14 years | 100.0 | 29.9 | 31.9 | 33.1 | 4.2 | 0.6 | 10.3 |
| 15 years | 100.0 | 29.4 | 32.1 | 35.6 | 2.5 | 0.3 | 11.3 |
| 16 years | 100.0 | 28.8 | 36.8 | 31.6 | 2.7 | 0.2 | 10.1 |
| 17 years | 100.0 | 28.0 | 32.6 | 33.4 | 5.4 | 0.6 | 12.2 |
| **Girls** | | | | | | | |
| 12-17 years | 100.0 | 24.5 | 33.0 | 37.3 | 4.9 | 0.4 | 10.5 |
| 12 years | 100.0 | 28.5 | 32.5 | 35.7 | 3.2 | 0.3 | 6.0 |
| 13 years | 100.0 | 25.0 | 33.5 | 36.5 | 4.8 | 0.2 | 7.8 |
| 14 years | 100.0 | 21.8 | 32.2 | 41.8 | 3.6 | 0.5 | 13.0 |
| 15 years | 100.0 | 24.6 | 31.0 | 36.8 | 7.4 | 0.2 | 13.9 |
| 16 years | 100.0 | 22.4 | 35.3 | 36.3 | 6.1 | 0.0 | 11.0 |
| 17 years | 100.0 | 24.4 | 33.2 | 37.1 | 4.5 | 0.9 | 13.7 |
**Standard error**
| Both sexes 12-17 years | 0.96 | 0.76 | 1.01 | 0.21 | 0.06 | 0.45 |
| Boys 12-17 years | 1.01 | 0.85 | 1.24 | 0.26 | 0.09 | 0.76 |
| Girls 12-17 years | 1.02 | 0.89 | 1.14 | 0.29 | 0.10 | 0.53 |
Table 2. Percent distribution of youths by frequency of anxiety feelings, according to sex and age, with standard errors for totals: United States, 1966-70
| Sex and age | Frequency of anxiety feelings |
|-------------|-------------------------------|
| | Total | Often | Sometimes | Rarely | Never |
| **Both sexes** | | | | | |
| 12-17 years | 100.0 | 7.6 | 36.1 | 36.0 | 20.3 |
| 12 years | 100.0 | 4.7 | 30.6 | 33.8 | 30.9 |
| 13 years | 100.0 | 6.0 | 36.1 | 33.2 | 24.7 |
| 14 years | 100.0 | 7.0 | 33.8 | 38.5 | 20.7 |
| 15 years | 100.0 | 7.0 | 36.2 | 37.4 | 19.4 |
| 16 years | 100.0 | 9.2 | 38.6 | 38.3 | 13.9 |
| 17 years | 100.0 | 12.4 | 42.0 | 35.0 | 10.5 |
| **Boys** | | | | | |
| 12-17 years | 100.0 | 6.3 | 32.9 | 37.1 | 23.7 |
| 12 years | 100.0 | 4.5 | 28.8 | 35.5 | 31.2 |
| 13 years | 100.0 | 5.9 | 32.6 | 34.0 | 27.5 |
| 14 years | 100.0 | 5.6 | 32.1 | 37.4 | 24.9 |
| 15 years | 100.0 | 5.8 | 33.4 | 38.5 | 24.3 |
| 16 years | 100.0 | 5.9 | 35.3 | 40.0 | 18.7 |
| 17 years | 100.0 | 10.8 | 37.9 | 37.2 | 14.1 |
| **Girls** | | | | | |
| 12-17 years | 100.0 | 8.9 | 39.3 | 34.9 | 16.8 |
| 12 years | 100.0 | 5.0 | 32.5 | 32.0 | 30.6 |
| 13 years | 100.0 | 6.2 | 39.7 | 32.4 | 21.7 |
| 14 years | 100.0 | 8.5 | 35.5 | 39.6 | 16.4 |
| 15 years | 100.0 | 8.3 | 41.0 | 36.2 | 14.4 |
| 16 years | 100.0 | 12.5 | 42.0 | 36.5 | 9.0 |
| 17 years | 100.0 | 14.0 | 46.2 | 32.8 | 7.0 |
| Standard error | Both sexes 12-17 years | Boys 12-17 years | Girls 12-17 years |
|----------------|------------------------|------------------|-------------------|
| | ... | 0.30 | 0.65 | 0.53 | 0.61 |
| | ... | 0.34 | 0.78 | 0.71 | 0.64 |
| | ... | 0.60 | 0.93 | 0.77 | 0.84 |
Table 3. Percent distributions of youths by current smoker status and amount of smoking among regular smokers, according to sex and age, with standard errors for totals: United States, 1966-70
| Sex and age | Total | Current smoker status | Amount of daily smoking |
|-------------|-------|------------------------|-------------------------|
| | | Never smoked | Don't smoke at all now | Smoke only pipe or cigars | Smoke cigarettes regularly | All regular smokers | Less than 1/2 pack | 1/2 pack but less than 1 pack | 1 pack but less than 2 packs | 2 packs or more |
| Both sexes | | | | | | | | | | |
| 12-17 years | 100.0 | 54.3 | 31.1 | 0.4 | 14.3 | 100.0 | 61.4 | 24.9 | 12.8 | 1.0 |
| 12 years | 100.0 | 77.5 | 19.0 | 0.1 | 3.4 | 100.0 | 93.7 | 1.5 | 4.8 | - |
| 13 years | 100.0 | 69.1 | 25.9 | - | 5.1 | 100.0 | 91.2 | 7.4 | - | 1.3 |
| 14 years | 100.0 | 54.9 | 34.1 | 0.2 | 10.8 | 100.0 | 76.6 | 17.9 | 5.5 | - |
| 15 years | 100.0 | 45.7 | 36.6 | 0.2 | 17.6 | 100.0 | 69.9 | 18.1 | 15.6 | 1.4 |
| 16 years | 100.0 | 41.5 | 36.7 | 0.3 | 21.4 | 100.0 | 56.2 | 30.5 | 12.9 | 0.4 |
| 17 years | 100.0 | 33.2 | 35.4 | 1.5 | 29.9 | 100.0 | 47.2 | 34.1 | 17.2 | 1.5 |
| Boys | | | | | | | | | | |
| 12-17 years | 100.0 | 49.0 | 32.6 | 0.7 | 17.6 | 100.0 | 59.0 | 25.7 | 14.4 | 0.8 |
| 12 years | 100.0 | 71.6 | 23.1 | 0.3 | 5.0 | 100.0 | 93.7 | - | 6.3 | - |
| 13 years | 100.0 | 62.8 | 30.7 | - | 6.5 | 100.0 | 93.0 | 7.0 | - | - |
| 14 years | 100.0 | 51.9 | 35.5 | 0.4 | 12.2 | 100.0 | 71.8 | 18.6 | 4.4 | - |
| 15 years | 100.0 | 41.9 | 34.9 | 0.4 | 22.8 | 100.0 | 59.1 | 20.4 | 19.3 | 1.0 |
| 16 years | 100.0 | 34.5 | 40.2 | 0.7 | 24.7 | 100.0 | 53.6 | 31.2 | 15.2 | - |
| 17 years | 100.0 | 27.1 | 32.3 | 2.9 | 34.8 | 100.0 | 44.3 | 35.5 | 18.4 | 1.8 |
| Girls | | | | | | | | | | |
| 12-17 years | 100.0 | 59.7 | 29.5 | - | 10.9 | 100.0 | 65.3 | 23.5 | 10.0 | 1.2 |
| 12 years | 100.0 | 83.5 | 14.8 | - | 1.6 | 100.0 | * | * | * | * |
| 13 years | 100.0 | 75.4 | 20.9 | - | 3.7 | 100.0 | 82.1 | 8.2 | - | 3.7 |
| 14 years | 100.0 | 58.9 | 37.9 | - | 3.9 | 100.0 | 76.0 | 10.0 | 7.0 | - |
| 15 years | 100.0 | 49.2 | 38.2 | - | 12.6 | 100.0 | 75.5 | 13.8 | 8.6 | 2.2 |
| 16 years | 100.0 | 48.7 | 33.2 | - | 18.1 | 100.0 | 59.8 | 29.6 | 9.6 | 1.0 |
| 17 years | 100.0 | 39.4 | 38.6 | - | 21.9 | 100.0 | 52.3 | 31.6 | 15.1 | 1.0 |
Standard error
| Sex and age | Total | Current smoker status | Amount of daily smoking |
|-------------|-------|------------------------|-------------------------|
| | | Never smoked | Don't smoke at all now | Smoke only pipe or cigars | Smoke cigarettes regularly | All regular smokers | Less than 1/2 pack | 1/2 pack but less than 1 pack | 1 pack but less than 2 packs | 2 packs or more |
| Both sexes | | | | | | | | | | |
| 12-17 years | ... | 1.21 | 1.04 | 0.10 | 0.48 | ... | 2.00 | 1.44 | 1.64 | 0.40 |
| Boys 12-17 years | ... | 1.16 | 0.93 | 0.19 | 0.78 | ... | 2.23 | 1.84 | 2.24 | 0.35 |
| Girls 12-17 years | ... | 1.72 | 1.36 | - | 0.63 | ... | 3.32 | 2.44 | 1.73 | 0.63 |
Table 4. Percent distribution of 17-year-old youths who had ever tried smoking by age at which they first tried smoking, and median age at which they first tried smoking, according to current smoker status and sex: United States, 1966-70
| Current smoker status and sex | Age at which 17-year-old youths first tried smoking |
|------------------------------|-----------------------------------------------------|
| | All ages | 7 years and under | 8 years | 9 years | 10 years | 11 years | 12 years | 13 years | 14 years | 15 years | 16 years | 17 years | Median age in years |
| Total | 100.0 | 5.9 | 3.4 | 5.4 | 7.1 | 3.6 | 12.8 | 12.0 | 13.9 | 16.0 | 15.2 | 4.6 | 14.5 |
| Both sexes--- | 100.0 | 6.9 | 4.7 | 7.5 | 8.6 | 4.5 | 14.4 | 11.6 | 13.5 | 16.6 | 9.6 | 4.1 | 13.8 |
| Boys--------------------------| 100.0 | 4.6 | 1.9 | 2.8 | 5.3 | 2.6 | 10.7 | 12.5 | 14.5 | 17.8 | 22.1 | 5.3 | 15.2 |
| Girls-------------------------| 100.0 | | | | | | | | | | | | |
| Tried smoking but not regular smoker | 100.0 | 6.3 | 3.4 | 6.0 | 7.7 | 4.2 | 12.8 | 11.1 | 11.2 | 15.9 | 16.7 | 4.8 | 14.3 |
| Both sexes--- | 100.0 | 6.8 | 6.0 | 8.0 | 10.7 | 6.0 | 15.6 | 10.1 | 11.7 | 11.8 | 10.3 | 3.7 | 13.3 |
| Boys--------------------------| 100.0 | 5.9 | 1.1 | 4.3 | 5.8 | 2.7 | 10.4 | 11.9 | 10.7 | 19.3 | 22.1 | 5.8 | 15.2 |
| Girls-------------------------| 100.0 | | | | | | | | | | | | |
| Regular smoker | 100.0 | 6.4 | 4.5 | 4.3 | 8.0 | 4.3 | 14.5 | 11.2 | 17.7 | 14.6 | 11.5 | 3.2 | 13.2 |
| Both sexes--- | 100.0 | 8.2 | 4.9 | 6.6 | 8.7 | 4.7 | 15.8 | 11.5 | 14.8 | 14.3 | 7.6 | 2.9 | 12.6 |
| Boys--------------------------| 100.0 | 3.2 | 3.6 | | 6.8 | 3.5 | 12.1 | 10.6 | 23.0 | 15.0 | 18.5 | 3.7 | 13.9 |
| Girls-------------------------| 100.0 | | | | | | | | | | | | |
Table 5. Percent distribution and standard errors of 17-year-old regular smokers by age at which they began smoking regularly, and median age at which they began smoking regularly, according to sex: United States, 1966-70
| Sex | Age at which 17-year-old smokers began smoking regularly |
|-----|--------------------------------------------------------|
| | Total | 10 years and under | 11 years | 12 years | 13 years | 14 years | 15 years | 16 years | 17 years | Median age in years |
| Both sexes | 100.0 | 2.0 | 3.0 | 2.5 | 7.6 | 14.0 | 16.3 | 31.8 | 22.8 | 15.7 |
| Boys | 100.0 | 3.0 | 4.1 | 3.3 | 7.7 | 13.8 | 17.2 | 29.9 | 21.0 | 15.5 |
| Girls | 100.0 | - | 1.0 | 1.1 | 7.5 | 14.5 | 14.6 | 35.3 | 25.9 | 15.8 |
Percent distribution
Standard error
Both sexes | ... | 1.06 | 1.15 | 0.88 | 1.83 | 2.67 | 2.66 | 3.49 | 3.08 | --- |
Boys | ... | 2.25 | 1.70 | 1.29 | 2.05 | 3.57 | 2.81 | 4.12 | 3.51 | --- |
Girls | ... | 1.26 | 0.97 | 1.10 | 3.11 | 3.74 | 3.87 | 5.32 | 5.02 | --- |
Table 6. Percent distributions of youths by their attitudes toward their weight, body build, and height, according to sex and age, with standard errors for totals: United States, 1966-70
| Sex and age | Self-perceived weight | Self-perceived body build | Preferred weight | Preferred height |
|-------------|-----------------------|----------------------------|------------------|------------------|
| | Underweight | Right weight | Overweight | Thinner than most | Same as most | Heavier than most | Thinner | About the same | Heavier | Shorter | About the same | Taller |
| Both sexes | | | | | | | | | | | | |
| 12-17 years | 13.5 | 66.4 | 20.1 | 16.3 | 64.9 | 18.8 | 32.9 | 48.0 | 19.1 | 7.3 | 57.8 | 34.9 |
| Boys | | | | | | | | | | | | |
| 12-17 years | 17.9 | 69.7 | 12.4 | 18.6 | 65.9 | 15.5 | 17.9 | 55.0 | 27.1 | 1.9 | 48.2 | 49.8 |
| Girls | | | | | | | | | | | | |
| 12-17 years | 9.0 | 63.0 | 28.0 | 14.0 | 63.9 | 22.2 | 48.4 | 40.8 | 10.8 | 12.8 | 67.7 | 19.5 |
Standard error
| Both sexes | 0.63 | 0.83 | 0.45 | 0.53 | 0.82 | 0.50 | 0.43 | 0.66 | 0.51 | 0.38 | 0.74 | 0.68 |
| Boys 12-17 years | 0.78 | 1.03 | 0.67 | 0.68 | 1.23 | 0.75 | 0.77 | 0.78 | 0.55 | 0.56 | 2.03 | 2.01 |
| Girls 12-17 years | 0.67 | 0.98 | 0.85 | 0.67 | 0.88 | 0.75 | 1.01 | 1.09 | 0.67 | 1.48 | 2.14 | 1.85 |
Table 7. Percent distributions of youths by preferred body build, according to perceived body build, sex, and age, with standard errors for totals: United States, 1968-70
| Sex and age | Self-perceived body build |
|-------------|---------------------------|
| | Thinner than most | Same as most | Heavier than most |
| | Would like to be thinnest | Would like to be about the same | Would like to be heaviest |
| | Total | Would like to be thinnest | Would like to be about the same | Would like to be heaviest |
| Both sexes | 12-17 years-- | 100.0 | 4.1 | 29.5 | 66.4 | 100.0 | 25.7 | 62.3 | 12.1 | 100.0 | 83.1 | 14.7 | 2.2 |
| | 12 years-------- | 100.0 | 2.2 | 38.2 | 59.5 | 100.0 | 21.3 | 69.5 | 9.2 | 100.0 | 84.9 | 14.7 | 0.4 |
| | 13 years-------- | 100.0 | 2.5 | 29.7 | 67.8 | 100.0 | 24.4 | 66.2 | 9.3 | 100.0 | 81.2 | 18.2 | 0.4 |
| | 14 years-------- | 100.0 | 2.6 | 26.1 | 71.3 | 100.0 | 22.9 | 66.8 | 10.3 | 100.0 | 80.9 | 15.3 | 3.8 |
| | 15 years-------- | 100.0 | 6.5 | 30.5 | 63.0 | 100.0 | 26.1 | 59.6 | 13.7 | 100.0 | 83.1 | 16.0 | 0.8 |
| | 16 years-------- | 100.0 | 6.2 | 26.8 | 66.9 | 100.0 | 27.7 | 56.4 | 16.4 | 100.0 | 84.1 | 15.1 | 2.2 |
| | 17 years-------- | 100.0 | 4.0 | 26.7 | 69.2 | 100.0 | 32.5 | 52.8 | 14.7 | 100.0 | 84.6 | 14.4 | 1.0 |
| Boys | 12-17 years-- | 100.0 | 1.4 | 24.5 | 74.1 | 100.0 | 10.7 | 70.2 | 19.2 | 100.0 | 68.3 | 26.9 | 4.8 |
| | 12 years-------- | 100.0 | 1.5 | 25.6 | 72.9 | 100.0 | 14.4 | 73.5 | 12.0 | 100.0 | 79.9 | 19.1 | 1.0 |
| | 13 years-------- | 100.0 | 4.6 | 27.0 | 68.4 | 100.0 | 11.3 | 74.5 | 13.9 | 100.0 | 69.2 | 22.1 | 8.7 |
| | 14 years-------- | 100.0 | 4.6 | 25.2 | 74.8 | 100.0 | 8.2 | 77.0 | 14.8 | 100.0 | 63.2 | 27.5 | 9.0 |
| | 15 years-------- | 100.0 | 0.8 | 28.0 | 71.2 | 100.0 | 8.4 | 53.2 | 38.2 | 100.0 | 67.4 | 30.8 | 2.0 |
| | 16 years-------- | 100.0 | 0.7 | 23.9 | 75.4 | 100.0 | 10.2 | 63.0 | 26.8 | 100.0 | 64.1 | 30.8 | 5.1 |
| | 17 years-------- | 100.0 | 1.0 | 17.6 | 81.4 | 100.0 | 10.4 | 62.7 | 26.9 | 100.0 | 68.1 | 30.9 | 1.0 |
| Girls | 12-17 years-- | 100.0 | 7.9 | 36.2 | 55.9 | 100.0 | 41.6 | 53.9 | 4.6 | 100.0 | 93.7 | 6.0 | 0.4 |
| | 12 years-------- | 100.0 | 3.1 | 53.9 | 43.0 | 100.0 | 28.6 | 65.1 | 6.3 | 100.0 | 88.7 | 11.3 | - |
| | 13 years-------- | 100.0 | 4.4 | 32.3 | 63.3 | 100.0 | 38.5 | 57.3 | 4.2 | 100.0 | 91.8 | 7.2 | 0.7 |
| | 14 years-------- | 100.0 | 4.4 | 27.1 | 68.5 | 100.0 | 38.4 | 58.1 | 3.5 | 100.0 | 94.0 | 6.0 | - |
| | 15 years-------- | 100.0 | 15.1 | 33.3 | 51.6 | 100.0 | 45.9 | 50.5 | 3.6 | 100.0 | 94.3 | 5.7 | - |
| | 16 years-------- | 100.0 | 10.8 | 29.8 | 59.4 | 100.0 | 46.9 | 48.0 | 5.1 | 100.0 | 95.8 | 3.4 | 0.8 |
| | 17 years-------- | 100.0 | 8.3 | 39.6 | 52.1 | 100.0 | 55.2 | 42.7 | 2.1 | 100.0 | 96.1 | 3.9 | 0.0 |
Standard error
Both sexes 12-17 years-- ... 0.57 1.31 1.44 ... 0.75 0.86 0.47 ... 1.34 1.02 0.53
Boys 12-17 years-- ... 0.47 2.09 2.03 ... 0.71 1.00 0.67 ... 2.65 2.05 1.15
Girls 12-17 years-- ... 1.38 2.97 2.99 ... 1.39 1.35 0.42 ... 1.14 1.10 0.21
Table 8. Percent of youths reporting acne, and percent distributions of youths with acne by whether they use any treatment for it, whether they have seen a doctor about it, and how much it bothers them, according to sex and age, with standard errors for totals: United States, 1966–70
| Sex and age | Percent reporting acne | Youths with acne | Percent distributions |
|-------------|------------------------|------------------|-----------------------|
| | | Treatment used for acne? | Doctor seen about acne? | Concern over acne |
| | | Yes | No | Yes | No | Quite a lot | Some but not too much | Very little | None |
| Both sexes | | | | | | | | | |
| 12-17 years | 49.2 | 58.3| 41.7| 11.4| 88.6| 13.7 | 35.0 | 35.5 | 15.8 |
| Boys | | | | | | | | | |
| 12-17 years | 49.8 | 54.8| 45.2| 10.6| 89.4| 10.0 | 32.9 | 38.6 | 18.5 |
| Girls | | | | | | | | | |
| 12-17 years | 48.6 | 62.0| 38.0| 12.3| 87.7| 17.5 | 37.2 | 32.3 | 13.0 |
Standard error
| Sex and age | 12-17 years |
|-------------|-------------|
| Both sexes | 0.86 |
| Boys | 1.02 |
| Girls | 1.07 |
| Sex and age | 12-17 years |
|-------------|-------------|
| Both sexes | 1.38 |
| Boys | 1.80 |
| Girls | 1.81 |
| Sex and age | 12-17 years |
|-------------|-------------|
| Both sexes | 0.61 |
| Boys | 0.78 |
| Girls | 1.09 |
| Sex and age | 12-17 years |
|-------------|-------------|
| Both sexes | 0.66 |
| Boys | 0.62 |
| Girls | 1.23 |
| Sex and age | 12-17 years |
|-------------|-------------|
| Both sexes | 0.97 |
| Boys | 1.35 |
| Girls | 1.38 |
| Sex and age | 12-17 years |
|-------------|-------------|
| Both sexes | 0.97 |
| Boys | 1.12 |
| Girls | 1.44 |
| Sex and age | 12-17 years |
|-------------|-------------|
| Both sexes | 0.61 |
| Boys | 0.94 |
| Girls | 0.81 |
Table 9. Percent distribution of youths reporting acne by age at which acne began, and median age at which acne began, according to sex and age, with standard errors for totals: United States, 1966-70
| Sex and age | Age at which acne began | Total | 9 years and under | 10 years | 11 years | 12 years | 13 years | 14 years | 15 years | 16 years | 17 years | Median age in years |
|-------------|-------------------------|-------|------------------|----------|----------|----------|----------|----------|----------|----------|----------|---------------------|
| **Both sexes** | | | | | | | | | | | | |
| 12-17 years | | 100.0 | 1.8 | 3.8 | 10.9 | 23.8 | 28.4 | 19.6 | 8.6 | 2.6 | 0.5 | 13.8 |
| 12 years | | 100.0 | 4.2 | 15.5 | 46.8 | 33.5 | | | | | | 12.2 |
| 13 years | | 100.0 | 1.5 | 5.3 | 17.9 | 50.1 | 25.2 | | | | | 13.0 |
| 14 years | | 100.0 | 1.9 | 2.5 | 7.2 | 25.0 | 50.1 | 13.2 | | | | 13.8 |
| 15 years | | 100.0 | 1.3 | 2.0 | 3.7 | 17.8 | 33.0 | 34.4 | 8.0 | | | 14.2 |
| 16 years | | 100.0 | 1.7 | 1.7 | 2.2 | 15.3 | 27.1 | 31.1 | 18.1 | 2.9 | | 14.6 |
| 17 years | | 100.0 | 1.3 | 1.7 | 4.5 | 11.6 | 23.5 | 25.4 | 18.7 | 10.7 | 2.7 | 14.8 |
| **Boys** | | | | | | | | | | | | |
| 12-17 years | | 100.0 | 1.4 | 2.3 | 5.9 | 19.8 | 29.3 | 25.2 | 12.0 | 3.3 | 0.7 | 14.2 |
| 12 years | | 100.0 | 6.8 | 12.2 | 33.9 | 47.1 | | | | | | 12.4 |
| 13 years | | 100.0 | 0.3 | 3.1 | 11.9 | 49.7 | 35.0 | | | | | 13.2 |
| 14 years | | 100.0 | 1.3 | 2.1 | 4.3 | 23.3 | 53.0 | 17.5 | | | | 13.9 |
| 15 years | | 100.0 | 0.7 | 6.1 | 11.7 | 12.7 | 44.2 | 39.2 | 10.2 | | | 14.5 |
| 16 years | | 100.0 | 1.3 | 0.9 | 0.7 | 10.5 | 21.3 | 39.4 | 22.7 | 3.1 | | 14.9 |
| 17 years | | 100.0 | 1.2 | 0.9 | 3.4 | 6.9 | 19.8 | 27.3 | 23.7 | 13.0 | 3.7 | 15.2 |
| **Girls** | | | | | | | | | | | | |
| 12-17 years | | 100.0 | 2.2 | 5.4 | 16.1 | 28.1 | 27.5 | 13.7 | 5.0 | 1.8 | 0.2 | 13.4 |
| 12 years | | 100.0 | 2.7 | 17.4 | 54.0 | 25.9 | | | | | | 12.1 |
| 13 years | | 100.0 | 2.4 | 7.0 | 22.6 | 50.4 | 17.7 | | | | | 12.8 |
| 14 years | | 100.0 | 2.5 | 2.1 | 10.3 | 28.9 | 46.6 | 9.0 | | | | 13.6 |
| 15 years | | 100.0 | 2.1 | 6.1 | 14.6 | 22.5 | 31.6 | 28.3 | 5.2 | | | 14.0 |
| 16 years | | 100.0 | 2.3 | 1.6 | 5.1 | 22.2 | 35.5 | 19.0 | 11.6 | 2.7 | | 14.0 |
| 17 years | | 100.0 | 1.4 | 2.7 | 5.8 | 17.4 | 28.1 | 23.0 | 12.3 | 7.8 | 1.5 | 14.3 |
**Standard error**
| Sex and age | 12-17 years | Boys 12-17 years | Girls 12-17 years |
|-------------|-------------|------------------|-------------------|
| | ... | 0.36 | 0.55 |
| | 0.42 | 0.41 | 0.63 |
| | 0.61 | 0.60 | 0.90 |
| | 0.83 | 0.88 | 1.17 |
| | 0.85 | 1.03 | 1.29 |
| | 0.55 | 0.98 | 0.87 |
| | 0.28 | 0.49 | 0.45 |
| | 0.14 | 0.20 | 0.14 |
Table 10. Percent distribution of youths by amount of food eaten, according to sex and age, with standard errors for totals: United States, 1966-70
| Sex and age | Amount of food eaten |
|-------------|----------------------|
| | Total | Too much | About right | Too little |
| **Both sexes** | | | | |
| 12-17 years | 100.0 | 18.7 | 74.0 | 7.3 |
| 12 years | 100.0 | 18.1 | 74.1 | 7.9 |
| 13 years | 100.0 | 19.0 | 74.6 | 6.5 |
| 14 years | 100.0 | 19.4 | 74.7 | 6.0 |
| 15 years | 100.0 | 19.6 | 71.6 | 8.8 |
| 16 years | 100.0 | 17.6 | 76.0 | 6.4 |
| 17 years | 100.0 | 18.5 | 72.9 | 8.6 |
| **Boys** | | | | |
| 12-17 years | 100.0 | 14.4 | 78.1 | 7.5 |
| 12 years | 100.0 | 15.4 | 76.2 | 8.4 |
| 13 years | 100.0 | 15.6 | 77.4 | 6.9 |
| 14 years | 100.0 | 14.9 | 77.3 | 6.9 |
| 15 years | 100.0 | 15.3 | 76.1 | 8.6 |
| 16 years | 100.0 | 10.6 | 82.9 | 6.5 |
| 17 years | 100.0 | 14.4 | 77.8 | 7.9 |
| **Girls** | | | | |
| 12-17 years | 100.0 | 23.1 | 69.8 | 7.2 |
| 12 years | 100.0 | 20.8 | 71.9 | 7.3 |
| 13 years | 100.0 | 22.4 | 71.6 | 6.0 |
| 14 years | 100.0 | 24.0 | 70.0 | 5.1 |
| 15 years | 100.0 | 24.0 | 67.0 | 9.0 |
| 16 years | 100.0 | 24.6 | 69.0 | 6.4 |
| 17 years | 100.0 | 22.7 | 67.9 | 9.4 |
| Standard error |
|----------------|
| Both sexes 12-17 years | ... | 0.47 | 0.67 | 0.38 |
| Boys 12-17 years | ... | 0.70 | 0.98 | 0.51 |
| Girls 12-17 years | ... | 0.69 | 0.91 | 0.59 |
Table 11. Percent distributions of youths in selected age groups by amount of food eaten, according to sex and self-perceived weight: United States, 1966-70
| Selected age group and self-perceived weight | Both sexes | Boys | Girls |
|---------------------------------------------|------------|------|-------|
| | Total | Eat too much | Eat right amount | Eat too little | Total | Eat too much | Eat right amount | Eat too little | Total | Eat too much | Eat right amount | Eat too little |
| **12-17 years** | | | | | | | | | | | | |
| All weights | 100.0 | 18.7 | 74.0 | 7.3 | 100.0| 14.4 | 78.1 | 7.5 | 100.0| 23.1 | 69.8 | 7.1 |
| Underweight | 100.0 | 9.8 | 62.7 | 27.5 | 100.0| 10.3 | 64.8 | 24.9 | 100.0| 8.9 | 58.6 | 32.7 |
| Right weight | 100.0 | 9.7 | 85.4 | 4.9 | 100.0| 8.7 | 87.0 | 4.3 | 100.0| 10.8 | 83.6 | 5.6 |
| Overweight | 100.0 | 54.4 | 43.8 | 1.8 | 100.0| 52.3 | 46.8 | 0.9 | 100.0| 55.4 | 42.4 | 2.2 |
| **12 years** | | | | | | | | | | | | |
| All weights | 100.0 | 18.1 | 74.0 | 7.9 | 100.0| 15.4 | 76.2 | 8.4 | 100.0| 20.8 | 71.9 | 7.3 |
| Underweight | 100.0 | 8.2 | 58.3 | 33.5 | 100.0| 7.6 | 62.7 | 29.7 | 100.0| 9.2 | 49.9 | 40.8 |
| Right weight | 100.0 | 11.1 | 84.2 | 4.7 | 100.0| 10.2 | 85.2 | 4.6 | 100.0| 12.0 | 83.1 | 4.9 |
| Overweight | 100.0 | 54.8 | 42.4 | 2.9 | 100.0| 56.6 | 39.4 | 4.0 | 100.0| 53.7 | 44.1 | 2.2 |
| **17 years** | | | | | | | | | | | | |
| All weights | 100.0 | 18.5 | 72.9 | 8.6 | 100.0| 14.4 | 77.8 | 7.9 | 100.0| 22.7 | 67.9 | 9.4 |
| Underweight | 100.0 | 4.5 | 69.8 | 25.7 | 100.0| 4.9 | 74.3 | 20.8 | 100.0| 3.7 | 58.9 | 37.4 |
| Right weight | 100.0 | 10.3 | 82.7 | 6.8 | 100.0| 11.1 | 84.1 | 4.8 | 100.0| 9.9 | 81.2 | 8.9 |
| Overweight | 100.0 | 51.3 | 47.3 | 1.2 | 100.0| 47.7 | 52.3 | - | 100.0| 53.1 | 45.2 | 1.7 |
Table 12. Percent distributions of youths by frequency of insomnia and nightmares and whether they sleepwalked, according to sex and age, with standard errors for totals: United States, 1966-70
| Sex and age | Trouble getting to sleep or staying asleep | Nightmares | Sleepwalking in last year or so |
|-------------|-------------------------------------------|------------|----------------------------------|
| | Very often | Only from time to time | Never | Quite frequently | Only from time to time | Never | Yes | No |
| **Both sexes** | | | | | | | | |
| 12-17 years | 6.6 | 43.6 | 49.7 | 2.8 | 42.7 | 54.5 | 5.2 | 94.8 |
| 12 years | 6.8 | 38.3 | 54.9 | 3.3 | 46.1 | 50.6 | 6.1 | 93.9 |
| 13 years | 5.8 | 41.7 | 52.5 | 2.8 | 45.2 | 52.0 | 6.1 | 93.9 |
| 14 years | 5.5 | 43.0 | 51.5 | 2.5 | 40.7 | 56.8 | 6.0 | 94.0 |
| 15 years | 6.4 | 41.1 | 52.3 | 3.2 | 39.1 | 57.7 | 4.6 | 95.4 |
| 16 years | 7.7 | 48.8 | 43.5 | 2.0 | 43.5 | 54.5 | 4.2 | 93.8 |
| 17 years | 7.6 | 49.9 | 42.5 | 2.8 | 41.5 | 53.7 | 3.8 | 96.2 |
| **Boys** | | | | | | | | |
| 12-17 years | 6.3 | 40.2 | 53.5 | 2.6 | 38.7 | 58.7 | 6.3 | 93.7 |
| 12 years | 6.9 | 38.2 | 54.9 | 3.5 | 44.4 | 52.1 | 7.3 | 92.7 |
| 13 years | 6.0 | 40.6 | 53.4 | 2.4 | 45.3 | 52.3 | 7.0 | 93.0 |
| 14 years | 4.9 | 37.9 | 57.4 | 2.5 | 35.8 | 61.6 | 6.4 | 93.6 |
| 15 years | 5.6 | 47.9 | 46.8 | 2.9 | 39.2 | 64.2 | 5.7 | 94.3 |
| 16 years | 6.3 | 43.2 | 49.8 | 1.7 | 37.2 | 63.1 | 5.7 | 94.3 |
| 17 years | 6.2 | 44.2 | 49.6 | 2.7 | 35.5 | 61.8 | 5.3 | 94.7 |
| **Girls** | | | | | | | | |
| 12-17 years | 7.0 | 47.2 | 45.8 | 3.0 | 46.9 | 50.1 | 4.0 | 96.0 |
| 12 years | 6.7 | 38.4 | 54.9 | 3.1 | 47.9 | 49.0 | 4.8 | 95.2 |
| 13 years | 5.6 | 42.7 | 51.6 | 3.3 | 45.1 | 51.6 | 5.2 | 94.8 |
| 14 years | 6.8 | 48.9 | 44.3 | 2.4 | 45.3 | 51.8 | 5.4 | 94.6 |
| 15 years | 6.5 | 48.9 | 48.6 | 3.8 | 42.2 | 54.0 | 2.4 | 96.6 |
| 16 years | 8.2 | 54.5 | 37.3 | 2.3 | 50.0 | 47.7 | 2.8 | 97.2 |
| 17 years | 9.0 | 55.6 | 35.4 | 2.9 | 47.5 | 49.5 | 2.2 | 97.8 |
**Standard error**
| | Both sexes 12-17 years | Boys 12-17 years | Girls 12-17 years |
|----------------|------------------------|------------------|-------------------|
| Trouble getting to sleep or staying asleep | 0.34 | 0.37 | 0.56 |
| Nightmares | 0.60 | 1.00 | 0.76 |
| Sleepwalking in last year or so | 0.66 | 0.99 | 0.71 |
| | 0.20 | 0.29 | 0.25 |
| | 0.89 | 0.98 | 1.39 |
| | 0.85 | 0.83 | 1.37 |
| | 0.36 | 0.46 | 0.45 |
Table 13. Percent distributions of youths by sleeping arrangements, according to sex and age, with standard errors for totals: United States, 1966-70
| Sex and age | Sleeping arrangements | Share room with: |
|-------------|-----------------------|------------------|
| | Total | Sleep alone | Share room | Total sharing room | Brother(s) | Sister(s) | Father | Mother | Other person(s) | Brother and sister | Mother and father | All other combinations |
| Both sexes | | | | | | | | | | | | |
| 12-17 years | 100.0 | 47.8 | 52.2 | 100.0 | 46.3 | 41.7 | 0.7 | 3.0 | 4.1 | 2.1 | 0.4 | 1.7 |
| Boys | | | | | | | | | | | | |
| 12-17 years | 100.0 | 48.5 | 51.5 | 100.0 | 90.1 | 2.7 | 1.3 | 0.7 | 2.5 | 1.4 | 0.3 | 1.0 |
| Girls | | | | | | | | | | | | |
| 12-17 years | 100.0 | 47.0 | 53.0 | 100.0 | 2.8 | 80.5 | 0.1 | 5.3 | 5.6 | 2.7 | 0.5 | 2.5 |
Standard error
| Sex and age | Both sexes 12-17 years | Boys 12-17 years | Girls 12-17 years |
|-------------|------------------------|------------------|-------------------|
| | ... | 1.15 | 1.30 | 1.46 |
| | ... | 1.15 | 1.30 | 1.46 |
| | ... | 1.08 | 0.93 | 0.56 |
| | ... | 1.07 | 0.56 | 1.22 |
| | ... | 0.34 | 0.38 | 0.38 |
| | ... | 0.44 | 0.38 | 0.69 |
| | ... | 0.49 | 0.48 | 0.75 |
| | ... | 0.39 | 0.38 | 0.56 |
| | ... | 0.30 | 0.38 | 0.38 |
| | ... | 0.39 | 0.38 | 0.56 |
Table 14. Percent distribution of youths by usual bedtime on weeknights, and median bedtime on weeknights, according to sex and age, with standard errors for totals: United States, 1966-70
| Sex and age | Total | Before 8 p.m. | 8:00-8:59 p.m. | 9:00-9:59 p.m. | 10:00-10:59 p.m. | 11:00-11:59 p.m. | Midnight or later | No usual time | Don't know | Median bedtime |
|-------------|-------|---------------|----------------|----------------|------------------|------------------|-------------------|--------------|------------|----------------|
| **Both sexes** | | | | | | | | | | |
| 12-17 years | 100.0 | 0.7 | 5.2 | 34.5 | 41.1 | 15.5 | 2.8 | 0.2 | 0.1 | 10:14 |
| 12 years | 100.0 | 1.0 | 10.5 | 60.5 | 23.9 | 3.2 | 0.7 | 0.2 | - | 9:38 |
| 13 years | 100.0 | 1.0 | 7.7 | 49.7 | 35.7 | 5.7 | 0.6 | 0.1 | - | 9:30 |
| 14 years | 100.0 | 0.5 | 3.9 | 35.7 | 47.3 | 11.4 | 1.1 | 0.1 | 0.1 | 10:13 |
| 15 years | 100.0 | 0.6 | 3.4 | 24.9 | 49.5 | 17.8 | 3.3 | 0.1 | 0.3 | 10:26 |
| 16 years | 100.0 | 0.4 | 2.7 | 20.0 | 49.7 | 23.2 | 3.9 | 0.1 | - | 10:32 |
| 17 years | 100.0 | 0.5 | 2.4 | 12.5 | 42.2 | 34.2 | 7.7 | 0.4 | - | 10:49 |
| **Boys** | | | | | | | | | | |
| 12-17 years | 100.0 | 0.7 | 5.9 | 35.2 | 40.1 | 14.9 | 3.1 | 0.1 | 0.0 | 10:12 |
| 12 years | 100.0 | 0.8 | 11.4 | 58.7 | 25.1 | 3.8 | 0.3 | - | - | 9:39 |
| 13 years | 100.0 | 1.1 | 9.1 | 47.6 | 37.0 | 4.5 | 0.8 | - | - | 9:50 |
| 14 years | 100.0 | 0.8 | 4.3 | 40.4 | 42.4 | 11.3 | 0.8 | - | 0.1 | 10:06 |
| 15 years | 100.0 | 0.9 | 4.3 | 26.9 | 47.0 | 17.1 | 3.5 | 0.2 | 0.1 | 10:23 |
| 16 years | 100.0 | 0.2 | 2.6 | 21.9 | 47.9 | 24.2 | 4.0 | - | - | 10:32 |
| 17 years | 100.0 | 0.4 | 2.8 | 12.3 | 41.8 | 32.1 | 10.1 | 0.4 | - | 10:50 |
| **Girls** | | | | | | | | | | |
| 12-17 years | 100.0 | 0.6 | 4.5 | 33.8 | 42.1 | 16.1 | 2.5 | 0.2 | 0.1 | 10:16 |
| 12 years | 100.0 | 1.2 | 9.6 | 62.3 | 22.7 | 2.6 | 1.2 | 0.4 | - | 9:38 |
| 13 years | 100.0 | 0.9 | 6.4 | 51.5 | 33.6 | 6.9 | 0.5 | 0.3 | - | 9:50 |
| 14 years | 100.0 | 0.2 | 3.4 | 30.9 | 52.2 | 11.5 | 1.5 | 0.3 | - | 10:18 |
| 15 years | 100.0 | 0.3 | 2.2 | 22.9 | 41.1 | 18.5 | 3.0 | - | 0.5 | 10:28 |
| 16 years | 100.0 | 0.5 | 2.6 | 18.6 | 51.0 | 23.1 | 3.9 | - | 0.3 | 10:33 |
| 17 years | 100.0 | 0.7 | 2.1 | 12.7 | 42.6 | 36.4 | 5.2 | 0.4 | - | 10:49 |
**Standard error**
| Sex and age | Total | Before 8 p.m. | 8:00-8:59 p.m. | 9:00-9:59 p.m. | 10:00-10:59 p.m. | 11:00-11:59 p.m. | Midnight or later | No usual time | Don't know | Median bedtime |
|-------------|-------|---------------|----------------|----------------|------------------|------------------|-------------------|--------------|------------|----------------|
| **Both sexes 12-17 years** | ... | 0.31 | 0.42 | 0.74 | 0.76 | 0.60 | 0.37 | 0.31 | 0.31 | --- |
| **Boys 12-17 years** | ... | 0.34 | 0.56 | 1.03 | 1.06 | 0.79 | 0.44 | 0.31 | 0.30 | --- |
| **Girls 12-17 years** | ... | 0.34 | 0.49 | 1.03 | 1.07 | 0.79 | 0.39 | 0.31 | 0.31 | --- |
Table 15. Percent distribution of youths by who makes most of the decisions on choosing the youth's clothes, according to sex and age, with standard errors for totals: United States, 1966-70
| Sex and age | Who usually makes decisions on choosing youth's clothes |
|-------------|--------------------------------------------------------|
| | Total | Youth alone | Father | Mother | Both parents | Father and youth | Mother and youth | Youth and both parents | Other person(s) | Nobody |
| **Both sexes** | | | | | | | | | | |
| 12-17 years | 100.0 | 33.8 | 0.6 | 13.8 | 3.9 | 1.3 | 33.5 | 11.7 | 0.9 | 0.5 |
| 12 years | 100.0 | 15.2 | 1.1 | 24.9 | 7.1 | 0.7 | 36.9 | 12.8 | 0.8 | 0.5 |
| 13 years | 100.0 | 17.7 | 0.8 | 20.4 | 5.8 | 1.1 | 37.4 | 14.6 | 1.4 | 0.8 |
| 14 years | 100.0 | 31.8 | 0.9 | 12.3 | 3.7 | 2.8 | 34.3 | 13.2 | 0.5 | 0.4 |
| 15 years | 100.0 | 37.4 | 0.6 | 10.3 | 3.1 | 1.1 | 34.4 | 9.3 | 0.5 | 0.5 |
| 16 years | 100.0 | 47.4 | 0.2 | 7.5 | 1.6 | 1.4 | 31.5 | 9.2 | 0.6 | 0.5 |
| 17 years | 100.0 | 57.5 | 0.1 | 5.0 | 1.3 | 0.9 | 25.3 | 8.2 | 1.1 | 0.6 |
| **Boys** | | | | | | | | | | |
| 12-17 years | 100.0 | 35.8 | 0.8 | 15.8 | 5.6 | 2.0 | 22.8 | 16.0 | 0.8 | 0.5 |
| 12 years | 100.0 | 14.5 | 1.4 | 27.2 | 10.1 | 1.1 | 27.7 | 16.7 | 1.1 | 0.2 |
| 13 years | 100.0 | 17.0 | 1.0 | 24.4 | 8.3 | 2.1 | 22.1 | 11.1 | 0.2 | 0.2 |
| 14 years | 100.0 | 32.8 | 1.0 | 14.3 | 3.6 | 4.2 | 22.8 | 18.6 | 0.3 | 0.4 |
| 15 years | 100.0 | 41.1 | 0.7 | 12.3 | 4.2 | 1.3 | 23.5 | 15.4 | 0.8 | 0.5 |
| 16 years | 100.0 | 51.2 | 0.1 | 8.3 | 2.3 | 1.5 | 22.4 | 12.8 | 0.3 | 0.8 |
| 17 years | 100.0 | 62.9 | - | 5.8 | 2.1 | 1.5 | 14.9 | 10.7 | 1.4 | 0.8 |
| **Girls** | | | | | | | | | | |
| 12-17 years | 100.0 | 31.8 | 0.4 | 11.7 | 2.1 | 0.7 | 44.4 | 7.2 | 1.0 | 0.6 |
| 12 years | 100.0 | 16.0 | 0.8 | 22.5 | 4.0 | 0.3 | 46.3 | 8.9 | 0.5 | 0.7 |
| 13 years | 100.0 | 18.4 | 0.1 | 16.2 | 3.2 | 0.1 | 52.9 | 7.9 | 1.8 | 1.4 |
| 14 years | 100.0 | 30.7 | 0.8 | 10.2 | 1.8 | 1.4 | 46.0 | 7.7 | 0.8 | 0.5 |
| 15 years | 100.0 | 33.5 | 0.4 | 9.2 | 2.0 | 0.9 | 45.5 | 7.1 | 1.0 | 0.6 |
| 16 years | 100.0 | 43.6 | 0.2 | 7.5 | 1.0 | 0.3 | 38.8 | 7.4 | 0.9 | 0.2 |
| 17 years | 100.0 | 52.0 | 0.2 | 4.3 | 0.6 | 0.2 | 35.8 | 5.7 | 0.9 | 0.3 |
**Standard error**
| Sex and age | | | | | | | | | | |
|-------------|--------|--------|--------|--------|--------|--------|--------|--------|--------|--------|
| **Both sexes** | 12-17 years | 0.78 | 0.12 | 0.57 | 0.18 | 0.16 | 0.76 | 0.41 | 0.12 | 0.11 |
| **Boys 12-17 years** | 0.78 | 0.16 | 0.80 | 0.31 | 0.20 | 0.97 | 0.77 | 0.15 | 0.08 |
| **Girls 12-17 years** | 1.12 | 0.14 | 0.64 | 0.18 | 0.25 | 1.35 | 0.48 | 0.20 | 0.19 |
Table 16. Percent distribution of youths by who makes most of the decisions on how the youth should spend his money, according to sex and age, with standard errors for totals: United States, 1966-70
| Sex and age | Who usually decides how the youth should spend his money |
|-------------|--------------------------------------------------------|
| | Total | Youth alone | Father | Mother | Both parents | Father and youth | Mother and youth | Youth and both parents | Other person(s) | Nobody |
| **Both sexes** | | | | | | | | | | |
| 12-17 years | 100.0 | 52.1 | 2.3 | 6.9 | 8.6 | 1.7 | 7.3 | 17.4 | 0.7 | 2.9 |
| 12 years | 100.0 | 43.0 | 4.0 | 9.9 | 14.6 | 1.8 | 7.4 | 14.2 | 0.8 | 4.2 |
| 13 years | 100.0 | 44.5 | 3.0 | 8.2 | 12.1 | 1.8 | 6.9 | 19.1 | 1.2 | 3.1 |
| 14 years | 100.0 | 52.5 | 2.2 | 7.5 | 8.1 | 1.7 | 8.0 | 17.1 | 0.5 | 2.6 |
| 15 years | 100.0 | 52.2 | 2.2 | 6.7 | 6.3 | 1.7 | 10.7 | 18.7 | 0.2 | 2.8 |
| 16 years | 100.0 | 56.1 | 1.7 | 5.6 | 5.6 | 2.2 | 7.1 | 18.4 | 0.4 | 2.9 |
| 17 years | 100.0 | 63.3 | 1.1 | 2.9 | 3.6 | 1.0 | 8.1 | 16.9 | 1.3 | 1.7 |
| **Boys** | | | | | | | | | | |
| 12-17 years | 100.0 | 53.4 | 3.2 | 6.0 | 8.5 | 2.7 | 4.0 | 18.0 | 0.8 | 3.4 |
| 12 years | 100.0 | 44.8 | 5.3 | 9.0 | 15.1 | 2.7 | 5.3 | 13.1 | 0.7 | 3.9 |
| 13 years | 100.0 | 47.6 | 4.4 | 6.5 | 11.3 | 2.8 | 3.2 | 19.6 | 1.2 | 3.4 |
| 14 years | 100.0 | 52.6 | 2.6 | 6.4 | 8.9 | 2.9 | 4.0 | 18.6 | 0.8 | 3.2 |
| 15 years | 100.0 | 50.0 | 2.0 | 5.8 | 6.5 | 2.5 | 3.1 | 19.4 | 0.2 | 2.8 |
| 16 years | 100.0 | 56.2 | 2.6 | 4.7 | 5.1 | 3.4 | 3.9 | 18.3 | 0.7 | 5.2 |
| 17 years | 100.0 | 65.1 | 2.0 | 3.4 | 3.5 | 1.7 | 4.0 | 17.3 | 1.2 | 1.9 |
| **Girls** | | | | | | | | | | |
| 12-17 years | 100.0 | 50.8 | 1.4 | 7.8 | 8.6 | 0.7 | 10.7 | 16.8 | 0.7 | 2.3 |
| 12 years | 100.0 | 41.3 | 2.7 | 10.8 | 14.0 | 1.0 | 9.6 | 15.3 | 1.0 | 4.4 |
| 13 years | 100.0 | 41.2 | 1.5 | 10.0 | 13.0 | 0.7 | 10.7 | 18.8 | 1.3 | 2.9 |
| 14 years | 100.0 | 52.5 | 1.8 | 8.7 | 7.3 | 0.4 | 12.0 | 12.7 | 0.2 | 1.4 |
| 15 years | 100.0 | 50.3 | 1.5 | 7.8 | 6.7 | 1.0 | 10.0 | 16.0 | 0.2 | 2.9 |
| 16 years | 100.0 | 56.0 | 0.8 | 6.6 | 6.1 | 1.0 | 10.3 | 18.5 | 0.1 | 0.6 |
| 17 years | 100.0 | 61.5 | 0.2 | 2.4 | 3.7 | 0.4 | 12.2 | 16.6 | 1.4 | 1.5 |
Standard error
| Sex and age | Standard error |
|-------------|----------------|
| **Both sexes** | |
| 12-17 years | ... 0.99 0.23 0.39 0.52 0.13 0.46 0.75 0.10 0.19 |
| **Boys** | |
| 12-17 years | ... 1.01 0.30 0.50 0.63 0.28 0.35 1.06 0.15 0.36 |
| **Girls** | |
| 12-17 years | ... 0.99 0.23 0.39 0.52 0.13 0.46 0.75 0.10 0.19 |
Table 17. Percent distribution of youths by who makes most of the decisions on which friends the youth may go out with, according to sex and age, with standard errors for totals: United States, 1966-70
| Sex and age | Who usually decides which friends youth may go out with |
|-------------|--------------------------------------------------------|
| | Total | Youth alone | Father | Mother | Both parents | Father and youth | Mother and youth | Youth and both parents | Other person(s) | Nobody |
| **Both sexes** | | | | | | | | | | |
| 12-17 years | 100.0 | 46.5 | 2.1 | 6.9 | 12.5 | 1.0 | 6.3 | 17.1 | 3.3 | 4.4 |
| 12 years | 100.0 | 35.8 | 3.1 | 9.2 | 18.2 | 0.7 | 6.8 | 16.7 | 4.7 | 6.8 |
| 13 years | 100.0 | 40.9 | 2.6 | 7.8 | 15.3 | 1.1 | 6.7 | 16.2 | 3.8 | 5.6 |
| 14 years | 100.0 | 45.5 | 1.5 | 8.1 | 14.1 | 1.4 | 5.8 | 17.3 | 2.5 | 3.8 |
| 15 years | 100.0 | 47.1 | 1.7 | 6.0 | 13.6 | 1.0 | 5.2 | 15.3 | 3.0 | 4.1 |
| 16 years | 100.0 | 52.5 | 2.3 | 5.7 | 8.0 | 0.6 | 6.3 | 18.2 | 2.5 | 3.9 |
| 17 years | 100.0 | 58.7 | 1.3 | 3.9 | 6.5 | 1.2 | 6.5 | 17.5 | 2.7 | 1.8 |
| **Boys** | | | | | | | | | | |
| 12-17 years | 100.0 | 53.7 | 2.7 | 6.1 | 11.0 | 1.1 | 3.2 | 13.3 | 3.9 | 5.0 |
| 12 years | 100.0 | 38.8 | 4.1 | 9.6 | 17.1 | 1.0 | 4.1 | 12.7 | 5.4 | 7.1 |
| 13 years | 100.0 | 45.9 | 3.4 | 6.4 | 13.4 | 1.4 | 3.2 | 15.8 | 3.7 | 7.1 |
| 14 years | 100.0 | 50.1 | 2.1 | 8.7 | 12.3 | 1.3 | 1.9 | 12.4 | 3.2 | 5.2 |
| 15 years | 100.0 | 57.7 | 1.5 | 4.7 | 10.6 | 1.0 | 2.4 | 14.9 | 4.0 | 3.4 |
| 16 years | 100.0 | 61.9 | 3.6 | 3.6 | 5.1 | 0.6 | 3.8 | 12.5 | 3.6 | 5.3 |
| 17 years | 100.0 | 67.8 | 1.6 | 3.5 | 6.2 | 1.4 | 3.9 | 11.2 | 3.0 | 1.5 |
| **Girls** | | | | | | | | | | |
| 12-17 years | 100.0 | 39.1 | 1.5 | 7.6 | 14.0 | 0.9 | 9.5 | 21.1 | 2.7 | 3.7 |
| 12 years | 100.0 | 32.8 | 2.0 | 8.9 | 19.3 | 0.3 | 9.4 | 16.8 | 4.1 | 6.4 |
| 13 years | 100.0 | 37.9 | 1.3 | 9.2 | 12.1 | 0.8 | 10.2 | 16.7 | 3.9 | 4.0 |
| 14 years | 100.0 | 37.5 | 1.3 | 7.3 | 15.8 | 1.1 | 9.8 | 22.2 | 1.9 | 2.3 |
| 15 years | 100.0 | 36.7 | 1.9 | 7.3 | 12.7 | 1.5 | 9.2 | 23.5 | 2.5 | 4.7 |
| 16 years | 100.0 | 42.8 | 0.9 | 7.1 | 11.0 | 0.7 | 8.8 | 24.2 | 1.4 | 2.4 |
| 17 years | 100.0 | 49.6 | 1.0 | 4.3 | 6.7 | 1.1 | 9.2 | 23.8 | 2.3 | 2.0 |
**Standard error**
| Sex and age | | | | | | | | | | |
|-------------|--------|--------|--------|--------|--------|--------|--------|--------|--------|--------|
| **Both sexes** | ... | 0.96 | 0.19 | 0.46 | 0.70 | 0.13 | 0.33 | 0.60 | 0.26 | 0.30 |
| **Boys 12-17 years** | ... | 1.05 | 0.24 | 0.48 | 0.58 | 0.19 | 0.29 | 0.73 | 0.32 | 0.43 |
| **Girls 12-17 years** | ... | 1.02 | 0.31 | 0.61 | 0.94 | 0.18 | 0.62 | 0.79 | 0.30 | 0.35 |
Table 18. Percent distribution of youths by who makes most of the decisions on how late the youth may stay out, according to sex and age, with standard errors for totals: United States, 1966-70
| Sex and age | Who usually decides how late youth may stay out |
|-------------|-----------------------------------------------|
| | Total | Youth alone | Father | Mother | Both parents | Father and youth | Mother and youth | Youth and both parents | Other person(s) | Nobody |
| **Both sexes** | | | | | | | | | | |
| 12-17 years | 100.0 | 4.6 | 10.3 | 17.8 | 37.8 | 1.9 | 5.3 | 19.8 | 1.0 | 1.5 |
| 12 years | 100.0 | 1.5 | 10.4 | 23.0 | 46.5 | 0.6 | 3.1 | 11.6 | 1.1 | 2.2 |
| 13 years | 100.0 | 1.9 | 11.4 | 17.2 | 43.9 | 2.1 | 4.0 | 16.4 | 1.1 | 2.0 |
| 14 years | 100.0 | 1.6 | 11.0 | 19.2 | 40.7 | 1.4 | 5.0 | 19.9 | 0.7 | 0.9 |
| 15 years | 100.0 | 4.5 | 9.8 | 17.3 | 35.7 | 2.1 | 6.2 | 22.0 | 0.7 | 1.7 |
| 16 years | 100.0 | 5.8 | 9.8 | 16.8 | 32.6 | 2.2 | 5.9 | 24.8 | 0.9 | 1.2 |
| 17 years | 100.0 | 13.4 | 9.2 | 12.4 | 26.0 | 3.0 | 7.4 | 26.4 | 1.3 | 0.7 |
| **Boys** | | | | | | | | | | |
| 12-17 years | 100.0 | 6.7 | 13.1 | 17.6 | 35.7 | 2.4 | 3.8 | 18.0 | 0.9 | 1.9 |
| 12 years | 100.0 | 2.8 | 12.7 | 23.0 | 44.8 | 0.6 | 2.0 | 10.2 | 0.8 | 3.1 |
| 13 years | 100.0 | 2.8 | 13.6 | 17.6 | 40.9 | 2.4 | 3.4 | 14.1 | 1.1 | 1.8 |
| 14 years | 100.0 | 2.0 | 11.0 | 21.2 | 34.2 | 1.5 | 4.2 | 16.8 | 0.8 | 1.1 |
| 15 years | 100.0 | 6.6 | 12.0 | 15.7 | 34.4 | 2.6 | 4.2 | 20.8 | 1.1 | 2.6 |
| 16 years | 100.0 | 8.1 | 12.8 | 15.8 | 29.4 | 3.3 | 4.7 | 23.5 | 0.7 | 1.8 |
| 17 years | 100.0 | 19.5 | 11.8 | 11.4 | 23.7 | 4.1 | 4.4 | 23.5 | 0.8 | 0.8 |
| **Girls** | | | | | | | | | | |
| 12-17 years | 100.0 | 2.5 | 7.4 | 17.9 | 40.0 | 1.3 | 7.0 | 21.6 | 1.2 | 1.0 |
| 12 years | 100.0 | 0.2 | 8.0 | 23.0 | 48.3 | 0.6 | 4.3 | 13.0 | 1.2 | 1.1 |
| 13 years | 100.0 | 1.0 | 7.1 | 16.8 | 47.3 | 1.7 | 4.6 | 18.6 | 1.1 | 2.1 |
| 14 years | 100.0 | 1.2 | 8.5 | 17.1 | 41.9 | 1.4 | 7.4 | 21.0 | 0.7 | 0.8 |
| 15 years | 100.0 | 2.5 | 7.6 | 19.0 | 37.0 | 1.5 | 8.2 | 23.1 | 0.4 | 0.9 |
| 16 years | 100.0 | 3.5 | 6.7 | 17.9 | 29.9 | 1.0 | 7.2 | 26.1 | 1.1 | 0.6 |
| 17 years | 100.0 | 7.1 | 6.6 | 15.4 | 28.2 | 1.8 | 10.6 | 29.4 | 2.3 | 0.6 |
**Standard error**
| Sex and age | | | | | | | | | | |
|-------------|-------|-------------|--------|--------|--------------|-----------------|--------------------|---------------------|----------------|---------|
| **Both sexes** | 12-17 years | ... | 0.26 | 0.58 | 0.60 | 0.67 | 0.20 | 0.38 | 0.83 | 0.15 | 0.20 |
| **Boys 12-17 years** | ... | 0.46 | 0.82 | 0.83 | 0.84 | 0.32 | 0.28 | 0.93 | 0.19 | 0.21 |
| **Girls 12-17 years** | ... | 0.25 | 0.55 | 0.56 | 0.91 | 0.27 | 0.56 | 0.91 | 0.26 | 0.25 |
Table 19. Percent of youths receiving an allowance and selected characteristics and attitudes of youths receiving an allowance, by sex and age, with standard errors for totals: United States, 1966-70
| Sex and age | Percent receiving an allowance | Percent reporting chores for allowance | Percent whose allowance is ever withheld as punishment | Who decides amount | Who youth thinks should decide amount |
|-------------|--------------------------------|----------------------------------------|------------------------------------------------------|-------------------|---------------------------------------|
| | | | | Total | Father | Mother | Both parents | Someone else | Total | Father | Mother | Both parents | Someone else |
| **Both sexes** | | | | | | | | | | | | | |
| 12-17 years-- | 50.5 | 70.8 | 25.4 | 100.0 | 19.3 | 26.6 | 51.5 | 2.6 | 100.0 | 17.7 | 21.7 | 55.8 | 4.8 |
| 12 years----- | 58.8 | 73.6 | 29.2 | 100.0 | 18.2 | 27.3 | 53.9 | 0.6 | 100.0 | 17.6 | 21.4 | 59.1 | 1.9 |
| 13 years----- | 55.0 | 75.8 | 30.3 | 100.0 | 16.5 | 26.7 | 53.9 | 2.9 | 100.0 | 14.5 | 21.8 | 59.3 | 4.3 |
| 14 years----- | 51.8 | 76.3 | 29.3 | 100.0 | 16.2 | 26.2 | 52.5 | 1.1 | 100.0 | 16.0 | 21.4 | 55.1 | 6.9 |
| 15 years----- | 49.9 | 66.9 | 22.7 | 100.0 | 20.1 | 26.4 | 50.0 | 3.5 | 100.0 | 19.4 | 22.2 | 53.3 | 3.1 |
| 16 years----- | 46.2 | 65.7 | 21.8 | 100.0 | 19.6 | 28.3 | 49.7 | 2.3 | 100.0 | 18.7 | 22.7 | 54.3 | 4.3 |
| 17 years----- | 39.4 | 60.4 | 13.0 | 100.0 | 21.7 | 23.6 | 47.3 | 5.5 | 100.0 | 20.2 | 20.8 | 51.1 | 7.9 |
| **Boys** | | | | | | | | | | | | | |
| 12-17 years-- | 47.6 | 72.2 | 28.7 | 100.0 | 24.0 | 22.0 | 51.6 | 2.4 | 100.0 | 23.3 | 18.1 | 54.2 | 4.5 |
| 12 years----- | 57.2 | 76.3 | 30.3 | 100.0 | 21.1 | 23.8 | 54.4 | 0.2 | 100.0 | 21.9 | 19.3 | 57.9 | 0.9 |
| 13 years----- | 55.7 | 78.0 | 35.5 | 100.0 | 19.3 | 21.2 | 58.0 | 1.0 | 100.0 | 19.1 | 17.7 | 59.7 | 2.7 |
| 14 years----- | 49.8 | 76.8 | 34.1 | 100.0 | 20.0 | 22.1 | 47.8 | 2.0 | 100.0 | 22.5 | 17.9 | 52.9 | 2.7 |
| 15 years----- | 45.6 | 67.1 | 27.1 | 100.0 | 22.5 | 20.6 | 45.7 | 4.7 | 100.0 | 24.9 | 16.4 | 52.7 | 6.0 |
| 16 years----- | 42.5 | 69.4 | 22.5 | 100.0 | 23.5 | 21.6 | 43.6 | 1.9 | 100.0 | 26.0 | 18.2 | 51.8 | 4.1 |
| 17 years----- | 35.3 | 61.4 | 13.0 | 100.0 | 27.5 | 22.8 | 43.6 | 6.1 | 100.0 | 28.1 | 19.7 | 45.1 | 7.2 |
| **Girls** | | | | | | | | | | | | | |
| 12-17 years-- | 53.4 | 69.5 | 22.4 | 100.0 | 15.0 | 30.9 | 51.4 | 2.7 | 100.0 | 12.5 | 25.0 | 57.3 | 5.2 |
| 12 years----- | 60.5 | 72.3 | 28.1 | 100.0 | 15.5 | 30.6 | 53.1 | 0.8 | 100.0 | 13.5 | 23.4 | 60.3 | 2.8 |
| 13 years----- | 56.4 | 75.7 | 25.1 | 100.0 | 13.8 | 32.1 | 49.9 | 4.2 | 100.0 | 9.8 | 26.3 | 59.0 | 5.0 |
| 14 years----- | 53.9 | 72.9 | 23.6 | 100.0 | 14.1 | 29.6 | 45.4 | 1.8 | 100.0 | 11.8 | 24.3 | 57.2 | 7.0 |
| 15 years----- | 54.8 | 65.0 | 17.4 | 100.0 | 15.7 | 31.3 | 50.2 | 2.8 | 100.0 | 12.5 | 25.0 | 53.4 | 3.3 |
| 16 years----- | 50.0 | 63.3 | 21.1 | 100.0 | 14.5 | 34.7 | 48.1 | 2.7 | 100.0 | 12.4 | 26.7 | 56.4 | 4.5 |
| 17 years----- | 43.5 | 59.3 | 12.9 | 100.0 | 16.9 | 27.8 | 50.3 | 5.0 | 100.0 | 13.7 | 21.8 | 56.0 | 8.5 |
**Standard error**
| Sex and age | Both sexes 12-17 years | Boys 12-17 years | Girls 12-17 years |
|-------------|------------------------|------------------|-------------------|
| | 1.10 | 1.43 | 1.02 |
| | 1.52 | 1.84 | 1.91 |
| | 1.23 | 1.31 | 2.17 |
| | ... | ... | ... |
| | 1.07 | 1.73 | 0.96 |
| | 1.08 | 1.37 | 1.39 |
| | 0.98 | 1.29 | 1.12 |
| | 0.30 | 0.41 | 0.37 |
| | ... | ... | ... |
| | 0.92 | 1.50 | 0.80 |
| | 0.92 | 1.11 | 1.29 |
| | 0.85 | 1.24 | 1.00 |
| | 0.33 | 0.51 | 0.47 |
Table 20. Percent distributions of youths by whether they had been away from home for at least 2 months and where they stayed, according to sex and age, with standard errors for totals: United States, 1966-70
| Sex and age | Total | Been away once | Been away more than once | Never been away | Where youths who had been away from home stayed |
|-------------|-------|----------------|--------------------------|-----------------|-----------------------------------------------|
| | | | | | Total | Camp | Boarding school | Hospital | With relative | Elsewhere | Two places | Three or more places |
| **Both sexes** | | | | | | | | | | | | |
| 12-17 years-- | 100.0 | 8.3 | 7.4 | 84.3 | 100.0 | 11.0 | 3.7 | 4.2 | 57.0 | 11.6 | 9.6 | 2.9 |
| 12 years------ | 100.0 | 6.3 | 4.7 | 89.0 | 100.0 | 12.7 | 2.0 | 7.1 | 62.4 | 4.7 | 8.2 | 2.9 |
| 13 years------ | 100.0 | 6.9 | 4.2 | 88.9 | 100.0 | 10.0 | 1.8 | 4.6 | 65.4 | 6.6 | 10.5 | 1.1 |
| 14 years------ | 100.0 | 6.9 | 6.9 | 86.2 | 100.0 | 8.0 | 1.0 | 8.5 | 56.6 | 11.3 | 13.3 | 1.3 |
| 15 years------ | 100.0 | 9.1 | 6.6 | 84.3 | 100.0 | 13.4 | 4.5 | 2.9 | 60.3 | 12.1 | 4.8 | 2.0 |
| 16 years------ | 100.0 | 8.6 | 10.9 | 80.5 | 100.0 | 9.6 | 6.5 | 1.8 | 56.6 | 11.2 | 11.0 | 3.3 |
| 17 years------ | 100.0 | 12.6 | 11.7 | 75.7 | 100.0 | 12.0 | 4.3 | 2.5 | 48.2 | 18.0 | 9.6 | 5.2 |
| **Boys** | | | | | | | | | | | | |
| 12-17 years-- | 100.0 | 7.7 | 6.6 | 85.7 | 100.0 | 12.1 | 4.4 | 4.8 | 54.7 | 11.9 | 9.5 | 2.6 |
| 12 years------ | 100.0 | 4.9 | 4.3 | 90.8 | 100.0 | 14.8 | 2.9 | 9.6 | 61.5 | 3.4 | 2.6 | 5.2 |
| 13 years------ | 100.0 | 4.3 | 4.4 | 91.3 | 100.0 | 16.5 | 4.7 | 5.0 | 54.3 | 5.4 | 11.2 | 2.9 |
| 14 years------ | 100.0 | 6.4 | 6.2 | 87.4 | 100.0 | 9.7 | 1.0 | 10.4 | 50.8 | 8.3 | 12.9 | 2.7 |
| 15 years------ | 100.0 | 8.1 | 8.1 | 86.1 | 100.0 | 9.5 | 6.9 | 2.9 | 61.9 | 15.1 | 2.6 | 1.1 |
| 16 years------ | 100.0 | 9.4 | 9.6 | 81.0 | 100.0 | 13.2 | 3.3 | 2.1 | 54.9 | 12.7 | 12.1 | 1.5 |
| 17 years------ | 100.0 | 14.0 | 10.0 | 76.0 | 100.0 | 11.2 | 6.4 | 2.9 | 47.3 | 18.1 | 11.2 | 2.9 |
| **Girls** | | | | | | | | | | | | |
| 12-17 years-- | 100.0 | 8.9 | 8.1 | 83.0 | 100.0 | 10.1 | 3.1 | 3.6 | 59.0 | 11.3 | 9.7 | 3.2 |
| 12 years------ | 100.0 | 7.8 | 5.1 | 87.2 | 100.0 | 11.2 | 1.4 | 5.3 | 63.0 | 5.7 | 12.1 | 1.3 |
| 13 years------ | 100.0 | 9.6 | 5.9 | 86.5 | 100.0 | 5.8 | 4.4 | 72.6 | 7.3 | 9.9 | - | - |
| 14 years------ | 100.0 | 7.2 | 7.6 | 85.2 | 100.0 | 6.6 | 1.0 | 7.2 | 58.7 | 14.0 | 12.5 | - |
| 15 years------ | 100.0 | 10.2 | 7.3 | 82.5 | 100.0 | 16.5 | 2.6 | 2.9 | 58.9 | 9.8 | 6.6 | 2.7 |
| 16 years------ | 100.0 | 7.8 | 12.2 | 80.0 | 100.0 | 6.1 | 9.3 | 1.6 | 58.2 | 9.7 | 10.0 | 5.1 |
| 17 years------ | 100.0 | 11.2 | 13.4 | 75.4 | 100.0 | 12.9 | 2.7 | 2.0 | 49.1 | 17.9 | 7.9 | 7.5 |
**Standard error**
| Sex and age | Total | Been away once | Been away more than once | Never been away | Where youths who had been away from home stayed |
|-------------|-------|----------------|--------------------------|-----------------|-----------------------------------------------|
| | | | | | Total | Camp | Boarding school | Hospital | With relative | Elsewhere | Two places | Three or more places |
| **Both sexes** | | | | | | | | | | | | |
| 12-17 years-- | ... | 0.36 | 0.31 | 0.53 | ... | 1.15 | 0.74 | 1.80 | 1.20 | 1.10 | 0.65 |
| Boys 12-17 years------ | ... | 0.36 | 0.43 | 0.64 | ... | 1.88 | 1.12 | 1.24 | 2.87 | 1.88 | 1.72 | 0.97 |
| Girls 12-17 years------ | ... | 0.62 | 0.44 | 0.71 | ... | 2.01 | 0.82 | 0.94 | 2.34 | 1.49 | 1.43 | 0.82 |
Table 21. Percent distribution of youths by time spent watching television on a usual day, and median time spent watching television per day, according to sex and age, with standard errors for totals: United States, 1966-70
| Sex and age | Time spent watching television | Percent distribution | Standard error |
|-------------|--------------------------------|-----------------------|----------------|
| | Total | None | Less than 1/2 hr. | 1/2 hr. - less than 1 hr. | 1 hr. - less than 2 hr. | 2 hr. - less than 3 hr. | 3 hr. - less than 4 hr. | 4 hr. - less than 5 hr. | 5 hr. or more | Median time (in hr. and min.) |
| **Both sexes** | | | | | | | | | | |
| 12-17 years-- | 100.0 | 5.3 | 1.1 | 4.6 | 18.9 | 26.7 | 19.1 | 11.9 | 12.2 | 2h-46m |
| 12 years------ | 100.0 | 2.9 | 1.4 | 2.9 | 17.2 | 29.1 | 21.6 | 12.3 | 12.7 | 2h-53m |
| 13 years------ | 100.0 | 3.9 | 0.7 | 2.5 | 15.7 | 27.4 | 21.0 | 13.3 | 14.8 | 3h-00m |
| 14 years------ | 100.0 | 3.8 | 1.3 | 3.6 | 19.1 | 27.0 | 20.4 | 12.6 | 12.6 | 2h-49m |
| 15 years------ | 100.0 | 4.3 | 0.9 | 4.1 | 20.1 | 24.6 | 19.5 | 12.9 | 13.5 | 2h-50m |
| 16 years------ | 100.0 | 8.5 | 1.6 | 6.2 | 20.4 | 26.7 | 15.7 | 11.1 | 9.8 | 2h-30m |
| 17 years------ | 100.0 | 9.3 | 0.9 | 9.1 | 21.5 | 25.1 | 15.2 | 9.0 | 9.9 | 2h-22m |
| **Boys** | | | | | | | | | | |
| 12-17 years-- | 100.0 | 4.8 | 1.3 | 4.7 | 17.8 | 27.5 | 19.3 | 12.6 | 12.0 | 2h-47m |
| 12 years------ | 100.0 | 3.0 | 2.1 | 3.1 | 18.9 | 27.4 | 21.8 | 11.9 | 11.9 | 2h-50m |
| 13 years------ | 100.0 | 4.0 | 0.7 | 3.0 | 15.4 | 25.3 | 21.0 | 14.8 | 15.8 | 3h-05m |
| 14 years------ | 100.0 | 3.7 | 1.1 | 3.4 | 17.7 | 29.3 | 21.0 | 12.4 | 11.5 | 2h-49m |
| 15 years------ | 100.0 | 3.1 | 1.4 | 3.5 | 18.5 | 26.5 | 20.4 | 14.3 | 12.2 | 2h-53m |
| 16 years------ | 100.0 | 7.3 | 1.7 | 6.3 | 17.3 | 28.4 | 15.3 | 12.4 | 11.2 | 2h-37m |
| 17 years------ | 100.0 | 8.1 | 0.7 | 9.6 | 19.2 | 28.1 | 15.4 | 9.7 | 9.1 | 2h-26m |
| **Girls** | | | | | | | | | | |
| 12-17 years-- | 100.0 | 5.9 | 1.0 | 4.6 | 20.0 | 25.9 | 18.9 | 11.2 | 12.5 | 2h-43m |
| 12 years------ | 100.0 | 2.9 | 0.7 | 2.8 | 15.4 | 30.8 | 21.3 | 12.6 | 13.5 | 2h-55m |
| 13 years------ | 100.0 | 3.8 | 0.8 | 2.0 | 16.0 | 29.7 | 22.4 | 11.7 | 13.8 | 2h-55m |
| 14 years------ | 100.0 | 3.9 | 1.5 | 3.8 | 20.5 | 24.7 | 19.7 | 12.8 | 13.2 | 2h-49m |
| 15 years------ | 100.0 | 3.5 | 0.8 | 4.6 | 21.7 | 23.7 | 18.5 | 11.6 | 13.0 | 2h-47m |
| 16 years------ | 100.0 | 9.6 | 1.4 | 6.1 | 23.7 | 24.8 | 16.1 | 9.9 | 8.4 | 2h-22m |
| 17 years------ | 100.0 | 10.4 | 1.1 | 8.7 | 23.9 | 22.0 | 14.9 | 8.3 | 10.7 | 2h-16m |
Standard error
| Sex and age | Total | None | Less than 1/2 hr. | 1/2 hr. - less than 1 hr. | 1 hr. - less than 2 hr. | 2 hr. - less than 3 hr. | 3 hr. - less than 4 hr. | 4 hr. - less than 5 hr. | 5 hr. or more | Median time (in hr. and min.) |
|-------------|-------|------|------------------|--------------------------|------------------------|------------------------|------------------------|------------------------|--------------|-------------------------------|
| **Both sexes** | ... | 0.49 | 0.19 | 0.34 | 0.56 | 0.75 | 0.65 | 0.35 | 0.56 | --- |
| **Boys 12-17 years** | ... | 0.56 | 0.28 | 0.44 | 0.70 | 1.10 | 0.91 | 0.52 | 0.91 | --- |
| **Girls 12-17 years** | ... | 0.61 | 0.16 | 0.51 | 0.91 | 0.69 | 0.78 | 0.46 | 0.70 | --- |
Table 22. Percent distribution of youths by time spent listening to the radio on a usual day, and median time spent listening to the radio per day, according to sex and age, with standard errors for totals: United States, 1966-70
| Sex and age | Time spent listening to radio | Total | None | Less than 1/2 hr. | 1/2 hr.-less than 1 hr. | 1 hr.-less than 2 hr. | 2 hr.-less than 3 hr. | 3 hr.-less than 4 hr. | 4 hr.-less than 5 hr. | 5 hr. or more | Median time (in hr. and min.) |
|-------------|-------------------------------|-------|------|------------------|------------------------|---------------------|---------------------|---------------------|---------------------|--------------|--------------------------------|
| **Both sexes** | | | | | | | | | | | |
| 12-17 years-- | | 100.0 | 15.3 | 7.5 | 16.6 | 26.0 | 14.5 | 7.8 | 4.7 | 7.6 | 1h-24m |
| 12 years------ | | 100.0 | 25.6 | 11.2 | 18.9 | 25.2 | 10.7 | 4.0 | 2.3 | 2.2 | Oh-51m |
| 13 years------ | | 100.0 | 19.0 | 9.7 | 18.4 | 27.0 | 13.2 | 5.7 | 3.6 | 3.2 | 1h-06m |
| 14 years------ | | 100.0 | 15.5 | 7.4 | 16.7 | 27.4 | 13.7 | 8.5 | 3.0 | 7.7 | 1h-23m |
| 15 years------ | | 100.0 | 11.6 | 6.2 | 14.8 | 26.1 | 12.1 | 8.0 | 3.2 | 9.0 | 1h-02m |
| 16 years------ | | 100.0 | 10.3 | 5.6 | 17.5 | 25.9 | 16.2 | 9.0 | 8.2 | 8.4 | 1h-40m |
| 17 years------ | | 100.0 | 8.1 | 4.1 | 13.0 | 25.3 | 16.3 | 11.5 | 6.4 | 15.3 | 1h-59m |
| **Boys** | | | | | | | | | | | |
| 12-17 years-- | | 100.0 | 18.1 | 9.5 | 19.6 | 26.2 | 12.6 | 5.6 | 3.4 | 5.1 | 1h-06m |
| 12 years------ | | 100.0 | 29.1 | 13.5 | 17.7 | 22.9 | 9.8 | 2.8 | 2.3 | 1.8 | Oh-43m |
| 13 years------ | | 100.0 | 23.0 | 10.7 | 22.8 | 25.1 | 9.7 | 3.4 | 1.9 | 2.5 | 0h-31m |
| 14 years------ | | 100.0 | 21.1 | 10.0 | 19.4 | 26.6 | 10.9 | 6.4 | 1.8 | 3.7 | Oh-59m |
| 15 years------ | | 100.0 | 14.3 | 9.1 | 20.5 | 28.4 | 14.4 | 4.1 | 4.1 | 5.1 | 1h-13m |
| 16 years------ | | 100.0 | 11.9 | 7.7 | 21.1 | 26.9 | 16.4 | 6.4 | 6.4 | 4.8 | 1h-21m |
| 17 years------ | | 100.0 | 7.0 | 5.3 | 15.5 | 26.7 | 15.1 | 11.1 | 5.9 | 13.3 | 1h-50m |
| **Girls** | | | | | | | | | | | |
| 12-17 years-- | | 100.0 | 12.4 | 5.4 | 13.6 | 25.8 | 16.4 | 10.1 | 6.1 | 10.2 | 1h-43m |
| 12 years------ | | 100.0 | 22.0 | 8.8 | 20.1 | 27.5 | 11.7 | 5.2 | 2.2 | 2.6 | Oh-59m |
| 13 years------ | | 100.0 | 14.9 | 8.8 | 13.9 | 28.4 | 16.8 | 8.1 | 5.3 | 3.9 | 1h-26m |
| 14 years------ | | 100.0 | 9.7 | 4.8 | 13.8 | 28.2 | 16.6 | 10.7 | 4.1 | 12.0 | 1h-46m |
| 15 years------ | | 100.0 | 8.8 | 3.3 | 9.0 | 24.0 | 20.0 | 13.7 | 6.6 | 14.7 | 2h-15m |
| 16 years------ | | 100.0 | 8.7 | 3.5 | 13.7 | 22.7 | 16.1 | 11.6 | 11.1 | 12.0 | 2h-05m |
| 17 years------ | | 100.0 | 9.1 | 2.8 | 10.5 | 23.8 | 17.5 | 12.0 | 6.9 | 17.3 | 2h-13m |
Standard error
| Sex and age | Standard error | Total | None | Less than 1/2 hr. | 1/2 hr.-less than 1 hr. | 1 hr.-less than 2 hr. | 2 hr.-less than 3 hr. | 3 hr.-less than 4 hr. | 4 hr.-less than 5 hr. | 5 hr. or more | --- |
|-------------|----------------|-------|------|------------------|------------------------|---------------------|---------------------|---------------------|---------------------|--------------|-----|
| **Both sexes** | | | | | | | | | | | |
| 12-17 years-- | | ... | 0.55 | 0.49 | 0.54 | 0.64 | 0.33 | 0.51 | 0.44 | 0.62 | --- |
| **Boys 12-17 years** | | ... | 0.79 | 0.65 | 0.94 | 0.78 | 0.54 | 0.56 | 0.46 | 0.53 | --- |
| **Girls 12-17 years** | | ... | 0.68 | 0.54 | 0.63 | 0.85 | 0.74 | 0.62 | 0.63 | 0.78 | --- |
Table 23. Percent distribution of youths by time spent reading newspapers, comics, or magazines on a usual day, and median time spent reading these materials per day, according to sex and age, with standard errors for totals: United States, 1966-70
| Sex and age | Time spent reading newspapers, comics, or magazines |
|-------------|-----------------------------------------------------|
| | Total | None | Less than 1/2 hr. | 1/2 hr.-less than 1 hr. | 1 hr.-less than 2 hr. | 2 hr.-less than 3 hr. | 3 hr.-less than 4 hr. | 4 hr.-less than 5 hr. | 5 hr. or more | Median time (in hr. and min.) |
| **Both sexes** | | | | | | | | | | |
| 12-17 years-- | 100.0 | 13.8 | 21.1 | 34.2 | 24.4 | 4.6 | 1.1 | 0.5 | 0.4 | 0h-43m |
| 12 years------ | 100.0 | 16.3 | 26.1 | 30.8 | 20.7 | 3.7 | 1.7 | 0.3 | 0.5 | 0h-37m |
| 13 years------ | 100.0 | 14.1 | 22.2 | 34.8 | 22.0 | 4.5 | 0.9 | 0.7 | 0.5 | 0h-41m |
| 14 years------ | 100.0 | 14.6 | 22.1 | 34.4 | 23.1 | 4.6 | 0.9 | 0.7 | 0.5 | 0h-42m |
| 15 years------ | 100.0 | 12.9 | 19.1 | 35.9 | 25.3 | 5.2 | 0.9 | 0.6 | 0.3 | 0h-45m |
| 16 years------ | 100.0 | 11.1 | 19.6 | 36.2 | 26.6 | 4.8 | 0.6 | 0.6 | 0.5 | 0h-46m |
| 17 years------ | 100.0 | 13.4 | 16.6 | 33.0 | 29.5 | 4.9 | 1.6 | 0.7 | 0.2 | 0h-48m |
| **Boys** | | | | | | | | | | |
| 12-17 years-- | 100.0 | 15.0 | 21.1 | 33.3 | 24.2 | 4.8 | 0.9 | 0.3 | 0.5 | 0h-42m |
| 12 years------ | 100.0 | 17.5 | 28.6 | 27.5 | 20.6 | 4.2 | 1.1 | 0.1 | 0.4 | 0h-34m |
| 13 years------ | 100.0 | 14.8 | 20.9 | 35.7 | 23.2 | 3.8 | 0.6 | 0.4 | 0.6 | 0h-42m |
| 14 years------ | 100.0 | 15.8 | 20.5 | 34.7 | 23.3 | 4.4 | 0.9 | - | 0.3 | 0h-42m |
| 15 years------ | 100.0 | 13.6 | 20.5 | 35.2 | 24.9 | 4.8 | 0.3 | 0.4 | 0.3 | 0h-44m |
| 16 years------ | 100.0 | 12.1 | 18.4 | 35.4 | 26.0 | 6.2 | 0.7 | 0.4 | 0.8 | 0h-47m |
| 17 years------ | 100.0 | 16.0 | 16.9 | 31.2 | 27.7 | 5.6 | 1.6 | 0.7 | 0.3 | 0h-46m |
| **Girls** | | | | | | | | | | |
| 12-17 years-- | 100.0 | 12.5 | 21.1 | 35.1 | 24.6 | 4.4 | 1.3 | 0.7 | 0.4 | 0h-44m |
| 12 years------ | 100.0 | 15.0 | 23.5 | 34.3 | 20.7 | 3.2 | 2.2 | 0.5 | 0.5 | 0h-40m |
| 13 years------ | 100.0 | 13.3 | 24.6 | 33.8 | 20.8 | 5.1 | 0.9 | 0.9 | 0.4 | 0h-41m |
| 14 years------ | 100.0 | 13.3 | 23.7 | 34.1 | 22.7 | 4.7 | 0.8 | 0.2 | 0.5 | 0h-41m |
| 15 years------ | 100.0 | 12.1 | 17.5 | 36.6 | 25.7 | 5.6 | 1.5 | 0.7 | 0.3 | 0h-47m |
| 16 years------ | 100.0 | 10.1 | 20.8 | 37.0 | 27.1 | 3.5 | 0.4 | 0.9 | 0.3 | 0h-45m |
| 17 years------ | 100.0 | 10.8 | 16.2 | 34.8 | 31.3 | 4.2 | 1.7 | 0.8 | 0.1 | 0h-50m |
**Standard error**
| Sex and age | Standard error |
|-------------|----------------|
| **Both sexes** | |
| 12-17 years-- | ... 0.80 0.79 0.88 0.45 0.36 0.11 0.10 0.09 --- |
| **Boys 12-17 years** | ... 0.97 0.54 1.17 0.80 0.52 0.15 0.09 0.12 --- |
| **Girls 12-17 years** | ... 0.76 1.31 1.01 0.79 0.38 0.16 0.16 0.10 --- |
Table 24. Percent distribution of youths by time spent reading books on a usual day, and median time spent reading books per day, according to sex and age, with standard errors for totals: United States, 1966-70
| Sex and age | Total | None | Less than 1/2 hr. | 1/2 hr.- less than 1 hr. | 1 hr.- less than 2 hr. | 2 hr.- less than 3 hr. | 3 hr.- less than 4 hr. | 4 hr.- less than 5 hr. | 5 hr. or more | Median time (in hr. and min.) |
|-------------|-------|------|------------------|--------------------------|------------------------|------------------------|------------------------|------------------------|--------------|--------------------------------|
| **Both sexes** | | | | | | | | | | |
| 12-17 years-- | 100.0 | 19.7 | 7.1 | 19.9 | 31.4 | 13.2 | 4.6 | 1.9 | 2.2 | 1h-06m |
| 12 years----- | 100.0 | 13.6 | 9.4 | 23.5 | 34.5 | 11.4 | 3.9 | 1.8 | 2.0 | 1h-06m |
| 13 years----- | 100.0 | 16.5 | 7.7 | 23.0 | 30.8 | 13.9 | 4.6 | 1.7 | 1.8 | 1h-05m |
| 14 years----- | 100.0 | 19.0 | 7.9 | 22.6 | 30.8 | 11.4 | 4.3 | 2.1 | 1.9 | 1h-01m |
| 15 years----- | 100.0 | 23.4 | 6.0 | 18.5 | 29.6 | 13.5 | 4.3 | 1.6 | 3.0 | 1h-04m |
| 16 years----- | 100.0 | 22.0 | 6.3 | 17.8 | 30.5 | 15.1 | 4.3 | 2.2 | 1.8 | 1h-08m |
| 17 years----- | 100.0 | 24.6 | 4.9 | 12.7 | 32.2 | 14.4 | 6.7 | 2.0 | 2.5 | 1h-13m |
| **Boys** | | | | | | | | | | |
| 12-17 years-- | 100.0 | 24.7 | 8.4 | 20.5 | 29.0 | 10.3 | 3.8 | 1.6 | 1.6 | 0h-55m |
| 12 years----- | 100.0 | 18.7 | 12.0 | 23.5 | 30.0 | 9.5 | 3.9 | 1.2 | 1.2 | 0h-57m |
| 13 years----- | 100.0 | 21.8 | 8.2 | 24.7 | 27.8 | 11.1 | 3.5 | 1.3 | 1.6 | 0h-54m |
| 14 years----- | 100.0 | 15.9 | 9.7 | 22.8 | 29.8 | 8.0 | 3.6 | 2.7 | 2.0 | 0h-55m |
| 15 years----- | 100.0 | 28.2 | 7.2 | 19.9 | 27.0 | 10.4 | 3.7 | 1.0 | 2.6 | 0h-52m |
| 16 years----- | 100.0 | 27.9 | 8.0 | 17.0 | 29.8 | 11.4 | 3.5 | 1.8 | 0.6 | 0h-55m |
| 17 years----- | 100.0 | 31.6 | 4.5 | 13.9 | 29.9 | 11.9 | 4.7 | 1.6 | 1.9 | 0h-60m |
| **Girls** | | | | | | | | | | |
| 12-17 years-- | 100.0 | 14.5 | 5.8 | 19.2 | 33.9 | 16.2 | 5.5 | 2.2 | 2.7 | 1h-19m |
| 12 years----- | 100.0 | 8.2 | 6.7 | 23.5 | 39.2 | 13.3 | 3.9 | 2.5 | 2.8 | 1h-18m |
| 13 years----- | 100.0 | 11.0 | 7.2 | 21.2 | 33.8 | 16.9 | 5.8 | 1.9 | 2.2 | 1h-19m |
| 14 years----- | 100.0 | 16.3 | 6.0 | 22.4 | 31.9 | 15.0 | 5.1 | 1.5 | 1.9 | 1h-10m |
| 15 years----- | 100.0 | 18.4 | 4.8 | 17.1 | 32.4 | 16.8 | 4.9 | 2.5 | 3.0 | 1h-18m |
| 16 years----- | 100.0 | 16.1 | 4.6 | 18.7 | 31.2 | 18.8 | 5.0 | 2.7 | 3.0 | 1h-20m |
| 17 years----- | 100.0 | 17.5 | 5.9 | 11.6 | 34.6 | 16.9 | 8.8 | 2.3 | 3.2 | 1h-27m |
Standard error
| Sex and age | Total | None | Less than 1/2 hr. | 1/2 hr.- less than 1 hr. | 1 hr.- less than 2 hr. | 2 hr.- less than 3 hr. | 3 hr.- less than 4 hr. | 4 hr.- less than 5 hr. | 5 hr. or more | Median time (in hr. and min.) |
|-------------|-------|------|------------------|--------------------------|------------------------|------------------------|------------------------|------------------------|--------------|--------------------------------|
| **Both sexes** | ... | 1.18 | 0.45 | 0.59 | 0.81 | 0.66 | 0.28 | 0.21 | 0.23 | --- |
| Boys 12-17 years----- | ... | 1.67 | 0.63 | 0.73 | 1.11 | 0.73 | 0.32 | 0.22 | 0.27 | --- |
| Girls 12-17 years----- | ... | 0.87 | 0.48 | 0.79 | 0.83 | 0.78 | 0.44 | 0.28 | 0.35 | --- |
Table 25. Percent of youths enrolled in school, percent distribution of those youths by hours worked per week, and percent of those youths getting paid for their work, according to sex and age, with standard errors for totals: United States, 1966-70
| Sex and age | Percent of youths in school | Hours worked per week | Percent getting paid for work |
|-------------|-----------------------------|-----------------------|-------------------------------|
| | Total | None | 1-4 | 5-9 | 10-20 | Over 20 | Work but do not know hours | |
| **Both sexes** | | | | | | | | |
| 12-17 years | 96.0 | 100.0| 59.6| 10.5| 9.7 | 7.6 | 3.3 | 9.2 | 83.9 |
| 12 years | 98.1 | 100.0| 67.8| 12.3| 7.3 | 3.0 | 0.5 | 9.2 | 78.0 |
| 13 years | 98.7 | 100.0| 64.4| 13.0| 7.7 | 3.3 | 1.4 | 10.2 | 79.4 |
| 14 years | 98.5 | 100.0| 59.8| 12.5| 7.5 | 5.2 | 1.9 | 9.2 | 83.2 |
| 15 years | 98.2 | 100.0| 60.2| 10.2| 12.1 | 1.9 | 2.1 | 7.3 | 81.4 |
| 16 years | 93.9 | 100.0| 54.6| 7.9 | 10.5 | 10.8 | 4.8 | 11.4 | 86.5 |
| 17 years | 87.5 | 100.0| 47.8| 6.2 | 9.4 | 18.0 | 10.4 | 8.1 | 92.8 |
| **Boys** | | | | | | | | |
| 12-17 years | 96.0 | 100.0| 53.7| 11.8| 10.5 | 9.3 | 4.9 | 9.8 | 86.8 |
| 12 years | 97.8 | 100.0| 62.5| 14.4| 8.7 | 3.5 | 1.0 | 10.0 | 84.9 |
| 13 years | 98.3 | 100.0| 57.1| 16.3| 8.4 | 4.9 | 2.3 | 11.0 | 79.6 |
| 14 years | 97.8 | 100.0| 54.0| 13.4| 14.1 | 6.5 | 3.3 | 8.7 | 90.5 |
| 15 years | 98.9 | 100.0| 55.1| 11.6| 12.0 | 10.0 | 2.9 | 8.4 | 83.9 |
| 16 years | 94.7 | 100.0| 49.7| 7.4 | 10.2 | 13.9 | 7.2 | 11.6 | 86.5 |
| 17 years | 87.7 | 100.0| 40.2| 5.9 | 9.7 | 20.1 | 14.8 | 9.2 | 94.3 |
| **Girls** | | | | | | | | |
| 12-17 years | 95.9 | 100.0| 65.7| 9.2 | 8.9 | 5.8 | 1.7 | 8.6 | 80.0 |
| 12 years | 98.4 | 100.0| 73.2| 10.1| 5.9 | 2.4 | - | 8.4 | 68.3 |
| 13 years | 99.1 | 100.0| 71.8| 9.7 | 6.9 | 1.7 | 0.5 | 9.3 | 79.3 |
| 14 years | 99.2 | 100.0| 65.6| 11.1| 8.9 | 3.9 | 0.5 | 9.7 | 73.0 |
| 15 years | 97.5 | 100.0| 65.5| 11.7| 10.1 | 2.6 | 1.9 | 6.1 | 78.1 |
| 16 years | 93.1 | 100.0| 59.8| 8.3 | 10.9 | 7.6 | 2.2 | 11.1 | 86.6 |
| 17 years | 87.2 | 100.0| 55.4| 6.5 | 9.2 | 16.0 | 6.0 | 7.0 | 90.9 |
**Standard error**
| Sex and age | Standard error |
|-------------|----------------|
| Both sexes | 0.42 |
| Boys 12-17 years | 0.46 |
| Girls 12-17 years | 0.49 |
Table 26. Percent distribution of youths enrolled in school by summer work activity, according to sex and age, with standard errors for totals: United States, 1966-70
| Sex and age | Work during summer |
|-------------|--------------------|
| | Total | Full time | Part time | None |
| **Both sexes** | | | | |
| 12-17 years | 100.0 | 11.6 | 36.3 | 52.2 |
| 12 years | 100.0 | 4.8 | 25.6 | 69.6 |
| 13 years | 100.0 | 4.2 | 31.4 | 64.4 |
| 14 years | 100.0 | 6.3 | 38.8 | 55.0 |
| 15 years | 100.0 | 11.0 | 41.6 | 47.5 |
| 16 years | 100.0 | 19.5 | 40.2 | 40.3 |
| 17 years | 100.0 | 28.1 | 42.2 | 29.7 |
| **Boys** | | | | |
| 12-17 years | 100.0 | 16.9 | 44.2 | 38.9 |
| 12 years | 100.0 | 7.5 | 34.2 | 58.3 |
| 13 years | 100.0 | 5.6 | 42.9 | 51.5 |
| 14 years | 100.0 | 9.3 | 47.8 | 42.9 |
| 15 years | 100.0 | 15.4 | 52.9 | 31.7 |
| 16 years | 100.0 | 30.0 | 43.8 | 26.1 |
| 17 years | 100.0 | 39.7 | 44.2 | 16.1 |
| **Girls** | | | | |
| 12-17 years | 100.0 | 6.1 | 28.1 | 65.8 |
| 12 years | 100.0 | 2.1 | 16.8 | 81.1 |
| 13 years | 100.0 | 2.8 | 17.7 | 77.5 |
| 14 years | 100.0 | 3.2 | 29.6 | 67.2 |
| 15 years | 100.0 | 6.3 | 29.8 | 63.9 |
| 16 years | 100.0 | 8.6 | 36.4 | 55.1 |
| 17 years | 100.0 | 16.3 | 40.2 | 43.6 |
| Standard error | | | | |
| Both sexes 12-17 years | ... | 0.63 | 1.00 | 0.83 |
| Boys 12-17 years | ... | 1.00 | 1.53 | 1.11 |
| Girls 12-17 years | ... | 0.48 | 0.74 | 0.77 |
Table 27. Percent of youths not enrolled in school and percent distribution of those youths by work status, according to sex and selected age groups, with standard errors for totals: United States, 1966-70
| Sex and age | Percent of youths not in school | Work status |
|-------------|---------------------------------|-------------|
| | Total | Have a job | Not working but looking for a job | Not working and not looking for a job |
| **Both sexes** | | | | |
| 12-17 years | 4.0 | 100.0 | 33.1 | 34.5 | 32.5 |
| 16 years | 6.1 | 100.0 | 26.7 | 46.1 | 27.2 |
| 17 years | 12.5 | 100.0 | 49.5 | 29.3 | 21.3 |
| **Boys** | | | | |
| 12-17 years | 4.0 | 100.0 | 41.8 | 36.2 | 22.1 |
| 16 years | 5.3 | 100.0 | 35.6 | 53.7 | 10.7 |
| 17 years | 12.3 | 100.0 | 62.3 | 27.4 | 10.3 |
| **Girls** | | | | |
| 12-17 years | 4.1 | 100.0 | 24.2 | 32.7 | 43.1 |
| 16 years | 6.9 | 100.0 | 19.6 | 40.0 | 40.3 |
| 17 years | 12.8 | 100.0 | 36.8 | 31.2 | 32.1 |
Standard error
| Sex and age | Standard error |
|-------------|----------------|
| Both sexes 12-17 years | 0.42 |
| Boys 12-17 years | 0.46 |
| Girls 12-17 years | 0.49 |
Table 28. Percent distributions of youths enrolled in elementary or secondary school by educational desires and expectancies, according to sex and age, with standard errors for totals: United States, 1966-70
| Sex and age | Highest level of education desired | Highest level of education expected |
|-------------|-----------------------------------|------------------------------------|
| | Total | Quit school as soon as possible | Finish high school | Get some college or other training | Get a college degree | Finish college and take further training | Total | Quit school as soon as possible | Finish high school | Get some college or other training | Get a college degree | Finish college and take further training |
| Both sexes | | | | | | | | | | | | | |
| 12-17 years | 100.0 | 1.2 | 21.8 | 33.1 | 26.3 | 17.6 | 100.0 | 1.4 | 26.2 | 33.1 | 24.8 | 14.5 |
| Boys | | | | | | | | | | | | | |
| 12-17 years | 100.0 | 1.4 | 20.7 | 29.1 | 28.6 | 20.2 | 100.0 | 1.5 | 24.8 | 30.2 | 26.9 | 16.6 |
| Girls | | | | | | | | | | | | | |
| 12-17 years | 100.0 | 1.0 | 23.0 | 37.3 | 24.0 | 14.8 | 100.0 | 1.3 | 27.7 | 36.1 | 22.5 | 12.4 |
Standard error
| Sex and age | Highest level of education desired | Highest level of education expected |
|-------------|-----------------------------------|------------------------------------|
| | Total | Quit school as soon as possible | Finish high school | Get some college or other training | Get a college degree | Finish college and take further training | Total | Quit school as soon as possible | Finish high school | Get some college or other training | Get a college degree | Finish college and take further training |
| Both sexes | | | | | | | | | | | | | |
| 12-17 years | ... | 0.16 | 1.08 | 0.91 | 0.98 | 0.69 | ... | 0.22 | 1.20 | 0.92 | 0.75 | 0.56 |
| Boys | | | | | | | | | | | | | |
| 12-17 years | ... | 0.24 | 1.40 | 0.94 | 0.99 | 0.85 | ... | 0.26 | 1.54 | 1.02 | 1.05 | 0.70 |
| Girls | | | | | | | | | | | | | |
| 12-17 years | ... | 0.15 | 1.13 | 0.81 | 1.04 | 0.78 | ... | 0.24 | 1.25 | 1.11 | 0.83 | 0.75 |
Table 29. Percent distributions of youths not enrolled in elementary or secondary school by educational desires and expectations, according to enrollment status, selected age groups, and sex: United States, 1966-70
| Enrollment status, age, and sex | Highest level of education desired | Highest level of education expected |
|---------------------------------|-----------------------------------|-------------------------------------|
| | Total | Quit school as soon as possible | Finish high school | Get some college or other training | Get a college degree | Finish college and take further training | Total | Quit school as soon as possible | Finish high school | Get some college training | Get a college degree | Finish college and take further training |
| High school graduate | | | | | | | | | | | | |
| 12-17 years--------- | 100.0 | ... | 8.2 | 59.5 | 26.7 | 5.6 | 100.0 | ... | 13.7 | 57.4 | 24.7 | 4.2 |
| 17 years------------------------| 100.0 | ... | 8.6 | 59.0 | 26.5 | 5.9 | 100.0 | ... | 14.3 | 56.8 | 24.5 | 4.5 |
| High school graduate with further training | | | | | | | | | | | | |
| 12-17 years--------- | 100.0 | ... | ... | 15.6 | 43.6 | 40.8 | 100.0 | ... | ... | 20.5 | 47.2 | 32.2 |
| 17 years------------------------| 100.0 | ... | ... | 16.3 | 42.5 | 41.2 | 100.0 | ... | ... | 21.4 | 46.4 | 32.2 |
| High school dropout | | | | | | | | | | | | |
| Both sexes, 12-17 years-------- | 100.0 | 36.9 | 48.3 | 9.8 | 3.8 | 1.3 | 100.0 | 51.8 | 37.5 | 6.5 | 2.0 | 2.3 |
| Both sexes, 16 years------------| 100.0 | 37.7 | 48.8 | 8.0 | 2.3 | 3.2 | 100.0 | 47.5 | 46.4 | 4.2 | 1.8 | - |
| Both sexes, 17 years------------| 100.0 | 34.7 | 53.0 | 10.0 | 1.7 | 0.6 | 100.0 | 52.7 | 32.7 | 9.0 | 1.5 | 4.0 |
| Boys, 12-17 years---------------| 100.0 | 38.8 | 50.9 | 8.2 | 2.0 | - | 100.0 | 54.0 | 33.8 | 9.8 | - | 2.4 |
| Boys, 16 years------------------| 100.0 | 45.9 | 45.5 | 8.7 | - | - | 100.0 | 54.4 | 39.9 | 5.7 | - | - |
| Boys, 17 years------------------| 100.0 | 33.6 | 54.6 | 8.7 | 3.1 | - | 100.0 | 54.2 | 29.6 | 12.5 | - | 3.7 |
| Girls, 12-17 years--------------| 100.0 | 35.1 | 45.8 | 11.2 | 5.4 | 2.5 | 100.0 | 49.7 | 40.9 | 3.6 | 3.8 | 2.2 |
| Girls, 16 years-----------------| 100.0 | 30.5 | 51.8 | 7.5 | 4.3 | 6.0 | 100.0 | 41.2 | 52.5 | 2.8 | 3.4 | - |
| Girls, 17 years-----------------| 100.0 | 35.9 | 51.1 | 11.6 | - | 1.4 | 100.0 | 51.1 | 36.3 | 5.0 | 3.3 | 4.3 |
1For youths who had already dropped out of school, the response "quit school as soon as possible" obviously reflects an actuality and was interpreted as a desire or expectancy to remain out of school.
Table 30. Percent distribution of youths by educational expectancies, according to enrollment in school and educational desires: United States, 1966-70
| Enrollment status and educational desires | Educational expectancies |
|------------------------------------------|---------------------------|
| | Total | Quit school as soon as possible | Finish high school | Get some college or other training | Get a college degree | Finish college and take further training |
| **High school dropout** | | | | | | |
| Quit school as soon as possible---------- | 100.0 | 88.8 | 9.1 | - | - | 2.2 |
| Finish high school----------------------- | 100.0 | 34.1 | 58.6 | 2.9 | 1.9 | 2.5 |
| Get some college or other training------ | 100.0 | * | * | * | * | * |
| Get a college degree--------------------- | 100.0 | * | * | * | * | * |
| Finish college and take further training-| 100.0 | * | * | * | * | * |
| **Youths enrolled in elementary or secondary school** | | | | | | |
| Quit school as soon as possible---------- | 100.0 | 61.7 | 30.5 | 4.2 | 1.8 | 1.8 |
| Finish high school----------------------- | 100.0 | 2.4 | 86.0 | 7.7 | 2.2 | 1.7 |
| Get some college or other training------ | 100.0 | 0.1 | 17.2 | 77.2 | 3.4 | 2.1 |
| Get a college degree--------------------- | 100.0 | 0.3 | 3.3 | 16.8 | 77.7 | 1.9 |
| Finish college and take further training-| 100.0 | 0.1 | 3.1 | 7.8 | 15.1 | 73.8 |
1For youths who had already dropped out of school, the response "quit school as soon as possible" obviously reflects an actuality and was interpreted as a desire or expectancy to remain out of school.
Table 31. Mean number of personal traits youths rated "extremely important" and percent distribution of youths by number of personal traits rated this way, by sex and age, with standard errors for totals: United States, 1966-70
| Sex and age | Mean number of traits | Number of traits rated as extremely important |
|-------------|-----------------------|-----------------------------------------------|
| | Total | 11 | 10 | 9 | 8 | 7 | 6 | 5 | 4 | 3 | 2 | 1 | 0 |
| **Both sexes** | | | | | | | | | | | | | |
| 12-17 years--- | 6.1 | 100.0| 7.7 | 6.7 | 7.9 | 10.2 | 12.5 | 12.2 | 12.1 | 10.6 | 8.0 | 5.1 | 3.4 | 3.5 |
| 12 years------ | 5.9 | 100.0| 6.8 | 6.0 | 6.7 | 9.8 | 13.4 | 12.2 | 14.0 | 11.3 | 7.1 | 5.6 | 2.9 | 4.2 |
| 13 years------ | 6.1 | 100.0| 7.7 | 5.9 | 9.0 | 10.0 | 14.0 | 12.8 | 10.7 | 9.9 | 7.5 | 5.9 | 3.3 | 2.9 |
| 14 years------ | 6.0 | 100.0| 7.4 | 6.2 | 8.0 | 12.0 | 12.2 | 12.0 | 11.9 | 10.5 | 7.3 | 4.6 | 4.0 | 4.4 |
| 15 years------ | 6.0 | 100.0| 7.0 | 6.9 | 8.2 | 10.0 | 12.4 | 12.0 | 11.9 | 10.5 | 7.1 | 4.6 | 3.2 | 3.2 |
| 16 years------ | 6.0 | 100.0| 7.4 | 7.4 | 7.9 | 10.9 | 12.2 | 11.9 | 10.9 | 9.5 | 9.1 | 5.4 | 3.7 | 3.8 |
| 17 years------ | 6.1 | 100.0| 8.1 | 7.8 | 7.6 | 8.3 | 11.8 | 12.5 | 14.6 | 10.4 | 8.1 | 4.8 | 3.4 | 2.5 |
| **Boys** | | | | | | | | | | | | | |
| 12-17 years--- | 5.9 | 100.0| 6.5 | 6.2 | 7.5 | 9.9 | 11.9 | 12.6 | 12.6 | 10.9 | 8.8 | 5.7 | 3.8 | 3.7 |
| 12 years------ | 5.8 | 100.0| 5.0 | 6.3 | 7.1 | 9.4 | 13.6 | 11.3 | 14.5 | 13.1 | 7.5 | 5.1 | 3.8 | 3.3 |
| 13 years------ | 6.0 | 100.0| 6.9 | 5.2 | 9.8 | 10.0 | 13.7 | 12.5 | 11.4 | 10.3 | 8.8 | 5.6 | 3.1 | 2.8 |
| 14 years------ | 5.9 | 100.0| 7.2 | 6.1 | 7.7 | 11.1 | 12.4 | 12.8 | 10.4 | 8.6 | 5.5 | 4.0 | 4.9 | 4.9 |
| 15 years------ | 5.9 | 100.0| 8.1 | 7.7 | 7.2 | 9.4 | 10.6 | 12.5 | 11.7 | 10.0 | 8.3 | 6.0 | 4.4 | 3.9 |
| 16 years------ | 5.8 | 100.0| 6.1 | 7.1 | 6.6 | 11.5 | 10.4 | 12.9 | 12.2 | 8.7 | 9.8 | 6.2 | 4.6 | 3.9 |
| 17 years------ | 5.8 | 100.0| 5.3 | 7.0 | 6.8 | 7.5 | 10.7 | 15.1 | 16.1 | 10.1 | 8.8 | 5.8 | 3.5 | 3.3 |
| **Girls** | | | | | | | | | | | | | |
| 12-17 years--- | 6.3 | 100.0| 9.0 | 7.3 | 8.3 | 10.5 | 13.2 | 11.8 | 11.6 | 10.3 | 7.2 | 4.5 | 2.9 | 3.3 |
| 12 years------ | 6.0 | 100.0| 8.5 | 5.8 | 6.1 | 10.2 | 13.2 | 13.1 | 13.5 | 9.4 | 6.7 | 6.2 | 2.0 | 5.2 |
| 13 years------ | 6.2 | 100.0| 8.6 | 6.8 | 8.3 | 10.1 | 14.4 | 13.2 | 10.7 | 9.5 | 6.2 | 6.2 | 3.6 | 3.1 |
| 14 years------ | 6.5 | 100.0| 10.1 | 6.5 | 8.8 | 12.5 | 13.2 | 12.0 | 10.0 | 8.9 | 5.3 | 3.2 | 3.8 | 3.8 |
| 15 years------ | 6.5 | 100.0| 10.2 | 7.6 | 9.3 | 10.3 | 12.3 | 12.1 | 8.9 | 10.3 | 8.9 | 3.5 | 2.2 | 2.3 |
| 16 years------ | 6.3 | 100.0| 8.7 | 7.6 | 9.3 | 10.3 | 14.0 | 10.9 | 9.6 | 10.3 | 8.4 | 4.5 | 2.7 | 3.7 |
| 17 years------ | 6.5 | 100.0| 10.8 | 8.7 | 8.3 | 9.1 | 13.0 | 10.0 | 13.2 | 10.8 | 7.3 | 3.8 | 3.3 | 1.6 |
**Standard error**
| Sex and age | Standard error |
|-------------|----------------|
| Both sexes 12-17 years-- | 0.05 ... 0.36 0.31 0.36 0.53 0.41 0.37 0.40 0.39 0.37 0.45 0.20 0.22 |
| Boys 12-17 years--- | 0.05 ... 0.49 0.44 0.54 0.56 0.55 0.46 0.57 0.68 0.50 0.48 0.30 0.26 |
| Girls 12-17 years--- | 0.07 ... 0.49 0.37 0.50 0.80 0.65 0.63 0.68 0.58 0.46 0.54 0.31 0.33 |
Table 32. Percent distributions of youths by attitudes toward obeying the law and being neat and clean, according to sex and age, with standard errors for totals: United States, 1966-70
| Sex and age | Importance of obeying the law | Importance of being neat and clean |
|-------------|-------------------------------|-----------------------------------|
| | Extremely important | Important | Slightly important | Unimportant | Extremely important | Important | Slightly important | Unimportant |
| Both sexes | | | | | | | | |
| 12-17 years | 72.3 | 25.1 | 2.2 | 0.4 | 68.4 | 29.5 | 1.8 | 0.3 |
| 12 years | 81.0 | 16.6 | 1.8 | 0.6 | 62.2 | 34.8 | 2.4 | 0.7 |
| 13 years | 78.0 | 19.8 | 1.4 | 0.4 | 67.0 | 30.6 | 1.3 | 0.4 |
| 14 years | 73.9 | 23.6 | 2.2 | 0.3 | 70.9 | 27.1 | 1.9 | 0.1 |
| 15 years | 70.9 | 26.4 | 2.5 | 0.2 | 71.2 | 27.3 | 1.4 | 0.1 |
| 16 years | 65.3 | 32.5 | 1.9 | 0.3 | 68.9 | 29.1 | 1.6 | 0.3 |
| 17 years | 63.3 | 33.3 | 2.9 | 0.5 | 70.1 | 27.7 | 2.2 | - |
| Boys | | | | | | | | |
| 12-17 years | 69.8 | 26.9 | 2.9 | 0.5 | 62.0 | 35.3 | 2.4 | 0.4 |
| 12 years | 80.4 | 17.5 | 1.4 | 0.7 | 55.0 | 41.5 | 2.7 | 0.8 |
| 13 years | 75.9 | 21.0 | 2.7 | 0.1 | 63.6 | 33.1 | 2.1 | 0.5 |
| 14 years | 73.3 | 23.5 | 3.0 | 0.3 | 64.3 | 33.0 | 2.4 | 0.3 |
| 15 years | 67.1 | 29.1 | 3.3 | 0.4 | 65.8 | 32.2 | 1.8 | 0.2 |
| 16 years | 61.8 | 35.4 | 2.4 | 0.4 | 62.2 | 35.7 | 1.7 | 0.4 |
| 17 years | 57.8 | 36.3 | 4.8 | 1.0 | 61.2 | 35.5 | 3.3 | - |
| Girls | | | | | | | | |
| 12-17 years | 75.0 | 23.3 | 1.4 | 0.3 | 75.0 | 23.6 | 1.2 | 0.2 |
| 12 years | 81.5 | 15.6 | 2.3 | 0.6 | 69.5 | 28.0 | 2.0 | 0.6 |
| 13 years | 80.2 | 18.4 | 0.8 | 0.7 | 71.9 | 27.4 | 0.4 | 0.4 |
| 14 years | 74.5 | 23.6 | 1.5 | 0.4 | 77.7 | 21.0 | 1.3 | - |
| 15 years | 74.8 | 23.6 | 1.6 | 0.2 | 76.7 | 22.2 | 1.0 | - |
| 16 years | 68.9 | 29.6 | 1.3 | 0.2 | 75.8 | 22.4 | 1.5 | 0.3 |
| 17 years | 68.9 | 30.2 | 0.9 | - | 79.2 | 19.8 | 1.1 | - |
Standard error
Both sexes 12-17 years:
0.76 0.62 0.22 0.07 0.80 0.75 0.19 0.06
Boys 12-17 years:
0.98 0.87 0.36 0.10 1.07 1.01 0.31 0.09
Girls 12-17 years:
0.89 0.81 0.19 0.10 1.11 1.04 0.16 0.08
Table 33. Percent distributions of youths by attitudes toward obeying one's parents and knowing how to keep in good health, according to sex and age, with standard errors for totals: United States, 1966-70
| Sex and age | Importance of obeying one's parents | Importance of knowing how to keep in good health |
|-------------|-------------------------------------|--------------------------------------------------|
| | Extremely important | Important | Slightly important | Unimportant | Extremely important | Important | Slightly important | Unimportant |
| **Both sexes** | | | | | | | | |
| 12-17 years-- | 66.1 | 30.8 | 2.5 | 0.6 | 64.4 | 33.0 | 2.2 | 0.4 |
| 12 years------| 78.7 | 18.3 | 2.2 | 0.8 | 70.7 | 26.5 | 2.2 | 0.7 |
| 13 years------| 72.5 | 25.0 | 2.0 | 0.5 | 67.4 | 30.3 | 1.6 | 0.7 |
| 14 years------| 67.9 | 29.6 | 1.9 | 0.5 | 63.8 | 33.4 | 2.6 | 0.2 |
| 15 years------| 63.3 | 31.4 | 2.6 | 0.5 | 63.7 | 33.8 | 2.0 | 0.3 |
| 16 years------| 59.0 | 37.5 | 3.2 | 0.3 | 59.5 | 37.8 | 2.5 | 0.2 |
| 17 years------| 52.7 | 43.1 | 3.5 | 0.7 | 60.4 | 37.1 | 2.2 | 0.2 |
| **Boys** | | | | | | | | |
| 12-17 years--| 64.4 | 32.1 | 2.7 | 0.8 | 63.5 | 33.3 | 2.7 | 0.5 |
| 12 years------| 77.8 | 18.8 | 2.4 | 1.0 | 69.8 | 27.4 | 1.9 | 1.0 |
| 13 years------| 72.0 | 25.2 | 2.2 | 0.6 | 67.1 | 30.8 | 1.4 | 0.8 |
| 14 years------| 66.9 | 30.4 | 1.6 | 1.1 | 62.7 | 33.1 | 3.7 | 0.5 |
| 15 years------| 60.1 | 36.1 | 3.5 | 0.5 | 61.1 | 35.5 | 2.6 | 0.3 |
| 16 years------| 56.9 | 40.0 | 3.1 | - | 61.3 | 35.2 | 3.5 | - |
| 17 years------| 49.4 | 44.6 | 4.6 | 1.3 | 57.8 | 38.5 | 3.2 | 0.5 |
| **Girls** | | | | | | | | |
| 12-17 years--| 67.9 | 29.4 | 2.4 | 0.3 | 65.4 | 32.7 | 1.7 | 0.2 |
| 12 years------| 79.5 | 17.9 | 2.0 | 0.6 | 71.6 | 25.6 | 2.5 | 0.4 |
| 13 years------| 73.0 | 24.7 | 1.9 | 0.5 | 67.7 | 29.8 | 1.8 | 0.6 |
| 14 years------| 69.0 | 28.9 | 2.2 | 1.1 | 65.0 | 33.7 | 1.4 | - |
| 15 years------| 66.2 | 30.6 | 3.6 | 0.2 | 66.3 | 31.9 | 1.8 | - |
| 16 years------| 61.2 | 35.0 | 3.2 | 0.7 | 57.8 | 40.4 | 1.5 | 0.3 |
| 17 years------| 56.0 | 41.6 | 2.4 | - | 63.1 | 35.8 | 1.1 | - |
**Standard error**
| Sex and age | Importance of obeying one's parents | Importance of knowing how to keep in good health |
|-------------|-------------------------------------|--------------------------------------------------|
| | Extremely important | Important | Slightly important | Unimportant | Extremely important | Important | Slightly important | Unimportant |
| **Both sexes** | | | | | | | | |
| 12-17 years-- | 1.04 | 0.97 | 0.16 | 0.09 | 0.82 | 0.78 | 0.17 | 0.08 |
| **Boys 12-17 years** | 1.19 | 1.05 | 0.32 | 0.13 | 0.97 | 0.93 | 0.28 | 0.14 |
| **Girls 12-17 years** | 1.21 | 1.14 | 0.27 | 0.11 | 1.27 | 1.07 | 0.27 | 0.07 |
Table 34. Percent distributions of youths by attitudes toward self-control and dependability, according to sex and age, with standard errors for totals: United States, 1966-70
| Sex and age | Importance of having self-control | Importance of being dependable |
|-------------|----------------------------------|-------------------------------|
| | Extremely important | Important | Slightly important | Unimportant | Extremely important | Important | Slightly important | Unimportant |
| **Both sexes** | | | | | | | | |
| 12-17 years-- | 62.9 | 33.8 | 2.6 | 0.7 | 59.2 | 36.9 | 3.2 | 0.8 |
| 12 years------ | 58.9 | 35.6 | 4.4 | 1.1 | 52.1 | 41.5 | 5.4 | 0.9 |
| 13 years------ | 62.0 | 33.5 | 3.7 | 0.8 | 58.9 | 36.3 | 3.8 | 1.0 |
| 14 years------ | 61.0 | 36.3 | 2.1 | 0.5 | 59.2 | 37.6 | 2.6 | 0.9 |
| 15 years------ | 64.0 | 32.7 | 2.8 | 0.4 | 58.6 | 38.3 | 2.3 | 0.9 |
| 16 years------ | 67.3 | 30.5 | 1.3 | 0.8 | 63.1 | 34.4 | 2.4 | 0.4 |
| 17 years------ | 65.1 | 33.5 | 1.1 | 0.3 | 61.8 | 31.2 | 2.4 | 0.6 |
| **Boys** | | | | | | | | |
| 12-17 years-- | 62.5 | 33.9 | 2.8 | 0.8 | 59.2 | 36.5 | 3.3 | 1.0 |
| 12 years------ | 61.0 | 32.3 | 5.1 | 1.7 | 51.6 | 41.5 | 5.7 | 1.2 |
| 13 years------ | 62.0 | 33.5 | 3.6 | 0.9 | 60.0 | 35.7 | 3.0 | 1.2 |
| 14 years------ | 61.1 | 36.2 | 2.0 | 0.7 | 59.3 | 36.9 | 2.8 | 1.1 |
| 15 years------ | 61.1 | 35.0 | 3.2 | 0.7 | 56.6 | 39.7 | 2.7 | 1.0 |
| 16 years------ | 68.4 | 29.7 | 1.5 | 0.4 | 67.4 | 32.4 | 2.6 | 0.4 |
| 17 years------ | 61.7 | 36.6 | 1.2 | 0.4 | 63.9 | 32.3 | 2.8 | 0.9 |
| **Girls** | | | | | | | | |
| 12-17 years-- | 63.4 | 33.6 | 2.4 | 0.5 | 59.1 | 37.2 | 3.1 | 0.6 |
| 12 years------ | 56.9 | 38.9 | 3.6 | 0.6 | 52.6 | 41.5 | 5.2 | 0.6 |
| 13 years------ | 62.0 | 33.5 | 3.9 | 0.7 | 57.7 | 37.0 | 4.5 | 0.8 |
| 14 years------ | 60.9 | 36.4 | 2.3 | 0.4 | 59.1 | 37.8 | 2.4 | 0.7 |
| 15 years------ | 67.0 | 30.4 | 2.5 | 0.2 | 66.6 | 36.8 | 1.8 | 0.5 |
| 16 years------ | 68.1 | 31.5 | 1.8 | 1.3 | 61.9 | 35.6 | 2.1 | 0.4 |
| 17 years------ | 68.4 | 30.4 | 1.0 | 0.1 | 63.7 | 34.1 | 2.0 | 0.3 |
**Standard error**
| Sex and age | Importance of having self-control | Importance of being dependable |
|-------------|----------------------------------|-------------------------------|
| | Extremely important | Important | Slightly important | Unimportant | Extremely important | Important | Slightly important | Unimportant |
| **Both sexes** | | | | | | | | |
| 12-17 years-- | 0.69 | 0.53 | 0.27 | 0.15 | 0.88 | 0.76 | 0.29 | 0.14 |
| **Boys 12-17 years** | 0.73 | 0.72 | 0.40 | 0.21 | 0.92 | 0.92 | 0.37 | 0.16 |
| **Girls 12-17 years** | 1.22 | 1.14 | 0.29 | 0.14 | 1.37 | 1.21 | 0.35 | 0.16 |
Table 35. Percent distributions of youths by attitudes toward being considerate of others and being happy, according to sex and age, with standard errors for totals: United States, 1966-70
| Sex and age | Importance of being considerate of others | Importance of being happy |
|-------------|------------------------------------------|---------------------------|
| | Extremely important | Important | Slightly important | Unimportant | Extremely important | Important | Slightly important | Unimportant |
| **Both sexes** | | | | | | | | |
| 12-17 years-- | 51.1 | 44.2 | 3.8 | 1.0 | 50.2 | 42.8 | 5.8 | 1.2 |
| 12 years------ | 44.0 | 48.7 | 5.4 | 1.9 | 38.6 | 49.9 | 9.0 | 2.5 |
| 13 years------ | 49.2 | 45.1 | 4.2 | 1.4 | 45.0 | 43.4 | 8.8 | 1.9 |
| 14 years------ | 51.5 | 44.6 | 4.9 | 0.3 | 46.6 | 46.2 | 6.1 | 1.2 |
| 15 years------ | 51.7 | 43.5 | 4.1 | 0.8 | 54.4 | 40.7 | 4.1 | 0.8 |
| 16 years------ | 53.2 | 43.2 | 2.8 | 0.7 | 56.3 | 39.4 | 3.8 | 0.5 |
| 17 years------ | 57.9 | 39.2 | 2.4 | 0.5 | 61.8 | 35.7 | 2.3 | 0.3 |
| **Boys** | | | | | | | | |
| 12-17 years-- | 46.3 | 47.9 | 4.8 | 1.0 | 45.5 | 45.7 | 7.5 | 1.3 |
| 12 years------ | 43.2 | 48.8 | 5.7 | 2.3 | 35.0 | 51.6 | 10.2 | 3.2 |
| 13 years------ | 46.5 | 45.5 | 3.5 | 1.1 | 43.1 | 43.8 | 11.3 | 1.8 |
| 14 years------ | 45.8 | 49.9 | 3.9 | 0.4 | 42.2 | 48.8 | 7.8 | 1.2 |
| 15 years------ | 46.6 | 47.5 | 4.9 | 1.0 | 46.5 | 46.9 | 5.5 | 1.1 |
| 16 years------ | 47.8 | 48.0 | 3.8 | 0.2 | 51.5 | 43.3 | 5.0 | 0.1 |
| 17 years------ | 47.8 | 47.4 | 4.4 | 0.4 | 56.3 | 39.1 | 4.3 | 0.3 |
| **Girls** | | | | | | | | |
| 12-17 years-- | 55.9 | 40.4 | 2.8 | 0.9 | 55.1 | 39.7 | 4.1 | 1.1 |
| 12 years------ | 44.9 | 48.6 | 5.0 | 1.5 | 42.2 | 48.2 | 7.7 | 1.9 |
| 13 years------ | 51.7 | 44.3 | 2.1 | 1.6 | 48.7 | 43.0 | 6.3 | 2.0 |
| 14 years------ | 56.6 | 39.3 | 3.8 | 0.3 | 50.8 | 43.6 | 4.4 | 1.2 |
| 15 years------ | 56.8 | 39.3 | 3.3 | 0.5 | 62.5 | 34.4 | 2.6 | 0.5 |
| 16 years------ | 59.0 | 38.3 | 1.8 | 0.9 | 61.1 | 35.4 | 2.5 | 0.9 |
| 17 years------ | 68.2 | 30.9 | 0.4 | 0.6 | 67.3 | 32.2 | 0.3 | 0.2 |
**Standard error**
| | Both sexes 12-17 years- | Boys 12-17 years- | Girls 12-17 years- |
|----------------|-------------------------|-------------------|--------------------|
| | 1.03 | 0.82 | 0.30 | 0.17 | 1.16 | 1.10 | 0.38 | 0.15 |
| | 1.03 | 0.92 | 0.39 | 0.19 | 1.31 | 1.35 | 0.62 | 0.18 |
| | 1.39 | 1.25 | 0.33 | 0.24 | 1.28 | 1.16 | 0.33 | 0.20 |
Table 36. Percent distributions of youths by attitudes toward facing life's problems calmly and being ambitious, according to sex and age, with standard errors for totals: United States, 1966-70
| Sex and age | Importance of facing life's problems calmly | Importance of being ambitious |
|-------------|---------------------------------------------|------------------------------|
| | Extremely important | Important | Slightly important | Unimportant | Extremely important | Important | Slightly important | Unimportant |
| **Both sexes** | | | | | | | | |
| 12-17 years-- | 46.1 | 47.5 | 5.5 | 0.9 | 34.1 | 53.0 | 10.4 | 2.5 |
| 12 years------ | 43.9 | 48.3 | 6.2 | 1.6 | 28.2 | 52.5 | 14.9 | 4.4 |
| 13 years------ | 46.1 | 47.0 | 6.1 | 0.9 | 30.9 | 53.3 | 11.8 | 3.3 |
| 14 years------ | 45.7 | 47.7 | 5.9 | 0.7 | 32.5 | 54.8 | 10.8 | 1.9 |
| 15 years------ | 46.3 | 47.6 | 5.3 | 0.8 | 39.7 | 51.0 | 7.5 | 1.8 |
| 16 years------ | 46.7 | 47.5 | 4.8 | 1.0 | 36.2 | 52.9 | 8.9 | 2.0 |
| 17 years------ | 48.5 | 46.7 | 4.4 | 0.4 | 38.1 | 53.0 | 7.7 | 1.3 |
| **Boys** | | | | | | | | |
| 12-17 years-- | 45.6 | 46.6 | 6.7 | 1.1 | 35.1 | 51.3 | 10.9 | 2.7 |
| 12 years------ | 43.5 | 48.4 | 5.9 | 2.3 | 29.4 | 50.4 | 15.6 | 4.6 |
| 13 years------ | 45.5 | 46.5 | 7.4 | 0.6 | 33.2 | 50.7 | 12.5 | 3.6 |
| 14 years------ | 47.2 | 43.5 | 8.1 | 0.7 | 34.6 | 51.5 | 10.5 | 2.6 |
| 15 years------ | 44.6 | 46.6 | 6.7 | 1.0 | 39.4 | 50.0 | 8.6 | 2.0 |
| 16 years------ | 45.0 | 48.0 | 5.9 | 1.0 | 34.0 | 53.5 | 10.7 | 1.8 |
| 17 years------ | 46.6 | 46.6 | 5.9 | 0.8 | 40.9 | 51.3 | 6.3 | 1.5 |
| **Girls** | | | | | | | | |
| 12-17 years-- | 46.7 | 48.3 | 4.3 | 0.7 | 33.1 | 54.8 | 9.8 | 2.3 |
| 12 years------ | 44.2 | 48.2 | 6.6 | 0.9 | 27.0 | 54.7 | 14.2 | 4.2 |
| 13 years------ | 46.7 | 47.5 | 4.7 | 1.1 | 28.5 | 57.2 | 11.2 | 3.1 |
| 14 years------ | 43.4 | 51.9 | 3.7 | 0.6 | 30.4 | 57.7 | 10.7 | 1.2 |
| 15 years------ | 44.9 | 46.6 | 3.9 | 0.6 | 39.9 | 52.1 | 6.4 | 1.7 |
| 16 years------ | 48.4 | 46.9 | 3.7 | 1.0 | 38.4 | 52.2 | 7.1 | 2.3 |
| 17 years------ | 50.4 | 46.8 | 2.8 | - | 35.2 | 54.7 | 9.0 | 1.1 |
Standard error
| Sex and age | Importance of facing life's problems calmly | Importance of being ambitious |
|-------------|---------------------------------------------|------------------------------|
| | Extremely important | Important | Slightly important | Unimportant | Extremely important | Important | Slightly important | Unimportant |
| **Both sexes** | | | | | | | | |
| 12-17 years-- | 0.60 | 0.72 | 0.28 | 0.12 | 0.70 | 0.67 | 0.55 | 0.25 |
| **Boys 12-17 years** | 0.82 | 0.83 | 0.50 | 0.14 | 0.86 | 1.01 | 0.62 | 0.36 |
| **Girls 12-17 years** | 0.97 | 1.02 | 0.21 | 0.17 | 0.77 | 0.91 | 0.74 | 0.37 |
Table 37. Percent distribution of youths by attitude toward being able to defend oneself, according to sex and age, with standard errors for totals: United States, 1966-70
| Sex and age | Importance of being able to defend oneself |
|-------------|--------------------------------------------|
| | Extremely important | Important | Slightly important | Unimportant |
| **Both sexes** | | | | |
| 12-17 years | 30.7 | 55.3 | 12.6 | 1.5 |
| 12 years | 32.0 | 53.2 | 12.6 | 2.2 |
| 13 years | 32.2 | 52.7 | 13.5 | 1.6 |
| 14 years | 29.7 | 56.2 | 12.5 | 1.8 |
| 15 years | 32.4 | 54.3 | 12.1 | 1.2 |
| 16 years | 27.8 | 59.3 | 11.7 | 1.1 |
| 17 years | 29.5 | 56.1 | 13.4 | 1.1 |
| **Boys** | | | | |
| 12-17 years | 33.3 | 52.0 | 13.2 | 1.5 |
| 12 years | 35.3 | 48.8 | 13.5 | 2.3 |
| 13 years | 35.5 | 49.2 | 13.7 | 1.6 |
| 14 years | 31.9 | 53.9 | 12.5 | 1.7 |
| 15 years | 34.6 | 50.6 | 13.2 | 1.5 |
| 16 years | 28.8 | 56.5 | 13.6 | 1.0 |
| 17 years | 33.0 | 53.8 | 12.5 | 0.7 |
| **Girls** | | | | |
| 12-17 years | 28.0 | 58.5 | 11.9 | 1.5 |
| 12 years | 28.6 | 57.8 | 11.6 | 2.0 |
| 13 years | 28.8 | 56.4 | 13.2 | 1.6 |
| 14 years | 27.5 | 58.6 | 11.9 | 2.0 |
| 15 years | 30.1 | 58.1 | 10.9 | 0.8 |
| 16 years | 26.8 | 62.2 | 9.7 | 1.3 |
| 17 years | 25.9 | 58.4 | 14.2 | 1.4 |
| **Standard error** | | | | |
| Both sexes 12-17 years | 0.67 | 0.75 | 0.49 | 0.15 |
| Boys 12-17 years | 0.83 | 0.98 | 0.64 | 0.24 |
| Girls 12-17 years | 0.92 | 0.89 | 0.64 | 0.18 |
Table 38. Mean number of medical symptoms for which youths said they would definitely want to see a doctor and percent distribution of youths by number of symptoms for which they would definitely want to see a doctor, according to sex and age, with standard errors for totals: United States, 1966-70
| Sex and age | Mean number of symptoms | Number of symptoms rated as definitely requiring a doctor |
|-------------|-------------------------|----------------------------------------------------------|
| | Total | 12 | 11 | 10 | 9 | 8 | 7 | 6 | 5 | 4 | 3 | 2 | 1 | 0 |
| **Both sexes** | | | | | | | | | | | | | | |
| 12-17 years-- | 3.4 | 100.0 | 0.6 | 0.6 | 0.8 | 1.4 | 2.8 | 4.4 | 7.1 | 11.4 | 15.2 | 17.2 | 15.5 | 9.0 | 13.9 |
| 12 years------ | 3.5 | 100.0 | 0.8 | 0.7 | 0.9 | 1.2 | 3.2 | 5.0 | 8.8 | 12.5 | 15.7 | 15.6 | 11.8 | 8.0 | 16.0 |
| 13 years------ | 3.5 | 100.0 | 0.7 | 0.7 | 0.6 | 2.2 | 3.1 | 4.4 | 8.2 | 12.5 | 14.4 | 15.7 | 14.7 | 8.1 | 14.6 |
| 14 years------ | 3.3 | 100.0 | 0.3 | 0.3 | 0.2 | 1.3 | 2.5 | 5.6 | 6.8 | 10.6 | 13.3 | 17.2 | 15.9 | 10.0 | 15.1 |
| 15 years------ | 3.3 | 100.0 | 0.1 | 0.1 | 0.2 | 1.0 | 2.0 | 4.6 | 6.6 | 11.8 | 14.3 | 17.5 | 15.5 | 10.0 | 14.1 |
| 16 years------ | 3.3 | 100.0 | 0.3 | 0.6 | 0.8 | 1.8 | 2.3 | 4.2 | 6.6 | 9.8 | 17.7 | 19.0 | 16.8 | 10.2 | 14.2 |
| 17 years------ | 3.3 | 100.0 | 0.4 | 0.5 | 0.5 | 1.2 | 3.3 | 3.9 | 5.7 | 11.1 | 14.9 | 20.0 | 17.3 | 9.3 | 12.0 |
| **Boys** | | | | | | | | | | | | | | |
| 12-17 years-- | 3.2 | 100.0 | 0.6 | 0.6 | 0.9 | 1.5 | 2.7 | 3.7 | 6.4 | 10.6 | 13.7 | 16.8 | 17.7 | 10.2 | 14.7 |
| 12 years------ | 3.5 | 100.0 | 0.8 | 0.4 | 0.7 | 1.5 | 3.5 | 4.0 | 9.8 | 12.6 | 15.0 | 15.5 | 13.0 | 7.3 | 15.8 |
| 13 years------ | 3.4 | 100.0 | 0.9 | 1.1 | 0.7 | 2.2 | 2.2 | 3.7 | 7.5 | 11.8 | 15.8 | 14.3 | 15.3 | 9.8 | 14.8 |
| 14 years------ | 3.1 | 100.0 | 0.5 | 0.5 | 0.5 | 1.2 | 2.2 | 4.0 | 5.4 | 8.5 | 11.8 | 16.1 | 16.1 | 8.0 | 13.0 |
| 15 years------ | 3.1 | 100.0 | 0.8 | 0.9 | 0.9 | 1.8 | 1.8 | 3.5 | 5.5 | 12.5 | 13.9 | 16.1 | 21.2 | 9.9 | 14.7 |
| 16 years------ | 3.1 | 100.0 | 0.5 | 0.6 | 0.9 | 1.0 | 2.1 | 4.4 | 4.9 | 7.7 | 14.0 | 19.3 | 19.3 | 13.2 | 12.2 |
| 17 years------ | 3.0 | 100.0 | 0.2 | 0.1 | 0.5 | 1.3 | 3.6 | 3.8 | 4.4 | 9.2 | 11.6 | 19.1 | 19.4 | 13.4 | 13.3 |
| **Girls** | | | | | | | | | | | | | | |
| 12-17 years-- | 3.5 | 100.0 | 0.5 | 0.7 | 0.7 | 1.2 | 2.9 | 5.2 | 7.9 | 12.3 | 16.8 | 17.6 | 13.4 | 7.8 | 13.1 |
| 12 years------ | 3.5 | 100.0 | 0.8 | 0.9 | 1.1 | 0.8 | 2.9 | 6.0 | 7.8 | 12.5 | 16.4 | 15.2 | 10.5 | 8.7 | 16.2 |
| 13 years------ | 3.6 | 100.0 | 0.6 | 0.6 | 0.5 | 2.3 | 4.1 | 9.1 | 11.3 | 13.7 | 16.2 | 14.2 | 14.4 | 14.3 |
| 14 years------ | 3.4 | 100.0 | 0.2 | 0.1 | 0.9 | 1.1 | 2.2 | 6.3 | 7.8 | 12.0 | 14.7 | 16.4 | 13.3 | 11.8 | 13.2 |
| 15 years------ | 3.6 | 100.0 | 0.6 | 1.3 | 0.4 | 1.6 | 2.4 | 5.5 | 7.6 | 11.3 | 17.5 | 18.0 | 13.0 | 7.3 | 13.6 |
| 16 years------ | 3.5 | 100.0 | 0.1 | 0.7 | 0.7 | 0.6 | 2.0 | 3.9 | 8.0 | 12.0 | 21.4 | 18.7 | 14.3 | 7.0 | 10.1 |
| 17 years------ | 3.6 | 100.0 | 0.7 | 0.8 | 0.4 | 1.0 | 3.0 | 4.0 | 7.0 | 13.0 | 18.2 | 20.8 | 15.2 | 5.1 | 10.7 |
**Standard error**
| Both sexes 12-17 years- | 0.05 | ... | 0.09 | 0.14 | 0.16 | 0.12 | 0.24 | 0.26 | 0.36 | 0.36 | 0.52 | 0.52 | 0.44 | 0.35 | 0.46 |
| Boys 12-17 years-------- | 0.06 | ... | 0.12 | 0.16 | 0.23 | 0.16 | 0.36 | 0.25 | 0.52 | 0.54 | 0.50 | 0.57 | 0.72 | 0.52 | 0.56 |
| Girls 12-17 years------- | 0.06 | ... | 0.14 | 0.19 | 0.13 | 0.19 | 0.26 | 0.36 | 0.48 | 0.59 | 0.84 | 0.90 | 0.61 | 0.58 | 0.60 |
Table 39. Percent distributions of youths by perceived need for a doctor for the symptoms blood in urine or bowel movement, lump in stomach or abdomen, and pain in chest, according to sex and age, with standard errors for totals: United States, 1966-70
| Sex and age | Blood in urine or bowel movement | Lump in stomach or abdomen | Pain in chest |
|-------------|----------------------------------|----------------------------|---------------|
| | Definitely want to see doctor | Probably want to see doctor| Not want to see doctor | Definitely want to see doctor | Probably want to see doctor | Not want to see doctor | Definitely want to see doctor | Probably want to see doctor | Not want to see doctor |
| Both sexes | | | | | | | | | |
| 12-17 years | 74.5 | 19.6 | 5.9 | 71.7 | 22.9 | 5.4 | 50.1 | 39.3 | 10.6 |
| Boys | | | | | | | | | |
| 12-17 years | 75.3 | 19.0 | 5.7 | 67.5 | 25.9 | 6.6 | 44.6 | 41.8 | 13.7 |
| Girls | | | | | | | | | |
| 12-17 years | 73.6 | 20.3 | 6.2 | 75.9 | 19.9 | 4.1 | 55.7 | 36.8 | 7.5 |
Standard error
| Sex and age | Blood in urine or bowel movement | Lump in stomach or abdomen | Pain in chest |
|-------------|----------------------------------|----------------------------|---------------|
| | Definitely want to see doctor | Probably want to see doctor| Not want to see doctor | Definitely want to see doctor | Probably want to see doctor | Not want to see doctor | Definitely want to see doctor | Probably want to see doctor | Not want to see doctor |
| Both sexes | | | | | | | | | |
| 12-17 years | 0.63 | 0.52 | 0.34 | 0.75 | 0.57 | 0.31 | 0.82 | 0.73 | 0.55 |
| Boys | | | | | | | | | |
| 12-17 years | 0.89 | 0.81 | 0.47 | 1.01 | 0.96 | 0.31 | 1.04 | 1.12 | 0.79 |
| Girls | | | | | | | | | |
| 12-17 years | 1.03 | 0.77 | 0.48 | 0.79 | 0.54 | 0.49 | 1.01 | 0.89 | 0.63 |
Table 40. Percent distributions of youths by perceived need for a doctor for the symptoms hurt all over, stiff neck or back, and loss of appetite, according to sex and age, with standard errors for totals: United States, 1966-70
| Sex and age | Hurt all over | Stiff neck or back | Loss of appetite |
|-------------|---------------|--------------------|------------------|
| | Definitely want to see doctor | Probably want to see doctor | Not want to see doctor | Definitely want to see doctor | Probably want to see doctor | Not want to see doctor | Definitely want to see doctor | Probably want to see doctor | Not want to see doctor |
| **Both sexes** | | | | | | | | | |
| 12-17 years--- | 44.6 | 39.4 | 15.9 | 23.8 | 37.8 | 38.4 | 19.4 | 39.9 | 40.7 |
| 12 years------ | 51.3 | 35.8 | 12.9 | 30.6 | 36.7 | 32.8 | 22.7 | 39.2 | 38.1 |
| 13 years------ | 50.1 | 38.0 | 11.9 | 25.4 | 38.8 | 35.8 | 22.5 | 41.0 | 36.4 |
| 14 years------ | 43.4 | 40.5 | 16.2 | 24.4 | 39.1 | 36.5 | 21.2 | 39.5 | 39.4 |
| 15 years------ | 42.4 | 40.4 | 17.2 | 22.3 | 38.3 | 39.4 | 16.8 | 42.5 | 40.7 |
| 16 years------ | 39.7 | 41.9 | 19.4 | 21.2 | 43.3 | 43.7 | 15.1 | 37.9 | 47.0 |
| 17 years------ | 39.8 | 41.3 | 18.9 | 18.1 | 38.7 | 43.2 | 17.7 | 39.0 | 43.2 |
| **Boys** | | | | | | | | | |
| 12-17 years--- | 42.2 | 39.0 | 18.8 | 21.4 | 35.6 | 43.0 | 19.7 | 37.2 | 43.0 |
| 12 years------ | 51.6 | 32.3 | 16.1 | 29.5 | 34.5 | 35.9 | 22.5 | 37.2 | 40.4 |
| 13 years------ | 48.7 | 38.0 | 13.3 | 22.6 | 36.0 | 41.5 | 24.4 | 36.3 | 39.3 |
| 14 years------ | 41.2 | 39.4 | 19.4 | 23.0 | 37.2 | 39.8 | 22.4 | 36.8 | 40.8 |
| 15 years------ | 38.2 | 40.3 | 21.9 | 20.2 | 39.3 | 42.4 | 15.8 | 40.7 | 43.6 |
| 16 years------ | 36.6 | 40.2 | 23.2 | 15.9 | 36.3 | 47.7 | 14.8 | 34.8 | 50.4 |
| 17 years------ | 34.5 | 44.6 | 20.9 | 16.0 | 35.0 | 48.9 | 17.6 | 37.7 | 44.7 |
| **Girls** | | | | | | | | | |
| 12-17 years--- | 47.2 | 39.9 | 13.0 | 26.3 | 40.1 | 33.6 | 19.1 | 42.6 | 38.3 |
| 12 years------ | 51.0 | 39.3 | 9.7 | 31.6 | 38.9 | 29.5 | 22.9 | 41.3 | 35.9 |
| 13 years------ | 51.6 | 38.0 | 10.4 | 28.3 | 41.8 | 29.9 | 20.6 | 45.9 | 33.5 |
| 14 years------ | 45.6 | 41.5 | 12.9 | 25.8 | 39.1 | 33.1 | 19.8 | 42.3 | 37.9 |
| 15 years------ | 46.0 | 40.5 | 13.5 | 24.4 | 42.4 | 33.1 | 17.8 | 44.4 | 37.9 |
| 16 years------ | 42.9 | 41.9 | 15.2 | 26.5 | 33.9 | 39.6 | 15.4 | 41.1 | 43.5 |
| 17 years------ | 45.2 | 37.9 | 16.8 | 20.2 | 42.3 | 37.3 | 17.9 | 40.4 | 41.7 |
**Standard error**
| Sex and age | Hurt all over | Stiff neck or back | Loss of appetite |
|-------------|---------------|--------------------|------------------|
| | | | | | | | | | |
| Both sexes 12-17 years--- | 1.08 | 0.85 | 0.68 | 0.82 | 0.57 | 0.80 | 0.74 | 0.55 | 0.78 |
| Boys 12-17 years--- | 1.31 | 1.26 | 0.91 | 0.91 | 0.76 | 0.97 | 0.65 | 0.72 | 0.97 |
| Girls 12-17 years--- | 1.27 | 1.04 | 0.68 | 0.90 | 0.80 | 1.01 | 0.98 | 0.87 | 0.93 |
Table 41. Percent distributions of youths by perceived need for a doctor for the symptoms overtiredness, nervousness, and vomiting, according to sex and age, with standard errors for totals: United States, 1966-70
| Sex and age | Overtiredness | Nervousness | Vomiting |
|-------------|---------------|-------------|----------|
| | Definitely want to see doctor | Probably want to see doctor | Not want to see doctor | Definitely want to see doctor | Probably want to see doctor | Not want to see doctor | Definitely want to see doctor | Probably want to see doctor | Not want to see doctor |
| **Both sexes** | | | |
| 12-17 years--- | 14.8 | 35.8 | 49.4 | 13.7 | 43.3 | 42.9 | 11.9 | 34.3 | 53.8 |
| 12 years-------- | 16.2 | 35.0 | 48.7 | 16.1 | 44.2 | 39.7 | 13.7 | 37.1 | 49.2 |
| 13 years-------- | 16.1 | 33.7 | 50.3 | 15.1 | 42.3 | 42.6 | 15.7 | 34.8 | 49.4 |
| 14 years-------- | 14.4 | 37.7 | 47.9 | 12.2 | 44.2 | 43.6 | 10.0 | 33.2 | 56.9 |
| 15 years-------- | 14.4 | 36.0 | 49.6 | 14.5 | 42.5 | 42.6 | 10.6 | 33.5 | 55.4 |
| 16 years-------- | 14.0 | 37.3 | 48.7 | 11.8 | 43.1 | 44.7 | 10.7 | 33.3 | 57.0 |
| 17 years-------- | 13.2 | 35.2 | 51.5 | 11.8 | 43.1 | 45.1 | 10.3 | 34.4 | 55.3 |
| **Boys** | | | |
| 12-17 years--- | 13.8 | 32.5 | 53.7 | 14.6 | 39.6 | 45.8 | 11.3 | 32.8 | 55.8 |
| 12 years-------- | 15.1 | 33.7 | 51.2 | 18.3 | 42.0 | 39.7 | 13.9 | 36.7 | 49.4 |
| 13 years-------- | 15.1 | 30.0 | 54.9 | 15.5 | 40.6 | 44.9 | 14.3 | 36.2 | 49.5 |
| 14 years-------- | 13.9 | 34.0 | 52.1 | 13.6 | 37.1 | 49.3 | 11.1 | 29.7 | 59.0 |
| 15 years-------- | 12.5 | 32.0 | 55.5 | 13.2 | 38.8 | 47.6 | 9.9 | 30.4 | 59.8 |
| 16 years-------- | 13.6 | 31.8 | 54.6 | 14.2 | 38.7 | 47.1 | 9.8 | 32.2 | 57.9 |
| 17 years-------- | 12.4 | 32.3 | 55.3 | 13.0 | 40.4 | 46.6 | 8.4 | 31.1 | 60.4 |
| **Girls** | | | |
| 12-17 years--- | 15.7 | 39.3 | 45.0 | 12.9 | 47.1 | 40.0 | 12.6 | 35.8 | 51.6 |
| 12 years-------- | 17.4 | 36.4 | 46.3 | 13.8 | 46.4 | 39.8 | 13.5 | 37.4 | 49.1 |
| 13 years-------- | 17.1 | 37.5 | 45.4 | 15.7 | 44.1 | 40.3 | 17.2 | 33.4 | 49.4 |
| 14 years-------- | 16.9 | 40.6 | 42.4 | 10.7 | 51.5 | 37.8 | 8.4 | 33.7 | 54.7 |
| 15 years-------- | 16.3 | 40.4 | 43.3 | 15.4 | 47.2 | 37.4 | 11.8 | 37.3 | 50.9 |
| 16 years-------- | 14.4 | 42.9 | 42.7 | 10.8 | 47.7 | 41.5 | 11.6 | 32.4 | 56.0 |
| 17 years-------- | 14.1 | 38.2 | 47.7 | 10.6 | 45.9 | 43.5 | 12.2 | 37.8 | 50.0 |
| **Standard error** | | | |
| Both sexes 12-17 years--- | 0.61 | 0.69 | 0.92 | 0.55 | 0.71 | 0.96 | 0.36 | 0.62 | 0.69 |
| Boys 12-17 years--- | 0.75 | 0.95 | 1.24 | 0.66 | 1.15 | 1.41 | 0.57 | 0.69 | 0.76 |
| Girls 12-17 years--- | 0.94 | 0.78 | 1.11 | 0.58 | 0.80 | 0.91 | 0.49 | 0.90 | 0.85 |
Table 42. Percent distributions of youths by perceived need for a doctor for the symptoms sore throat, stomach ache, and headache, according to sex and age, with standard errors for totals: United States, 1966-70
| Sex and age | Sore throat | Stomach ache | Headache |
|-------------|-------------|--------------|----------|
| | Definitely want to see doctor | Probably want to see doctor | Not want to see doctor | Definitely want to see doctor | Probably want to see doctor | Not want to see doctor | Definitely want to see doctor | Probably want to see doctor | Not want to see doctor |
| **Both sexes** | | | | | | | | | |
| 12-17 years--- | 8.1 | 36.5 | 55.4 | 4.3 | 19.6 | 76.1 | 2.8 | 14.0 | 83.2 |
| 12 years-------- | 11.0 | 39.7 | 49.3 | 5.1 | 23.1 | 71.7 | 3.7 | 17.0 | 79.3 |
| 13 years-------- | 10.2 | 37.2 | 52.6 | 5.2 | 21.5 | 73.0 | 3.4 | 15.7 | 81.1 |
| 14 years-------- | 6.5 | 37.9 | 55.5 | 3.9 | 19.0 | 77.1 | 2.4 | 12.8 | 84.7 |
| 15 years-------- | 7.5 | 34.0 | 58.5 | 4.5 | 18.9 | 76.6 | 2.7 | 13.3 | 84.0 |
| 16 years-------- | 5.3 | 33.1 | 60.5 | 3.5 | 18.0 | 80.1 | 2.1 | 12.7 | 85.8 |
| 17 years-------- | 7.0 | 35.8 | 57.2 | 3.4 | 18.0 | 78.1 | 2.5 | 12.7 | 84.8 |
| **Boys** | | | | | | | | | |
| 12-17 years--- | 7.6 | 32.7 | 59.7 | 4.7 | 17.2 | 78.1 | 3.0 | 12.4 | 84.6 |
| 12 years-------- | 10.9 | 36.8 | 52.4 | 5.4 | 20.2 | 74.4 | 3.9 | 17.7 | 78.4 |
| 13 years-------- | 9.7 | 33.3 | 57.0 | 5.8 | 18.4 | 75.8 | 3.2 | 13.3 | 83.5 |
| 14 years-------- | 7.1 | 33.0 | 59.9 | 4.6 | 16.3 | 79.0 | 3.5 | 10.2 | 86.2 |
| 15 years-------- | 6.0 | 29.1 | 62.9 | 3.5 | 15.8 | 78.7 | 3.0 | 10.4 | 86.3 |
| 16 years-------- | 5.9 | 29.3 | 64.8 | 3.8 | 14.8 | 82.0 | 1.8 | 11.7 | 86.5 |
| 17 years-------- | 5.2 | 32.8 | 62.0 | 2.8 | 18.1 | 79.1 | 2.4 | 10.3 | 87.3 |
| **Girls** | | | | | | | | | |
| 12-17 years--- | 8.6 | 40.3 | 51.1 | 3.9 | 22.1 | 74.1 | 2.5 | 15.7 | 81.8 |
| 12 years-------- | 11.2 | 42.7 | 46.1 | 4.9 | 26.1 | 69.1 | 3.5 | 16.3 | 80.2 |
| 13 years-------- | 10.6 | 41.4 | 48.0 | 4.5 | 25.5 | 70.1 | 3.1 | 18.4 | 78.5 |
| 14 years-------- | 6.7 | 42.6 | 51.1 | 3.2 | 22.6 | 75.1 | 1.5 | 15.9 | 83.2 |
| 15 years-------- | 8.6 | 37.4 | 53.0 | 3.4 | 22.1 | 74.5 | 2.3 | 16.0 | 81.7 |
| 16 years-------- | 6.0 | 38.3 | 55.8 | 3.2 | 18.5 | 78.3 | 2.5 | 12.4 | 85.1 |
| 17 years-------- | 8.91 | 38.81 | 52.31 | 3.91 | 17.81 | 78.21 | 2.51 | 15.1 | 82.4 |
| **Standard error** | | | | | | | | | |
| Both sexes 12-17 years-- | 0.52 | 0.90 | 1.26 | 0.31 | 0.64 | 0.86 | 0.28 | 0.58 | 0.77 |
| Boys 12-17 years---- | 0.55 | 0.98 | 1.33 | 0.42 | 0.72 | 1.01 | 0.44 | 0.74 | 1.00 |
| Girls 12-17 years--- | 0.67 | 1.21 | 1.48 | 0.35 | 0.77 | 0.99 | 0.32 | 0.77 | 0.89 |
Table 43. Mean number of dental conditions for which youths said they would definitely want to see a dentist and percent distribution of youths by number of conditions for which they would definitely want to see a dentist, according to sex and age, with standard errors for totals: United States, 1966-70
| Sex and age | Mean number of conditions | Number of conditions rated as definitely requiring a dentist |
|-------------|---------------------------|-------------------------------------------------------------|
| | | Total | 7 | 6 | 5 | 4 | 3 | 2 | 1 | 0 |
| **Both sexes** | | | | | | | | | | |
| 12-17 years | 3.0 | 100.0 | 3.1 | 7.0 | 11.9| 18.2| 19.4| 16.2| 12.3| 12.0|
| 12 years | 3.0 | 100.0 | 3.4 | 7.3 | 11.1| 20.0| 18.5| 16.2| 11.3| 12.3|
| 13 years | 2.9 | 100.0 | 3.0 | 6.7 | 11.1| 17.7| 20.2| 16.7| 12.6| 12.1|
| 14 years | 2.9 | 100.0 | 2.9 | 6.3 | 10.4| 16.4| 21.3| 17.1| 13.5| 12.1|
| 15 years | 3.0 | 100.0 | 2.4 | 7.8 | 12.9| 19.7| 17.9| 14.3| 11.5| 13.1|
| 16 years | 3.0 | 100.0 | 3.2 | 7.0 | 11.5| 19.1| 18.5| 17.7| 12.0| 11.2|
| 17 years | 3.1 | 100.0 | 3.3 | 7.2 | 14.6| 15.9| 19.9| 16.5| 12.7| 10.8|
| **Boys** | | | | | | | | | | |
| 12-17 years | 2.8 | 100.0 | 2.9 | 7.1 | 10.3| 16.8| 19.3| 16.5| 13.4| 13.8|
| 12 years | 3.1 | 100.0 | 3.0 | 8.6 | 10.9| 21.2| 18.3| 15.9| 11.1| 11.0|
| 13 years | 2.9 | 100.0 | 2.8 | 7.2 | 10.7| 13.8| 22.5| 16.1| 12.2| 13.2|
| 14 years | 2.8 | 100.0 | 3.0 | 6.6 | 9.9 | 14.7| 17.7| 15.1| 13.3| 13.5|
| 15 years | 2.8 | 100.0 | 1.6 | 7.1 | 10.4| 18.4| 17.9| 15.2| 13.3| 16.0|
| 16 years | 2.8 | 100.0 | 2.8 | 6.5 | 9.8 | 16.6| 16.7| 18.5| 15.0| 14.0|
| 17 years | 2.8 | 100.0 | 3.5 | 6.8 | 10.8| 14.3| 17.7| 16.1| 15.5| 15.3|
| **Girls** | | | | | | | | | | |
| 12-17 years | 3.1 | 100.0 | 3.2 | 6.9 | 13.4| 19.6| 19.6| 16.0| 11.3| 10.1|
| 12 years | 2.9 | 100.0 | 3.9 | 6.0 | 11.2| 18.7| 18.8| 16.4| 11.4| 13.5|
| 13 years | 3.0 | 100.0 | 3.2 | 6.1 | 12.1| 19.7| 17.8| 17.4| 12.9| 11.0|
| 14 years | 2.9 | 100.0 | 2.0 | 6.4 | 11.0| 18.8| 20.7| 16.8| 13.6| 10.7|
| 15 years | 3.2 | 100.0 | 3.3 | 8.5 | 15.4| 21.7| 17.9| 13.3| 10.6| 10.0|
| 16 years | 3.2 | 100.0 | 3.6 | 7.1 | 13.2| 21.7| 20.4| 16.7| 8.5 | 8.4 |
| 17 years | 3.4 | 100.0 | 3.2 | 7.5 | 18.4| 17.6| 22.0| 15.0| 10.0| 6.3 |
**Standard error**
| Sex and age | Standard error |
|-------------|----------------|
| Both sexes | 0.03 |
| Boys | 0.04 |
| Girls | 0.03 |
Table 44. Percent distributions of youths by perceived need for a dentist for the conditions hole or cavity in tooth and crooked teeth, according to sex and age, with standard errors for totals: United States, 1966-70
| Sex and age | Hole or cavity in tooth | Crooked teeth |
|-------------|-------------------------|---------------|
| | Definitely want to see dentist | Probably want to see dentist | Not want to see dentist | Definitely want to see dentist | Probably want to see dentist | Not want to see dentist |
| **Both sexes** | | | | | | |
| 12-17 years | 64.7 | 29.2 | 6.1 | 52.8 | 38.0 | 9.2 |
| 12 years | 66.2 | 27.6 | 6.2 | 54.9 | 37.0 | 8.1 |
| 13 years | 64.5 | 29.3 | 6.2 | 54.4 | 36.5 | 8.9 |
| 14 years | 62.6 | 32.0 | 5.4 | 51.5 | 39.7 | 8.8 |
| 15 years | 65.0 | 28.1 | 6.8 | 54.1 | 38.0 | 7.9 |
| 16 years | 65.3 | 28.3 | 6.4 | 51.2 | 39.0 | 9.9 |
| 17 years | 64.3 | 29.8 | 5.9 | 50.0 | 38.2 | 11.8 |
| **Boys** | | | | | | |
| 12-17 years | 63.3 | 29.3 | 7.5 | 51.0 | 38.3 | 10.7 |
| 12 years | 67.6 | 26.1 | 6.2 | 56.8 | 35.3 | 7.9 |
| 13 years | 65.6 | 26.2 | 8.2 | 52.9 | 36.5 | 10.6 |
| 14 years | 63.4 | 31.4 | 5.2 | 51.2 | 38.4 | 10.4 |
| 15 years | 61.7 | 29.1 | 9.2 | 50.1 | 39.4 | 10.5 |
| 16 years | 62.4 | 30.0 | 7.7 | 46.6 | 42.6 | 10.9 |
| 17 years | 58.0 | 33.4 | 8.6 | 47.4 | 38.0 | 14.6 |
| **Girls** | | | | | | |
| 12-17 years | 66.1 | 29.1 | 4.8 | 54.6 | 37.8 | 7.6 |
| 12 years | 64.8 | 29.0 | 6.2 | 53.1 | 38.7 | 8.2 |
| 13 years | 63.3 | 32.6 | 4.1 | 50.8 | 36.6 | 7.1 |
| 14 years | 61.8 | 35.7 | 4.6 | 51.8 | 41.1 | 7.1 |
| 15 years | 68.4 | 27.2 | 4.4 | 58.2 | 36.5 | 7.2 |
| 16 years | 68.3 | 26.6 | 5.1 | 55.8 | 35.3 | 8.9 |
| 17 years | 70.7 | 26.2 | 3.1 | 52.6 | 38.4 | 9.0 |
Standard error
| Both sexes 12-17 years | 0.88 | 0.68 | 0.44 | 0.58 | 0.67 | 0.43 |
| Boys 12-17 years | 1.08 | 0.83 | 0.58 | 0.89 | 1.01 | 0.58 |
| Girls 12-17 years | 1.00 | 0.86 | 0.50 | 0.87 | 0.66 | 0.59 |
Table 45. Percent distributions of youths by perceived need for a dentist for the conditions toothache and sores in the mouth, according to sex and age, with standard errors for totals: United States, 1966-70
| Sex and age | Toothache | Sores in the mouth |
|-------------|-----------|--------------------|
| | Definitely want to see dentist | Probably want to see dentist | Not want to see dentist | Definitely want to see dentist | Probably want to see dentist | Not want to see dentist |
| **Both sexes** | | | | | | |
| 12-17 years | 52.7 | 37.8 | 9.6 | 47.6 | 33.8 | 18.5 |
| 12 years | 51.6 | 37.4 | 10.9 | 44.4 | 35.6 | 20.2 |
| 13 years | 49.0 | 39.7 | 11.3 | 43.2 | 35.9 | 18.9 |
| 14 years | 48.7 | 40.6 | 10.7 | 45.9 | 35.2 | 18.9 |
| 15 years | 54.1 | 38.0 | 7.9 | 48.8 | 32.3 | 18.9 |
| 16 years | 55.2 | 36.3 | 8.5 | 50.6 | 32.0 | 17.4 |
| 17 years | 58.2 | 34.2 | 7.6 | 51.5 | 31.8 | 16.7 |
| **Boys** | | | | | | |
| 12-17 years | 51.3 | 37.3 | 11.3 | 42.9 | 34.7 | 22.4 |
| 12 years | 52.0 | 35.5 | 12.5 | 43.1 | 35.0 | 22.0 |
| 13 years | 50.0 | 35.9 | 14.1 | 41.3 | 35.2 | 23.5 |
| 14 years | 46.8 | 41.4 | 11.7 | 43.7 | 33.6 | 22.7 |
| 15 years | 52.5 | 38.4 | 8.8 | 42.9 | 32.7 | 24.4 |
| 16 years | 53.9 | 36.0 | 10.2 | 43.2 | 35.2 | 21.6 |
| 17 years | 52.9 | 36.8 | 10.2 | 43.4 | 36.9 | 19.7 |
| **Girls** | | | | | | |
| 12-17 years | 54.0 | 38.2 | 7.8 | 52.4 | 32.9 | 14.7 |
| 12 years | 51.2 | 39.5 | 9.3 | 45.7 | 35.9 | 18.4 |
| 13 years | 48.1 | 41.5 | 8.4 | 46.3 | 36.1 | 14.1 |
| 14 years | 50.1 | 39.8 | 9.7 | 48.2 | 36.8 | 15.0 |
| 15 years | 55.4 | 37.6 | 7.0 | 54.9 | 31.8 | 13.3 |
| 16 years | 56.5 | 36.6 | 6.9 | 58.1 | 28.8 | 13.1 |
| 17 years | 63.5 | 31.5 | 5.0 | 59.6 | 26.6 | 13.8 |
Standard error
| | | | | | |
|-----------------|-----------------|-----------------|-----------------|-----------------|-----------------|
| Both sexes 12-17 years | 0.79 | 0.72 | 0.32 | 0.85 | 0.58 | 0.61 |
| Boys 12-17 years | 1.10 | 1.06 | 0.51 | 1.41 | 0.68 | 0.81 |
| Girls 12-17 years | 0.96 | 0.94 | 0.48 | 0.99 | 0.88 | 0.77 |
Table 46. Percent distributions of youths by perceived need for a dentist for the conditions sore gums, stains on teeth, and bad breath, according to sex and age, with standard errors for totals: United States, 1966-70
| Sex and age | Sore gums | Stains on teeth | Bad breath |
|-------------|-----------|-----------------|------------|
| | Definitely want to see dentist | Probably want to see dentist | Not want to see dentist | Definitely want to see dentist | Probably want to see dentist | Not want to see dentist | Definitely want to see dentist | Probably want to see dentist | Not want to see dentist |
| Both sexes | | | | | | | | | |
| 12-17 years | 39.0 | 44.2 | 16.9 | 33.6 | 50.6 | 15.8 | 8.2 | 18.3 | 73.6 |
| 12 years | 39.6 | 43.7 | 16.8 | 37.9 | 46.7 | 15.4 | 7.7 | 18.7 | 73.6 |
| 13 years | 38.5 | 44.4 | 17.1 | 33.8 | 48.0 | 18.3 | 9.0 | 16.7 | 74.4 |
| 14 years | 37.7 | 45.9 | 16.5 | 33.5 | 50.4 | 16.0 | 7.2 | 16.4 | 76.4 |
| 15 years | 37.0 | 44.9 | 18.1 | 32.7 | 51.6 | 15.9 | 8.9 | 19.4 | 75.8 |
| 16 years | 40.6 | 42.5 | 16.9 | 30.5 | 53.7 | 15.7 | 6.9 | 19.5 | 73.6 |
| 17 years | 40.7 | 44.4 | 15.0 | 32.8 | 54.1 | 13.1 | 8.4 | 19.1 | 72.5 |
| Boys | | | | | | | | | |
| 12-17 years | 36.6 | 44.2 | 19.2 | 33.0 | 48.9 | 18.1 | 8.0 | 16.6 | 75.4 |
| 12 years | 41.1 | 41.6 | 17.3 | 41.2 | 42.7 | 16.1 | 8.0 | 19.7 | 72.3 |
| 13 years | 38.0 | 42.2 | 19.8 | 32.9 | 45.1 | 21.4 | 7.3 | 16.7 | 74.1 |
| 14 years | 36.6 | 47.1 | 16.5 | 33.1 | 50.6 | 16.1 | 7.9 | 13.5 | 78.6 |
| 15 years | 33.8 | 43.3 | 22.9 | 28.3 | 51.9 | 19.8 | 8.5 | 16.1 | 75.4 |
| 16 years | 33.5 | 46.0 | 20.5 | 30.8 | 51.8 | 17.4 | 5.4 | 16.8 | 76.8 |
| 17 years | 36.5 | 43.2 | 18.3 | 31.0 | 51.2 | 17.7 | 7.8 | 16.3 | 75.7 |
| Girls | | | | | | | | | |
| 12-17 years | 41.3 | 44.1 | 14.5 | 34.2 | 52.4 | 13.4 | 8.3 | 20.0 | 71.7 |
| 12 years | 38.0 | 45.8 | 16.2 | 34.6 | 50.8 | 14.6 | 7.4 | 17.7 | 74.9 |
| 13 years | 39.0 | 46.6 | 14.3 | 34.6 | 50.3 | 15.1 | 8.6 | 16.7 | 74.7 |
| 14 years | 38.8 | 44.6 | 16.5 | 33.8 | 50.3 | 15.9 | 6.5 | 19.4 | 74.1 |
| 15 years | 40.8 | 44.9 | 14.3 | 37.2 | 50.8 | 11.9 | 7.2 | 22.9 | 76.1 |
| 16 years | 47.8 | 38.9 | 13.2 | 30.2 | 55.7 | 14.0 | 7.5 | 22.2 | 70.3 |
| 17 years | 44.9 | 43.5 | 11.6 | 34.6 | 57.0 | 8.4 | 9.1 | 21.8 | 69.2 |
| Standard error | | | | | | | | | |
| Both sexes | 0.93 | 0.76 | 0.56 | 0.64 | 0.68 | 0.53 | 0.47 | 0.58 | 0.84 |
| Boys 12-17 years | 1.16 | 1.03 | 0.80 | 0.87 | 0.73 | 0.79 | 0.61 | 0.67 | 1.04 |
| Girls 12-17 years | 0.92 | 0.97 | 0.67 | 0.89 | 1.04 | 0.56 | 0.54 | 0.66 | 0.88 |
Table 47. Percent distribution of youths by number of times they had run away from home, according to sex and age, with standard errors for totals: United States, 1966-70
| Sex and age | Number of times youth ran away |
|-------------|--------------------------------|
| | Total | Once | More than once | None |
| **Both sexes** | | | | |
| 12-17 years | 100.0 | 6.7 | 2.7 | 90.6 |
| 12 years | 100.0 | 4.6 | 2.0 | 93.4 |
| 13 years | 100.0 | 4.7 | 2.0 | 93.3 |
| 14 years | 100.0 | 5.8 | 2.0 | 92.2 |
| 15 years | 100.0 | 7.4 | 2.4 | 90.1 |
| 16 years | 100.0 | 9.0 | 4.7 | 86.3 |
| 17 years | 100.0 | 9.2 | 3.2 | 87.6 |
| **Boys** | | | | |
| 12-17 years | 100.0 | 7.3 | 2.8 | 89.9 |
| 12 years | 100.0 | 5.6 | 2.4 | 92.0 |
| 13 years | 100.0 | 4.6 | 1.5 | 93.9 |
| 14 years | 100.0 | 6.3 | 2.2 | 91.5 |
| 15 years | 100.0 | 9.0 | 2.6 | 88.4 |
| 16 years | 100.0 | 10.2 | 4.0 | 85.8 |
| 17 years | 100.0 | 8.9 | 4.1 | 87.1 |
| **Girls** | | | | |
| 12-17 years | 100.0 | 6.1 | 2.6 | 91.3 |
| 12 years | 100.0 | 3.5 | 1.6 | 94.8 |
| 13 years | 100.0 | 4.8 | 2.5 | 92.7 |
| 14 years | 100.0 | 5.4 | 1.8 | 92.8 |
| 15 years | 100.0 | 5.9 | 2.3 | 91.8 |
| 16 years | 100.0 | 7.8 | 5.4 | 86.8 |
| 17 years | 100.0 | 9.6 | 2.3 | 88.1 |
| **Standard error** | | | | |
| Both sexes 12-17 years | ... | 0.49 | 0.20 | 0.58 |
| Boys 12-17 years | ... | 0.61 | 0.29 | 0.80 |
| Girls 12-17 years | ... | 0.38 | 0.32 | 0.68 |
Table 49. Percent distribution of youths who had ever run away from home by age at which they first ran away, and median age at which youths first ran away from home, according to sex and age, with standard errors for totals: United States, 1966-70
| Sex and age | Age first ran away from home | Total | 5 years and under | 6 years | 7 years | 8 years | 9 years | 10 years | 11 years | 12 years | 13 years | 14 years | 15 years | 16 years | 17 years | Median age in years |
|-------------|-----------------------------|-------|------------------|---------|---------|---------|---------|----------|----------|----------|----------|----------|----------|----------|----------|-------------------|
| **Both sexes** | | | | | | | | | | | | | | | | |
| 12-17 years | | 100.0 | 6.9 | 5.7 | 8.4 | 8.1 | 5.0 | 11.1 | 4.9 | 9.2 | 7.1 | 10.7 | 12.5 | 7.0 | 3.2 | 12.0 |
| 12 years | | 100.0 | 11.7 | 10.5 | 15.3 | 16.6 | 11.3 | 15.4 | 6.7 | 13.2 | | | | | | |
| 13 years | | 100.0 | 6.2 | 12.9 | 13.2 | 4.6 | 6.0 | 10.7 | 16.8 | 12.6 | 14.1 | | | | | |
| 14 years | | 100.0 | 10.4 | 5.2 | 8.5 | 8.7 | 7.6 | 10.5 | 7.9 | 16.8 | 11.7 | 12.7 | | | | |
| 15 years | | 100.0 | 7.4 | 6.4 | 4.5 | 9.9 | 10.2 | 10.5 | 2.8 | 9.2 | 22.6 | 21.1 | | | | |
| 16 years | | 100.0 | 7.8 | 4.5 | 4.6 | 9.8 | 3.9 | 6.7 | 1.9 | 7.8 | 7.4 | 9.0 | 27.6 | 9.2 | | |
| 17 years | | 100.0 | 2.5 | - | 5.1 | 6.6 | 1.9 | 14.5 | 0.7 | 6.7 | 2.2 | 9.9 | 11.6 | 23.1 | 15.2 | 15.5 |
| **Boys** | | | | | | | | | | | | | | | | |
| 12-17 years | | 100.0 | 7.8 | 5.1 | 7.0 | 6.3 | 5.0 | 14.4 | 6.1 | 7.6 | 7.4 | 9.7 | 14.1 | 5.7 | 3.9 | 12.2 |
| 12 years | | 100.0 | 10.1 | 8.5 | 16.9 | 10.4 | 13.9 | 23.0 | 10.9 | 6.4 | | | | | | |
| 13 years | | 100.0 | 7.4 | 19.5 | 17.4 | 4.9 | 6.5 | 8.2 | 12.2 | 6.8 | 9.7 | | | | | |
| 14 years | | 100.0 | 13.2 | 5.2 | 4.6 | 10.4 | 10.2 | 10.5 | 10.2 | 14.8 | 10.1 | | | | | |
| 15 years | | 100.0 | 6.3 | 4.2 | 4.7 | 5.0 | 0.9 | 12.8 | 1.8 | 2.4 | 6.9 | 27.1 | 27.9 | | | |
| 16 years | | 100.0 | 9.3 | 3.5 | 4.2 | 7.5 | 5.0 | 8.0 | 2.4 | 10.6 | 7.1 | 7.6 | 28.6 | 8.5 | | |
| 17 years | | 100.0 | 2.1 | - | 2.5 | 4.6 | 17.4 | 1.2 | 12.7 | 2.1 | 7.2 | 11.4 | 20.2 | 18.7 | | |
| **Girls** | | | | | | | | | | | | | | | | |
| 12-17 years | | 100.0 | 5.8 | 6.5 | 10.1 | 10.4 | 4.9 | 7.3 | 3.6 | 11.1 | 6.8 | 11.9 | 10.7 | 8.5 | 2.4 | 12.7 |
| 12 years | | 100.0 | 14.2 | 13.5 | 13.4 | 26.4 | 7.7 | 3.3 | | 21.3 | 9.6 | | | | | |
| 13 years | | 100.0 | 7.2 | 7.2 | 9.3 | 4.3 | 5.5 | 12.8 | 20.7 | 25.1 | 9.6 | | | | | |
| 14 years | | 100.0 | 7.1 | 8.2 | 13.9 | 12.2 | 7.0 | 2.2 | | 25.5 | 8.3 | 15.5 | | | | |
| 15 years | | 100.0 | 10.0 | 10.7 | 13.2 | 2.2 | 2.6 | 5.9 | 3.6 | 13.2 | 26.1 | 11.1 | | | | |
| 16 years | | 100.0 | 5.9 | 5.5 | 4.8 | 12.3 | 2.6 | 5.9 | 0.9 | 6.9 | 7.4 | 10.5 | 26.5 | 11.6 | | |
| 17 years | | 100.0 | 3.0 | - | 8.2 | 8.9 | 4.1 | 11.2 | - | 2.3 | 12.9 | 11.9 | 26.3 | 11.3 | 15.4 | |
**Standard error**
| Sex and age | 12-17 years | Boys 12-17 years | Girls 12-17 years |
|-------------|-------------|------------------|-------------------|
| | ... | 1.70 | 0.88 | 1.28 | 1.38 | 0.76 | 1.36 | 0.88 | 1.07 | 1.18 | 1.48 | 1.65 | 1.29 | 0.68 | --- |
| | ... | 1.98 | 1.20 | 1.32 | 1.60 | 0.90 | 2.10 | 1.06 | 1.24 | 1.56 | 1.53 | 2.04 | 1.45 | 1.05 | --- |
| | ... | 2.10 | 1.21 | 2.09 | 2.59 | 1.03 | 1.72 | 1.20 | 1.93 | 1.60 | 2.09 | 2.70 | 1.92 | 0.77 | --- |
Table 49. Percent distribution of youths by number of contacts with law enforcement officers, percent of youths reporting such contacts, and percent distribution of those youths by whether or not they were arrested, according to sex and age, with standard errors for totals: United States, 1966-70
| Sex and age | Number of police contacts | Percent of youths reporting police contacts | Youths reporting police contacts |
|-------------|---------------------------|--------------------------------------------|---------------------------------|
| | Total | One | Two | More than two | None | Total | One | Two | More than two | None | Total | One | Two | More than two | None |
| **Both sexes** | | | | | | | | | | | | | | | |
| 12-17 years--- | 100.0 | 13.0 | 3.2 | 2.7 | 81.2 | 18.8 | 100.0 | 14.8 | 81.2 | 4.0 | | | | | |
| 12 years------- | 100.0 | 8.3 | 1.6 | 0.8 | 89.3 | 10.7 | 100.0 | 9.9 | 86.0 | 4.2 | | | | | |
| 13 years------- | 100.0 | 9.8 | 1.2 | 0.7 | 88.3 | 11.7 | 100.0 | 7.1 | 89.9 | 3.1 | | | | | |
| 14 years------- | 100.0 | 11.8| 2.8 | 2.0 | 83.4 | 16.6 | 100.0 | 8.3 | 84.8 | 6.9 | | | | | |
| 15 years------- | 100.0 | 16.4| 3.5 | 3.4 | 76.9 | 23.1 | 100.0 | 17.6 | 75.9 | 3.5 | | | | | |
| 16 years------- | 100.0 | 16.4| 3.7 | 4.2 | 75.6 | 24.4 | 100.0 | 15.9 | 79.8 | 4.6 | | | | | |
| 17 years------- | 100.0 | 16.3| 6.3 | 5.7 | 71.7 | 28.3 | 100.0 | 21.5 | 76.2 | 2.4 | | | | | |
| **Boys** | | | | | | | | | | | | | | | |
| 12-17 years--- | 100.0 | 19.0| 5.4 | 4.9 | 70.7 | 29.3 | 100.0 | 17.0 | 79.1 | 3.9 | | | | | |
| 12 years------- | 100.0 | 11.4| 2.8 | 1.4 | 84.4 | 15.6 | 100.0 | 9.4 | 85.0 | 5.6 | | | | | |
| 13 years------- | 100.0 | 15.7| 2.5 | 1.4 | 80.1 | 19.9 | 100.0 | 7.6 | 88.9 | 3.6 | | | | | |
| 14 years------- | 100.0 | 17.9| 4.8 | 3.5 | 73.7 | 26.3 | 100.0 | 8.9 | 85.1 | 3.6 | | | | | |
| 15 years------- | 100.0 | 22.7| 6.4 | 6.2 | 64.7 | 35.3 | 100.0 | 21.1 | 74.7 | 4.2 | | | | | |
| 16 years------- | 100.0 | 24.9| 5.8 | 7.3 | 62.0 | 38.0 | 100.0 | 18.4 | 76.8 | 4.8 | | | | | |
| 17 years------- | 100.0 | 22.0| 11.0| 10.7 | 56.2 | 43.8 | 100.0 | 25.5 | 73.6 | 0.9 | | | | | |
| **Girls** | | | | | | | | | | | | | | | |
| 12-17 years--- | 100.0 | 6.8 | 0.9 | 0.5 | 91.9 | 8.1 | 100.0 | 6.4 | 89.0 | 4.6 | | | | | |
| 12 years------- | 100.0 | 5.4 | 0.5 | 0.2 | 94.2 | 5.8 | 100.0 | 11.3 | 88.7 | - | | | | | |
| 13 years------- | 100.0 | 3.2 | 0.1 | - | 96.7 | 3.3 | 100.0 | 4.0 | 96.0 | - | | | | | |
| 14 years------- | 100.0 | 5.4 | 0.8 | 0.5 | 93.3 | 6.7 | 100.0 | 5.7 | 82.4 | 11.8 | | | | | |
| 15 years------- | 100.0 | 9.2 | 0.6 | 0.4 | 89.4 | 10.4 | 100.0 | 5.9 | 92.8 | 1.7 | | | | | |
| 16 years------- | 100.0 | 7.8 | 1.6 | 1.0 | 89.6 | 10.4 | 100.0 | 4.2 | 91.8 | 4.0 | | | | | |
| 17 years------- | 100.0 | 10.3| 1.6 | 0.5 | 87.4 | 12.6 | 100.0 | 7.5 | 85.2 | 7.3 | | | | | |
**Standard error**
| Sex and age | Standard error |
|-------------|-----------------|
| Both sexes 12-17 years--- | ... | 0.61 | 0.29 | 0.24 | 0.85 | 0.70 | ... | 1.20 | 1.36 | 0.65 |
| Boys 12-17 years--- | ... | 0.94 | 0.55 | 0.42 | 1.24 | 1.12 | ... | 1.32 | 1.48 | 0.70 |
| Girls 12-17 years--- | ... | 0.68 | 0.17 | 0.13 | 0.76 | 0.71 | ... | 1.48 | 2.26 | 1.29 |
APPENDIX I
TECHNICAL NOTES
The Survey Design
The sample designs for the first three programs, or Cycles I-III, of the Health Examination Survey have been similar, in that each has been a multistage, stratified probability sample of clusters of households in land-based segments. The successive elements for this sample design are primary sampling unit (PSU), census enumeration district (ED), segment (a cluster of households), household, eligible youth, and finally, the sample youth.
The 40 sample areas and the segments utilized in the design of Cycle III were the same as those in Cycle II. Previous reports describe in detail the sample design used for Cycle II and in addition discuss the problems and considerations given to other types of sampling frames and whether or not to control the selection of siblings.\textsuperscript{5,6}
Requirements and limitations placed on the design for Cycle III, similar to those for the design for Cycle II, were that:
1. The target population be defined as the civilian, noninstitutional population of the United States, including Alaska and Hawaii, in the age range of 12 through 17 years, with the special exclusion of children residing on reservation lands of the American Indians. The latter exclusion was adopted as a result of operational problems encountered on these lands in Cycle I.
2. The time period of data collection be limited to about 3 years for each cycle and the length of the individual examination within the specially constructed mobile examination center be between 2 and 3 hours.
3. Ancillary data be collected on specially designed household, medical history, and school questionnaires, and from copies of birth certificates.
4. Examination objectives be related primarily to factors of physical and intellectual growth and development.
5. The sample be sufficiently large to yield reliable findings within broad geographic regions and population density groups as well as within age, sex, and limited socioeconomic groups for the total sample.
The sample was drawn jointly with the U.S. Bureau of the Census, beginning with the 1960 decennial census list of addresses and the nearly 1,900 PSU's into which the entire United States was divided. Each PSU is either a standard metropolitan statistical area (SMSA), a county, or a group of two or three contiguous counties. These PSU's were grouped into 40 strata, with each stratum having an average size of about 4.5 million persons. Stratification was accomplished so as to maximize the degree of homogeneity within strata with regard to the population size of the PSU's, degree of urbanization, geographic proximity, and degree of industrialization. The 40 strata were then classified into four broad geographic regions of 10 strata each and then within each region, cross-classified by four population density classes and classes of rate of population change from 1950 to 1960. Using a modified Goodman-Kish controlled-selection technique, one PSU was drawn from each of the 40 strata.
Generally, within each PSU, 20 census enumeration districts were selected, with the probability of selection of a particular ED proportional to its population in the age group 5-9 years in the 1960 census, which by 1966 approximated the target population for Cycle III. A similar method was used for selecting one segment (a smaller cluster of households) in each
Because of the approximately 3-year time interval between Cycle II and Cycle III, the Cycle III sampling frame was updated for new construction and to compensate for segments where housing was partially or totally demolished to make room for highway construction or urban redevelopment. Each of the resulting 20 segments within a PSU was either a bounded area or a cluster of households (or addresses). All youths in the appropriate age range who resided at the address visited were eligible youths, i.e., eligible for inclusion in the sample. Operational considerations made it necessary to reduce the number of prospective examinees at any one location to a maximum of 200. When the number of eligible youths in a particular location exceeded this number, the "excess" eligible youths were deleted from the sample through a systematic sampling technique. Youths who were not selected as sample youths in the Cycle III sample, but who were previously examined in Cycle II, were scheduled for examination if time permitted and will be included in special longitudinal analyses. In addition, individual twins who were deleted from the Cycle III sample were also scheduled for examination, as they were in Cycle II, to provide data on pairs of twins for future analysis. These data are not included in the report as part of the national probability sample of youths.
The sample was selected in Cycle III, as it had been for the children in Cycle II, to contain proportional representation of youths from families having only one eligible youth, two eligible youths, and so on, so as to be representative of the total target population. However, since households were one of the elements in the sample frame, the number of related youths in the resulting sample is greater than would result from a design which sampled youths 12-17 years without regard to household. The resulting estimated mean measurements or rates should be unbiased but their sampling variabilities will be somewhat greater than those from a more costly, time-consuming, systematic sample design in which every $k$th youth would be selected.
The total probability sample for Cycle III included 7,514 youths representative of the approximately 22.7 million noninstitutionalized U.S. youths of 12-17 years. The sample contained youths from 25 different States, with approximately 1,000 in each single year of age.
The response rate in Cycle III was 90 percent, with 6,768 youths examined out of the total sample. These examinees were closely representative of those in the population from which the sample was drawn with respect to age, sex, race, region, population density, and population growth in area of residence. Hence it appears unlikely that nonresponse could bias the findings appreciably.
**Reliability**
While measurement processes in the surveys were carefully standardized and closely controlled, the correspondence between true population figures and HES results cannot be expected to be exact. Survey data are imperfect for three major reasons: (1) results are subject to sampling error, (2) the actual conduct of a survey never agrees perfectly with the design, and (3) the measurement processes themselves are inexact, even though standardized and controlled.
Data recorded for each sample youth are inflated in the estimation process to characterize the larger universe of which the sample youths are representative. The weights used in this inflation process are a product of the reciprocal of the probability of selecting the youth, an adjustment for nonresponse cases, and a poststratified ratio adjustment that increases precision by bringing survey results into closer alignment with known U.S. population figures by color and sex within single years of age for ages 12-17.
In the third cycle of the Health Examination Survey, as for the children in Cycle II, the sample was the result of three principal stages of selection: the single PSU from each stratum, the 20 segments from each sample PSU, and the sample youth from the eligible youths. The probability of selecting an individual youth is the product of the probability of selection at each stage.
Because the strata are roughly equal in population size and a nearly equal number of sample youths were examined in each of the sample PSUs, the sample design is essentially self-weighting with respect to the target population; that is, each youth 12 through 17 years of age had about the same probability of being drawn into the sample.
The adjustment upward for nonresponse is intended to minimize the impact of nonresponse on final estimates by imputing to nonrespondents the characteristics of "similar" respondents. Here "similar" respondents in a sample PSU were defined as examined youths of the same age (in years) and sex as youths not examined in that sample PSU.
The poststratified ratio adjustment used in the third cycle achieved most of the gains in precision that would have been attained if the sample had been drawn from a population stratified by age, color, and sex and makes the final sample estimates of population agree exactly with independent controls prepared by the Bureau of the Census for the U.S. noninstitutionalized population as of March 9, 1968 (approximate midpoint of the survey for Cycle III) by color and sex for each single year of age 12-17. The weight of every responding sample youth in each of the 24 age, color, and sex classes is adjusted upward or downward so that the weighted total within the class equals the independent population control. Final sample frequencies and estimated population frequencies as of the approximate midpoint of the survey are presented in table I by age and sex.
Extent of Missing Questionnaire Data
In addition to youths who were selected for the sample but for various reasons did not participate, there were some whose questionnaires were missing or incomplete. The extent of missing self-report questionnaires was very small, less than 1 percent for each of the two questionnaires used for this report. The extent of incomplete questionnaires, or item nonresponse, was also very small: about 81 percent of the 92 individual questions discussed in this report had item nonresponse of 1 percent or less, about 9 percent had item nonresponse of between 1 and 2 percent, and nine of the questions (about 10 percent of those considered here) had nonresponse rates greater than 2 percent. Only three items had more than 5-percent item nonresponse, the highest being 12 percent. Because of the small amount of nonresponse, a separate category of "unknown" is seldom shown in the tables of this report. Unknowns were usually excluded from the estimates. It was assumed that the small number of youths who did not answer a question were distributed in the same manner as those for whom responses were available.
Sampling and Measurement Error
In the present report, reference has been made to efforts to minimize bias and variability of measurement techniques. The probability design of the survey makes possible the calculation of sampling errors. The sampling error is used here to determine how imprecise the survey test results may be because they result from a sample.
Table I. Sample and estimated population frequency distributions of youths 12-17 years of age in the noninstitutionalized population of the United States: Health Examination Survey, 1966-70
| Age | Number of youths in sample | Estimated number of youths in population as of midsurvey |
|-----|----------------------------|--------------------------------------------------------|
| | Total | Boys | Girls | Total | Boys | Girls |
| Total | 6,768 | 3,545 | 3,223 | 22,692 | 11,489 | 11,203 |
| 12 years | 1,190 | 643 | 547 | 4,002 | 2,032 | 1,970 |
| 13 years | 1,208 | 626 | 582 | 3,952 | 2,006 | 1,946 |
| 14 years | 1,204 | 618 | 586 | 3,852 | 1,951 | 1,901 |
| 15 years | 1,116 | 613 | 503 | 3,751 | 1,900 | 1,851 |
| 16 years | 1,092 | 556 | 536 | 3,625 | 1,836 | 1,789 |
| 17 years | 958 | 489 | 469 | 3,510 | 1,764 | 1,746 |
rather than from the measurement of all elements in the universe. The estimation of sampling errors for a study of the type of the Health Examination Survey is difficult for at least three reasons: (1) measurement error and "pure" sampling error are confounded in the data, and it is difficult to find a procedure that will either completely include both or treat one or the other separately; (2) the survey design and estimation procedure are complex and accordingly require computationally involved techniques for the calculation of variances; and (3) thousands of statistics are derived from the survey, many for subclasses of the population for which the number of sample cases is small. Estimates of sampling error are obtained from the sample data and are themselves subject to sampling error, which may be large when the number of cases in a cell is small or, occasionally, even when the number of cases is substantial.
Estimates of approximate sampling variability for most statistics presented in this report are included in the detailed tables or can be computed from table II. These estimates, called standard errors, have been prepared by a replication technique that yields overall variability through observation of variability among random subsamples of the total sample. The method reflects both "pure" sampling variance and a part of the measurement variance, and is described in previously published reports.\textsuperscript{14,15}
Generally, the percentages shown in the detailed tables for all youths, all girls, and all boys are accompanied by their standard errors. Standard errors associated with estimates for single year age groups (e.g., all 12-year-olds) or for single year age-sex groups (e.g., 16-year-old girls) could not be shown conveniently in the detailed tables but can be estimated from table II. For example, if 5 percent of all youths of a specific age (e.g., 12-year-olds) were estimated to possess a characteristic, one could obtain the corresponding standard error of 0.76 from column A of table II. Column B permits the estimation of the standard error corresponding to a percentage with a population base of a single year-age-sex group. For example, if 30 percent of 16-year-old girls were estimated to possess a characteristic, the standard error associated with that percentage would be 2.18. Percentages exceeding 50 should be subtracted from 100. The standard error corresponding to the resulting percentage can then be applied to the original percentage of interest.
**Hypothesis Testing**
In accordance with usual practice, the interval estimate for any statistic was considered to be the range within one standard error of the tabulated statistic with 68-percent confidence and the range within two standard errors of the tabulated statistic with 95-percent confidence. The latter is used as the level of statistical significance in this report.
An approximation of the standard error of a difference $d = x - y$ of two statistics $x$ and $y$ is given by the formula $S_d = \left( S_x^2 + S_y^2 \right)^{1/2}$ where $S_x$ and $S_y$ are the standard errors, respectively, of $x$ and $y$. Of course, where the two groups or measures are positively or negatively correlated, this formula will give an overestimate or underestimate of the actual standard error.
The procedure used in this report for testing the significance of difference between estimates consisted in dividing the difference between the
---
**Table II. Standard errors associated with selected percent estimates for single-year age groups (A) and for single-year age-sex groups (B); Health Examination Survey, 1966-70**
| Percent | Base for percent |
|---------|------------------|
| | A | B |
| Estimated standard error |
| 1-------| 0.40 | 0.50 |
| 2-------| 0.52 | 0.68 |
| 3-------| 0.61 | 0.82 |
| 4-------| 0.69 | 0.94 |
| 5-------| 0.76 | 1.04 |
| 6-------| 0.83 | 1.14 |
| 7-------| 0.88 | 1.22 |
| 8-------| 0.94 | 1.30 |
| 9-------| 0.98 | 1.37 |
| 10------| 1.03 | 1.43 |
| 15------| 1.22 | 1.70 |
| 20------| 1.56 | 1.90 |
| 25------| 1.47 | 2.06 |
| 30------| 1.55 | 2.18 |
| 35------| 1.61 | 2.27 |
| 40------| 1.65 | 2.33 |
| 45------| 1.68 | 2.37 |
| 50------| 1.69 | 2.38 |
two estimates by the standard error of the difference as computed above. If the absolute value of the result was 2.00 or more, the difference was considered statistically significant at approximately the 95-percent confidence level.
**Small Categories**
In some tables statistics may be shown for cells for which the sample size is so small that the sampling error may be larger than the statistic itself. Such statistics are included in this report, along with their corresponding standard errors, in the belief that the information, while not meeting strict standards of precision, may lend an overall impression of the survey findings and may be of interest to subject-matter specialists.
APPENDIX II
SELF-REPORT QUESTIONNAIRES
Health Habits and History Questionnaire
CONFIDENTIAL — All information which would permit identification of the individual will be held strictly confidential, will be used only by persons engaged in and for the purposes of the survey and will not be disclosed or released to others for any other purposes (22 FR 1687).
DEPARTMENT OF
HEALTH, EDUCATION, AND WELFARE
PUBLIC HEALTH SERVICE
NATIONAL HEALTH SURVEY
HEALTH HABITS AND HISTORY — Youth
Name (Last, First, Middle) | SEGMENT | SERIAL | COL. NO.
Sample No.
INSTRUCTIONS: On the following pages you will find a set of questions dealing with your health. Since every person is different, there are no "standard" answers to the questions; just answer them as fully and honestly as you can. Your answers will be kept confidential. Do your best to pick the most likely answer from among the choices given. Only if you really don't know the answer check "Don't know." WHEN YOU HAVE COMPLETED THE QUESTIONNAIRE, PLEASE MAIL IT BACK TO THE SURVEY IN THE ENVELOPE WE LEFT WITH YOU — THERE IS NO POSTAGE NECESSARY IF YOU USE OUR ENVELOPE.
1. SEX
1 □ Male 2 □ Female
2. AGE
3. DATE OF BIRTH (Month, Day, Year)
4. How would you describe your present health?
1 □ Poor 2 □ Fair 3 □ Good 4 □ Very good 5 □ Excellent
IF POOR OR FAIR: What is wrong?
5. Do you have any problems you might like to talk over with a doctor?
1 □ Yes 2 □ No
IF YES: What are they?
6. Do you now use any medicine regularly, not counting vitamins?
1 □ Yes 2 □ No 3 □ Don't know
IF YES:
a. What is its name? ____________________________________________
b. What is it for? _______________________________________________
c. Did a doctor say you should use it?
1 □ Yes 2 □ No 3 □ Don't know
d. How long have you been using it?
7. Have you ever broken any bones?
1 □ Yes 2 □ No 3 □ Don't know
IF YES:
a. How many times? (Several bones broken at the same time count as once.)
1 □ Once 2 □ Twice 3 □ Three times or more
b. How did it happen? ___________________________________________
8. Have you ever had any other injuries or accidents?
1 □ Yes 2 □ No
IF YES: What happened?
9. As a result of an accident, a blow, a fall, or other such cause, have you ever been unconscious?
1 □ Yes 2 □ No 3 □ Don’t know
10. Have you ever stayed in a hospital (overnight or longer)?
1 □ Yes, just once 3 □ No
2 □ Yes, more than once 4 □ Don’t know
IF YES: What was the longest time you ever spent in a hospital, and for what reason?
How long: ___________________________ Reason ___________________________
11. What was the most serious illness or disease you had in your life?
a. How old were you when it started? ________ years
b. Did you have to stay in a hospital overnight or longer?
1 □ Yes 2 □ No 3 □ Don’t remember
c. What lasting effects did it leave?
HERE ARE A FEW QUESTIONS ABOUT YOUR EYES AND EARS.
12. Do you ever wear glasses or contact lenses?
1 □ Yes, glasses
2 □ Yes, contact lenses
3 □ No
IF YES:
a. With your glasses (or contact lenses) can you see as well as most people?
1 □ Yes 2 □ No
b. Do you think you need new glasses?
1 □ Yes 2 □ No
c. When do you wear them?
1 □ Not all day 2 □ All day
IF NOT ALL DAY:
d. When? (Check all that apply)
1 □ For seeing at a distance
2 □ For reading
3 □ For TV
4 □ Other (Specify) ________________
13. Is there anything wrong with your eyes (except what is corrected by your glasses or contact lenses)?
1 □ Yes 2 □ No
IF YES: What? ___________________________
14. Do you have any difficulty hearing?
1 □ Yes 2 □ No
15. Were your ears ever damaged or injured in any way?
1 □ Yes 2 □ No 3 □ Don’t know
a. IF YES: a. In what way and when? ________________________________________
b. Which ear(s)? _______________________________________________________
16. In the past year, how often did you have earaches?
1 □ Not at all (I can’t remember any)
2 □ Not very often (about once a month or less)
3 □ Quite often (more than once a month)
17. Have you ever had any other kind of trouble with your ears?
1 □ Yes 2 □ No
IF YES: What was it? _____________________________________________________
18. Do you think your teeth need straightening?
1 □ Yes 2 □ No 3 □ Don’t know
19. Do you have any difficulty talking or speaking (like stuttering or lisping)?
1 □ Yes 2 □ No
20. Is there anything wrong with the way you walk?
1 □ Yes 2 □ No
IF YES: What? __________________________________________________________
21. Is there anything that prevents your complete use of your legs?
1 □ Yes 2 □ No
IF YES: What? __________________________________________________________
22. Is there anything that prevents your complete use of your arms?
1 □ Yes 2 □ No
IF YES: What? __________________________________________________________
23. Have you ever been prevented for reasons of health from taking part in hard (physical) work, exercise, or games?
1 □ Yes x □ No
IF YES:
a. Why? _______________________________________________________________
b. Did a doctor advise this?
1 □ Yes 2 □ No 3 □ Don’t know
c. Are you now forbidden to do some of these things?
1 □ Yes 2 □ No
24. At the present time, do you think you are:
1. ☐ Underweight
2. ☐ About the right weight
3. ☐ Overweight
25. Would you say that you appear to be:
1. ☐ Thinner than most persons of your age
2. ☐ About the same as most persons your age
3. ☐ Heavier than most persons of your age
26. At this time, would you like to be:
1. ☐ Thinner than you are
2. ☐ About the same weight as you are
3. ☐ Heavier than you are
27. At this time, would you like to be:
1. ☐ Less tall than you are
2. ☐ About as tall as you are
3. ☐ Taller than you are
28. In the last year or two, have you had any backaches?
1. ☐ Yes, quite often
2. ☐ Yes, occasionally
3. ☐ No
29. Do you sleep alone in your own room?
1. ☐ Yes
2. ☐ No
IF NO:
Who else sleeps in the room?
1. ☐ Brother(s)
2. ☐ Sister(s)
3. ☐ Father
4. ☐ Mother
5. ☐ Other person(s)
30. How often do you have trouble getting to sleep or staying asleep?
1. ☐ Very often
2. ☐ Only from time to time
3. ☐ Never
31. How often do you have bad dreams or nightmares?
1. ☐ Quite frequently
2. ☐ Only from time to time
3. ☐ Never
32. As far as you know, have you walked in your sleep in the last year or so?
1. ☐ Yes
2. ☐ No
33. Do you have acne (pimples or blackheads)?
1 ☐ Yes x ☐ No
IF YES:
a. At what age did it start? _______ years
b. Do you use any treatment for it? 1 ☐ Yes 2 ☐ No
c. Have you seen a doctor about it? 1 ☐ Yes 2 ☐ No
d. How much does it bother or worry you?
1 ☐ Quite a lot 2 ☐ Some but not too much 3 ☐ Very little
4 ☐ Not at all
34. Have you ever been away from your family (home) for at least two months?
1 ☐ Yes, once x ☐ No
2 ☐ Yes, more than once
IF YES:
a. Where did you stay? (Check all that apply)
1 ☐ Camp 4 ☐ With a relative
2 ☐ Boarding school 5 ☐ Elsewhere
3 ☐ Hospital
b. How old were you when this happened for the first time? _______ years
35. Are you going to school? (If you are now on vacation and will return to school, check "Yes.")
1 ☐ Yes 2 ☐ No
IF YES:
a. During the school year, how many hours do you work? (not counting homework for school)
1 ☐ I don't work (GO TO QUESTION 36).
2 ☐ 1-4 hours a week
3 ☐ 5-9 hours a week
4 ☐ 10-20 hours a week
5 ☐ Over 20 hours a week
6 ☐ I work, but can't tell how many hours
b. What kinds of work do you do?
__________________________________________
__________________________________________
__________________________________________
c. Do you get paid for this work?
__________________________________________
36. Do you work during vacation time?
1 ☐ Yes, full-time 2 ☐ Yes, part-time 3 ☐ No
37. Do you get an allowance from your family (so much money per week, for example)?
1 ☐ Yes x ☐ No
IF YES: (IF NO, GO ON TO QUESTION 38)
a. Who decides the amount you are to get?
1 ☐ Father 2 ☐ Mother 3 ☐ Both parents 4 ☐ Someone else
(Specify)_____________________
b. Who do you think should decide about it?
1 ☐ Father 2 ☐ Mother 3 ☐ Both parents 4 ☐ Someone else
(Specify)_____________________
c. Are there duties or chores you have to perform to get this allowance?
1 ☐ Yes 2 ☐ No
d. Is your allowance ever held back as a punishment?
1 ☐ Yes 2 ☐ No
38. Now about your eating habits, do you think you eat
1 ☐ Too much 2 ☐ About the right amount 3 ☐ Too little
39. When did you last see a doctor for a checkup (routine examination)?
1 ☐ In the last year 4 ☐ Never
2 ☐ One-two years ago 5 ☐ I don’t remember
3 ☐ Over two years ago
40. When did you last see a doctor for treatment?
1 ☐ In the last year 4 ☐ Never
2 ☐ One-two years ago 5 ☐ I don’t remember
3 ☐ Over two years ago
41. When did you last see a dentist for a checkup (routine examination)?
1 ☐ In the last year 4 ☐ Never
2 ☐ One-two years ago 5 ☐ I don’t remember
3 ☐ Over two years ago
42. When did you last see a dentist for treatment?
1 ☐ In the last year 4 ☐ Never
2 ☐ One-two years ago 5 ☐ I don’t remember
3 ☐ Over two years ago
ONE LAST QUESTION
43. About how much time would you guess you spend in the usual day (enter number of hours
or fraction of hours, or zero, as appropriate)?
a. Watching television ____________________________________________
b. Listening to radio _____________________________________________
c. Reading newspapers, comics, magazines ___________________________
d. Reading books (except comic books) _______________________________
Health Behavior Questionnaire
CONFIDENTIAL — All information which would permit identification of the individual will be held strictly confidential, will be used only by persons engaged in and for the purposes of the survey and will not be disclosed or released to others for any other purposes (22 FR 1687).
DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE
PUBLIC HEALTH SERVICE
NATIONAL HEALTH SURVEY
HEALTH BEHAVIOR
NAME OF YOUTH (Last, First, Middle) | SEX | AGE
---|---|---
| Male | Female |
Sample No.
INSTRUCTIONS: On the following pages you will find a set of questions dealing with your health behavior. Since every person is different, there are no "standard" answers to the questions; just answer them as fully and honestly as you can. Your answers will be kept confidential. Do your best to pick the most likely answer from among the choices given. Only if you really don't know the answer check "Don't know."
1. Looking ahead, what would you like to do about school? (Check one only)
1 □ Quit school as soon as possible
2 □ Finish high school
3 □ Get some college or other training after high school
4 □ Finish college and get a college degree
5 □ Finish college and take further training (medical, law or other professional school, etc.)
2. What do you think will happen about school? (CHECK ONE ONLY)
1 □ Quit school as soon as possible
2 □ Finish high school
3 □ Get some college or other training after high school
4 □ Finish college and get a college degree
5 □ Finish college and take further training (medical, law or other professional school, etc.)
3. Have you ever had a date? (That is, a boy and girl going out together, whether or not anyone else was along.)
1 □ Yes
x □ No
IF YES: How old were you when you first had a date? ________ years
4. Who makes most of the decisions on the following: (Check one in each row.)
| | You alone | Father | Mother | Both parents | Father and you | Mother and you | Parents and you | Other person(s) | Nobody |
|--------------------------------------|-----------|--------|--------|--------------|----------------|----------------|----------------|-----------------|--------|
| a. Choosing your clothes | | | | | | | | | |
| b. How to spend your money | | | | | | | | | |
| c. Which friends to go out with | | | | | | | | | |
| d. How late you can stay out | | | | | | | | | |
5. How many times have you run away from home? (That means, leaving or staying away on purpose, knowing you would be missed, intending to stay away from home, at least for some time.)
1 □ Once 2 □ More than once 3 □ Never
IF ONCE OR MORE:
How old were you then? _______ years
6. How many times have you had anything to do with police, sheriff, or juvenile officers for something you did or they thought you did?
1 □ Once 2 □ Twice 3 □ More than twice 4 □ Never
IF ONCE OR MORE:
a. What was wrong? ____________________________________________________________
b. Were you arrested? 1 □ Yes 2 □ No 3 □ Don’t know
c. In what way were you punished? _______________________________________________
______________________________________________________________________________ 2 □ Not at all
7. How old were you when you smoked for the first time? ______ Years
□ Never tried (SKIP TO QUESTION 10)
8. How old were you when you began smoking regularly? ______ Years
□ Never have smoked regularly
9. About how many cigarettes do you smoke per day?
1 □ I don’t smoke at all
2 □ I don’t smoke cigarettes (but I smoke a pipe or cigars)
3 □ Less than 1/2 pack
4 □ 1/2 pack but less than 1 pack
5 □ 1 pack but less than 2 packs
6 □ 2 packs or more
10. At what hour do you usually go to bed when the next day is a school or work day?
11. Do you ever feel tense, nervous, or fidgety?
1 □ Yes, often
2 □ Yes, sometimes
3 □ Yes, but rarely
4 □ Never
12. How important do you think it is for a young person to have each of the qualities or characteristics listed below? (Put one check-mark in each row.)
| | Extremely Important (1) | Important (2) | Slightly Important (3) | Unimportant (4) |
|--------------------------|-------------------------|---------------|------------------------|-----------------|
| a. To be neat and clean | | | | |
| b. To be able to defend oneself | | | | |
| c. To have self-control | | | | |
| d. To be happy | | | | |
| e. To obey one's parents | | | | |
| f. To be dependable | | | | |
| g. To be considerate of others | | | | |
| h. To face life's problems calmly | | | | |
| i. To obey the law | | | | |
| j. To be ambitious | | | | |
| k. To know how to keep in good health | | | | |
13. If you had any of the following conditions, would you want a doctor to know about it?
(Includes your seeing him or a telephone call about it.) (Place one checkmark in each row.)
If I had this condition, I would:
| Condition | Definitely want to see a doctor (1) | Probably want to see a doctor (2) | Not want to see a doctor (3) |
|----------------------------|-------------------------------------|-----------------------------------|-----------------------------|
| a. Stomach ache | | | |
| b. Sore throat | | | |
| c. Hurt all over | | | |
| d. Stiff neck or back | | | |
| e. Headache | | | |
| f. Vomit (throw up) | | | |
| g. Loss of appetite | | | |
| h. Overtiredness | | | |
| i. Pain in chest | | | |
| j. Lump in stomach or abdomen | | | |
| k. Blood in urine or bowel movement | | | |
| l. Nervousness | | | |
14. If you had any of the following conditions, would you want to see a dentist about it?
(Place one checkmark in each row.)
If I had this condition, I would:
| Condition | Definitely want to see a dentist (1) | Probably want to see a dentist (2) | Not want to see a dentist (3) |
|----------------------------|-------------------------------------|-----------------------------------|-----------------------------|
| a. Crooked teeth | | | |
| b. Sore gums | | | |
| c. Bad breath | | | |
| d. A toothache | | | |
| e. Sores in the mouth | | | |
| f. Stains on the teeth that would not brush off | | | |
| g. Hole or cavity in a tooth—even though it did not hurt | | | |
Series 1. Programs and collection procedures.—Reports which describe the general programs of the National Center for Health Statistics and its offices and divisions, data collection methods used, definitions, and other material necessary for understanding the data.
Series 2. Data evaluation and methods research.—Studies of new statistical methodology including: experimental tests of new survey methods, studies of vital statistics collection methods, new analytical techniques, objective evaluations of reliability of collected data, contributions to statistical theory.
Series 3. Analytical studies.—Reports presenting analytical or interpretive studies based on vital and health statistics, carrying the analysis further than the expository types of reports in the other series.
Series 4. Documents and committee reports.—Final reports of major committees concerned with vital and health statistics, and documents such as recommended model vital registration laws and revised birth and death certificates.
Series 10. Data from the Health Interview Survey.—Statistics on illness, accidental injuries, disability, use of hospital, medical, dental, and other services, and other health-related topics, based on data collected in a continuing national household interview survey.
Series 11. Data from the Health Examination Survey.—Data from direct examination, testing, and measurement of national samples of the civilian, noninstitutional population provide the basis for two types of reports: (1) estimates of the medically defined prevalence of specific diseases in the United States and the distributions of the population with respect to physical, physiological, and psychological characteristics; and (2) analysis of relationships among the various measurements without reference to an explicit finite universe of persons.
Series 12. Data from the Institutional Population Surveys.—Statistics relating to the health characteristics of persons in institutions, and their medical, nursing, and personal care received, based on national samples of establishments providing these services and samples of the residents or patients.
Series 13. Data from the Hospital Discharge Survey.—Statistics relating to discharged patients in short-stay hospitals, based on a sample of patient records in a national sample of hospitals.
Series 14. Data on health resources: manpower and facilities.—Statistics on the numbers, geographic distribution, and characteristics of health resources including physicians, dentists, nurses, other health occupations, hospitals, nursing homes, and outpatient facilities.
Series 20. Data on mortality.—Various statistics on mortality other than as included in regular annual or monthly reports—special analyses by cause of death, age, and other demographic variables, also geographic and time series analyses.
Series 21. Data on natality, marriage, and divorce.—Various statistics on natality, marriage, and divorce other than as included in regular annual or monthly reports—special analyses by demographic variables, also geographic and time series analyses, studies of fertility.
Series 22. Data from the National Natality and Mortality Surveys.—Statistics on characteristics of births and deaths not available from the vital records, based on sample surveys stemming from these records, including such topics as mortality by socioeconomic class, hospital experience in the last year of life, medical care during pregnancy, health insurance coverage, etc.
For a list of titles of reports published in these series, write to: Office of Information
National Center for Health Statistics
Public Health Service, HRA
Rockville, Md. 20852
DHEW Publication No. (HRA) 75-1629
Series 11-No. 147
U.S. DEPARTMENT OF
HEALTH, EDUCATION, AND WELFARE
Public Health Service
HEALTH RESOURCES ADMINISTRATION
5600 Fishers Lane
Rockville, Md. 20852
OFFICIAL BUSINESS
Penalty for Private Use, $300
POSTAGE AND FEES PAID
U.S. DEPARTMENT OF H.E.W.
H E W 390
THIRD CLASS
BLK. RATE | f4696af6-879b-42f0-860e-c2fda221e416 | CC-MAIN-2021-10 | https://www.cdc.gov/nchs/data/series/sr_11/sr11_147.pdf | 2021-02-25T03:26:31+00:00 | crawl-data/CC-MAIN-2021-10/segments/1614178350706.6/warc/CC-MAIN-20210225012257-20210225042257-00021.warc.gz | 727,776,131 | 97,807 | eng_Latn | eng_Latn | 0.964048 | eng_Latn | 0.998019 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
845,
2582,
4000,
6473,
6862,
10084,
14590,
17991,
21185,
25766,
27358,
31047,
34321,
38907,
41109,
45603,
45733,
48047,
52595,
58061,
62532,
66566,
70470,
74942,
79097,
82838,
86520,
90574,
94373,
97756,
100074,
107786,
111641,
113631,
116939,
119423,
124995,
126972,
130526,
134926,
137728,
143442,
148322,
153106,
158058,
163037,
171420,
177892,
185279,
193200,
199211,
206541,
210715,
212566,
215371,
221190,
228790,
232017,
235720,
239983,
245345,
248619,
251576,
255088,
256892,
260655,
264893,
268506,
271372,
274092,
277301,
279747,
281823,
288278,
290187,
297277,
301903,
305288,
309781,
313329,
317559,
318254,
320373,
321946,
323641,
324893,
326209,
328165,
329974,
332303,
334156,
337652,
341329,
341660
] | [
1.3203125,
2.40625
] | 2 | 0 |
DELAWARE COUNTY PENNSYLVANIA
EMERGENCY PREPAREDNESS GUIDE
Featuring Shelter-in-Place Information, Evacuation Information, Routes & Centers
Delaware County is located in the Commonwealth of Pennsylvania. There are 558,979 residents and 223,105 households in the county (most recent census).
Delaware County was created on September 26, 1789 from part of Chester County and named for the Delaware River. Media has been the county seat since 1851. Chester City was the county seat of both Delaware County and Chester County prior to 1851.
The county boasts 11 colleges and universities including Penn State Brandywine Campus, Haverford College and Villanova University.
Delaware County is bisected north to south by Blue Route Interstate 476, which connects I-76 in the extreme northern corner of the county to I-95, which parallels the Delaware River along the southeastern edge of the county. 2,600 acres of the county are occupied by the Ridley Creek State Park.
A Letter from Delaware County Council
The safety of Delaware County’s residents is a top priority for each member of Delaware County Council.
In today’s world, where the nature of threats to our health and safety is ever-changing, we work every day with our Emergency Services staff and our partners in the community to ensure we can respond to any situation that might impact the safety of our residents.
County Council and its partners maintain and continually update preparedness plans that address emergencies ranging from natural disasters to industrial accidents to a terrorist attack. County officials work with local municipalities, law enforcement, first responders, schools and businesses to coordinate the most effective response to a natural or manmade disaster.
Whether it’s an ice storm that knocks out power or a major accident that closes our highways, Delaware County stands ready to protect our residents.
County Council partnered with the Local Emergency Planning Committee (LEPC) to prepare this Emergency Preparedness Guide, which is a helpful resource to provide residents with the information they need to prepare for all types of emergencies. There’s even an emergency plan for family pets.
We encourage our families and individuals to review this guide and to have a personal plan in place, which includes an emergency supply kit and a family notification plan. The time to prepare for an emergency is before it happens.
Council urges all residents to register for the DelcoAlert emergency notification system, which is a free alert system that will provide a message on your mobile device in case of a county emergency. Visit the Delaware County website at www.co.delaware.pa.us and click on DelcoAlert to register: It’s easy, and it could help your family minimize the impact of a public emergency.
Keep this guide handy for your family’s sake.
-Delaware County Council
From left to right: Dr. Monica Taylor, Vice Chair, Brian P. Zidek, Chairman, Elaine Paul Schaefer, Christine A. Reuther, Kevin M. Madden
Your Emergency Plan
Talk with your family about emergencies; what to do, how to find each other, and how to stay in contact during an emergency. Be ready to shelter for at least 72 hours. If officials tell you, be ready to evacuate.
Decide on two places where household members should meet after an emergency. One should be right outside or close to your home, and the other should be outside your neighborhood, away from the area.
Practice getting out of your house from different entrances. Practice getting to your meeting places. Ask an out of state friend or relative to be emergency contact for your family. If local phone circuits are busy, long-distance calls may be easier to make.
Make necessary plans for seniors, those with disabilities and non-English speakers. Give EVERYONE in your house a copy of your emergency plan and contact information to keep on their person.
What to Do In Case of an EMERGENCY
During an emergency Delaware County officials, police, emergency responders, medical personnel and community officials will help ensure your safety – but first you need to know something is happening.
Tune In
Whether it’s a severe storm, an Amber alert or a threat to your home or business – Delaware County residents now have an upgraded notification system where they can receive emergency notices through their phones, email and mobile devices.
Delaware County Council has established an enhanced emergency notification system – still called Delco Alert -- and urges all residents to register to receive alerts regarding a variety of announcements from severe weather to public health concerns.
The enhanced emergency notification system, called Delaware County Community Alert System, or Delco Alert, is an enhanced tool to ensure public safety at the highest level in the community.
Delco Alert is an information and warning system that will provide text messaging through email devices or cell phones for numerous types of events. These messages can be delivered to you wherever you may be with your wireless devices. The system allows multiple devices to be enrolled making it a perfect medium for making sure that all members of the family get important warnings as they come up. The system will be used by local municipalities and authorities, county, state and federal agencies to communicate important information.
DelcoAlert continues to be a free service. It's simple to register. To sign up, residents can go the county website at www.co.delaware.pa.us and click on the yellow DelcoAlert icon. Residents can register for the alerts they are interested in, and the devices they want to include in the notification process. Subscribers can opt in and opt out at any time for the types of alerts they want to receive.
Other communications systems that are available to you are:
- **The Emergency Alerting System** which comes over Television and Radio (Primary Source: WHYY 90.9 FM and WMGK 102.9 FM).
- **NOAA National Weather Service**
- All Hazards
- NOAA Weather Radio
- Delaware County S.A.M.E. Code#: 042045
- Local access cable channels for municipal and county government
These systems provide information but Delco Alert provides messages which directly affect you the most.
Should I Evacuate or Shelter-In-Place?
In the event an emergency situation arises, emergency personnel will instruct the community to either evacuate the area or remain indoors - "Shelter-In-Place."
As a precautionary action, an evacuation will allow residents to travel away from danger. In the majority of hazardous material emergencies, it is best to Shelter-In-Place.
**Evacuate**
In an emergency situation emergency officials may ask you to evacuate to protect yourselves and your families. Evacuating means leaving the area that is affected by the potential hazard. If asked to evacuate, do the following:
- Remain calm.
- Listen carefully to the instructions and be sure you are being asked to evacuate.
- If told to evacuate, do so!
- Only call 911 to report an immediate life threatening situation.
- Secure your home as you would for a three-day trip.
- Close and lock windows and doors.
- Turn off all fans, heating & cooling units.
- Bring pets indoors and leave food and water for them in the event you are unable to bring them to a shelter.
- Keep vehicle windows and vents closed while evacuating.
- DO NOT go to your children's school. They will probably be evacuated by the time you get there.
- Follow instructions of emergency personnel along evacuation routes.
- Listen carefully to WHYY 90.9 FM, WMGK 102.9 FM, NOAA Weather Radio All Hazards or your TV for further instructions from officials.
**Items to Bring:**
- Please review “Family Evacuation Supply Kit” located on page 5.
Leave contact information. If possible, call ahead or text friends and family with contact information, cell phone number(s), your destination and who’s leaving with you.
Residents who have special transportation needs should make arrangements with neighbors or inform their local emergency personnel as a means of planning.
**Shelter-In-Place**
Remain indoors until given official notice.
Plan Ahead! Residents should already have access to a battery operated radio, a flashlight, and fresh batteries.
A sudden emergency involving chemicals, or hazardous materials, may not allow time to evacuate. A sudden emergency will force emergency officials to ask you to take immediate action to protect yourselves and your families. They will ask you to Shelter-in-Place, which means protecting yourself where you are and remaining in place until given further instructions or emergency officials give the all clear. If you are asked to shelter-in-place, do the following:
- Remain calm.
- Go inside if you are outdoors.
- Only call 911 to report an immediate life threatening situation.
- Children in schools or day care centers will take shelter where they are located and will stay indoors.
- Close all windows and doors. Tape cracks for extra protection.
- Close all vents on cooling, heating or ventilating systems.
- Cover cracks under doors with damp towels or masking tape.
- If you have a fireplace, put out the fire and close the damper.
- Move to an interior room or hallway with no openings to the outside.
- Keep pets indoors.
- Listen carefully to WHYY 90.9 FM, WMGK 102.9 FM, NOAA Weather Radio All Hazards or your TV for further instructions from officials.
- If you are in a car, close windows and vents.
- Do not drive through barricades or off-limit areas.
- Don’t come out unless told to do so by radio, TV, news, or emergency officials.
There are six basics that you should stock for your shelter supply kit: water, food, clothing and bedding, first aid supplies, tools and emergency supplies, and special items. Keep these items in a waterproof container that can be easily transported from your home to your car and your safe place. Assemble your kit now to allow for immediate action during an emergency. Your family’s supply kit should include at least a three-day supply of:
- **Water** - One to three gallons of water per person per day
- **Non-perishable food** - Select food items that are compact and lightweight. Include:
- Ready-to-eat canned meats, fruits & vegetables
- Canned juices
- High energy foods
- Vitamins
- Comfort goods
- Condiments
- Food for infant
- **Tools and emergency supplies**
- Mess kits, paper cups, plates & plastic utensils
- Emergency preparedness manual
- Battery-operated radio and extra batteries
- Flashlight and extra batteries
- Cash or traveler’s checks, change
- Non-electric can opener, utility knife
- Fire extinguisher: small canister ABC-type
- Small tent
- Shut-off wrench (to turn off household gas and water), pliers, tape, paper & pencil
- Compass
- Matches in a waterproof container
- Aluminum foil and plastic sheeting
- Plastic storage containers
- Signal flare, and whistle
- Needles, thread
- Medicine dropper
- Sanitation supplies
- PennDot travel map
- **Clothing and bedding** - Include at least one complete change of clothing and footwear per person and the following weather-appropriate items:
- Sturdy shoes or work boots
- Rain gear
- Blankets or sleeping bags
- Hat and gloves
- Thermal underwear
- Sunglasses
- **First aid supplies** - Assemble a first aid kit for your home and one for each car
- **Special Items**
- Infant and medical supplies; Remember supplies for family members with special requirements, such as infants, elderly or disabled persons and persons taking medications.
- Entertainment - games and books
- Wills, insurance policies, contracts, deeds, stocks and bonds
- Passports, social security cards and immunization records
- Bank account numbers
- Credit & ATM card account numbers and company addresses
- Inventory of valuable household goods and important telephone numbers
- Family documents (birth, marriage and death certificates)
**Kids Stuff**
- Let the kids create their own “Fun Stuff” pack.
- Allow them to choose small toys and action figures, a stuffed animal, story books, coloring and activity books, a deck of cards or other items to keep them occupied.
Prepare an Evacuation Bag for your family. It will consist of things you’ll need if asked to evacuate. Your supplies should be easy to carry. You can use a backpack or small wheeled suitcase. Keep your Evacuation Bag in easily accessible place. Here’s what you should bring:
- Contact and meeting place information
- Important documents - Copies of insurance cards/policies, photo IDs, birth certificates, deeds and proof of address in a waterproof container
- Extra set of car and house keys
- Credit and ATM cards
- Cash - In small denominations
- Bottled Water
- Food - Such as non-perishable energy bars
- Radio - self charging is recommended
- Flashlight & extra batteries
- First-aid kit
- Small regional map
- Sturdy shoes
- Lightweight rain gear
- Medications - Be sure to refill medications before they expire. Keep a list of the medications that each household member takes, why they take them and their dosage. Keep copies of all prescriptions and your doctors’ and pharmacist’s contact information
- Personal care items - Such as hand sanitizer, feminine products, toothbrush and toothpaste, paper towels, toilet paper and wipes
- Child care supplies - Diapers, ointments, nursing supplies etc.
- Blankets/sleeping bags
- Cleaning supplies
Setting up a communication plan ahead of time will help ensure you and your family can connect with each other as easily and quickly as possible.
• Designate a family member or friend who lives outside your area to serve as a family point of contact. (After an emergency, it’s often easier to call long distance than within the affected area.)
• Make sure that all family members know who this person is and how to contact him/her.
• After a disaster or evacuation, all family members should make contact with the designated individual. Try choosing a certain time for everyone to check in.
| Contact Name (Local) | Phone Number | Location |
|----------------------|--------------|----------|
| 1) ___________________ | ______________ | __________ |
| 2) ___________________ | ______________ | __________ |
| 3) ___________________ | ______________ | __________ |
| Contact Name (Out of Area) | Phone Number | Location |
|----------------------------|--------------|----------|
| 1) ___________________ | ______________ | __________ |
| 2) ___________________ | ______________ | __________ |
| 3) ___________________ | ______________ | __________ |
Family Emergency Plan
Use this sheet to record important contact and health information for your family.
Make copies of your plan and share it with close friends, family members, teachers and caregivers.
The __________________________ Family of __________________________
Print Your Family Name Clearly
Street Address
City, State & Zip
Home Phone Number
1. Family Members ENTIRE Name
Relationship (Mother, Father, Son, Daughter, etc.) Date of Birth
Daytime Phone Cellular
email
Medication(s)/Frequency
Allergies and/or Important Health Information
2. Family Members ENTIRE Name
Relationship (Mother, Father, Son, Daughter, etc.) Date of Birth
Daytime Phone Cellular
email
Medication(s)/Frequency
Allergies and/or Important Health Information
3. Family Members ENTIRE Name
Relationship (Mother, Father, Son, Daughter, etc.) Date of Birth
Daytime Phone Cellular
email
Medication(s)/Frequency
Allergies and/or Important Health Information
4. Family Members ENTIRE Name
Relationship (Mother, Father, Son, Daughter, etc.) Date of Birth
Daytime Phone Cellular
email
Medication(s)/Frequency
Allergies and/or Important Health Information
Continued on the reverse.
If you require more space, please staple additional sheets to this primary sheet.
Always Dial 911 in the Event of an Emergency
| Family Members | ENTIRE Name |
|----------------|-------------|
| Relationship | (Mother, Father, Son, Daughter, etc.) |
| Date of Birth | |
| Daytime Phone | |
| Cellular | |
| email | |
| Medication(s)/Frequency |
|-------------------------|
| |
| Allergies and/or Important Health Information |
|-----------------------------------------------|
| |
### Emergency Contacts
**Local Contact**
- Full Name
- Address
- Home Phone
- Work Phone
- Cellular
- email
**Out-of-Town Contact**
- Full Name
- Address
- Home Phone
- Work Phone
- Cellular
- email
### Workplace & School
| Family Member | Workplace/School Name |
|---------------|-----------------------|
| | Main Number |
| Workplace/School Address |
| Family Member | Workplace/School Name |
|---------------|-----------------------|
| | Main Number |
| Workplace/School Address |
| Family Member | Workplace/School Name |
|---------------|-----------------------|
| | Main Number |
| Workplace/School Address |
| Family Member | Workplace/School Name |
|---------------|-----------------------|
| | Main Number |
| Workplace/School Address |
| Family Member | Workplace/School Name |
|---------------|-----------------------|
| | Main Number |
| Workplace/School Address |
| Family Member | Workplace/School Name |
|---------------|-----------------------|
| | Main Number |
| Workplace/School Address |
### Emergency Meeting Place
| Name of Location 1 | Address |
|--------------------|---------|
| | |
| Name of Location 2 | Address |
|--------------------|---------|
| | |
### Doctor/Insurance Information
| Primary Care Physician |
|------------------------|
| |
| Primary Care Physician Phone Number |
|-------------------------------------|
| |
| Family Health Insurance Provider | Policy Number |
|-----------------------------------|---------------|
| | |
| Health Insurance Provider's Phone Number |
|------------------------------------------|
| |
**Self Charging Radio**
An Emergency Crank Radio can run off regular power, normal batteries, its own rechargeable batteries, and - if all else fails - you turn the handle to generate and store power.
These radios are tuned to receive 24 hour weather information as well as AM, FM, and NOAA All Hazard Radio. This is a great radio for any type of disaster situation, or for regular use. They are a “must have” for any family emergency kit.
**Prescription Medications**
Don’t forget to keep a supply of any needed prescription drugs including syringes on hand. At least a two week supply is recommended if not more.
*During a large scale emergency, travel to a pharmacy may not be possible.*
Keeping an ample supply on hand could mean the difference between life or death.
**Pet Supplies**
Bring a bowl for food and water. At least a 1 week supply of water, pet food, medications or any other consumable supplies for your pet. A cat litter box, litter and bags for waste.
In addition bring a leash for pets with collars. Make sure pets are identified with appropriate tags where applicable.
---
**Home Fire Safety**
If the event of a fire, you may have less than 3 minutes to get out of your home. Talk about what you should do to be safe. Make sure everyone in your home knows what to do if there is a fire.
**Smoke and Carbon Monoxide Alarms**
Smoke alarms should be on every level of your home and inside and outside sleeping areas. Smoke alarms should be tested each month.
**Escape Plan**
Is there a fire escape plan that shows 2 ways out of every room? Does everyone knows where the safe meeting place is outside the home? Has everyone living in the house practiced the escape plan 2 times a year?
**Curious Kids**
Children are sometimes curious about fire. If you have children in your home, lock up any items that can be used to start a fire (matches, lighters, cigarettes, etc.) and make sure children cannot reach candles.
**Fire Extinguishers**
Only use extinguishers for small fires that do not put you at risk and only after you have called 911. Make sure you are familiar with the extinguisher before you need to use it.
**Remember P A S S**
- **Pull** - with the nozzle pointing away from you, pull the pin straight out.
- **Aim** - with the fire in front of you aim at the base of the fire, keeping your back to the exit.
- **Squeeze** - squeeze the extinguisher lever slowly and evenly.
- **Sweep** - sweep the nozzle from side to side, moving in slowly until the fire is out.
**Fire is FAST and DEADLY!**
There is little time! In less than 30 seconds a small flame can get completely out of control. It only takes minutes for thick black smoke to fill a house or for it to be engulfed in flames. Most deadly fires occur in the home when people are asleep. If you wake up to a fire, you won’t have time to grab valuables because fire spreads too quickly and the smoke is too thick. There is only time to escape.
Delaware County PA Major Emergency Evacuation Map
1. EMERGENCY SHELTER
Please use "Emergency Shelter and Information Points" panel to the right for location name and address.
- EXIT or INTERCHANGE
Evacuation and Comfort Shelters are operated by trained individuals and volunteers. They help ensure that the safety, security, and basic needs of residents are met. Here is a list of things you should bring in the event that you are directed to a shelter:
- Change of clothing, blanket, and pillow for each family member
- Your Emergency Supply Kit
- Medical records and other important documents
- Be patient and willing to take instructions from shelter operators
- See “Family Evacuation Supply Kit” on page 5 for complete list of items to bring
- Do NOT bring weapons, non-prescription drugs or alcohol.
When a disaster strikes Delaware County the first step to providing disaster recovery funds is to conduct a thorough damage assessment. The importance of the initial local assessment of damages cannot be over emphasized. This process is essential to residents and emergency managers in determining:
- What happened and how it has affected individuals and communities.
- How residential, business and infrastructure property has been affected.
- Which areas were hardest hit.
- Which situations must be given immediate priority for First Responders.
- What types of assistance are needed (e.g., local, state or federal).
Resident’s should survey damages to their property as soon as it is safe to do so and report those damages to their local municipality. Residential damages will be classified in one of the following categories:
- **Destroyed**: Structure damaged beyond repair.
- **Major Damage**: Structure damaged enough to be uninhabitable.
- **Minor Damage**: Structure minimally damaged but inhabitable and able to be repaired.
- **Affected**: Structure inhabitable but property damaged leaving it inaccessible.
Restoration is important and may be conducted if it is safe to do so however it is important to document initial damage and any subsequent damage that may occur as it happens. Based on these initial reports more detailed assessments will then be conducted. Insurance coverage of damages will be an important consideration and documentation of coverage will be required. Assistance may take the form of FEMA grants or low interest loans. Accurate and timely damage reporting is crucial to successfully receiving assistance to recover from a disaster as thresholds must be to participate.
The recovery process begins with the identification of damages at the local level and the expeditious reporting of those damages within the emergency management channels. The process is outlined below:
- Elected Officials, Individuals and Businesses report damages to the municipality’s local emergency management coordinator through their municipal contact methods.
- Local Emergency Management Coordinators report damages to the County Emergency Management Agency for consolidation into a county report that is then sent on to the Pennsylvania Emergency Management Agency and finally to FEMA.
**Weather Terms to Know**
**Watch**: Lets you know that weather conditions are favorable for a hazard to occur. It literally means “be on guard!” During a weather watch, gather awareness of the specific threat and prepare for action.
**Warning**: Requires immediate action. This means a weather hazard is imminent - it is either occurring (a tornado has been spotted, for example) - or it is about to occur at any moment. Both watches and warnings are important, but warnings are more urgent.
**Winter Storm Warning**: Hazardous winter weather conditions that pose a threat to life and/or property are occurring, imminent or likely. The generic term is used for a combination of two or more of the following winter weather events; heavy snow, freezing rain, sleet and strong winds.
**Tornado Warning**: A warning that indicates a tornado is possible. It is the most destructive of all storm-scale atmospheric phenomena and can occur anywhere given the right conditions.
**Hurricane Warning**: A warning that sustained winds 74 mph or higher associated with a hurricane are expected in a specified area in 24 hours or less.
**Flash Flood Warning**: Signifies a dangerous situation where rapid flooding is imminent or already occurring. Very heavy rain fall in a short time period can lead to flash flooding, depending on local terrain, ground cover, degree of urbanization and man-made changes to river banks and pre-existing conditions.
**Active Intruder-Active Shooter**
Delaware County Law Enforcement would like all citizens to be aware of what to do in the event they are caught in an Active Intruder/Shooter event.
An Active Intruder is an individual actively engaged in killing or attempting to kill people in a confined and populated area; in most cases, active intruders use firearms(s) and there is no pattern or method to their selection of victims.
These situations are unpredictable and evolve quickly. Typically, the immediate deployment of law enforcement is required to stop the shooting and mitigate the event.
Because these situations are often over fairly quickly, some even before law enforcement arrives on the scene, individuals must be prepared both mentally and physically to deal with the situation. Remember **Run if you can, Hide if you have to and Fight if necessary**.
Good practices for coping with an active shooter situation
- Be aware of your environment and any possible dangers
- Take note of the two nearest exits in any facility you visit
- Quickly determine the most reasonable way to protect your own life
- Remember others may follow your lead in an active shooter situation
**Run**: Escape, if there is an accessible escape path, attempt to evacuate
**Hide**: If evacuation is not possible, find a place to hide where the active shooter is less likely to find you. Lock the door or block the door with heavy furniture
**Fight**: As a last resort, and only when your life is in imminent danger, attempt to disrupt and/or incapacitate the active shooter by acting as aggressively as possible against him/her, throwing items and improvising weapons, yelling. Commit to your actions
- Follow the instructions of any police officers
**CALL 911 WHEN IT IS SAFE TO DO SO**
Pet Emergency Plan
Plan Ahead and Keep Your Family Members, People AND Pets, Safe In an Emergency.
Remember: If It’s NOT Safe for You, It’s NOT Safe for Them!
Prepare for Times When You Can’t Get Home
For your pet, an emergency can be something much less dramatic than a hurricane or earthquake. For them, anything that keeps you from getting to them could create a problem. Icy roads or a sudden health emergency can leave your pet stranded. If you are prepared for these simple emergencies, you’ll also be prepared if a large disaster strikes.
An evacuation order may come, or a natural disaster may strike, when you’re at work or out of the house for any reason. We recommend the following actions to make sure your pets are taken care of when you can’t be there:
- Find a trusted neighbor and give them a key to your house. Make sure this person is comfortable and familiar with your pets.
- Make sure the neighbor knows your pets’ whereabouts so time won’t be wasted trying to find or catch your pet.
- Create a pet emergency/disaster kit and place it in a prominent place where your neighbor can find it.
- If the emergency involves evacuation, make arrangements well in advance for your neighbor to take your pets and meet you at a predetermined location.
- Ask if your pet sitting service will be available to help, but discuss this well in advance.
Disaster Supply Checklist
Every member of your family should know what they need to take in the event of an evacuation. You also need to prepare supplies for your pet. Stock up on non-perishables well ahead of time, and have everything ready to go at a moment’s notice. Keep everything accessible, stored in sturdy containers, such as a duffel bag or covered storage container, that can be carried easily.
If you reside in an area prone to seasonal disasters, such as flooding or hurricanes that might require evacuation, create a kit to keep in your car. In your pet disaster kit, you should include:
- Food and water for at least 1 week for each pet.
- Bowls and a manual can opener if you are packing canned pet food.
- Medications and medical records stored in a waterproof container and a first aid kit.
- Cat litter box, litter, garbage bags to collect all pets’ waste and litter scoop.
- Sturdy leashes, harnesses, and carriers to transport pets safely and to ensure that your pets can’t escape. Carriers should be large enough for the animal to stand comfortably; turn around and lie down (your pet may have to stay in the carrier for hours at a time while you are away from home.)
- A secure cage with no loose objects inside it to accommodate smaller pets. These may require blankets or towels for bedding and warmth as well as other special items.
- Current photos and descriptions of your pets to help others identify them or prove that they are yours in case you and your pets become separated. Information about your pets’ feeding schedules, medical conditions, behavior problems, and the name and number of your veterinarian in case you have to board your pets or place them in foster care.
- Pet beds and pet toys to reduce stress. Newspaper and paper towels can be useful.
Take Your Pets When You Evacuate
Always take your pets when evacuating. Even if you think you may only be evacuating for a few hours, take your pets. Once you’re gone, you may have no way of knowing how long you’ll be away, and you may not be able to go back for your pets.
Animals left behind in a disaster can easily be injured, lost or worse. Left inside your home, a pet can escape through storm-damaged areas, such as broken windows. Animals turned loose to fend for themselves are likely to become victims of exposure, starvation, predators, contaminated food or water, or accidents. Leaving a pet tied outside during a disaster is a potential death sentence.
Don’t wait for a mandatory evacuation order. Leave early if possible. An unnecessary trip is far better than waiting too long. If you wait to be evacuated by emergency officials, they may tell you to leave your pets behind.
Find a Safe Place Ahead of Time
Because evacuation shelters generally don’t accept pets, except for service animals, you must plan ahead to make certain your family and pets will have a safe place to stay. Don’t wait until disaster strikes to do your research.
- Check with friends, relatives or others outside your immediate area. Ask if they would be able to shelter you and your animals or just your animals, if necessary. You may need to house multiple pets at separate locations.
- Contact hotels and motels outside your immediate area to check policies on accepting type and number of pets. Many places waive “no pet” policies in an emergency. Call ahead for a reservation as soon as you think you might have to leave your home.
- Look for pet-friendly hotels online:
- Dogfriendly.com
- Dogmymsuitcase.com
- Pet-friendly-hotels.net
- Pets-allowed-hotels.com
- Petswelcome.com
- Tripswithpets.com
- Make a list of boarding facilities, hotels and veterinary offices that might be able to shelter animals in disaster emergencies; include 24-hour telephone numbers. List your primary care veterinarian as well.
You May Have to Shelter-In-Place
If your family and pets must wait out an emergency at home, identify a safe area of your home where you can all stay. Close your windows and doors and follow the instructions in your Residents Awareness & Emergency Guide.
Bring pets inside as soon as local authorities signal an emergency. Keep pets under your direct control; if you have to evacuate, you won’t have to spend time trying to find them. Keep dogs and cats on leashes or in carriers. Make sure they are wearing identification.
Once you designate a safe area in your home, store your personal and pet emergency supplies in that area. Include your pet’s crate. Remember to use watertight containers.
Keep Your Pets ID Updated
Your pet should be wearing up-to-date identification at all times. Add your current cell phone number to your pet’s tag. It may also be a good idea to include the phone number of a friend or relative outside your immediate area—if your pet is lost, you’ll want to provide a number on the tag that will be answered even if you’re away.
Boarding Facilities & Hotels
| Facility/Hotel | Address | Phone |
|----------------|---------|-------|
| | | |
Alternate Facility/Hotel
| Facility/Hotel | Address | Phone |
|----------------|---------|-------|
| | | |
Veterinarian & Caregivers
| Veterinarian/Caregiver | Address | Phone |
|------------------------|---------|-------|
| | | |
Alternate Veterinarian/Caregiver
| Veterinarian/Caregiver | Address | Phone |
|------------------------|---------|-------|
| | | |
Keep a copy of this plan in your emergency supply kit, your vehicle and with your trusted neighbor. You can visit www.humanesociety.org for more information on how to prepare for your pet in an emergency.
The way to avoid cold weather issues is to plan for extreme cold before it arrives. Don’t get caught unprepared.
**Check the Forecast**
Make checking the forecast part of your regular routine so you’ll know when to expect cold weather.
**Adjust Your Schedule**
Adjust your schedule. If possible, adjust to avoid the coldest part of the day.
**Protect Your Pets and Other Property**
If you have pets, make sure they have plenty of food and water, and are not overly exposed to extreme cold.
**Fill Up the Tank**
Make sure your vehicle has at least a half a tank of gas during extreme cold situations so that you can stay warm if you become stranded.
**Dress For the Outdoors**
Even if you don’t think you’ll be out much. Update Your Winter Car Survival Kit: Make sure your car survival kit has the following:
- Jumper cables: flares or reflective triangle are great extras
- Flashlights
- First Aid Kit: Also check your purse or bag for essential medications
- Food: Consider having some non-perishable food or dry cereal and protein rich foods like nuts and energy bars available
- Shovel: To dig out, if needed
- Ice scraper:
- Clothes: Make sure you dress for the weather in warm clothes, gloves, hat, sturdy boots, jacket and an extra change of clothes for the cold
- Blankets or sleeping bags: If you get stranded, you’ll be glad to have it
- Charged Cell Phone: Keep a spare charger in your car
If you or someone you care about must venture outdoors during extreme cold, dress in layers. Cover exposed skin to reduce your risk of frostbite or hypothermia. Try to seek shelter from the wind as much as possible while outside. Once inside again, change into dry clothing immediately if you are wet. Understand and watch for frostbite and hypothermia.
When your body temperature sinks below 96°F, you have hypothermia, a serious health hazard that occurs when body temperature is lowered too much. Get medical attention immediately. Move the victim inside to a heated location and begin warming the center of the body first. If the person is unconscious, administer CPR.
Frostbite can happen in minutes, especially on the extremities such as fingers, toes, nose and ears but can affect any area of exposed skin. If you suspect frostbite, immediately move inside to a heated location and begin warming the affected areas using warm water or body heat. Do not use hot water or radiant heat such as a fireplace since affected areas can be easily burned. Seek medical attention for severe frostbite.
**Essential Tasks After it Warms Up**
- **Check Your Pipes:** Your pipes may be frozen. Water pipes on exterior walls and in places that are subject to cold, like in the basement, attic, and under kitchen cabinets, freeze most often. Water expands as it freezes, causing pipes to burst. If they are frozen, first turn on the faucet. Water will drip as you warm the pipes. Heat the pipes using a space heater, heating pad, electric hair dryer, or hot water on a cloth. Never use an open flame. Continue until water pressure returns to normal or call a plumber if you have more issues.
- **Salt Your Walkways:** Once it warms up enough to go out, it’s important to shovel the snow from your sidewalks and driveway or sprinkle salt if there is ice.. If there is a thick layer of snow on the ground you cannot move, salt the area so that the snow melts. You should also put down salt if there is ice on your stairs leading into your house—less than a quarter inch of ice can be dangerous!
- **Call Your Neighbors:** Check to see that your neighbors are okay after the storm, particularly seniors, disabled persons or others living alone. Carbon monoxide poisoning is one of the leading causes of death after storms, particularly when there are power outages.
- **Refill Your Supplies:** This storm may be over, but there might be another one soon. Every storm is different, so it is important to always be prepared.
In Delaware County there are 296 miles of transmission pipelines; part of the more than 200,000 miles of pipelines nationwide. These lines are tested, maintained and protected by various means including cleaning devices, diagnostic tools, cathodic protection, etc.. Importantly, since Americans consume massive quantities of fuels each day, pipelines are an essential component of our nation’s critical transportation infrastructure.
**Always Call 811 Before You Dig – It’s the Law**
One easy phone call to 811 starts the process to have underground pipelines and utility lines that may be present on a property accurately marked. When an 811 call is placed from anywhere in the country, it is routed to a state One Call Center. So you can dig safely, all affected pipeline and/or utility operators will contact you if the planned excavation could affect a buried line. More information about 811 is at www.call811.com.
**How To Know Where Pipelines Are Located**
Most pipelines are underground, where they are more protected from the elements and minimize interference with surface uses. Even so, pipeline rights-of-way are clearly identified by pipeline markers along pipeline routes that identify the approximate—NOT EXACT—location of the pipeline. Every pipeline marker contains information identifying the company that operates the pipeline, the product transported, and a phone number that should be called in the event of an emergency. Markers do not indicate pipeline burial depth, which will vary. Markers are typically seen where a pipeline intersects a street, highway or railway. If you have any questions about pipeline operations or safety, start by Calling The Phone Number On the Pipeline Marker.
**How Would You Recognize a Pipeline Leak?**
The following may indicate a pipeline leak:
- **Sight:** Liquid pools, discolored or abnormally dry soil/vegetation, continuous bubbling in wet or flooded areas, an oily sheen on water surfaces, and vaporous fogs or blowing dirt around a pipeline area can all be indicative of a pipeline leak. Dead or discolored plants in an otherwise healthy area of vegetation or frozen ground in warm weather are other possible signs.
- **Sound:** Sound level can range from a quiet hissing or gurgling to a loud roar depending on the size of the leak.
- **Smell:** An unusual smell, petroleum odor, or gaseous odor will sometimes accompany pipeline leaks but some substances may not be detected by smell.
**What NOT to Do In The Event of a Leak**
**DO NOT** cause any open flame or other potential source of ignition such as an electrical switch, vehicle ignition, light a match, etc. Do not start motor vehicles or electrical equipment. Do not ring doorbells to notify others of the leak. Knock with your hand to avoid potential sparks from knockers.
**DO NOT** come into direct contact with any escaping liquids or gases.
**DO NOT** drive into a leak or vapor cloud while leaving the area.
**DO NOT** attempt to operate any pipeline valves yourself. You may inadvertently route more product to the leak or cause a secondary incident..
**DO NOT** attempt to extinguish a petroleum product fire. Wait for local emergency responders and other professionals trained to deal with such emergencies.
**Transmission Pipeline Mapping**
The U.S. Department of Transportation’s Office of Pipeline Safety has developed the National Pipeline Mapping System (NPMS) to provide information about gas transmission and liquid transmission operators and their pipelines. The NPMS website is searchable by zip code or by county and state, and can display a county map that is printable. For a list of pipeline operators with pipelines in your area and their contact information, go to www.npms.phmsa.dot.gov/.
The recent onslaught of damaging storms have heightened the possibility of weather-related problems to contend with especially power outages. It’s important to know what to do if the power goes out in your area, especially during a severe storm.
**How to Prepare Before a Power Outage**
Here are some measures you can take before the power goes out:
- Invest in flashlights, a battery-operated radio and clock, and extra batteries. Another handy device: a hand-crank radio, which can double as a flashlight and phone charger. Remember to check them occasionally to ensure they’re all functioning.
- Always have bottled water available along with snacks and non-perishable foods.
- Consider installing alternative heating equipment (like a gas fireplace or wood-burning stove) in a well-ventilated space and have plenty of fuel on hand.
- If you have medication that needs to be refrigerated, remember to ask your pharmacist for information on storing it during a power outage.
- If you have an electric garage door – understand how to operate it manually.
- Consider a first aid kit and a manual can opener.
- Keep PECO’s emergency telephone number, 1-800-841-4141, handy with other emergency numbers near the telephone. Have at least one standard non-cordless telephone or a cellular phone available to make calls.
**What to Do During a Power Outage**
So the lights are out and you’re home.
- If you’re concerned about preserving the battery life of your flashlights, hand-crank flashlights are a good alternative (and a good backup).
- Don’t open the refrigerator or freezer door if you can help it. Refrigerated food can stay cold (and safe for consumption) for up to 4 hours, while frozen food can last up to 48 hours if the freezer is densely packed (or 24 hours if it’s less packed).
- To avoid a power surge when the electricity returns, turn off computers, TVs, and other nonessential electronics. Be sure to leave a light on so you’ll know when the power is restored.
- If you have elderly or handicapped neighbors, help out by making sure they’re safe, dressed warmly, and have food and water. If someone has medical equipment that requires electricity, call for help or get them to a place where the power is working.
**What to Do After the Power’s Been Restored**
After a power outage it is best to avoid going outside, if possible. But, if you must, here are some tips to help keep you safe.
- Use extreme caution if you go outside to survey the damages after a storm. Remember that downed or hanging electrical wires can be hidden by fallen trees or other wreckage. Always assume that a downed line is a live line and highly dangerous.
- Check in with your neighbors, just as you would if the outage were still in effect.
- Use designated crosswalks and sidewalks if you have to get somewhere on foot. Roads can be slippery and cars may have difficulty stopping, so jaywalking can be dangerous.
**During Colder Weather:**
- If the indoor temperature drops to 55 degrees Fahrenheit or below, open your faucets slightly so that they constantly drip to prevent pipes from freezing.
- During the day, open your blinds to allow sun to warm the space.
- At night, cover your windows with drapes or blankets to minimize heat loss.
- If you have a fireplace, never use gasoline or other flammable liquids to start or quicken a fire. Always keep a screen around an open flame, and don’t close the damper while ashes are still hot.
- Never use a gas range for room heating. This can be dangerous. Seek shelter at a warming center, or with a friend or family if necessary.
- Wear extra layers of clothing and a hat to prevent the loss of body heat.
During extremely hot and humid weather, your body’s ability to cool itself is challenged. When the body heats too rapidly to cool itself, or when too much fluid or salt is lost through dehydration or sweating, body temperature rises and one may experience a heat-related illness. It is important to know the symptoms of excessive heat exposure and the appropriate responses.
**Heat cramps** with muscle cramps and spasms usually in legs and abdomen may be the first sign of heat-related illness, and may lead to heat exhaustion or stroke. **Heat Exhaustion** could produce heavy sweating, weakness, possible muscle cramps, dizziness, and nausea. **Heat Stroke** symptoms include an altered mental state and one or more of the following symptoms: throbbing headache, confusion, nausea, dizziness, shallow breathing and a body temperature above 103°F, and possible loss of consciousness.
Make checking the forecast part of your regular routine. The National Weather Service provides warning of Excessive Heat Events.
**Excessive Heat Watches:** Be Prepared! Heat watches are issued when conditions are favorable for an excessive heat event in the next 24 to 72 hours.
**Excessive Heat Warning or Heat Advisory:** Take Action! A Heat Advisory is issued within 12 hours of the onset of extremely dangerous heat conditions.
**Excessive Heat Outlooks:** Issued when the potential exists for an excessive heat event in the next 3-7 days. An Outlook provides information to those who need considerable lead-time to prepare for the event.
**What to Do during Excessive Heat**
- Slow down: reduce, or reschedule strenuous activities until the coolest time of the day.
- Dress for summer. Wear lightweight, loose fitting, light-colored clothing to reflect heat.
- Eat light, cool, easy-to-digest foods such as fruit or salads. If you pack food, put it in a cooler or carry an ice pack.
- Drink plenty of water even if you don’t feel thirsty.
- Use air conditioners or spend time in air-conditioned locations such as malls and libraries.
- Use portable electric fans to exhaust hot air from rooms or draw in cooler air.
- Minimize direct exposure to the sun. Sunburn reduces your body’s ability to dissipate heat.
- Take a cool bath or shower.
- Do not take salt tablets unless specified by a physician.
- Check on older, sick, or frail people who may need help responding to the heat.
- Keep your children, disabled adults, and pets safe during tumultuous heat waves. Never leave children or pets in parked vehicles.
- Don’t leave valuable electronic equipment, such as cell phones and iPads, sitting in hot cars.
---
**Senior Citizens**
Older adults are more vulnerable during a natural disaster for a multitude of reasons. Many face challenges associated with physical mobility, diminished senses, chronic health conditions, little or no support system, or social and economic limitations that impede their ability to prepare for disasters and respond and adapt during such events. According to Christopher Hansen, former Group Executive Officer for AARP, 71% of the victims of Hurricane Katrina were older than age 60 and 40% were over the age of 75.
While emergencies can occur quickly and without warning, planning and preparation that you do today will increase the likelihood of recovery if an emergency were to occur. Are you prepared in the event that basic services such as water, gas, electricity, and communication were disrupted?
The County of Delaware Services for the Aging (COSA) works closely with other county agencies to ensure older vulnerable adults are safe. COSA has worked with other agencies to develop a county-wide heat and cold weather plan, including extended hours at senior centers in the event of an extreme weather event. COSA hosts a weather line (610-872-1558) with recorded messages that include safety tips for summer and winter weather events and how to avoid heat and cold weather illnesses such as heat stroke and hypothermia.
*COSA is Delaware County’s Area Agency on Aging. COSA has over 30 programs of service for county residents age sixty or older. COSA is an information resource for persons of any age or income needing information on benefits and services available to older or disabled persons. For information on COSA’s programs and services, call 610-490-1300 or visit www.delcosa.org*
Twice a year around Daylight Savings Time:
- Change smoke alarm batteries and Carbon Monoxide Detector (CO Detector) batteries.
- Update emergency plan and contact information.
- Check the food and batteries in your emergency supply kits.
Utility Outages and Emergencies
In the event of a power outages or natural gas/electric emergencies here are a few important phone numbers and websites for PECO customers:
For power outages or natural gas/electric emergencies: 1-800-841-4141
PECO Customer Service: 1-800-494-4000
Customers also can access their account and report and check the status of an outage through the PECO website at www.peco.com and through the company’s enhanced mobile website, PECO Smart Mobile On-the-Go.
Delaware County Municipalities
| Municipality | Phone Number | Website |
|-----------------------|----------------|----------------------------------------------|
| Aidan Borough | 610-626-3554 | |
| Aston Township | 610-494-1636 | www.astontownship.net |
| Bethel Township | 610-459-1539 | www.twp.bethel.pa.us |
| Brookhaven Borough | 610-874-2557 | www.brookhavenboro.com |
| Chadds Ford Township | 610-838-6368 | www.chaddsfordpa.net |
| Chester City | 610-447-7700 | www.chestercity.com |
| Chester Heights Borough| 610-459-3400 | www.chesterheights.org |
| Chester Township | 610-894-4149 | |
| Clifton Heights Borough| 610-823-1000 | |
| Collingdale Borough | 610-586-0500 | |
| Colwyn Borough | 610-861-2000 | www.colwynboro.com |
| Concord Township | 610-459-8911 | www.twp.concord.pa.us/ |
| Darby Borough | 610-586-1102 | www.darbyborough.com |
| Darby Township | 610-586-1514 | |
| East Lansdowne Borough| 610-823-7131 | www.eastlansdowne.org |
| Eddystone Borough | 610-576-3106 | www.eddystonetwp.com/ |
| Edgmont Township | 610-459-1692 | www.edgmtwp.org |
| Felcroft Borough | 610-822-1305 | |
| Glenolden Borough | 610-823-9221 | www.glenoldenborough.com |
| Haverford Township | 610-446-9403 | www.haverfordtownship.com |
| Lansdowne Borough | 610-623-7300 | www.lansdowneborough.com |
| Lower Chichester | 610-485-1472 | |
| Marcus Hook Borough | 610-485-1341 | www.marcushookboro.com |
| Marple Township | 610-356-4040 | www.marpletwp.com |
| Media Borough | 610-566-5210 | www.mediaborough.com |
| Middletown Township | 610-565-2700 | www.middletowntwp.org/ |
| Millbourne Borough | 610-352-9800 | |
| Morton Borough | 610-543-4665 | |
| Nether Providence | 610-566-4516 | www.netherprovidence.org/ |
| Newtown Township | 610-356-0200 | www.newtowntownship.org |
| Norwood Borough | 610-586-5800 | www.norwoodpa.org |
| Parkside Borough | 610-876-8659 | www.parksideboro.com |
| Prospect Park Borough | 610-532-1007 | www.prospectpark.boroughs.org |
| Radnor Township | 610-688-5600 | www.radnor.com |
| Ridley Park Borough | 610-532-2100 | www.ridleyparkboro.org |
| Ridley Township | 610-534-4800 | www.twp.ridley.pa.us |
| Rose Valley Borough | 610-586-2040 | www.rosevalleyborough.org/ |
| Rutledge Borough | 610-544-1028 | www.rutledge19070.org/ |
| Sharon Hill Borough | 610-586-8200 | www.sharonhillboro.com/ |
| Springfield Township | 610-544-1300 | www.springfielddelco.org |
| Swarthmore Borough | 610-543-4599 | www.swarthmorepa.org |
| Thornbury Township | 610-399-3833 | www.thornbury.org |
| Tinicum Township | 610-521-3530 | www.tinicumtownshipdelco.com |
| Trainer Borough | 610-874-7333 | www.trainerborough.org |
| Upland Borough | 610-874-7317 | |
| Upper Chichester Township| 610-485-5881 | |
| Upper Darby Township | 610-586-1000 | www.upperdarby.org/ |
| Upper Providence Township| 610-965-4944 | www.upperprovidence.org |
| Yeadon | 610-284-1606 | www.yeadon.boroughs.org |
When you need assistance, figuring out where to turn can be overwhelming. Our multilingual call specialists are available 7 days a week 8 a.m. to 8 p.m. to connect you to thousands of resources for everyday needs and crisis situations, like:
- Food and Housing
- Child Care and Youth Programs
- Physical and Mental Health Services
- Job Search and Training Assistance
- Disaster Services
Visit www.211sepa.org, text 898-211 or dial 2-1-1.
TTY and language services are available. 2-1-1 is also in NJ, DE and other parts of PA.
Questions: firstname.lastname@example.org or 866-984-7922
REPORTING an EMERGENCY
In the event of an Emergency Anywhere in Delaware County:
Call 911 for FIRE, POLICE and AMBULANCE
AREA HOSPITALS
Crozer Chester Medical Center
One Medical Center Boulevard
Upland, PA 19013
610-447-2000
610-447-2262 TDD
Delaware County Memorial Hospital
501 North Lansdowne Avenue
Drexel Hill, PA 19026
610-284-8100
610-284-8569 TDD
Mercy Fitzgerald Hospital
1500 Lansdowne Avenue
Darby, PA 19023
610-237-4000
Riddle Hospital
1068 West Baltimore Pike
Media, PA 19063
(610) 566-9400
Springfield Hospital
190 West Sproul Road
Springfield, PA 19064
610-328-8700
610-328-8725 TDD
Taylor Hospital
175 East Chester Pike
Ridley Park, PA 19078
610-595-6000
Learn More & Volunteer
Emergency Preparedness training and volunteer opportunities exist with the Delaware County Department of Emergency Services through Citizen Corps. The Delaware County Citizen Corps is an umbrella organization for disaster volunteers and organizations interested in emergency preparedness, response and recovery in Delaware County.
Interest citizens may affiliate directly with the county’s Community Emergency Response Team (CERT), Medical Reserve Corps (MRC), and the County Animal Response Team (CART). Faith based and community groups, non-profit organizations, and businesses may join the Citizen Corps as a member organization.
The purpose of this Corps is to provide and support emergency and disaster operations during mitigation, preparedness, response, and recovery phases. The cumulative effect of volunteers and member organizations is a community prepared to respond to and recover from any and all hazards that may present themselves in the county.
Volunteers are provided regular training, participate in drills and exercises, and are used for public health emergencies, and sheltering during and after disasters.
Additional information can be obtained at http://www.delcocitizencorps.com or by contacting Delaware County Local Emergency Planning Committee (LEPC)
360 N. Middletown Rd. • Media, PA 19063
Phone: 610-565-8700
email: email@example.com
Cover photography by Peter Denesowicz of PPD Associates. | 5b4559c2-84d2-4dfa-9e27-c1e779f909bd | CC-MAIN-2021-10 | https://www.delcopa.gov/departments/pdfs/2020EmergencyPreparednessGuide.pdf | 2021-02-27T10:03:35+00:00 | crawl-data/CC-MAIN-2021-10/segments/1614178358798.23/warc/CC-MAIN-20210227084805-20210227114805-00521.warc.gz | 753,006,196 | 12,254 | eng_Latn | eng_Latn | 0.928035 | eng_Latn | 0.998409 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
140,
3013,
6249,
9615,
12226,
14633,
16011,
18431,
21384,
21584,
22195,
27729,
30888,
34792,
38717,
42468,
46148,
50488,
56402,
58529
] | [
2.125,
1.1640625
] | 5 | 0 |
BACKPACK 3
Second Edition
Mario Herrera • Diane Pinkley
CD-ROM Included
BACKPACK 3
Second Edition
این مجموعه با لوگوی مرجع زبان ایرانیان به صورت نشر بر خط و حامل به ثبت رسیده است.
کپی برداری از آن خلاف شرع، قانون و اخلاق است و شامل پیگرد خواهد شد.
| Chapter | Title | Page |
|--------|------------------------------|------|
| 1 | From Morning to Night | 2 |
| 2 | Helping Hands | 14 |
| 3 | Pen Pals | 26 |
| 4 | Amazing Animals | 38 |
| 5 | Rain or Shine | 50 |
| 6 | Our Five Senses | 62 |
| 7 | A World of Food | 74 |
| 8 | In Shape! | 86 |
| 9 | Puppets | 98 |
| | Sound and Spelling Handboo | 110 |
| | Review | 119 |
| | Grammar and Writing | 125 |
| | Cutouts | 127 |
| | Stickers | |
| | Completion Certificate | |
Backpack Song
It’s time to open Backpack and see what we can see.
We’ll have lots of adventures.
Explore Backpack with me!
Backpack is full of fun things we use each day in school.
Stories, puzzles, songs, and games—Backpack is really cool!
It’s time to open Backpack and see what we can see.
We’ll have lots of adventures.
Explore Backpack with me!
Backpack is full of fun and facts, projects and pictures, too.
We’re learning English, we’re never bored.
There are great new things to do!
It’s time to open Backpack and see what we can see.
We’ll have lots of adventures.
Explore Backpack with me!
Exactly Ed
Every day at exactly 6:45,
Ed gets out of bed.
Not 6:44, or 6:46,
because he’s Exactly Ed.
Every day at exactly 7:00,
Ed gets ready to go.
He washes his face, combs his hair,
and gets dressed—
never fast and never slow.
He does the same things
at the same time every day.
Because he’s Exactly Ed,
it just has to be that way.
Every day at exactly 7:15,
Ed eats his breakfast.
Then he brushes his teeth,
and he walks to school.
So at 8:00 he sits at his desk.
(Chorus)
What’s your day like?
Listen. Point and say.
Excuse me. What time is it?
It’s 6:40.
Listen and stick.
Before school
1. She takes a shower at 7:00 in the morning.
2. He gets dressed at 7:25 in the morning.
3. She eats breakfast at 7:30 in the morning.
4. He feeds his bird at 7:45 in the morning.
After school
5. She does her homework at 3:30 in the afternoon.
6. She plays video games at 4:15 in the afternoon.
7. She has a tae-kwon-do lesson at 5:10 in the afternoon.
8. He watches cartoons on TV at 5:30 in the afternoon.
Point. Ask and answer.
What time does she take a shower?
At 7:00.
What does she do after school?
She does her homework.
Question formation; do/does; routine actions
Grammar
What does he/she do before school? He/She eats breakfast before school.
What do you do after school? I watch TV after school.
1. Look at the clocks. Read. Write before or after.
David brushes his teeth _______after______ he eats breakfast.
2. Sun-mi watches TV _________________ she does her homework.
3. Tim gets dressed _________________ he combs his hair.
4. David eats breakfast _________________ he brushes his teeth.
5. Sun-mi does her homework _________________ she watches TV.
6. Tim combs his hair _________________ he gets dressed.
Read and circle.
Hi! I’m David, and my brother’s name is Tim. I get up at 6:45. Tim gets up at 7:00. I take a shower at 7:10, but Tim doesn’t. He takes a shower at 7:25. I play soccer at 4:30. Tim plays soccer at 4:45. I do my homework at 6:30, but Tim doesn’t. He does his homework at 8:00.
1. David gets up before Tim. yes no
2. Tim takes a shower before David. yes no
3. David plays soccer after Tim. yes no
4. Tim does his homework after David. yes no
Questions with do/does; simple present; before/after
1. She watches TV after school.
2. He __________________ after school.
3. I __________________ before school.
4. She __________________ after school.
5. He __________________ before school.
Ask three friends. Tell the class.
What do you do after school?
I ride my bike.
What time do you ride your bike?
At 3:30.
| Name | After School | Time |
|------|--------------|------|
| Katia | rides her bike | 3:30 |
| 1. | | |
| 2. | | |
| 3. | | |
Listening for details; stress, rhythm, and intonation
Listen. Write the letter.
1. e
2.
3.
4.
5.
After School
I work hard in school all day,
so after school it’s time to play.
I go and get my ball and bat,
and my favorite baseball hat.
I meet my friends at five o’clock sharp,
and then play baseball ’til it’s dark.
I go back home to watch TV,
and then eat dinner with my family.
I do my homework and help my mom,
and then it’s nine—the day is gone.
So as I go to bed I say,
tomorrow is another day!
Betty Backwards reads her mom a story. She reads from the end to the beginning. She goes to sleep after her mom does.
(Betty does everything backwards. She isn’t like you and me. Betty does things differently!)
Betty Backwards gets up at ten o’clock at night. She eats dinner after she brushes her teeth. She gets dressed in her pajamas before she goes out to play.
(Betty does everything backwards. She isn’t like you and me. Betty does things differently!)
Betty Backwards goes to school on weekends. She plays soccer before she goes to school. She walks her cat after school.
(Betty does everything backwards. She isn’t like you and me. Betty does things differently!)
Betty Backwards has breakfast before she goes to bed. She eats her dessert before her vegetables. She gets dressed in a skirt and blouse before she goes to sleep.
(Betty does everything backwards. She isn’t like you and me. Betty does things differently!)
Twist and Talk
Cut out the paper strips on page 127. Make a talking tube.
What time do you get dressed?
I get dressed at 7:00.
Content connection: art; language arts
Celebrate Special Days
Look and read. Talk.
Celebrate Mother’s Day.
We always get a special gift for our mother on Mother’s Day.
Celebrate Earth Day.
We always plant trees on Earth Day.
Celebrate your birthday.
Our family always celebrates birthdays.
What special days do you celebrate? What do you do on special days? Talk and write.
Know It? Show It!
Spin. Ask and answer.
What does she do before school?
She eats breakfast.
Ask people what time it is.
Excuse me.
What time is it, please?
It’s 4:50, ma’am.
Thank you.
Helpers
There are many helping hands in my family.
We like to help each other out in our community.
Firefighters keep us safe—police officers, too.
My uncle John’s a firefighter.
What does your uncle do?
Farmers help to keep us fed—chefs and waiters, too.
My father is a farmer.
What does your father do?
(Chorus)
Teachers help us learn a lot—TV reporters, too.
My mother is a teacher.
What does your mother do?
(Chorus)
What about your family?
Listen. Point and say.
1. My sister is a secretary.
She types letters.
2. My grandfather is a barber.
He cuts hair.
3. My aunt is a mail carrier.
She brings the mail.
4. My father is a coach.
He teaches soccer.
5. My cousin is a salesperson.
She sells clothes.
6. My brother is a waiter.
He serves food.
What does your sister do?
Health Workers
Health workers help us stay healthy. Dentists fix our teeth. Doctors help sick people get well. Nurses give shots. Exercise instructors help us use our muscles. Vets help sick animals.
Information Workers
Information workers help us get information. Teachers help us learn math, science, and English. TV reporters tell us what is happening in the world. Journalists write stories for newspapers. Computer programmers help us get information fast.
Construction workers help us live in comfort. Plumbers give us running hot and cold water. Electricians put in electricity for lights, heat, and TV sets. Architects design buildings. Carpenters build things out of wood.
Point. Ask and answer.
What do dentists do?
They fix our teeth.
Ask and answer.
What does your mother do?
She’s an architect.
Question formation; contractions; occupations
Grammar
What does he/she do?
He is an architect.
What do they do?
They’re architects.
1. What does she do? She’s a police officer.
2. What do they do? They’re ____________________________
3. What does he do? He’s a ____________________________
4. What do they do? They’re ____________________________
Read and write.
Hi! My name is Eric. My family likes to help other people. My father helps students learn math and science. My mother helps sick animals get well. My uncle builds things out of wood for people to use. My aunt helps people exercise to stay healthy. I want to help people, too. I want to design buildings for my community.
1. Eric’s father is a ____________________________
2. Eric’s mother is a ____________________________
3. Eric’s uncle is a ____________________________
4. Eric’s aunt is an ____________________________
5. Eric wants to be an ____________________________
Grammar
What do dentists do? They fix our teeth.
Look and write.
1. Architects design buildings.
2.
3.
4.
5.
6.
bring mail
build things out of wood
design buildings
get information
serve food
teach sports
Ask a friend. Tell the class.
(Me)
(My friend)
What do you want to be when you grow up?
I want to be a police officer or a firefighter.
Questions with what; want + be; occupations
Listen. Write T for true and F for false.
1. a. T
b. ____
2. a. ____
b. ____
3. a. ____
b. ____
4. a. ____
b. ____
Listen. Read and chant.
One Day
One day I’ll be all grown up
and ready for a job.
Maybe I’ll be a TV reporter
like my uncle Bob.
Or maybe I’ll be a soccer star
and sign my name for fans.
Or maybe I’ll be a singer
in a famous band.
Or maybe I’ll be an astronaut
and fly in outer space.
Or maybe I’ll be a doctor
like my cousin Grace.
My uncle is a clown. He makes people laugh.
My aunt is a juggler.
She can keep many things in the air at the same time.
Being a circus family is hard work—and fun.
Hi. I’m Natasha, and I work with my family in the circus.
We all work very hard, but every day in the circus world is exciting!
My grandfather is an electrician.
He controls all the special lights for the circus.
My grandmother is a tailor.
She sews beautiful costumes for people to wear.
My father is a trapeze artist. He swings on a trapeze and flies through the air.
My mother is an acrobat. She can turn cartwheels and jump very high.
Family Tree
Cut out the frames from page 129. Make a family tree.
What does your father do?
He’s a computer programmer. He works with computers.
Content connection: social studies
Help Others
Look and read. Talk.
Open doors.
Give up your seat.
Emily is giving her seat to a mother and her baby.
Put things away.
John is opening the door for his grandmother.
Carl is putting the game back for his friends. Sarah is putting the book back for her friends.
What about you? How do you help others? Talk and write.
Know It? Show It!
Write four words from the list. Listen. Make an X. When you have all Xs, say Bingo.
| journalist | _______ | _______ |
|------------|---------|---------|
| _______ | _______ | electrician |
| TV reporter | mail carrier | _______ |
architect
coach
dentist
plumber
secretary
teacher
waiter
Draw what you want to be.
I want to be a vet. Vets help sick animals get well.
Performance assessment
See Assessment Package pp. 87–89, 92, 102, and 110–111.
Friends
Some of my friends live nearby,
and some live far away—in France, Japan, and Paraguay.
I don’t see them day to day.
We send each other e-mails, photos, and birthday cards.
I love to hear from all my friends.
It’s fun and it isn’t hard.
Friends with smiling faces,
pen pals in distant places.
I’ve got friends I write to near and far.
I write about my city life and what I see each day—the crowded streets, the noisy cars, and parks where children play.
One pen pal lives in the country.
He writes me about the farm.
He feeds chickens in the yard and milks cows in the barn.
(Chorus)
There is noise and excitement in the city. There are many people and cars on the streets. There are lots of stores, movie theaters with bright lights, tall buildings, and restaurants. There are parks, museums, and libraries.
There is peace and quiet in the country. There are big barns and houses with fences. There are lots of trees, flowers, and crops in the fields. There are ponds and lakes for fishing and swimming. There are many animals.
This is a picture of my pen pal. He lives on a farm in the country. Every morning he has to go to the barn to collect the eggs and feed the chickens. He sometimes milks the cow.
After school, he usually helps his father with the chores. Sometimes he and his father have to clean the barn or paint the fence. He goes to bed early because he has to get up at 6:00 A.M.
This is my pen pal. She lives in the city. She lives in an apartment in a tall building.
Every morning, she has to make her bed and feed her cat. She never walks to school. She always takes the school bus.
After school, she usually waits for her brother. They have to take another bus to go to their music lessons. My pen pal loves music.
Point. Ask and answer.
What does he have to do?
He has to collect the eggs.
What does he sometimes do?
He sometimes milks the cow.
Question formation; adverbs of frequency; chores
Grammar
What does he/she have to do? He/She has to feed the cat.
What do you/they have to do? I/They have to feed the cat.
7 Write has to or have to.
1. What does he have to do? He ______________________ go to bed at 8:30.
2. What do they have to do? They ______________________ paint the fence.
3. What does she have to do? She ______________________ take the bus.
4. What do they have to do? They ______________________ practice the piano.
8 Read and write.
Hi! My name is Monica. Today is a busy day. First, I have to clean my room and feed my bird. Then I have to go to the library with my mother. We have to return some books. Then we are going shopping. After that, I have to practice the piano. After dinner, I’m going to write a letter to my pen pal.
1. What are three things Monica has to do?
2. What do Monica and her mother have to do?
What questions with do/does; have/has to + verb
9 Ask four friends. Tell the class.
clean my room do my homework feed my bird go shopping go to soccer practice make my bed practice the piano write to my pen pal
What do you have to do today?
I have to make my bed and feed my cat.
Name I have to ...
Mounira make my bed feed my cat
1.
2.
3.
4.
10 Talk about what you do.
Do you make your bed? Sometimes.
always usually sometimes never
Questions; adverbs of frequency; chores
Listen. Write the letter.
1.
2.
3.
4. a
5. c
Listen. Read and chant.
A Country Visit
Pen pal, I’m so happy
you’re coming to stay with me.
You can help me with my chores.
I have lots of work, you see.
First, we have to collect the eggs,
and then we milk the cow.
Next, we have to feed the chickens.
I’ll be glad to show you how.
But after work, we’ll rest and play.
I promise you’ll love your country stay!
And when I visit your home, too,
I’ll help you with all you have to do!
One of my favorite places in Tokyo is Ueno Park. There are lots of trees and gardens. There is a wonderful zoo in the park, too. Tokyo is a great city to visit!
Hi! I’m Terry from Australia. I live on a farm in the country. Today I’m flying to Tokyo, Japan. My pen pal Masahiro is waiting at the airport!
I am staying with Masahiro and his family. They live in the Ikebukuro district of Tokyo. They have an apartment on the third floor of a tall building. Sometimes we run up and down all the stairs.
There are lots of interesting buildings, stores, and restaurants in Tokyo.
There are many people and cars on the streets.
Tokyo is an exciting and busy city.
There is always something fun to do.
City or Country
Cut out the pictures on page 131. Make a city or country scene.
That tall building has apartments.
There is a museum here, next to the theater.
Content connection: social studies; art
Do Your Chores
Look and read. Talk.
Feed your pet.
Bob always feeds his dog in the morning and at night.
Make your bed.
Juan usually makes his bed before breakfast. He sometimes makes it after breakfast.
Set the table.
Marla always sets the table for dinner. She sometimes has to set the table for lunch, too.
What chores do you have to do? Talk and write.
Know It? Show It!
Spin. Ask and answer.
What does he have to do?
He has to feed the chickens.
Make a book.
He usually collects eggs before school.
Performance assessment
See Assessment Package pp. 87–89, 94, 103, 110–111 and 112–113.
Animals
Some of the animals live in the sea.
Whales swim under water,
much faster than you and me.
Some of the animals fly in the air—
bats, eagles, all kinds of birds.
How did they get there?
Animals live in all kinds of places
with all kinds of weather.
Animals have all kinds of faces
with horns and teeth and feathers.
Some of the animals live in ice and snow—
polar bears and penguins.
They like it really cold.
Some of the animals live in desert sand.
Ducks, parrots, and fish can’t,
but lizards and camels can.
(Chorus)
Which animals do you like?
Animals live in many different places.
1. A deer lives in the forest.
2. A penguin lives in the ice and snow.
3. A camel lives in the desert.
4. An ostrich lives on the plains.
5. A parrot lives in the rain forest.
6. A whale lives in the ocean.
Most sharks in the ocean can’t stop moving; if they do, they can’t breathe. Sharks grow new teeth every eight days. Some sharks can have as many as 30,000 teeth in their lifetime!
Egyptian plovers can live in the mouths of crocodiles! They clean the crocodiles’ teeth. Crocodiles never eat this bird!
Giraffes live on the plains. They are very tall, and so they can reach high into trees to eat the leaves. Male giraffes fight with their horns and necks. Giraffes can clean their own ears with their 21-inch (53-cm) tongues!
Camels live in the desert. They can go without food or water for a long time. They can live off the fat in their humps. Camels can’t sweat, so they don’t lose water from their bodies.
Reading: science; vocabulary and grammar in context
Octopuses like the warm parts of the ocean. Some octopuses can squeeze fish with their long tentacles, and some of them kill with a poison bite. Octopuses can change colors any time they want, and they can squirt black ink when they want to hide from an enemy!
Kangaroos live on the plains. They have strong legs and can jump as high as 9 feet (2.7 m). Kangaroos can run 40 miles (64 km) an hour, but they can’t walk backwards! They can go without water for a very long time. Female kangaroos keep their babies in their pouches.
**Point. Ask and answer.**
Where do sharks live? In the ocean.
What can sharks do? They can grow new teeth.
Question formation; can
Grammar
| What can | you | he | she | do? |
|----------|------|------|------|-----|
| I | He | She | It | They|
| I | He | She | It | They|
|----------|------|------|------|-----|
| can run fast. | can’t fly. |
1 Look and write. Use can or can’t.
1. What can they do? They ____________________________
2. What can it do? It _________________________________
3. What can’t it do? It ________________________________
4. What can you do? I ________________________________
2 Read and write. Use can or can’t.
There are over 3,000 types of snakes in the world. Snakes can live underground, in trees, or in the ocean. Some snakes, such as pythons, can grow to be very long. A python can squeeze an antelope and then eat it whole, little by little. Some snakes are very small, the size of a pencil. Snakes can’t walk or run because they don’t have legs. They can’t close their eyes because they don’t have eyelids.
1. Snakes _______________ live in different places.
2. A python _______________ grow to be very long.
3. A python _______________ eat a whole antelope.
4. Snakes _______________ walk or run.
5. Snakes _______________ close their eyes.
Questions with what; can/can’t + verb; subject pronouns
Ask and answer.
This animal lives in ice and snow. It can’t fly. What is it?
A penguin.
An animal that . . .
| Lives in ice and snow and can’t fly | a penguin |
|------------------------------------|-----------|
| 1. can go without water for a long time | |
| 2. can change its color | |
| 3. can squeeze other animals | |
| 4. can reach high into trees to eat leaves | |
| 5. can hold a bird in its mouth | |
| 6. keeps its babies in a pouch | |
A. What can you do? Write.
B. Tell a group what you can do.
Listen. Write the number.
12 Listen. Read and chant.
If I Could Be an Animal
If I could be an animal, a shark is what I’d be.
I’d grow new teeth and skip the dentist.
That sounds great to me.
If I could be an animal, a penguin is what I’d be.
Formally dressed, I’d play in the snow.
That sounds fun to me.
If I could be an animal, a python is what I’d be.
I’d squeeze my dinner and eat for a week.
That sounds good to me.
If I could be an animal, a giraffe is what I’d be.
I’d clean my ears without taking a bath.
That sounds cool to me.
Snake’s Flying Lesson
Based on a Mexican Folktale
Retold by Diane Pinkley
One day Snake is talking to two birds.
“I live in the desert on the hot ground. I can’t fly,” says Snake.
“Everybody knows snakes can’t fly,” say the birds.
“I want to fly like you! Help me!” says Snake.
“We can try,” say the birds.
Snake opens his mouth to bite Eagle.
He falls through the air down to the ground.
He lands on a cactus. Ouch!
Now I know snakes can’t fly. I’ll stay on the ground from now on!
Snake opens his mouth to bite Eagle.
He falls through the air down to the ground.
He lands on a cactus. Ouch!
Now I know snakes can’t fly. I’ll stay on the ground from now on!
One day Snake is talking to two birds.
“I live in the desert on the hot ground. I can’t fly,” says Snake.
“Everybody knows snakes can’t fly,” say the birds.
“I want to fly like you! Help me!” says Snake.
“We can try,” say the birds.
“Well, well. A silly snake who thinks it can fly!” says Eagle. “Are those feathers down there on your tail? Can you fly without that stick in your mouth?”
Snake gets very angry.
"Hold on tight, friend. Don't open your mouth or you'll fall!" say the birds.
The birds carry Snakke high in the air.
The air is cool. The sun shines through the white clouds.
Flying is wonderful! thinks Snakke.
Animal Mobiles
Cut out the shapes and words on page 133. Make an animal mobile to talk about.
Giraffes and ostriches live on the plains. Zebras live on the plains, too.
Content connection: science; social studies
Help Protect Animals
What can you do? Look and read. Talk.
Go to the library. Find and read books about threatened and endangered animals. Watch TV shows. Talk to vets and other people who help animals.
Form or join a group.
Decide how your group can help protect animals.
Will you write letters?
Will you make posters?
Write about what you and people in your community can do to help.
Know It? Show It!
Look at the picture. Write the name of the animal.
Across
1. camel
2. kangaroo
3. shark
4. snake
Down
5. eagle
6. turtle
7. penguin
8. giraffe
Make an animal mask. Talk about your animal.
I’m a tiger. I live in the forest. I can run fast.
Performance assessment
See Assessment Package pp. 87–89, 95, 104, and 110–111.
Playing Outside
Hey, where’s my sweater?
It’s a cool and windy day.
I need a cap and sweater
to go outside and play.
Hey, where’s my winter coat?
It’s a cold and snowy day.
I need a coat, hat, and gloves
to go outside and play.
When the seasons change,
the clothes I wear change, too.
No matter what the weather is,
I play outside—don’t you?
Hey, where’s my raincoat?
It’s a wet and rainy day.
I need a raincoat and some boots
to go outside and play.
Hey, where’s my swimsuit?
It’s a hot and sunny day.
I need my suit and sandals
to go outside and play.
(Chorus—repeat)
Listen. Point and say.
1. Today it’s rainy. Puddles are everywhere!
2. Yesterday it was sunny.
3. Tuesday it was snowy. Snowflakes were everywhere!
4. Wednesday it was cloudy.
5. Monday it was windy. Leaves were everywhere!
Stick and say.
Talk about the weather.
Weather; simple present and past (be); yesterday/today; days of the week
Weather is different in different places. Weather changes with the seasons.
Marie lives in Montreal, Canada. In winter, when it is cold and snowy, she wears a hat, a scarf, and a warm coat. She also wears gloves and boots.
Angela lives in Buenos Aires, Argentina. When it is winter in Canada, it is summer in Argentina. Angela wears a T-shirt, shorts, and sandals when it is hot and sunny.
Kwan-su lives in Seoul, Korea. In fall, when it is cool and windy, he wears a jacket or sweater, shirt, and jeans. He wears socks and sneakers, too.
Pierre lives in Paris, France. In spring, when it is rainy, he wears a raincoat and boots. He carries an umbrella, too. (He loves to play in puddles!)
**Point. Ask and answer.**
What does Marie wear in winter?
She wears a coat, hat, scarf, gloves, and boots.
In Canada, what’s the weather like in winter?
It’s cold and snowy.
Grammar
What is the weather like today? It’s hot and sunny.
What was the weather like yesterday? It was windy. Leaves were everywhere!
Write is or was and a weather word.
1. Wednesday it ________________________________
2. Friday it ___________________________________
3. Today it ___________________________________
4. Thursday it __________________________________
5. Tuesday it __________________________________
Read and write.
And now let’s talk about the weather. The weather was crazy the first part of the week. Sunday it was sunny. Monday it was cloudy. Tuesday it was rainy. Wednesday it was windy. And today? Well, this morning it was sunny. At 12:30, it was cloudy. And now, this afternoon, it’s raining! Wear a raincoat and boots, and take an umbrella when you go outside!
1. What was the weather like on Wednesday?
___________________________________________
2. What was the weather like this morning?
___________________________________________
3. What is the weather like this afternoon?
___________________________________________
Ask four friends. Tell the class.
What do you like to wear on weekends?
I like to wear my shorts, a T-shirt, and sandals.
| Name | Likes to wear ... |
|------|------------------|
| Sylvia | shorts sandals T-shirt |
1.
2.
3.
4.
Make riddles. Ask and answer.
People wear coats, hats, and gloves. What season is it? It’s winter.
The Seasons
Fall
Spring
Summer
Winter
Questions with what; clothes; weather and seasons
Listen and write.
1. It’s __________________________
2. It’s __________________________
3. _______________________________
4. _______________________________
5. It’s __________________________
Favorite Seasons
Winter’s my favorite season.
It’s the best of all.
I play in the snow or slide on my sled.
In winter, I have a ball!
Spring is my favorite season.
It’s the best of all.
I plant new flowers or play in the park.
In spring, I have a ball!
Summer’s my favorite season.
It’s the best of all.
I go on a picnic or swim in the lake.
In summer, I have a ball!
Fall is my favorite season.
It’s the best of all.
I jump in the leaves or ride my bike.
In fall, I have a ball!
Meekitjuk, an Inuit boy, lives with his mother, Palluq.
“Winter is coming,” says Meekitjuk.
“Yes. The weather is changing,” says Palluq, “and here we are at our winter house.”
Meekitjuk, an Inuit boy, lives with his mother, Palluq.
“Winter is coming,” says Meekitjuk.
“Yes. The weather is changing,” says Palluq, “and here we are at our winter house.”
"It is cold and snowy for many months. You need a new coat. I can make a coat from this bag," says Palluq. "Empty the bag."
Meekitjuk isn't happy.
I don't want a coat made from an ugly old bag! he thinks.
“Mother!” says Meekitjuk. “Look!”
“What is it?” asks Palluq.
“My winter coat is too small,” says Meekitjuk. “How can I go out in the ice and snow?”
“It is cold and snowy for many months. You need a new coat. I can make a coat from this bag,” says Palluq. “Empty the bag.”
Meekitjuk isn’t happy.
*I don’t want a coat made from an ugly old bag!* he thinks.
Four Seasons Poster
Cut out the pictures on page 135. Make a poster.
In summer, I wear shorts and a T-shirt. I wear a swimsuit, too. I like to swim in the lake.
Content connection: science; social studies
Be Prepared!
Look and read. Talk.
Tania is prepared.
She carries an umbrella when it’s cloudy. Tania wears a raincoat and boots when it’s rainy.
Maria is prepared.
She has a warm coat and hat ready for a cold and snowy day. Maria likes to wear her red gloves and a scarf when it’s cold, too.
Paul is prepared.
He wears sunscreen and a hat when he’s going out in the sun. Paul always has his swimsuit ready when it is hot and sunny.
What about you? How are you prepared? Talk and write.
Know It? Show It!
Take turns shopping for and selling clothes.
I need some summer clothes.
Summer Sale
Buy Summer Clothes Now!
Do you like this T-shirt?
It’s $5.00.
Make a weather chart.
Monday: It was sunny on Monday.
Performance assessment
See Assessment Package pp. 87–89, 96, 105, and 110–111.
Street Fair
At the street fair I can see so many things to buy—jewelry, clothes, toys, and pets, and books piled up high.
At the street fair I can smell delicious food to eat.
I can taste the popcorn and the ice-cream cones so sweet.
At the street fair, at the street fair—my senses come alive.
At the street fair, at the street fair—one, two, three, four, five.
At the street fair I can hear laughter from the crowd.
A little monkey with a drum and sticks is playing loud.
At the street fair I can look at things both old and new.
I love to look and touch them all, then buy just one or two.
(Chorus)
There’s so much to see at the fair!
Our bodies tell us about the world.
1. We see with our eyes.
2. We hear with our ears.
3. We smell with our nose.
4. We taste with our tongue.
5. We touch with our fingers.
Stick and say.
1.
2.
3.
4.
5.
The five senses; parts of the body
Our five senses—hearing, smell, taste, touch, and sight—tell us about the world.
**Hearing**
We use our ears to hear. A trumpet sounds loud. Rain sounds soft. Wind chimes sound pretty. A fire truck siren sounds very loud.
**Smell**
We use our nose to smell. Flowers and perfume smell sweet. Soap smells fresh and clean. Paint smells strong. Food smells delicious.
**Taste**
We use our tongue to taste. Candy tastes sweet. A lemon tastes sour. Corn chips taste salty. Salsa tastes spicy. Most food tastes delicious, but some medicine tastes bad!
Touch
We use our fingers to touch. Glass feels smooth. A pin feels sharp. Sandpaper feels rough. A rabbit’s fur feels soft. A desk feels hard. Glue feels sticky.
Sight
We use our eyes to see. The suitcase looks heavy. The dog looks sad. Flowers look beautiful. Babies look happy. Soccer players look hot and tired.
Point. Ask and answer.
How do the flowers smell?
They smell sweet.
Describe the flowers.
They look beautiful. They’re colorful.
Question formation; the five senses
Grammar
How does the ice cream taste? It tastes sweet.
How do the wind chimes sound? They sound pretty.
Look and write. Use happy, loud, salty, and sharp.
1. How does popcorn taste? It ____________________________
2. How does a pin feel? It _________________________________
3. How do drums sound? They ___________________________
4. How does the baby look? He ___________________________
Read and write.
Yesterday was a wonderful day. I went to a street fair. There were so many things to see and do! There was a good band. The music was loud. The pizza was good. The hamburgers were delicious. There was a man with comic books for sale. There was a woman with a kitten for sale. It was so cute, and its fur was so soft! It was a great day.
1. How was yesterday?
______________________________________________________
2. How was the music?
______________________________________________________
3. How were the hamburgers?
______________________________________________________
4. Describe the kitten.
______________________________________________________
Questions with how; verbs of sensation: postnominal adjectives
Ask five friends. Tell the class.
Why do you like pizza? Because it tastes great!
feel look smell sound taste
| Name | Why do you like . . . | Because . . . |
|------|------------------------|---------------|
| Marta |  | it tastes great |
1. 
2. 
3. 
4. 
5. 
Look around your classroom. Write.
1. Find something sharp. pencil
2. Find something hard.
3. Find something sweet.
4. Find something smooth.
5. Find something heavy.
Questions with why; because; verbs of sensation
Listen. Write the number.
More!
Sister, Sister, give me more.
This candy tastes so sweet.
If you love me, give me more.
This candy is a treat!
Mama, Mama, give me more.
That pizza smells so good.
If you love me, give me more.
Thanks. I knew you would!
Daddy, Daddy, give me more.
My piggy bank feels so light.
If you love me, give me more.
More coins will make it right!
Dora goes into the other room.
She sees a beautiful parrot.
“The feathers feel so soft!” she says.
“Her name is Polly,” says Dora’s mom.
Polly wants a cracker!
Dora likes to play detective.
What are these tracks? They look new, thinks Dora.
Dora follows the tracks.
The tracks go to Dora’s house.
Dora goes inside. She sees a big, open box.
Hmmm. An empty box, thinks Dora.
What was in it?
Dora goes into the kitchen.
Ugh! This cracker tastes bad, thinks Dora.
Dora hears a strange noise.
That sounds strange, thinks Dora.
What was it?
Accordian Book
Cut out the pictures on page 137. Make and present a book about the five senses.
This page is about things we touch. The rabbit feels soft.
Share with Others
Look and read. Talk.
Did you ever see something like this? Here.
No, it looks great!
Do you like it?
Yes. This tastes good!
Share your new things.
Yes! Thanks.
Do you want to play ball with me?
Share your sports equipment.
Share your food.
What about you? When do you share? Talk and write.
Know It? Show It!
Draw six objects in six different squares. Take turns describing how an object looks, tastes, smells, feels, or sounds; and guessing the object.
B2. It feels sticky.
Yes! It’s your turn.
Is it glue?
Take something from the grab bag. Describe how it feels, looks, sounds, tastes, or smells.
It’s a yellow banana. Its skin feels smooth. It smells good and it tastes sweet.
Performance assessment
See Assessment Package pp. 87–89, 97, 106, 110–111, and 114–115.
Food, Glorious Food
In the morning, in the afternoon,
eating food is great.
Breakfast, lunch, or dinner—
I can hardly wait.
What do you have on your plate?
For breakfast I’ll have
some toast and jam,
some milk and cereal,
some bread and ham.
At lunch time, I’m going to have
some soup,
a healthful salad,
and then some fruit.
(Chorus)
For dinner, I’ll have
some fish and rice.
And for dessert,
perhaps cake would be nice.
Or maybe I’ll have
onions and peas,
chicken and vegetables,
lettuce and cheese.
(Chorus)
Listen. Point and say.
1. There is a loaf of bread on the table.
2. There are two pieces of cheese.
3. There is a jar of pickles.
4. There is a bunch of grapes.
5. There are three cans of soda.
6. There is a bottle of oil.
7. There are four slices of tomato.
8. There is a bowl of olives.
Stick and say.
The food we enjoy comes from all over the world.
**Central and South America**
Delicious bananas, mangoes, and pineapples come from Central and South America. So do vegetables such as peppers, corn, potatoes, asparagus, and tomatoes. Coffee and cocoa beans come from here, too.
**Asia**
We get rice, tea, spinach, black pepper, pears, peaches, peas, onions, eggplants, and carrots from Asia.
Foods such as broccoli, celery, cherries, garlic, and olives come from this part of the world. Many countries in this part of the world raise animals and sell a lot of beef, lamb, chicken, and fish.
When you look at your dinner tonight, think about all the different places your food comes from!
**Point. Ask and answer.**
What’s on the brown table?
There is a plate of fish.
**Ask and answer.**
Are there any cherries on the white table?
No. There aren’t any.
Question formation; information and yes/no questions; quantities
Grammar
Are there any bananas in the basket? Yes, there are two bunches of bananas.
Are there any pears in the basket? No, there aren’t any.
Look and write.
1. Are there any carrots? Yes, there are two bunches of carrots.
2. Are there any potatoes?
3. Are there any onions?
4. Are there any bananas?
5. Are there any cans of soda?
6. Are there any olives?
Read and write.
My friend Billy doesn’t like the food in his house. There isn’t any ice cream. There isn’t any soda. There isn’t any candy. There aren’t any chips or salsa. Billy’s mother doesn’t want him to eat junk food. In Billy’s kitchen, there are some carrots, some celery, some crackers, and some cheese. But no sweets!
1. Does Billy like the food in his house?
2. List four foods that aren’t in Billy’s house.
3. List four foods that are in Billy’s house.
What’s in the refrigerator? Look and write.
1. There’s a jar of pickles.
2.
3.
4.
5.
6.
What’s your favorite breakfast?
Ask two friends. Tell the class.
| Name | Breakfast | Lunch | Dinner |
|------|-----------|-------|--------|
| Charlie | apple juice toast and jam an egg | tomato soup cheese sandwich a banana | salad fish and rice ice cream |
1.
2.
There’s/there are; quantities; food for meals
Listen. Write T for true and F for false.
1. ____
2. ____
3. ____
4. ____
5. ____
Listen. Read and chant.
Desserts
Pour some chocolate syrup on top of your ice cream.
Put on a bright red cherry.
This dessert’s a dream!
Take two chocolate cookies.
Put peanut butter on one.
Put the other cookie on top.
Cookie sandwiches are fun!
Ice cream, pie, and cookies.
I love a good dessert.
But never eat them all at once,
or your tummy will really hurt!
1. Put pieces of banana and apple on a plate.
2. Dip each piece of fruit in honey.
3. Roll each piece in the crushed nuts.
4. Put in a toothpick.
5. Eat and enjoy!
Delicious Snacks
1. Put some pieces of fruit in a bowl.
2. Put in some orange juice and sugar.
3. Stir the fruit, orange juice, and sugar.
4. Put some coconut on top.
5. Eat and enjoy!
1. Wash celery stalks and take off the leaves.
2. Cut each celery stalk into three pieces.
3. Put on some cream cheese.
4. Put raisins on top.
5. Eat and enjoy!
1. Put crackers on a plate.
2. Cut the guava paste and cheese into slices.
3. Put the pieces of cheese on the crackers.
4. Put a slice of guava paste on top.
5. Eat and enjoy!
Food Chart
Complete the chart.
The pineapple smells sweet. It feels rough and sharp.
Food testing and tasting
| Food | What color? | How does it feel? | How does it smell? | How does it taste? |
|--------|--------------|-------------------|--------------------|--------------------|
| pineapple | brown, yellow | rough, sharp | sweet | sweet |
Content connection: science; health
Help at Home
Look and read. Talk.
Help fold laundry.
In a big family, there are lots of clothes to fold!
Help put food away.
Wash the fruits and vegetables before you put them away!
Help make dinner.
In a large family, you have to make lots of food!
How do you help at home? Talk and write.
Know It? Show It!
Draw. Ask and answer.
How many foods are the same?
How many are different?
Are there any apples in your drawing?
No, there aren’t any apples.
Make a favorite foods map.
Chocolate is one of my favorite foods. It comes from Mexico. Chocolate tastes sweet.
Performance assessment
See Assessment Package pp. 87–89, 98, 107, and 110–111.
Feeling Good
I eat lots of fruit and vegetables,
but not much pie or cake.
I drink lots of water and some juice
to keep me feeling great.
Outside, I get plenty of exercise.
I skate and ride my bike.
I play some soccer with my friends,
and sometimes, I take a hike.
I make sure when I’m at home
to look and feel my best.
I take a shower, brush my teeth,
and then get lots of rest.
‘Cause I’m in shape and feeling good.
I know the rules for health.
Do like me, and you will learn
to take care of yourself!
(Chorus)
Are you in shape?
Get in shape!
Get enough sleep.
Don’t stay up too late.
Eat enough good food.
Don’t eat too much junk food.
Get enough exercise.
Don’t watch too much TV.
Stick and say.
When you are in shape, you feel good. When you are out of shape, you don’t feel good. How do you feel?
Today Taro feels good.
Yesterday Taro got plenty of sleep. He didn’t stay up late. He ate plenty of fresh fruit and vegetables. He drank milk, juice, and water. Taro got plenty of exercise. It was a great day.
Today Teddy doesn’t feel very good.
Yesterday Teddy didn’t get enough sleep. Teddy didn’t get enough exercise. He was in front of the TV all day. He didn’t play soccer or go for a walk in the park.
Yesterday he ate too much junk food. He ate lots of candy, cookies, and potato chips. He drank a lot of soda. He didn’t eat any fruit or vegetables.
5 Point. Ask and answer.
Did Taro get enough sleep yesterday?
Yes, he did.
6 Point. Ask and answer.
What did Taro eat?
He ate good food. He ate fresh fruit and vegetables.
Question formation with yes/no questions and information questions; simple past
Grammar
Did you get enough sleep yesterday? Yes, I did. No, I didn’t.
he she they
didn’t = did not
1 Look and write.
Yesterday
1 2 3 4
1. Did she get enough sleep?
2. Did he drink enough water?
3. Did they get enough exercise?
4. Did he eat enough vegetables?
2 Read and write.
Yesterday Gina got plenty of sleep. She drank lots of water and juice. She ate plenty of fresh fruit and vegetables. She got lots of exercise on her bike. Her friend Tina didn’t get enough sleep. She drank lots of soda. She ate too many chips and cookies. She didn’t get any exercise.
1. Who’s in shape? Why?
2. Who isn’t in shape? Why?
Yes/no questions in simple past; short answers in simple past
Ask three friends. Tell the class.
Did you get enough sleep yesterday?
No, I didn’t. I’m tired.
✓ = Yes, I did.
✗ = No, I didn’t.
Name
| Mark | ✗ | ✗ | ✓ | ✗ |
|------|---|---|---|---|
| 1. | | | | |
| 2. | | | | |
| 3. | | | | |
How do you get enough exercise? Check the boxes. Talk with a partner.
Yes/no questions and short answers in simple past; simple present
Listen. Write the number.
Outside
I get together with my friends to swim or fly our kites.
Sometimes we play basketball or have races on our bikes.
We take some fruit and water for a picnic in the park.
We climb and run and have great fun until it’s almost dark.
I just don’t understand the kids who stay inside all day.
Who cares about TV when you can go outside to play?
Exercise Is Fun!
How do children get enough exercise?
Climbing and playing build strong muscles.
Boris is climbing a rock wall.
Asma is playing.
They’re having fun!
Jumping and riding help with balance.
Anita is jumping on a trampoline.
Justin is riding a horse.
They’re having fun!
Jumping and riding help with balance.
Anita is jumping on a trampoline.
Justin is riding a horse.
They’re having fun!
Exercise Is Fun!
How do children get enough exercise?
Climbing and playing build strong muscles.
Boris is climbing a rock wall. Asma is playing. They’re having fun!
Gymnastics and karate increase strength.
Barbara is doing gymnastics.
David is practicing karate.
They’re having fun!
Diving and yoga increase control.
Kenji is practicing diving.
Flor is doing yoga.
They’re having fun!
My Progress Chart
Choose health goals for yourself. Make your own chart.
My Goals
• eat more vegetables
• eat more fruits
• get more exercise
• get more sleep
Did you eat more vegetables?
Yes, I did. Look. I ate green beans and carrots for lunch.
In Shape: My Progress
| Monday | Tuesday | Wednesday | Thursday | Friday |
|--------|---------|-----------|----------|--------|
| Eat more vegetables | X | | | |
| Eat more fruit | | | | |
| Get more exercise | | | | |
| Get more sleep | | | | |
Content connection: health
Get Exercise!
Look and read. Talk.
Play outside.
Move and have fun.
Play tag after school. It’s fun and good exercise.
Don’t do it alone.
Dance to music! Dancing is fun and good exercise.
Walk your dog. It’s good exercise for you and your pet!
How do you get exercise? Talk and write.
Know It? Show It!
Cut out the cards on page 139. Talk about health rules.
Don’t stay up too late.
That’s right. Now, turn over another card.
Talk about a physical activity you enjoy.
Volleyball is good exercise. You run and jump and hit the ball. It’s fun!
Performance assessment
See Assessment Package pp.87–89, 99, 108, and 110–111.
Puppets for Sale
Do you want someone to play with?
Do you have an idea for a show?
I’m a puppet, and I’ll be your friend.
I’m ready to play—let’s go!
You can make a puppet, any size,
with paper bags, sticks, and things.
From a simple sock with a pair of eyes,
to a marionette with strings.
Some are thumb and finger puppets.
You can wear them on your hand.
Shadow puppets need a bright light
to do their shadow dance.
Do you want to tell a story
in a new, exciting way?
We are puppets, and we’ll be your friends.
We’re ready to go—let’s play!
We make puppets!
Buy our puppets here!
Listen. Point and say.
1. I like puppets because they’re funny.
2. I like puppets because they’re exciting.
3. I like puppets because they’re scary.
4. I don’t like puppets because they’re boring.
Stick and say.
scary boring funny exciting
Likes and dislikes; reasons with because
Puppets are popular all over the world. Puppets can make us laugh or cry. They can teach us history or tell us stories.
Check out these posters from the International Puppet Festival!
**Flim, Flam, and Flopsy**
*Today at 3:00 p.m.*
Flim and Flam can’t find the queen’s cat, Flopsy. You’ll laugh at the funny things they do to catch Flopsy and take her back to the queen in her castle.
**Stories from History: The Middle Ages**
*See history come to life with the famous*
**SICILIAN PUPPETS**
Charlemagne 2:00 p.m.
Orlando Furioso 4:00 p.m.
TODAY
Reading: social studies; vocabulary and grammar in context
The Lady and the Beast
The beautiful Lady is brave, but is she safe from the scary Beast?
See these beautiful wood puppets from England up close after the show!
Today at 11:00 A.M. and 1:00 P.M.
Don’t miss
PUNCH & JUDY
TODAY
12:00
NOON
Point. Ask and answer.
What did you see?
I saw “Flim, Flam, and Flopsy.”
Ask and answer.
Did you like it?
Yes, I liked it a lot. The puppets were funny!
Grammar
| What did | you | he | she | they |
|----------|-----|----|-----|------|
| | see?| | | |
| I | He | She | They |
|---|----|-----|------|
| saw "Flim, Flam, and Flopsy." |
| Did | you | he | she | they |
|-----|-----|----|-----|------|
| like it? | Yes, | I | he | she | they |
| liked it a lot. | No, | I | he | she | they |
| didn’t like it. |
7 Look and write.
1. What did they see?
2. Did he like it?
3. Did she like it?
8 Read and write.
And now for my review of the “Punch & Judy” puppet show. The puppets in this show were very old, traditional puppets from Italy. They were colorful. The story was very funny. I laughed a lot. I think everyone will like this show. Take the family to see “Punch & Judy”. I really liked it!
1. What did she see?
2. Did she like it? Why?
Ask two friends. Tell the class.
| Name | What do you like? | Why? |
|------|------------------|------|
| Adrian | puppets and cartoons video games | because they are funny because they are exciting |
1.
2.
Draw things you like. Write.
I like ____________________________
because ____________________________.
I like ____________________________
because ____________________________.
Listen. Write the letter.
1. ____
2. ____
3. ____
4. ____
5. ____
Listen. Read and chant.
Puppet Play
When you play with puppets,
you’re the puppeteer.
You decide what they will do—
run or clap or cheer.
You can make their costumes,
and decide what they will say.
Use your hand or strings to make
them move a certain way.
You can paint their faces,
and make them laugh or cry.
You can have them fight with swords
or even throw a pie!
Your puppets are your actors
to use in your own play.
With your own imagination,
you’ll have fun all day!
Water Puppets
Water puppets look like they are walking or standing on water. The puppeteers stand in the water behind a screen and use long sticks to move the puppets.
Marionettes
Marionettes are puppets with strings. Puppeteers use the strings to make the puppets move their heads, arms, and legs.
Shadow Puppets
Shadow puppets have light behind them and a screen in front of them. They make shadows on the screen for people to see.
Rod Puppets
Rod puppets don’t have strings. The puppeteers use sticks of wood or metal to move the puppets’ heads, arms, and legs.
Puppet Play
Cut out the pictures on page 141. Make puppets and put on a play.
finger puppets stick puppets sock puppets bag puppets
What did you see?
I saw a scary beast! It’s coming now!
Content connection: art
Take Turns
Look and read. Talk.
Wow! That swing is cool!
But only one can swing on it.
Here, we can take turns.
Take turns with your friends.
I like to watch funny cartoons.
I like to watch exciting sports shows.
Let’s take turns!
OK. We can watch sports at 4:00 and cartoons at 4:30!
Take turns with your family.
When do you take turns? Talk and write.
Know It? Show It!
Move your marker. Listen and answer the question.
Number 1. Did she like the puppet show?
START
Yes, she did.
FINISH
Talk about what you like and don’t like.
I like puppets because they’re funny.
Performance assessment
See Assessment Package pp.87–89, 100, 109, 110–111, and 116–117.
Listen and say.
Listen and say. Point to the picture.
Listen. Which words have the same sound as the *u* in *ruler*? Circle the numbers.
Read. Underline the words with the same sound as the *u* in *ruler*.
In January, we usually eat cake for dessert. But in June and July, we can eat lots of delicious fruit for dessert.
Write words that have the same sound as the *u* in *ruler*.
The colors yellow and ______________ together make green.
My uncle Bob is a ______________. He plays the trumpet.
Listen and say.
Listen and say. Point to the picture.
1. Listen. Which words have the same sound as the **o** in *dog*? Check the boxes.
4. Read. Underline the words with the same sound as the **o** in *dog*.
I like animals a lot. I have a dog named Spot and a frog named Hoppy. And the bird on top of my head is Poppy!
5. Write words that have the same sound as the **o** in *dog*. Say.
You wear this on your foot, inside your shoe: ______________________
You put your toys in this: ______________________
You go to this person when you are sick: ______________________
Listen and say.
Listen and say. Point to the picture.
1. Listen. Which words have the same sound as the **w** in **worm**? Trace the shapes.
4. Read. Underline the words with the same sound as the **w** in **worm**.
On Wednesday, we wash all our windows with soap and water. After our hard work, we rest and watch TV.
5. Look at 2. Write words that have the same sound as the **w** in **worm**. Say.
Lesson 3: the consonant **w**
Listen and say.
Listen and say. Point to the picture.
1. Cake
2. Skates
3. Baby
4. Grapes
Listen. Which words have the same sound as the *a* in *cake*? Connect the pictures.
Read. Underline the words with the same sound as the *a* in *cake*.
On Saturday, we go to my aunt Kay’s house. She plays games with me, reads to me, and gives me cake and milk.
Look at 3. Write words that have the same sound as the *a* in *cake*. Say.
Listen and say.
Listen and say. Point to the picture.
1. Zebra
2. Tree
3. Feet
4. Monkey
Listen. Which words have the same sound as the *e* in *zebra*? Color the blocks.
Read. Underline the words with the same sound as the *e* in *zebra*.
I like to eat green beans, meat, and potatoes for dinner. Then I eat strawberry ice cream with a cookie for dessert.
Write words that have the same sound as the *e* in *zebra*. Say.
These are inside your mouth: _______________________
This number comes after twelve: _______________________
For a boy, say *he*; for a girl, say: _______________________
Lesson 5: the vowel *e*
Listen and say.
Listen and say. Point to the picture.
1. Listen. Which words have the same sound as the **o** in *sofa*? Connect the pictures.
Read. Underline the words with the same sound as the **o** in *sofa*.
In November, I like to play outside in the snow for a long time. But then I get one red, runny nose and ten cold toes!
Write words that have the same sound as the **o** in *sofa*. Say.
A pretty red flower you can give your mother is a ____________________________.
You can mail a letter at the ____________________________.
In our kitchen there is a new ____________________________.
Listen and say.
Listen and say. Point to the picture.
1. [Image of a shoe]
2. [Image of sheep]
3. [Image of a child brushing teeth]
4. [Image of a toothbrush]
Listen. Which words have the same sound as the *sh* in *shoe*? Check the boxes.
Read. Underline the words with the same sound as the *sh* in *shoe*.
In the morning, I take a shower, brush my teeth, and get dressed in my favorite blue shirt, shorts, and shoes.
Write words that have the same sound as the *sh* in *shoe*. Say.
Circles and triangles are ________________.
Polar bears have claws that are ________________.
Listen and say.
Listen and say. Point to the picture.
1. 5
2. A green kite
3. A man in uniform
4. A tiger
Listen. Which words have the same sound as the *i* in *five*? Trace the shapes.
Read. Underline the words with the same sound as the *i* in *five*.
We are at the park. I’m riding my bike. My sister is playing hide-and-seek. My brother is flying his kite.
Write words that have the same sound as the *i* in *five*. Say the answer.
\[5 + 14 = ?\]
\[20 + 70 = ?\]
Listen and say.
Listen and say. Point to the picture.
Listen. Which words have the same sound as the *ch* in *chair*? Check the stars.
Read. Underline the words with the same sound as the *ch* in *chair*.
It’s time for lunch. We have chicken sandwiches, salad, cheese pizza, and chocolate cake to eat. And juice to drink!
Write words that have the same sound as the *ch* in *chair*. Say.
The t__________ is writing with _______________ on the board. The _______________ are w_____________ her.
Student A uses the information below. Student B turns to page 120.
1. Number 1. What time does he do his homework?
He does his homework at 4:30.
3. Number 3. What do vets do?
5. Number 5. What does she sometimes do?
7. Number 7. What does she have to do?
9. Number 9. What does he do before breakfast?
Student B uses the information below. Student A turns to page 119.
2. Number 2. What does she do after school?
4. Number 4. What time is it?
6. Number 6. What does your mother do?
8. Number 8. What does he always do?
10. Number 10. What do dentists do?
Student A uses the information below. Student B turns to page 122.
1. Number 1. Where do penguins live?
3. Number 3. What does she wear in the spring?
5. Number 5. What’s the weather like in summer?
7. Number 7. How does the music sound?
9. Number 9. Pick one thing. Describe it.
Student B uses the information below. Student A turns to page 121.
2. Number 2. What can a camel do?
4. Number 4. What does he wear in the summer?
6. Number 6. What was the weather like yesterday?
8. Number 8. How do the children look?
10. Number 10. Pick one thing. Describe it.
Student A uses the information below. Student B turns to page 124.
1. Number 1. What’s in the bowl?
3. Number 3. Did they get enough exercise?
5. Number 5. Are there any vegetables on the table?
7: Number 7. What did you see?
9. Number 9. What do you like? Why?
Student B uses the information below. Student A uses page 123.
2. Number 2. Is there any milk in the refrigerator?
4. Number 4. Did he get enough sleep last night?
6. Number 6. Did they eat enough vegetables for lunch?
8. Number 8. Did she like the movie? Why or why not?
10. Number 10. Are there any grapes?
Writing is a process.
1. **Prewriting**
a. Choose a topic.
b. Collect information.
c. Decide one main point to write about for your topic.
2. **Writing a Draft**
a. Write all of your ideas on paper.
b. Don’t stop to check spelling or punctuation yet.
3. **Revising**
a. Read your draft to yourself.
b. Read your draft to a partner.
c. Make changes to make your writing better.
4. **Editing and Proofreading**
a. Make sure your writing makes sense.
b. Check spelling, capitalization, and punctuation.
c. Write a new, clean copy.
5. **Publishing**
a. Share your writing with your teacher, classmates, and family.
b. Post your writing on the classroom bulletin board or wall.
c. Collect your best writing in a writing portfolio.
Parts of a Sentence
✔ A sentence is a group of words that tells a complete thought. We use sentences when we talk and when we write.
Sandra watches TV after school.
✔ A sentence has different parts. The subject of a sentence tells who or what the sentence is about.
Sandra watches TV after school.
✔ The verb of a sentence tells what the subject is or does.
Sandra watches TV after school.
✔ The predicate of a sentence is the verb and the rest of the sentence.
Sandra watches TV after school.
Simple Sentences
✔ A simple sentence has a subject and a verb.
David runs.
✔ A simple sentence can have a compound subject, two subjects + and or or.
David and Carlos run in the park.
✔ A simple sentence can have a compound predicate, two verbs + and or or.
David runs and swims in the park.
✔ The subject and verb of a sentence must agree with one another.
singular subject + singular verb: Sandra watches TV after school.
plural subject + plural verb: David and Carlos run in the park.
Kinds of Sentences
Declarative sentences make a statement:
I have a new puppy.
Interrogative sentences ask a question:
Do you have a pet?
Imperative sentences give an order:
Put the collar on the puppy.
Exclamatory sentences show strong emotion:
Oh, no! He’s running into the street!
| before school | after school |
|---------------|--------------|
| what time do you | what do you do |
| 10:00 | 12:00 | 14:00 | 16:00 | 18:00 | 20:00 |
grandfather grandmother grandfather grandmother
father mother
you
CITY MUSEUM
NOW PLAYING
Animals from the plains
Animals from the ocean
Animals from the forest
Animals from cold places
Unit 5
135
GLUE
PAINT
CORN CHIPS
SALSA
Unit 6
Unit 8
1. Reading a book
2. Sleeping
3. Fruits and vegetables
4. Snacks
5. Roller skating
6. Watching TV
7. Drinking water
8. Canned drinks
Unit 9
Stickers for Level 3
Unit 1
Unit 2
Unit 4
Unit 3
Unit 5
Unit 6
Unit 7
Unit 8
Unit 9
Completion Certificate Stickers
UNIT 1
UNIT 2
UNIT 3
UNIT 4
UNIT 5
UNIT 6
UNIT 7
UNIT 8
UNIT 9
has successfully completed Level 3.
Teacher
Principal
Reach into *Backpack, Second Edition* for a richly illustrated, seven-level communicative program that motivates primary learners and supports teachers. *Backpack* is packed with kid-friendly topics, catchy songs and chants, stickers, games, stories, hands-on projects, and TPR activities. Young learners will succeed with *Backpack*!
**NEW Features**
- All-NEW music engages students with a catchy, pop sound
- NEW values curriculum provides character education and strengthens the home-school connection
- NEW Picture Dictionary (Starter), Sound and Spelling Handbooks (Levels 1–3), and Grammar and Writing Handbooks (Levels 4–6) in the Student Books and Workbooks provide support and practice
- NEW Assessment Package offers teachers’ tips, techniques, tests, and a test generator
- Content Readers with Teacher’s Manuals (Levels 1–6) provide reading practice and content connections
- NEW Interactive Whiteboard Software engages students and helps sustain motivation
**Components**
- Student Book with Sound and Spelling Handbook and CD-ROM
- Workbook with Workbook CD
- Interleaved Teacher’s Edition
- Class Audio CD
- Assessment Package
- Large-format Picture Cards
- Large-format Posters
- Teacher’s Resource Book
- Video (DVD) with Guide
- Interactive Whiteboard Software
- Companion Website | 4d462aff-c76c-4fb6-8f5f-043fcfe69e4e | CC-MAIN-2024-22 | https://zabanafzar.ir/files/Back%20Pack%202nd/04%20Back%20Pack%203/04-Backpack-3-SB.pdf | 2024-05-27T07:23:29+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971059037.23/warc/CC-MAIN-20240527052359-20240527082359-00463.warc.gz | 935,526,419 | 15,528 | eng_Latn | eng_Latn | 0.979939 | eng_Latn | 0.999529 | [
"eng_Latn",
"fas_Arab",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"unknown",
"eng_Latn",
"unknown",
"unknown",
"eng_Latn",
"unknown",
"unknown",
"unknown",
"xho_Latn",
"unknown",
"eng_Latn"
] | true | rolmOCR | [
73,
252,
1072,
1677,
2184,
2268,
2467,
2869,
3945,
4510,
4964,
5177,
5427,
5642,
5900,
6071,
6415,
6608,
7061,
7417,
7883,
8281,
9179,
9580,
10048,
10215,
10345,
10508,
10660,
10845,
11183,
11657,
12255,
12702,
13071,
13597,
14505,
14959,
15447,
15609,
15754,
15951,
16147,
16352,
16718,
16959,
17521,
17769,
18535,
19202,
20439,
21031,
21576,
22064,
22244,
22482,
22662,
22878,
23095,
23487,
23832,
24409,
24750,
25143,
25623,
26689,
27119,
27803,
27982,
28161,
28369,
28520,
28730,
28939,
29434,
29740,
30386,
30634,
31186,
31675,
32820,
33410,
33786,
33951,
34060,
34187,
34338,
34496,
34817,
35302,
35821,
36128,
36525,
37060,
37894,
38313,
38765,
38934,
39121,
39287,
39468,
39888,
40188,
40546,
41084,
41258,
41574,
42181,
42871,
43286,
43662,
43951,
44071,
44240,
44360,
44464,
44992,
45286,
45628,
46217,
46506,
47121,
47521,
48339,
48731,
49279,
49449,
49582,
49719,
49852,
50073,
50439,
50750,
51253,
51833,
52270,
52703,
53330,
53936,
54523,
54999,
55500,
55811,
56070,
56356,
56642,
56910,
57225,
57999,
59288,
59443,
59515,
59541,
59641,
59654,
59694,
59836,
59844,
59906,
59938,
60035,
60092,
61397
] | [
4.25,
4.46875
] | 2 | 0 |
EASTERN BENGAL DISTRICT GAZETTEERS.
CHITTAGONG.
BY
L. S. S. O'MALLEY,
INDIAN CIVIL SERVICE.
CALCUTTA:
THE BENGAL SECRETARIAT BOOK DEPOT,
1908.
CHAPTER III.
THE PEOPLE.
The first census was taken in 1872 and showed a population of 1,127,402 souls. There is good reason, however, to believe that this census was not altogether accurate and complete, owing to the wild rumours which found ready credence. No opposition was offered to the taking of the census; but there was much uneasiness among the people, and many absurd reports were spread abroad, mostly connected with the Lushai expedition then in progress. It was stated that a number of heads would be required for the purpose of pacifying the Lushai chiefs, or to be examined as an augury of the success or failure of the expedition. Another report was that in every household containing five males, one would be impressed to serve as a cooly in the hills. Some people said that any person not enumerated would be held to have died a civil death and lose all rights of citizenship.
At the census of 1881 it was found that the population was practically stationary, having advanced only to 1,132,341. The total growth was less than one-half per cent., and among the male population there was an actual decrease of 0·82 per cent. This result was ascribed to a series of epidemics of cholera, the ravages of a peculiarly fatal and debilitating type of fever, and the migration of a large number of settlers to Arakan. In spite, however, of these adverse influences, there is no doubt that this census would have shown a distinct advance on the figures of 1872 had it not been for the cyclone and storm-wave of 1876 and the cholera which succeeded the inundation. It is estimated that, in the few hours during which the country was submerged, 12,000 persons were drowned, and that nearly 15,000 perished in the cholera epidemic which followed. In some parts, where the storm-wave swept over the embanked villages and washed away the embankments, the land was so injured that the cultivators deserted their holdings and migrated in large numbers. The next ten years, however, were healthy and prosperous, and a considerable increase of population was recorded in 1891, the number of inhabitants being 1,290,167 or 13·9 per cent. more than in 1881. The increase was greatest along the sea-board,
where the people were recovering from the ravages of the cyclone of 1876, and was most marked in Maishkhal thāna, which includes the island of Kutubdiā, which the storm-wave had swept from west to east.
The census of 1901 disclosed a population of 1,353,250, the increase since 1891 being 4·9 per cent. In the earlier years of the decade the crops and public health were good, but on the 24th October 1897 the district suffered from a destructive cyclone. A series of storm-waves swept over the island of Kutubdiā and the villages on the mainland, drowning many thousands of men and cattle, sweeping away homesteads and destroying the standing crops. The loss of life by drowning alone was estimated at 14,400 souls; and to the loss of life was added the destruction of the crops. The district had suffered from two bad seasons, and intense distress was caused by the total loss of the rice crop in the tracts chiefly affected. It is believed that there was no direct mortality from starvation, but want and exposure must have lowered the general health and rendered the people liable to the attacks of disease. The country was covered with corpses of men and animals, and the water-supply was polluted. Cholera broke out in a severe form, and in Kutubdiā alone it was estimated that 1,300 persons or more than 11 per cent. of the population died during the epidemic.
To fully appreciate the effect of this catastrophe on the population of the affected tracts, it is necessary not only to compare the figures for the census of 1901 with those for 1891, but also to note the progress made during the previous decade. These tracts form the most fertile part of the district, and in 1891 the Maishkhal thāna showed an increase of 29·5 per cent., Bānskhāli of 25·4 per cent., and Chakariā of 20·3 per cent. It may be assumed that, but for the cyclone, there would have been a considerable increase between 1891 and 1901. Maishkāl, however, showed a decrease of 7·3 per cent., and the other two thānas were practically stationary. The difference between their present population and that which they would have attained if they had continued to grow at the same rate as in the previous decade was about 54,000. There was some loss in other thānas also, due partly to the damage caused by the cyclone, and partly to subsequent emigration to Kutubdiā and Maishkāl, which concealed to some extent the true extent of the loss sustained by the latter tracts. It is probably to these causes that the decline in the population of the Sātkamī thāna should be ascribed.
The net increase during the decade in the district, as a whole, was 63,083 or 4·9 per cent. It seems probable that this is only
about half of that which would have taken place, but for this disastrous cyclone. The greatest growth has occurred in the thānas along the coast which escaped the brunt of the cyclone, viz., Teknāf and Cox’s Bazar in the south, and Chittagong, Sitakund and Mirsarai in the north. The two former are still very sparsely inhabited. In the three latter, the soil is more fertile, there is a much smaller proportion of uncultivated waste than in the inland thānas, and they are now traversed by the railway.
The principal statistics of the census of 1901 are reproduced below:
| Subdivision | Area in square miles | Number of Towns | Villages | Population | Population per square mile | Percentage of variation in population between 1871 and 1901 |
|-------------------|----------------------|-----------------|----------|------------|---------------------------|-------------------------------------------------------------|
| Chittagong | 1,506 | 1 | 1,317 | 1,153,081 | 729 | + 4·6 |
| Cox’s Bazar | 896 | 1 | 253 | 290,149 | 223 | + 6·5 |
| District total | 2,402 | 2 | 1,430 | 1,353,230 | 543 | + 4·9 |
Chittagong differs from other portions of Eastern Bengal in that only a small portion of the area is alluvial. It consists of a long narrow strip of coast, valleys and low ranges of hills, lying between the Bay of Bengal and the Hill Tracts; the only alluvial tracts are the islands of Maishkhāl and Kutubdiā, a small tract opposite to them in the centre of the district, and a very narrow line along the coast. The density of population for the whole district is 543 persons to the square mile, but 851 square miles or more than a third of the entire area is covered by uninhabited hills and jungle, and the density in the inhabited area is 825 persons to the square mile. There is an extremely dense population within a radius of 30 miles from Chittagong, surrounded by a fringe of country which becomes less densely populated as the confines of the district are approached. In fact, the port of Chittagong may be regarded as the radiating centre, and population decreases almost in the ratio of the distance from it. The most densely populated thānas are Chittagong, with 1,629 persons to the square mile, Mirsarai (889), Hāthazārī (868) and Patiyā (845), chiefly because they consist almost entirely of level country and cultivable lands.
The most sparsely inhabited part of the district is the Cox’s Bazar subdivision, which includes the storm-swept islands of Maishkhāl and Kutubdiā, and, in the south, an inhospitable region of hill and jungle with only a few infrequent patches of cultivable land. More than half of the subdivision is covered by hills and
jungle, and the density of the population in the remaining area is less than half that of the Chittagong subdivision. It falls as low as 140 persons to the square mile in the Teknaf thana, which consists of immense stretches of hill and jungle, with sparse cultivation along the sea coast and the shores of the Naf estuary; while the Cox's Bazar thana, which is the most thickly populated, supports only 310 persons per square mile.
The district receives few immigrants, but the number of emigrants is very large. At the census of 1901 it was found that 106,000 natives of Chittagong were enumerated elsewhere, while only 11,340 persons born outside the district were resident in it. The immigrants are mostly labourers from up-country, and include a number of coolies recruited for the tea-gardens, but there are also many traders who come from the adjoining districts of Eastern Bengal. The emigration which takes place is, to a great extent, of a temporary character, the emigrants being mostly men who leave their wives in Chittagong and have a permanent home there.
The most marked feature of this movement is the annual exodus for the Arakan rice harvest, where the reapers earn as much as a rupee a day. All through the cold weather thousands of labourers flock to the south to harvest the rice crop of Arakan; large numbers go by steamer direct to Akyab, but the majority, especially those from the south of the district, travel by road or by road and steamer. At the time of the census over 79,000 natives of this district were found in Burma, of whom all but 14,350 were males. There are also a large number of lascars on sea-going vessels, and other emigrants are cooks of the Baruā Magh class and clerks working in Rangoon and the Burma ports.
The great majority are only temporary absentees, who return home after they have accumulated some savings; but the number of females amongst the Chittagonians enumerated elsewhere shows that there is also a good deal of permanent emigration, especially to Arakan, where nearly 14,000 of the total number were found. Most of these are Maghs, whose ancestors sought refuge in the district about a century ago, and who are now gradually finding their way back to their old home; they also include many families who left the district to settle permanently in Arakan after the cyclone of 1897. The sparsely populated parts of Tippera, Hill Tippera and the Chittagong Hill Tracts also attract a number of temporary emigrants, mainly wood-cutters.
The population of Chittagong is almost entirely rural. There are two towns, Chittagong and Cox's Bazar, containing 22,140 villages and 3,845 inhabitants, respectively. The total urban population
therefore amounts to 25,985, and the rural population accounts for 1,327,265 souls congregated in 1,450 villages. There are no village sites such as are found in Bihar, for Chittagong is a district of peasant proprietors, who live on their own land and are not drawn together in villages like tenants under large landlords. The villages, such as they are, consist of clusters of homesteads, each surrounded by a moat and an impenetrable fence of cane or cactus. These groups of houses are called pāras, and the village may contain any number of pāras, each of which has no social ties with any other pāra. Round the pāras lie the rice plains, and the village boundary sometimes cuts straight through a pāra, sometimes pursues a devious course through a rice plain, and in no case represents the limits of land occupied by the villagers. There are no village officials, except the chaukidārs and village panchāyats appointed under the Chaukidari Act, though almost every Muhammadan pāra has its elders, called mālabars, whose decisions in case of dispute command respect.
Chittagong alone of all the districts of Eastern Bengal shows a preponderance of females over males, the proportion of females being 1,100 to every 1,000 males enumerated in the district. This predominance is due to the temporary immigration mentioned above and to the large number of lascars from Chittagong found in sea-going vessels.
Language. Chatgāiyā, a corrupt dialect of Bengali, which derives its name from that of the district, is spoken by 98 per cent. of the people. The Muhammadans, who form the majority of the population, have interlarded this dialect with a number of Persian and Arabic words, and there is also an admixture of Arakanese words. Arakanese, which is merely the dialect of Burmese spoken in Arakan, is the language of the Maghs settled in the district, and is most common in Rāojūn and Patiyā thānas, and in the Cox's Bazar subdivision, where the majority of the Maghs are found. Many of them, however, returned Bengali as their language at the census of 1901. In the village of Dohazāri a kind of debased Hindi is still spoken by the people, who are said to be descendants of some up-country soldiers, who came over with a Hindu captain who had taken service under the Muhammadans. Their ancestors were established there as wardens of the marches to protect the passage of the Sangu river against the incursions of the Arakanese and the inroads of the wild tribes from the hills.
In the district, as a whole, one rarely hears anything but Bengali spoken, or rather a corrupt form of it, which is almost
unintelligible to a native of Central Bengal. The most noticeable feature which strikes a stranger is the extreme tendency of the natives to slur over constants, to clip syllables, and to substitute aspirates for sibilants.
The constituent elements of the population reflect to a certain extent the four periods into which the history of Chittagong is divided, the rule of the Tippera Rajas, the Arakan domination, the Muhammadan occupation, and the British administration. As related in the preceding chapter, Chittagong before the Mughal conquest was no secure possession and seems to have been alternately in the hands of the Muhammadan Sultans of Bengal, the Hindu Rajas of Tippera, and the Buddhist kings of Arakan, each of whom left traces of their occupation. There are still some Tippersas to be found in Phatikchari on the border line between Chittagong and Hill Tippera, and the Hindu population is in some parts distinctly Mongolian in feature. A shrine at Sitakund, a temple at Mahamuni, and the names of villages, such as Nuapura (the pāra of cows) and Kuipara (the pāra of buffaloes), still testify to the Arakanese occupation. The early Muhammadan rule is attested by various Afghan or Pathan remains, and there are numerous people in the district who claim to be Afghans or Pathans by descent. In 1666 Chittagong was annexed by the Mughals, by whom the district was given out in jagirs. The Muhammadan settlers, spreading wherever they found arable land, cleared away jungle and brought fresh lands into cultivation, and in 1760 it was found that the district was almost wholly peopled by Muhammadans.
During the Muhammadan period a large number of Hindu immigrants also settled in the district; some were soldiers, others men who had followed in the train of the invading army, or ministerial officers and clerks introduced to carry on the work of Government, while others were traders. A small minority were responsible officials who helped in the civil administration, while many were the slaves of those officials. The early days of British administration witnessed a considerable volume of immigration from the south. In 1783 Arakan was conquered by the Burmese, and the Arakanese fled to British territory in large numbers between the years 1783 and 1800. The immigrants were permitted to settle in tracts of untenanted land on the borders of the Naf river and in Maishkhul island, but most came to what are now the Hill Tracts. So troublesome did this immigration of Maghs become that we find the Company enacting a regulation to prevent them from settling in this district (Regulation XI of 1812). The tide of migration now
flows in exactly the opposite direction, and the Maghs are beginning to return from Chittagong to Arakan.
Briefly, it may be said that the traces of the Tippera conquest are faint, probably because of its antiquity. The Arakanese occupation, with the later immigration of Maghs at the end of the 18th century, accounts for the number of Buddhists in the district and also explains the presence of the Firinghis, the descendants of the Portuguese pirates and mercenaries employed by the Arakanese. To the Muhammadan connection with the district since the 14th century must be ascribed the predominance of Musalmans, and their occupation accounts not only for the introduction of the conquering race, but also for the immigration of Hindus. Finally, with the advent of the English, the consequent security of life and property, and an increased demand for clerical labour, the Hindus began to migrate in larger numbers, while thousands of Maghs came in to escape the oppression of the Burmese.
As in other Eastern Bengal districts, Muhammadans form the great majority of the population, no less than 968,054, or 72 per cent. of the total number, being followers of Islām. Hindus, including aboriginal and semi-aboriginal tribes which have embraced Hinduism as a religion, number 318,245 or 24 per cent. of the population, a smaller percentage than in any other district of Eastern Bengal except Bogra and Rajshahi. Buddhists number 64,973, and there is a small community of Christians numbering 1,237 souls. The Hindus are most numerous in Patiyā and Rāojān, the Muhammadans in Cox's Bazar, Chakariā, Teknāf and Chittagong, and the Buddhists in Teknāf and Cox's Bazar, a result which might have been expected owing to their nearness to the Arakan frontier. The population of Cox's Bazar subdivision is, in fact, almost entirely composed of Musalmāns and Buddhists. In the headquarters subdivision the Buddhist element is strongest in Rāojān and Patiyā, both of which are old Magh settlements supporting a large colony of Baruā Maghs. There are practically no Christians in the interior of the district, and most of them live in the town of Chittagong and its environments.
The preponderance of Muhammadans may be ascribed partly to the conversion of low caste and aboriginal people to Islām, partly to the fact that they conquered and colonized the district at a comparatively late date, and partly to their superior capacity for clearing jungle lands. A noticeable feature is the large number found in comparatively remote thānas, such as Phatikohari, where they number 72·58 per cent. of the population, and in Sātkaniā.
and the Cox’s Bazar subdivision, where they account for no less than 80 per cent. of the population. Sitākund (74 per cent.) and Hāthazāri (77·68 per cent.) naturally attracted the early settlers owing to their proximity to Chittagong and to their situation on the north bank of the Karnaphuli river. The former thāna has also received immigrants from the neighbouring island of Sandwip, as has also the Chittagong thāna (78·72 per cent.), where, moreover, there is a colony of descendants of Arab traders.
The Muhammadans are of mixed descent, and considerable physical differences are noticeable among them. The high cheek-bones, hook noses, and narrow faces of many of the inhabitants of the town of Chittagong proclaim their Arab extraction. Again the muscular, bull-necked, strong-featured and thick-bearded dweller on the chārs is a very different creature from the fleshless, featureless and hairless inhabitant of the interior of the district. The differences are racial, the former being descendants of Afghan and Mughal soldiers, while the latter are probably of mixed origin, their ancestors having intermarried with converted Tipperas and other aborigines.
Persons of Pathān and Arab blood are in a very small minority, however, and nearly all the Muhammadans of the district are converts or the descendants of converts drawn from the same races that are now classed as Hindus. One of the best known instances of conversion is that of the family of Asad Ali Khān of Barautham in Anwāra, who are by origin a branch of the Srijukta family of Nuapāra. The story goes that the ancestor of the Muhammadan branch of the family, Syām Rai Chaudhri, who was a military officer in the service of the Mughals, entered the Governor’s presence one day during the season of the Ramzān fast, and found him inhaling the perfume of some flowers. The Hindu had the imprudence to reproach the Mughal for breaking his fast, for “in our Sāstras,” he said, “it is written that smelling is half eating.” The Nawāb took a grim vengeance. At the ensuing Muharram he had a savoury banquet prepared of beef and onions, and summoned the unfortunate Hindu to the room where the feast was laid. The Hindu entered, his face wrapped in his cloth to shut out the polluting odour. His attempt was vain. “Let me remind you,” said the Nawāb, “that according to your Sāstras smelling is half eating.” The Hindu’s caste was gone, and he was obliged to turn Mūsalmān.
A strong prejudice exists among the Chittagong Muhammadans against immigrants from the island of Sandwīp. This island was throughout the first half of the 17th century in the possession
of piratical Arakanese and Portuguese, who drew to their standard all the masterless men of the surrounding districts, and raided their women from the coasts of Bengal. Consequently, the men of Sandwip are looked down upon as homeless folk of no reputable origin. Moreover, a chronic preponderance of males, which reached a climax after the cyclone and storm-wave of 1876, formerly compelled them to purchase or steal women from the mainland. Immigrants from the Dündrā pargma of the Noākhālī district, who are found in considerable numbers in Mirsarai and the north of Sitākund thāna, are also regarded with disfavour by the exclusive natives. Their patois differs considerably from that of the Chittagong men, and another distinction is that they have introduced into the villages which they occupy the Noākhālī unit of area, known as the Shāhi or royal kani, which is equivalent to four of the Maghi or Arakanese kani in use throughout the rest of the district.
The Muhammadans of Chittagong are nearly all Sunnis, but some have joined the strait puritanical sect of Farāzis, which has attained great strength in Eastern Bengal. Their religious enthusiasm is at once evinced and stimulated by visits to Mecca and other places of pilgrimage, and some of the lower classes among the Hindus are converted every year. Mosques and idgahs are, however, not so frequent as might be expected, and on the whole the local Muhammadans are ignorant about the tenets of their religion, and practices not founded on the Korān have crept in.
As an instance of this may be mentioned the adoration of Pir Badar. He is the guardian saint of sailors, and is invoked by the boating classes, Hindu as well as Muhammadan, when they start on a journey by sea or river as follows:—Amarā achhi polāpān. Gāji achhē nikhamān. Sherē Gangā dariya. Pānch Pir Badar Badar Badar. The invocation may be translated thus:—"We are but children, the Ghāzi is our protector, the Ganges river is on our head. Oh Five Saints, oh Badar, Badar, Badar!" Badar Pir, who is said to have arrived at Chittagong floating upon a stone slab, is, according to the late Dr. Wise of Dacca, one Badruddin, who was for many years a resident of Chittagong, died in 1440, and was buried in the Chhotā Dargāh of Bihār. The local story is that Chittagong was at that time the abode of fairies and hobgoblins, and that no one could live there. The saint begged a space for his lamp. This was granted, and when he lit it, its magic power was so great that the spirits were frightened away. An old Portuguese resident of Chittagong who died recently used to aver that the saint was a Portuguese sailor,
the survivor from a shipwreck, who floated ashore on a raft and became a Muhammadan. There is a hillock in front of the Commissioner's house which is reputed to be the place where Pir Badar lit his lamp, and here candles are burnt nightly, the cost being met by contributions from Hindus, and even Firinghis, as well as from Muhammadans. It has been suggested that Pir Badar is the same as Khwāja Khizr, a pre-Islamic hero of the Arabs, who is believed to reside in the seas and rivers of India and to protect mariners from shipwreck. In Chittagong, it has been pointed out, Badar is a religious exclamation used to invoke a blessing, and this identification explains why the name of Khwāja Khizr is not known locally.*
In the Cox's Bazar subdivision there is a curious group of Shām-Muhammadans called Shāmbunis, a hardy race, who live by fishing and are semi-amphibious in their habits. They appear to be an isolated class, as they are looked down upon by other Muhammadans and can only marry among themselves. The Shāmbunis have no traditions of their origin, but their appearance gives rise to the supposition that they are of mixed descent, half Bengali and half Magh; the fishing nets they use, the huts they live in, and the clothes they wear are like those of the Maghs. Many speak the Magh language, while those who profess to talk Bengali speak it in such a corrupt form that they are barely intelligible even to their immediate neighbours.
Hindus constitute nearly one-fourth of the population and Hindus are found in greatest strength in the thānas round Chittagong. Thāna Patiyā, where they number 34 per cent. of the population, is the principal centre of the Hindu community, and next in importance comes the Rāojān thāna with 31 per cent. Patiyā was the first great settlement of the Hindu clerks who came with Shaista Khān's army; and it still maintains its reputation as the thāna which produces the greatest number of pleaders and office clerks. Rāojān again was a settlement of the Hindu clerks who came with the English in 1760, and, next to Patiyā, it is the centre of the greatest intellectual activity. Here, too, as in Patiyā, a large proportion of the Hindus are descendants of the ministerial officers who first settled in the district. North of the Karnaphuli the highest percentage of Hindus is to be found in Mirsarai, viz., 29·76 per cent.; it is probable that the shrines at Sitākund have drawn a large number of Hindus to this thāna, and the traffic along the Trunk Road has also attracted a number from other districts. Only 16,000 Hindus are found in the Cox's
* E. A. Gait, Bengal Census Report of 1901.
Bazar subdivision; here they nowhere exceed 12 per cent., and this proportion they reach only in the island of Maiskhāl, where the shrine of Adināth is situated.
The Hindus are rarely actual cultivators. When they own land, they either let it out and realize the rents in kind, or sublet and draw only money rents. They are, on the whole, better off than the Muhammadans, and consequently emigrate to Arakan in smaller numbers. They usually marry their daughters between the ages of 5 and 10, and their sons between 15 and 20. In matters of religion they are apathetic; one rarely sees that display of enthusiasm over religious festivals which is so common in other parts of Bengal. They are more litigious than the Muhammadans, but are equally, if not more enterprising; it may be mentioned that the well-known Tibetan traveller and scholar, Rai Sarat Chandra Dās Bahādūr, c.l.e., is a native of Patiyā in this district. All the leading Hindu families are descendants of Diwāns, Kānungos and other officials connected with the revenue administration under the Mughals and in the early days of British rule; but there are also a few up-country Hindus, descendants of soldiers in the old military battalions, called Huzāris. They are, as a rule, better educated than the Muhammadans.
Buddhists. The Buddhists consist of two main classes:—descendants of Arakanese immigrants, who have settled in the district from time to time, and Baruā Maghs, who call themselves Rajbansi and are mostly descendants of the offspring of Magh or Arakanese mothers by Bengali fathers. They are most numerous in Cox's Bazar subdivision, where there is an old Magh settlement composed nearly entirely of pure Arakanese. Their immigration dates from the close of the 18th century, when the kingdom of Arakan was conquered by the Burmese. Great efforts were made by the East India Company to induce these immigrants to settle down peaceably, and lands were allotted to them in Cox's Bazar. The section of the Magh community in the town of Cox's Bazar are now in poor circumstances, however, as they are thoroughly lazy, and bad agriculturists; many are small merchants or eke out a meagre subsistence by weaving and fishing. In the headquarters subdivision Buddhists are found in greatest strength in Rāojān and Patiyā, where they are mostly Baruā Maghs, but a few are hill Maghs who cannot speak Bengali. It is a general rule that in mixed marriages religion goes with the mother, and this is the case with the Baruā Maghs, who are Bengalis in everything but religion. They belong to the southern school of Buddhism, and believe that they received the Buddhist faith from Burma and Ceylon within the last two or three centuries. A fuller account
of the Buddhists of Chittagong will be found in the appendix to this chapter.
The number of Christians is swollen by the inclusion of the Firinghi community at Chittagong, who are Roman Catholics. There are a certain number of Europeans resident in the district, but they are very few in number, and the Christian population of the district is almost entirely of mixed descent. The number of native converts is only 49, and the Baptist Mission here does not seem to have met with much success.
The majority of the Muhammadans are Sheikhs, who number 354,294, but 9,000 claim to be Saiyids and 2,000 call themselves Patháns. The Sheikhs are nearly all Sunnis, and their chief occupation is agriculture, but they include a large number of petty traders. Numbers flock every season to Arakan to assist the Arakanese in planting and rearing their crops, and then return to their homes after the work is done; others supplement the income derived from their fields by going out to service as ships' lascars or as day-labourers. Marriages between Sheikhs and Maghs are by no means uncommon in the south of the district. The age at which they marry is 15 to 20 years for men and 10 to 15 years for women, the marriageable age for girls being higher than among the Hindus. Divorces are easily obtained, and the husband frequently resorts to this provision of the law; a large number of the serious criminal cases in the district arise out of the Sheikhs' quarrels about women. As a class, they are sturdy agriculturists and keen traders, frugal, if not miserly, in their habits.
The Káyasths, with a strength of 71,400, are the most numerous Hindu caste. Many of them and of the Baidyas, who number 7,000, are the descendants of revenue officials employed by the early Arakanese, Musalmán and British rulers. Next in importance come the Súdras (57,600), and then the Jugis (35,000). Bráhmans have 24,000 representatives, and congregate most thickly round the shrines of Sitákund and Adináth. Many of the low Hindu castes are probably non-Aryan in origin, and include fishermen, agriculturists, boatmen, weavers, mat-makers, barbers, washermen and the like. Among aboriginal tribes who have become Hinduized may be mentioned the Mongoloid Tipperas, who are found almost entirely in Phatikohari thána.
The Káyasths are for the most part descendants of immigrants who came into the district as revenue agents and clerks in the service of the Mughals. The Nawábs of Bengal were particularly fond of employing Hindu revenue collectors, the saying being attributed to Mir Jafar Khán that a Muhammadan was a sieve
which retained nothing, while a Hindu was a sponge which might be squeezed at pleasure. These revenue officers settled down mainly in Patiyā and Rāojān and in the Anwāra out-post, and by degrees acquired large estates in the district. A curious feature of the caste system of the Chittagong Kāyasths is that a Kāyasth father's first effort is to find a Baidya husband for his daughter, and failing a Baidya, he falls back upon a Kāyasth bridegroom.
The Sūdras include several low castes, such as Gops or milkmen, Mālis or gardeners, Telis or oil-men, Tantis or weavers, Madak Mayrās or confectioners, Bāruis or betel cultivators, Kutals or potters, Karmakārs or Kāmārs, the blacksmith caste, and Nāpits or barbers. Nearly two-thirds of the total number are found in thānas Datiyā, Rāojān and Bānskhāli. Many of these men are called ghulāms, and their position is a very interesting one. The majority of them are probably descendants of slaves, who accompanied Hindu revenue officials to the district in the latter part of the 17th century. There is a tradition also that a large number of starving men sold themselves and their families into slavery in time of famine. Many of them hold their lands and houses as nānkar, i.e., they render service in lieu of paying rent. This system appears to be in a stage of transition, the services rendered being frequently almost nominal, such as menial service at pūjā seasons and the like, but even these nominal acts of service are tending to fall into desuetudo.
The Jugis are the weaving caste of Chittagong and are probably of aboriginal origin. They have little cultivation and are generally in poor circumstances. They are almost entirely confined to the headquarters subdivision, over which they are fairly equally distributed.
The Maghs of Chittagong belong to three groups, the Jūmia Maghs, the Roang or Rakhaing Maghs and the Rajbansi or Baruā Maghs. The Jūmia Maghs are found along the banks of the chief rivers in the upper part of their courses and in the low ranges of hills south of the Karnaphuli. They call themselves Khyoungtha or men of the rivers; but the term Jūmia Maghs has come to be applied to them because they practise jūm cultivation—a nomadic form of tillage, which consists of clearing a small tract of virgin soil by burning down the forest, cultivating it heavily for a year, after which the soil becomes exhausted, and abandoning it for a fresh patch of land. The Roang or Rakhaing Maghs, who are found in the Cox's Bazar subdivision, are the descendants of refugees who fled to Chittagong at the close of the 18th century after the invasion and conquest of Arakan by the Burmese, and also of those who sought
British protection shortly before the first Burmese war in 1824. They are most numerous in the police outposts of Rāmu and Ukhia, where lands were granted them by Government, at the subdivisional station of Cox's Bazar, and at Harblhang. Those living in the towns and larger villages gain a livelihood by trade, and, where opportunity offers, by fishing. Their language and their names are Burmese; their religion is Buddhism; they do not as a rule understand Bengali, and never speak it among themselves.
Both the Jūmia and the Roang Maghs probably belong to the same original stock, but the former, having long been settled in Chittagong and the hill country to the east, regard themselves as the aborigines of the Hill Tracts, while the latter belong to a more recent stream of immigrants from Arakan; their name Roang being merely a corruption of Rakhaing, the indigenous name for Arakan. The physical characteristics of both tribes are unmistakeably Mongolian. Their stature is low, the face broad and flat, the cheek-bones high and wide, the nose flat and bridgeless, and the eyes small with eyelids obliquely set.
The Rajbansi or Baruā Maghs are the offspring of Bengali women by Burmese men or, more generally, of Arakanese mothers by Bengali fathers. They live in the plains, where they have settled down to avocations similar to those of the people among whom they dwell; and they are largely employed as cooks in Calcutta. They have adopted Hindu customs and the Bengali language, and are now practically Bengalis in all but religion. The external indications of their Mongolian descent have been obliterated by generations of intermarriage with the non-Aryan Bengalis of Chittagong and Noakhāli; and they have the glossy black complexion, wavy hair, and abundant beard and moustache which characterize the lower castes of Eastern Bengal. It may be added that their somewhat insolent bearing and excitable manner of speech complete the contrast with the stolid but amiable Mongolians, from whom they are remotely descended. The names Rajbansi and Baruā are convertible, but the latter is the most favoured and is usually claimed outside the district, as by Magh cooks in Calcutta.
The origin of the name Magh is doubtful. According to Wilson and other authorities it is a name commonly applied to the natives of Arakan, particularly those bordering on Bengal or residing near the sea—the people of Chittagong. Sir Arthur Phayre derives the name from "Maga, the name of the ruling race for many centuries in Magadha (modern Bihār). The kings of Arakan were no doubt originally of this race; for though this is
not distinctly expressed in the histories of Arakan, there are several legends of kings from Benares reigning in that country, and one regarding a Brāhman who marries a native princess and whose descendants reign for a long period."* The name appears to be one of considerable antiquity. Megasthenes,+ in speaking of the mountains beyond the Ganges and the chief tribes inhabiting them and dwelling along the coast, mentions the Makkokalingæ among the Brahmnanai (Burmese); and these Makkokalingæ have been identified with the Moghs.
Firinghis. The Firinghis‡ are descendants of the Portuguese adventurers and mercenaries, who played such an important part in the history of Chittagong a few centuries ago. With one exception, however, all the Firinghi families are of mixed descent, and have a large proportion of Magh or Muhammadan blood in their veins. As late as the beginning of the 19th century, they possessed numbers of slaves, often exceeding 50 in one family, and the slave girls were let out as concubines. To this day they form connections with Magh and Muhammadan women, but never marry them unless they consent to be baptized. The result is that the present descendants of the Portuguese bear no resemblance to their ancestors, and, except by their dress, are hardly distinguishable from natives; in fact, the preponderance of native blood and similarity of habits draw them much more to the native than to the European. In appearance, they are darker than Hindustanis, their complexion being of a brownish tint and their hair black and shiny. The men are short, thin, flat-chested, and generally ill-made. The girls are occasionally handsome, and at the great Christian festivals exhibit their fondness for dress by wearing bright damask garments, the crude colouring of which is relieved by a graceful white veil resting on the head and falling down like a mantilla. The native calls them Matti Firinghi (earth-coloured Europeans) or Kāla Firinghi (black Europeans), and regards them as no better than himself. Indeed, by neglect of education, the Firinghis have allowed the natives to outstrip them, and many appointments, of which they formerly had the monopoly, are at present held by Hindus and Muhammadans. The pride of race, however, still lingers among them, and they look down upon natives who are their equals both in energy and education.
From long intercourse with the latter they have adopted many of their customs; and numerous ceremonies, allied to
* According to Burmese tradition, the ancient kingdom of Arakan was founded by a son of a king of Benares, Sakhyawālī.
+ McCrindle, Ancient India as described by Megasthenes and Arrian, 1877.
‡ This account of the Firinghis has been compiled mainly from an article, The Feringhes of Chittagong, by H. Beverley, Calcutta Review, 1871.
those practised by natives, have been introduced on the occasion of domestic occurrences. Marriages among the Firinglis are usually arranged by a third party. The children always inherit the names of their fathers, whether they are the offspring of concubines or not; if illegitimate, public acknowledgment by the father and mother entitles them to aliment and recognition. They adopt English Christian names, but the surnames are still Portuguese, such as De Barros, Fernandez, De Souza, De Silva, Rebeiro, De Cruz, Da Costa, Penheiro, Gonsalvez, etc. Another trace of their Portuguese descent is found in the number of debased Portuguese words contained in their vocabulary. By religion they are Roman Catholics, and there is an old Catholic church with a convent, where Firingli boys and girls are educated. They are mostly found in the town of Chittagong, where they find employment in the Government offices and in the port. Some also serve on sea-going steamers and seem still to retain that taste for a sea-faring life for which they were distinguished in the 17th and 18th centuries. In the mofussil they practise agriculture on a small scale, and also manufacture country liquor. Of late years they have improved considerably under the care of the Roman Catholic priests and nuns.
Sir H. Ricketts, when Commissioner in 1848, wrote:—"I am afraid that the people of this district deserve the character they have so long borne for litigiousness. It is not only that they will litigate to the last for a rightful advantage: they will litigate though any ultimate advantage is impossible; and, more than that, they will litigate, incurring certain loss, in order to disturb and injure a neighbour. It is impossible to mix at all with any class of the people without observing the undisguised ill-will which they bear to each other. Mistrust, suspicion, uncharitableness prevail: misfortune can find no sympathy." The lapse of years has made very little change in the disposition of the people. The cultivators are generally simple folk but easily led, and are often under the influence of men who have a little education and a reputation for sharpness in the courts. These persons are known all over the district as "torneys," and the mischief they do is beyond calculation. Open fraud and the stupidest acts of fabrication and forgery in even the pettiest matters are more common than could be readily believed. To resist legal process and to use every mode of trickery and artifice in the tedious process of law is traditional with them; and these pettifogging arts excite admiration and are regarded as a high form of ability. A householder's pride lies chiefly in his roll of faislás or decrees, and the height of his ambition is to have made a motion or appeal
in the High Court at Calcutta. The people are keen traders, however, and adventurous. They make the best elephant-hunters in Bengal, having plenty of resource and self-reliance. They are good seamen, and are patient at clearing and reclaiming waste land; but they are indolent and slovenly cultivators of their own farms, because the soil is good and rain is certain, so that their crops grow with little ploughing and less weeding. They are, moreover, remarkably abstemious and, as a rule, thrifty.*
Their character has undoubtedly been very largely influenced by the former isolation of the district. Having but little connection with the other districts of the Division to the north, its eastern frontier consists of the Hill Tracts sparsely inhabited by hillmen, while on the south the Naf estuary and broad tracts of dense jungle separate it from Burma. It is with the Arakan district that communication chiefly takes place, but even this is principally of a migratory character. Even the railway and steamer communications have as yet done but little to break through this isolation, which explains many of the most striking peculiarities of the Chittagong people, such as their suspicion of strangers, their illiberality and absence of intelligence and culture, as compared with their neighbours in the Dacca Division. The Chittagong people are completely absorbed in their own affairs, and spend much of the money they acquire by trading, harvesting, and the like, not in comforts and luxuries, but in litigation and land speculation.†
* This account of the character of the people of Chittagong has been prepared from a note submitted by a former Collector for the revision of the Statistical Account of Bengal.
† C. G. H. Allen, *Chittagong Survey and Settlement Report* (1900), p. 34.
APPENDIX TO CHAPTER III.
THE BUDDHISTS OF CHITTAGONG.
Chittagong is the only district in Eastern Bengal in which Buddhism still survives as the religion of a large proportion of the population—a survival due partly to its proximity to the Buddhist country of Burma and partly to its isolation. This isolation has only been broken into in recent years, and in earlier days Chittagong afforded a shelter to Buddhist refugees from other parts of India. In course of time, the Buddhism of its people became corrupted, but there is now a revival, and the Buddhist leaders are striving to shake off the influence of Hinduism and to put a stop to the Hindu superstitions and observances which have crept in. The following account of the Buddhists in Chittagong, which has been prepared from a note by Bābu Nabin Chandra Dās, M.A., B.L., Deputy Magistrate and Deputy Collector, a well-known poet, scholar and antiquarian of Chittagong, may therefore be of some interest.
Rai Sarat Chandra Dās Bahādur, C.I.E., a brother of Bābu History, Nabin Chandra Dās, has given the following account of the history of Buddhism in Chittagong:—"Buddhism is a living religion in Chittagong proper, in the Hill Tracts, and in Tippera. It was introduced in these districts about the ninth century A.D. direct from Magadha, when the eastern provinces of Bengal, extending from Rangpur down to Rāmu (Romya Bhumi) in Chittagong, were under the sway of a Rājput prince named Gopipāla. The Mahāyāna Buddhism, which about that time prevailed in Magadha and Tibet, was preached in Chittagong by Bengali Buddhists. In the 10th century A.D. Chittagong, in a manner, became the centre of the Buddhism of Bengal. The chief feature of Mahāyāna Buddhism is that it has taken in the entire Hindu pantheon and added innumerable fancied deities to it. In this enlarged pantheon the ruling deity is Aryā Tārā (a personification of Nirvāṇa), who is identified with Sakti or the female principle. In Tibet she is called Tum-chenmo, the great mother; in Nepal she
is personified as Prajna Paramita or transcendental wisdom; in the dialect of the Ramu Magh of Chittagong she is called Phra Tara, Phra being the Burmese equivalent of Arya. The Chittagong people called her Phora Tara, the Magh goddess. From the 10th to the 13th century A.D., Chittagong possessed a mixed population of Buddhists and Hindus, the former being distinguished from the latter by the name Magha, meaning the excellent or blessed, a term which is still preserved in Bihar in its original signification. Then came Islam to convert the whole district of Chittagong. About this time, the more earnest Buddhists took shelter in the Hill Tract, and then converted the hill tribes to Buddhism. In the 17th century, when the Mughals extended their conquests to Chittagong, Hindu settlers from Bengal poured in in large numbers and founded Chaksala (Chakrasala), which is now called Patiya pargana. The Hindu settlers mostly occupied the places which had been left vacant by the flight of the Maghs. In the beginning of the 19th century, the remnant of the Chittagong Maghs, who had almost forgotten the tenets of their religion, largely took to the worship of Hindu deities, offering them sacrifices of fowls and pigs in the place of goats and buffaloes. This they continued to do for upwards of fifty years, until at last a Buddhist priest coming from Burma led them back to Buddhism. The degenerate half-Hinduized Maghs had, in the meantime, adopted Hindu and Muhammadan names and titles. They had entirely forgotten the Mahayana doctrines of Buddhism, which their ancestors followed. The modern Maghs have no idea of the goddess Phra Tara and do not worship her, though she has been given by the Chittagong Hindus a place a little outside their pantheon, is propitiated by them with animal sacrifices, and is worshipped under the name of Magheswari, the goddess of the Maghs. The Brahmins of Chittagong now identify her with the goddess Kali, in the form in which, according to them, she was known in Magadha, and call her Magadheswari. The earlier headquarters of the Chittagong Buddhists were at Mahamuni in Pahartali and the later ones at Ramu."
It may be added that, according to the Buddhists, the name Chittagong is a corruption of Chaitya-kyauung or Chaitya-gram, i.e., the land of chaityas, and that recently a large image of Buddha was unearthed from the Rangmahal hill in the centre of the town, on which the General Hospital stands. This image appears to be of a Burmese type, and was probably brought to Chittagong during the rule of the Arakan kings; it has now been assigned a place in the Buddhist temple in the town.
Buddhism is still a living religion in the south and east of Chittagong among the Baruā Maghs, though they have adopted some Hindu customs and ceremonies. These Baruā Maghs also call themselves Rājbansis or scions of the royal race, because they claim to be descended from the kings of Arakan who migrated from Magadha, the modern South Bihar. The name Magh is said to be derived from that of the country of their origin, and even the most illiterate Maghs call themselves Magadha Kshattriya on the ground that their ancestors were Kshattriya princes of Magadha.
They date back their residence in Chittagong to the time of confusion and anarchy following the death of Sri Sudhamma, king of Arakan, in 1638, when one of his ministers Narapati (Nga Ra Padi) usurped the throne and put to death several nobles and members of the royal family. According to the Mahārājāwang, "during these troubled times, the son of Sri Sudhamma, Nga Tun Khin, made his escape from the town and lived in the wilderness; and certain members of the royal family and other nobles left for Kantha, a place in Chittagong, and settled down there. Of the 100,000 guards who were stationed in Myohammy, 50,000 deserted the king and left the capital, taking with them Nga Lut Rōn, who was then a priest, and settled down in Kantha under Nga Tun Khin. Then the Kātās called the governor of Kantha the king of Mramagri." The Baruā (i.e., great) Maghs claim descent from these immigrants and are still called by the Arakanese Mramagri or great Maghs, a word which is a corruption of Brahmagri (Mrama or Brahma, i.e., the first inhabitants of the world, a term applied to the inhabitants of Burma by the Aryan settlers, and gri, i.e., great).
When Chittagong was annexed to the Maghal Empire in 1666, many of the Maghs left Chittagong and took refuge in Arakan. Those who remained in Chittagong were separated from their co-religionists, and in course of time adopted many Hindu customs. But about 40 or 50 years ago a great Buddhist priest of Arakan, generally known by the title Sangha Rāja, landed at Chittagong on his return journey from Bodh Gaya, and subsequently visited Chittagong three or four times, with the object of reclaiming the Maghs and inculcating a purer form of Buddhism. Through his exertions they began to give up the practices which they had borrowed from their Hindu neighbours; and the reformation which he commenced was continued by the Punyachari Dhammadhari, a member of the Baruā Magh community, more commonly known by the name Chandra Mohan Thākur.
Before the reformation effected by Sangha Rajś, the Baruās used to worship many of the Hindu deities, and in some villages the more ignorant still carry on the worship of the planet Sani or Saturn, of Lakshmi, Durgā and Saraswati, of Aswini Kumār or Katyanbrat, who is invoked by them in the hope of offspring on the first day of Kārtik, and of Satyanārāyan or Satyapir, who is worshipped in order to avert disease from their cattle. Gunnak Brāhmans or astrologers officiate at the Sani Pūjā, while the other ceremonies are conducted by the Baruās themselves, the Buddhist priests not taking any part in them. In these ceremonies flowers, fruit, uncooked rice, molasses, sugar, etc., are offered; goats also were formerly sacrificed in the Hindu Kalibāri. No image is made of the deities, who are represented by an earthen or metal pot, filled with water and covered with a mango twig. They also used to sacrifice she-goats and make offerings to Magadheshwari, a special spot, called sebākhola, on the outskirts of the village being reserved for this purpose; no image, however, was made and no priest officiated. It may be noted here that the worship of this goddess is not in vogue in any other district, except Noākhāli and the south of Tippera, even among the Hindus; and it is said that it must have originated with the Maghs, the sacrifice of she-goats being repugnant to Hindu religion. The Baruās of the present day have almost entirely given up these practices, as they are advancing in the knowledge of the tenets of their religion. The educated class have now formed a Buddhist Association with the object of introducing a purer form of Buddhism and of improving their social condition. In imitation of the Hindu Hari Sankirtan, they commenced about ten years ago the singing of Buddha Sankirtan to the sound of cymbals.
While the Maghs have adopted some observances of the Hindus, they have failed to imitate them in other respects. Thus they eschew beef, which they consider impure, but eat fowl and pork; and there is no distinction of caste among them. At the same time, they have influenced the Hindus to a certain extent. The local Hindus light candles and present pice before the image of Buddha in the temples at Mahāmuni, Thogarpuni and Chakrasāla. It is admitted, moreover, by the Hindus themselves that the worship of the goddess Magadheshwari has been adopted by them from the Maghs.
The Buddhist priests are called Bhikshus or more commonly Thākurs, and by the Hindus and Muhammadans Raulis (Rahinda or Arhat). They shave their heads and wear garments coloured
yellow and stitched with ninety pieces of cloth. Their under-clothing consists of a piece of cloth, also composed of several patches, which they wear loose. They are prohibited from taking any food or drink after noon except water, tea, betel-nut and tobacco, and from making up their beds from the full moon of Ashārh to the full moon of Aswin. Every Baruā has to be initiated and to live as a Sāmanera (Srāmana) or novice for at least seven days, and some of them also take vows to be a member of the priestly order for some years after the period following their initiation. When any priest returns to his home after giving up his yellow robe, he can marry and is then called a Lothak. The priests do not live in their homes, but in the kyaungs or monasteries which are maintained in almost every Baruā village at the cost of the villagers. There the priest not only performs the daily worship, but also teaches the boys of the village and gives them religious instruction.
There are four orders of priests in this district, viz., (1) Mahāthero or Mhātechera (Sans. Mahāsthavira), (2) Kame-thero or Kamechera (Sans. Kamasthavira), (3) Panjyang or Upasamada, and (4) Maisang or Sūmanera (Sans. Srāmana). The Sāmanera or novice is in the lowest order of priesthood, and when he attains the age of twenty and acquires sufficient knowledge of the Buddhist scriptures, he is elevated to the higher order of Panjyang. The promotion to each order is decided by an assembly of priests; and a Mahāthero or a priest of the highest order cannot revert to the position of a householder.
The Baruās celebrate four great festivals during the year. Festivals Baisakhi Pūrṇimā or the full moon of the month of Baisakh is the most sacred day to the Buddhists, as the three most important events in the life of Buddha took place on it, viz., his birth, his attainment of Buddhahood, and his Pari-nirvāna. Ashāri Pūrṇimā or the full moon of Ashārh marks the commencement of the Buddhist Lent, which lasts for three months. This period commemorates the three months of the rainy season which Buddha spent not in wandering and preaching, but in meditation and in giving instruction to his disciples. The Buddhist monks accordingly follow his example and live in a vihāra or monastery giving religious instruction to the people. The third great festival is Aswini Pūrṇimā or full moon of Aswin, when that period ends; and the fourth is the Chaitra Sankrānti. This day and the first day of the Bengali new year are days of great rejoicing and are celebrated by religious observances. Besides these, all days
on which there is a full moon or new moon, and the 8th and 14th days of the moon, are regarded as holidays. On all these occasions the Baruās go to the temples and vihāras in their best attire, offer flowers to the images of Buddha, light candles before them, and receive religious instruction from their priests. These offerings are accompanied by feasts given to the priests and alms distributed among the poor.
After death, the bodies of adults are burnt, but children below the age of five years are buried. When any rich or influential person or a priest dies, the corpse is not immediately cremated. It is enclosed in a coffin called atong, which is put on a wheeled vehicle called a ratha (chariot) with images of ducks (called hansa-hansi) at both ends. Long ropes are tied at each end, and the assembled people divide into two sides and pull at the ropes, each party trying to drag the bier over to them. One party represents the angels of Heaven and the opposite one the Jamadut or guardians of Hell; and it is arranged that the party of angels must just win. The corpse is then taken and placed on the funeral pyre. Here the assembled people hear Mangal Sūtra recited, and themselves recite the Pancha Sila dictated by the priest, who also delivers a homily about the vanity of the world. The fire is then lit by a son of the deceased.
All persons resident in the same quarter are burnt in the same spot, except priests and rich men, for whom a zedi is erected. This is a masonry structure, resembling a temple in shape, erected over the place of cremation. A vacant space is left within it, and on an auspicious day a small image of Buddha is placed in the niche. Gold, silver and cloth are put in front of it, after certain sūtras have been repeated, and the opening is then closed up with bricks. The sons and widows of the deceased abstain from taking meat for seven days, and on the 7th day after cremation the srāddha or karma ceremony of the deceased takes place. On that day the sons are shaved, and a bamboo pole, with a flag on it, is erected on the cremation ground; certain sūtras are dictated by the priests, and food, brass utensils and clothes are offered, in order to release the deceased from his pretajoni or spirit life. Pindas or funeral cakes of cooked rice are also offered, and a feast is given to which the priests and neighbours are invited. This ceremony is repeated on the 15th day after cremation, and then every month for one year, and after that annually.
The death of a pregnant woman is considered a great calamity; it is believed that her soul becomes a ghost, and for its redemption the offering of pindas at Bodh Gayā is necessary.
Such women are not burnt with the foetus; the latter is taken out of the womb and buried, and the corpse is then cremated.
The Baruās believe in spirits and ghosts; persons who die unnatural deaths are supposed to become ghosts, and for this reason the relations of the deceased offer pindas at Bodh Gayā. They resort to exorcism, especially when any one is believed to have fallen ill owing to the influence of an evil spirit. The afflicted person is made to sit before the ojhā or exorcist holding a jaba flower in both hands. The ojhā then murmurs some mantras, and after some minutes the possessed person commences to shake his head and hands, and gets a fit; at this juncture the ojhā loudly chants some spells, beating time by striking a gong or brass dish. Questions are then put to the afflicted person, enquiring the nature of the evil spirit and the means by which it may be expelled. When the medium becomes tired, the ojhā stops his work for that day, and repeats the process again the next day, and continues it for five or six days, until the answers to his questions are considered satisfactory or the victim recovers. In cases of a less serious nature, amulets or charms are given to the afflicted persons to wear on their body, and charms or medicines are sometimes buried round the compound of the haunted place or affixed in the house. In case of epidemic disease the Baruās sing Buddha Sankirtan, and in case of cattle disease Satyapir is worshipped.
There are several temples of special sanctity, at which annual fairs are held—in some on the Māghī Pūrnimā day (the full moon of the month of Māgh) and in others on the Phālguni Pūrnimā, Bishuva Sankrānti and Baisākhi Pūrnimā. On these occasions they light candles in the temples and present clothes and money before the image of Buddha; some Hindus and Muhammadans even do the same. The Chakmās and other hill tribes also present their offerings and hang up long flags, especially at the Mahāmuni temple in village Pahārtali, which is more easily accessible to them than other shrines; here the fair is held day and night for seven days and sometimes more. This village contains three temples, with large images of Buddha, two of which belong to the Baruās and the third to the Mong Rājā, a hill chief in the Hill Tracts. The shrine of Pharachin at Chakrasālā has especial sanctity, because it is believed that Buddha left his footprint there; and the Chandranāth hill is sacred both because the Maghs revere a footprint of Buddha traced on a stone lying behind the temple, and also because a Buddhist temple once stood there.
The following is a list of the principal Buddhist temples and of the fairs held at them; the first three are in thāna Rāojān and the remainder in thāna Patiyā:
| Place | Name of temple | Date of fair |
|------------------------|-------------------------------------|-----------------------|
| Pahārtali | (1) Mahāmuni | Bishuva Sankrānti |
| | (2) Sūkyamuni | Ditto |
| | (3) Chandamuni | |
| Rangoniā | Sākyamuni | Ditto |
| Dabuā | Chulamuni (Sāra, Churāmani) | Māghī Pūrṇimā |
| Bagahara or Thegarpuni | Buragesain | Ditto |
| Haidgāon in Chakrasilā | Pharachin | Bishuva Sankrānti |
| Uninepāra | Buddha Pada | Phālguni Pūrṇimā |
| Alha or Baidyapāra | Sākyasingha | Baṇākhī Puruimā | | <urn:uuid:7ff94708-f41a-4480-babf-d0e1520f56ff> | CC-MAIN-2019-09 | http://networkmyanmar.org/ESW/Files/Extract-1908-Chittagong-Gazetteer.pdf | 2019-02-19T08:20:57Z | crawl-data/CC-MAIN-2019-09/segments/1550247489729.11/warc/CC-MAIN-20190219081639-20190219103639-00004.warc.gz | 190,698,806 | 14,773 | eng_Latn | eng_Latn | 0.960072 | eng_Latn | 0.99823 | [
"fin_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
147,
2354,
5041,
8072,
10769,
13378,
16029,
18654,
21285,
23932,
26576,
29302,
31906,
34594,
37218,
40035,
42807,
44607,
46630,
49272,
51820,
54408,
56999,
59681,
62283,
63427
] | [
2.96875,
2.671875
] | 1 | 0 |
TOP NOTCH 1B
THIRD EDITION
with WORKBOOK
JOAN SASLOW
ALLEN ASCHER
PEARSON
ALWAYS LEARNING
TOP NOTCH 1B
THIRD EDITION
ENGLISH FOR TODAY’S WORLD
with Workbook
JOAN SASLOW
ALLEN ASCHER
With Top Notch Pop Songs and Karaoke
by Rob Morsberger
www.pardistalk.ir/library
## Contents
Learning Objectives for 1A and 1B .................................................. iv
To the Teacher ........................................................................ viii
Components ........................................................................... ix
About the Authors ................................................................ xi
**UNIT 6** Staying in Shape ................................................................. 62
**UNIT 7** On Vacation .................................................................... 74
**UNIT 8** Shopping for Clothes ....................................................... 86
**UNIT 9** Taking Transportation ..................................................... 98
**UNIT 10** Spending Money .......................................................... 110
Reference Charts ...................................................................... 122
Grammar Booster ...................................................................... 132
Writing Booster ......................................................................... 145
*Top Notch Pop* Lyrics ............................................................... 149
Pronunciation Table .................................................................. 151
**WORKBOOK**
**UNIT 6** .................................................................................. W50
**UNIT 7** .................................................................................. W60
**UNIT 8** .................................................................................. W69
**UNIT 9** .................................................................................. W77
**UNIT 10** ............................................................................... W85
## LEARNING OBJECTIVES
Top *Notch 1* learning objectives are designed for false beginners. They offer a rigorous review and an expansion of key beginning concepts as well as a wealth of new and challenging material.
| UNIT | COMMUNICATION GOALS | VOCABULARY | GRAMMAR |
|------|-------------------------------------------------------------------------------------|----------------------------------------------------------------------------|------------------------------------------------------------------------|
| 1 | Getting Acquainted | • Meet someone new
• Identify and describe people
• Provide personal information
• Introduce someone to a group | • Formal titles
• Positive adjectives to describe people
• Personal information
• Countries and nationalities | • Information questions with be: Review
• Contractions
• Modification with adjectives: Review
• Positive adjectives
• Yes / no questions and short answers with be: Review
**GRAMMAR BOOSTER**
• Information questions with be: usage and form
• Possessive nouns and adjectives
• Verb be: usage and form
• Short answers with be: common errors |
| 2 | Going Out | • Accept or decline an invitation
• Express locations and give directions
• Make plans to see an event
• Talk about musical tastes | • Music genres
• Entertainment and cultural events
• Locations and directions | • Prepositions of time and place; Questions with When, What time, and Where: Review
• Contractions
**GRAMMAR BOOSTER**
• Prepositions of time and place: usage rules
• Would like for preference: review and expansion |
| 3 | The Extended Family | • Report news about relationships
• Describe extended families
• Compare people
• Discuss family cultural traditions | • The extended family
• Relationships and marital status
• Other family relationships
• Similarities and differences | • The simple present tense: Review
• Spelling exceptions
• Contractions
• The simple present tense—information questions: Review
**GRAMMAR BOOSTER**
• The simple present tense: usage and form
• Information questions in the simple present tense: form questions with who, common errors |
| 4 | Food and Restaurants | • Ask for a restaurant recommendation
• Order from a menu
• Speak to a server and pay for a meal
• Discuss food and health | • Parts of a meal
• Categories of food
• Degrees of hunger
• Communicating with a waiter or waitress
• Adjectives to describe the healthfulness of food | • There is and there are with count and non-count nouns; Anything and nothing
• Definite article the
**GRAMMAR BOOSTER**
• Non-count nouns: expressing quantities
• Some and any
• Questions with How much and How many
• Words that can be count nouns or non-count nouns
• Plural count nouns: spelling rules
• Non-count nouns: categories and verb agreement |
| 5 | Technology and You | • Recommend a brand or model
• Express sympathy for a problem
• Complain when things don’t work
• Describe features of products | • Electronic devices
• Replacing products
• Positive descriptions
• Collocations for using electronic devices
• Activities
• Ways to sympathize
• Negative descriptions
• Household appliances and machines
• Ways to state a problem
• Features of manufactured products | • The present continuous: Review
**GRAMMAR BOOSTER**
• The present continuous: spelling rules for the present participle
• The present continuous: rules for forming statements
• The present continuous: rules for forming questions |
| CONVERSATION STRATEGIES | LISTENING / PRONUNCIATION | READING | WRITING |
|-------------------------|---------------------------|---------|---------|
| Begin responses with a question to confirm
Use Let’s to suggest a course of action
Ask personal questions to indicate friendliness
Intensify an informal answer with sure | Listening Skills
- Listen for details
- Infer information
Pronunciation
- Intonation of questions | Texts
- An enrollment form
- Personal profiles
- A photo story
Skills/strategies
- Infer information
- Scan for facts | Task
- Write a description of a classmate
WRITING BOOSTER
- Capitalization |
| “Use Would you like to go?” to make an invitation
Repeat with rising intonation to confirm information
Provide reasons to decline an invitation
Use Too bad to express disappointment
Use Thanks, anyway to acknowledge an unsuccessful attempt to help | Listening Skills
- Listen for key details
- Draw conclusions
- Listen for details
- Listen for locations
Pronunciation
- Rising intonation to confirm information | Texts
- A music website
- An entertainment events page
- Authentic interviews
- A survey of musical tastes
- A photo story
Skills/strategies
- Interpret maps and diagrams
- Confirm content
- Make personal comparisons | Task
- Write about oneself and one’s musical tastes
WRITING BOOSTER
- The sentence |
| Use Actually to introduce a topic
Respond to good news with Congratulations!
Respond to bad news with I’m sorry to hear that
Use Thanks for asking to acknowledge an inquiry of concern
Use Well to introduce a lengthy reply
Ask follow-up questions to keep a conversation going | Listening Skills
- Listen to classify
- Listen to infer
- Listen to identify similarities and differences
- Listen to take notes
- Listen for details
Pronunciation
- Linking sounds | Texts
- Family tree diagrams
- A self-help website
- A survey about adult children
- A photo story
Skills/strategies
- Interpret a diagram
- Confirm facts
- Infer information | Task
- Make a Venn diagram
- Compare two people in a family
WRITING BOOSTER
- Combining sentences with and or but |
| Use Could you . . . ? to make a polite request
Use Sure to agree to a request
Clarify a request by asking for more specific information
Indicate a sudden thought with Actually
Use I’ll have to order from a server
Increase politeness with please | Listening Skills
- Listen to take notes
- Listen to predict
- Infer the location of a conversation
Pronunciation
- The before consonant and vowel sounds | Texts
- Menus
- A nutrition website
- A photo story
Skills/strategies
- Interpret a map
- Understand from context
- Infer information | Task
- Write a short article about food for a travel blog
WRITING BOOSTER
- Connecting words and ideas: and or in addition |
| Use Hey or How’s it going for an informal greeting
Use What about . . . ? to offer a suggestion
Use Really? to indicate surprise
Use You know to introduce a topic
Express sympathy when someone is frustrated | Listening Skills
- Infer meaning
- Listen to predict
- Listen for details
- Listen to classify
Pronunciation
- Intonation of questions | Texts
- Newspaper advertisements
- An online review for a product
- A photo story
Skills/strategies
- Understand from context
- Activate language from a text | Task
- Write a review of a product
WRITING BOOSTER
- Placement of adjectives: before nouns and after the verb be |
www.pardistalk.ir/library
| COMMUNICATION GOALS | VOCABULARY | GRAMMAR |
|------------------------------------------------------------------------------------|----------------------------------------------------------------------------|-------------------------------------------------------------------------|
| • Plan an activity with someone | • Physical activities | • Can and have to |
| • Talk about habitual activities and future plans | • Places for sports and exercise | • The present continuous and the simple present tense: Review |
| • Discuss fitness and eating habits | • Frequency adverbs | |
| • Describe your routines | | **GRAMMAR BOOSTER** |
| | | • Can and have to: form and common errors |
| | | • Can and have to: information questions |
| | | • Can and be able to: present and past forms |
| | | • The simple present tense: non-action verbs |
| | | • The simple present tense: placement of frequency adverbs |
| | | • Time expressions |
| **UNIT 6** | | |
| Staying in Shape | | |
| PAGE 62 | | |
| • Greet someone arriving from a trip | • Adjectives to describe trips | • The past tense of be: Review |
| • Ask about someone’s vacation | • Intensifiers | • Contractions |
| • Discuss vacation preferences | • Decline and accept help | • The simple past tense: Review |
| • Describe good and bad vacation experiences | • Adjectives for vacations | • Regular and irregular verb forms |
| **UNIT 7** | | **GRAMMAR BOOSTER** |
| On Vacation | | • The past tense of be: form |
| PAGE 74 | | • The simple past tense: spelling rules for regular verbs |
| | | • The simple past tense: usage and form |
| • Shop and pay for clothes | • Clothes and clothing departments | • Uses of object pronouns |
| • Ask for a different size or color | • Types of clothing and shoes | • Subject and object pronouns |
| • Navigate a mall or department store | • Formal clothes | • Comparative adjectives |
| • Discuss clothing do’s and don’ts | • Clothing that comes in “pairs” | **GRAMMAR BOOSTER** |
| | • Store departments | • Direct objects: usage |
| | • Clothing sizes | • Indirect objects: usage rules and common errors |
| | • Interior store locations and directions | • Comparative adjectives: spelling rules |
| **UNIT 8** | | |
| Shopping for Clothes | | |
| PAGE 86 | | |
| • Discuss schedules and buy tickets | • Kinds of tickets and trips | • Modals should and could |
| • Book travel services | • Ways to express disappointment | • Be going to + base form to express the future: Review |
| • Understand airport announcements | • Travel services | **GRAMMAR BOOSTER** |
| • Describe transportation problems | • Airline passenger information | • Modals can, could, and should: meaning, form, and common errors |
| | • Some flight problems | • Expansion: future actions |
| **UNIT 9** | | |
| Taking Transportation | | |
| PAGE 98 | | |
| • Ask for a recommendation | • Financial terms | • Superlative adjectives |
| • Bargain for a lower price | • How to bargain | • Irregular forms |
| • Discuss showing appreciation for service | • How to describe good and bad deals | • Too and enough |
| • Describe where to get the best deals | | **GRAMMAR BOOSTER** |
| | | • Comparative and superlative adjectives: usage and form |
| | | • Intensifiers very, really, and too |
Countries and nationalities / Non-count nouns / Irregular verbs ........................................... page 122
Grammar Booster .......................................................................................................................... page 132
Writing Booster ............................................................................................................................ page 145
Top Notch Pop Lyrics ..................................................................................................................... page 149
Pronunciation Table ....................................................................................................................... page 151
| CONVERSATION STRATEGIES | LISTENING / PRONUNCIATION | READING | WRITING |
|-------------------------|---------------------------|--------|---------|
| • Use *Why don’t we . . .?* to suggest an activity
• Say *Sorry, I can’t* to apologize for turning down an invitation
• Provide a reason with *have to* to decline an invitation
• Use *Well, how about . . .?* to suggest an alternative
• Use *How come?* to ask for a reason
• Use a negative question to confirm information | **Listening Skills**
- Listen to activate grammar
- Listen for main ideas
- Listen for details
- Apply and personalize information
**Pronunciation**
- *Can / can’t*
- Third-person singular *-s*: Review | **Texts**
- A bar graph
- A fitness survey
- A magazine article
- A photo story
**Skills/strategies**
- Interpret a bar graph
- Infer information
- Summarize | **Task**
- Write about one’s exercise and health habits
**WRITING BOOSTER**
- Punctuation of statements and questions |
| • Say *Welcome back!* to indicate enthusiasm about someone’s return from a trip
• Acknowledge someone’s interest with *Actually*
• Decline an offer of assistance with *It’s OK. I’m fine.*
• Confirm that an offer is declined with *Are you sure?*
• Use *Absolutely* to confirm a response
• Show enthusiasm with *No kidding!* and *Tell me more.* | **Listening Skills**
- Listen for main ideas
- Listen for details
- Infer meaning
**Pronunciation**
- The simple past tense ending: Regular verbs | **Texts**
- Travel brochures
- Personal travel stories
- A vacation survey
- A photo story
**Skills/strategies**
- Activate language from a text
- Identify supporting details
- Support an opinion
- Draw conclusions | **Task**
- Write a guided essay about a vacation
**WRITING BOOSTER**
- Time order |
| • Use *Excuse me* to indicate you didn’t understand or couldn’t hear
• Use *Excuse me* to begin a conversation with a clerk
• Follow a question with more information for clarification
• Acknowledge someone’s assistance with *Thanks for your help*
• Respond to gratitude with *My pleasure* | **Listening Skills**
- Infer the appropriate location
- Understand locations and directions
**Pronunciation**
- Contrastive stress for clarification | **Texts**
- An online clothing catalogue
- Simple and complex diagrams and plans
- A travel article
- A personal opinion survey
- A photo story
**Skills/strategies**
- Identify supporting details
- Paraphrase
- Apply information | **Task**
- Write a letter or e-mail explaining what clothes to pack
**WRITING BOOSTER**
- Connecting ideas with *because* and *since* |
| • Use *I’m sorry* to respond with disappointing information
• Use *Well* to introduce an alternative
• Use *I hope so* to politely respond to an offer of help
• Use *Let me check* to buy time to get information | **Listening Skills**
- Infer the type of travel service
- Understand public announcements
- Listen for details
- Use reasoning to evaluate statements of fact
**Pronunciation**
- Intonation for offering alternatives | **Texts**
- Transportation schedules
- Public transportation tickets
- Arrival and departure boards
- Magazine and newspaper articles
- A photo story
**Skills/strategies**
- Make decisions based on schedules and needs
- Critical thinking | **Task**
- Write about two different trips, one past trip and one future trip
**WRITING BOOSTER**
- The paragraph |
| • Use *Well* to connect an answer to an earlier question
• Use *How about . . .?* to make a financial offer
• Use *OK* to indicate that an agreement has been reached | **Listening Skills**
- Listen for key details
- Listen for main ideas
- Listen for details
**Pronunciation**
- Rising intonation for clarification | **Texts**
- A travel guide
- Product ads
- A magazine article
- Personal travel stories
- A photo story
**Skills/strategies**
- Classify information
- Draw conclusions
- Apply information | **Task**
- Write a guide to your city, including information on where to stay, visit, and shop
**WRITING BOOSTER**
- Connecting contradictory ideas: even though, however, on the other hand |
www.pardistalk.ir/library
What is *Top Notch*? *Top Notch* is a four-level communicative course that prepares adults and young adults to interact successfully and confidently with both native and non-native speakers of English.
The goal of *Top Notch* is to make English unforgettable through:
- Multiple exposures to new language
- Numerous opportunities to practice it
- Deliberate and intensive recycling
The *Top Notch* course has two beginning levels—*Top Notch Fundamentals* for true beginners and *Top Notch 1* for false beginners. *Top Notch* is benchmarked to the Global Scale of English and is tightly correlated to the Can-do Statements of the Common European Framework of Reference.
Each full level of *Top Notch* contains material for 60–90 hours of classroom instruction.
**NEW** This third edition of *Top Notch* includes these new features: Extra Grammar Exercises, digital full-color Vocabulary Flash Cards, Conversation Activator videos, and Pronunciation Coach videos.
**Award-Winning Instructional Design**
**Daily confirmation of progress**
Each easy-to-follow two-page lesson begins with a clearly stated practical communication goal closely aligned to the Common European Framework’s Can-do Statements. All activities are integrated with the goal, giving vocabulary and grammar meaning and purpose. Now You Can activities ensure that students achieve each goal and confirm their progress in every class session.
**Explicit vocabulary and grammar**
Clear captioned picture-dictionary illustrations with accompanying audio take the guesswork out of meaning and pronunciation. Grammar presentations containing both rules and examples clarify form, meaning, and use. The unique Recycle this Language feature continually puts known words and grammar in front of students’ eyes as they communicate, to make sure language remains active.
**High-frequency social language**
Twenty memorable conversation models provide appealing natural social language that students can carry “in their pockets” for use in real life. Rigorous controlled and free discussion activities systematically stimulate recycling of social language, ensuring that it’s not forgotten.
**Linguistic and cultural fluency**
*Top Notch* equips students to interact with people from different language backgrounds by including authentic accents on the audio. Conversation Models, Photo Stories, and cultural fluency activities prepare students for social interactions in English with people from unfamiliar cultures.
**Active listening syllabus**
All Vocabulary presentations, Pronunciation presentations, Conversation Models, Photo Stories, Listening Comprehension exercises, and Readings are recorded on the audio to help students develop good pronunciation, intonation, and auditory memory. In addition, approximately fifty carefully developed listening tasks at each level of *Top Notch* develop crucial listening comprehension skills such as listen for details, listen for main ideas, listen to activate vocabulary, listen to activate grammar, and listen to confirm information.
We wish you and your students enjoyment and success with *Top Notch 1*. We wrote it for you.
Joan Saslow and Allen Ascher
*Top Notch* is the recipient of the Association of Educational Publishers’ Distinguished Achievement Award.
Maximize the impact of your *Top Notch* lessons. This digital tool provides an interactive classroom experience that can be used with or without an interactive whiteboard (IWB). It includes a full array of digital and printable features.
**For class presentation . . .**
- **NEW** Conversation Activator videos: increase students’ confidence in oral communication
- **NEW** Pronunciation Coach videos: facilitate clear and fluent oral expression
- **NEW** Extra Grammar Exercises: ensure mastery of grammar
- **NEW** Digital Full-Color Vocabulary Flash Cards: accelerate retention of new vocabulary
**PLUS**
- Clickable Audio: instant access to the complete classroom audio program
- *Top Notch Pop* Songs and Karaoke: original songs for additional language practice
**For planning . . .**
- A Methods Handbook for a communicative classroom
- Detailed timed lesson plans for each two-page lesson
- Complete answer keys, audio scripts, and video scripts
**For extra support . . .**
- Hundreds of extra printable activities, with teaching notes
- *Top Notch Pop* language exercises
**For assessment . . .**
- Ready-made unit and review achievement tests with options to edit, add, or delete items.
---
**Workbook**
Lesson-by-lesson written exercises to accompany the Student’s Book
**Full-Course Placement Tests**
**Teacher’s Edition and Lesson Planner**
- Detailed interleaved lesson plans, language and culture notes, answer keys, and more
- Also accessible in digital form in the ActiveTeach
www.pardistalk.ir/library
ABOUT THE AUTHORS
Joan Saslow
Joan Saslow has taught in a variety of programs in South America and the United States. She is author or coauthor of a number of widely used courses, some of which are Ready to Go, Workplace Plus, Literacy Plus, and Summit. She is also author of English in Context, a series for reading science and technology. Ms. Saslow was the series director of True Colors and True Voices. She has participated in the English Language Specialist Program in the U.S. Department of State’s Bureau of Educational and Cultural Affairs.
Allen Ascher
Allen Ascher has been a teacher and teacher trainer in China and the United States, as well as academic director of the intensive English program at Hunter College. Mr. Ascher has also been an ELT publisher and was responsible for publication and expansion of numerous well-known courses including True Colors, NorthStar, the Longman TOEFL Preparation Series, and the Longman Academic Writing Series. He is coauthor of Summit, and he wrote the “Teaching Speaking” module of Teacher Development Interactive, an online multimedia teacher-training program.
Ms. Saslow and Mr. Ascher are frequent presenters at professional conferences and have been coauthoring courses for teens, adults, and young adults since 2002.
AUTHORS’ ACKNOWLEDGMENTS
The authors are indebted to these reviewers, who provided extensive and detailed feedback and suggestions for Top Notch, as well as the hundreds of teachers who completed surveys and participated in focus groups.
Manuel Wilson Alvarado Miles, Quito, Ecuador • Shirley Ando, Otemae University, Hyogo, Japan • Vanessa de Andrade, CCBEU Inter Americano, Curitiba, Brazil • Miguel Arrazola, CBA, Santa Cruz, Bolivia • Mark Barta, Proficiency School of English, São Paulo, Brazil • Edwin Bello, PROULEX, Guadalajara, Mexico • Mary Blum, CBA, Cochabamba, Bolivia • Maria Elizabeth Boccia, Proficiency School of English, São Paulo, Brazil • Pamela Cristina Borja Baltán, Quito, Ecuador • Eliana Anabel L. Buccia, AMICANA, Mendoza, Argentina • José Humberto Calderón Díaz, CALUSAC, Guatemala City, Guatemala • María Teresa Calienes Csikre, Idiomas Católica, Lima, Peru • Esther María Carbo Morales, Quito, Ecuador • Jorge Washington Cárdenas Castillo, Quito, Ecuador • Eréndira Yadira Carrera García, UVM Chapultepec, Mexico City, Mexico • Viviane de Cássia Santos Carlini, Spectrum Line, Pouso Alegre, Brazil • Centro Colombo Americano, Bogota, Colombia • Güven Çiftci, Fatih University, Istanbul, Turkey • Diego Cisneros, CBA, Tarjia, Bolivia • Paul Crook, Meisei University, Tokyo, Japan • Alejandra Díaz Loo, El Cultural, Arequipa, Peru • Jesús G. Diaz Osio, Florida National College, Miami, USA • María Eid Ceneviva, CBA, Bolivia • Amalia Elvira Rodríguez Espinoza De Los Monteros, Guayaquil, Ecuador • María Angelia Estrada Vásquez, CALUSAC, Guatemala City, Guatemala • John Fieldedly, College of Engineering, Nihon University, Aizuwakamatsu-shi, Japan • Marleni Humbelina Flores Urízar, CALUSAC, Guatemala City, Guatemala • Gonzalo Fortune, CBA, Sucre, Bolivia • Andrea Fredricks, Embassy CES, San Francisco, USA • Irma Gallegos Peláez, UVM Tlalpan, Mexico City, Mexico • Alberto Gamarra, CBA, Santa Cruz, Bolivia • María Amparo García Peña, ICPNA Cusco, Peru • Amanda Gillis-Furutaka, Kyoto Sangyo University, Kyoto, Japan • Martha Angelina González Párraga, Guayaquil, Ecuador • Octavio Gorduno Ruiz • Ralph Grayson, Idiomas Católica, Lima, Peru • Murat Gultekin, Fatih University, Istanbul, Turkey • Oswaldo Gutiérrez, PROULEX, Guadalajara, Mexico • Ayaka Hashinishi, Otemae University, Hyogo, Japan • Alma Lorena Hernández de Armas, CALUSAC, Guatemala City, Guatemala • Kent Hill, Seigakuin University, Saitama-ken, Japan • Kayoko Hirao, Nichii Gakkun Company, COCO Juku, Japan • Jesse Huang, National Central University, Taoyuan, Taiwan • Eric Charles Jones, Seoul University of Technology, Seoul, South Korea • Jun-Chen Kuo, Tajen University, Pingtung, Taiwan • Susan Krieger, Embassy CES, San Francisco, USA • Ana Maria de la Torre Ugarte, ICPNA Chilcayo, Peru • Erin Lemaistre, Chung-Ang University, Seoul, South Korea • Eleanor S. Leu, Soochow University, Taipei, Taiwan • Yihui Li (Stella Li), Fooyin University, Kaohsiung, Taiwan • Chin-Fan Lin, Shih Hsin University, Taipei, Taiwan • Linda Lin, Tatung Institute of Technology, Taiwan • Kristen Lindblom, Embassy CES, San Francisco, USA • Patricio David López Logacho, Quito, Ecuador • Diego López Tasara, Idiomas Católica, Lima, Peru • Neil Macleod, Kansai Gaidai University, Osaka, Japan • Adriana Marcés, Idiomas Católica, Lima, Peru • Robyn McMurray, Pusan National University, Busan, South Korea • Paula Medina, London Language Institute, London, Canada • Juan Carlos Muñoz, American School Way, Bogotá, Colombia • Noriko Mori, Otemae University, Hyogo, Japan • Adrián Esteban Narváez Pacheco, Cuenca, Ecuador • Tim Newfields, Tokyo University Faculty of Economics, Tokyo, Japan • Ana Cristine Ochoa, CCBEU Inter Americano, Curitiba, Brazil • Tania Elizabeth Ortega Santacruz, Cuenca, Ecuador • Martha Patricia Páez, Quito, Ecuador • Maria de Lourdes Pérez Valdespino, Universidad del Valle de México, Mexico • Wahrena Elizabeth Pfeister, University of Suwan, Gyeonggi-Do, South Korea • Wayne Allen Pfeister, University of Suwan, Gyeonggi-Do, South Korea • Andrea Rebonato, CCBEU Inter Americano, Curitiba, Brazil • Thomas Robb, Kyoto Sangyo University, Kyoto, Japan • Mehran Sabet, Seigakuin University, Saitama-ken, Japan • Majid Safadaran Mosazadeh, ICPNA Chilcayo, Peru • Timothy Samuelson, BridgeEnglish, Denver, USA • Héctor Sánchez, PROULEX, Guadalajara, Mexico • Mónica Alexandra Sánchez Escalante, Quito, Ecuador • Jorge Mauricio Sánchez Montalván, Quito, Universidad Politécnica Salesiana (UPS), Ecuador • Letícia Santos, ICBEU Ibáç, Brazil • Elena Sapp, INTO Oregon State University, Corvallis, USA • Robert Sheridan, Otemae University, Hyogo, Japan • John Eric Sherman, Hong Ik University, Seoul, South Korea • Brooks Slaybaugh, Asia University, Tokyo, Japan • João Vitor Soares, NACC, São Paulo, Brazil • Silvia Solares, CBA, Sucre, Bolivia • Chayawan Sonchaeng, Delaware Country Community College, Media, PA • María Julia Suarez, CBA, Cochabamba, Bolivia • Elena Sudakova, English Language Center, Kiev, Ukraine • Richard Swingle, Kansai Gaidai College, Osaka, Japan • Blanca Luz Terrazas Zamora, ICPNA Cusco, Peru • Sandrine Ting, St. John’s University, New Taipei City, Taiwan • Christian Juan Torres Medina, Guayaquil, Ecuador • Raquel Torrico, CBA, Sucre, Bolivia • Jessica Ueno, Otemae University, Hyogo, Japan • Ximena Vasquez C., CBA, Tarjia, Bolivia • René Veldvíni Pereira, CBA, Santa Cruz, Bolivia • Solange Lopes Vinagre Costa, SENAC, São Paulo, Brazil • Magno Alejandro Vivar Hurtado, Cuenca, Ecuador • Dr. Wen-hsien Yang, National Kaohsiung Hospitality College, Kaohsiung, Taiwan • Juan Zárate, El Cultural, Arequipa, Peru
How many calories can you burn in one hour?
| Activity | Calories |
|---------------------------|----------|
| play basketball | 572 |
| go running | 572 |
| go swimming | 572 |
| play soccer | 501 |
| go bike riding | 500 |
| do aerobics | 429 |
| play golf | 322 |
| go walking | 250 |
| take a shower | 248 |
| lift weights | 214 |
| cook dinner | 179 |
| clean the house | 179 |
| go shopping | 164 |
| study English | 128 |
| talk on the phone | 71 |
| watch TV | 71 |
| sleep | 64 |
*Based on a person weighing 150 pounds / 68.2 kilograms
Running on a treadmill is a good way to burn calories.
A VOCABULARY • Activities Look at the graph. Then listen and repeat.
B CLASS SURVEY According to the graph, approximately how many calories do you burn every day? Find out who in your class burns more than 1,500 calories a day.
C PHOTO STORY Read and listen to people talking about playing tennis.
Lynn: Hi, Joy! What are you up to?
Joy: Lynn! How are you? I’m playing tennis, actually. In the park.
Lynn: You play tennis? I didn’t know that.
Joy: I do. About three times a week. Do you play?
Lynn: Not as much as I’d like to.
Joy: Well, why don’t we meet at the park on Saturday?
Lynn: This coming Saturday? Sorry, I can’t. I have to work. What about Sunday?
Joy: Perfect. Hey, how about your husband? Can he come, too?
Lynn: Ken? No way. He’s a total couch potato. He just watches TV and eats junk food. He’s so out of shape.
Joy: Too bad. My husband’s crazy about tennis.
Lynn: Listen. I’m on my way home right now. Let’s talk tomorrow. OK?
Joy: Terrific.
D FOCUS ON LANGUAGE Look at the underlined expressions in the Photo Story. Use the context to help you choose the correct meaning of the following sentences.
1 What are you up to?
a What are you doing?
b Where are you going?
2 Why don’t we play tennis sometime?
a Can you explain why we don’t play tennis?
b Would you like to play tennis sometime?
3 My husband is really out of shape.
a My husband doesn’t exercise.
b My husband exercises a lot.
4 I’m crazy about tennis.
a I hate tennis.
b I love tennis.
5 I’m on my way to the park.
a I’m going to the park right now.
b I’m going to go to the park this afternoon.
SPEAKING
A PERSONALIZE Look at the activities on page 62. List the activities you do . . .
| every day | every weekend | once a week | almost never | never |
|-----------|---------------|-------------|--------------|-------|
| | | | | |
B PAIR WORK Compare activities with a partner.
“‘What do you do every weekend?’”
“‘Me? I go shopping.’”
GRAMMAR Can and have to
can
Use can + the base form of a verb for possibility.
We can stay out late tonight. There are no classes tomorrow morning.
I’m too busy this afternoon. I can’t play golf.
Mona can meet us at the park, but her husband can’t.
Questions
Can you go running tomorrow at 3:00? (Yes, I can. / No, I can’t.)
have to
Use have to or has to + the base form of a verb for obligation.
I have to work late tonight.
don’t have to
She has to meet her cousin at the airport at 3:00.
doesn’t have to
Questions
Do they have to work tomorrow? (Yes, they do. / No, they don’t.)
Does he have to go to class now? (Yes, he does. / No, he doesn’t.)
Usage: When declining an invitation, use have to to provide a reason.
Sorry, I can’t. I have to work late.
GRAMMAR BOOSTER p. 132
Can and have to:
• Form and common errors
• Information questions
Can and be able to: present and past forms
A FIND THE GRAMMAR Look at the Photo Story on page 63 again. Find one statement using can’t to decline an invitation. Find one example of have to to provide a reason. Find one question using can for possibility.
B GRAMMAR PRACTICE Read the sentences carefully. Then complete each sentence with can or a form of have to.
1 I’d like to go out tonight, but we have a test tomorrow. I ........................................... study
2 Audrey ........................................... us for lunch today. She ........................................... her boss write a report.
not / meet help
3 Good news! I ........................................... late tonight. We ........................................... together at 6:00.
not / work go running
4 My sister ........................................... at the mall today. She ........................................... to the doctor.
not / go shopping go
5 Henry ........................................... to Toronto next week, so he ........................................... golf with us.
go not / play
6 Sorry, I ........................................... to aerobics class tonight. I ........................................... with my boss.
not / go meet
C GRAMMAR PRACTICE Write three questions using can and three questions using a form of have to. Then practice asking and answering the questions with a partner.
PRONUNCIATION Can / can’t
A 3:26 Read and listen to the pronunciation and stress of can and can’t. Then listen again and repeat.
/kæn/ I can call you today. /kænt/ I can’t call you tomorrow.
B 3:27 Listen to the statements and check can or can’t. Then listen again and repeat each statement.
1 □ can □ can’t 3 □ can □ can’t 5 □ can □ can’t
2 □ can □ can’t 4 □ can □ can’t 6 □ can □ can’t
CONVERSATION MODEL
A 3:28 Read and listen to two people planning an activity together.
A: Hey, Gary. Why don’t we go running sometime?
B: Great idea. When’s good for you?
A: Friday morning at 9:00?
B: Sorry, I can’t. I have to work on Friday.
A: Well, how about Sunday afternoon at 2:00?
B: That’s good for me. See you then.
B 3:29 RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner.
NOW YOU CAN Plan an activity with someone
A NOTEPADDING Write your schedule for this weekend in the daily planner. (Use page 62 for ideas.)
| | Friday | Saturday | Sunday |
|-------|----------|----------|--------|
| 9:00 | go running | visit Mom | |
Daily Planner
| Time | Friday | Saturday | Sunday |
|------|--------|----------|--------|
| 9:00 | | | |
| 11:00| | | |
| 1:00 | | | |
| 3:00 | | | |
| 5:00 | | | |
| 7:00 | | | |
B CONVERSATION ACTIVATOR Now personalize the Conversation Model with a partner, using your daily planners. Suggest an activity, a day, and a time. Then change roles.
A: Hey, ........... . Why don’t we ........... sometime?
B: .......... . When’s good for you?
A: ......... ?
B: Sorry, I can’t. I have to .......... .
A: Well, how about .......... ?
B: .......... .
DON’T STOP!
- Suggest other times and activities.
- Discuss where to meet.
C CHANGE PARTNERS Practice the conversation again. Plan other activities. Use your daily planner to respond.
VOCABULARY Places for sports and exercise
A 3:30 Read and listen. Then listen again and repeat.
a pool
an athletic field
a golf course
a track
a tennis court
a park
a gym
B PAIR WORK Tell your partner what you do at these places.
“I play soccer at the athletic field next to the school.”
GRAMMAR The present continuous and the simple present tense: Review
The present continuous
(for actions in progress and future plans)
I’m making dinner right now.
They’re swimming at the pool in the park.
He’s meeting his friends for lunch tomorrow.
Questions
Are you going running tomorrow?
What time are you playing tennis today?
The simple present tense
(for frequency, habits, and routines)
I make dinner at least twice a week.
They usually swim at the pool on Tuesdays.
He hardly ever meets his friends for dinner.
Questions
Do you always play golf on Saturdays?
How often do you lift weights?
Be careful!
Don’t use the present continuous with frequency adverbs.
Don’t say: She’s never playing tennis.
Don’t use the present continuous with have, want, need, or like.
Don’t say: She’s liking the gym.
A VOCABULARY / GRAMMAR PRACTICE Tell a partner how frequently you play sports or exercise at the places from the Vocabulary.
“I almost always go to my gym on Fridays.”
“There’s a pool near my house, but I hardly ever go swimming there.”
B GRAMMAR PRACTICE Complete the sentences. Use the simple present tense or the present continuous.
1 Brian can’t answer the phone right now.
2 How often ……………………………… walking?
3 ……………………………… tennis this weekend.
4 ……………………………… weights three times a week.
5 ……………………………… lunch. Can they call you back?
6 How often ……………………………… the house?
7 ……………………………… aerobics every day.
8 ……………………………… shopping tonight.
C 3:32 LISTEN TO ACTIVATE GRAMMAR Listen to the conversations. Circle the frequency adverb that best completes each statement.
1 She (often / hardly ever / never) plays golf.
2 He (often / sometimes / always) goes to the gym four times a week.
3 She (often / sometimes / never) plays tennis in the park.
4 He (always / often / never) goes swimming.
5 She (always / sometimes / never) rides her bike on weekends.
CONVERSATION MODEL
A 3:33 Read and listen to two people talking about habitual activities and future plans.
A: Hey, Nancy. Where are you off to?
B: Hi, Trish. I’m going to the gym.
A: Really? Don’t you usually go there on weekends?
B: Yes. But not this weekend.
A: How come?
B: Because this weekend I’m going to the beach.
B 3:34 RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner.
C FIND THE GRAMMAR Look at the Conversation Model again. Underline one example of the simple present tense and two examples of the present continuous. Which one has future meaning?
NOW YOU CAN Talk about habitual activities and plans
A CONVERSATION ACTIVATOR With a partner, change the Conversation Model, using a different place from the Vocabulary. Then change roles.
A: Hey, ……….. . Where are you off to?
B: Hi, ……….. . I’m going to the ………..
A: Really? Don’t you usually go there ………. ?
B: Yes. But not this ………..
A: How come?
B: Because this ………. I’m ………..
DON’T STOP!
Say more about your activities.
I’m going to the gym. I have an aerobics class.
I’m going to the park. I’m playing tennis with my friend Julie.
Invite your partner to do something.
Why don’t we ___ sometime?
B CHANGE PARTNERS Practice the conversation again. Use a different place and plan.
BEFORE YOU LISTEN
WARM-UP In your opinion, is it important for people to stay in shape? Why? What do people have to do to stay in shape?
LISTENING COMPREHENSION
A LISTEN FOR MAIN IDEAS Listen to people talk about their fitness and eating habits. Check the box next to the name if the person exercises regularly.
B LISTEN FOR DETAILS Now listen again and check each person’s habits.
| | Mark | Rika | Richard |
|---|------|------|---------|
| 1 | goes to a gym | | |
| 2 | takes exercise classes | | |
| 3 | exercises outside | | |
| 4 | avoids grains | | |
| 5 | avoids desserts | | |
| 6 | avoids fatty foods | | |
| 7 | eats smaller portions | | |
| 8 | eats a lot of seafood | | |
| 9 | eats slowly | | |
C DISCUSSION
1 In your opinion, which of the three people have good fitness and eating habits? Explain.
2 Whose habits are like your own? Explain.
PRONUNCIATION Third-person singular -s: Review
A Read and listen to the three third-person singular endings. Then listen again and repeat.
B PAIR WORK Take turns making statements about the three people’s habits. Use the information in the chart in Listening Comprehension Exercise B. Pay attention to third-person singular endings.
Rika exercises outside every day.
A FRAME YOUR IDEAS Take the health survey.
Do you stay in shape?
Check the statements that are true for you. Then add up your score.
1 a I exercise regularly.
b I hardly ever exercise.
c I never exercise.
2 a I usually sleep seven hours or more.
b I generally sleep less than seven hours.
c I rarely sleep more than four hours.
3 a I avoid junk food.
b I sometimes eat junk food.
c I eat a lot of junk food.
4 a I hardly ever eat sweets.
b I sometimes eat sweets.
c I eat too many sweets.
5 a I hardly ever watch TV.
b I sometimes watch TV.
c I watch a lot of TV.
Score
Each a answer = 10 points
Each b answer = 5 points
Each c answer = 0 points
Your total points =
Points
| Points | Description |
|--------|---------------------------|
| 40–50 | You stay in great shape! |
| 30–35 | You’re getting in shape! |
| 20–25 | You can do more! |
| 0–15 | You’re a couch potato! |
B PAIR WORK Compare your survey answers and scores.
C GROUP WORK Walk around the classroom and ask questions. Write names and take notes on the chart.
| Find someone who . . . | Name | Other information |
|------------------------|------|-------------------|
| stays in great shape. | Toni | goes running every day |
Find someone who . . .
stays in great shape.
is out of shape.
eats a lot of junk food.
avoids sweets.
avoids fatty foods.
never sleeps more than four hours.
DON’T STOP!
Ask for more information:
Why are you out of shape?
What junk foods do you eat?
Where do you exercise?
D DISCUSSION Now discuss fitness and eating habits. Tell your classmates about the people on your chart.
Toni stays in great shape. She goes running every day.
BEFORE YOU READ
PREVIEW Look only at the title, photos, and captions. What do these two people have in common? What do you think they have to do in order to participate successfully in their sports?
READING 3:38
When You Think You Can’t…
Mark Zupan
When he was eighteen years old, a terrible accident made Mark Zupan a quadriplegic and changed his life forever. At first, he could hardly move his arms or legs normally. However, after a lot of hard work, he was able to use his arms to move his wheelchair, and he could even stand for a short time and take a few slow steps. Zupan—or Zup to his friends—became a quad rugby champion, helping his team win a gold medal in the Paralympic Games. “I dream about running all the time,” he says, “but you can’t live in the past.”
Today, Zupan frequently gives talks and raises money for his sport and appears in movies and TV shows. Anyone who spends time with him forgets that he’s in a wheelchair. He lifts weights at the gym every day, drives a car, and goes to concerts. “A lot of people think quadriplegics can’t do anything,” he says. To stay in shape, Zupan is careful about his diet and avoids unhealthy and fatty foods. “Just think of me as a human being and an athlete. Because that’s who I am.”
Zupan became a quad rugby champion.
Bethany Hamilton
At the age of thirteen, surfer Bethany Hamilton had a dream. She wanted to be a champion in her sport. But she lost her left arm when she was attacked by a shark. A month later, she was surfing again.
Today, she’s a professional competitive surfer. Because she can only use one arm, she has to use her legs more to help her go in the right direction. Hamilton practices every day at the beach. She has a prosthetic arm, but she rarely uses it, and never when she’s surfing.
Hamilton often appears on TV. She wants to help other people follow their dreams, even when they face great difficulties. “People can do whatever they want if they just set their hearts to it, and just never give up.”
In 2011, Hollywood made a movie about her experience. Bethany has a happy life and got married in 2013.
A INFER INFORMATION Complete the paragraph about Mark Zupan. Use can, can’t, or has to.
Zupan spend most of his time in a wheelchair, but he stand up and take a few steps for a short time. He go walking or running, but he play quad rugby. He be careful about his diet so he doesn’t get out of shape. He doesn’t have complete use of his hands, but he lift weights. He drive a car using his feet, but he use his hands. A lot of people think quadriplegics do anything, but Zupan proves that they .
B SUMMARIZE First, complete the paragraph about Bethany Hamilton. Use the simple present tense or the present continuous. Then write a similar paragraph, summarizing Mark Zupan’s routines.
When she surfs, Hamilton her legs to help her go in the right direction. She a prosthetic arm, but she hardly ever it. She regularly with the world’s top professional women surfers. In the photo on page 70, she against other surfers with two arms. She a T-shirt and on her surfboard. Hamilton to help other people with difficult experiences follow their dreams.
NOW YOU CAN Describe your routines
A NOTEPADDING Write some notes about your daily routines.
| List some things you usually do . . . | List some things you . . . |
|--------------------------------------|----------------------------|
| • in the morning. | • can’t do every day. Explain why. |
| | |
| | |
| | |
| • in the afternoon. | • have to do every day. Explain why. |
| | |
| | |
| | |
| • in the evening. | • don’t have to do every day. Explain why. |
| | |
| | |
| | |
B PAIR WORK Interview your partner about his or her daily routines. Then describe your partner’s daily routines to your classmates.
“My partner usually gets up at 7:00. But on Saturdays, she doesn’t have to get up early.”
A 3:39 Listen to the conversations. Check the statements that are true.
1 □ He doesn’t exercise regularly.
□ He avoids junk food.
□ He never watches TV.
3 □ He exercises regularly.
□ He has to be careful about calories.
□ He can eat everything he wants.
2 □ She’s in great shape.
□ She hardly ever goes swimming.
□ She exercises regularly.
4 □ Dave Heeley can’t use his legs.
□ Dave Heeley can’t see.
□ Dave Heeley doesn’t need help.
B What activities can you do at these places? Write sentences with can.
| an athletic field | I can play . . . |
|-------------------|------------------|
| a gym | |
| a park | |
C Change each statement to a yes / no question. Begin each question with a capital letter and end with a question mark.
1 You have to go home early. Do you have to go home early?
2 Magda has to see a doctor this afternoon.
3 Jonah can meet us at the mall at 6:00.
4 I have to exercise every day.
5 My friends can come to the park after school.
6 Your husband has to work late tonight.
7 Lance’s sisters have to avoid sweets.
D Answer the questions with real information. Use the simple present tense or the present continuous in your answer.
1 How often do you go to English class?
YOU
2 What do you usually do on weekends?
YOU
3 What are you doing this weekend?
YOU
WRITING
Describe your exercise and health habits.
I’m not in very good shape, but I exercise three times a week now. I’m also very careful about the foods I eat . . .
WRITING BOOSTER p. 145
- Punctuation of statements and questions
- Guidance for this writing exercise
For additional language practice . . .
YORK TOP NOTCH POP • Lyrics p. 150
“A Typical Day”
SONG KARAOKE
ORAL REVIEW
CONTEST Form teams. Create questions about the people’s activities for another team to answer. (Teams get one point for each correct question and one point for each correct answer.) For example:
Q: How often does Andy eat junk food?
A: Hardly ever.
GAME Make false statements about the activities in the planners. Your partner corrects your statements. For example:
A: Karen is having breakfast with her mom at nine on Saturday.
B: That’s not right. They’re having breakfast at ten.
ROLE PLAY Create a conversation for Andy and Karen. Using the two planners, make plans to get together to do something. Use this language:
Why don’t we . . .? Sorry, I can’t. I have to . . .
ANDY’S PLANNER
| Sat | |
|-------|----------|
| 9 | breakfast with Craig |
| 10 | |
| 11 | meet Dad at airport |
| 12 | |
| Sun | |
|-------|----------|
| 9 | breakfast with Dad |
| 10 | |
| 11 | do laundry |
| 12 | |
KAREN’S PLANNER
| Sat | |
|-------|----------|
| 9 | |
| 10 | breakfast with Mom |
| 11 | |
| 12 | lunch with Diane |
| Sun | |
|-------|----------|
| 9 | |
| 10 | meet Diane at the shops |
| 11 | |
| 12 | lunch with Pat |
NOW I CAN
☐ Plan an activity with someone.
☐ Talk about habitual activities and plans.
☐ Discuss fitness and eating habits.
☐ Describe my routines.
A PAIR WORK Look at the two travel ads. Complete the chart by writing tour or cruise. Then discuss your answers with a partner.
| In your opinion, which travel special would be good for someone who likes . . . |
|---------------------------------|-----------------|-----------------|
| history? ______________________ | family activities? _______________ | entertainment? _______________ |
| culture? ______________________ | physical activities? _______________ | good food? _______________ |
B DISCUSSION Which vacation would you like to take? Why?
C PHOTO STORY Read and listen to a phone call from someone returning from a trip.
Kate: Hi, Nancy. We’re home!
Nancy: Kate! When did you get back?
Kate: Late last night.
Nancy: So, did you have a good time?
Kate: It was fantastic! Phil and I really needed a vacation!
Nancy: So, tell me all about your cruise!
Kate: Well, the ship was huge. And they had everything: incredible food, entertainment, family activities . . . There were always lots of things to do.
Nancy: And what was Hawaii like?
Kate: Hawaii? Just awesome! The beaches were really beautiful.
Nancy: Cool!
Kate: And in Maui we went windsurfing, and in Oahu, we went snorkeling. But most of the time we just sat on the beach and enjoyed the view.
Nancy: Now that’s my kind of vacation!
Kate: I can’t wait for the next one.
Nancy: Well, welcome home.
D FOCUS ON LANGUAGE Look at the underlined words and expressions in the Photo Story. Find:
1 an expression that means “come home.”
2 four adjectives that mean “great.”
E THINK AND EXPLAIN Complete the statements.
1 When Nancy says, “Now that’s my kind of vacation!” she means .
2 When Kate says, “I can’t wait for the next one,” she means .
F PERSONALIZATION Which part of Kate’s vacation is your kind of vacation? Explain your reasons.
SPEAKING
PAIR WORK Complete the questionnaire. Then tell your partner what you usually do on your vacations. Ask about your partner’s vacations.
Where do you usually go for vacation?
- [ ] I stay home.
- [ ] I visit my family.
- [ ] I go to the beach.
- [ ] I go to another city.
- [ ] I go to another country.
- [ ] Other ________________________
GRAMMAR The past tense of be: Review
| Statements | Questions |
|------------|-----------|
| I was on vacation. | Was your flight late? (Yes, it was. / No, it wasn’t.) |
| He was on vacation. | Were there lots of people on the train? (Yes, there were. / No, there weren’t.) |
| She wasn’t on vacation. | Where was your brother yesterday? (At the Smith Museum.) |
| It | When were you in Seoul? (Last month.) |
| We were on vacation. | Who was with you on the train? (My friend.) |
| You weren’t on vacation. | Who were your parents with? (My grandfather.) |
| They | How was the food at the airport? (It wasn’t very good.) |
| | How were the activities on your cruise? (They were great.) |
| | How long was the tour? (It was three hours.) |
| | How long were you on the bus? (For two hours.) |
Contractions
wasn’t = was not
weren’t = were not
GRAMMAR BOOSTER p. 135
• The past tense of be: form
A FIND THE GRAMMAR Look at the Photo Story on page 75. Find five examples of the past tense of be.
B GRAMMAR PRACTICE Complete the conversations, using was, were, wasn’t, or weren’t.
1 A: Welcome back! How ............ the drive?
B: Not great. There ............ too many buses.
A: Too bad. ............ you alone?
B: No, I ............ . My brother ............ with me.
2 A: How long ............ your flight?
B: Six hours. But it ............ OK. The flight attendants ............ very nice.
A: Good. ............ there a lot of passengers?
B: No, there ............
3 A: Where ............ you last Thursday?
B: I ............ in London.
A: No kidding! Who ............ with you?
B: My cousin. He ............ in London, too.
A: So how long ............ you there?
B: We ............ in London for four days.
4 A: When ............ Kayla on vacation?
B: Actually, she and her husband ............ in Hawaii two weeks ago.
A: Wow! ............ they on a cruise?
B: Yes. They ............ . It ............ a six-day cruise.
VOCABULARY Adjectives to describe trips; intensifiers
A ▶4:03 Read and listen. Then listen again and repeat.
Our bus trip was so scary.
The flight was very bumpy.
It was really short. / It was really long.
Our train trip was pretty scenic.
It was quite comfortable.
The drive was kind of boring.
B PAIR WORK Use the adjectives from the Vocabulary to describe a trip you took. Use different intensifiers.
CONVERSATION MODEL
A 4:05 Read and listen to someone greeting a person arriving from a trip.
A: Welcome back!
B: Thanks.
A: So, how was the flight?
B: It was pretty comfortable, actually.
A: That’s good! Hey, can I give you a hand?
B: It’s OK. I’m fine.
A: Are you sure?
B: Absolutely. Thanks!
4:07 Decline help
It’s OK. I’m fine.
No, thanks. I’m OK.
Accept help
Thank you!
That’s really nice!
B 4:06 RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner.
NOW YOU CAN Greet someone arriving from a trip
A CONVERSATION ACTIVATOR With a partner, change the Conversation Model, using a different adjective and intensifier and the past tense of be. Accept or decline help. Then change roles.
A: Welcome back!
B: ..........
A: So, how was the ........? ?
B: It was ........ , actually.
A: That’s ........ ! Hey, can I give you a hand?
B: ...........
DON’T STOP!
Ask your partner other questions about the trip.
Were there a lot of people on the __?
How long was the __?
B CHANGE PARTNERS Practice the conversation again. Greet someone arriving from another type of trip. Ask more questions.
CONVERSATION MODEL
A 4:08 Read and listen to someone describing a vacation.
A: Were you on vacation?
B: Yes, I was. I went to Paris.
A: No kidding! Did you have a good time?
B: Fantastic. I stayed in a really nice hotel and ate at some wonderful restaurants.
A: That sounds nice. Tell me more.
B 4:09 RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner.
GRAMMAR The simple past tense: Review
I arrived at three.
He / She / It didn’t arrive until six.
We / You / They
Did he have a good time? (Yes, he did. / No, he didn’t.)
Did they get back late? (Yes, they did. / No, they didn’t.)
Where did she go? (She went to Italy.)
When did his flight leave? (At 6:45.)
What did you do every day? (We visited museums.)
How many countries did they see? (Three.)
Who did you go with? (I went with my sister.)
BUT Who went with you? (My sister went with me.)
Regular verbs: spelling
+ ed + d + ied
visited arrived study → studied
watched changed try → tried
played liked
4:10 Some irregular verbs
buy bought get got
do did go went
drink drank have had
eat ate leave left
find found see saw
fly flew sit sat
sleep slept
spend spent
swim swam
take took
See page 122 for a more complete list.
GRAMMAR BOOSTER p. 135
• The simple past tense: more on spelling, usage, and form
A FIND THE GRAMMAR Look at the Photo Story on page 75 again. Circle all verbs in the simple past tense. Which are irregular verbs?
B GRAMMAR PRACTICE Complete Ida’s post with past forms of the verbs.
Ida Graham
Greetings! We ............... here yesterday evening, and I ............... the whole flight.
1 fly 2 sleep
I ............... that! We ............... a taxi from the airport to our hotel and ............... a nice restaurant for a late dinner. Early this morning, we ............... in the pool. For breakfast, we ............... some local dishes and ............... some fantastic fruit juice.
3 need 4 take 5 find 6 swim
Then, before noon, we ............... along the beach. We ............... people selling coconuts right from the trees, but we ............... any. When we ............... back to the hotel, we ............... lunch. In the afternoon, we ............... shopping and ............... some cool things. We ............... a lot on this trip, and we ............... a great time! So what ............... while I ............... on vacation?
7 have 8 drink 9 walk 10 see 11 not / try 12 get 13 eat 14 go 15 buy 16 do 17 have 18 you / do 19 be
C **PAIR WORK** Write five questions about Ida’s vacation, using the simple past tense. Then practice asking and answering your questions with a partner.
D **GRAMMAR PRACTICE** Imagine that you just got back from one of the vacations on page 74. Write at least five sentences describing what you did, using the simple past tense.
---
**PRONUNCIATION**
*The simple past tense ending: Regular verbs*
A **4:11** Look at the chart and listen to the pronunciation of the simple past tense ending -ed. Then listen again and repeat. Practice saying each word on your own.
| /d/ | /t/ | /ɪd/ |
|-----|-----|------|
| played | cooked | waited |
| rained | watched | needed |
| studied | introduced | visited |
**Be careful!**
played = /pleɪd/ NOT /plɛɪd/
cooked = /kʊkt/ NOT /kʊk-ɪd/
BUT waited = /weɪ-tɪd/
B **4:12** Listen to the verbs. Circle the -ed ending you hear.
1 tried /d/ /t/ /ɪd/
2 walked /d/ /t/ /ɪd/
3 needed /d/ /t/ /ɪd/
4 checked /d/ /t/ /ɪd/
5 changed /d/ /t/ /ɪd/
6 wanted /d/ /t/ /ɪd/
---
**NOW YOU CAN**
**Ask about someone’s vacation**
A **CONVERSATION ACTIVATOR** With a partner, change the Conversation Model, using the vacation ads or your own ideas. Then change roles.
A: Were you on vacation?
B: Yes, I was. I ...........
A: No kidding! Did you have a good time?
B: .......... . I .......... and .......... .
A: That sounds .......... . Tell me more.
**DON’T STOP!**
- Tell your partner more about your vacation.
- Ask and answer more questions, using the simple past tense.
Did you ____? Where ____?
What ____? When ____?
---
**RECYCLE THIS LANGUAGE.**
incredible | terrific | awesome
fantastic | wonderful | cool
great | perfect | nice
B **CHANGE PARTNERS** Practice the conversation again, using a different vacation.
BEFORE YOU READ
A VOCABULARY • Adjectives for vacations Read and listen. Then listen again and repeat.
It was relaxing. It was exciting. It was interesting. It was unusual.
Also remember:
awesome
beautiful
boring
cool
excellent
famous
fantastic
great
incredible
nice
perfect
scenic
terrific
wonderful
B PAIR WORK Use the Vocabulary to describe one of your vacations. Use intensifiers from page 76 in your description.
“Last year, I went to the beach. It was so relaxing and . . .”
READING
Now that’s MY kind of vacation!
Our clients share their favorite destinations among our popular vacation packages.
**Vacation 1**
*For your health and well-being*
The perfect getaway—the Bagus Jati spa and hotel in Bali, Indonesia
“At home, we work really hard, and we needed some time off. Our spa vacation to Bali was perfect! They really took care of us. My wife and I enjoyed excellent healthy meals and some interesting workshops on healthy living and meditation. It was so quiet there! For exercise, we went swimming and bike riding. I’m going back again next year!”
—Jason K. (Seattle, U.S.)
**Vacation 2**
Do you dare? A total adventure at Victoria Falls
“What a brilliant vacation! Located on the Zambezi River on the border between Zambia and Zimbabwe, the Victoria Falls are fantastic. You can’t believe how big they are—absolutely huge! The idea of bungee jumping there was really scary. But then I tried it, and it was so exciting. I want to do it again! If you like adventure, this is the place to go.”
—Paula B. (Dartford, U.K.)
**Vacation 3**
GLOBAL VILLAGE PROJECT
Learn about another culture and help the world.
“My vacation to Tajikistan lasted twenty-six days, and we helped build new homes for ten of those days. On the other days, we went sightseeing and bought souvenirs. The people were incredibly nice, and I loved the food. There were twelve other volunteers on this trip. The work was actually fun, and we got to know each other pretty well. In the end we felt really good. I’d definitely do it again!”
—Arturo Manuel R. (Monterrey, Mexico)
A SUPPORT AN OPINION Write check marks for the adjectives that, in your opinion, describe each vacation from the Reading. (Or add your own adjectives.) Explain your reasons.
| | exciting | relaxing | unusual | interesting | scenic | boring | other adjectives |
|----------|----------|----------|---------|-------------|--------|--------|------------------|
| Vacation 1 | | | | | | | |
| Vacation 2 | | | | | | | |
| Vacation 3 | | | | | | | |
B DRAW CONCLUSIONS Choose one or more vacations from page 80 for each person. Explain why.
I love to meet new people and learn how to do new things.
I love all kinds of sports and physical activities.
I like to go to places where other people don’t go.
I need a vacation where I don’t have to do anything.
NOW YOU CAN Discuss vacation preferences
A FRAME YOUR IDEAS Complete the questionnaire. Then compare answers with a partner.
Need a Vacation? Check all your preferences:
How often do you go on vacation? □ never □ once or twice a year □ more than twice a year
I prefer vacations that are . . .
□ relaxing
□ exciting
□ interesting
□ unusual
□ inexpensive
□ scenic
□ other
I like vacations with . . .
□ lots of history and culture
□ natural beauty
□ sports and physical activities
□ family activities
□ great entertainment
□ people who speak my language
□ top-notch hotels
□ great food
□ warm weather
□ scenic beaches
□ friendly people
□ other ____________________________
Do you need a vacation right now? □ Not really. □ Maybe. □ You bet I do!
B DISCUSSION Now discuss your vacation preferences. Tell your classmates what’s important to you.
Text-mining (optional)
Find and underline three words or phrases in the Reading that were new to you. Use them in your Discussion. For example: “time off.”
BEFORE YOU LISTEN
A VOCABULARY • Bad and good travel experiences Read and listen. Then listen again and repeat.
**Bad experiences**
The weather was **horrible.**
really awful.
pretty bad.
terrible.
The people were so **unfriendly.**
cold.
They lost my luggage.
Someone stole my wallet.
**Good experiences**
The weather was **amazing.**
fantastic.
terrific.
wonderful.
The people were so **friendly.**
warm.
They found my luggage.
Someone returned my wallet.
B Look at the pictures. Complete the sentences.
1. Someone stole... my purse.
2. The food ...........................................
3. The waiters ...........................................
4. The entertainment ....................................
5. ........................................... my luggage.
LISTENING COMPREHENSION
A 4:16 LISTEN FOR MAIN IDEAS Listen to the conversations. Check whether, at the end of the vacation, the person had a good experience or a bad one.
1 □ a good experience □ a bad experience
2 □ a good experience □ a bad experience
3 □ a good experience □ a bad experience
4 □ a good experience □ a bad experience
B 4:17 LISTEN FOR DETAILS Listen again and complete the statements about each vacation.
1 The food was (very good / really awful).
The room was (OK / pretty bad).
The entertainment was (really bad / amazing).
2 The hotel was (terrible / terrific).
Someone stole their (car / luggage).
Miami was (horrible / wonderful).
3 He didn’t have any more (clothes / money).
The people were very (nice / cold).
The hotel was (great / terrible).
Someone stole his (passport / laptop).
4 The food was (fantastic / pretty bad).
The people were (cold / nice).
The vacation was too (short / long).
NOW YOU CAN Describe vacation experiences
A NOTEPADDING Make a list of some of your good and bad vacation experiences.
| Good experiences | Bad experiences |
|------------------|-----------------|
| I went to Bangkok, and the people were really friendly. | When I went to Los Angeles, they lost my luggage. |
Ideas for topics
- your luggage / wallet / laptop / phone
- the trip / flight / train / bus
- the weather
- the food
- the hotel / front desk clerk / server
- the activities / shopping
- the entertainment
- the airport / museum / beach
B PAIR WORK Now tell your partner about the good and bad vacation experiences on your notepad. Ask questions about your partner’s experiences.
RECYCLE THIS LANGUAGE.
| Ask | Respond | Describe |
|-----|---------|----------|
| How was the ___? | That’s [good / great / fantastic / wonderful]! | I had a [wonderful] time. |
| How long was ___? | No kidding! | The [flight] was ___ |
| What did you ___? | Oh, no! | The ___ drove me crazy. |
| When did you ___? | That’s too bad. | The ___ didn’t work. |
| Where did you ___? | I’m sorry to hear that. | I was in the mood for ___ , but ___ . |
| Tell me about ___ | | They didn’t accept credit cards. |
A 4:18 Listen to each person describe a good or bad vacation experience. Write the number of the speaker next to the type of trip he or she took.
- a drive
- a train trip
- a flight
- a beach vacation
B 4:19 Listen again. Circle the adjective that best describes each experience.
1 Her trip was very (short / scary / scenic).
2 His trip was quite (scary / unusual / relaxing).
3 Her trip was pretty (short / scary / boring).
4 His trip was really (short / scenic / boring).
C Complete each information question, using the simple past tense.
1 A: .............................................. on vacation?
B: We went to Greece.
2 A: .............................................. stay there?
B: Two weeks.
3 A: .............................................. every day?
B: We walked along the beach and enjoyed the sun.
4 A: .............................................. get back home?
B: Last night.
D Complete each statement or question about vacations. Use past tense forms.
1 (we / buy) .............................................. a lot of fantastic things on our vacation.
2 (where / you / eat) .............................................. dinner every night?
3 (we / sleep) .............................................. right on the beach. (it / be) ......................... so relaxing.
4 (my sister / get back) .............................................. last weekend. (she / have) ......................... a terrific time.
5 (my friend / eat) .............................................. some fantastic food on her trip to Hong Kong.
6 (when / she / arrive) .............................................. at the hotel?
7 (I / have) .............................................. a terrible time. (the people / be) ......................... quite unfriendly.
8 (we / see) .............................................. an interesting play in London. And (it / be) ......................... pretty inexpensive.
9 (my wife and I / go running) .............................................. every morning on the beach during our vacation.
10 (my brother / meet) .............................................. some unusual people on his trip.
WRITING
Write about a vacation you took. Answer the questions.
- When did you go?
- Where did you go?
- How long did you stay?
- How was the trip?
- How was the weather?
- What did you do?
- Did you have a good time?
WRITING BOOSTER p. 146
- Time order
- Guidance for this writing exercise
In 2014, I went on a great trip to...
ORAL REVIEW
CONTEST Form two teams. Each team looks at the vacation pictures below and takes turns making a statement about the vacation, using the past tense. Continue until one team cannot say anything more. (Each team has thirty seconds to make a statement.)
ROLE PLAY Create a conversation for the two women on February 5. Start like this:
*Were you on vacation?*
PAIR WORK Choose one of the vacation pictures. Create a conversation for the people. Start with one of these, or your own idea:
- Can I give you a hand?
- Excuse me!
- This bed is awful!
- This is so relaxing.
January 15
January 17–22
February 5
NOW I CAN
- Greet someone arriving from a trip.
- Ask about someone’s vacation.
- Discuss vacation preferences.
- Describe vacation experiences.
A 4:22 VOCABULARY • Clothes and clothing departments
Look at the online catalogue. Then listen and repeat.
B DISCUSSION What are the advantages and disadvantages of buying clothes online?
“If you buy clothes online, you don’t have to leave home. It’s really convenient!”
“But if you don’t like something, you have to go to the post office to send it back to the store. That’s inconvenient.”
C PHOTO STORY Read and listen to a conversation between a clerk and a customer about a sweater the customer wants to buy.
**Shopper:** Excuse me. How much is that V-neck?
**Clerk:** This red one? It’s $55.
**Shopper:** That’s not too bad. And it’s really nice.
**Shopper:** Could I get it in a larger size?
**Clerk:** Here you go. This one’s a medium. Would you like to try it on?
**Shopper:** No, thanks. I’ll just take it. It’s a present for my sister. Would you be nice enough to gift wrap it for me?
**Clerk:** Of course!
D THINK AND EXPLAIN Complete each statement. Then explain your answer.
1 The shopper wants to know the ________ of the sweater.
a price b size
**How do you know?** The shopper says,
“_________________________________________________________”
2 The shopper asks the clerk for another ________.
a color b size
**How do you know?** The shopper says,
“_________________________________________________________”
3 The clerk brings the shopper a different ________.
a size b color
**How do you know?** The clerk says,
“_________________________________________________________”
4 The sweater is for ________.
a the shopper b a different person
**How do you know?** The shopper says,
“_________________________________________________________”
E FOCUS ON LANGUAGE Complete each statement with a quotation from the Photo Story.
1 The shopper says, “_______________________________” to get the clerk’s attention.
2 The shopper says, “_______________________________” to say that the price of the sweater is OK.
3 The clerk says, “_______________________________” when she gives the shopper the second sweater.
SPEAKING
DISCUSSION What’s important to you when you choose a clothing store or website? Complete the chart. Then compare charts with your classmates. Explain your reasons.
VOCABULARY Types of clothing and shoes
A 4:24 Read and listen. Then listen again and repeat.
casual clothes
1 jeans 2 a T-shirt 3 a sweatshirt 4 a polo shirt 5 sweatpants
sweaters and jackets
1 a crewneck 2 a cardigan 3 a turtleneck 4 a V-neck 5 a windbreaker 6 a blazer
shoes
1 oxfords 2 loafers 3 sandals 4 running shoes 5 pumps 6 flats
B PAIR WORK Tell your partner what you’re wearing today.
“I’m wearing black jeans and a white turtleneck today.”
GRAMMAR Uses of object pronouns
As direct objects
direct object (noun phrase) direct object (pronoun)
I want the cardigan. → I want it.
I love these pumps. → I love them.
In prepositional phrases
prepositional phrase (with nouns) prepositional phrase (with pronouns)
We gave the loafers to the clerk. → We gave the loafers to him.
Is he buying a blazer for his wife? → Is he buying a blazer for her?
In a sentence with both a direct object and a prepositional phrase, the direct object comes first.
We gave the V-neck to the clerk. NOT We gave to the clerk the V-neck.
He’s buying it for her. NOT He’s buying for her it.
Subject pronouns Object pronouns
I → me
you → you
he → him
she → her
it → it
we → us
they → them
A GRAMMAR PRACTICE Complete each conversation, using the correct object pronouns.
1 A: Did you buy the green sweatpants?
B: Yes, I bought ……… yesterday.
2 A: Don’t you love these cool windbreakers?
B: Yes, I really love …………. And they’re so cheap!
3 A: Should I buy this crewneck over here?
B: It’s too expensive. Don’t buy …………..
4 A: I love this T-shirt. I’m buying ……….. for Dad.
B: Don’t buy it for …………. Dad hates black clothes.
5 A: Does your daughter want this cardigan?
B: Yes, she definitely wants …………. But she needs a size large. This one is too small.
A: I’m sure you can get …………. for …………. in large. Ask the clerk.
6 A: Did you want that blue polo shirt, sir?
B: Yes, thanks. I’d like to buy …………. Could you gift wrap …………. for …………. , please?
B GRAMMAR PRACTICE Unscramble the words and phrases to write statements.
1 I / it / for her / buying / am ...............................................................
2 getting / they / them / for us / are ......................................................
3 for my son-in-law / I / them / need .......................................................
4 please / it / to me / give ..................................................................
5 it / he / is / finding / for me ..................................................................
CONVERSATION MODEL
A 4:25 Read and listen to someone paying for clothes.
A: I’ll take these polo shirts, please.
B: Certainly. How would you like to pay for them?
A: Excuse me?
B: Cash or credit?
A: Credit, please. And could you gift wrap them for me?
B: Of course!
B 4:26 RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner.
C FIND THE GRAMMAR Find and circle all the object pronouns in the Conversation Model and in the Photo Story on page 87. How many did you find in each place?
NOW YOU CAN Shop and pay for clothes
A CONVERSATION ACTIVATOR Choose clothing from the pictures. (Or choose from the online store on page 86.) Then, with a partner, change the Conversation Model, using the clothes you chose. Use the correct object pronouns. Then change roles.
A: I’ll take ........... , please.
B: ........... . How would you like to pay for ........... ?
A: Excuse me?
B: Cash or credit?
A: ........... , please. And could you gift wrap ........... for me?
B: ........... .
DON’T STOP!
Before you pay, talk about other clothes.
I love this / these ___!
Ask about prices.
How much is / are ___?
B CHANGE PARTNERS Create another conversation. Use different clothes.
VOCABULARY Clothing that comes in “pairs”
A 4:28 Read and listen. Then listen again and repeat.
(a pair of) gloves
(a pair of) tights
(a pair of) pajamas
(a pair of) jeans
(a pair of) shorts
(a pair of) boxers
(a pair of) briefs
(a pair of) socks
(a pair of) shoes
B 4:29 LISTEN TO INFER Listen to the conversations. Complete each statement with the name of a clothing department.
1 She should go to ..........................................
2 She should go to ..........................................
3 She got them in ..........................................
4 They’re in ...........................................
Departments
Men’s underwear
Athletic wear
Outerwear
Sleepwear
Hosiery
GRAMMAR Comparative adjectives
Use comparative adjectives to compare two people, places, things, or ideas.
Do you have these pants in a larger size? This pair is a little tight.
I need shoes that are more comfortable. These are very small.
Do you have a pair of less expensive gloves? These are just too expensive.
Use than after the adjective when you compare two people, places, or things.
That suit is nicer than the one I’m wearing.
These gloves are more expensive than the other pair.
The crewneck is nice, but the cardigan is nicer.
Spelling rules
+ er + r + ier consonant + er
small → smaller large → larger heavy → heavier big → bigger
cheap → cheaper loose → looser pretty → prettier hot → hotter
Irregular forms
good → better
bad → worse
BUT use more or less with adjectives that have two or more syllables and don’t end in -y.
more expensive / less comfortable
GRAMMAR BOOSTER p. 137
• Comparative adjectives: spelling rules
A GRAMMAR / VOCABULARY PRACTICE Write the opposite of each comparative adjective.
More than one correct answer may be possible.
1 smaller larger
3 lighter
5 more expensive
2 taller
4 tighter
6 less popular
B GRAMMAR PRACTICE Complete each conversation with comparative adjectives. Use than if necessary.
1 A: Don’t take those pajamas to Hawaii! It’s ________________ it is here. Take something ________________.
B: Good idea.
2 A: What do you think of these red gloves?
B: Beautiful. They’re ________________ the black ones. And they’re ________________, too.
3 A: Excuse me. Do these pants come in a ________________ length?
B: I’m sure they do. Let me see if I can find you a ________________ pair.
4 A: I just love these pajamas, but I wish they were ________________.
B: Well, these blue ones look warm. Blue is a really flattering color for you, and they’re much ________________.
CONVERSATION MODEL
A 4:32 Read and listen to someone asking for a different size.
A: Excuse me. Do you have these gloves in a smaller size? I need a medium.
B: Yes, we do. Here you go.
A: Thanks.
B: Would you like to take them?
A: Yes, please. Thanks for your help.
B: My pleasure.
B 4:33 RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner.
NOW YOU CAN Ask for a different size or color
A NOTEPADDING On the notepad, make a list of clothes you’d like to buy.
B CONVERSATION ACTIVATOR With a partner, personalize the Conversation Model. Use your list of clothes. Ask for a different size or color. Then change roles.
A: Excuse me. Do you have _______ in _______?
B: Yes, we do. Here you go.
A: Thanks.
B: Would you like to take _______?
A: _______. Thanks for your help.
B: _______.
DON’T STOP!
- Ask about other clothes, sizes, and colors.
- Pay for the clothes.
C CHANGE PARTNERS Ask about other types of clothes.
RECYCLE THIS LANGUAGE.
Do you have ___ in . . .
a smaller / larger size?
a darker / lighter color?
[black]?
size [10]?
How much is / are ___?
How would you like to pay for ___?
Cash or credit?
BEFORE YOU LISTEN
VOCABULARY • Interior locations and directions
Read and listen. Then listen again and repeat.
Prepositions of interior location
- the first level
- the ground floor
- the top floor
- the basement
- the men’s casual department
- men’s casual
down = ↓
up = ↑
take go down go up the escalator
take go down go up the stairs
take the elevator
LISTENING COMPREHENSION
A UNDERSTAND LOCATIONS AND DIRECTIONS Listen to directions in a department store. Write the number of each location in the white boxes on the floor diagrams.
| DIRECTORY |
|-----------|
| 1 Men’s casual |
| 2 Children’s shoes |
| 3 Coffee shop |
| 4 Accessories |
B PAIR WORK Take turns asking for and giving directions to any of the locations.
PRONUNCIATION Contrastive stress for clarification
A Read and listen. Then listen again and repeat.
A: The shoe department is upstairs, on the third floor.
B: Excuse me? The first floor?
A: No. It’s on the third floor.
B PAIR WORK Now practice the conversation with a partner.
NOW YOU CAN Navigate a mall or department store
A NOTEPADDING Choose five departments from the store directory and write one thing you’d like to get in each department.
| Department | I’d like . . . |
|------------|---------------|
| Men’s Outerwear | a jacket |
| Department | I’d like . . . |
|------------|---------------|
B REVIEW AND RECYCLE LANGUAGE Prepare for the role play. Write the four topics below on a separate sheet of paper. With a partner, make a list of language you know for each topic.
1 Ask for directions.
2 Describe store locations.
3 Ask for a size, color, etc.
4 Pay for things.
1 Ask for directions
Excuse me. I’m looking for the hosiery department.
C ROLE PLAY Using the floor plan, role-play a conversation between the shopper and the clerk at the information desk. Use your notepad from Exercise A. Use your vocabulary lists from Exercise B. Then change partners, roles, and items you’d like to buy.
“Excuse me. I’m looking for . . .”
BEFORE YOU READ
VOCABULARY • Formality and appropriateness Read and listen to each pair of antonyms. Then listen again and repeat.
| Formality | Appropriateness | Strictness |
|-----------|-----------------|------------|
| formal | appropriate | liberal |
| for special events when casual clothes are not OK | socially correct | without many rules for appropriate dress |
| informal | inappropriate | conservative |
| for everyday events when casual clothes are OK | socially incorrect | with more rules for appropriate dress |
READING
OK. You’re planning a foreign trip. After you get your passport, reservations, and tickets, it’s time to think about clothes. Clothing customs can vary from very liberal to quite conservative. Compare clothing do’s and don’ts in two popular destinations.
Turkey
Pack light clothing for the heat. Even though most tourists wear T-shirts and shorts, Turkish people usually wear more modest clothes: dresses or blouses with sleeves for women, and short-sleeved shirts and long pants for men. For tourists visiting Turkey’s beautiful historic places, casual comfortable clothing is fine for men and women. If you visit a mosque, however, the dress code is stricter, and shorts are definitely inappropriate for both men and women. Women must cover their knees, shoulders, and head, and men must cover their knees and shoulders. Everyone must remove his or her shoes. On Turkey’s beaches, on the other hand, anything goes for tourists. Shorts, T-shirts, and sandals or flip-flops are normal for both Turkish people and foreigners.
Flip-flops are popular summer shoes almost everywhere.
The United States
United States weather in July differs by region. A good rule of thumb is to check an Internet weather site to be sure. The dress code is generally liberal, so it’s common in the warmer months for Americans of both sexes to wear T-shirts, shorts, and sandals or flip-flops on the street and in informal settings. But young people frequently wear some pretty wild clothes! The dress code, however, is definitely *not* anything goes in schools, formal restaurants, or religious institutions. There, more conservative clothes and shoes are appropriate, with women wearing skirts, dresses, or nice pants with a sweater or a blouse. But even in more formal places like offices, women never have to cover their arms. For men, in formal settings, a suit and tie or a nice shirt and a blazer are always appropriate.
In the U.S., young people’s style is often “anything goes.”
A IDENTIFY SUPPORTING DETAILS Circle T (true) or F (false). Explain each of your responses.
T F 1 It’s appropriate to wear shorts in Turkish mosques.
T F 2 The dress code for tourists is pretty liberal on Turkish beaches.
T F 3 Clothing customs in Turkey are “anything goes” for everyone.
T F 4 The United States is very conservative about clothes.
T F 5 It’s appropriate for young Americans to wear wild clothes in religious institutions.
T F 6 Flip-flops are inappropriate in formal restaurants in the United States.
B PARAPHRASE What are the main differences in the dress codes of Turkey and the United States?
Use the Vocabulary from page 94 in your description.
C APPLY INFORMATION Imagine you are going on a trip to New York in June, when the weather is warm or hot during the day and cool at night. You want to go to nice restaurants and visit historic places and parks. Plan your clothes for a one-week visit. Be specific. Explain your choices.
“I’m taking two or three pairs of shorts. It’s really warm in the summer there, and it’s OK to wear casual clothes in New York. . . .”
NOW YOU CAN Discuss clothing do’s and don’ts
A FRAME YOUR IDEAS Take the opinion survey.
What’s Your Personal Dress Code?
| Check agree or disagree. | agree | disagree |
|--------------------------|-------|-----------|
| It’s appropriate for men to wear shorts on the street. | | |
| It’s inappropriate for women to wear shorts on the street. | | |
| It’s appropriate for men to wear sandals in an office. | | |
| It’s important for men to wear ties in an office. | | |
| It’s inappropriate for men to wear sleeveless T-shirts in a restaurant. | | |
| It’s appropriate for women to wear short skirts or shorts in a religious institution. | | |
How Would You Rate Yourself?
Conservative Liberal “Anything Goes!”
B NOTEPADDING With a partner, write some clothing do’s and don’ts for visitors to your country. Do the same rules apply to both men and women? Use the survey as a guide.
in offices:
in formal restaurants:
in casual social settings:
in religious institutions:
C GROUP WORK Now discuss clothing do’s and don’ts for your country. Does everyone agree?
Text-mining (optional)
Find and underline three words or phrases in the Reading that were new to you. Use them in your Group Work.
For example: “modest clothes.”
A 4:40 Listen to the conversations. Use the context to infer which department the people are in. Listen more than once if necessary.
1 ................................................................. 4 ..................................................................
2 ................................................................. 5 ..................................................................
3 ..................................................................
B Express your opinion. Complete the chart with the appropriate kinds of shoes and clothes for certain places and occasions.
| | Shoes | Clothes |
|----------------------|-------|---------|
| To class or work | | |
| On formal occasions | | |
| On the weekend | | |
C Complete the travel article with the comparative form of each adjective. Use than when necessary.
Travel & Clothing
When you travel, think carefully about the clothes you pack. As far as color is concerned, colors are usually dark. For practical destinations, a blazer can be convenient cardigan because you can wear it in conservative restaurants. For travel to formal clothes are comfortable areas of the world, light hot heavy ones.
D Rewrite each sentence. Change the underlined prepositional and noun phrases to object pronouns.
1 Please show the loafers to my husband. Please show them to him.
2 They sent the jeans to their grandchildren.
3 How is she paying Robert for the clothes?
4 When are we buying the gift for Marie?
WRITING
Imagine that you have a friend from another country who is coming to visit you in January. Write a letter or e-mail to your friend, explaining what to pack for the trip. Give your friend advice on appropriate and inappropriate dress.
Hi! Here are some clothing tips for your visit. First of all, the "rules" here are...
WRITING BOOSTER p. 146
- Connecting ideas with because and since
- Guidance for this writing exercise
ORAL REVIEW
CONTEST Study the picture. Name all the kinds of sweaters and shoes and the kinds of clothing that come in pairs. (The student who can name the most kinds wins.)
PAIR WORK With a partner, make comparisons about the clothes. For example:
Blazers are more formal than windbreakers.
ROLE PLAY Look at the directory. Create conversations for the following people:
• the shoppers and clerks at the information desk
• the customer and the clerk talking about the jackets
• the clerk and the customer paying for clothes
NOW I CAN
☐ Shop and pay for clothes.
☐ Ask for a different size or color.
☐ Navigate a mall or department store.
☐ Discuss clothing do’s and don’ts.
A Read the schedules. Use them to find the answers to the questions.
1 It’s now 10:00 A.M. When is the next bus to Nazca?
2 When is the next non-stop bus to Nazca?
3 How much time does it take to get from Beijing to Shanghai on train 1461?
4 Which train is faster, train 1461 or train D31?
5 What time does flight 26 depart for Tokyo? When does it arrive?
B PAIR WORK Ask your partner more questions about each schedule.
C PHOTO STORY Read and listen to a conversation between two people trying to catch a flight.
Marcos: Excuse me. Do you speak English?
Roger: Actually I’m French. But, yes.
Marcos: Thank goodness! I’m looking for Terminal 2.
Roger: No problem. I’m on my way there now. Just follow me.
Roger: So where are you flying today?
Marcos: Manila. Then I’m connecting to a flight home.
Roger: Well, that’s a coincidence. I’m catching a flight to Manila, too. Flight 56?
Marcos: Yes. But we should hurry. The plane’s boarding in fifteen minutes.
Roger: And where is home?
Marcos: Brazil. São Paulo.
Roger: No kidding! I’m going to go to São Paulo next week!
Marcos: Really? What a small world!
D FOCUS ON LANGUAGE Find and write an underlined word or expression from the Photo Story with the same meaning:
1 I’m taking a plane to . . .
2 Let’s walk faster.
3 I’m taking another flight to . . .
E THINK AND EXPLAIN Circle T (true), F (false), or NI (no information). Then explain each answer.
T F NI 1 Flight 56 leaves from Terminal 2.
T F NI 2 Roger lives in France.
T F NI 3 Roger and Marcos are both flying to Manila.
T F NI 4 Marcos is staying in Manila.
T F NI 5 Roger is staying in Manila.
T F NI 6 The two men get to the flight on time.
SPEAKING
PAIR WORK Complete the chart with the means of transportation you prefer for each occasion. Then discuss your choices with a partner.
| To school or work | bus | affordable, convenient; I can read or work. |
|-------------------|-----|---------------------------------------------|
| | | |
| Means of transportation | Reason |
|--------------------------|--------|
| | |
| | |
| | |
| | |
RECYCLE THIS LANGUAGE.
popular | cheap
convenient | scenic
affordable | boring
comfortable | long
expensive | short
relaxing | scary
**VOCABULARY** Kinds of tickets and trips
A 5:03 Read and listen. Then listen again and repeat.
| PASSENGER TICKET | PASSENGER TICKET |
|------------------|------------------|
| KOREA BUS LINE | KOREA BUS LINE |
| SEOUL > SOKCHO | SEOUL > SOKCHO |
| | SOKCHO > SEOUL |
a one-way ticket a round-trip ticket
| JAPAN RAIL | Kodama (local) | Nozomi (express) |
|------------------|----------------|------------------|
| Tokyo | 10:13 | 10:20 |
| Odawara | 10:30 | — |
| Atami | 11:00 | — |
| Maibara | 13:39 | — |
| Kyoto | 14:04 | 12:38 |
the local the express
Flight 009
New York → Los Angeles → Taipei
Flight 808
New York → Taipei
a direct flight a non-stop flight
an aisle seat a window seat
B Complete the conversations with phrases from the Vocabulary.
1 A: Would you like a window or an aisle?
B: _______________________. I like to walk around.
2 A: Is Flight 3 a ________________ flight?
B: No. It’s a ________________ flight. It makes a stop, but you don’t have to change planes.
3 A: Do you want a ________________ ticket to Rome?
B: Actually, I need a ____________________________. I’m not coming back!
4 A: I’m sorry. It’s too late to make the ________________.
B: Well, I’ll take the _________________. I’m not in a hurry.
**GRAMMAR** Modals should and could
**should**
Use **should** and the base form of a verb to give advice or to make a strong suggestion.
You **shouldn’t** take that flight. You **should** take the non-stop.
**Should** they take the bus? (Yes, they should. / No, they shouldn’t.)
When **should** we leave? (Before 2:00.)
**could**
Use **could** and the base form of a verb to offer alternatives or to make a weak suggestion.
The express bus is full, but you **could** take the local.
**Could** I take the 2:20? (Yes, you could. / No, you couldn’t.)
**GRAMMAR PRACTICE** Complete each statement or question with a form of **should** or **could** and the base form.
1 _________________________ the express. The local arrives too late.
he / take
2 They said _________________________ two aisle seats or an aisle and a window seat.
we / have
**GRAMMAR BOOSTER** p. 138
- Modals can, could, and should:
meaning, form, and common errors
3 ........................................... a one-way ticket. It’s much more expensive each way.
4 Which train ...........................................? We absolutely have to be there on time.
5 ........................................... a ticket at the station or on the train. It doesn’t matter.
B PAIR WORK Two co-workers are at Penn Station, and they work in Oak Plains. It’s 7:20 A.M. They have to arrive in Oak Plains for work at 9:00. Use the schedule to discuss all the possible choices. Use could and should. Explain your choices.
They could take the 7:30 express.
No. That train doesn’t stop in Oak Plains.
CONVERSATION MODEL
A 5:04 Read and listen to someone buying tickets.
A: Can I still make the 5:12 bus to Montreal?
B: I’m sorry. It left five minutes ago.
A: Too bad. What should I do?
B: Well, you could take the 5:30.
A: OK. One ticket, please.
B: One-way or round-trip?
A: Round-trip, please.
B 5:05 RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner.
NOW YOU CAN Discuss schedules and buy tickets
A CONVERSATION ACTIVATOR Choose a place on the train departure board. Imagine it is now 7:15. With a partner, change the Conversation Model, based on where you want to go. Express disappointment. Then change roles.
A: Can I still make the ........... train to ........... ?
B: No, I’m sorry. It left ........... minutes ago.
A: ........... . What should I do?
B: Well, you could take the ........... .
A: OK. One ticket, please.
B: One-way or round-trip?
A: ........... , please.
DON’T STOP!
- Discuss the price of tickets.
- Ask whether the train is a local or an express.
- Ask for the kind of seat you’d like.
B CHANGE PARTNERS Practice the conversation again, using the bus, train, and flight schedules on page 98. Discuss other departures.
GRAMMAR Be going to + base form to express the future: Review
I’m going to take the bus to New York. I’m not going to fly.
She’s going to eat at the airport. She’s not (or She isn’t) going to eat at home.
We’re going to take a taxi into town. We’re not (or We aren’t) going to drive.
Questions
Are they going to need a taxi? (Yes, they are. / No, they aren’t.)
Is Beth going to make a reservation? (Yes, she is. / No, she isn’t.)
When are you going to arrive? (At noon.) Who are they going to meet? (The travel agent.)
Where is he going to wait? (In the restaurant.) Who’s going to take me to the airport? (Tom is.)
Remember: The present continuous is also often used to express future plans.
Next week, I’m taking the bus to New York.
A GRAMMAR PRACTICE Complete each statement or question with be going to and the base form of the verb.
1 .................................................. tickets for the express.
2 When ........................................... for the airport?
3 .................................................. an aisle seat?
4 Who ........................................... him to the train station?
5 Who ........................................... in Chicago?
6 Where ........................................... when I arrive?
B Complete the e-mail. Circle the correct verb forms.
Here’s my travel information: I (1 go to leaving / ’m going to leave) Mexico City at 4:45 p.m. on Atlas Airlines flight 6702, and I’m arriving in Chicago at 9:50 p.m. Mara’s flight (2 is going to get there / going to get there) ten minutes later, so we (3 ’re go meeting / ’re going to meet) at the taxi stand downstairs. That’s too late for you to come to the airport, so we can take the express bus from O’Hare to the city. Mara (4 goes to spend / is going to spend) the night at our apartment. Her flight to Tokyo isn’t leaving until the next day, and she and I (5 are going to spend / going to spend) the whole day shopping!
C PAIR WORK Ask your partner three questions about his or her future plans. Use be going to.
What are you going to do on your next trip?
VOCABULARY Travel services
A Read and listen. Then listen again and repeat.
a rental car
a taxi
a limousine / a limo
a hotel reservation
B 5:08 LISTEN TO INFER Listen to the conversations. Then listen again and complete each sentence with be going to and infer the name of a travel service.
1 He .......................................................... (reserve)
................................................ for her.
2 The tourist ................................................. (need)
................................................ in Seoul.
3 She .......................................................... (get)
................................................ at John F. Kennedy Airport.
4 The agent ................................................. (check) to see if he can reserve ....................... for the tourist.
CONVERSATION MODEL
A 5:09 Read and listen to a conversation between a travel agent and a business traveler.
A: Hello, Baker Travel. Can I help you?
B: I hope so. I’m going to need a car in Dubai.
A: Certainly. What date are you arriving?
B: April 6th.
A: And what time?
B: Let me check . . . 5:45 P.M.
B 5:10 RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner.
C FIND THE GRAMMAR Find and underline two ways that A and B express future plans in the Conversation Model.
NOW YOU CAN Book travel services
A CONVERSATION ACTIVATOR With a partner, change the Conversation Model. Book a rental car, a taxi, or a limousine. Use the tickets for arrival information. Then change roles.
A: Hello. Can I help you?
B: I hope so. I’m going to need ...........
in ...........
A: ........... . What date are you arriving?
B: ........... .
A: And what time?
B: Let me check ........... .
DON'T STOP!
Book additional services.
I'm also going to need [a hotel reservation].
B CHANGE PARTNERS Make your own flight, bus, or train ticket. Then practice the conversation again, using your ticket.
Your Ticket
From
To
Date
Departs Arrives
Seoul Touristbus
FROM Seoul
TO Sokcho
DATE 13 August
DEPARTS 07:45
ARRIVES 11:55
BOARDING PASS
EXCELA RAIL TRANSPORT
JUNE 26 EXPRESS TRAIN
NEW YORK TO WASHINGTON
DEPARTURE: 6:00 PM
ARRIVAL: 9:10 PM
BEFORE YOU LISTEN
A 5:11 VOCABULARY • Airline passenger information Read and listen. Then listen again and repeat.
1 depart 2 arrive 3 take off 4 land 5 go through security
7 the gate 8 an agent 6 a boarding pass 9 a passenger 10 the departure lounge
5:12 Some flight problems
- The flight is overbooked. = The airline sold too many tickets, so some passengers can’t board.
- The flight is delayed. = The flight is going to depart late.
- The flight is canceled. = The flight isn’t going to take off. The passengers have to find another flight.
B Use the Vocabulary to complete the pre-flight instructions.
When you .................. at the airport, you should take your luggage to the check-in counter and get your .................. . Then you can .................. , where .................. have to put all their hand luggage on the belt. From there you should go to the .................. your plane is departing from. If you are early and your plane isn’t at the gate, just have a seat in the .................. . When they call your flight, you can show your boarding pass to the .................. and get on the plane. Be sure to turn off your phone before your plane .................. from the gate. Enjoy the takeoff, and have a good flight!
LISTENING COMPREHENSION
A 5:13 LISTEN FOR DETAILS Listen to the announcements. Write the flight information.
1 flight number: ..................
2 original departure gate: ..................
3 final departure gate: ..................
4 final departure time: ..................
B 5:14 LISTEN TO UNDERSTAND ANNOUNCEMENTS Listen again and check the travel problems.
☐ a delay ☐ a gate change
☐ a cancellation ☐ a security problem
☐ an overbooked flight ☐ a mechanical problem
PRONUNCIATION Intonation for offering alternatives
A 5:15 Listen to the rhythm and intonation of alternatives. Then listen again and repeat.
1 Well, you could take the train or the bus.
2 They could wait or reserve a later flight.
3 Would you like one-way or round-trip?
B Now practice saying each sentence on your own.
NOW YOU CAN Understand airport announcements
A 5:16 Read and listen to the announcement by the gate agent. Make sure you understand the details.
“Good afternoon, ladies and gentlemen. Rapid Air Flight 58 from Brasília to São Paulo is overbooked. We apologize. We need two volunteers to give up their seats on this flight. There are seats available on all later flights to São Paulo. If you volunteer to take a later flight, Rapid Air will give you a free round-trip ticket anywhere we fly. The free ticket is good for one year.”
B PAIR WORK Imagine that you and your partner are business travelers. You have tickets on flight 58. Here is the situation:
• The time is now 16:35.
• You’re on your way to an important dinner in São Paulo at 20:30.
• The flight takes about two hours gate to gate.
Look at the departure schedule and discuss your alternatives.
| DEPARTURES |
|------------|
| São Paulo | 56 | 16:20 | departed |
| Rio de Janeiro | 89 | 16:40 | boarding |
| São Paulo | 58 | 16:50 | now 17:25 |
| São Paulo | 60 | 17:50 | on time |
C DISCUSSION Summarize your decision for the class and explain why you made that decision. How many students decided to take a later flight?
BEFORE YOU READ
A 5:17 VOCABULARY • Transportation problems Read and listen. Then listen again and repeat.
We had an accident. We had mechanical problems. We missed our train. We got bumped from the flight. We got seasick.
B 5:18 LISTEN TO ACTIVATE VOCABULARY Listen and complete each statement with the Vocabulary.
1 They ...............................................................
2 They ...............................................................
3 They ...............................................................
4 They ...............................................................
5 They ...............................................................
READING 5:19
GOT BUMPED FROM A FLIGHT?
Maybe it’s not so bad after all . . .
As most travelers know, airlines commonly overbook flights because of the large and predictable number of “no-shows”—people who have reservations but don’t show up for the flight. Overbooking helps airlines limit the number of empty seats on their flights. However, if a flight is overbooked, some passengers with confirmed reservations have to get off the plane.
Getting bumped isn’t always a bad thing, however. There is a growing number of passengers who feel lucky if their flight is overbooked. Why? Because airlines have to provide bumped passengers with cash, free flights, hotels, and/or meals to compensate them for their inconvenience.
In fact, airlines usually ask for volunteers to get off an overbooked flight in exchange for those perks, and many passengers say “Sure!” and happily deplane. Some people even make a habit of choosing flights that are likely to be overbooked, just so they can volunteer!
Driver blames GPS for train crash
BEDFORD HILLS—Last night, Edward Carter, 43, of White Plains told police that his car’s global positioning system (GPS) instructed him to make a wrong turn directly onto the train tracks in Bedford Hills. When he turned, his car became stuck on the track, and he had to abandon the car.
In a statement to the police, the man said he was driving north with his son on the Saw Mill Parkway at about 8 p.m. They planned to go to a restaurant on Route 117.
Following the instructions from his GPS unit, he exited the parkway at Green Lane. But then, instead of driving to Route 117 and turning right there, he made a very wrong turn. He turned right at the railroad tracks. The man and his son tried to move the car off the tracks, but they couldn’t. Shortly afterward, a Metro-North commuter train hit Mr. Carter’s car. Luckily, there were no deaths or injuries. Police say that drivers need to pay attention to the road, not the GPS unit.
CRITICAL THINKING Based on the Reading and your own ideas, discuss the following topics.
1 Why do you think airlines overbook flights?
2 Are there some advantages of getting bumped from a flight? What are they?
3 What are some advantages of GPS systems? What are some disadvantages?
4 Do you prefer GPS systems, online maps with instructions, or paper maps? Explain.
NOW YOU CAN Describe transportation problems
A Check all the means of transportation you have taken. Then add other means you know.
- bus
- train
- taxi
- limousine
- ferry
- ship
- airplane
- helicopter
- other
B PAIR WORK Ask your partner questions about the means of transportation he or she checked.
C NOTEPADDING Choose a time when you had transportation problems. On the notepad, make notes about the trip.
| means of transportation: |
|--------------------------|
| month, day, or year of trip: |
| destination: |
| problems: |
D GROUP WORK Now tell your story to your classmates. Describe your transportation problems. Ask them questions about their problems.
Text-mining (optional)
Find and underline three words or phrases in the Reading that were new to you. Use them in your Group Work. For example: “no-shows.”
RECYCLE THIS LANGUAGE.
| Problems | Responses |
|----------|-----------|
| The ___ was terrible.
The ___ were unfriendly.
They canceled my ___.
The ___ didn’t work.
They lost my ___. | Someone stole my ___.
The ___ drove me crazy.
The [flight] was bumpy / scary.
The [drive] was long / boring. | What was wrong with the ___?
I’m sorry to hear that.
That’s a shame / too bad.
Oh, no! |
A 5:20 It’s 7:26 A.M. now. Listen as you look at the departure board. Then listen again and use reasoning to determine if each statement is true or false. Circle T (true) or F (false).
| | | |
|---|---|---|
| T | F | 1 They could take the 8:31. |
| T | F | 2 They should take the 8:25. |
| T | F | 3 They’re going to Boston. |
| T | F | 4 They’re both going to take the train to Washington. |
| T | F | 5 He usually takes the 7:25. |
| T | F | 6 They should hurry. |
B Complete each statement with a correct word or phrase.
1 It’s important to make a ........................................... early because it can be difficult to find a room after you arrive.
2 When your whole family is going to the airport together, you can reserve a ........................................... . It’s usually very comfortable and has space for all of your luggage.
3 It can be convenient to book a ........................................... if you want to drive but can’t bring your own car.
4 Do you think I could take the ........................................... train? I know it’s much faster, but I’m not sure it stops at my station on weekends.
5 My husband always gets an ........................................... seat. He likes to get up and walk around on long flights.
6 I hope it’s a ........................................... flight. I get really scared every time the plane takes off or lands.
7 It’s not a non-stop, but it’s a ........................................... flight. You don’t have to change planes, but the plane stops twice.
8 Are you kidding? The flight was ........................................... ? That was the last flight! Just ten minutes ago they said it was here and ready to board!
9 The airline ........................................... the flight, and when I got to the gate, the agent said another passenger had my seat. I had such bad luck!
C Complete the conversation with be going to and the indicated verbs.
A: On Saturday, ........................................... for Cancún.
B: Really? ........................................... a rental car there? There are some great places to explore.
A: No. I think ........................................... on the beach and rest.
By the way, where ........................................... for your vacation?
B: I’m not sure. But ........................................... to Bangkok on business next month, and ........................................... a few days off to go sightseeing. I hear it’s great.
WRITING
Write two paragraphs—one about your most recent trip and one about your next trip. In the first paragraph, describe the transportation you took and write about any problems you had. In the second paragraph, write about the transportation you plan to take. Use be going to.
ORAL REVIEW
CONTEST Form teams. Create questions about the pictures to ask another team. (Teams get one point for each correct question and one point for each correct answer.)
What day are they going to take the trip?
ROLE PLAY Choose one picture. Create a conversation for the people. Use could and should. For example:
Agent: You could go to Hawaii or...
GROUP STORY Take turns telling the story in the pictures. Each student adds one sentence.
NOW I CAN
- Discuss schedules and buy tickets.
- Book travel services.
- Understand airport announcements.
- Describe transportation problems.
Get the Best Exchange Rate
Before you travel to another country, check the exchange rate of your currency against the currency of the foreign country you’re visiting. If you have to exchange cash during your trip, there are usually better rates at banks and post offices. However, you’ll get the best rate if you just get foreign currency at an ATM. But check with your bank before you leave to make sure you can use your ATM card in the country you are visiting.
When possible, use a credit card for larger expenses such as hotel bills, tickets, and car rentals. But be careful—check first to see if your credit card company or bank adds a fee for these transactions.
Check foreign exchange rates before you travel.
A 5:23 VOCABULARY • Financial terms
Listen and repeat.
an exchange rate
cash
foreign currency
an ATM
a fee
B PAIR WORK Ask and answer the questions.
1 Do you—or does anyone you know—ever exchange money for foreign currency? When? How?
2 When do people generally use cash? When do they usually use credit cards?
C PHOTO STORY Read and listen to people shopping for souvenirs.
Jenn: Oh, no. I’m almost out of cash. And I want to get a gift for my mom. I sure hope these shops accept credit cards.
Pat: I’ll bet they do. Let’s go in here. They have some really nice stuff. And I want to get some souvenirs of our trip.
Jenn: Great!
Pat: Hey, what do you think of this?
Jenn: It’s gorgeous. But it’s a bit more than I want to spend.
Pat: Maybe you can get a better price. It can’t hurt to ask.
Jenn: I don’t know. I’m not very good at bargaining.
Clerk: Excuse me. Maybe I can help. Let me show you something more affordable.
Jenn: Oh, that one’s nice, too. How much do you want for it?
Clerk: Forty euros.
Jenn: I’ll take it. You do accept credit cards, don’t you?
Clerk: Sorry, no. But there is an ATM right across the street.
D FOCUS ON LANGUAGE Find an underlined statement in the Photo Story with the same meaning as each of the following:
1. I’d prefer something cheaper.
2. This shop sells good things.
3. I don’t know how to ask for a lower price.
4. I don’t have much money.
5. Don’t be afraid to bargain.
6. Here’s a cheaper one.
SPEAKING
PAIR WORK Complete the chart with your opinions of the advantages and disadvantages of credit cards and cash. Then discuss your ideas with a partner.
| An advantage of credit cards: | |
|-------------------------------|---|
| A disadvantage of credit cards: | |
| An advantage of cash: | |
| A disadvantage of cash: | |
GRAMMAR Superlative adjectives
Use superlative adjectives to compare more than two people, places, things, or ideas.
Which projector is **the cheapest** of these three? (the + an adjective + est)
Which brands are **the most** (or **least**) **popular** in your store? (the most / least + an adjective)
| adjective | comparative | superlative |
|-----------|-------------|-------------|
| cheap | cheaper (than) | **the cheapest** |
| nice | nicer (than) | **the nicest** |
| easy | easier (than) | **the easiest** |
| big | bigger (than) | **the biggest** |
| adjective | comparative | superlative |
|-----------|-------------|-------------|
| comfortable | more / less comfortable (than) | **the most / least comfortable** |
| portable | more / less portable (than) | **the most / least portable** |
| difficult | more / less difficult (than) | **the most / least difficult** |
| expensive | more / less expensive (than) | **the most / least expensive** |
A GRAMMAR PRACTICE Read the salesperson’s recommendations. Complete each statement, using the superlative form of the adjective.
1 The V5 is ........................................... vacuum cleaner model from Zorax. **new**
2 The Blendex is very inexpensive. It’s ........................................... blender we sell. **cheap**
3 Compared to our other washing machines, the Laundrex 300 is ........................................... . **easy to use**
4 The Focus C50 is ........................................... digital camera we sell. **popular**
5 The Vista PX is ........................................... webcam you can buy. **light**
6 Our customers say the My Juice 500 is ........................................... juicer available today. **practical**
7 You’ll like the Morning Brew coffeemaker. It’s ........................................... to use. **difficult**
8 If you don’t want to spend a lot, the View Master is ........................................... projector you can buy. **expensive**
9 The Impress 400 isn’t ........................................... projector we have, but it **is** the best. **expensive**
B GRAMMAR PRACTICE Complete the conversations. Use the superlative form of the adjectives.
1 A: All of these cameras are easy to use.
B: But which is ........................................... ?
**small**
2 A: All of our ski sweaters are pretty warm.
B: But I want a really heavy one. Which brand makes ........................................... ones?
**heavy**
3 A: She wrote at least six books about Italy.
B: I know. But which of her books is ........................................... ?
**interesting**
4 A: Do you want to take a taxi, bus, or train to the airport?
B: Which is ........................................... ?
**convenient**
5 A: You can study English at any school you want.
B: OK. But which school is ........................................... ?
**good**
6 A: Here are three vacation packages you can choose from.
B: That’s nice. But just tell me which one is ........................................... .
**affordable**
CONVERSATION MODEL
A 5:27 Read and listen to someone asking for a recommendation.
A: I’m looking for a pressure cooker. Which is the least expensive?
B: The Steam 2000. But it’s not the best. How much do you want to spend?
A: No more than $100.
B: Well, we have some really good ones in your price range.
A: Great! Could I have a look?
B 5:28 RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner.
NOW YOU CAN Ask for a recommendation
A CONVERSATION ACTIVATOR With a partner, change the Conversation Model. Use superlative adjectives. Use the ads, or your own real ads, to ask for a recommendation. Then change roles.
A: I’m looking for ........... Which is the ........... ?
B: The ........... . But it’s not the ........... .
How much do you want to spend?
A: No more than ........... .
B: Well, ........... .
A: ........... .
DON’T STOP!
Continue the conversation.
I’m also looking for [a coffeemaker]. Tell me about the [Brew King].
Do you accept credit cards?
Is there an ATM nearby?
I think I’ll take the [Power X].
B CHANGE PARTNERS Ask for a recommendation for another type of product.
C EXTENSION Bring in newspaper ads for similar products. Use both comparative and superlative adjectives to discuss them.
CONVERSATION MODEL
A 5:29 Read and listen to someone bargaining for a lower price.
A: How much do you want for that rug?
B: This one?
A: No. That one’s not big enough. The other one.
B: 300.
A: That’s a lot more than I want to spend. I can give you 200.
B: How about 225?
A: OK. That sounds fair.
B 5:30 RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner.
GRAMMAR Too and enough
When something is not satisfactory, use:
too + an adjective not + adjective + enough
Those rugs are too small. OR Those rugs aren’t big enough.
That camera is too heavy. OR That camera isn’t light enough.
When something is satisfactory, use an adjective + enough.
This coffeemaker is small enough. I’ll take it.
Be careful!
Don’t say: This coffeemaker is enough small.
GRAMMAR PRACTICE Read the conversations between customers and salespeople. Then complete each conversation. Use too or enough and an adjective from the list.
1 A: My photocopier is _______________________. I’m ready for an upgrade!
B: OK. I have several models that are very fast. How much do you want to spend?
2 A: These jeans aren’t _______________________. They’re very uncomfortable.
B: I’m so sorry. Let me get you a larger size. Here you go.
3 A: I like these portable speakers, but they really aren’t ________________________ for travel.
B: Then check out this pair. They’re lighter, and you can have them for $20.
4 A: Are you sure this microwave is ________________________? I’m a pretty busy guy.
B: Absolutely. The X11 is our fastest model. And I can give you a great price.
5 A: How about this fan? Listen. It’s very quiet.
B: That’s definitely ________________________ for my bedroom. And it’s very affordable. I’ll take it.
6 A: This jacket is a real bargain, sir. It’s only $692.
B: $692? That’s _________________________. I don’t want to spend that much.
PRONUNCIATION Rising intonation for clarification
A 5:31 Use rising intonation to ask for clarification. Read and listen. Then listen again and repeat.
1 A: Could I have a look at those bowls?
B: These small ones?
A: No, the big ones.
2 A: How much is that vase?
B: This green one?
A: That’s right.
B PAIR WORK Place pairs of objects on your desk. Ask to have a look, and practice using rising intonation to ask for clarification.
VOCABULARY How to bargain
A 5:32 Read and listen. Then listen again and repeat.
Buyer’s language
- How much do you want for that [shawl]?
- That’s more than I want to spend.
- I can give you [twenty] for it.
- Would you take [thirty]?
- All I have is [forty].
- It’s a deal.
Seller’s language
- How much do you want to spend?
- I could go as low as [seventy].
- I can’t go lower than [sixty].
- You can have it for [fifty].
- How about [forty-five]?
- It’s a deal.
B 5:33 LISTEN FOR DETAILS Listen to people bargain. Complete each statement with the amount they agreed on and the type of item.
1 The buyer pays ............ for the .....................
2 The buyer pays ............ for the .....................
3 The buyer pays ............ for the .....................
4 The buyer pays ............ for the .....................
NOW YOU CAN Bargain for a lower price
A CONVERSATION ACTIVATOR With a partner, imagine that you are in a place where bargaining is common. One of you is the buyer, and the other is the seller. Use the Vocabulary and the photos, or your own ideas. Then change roles. Start like this:
A: How much do you want for ...........?
DON’T STOP!
- Ask about size, color, features, brand, etc.
- Use too and enough.
- Use superlatives.
B CHANGE PARTNERS Create a new conversation. Bargain for the other items.
BEFORE YOU READ
WARM-UP In your opinion, why is it important to understand the customs of other countries?
READING 5:34
When Should I Tip?
FOR YOUR INFORMATION
Never tip in these countries:
Japan
Korea
Malaysia
New Zealand
Singapore
Thailand
United Arab Emirates
Vietnam
It’s the question every traveler asks.
In some countries around the world, you never have to tip. But in most countries—at least 180 of them—tipping is customary, and the rules can be quite complicated.
Restaurants
In the U.S., restaurant servers expect a tip of 15 to 20% of the check—depending on how satisfied you are with the service. In most other countries, however, it’s about 10%. In the U.S., you leave your tip on the table. But in Austria and Germany, it’s considered rude if you don’t hand the tip directly to the server.
In Europe, restaurants almost always add a service charge to the check, so you don’t need to leave a separate tip. But in the U.S., a service charge is only added for groups of six or more people. So it’s a good idea to look carefully at your check!
Taxis
In the U.S. and Canada, taxi drivers expect a tip of 15% of the taxi fare. However, in South America and many European countries, you don’t usually tip taxi drivers. Instead, you can round off the fare and say, “Keep the change.” (For example, if the fare is 3.80 euros, you just round it off to 4 euros.)
Hotels
What about the porter who carries your luggage? In Australia, you tip about AUS $3 (US $2) per bag. But in most countries, a tip of about US $1 is fine. You can also leave about US $1 to $2 a day for the housekeeper who cleans your hotel room.
So check the Internet for information on tipping customs before you travel. And remember: You never have to tip if the service is terrible.
A CLASSIFY Circle two answers to each question, according to information in the Reading. Then explain.
1 In which countries is tipping customary?
a Thailand b New Zealand c Australia d Austria
2 In which countries do they almost always add a service charge to restaurant bills?
a France b the U.S. c Germany d United Arab Emirates
3 Who expects a U.S. $1 or $2 tip in most countries where tipping is customary?
a hotel clerks b hotel porters c hotel housekeepers d taxi drivers
4 In which countries should you never leave a tip on the table?
a the U.S. b Japan c Germany d Australia
B DRAW CONCLUSIONS Read each person’s question. Give advice, according to the Reading. Underline the place in the Reading where you can find the information.
“‘My class is flying to a sports event in Canberra, Australia, next week. I have two large bags. If a porter helps me, how much should I tip?’”
“I’m going to Chicago, in the U.S., on business. Let’s say I take ten clients out for lunch and the bill is US $400. How much more should I leave for the tip?”
“I’m going to New Zealand. I’m staying in a nice hotel for about six days. How much should I tip the housekeeper?”
“I’m going to be in Toronto, Canada, this weekend. Someone told me the fare from the airport is CAN $43. How much should I tip the driver?”
C APPLY INFORMATION Imagine that you are visiting one of the countries in the Reading. Describe a situation in a restaurant, a taxi, or a hotel. Your classmates decide how much to tip.
NOW YOU CAN Discuss showing appreciation for service
A FRAME YOUR IDEAS How have you shown appreciation to someone for good service? Complete the questionnaire. Then tell a partner about your experiences.
☐ I left a tip.
☐ I gave a gift.
☐ I said “Thank you.”
☐ I wrote a “thank-you” note.
☐ I sent an e-mail to the manager.
☐ Other: ____________________________
“Last year, I went to a restaurant, and the waiter was really nice. At the end of the meal, I spoke to the manager about his great service.”
B NOTEPADDING With a partner, write suggestions to a visitor to your country for how to show appreciation for good service. What should you do or say? Use your questionnaire above for examples.
| Restaurant servers: |
|---------------------|
| Taxi drivers: |
| Hotel housekeepers: |
| Hotel luggage porters: |
| Airport luggage porters: |
| Other: |
C DISCUSSION Now discuss how to show appreciation for good service in your country. What are the customs? Does everyone agree?
Text-mining (optional)
Find and underline three words or phrases in the Reading that were new to you. Use them in your Discussion. For example: “expect a tip.”
BEFORE YOU LISTEN
A **VOCABULARY** • *How to describe good and bad deals* Read and listen. Then listen again and repeat.
**Good deals**
- She **got a great deal**.
- She **saved a lot of money**.
- It **was a real bargain**.
**Bad deals**
- He **got a bad deal**.
- He **paid too much money**.
- It **was a total rip-off**.
B **ACTIVATE NEW VOCABULARY** Read about two shopping experiences. With a partner, write a two-sentence summary of each story, using the Vocabulary.
On my last business trip, I wanted to buy a handmade rug. So I went to a store that had some really nice stuff. I found a beautiful one, but the asking price was too high: US $900. I’m not very good at bargaining, but I figured it couldn’t hurt to ask. So I said, “I can go as high as $350.” We bargained for a long time, but the merchant didn’t come down in price. Finally, we shook hands, and I turned to leave the store. The merchant was very surprised, and he stopped me. I thought the handshake meant “Sorry. That’s too low.” But it really meant “It’s a deal.” So I bought it for $350.
When I was on vacation, I decided to look for an antique vase. I found a beautiful blue and white one from the sixteenth century. I bargained with the salesperson about the price, and she came way down for me. I was almost out of cash, but I bought it. It was a bit more than I wanted to spend, but I really liked it. Later, a friend told me that the “antiques” in these shops aren’t really antiques—they’re actually new! I guess I paid too much, but it’s still a nice souvenir of my trip.
LISTENING COMPREHENSION
A **LISTEN FOR MAIN IDEAS** Listen to the conversations about shopping. Then listen again and complete the chart.
| | What did the shopper buy? | Did the shopper get a good price? |
|---|---------------------------|----------------------------------|
| 1 | | □ yes □ no |
| 2 | | □ yes □ no |
| 3 | | □ yes □ no |
| 4 | | □ yes □ no |
B **LISTEN FOR DETAILS** Listen again. Write the price each person paid.
1 euros 2 pounds 3 dollars 4 pesos
A NOTEPADDING Complete the chart with notes about places in your city or town. Include an example or a reason for each opinion you write.
| What are . . . | Where can you buy . . . |
|---------------|-------------------------|
| the best restaurants? | the most unusual gifts? |
| | The West Market has the coolest gifts! You can find anything there. And you can bargain for lower prices. I always love shopping there. |
| the nicest hotels? | the most expensive department stores? |
|--------------------|--------------------------------------|
| the best fruits and vegetables? | the least expensive clothes? |
|---------------------------------|-------------------------------|
| the coolest electronic products? | the most unusual gifts? |
|----------------------------------|-------------------------|
B DISCUSSION Compare your notes about places in your city or town and discuss where you can get the best deals.
“I think the fruits and vegetables at the North Market are the best in town.”
“Maybe. But you can save a lot of money at the South Market. They have the lowest prices there.”
A Listen to each conversation. Write the item that the people are talking about. Indicate whether the item is satisfactory (✓) or not satisfactory (✗) to the customer. Then listen again and circle the adjectives that the salesperson uses to describe the product.
| They’re talking about . . . | Satisfactory? | Adjectives |
|-----------------------------|---------------|--------------------------|
| 1 | | light / fast / cheap |
| 2 | | light / warm / beautiful |
| 3 | | tall / beautiful / affordable |
| 4 | | light / easy to use / affordable |
B Complete the sentences.
1 If you’re out of cash and the bank is closed, you can get money from ____________________________.
2 If there’s a service charge on your check, you probably don’t need to leave _________________________.
3 In some places, you can _________________________ for a lower price.
4 Before you travel to a foreign country, you should check the _________________________ of your currency and the currency of the place you’re traveling to.
5 I got a real _________________________ . I saved a lot of money.
6 It was a total _________________________ . I paid too much money.
C Rewrite each sentence, using too or enough. For example:
That vase is too heavy. That vase isn’t light enough.
1 Those cameras aren’t cheap enough.
2 This printer is too slow.
3 The inside of the fridge isn’t cool enough.
4 That restaurant is too noisy.
5 My flat screen TV isn’t big enough.
6 Those pants aren’t long enough.
D Write two sentences about shopping in your city or town. Use the superlative.
1 The stores in Old Town have the most interesting gifts.
WRITING
Write a guide to the best places for a visitor to your city or town to stay in, visit, and shop.
Ideas
hotels
stores
museums
theaters
neighborhoods
stadiums
WRITING BOOSTER p. 148
- Connecting contradictory ideas
- Guidance for this writing exercise
For additional language practice . . .
TOP NOTCH POP • Lyrics p. 150
“Shopping for Souvenirs”
ORAL REVIEW
CONTEST Form teams. Create false statements about the products. Another team corrects the statements. (One point for each correction.) For example:
A: The EasyPix 500 is the lightest camera.
B: No. The CoolRay 6 is the lightest one.
ROLE PLAY Create conversations for the people.
• Ask for a recommendation. Start like this:
I’m looking for ____ Which is the ...?
• Bargain for the best price. Start like this:
How much do you want for that ...?
GIFTS ‘N THINGS
NOW I CAN
☐ Ask for a recommendation.
☐ Bargain for a lower price.
☐ Discuss showing appreciation for service.
☐ Describe where to get the best deals.
## COUNTRIES AND NATIONALITIES
| Country | Nationality |
|---------------|----------------------|
| Argentina | Argentinean / Argentine |
| Australia | Australian |
| Belgium | Belgian |
| Bolivia | Bolivian |
| Brazil | Brazilian |
| Canada | Canadian |
| Chile | Chilean |
| China | Chinese |
| Colombia | Colombian |
| Costa Rica | Costa Rican |
| Ecuador | Ecuadorian |
| Egypt | Egyptian |
| El Salvador | Salvadorean |
| France | French |
| Germany | German |
| Greece | Greek |
| Guatemala | Guatemalan |
| Holland | Dutch |
| Honduras | Honduran |
| Hungary | Hungarian |
| India | Indian |
| Indonesia | Indonesian |
| Ireland | Irish |
| Italy | Italian |
| Japan | Japanese |
| Korea | Korean |
| Lebanon | Lebanese |
| Malaysia | Malaysian |
| Mexico | Mexican |
| Nicaragua | Nicaraguan |
| Panama | Panamanian |
| Paraguay | Paraguayan |
| Peru | Peruvian |
| Poland | Polish |
| Portugal | Portuguese |
| Russia | Russian |
| Saudi Arabia | Saudi / Saudi Arabian|
| Spain | Spanish |
| Sweden | Swedish |
| Switzerland | Swiss |
| Taiwan | Chinese |
| Thailand | Thai |
| Turkey | Turkish |
| the United Kingdom | British |
| the United States | American |
| Uruguay | Uruguayan |
| Venezuela | Venezuelan |
| Vietnam | Vietnamese |
## NON-COUNT NOUNS
This list is an at-a-glance reference to the non-count nouns used in *Top Notch 1*.
| Aerobics | Cheese | Food | Juice | Pepper | Skydiving | Weather |
|----------------|--------------|-------------|-------------|-------------|-------------|-------------|
| Air conditioning | Chicken | Fruit | Junk food | Pie | Sleepwear | Wildlife |
| Basketball | Clothing | Garlic | Lamb | Rice | Soccer | Yogurt |
| Beef | Coffee | Golf | Lettuce | Running | Soup | |
| Bike riding | Culture | Health | Meat | Salad | Swimming | |
| Bread | Dessert | History | Milk | Salt | Tennis | |
| Broccoli | Dinner | Hosiery | Music | Seafood | Traffic | |
| Butter | Electronics | Hot sauce | Nature | Service | Transportation | |
| Cake | English | Housework | Oil | Shopping | TV | |
| Candy | Entertainment| Ice | Outerwear | Shrimp | Walking | |
| Cash | Fish | Ice cream | Pasta | Sightseeing | Water | |
## IRREGULAR VERBS
| Base form | Simple past | Past participle | Base form | Simple past | Past participle | Base form | Simple past | Past participle |
|-----------|-------------|-----------------|-----------|-------------|-----------------|-----------|-------------|-----------------|
| Be | Was / were | Been | Give | Gave | Given | Sell | Sold | Sold |
| Begin | Began | Begun | Go | Went | Gone | Send | Sent | Sent |
| Break | Broke | Broken | Grow | Grew | Grown | Shake | Shook | Shaken |
| Bring | Brought | Brought | Have | Had | Had | Sing | Sang | Sung |
| Build | Built | Built | Hear | Heard | Heard | Sit | Sat | Sat |
| Buy | Bought | Bought | Hit | Hit | Hit | Sleep | Slept | Slept |
| Catch | Caught | Caught | Hurt | Hurt | Hurt | Speak | Spoke | Spoken |
| Choose | Chose | Chosen | Keep | Kept | Kept | Spend | Spent | Spent |
| Come | Came | Come | Know | Knew | Known | Stand | Stood | Stood |
| Cost | Cost | Cost | Leave | Left | Left | Steal | Stole | Stolen |
| Cut | Cut | Cut | Lose | Lost | Lost | Swim | Swam | Swum |
| Do | Did | Done | Make | Made | Made | Take | Took | Taken |
| Drink | Drank | Drunk | Mean | Meant | Meant | Teach | Taught | Taught |
| Drive | Drove | Driven | Meet | Met | Met | Tell | Told | Told |
| Eat | Ate | Eaten | Pay | Paid | Paid | Think | Thought | Thought |
| Fall | Fell | Fallen | Put | Put | Put | Throw | Threw | Thrown |
| Feel | Felt | Felt | Quit | Quit | Quit | Understand | Understood | Understood |
| Find | Found | Found | Read | Read | Read | Wake up | Woke up | Woken up |
| Fit | Fit | Fit | Ride | Rode | Ridden | Wear | Wore | Worn |
| Fly | Flew | Flown | Run | Ran | Run | Win | Won | Won |
| Forget | Forgot | Forgotten | Say | Said | Said | Write | Wrote | Written |
| Get | Got | Gotten | See | Saw | Seen | | | |
TOP NOTCH 1B
Grammar Booster
www.pardistalk.ir/library
Can and Have to: form and common errors
Be careful!
It has to close at 4:00. Does he have to go?
NOT It has to closes. NOT Does he have to goes?
NOT It has to closing. NOT Does he has to go?
Be careful! Use can with the base form of a verb.
She can play golf very well. Can he play tennis?
NOT She can plays. NOT Can he plays?
NOT She can to play. NOT Can he to play?
There are three negative forms of can.
He can’t swim. = He cannot swim. = He can not swim.
Remember:
I have to go to class at 9:00.
You They We
She He has to go to class at 8:00.
A Correct the sentences.
1 Can they come to the movie next week?
2 My mother-in-law have to go shopping this afternoon.
3 My cousin can’t plays soccer tomorrow.
4 Does he has to meet his niece at the airport?
5 We’re going to the beach this weekend, but I no can swim.
6 Alex can to go out for dinner tonight.
7 She doesn’t have to working late tomorrow.
She cans go out for dinner.
8 Can he visits his in-laws next weekend?
9 You have to filling out an application for your English class.
10 Do we have to studying now? We’re watching TV.
Can and have to: information questions
Can
Where can I play soccer around here? (Try the park.)
When can they come for lunch? (After class.)
How often can we go running? (Any time. Our afternoons are free.)
What languages can she speak? (She can speak Italian and Russian.)
Have to
What does he have to do tomorrow? (He has to go shopping.)
How often does she have to work late? (Not often.)
When do they have to buy the tickets? (This afternoon.)
Where do you have to go this morning? (To the airport.)
Be careful! See the difference when Who is the object or the subject.
Who can John visit on the weekend? He can visit his cousins. (object)
Who can visit his cousins on the weekend? John can. (subject)
Who do you have to call? I have to call my boss. (object)
Who has to write the report? My boss does. (subject)
B Complete the questions, using the cues and can.
1 A: .............................................. basketball?
(where / I / play)
B: Try the school. It isn’t far.
2 A: .............................................. dinner?
(when / we / have)
B: How about tomorrow night?
3 A: .............................................. walking?
(where / I / go)
B: You can go to the park. It’s very nice.
4 A: .............................................. ?
(how often / you / exercise)
B: Not as much as I’d like to. I’m too busy.
5 A: .............................................. breakfast?
(who / make)
B: What about Bill? He wakes up early.
6 A: .............................................. with about classes?
(who / I / speak)
B: The receptionist can help you.
C Complete the questions and answers, using a form of have to.
1 A: .............................................. he .............................................. (do) tomorrow?
B: He .............................................. (go) to class.
2 A: .............................................. she .............................................. (call) the office?
B: She .............................................. (call) every morning.
3 A: .............................................. he .............................................. (go) to the airport?
B: He .............................................. (leave) here at 3:00.
4 A: .............................................. they .............................................. (send) the form to?
B: They can’t send it. They .............................................. (take) it to the office.
5 A: .............................................. you .............................................. (meet) after class?
B: I .............................................. (meet) my sister. We’re going to the movies.
6 A: .............................................. (help) the teacher after class?
B: Chris and Tania. They .............................................. (clean) the board.
Can and be able to: present and past forms
You can also use be able to + base form for ability or possibility. Can is more frequent in spoken language.
I can play the violin. = I’m able to play the violin. (ability)
Bill can meet you at six. = Bill is able to meet you at six. (possibility)
He can’t swim. = He isn’t able to swim. (ability)
They can’t call this afternoon. = They aren’t able to call this afternoon. (possibility)
Use could or was / were able to + base form to talk about the past.
When I was four I could ride a bike (or was able to ride a bike).
They could speak (or were able to speak) French before they were ten.
She couldn’t be (or wasn’t able to be) there yesterday because she had a meeting.
We couldn’t understand (or weren’t able to understand) the directions.
Be careful! Use was / were able to (NOT could) for affirmative past statements of possibility.
She was able to be there yesterday. NOT She could be there yesterday.
D On a separate sheet of paper, change can to be able to in the sentences.
1 She can swim very well.
4 George can meet you at the airport.
2 They can’t ride a bicycle.
5 Lucy can’t take the bus to the mall.
3 I can’t finish this report today.
6 We can call you before the meeting.
E On a separate sheet of paper, change the statements from the present to the past.
More than one correct answer may be possible.
1 We’re able to help him.
4 Nicole can cook for the party.
2 The Martins can’t go to the concert.
5 Rachel and Brooke aren’t able to play basketball at the school.
3 She is able to be there at seven.
The simple present tense: non-action verbs
Some verbs are non-action verbs. Most non-action verbs are not usually used in the present continuous, even when they are describing something that is happening right now.
I want a sandwich. NOT I am wanting a sandwich.
Some non-action verbs have action and non-action meanings.
| non-action meaning | action meaning |
|--------------------|----------------|
| I have two sandwiches. (possession) | I’m having a sandwich. (eating) |
| I think English is easy. (opinion) | I’m thinking about her. (the act of thinking) |
Some non-action verbs
be miss
have need
know see
like understand
love want
A Complete the message. Use the simple present tense or the present continuous form of the verbs.
Hi Keith,
It’s 2:00, and I _________________________. (1 think) of you. The kids _________________________. (2 play) outside. I _________________________. (3 see) them through the window right now. They _________________________. (4 have) a small table and chairs, and they _________________________. (5 have) a late lunch. I _________________________. (6 want) to send this before I go to work. I _________________________. (7 know) you’re working hard, and we all _________________________. (8 miss) you.
Maggie
The simple present tense: placement of frequency adverbs
Frequency adverbs generally go after the verb be and before other verbs.
I am usually at the pool on Saturdays.
I usually go to the pool on Saturdays.
Sometimes, usually, often, generally, and occasionally can also go at the beginning or end of a sentence.
Sometimes I go to the mall on Saturdays.
I go to the pool occasionally.
Be careful! Don’t use never or always at the beginning or end of a sentence.
Don’t say: Never I go to the pool. OR I go to the pool always.
In negative sentences, most frequency adverbs can go before or after don’t or doesn’t.
Hank usually doesn’t go running on the weekend.
Hank doesn’t usually go running on the weekend.
Be careful! The frequency adverb always cannot go before don’t or doesn’t.
I don’t always have breakfast in the morning. NOT I always don’t have breakfast in the morning.
Be careful! Use the frequency adverb never or not + ever to form the negative. Don’t use never with a negative verb.
I never eat sweets. OR I don’t ever eat sweets. NOT I don’t never eat sweets.
Time expressions
Time expressions generally go at the beginning or end of a sentence. When a time expression is at the beginning, a comma is optional. Don’t use a comma when the time expression is at the end.
Three times a week, I go to the pool. I go to the pool three times a week.
The time expression a lot goes at the end of a sentence.
I go to the pool a lot. NOT A lot I go to the pool.
B On a separate sheet of paper, rewrite the sentences correctly.
1 She plays usually golf on Sunday.
2 They go to the park hardly ever.
3 I always am hungry in the afternoon.
4 We once in a while have eggs for breakfast.
5 Penny doesn’t never exercise.
6 Never I go swimming at night.
7 Vivian doesn’t drink always coffee.
8 Corey and I play twice a week tennis together.
9 We go often bike riding in the afternoon.
10 She is every day late for class.
UNIT 7 Lesson 1
The past tense of be: form
Use was and were for affirmative statements. Use wasn’t and weren’t for negative statements.
I was in Rome yesterday. They were in Paris.
She wasn’t on time. They weren’t early.
Begin yes / no questions with Was or Were.
Was your flight late? Were you late?
Begin information questions with a question word followed by was or were.
How long was your vacation? How many people were there?
Where was your passport? Where were your tickets?
A Complete the conversations with was, were, wasn’t, or weren’t.
1 A: .................. you out of town last week?
B: No, I ............... Why?
A: Well, you ............... at work all week.
2 A: How .................. the food?
B: Great! There .................. lots of fresh seafood, and the fruit .................. delicious.
3 A: So .................. your vacation OK?
B: Well, actually it .................. . The food .................. terrible, and there .................. too many people.
4 A: Where .................. you last weekend?
B: I .................. on vacation.
A: Really? How .................. it?
5 A: How long .................. your trip?
B: Only a few hours, but we .................. pretty tired.
6 A: .................. your brother on vacation last week?
B: Yes, he .................. . He and his wife .................. on a cruise.
B On a separate sheet of paper, unscramble the words to write questions, using was or were.
1 vacation / your / very long
2 your luggage / where
3 comfortable / the drive
4 you / on the morning flight
5 late / your friends
6 there / how many / on the train / people
The simple past tense: spelling rules for regular verbs
Form the past tense of most verbs by adding -ed to the base form.
play → played
For verbs ending in -e or -ie, add -d.
smile → smiled tie → tied
For one-syllable verbs ending in one vowel + one consonant, double the consonant and add -ed.
stop → stopped plan → planned
For two-syllable verbs ending in one vowel + one consonant: If the first syllable is stressed, add -ed.
vi - sit → visited
If the second syllable is stressed, double the consonant and add -ed.
pre - fer → preferred
For verbs ending in a consonant and -y, change the -y to -i and add -ed.
study → studied
Be careful! Do not use -ed for irregular verbs.
See page 122 for a list of irregular verbs in the simple past tense form.
A Write the simple past tense form of the verbs.
1 return ................................. 5 try ........................................... 9 rain ...........................................
2 like ........................................ 6 stay ........................................... 10 wait ..........................................
3 change .................................... 7 travel ....................................... 11 offer ..........................................
4 cry ........................................... 8 arrive ...................................... 12 hurry .........................................
B Write the simple past tense form of these irregular verbs.
1 eat ........................................ 5 write ........................................ 9 buy ...........................................
2 drink ...................................... 6 meet ....................................... 10 read ..........................................
3 swim ...................................... 7 run ........................................ 11 pay ..........................................
4 go .......................................... 8 begin ..................................... 12 understand ..............................
The simple past tense: usage and form
Use the simple past tense to talk about completed actions in the past.
My grandparents went to Paris in April.
Last year, we played tennis and did aerobics every day.
Negative forms
Use didn’t + the base form of a verb.
He didn’t go out last weekend. NOT He didn’t went out last weekend.
They didn’t have a good time. NOT They didn’t had a good time.
Questions
Begin yes / no questions with Did. Use the base form of the verb.
Did you go swimming every day? NOT Did you went swimming every day?
Begin information questions with a question word followed by did. Use the base form of the verb.
Where did you go shopping? When did he arrive? What did they eat every day?
C On a separate sheet of paper, change each affirmative statement into a negative statement.
1 I slept all night. 4 They drank a lot of coffee.
2 We went swimming. 5 We had dinner at eight.
3 She ate a lot of food. 6 He bought postcards.
D On a separate sheet of paper, unscramble the words to write questions. Use the simple past tense.
1 you / go / where / on vacation last summer
2 you / from vacation / get back / when
3 they / a good flight / have
4 in London / you / do / what
5 your parents / their trip / enjoy
6 stay / how long / in Paris / Alicia
UNIT 8 Lesson 1
Direct objects: usage
The subject of a sentence performs the action of the verb. A direct object receives the action of the verb.
| subject | verb | direct object |
|---------|--------|---------------------|
| I | like | spicy food |
| Anne | wears | dark clothes |
A Underline the subjects in the sentences. Circle the direct objects.
1 Stacey is wearing a bathrobe right now.
2 Many people buy outerwear in this store.
3 I love red shoes.
4 Sanford and Gloria never wear shorts.
5 You can’t enter this store before 10:00.
6 Do you have your credit card?
7 Marianne wants a pair of warm pajamas.
Indirect objects: usage rules and common errors
When a sentence contains a direct object and a prepositional phrase, you can use an indirect object to say the same thing.
| prepositional phrase | indirect object |
|----------------------|-----------------|
| I’m buying the gloves for her. | I’m buying her the gloves. |
| Give the sweater to Jay. | Give Jay the sweater. |
Be careful! When a sentence contains a prepositional phrase and a direct object, the direct object comes first.
Mindy wrote a letter to her parents. NOT Mindy wrote to her parents a letter.
When a sentence contains a direct object and an indirect object, the indirect object comes first.
Mindy wrote them a letter. NOT Mindy wrote a letter them.
B On a separate sheet of paper, rewrite each sentence, changing the prepositional phrase into an indirect object pronoun.
1 She buys clothes for them. She buys them clothes.
2 Laurie sends a check to her father every month.
3 At night we read stories to our children.
4 They serve meals to us in the dining room.
5 They never give gifts to me on my birthday.
C On a separate sheet of paper, rewrite each sentence, changing the indirect object pronoun into a prepositional phrase using the preposition in parentheses.
1 They never buy me dinner. (for) They never buy dinner for me.
2 He always gives me the check. (to)
3 I sent my colleagues the tickets. (to)
4 His friend showed him the check for dinner. (to)
5 She’d like to get her mother a book. (for)
D On a separate sheet of paper, rewrite the sentences, adding the indirect object or prepositional phrase to each sentence. *Don’t add any words.*
1 They sent it on Monday. *(to me)*
*They sent it to me on Monday.*
2 Did they give breakfast at the hotel? *(you)*
3 We always tell the truth. *(her)*
4 They make lunch every day. *(for him)*
5 He brought flowers last night. *(his wife)*
UNIT 8 Lesson 2
**Comparative adjectives: spelling rules**
Add **-er** to one-syllable adjectives. If the adjective ends in **-e** add **-r**.
tight → tighter
loose → looser
If an adjective ends in (or is) a consonant-vowel-consonant sequence, double the final consonant before adding **-er**.
hot → hotter
For most adjectives that end in **-y**, change the **y** to **i** and add **-er**.
pretty → prettier
busy → busier
To make the comparative form of most adjectives that have more than two syllables, use **more** or **less**.
affordable → more affordable
convenient → less convenient
When comparing two people or things that are both in the sentence, use **than** when the second person or thing is mentioned.
She’s less practical **than** her sister.
The weather is warmer there **than** here.
A On a separate sheet of paper, write the comparative form of the adjectives.
| 1 tall | 5 light | 9 sad | 13 spicy | 17 popular |
|--------|---------|-------|----------|------------|
| 2 sunny | 6 clean | 10 fatty | 14 healthy | 18 red |
| 3 comfortable | 7 large | 11 salty | 15 cute | 19 conservative |
| 4 heavy | 8 late | 12 sweet | 16 short | 20 interesting |
B Complete each sentence with a comparative adjective. Use **than** if necessary.
1 I like the pink purse. It’s much ........................................... *(nice)*.
2 Low-fat milk is not bad, but no-fat milk is ........................................... *(healthy)*.
3 France is ........................................... *(small)* Russia.
4 Women’s shoes are usually ........................................... *(expensive)* men’s shoes.
5 It’s hot during the day, but it’s ........................................... *(cool)* at night.
6 He’s a lot ........................................... *(tall)* his brother.
7 This projector is a lot ........................................... *(popular)*, but it’s ........................................... *(affordable)*.
8 They’re much ........................................... *(liberal)* about clothing rules at the beach.
9 It’s usually ........................................... *(sunny)* in the morning before the rain begins.
10 French fries are ........................................... *(fatty)* and ........................................... *(salty)* a salad.
**Modals can, could, and should: meaning, form, and common errors**
**Meaning**
Use **can** to express ability or possibility.
Jerome **can** speak Korean.
I **can** be there before 8:00.
Use **could** to offer an alternative or to make a weak suggestion.
They **could** see an old movie like *Titanic*, or they **could** go to something new.
You **could** eat a healthier diet.
Use **should** to give advice, to make a strong suggestion, or to express criticism.
You **should** think before you speak.
**Form**
Modals are followed by the base form of the main verb of the sentence, except in short answers to questions.
You **can** eat at a lot of good restaurants in this neighborhood.
Who **should** read this? They **should**.
Can you **see** the moon tonight? Yes, I **can**.
Use **not** between the modal and the base form.
You shouldn’t stay at the Galaxy Hotel.
They can’t take the express.
In yes / no questions, the modal precedes the subject of the sentence. In information questions, the question word precedes the modal.
| Yes / no questions | Information questions |
|--------------------|-----------------------|
| Should I buy a round-trip ticket? | When should they leave? |
| Can we make the 1:05 flight? | Why should they go? |
| Could she take an express train? | Which trains could I take? |
| Who could they call? |
**Common errors**
Never add -s to the third-person singular form of modals.
He **should buy** a ticket in advance. NOT He **shoulds buy** a ticket in advance.
Never use **to** between modals and the base form.
You **could take** the train or the bus. NOT You **could-to take** the train or the bus.
Circle the correct phrases to complete the sentences.
1 Who (should buy / should to buy) the tickets?
2 Where (I can find / can I find) a hotel?
3 You (could to walk / could walk) or (take / taking) the bus.
4 (I should to call / Should I call) you when I arrive?
5 We (can to not take / can’t take) the bus; it left.
6 When (should you giving / should you give) the agent your boarding pass?
7 Which trains (can get / can getting) me there soon?
Expansion: future actions
There are four ways to express future actions, using present forms.
Be going to
Be going to + base form usually expresses a future plan or certain knowledge about the future.
I’m going to spend my summer in Africa. She’s going to get a rental car when she arrives.
It’s going to rain tomorrow.
The present continuous
The present continuous can also express a future plan.
We’re traveling tonight. They aren’t wearing formal clothes to the wedding.
I’m not eating at home tomorrow.
The simple present tense
The simple present tense sometimes expresses a future action with verbs of motion: arrive, come, depart, fly, go, leave, sail, and start—especially when on a schedule or a timetable. When the simple present tense expresses the future, there is almost always a word, phrase, or clause indicating the future time.
This Monday, the express leaves at noon. The flight arrives at 9:00 tonight.
The present of be
The present of be can describe a future event if it includes a word or phrase that indicates the future.
The wedding is on Sunday.
A Read the arrival and departure schedules. Then complete each sentence or question with the simple present tense.
1 The bus .................. at 11:00. It .................. at 8:00.
2 A: When .................. the flight .................?
B: It .................. at 23:30.
3 A: What time .................. the train .................. in Beijing?
B: At 10:20 p.m.
4 A: .................. the train .................. at 7:00?
B: Yes, it does.
B On a separate sheet of paper, answer each of the questions with a complete sentence. There may be more than one correct way to answer each question.
1 What are your plans for your next vacation?
2 What are you going to do this weekend?
3 What are you doing this evening?
Comparative and superlative adjectives: usage and form
Usage
Comparative adjectives compare two people, places, or things. Use than when the second item is mentioned.
Mexico City is larger than Los Angeles. Housing in New York is more expensive than in Lima.
Compared with Los Angeles, Mexico City is larger. Compared with Lima, housing is more expensive in New York.
Superlative adjectives compare more than two people, places, or things.
Compared to other cities in the Americas, Mexico City is the largest.
Form
| adjective | comparative adjective | superlative adjective |
|-------------|-----------------------|-----------------------|
| cheap | cheaper (than) | the cheapest |
| expensive | more expensive (than) | the most expensive |
| practical | less practical (than) | the least practical |
Be careful! Use the with superlative adjectives.
Don’t say: Mexico City is largest.
Superlative adjectives: spelling rules
Add -est to one-syllable adjectives. If the adjective ends in -e, add -st.
cheap → the cheapest loose → the loosest
If an adjective ends in (or is) a consonant-vowel-consonant sequence, double the final consonant before adding -est.
hot → the hottest
For most adjectives that end in -y, change the y to i and add -est.
pretty → the prettiest busy → the busiest
To form the superlative of most adjectives of two or more syllables, use the most or the least.
Car trips are the least expensive vacations. Cruises are the most relaxing vacations.
A Write both the comparative and superlative form of each adjective.
| | comparative | superlative | | comparative | superlative |
|---|-------------|-------------|---|-------------|-------------|
| 1 | tall | | 10| interesting | |
| 2 | easy | | 11| conservative| |
| 3 | liberal | | 12| light | |
| 4 | heavy | | 13| casual | |
| 5 | unusual | | 14| comfortable | |
| 6 | pretty | | 15| relaxing | |
| 7 | exciting | | 16| long | |
| 8 | wild | | 17| short | |
| 9 | informal | | 18| scary | |
B Complete each sentence with a comparative or superlative adjective. Use than if necessary.
1 That dinner was ___________________________ (delicious) meal we had on our vacation.
2 The Caribbean cruise is _________________________ (relaxing) of our vacation packages.
3 The Honsu X24 is a good camera, but the Cashio is ________________________________ (easy) to use.
4 We have several models, but I’d say the R300 is ________________________________ (popular).
5 I like that rug, but I think this one is ________________________________ (beautiful).
6 Our vacation in Brazil was ________________________________ (nice) our vacation in Italy last year.
7 All three stoves look good. But which one is ________________________________ (easy) to use?
8 I like both the J12, the Summit, and the Pro tablets, but which one’s ________________________________ (small)?
9 Which of these three plates do you think is ________________________________ (pretty)?
10 I can’t decide if I should read this book or that one. Which one is ________________________________ (interesting)?
Intensifiers make the meaning of adjectives stronger.
**Very** and **really** have the same meaning. They can intensify adjectives with a positive or negative meaning.
That restaurant is **really (or very) good**. I want to go there.
That movie is **really (or very) scary**. I don’t want to see it.
**Too** also makes the meaning of adjectives stronger. But **too** expresses the idea of “more than enough.” Too usually has a negative meaning.
That movie is **too long**. I don’t want to see it.
This restaurant is **too expensive**. I’m not going to eat here.
**Be careful!** Don’t use **too** to intensify adjectives with a positive meaning. Use **very** and **really**.
This camera is **very affordable!** NOT This camera is **too affordable!**
A Complete each sentence with **too**, **really**, or **very** and your own adjective.
1 Beach vacations are ................................................. . I love them.
2 French fries are .................................................. . You shouldn’t eat them every day.
3 A cruise is ....................................................... . I don’t have enough money to take one.
4 They say this movie is ........................................... . I want to see it.
5 This book is ...................................................... . You should read it.
6 English is ....................................................... . People are learning it all over the world.
7 This printer is .................................................... . I need to replace it.
8 These pants are .................................................. . I need to buy a larger pair.
B Complete each conversation, using **too** or **enough**.
1 A: How about this? Should we buy it for your mother?
B: No. It isn’t .................................................. (**pretty**). I want something nicer.
2 A: Do you think this rug is too small?
B: No, it’s great. I think it’s .................................. (**big**).
3 A: Did you buy a microwave yesterday?
B: I looked at some. But they were .................................. (**expensive**).
4 A: Why are you sending that steak back to the chef?
B: It’s an expensive meal, and this steak just isn’t .................................. (**good**).
5 A: You never eat dessert?
B: No. Desserts are ........................................... (**sweet**) for me.
6 A: How was your vacation?
B: To tell the truth, it just wasn’t .................................. (**relaxing**).
7 A: How’s that soup? Is it ........................................... (**hot**)?
B: No, it’s fine. Thanks.
8 A: Would you like more ice in your water?
B: Yes, please. It isn’t ........................................... (**cold**).
TOP NOTCH 1B
Writing Booster
www.pardistalk.ir/library
Punctuation of statements and questions
Use a period at the end of a statement.
I go to the gym every morning.
Use a question mark at the end of a question.
What do I do to stay in shape?
Use an exclamation point at the end of a sentence if you want to indicate that something is funny or surprising.
The truth is I’m a couch potato!
period = .
question mark = ?
exclamation point = !
comma = ,
Remember:
Use commas to connect more than two ideas in a series.
I go to the gym, go running in the park, and go bike riding every weekend.
It’s common, but not necessary, to use a comma before and or but when you connect two ideas.
I eat well, but I don’t exercise.
A On a separate sheet of paper, rewrite each statement or question, using correct punctuation. Remember to begin each one with a capital letter.
1 I really don’t have time to exercise
2 do you get enough sleep every night
3 my friends think I exercise a lot but I don’t
4 we go running bike riding and swimming in the summer
5 my father never eats sweets but I do
6 what do I do on weekends
7 my younger brothers eat junk food watch TV and stay up late every night
8 am I a couch potato
B Guidance for the Writing Exercise (on page 72) Use the Ideas to write three questions with “I.” Use these questions to introduce each topic in your description of your exercise and health habits. Be sure to check all your sentences and questions for correct punctuation.
What foods do I eat? I usually eat healthy foods during the week, but...
UNIT 7
Time order
Use a time clause in a sentence to show the order of events.
We visited the old part of town after we had lunch.
We checked into our hotel before we had lunch.
You can begin a sentence with a time clause. Most writers use a comma when the time clause comes first.
After we had lunch, we visited the old part of town.
Before we had lunch, we checked into our hotel.
Use transition signals to show time order in a paragraph. Use First to begin a series and Finally to end one. Use Then, Next, and After that to indicate a series of events. Commas are optional.
First, we checked in to our hotel. After we had lunch, we visited the old part of town and took pictures. Then, we went to the beach and lay in the sun for a while. Next, we played golf. After that, we went shopping and bought a rug. Finally, we went back to our hotel.
A On a separate sheet of paper, use the cues to write sentences. Begin each sentence with a time clause.
1 (before) First we had lunch. Then we went to the beach. Before we went to the beach, we had lunch
2 (after) First we visited Rome. Then we went to Venice.
3 (before) First they went snorkeling. After that, they had lunch.
4 (after) He arrived in Miami on Saturday. Then he looked for a hotel.
5 (before) I spent three days in Mexico City. Next I flew to Cancún.
6 (after) She got back from the airport. After that, she called her mother.
7 (before) The weather was beautiful. Then it rained.
B On a separate sheet of paper, rewrite the paragraph, using time-order transition words.
Let me tell you about my trip. I flew from New York to London, and I spent two days there. I took the train through the Channel to Paris. Paris was amazing. I got a car and drove to Rome. It was a long drive, but it was really scenic. I took a boat to the island of Sardinia. It was very beautiful. I flew back to London and back home to New York.
C Guidance for the Writing Exercise (on page 84) Write sentences describing your vacation in the order that the events happened. Then use your sentences to write your paragraph, using time clauses and time-order transition words.
UNIT 8
Connecting ideas with because and since
A clause with because or since presents a reason. There’s no difference in meaning between because and since in the following sentences.
I’m going to Paris because I love French food.
He’s not wearing a jacket since it’s really warm today.
In speaking, it’s OK to answer a question using only a clause with because or since.
A: Why are you wearing jeans?
B: Because it’s a really casual restaurant.
In writing, however, a clause beginning with because or since is not a sentence; it’s an incomplete thought. To make the thought complete, connect the clause beginning with because or since to a sentence.
I wear jeans at that restaurant because it is a really casual restaurant.
A clause with because or since can come at the beginning or the end of the sentence. When it comes at the beginning, use a comma. It’s good writing style to vary placement so all sentences don’t sound the same.
I eat vegetables every day because they are healthy.
Because they are healthy, I eat vegetables every day.
Remember:
In English, a sentence is a group of words containing a subject and a verb. It expresses a complete thought.
A On a separate sheet of paper, connect and rewrite the sentences, using clauses with either because or since. Be careful! Make sure the clause with because or since presents a reason.
1 I’m wearing a sweater. I feel cold.
2 She called her brother. It was his birthday.
3 He bought a blue blazer. He needed it for a business trip.
4 They didn’t have a ticket for the concert. They stayed home.
5 Our printer is broken. We have to get a new one.
B On a separate sheet of paper, answer each question with a complete sentence containing a clause with because or since.
1 Why do you like Latin music?
I like Latin music because it is happy music.
2 Why are you studying English?
3 Why is a clothing store better than a clothing website?
4 Why do people like malls?
5 Why are running shoes more comfortable than formal shoes?
C Guidance for the Writing Exercise (on page 96) Write a list of at least five clothing do’s and don’ts for appropriate dress in your country. Explain the reasons for the tips, using because and since. Use your sentences as a guide to help you write your letter or e-mail.
Don’t wear jeans to formal restaurants because people here usually wear smart clothes to go out.
A paragraph is a group of sentences that relate to a topic or a theme. When your writing contains information about a variety of topics, it is convenient to divide your writing into separate paragraphs.
Traditionally, the first word of a paragraph is indented. (Sometimes new paragraphs, especially in books, are not indented. Instead, a separation is made by leaving a blank line space, as follows.)
In the writing model to the right, the first paragraph is about the U.S., and the second paragraph is about Tanzania. Dividing the writing into two paragraphs makes it easier to read and understand.
Clothing customs in different countries
Clothing customs in the United States are generally liberal, although in some places people dress more formally than in others. For example, in casual social settings, the dress code is almost "anything goes," and, in the summer, it's not unusual for people to go to nice restaurants in shorts and sandals. In offices and formal restaurants, though, people generally dress more conservatively in all seasons of the year.
Far away in East Africa, on the other hand, clothing customs are much more conservative, especially for women. Women should keep their shoulders covered, even in hot weather, and sleeveless shirts are always inappropriate. Skirts and pants should go to below the knees. In cities, and for business, a lightweight suit is appropriate for both men and women.
A Write a check mark in the place or places where a new paragraph could or should start. Then, on a separate sheet of paper, copy the paragraphs, indenting each one.
Famous families
Jackie Chan is a movie star and singer from Hong Kong. His wife, Joan Lin, is an actress from Taiwan. They have a son, JC Chan. He's a singer and actor in the United States. Another famous family is the Williams family. Venus and Serena Williams are famous tennis players. Their mother's name is Oracene Price. Their father, Richard Williams, was their coach. Still another famous family is the Fernández family from Mexico. Vicente and Alejandro are father and son. They are both singers, and they are famous all over Latin America.
B Guidance for the Writing Exercise (on page 108) Use the Ideas and your answers to the questions below as a guide to help you write your two paragraphs.
Paragraph 1
Begin your paragraph with an opening statement, such as: Last month, I went to ___.
- Where did you go?
- What kind of transportation did you take?
- Were there any transportation problems? If so, what were they?
- When did you leave?
- Who did you travel with?
- What did you do when you were there?
- When did you get back?
Paragraph 2
Begin your next paragraph with an opening statement, such as: On my next trip, ...
- Where are you going to go?
- What kind of transportation are you going to take?
- Do you think you are going to have transportation problems on your next trip? Why or why not?
- When are you leaving?
- Who are you traveling with?
- What are you going to do when you are there?
- When are you getting back?
Connecting contradictory ideas: even though, however, on the other hand
Use **even though** to connect contradictory ideas in a sentence. (A comma is optional before **even though** when it comes at the end of the sentence.)
Bee Flowers is the most popular shop in town **even though** it’s quite expensive.
You can bargain for low prices at Marty’s, **even though** the service isn’t very friendly.
Always use a comma if the clause that begins with **even though** comes first.
Even though it’s quite expensive, Bee Flowers is the most popular shop in town.
Even though the service isn’t very friendly, you can bargain for low prices at Marty’s.
Use **however** or **on the other hand** at the beginning of a sentence to connect contradictory ideas from one sentence to another. Use a comma.
You can bargain for low prices at Marty’s. **However**, the service isn’t very friendly.
Bee Flowers is quite expensive. **On the other hand**, it’s the most popular shop in town.
**Be careful!** Don’t use **however** or **on the other hand** to combine clauses in a sentence.
Don’t write: You can bargain for low prices at Marty’s, **however** the service isn’t very friendly.
A On a separate sheet of paper, combine each pair of sentences into one sentence, using **even though** to begin each one.
1 You can find some good deals at the Savoy Hotel. Their rooms are the most expensive in town.
2 You can bargain for really low prices at the Old Market. It isn’t the prettiest place to shop.
3 The Philcov X30 is easy to use and not too expensive. It isn’t the most popular camera.
4 The prices of smart phones are getting lower every year. They can still be very expensive.
5 The Samson camcorder is the most professional camera you can buy. It isn’t the lightest.
B Now rewrite the sentences, using **however** or **on the other hand**.
C **Guidance for the Writing Exercise (on page 120)** Write at least six sentences about places to shop in your town or city. Use **even though**, **however**, and **on the other hand**. Use your sentences to help you write your guide.
1:16–1:17 It’s Nice To Meet You [Unit 1]
(CHORUS)
It’s nice to meet you.
Good to meet you.
Pleasure to meet you.
What’s your name?
My name is Mr. Johnson.
Please just call me Stan.
I’d like you to meet my wife, Mary Anne.
(CHORUS)
What do you do?
Actually, I’m a teacher at the Children’s Institute.
The little kids are really cute.
That sounds nice. Where are you from—somewhere far or near?
As a matter of fact, Chicago is my hometown.
Could you say that louder please?
How did you end up here?
My father was a salesman.
We moved all around.
(CHORUS)
Who is that?
Let me introduce you to my new friend Eileen.
She’s a chef and she’s nineteen.
(CHORUS)
Good-bye. Take care.
2:18–2:19 An Only Child [Unit 3]
Let me see the photos of your wife and family.
Who’s that guy there, on the right, next to the TV?
Is that your younger brother, John?
And who are those two?
Your sisters both look so alike.
Please tell me what they do.
(CHORUS)
I ask so many questions.
You just answer with a smile.
You have a large family,
but I am an only child.
How about your cousins now?
Please tell me something new.
Do they both play basketball?
You know that I do, too.
(CHORUS)
I don’t have a brother,
but you have two or three.
You’re all one big happy family.
I don’t have a sister,
but you have older twins.
This is a game I can’t ever win.
Do you have nieces and nephews,
and how many are there now?
Do they all like the same kinds of things?
Are they different somehow?
(CHORUS)
2:34–2:35 The World Café [Unit 4]
Is there something that you want?
Is there anything you need?
Have you made up your mind what you want to eat?
Place your order now,
or do you need more time?
Why not start with some juice—lemon, orange, or lime?
Some like it hot, some like it sweet,
some like it really spicy.
You may not like everything you eat,
but I think we’re doing nicely.
(CHORUS)
I can understand every word you say.
Tonight we’re speaking English at The World Café.
I’ll take the main course now.
I think I’ll have the fish.
Does it come with the choice of another dish?
Excuse me waiter, please—I think I’m in the mood for a little dessert, and the cake looks good.
Do you know? Are there any low-fat desserts that we could try now?
I feel like having a bowl of fruit.
Do you have to say good-bye now?
(CHORUS)
Apples, oranges, cheese, and ham,
coffee, juice, milk, bread, and jam,
rice and beans, meat and potatoes,
eggs and ice cream,
grilled tomatoes—
That’s the menu.
That’s the list.
Is there anything I missed?
(CHORUS)
3:22–3:23 It’s Not Working Again [Unit 5]
Hi. I’m calling on my cell phone.
I need a little help with a fax machine.
It’s not working, and it’s pretty bad.
I feel like I’ve been had, if you know what I mean.
I’m coming to the store right now.
Can you show me how to use it?
The front lid won’t open.
When my cat’s around,
it squeaks and makes a funny sound.
(CHORUS)
It’s not working again.
It’s driving me crazy.
It’s not working again.
I called yesterday, and a guy named Jack said,
“I’m busy right now, can I call you back?”
He didn’t even ask me what was wrong with it.
He didn’t want to hear the short and long of it.
I just bought the thing yesterday,
and it won’t turn on so please don’t say,
“I’m sorry to hear that.
That’s a shame.
That’s too bad.”
It’s all a game.
(CHORUS)
I’m not looking for a laptop computer or an X340 or a PDA.
Just tell me what’s wrong with my fax machine
so I can say good-bye and be on my way.
It won’t send a copy of my document.
The paper goes through, and it comes out bent.
On second thought, it’s guaranteed.
I want my money back—that’s what I need.
(CHORUS: 2 times)
Anything Goes [Unit 8]
The shoe department’s upstairs.
It’s on the second floor.
Women’s Casual is down the stairs,
there by the door.
This helpful store directory
shows every kind of clothes.
I look for the department where
it says anything goes.
(CHORUS)
At home and when I travel,
I always like to wear
pajamas in the daytime
with a blazer and a pair
of socks on my fingers
and gloves on my toes—
anything goes.
On the ground floor, there’s a restaurant
and a photo studio,
so I take the escalator
down to the floor below.
There are turtlenecks and T-shirts.
There are cardigans and jeans
in every size and color.
They look comfortable and clean.
(CHORUS)
The salesperson says,
“Here you go.
Try it on.
That’s not too bad.
Let me see if I can find you something
better.”
Some people say that black clothes
are more flattering than white,
or they think that they look nicer
in the day or in the night.
Their clothes can’t be too liberal
or too conservative.
If I love it, then I wear it.
That’s the way I want to live.
(CHORUS)
Shopping for Souvenirs [Unit 10]
I go to the bank at a quarter to ten.
I pick up my cash from the ATM.
Here at the store, it won’t be too hard
to take out a check or a credit card.
The bank has a good rate of exchange,
and everything here is in my price range.
The easiest part of this bargain hunt
is that I can afford anything I want.
(CHORUS)
Whenever I travel around the world,
I spend my money for two.
Shopping for souvenirs
helps me to be near you.
I try to decide how much I should pay
for the beautiful art I see on display.
To get a great deal, I can’t be too nice.
It can’t hurt to ask for a better price.
(CHORUS)
Yes, it’s gorgeous, and I love it.
It’s the biggest and the best,
though it might not be the cheapest.
How much is it—more than all the rest?
I’ll pass on some good advice to you:
When you’re in Rome, do as the Romans do.
A ten percent tip for the taxi fare
should be good enough when you’re staying
there.
(CHORUS)
Five Hundred Ways [Unit 9]
You could take the bus,
or you could take the train.
You could take the ferry,
or you could take a plane.
Baby, it’s a small world,
when all is said and done.
We have so many options,
the question is, which one?
(CHORUS)
There are five hundred ways to get here.
What are you going to do?
You could get a one-way ticket to see me.
I’m waiting here for you.
You should really hurry.
When are you going to call
and make your reservation?
You could miss them all.
And do you know how long
you are going to stay?
You could come and be with me
forever and a day.
## Pronunciation Table
These are the pronunciation symbols used in *Top Notch 1*.
| Vowels | Consonants |
|--------|------------|
| **Symbol** | **Key Words** | **Symbol** | **Key Words** |
| i | beat, feed | p | pack, happy |
| I | bit, did | b | back, rubber |
| er | date, paid | t | tie |
| e | bet, bed | d | die |
| æ | bat, bad | k | came, key, quick |
| a | box, odd, father | g | game, guest |
| o | bought, dog | tʃ | church, nature, watch |
| ou | boat, road | dʒ | judge, general, major |
| u | book, good | f | fan, photograph |
| u | boot, food, flu | v | van |
| ʌ | but, mud, mother | θ | thing, breath |
| ə | banana, among | ð | then, breathe |
| ɔ | shirt, murder | s | sip, city, psychology |
| ai | bite, cry, buy, eye | t | butter, bottle |
| au | about, how | tʰ | button |
| ɔɪ | voice, boy | | |
| ɪr | deer | | |
| ɛr | bare | | |
| ɑr | bar | | |
| ɔr | door | | |
| ʊr | tour | | |
| **Symbol** | **Key Words** |
|------------|---------------|
| z | zip, please, goes |
| ʃ | ship, machine, station, special, discussion |
| ʒ | measure, vision |
| h | hot, who |
| m | men |
| n | sun, know, pneumonia |
| ɲ | sung, ringing |
| w | wet, white |
| l | light, long |
| r | right, wrong |
| y | yes |
TOP NOTCH 1B
THIRD EDITION
WORKBOOK
JOAN SASLOW
ALLEN ASCHER
with Barbara R. Denman and Julie C. Rouse
www.pardistalk.ir/library
1 Look at the pictures. Name each activity. Write the letter on the line.
_____ 1. swimming
_____ 2. walking
_____ 3. doing aerobics
_____ 4. playing soccer
_____ 5. cooking dinner
_____ 6. running
_____ 7. lifting weights
_____ 8. sleeping
2 Choose the correct response. Write the letter on the line.
1. Kate has football class on Mondays. She goes to football _____.
a. almost never
b. every weekend
c. never
d. every day
e. once a week
2. The first thing I do in the morning is drink coffee. I drink coffee _____.
3. I play basketball, but not as much as I’d like to. I _____ play.
4. Anna’s husband does all the cooking. Anna _____ cooks.
5. Jim and Dean always play golf on Saturday or Sunday. They play golf _____.
3 How often do you do these activities? Complete the chart.
| Activity | How often? |
|-------------------|------------|
| ride a bike | |
| eat in a restaurant | |
| shop for clothes | |
| shop for food | |
| watch TV | |
| clean your house | |
| exercise | |
4 Answer the questions. Use your own words.
1. “What are you up to?”
YOU: _______________________________________________________________________
2. “Are you in shape or out of shape?”
YOU: _______________________________________________________________________
3. “What are you crazy about?”
YOU: _______________________________________________________________________
5 Complete the sentences. Use have to or has to.
1. I _______________ go to class this morning. Do you have my textbook?
2. She can sleep late tomorrow. She doesn’t _______________ work until 10:30.
3. My brother isn’t healthy. He _______________ exercise more.
4. They don’t _______________ pick us up at the train station. We can take a taxi.
5. Pete _______________ buy a new digital camera. His old one isn’t working.
6. Do you _______________ work next Saturday?
7. We _______________ finish our report before the next sales meeting.
6 Write sentences. Use words from each box.
| I | has to |
|------------|--------|
| My parents | don’t have to |
| My teacher | can |
| My friend | can’t |
| My boss | have to|
| My brother | doesn’t have to |
+ work late on Friday.
play tennis this weekend.
go to school.
study English.
go shopping this weekend.
cook dinner tonight.
sleep late tomorrow morning.
1. My brother doesn’t have to study English.
2. _____________________________________________________________
3. _____________________________________________________________
4. _____________________________________________________________
5. _____________________________________________________________
7 Look at the responses. Write questions with can or have to.
1. A: (Gail / speak Polish) Can Gail speak Polish ________________________?
B: No. She speaks English and French.
2. A: (you / play basketball tonight) ______________________________________?
B: Sure. I’m not busy.
3. A: (you / meet your brother at the airport) _______________________________?
B: No, I don’t. He’s taking a bus.
4. A: (I / call you tomorrow) ____________________________________________?
B: OK. That would be great.
5. A: (Frank / buy a new printer) _________________________________________?
B: No. He fixed his old one.
6. A: (they / take the exam on Friday) _____________________________________?
B: Yes, they do. They’re studying tonight.
8 Look at Paula’s daily planner. Answer the questions about her schedule.
1. Can Paula go running Saturday morning at 9:00?
No, she can’t. She has to study English.
2. What does Paula have to do on Sunday afternoon?
3. Does Paula have to work on Friday?
4. Why can’t Paula do aerobics Sunday night at 7:30?
5. Can Paula sleep late on Sunday morning?
9 Choose the correct response. Circle the letter.
1. “Why don’t we go bike riding this weekend?”
a. Too bad. b. Sounds good.
2. “I’d love to go walking with you sometime.”
a. When’s good for you? b. Want to come along?
3. “When’s good for you?”
a. Sorry, I can’t. b. How about Thursday?
4. “Saturday at noon is perfect.”
a. I’m sorry to hear that. b. Well, how about Sunday? c. Great. See you then.
10 Complete the sentences with places from the box.
| gym | athletic field | pool | court | track | course |
|-----|----------------|------|-------|-------|--------|
1. The school ____________ is used for a lot of different sports. Students play football and soccer in the fall and baseball in the spring.
2. You can take an aerobics class or use exercise machines at a ____________.
3. The hotel has a tennis ____________ and an 18-hole golf ____________.
4. On Fridays, there are water aerobics classes in the swimming ____________.
5. You can go running or walking on a ____________.
11 Look at Dave’s activity schedule for September. Then complete the sentences. Circle the letter.
Dave’s Activity Schedule
| Sunday | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday |
|--------|--------|---------|-----------|----------|--------|----------|
| | 1 | 2 | 3 | 4 | 5 | 6 |
| | lift weights at the gym 5:30 PM | play basketball 7:00 PM | lift weights at the gym 5:30 PM | study English 8:45 PM | lift weights at the gym 5:30 PM |
| 7 | clean the house 10:00 AM | 8 | 9 | 10 | 11 | 12 |
| | | lift weights at the gym 5:30 PM | lift weights at the gym 5:30 PM | play basketball 7:00 PM | lift weights at the gym 5:30 PM | study English 8:45 PM |
| 14 | clean the house 10:00 AM | 15 | 16 | 17 | 18 | 19 |
| | | go running at the track 7:00 PM | lift weights at the gym 5:30 PM | play basketball 7:00 PM | lift weights at the gym 5:30 PM | |
| 21 | clean the house 10:00 AM lift weights at the gym 1:00 PM | 22 | 23 | 24 | 25 | 26 |
| | | lift weights at the gym 5:30 PM | lift weights at the gym 5:30 PM | play basketball 7:00 PM | lift weights at the gym 5:30 PM | study English 8:45 PM |
| 28 | clean the house 10:00 AM | 29 | 30 | | | |
| | | lift weights at the gym 5:30 PM | | | | |
September
1. Dave ____ goes bike riding.
a. hardly ever
b. never
c. always
2. Dave ____ cleans the house on Sundays.
a. always
b. sometimes
c. never
3. Dave lifts weights ____.
a. once a week
b. at least three times a week
c. every day
4. Dave plays basketball ____.
a. on Tuesdays
b. on Wednesdays
c. on weekends
5. Dave usually lifts weights ____.
a. in the evening
b. in the morning
c. in the afternoon
6. Dave ____ goes running.
a. once a month
b. every weekend
c. almost never
12 Write sentences about your own activities.
Examples: I eat in a restaurant every weekend.
I almost never ride a bike.
1.
2.
3.
4.
5.
13 Look at the responses. Complete the questions. Use the simple present tense.
1. A: How often does Jim play tennis?
B: Jim almost never plays tennis.
2. A: How often ____________________________?
B: I go walking every day.
3. A: When _______________________________?
B: I usually cook dinner at 7:00.
4. A: When _______________________________?
B: They go walking on Friday afternoons.
5. A: Where _______________________________?
B: We do aerobics at the gym.
6. A: Where _______________________________?
B: Kyle plays soccer at the athletic field.
14 Write sentences. Use the simple present tense or the present continuous.
1. Charlie / usually / play golf / on weekends
Charlie usually plays golf on weekends.
2. Adam / talk on the phone / right now
3. My stepbrother / hardly ever / clean the house
4. We / go walking / this afternoon
5. I / sleep late / tomorrow morning
6. Cindy / go swimming / twice a week
7. Deanna / almost always / watch TV / on weeknights
8. They / work late / next Tuesday
15 Choose the correct response. Write the letter on the line.
___ 1. “How often do you do aerobics?”
___ 2. “Where are you off to?”
___ 3. “How often do you go swimming?”
___ 4. “When do you go walking?
___ 5. “How come you’re not going running tonight?”
___ 6. “Are you studying right now?”
a. Because I’m too busy.
b. No, I’m not. I’m watching TV.
c. I go to the gym once a week.
d. I hardly ever go to the pool.
e. On Friday afternoons.
f. I’m meeting my sister at the pool in 15 minutes.
LESSONS 3 and 4
16 Read the letters to a health magazine advice column.
Dear In-Shape,
I have two health questions for you. I’m an athlete. I play baseball for my university team, and I go running every day. I exercise all the time. I think I’m in terrific shape, but I’m worried that I exercise too much. That’s my first question—how much exercise is too much?
My second question is about my diet. I try to eat healthy. I hardly ever eat pizza, fast food, or other snacks. I never drink soft drinks. But I have one really bad habit: I have a sweet tooth! I eat too much chocolate, candy, cake, and ice cream. How can I cut down on sweets?
—Ron Miller
Dear In-Shape,
I need some exercise advice! I don’t feel very healthy. I get tired just walking from my house to my car! My doctor said that I have to exercise more. I’m sure that she’s right. I should get out of the house more often. My husband goes running every day, but I never go running with him. I’m a couch potato. My big activity is watching movies—I watch a movie just about every night. Unfortunately, you don’t burn many calories watching TV!
By the way, the problem is not my diet. I generally try to eat foods that are good for me, like fish, vegetables, and fruit. I avoid snacks, and I almost never eat sweets!
—Nina Hunter
Now read the letters on page 55 again. Complete the chart about Ron’s and Nina’s diet and exercise habits. Check the boxes.
| | Ron Miller | Nina Hunter |
|------------------------|------------|-------------|
| is in shape | □ | □ |
| is out of shape | □ | □ |
| eats junk food | □ | □ |
| avoids sweets | □ | □ |
| is crazy about sweets | □ | □ |
17 Read the sentences about Ron and Nina. Check true, false, or no information.
| | true | false | no information |
|-------------------------------------------|------|-------|----------------|
| 1. Ron doesn’t have time to exercise. | | | |
| 2. Ron generally avoids junk food. | | | |
| 3. Ron usually drinks a lot of water. | | | |
| 4. Nina never eats fish. | | | |
| 5. Nina doesn’t exercise regularly. | | | |
| 6. Nina doesn’t eat healthy foods. | | | |
18 Are you in shape? Do you have a healthy diet? Explain your answers.
I don’t have a healthy diet. I almost never eat vegetables...
19 Read the articles on page 70 of the Student’s Book again. Answer the questions.
1. Why can’t Mark Zupan move his arms and legs normally?
2. What is Zupan’s nickname?
3. What sport does he play?
4. What does he do to stay in shape?
5. What does he do in his free time?
6. What is Bethany Hamilton’s sport?
7. How did Hamilton lose her arm? __________________________________________
8. What does she do when she’s not surfing? ___________________________________
9. What is her advice? ______________________________________________________
**GRAMMAR BOOSTER**
A Rewrite each sentence. Use **can** or **can’t**.
1. Eric is going surfing this weekend.
*Eric can go surfing this weekend.*
2. Tana and Glenn aren’t playing golf on Sunday.
________________________________________________________________
3. Are we sleeping late tomorrow?
________________________________________________________________
4. My stepsister isn’t going to the movies with us.
________________________________________________________________
B Rewrite each sentence. Use **have to** or **don’t have to**.
1. We’re cleaning the house on Saturday.
*We have to clean the house on Saturday.*
2. Are the salespeople working late tonight?
________________________________________________________________
3. Kelly and Caroline are studying for the test tomorrow.
________________________________________________________________
4. We’re not buying a new printer.
________________________________________________________________
C Look at the responses. Write information questions with **can**.
1. A: *Where can I go running*?
B: Well, you can run in the park.
2. A: ________________________________________________________________?
B: I think she can come after class, but I’m not sure.
3. A: ________________________________________________________________?
B: Three. I speak Spanish, English, and Japanese.
4. A: ________________________________________________________________?
B: I can meet you at 9:30.
5. A: ________________________________________________________________?
B: Not very often. Golf is so expensive around here.
D Look at the responses. Write information questions with have to.
1. A: How often do you have to see your doctor?
B: Not very often. Just once a year.
2. A: _______________________________ meet the client tomorrow?
B: I have to meet him at the airport.
3. A: _______________________________ pick up the car?
B: You have to pick it up before 5:00. They close early today.
4. A: _______________________________ work late tonight?
B: Because she has a big meeting tomorrow.
5. A: _______________________________ get at the supermarket?
B: We need to get some chicken and broccoli for dinner tonight.
E Complete the sentences. Circle the letter.
1. I _____ about lunch. What do you want?
a. think b. am thinking c. thinks
2. He _____ her very much now.
a. love b. is loving c. loves
3. Michelle can’t come to the phone. She _____.
a. sleep b. sleeping c. is sleeping
4. They _____ the chef at that restaurant.
a. are knowing b. know c. am knowing
5. We _____ some soup for dinner. Would you like some?
a. am having b. has c. are having
F Unscramble the words to write sentences in the simple present tense.
1. she / a lot / swimming / not / go
She doesn’t go swimming a lot.
2. walk / Joel / to school / sometimes
3. always / my sisters / on the weekend / me / call
4. every day / meet / not / their / class
5. cook dinner / not / usually / on Friday nights / I
6. they / three times a week / play tennis / generally
A Correct the capitalization and punctuation in the sentences.
1. I’m crazy about basketball, soccer, and golf.
2. My stepbrother burns more than 3000 calories a day.
3. Sometimes I have a candy bar for lunch.
4. How often do you exercise?
5. Max hates to play sports but he loves to watch sports on TV.
6. What do you generally eat for breakfast?
7. They have to clean the house go shopping and study on weekends.
8. Is there a park a track or an athletic field near your home?
9. Rose avoids red meat junk food soda and sweets.
10. How many hours do you usually sleep?
B Choose two questions from Exercise A. Rewrite the questions with correct capitalization and punctuation and write your own answers. Explain your answers.
1 Match the activities for Dublin, Ireland, with the types of interests. Write the letter on the line.
____ 1. play golf on an island in Dublin Bay
____ 2. enjoy fresh, local seafood
____ 3. see the 1,200-year-old Book of Kells at Trinity College
____ 4. visit the Dublin Zoo in Phoenix Park
____ 5. watch a performance of traditional Irish music
a. history
b. entertainment
c. physical activities
d. good food
e. family activities
2 What do you like to do on vacation? Number the boxes in order, making number 1 your favorite.
____ take pictures
____ go shopping
____ eat in restaurants
____ visit museums
____ swim
____ lie in the sun
____ watch movies or shows
____ walk on the beach
____ go snorkeling
____ walk around and explore
____ go to concerts
____ play golf
3 In your country, where would you go on vacation for . . .
good food and entertainment?
history and culture?
family activities?
physical activities?
Trinity College in Dublin, Ireland
4 Complete the conversations. Write the best response on the lines. Use sentences from the box.
| I’m fine, thanks. | That’s too bad. | It was pretty long and boring. |
|-------------------|-----------------|--------------------------------|
| Well, that’s good.| Not too bad, actually. |
1. ____________________________
2. ____________________________
3. ____________________________
4. ____________________________
5. ____________________________
5 Write statements. Use the words in parentheses and was, were, wasn’t, or weren’t.
1. (The cruise / terrific) The cruise was terrific.
2. (The shops / quite nice)
3. (Our room / really small)
4. (There / not / many family activities)
5. (There / a lot of friendly people)
6. (The flight / not / very long)
6 Write yes / no questions and short answers. Use the past tense of be.
1. A: (your / bus trip / long) Was your bus trip long?
B: No, it wasn’t. It was less than an hour.
2. A: (the movie theater / open)
B: Yes, _____________________________. They had a late show.
3. A: (the weather / good)
B: No, ____________________________. It rained every day.
4. A: (there / a movie / on your flight)
B: No, ____________________________. It was so boring!
5. A: (there / many people / on the train)
B: Yes, ____________________________. We had to stand.
7 Complete the conversation with information questions. Use the past tense of be.
A: Hey, Marty. 1. Where / you / last weekend?
B: My wife and I took a little vacation.
A: Really? 2. How / it
B: Too short! But we stayed at a great resort.
A: Oh yeah? 3. Where / the resort
B: Over in Wroxton. We drove up Friday night.
A: Wroxton? That’s rather far. 4. How long / the drive
B: About three and a half hours. There wasn’t any traffic.
A: Nice! 5. And / how / the weather
B: Actually, the weather was quite good. Only rained once!
A: Sounds wonderful. 6. How long / you / there
B: Just three days. We didn’t want to come home!
8 Answer the questions. Use your own words.
1. “When was your last trip?” YOU
2. “How was the trip?” YOU
3. “How was the weather?” YOU
9 Complete the chart with the present or simple past tense.
| Present tense | Simple past tense |
|---------------|-------------------|
| 1. call | |
| 2. | arrived |
| 3. | studied |
| 4. get | |
| 5. stop | |
| Present tense | Simple past tense |
|---------------|-------------------|
| 6. | went |
| 7. buy | |
| 8. do | |
| 9. leave | |
| 10. | ate |
10 Complete the sentences with the simple past tense.
1. I ___________ some nice souvenirs, but I ___________ not spend a lot of money.
2. We ___________ to Montreal, but we ___________ the train back.
3. We ___________ a great time at the baseball game! The kids ___________ sandwiches and ___________ soda, and they ___________ the game, too—a little!
4. I ___________ on Friday night. I ___________ back at noon on Sunday.
11 Read the responses. Write questions in the simple past tense, using the words in parentheses. Use question words when necessary.
1. A: (you / eat) ___________?
B: We ate at a Japanese restaurant.
2. A: (you / go with) ___________?
B: I went with Janine.
3. A: (you / like / the art exhibit) ___________?
B: No, I didn’t. It was kind of boring.
4. A: (you / leave) ___________?
B: We left on Tuesday morning.
5. A: (she / buy) ___________?
B: She bought some T-shirts.
6. A: (he / play tennis) ___________?
B: He played at the courts at his hotel.
7. A: (you / stay) ___________?
B: We stayed a little over a month.
12 Choose the correct responses to complete the conversation. Write the letter on the line.
A: Hi, Emily. I didn’t see you at the gym last week.
B: 1.
A: Really? Where did you go?
B: 2.
A: No kidding! How was it?
B: 3.
A: That sounds incredible. Did you and your husband get to go out?
B: 4.
a. We visited my sister in California and took the kids to Disneyland.
b. Yes, we did. My sister baby-sat, and we ate at some really nice restaurants.
c. I didn’t go. We were on vacation.
d. Fantastic. The kids had so much fun.
13 Answer the questions. Use your own words.
1. “Where did you go on your last vacation?”
YOU
2. “Did you have a good time?”
YOU
3. “What did you do?”
YOU
LESSONS 3 and 4
14 Read the vacation reviews on page 80 of the Student’s Book again. Circle T for true or F for false about each statement. Find words in the text to support your answers.
(T) F 1. The spa vacation in Bali was relaxing.
...on healthy living and meditation. It was so quiet there!
T F 2. The Victoria Falls vacation was boring.
T F 3. Jason K. and his wife are not going back to Bali again.
T F 4. Paula B. didn’t think Victoria Falls was awesome.
T F 5. There wasn’t time for shopping on Arturo Manuel R.’s trip.
T F 6. Jason K. and his wife enjoyed healthy food in Bali.
Look at the vacation picture.
Now read the statements. Who is speaking? Match each statement to a person in the picture. Write the letter on the line.
1. We ate at the hotel restaurant. The food was awful.
2. Someone stole my bag! I lost all of my money and my passport.
3. I went parasailing. A boat pulled me up high in the air. It was really exciting!
4. I was very tired, so I decided to sunbathe and relax.
5. The entertainment was terrible. They only had one musician—and he needed guitar lessons!
6. The local beverages were terrific. I had a drink made of coconut milk every day at the beach.
Dear Hank,
Hawaii is incredible! I arrived yesterday, and the view of the white beach from the airplane was very (1) ________________. Today the weather was (2) ________________—not too hot with a beautiful blue sky. This morning I did some stretching right on the beach. Wow! It was so (3) ________________ that I fell asleep afterward! After that, I tried something new and different—a beverage served in a coconut! The coconut milk tasted a little (4) ________________, but it was pretty good. Not everything is perfect, though. After lunch I went parasailing. A boat pulled me high up into the air. I don’t like high places! It was really (5) ________________. And the entertainment is (6) ________________! This afternoon, a musician played Hawaiian guitar music. I’m not a big Hawaiian music fan! Well, that’s all for now.
Wish you were here!
Love, Laura
Hank Williams
28 Hillis Terrace
Madison, WI 53704
GRAMMAR BOOSTER
A Choose the correct response. Write the letter on the line.
1. “How was your vacation?”
a. No, it wasn’t. It rained all week.
b. Terrific. It was so much fun.
c. Jamaica.
d. Yes, there were. We were busy all the time.
e. Yes, it was good. But a little spicy.
f. Just a week.
g. Clean and comfortable.
2. “Where did you go?”
3. “How long were you there?”
4. “Was the weather good?”
5. “How were the rooms?”
6. “Were there a lot of things to do?”
7. “Was the food OK?”
B Correct the errors in the e-mail message.
Dear Mari,
My vacation was lots of fun! My family and I went to Hawaii. The only problem were the hotel. It was very nice. The beds were terrible. Everything else were perfect. There was many activities. My favorite activity wasn’t parasailing. It were terrific.
Laura
C Write questions with the past tense of be. Then answer the questions with complete sentences. Use your own words.
1. when / your last vacation ________________________________?
YOU_____________________________________________________
2. it / long _____________________________________________?
YOU_____________________________________________________
3. the hotel / nice ________________________________________?
YOU_____________________________________________________
4. how / the weather ______________________________________?
YOU_____________________________________________________
5. how many / people / with you ___________________________?
YOU_____________________________________________________
D Complete the paragraph. Use the simple past tense of words from the box. Some words can be used more than once.
drink stop travel take shop watch be walk
In January, I _________ to Morocco with my friend Nan. We explored the narrow streets of the medieval medina in Marrakech. The medina is closed to traffic. So, there _________ no cars, but there _________ a lot of donkeys. We _________ for hours and _________ often to look at the beautiful carpets for sale. We _________ for inexpensive leather goods, _________ mint tea, and _________ street performers. We wandered all afternoon. We got lost, and then we _________ a taxi back to our hotel.
E Rewrite the sentences. Use the simple past tense and a past time expression.
1. We go to the beach every year. __We went to the beach last year.__
2. The weather isn’t very nice today. ________________________________
3. We don’t stay in a hotel. _______________________________________
4. I often cook fish at the beach. ___________________________________
5. Everyone has a good time. ______________________________________
6. What do you do in the summer? __________________________________
F Read the statements. Write questions to ask for more information, using the words in parentheses.
1. A: She bought a new printer. B: __Why did she buy a new printer__________? (why)
2. A: She went on vacation. B: _______________________________? (where)
3. A: They went to the gym. B: _________________________________? (when)
4. A: I visited some friends. B: _________________________________? (who)
5. A: He spent a lot of money. B: _________________________________? (how much)
WRITING BOOSTER
A Read the sentences about Amy’s weekend trip to Chicago with her friends.
1. They all flew to Chicago and met at the airport. 6. They had a delicious steak dinner at a nice restaurant.
2. They checked into their hotel downtown and got dressed to go out. 7. They listened to music at an uptown hall.
3. They saw the musical Jersey Boys. 8. They went walking.
4. On Saturday, they went to the gym. 9. They said good-bye and returned home on Sunday.
5. They went shopping on Michigan Avenue.
B On a separate sheet of paper, write a paragraph about Amy’s trip. Use time clauses and time-order transition words.
Let me tell you about Amy’s trip to Chicago with her friends. First, . . .
The Top 10 Most Visited Tourist Attractions in the World
1. Times Square—New York City (U.S.)
2. National Mall & Memorial Parks—Washington, D.C. (U.S.)
3. Disney World’s Magic Kingdom—Orlando, Florida (U.S.)
4. Trafalgar Square—London (U.K.)
5. Disneyland Park—Anaheim, California (U.S.)
6. Niagara Falls—Canada and U.S.
7. Fisherman’s Wharf—San Francisco, California (U.S.)
8. Tokyo Disneyland—Tokyo (Japan)
9. Notre Dame Cathedral—Paris (France)
10. Disneyland—Paris (France)
1 Label each clothing item with the correct department. Use words from the box. Write the letter on the line.
a. Sleepwear
b. Athletic Wear
c. Outerwear
d. Bags & Accessories
1. coats
2. sunglasses
3. slippers
4. golf shirts
2 What’s important to these customers when they shop for footwear? Write price, selection, or service on the line.
1. ________________
2. ________________
3. ________________
3 Label the clothing items in the picture. Use words from the box.
pumps
running shoes
a sweatshirt
a blazer
a shirt
a windbreaker
a skirt
socks
sweatpants
1. ____________
2. ____________
3. ____________
4. ____________
5. ____________
6. ____________
7. ____________
8. ____________
9. ____________
4 What’s your style? Complete the chart with the clothing and shoes you usually wear.
| At home | At work | At school | To go out |
|---------|---------|-----------|-----------|
5 Complete the conversations. Use object pronouns from the box. Pronouns can be used more than once.
| me | you | him | her | it | us | them |
|------|------|------|------|------|------|------|
1. A: Are your sisters going to the party?
B: I hope so. I invited ________.
2. A: This sweatshirt is really old.
B: That’s OK. I wear ________ to exercise.
3. A: Did you meet Ms. Jacobs?
B: Yes, I met ________ this morning.
4. A: When can I call you?
B: Let’s see. Call ________ tomorrow. I’ll be home all day.
5. A: I didn’t see you and Emma at the concert.
B: You didn’t see ________? We were right near the stage.
6. A: I’ll take the sandals.
B: Great. Would you like me to gift wrap ________ for ________?
7. A: These pants are too small.
B: Give ________ to your brother.
A: I can’t give ________ to ________. He wears a size 36!
6 Complete the conversations. Use sentences from the box.
Credit, please. That’s too bad. Certainly. The V-neck or the crew neck?
1. __________________________
2. __________________________
3. __________________________
4. __________________________
Did you know that . . .
• the first known pictures of footwear are boots in a 15,000-year-old painting in a cave in Spain?
• in the year 200, Marcus Aurelius, Emperor of Rome, said that only he could wear red sandals?
• before the 1860s, pairs of boots didn’t have a right and a left? Both boots were the same.
7 Complete the chart with words from the box. Write the comparative form of each adjective in the correct column.
| loose | spicy | hot | sweet | comfortable |
|-------|-------|-----|-------|-------------|
| tall | bad | important | thin | young |
| friendly | healthy | nice | fat | convenient |
| 1. (+) -r | 2. (+) -er | 3. (-) -y (+) -ier | 4. double the final consonant (+) -er | 5. more | 6. irregular forms |
|-----------|------------|-------------------|---------------------------------|---------|------------------|
| larger | smaller | heavier | bigger | more expensive | better |
| | | | | | |
| | | | | | |
| X | | | | | |
www.pardistalk.ir/library
Compare the items in the pictures. Write sentences with comparative adjectives. Use words from the box or your own words.
| spicy | salty | expensive | portable | young |
|-------|-------|-----------|----------|-------|
| old | cheap | fast | healthy | large |
| big | small | comfortable | good | convenient |
1. chili peppers | rice
- Chili peppers are spicier than rice.
2. a desktop | a laptop
- A desktop is more expensive than a laptop.
3. a hair dryer | a photocopier
- A hair dryer is smaller than a photocopier.
4. running shoes | pumps
- Running shoes are cheaper than pumps.
5. your grandparents | your children
- Your grandparents are older than your children.
6. a salad | french fries
- A salad is healthier than french fries.
7. a microwave | an oven
- A microwave is more convenient than an oven.
9 Choose the correct response. Circle the letter.
1. “Do you have this in a medium?”
a. Thanks.
b. Here you go.
c. Yes, please.
2. “How much are these pajamas?”
a. The Dreams brand ones?
b. That’s not too bad.
c. These are a large.
3. “Can I try it on?”
a. Yes, we do.
b. No, thanks.
c. Of course!
4. “Thank you for wrapping them for me.”
a. They’re $75.
b. My pleasure.
c. Yes, please.
10 Look at the store ad. Then complete the sentences. Use the information in the ad or your own words.
Big City Footwear
**BIG BOOT SALE!**
**Comfort brand casual boots**
Light and very comfortable, perfect for walking!
Available in men’s US sizes 7–14.
Light Brown, Dark Blue, Black
US$65.00
**Arctic brand winter boots**
Your feet will thank you in cold weather!
Waterproof and heavy weight for safety on ice and snow.
Available in men’s US sizes 7, 12, 13, 14.
Dark Brown, Black
US$75.00
**Downtown brand dress boots**
Knee-high, 3 inch (7.6 cm) heel.
Be fashionable going out or going to work!
Available in women’s US sizes 5–10.
Black, Dark Red, Grey, Dark Green
US$99.00
1. The Comfort brand boots are ________________ than the Downtown boots.
2. The Big City Footwear store has the Arctic brand boots in brown and ________________.
3. The Downtown brand boots are ________________ than the Arctic brand boots.
4. The Arctic brand boots are ________________ than the Comfort brand boots.
5. The Big City Footwear store has the Downtown brand boots in sizes ________________.
11 Complete the sentences. Use your own ideas and the cues in parentheses.
1. ________________ is more expensive than _________________. (two clothing stores)
2. ________________ is better than _________________. (two restaurants)
3. ________________ is more popular than _________________. (two music genres)
4. ________________ is warmer than _________________. (two travel destinations)
5. ________________ is more exciting than _________________. (two physical activities)
15 Choose one of the travel destinations below. What clothing will you pack for the trip? Make a list. Include any shoes, outerwear, casual, formal, smart, or comfortable clothes you will need.
| Go skiing in the Swiss Alps. | Go hiking in the Cairngorms, Scotland. | Have dinner at an expensive restaurant in Paris, France. | Go swimming on Boracay Island, Philippines. |
|-------------------------------|----------------------------------------|----------------------------------------------------------|---------------------------------------------|
| | | | |
GRAMMAR BOOSTER
A Write questions to ask for more information. Use object pronouns and the words in parentheses.
1. A: I take my grandmother to the same restaurant every week.
B: Where do you take her? (where)
2. A: She washes her car a lot.
B: ________________________________? (when)
3. A: He eats sandwiches for lunch.
B: ________________________________? (how often)
4. A: Monica meets her friend for coffee every day.
B: ________________________________? (what time)
B Write sentences in two ways, using the words indicated. Add prepositions if necessary.
1. the address / give / her
Give her the address.
Give the address to her.
2. Tina / gifts / him / buys
_______________________________________
3. the teacher / homework / us / gave
_______________________________________
4. the waiters / them / their lunch / served
_______________________________________
5. Ann / a shirt / her son / bought
_______________________________________
6. the clerk / me / a smaller size / found
_______________________________________
C Complete the sentences with words from the box. Use the comparative form.
| relaxing | healthy | comfortable | nice | warm | fast | big |
|----------|---------|-------------|------|------|------|-----|
1. A turtleneck is ________________ than a V-neck.
2. Flats are ________________ than pumps.
3. Athletic fields are usually ________________ than tennis courts.
4. Salads are ________________ than fries.
5. The expensive suit isn’t ________________ than the inexpensive one. It’s just more expensive.
6. I don’t like to fly, but it’s ________________ than taking the train.
7. A spa vacation is ________________ than a business trip.
D Answer the questions in complete sentences. Use your own words.
1. “Which is easier—speaking or writing in English?”
YOU
2. “Where are you happier—at home or on vacation?”
YOU
3. “Which is more interesting—shopping for clothes or shopping for electronics?”
YOU
WRITING BOOSTER
A Check the sentence with the clearer meaning.
1. □ We’re going to a restaurant since we don’t have any food at home.
□ We don’t have any food at home since we’re going to a restaurant.
2. □ We’re going to the beach because I packed my swimsuit.
□ I packed my swimsuit because we’re going to the beach.
3. □ Because we’re shopping for a new one, our computer is obsolete.
□ Because our computer is obsolete, we’re shopping for a new one.
4. □ Since he didn’t have cash, he used his credit card.
□ Since he used his credit card, he didn’t have cash.
B Answer each of the following questions with a complete sentence containing a clause with because or since. Use your own words.
Example: Do you like shopping for clothes online?
I don’t like shopping for clothes online because I can’t try them on.
1. “Do you like going to concerts?”
YOU
2. “Which is better—a large family or a small family?”
YOU
3. “Do you like eating at home or eating in a restaurant?”
YOU
4. “When you go on vacation, do you like going to big cities or small towns?”
YOU
1 Look at the departure schedule and the clock. Read the statements. Check true or false.
| 1. The next flight to Porto Alegre is at 5:50 P.M. | true | false |
|---------------------------------------------------|------|-------|
| 2. Flight 902 to São Luis is leaving from Gate G4. | | |
| 3. The flight to Caracas is delayed. | | |
| 4. Flight number 267 is going to Belo Horizonte. | | |
| 5. Passengers traveling to Rio de Janeiro on Flight 89 should hurry. | | |
| 6. Flight 60 to São Paulo is late. | | |
RAPID AIR BRASILIA DEPARTURES
| Destination | FLT/No. | Departs | Gate | Status |
|-----------------|---------|---------|------|----------|
| São Paulo | 56 | 15:50 | G4 | departed |
| Belo Horizonte | 267 | 16:10 | G3 | boarding |
| Rio de Janeiro | 89 | 16:10 | G9 | boarding |
| São Paulo | 58 | 16:50 | G4 | now 17:25|
| São Luis | 902 | 17:00 | G3 | on time |
| São Paulo | 60 | 17:50 | G4 | delayed |
| Porto Alegre | 763 | 17:50 | G3 | on time |
| Caracas | 04 | 18:05 | G1 | canceled |
| Rio de Janeiro | 91 | 18:10 | G9 | on time |
| São Paulo | 62 | 18:50 | G4 | on time |
2 Choose the correct response. Write the letter on the line.
1. “Oh, no! The bus is leaving in four minutes.”
a. Thank goodness.
b. No, I’m connecting to Quito.
c. What a coincidence!
d. Yes. Let’s look for track 6.
e. It’s down this hall, on the right.
f. We should hurry!
3 Answer the questions in complete sentences.
1. Which is faster—the local or the express?
2. Which is more scenic—an aisle seat or a window seat?
3. Which is more convenient—a direct flight or a non-stop flight?
4. Which is less expensive—a one-way ticket or a round-trip ticket?
4 Complete each sentence or question. Use could or should and the base form of the verb.
1. Want my advice? _______________ the express. _______________ the local, but it takes thirty minutes longer.
2. _______________! _______________ the 7:30!
3. _______________ round-trip tickets. They are cheaper than two one-way tickets, and she won’t have to wait in another ticket line.
4. _______________ an aisle seat in the rear of the plane or a window seat in the front. What do you think? Which seats _______________?
5. The flight is delayed. _______________ late for the meeting. _______________ the office?
6. No, _______________ a direct flight. They have to change planes in Anchorage.
5 Put the conversation in order. Write the number on the line.
____ Let’s see. The local leaves from track 23, lower level.
1 Can I help you?
____ Oh, no! What should we do?
____ That’s not too bad. What’s the track number?
____ Yes. Can we still make the 10:05 express to Antwerp?
____ I’m sorry. You missed it.
____ Thanks very much.
____ Well, you could take a local train. There’s one at 11:05.
6 Look at the schedules. Which train should the people take? Write your advice on the line.
| Metropolitan Railroad |
|-----------------------|
| | Local | Express | Local |
| White Plains | 7:25 | 8:22 | 9:05 |
| Scarsdale | 7:42 | - | 9:22 |
| Bronxville | 8:05 | - | 9:40 |
| Harlem 125th St. | 8:24 | - | 9:59 |
| Grand Central—New York City | 8:30 | 8:59 | 10:06 |
1. Yes, you could take the 8:22.
I live in White Plains. I need a train that will arrive in New York City around 9:00 A.M. Could I take the 8:22 express?
2. _______________
I live in White Plains. I’m meeting my boss at Grand Central Station at 8:45 A.M., and I can’t be late. Which train should I take?
3. _______________
I live in Scarsdale. I need to shop for a new laptop in New York City. Most computer stores open at 10:00 A.M. What time should I be at the Scarsdale train station?
4. _______________
I’m in White Plains. I want to go to Bronxville. Could I take an express train? I want to get there quickly.
7 What are your plans for today? Check the things you’re going to do. Add your own activities.
☐ call a friend ☐ check my e-mail ☐ go shopping ☐ study
☐ exercise ☐ clean my house ☐ take the bus ☐ cook
☐ other __________________________________________
8 Now write sentences about your plans for today. Use the future tense with be going to.
I’m going to call a friend tonight after work.
9 What are they going to do? Write the letter on the line.
_____ 1. She’s going to make a reservation.
_____ 2. He’s going to arrive at 8:45.
_____ 3. She’s going to take a limo.
_____ 4. He’s not going to take a taxi.
A
FLT 65
TO BOSTON
DEPARTS: 6:50
ARRIVES: 8:45
B
TAXI
MILTON HOTEL
FREE SHUTTLE BUS
C
NIS KERRY
A. KERRY
D
10 Read the response. Complete each question with be going to.
1. A: Where is Paul going to meet us?
B: Paul’s going to meet us at the airport café.
2. A: Who ____________________________?
B: I think Gretchen is going to buy the tickets.
3. A: When ____________________________?
B: I’m going to pack tonight.
4. A: What time _________________________?
B: They’re going to arrive at 5:50 p.m.
5. A: ______________________________ our connecting flight?
B: Yes, we’ll make it.
Did you know?
The world’s longest direct run train (without changing trains) is 10,214 km, from Moscow, Russia, to Pyongyang, North Korea. One train a week takes this route. The trip takes almost eight days!
11 Complete the conversation. Use words from the box.
| limousine | going | should | late | check | arriving | reservation | rental |
|-----------|-------|--------|------|-------|----------|-------------|--------|
A: What time are we ___________ in Copenhagen?
B: Pretty ___________. Around 10:30 p.m.
A: What about a hotel?
B: I’m going to make a __________ online.
A: Great. And are we __________ to need a taxi to the hotel?
B: There’s a __________ from the airport, or we could get a __________ car.
A: They’re expensive. We __________ save our money.
Is there a train?
B: Let me __________ ...
LESSONS 3 and 4
12 Complete the conversation. Use words from the box.
| gate | make | check | land | delayed | depart |
|------|------|-------|------|---------|--------|
| go through security | departure lounge | boarding passes |
1. Passenger A: Do we need to check in?
Passenger B: No, we don’t. I printed our __________ online, and we’re not checking any luggage.
Passenger A: OK. Let’s check a monitor for our __________ number, and then we should __________.
2. **Passenger:** Excuse me. Is Flight 68 going to _______________ on time?
**Agent:** No, I’m sorry. The flight is _____________. Have a seat in the _____________. We’ll make an announcement when we’re ready for boarding.
3. **Passenger:** Excuse me. What time are we going to _______________?
**Flight Attendant:** Let me _____________. . . Our new arrival time is 8:23.
**Passenger:** 8:23? My connecting flight is at 8:40. Can I still ____________ it?
13 Read Bettine’s blog entry.
---
**Bettine’s Blog**
**Transportation Troubles** posted May 12
Hi, everybody! Well, I’m back from my trip. Last week my husband and I flew to Boston, took a cruise ship to Quebec, took a bus to Montreal, and then flew home. Sounds like a dream vacation, right? Unfortunately my dream turned into a nightmare!
You won’t believe what happened. First, our flight was delayed. The airplane had mechanical problems. We waited at the gate for two hours. After we finally took off, I closed my eyes for a nap, but sleeping was impossible. There was a terrible storm, and the flight was bumpy. It was pretty scary! I tried to watch a movie to stay calm, but the entertainment system wasn’t working. The movie didn’t have any sound.
The plane landed in Boston at 4:00 p.m.—three hours late. Our cruise ship was supposed to depart at 4:30! I ran to a taxi. My face was bright red from running as I gave the directions to the driver. “Please hurry,” I added. Luckily, we arrived just in time. We didn’t miss the ship!
I stood on the ship’s deck and enjoyed the scenic views. However, the awful weather continued. I got seasick. Earlier, my face turned red from running.
On the deck, I turned green from the ship’s motion. I was seasick the whole cruise!
What else could go wrong? A lot! Our bus to Montreal had an accident. No one was hurt, but we were delayed for an hour. Two days later, our flight home was overbooked. We got bumped from the plane and had to wait for the next flight.
As you can guess, I’m very happy to be home. However, I still have one big problem. The airline lost my luggage! Most of my clothing was in my bags, so now I have nothing to wear.
Are you looking for a relaxing vacation? Then I, Bettine, have some advice for you—you should stay home!
---
Now read the sentences. Check true or false.
| | true | false |
|---|------|-------|
| 1. | | |
| 2. | | |
| 3. | | |
| 4. | | |
| 5. | | |
| 6. | | |
1. Bettine’s flight to Boston was delayed because of mechanical problems.
2. Bettine was late, and she missed her cruise ship.
3. The weather on Bettine’s cruise was terrific.
4. Bettine’s bus to Montreal had an accident.
5. Bettine got airsick on her flight home.
6. Bettine thinks that traveling is relaxing.
14 Look at the pictures of Joe Kelly’s trip. Then read the statements. Check true or false.
1. His flight was on time.
□ □
2. He sat in an aisle seat.
□ □
3. His plane had mechanical problems.
□ □
4. He missed the hotel shuttle bus.
□ □
5. He drove a rental car to the hotel.
□ □
15 Write a short paragraph about Joe Kelly’s trip.
Read the article “Got bumped from a flight?” on page 106 of the Student’s Book again. Match words and phrases from the article with their meanings.
1. overbook
a. have to get off the plane because there aren’t enough seats
2. “no-shows”
b. someone who offers to get off an overbooked flight
3. get bumped
c. get off the plane
4. volunteer
d. sell too many tickets for a flight
5. perks
e. benefits like cash, free flights, hotels, and meals
6. deplane
f. people who have tickets but don’t appear for a flight
Read the articles on page 106 of the Student’s Book again. Answer the questions.
1. Why do airlines overbook flights?
2. What do airlines give bumped passengers?
3. Why did Mr. Carter turn onto the train tracks?
4. Were Mr. Carter and his son in the car when the train hit it?
5. What advice do the police officers give?
GRAMMAR BOOSTER
A Read the questions and statements. Correct the mistakes.
1. You should **go to** track 57.
2. Where could he **to** get a train to Paris?
3. Rebecca can’t **takes** a flight to Tokyo.
4. When we **should** leave?
5. How late can he **to** board?
6. He **shoulds** choose an aisle seat.
B Read the questions. Complete the responses.
1. A: Should she take the local?
B: No, **she shouldn’t**. It’s too slow.
2. A: Can he bring food on the flight?
B: Yes, ________________.
3. A: Could I take the number 3 train?
B: Yes, ________________. It will take you to the right station.
4. A: Can we get seats together?
B: No, ________________. I’m sorry. We only have a few seats left.
5. A: Should they get a rental car?
B: Yes, ________________. It’s more convenient.
C Rewrite the sentences. Use a different way to express future actions. There may be more than one correct answer.
1. I’m studying all day tomorrow.
- I will be studying all day tomorrow.
2. I’m going to run three miles on Saturday.
- I will be running three miles on Saturday.
3. The train departs in twenty minutes.
- The train will depart in twenty minutes.
4. The test is going to be next week.
- The test will be next week.
5. The ship is going to arrive in Halifax tomorrow morning.
- The ship will arrive in Halifax tomorrow morning.
WRITING BOOSTER
A Think about two vacation destinations you know of and could recommend to others. Complete the chart.
| | Destination 1 | Destination 2 |
|------------------------|---------------|---------------|
| Where? | | |
| How to get there? | | |
| What time of year? | | |
| What to see / do? | | |
| What to bring? | | |
| Where / What to eat? | | |
| How long to stay? | | |
B On a separate sheet of paper, write two paragraphs about the vacation destinations you recommend. Give advice and suggest alternatives or possibilities. Use should and could. Start the first paragraph like this:
I recommend ___________________________ as your next vacation destination....
Start the second paragraph like this:
Another good destination for your next vacation is ________________________...
1 How do you use an ATM machine? Look at the pictures below. Match each picture with an instruction from the box.
a. Take your ATM card.
b. Enter the amount of cash you want.
c. Take your cash.
d. Put your ATM card in the card slot.
e. Choose your language.
f. Enter your Personal Identification Number (PIN).
2 Match the financial terms with their definitions. Write the letter on the line.
1. an ATM
a. money from another country
2. cash
b. the value of one currency compared to another
3. foreign currency
c. a machine that you use to get money from your bank account
4. a currency exchange
d. extra charges
5. an exchange rate
e. money in the form of bills or coins (not checks, credit cards, etc.)
6. a fee
f. buying or selling money from another country
3 Answer the questions. Use your own words.
1. “What shop in your city has really nice things?”
2. “Are things in this shop usually affordable or more than you want to spend?”
3. “Is it OK to bargain for a lower price in this shop?”
4. “In your city, where is it OK to bargain?”
5. “Are you good at bargaining?”
4 Look at the chart from a digital camera buying guide.
| Brand / Model | Price | Ease of Use | Size | Weight |
|---------------|--------|-------------|------|--------------|
| Diego Mini 3000 | US$239 | •• | c | 35 g (1.2 oz) |
| Honshu B100 | US$209 | ••• | p | 283 g (9.9 oz) |
| Honshu X24 | US$139 | • | s | 180 g (6.3 oz) |
| Prego 5 | US$299 | •••• | s | 135 g (4.7 oz) |
| Vision 2.0 | US$449 | ••• | s | 224 g (7.9 oz) |
**KEY**
- **very easy**
- **pretty easy**
- **a little difficult**
- **difficult**
C ........ compact (small size, can fit in a shirt pocket)
S ........ standard (medium size, similar to a point and shoot camera)
P ........ professional (large size, similar to a 35mm camera)
Now write questions with *Which*. Use the superlative form of the adjectives from the box. For some items, it may be possible to write more than one question.
| expensive | light | portable | easy to use | cheap | heavy | difficult to use |
|-----------|-------|----------|-------------|-------|-------|------------------|
1. A: Which camera is the most expensive?
B: The Vision 2.0.
2. A:
B: The Honshu X24.
3. A:
B: The Diego Mini 3000.
4. A:
B: The Prego 5.
5. A:
B: The Honshu B100.
5 Read each person’s statement. For each shopper, recommend a digital camera from the buying guide in Exercise 4. Give a reason for your advice.
“I need a new camera. The one I have now is too heavy. I really want a camera that I can carry in my jacket pocket.”
1. You
“I’m looking for a digital camera for my mother. She isn’t good with electronics, so it must be very easy to use. What do you recommend?”
2. YOU
“I’d like to have a look at your least expensive digital camera. I can’t spend more than $150. Do you have anything in my price range?”
3. YOU
6 Choose the correct response. Circle the letter.
1. “This camera isn’t in my price range.”
a. How much can you spend?
b. Would you like to take it?
c. Can I have a look?
2. “Why is this smart phone the best?”
a. It’s the heaviest.
b. It’s the fastest.
c. It’s the most difficult to use.
3. “I can’t spend more than $200.”
a. Have a look at our best model.
b. How would you like to pay for it?
c. Let me show you something in your price range.
4. “Can I have a look?”
a. Certainly.
b. Really?
c. Excuse me.
7 Complete the conversation. Write the letter on the line.
A: Can I help you?
B: 1.
A: OK. Which one are you interested in?
B: 2.
A: The Muze HD. It’s the most popular.
B: 3.
A: What about the XTunes? It’s pretty good, and it’s more affordable.
B: 4.
A: No. And the sound is great.
B: 5.
A: And how would you like to pay for it?
B: 6.
8 Complete the sentences. Use too or enough and the adjective.
1. I’m not going to read that book. It’s _______________.
2. Sirena shouldn’t travel alone. She isn’t _______________.
3. I don’t want to buy anything in that shop. The people were _______________.
4. Talia likes the red rug, but it’s _______________ for her living room.
5. I love this belt, but it isn’t _______________. I need a bigger size.
6. Are your shoes _______________? We’re going to do a lot of walking.
7. We wanted to bargain for a lower price, but it was _______________.
9 Complete the conversations. Use words from the box.
| too | deal | much | all | low |
|-----|------|------|-----|-----|
| more | have | bowl | enough | give |
A: This ____________ is gorgeous. I’d love to get it for my sister.
B: It’s nice. And it’s small ____________ to take in your suitcase.
A: I’m going to ask about the price. I hope it’s not ____________ expensive.
• • •
A: I’m interested in this bowl. How ____________ do you want for it?
C: This one is $60.
A: That’s ____________ than I want to spend.
C: I could go as ____________ as $50.
A: I can ____________ you $30 for it.
C: You can ____________ it for $40. That’s a bargain.
A: ____________ I have is $35.
C: OK. It’s a ____________.
10 Choose the correct response. Write the letter on the line.
1. “$650! I paid $429 for the same camcorder yesterday!”
a. It can’t hurt to ask.
b. What a total rip-off!
c. Thanks. Keep the change.
d. What a great deal!
e. Only $20. It was a real bargain.
2. “How much did you pay for that vase?”
3. “Should I try to get a better price?”
4. “I saved a lot of money on this DVD player. It was only $79.”
5. “Here you are, sir. The Atlas Hotel. That’s $8.50.”
11 Read the article about bargaining customs around the world. Then read the statements. Check true or false.
Can you give me a better price?
Bargaining Customs around the World
Bargaining customs are very different around the world. Few would go shopping in another country without knowing the exchange rate. However, many travelers don’t learn anything about the local shopping customs of the place they are visiting before spending money. Understanding when it’s OK to bargain can save you a lot of money and make your shopping experience much more enjoyable.
In some countries, bargaining is an important part of the shopping culture. In others, bargaining is not done at all. Here’s a bargaining guide for some countries around the world:
**Morocco:** Bargaining is always expected in the shopping markets. Here bargaining is more than just getting the best price. If you go into a shop and agree to the first price a seller offers, the seller may not be happy. For Moroccans, bargaining is a form of entertainment; it’s a game of skill, a little bit of acting, and it’s a chance to chat about the weather, business, and family. So be sure to have fun and try to get a better price!
**New York City:** Bargaining is not the custom here. Shop clerks can almost never give you a lower price. However, some hotels may give you a lower rate during the less popular times of year. It can’t hurt to ask.
**Tahiti:** Bargaining is not appropriate in the South Pacific. In fact, it is considered disrespectful to ask for a better price. In the food markets, sellers will even take their fruits and vegetables back home with them, rather than give a discount!
| 1. Bargaining customs are similar around the world. | ☐ | ☐ |
|---------------------------------------------------|----|----|
| 2. Generally, market sellers in Morocco love to bargain. | ☐ | ☐ |
| 3. In New York City, it’s OK to bargain for a cheaper hotel room. | ☐ | ☐ |
| 4. It can’t hurt to ask a fruit seller in Tahiti for a lower price. | ☐ | ☐ |
12 Read the article on page 116 of the Student’s Book again. Then check true or false, according to the article.
| 1. Tipping is expected in all countries. | ☐ | ☐ |
| 2. In U.S. restaurants, a 10% tip is usually enough. | ☐ | ☐ |
| 3. In some European countries, you should hand the tip to the waiter. | ☐ | ☐ |
| 4. In Germany, you should leave the tip on the table. | ☐ | ☐ |
| 5. For a taxi fare of 9.50 pesos in Buenos Aires, give the driver 10 pesos. | ☐ | ☐ |
| 6. Australian porters expect a bigger tip than porters in other countries. | ☐ | ☐ |
| 7. Tip Japanese porters about US$1 per bag. | ☐ | ☐ |
| 8. You should never leave a tip for the housekeeper. | ☐ | ☐ |
13 Write a short paragraph about bargaining in your own country. What items do people bargain for? What items do people never bargain for?
GRAMMAR BOOSTER
A Complete the chart.
| Adjective | Comparative form | Superlative form |
|-----------|------------------|------------------|
| 1. | beautiful | | |
| 2. | | | the most intelligent |
| 3. | big | | |
| 4. | | more convenient | |
| 5. | busy | | |
| 6. | | | the fastest |
| 7. | | safer | |
| 8. | noisy | | |
B Complete the conversations with the comparative or the superlative form of the adjective in parentheses.
1. A: Which one of these three sweaters do you think is ______ (pretty)?
B: The blue one. The other two are not attractive at all.
2. A: How do you like the book?
B: I don’t like it. It’s ____________ (bad) than the one we read last month.
3. A: Did you enjoy Australia?
B: Yes. I think it’s one of _____________ (interesting) places in the world.
4. A: Who is _______________ (good) at baseball, you or your brother?
B: Well, I’m a _______________ (fast) base runner, but my brother is a _______________ (powerful) hitter. Actually, my dad is _______________ (good) player in the family. He was a star player in college.
5. A: Which one of the two laptops is _______________ (popular)?
B: Well, the X102 is _______________ (cheap) model in the store. But I actually recommend the X200. It’s a little _______________ (expensive) than the X102, but much _______________ (light).
C Answer the questions. Use too or enough and the adjective in parentheses.
1. A: Why didn’t you buy the tablet?
B: (expensive) _________________________________. I need to save money this month.
2. A: Is the food too spicy?
B: (spicy) _________________________________. I’m going to ask for more hot sauce!
3. A: What’s wrong with these shoes?
B: I can’t wear them. (uncomfortable) ________________________________.
4. A: Why don’t you like the apartment?
B: (noisy) _________________________________. I’m looking for a quiet neighborhood.
5. A: Why don’t you take the train instead of flying?
B: (fast) _________________________________. I have to get there as soon as possible.
6. A: Do you want to go to a pop concert?
B: Thanks for asking, but I’m not a pop music fan. (boring) ________________________________.
WRITING BOOSTER
A Rewrite each pair of sentences, using the words in parentheses.
1. This rug is a good deal. It’s a bit more than I want to spend. (However)
This rug is a good deal. However, it’s a bit more than I want to spend.
2. The Trekker jacket is very warm. It’s the lightest one. (even though)
3. Our new coffee maker is not the most expensive. It makes the best coffee. (However)
4. Half Moon Café has the best food in town. It’s very expensive. (On the other hand)
5. This is last year’s model. The clerk won’t give me a lower price. (Even though)
B Write sentences about the advantages and disadvantages of credit cards and cash.
Use the chart on page 111 of the Student’s Book. Use Even though, However, and On the other hand.
1. Credit cards:
2. Cash:
Choose three topics from the list. For each topic, compare their advantages and disadvantages. Use *Even though*, *However*, and *On the other hand*.
| listening to music at home / going to a concert |
| large family / small family |
| smart phones / regular cell phones |
| conservative clothes / wild clothes |
| air travel / train travel |
| 1. | Listening to music at home is more relaxing. On the other hand, going to a concert is more exciting. |
| 2. |
| 3. |
Which continent is home to the world’s biggest shopping malls?
It’s not North America. Only one of the world’s ten largest malls is in the U.S. Built in 1969, the Eastwood Mall Complex in Youngstown, Ohio, is the ninth largest mall. Similarly, one Canadian mall made the top-ten list. The West Edmonton Mall in Alberta, built in 1981, is number six.
Europe’s biggest mall—fifth on the list of the world’s largest—is newer. It was built in 2005. It’s located in Istanbul, Turkey.
The continent with the biggest, newest, and most exciting malls is Asia. Seven of the world’s ten largest shopping malls are in Asia. The two largest are in China and opened in 2005 and 2004. The New South China Mall in Dongguan has 1500 stores and 7.1 million square feet of retail space. The Golden Resources Mall in Beijing—also called “The Great Mall of China”—has 50,000 visitors every day. Enormous malls in the Philippines, Dubai, and Malaysia have roller coasters, ice-skating rinks, water parks, aquariums, and bowling alleys.
Student Book
Photo credits: Original photography by Michal Heron, Sharon Hoogstraten and Libby Ballenger/TS Graphics. Page 62 (lp) Andrea Rodriguez/Fotolia; p. 63 (t) Jwasserman/Fotolia; p. 65 (t) Hjalmedia/Stock/Thinkstock/Getty Images; p. 66 (tl) D3/Shutterstock, (tm) Celeste Clineard/Fotolia, (r) Daklakena/Fotolia, (m) Shock/Fotolia, (mr) WaveBreakMedia/Shutterstock; p. 68 (t) Luminarino/SuperStock, (m) Tukajuki/Shutterstock, (p) Kalarix/Fotolia; p. 70 (t) Guang Niu/Getty Images/Sport/Getty Images, (b) STR/AFP/Getty Images/Nevada City/Corbis/Photography/Terry Corbin, (tm) Wajan/Fotolia, (tr) Jenifoto/Fotolia, (tr) Picfwise/Fotolia, (bl) Nan/Fotolia, (bm) Kwiatek/Shutterstock (br) Paul Nicklen/National Geographic/Getty Images; p. 77 (t bg) Dendrites/Fotolia; p. 78 (b girt) Bikeriderlondon/Shutterstock, (b beach) Rch/Fotolia; p. 79 (Thailand) Patryk Kosmider/Fotolia, (Valle) Gabe Rogel/Aurora/Getty Images, (Athens) Education Images/Universal Images Group/Getty Images, (New York) Marc Venema/Shutterstock; p. 80 (m) Stefanie van der Vinden/Shutterstock, (m) Friedrich Von Horsten/Images of Africa Photobank/Alamy, (r) Arie Skeleby/Blend Images/Meta/Getty Images; p. 81 (t) Jasmin Merdan/Fotolia, (l) AntonioDiaz/Fotolia, (r) Prizela_Nikola/Stock/Thinkstock/Getty Images, (r) David Sacks/Science Photo Library, (Jacobs) Bautygirl/Fotolia, (swimmer) Alamy/Thinkstock/Fotolia, (gr) Marc Venema/Fotolia, (boots) StocktrekImages/Alamy, (socks) Laurinka/Fotolia, (tights) Pelp29/Stock/Thinkstock/Getty Images, (purses) Egnus/Fotolia, (belt) Theavart/Fotolia, (pajamas) Creative Control/Alamy, (bathrobe) Sagir/Shutterstock, (shoes) Bennieghoto/Fotolia, (shorts) Gleam/Fotolia, (pants) Khvost/Fotolia; p. 87 (t) Vladimirkim3722/Fotolia; p. 89 (dollar) Johnsroad/Fotolia, (credit card) Jeff Metzger/Fotolia, (b pant) Irina Rogova/Shutterstock, (b sweaters) Imageb.com/Fotolia; p. 90 (mens) Alexandra Karanyshiev/Fotolia, (Shoes) Ashwin/Fotolia, (b pink sweater) Ruslan Kudrin/Fotolia, (blue sweater) Ruslan Kudrin/Fotolia; p. 92 (m) Hurst Photo/Fotolia; p. 94 (t) Wai/Shutterstock, (m) ChuanHai/Fotolia; p. 98 (bg) Anton Balazh/Shutterstock, (l) Rob Wilson/Shutterstock, (bl) Zhi Difeng/Shutterstock, (br) Aviator70/Fotolia; p. 99 (t big) Nikig/Fotolia, (br) Cebu/Shutterstock; p. 104 (Palm Tree) Fotolia, (t) 105 (t) David Power/The Image Bank/Getty Images, (t) 105 (b) David Power/The Image Bank/Getty Images, (tm) Zoomar RF/Thinkstock/Getty Images, (tr) Mladenov/Fotolia, (tc) CloverCity/Fotolia, (ml) Dmitry Vereshchagin/Fotolia, (mr) Matteo Gabrielli/Fotolia, (b) WavebreakmediaMicro/Fotolia; p. 110 (l) Fabio Lavaroni/Stock/Thinkstock/Getty Images, (r) Keith Brofsky/Photodisc/Thinkstock/Getty Images, (bl) Kirubeshwaran/Fotolia; p. 113 (tl) Matthias Tunger/Digital vision/Getty Images; p. 115 (bowl) Karandaev/Fotolia, (t vase) Serginin/Fotolia, (brown glasses) Karandaev/Fotolia, (black glasses) Andrewburgess/Fotolia, (b green belt) Alexandra Karanyshiev/Fotolia, (blue belt) Zonch/Fotolia, (Juicer) Boleslaw Kubica/Shutterstock, (orange juicer) Kuzhhar/Stock/Thinkstock/Getty Images, (blue vase) Sauletas/Fotolia, (red vase) Sauletas/Fotolia; p. 116 (b) Hobotoni/Fotolia; p. 117 (t) Wong Sze Fei/Fotolia, (m) WithGod/Shutterstock, (m) Image Source/Fotolia, (r) Alen-D/Fotolia; p. 118 (ml) Robbie/Fotolia, (mr) Jani Bryson/Stock/Thinkstock/Getty Images; p. 110 (b) Aleksandar Mljatovic/Fotolia.
Illustration credits: Kenneth Batelman, pp. 88, 92, 93, 100; Rich Burlew, p. 62; John Ceballos, pp. 85, 109; Bob Doucet, p. 97; Marty Harris, p. 76; Michael A. Hill, p. 19 (top); Brian Hughes, pp. 106; Adam Larkum, p. 73; Andy Meyer, p. 106; Sandy Nicholls, pp. 80, 102; Susan Petricic, pp. 82, 118 (top center); Robert Schoolcraft, p. 121; Gary Torrisi, pp. 74 (bottom), 86 (partyhose), 92, 104, 113, 118 (left-camera), XNR Productions, pp. 74 (top), 106 (bottom).
Workbook
Photo credits: Original photography by Michal Heron. Page W50 Mitchell Clinton/Alamy; p. W55 (top) Rido/Fotolia; p. W60 Maurizio Martini/Fotolia; p. W62 Cusp/SuperStock; p. W63 John Warburton-Lee Photography/Alamy; p. W66 ellensmile/Fotolia; p. W69 (1) Alexandra Karanyshiev/Fotolia, (2) Natalia Merziyakova/Fotolia, (3) zhekos/Fotolia, (4) 33333/Shutterstock; p. W72 (3 left) Silver Burdett Ginn/Pearson, (3 right) vetkit/Fotolia; p. W73 (left) John Ivanov/Fotolia, (middle) serkucher/Fotolia, (right) Alexandra Karanyshiev/Fotolia; p. W75 (left) dell/Fotolia, (right) Anton Maltsev/Fotolia; p. W78 (3) ryanking999/Fotolia; p. W92 John Sun/EyePress EPN/Newscom.
Illustration credits: Steve Attoe: pages W58 (bottom), W76; Kenneth Batelman: pages W60, W61, W64; Pierre Berthiaume: page W82; Leanne Franson: pages W62, W68; Scott Fray: pages W60, W61; Steve Gardner: page W90; Brian Hughes: page W87; André Labrie: page W72; Andy Meyer: pages W81, W82; Suzanne Mogensen: pages W80, W85; NSV Productions: pages W58 (top), W86, W87.
Top Notch develops confident, culturally fluent English speakers who can successfully navigate the social, travel, and business situations that they will encounter in their lives. It delivers immediate, demonstrable results through its proven pedagogy and systematic recycling of language.
Top Notch provides more practice and more teacher support than any course available today.
**COMPLETE AND FLEXIBLE**
- **ActiveTeach** is a dynamic, customizable multimedia teaching tool. It includes the Student’s Book, in digital form, with point-of-use audio, video, flash cards, interactive activities, and lesson plans. With printable resources and assessment.
- **Student’s Book**
- **Workbook**
- **Teacher’s Edition and Lesson Planner**
- **Full-Course Placement Tests**
- **Assessment** Printable from ActiveTeach
Learn about the Global Scale of English at [www.englishscale.com](http://www.englishscale.com) | e4fe7911-5f93-4051-bc34-ef98e8e472ae | CC-MAIN-2024-22 | https://lib.pardistalk.ir/library/Top-Notch/Top-Notch-1B-Student-Book-Third-Edition.pdf | 2024-05-28T01:28:34+00:00 | crawl-data/CC-MAIN-2024-22/segments/1715971059055.94/warc/CC-MAIN-20240528000211-20240528030211-00152.warc.gz | 303,714,718 | 61,826 | eng_Latn | eng_Latn | 0.949924 | eng_Latn | 0.989476 | [
"eng_Latn",
"eng_Latn",
"por_Latn",
"eng_Latn",
"eng_Latn",
"por_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"kiu_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"ind_Latn",
"eng_Latn"
] | true | rolmOCR | [
92,
270,
2104,
6203,
9819,
21681,
25972,
29258,
30776,
30803,
37729,
38897,
40686,
43368,
44946,
46299,
48442,
49808,
51526,
53637,
56031,
57799,
59261,
59819,
61436,
63711,
64968,
67469,
69237,
71324,
73317,
74106,
76261,
78775,
79548,
79944,
81803,
83815,
85605,
87260,
89341,
90076,
91352,
93877,
96327,
98324,
99009,
99433,
101408,
103804,
105648,
107887,
109984,
111538,
113261,
115912,
117528,
120338,
120939,
121976,
123455,
126610,
127895,
129799,
131594,
134000,
136077,
138311,
139417,
141576,
142216,
148892,
148949,
150874,
154541,
156891,
159398,
162400,
164862,
167587,
169700,
171516,
174898,
177660,
177717,
180684,
183728,
186773,
188862,
192502,
195079,
196309,
196443,
197984,
199968,
201337,
203364,
204551,
206348,
208003,
209861,
211327,
212068,
213072,
213524,
215174,
216845,
218137,
218746,
220171,
221877,
224057,
224478,
225809,
227381,
228237,
230256,
232064,
234072,
235947,
238134,
238864,
240650,
243455,
243823,
245502,
247130,
248235,
249812,
251000,
252733,
255430,
257293,
258917,
260406,
265328,
266241
] | [
3.75,
1.25
] | 3 | 0 |
The two-fold role of the content area secondary school teacher in teaching content and in teaching learning process is investigated. A research model, called the Structured Overview, showing the relationships among basic elements of the study of the secondary school curriculum is presented, and assumptions clarifying the perspective of the nature and purpose of reading instruction in the content areas used in this research are listed. From this comprehensive research model, several areas were selected for short term iterative studies which are reported in this monograph. In Section One, Comprehension, a theoretical construct of levels of comprehension and the development of an evaluative instrument for this construct are explicated. In Section Two, Lesson Structure, a theoretical paper on the Structured Overview, entitled "The Use of Vocabulary as an Advanced Organizer," is followed by practical application of the Structured Overview model to biology, English, Mathematics, and earth sciences. In Section Three, Attitude Scales, procedures for construction of an attitude scale and a report of the use of one with social studies students and the use of a scale by students to assess teacher performance are presented. Projections for continuing the research into the second year are given. Tables and references are included. (CM)
RESEARCH IN WRITING IN THE CONTENT AREA
FIRST YEAR REPORT
EDITED BY
HAROLD L. HELBER
WALTER J. SANDERS
RESEARCH IN
READING IN THE CONTENT AREAS
FIRST YEAR REPORT
Edited by
HAROLD L. HERBER
PETER L. SANDERS
Reading and Language Arts Center
Syracuse University
CONTENTS
Reading Instruction in Content Areas: An Overview....... 1
Harold L. Herber
Section I: Comprehension
Study Skills: Reading to Develop, Remember,
and Use Ideas...........................................13
Harold L. Herber
Three Levels of Comprehension: Testing..................22
David C. Honeycutt
Section II: Lesson Structure
The Use of Vocabulary as an Advance Organizer..........29
Richard F. Barron
Three Methods of Introducing Students to a Reading-
Learning Task in Two Content Subjects.............40
Thomas H. Estes, Daniel C. Mills, Richard F. Barron
Use of the Structured Overview in Mathematics Classes...49
Richard A. Earle
Use of Advance Organizers and Guide Material in Viewing
Science Motion Pictures in Ninth Grade: Pilot
Study Report............................................59
Judith N. Thelen
Use of Prepared Guide Material and Small Group Discussion
in Reading Ninth Grade Social Studies Assign-
ments: Pilot Study Report..............................64
Thomas H. Estes
Developing and Using Study Guides.......................71
Richard A. Earle
Section III: Attitude Scales
The Measurement of Students' Attitudes Toward What
They Study.............................................93
Thomas H. Estes
A Scale for Rating the Individual Characteristics of
Teachers..............................................100
Judith N. Thelen
ACKNOWLEDGEMENTS
A three-year research grant from the United States Office of Education [No. OEC-0-8-070456-3471(007)] has made possible a concentrated study of reading improvement in the content areas in secondary schools. Such classroom centered research requires the cooperative efforts of many people.
The participants in this project received excellent cooperation from the administration and faculty of the Jamesville-Dewitt senior high school. For this we are grateful. Especially appreciated were the contributions of several teachers who spent considerable amount of time with us in the planning and evaluation of our Studies: Francis Albino, Gail Bandy, Robert Daley, Daniel Mills, George Mold, Thomas Muench, Mary Muir, Marshall Nye, Patricia Parkinson, Joanne Reed and Edward Robinson. The assistance of Bobbie Kline of the Tully Central School was appreciated too.
The project benefitted from the experience and advice of staff members of the Reading and Language Arts Center. Of inestimable value was the assistance of Professor David Payne, Dean of the University of Georgia, in the design of studies and treatment of data.
Mrs. Sallie Kiggins, secretary, kept the project running smoothly and Mrs. Cynthia Scanlon, typist, contributed to our deadlines in many ways.
We wish to acknowledge the contribution of the following publishers by their permission to publish articles and excerpts in this monograph: Cambridge Book Co., Inc. for the excerpt from *Regents Review of English*; Educational Records Bureau for the article from "Climate For Learning: The Teacher as a Person".
As the title indicates, this is the first report on our research project. We anticipate publishing similar reports at the end of each of the two remaining years.
HAROLD L. HERBER, DIRECTOR
Research and Demonstration Centers in Secondary Reading
READING INSTRUCTION IN CONTENT AREAS: AN OVERVIEW
Harold L. Herber
In his book *Toward a Theory of Instruction*, Jerome Bruner (1966) says,
A spirit of innovation is in the land and the funds for research are becoming available. But, it would be a mistake to fill up the volume by repeating the banal motto that more research is needed. Of course more is needed. But, more to the point, what is needed is the daring and freshness of hypotheses that do not take for granted as true what has merely become habitual [p. 171].
One of the education's tired cliches, considered true by reason of its redundancy, is: "Every teacher a teacher of reading." Content teachers are repelled by this cliche because they view reading instruction as that which occurs when remedial teachers work on letter sounds with small groups of students. They see no place for this type of instructional activity in their content areas; consequently, they reject the cliche as unrealistic and the person who utters it as unreasonable.
Through a three-year research grant from USOE, we are studying reading instruction in secondary schools. Specifically, we are looking for fresh ways in which reading instruction actually can become part of the regular curriculum in each subject area. By reading instruction, however, we are not referring to the stereotyped instructional performance suggested by most content teachers. Rather, we think of reading instruction in content areas as being a conscious effort on the part of teachers to show students how to use successfully the resource materials required in each of the subject areas.
The content teacher has two major responsibilities with respect to his curriculum: 1) He must teach *content* - a specific body of knowledge. This content includes extensive *information* which students must acquire. It also includes specific *concepts* which are formed when the information is seen in sets of relationships. 2) He must teach *process* - the procedures by which students *acquire* the information and generate the concepts. This process is essentially cognitive but with two types of application. When applied to printed media for the purpose of specifying relationships and generating concepts, it can be described as a reasoning process.
This is not to say that reading is devoid of reasoning. Rather, it is to say that cognitive processes are applied one way by a reader when he acquires information from printed media and another way when he reasons about that information so as to form concepts.
Our perspective of reading instruction in content areas can be explained most clearly by contrasting the role of the content teacher with the role of the reading teacher with respect to teaching reading. The reading teacher's curriculum is a set of skills. He analyzes students' needs with respect to that curriculum and plans a program of instruction to build on strengths and compensate for weaknesses. Any text or narrative material can serve as a vehicle for instruction in the identified skills. The reading teacher is concerned principally with skills, not with the content of the material that he uses to teach the skills.
On the other hand, the content teacher's curriculum is a specific set of concepts within a body of knowledge. He determines students' strengths and weaknesses with respect to those concepts and makes decisions about his resource materials to build on the strengths of the students' content knowledge and to compensate for their weaknesses. Thus the content teacher, contrasted with the reading teacher, is principally concerned about the information and concepts contained in the resource material he selects for use in his subject. He never selects it merely because it requires the use of certain reading skills and can serve as the vehicle for their development. Nevertheless, he can give students instruction in how to read the material he has assigned. First, he can examine each assignment in his text to determine the processes by which students gather information and develop the important concepts. He then can show students how to apply those processes he has identified. He can do this for each assignment.
Thus, whereas the reading teacher teaches reading directly, the content teacher teaches reading functionally, not for its own sake but rather as processes to aid students' acquisition of his course content.
It is from this perspective that we have engaged in the study of reading instruction in the content areas in secondary schools. Our studies have been possible through the cooperation of the senior high faculty and staff in the Jamesville-Dewitt School District, Dewitt, New York. This monograph is a report of our first year of research activity. A similar report will be issued at the end of each of the next two years.
Assumptions
Specific assumptions are embodied in this perspective of the nature and purpose of reading instruction in content areas. They are the generative source of our research studies.
1. We assume that the place for this functional teaching of reading in secondary schools is in the content classroom, with the instruction provided by classroom teachers using their curriculum materials as the vehicle for that instruction. Though remedial instruction is required for some students and must be provided by specialists in remediation, the percent of the total student population requiring remediation is relatively small.
New instructional techniques are required for teaching reading in content areas. We assume it is not sufficient merely to apply in a more generalized fashion techniques found successful in remedial instruction. The needs, the context, the purposes are all quite different.
2. We assume that "reading" is more than a mere decoding process; that it includes not only the apprehension of symbols - whether single letters or whole words - but also the generation, synthesis, and application of ideas stimulated by those symbols.
3. We assume that printed material is only one medium through which students can gain information and develop ideas. Research into reading instruction should be as concerned with the proper reading of films and other projected media as it is with reading of print in book form.
4. We assume that the content of material determines the process by which it is read. That is to say, the ideas to be acquired dictate the manner in which the reader should respond to the material to ensure their acquisition. The teacher's task is to acquaint students not only with content of resource material but also processes by which content is acquired. When material is analyzed to determine the process indicated by the content and the students are taught that process as they read that content, there is a simultaneous teaching of reading skills and course content.
5. If there is to be a simultaneous teaching of content and process, we assume lessons must be well structured, never haphazard. In addition to the preparation and evaluation phases of lessons - which generally are known and practiced - there is the guidance segment of lessons, which is frequently the subject of exhortation but rarely of application. Guiding students in the application of process so that they understand both it and the content is the heart of the matter.
6. Students, not curricula, are the reasons for schools' existence. Therefore, when adjustments have to be made, we assume the curriculum should be adjusted to suit the needs of students rather than the reverse. When we say that content and process can be taught simultaneously
within the regular classroom and that the vehicle for this instruction is the regularly required resource material of each curriculum it is assumed that the curriculum will be adjusted to meet the needs of the students so that it can properly serve as this vehicle for students' improvement.
7. We assume the role of the teacher must change. A teacher can shift the burden of learning to his students and help them carry it rather than holding to himself the knowledge students should obtain and dispensing it daily in piecemeal fashion. When the teacher views himself as guide to students' learning experiences, his students are not placed in the position of trying to guess what is in his mind as he asks questions.
8. We assume that iterative research should be applied to the components of an instructional system so the system can be clearly defined before it is subjected to comparative studies with other similarly well-defined methods. Each component of the method should be subjected to many short term studies - mini-studies, if you will - each of which is conducted after the effects of the previous one have been determined and appropriate adjustments have been made for the next study. At the end of this series of iterative studies, the components are well defined and can be combined into a whole system which, ultimately, can be compared with other similarly well-defined systems.
As we progress through our studies, we know we will have to adjust these assumptions, based on hard data. Undoubtedly some will be replaced while others will be modified. Meanwhile, we have pursued specific studies generated by these assumptions.
Areas of Investigation
Using the technical vocabulary related to purpose of our research project, I have designed the "Structured Overview" in Figure 1.
A structured overview is a design created out of the basic vocabulary of a unit so as to show relationships among concepts represented by those words. This one gives some perspective to the areas of concern we are investigating. Clearly, it includes more than we can hope to accomplish in a 3-year period of time, but the balance of this monograph attests to the progress that we have made thus far.
By reference to this structured overview, we can place the areas of investigation in proper perspective according to their relative importance and the degrees of emphasis to be placed on each. The structured overview also makes clear
Figure 1
CURRICULUM
CONTENT
PROCESS
STRUCTURE
GROUPING
LESSONS
COMPREHENSION
PATTERNS
SKILLS
INDIVIDUAL DIFFERENCES
INTERACTION
MULTIPLE RECITATION
LITERAL
INTERPRETIVE
APPLIED
CAUSE-EFFECT
COMPARISON-CONTRAST
SIMPLE LISTING
TIME ORDER
INFERENCE
DEDUCTION
ETC
PREPARE
GUIDE
EVALUATE
ADVANCE ORGANIZER
QUESTIONS
STRUCTURED MEDIUM
VOCABULARY
SELECTION
TEACHING
REINFORCEMENT
STIMULATION
STIMULATION
DIRECT
INDIRECT
the components of a system of instruction we hypothesize as appropriate for content areas. Though components are studied separately - to the extent that it is possible for one to be isolated from the others in classroom centered research - we believe that all must be combined in actual application.
The curriculum is the encompassing component of our study. Content and process are the two important elements in the curriculum and our research is concerned with both. Content and process are fused in structure, the means of their expression and application.
Bruner (1966) lists "structure" as the second feature of a theory of instruction, saying that a theory "...must specify the ways in which a body of knowledge should be structured so that it can be most readily grasped by the learner [p. 41]." The potential that lies in structure is "...its power for simplifying information, for generating new propositions, and for increasing the manipulability of a body of knowledge..."
We hypothesize that the "structure" of our instructional system is composed of several elements and that each of these elements is a sub-structure with its own specific parts. The purpose of each sub-structure is the same as that of the main structure: to render a body of knowledge capable of being easily grasped by the learner. The task that we have set for ourselves is to investigate the composition of each of the sub-structures and the interrelationships that exist among all.
As shown in the structured overview, levels of comprehension, organizational patterns, skills, grouping, and lesson structure are the major sub-structures. Each of these is elaborated by a listing of its parts.
Levels of comprehension are literal, interpretive, applied. Four organizational patterns are listed: cause-effect, comparison-contrast, simple listing, time order. Grouping provides for individual differences, student interaction, and multiple recitation. Lesson structure has three components: preparation, guidance, evaluation; and each of these has sub-components. Preparation may take the form of an advance organizer, questions, or a structured overview; it also includes "vocabulary improvement," which requires the selection, teaching, and reinforcement of the technical language of the subject. Guidance, the structure within lessons, facilitates the development of ideas and stimulates the process by which the ideas are developed. Evaluation can be direct, through formal testing, or indirect, through the functional teaching of skills.
Out of this full set of interrelated concerns, we have selected several for careful study this year: grouping, lesson structure, vocabulary, comprehension. Because of their interrelatedness, none can be completely isolated for purposes of investigation. Indeed, because we view all of these
elements as components of a unified system of instruction, we do not wish to have them be considered factors that can be treated in isolation. Nevertheless, for purposes of our iterative studies, we do try to study each component by giving it principal attention, knowing we cannot isolate it completely from the influence of the others.
Grouping
In the most frequently observed type of classroom instruction, students are rather passive observers of what is going on while the teacher directs the activity. Our hypothesis is that a teacher can change his role to become a guide to students as they learn by interacting with one another in small groups. We believe students learn more by this interaction within the structure of the teacher's guidance than when they are passive observers to the teacher's interaction with relatively few students in a whole class discussion. We are investigating the effect that students' interaction in small groups has on their learning of both process and content. Particularly, we are investigating the various protocols possible for this type of student interaction and the possibilities for establishing task specifications so as to maximize the value of the interaction.
Lesson Structure
If improved understanding of content and facility with process is to be the objective of student interaction, such interaction must be guided by some structure which stimulates an understanding of content and simulates an application of process. Thus guided, students experience a simultaneous development of process and content with sufficient frequency that ultimately they can exercise both with independence. We are investigating the effectiveness of various types of guide material to prepare students as they respond to different media and subsequently experience interaction within groups, with the focus being - again - both on the content and process. Such structures - or guides - assume the exercise of the full lesson structure; that is, an assumption that students are properly prepared for guided response to required media and that they engage in follow-up activities which reinforce, evaluate, and extend their understanding of content and application of process. The structure within lessons, the guides, provide what Bruner calls for when he says, "The answer is the design of exercises in conjecture, in ways of inquiry, in problem finding [p. 160]."
We are investigating the use of the Structured Overview, as illustrated in this section, as part of the preparatory phase of lessons. We hypothesize a significantly positive effect on students' learning of process and content as the result of exposure to this means of preparation for a learning task.
Vocabulary
Each discipline has its own special language which needs to be taught to the uninitiated. There is a process to be taught, as well as content, with respect to the technical language of a subject. We are investigating problems related to the selection, teaching, and reinforcement of the technical vocabulary in several subjects. These studies are being conducted in regular classrooms by content teachers within the confines of the regular curriculum normally taught. We hypothesize that the language of a subject can be taught in such a way that students develop an understanding of the concepts embodied in that language and also the processes by which the independent acquisition of such language is possible.
Comprehension
We hypothesize that the nature of comprehension can be stated and taught in rather simple terms. Herber has generated a theoretical construct of comprehension, expressing it in terms of levels of comprehension. The levels are the literal, interpretive, and applied, each with separate components. (The construct is explained in detail on pages 14 & 15. We have designed guide material according to this construct and are developing a test to measure students' achievement in comprehension as defined by this construct.
We believe there is an important interrelationship among Levels of Comprehension, Organizational Patterns, and Specific Skills. We hypothesize that levels of comprehension serve as the gross treatment of the reading process, and that these levels embody organizational patterns which, in turn, embody specific skills. The general practice in reading instruction is to focus first on specific skills, then to teach the organizational patterns as more global strategies. Rarely does one find the sequence extended to include instruction in levels of comprehension. Our hypothesis is that instruction should progress from levels to patterns to skills. If levels encompass patterns and patterns encompass skills, then focus on the simple concepts of three levels of comprehension allows the functional development of organizational patterns. Subsequent instruction in patterns allows functional development of skills. (The relationship among these three elements is discussed on pages 13 - 21.) We have made some attempts to test this hypothesis but have not been successful as yet. Thus far, however, we feel that it is a profitable area to pursue.
Multi-Media
We hypothesize that the techniques found appropriate for simultaneous development of process and content are as useful when applied to media other than print as they are to print itself. We are investigating the effectiveness of guide material, intra-class grouping, and preparatory activities as means to assist students in the understanding of process and content as they respond to motion pictures.
Interrelationships Among Areas
We believe that these areas of investigation have a close interrelationship. We have expressed it in the pictorial representation in Figure 2. You will note that we have identified four areas of concern: vocabulary development; levels of comprehension; levels, patterns, skills; multi-media. You will note that related to each of these areas of concern are reading and reasoning guides for these using the structures within lessons which simulate an understanding of content and simulate the application of process. Reasoning guides are related to those areas of concern which focus on activities occurring mainly before or after the media are actually read. Reading guides focus principally on those areas of concern which occur during the act of reading the media.
You will note that the areas of concern and the two types of guides converge on "grouping" or "student-interaction." Regardless of the area of concern or the type of guidance given to the students, we hypothesize that it is appropriate and profitable for students to be able to interact with one another within small groups within the regular classroom.
The outside rim of this figure shows what we project to be the byproduct of this research. We anticipate the development of lesson models and model programs; specific teaching, learning, and consultant strategies will be learned; reasoning, reading comprehension, and perhaps readability measures will be developed. Clearly this is 20 years' work rather than 3, but we have begun.
Findings
The articles in this monograph are position papers on and reports of findings from our "mini-studies," short term studies of an iterative nature. They cover three broad areas: levels of comprehension, lesson structure, and attitude scales. Our criteria for inclusion was simplicity and sufficient definitiveness to be included in this publication. The reader will note, however, that intra-class grouping was used in several studies - not as the subject of analytical study but as a variable in methodology with assumed value. Our next report will include studies of the value of intra-class grouping and the means by which to maximize its effectiveness.
In Section One, Herber presents his theoretical construct of levels of comprehension. David Honeycutt discusses the development and implications of an evaluative instrument for the construct.
RESEARCH MODEL
TESTS: Reasoning; Readability
MULTIMEDIA
Program > Lesson; Reading
Reading Comp. > STRATEGIES: Teaching/Learning/Consulting MODELS:
Levels PATTERNS SKILLS
Figure 2
In Section Two, Lesson Structure, Richard Barron presents a theoretical paper on the "Structured Overview." Thomas Estes, Daniel Mills, and Richard Barron report findings from research using the structured overview, in biology and English. Richard Earle presents a paper on his research which utilized the structured overview in mathematics. Judith Thelen reports a pilot study in Earth Science, using Advance Organizers and guides for use in content classes. Estes reports the findings of his pilot study on the use of study guides and intra-class grouping in world history.
In Section Three, Attitude Scales, Estes discusses procedures for constructing an attitude scale and reports the one designed for use with social studies students. Thelen presents and discusses a scale used by students to assess teacher performance.
Projections
During the second year of our research project, four additional research interns will be added to the staff. Many of the studies conducted this first year will be replicated or repeated after modification. A second school has been added to the cooperating institutions. Our research this year was conducted principally in the Jamesville-Dewitt High School. Next year, research also will be conducted in Tully, Lafayette, and Fabius High Schools. This will provide a variation in populations so that we can investigate the efficacy of methods and materials with students from various backgrounds.
Investigations into the possibility of teaching reading in content classes cannot be based on hypotheses that meet Bruner's criteria of daring and freshness. The whole idea that such instruction can and should take place has been taken for granted as true for too long.
The problem is not in the condition of the hypotheses however, but in the actual application of the assumed truth. The solution seems to lie in modifying practices proven useful in reading classes and combining them with new techniques designed for use especially in content classes. This is the direction we have taken and we are encouraged with the results.
References
Bruner, J. *Toward a theory of instruction*, Cambridge; Harvard University Press, 1966.
STUDY SKILLS: READING TO DEVELOP, REMEMBER, AND USE IDEAS
Harold L. Herber
Study skills are work skills, skills that produce useful knowledge for a learner. Study skills generally are associated with reading skills - and this is correct. But study skills are more than "reading skills." They are especially adapted reading skills - skills that are adjusted to execute particular tasks. Smith (1964) supports this view when she says "...the study skills in reading may be broadly defined as those skills used when we intend to do something with content while reading it or after finishing the reading [p.32]." Used in this manner, reading skills are referred to as reading-study skills.
But study skills are not exclusively limited to reading. One obtains information in ways other than reading: listening, observing. One reasons about this information in order to make it useful. Though there are obvious limitations to such categorization, one can still label the skills required to process information acquired through non-reading processes as "reasoning-study skills." This, obviously, is not to say that reading is void of reasoning. Rather, it is to say that information to which reasoning skills are applied can be obtained by means other than reading. If the information is to be useful, it must be processed, and reasoning skills provide the means.
Both reading-study skills and reasoning-study skills, as defined, relate to the acquisition and processing of information. One must be concerned with the study skills which produce - or reproduce - information as well. These are the output-study skills, if you will, which insure the accurate, well-organized, and well-reasoned production of information after it has been acquired and processed. Instruction which will improve students' study skills must account for both types, input and output, and the subcategories within each type. Young people who are taught how to use both types of study skills become efficient students, able to develop, remember, and use ideas. The purposes of this paper are to explore the theory on which the productive relationship between study skills and concept development is based and to suggest solutions to problems encountered when attempting to translate the theory into instructional practice.
Study Skills: Development of Ideas
Whether through reading- or reasoning-study skills, an important factor in education is the development of ideas as opposed to the mere accumulation of information. Teachers who reward
the memorization and recitation of detail to the exclusion of the formation of concepts do a disservice to their students. Webster (1965) defines a concept as a "generalization drawn from particulars." Students who read for detail or who observe or listen merely for detail without generalizing concepts from that detail are dependent on highly proficient powers of recall to reproduce the detail when it is needed. They also depend on a reward system which gives priority to such recall. Bruner (1960) suggests that "any knowledge that one has acquired without sufficient structure to tie it together is knowledge that is likely to be forgotten [pp.31-32]." Concepts developed from the detail can provide the needed structure. Students who are skilled in sorting through an accumulation of detail to develop concepts are in a good position to become independent and productive learners.
The development of ideas - or concepts - closely parallels the process of comprehension. A survey of the literature on reading instruction reveals a consensus that comprehension is the end product of levels of cognition which evolve into one another, one level building on the preceding. Level One recognizes and accumulates detail. Readers identify what is said in the medium. Conditioned readers organize this detail in some structured form and store the resulting concepts for later recall. Unskilled readers do not apply a structure; they are memorizers, not thinkers, attempting to accumulate and store great masses of information. They are less well off than the information-retrieval systems which are basic to the ERIC/CREER program discussed by Professor Summers, not being as efficient.
The proficient reader quickly moves to Level Two of the comprehension process. That is, he looks for meaning in the detail which he has accumulated through Level One. He generalizes relationships among various details and is able to give meaning to these relationships by interpreting their significance and their bearing on other thoughts expressed by the author. At the second, or interpretive, level the reader derives meaning from the detail he identified through Level One. In effect, the skilled reader turns the detail back in on itself and interprets the significance of the relationships that result.
The reader is then prepared to enter the Third Level of comprehension. Having developed intrinsic concepts by interpreting relationships among details gathered in his reading, the reader is prepared to develop extrinsic concepts. He generates new interactions between the intrinsic concepts and concepts which have been drawn from his previous experiences and observations related to the topic. The result of this interaction is the development of extrinsic concepts - new ideas which extend beyond those immediately identifiable in the reading selection. This is the Third Level of comprehension. It is meaning stimulated by the reading selection but extending out from the medium to embrace previous knowledge and experience. This level may be called the "applied," the "expressive," the "creative."
Consider the following article (Herber, 1955) and the statements which follow it. These sentences represent two responses at each of the three levels of comprehension. It is obvious that any expository and/or narrative material can be responded to at any one of the three comprehension levels.
For years millions of hungry seagulls have flown in-land and seriously damaged Swedish crops and gardens. Experts at first tried to reduce the numbers of gulls by destroying their eggs but found that the gulls merely laid more eggs.
Now, armed with saucepans and cooking stoves, the experts boil the eggs and carefully replace them in the nests. The gulls, not knowing the eggs will never hatch, sit on them hopefully until it is too late to try again.
1. Swedish farmers are trying to destroy the seagulls before the gulls destroy the crops. - OR - A good way to keep seagulls from multiplying is to make it impossible for their eggs to hatch.
2. Seagulls don't recognize hard boiled eggs even when they are sitting on them. - OR - The Swedes have found a way to control the seagull plague.
3. Man's ingenuity insures his survival. - OR - If at first you don't succeed, try, try again.
The combination of the three levels of comprehension constitutes the first phase in the effective development of study skills: production of ideas. Without competence in this phase, a student's efficiency in study is seriously limited.
Study Skills: Remembering Ideas
Once concepts have been developed they must be recalled if they are to be of use to the student. Frequently, student response to this need takes the form of rote memorization. Memorizing the product of comprehension is useful but, standing alone, memorization is an inadequate study procedure. Equally important as the recall of the product is the recall of the process of concept formation. If one has understood clearly the process employed to derive the concepts, then it is more likely that he will recall the process and its end product. Bruner (1962) suggests that
The child who has flooded himself with disorganized information from unconnected hypotheses will become discouraged and confused sooner than the child who has shown a certain cunning in his strategy of getting information - a child who senses that the value
of information is not simply in getting it but in being able to carry it. The persistence of the organized child stems from his knowledge of how to organize questions in cycles and how to summarize things to himself [p.86].
In situations which demand immediate recall of detail, students can depend on powers of memorization and reproduction. However, in conditions which require delayed recall of detail, only the most intellectually favored students experience a high incidence of success. Understanding the process of comprehension raises the level of success in recall of detail. Students are required to store for immediate retrieval only the major concepts because when these concepts are recalled, students can trace back through the levels of comprehension, providing extrinsic and intrinsic interpretations as well as reconstructing the detail which provided the basic stuff to form the concepts. So recall is aided by an understanding of the function of the three levels of comprehension and how ideas are developed by employing these levels. But there is another significant aid to recall: patterns of organization. "The key to retrieval is organization...any organization of information that reduces the aggregate complexity of material by embedding it into a cognitive structure a person has constructed will make the material more accessible for retrieval (Bruner, 1962, p. 95)." Expository material may be written in a variety of organization patterns. Niles (1965, p.60) identifies expository patterns as enumerative order; time order; cause-effect; comparison-contrast. Niles (1965, pp.57-76) and Courtright (1965, pp. 77-96) suggest that efficient study is a matter of perceiving and subsequently producing these organization patterns as one reads and responds to what he has read. Both factors present specific instructional problems. These are treated later.
Study Skills: Using Ideas
The mark of a successful student is his ability to use the ideas he has developed and remembered. Gardner (1964) implies that our instruction is woefully inadequate if it is directed to students as though their minds "...are storehouses to be filled rather than instruments to be used [pp. 21-22]." This is to say that the reward systems in education frequently encourage rote response from a "storehouse" filled with - many times - unrelated bits of information. Objective-type tests encourage this response. Teachers pressured by extensive curriculums devote minimal time to questions which probe the mind and require reasoned, thoughtful responses. Students are rewarded for memorizing notes taken from lectures and reproducing them at examination time with little assimilation of their significance or content. Much of our instruction forces students to turn information back in on itself - seeking significance from bits of information, developing fragments of ideas - and fails to encourage outward extension of ideas - generalizing principles from information and experience and applying those principles to new or untried situations.
The successful physics student does more than memorize formulae and the results of laboratory study of principles related to Conservation of Momentum, for example. He generalizes from his understanding of the "intra-principle" factors of force, velocity, vectors, etc., to an understanding of "extra-principle" applications, seeing - for example - the reasoning behind the use of seat belts in vehicles. The history student does more than memorize Hamilton's five plans which were to establish a sound financial base for the United States in its infancy. Rather, he generalizes out from that information and applies the concepts to economic problems experienced by emerging nations as well as to economic problems in the economy of this country. The literature student perceives in Thoreau's *Walden* a commentary on affluence, mindless plunging after illusive dreams, and fading principles, rather than a set of quotations to be memorized and he judges the appropriateness of this commentary as he applies it to his own society.
In a sense, the "use of ideas," following their development and recall, is an extension of the third level of comprehension discussed earlier. It is extending ideas from the immediate internal meaning, perceiving the appropriateness of the ideas to related but different conditions, and making the application. It is, in effect, the end process of education - the appropriate use of ideas - with the process of development and recall of ideas being only the means.
Our aim as teachers is to give our student as firm a grasp of a subject as we can, and to make him as autonomous and self-propelled a thinker as we can - one who will go along on his own after formal schooling has ended [Bruner, 1962, p. 87].
Many students fall short of this goal because they are not competent with the means for attaining it. Others make the means their end and never discover the true worth of education. In either case, students can be helped, through proper instruction, to attain a level of competence with study skills so that their purpose and value are placed in proper perspective. How teachers can help students is a crucial problem. Factors related to such instruction are the subject of the remainder of this paper.
Two specific factors relate to the teaching of reading-study skills, each of which represents a problem area in teaching. These factors are *Transformation* and *Structure*.
**Transfer vs. Transformation**
Smith and DeChant (1961) assume that
No educator questions the importance of transfer of learning. If transfer were not possible, the learner would have to acquire new behavior for each new situation...Transfer may be defined as the effect of previous learnings upon our later proficiency under different conditions or upon the ease with which we later acquire some other performance. In short, it is the application of our previous learnings to our current problems [p. 68].
Transfer does make possible a generalized use of knowledge and skills and creates greater economy in learning.
Reading-study skills are general reading skills which are marshalled to perform a specific task. One can draw the inference that the principle of transfer is at work here; at least, there is the expectation the general reading skills learned in reading classes are transferred to and applied in the study of various subjects among the grades.
But there seems to be agreement in the literature that certain reading-study skills are not transferable. This is because the skills in question are peculiar only to specific subject areas and inappropriate to all others. The logical conclusion, then, is that direct instruction in the development of these skills is required as part of the course content. This includes the initial exposure to and explanation of the skill as well as reinforcing practice. Transfer is anticipated within subject areas, as students progress from grade to grade, but not among subjects within grades. I am not convinced that the problem of student inefficiency in study is a matter of transfer. In the same vein, I have serious doubts that each subject area has the considerable number of skills unique to itself as has been supposed. We are now in the process of studying this factor of uniqueness. We are searching the literature to find and collate lists of skills supposedly unique to each subject area. Our preliminary findings indicate that the uniqueness lies in semantics rather than in skills; different authors use different names for the same process. My experience in directing programs for promoting proficiency of study-skills in content areas supports this observation.
One finds, then, that young people study their course content more frequently by guess than by design. The logical assumptions related to transfer are not fully supported in fact or experience. This is because the essential factor is unaccounted for: transformation. Transformation is the adaptation of a skill or process to meet the demands of material peculiar to a content area. The need for this transformation is clear when one reconsiders the point made earlier that reading-study skills required in one subject generally are appropriate to other subjects.
There are two kinds of transformation: horizontal and vertical. Horizontal transformation is turning from one subject to another and then another within the same grade, finding that a given study skill is required to perform successfully in each of the subjects but adapting the study skill to meet the peculiar demands of reading matter in each of the subjects. Though the
same skill is applied in all of the subjects, some adaptation of the skill is required because of the uniqueness of the material in each area. This is precisely the key: it is not the skill that is unique; rather, the material to be studied is unique. As the student applies the skill in each of the areas, the process is very much the same, but because a different set of ideas, different set of values, a different vocabulary are fed into this process for each of the areas, the student must adapt the process to meet the peculiarities of each area.
For example, a student must be able to handle one of the organizational skills referred to previously: cause and effect relationship. One reads for cause and effect one way in science, another in math, another in social studies, and another in literature. The process is the same, but the inputs are different in each. Cause and effect relationship is the pattern; but there are differences in application due to the content. Therefore, as the student moves from subject to subject he must make a conscious adjustment in the application of the skill to suit the set of ideas peculiar to each area. This is not accomplished by depending on transfer. It must be taught as transformation process. And the only place where this can be taught effectively is in each classroom, by content teachers, as students move from subject to subject.
There is another type of transformation, the vertical. As students progress through the grades, the concepts and materials which they are required to handle increase in sophistication at each grade level. As a student moves from grade to grade within a subject he must be able to adapt his skills to handle the increased sophistication of materials to which his skills are applied. Again take the cause-effect organizational pattern. Whether applied to a simple or a complex set of materials in a content area, the process or relationship set is the same. However, because the concept load is so much more sophisticated in the one, an adaptation in the skill is necessary in order to handle the material adequately.
Neither vertical nor horizontal transformation can be assumed. Students need to be shown how to adapt the skills, must learn how it feels to study successfully making necessary modifications and adaptations in skills as subjects and grade levels require. Then students will possess study skills needed to develop, remember, and use ideas. The key to this is that they must be shown how; which leads us to our second major factor: Structure.
Structure
Hughes (1962) says: "There is a relationship between the development of content and the nature of the control exercised by structure. When the structure permits no exploration on the part of children it serve to delimit and restrict [p. 251]." Conversely, one might say that when there is no structure, the students are abandoned to their own resourcefulness to find a
way to discover the content, a feat accomplished by many, but an unnecessarily inefficient and profitless experience. How much better to expend the energy using skills to explore content than discovering the skills by which the content eventually will be explored. Therefore, whereas one should fear too much structure, one should also fear the lack of it.
When we talk about structure it is in the sense of establishing a set of experiences so that students consciously manipulate the components of a skill or a concept to the end that the total process is experienced or the total idea perceived. Again Bruner (1962) makes comment on this point: "Subject matter presented so as to emphasize its structure will perforce be of the generative kind that permits reconstruction of the details or, at very least, prepares a place into which the details, when encountered, can be put [p. 121]." As it is true of subject matter, so it is true of skills. Whether the material to be studied is simple or sophisticated, whether the student is slow or bright, a structure is needed so the student will learn how to do what we are trying to teach him. Take again, for example, the same cause and effect pattern. A structure can be developed to provide students a conscious experience with the process, at a simple level or a complex.
The structure within which the student learns to apply and transform a skill is basically the same, regardless of the content or grade level. The skill is broken down into its parts and these are provided as alternatives which students manipulate as they respond to reading matter. By manipulating these alternatives, students consciously experience the application of a specific study skill. Subsequently, the students can apply this skill to new situations within the same content area or adapt the skill to other content. In either case, the structure of lessons provides a direction for the student as he learns how to adapt a study skill to a new situation and to the demands of the new material. The goal of instruction in study skills is for students to become independent in their use of skills, able to adapt them to any kind of material at any grade level, able to adapt them to suit their personal style.
Summary
Students are successful readers when they can readily transform a repertoire of skills to meet the demands of varying content and levels of sophistication within content. Able to adapt skills to meet specific purposes, successful students also are able to develop, remember, and use ideas that they encounter by applying the skills. Students who have been able to attain this achievement level by chance are fortunate, but they have had to waste time. Students who have been guided to the level of achievement by conscientious teachers are most fortunate. Their teachers did not assume their competence; they assured it. Efficiency is the result; possession of study skills to develop, remember, and use ideas.
References
Bruner, J. S. *The process of education.* Cambridge, Mass.: Harvard University Press, 1960.
Bruner, J. S. "The act of discovery." *On knowing.* Cambridge, Mass.: Harvard University Press, 1962, 81-96.
Courtney, Brother L. "Organization produced." *Developing study skills in secondary schools.* (Perspectives in Reading #4) Newark, Delaware: International Reading Association, 1965, 77-96.
Gardner, J. *Self-renewal.* New York: Harper and Row, 1964.
Herber, H. L. *Think.* Unpublished worktext, 1955.
Hughes, M. M. "What is teaching? One viewpoint." *Educational Leadership,* 1962, 1, 251-259.
Niles, O. S. "Organization perceived." *Developing study skills in secondary schools.* (Perspectives in Reading #4) Newark, Delaware: International Reading Association, 1965, 57-76.
Smith, N. B. "Patterns of writing in different subjects." *Journal of Reading,* 1964, 3.
Smith, H. P., DeChant, E. V. *Psychology in Teaching Reading.* Englewood Cliffs, N. J.: Prentice-Hall, 1961.
*Webster's seventh new collegiate dictionary* (7th ed.) Springfield, Mass.: G.-C. Merriam, 1964.
THREE LEVELS OF COMPREHENSION: TESTING
C. David Honeycutt
Implicit in a theoretical construct of three levels of comprehension as presented by Herber are implications for teaching and testing. This paper is concerned with the principles of Herber's construct as they apply to test construction.
As a starting point, a definition for "construct" is necessary: "A construct is a concept. It has the added meaning, however, of having been deliberately and consciously invented or adopted for a special scientific purpose [Kerlinger, 1964, p.23]. In the case of three levels of comprehension, this construct was used about in an effort to meet the varied reading levels of students, to support the comprehension process. Study guides were made for difficult or concept-loaded material; this procedure gave students the opportunity to manipulate ideas pertinent to learning objectives specified by the teacher.
In teaching and testing with Herber's construct, a crucial educational attitude is reflected. If students are taught a particular mode of behavior, then evaluation of their performance must be based upon that same mode. Dressel (1954) aptly states: "Evaluation does not differ from instruction in purposes, in methods, or in materials and can be differentiated from instruction only when the major purpose is that of passing judgement on the achievement of a student at the close of a period of instruction [p. 24]." In short, if students have been taught with study guides based upon three levels of comprehension, tests can be based upon the same principles used to construct guides at these levels.
Construction of Study Guides
An initial step in the construction of study guides has been in one of two directions: 1) determining the pattern of organization that seems predominant in a text selection, or 2) determining the important concepts that the student must learn. These directions may seem divergent, but a direct relationship exists between concepts and patterns of organization. According to Klausmier, Harris, David, Schwenn & Prayer, (1968) concepts are used by individuals
(a) to reduce environmental complexity as instances are categorized and as concepts themselves are related to superordinate categories, (b) to identify objects, events, and states when encountered for the first time, (c) to reduce the necessity for relearning how to classify instances and label them, (d) to
direct instrumental activities, and (e) to order and relate classes, not only instances, of objects, events, and states [p. 4].
The point is this: the relationship existing between concepts and patterns of organization lies in the manner by which individuals categorize, subordinate, superordinate, classify, identify, or relate information. Common patterns of organization such as comparison/contrast, cause/effect, and main idea/supporting detail act as the means by which individuals arrange information or concepts. Writers make use of organizational patterns - comparing, contrasting, showing cause and effect - in order to convey concepts to the reader. These concepts or products will reflect the patterns or processes.
This notion of relationships as a basis for thinking finds support in McCullough (1968), who indicates that thought patterns reflect relationships such as whole-part, cause and effect, sequence, comparison and contrast, and subordination and co-ordination. Barrett (cited by Clymer, 1968) demonstrates the use of organizational patterns to make inferences, various types of which - supporting detail, main idea, sequences, comparison, and cause and effect - are included under the category of "Influential Comprehension." These experts lend support to the generalization that patterns of organization serve as a basis for the structure of cognitive processes and that indicators of these processes can be reflected in study guides or tests.
The following is an example of the type of study guide described. Notice the organizational pattern and the basic structure of the statements at each level of comprehension.
Lamarck's theory of evolution, although at one time pretty generally discredited, has now been revived by a number of prominent biologists. According to Lamarck, changes in an animal occur through use and disuse. Organs which are specially exercised become specially developed. The need for this special exercise arises from the conditions in which the animal lives; thus a changing environment, by making different demands on an animal, changes the animal. The giraffe, for instance, has developed its long neck in periods of relative scarcity by endeavoring to browse on higher and higher branches of trees. On the other hand, organs that are never exercised tend to disappear altogether. The eyes of animals that have taken to living in the dark grow smaller and smaller, generation after generation until the late descendants are born eyeless.
The great assumption made by this theory is that the effects of personal, individual effort are transmitted to the offspring of that individual.
This is doctrine that is very much in dispute among modern biologists.
Level 1 - Literal
Directions: Select the statements which clearly state or represent what the author actually states.
_____ Changes in animals are due to use and disuse of special organs.
_____ A changing environment makes different demands on an animal.
_____ The giraffe's long neck is given as an example of special development.
_____ Organs that are never used tend to disappear.
_____ An assumption in dispute is that the effects of personal or special effort are transmitted to the offspring.
Level 2 - Interpretive
Directions: Select the statement which best represents what the author means. Be prepared to identify information within the passage to support your choice.
_____ A cause/effect relationship is suggested by Lamarck's theory.
_____ Animal specialties result from a changing environment and consequential adaptation to that environment.
_____ Change is an inevitable result of specialization.
Level 3 - Application
Directions: Check the statements that best reflect the appropriate use of the ideas presented in this passage. Be prepared to identify the ideas you have drawn on to justify your selection.
_____ In the country of the blind, the one-eyed man is king.
Quantity and quality of food has produced better physical specimens over the past 50 years.
Wheaties builds champions.
One good change deserves another.
As a result of an affluent society, we are gradually getting hoardes of fat Americans.
A stone dropped into water affects more than the impact zone.
Observe that the pattern of organization is built upon a cause/effect relationship, and that the statements at all levels reflect that pattern.
It is not difficult to justify items for inclusion at Levels 1 and 2, since these levels are intrinsic to the material. Examples of literal statements do not depart appreciably from the statements found in the passage; they are selected to bring to the foreground those cause/effect ideas expressed by the author.
At Level 2, in order to provide the student with a "mind set" to look for relationships among details, a statement about the organizational pattern is made. The statements that follow are redundant in order to demonstrate the possibility of cause/effect inferences.
Operationally, Level 3 calls for association of the details and relationships in the passage with an individual's idiosyncratic domain of knowledge. Proverbs or thematic observations about life have been focused upon at times help students apply their literal and interpretive understandings. The use of proverbs can be justified because of the compact meanings and their universality within our society. By including universal themes, proverbs, pithy sayings, or common observations about behavior, the probability is heightened that all students can relate to ideas extrinsic to the material. These statements, too, reflect the cause/effect pattern of the sample passage.
Test Construction
Standard procedures for making tests can be found in Furst (1958) or in Gronlund (1965). The main concern here is that the principles used to make statements for a guide can also be used to structure test items.
These steps can be followed in constructing items to assess levels of comprehension:
1. Select short passages which reflect rather clearly a
writer's pattern of organization.
2. At Level 1, select the ideas expressed as most important.
3. At Level 2, make an inferential statement about the ideas of the paragraph. The statement will both summarize the content and reflect the organizational pattern of the passage.
4. At Level 3, select a universal theme, a famous saying, or a proverb which reflects the organizational pattern of the passage.
The following example demonstrates this procedure. Notice that the correct responses clearly mirror the comparison/contrast pattern of organization.
We all know people who would welcome a new American car to their stables, but one cannot expect to find a sports-car man among them. He cannot be enticed into such a circus float without feeling soiled. He resents the wanton use of chromium as much as he shudders at the tail fins, the grotesquely convoluted bumpers, and other "dishonest" lines. He blanches at the enormous bustle that adds weight and useless space, drags on raked hoodlines, and complicates the process of parking even in the car's own garage. The attitude of the owner of a Detroit product is reflected in the efforts of manufacturers to "take the drive out of driving." The sports-car addict regards this stand as outrageous. His interest in a car, he is forever telling himself and other captive listeners, lies in the fun of driving, is in "sensing its alertness on the road," and in "pampering it as a thoroughbred."
1. Select the item which best represents an idea stated in the passage.
1) A sports-car man senses the importance of chromium.
2) A sports-car man likes the convoluted bumpers of his sports machine.
3) A sports-car man thinks that driving is outrageous.
4) A sports-car man does not care for "dishonest" lines.
2. Select an item which best represents an idea not directly stated in the passage.
1) For the sports-car addict one must "take the drive out of driving."
2) The sports-car addict and the owner of the Detroit product represent polar viewpoints.
3) Driving, to the sports-car addict, means racing tailfins.
4) The sports-car addict thinks circus floats should be pampered.
3. Select a statement which best applies to the ideas of the passage.
1) It takes two to make a quarrel.
2) The meek shall inherit the earth.
3) A thing of beauty is a joy forever.
4) One man's meat is another man's poison.
Summary
It has been shown that principles for structuring test items can be based upon those principles involved in making study guides. The theoretical construct of three levels of comprehension has served as the framework whereby varying degrees of understanding can be assessed.
References
Barrett, T.C. Taxonomy of cognitive and affective dimensions of reading comprehension. Cited by T.C. Clymer, What is reading: Some current concepts. *Innovation and change in reading instruction*. National Society for the Study of Educational Yearbook 1967, Part II. University of Chicago Press, 1968, P. 21.
Dressel, P.L. Evaluation as instruction. *Proceedings of the 1953 Invitational Conference on Testing Problems*. Princeton: Educational Testing Service, 1954.
Furst, E.J. *Constructing evaluation instruments*. New York: Longmans, Green, 1958.
Gronlund, N.E. *Measurement and evaluation in teaching*. New York: MacMillan, 1965.
Kerlinger, F.N. *Foundations of behavioral research*. New York: Holt, Rinehart & Winston, 1964.
Klausmeier, H.J., Harris, C.W., Davis, J.K., Schwenn, Elizabeth, & Frayer, Dorothy. *Strategies and cognitive processes in concept learning*. Wisconsin University, 1968, ED 019 719.
McCullough, C.M. Balanced reading development. *Innovation and change in reading instruction*. National Society for the Study of Education Yearbook 1967, Part II. University of Chicago Press, 1968.
THE USE OF VOCABULARY AS AN ADVANCE ORGANIZER
Richard F. Barron
The major assumption underlying this paper involves a belief that the vocabulary of content subjects can be introduced in such a way that the words assume the form of "advance organizers" and provide the students with cues to the "structure" of subjects.
It is my intent to develop a rationale for the provision of a "structured overview" of content utilizing vocabulary. Furthermore, I shall attempt to demonstrate how this procedure might be incorporated with a methodology for teaching vocabulary in content subjects (Vine, Early, Herber, Sheldon, 1967).
Advance Organizers
Ausubel (1960) hypothesized that the "learning and retention of unfamiliar, but meaningful verbal material could be facilitated by the advance introduction of relevant subsuming concepts [p. 271]." He created experimental and control groups of 40 undergraduates on the basis of sex, field of specialization, and ability to learn unfamiliar scientific material. The learning task consisted of a 2500-word passage concerned with the metallurgical properties of steel. The experimental subjects on two separate occasions (48 hours and immediately before the learning task) were presented with a 500-word introductory passage "containing substantive background material of a conceptual nature presented at a much higher level of generality, abstraction and inclusiveness than the steel material itself [p. 172]." Control subjects were presented with a "traditional type of historical introduction of identical length [p. 172]." Following a multiple choice test administered three days later, the comparison of the experimental and control groups' mean test scores "unequivocably" supported Ausubel's hypothesis.
Ausubel termed the "relevant subsuming concepts" introduced prior to the learning task "advance organizers." He felt that their aid to learning and retention was due to two factors. First, they facilitated "the selective mobilization of the most relevant existing concepts in the learner's cognitive structure as part of the subsuming focus for the new learning task, thereby increasing the task's familiarity and meaningfulness [p. 271]." Second, the advance organizers provided "optimal anchorage for the learning material...[p. 271]."
Ausubel concluded that the provision of advance organizers in the teaching of meaningful verbal materials could lead to more effective retention. He suggested that such a procedure "would also render unnecessary much of the rote memorization to which students resort because they are required to learn the details of a discipline before having a sufficient number of key subsuming concepts [p. 272]."
Structure
Ford and Pugano (1964) claim that "structure" is not a difficult concept to understand. They state that structure "refers simply to the parts of an object and the ways in which they are interrelated [p. 2]." Thus, we might concern ourselves with the structure to be found within all human knowledge, within a particular discipline, within an area of study contained within a discipline, or even within specific units or lessons related to an area of study.
The preceding might be clarified through the use of a simplified Venn Diagram as in Figure 1.
\[ S \]
\[ A \]
\[ B \]
\[ C \]
\[ D \]
\[ [S] = \text{all knowledge} \]
\[ [A] = \text{"mathematics"} \]
\[ [B] = \text{"inferential statistics"} \]
\[ [C] = \text{"the normal distribution"} \]
\[ [D] = \text{"the normal approximation to the binomial"} \]
Figure 1
For the purposes of this paper, I shall utilize the word "structure" to refer to the content of any particular course of study contained within a discipline. In this sense, "structure" may be defined as the hierarchical ordering of "principles," concepts," and "details."
"Details" are defined as relatively unordered experiences and bits of information. When a number of details are ordered in such a way that they may be considered to as an abstract class, a "concept" is formed. A "principle" is defined as "a chain of two or more concepts [Gagen, 1965, p. 52]."
How is the structure of a content subject determined? Although some aid may be derived from the various curriculum study and revision committees that have been formed to consider this matter (e.g., "Physical Sciences Study Committee," "Biological Sciences Curriculum Study"), I believe that the major part of the burden must rest with the classroom teacher. Based upon his knowledge of his specialty, the teacher must first determine the major understandings or content principles he wishes his students to understand. Second, he must determine which concepts must be "chained" to secure an understanding of the principles. Finally, he needs to delineate the pertinent details which, when classed together, form major concepts. Needless to say, this is an exceedingly difficult task and requires a fine analysis of content.
The end result of the teacher's analysis might be a list or outline something like Figure 2.
\[
\begin{align*}
\text{Detail } A_1 & \quad \text{Concept } A \\
\text{Detail } A_2 & \\
\text{Detail } B_1 & \quad \text{Concept } B \\
\text{Detail } B_2 & \quad \text{Principle 1} \\
\text{Detail } B_3 & \\
\text{Detail } C_1 & \quad \text{Concept } C \\
\text{Detail } C_2 &
\end{align*}
\]
Figure 2
Structured Overview
We now come to the question of communicating content structure to students as a form of "advance organizer."
Bruner (1967) believes that a domain of knowledge may be represented in three ways: "through a set of actions appropriate for achieving a certain result (enactive representation); by a set of summary images or graphics...(iconic representation); and by a set of symbolic or logical propositions drawn from a symbolic system that is governed by rules or laws for forming and transforming propositions (symbolic representation) [pp. 44-45]."
After the teacher has identified and stated the content principles, concepts, and details that he wishes communicated to the students, he will find that certain words are unique to each. This vocabulary may be depicted through a diagram or outline (iconic representation) so that the relationships between words and the relative importance of each word are highlighted. A verbal discussion (symbolic representation) of the diagram should take place in conjunction with its presentation. This visual and verbal presentation is termed a "structured overview."
In actual practice, the structured overview might best take place prior to the introduction of each new unit of work. The overview would serve as a taxonomy of content to be taught in a given length of time. The teacher in effect would state: "This is what we are going to cover in the next x weeks. The main topic is I. Who recalls what we previously discovered about? The main divisions of I are A, B, and C. What do you remember about A, B, and C? We will focus on C. We'll find that C is broken down into five main functions: 1, 2, 3, 4, and 5.
The diagram or outline of the major vocabulary would then take this form:
I.
A. _____
B. _____
C. _____
1. ____
2. ____
3. ____
4. ____
5. ____
As described, I believe that the overview assumes the properties of Ausubel's advance organizers. It attempts to relate new content information to relevant subsuming concepts that have previously been learned. At the same time, pupils are given cues as to how the structure of the new unit relates to the structure of the course as a whole.
Synthesis and Application
Although the provision of cues to structure might contribute greatly to the learning and retention of content material utilizing vocabulary in the form of an overview can by no means be considered a complete program for vocabulary development. At this point, I should like to attempt a synthesis with the methodology for vocabulary instruction in content subjects as advocated by Vine, et al. (1967).
In brief, the methodology referred to attempts to integrate the development of skills necessary for the reading of content material with the refinement and extension of content concepts. It consists of two broad aspects: pre-teaching and reinforcement.
To select vocabulary for pre-teaching, the teacher must analyze the text carefully. Words are selected on the basis of their relationship to major concepts, their relevance to the course, and student competency. Since content teachers would not have time to teach all of the words selected in this manner, only two or three are "carefully pre-taught" prior to reading. These words are presented in terms of the skill to which they lend themselves (i.e. context, structure, dictionary). The rest of the words are pronounced by teacher and students as a means of facilitating their subsequent recognition during reading.
Reinforcement exercises are provided at another time to allow the students further opportunities to utilize skills introduced during pre-teaching. These exercises also serve to extend and refine concepts. The students perform the exercises on their own and then come together in small groups to resolve differences and to "speak the language of the subject."
An imaginative teacher can create numerous kinds of reinforcement activities, depending upon his purposes. That is, the exercises may range from those involving the mere recognition of words, to exercises that require the students to manipulate vocabulary in such a manner that new and unusual relationships are discovered within and beyond the course content.
Without the provision of a "structured overview," I believe that the methodology described might be diagramatically represented as in Figure 3.
Major concepts yield words for pre-teaching, which may be followed by reading and/or reinforcement.
By contrast, integration of a structured overview with the above methodology for teaching vocabulary yields the paradigm seen in Figure 4.
The content's structure determines the form of a structured overview. The overview is designed to provide cues to the structure, and to provide relevant subsuming concepts for all content experiences that are to follow.
The vocabulary selected for pre-teaching generally will not be the same as that presented in the overview since the overview will be at a much higher level of generality and abstraction than any particular reading selection.
Reinforcement exercises reflect vocabulary derived from many sources of content information, rather than just pre-teaching and reading.
Example of Application
The following is an example of how a structured overview of content and the methodology for vocabulary instruction described might be combined in actual practice. It is based upon
Figure 4
Reading
Lecture
Lab
Structured Overview
Content
Principles
Concepts
Details
Field Trip
Etc.
Research for Communication
a three-week unit on biochemistry in a tenth grade biology class.
Prior to the introduction of the unit, the teacher analyzed the content in terms of its relationship to previously introduced material and its applicability to future understandings. It was decided that the major understanding to be gained by the student was: "Cell chemistry determines the morphology and physiology of the cell."
The overview of the content took the form that is shown in Figure 5.
Biochemistry--Cell Chemistry
Mixtures
Elements
Compounds
Water
Proteins
Carbohydrates
Fats and Oils
Nucleic Acids
Figure 5
In the ensuing class discussion, the term "biochemistry" was defined and its relationship to cell chemistry was delineated. The students discussed previous contact with the mixtures, elements, and compounds that make up the chemistry of the cell. They were then informed that in this unit they would be concentrating upon compounds—specifically, carbohydrates, fats and oils, and nucleic acids.
While the unit was in progress, readings from the text (Moore, J.A., et al. *Biological Science: An Inquiry into Life*. New York: Harcourt, Brace and World, 1963.) were required almost daily. Pre-teaching, as previously described, was utilized for these assignments. Thus, for one selection of three days, the words taught in terms of structure were "carbohydrate" and "hydrolysis." "Glucose," "fructose," "galactose," "maltose," "sucrose," "cellulose," and "glycogen" were pronounced.
The students were reminded where the term "carbohydrate" fit in the overview and an attempt was made to point out that hydrolysis, as well as the prounced words, was subsumed by the concept "carbohydrate."
The reinforcement exercise provided by the teacher for this particular section of the content took the form of a completion exercise. The exercise, as shown in Figure 6, called for the students to recognize the literal definitions of the vocabulary.
Directions: To solve the following puzzle look at the definitions below, think of a word which fits a definition and has the same number of letters as the number of spaces provided in the corresponding line. Write the word on the line, do this for each definition.
1. _ _ C _ _ _ _
A
2. _ _ _ R _ _ _ _
B
3. _ _ _ _ O _ _ _ _
H
4. _ _ _ _ _ _ Y _ _ _ _
D
5. _ R _ _ _ _ _ _
A
T
6. _ _ _ _ _ _ E
E
Definitions:
1. Substance commonly known as table sugar.
2. Component of all organic compounds.
3. Another name for "animal starch."
4. Term meaning "to break with water."
5. Compound containing carbon.
6. Within the body, this is a key compound in many vital activities.
Figure 6
Toward the completion of the unit the reinforcement exercises tended to become more complex. The students were required to manipulate vocabulary so that relationships between concepts became evident. The categorization exercise, as shown in Figure 7, is one example of how vocabulary manipulation was accomplished.
**Directions:** Following the list of words below there are three categories. Place each word under the category to which it belongs. If you believe a word properly belongs under more than one category you may list it more than once.
- amino acid
- Cell Chemistry
- Biochemistry
- cellulose
- hydrolysis
- glycerol
- ribonucleic acid
- ionic compound
- dehydration synthesis
- molecular compound
- organic compound
- glucose
- DNA
- Sucrose
- starch
- carbon
- urea
- ATP
| Carbohydrate | Fat or Oil | Nucleic Acid |
|--------------|------------|--------------|
| | | |
| | | |
| | | |
| | | |
| | | |
Figure 7
**Summary**
Prior to the introduction of a unit in any content area, new vocabulary might be structured in terms of its relationships to the details, concepts, and principles of that unit. Presented in the form of a "structured overview," these words might approximate "advance organizers," as defined by Ausubel. Such a procedure could be integrated with the methodology for vocabulary instruction in content areas advocated by Vine, et al.
References
Ausubel, D. "The use of advance organizers in the learning and retention of meaningful verbal material." *Journal of Educational Psychology*, 1960, 51, 267-272.
Bruner, J.S. *The process of education*. New York: Vintage Books, 1960.
Bruner, J.S. *Toward a theory of instruction*. Cambridge, Massachusetts: Harvard University Press, 1967.
Ford, G.W. & Pugano, L. (eds.) *The structure of knowledge and the curriculum*. Chicago: Rand McNally, 1964.
Gagne, R.M. *The conditions of learning*. New York: Holt, Rinehart & Winston, 1965.
Herber, H.L. "Vocabulary Development." Video-tape Lecture (privately produced).
Parker, J. & Rubin, L.J. *Process as content: Curriculum design and the application of knowledge*. Chicago: Rand McNally, 1966.
Petty, W.T., Herold, C.T. & Stoll, Elaine. *The state of knowledge about the teaching of vocabulary*. Champaign, Illinois: National Council of Teachers of English, 1968.
Vine, H.A., Early, Margaret J., Herber, H.L. & Sheldon, W.D. *Teaching reading in secondary schools*, Manual Five, *Teaching word meanings and word meaning skills*. Syracuse University Reading Film Series (Syracuse, New York by the Syracuse University Reading and Language Arts Center, 1967).
Vine, H.A., Early, Margaret J., Herber, H.L. & Sheldon, W.D. *Teaching reading in secondary schools*, Manual Six, *Reinforcing and extending word meanings*. Syracuse University Reading Film Series (Syracuse, New York by the Syracuse University Reading and Language Arts Center, 1967).
THREE METHODS OF INTRODUCING STUDENTS TO A READING-LEARNING TASK IN TWO CONTENT SUBJECTS
Thomas H. Estes
Daniel C. Mills
Richard F. Barron
The purpose of this study was to ascertain whether differential effects exist between three methods of introduction to a reading selection, as evidenced by students' subsequent learning and retention of the information contained in the selection. The three methods under consideration were: 1) the use of advance organizers, 2) the use of the structured overview, and 3) the use of purpose questions.
Numerous authorities in the field of reading stress the importance of "readiness" for learning at all school levels (Pay, 1956; Betts, 1957; Karlin, 1964; Marksheffel, 1966; Strang, McCullough & Traxler, 1967). However, the few studies that have attempted to investigate the form that preparatory activities for reading might best take have yielded little information. For example, Frederick (1968) found that the presentation and discussion of vocabulary terms and questions prior to reading did not result in better learning and retention on the part of students.
Ausubel (1960, 1963, 1965) has advocated a theory of cognitive organization that presupposes a hierarchically organized structure consisting of highly generalized concepts, less inclusive concepts, and specific facts. He believes that cognitive structure is a major factor in learning and retention. To the extent that cognitive structure is clear, stable, and organized, learning will be facilitated. If cognitive structure is unclear and disorganized, learning will be impeded.
Ausubel developed a technique termed the *advance organizer* that is designed to clarify and organize an individual's cognitive structure prior to a learning task. In brief, an advance organizer is an introductory paragraph consisting of relevant subsuming concepts of a highly generalized nature that are already within the learner's cognitive structure and proximate to the learning task. Advance organizers are similar in construction to chapter summaries or reviews with the exception that they are more inclusive than the usual overview or summary. Also, an advance organizer is always written at a higher level of generality and abstraction than the learning material itself. Ausubel (1960) has demonstrated that provision of an advance organizer prior to the undertaking of an
unfamiliar but potentially meaningful learning task facilitates learning and retention.
A structured overview may be described as a visual and verbal representation of the key vocabulary of a learning task in relation to more inclusive or subsuming vocabulary concepts that have previously been learned by the student. It is intended to serve two purposes. First, the overview provides a structure for vocabulary instruction in content subjects so that it does not appear to students that they are being taught a series of unrelated and equally important words. Second, the structured overview attempts to match the effect of an advance organizer by helping the learner to relate unfamiliar material to concepts that have been previously learned.
Earle (1969) found teachers readily able to devise a structured overview when they were presented with the following set of directions:
1. Select every word that you intend to use in the learning task that you feel is necessary to the students' understanding.
2. Take the list of words and arrange, rearrange, and add to them until you have a diagram which shows the relationships that exist among the ideas particular to the learning task, as well as to the discipline itself.
3. Display the diagram and explain to the students why you arranged the words as you did. Encourage them to contribute as much information as they can.
The use of purpose questions seems to be a traditional method of preparing students for reading in many content subjects. The teacher frames these questions specifically in terms of the learning task. The presumed effect is to guide students' reading by creating in them a "set" to respond in a particular manner.
Specifically, this study was directed toward two questions. First, does the structured overview function in a manner similar to an advance organizer? Second, does the structured overview aid learning and retention to a greater extent than purpose questions and/or no introduction to the reading-learning task?
Stated in null form, the hypotheses tested in this study were:
1. On a delayed test of learning and retention, the mean score of the group receiving the advance organizer prior to the learning task will be greater than or equal to
the mean of the group receiving the structured overview.
2. On a delayed test of learning and retention, the mean of the group receiving purpose questions prior to the learning task will be greater than or equal to the mean of the group receiving the structured overview.
3. On a delayed test of learning and retention, the mean of the group receiving no introduction to the learning task will be greater than or equal to the mean of the group receiving the structured overview.
The hypotheses were tested in two content area subjects, English and biology, using an interactive approach as suggested by Levin (1965) and Krathwohl (1968). Preliminary studies were carried out in both subject areas to allow opportunities to modify the experimental treatments and to test the experimental design.
The alpha level for rejection of the null hypotheses was set at the .10 level, since a primary concern of the investigators was to determine if the structured overview showed promise as a construct for longer-range investigations.
Experiment I: English Classes
Subjects
The Ss were 55 ninth grade students enrolled in three English classes taught by the same instructor at Jamesville-Dewitt High School. The school is located in a high socio-economic suburban area of Syracuse, New York.
Experimental Procedures
A modification of the Posttest-Only Control Group Design (Campbell and Stanley, 1963) was used. Each of the three English classes was randomly divided into four groups. During a regularly scheduled English period, the groups from each class were assigned to separate rooms where they received one of the experimental treatments and performed the reading assignment. On the following day, Ss reported to their regular classroom, where a 17-item multiple choice test was administered to the entire class. Results of the test were pooled for each of the treatments, across classes. The hypotheses were tested by orthogonal t tests.
Learning Passage
The students read "The Black Cat," a short story by Edgar Allen Poe. This story was selected by the classroom teacher as a regular part of the content of his course.
Treatments
The Ss in each of the groups were informed that they were taking part in a study. They were told that the story to be read would also initiate a unit of study on short stories. The groups receiving introductory treatments prior to the reading were told that these were designed to aid learning and remembering. The Ss were also informed that they could expect a test on the following day. To maximize treatment effects, the Ss were discouraged from taking notes and all learning materials were collected at the end of the 35 minutes allowed to perform the reading.
The advance organizer consisted of definitions and a discussion of a number of aspects of literary style related to short stories. These included unity of impression, plot, character, setting, and mood. The advance organizer was approximately 650 words in length.
The structured overview consisted of a diagram designed to depict the idea that plot, character, setting, and mood contribute to unity of impression. Under each of these terms, the teacher listed related vocabulary from "The Black Cat." In the ensuing discussion, the teacher attempted to aid the Ss in discerning interrelationships among the aspects of style and the vocabulary terms related to each.
The purpose questions directed the students to look for relationships among Poe's use of plot, character, and setting and his development of unity of impression.
Results
Table 1 shows the results of t tests comparing the structured overview with the other experimental treatments. None of the results are significant at the .10 level. Thus the investigators suspended judgment on the three null hypotheses.
Experiment II: Biology Classes
Subjects
The Ss were 64 tenth grade students at Jamesville-Dewitt High School.
Experimental procedures
As in Experiment I, a modification of the Posttest-Only Control Group Design (Campbell and Stanley, 1963) was used. The students in each of three biology classes taught by the same teacher were randomly assigned to one of the four experimental groups. The experiment was conducted during each of the classes' regularly scheduled biology period. The
Table 1
Comparison of the Structured Overview with Other Experimental Treatments in English Classes
| Group | X | df | t |
|------------------------------|-----|----|-----|
| Structured Overview | 7.57| 13 | |
| Advance Organizer | 7.57| 13 | 0.00|
| Structured Overview | 7.57| 13 | |
| Purpose Questions | 7.15| 12 | 0.39|
| Structured Overview | 7.57| 13 | |
| No Introduction | 7.14| 13 | 0.44|
Four groups from each class were assigned to separate rooms, where they received one of the experimental treatments and carried out the reading assignment. On the following day, the students reported to their regular classroom, where the teacher administered a 34-item multiple choice test. Results of the test were pooled for each of the four groups, across classes; and the hypotheses were tested by orthogonal $t$ tests.
Learning Passage
The reading selection consisted of an adaptation from a textbook that was not in general use at the school (Moon, T.J., Otto, J.H., and Towle, Albert. *Modern Man*. New York: Holt, Rinehart, and Winston, Inc., 1960, 114-119.). The passage was concerned with the form and structure of fungi. It was approximately 2800 words in length.
Treatments
The Ss in each of the groups were informed that they were taking part in a study. They were told that the selection to be read would also serve to initiate a unit of study on fungi. The groups receiving the structured overview, the advance organizer and the purpose questions were told that these introductions were designed to help them learn and remember what they read. The Ss were also informed that they would be tested on the following day. Ss were discouraged from taking notes and all learning materials were collected after 42 minutes in order to maximize treatment effects.
The advance organizer consisted of a 500-word introductory passage that discussed the material in the learning passage at an inclusive yet high level of generality and abstraction. Comparisons were drawn between algae and fungi. (A unit had recently been completed on the former topic.)
The structured overview consisted of a series of vocabulary terms organized to depict fungi within a broad taxonomical perspective. In the ensuing discussion, comparisons between algae and fungi were delineated.
The purpose questions directed Ss to consider specific concepts and facts included in the selection, as well as to look for relationships between algae and fungi.
Results
Table 2 shows the results of $t$ tests comparing the structured overview with the other experimental treatments.
The comparison between the structured overview and the advance organizer yielded a $t$ score that was not significant at the alpha level established prior to the experiment. Thus judgment was suspended on the first null hypothesis.
The comparison between the groups that received the structured overview and the groups that received the purpose questions revealed a difference in means that was significant at the .06 level. The second null hypothesis was rejected.
The comparison between the groups that received no preparation for the learning passage and the groups presented with the structured overview, revealed a difference between means, in favor of the latter that was significant at the .025 level. Thus, the third null hypothesis was also rejected.
Discussion
There are two primary conclusions that can be drawn from this study. First, under certain circumstances the
Table 2
Comparison of the Structured Overview with Other Experimental Treatments in Biology Classes
| Group | X | df | t |
|------------------------|-----|----|------|
| Structured Overview | 23.25 | 15 | |
| Advance Organizer | 21.88 | 15 | 1.03 |
| Structured Overview | 23.25 | 15 | |
| Purpose Questions | 21.00 | 15 | 1.62*|
| Structured Overview | 23.25 | 15 | |
| No Introduction | 20.56 | 15 | 2.09**|
*p < .06 (one-tailed)
**p < .025 (one-tailed)
Structured overview seems to aid learning and retention to a greater extent than do purpose questions and/or no preparation for the learning task. Second, under certain conditions the structured overview appears to facilitate learning and retention in a manner similar to that produced by an advance organizer. This effect would appear to be a function of the learning material and/or the existing cognitive structure of the learner.
There may be many explanations for the lack of differences in treatment effects in Experiment I. However, observation and retrospective questioning of the subjects leads the experimenters to believe that the concepts included in the structured
overview and in the advance organizer were not a part of the learners' respective cognitive structures prior to the experimentation. (This, as stated earlier, is a theoretically necessary condition for an effective advance organizer.) If this was the case, then the advance organizer and the structured overview did not serve the purpose for which they were designed. That is, relevant subsuming concepts were not mobilized. Rather, the learning task was merely preceded by another learning task.
Classroom teachers might find the use of the structured overview preferable to the use of the summary paragraph type of advance organizer. The former allows the teacher greater certainty that he is relating the new learning material to subsuming concepts that have actually been previously learned by the students.
In constructing and presenting a written advance organizer, the teacher must make an educated guess about its appropriateness in terms of the learners' levels of ability and backgrounds of experience. The possibility always exists that the advance organizer may be dissociated from the students' existing cognitive structure, as seemed to be the case in Experiment 1. There is really no effective way for the teacher to know when this occurs since the students read the advance organizer to themselves. The structured overview on the other hand involves a discussion between teacher and students. Thus, the instructor is able to discern rather quickly appropriateness of his overview and to modify his presentation as necessary.
Further studies, both short range and longitudinal, should be carried out with regard to the following questions:
1. In what other areas of the secondary school curriculum does the structured overview appear to facilitate learning and retention?
2. Are there content areas in which the use of the structured overview seems to be unjustified?
3. What are the cumulative effects of the structured overview in particular content subjects?
References
Ausubel, D.P. *The psychology of meaningful verbal learning.* New York: Grune & Stratton, 1963.
Ausubel, D.P. & Anderson, R. *Readings in the psychology of cognition.* New York: Holt, Rinehart & Winston, 1965.
Ausubel, D.P. "The use of advance organizers in the learning and retention of meaningful verbal material." *Journal of Educational Psychology,* 1960, 63, 267-272.
Barron, R.F. "The use of vocabulary as an advance organizer." Unpublished paper, Syracuse University, 1968.
Betts, E.A. *Foundations of reading instruction.* Cincinnati: American Book, 1957.
Campbell, D.T. & Stanley, J.C. "Experimental and quasi-experimental designs for research on teaching," in N.L. Gage (Ed.) *Handbook of research on teaching.* Chicago: Rand McNally, 1963.
Earle, R. "Use of the structured overview in mathematics classes." Unpublished paper, Syracuse University, 1969.
Fay, L. *Reading in the high school: What research says to the teacher.* Washington, D.C.: National Education Association, 1956.
Frederick, E. C. "A study of the effects of certain readiness activities on concept learning." Unpublished doctoral Dissertation, Syracuse University, 1968.
Karlin, R. *Teaching reading in high school.* Indianapolis: Bobbs-Merrill, 1964.
Krathwohl, D. "An interview with David Krathwohl." *Journal of Reading,* 1968, 11, 542-548.
Levin, H. "Reading research: What, why, and for whom?" (Talk delivered to National Conference on Research in English), February 12, 1965.
Marksheffel, N.A. *Better reading in the secondary school.* New York: Ronald Press, 1966.
Moon, T.J., Otto, J.H., & Towle, A. *Modern biology.* New York: Holt, Rinehart, & Winston, 1960.
Strang, Ruth, McCullough, Constance, & Traxler, A.E. *The improvement of reading.* (3rd ed.) New York: McGraw-Hill Book, 1967.
USE OF THE STRUCTURED OVERVIEW IN MATHEMATICS CLASSES
Richard A. Earle
Psychologists, reading specialists, and other instructional experts often recommend that students be prepared for new learning tasks by certain "readiness" activities. An analysis of specific activities suggests two different emphases with regard to readiness. The first emphasis is on the optimal organization of the student's prior knowledge as "learning sets" or "subsumers" in order to facilitate learning. This kind of activity is represented by the work of Ausubel (1968) and Gagne (1965). The second emphasis is on the exposure of the student to optimal amounts of the new learning task itself. The pre-teaching of important vocabulary and the setting of purposes for reading are examples of this latter type of activity (Five steps, 1960; Reading, 1965).
Unfortunately, experience suggests several problems with regard to preparing students for learning. First, activities of the learning set sort are difficult to understand and almost impossible to implement by the classroom teacher. Second, research results which show the efficacy of such activities as vocabulary pre-teaching and purpose setting are sparse and equivocal. In addition, nothing in the literature would suggest the use of one type of activity in exclusion of the other. Finally, classroom translations too often take the form of disconnected pedagogic exercises which neither marshall the student's prior knowledge nor acquaint him with the task at hand.
The preceding papers by Barron and Barron, Estes, and Mills have introduced and explored the Structured Overview as a technique for combining the two schools of thought mentioned above. The remainder of this paper is devoted to a report of two "mini-studies" which represent our continuous efforts toward both a clearer definition and a more thorough exploration of the Structured Overview as a readiness technique.
Samples
We selected two mathematics classes from each of our two Centers. From Jamestown-Dewitt, which serves a suburban middle-middle to upper-middle socio-economic class, we selected two ninth grade classes. These classes were judged by the administration to be "above average" in terms of achievement. On the basis of their performance in mathematics throughout the year (the mini-studies took place in
March and April), the teacher judged them to be comparable.
From Tully, which serves a rural lower-middle to middle socio-economic class, we selected two seventh grade classes. These classes were judged by the administration to be "average" in terms of achievement. On the basis of their performance throughout the year, the teacher judged them to be comparable.
Procedure and Treatment
In addition to the judged comparability of each of the two pairs of classes, we asked each teacher to construct a Content Pre-Test and administer it before beginning the treatment. We asked that this test be a representative sampling of the desired terminal behaviors. Selected test items are included in Figure 1. One class in each school was randomly designated as the Experimental group. Table 1 shows the Pre-test differences between the Experimental and the Control groups in each school.
Content Test
1. Write .125 as a per cent. __________
2. Find a ratio of 4 ft. to 2 yd. __________
3. 30 is 75% of what number? __________
4. Find the missing terms in X : 3 = 6 : 18 __________
Figure 1
Before the treatment began, we met with each teacher for three 45-minute planning periods. The treatment lasted 16 days at J-D and 13 days at Tully. While the experiment was in progress, we met for one 45-minute planning period with each teacher. At no time did we visit either the Experimental or the Control classes, since we felt that our presence might bias the results.
The Experimental treatment itself consisted of three parts. First, we asked each teacher to construct a Structured Overview of her unit. The instructions to the teacher were as follows:
1. Select every word that you intend to use in this unit that you think is necessary to the kids' understanding what you want them to understand.
2. Take the list of words (you may have 12 and you may have 50) and arrange them and re-arrange them until you have a diagram which shows the relationships which exist among the ideas in the unit, as well as their relationship to the semester's work and mathematics itself.
3. On the first day of the unit, write the diagram that you've made on the chalkboard. While you're doing this, explain why you arranged the words as you did and get the kids to contribute as much information as you can.
4. Throughout the unit, as it seems appropriate and comfortable, refer back to the Structured Overview. Sketch portions of it on the chalkboard if you wish. The object here is to aid the student in his attempts to organize the information in a meaningful way.
The Structured Overviews thus produced are presented in Figures 2 and 3.
Table 1
Content Test (Pre)
| Source | Mean (Exp) | Mean (Con) | df | t |
|------------|------------|------------|----|-----|
| J-D (9th) | 1.27 | 1.20 | 40 | 0.192 NS |
| Tully (7th)| 4.00 | 3.73 | 59 | 0.394 NS |
Second, we asked each teacher to pre-teach one or two words each day which she judged to be important to that day's lesson. The pre-teaching was done 8 out of 16 days at J-D and 8 out of 13 days at Tully. We asked the teachers to pre-teach words in terms of 1) the context in which they operate within the discipline, or 2) familiar, meaningful parts of words; for example, "poly" and "nominal."
Third, we asked each teacher to allow pupils to reflect on major sources of confusion in their homework assignments by arranging themselves in small groups of two to five students. This was done 8 out of 16 days at J-D and 7 out of 13 days at Tully.
Both teachers agreed that the major difference between
Structured Overview - J-D
Factoring - Changing Form - from Addition to Multiplication
Arithmetic - numbers
Algebra
Polynomials - classified by degree or number of terms
- Monomial
- Binominal
- Trinomial
Distributive Property for linear equations
Difference of Squares
Perfect Squares
Completing the Squares
Trinomials
Intermediate Algebra
Geometry
Quadratic Equations
Simplifying Fractions
Figure 2
their Experimental and Control groups was the Structured Overview. In the Control classes, the teachers gave a brief introduction to the unit which consisted largely of the work to be covered and the length of time they would spend on the unit. The teachers had been in the habit of explaining key words. They believed the only difference between Experimental and Control classes with regard to this aspect of the treatment was the timing; that is, the words were pre-taught in the Experimental groups, while in the Control group the words were taught as they came up during the lesson. The grouping activity was not new to either teacher, although it was accomplished more formally and more frequently during the study in the Experimental groups.
Findings
On the last day of the treatment, a Content Post-Test was administered to the four classes. In each case this test was identical with the Pre-Test, except that the items appeared in a different order. The differences in each school between the Experimental and the Control groups on the Post-Test are shown in Table 2.
Table 2
Content Test (Post)
| Sources | Mean (Exp) | Mean (Con) | df | t |
|-------------|------------|------------|----|-----|
| J-D (9th) | 11.86 | 11.95 | 40 | 0.119 NS |
| Tully (7th) | 14.03 | 14.00 | 55 | 0.035 NS |
Despite the absence of statistically significant results, the teachers' reactions to the use of the Structured Overview were quite positive. One of the teachers made the following statement: "Preparing and using the Overview made my teaching easier. I knew exactly where I was going. I just can't believe that there are no differences. I know the Experimental group understands the unit better." This sort of frank post-hoc analysis led us to the construction of a test of meaning relationships. We worked with the teachers in constructing this Relationships Test. We drew the multiple-choice items from two sources: 1) understandings integral to the operations tested on the Content Test, and 2) relationships suggested by
Structured Overview - Tully
Mathematics
Algebra Trig. Geometry Arithmetic
points lines planes
Rational Numbers
Fractions (non-integers) Integers
Common fractions Decimal Percent positive negative
members numer. denominators hundredths hundredths base percentage
ratio comparison proportion
hundredths means extremes scales
Figure 3
the teachers' construction of the Structured Overview. Samples of Relationship Test items are included in Figure 4.
**Relationships Test**
1. Fractions are in the part of mathematics that we call
a. Algebra
b. Arithmetic
c. Geometry
d. Trigonometry
e. None of these
3. Which of these is the opposite of a fraction?
a. common fraction
b. decimal
c. per cent
d. integer
e. none of these
6. Which is the best description of rational numbers?
a. Integers and fractional numbers
b. Ratios and proportions
c. Numerators and denominators
d. Decimals and percents
9. A proportion is
a. a comparison
b. a common fraction
c. a non-integer
d. a rational number
e. none of these
Figure 4
The test of relationships was administered three weeks after the last day of instruction for the groups at J-D and two weeks after the conclusion of the experiment at Tully. The differences in each school between the Experimental and the Control groups on the Relationship Test are shown in Table 3.
In order to test the retention effects of the treatments, we scrambled the items on the Content Test once again and administered them to the groups. This test was given four weeks after the end of the experiment at Tully. The differences in
Table 3
Relationships Test
| Sources | Mean (Exp) | Mean (Con) | df | t |
|-------------|------------|------------|----|---------|
| J-D (9th) | 12.32 | 10.78 | 43 | 2.026 (p < .025) |
| Tully (7th) | 5.97 | 3.24 | 56 | 6.878 (p < .001) |
each school between the Experimental and the Control groups on the Delayed Test are shown in Table 4.
Table 4
Content Test (Delayed)
| Sources | Mean (Exp) | Mean (Con) | df | t |
|-------------|------------|------------|----|---------|
| J-D (9th) | 10.29 | 10.91 | 41 | 0.668 NS |
| Tully (7th) | 13.41 | 10.10 | 56 | 3.170 (p < .005) |
Limitations
1. The implications of our investigations thus far are limited by the extent to which the relationships shown by the Structured Overview are important to the learning of mathematics.
2. Another limitation is the fact that the Structured Overview was only a part of the Experimental treatment. The Overview could have interacted with the vocabulary pre-teaching and/or the small group discussion.
3. To this point, the investigation is limited by the reliability and validity of the measurement instruments used. The Relationships Test, for example, was a post-hoc effort which was constructed using the Structured Overview and the Content
Test as guides.
Conclusions and Implications
1. Both Experimental and Control classes learned the computation equally well in terms of immediate recall. The Experimental group at Tully appears to have retained the ability to compute somewhat better.
2. The Experimental group in each school learned more of the relationships that exist among the vocabulary terms than did its Control. It is not clear whether the Tully Control group learned any of the relationships, since their expected chance mean was 2.00, and the obtained mean for this group was 3.24. The J-D Control group appears to have learned some of the relationships, since their expected chance mean was 4.8 and their obtained mean was 10.78.
3. Students tend to learn what they are exposed to and tend not to learn what they are not exposed to. It is interesting to note that both teachers made up a Content Test which they later agreed was almost solely a test of computation. Therefore, it was not a "representative" sampling of the desired terminal behaviors, since the teachers had constructed the Structured Overview to correspond to their content objectives. One might conclude that the teachers did not test what they said they wanted to teach. Further, with regard to the Control classes, the teachers apparently did not teach what they intended to.
4. The Structured Overview, as described herein, may be a constructive and efficient way to provide readiness, vocabulary instruction, and goal clarification, all of which appear to facilitate success in learning mathematics. One might hypothesize that the Overview provides an integrated sort of readiness which extends into and throughout the content lesson.
Further mini-studies are planned to rectify the limitations identified thus far and to further clarify the concept of a Structured Overview. Eventually, the Structured Overview will be subjected to rigorous comparative experimentation.
References
Ausubel, D.P. *Educational psychology: A cognitive view.* New York: Holt, Rinehart & Winston, 1968.
Gagne, R.M. *The conditions of learning.* New York: Holt, Rinehart & Winston, 1963.
Metropolitan School Study Council. *Five steps to reading success in science, social studies, and mathematics.* New York: Teachers College Press, 1960.
University of the State of New York, State Education Department, Bureau of Secondary Curriculum Development. *Reading in secondary schools.* Albany, New York: 1965.
USE OF ADVANCE ORGANIZERS AND GUIDE MATERIAL IN VIEWING
SCIENCE MOTION PICTURES IN A NINTH GRADE:
PILOT STUDY REPORT
Judith N. Thelen
This study will attempt to determine if the exposure of students to advance organizers (300-500 word passages which combine concepts to be developed in a film with previously introduced material) before the viewing of a motion picture and/or the use of study guides following the viewing will have an effect on students' attitudes towards motion pictures as instructional tools and their gain in knowledge of motion picture content.
The pilot study, using two of a series of seven Basic Earth Science films developed by the American Geological Institute and Encyclopediæ Britannica Films, was conducted for the following reasons:
1. to validate the Likert-type attitude scale
2. to establish logistics for the study
3. to familiarize the teachers with treatment variables
Procedures
Four earth science classes of approximately 25 students each were used in the pilot study. Treatments were randomly assigned to classes. In the major study, students will be randomly assigned to treatment.
The basic design for the experiment can be illustrated in a 2 x 2 table:
| Advance organizers | Guides | No Guides |
|---------------------|--------|-----------|
| | Treatment Group 1 | Treatment Group 3 |
| No Advance Organizers | Treatment Group 2 | Treatment Group 4 |
Treatment Group 1 were given advance organizers five minutes prior to the viewing of a motion picture. After the motion picture was completed study guides were assigned as homework and were discussed in small groups the following day to resolve differences where they existed.
Treatment Group 2 were not given advance organizers but were assigned study guides after the motion picture. The guides were discussed in small groups, following the procedures of Treatment Group 1.
Treatment Group 3 were given advance organizers five minutes prior to the viewing of the motion picture but did not receive study guides following the viewing.
Treatment Group 4, acting as the control group, received no treatment other than viewing the film.
Instrumentation
Two content tests were developed by the experimenter for the motion picture. Tables of specification were constructed for each test relating the "content" element and the "behavioral" elements that the experimenter was interested in measuring. These behavioral dimensions incorporated the first three categories of the *Taxonomy of Educational Objectives* (Bloom, 1956). The content categories were selected by the science teachers involved in the experiment. The emphasis given to each content element in the test was determined by the percent of the total film time devoted to that concept.
A Likert-type attitude scale of 59 items was given to the students. From an item analysis, 20 items with a point biserial of > .40 were chosen to constitute the scale to be used in the study.
Analysis of Data
For the purpose of analysis the hypotheses are stated in the null form:
$H_01$: There will be no significant differences in post-test achievement scores between Treatments 1, 2, 3, and 4.
$H_{01a}$: There will be no significant differences in post-test achievement scores between ninth grade groups using advance organizers prior to the viewing of a motion picture and ninth grade groups not using advance organizers.
$H_{01b}$: There will be no significant differences in posttest achievement scores between ninth grade groups using study guides after the viewing of a motion picture and ninth grade groups not using study guides.
$H_{01c}$: There will be no significant differences in post-test achievement scores between ninth grade groups using a combination of advance organizers and study guides and ninth grade groups not using this combination.
Instruction for the first motion picture, *Erosion - Leveling the Land*, was based solely on study guides and small group discussion. Teachers did not discuss the guides in class. Group means on the content test did not vary for this motion picture. Table 1 shows the class variance and means; Table 2, the results of a one-way analysis of variance.
**Table 1**
Means and Variances of Experimental and Control Groups
*Post Content Test, Erosion - Leveling the Land*
| Treatment | N | Mean | Variance |
|--------------------|-----|-------|----------|
| Study Guides (SG) | 24 | 23.125| .78 |
| Advance Organizers (AO) | 25 | 23.68 | .96 |
| SG & AO | 25 | 23.52 | .56 |
| Control | 25 | 22.84 | 1.10 |
| Total | 99 | 23.29 | .21 |
On the basis of these results, the science teachers suggested that perhaps the students already had sufficient knowledge of the film content and additional treatment was not necessary, or perhaps the structure of the motion picture was good enough to stand alone.
Thus, students were given the content test prior to viewing the second film (*Why Do We Still Have Mountains?*). Since there
Table 2
Analysis of Variance for Experimental and Control Groups
Post Content Test, Erosion - Leveling the Land
| Source | SS | d.f. | MS | F |
|----------|--------|------|-------|-------|
| Between | 12.14 | 3 | 4.04 | .19 NS|
| Within | 1989.06| 97 | 21.16 | |
| Total | 2001.20| | | |
were 40 multiple-choice questions with 4 possible answers, the expected mean by chance was 10.
During the second showing, study guides were discussed in small groups and in addition were reinforced by whole-class discussion. Performance on the pre- and post-tests was measured by class means and variance as shown in Table 3.
Table 3
Means and Variances of Experimental and Control groups Pre and Post Content Test, Why Do We Still Have Mountains?
| Treatment | Pre | | | Post | | | Mean Gain |
|--------------------|-----|--------|--------|------|--------|--------|-----------|
| | N | Mean | Var. | N | Mean | Var. | |
| Study Guides (SG) | 20 | 22.35 | .76 | 22 | 26.59 | 1.34 | 5.44 |
| Advance Organizers (AO) | 26 | 23.00 | .50 | 23 | 25.48 | 1.16 | 2.31 |
| SG & AO | 27 | 22.11 | .60 | 25 | 26.60 | .66 | 4.00 |
| Control | 25 | 22.48 | .97 | 25 | 25.00 | 1.22 | 3.19 |
Hypotheses testing on the second film was done with a two-way analysis of variance, the results of which are shown in Table 4.
Table 4
Two-Way Analysis of Variance for Experimental and Control Groups
| Source | SS | df | MS | f |
|------------|-------|----|------|-----|
| Rows | 29.392| 1 | 29.392| 2.07|
| Columns | 92.000| 1 | 92.000| 6.49*|
| Interaction| 1.565 | 1 | 1.565 | .11 |
| Error | 1246.783| 88 | 14.167| |
| Total | 1369.740| 91 | | |
p < .05
Results and Conclusions
Analysis of the data rejects the hypothesis of no significant differences between groups using study guides after the viewing of a motion picture and groups not using study guides.
Pre-test scores on the second film suggest that students had prior knowledge of the content of the film. Mean gain scores, however, suggest that prior content knowledge was not an important factor. Therefore, as originally proposed, provision for post-testing only will be included in the main study.
In accordance with the proposal, one content test will be given after each film. In addition, an overall content test will be administered at the conclusion of the experiment. If possible, the experimenter will establish the reliability of this test prior to its administration to the experimental population.
USE OF PREPARED GUIDE MATERIAL AND SMALL GROUP DISCUSSION
IN READING NINTH GRADE SOCIAL STUDIES ASSIGNMENTS:
PILOT STUDY REPORT
Thomas H. Estes
The problem to be considered by this study is to determine if the use of guide material in the reading of social studies assignments and subsequent small group discussion of this reading will have an effect on students' attitudes toward social studies, their knowledge of social studies, and their general reading comprehension.
The pilot study to be reported here was conducted for three reasons: 1) to iron out procedural problems before the beginning of the main study, 2) to familiarize teachers with the treatment variables, and 3) to allow everyone involved to know as much as possible about the experiment before the start of the main study. The procedures, design, and analysis of the data were essentially the same as were originally planned for the main study.
Statistical results of the pilot will be reported first. Following this the procedural changes suggested by the study will be discussed.
Statistical Results
Hypotheses for the study are to the effect that the three groups (one using study guides plus small group discussion, a second using study guides alone, and a third using purpose-setting questions) will differ on three criteria - gain in general reading comprehension, change in attitude toward social studies, and social studies achievement. Tables of analyses follow. They serve as examples of those to be presented in the main study. Though inconclusive, results of hypothesis testing did serve as partial basis for revision of the main study.
Tables 1-3 present the analyses conducted as tests of the main hypotheses of differences over treatments. Tests for differences between any two treatments in any variable were not permitted under conditions set by the proposal. Tests of any pair of the six subhypotheses were dependent on a significant F test (.05) in the associated analysis of variance for the main hypothesis.
Though probability levels associated with treatment differences did not reach the required level of significance, treatTable 1
Analysis of Variance for Experimental and Control Groups: China Unit Test
| Source | df | MS | F | P |
|--------------|----|------|------|-----|
| Teachers (A) | 1 | 348.42 | 2.57 | 0.11|
| Treatments (B)| 2 | 295.80 | 2.18 | 0.11|
| A x B | 2 | 62.23 | 0.46 | 0.64|
Note: Analysis done on post test scores.
ment differences did reach the 0.11 level for one measure, the content examination. Inspection of the specific group means associated with this measure reveals that the mean for Experimental Group 1 (guides plus small group discussion) is larger than that for Experimental Group 2 (guides alone) which is in turn larger than that of the Control group (purpose questions).
Table 2
Analysis of Variance for Experimental and Control Groups:
A Scale to Measure Ninth Grade Students Attitude Toward Social Studies
| Source | df | MS | F | P |
|--------------|----|------|------|-----|
| Teachers (A) | 1 | 166.44 | 0.23 | 0.64|
| Treatments (B)| 2 | 261.21 | 0.36 | 0.70|
| A x B | 2 | 321.55 | 0.45 | 0.65|
Note: Analysis done on change scores based on pre-post test differences.
On a scale to measure ninth grade students' attitudes toward social studies, group means aligned themselves in opposite fashion. The slight differences which did exist favored the Control group over Experimental Group 2 and Experimental Group 2 over Experimental Group 1.
The three group means for the high school reading test aligned in the same fashion, though in this case the chance probability levels associated with the small differences were much higher than for the content test.
Table 3
Analysis of Variance for Experimental and Control Groups:
Stanford Achievement Test - High School Reading Tests
| Source | dF | MS | F | P |
|--------------|----|------|------|-------|
| Teachers (A) | 1 | 5173.76 | 5.12 | 0.02 |
| Treatment (B)| 2 | 328.17 | 0.33 | 0.73 |
| A x B | 2 | 441.96 | 0.44 | 0.65 |
Note: Analysis done on change scores based on pre-post test differences.
One of the assumptions made in this study was that pretreatment equivalence existed between groups, despite the fact that true randomization could not be said to have operated in assignment of subjects to groups. To partially satisfy the question of whether some differences might have existed between the groups prior to treatment, a one-way analysis of variance was conducted to test for differences among the classes with respect to general intelligence as measured by the Lorge-Thorndike. Results of this analysis are reported in Table 4. Indication is that only slight, non-statistically significant differences existed between pretreatment groups, supporting the assumption of pretreatment equivalence between groups.
Table 4
Analysis of Variance for Experimental and Control Groups:
Lorge-Thorndike Intelligence Test
| Source | df | MS | F |
|-----------------|----|----|-----|
| Between Groups | 5 | 73 | .66 |
Table 5 reports differences between sexes with respect to means on the three criterion variables. Within the cells of this table are recorded the number of classes under each treatment representing either one of two contingencies: girls' mean greater than boys' or boys' mean greater than girls'. For example, with respect to Variable 1, gain on the Stanford-Binet, reading test, the boys' means were superior to the girls' in both Experimental 1 classes; in one Experimental 2 class, the boys' mean reading gain was superior to the girls', whereas in the other the girls' was superior to the boys'; and in both control classes, girls' means associated with this variable were superior to boys'.
In the main study, where almost twice as many classes will be involved, this table should be even more interesting. If the sex difference trend suggested in the pilot is magnified by the main study, this should be of concern to later similar research.
### TABLE 5
Comparative Number of Sex Differentiated Means Favoring One or Another Sex Under Each Treatment on Three Variables
| Treatments | Variables | Contingencies |
|------------|-----------|---------------|
| | | Girls' Mean | Boys' Mean |
| | | Boys' Mean | Girls' Mean |
| Exp 1 | Var 1 | 0 | 2 |
| | Var 2 | 2 | 0 |
| | Var 3 | 0 | 2 |
| Exp 2 | Var 1 | 1 | 1 |
| | Var 2 | 2 | 0 |
| | Var 3 | 0 | 2 |
| C | Var 1 | 2 | 0 |
| | Var 2 | 1 | 1 |
| | Var 3 | 1 | 1 |
**Note:** Var 1 = gain on Stanford reading test; Var 2 = gain on Attitude Scale; Var 3 = Context Knowledge.
### Procedural Changes
One variable originally planned for consideration was the classroom climate each teacher tends to create. This was to be measured by the Flanders system of interaction analysis. The intent was to use this information to help explain possible large
interaction factors or significant differences between teachers on criterion variables. This will remain the plan in the main study, with one technical revision. Tapes of classroom interaction for each teacher for each condition, repeated over time, were to be made and later analyzed by means of the Flanders system. The physical nature of the classrooms used in this study, however, obviated the possibility of this being done by simple means. Arrangements have therefore been made for the interaction to be analyzed as it occurs in the classroom. Unfortunately, limitations of time meant that this could not be done in the pilot.
A second procedural change for the main study involves use of the Stanford high school social studies test. For reasons of time, this instrument was not used in the pilot study; and this is one reason it will be eliminated from the main study. More importantly, however, it is felt that the experimenter-constructed examination over the content of the social studies unit is a superior criterion for the variable of content knowledge gain. The standardized instrument would probably add little information.
A standardized instrument will, however, be utilized in one way. Students' performance on a general test of social studies knowledge should logically be related to their performance on a social studies unit test. Subjects' scores on the social studies subtest of the Iowa Test of Educational Development will therefore be correlated with unit test scores. This will hopefully establish concurrent validity for the unit test. It will not involve testing as a part of the experiment since the measures will have been taken as a part of school-wide testing three months prior to the beginning of the main study. Scores will be available in students' cumulative record folders.
A third change which should be mentioned is that one of the experimental teachers trained by the pilot study will not be with the school system for the coming year. A replacement for this teacher has been secured, and he has agreed to participate in the experiment.
The fourth and final procedural change which should be discussed involves the manner in which the guide material was utilized in the classroom. The procedure in the pilot study called for pupils to work with the guides only as part of homework or in small groups. Teachers never discussed the guides in class. In the case of controls, teachers did not discuss in class the questions pupils had to accompany the reading. Whatever instruction the experimental pupils received surrounding the concept of three levels of comprehension was, therefore, provided solely by the guides and/or small group discussion with no whole class follow-up or reinforcement. For the controls' training this was also the case. An attempt was made to keep all teacher-involved class discussion the same regardless of treatment.
However theoretically sound this may have been from a design point of view, in reality such a procedure did not allow for maximum efficacy of treatments. This judgment is based on two factors: 1) comments of pupils derived from interviews and written evaluations, and 2) empirical data, reported above.
Two pupils' comments occurred frequently. One was that though they felt that literal understanding was important and would later appear on a test, interpretive or applied kinds of understanding did not seem important and probably would not later appear on a test. The second and third level guides seemed to pupils to be academic exercise, of no import to the objectives of a social studies course. And indeed, except as they appeared in guides, higher levels of understanding were not emphasized in the unit. The points brought into vivid focus by the pilot is that study guides are not alone sufficient to change pupils' habits of dealing with written material. The procedural change suggested is that training provided by guides be reinforced and extended by whole class discussion.
Such discussion should have two purposes: First, it should reinforce major concepts developed as students move through the three levels, with discussion based on understanding beyond the literal, centered particularly at the application level. Second, the discussion should reinforce students' awareness of the comprehension process exhibited in the three levels (information, ideas, application). Simply stated, comprehension process should be made a more integral part of the social studies course.
Control pupils will engage in classroom discussions for comparable time. Their discussion will be initiated by the guiding questions they use with their reading.
DEVELOPING AND USING STUDY GUIDES
Richard A. Earle
The development and use of study guides is as much a philosophy of teaching as a specific teaching practice. This discussion will set forth the underlying theory insofar as it is necessary. Our main purpose, however, is to describe the actual construction and use of study guides as a teaching practice.
Throughout, we will be using the terms "content" and "subject matter" as synonyms. For our purposes, "content" or "subject matter" is defined as the information, ideas, and concepts which make up an area of knowledge. We will use the term "process" repeatedly. "Process" refers to what people do with information—that is, the reading and thinking necessary to the acquisition and application of content.
There are three basic tenets which will serve as the foundation of our discussion:
1. The subject matter we teach is less important than the process of acquiring, interpreting, evaluating, and applying that subject matter.
2. Each person possesses different kinds and amounts of content, and different styles and abilities with regard to process.
3. Active participation is necessary for the effective learning of both content and process.
Evidence of these basic beliefs will appear throughout our discussion. As described here, study guides offer one practical and effective means of incorporating these beliefs into the art of our teaching.
Study guides have proved valuable in various ways. This author found that both teachers and students reacted favorably to their use in a small central school in a rural area of central New York. Durrell (1956) reports that their use resulted in improved comprehension and retention, and increased interest and attention to study tasks. Sanders (1969) discusses their contribution to social studies learning in a class of poor readers. On a standardized test of physics content, Heber (Vine, 1967, p. 275) found statistically significant differences in favor of students who had been provided with study guides. More information will be available as a result of research now in progress at Syracuse University.
The purpose of this discussion, then, is to provide initial
direction which will permit any teacher to develop and use study guides in his classroom.
**Definition of Study Guides**
A study guide, as the name implies, guides a student through a reading assignment, focusing his attention on major ideas and directing his use of the necessary reading-thinking processes. It is written and used in such a way that the student's mastery of subject matter and his proficiency with the process are simultaneously ensured and increased. Herber (1967) has offered the following description:
These guides help the students apply skills in such a way that they are conscious of the process involved in the skill and are also aware of the concepts being developed and applied. (They) are so constructed that, in one class, students can react to the same material at different levels of comprehension, thereby serving the needs of ability and achievement represented in the class. (Study guides are) designed to serve as the basis for reading to and discussion of the major concepts of the unit being studies [p. 101].
Vine (1967) characterizes study guides as, "...a paper-and-pencil version of the type of inductive thinking through which you might take an entire class in an oral discussion [p. 277]." He adds that study guides have an advantage in that each student is allowed to participate in each step of the thinking process.
Implicit in these definitions is the fact that study guides do not assume a standard form. Rather, each guide's physical appearance is dictated by the steps necessary in its development. Let us assume that we have decided to develop and use a study guide to assist our students with some required reading. How do we proceed?
**Development and Use of Study Guides**
To date the best and most complete explanation of the construction and use of study guides has been provided by Vine (1967). A forthcoming book by Herber (1970) describes the step-by-step process in considerable detail. Let us survey the task briefly.
First, we analyze the assignment for content. Keeping our content objectives clearly in mind, we examine the material carefully to decide what information we wish to emphasize. Second, we analyze the assignment for process. We decide what people do with this information, how it is organized, and what particular reading-thinking skills are necessary. Third, we decide how much assistance we should provide for individuals within the class. We consider the students' competencies, the difficulty of the assignment, and the level of understanding we expect the students to attain. Fourth, we construct the study guide, incorporating
the decisions made in the first three steps. (Although the form of the guide will largely result from these decisions, we may examine sample study guides as models.) Fifth, we use the study guide in the context of a well-planned lesson. We show the student how to use the student guide and familiarize him with the teacher's teacher's guide and its contents. We put the student to work with a group of his classmates, elaborating and verifying his mastery of both content and process.
We will describe these steps more fully as we consider them in order throughout the remainder of this discussion.
Analysis for Content
The decisions begin. The selection of content is properly considered to be the responsibility of the subject matter teacher. The teacher, as the subject matter specialist, should have his overall content objectives clearly in mind. Certainly the subject matter selected for emphasis will be characterized, as far as possible, by the following:
1. It is interesting to the student.
2. It is significant to the discipline.
3. It is broadly applicable outside the discipline.
4. It is important in terms of its potential for attacking the problems and issues of the present and the future.
Using these or similar criteria as guidelines, we now decide what information we want the students to "get" from the assignment. A sound approach is to read the assignment critically, marking portions of the text which contain the subject matter we wish to emphasize. Comments may be jotted in the margins. We may wish to write a summary of the information to be gained from the assignment, although underlining or otherwise marking the information in the text itself will prove helpful in subsequent steps.
In this initial step, it is important to know not only what to emphasize, but what to delete as well. With the myriad information now available in every conceivable area, and more being produced every minute, this is likely to be a painful decision. But the decision must be made. With the exception of some imaginative literature, much that is published becomes out of date by the time it reaches the reader. Many textbooks are poorly written, or contain uneven treatment of topics within the discipline. In addition, the thoughtful teacher rarely expects the student, however capable, to assimilate everything that the textbook offers. Hence, we must not be afraid to strike out portions of the text which do not conform to our well-considered criteria for inclusion. Implicit here is that mere coverage of the text is not justifiable. A few important topics, thoroughly studied,
seem more likely to produce productive thinkers than is a great deal of superficial coverage.
In short, we have considered our content objectives long and carefully. We have deleted portions of the assignment which did not fit these objectives. We have underlined or otherwise indicated the information within the assignment which we wish to emphasize. Now we are ready to continue our analysis to include the process involved in acquiring and handling the information.
Analysis for Process
The first step in our search for the process is to describe the assignment in terms of what people do with the information. Here we find an understanding of Levels of Comprehension to be most helpful. The three Levels of Comprehension are outlined by Herber (1968) as follows:
Level I: Literal Understanding - the identification and recall of factual detail; knowing what the author said.
Level II: Interpretation - inferring significant relationships among the details; knowing what the author really meant.
Level III: Application - formulating generalizations or developing abilities which extend beyond the assignment; intellectual or physical use of the understandings.
Within a given assignment, handling the information becomes more difficult as we proceed from literal understanding to application. It is necessary to master the information at one level before we can achieve the next level.
Thus, a major factor in identifying the necessary reading-thinking process for this assignment is to decide what understandings are apparent at each Level of Comprehension.
The next step is to describe the information in terms of a discernible pattern of organization. Niles (1964) has discussed four organizational patterns which occur commonly: simple listing and parallels; order of main topic; cause and effect; comparison and contrast; and sequence or time order. Robinson (1966) has asserted that poor readers who are successful in identifying patterns such as these and setting purposes in terms of these patterns will "reap benefits they never felt were achievable." In working with content teachers, this author has found that information marked for emphasis during the analysis for content almost always can be described in terms of one of these four patterns of organization.
Finally, in reading our assignment carefully, we make note of any particular reading-thinking skill we feel is important to
acquiring, interpreting, evaluating, and applying the information. Of course, there are literally hundreds of "sub-skills" which contribute to the process of acquiring and handling information. The observations of this writer, however, indicate that careful attention to the Levels of Comprehension, including the four organizational patterns, will provide considerable success in identifying a productive approach to the study of the assignment.
An example or two may help to clarify our understanding thus far. Chapter 3 in our social studies textbook discusses China's history from the Industrial Revolution to the formation of the Chinese Republic. In our analysis of content we decide that this assignment fits our content objectives. We delete two sections of the chapter that are irrelevant in terms of our purposes. We indicate the chain of events which led to the formation of the Republic. We want our students to locate, identify, and recall these details (Level I). Does the organization reflect one of the four common patterns? Yes. As content teachers, we recognize that there are significant cause and effect relationships among the details (Level II). Although Mao Tse-Tung is not mentioned in this chapter, we speculate on his reactions to the exploitation of China during this period. We formulate a generalization, based on this interpretation and other knowledge, as to how these events continue to influence China's foreign policy (Level III).
Another example. We wish to teach the poem "Fire and Ice" by Robert Frost. We decide that there is no clearly indicated pattern of organization (we might have concluded that the poem reflects a comparison and contrast of "fire" and "ice" as destructive elements). We therefore decide to stick to our three Levels of Comprehension. The process becomes one of selecting details that indicate the author is speculating as to how the world might be destroyed (Level I). We note that he is employing "fire" and "Ice" as symbols representing love or hate and hate. These significant relationships among the details represent interpretation (Level II). The total work leads us to conclude that extremes are dangerous, or that love and hate are equally effective as destructive agents (Level III).
In summary, we have formulated our content objectives and used them as criteria in the selection of the assignment. We have identified the information within the assignment that we wish to emphasize, deleting that which was not consonant with our goals. We have described the information in terms of what people can do with it at each of the three Levels of Comprehension and of one of the four common patterns of organizing thoughts. Now we must consider the content and process in relation to the students' ability and achievement -- the idea of providing different amounts of assistance.
Providing Assistance
Obviously, if the entire class is able to handle the information at all three Levels of Comprehension, no study guide is needed. We are concerned with clusters of students within our class who require assistance in completing the assignment.
Two factors provide the basis for differentiating the assignment: 1) the students' competencies, and 2) the difficulty of the material. Because time and space do not permit a lengthy discussion of the topic suffice it to say that through the use of standardized tests, informal inventories, and our own observations, we are likely to have a fairly good understanding of our students' reading and subject matter competencies.
Ideally, of course, each student will be operating with material that is suited to his instructional level. We know, however, that this ideal is rarely the case. Most content classrooms boast a single textbook, often too difficult for the student to read with the required degree of understanding. It is in this situation that the study guide is especially helpful.
There is no formula which allows us to differentiate our assignments perfectly. Our knowledge is simply inadequate. Our best recourse may be a sensitivity to the amount of success each student is experiencing. If, for example, the student is unable to achieve literal understanding (Level I), we might include in our study guide assistance for him in locating and selecting details. We may even select single words from the assignment and ask him to manipulate them in some way. We might provide him with aids in locating the desired information, such as the page and/or paragraph numbers. Or we could provide him with some of the details and direct him to specific pages in the text, where he could check their accuracy and locate other information.
Assistance at the second Level of Comprehension might consist of supplying a conclusion and asking the student to support or refute it. A group of alternatives might be provided, the student's task being to choose those which he can support from the assignment. We might also ask the student to use the same details to support different points of view. Finally - the most sophisticated task the student can be expected to describe the significant relationships in his own words.
At Level III, assuming competence at the preceding levels, we can give the student practice in applying his knowledge to physical or intellectual problems. Using his understanding at the literal and interpretive levels, we can ask him to create a physical or mental model. Here, too, we might provide alternative generalizations requiring him to support his choices from the present assignment as well as from other sources. Without assistance at this level, the student would be expected to formulate independent generalizations or solutions which extend beyond the scope of the immediate assignment.
It seems dangerous to attempt a generalization about what does or does not constitute assistance in varying degrees. One thing is certain. We will learn a great deal about our individual students as we use study guides to assist them in their study tasks. Study guides have a considerable potential as diagnostic teaching tools.
Thus, we see that the amount of assistance we provide in our study guides will depend on our judgment as to how the competencies of our students relate to the difficulty of the reading assignment. Given this relationship and the fact that we are sensitive teachers, we can vary the amount of assistance provided to ensure success for each student in our class.
Construction of Study Guides
At this point we have developed a study guide. All that remains is to put it in print. As mentioned earlier, a study guide assumes no standard form. There are, however, a few rules of thumb which might be offered:
1. Avoid crowding too much print on the pages of a study guide. This tends to overwhelm students, particularly those who are operating at Level I.
2. Be sure that the guide reflects both content and process.
3. Make the guide different and difficult (Vine, 1967). Require students to locate, verify, or otherwise manipulate information so that they remain active participants in the assignment.
4. Obviously not every study guide will be entirely successful. The important point is to pick a short reading selection, make a study guide, and try it out.
The appendices contain samples of study guides which have been used successfully. Appendix A is an example of a guide which was used with an "average" eighth grade class. Note the constant focus on "world power" as a concept. Process was described in terms of the Levels of Comprehension. Questions representing the levels were assigned to different groups within the class, thus differentiating the assignment.
Appendix B focuses on a portion of China's history. The process was defined as Level II, the significant cause and effect relationships. The teacher judged the class to be competent in literal understanding. He decided that the group needed some guidance in organizing and interpreting the complicated description of the long chain of causes and effects provided in the text.
Appendix C is a model study guide for the poem "Fire and Ice." The content objectives and the process have been used to
construct a short guide at each of the three levels. With one class, the teacher divided the class into groups and provided each group with a guide at the appropriate level. In another class, the teacher asked the whole class to use all three guides as a demonstration of process in poetry.
Appendix D was used to help tenth graders comprehend the structure and function of the kidneys. A description of the assignment revealed significant relationships among the details with regard to sequence. The guide is not differentiated since the teacher felt that none of the students had difficulty at Level I, though most of them could use the guidance at Level II.
Appendix E was used with a seventh grade class of very limited ability and achievement. This guide reflects a constant focus on content, as well as a single skill. Constant and detailed direction was given throughout the assignment.
Our final example, Appendix F, is part of a guide used with an advanced group of high school seniors. The teacher was aware of their competency at levels I and II, but prepared this guide to aid the students in extending their understandings beyond the assignment.
Use of Study Guides
Study guides are most effective when they are used as one element of a well-planned lesson. Many authorities recommend that the teacher 1) prepare the student for a reading assignment by pre-teaching difficult vocabulary and setting purposes for the reading, 2) guide the students' reading, and 3) provide for discussion or other follow-up of the reading. The Instructional Framework outlined by Herber (1970) seems to incorporate most of these recommendations:
1. Motivation - arousing interest in the topic
2. Background information - supplying necessary content not contained in the reading assignment
3. Review - pulling together previously studied content necessary to the meaningful study of the assignment
4. Vocabulary - pronunciation and/or definition of words and terms essential to the assignment
5. Anticipation - setting reasonable purposes for the reading
6. Direction - identifying and providing practice in the process necessary to the reading assignment
7. Guided reading - providing a study guide which allows the student to practice the process as he masters the content
8. Guided reaction - providing an opportunity for the student to verify and elaborate his grasp of both process and content
Of course, these "steps" are not meant to indicate a rigid sequence. In practice, some may be omitted. Two or more steps may be completed simultaneously. However, the Instructional Framework does provide the teacher with usable guidelines for the planning of instruction. We shall use our study guide in this context.
Since the effective use of study guides is most intimately connected with Direction, Guided Reading, and Guided Reaction, let us discuss these three steps briefly. Direction (step 6) is a few minutes spent on acquainting students with the process necessary to the successful study of the assignment. One efficient means of accomplishing this task is to "walk through" the first portion of the guide with the students. This will acquaint them with the directions printed on the guide itself; more importantly, it will make them aware of the relationship between process and content. With this Direction, they will be better prepared to use the study guide, which of course directs them through the same process throughout the assignment.
The study guide can be used to guide students' reading in the classroom. However, it is probably most often used to guide the reading of homework assignments, since it will make the difference between guided study and frustration.
When completed, a study guide has served only half of its potential effectiveness. It is tailor-made to serve as a structure for active reflection on the content. By arranging the students into small groups, we can encourage them to resolve any differences they may find in their responses. This gives each student the opportunity to test his mastery of both process and content. This sort of Guided Reaction very often results in lively elaboration, purposeful questioning, and re-reading for verification.
One observation. We often condition students to believe that any form of collaboration is cheating. They may therefore initially be threatened or even amused by group reflection. It is important to incorporate this activity gradually, making certain that students know exactly what they are to do, and allowing them only a few minutes for group reflection at first. They will soon learn that there is a great deal of value in this kind of activity.
Conclusion
This discussion is based on three beliefs:
1. We must teach the process of handling information as well as the information itself.
2. We must offer different amounts of assistance to students with different backgrounds and abilities.
3. We must encourage our students to become active participants in learning rather than passive observers of teacher behavior.
We are in need of people who can do things with information, who are enthusiastic learners and independent thinkers. Study guides offer one partial solution to this need.
APPENDIX A
The Story of America, by Eibling, et.al.
Study questions for pages 478-482.
Directions: Answer only the questions that your teacher assigns. These questions will help you by giving you a guide and a purpose for your reading of this assignment.
* 1. What should a nation have in order to become a world power?
* 2. Why do world powers try to rule other countries?
** 3. Considering the definition of "world power" on page 478. How did the five areas mentioned on pages 480-482 help the United States to become a world power?
**
*** 4. Considering the information on page 479, column two, try to describe exactly the Monroe Doctrine.
*** 5. What was the Monroe Doctrine? (p. 356 in your other text)
*** 6. Considering America's expansion as described on pages 480-482, how would each of the following feel about the United States?
the average U.S. citizen:
the queen of Hawaii:
U.S. government and military leaders:
the leaders of other world powers:
the English:
the Germans:
a native living on Pago Pago:
When you have found the information called for above, you will share the information with the rest of the class.
APPENDIX B
The Two Chinas, by Bell
Study guide for pages 50-61
Do Not attempt to complete this study guide until you fully understand the directions!
Directions: This section of Chapter 3 presents a series of causes and effects. One event causes another event, whereupon the second event causes another thing to happen, and so on. One might say that all of history is a series of causes and effects. The purpose of this study guide is to help you recognize and comprehend more effectively material which is presented in this way. Your study guide is divided into six boxes. In each box there are five statements, each of which is a cause and an effect in China's history. Begin with the box marked "A". "Industrial Revolution in Europe" is marked "1". Move to box "B". Because the Industrial Revolution in Europe caused an increased desire for trade with China, that statement is marked "2". Now move to box "C". Find the effect of the increased desire for trade with China, and number it "3". Move all the way through to box "F". The statement you mark as number "6" in box "F" should be the effect of number "5" in box "E" and the cause of number "7" in box "A". If you continue numbering through the boxes five times, you should get the "picture" of the series of causes and effects in this period of China's history.
| A | B |
|---|---|
| 1 Industrial Revolution in Europe; Taiping Rebellion | 2 Increased desire for trade with China. |
| 25 Taiping still refuse to modernize China. | Chinese became aroused against foreigners. |
| 19 Japan and the West continue humiliation of China. | Unequal treaties. |
| 13 Food production fails to equal population growth. | Manchu Government unable to protect China during Russo-Japanese War. |
| 7 Chinese defeated. | Famine's ravage China. |
| C | D |
|---|---|
| Trade with China increases, including opium traffic. | Chinese officials become alarmed. |
| Boxer Rebellion. | China threatened still more. |
| Manchu government collapses. | Chinese realize government needs reorganization. |
| Foreign countries granted "concessions" in treaty-like China. | Domestic war preoccupies imperial government. |
| Taiping Rebellion. | High tariff rates protect foreign "concessions". |
| E | F |
|---|---|
| 20,000 chests of opium are destroyed. | Opium War (1840-1842). |
| Foreign powers begin quarrel over division. | More opportunity for extraterritoriality. |
| Revolution is successful - young emperor abdicates. | Open Door Policy raises hope for revival of China. |
| China becomes unable to protect her own manufacturers. | China becomes weaker and more impoverished. |
| British and French troops occupy Peking. | Chinese Republic is formed. |
APPENDIX C
Fire and Ice, by Robert Frost
Literal Level of Comprehension (Level I)
Directions: After reading the poem, select the best literal summary from the following. Check your choice.
1. The author suggests that while death by fire or freezing are equally unpleasant, he would prefer fire.
2. The author has experienced unrequited love so often that he wishes to die.
3. The author speculates on the relative merits of world destruction by fire and by ice.
4. The author states that if he had to die twice, either fire or ice would do the job.
Interpretation of Symbols (Level II)
Directions: Symbolism is usually employed by an author when he wishes to state an abstraction in concrete terms. Below are several terms which "fire" and/or "ice" might symbolize in this poem. If a term is symbolized by "fire", write "F" in the blank before it. If a term is symbolized by "ice", write "I" in the blank. You may use as many or as few of the terms as you wish; however, you must be able to justify your choices.
humanitarianism speed
nuclear explosion bias
fire isolation
destruction love
hate death
sexual desire prejudice
violence non-communication
ice extremism
(other)
Interpretation of Total Work (Level III)
Directions: Select the statement below which best expresses the total meaning of the poem. If you wish, you may select more than one statement. You must be able to justify your choices.
1. Extremes are dangerous.
2. Hate and love are equally effective at destroying.
3. Nuclear holocaust will end the world before another Ice Age.
4. Unreasoning violence stands the best chance of destroying or incapacitating mankind.
5. You only live once.
6. The spirit of man is deadened by isolation.
7. Refusal to obey the Ten Commandments will mean the end of the world.
8. (Other) ________________________________________
APPENDIX D
Modern Biology, by Otto and Towles
Study guide for pages 593-597
Directions: For each of the three activities below, you will find a purpose and a reading skill stated. Complete each activity keeping both in mind. It should help keep your mind active while you achieve some understanding.
1. Purpose: Read pages 593-594 to discover the sequence of waste removal from the body. Then list these five terms in the proper sequence:
excretory organs, lymph, cell, outside, blood.
1. ________________________ 4. ________________________
2. ________________________ 5. ________________________
3. ________________________
2. Purpose: Survey pages 593-597 to make a list of the excretory organs mentioned in this section. List them below.
1. ________________________ 4. ________________________
2. ________________________ 5. ________________________
3. ________________________
3. Purpose: As you read pages 594-596, note the structure and function of the kidneys in the removal of waste from the blood. Classify the terms below with regard to the process. Some terms will fit under more than one heading.
glucose nitrogenous waste Bowman's capsules Renal artery
cortex glomerulus ureter arterioles
99/100 tubules reabsorption excess
nephron collecting tubule urine minerals
pelvis correction water bladder
urethra
Blood Enters First Stage Second Stage Waste Leaves
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
APPENDIX E
*Science You Can Use*, by Stone and Stephenson
Study guide for pages 12 and 13
Directions: A *fact* is a belief that has been proved. A *fable* is a belief that is *not* true. Part of your job as a good reader is to decide whether information is fact or fable.
For each of the following, read the paragraph on the page that is indicated (2, 12 stands for second paragraph on page 12) and decide whether the statement is fact or fable. Then write fact or fable in the space.
| Page | Statement | Answer |
|------|---------------------------------------------------------------------------|--------|
| 2,12 | The chameleon can change its color to match its surroundings. | FACT |
| 2,13 | Milk snakes feed mostly on mice. | |
| 4,12 | Skinks sit on their eggs to keep them warm until they hatch, like hens do.| |
| 1,13 | The rattlesnake always rattles before it strikes. | |
| 3,12 | The glass snake is not a snake. It is a lizard. | |
Now list three more facts from your reading. The paragraph and page number is shown for you. Write as neatly as you can.
| Page | Statement |
|------|---------------------------------------------------------------------------|
| 1,12 | |
| 2,13 | |
| 4,12 | |
Now list three more fables from your reading. The page and paragraph number is shown for you. Write as neatly as you can.
| Page | Statement |
|------|---------------------------------------------------------------------------|
| 3,13 | |
| 1,13 | |
| 2,13 | |
APPENDIX F
*Huckleberry Finn*, by Mark Twain
Reasoning guide for Chapters XVII and XVIII
Directions:
Huck, like all of literature, is not real. He is an instrument of his creator -- Twain. Through Twain's literary technique, Huck's simple impressions of people and events (Appearance) often provide a powerful contrast to the reader's evaluation (Reality).
Listed below are several statements from Chapters XVII and XVIII. For each statement, determine the contrast between Appearance and Reality by choosing one comment from Group 1 and one comment from Group 2. You are free to make comments of your own by marking "S" from Group 1 and/or "B" for Group 2. Be prepared to justify your decisions. The first one is done for you.
**Group 1**
Huck perceives an Appearance of: The author has projected, in Reality:
1. personal quality
2. social quality
3. artistic quality
4. spiritual quality
5. other
**Group 2**
A. A realistic portrayal of the false values of men
B. An exaggerated portrayal of the false values of men
C. A realistic portrayal of the true values of men
D. An exaggerated portrayal of the true values of men
E. Other
1. Then the old man said he hoped I wouldn't mind being searched for arms, because he didn't mean no harm by it -- it was only to make sure. So he didn't pry into my pockets, but only felt outside with his hands, and said it was all right. He told me to make myself easy and at home...
2. On the table in the middle of the room was a kind of a lovely crockery basket that had apples and oranges and peaches and grapes piled up in it, which was more redder and yellower and prettier than real ones is, but they warn't real because you could see where pieces had got chipped off and showed the white chalk, or whatever it was, underneath.
3. Everybody was sorry she died, because she had laid out a lot more of these pictures to do, and a body could see by what she had done what they had lost.
4. She didn't ever have to stop to think. He said she would slap down a line, and if she couldn't find anything to rhyme with it would just scratch it out and slap down another one right ahead. She warn't particular; she could write about anything you choose to give her to write about just so it was sadful.
5. Col. Grangerford was a gentleman, you see. He was a gentleman all over; and so was his family. He was well-born, as the saying is, and that's worth as much in a man as in a horse.
6. The old gentleman owned a lot of farms and over a hundred niggers. Sometimes a stack of people would come there, horseback, from ten or fifteen miles around, and stay five or six days, and have such junketings round about on the river, and dances and picnics in the daytimes, and balls at the house nights. The people was mostly kinfolks of the family. The men brought their guns with them. It was a handsome lot of quality, I tell you.
7. There was some trouble 'bout something, and then a lawsuit to settle it; and the suit went agin one of the men, and he up and shot the man who won the suit - which he would naturally do, of course. Anybody would.
8. I reckon he wasn't a coward. Not by a blame'sight. There ain't a coward amongst them Shepherdsons -- not a one.
9. It was pretty ornery preaching -- all about brotherly love and such-like tiresomeness; but everybody said it was a good sermon...
10. If you notice, most folks don't go to church only when they've got to; but a hog is different.
11. I cried a little when I was covering up Buck's face, for he was mighty good to me.
12. You feel mighty free and easy and comfortable on a raft.
When you are finished, if there is time, get together with two or three of your classmates and resolve the differences in your answers.
References
Durrell, D.D. *Improving reading instruction.* New York: Harcourt, Brace & World, 1956.
Fay, L.C. *Reading in the high school.* (What Research Says to the Teacher #11). Washington, D.C.: American Educational Research Association of the National Education Association, 1956.
Herber, H.L. "Developing reading skills demanded by content subjects." *Developing high school reading programs,* (Compiled by Mildred A. Dawson). Newark, Delaware: International Reading Association, 1967, 99-102.
Herber, H.L. "Study skills: Reading to develop, remember and use ideas." *Climate for learning: The teacher as a person.* (Edited by Janet A. Pintus) New York: Educational Records Bureau, 1968, 99-107.
Herber, H.L. *Teaching Reading in Content Areas.* New York Prentice-Hall, 1970.
Holt, J. *How children fail.* New York: Pitman, 1964.
Karlin, R. *Teaching reading in high school.* Indianapolis: Bobbs-Merrill, 1964.
Marksheffel, N.D. *Better reading in the secondary school.* New York: Ronald Press, 1966.
Metropolitan School Study Council. *Five steps to reading success in science, social studies, and mathematics.* New York: Teachers College Press, 1960.
Niles, Olive S. "Diagnostic teaching in the junior high school." *Diagnostic teaching: Methods and materials.* (Edited by Jane H. Root) Syracuse, New York: Syracuse University Press, 1965.
Niles, Olive S. *Improvement of basic comprehension ability: An attainable goal in secondary schools.* (Monograph on Secondary Education # 6381) New York: Scott-Foresman, 1964.
Parker, J.C. & Rubin, L.J. *Process as content: Curriculum design and the application of knowledge.* Chicago: Rand McNally, 1966.
Preston, R.C., Schmeyer, J.W. & Thyng, F.J. *Guiding the social studies reading of high school students.* Washington, D.C.: National Education Association (National Council for the Social Studies), 1963.
Robinson, H.A. "Corrective reading in the high school classroom: Some principles and procedures," *Corrective reading in the high school classroom*. (Perspectives in Reading #6) Newark, Delaware: International Reading Association, 1966, 11-22.
Sanders, P.L. "Reading in the content areas: Report of a social studies program," *Journal of Reading*. 1969, 12,(4), 283-286, 337.
Torrance, E.P. *Creativity*. (What Research Says to the Teacher #28) Washington, D.C.: American Educational Research Association of the National Education Association, 1963.
Vine, H.A., Early, Margaret J., Herber, H.L. & Sheldon, N.D. *Teaching reading in the secondary schools*, Manual ten, *Guiding reading achievement*. Syracuse University Reading Film Series. (Syracuse, New York by the Syracuse University Reading and Language Arts Center, 1967).
Yoakem, G.A. "How to cope with deficiencies in basic reading skills that block progress in learning activities" *Improving reading in all curriculum areas*. (Supplementary Educational Monograph #76, Edited by W.S. Gray,) Chicago: University of Chicago Press, 1952, 70-74.
THE MEASUREMENT OF STUDENTS' ATTITUDES
TOWARD WHAT THEY STUDY
Thomas H. Estes
From college campuses to the one-room country school, educators are concerned with students' attitudes toward what they study. It is education's concern that students leave school with more than facts and fixed beliefs, that they carry with them habits and attitudes which will cause them to continue to study and learn. Yet, when a system or technique is evaluated, it is usually on strictly cognitive bases. We find it difficult to assess affective behaviors such as attitudes objectively.
In connection with an experiment currently being conducted at the Reading and Language Arts Center of Syracuse University, it was necessary to develop some way to measure students' attitudes toward the content area they are studying. Specifically, the task was to develop a scale to measure ninth grade students' attitudes toward social studies. The construction of this scale is reported here in the hope that the work will be helpful to others faced with similar problems. The experience suggests that school districts could develop similar scales for their particular populations as an aid to curriculum and methodological decisions.
Sources in the Literature
The construction of this scale was based on three sources in the literature. The earliest mention of this type of scale appeared in an article by Likert (1932) and the type has since come to be known as either the "Likert scale" or the "method of summed ratings."
Basically, the Likert scale is characterized by the fact that it presents a series of statements to the respondent to which he is asked to respond on a 1-5 or 1-7 point scale, ranging from "I strongly agree" to "I strongly disagree." The statements presumably call to mind a cognitive object which acts as a referent for the response. Likert stated in his paper that a scale of 15 such statements is sufficient to make the general factor of an attitude stand out clearly. Each response is a rating of a statement and the responses are summed across all statements to obtain a respondent's total score; hence, the title "summed ratings."
The choice of the Likert-type scale in preference to other techniques which were considered was based on a second
reference, a study done by Edwards and Kenny (1946). These researchers compared the Likert and Thurstone scales, the two most frequently used. They concluded that the Likert scale is much easier to construct, requiring as little as one-half the time required for the Thurstone scale. Furthermore, the reliability of a Likert scale is as good as or better than that of a Thurstone scale, while scores on scales constructed by either technique are comparable. The favorable comparison of the Likert scale to the Thurstone scale on such criteria suggested the use of the former.
Statements from which tryout items were selected for the present scale were solicited from the social studies teachers of Jamesville-Dewitt High School, Dewitt, New York. Each teacher was given a description of the kind of scale to be constructed and was asked to contribute "statements the response toward which will reflect a certain attitude toward social studies." A third source, Edwards' (1957) *Techniques of Attitude Scale Construction*, was utilized as a handbook and was suggested by the investigator as essential. Edwards outlines fourteen criteria as guidelines for use in formulating statements to be used in scales. These were given to the social studies teachers in a slightly modified form for their use in writing statements. The response to the request was excellent: more than 100 statements were received. From those were chosen items which seemed most clearly to adhere to the listed criteria.
The tryout scale consisted of 34 items of the type described above - statements to which subjects were asked to respond on a 5-point scale. The population chosen for tryout of the items was carefully selected to be most like that on which the final scale was to be used.
**Analysis in Three Stages**
Analysis of the data collected on 293 subjects was conducted in three stages. In the first stage, the main intent was to compute for the total scale the mean; standard deviation, and reliability coefficient in order to assess the performance of the 34 items. The secondary intent was to choose the best items as the final scale. The criterion for selection was a correlation above +.40 between a chosen item and the total scale. This process of selection was employed in order to retain only those items which were contributing the most to the total scale.
Since each subject could rank each of the 34 items on a 1-5 scale, 1 being most positive and 5 being most negative, scores could range from 34 to 170. The sample mean on the 34 items was 84.35. The standard deviation was 27.72. The reliability, in this case the alpha coefficient of internal consistency (Cronbach, 1951) was .87. (The latter is computed with a formula which is a generalization of the KuderRichardson Formula 20 for dichotomous items, explained in Veldman's (1967) Fortran Programming for the Behavioral Sciences.)
Twenty of the original 34 items were retained to comprise the final scale on the basis of the criterion mentioned. The correlation between the retained items and the total scale ranged from +.42 to +.63. The mean correlation of the 20 items was +.51.
The second stage of the analysis involved performing the same calculations for the final scale as had been performed for the tryout scale. The mean for the final scale was 46.56. The standard deviation was 11.17. The reliability coefficient, computed as before, remained .87.
The correlation of each of the 20 items with the total final scale yielded a set of coefficients higher than was obtained before, this presumably due to increased homogeneity of items. The coefficients ranged from +.46 to +.65, with a mean of +.54.
The third stage of the analysis of the data was performed on the 20 items of the final scale. Two hypotheses were tested, in each case with a single classification analysis of variance. They were, in their alternative form:
\[ H_1: \text{There will be a significant difference between sexes with regard to scores on the final scale.} \]
\[ H_2: \text{There will be a significant difference between ability groups with respect to scores on the final scale.} \]
Results of the analyses are presented in Tables 1 and 2.
**Table 1**
Analysis of Variance for Sexes
| Source | df | MS | F |
|----------|----|-------|-------|
| Sexes | 1 | 47.06 | 0.375** |
| Error | 291| 125.43| |
| Total | 292| | |
**p=0.55 (considered significant at .05 or less)**
Table 2
Analysis of Variance for Ability Groups
| Source | df | MS | F |
|-----------------|----|------|-------|
| Ability Groups | 1 | 3918.88 | 34.950** |
| Error | 291 | 112.13 | |
| Total | 292 | | |
Note: Ability group comparison was permitted by the fact that the classes to which the scale was administered were homogeneously grouped as either "honors" or "regular" classes.
** p=0.0000 (considered significant at .05 or less)
The results of these analyses rather clearly indicate two things: 1) sexes do not differ with respect to their mean scores on this scale, 2) ability levels do differ with respect to their mean scores on this scale. The implication of Table 1 is that the scale can be administered to both males and females without considering the possibility that a student's score might be affected by his sex. Table 2 implies that when the scale is to be used for post treatment comparisons between groups, with the assumption that the groups' attitudes did not differ initially, then it will be necessary that the groups not be substantially different with respect to their mean academic ability.
It was theorized in the third stage of analysis that if the scale were valid, then some significant relationship should exist between students' scores on the scale, teachers' ratings of students' attitude toward social studies, and students' achievement in social studies. Teachers were asked to rate each student on a 7-point scale with respect to attitude toward social studies. (A rating of 1 indicated a very positive attitude; a rating of 7 indicated a very negative attitude.) Students' scores on the SRA Achievement Test Social Studies section, administered during June of the preceding year, were drawn from their folders. The data was then analyzed in the form of an intercorrelation analysis. The results of this analysis are presented in Table 3.
Table 3
Correlations Among Teacher Ratings, Social Studies Achievement, and Attitude Scale Scores
| | r |
|--------------------------------|-------|
| Teacher Ratings x Social Studies Achievement | -0.40** |
| Teacher Ratings x Attitude Scale Scores | +0.38** |
| Attitude Scale Scores x Social Studies Achievement | -0.34** |
Note: The negative values are explained by the fact that a low scale rating or teacher rating indicates a positive attitude.
** p .05
The analysis indicates three things: 1) all correlations are significantly different from zero, 2) high achievement tends to be associated with positive attitudes based on both teacher ratings and scores on the scale, and 3) positive teacher ratings of students' attitudes tend to be associated with positive attitudes as indicated by the scale. In general, these correlations yield evidence of the construct validity (Kerlinger, 1964) of the attitude scale.
Discussion
Certain steps which could be followed by anyone wishing to construct such a scale effectively summarize this article.
1. Solicit from a group of teachers statements the response toward which might indicate a certain attitude toward the content area being considered. Provide teachers with guidelines as presented by Edwards (1957).
2. Administer 30 to 40 of the best of these items to a large sample of students similar to those on whom the final scale will be used.
3. Compute for the total scale the mean, standard deviation, and reliability coefficient. A good reference here is the chapter on scales or scaling devices in the guide to the computer you plan to use. Veldman (1967) is a good reference also.
4. Compute a discrimination index for each item. Any value above +.40 is usually considered good.
5. After choosing the best items, repeat Steps 3 and 4 on this final scale.
6. Conduct correlations among teacher ratings of students' attitudes, students' content area achievement, and their scale scores.
References
Edwards, A.L., & Kenney, K.C. A comparison of the Thurstone and Likert techniques of attitude scale construction. *Journal of Applied Psychology*, 1946, 30, 72-83.
Edwards, A.L. *Techniques of attitude scale construction*. New York: Appleton-Century-Crofts, 1957.
Kerlinger, F.N. *Foundations of behavioral research*. New York: Holt, Rinehart & Winston, 1964.
Likert, R.A. A technique for the measurement of attitudes, *Archives of Psychology*, 1932, No. 140.
Veldman, D.J. *Fortran programming for the behavioral sciences*. New York: Holt, Rinehart & Winston, 1967.
A SCALE FOR RATING THE INDIVIDUAL CHARACTERISTICS OF TEACHERS
Judith N. Thelen
One of the goals of the Demonstration Center was to observe teachers reputed to be excellent and to analyze what they were doing in class so that we might discover new methodologies to incorporate in our work with other content teachers. Locating reputedly good teachers was not a problem as each member of the team of teachers selected to work with the interns had come with this recommendation from his administration.
An initial question arose as to the criteria used in estimating a teacher's effectiveness and judging him to be excellent. Are teachers' reputations generated by observation of the faculty and administration or by student enthusiasm?
In a somewhat different vein, our classroom observations tended to support the hypothesis that teachers who are democratic, show kindness and consideration for the individual, and are patient will be rated by their students as good teachers. Research conclusions by Witty (1947), Bryan (1938), and Rosen (1968) tend to support this theory.
A second question was therefore posed: Does the teacher with the above qualities make any difference in the performance of his students? Roy Bryan (1945), Director of the Student Reaction Center at Western Michigan University, has stated that the teacher who is loved and respected will be more effective than the teacher who is hated or regarded with contempt. Cogan (1958) found that pupils will perform much more self-initiating work for teachers who are liked and respected. Hammack (1969) reports research by Rosen (1962) indicating that pupils' interest in science is most affected by teachers with a high capacity for warmth. The evidence, then, indicated that the most effective teachers are those who appear to be personable and who are best liked by students.
Our task was twofold. We needed to establish a reliable criterion on which to rate teachers with respect to individual characteristics and a criterion on which to judge teacher effectiveness with respect to influence on student learning. This paper reports our efforts with regard to the first of these.
Scale Construction - Item Selection
For the assessment of teacher characteristics the experimenter decided to use a numerical rating scale. Items for the scale were collected from the Purdue Rating Scale for Instruction, from scales standardized on different populations, and from studies of teacher characteristics (Bryan, 1938; Bryan, 1945; Ryuns, 1962; Simpson and Seidman, 1962; Van Winkle, 1968).
After editing, 73 of the original items were retained. These items were selected on the basis of their specific contribution to the whole test. Table 1 shows the breakdown of categories that the 73 items represented. Personality and knowledge of subject matter were heavily weighted because previous research in this area indicates that students rate them higher than any of the other categories.
Table 1
Categories of Teacher Characteristics and Their Assigned Values for the Experimental Scale
| Category | Number of Items |
|---------------------------------|-----------------|
| Purposes and goals | 4 |
| Content and resources | 5 |
| Organization and method | 18 |
| Knowledge of subject matter | 16 |
| Personality | 21 |
| Assignment and evaluation | 9 |
| Total | 73 |
Construction of the scale followed the guidelines established by Edwards (1957). A 1-5 scale of response was used. Students were asked to indicate whether they thought a statement characteristic of the worst (1), a bad (2), an average (3), a good (4), or the best (5) teacher. The experimental test of 73 items was then administered to eleventh grade students (N=199).
Initially, completed IBM answer sheets were processed by
a scanner to establish a mean and standard deviation for each item. Since the investigator wanted the completed criterion to reflect the students' concept of teacher characteristics and not the investigator's, the scale was not originally keyed. Thus, a mean which would serve as an indication of an item's value to the student could be established for each item. For example, the first item ("makes the goals of the course clear") received a total mean of 4.05. This item, then, would be considered correct when scored as a characteristic of a "good" (4) to "best" (5) teacher.
To eliminate items that would discriminate between sexes, a t test between male and female means was performed on each item of the scale. Only 8 of the 73 items had to be eliminated at the .05 level. These items are reprinted in Table 2. In order to dichotomize between "bad-worst" and "good-best" teachers, items that students believed to be characteristic of average teachers were also eliminated.
Table 2
Items That Discriminated Between Sexes
| Item | Female Mean | Male Mean |
|-------------------------------------------|-------------|-----------|
| Uses more than one textbook | 3.66 | 3.10 |
| Uses audio-visual devices (films, records, etc.) | 4.11 | 3.75 |
| Is well organized | 4.26 | 3.99 |
| Does not take a stand on issues | 2.16 | 2.56 |
| Fails to command the respect of the class | 1.68 | 1.99 |
| Is energetic and forceful | 3.81 | 3.42 |
| Welcomes differences of opinions | 4.39 | 4.07 |
| Makes challenging assignments | 3.82 | 3.40 |
In this way, an answer key for the test was established by using the means recorded for each item as correct responses. The tests were then resubmitted to the scanner to get a total
score for each student. In this revised scale, an item was considered correct if a student answered 1-2 (bad-worst) for an item with a mean range from 1.0 to 2.5 or 4-5 (good-best) for an item with a mean range of 3.5 to 5.0 depending on the key. Thus, a word (consisting of two items) could contain four possible answers. Item analysis was done manually.
Correlation of Coefficient Determined
A time saving abac devised by Flanagan and reprinted in Guilford's (1954) *Psychometric Methods*, using biserial correlations, was employed to estimate the relationship between each test item and total scores on the test. Only those items that contributed the most to the total scale were used. Scores on the test were placed in rank-order and the middle 46% of the examinees on total score were eliminated.
Items that received a biserial coefficient of correlation greater than or equal to .30 were considered for the final test. Edwards and Kenney (1946) recommend that this type of scale contain about 20 to 25 items. Twenty-two items were retained for the final test and can be found in Table 3 with the established (bis) value assigned to them by the students. Table 4 indicates the breakdown of categories that the 22 items represent.
It is interesting to note that students could not agree on the importance of the teacher knowing how well individual students can read. Of the students whose scores were used, 53.4% thought this knowledge characteristic of a "bad-worst" teacher, while 46.6% responded that it was characteristic of a "good-best" teacher.
| Item | r bis |
|----------------------------------------------------------------------|-------|
| Goals have practical applications for us | .30 |
| Goals are vague at times | .30 |
| Is not always around for consultation | .30 |
| Occasionally stresses details | .30 |
| Uses small group work | .35 |
| Plans lessons well | .30 |
| Puts a lot of time into class preparation | .30 |
| Maintains a well-organized classroom | .40 |
| Never has enough time to finish planned lessons | .30 |
| Begins classes promptly | .40 |
| Doesn't read much on subjects other than his own | .30 |
| Rarely makes suggestions about where to get additional information | .30 |
| Displays sympathy and understanding | .30 |
| Is crude in expressions | .30 |
| Avoids difficult questions which students bring up in class | .30 |
| Has a pleasing appearance | .40 |
| Shows definite relief when the class period is over | .30 |
| Is clear in homework assignments | .40 |
| Is not consistent in due-dates for assignments | .30 |
| Gives reasonable assignments | .50 |
| Gives feedback on homework assignments and tests | .35 |
| Grades tests fairly | .40 |
Table 4
Categories of Teacher Characteristics Corresponding To Item Numbers for the Final Scale
| Category | Item number |
|---------------------------------|-------------|
| Purposes and goals | 1,5 |
| Organization and method | 2,3,4,6,7,8,9,10 |
| Knowledge of subject matter | 11,12 |
| Personality | 13,14,15,16,17 |
| Assignment and evaluation | 18,19,20,21,22 |
Administration of Final Scale
A few months into the project it had become obvious that one of the teachers involved, who was also a football and basketball coach, could readily identify with and communicate with his students. With the permission of the principal and the teacher, the final scale was administered to 96 eleventh grade students who had this teacher in class. This occurred five months after the original scale had been given. The original hypothesis, that teachers who had positive and strong personalities would be rated as "good-bad" teachers by their students could now be tested.
Students were directed to respond to each item in the scale with this particular teacher in mind - indicating whether they thought the item characteristic of him. A 1-5 scale of response was used, only this time the students were directed to respond in terms of "I strongly disagree...," "I disagree...," "I am undecided...," "I agree..." or "I strongly agree that this is a characteristic of this teacher," with 1 representing strong disagreement and 5 representing strong agreement.
Scores for the 22 items could range from 22 to 110. The mean for the final scale was 81.6 and the standard deviation 11, indicating that the students rated the teacher in question as "good-best."
Results of this administration are listed by category, item mean for each category, and total category mean in Table 5.
Table 5
Characteristics of a Popular Teacher
| Category | Item Mean | Total Category Mean |
|-----------------------------------------------|-----------|---------------------|
| **Purpose and Goal** | | |
| Goals have practical application for us | 4.05 | |
| Uses small group work | 3.01 | 3.53 |
| **Organization and Method** | | |
| Goals are vague at times | 3.67 | |
| Is not always around for consultation | 3.51 | |
| Occasionally stresses details | 3.84 | |
| Plans lessons well | 3.15 | |
| Puts a lot of time into class preparation | 2.74 | |
| Maintains a well-organized classroom | 3.81 | |
| Never has enough time to finish planned lessons | 3.55 | |
| Begins classes promptly | 3.64 | 3.49 |
| **Knowledge of Subject Matter** | | |
| Doesn't read much on subjects other than his own | 4.01 | |
| Rarely makes suggestions about where to get additional information | 4.09 | 4.05 |
| **Personality** | | |
| Displays sympathy and understanding | 4.07 | |
| Is crude in expressions | 4.00 | |
Table 5 - continued
| Category | Item Mean | Total Category Mean |
|-------------------------------------------------------------------------|-----------|---------------------|
| **Personality** | | |
| Avoids difficult questions which students bring up in class | 4.23 | |
| Has a pleasing appearance | 3.92 | |
| Shows definite relief when the class period is over | 3.83 | 4.01 |
| **Assignment and Evaluation** | | |
| Is clear in homework assignments | 3.67 | |
| Is not consistent in due-dates for assignments | 3.29 | |
| Gives reasonable assignments | 3.75 | |
| Giver feedback on homework assignments and tests | 3.74 | |
| Grades tests fairly | 4.02 | 3.69 |
Two categories - "personality" and "assignment and evaluation" each contained 22% of the items. Thirty-eight percent of the items composed the category "organization and methods." This latter category had been of enough importance to the students to warrant its inclusion in the final scale. Observe, however, that the mean of the "organization and methods" category for this particular teacher is 3.49, suggesting that it was not so important after all. The "purpose and goal" category narrowly misses the same mean score.
"Knowledge of subject matter" and "personality" appear to be the dominant characteristics of this teacher, as judged by his students.
Conclusions
The results of this study lead us to conclude that the
students in this population do tend to think of a good teacher as one who possesses knowledge of his subject and a pleasing personality.
Although Ausubel and Robinson (1969) report that teacher personality characteristics have not been found to be highly correlated with effectiveness in teaching, research does support the speculation that traits associated with effective teaching are relatable to the overall motivational patterns visible in students.
In addressing ourselves to our second concern - that of judging teacher effectiveness - we must, therefore, consider motivational drives that are demonstrated in school learning and their relation to teacher personality.
References
Ausubel, D.P., & Robinson, F.G. *School learning - An introduction to educational psychology.* New York: Holt, Rinehart & Winston, 1969.
Bryan, R.C. Pupil ratings of secondary school teachers. *School Review,* 1938, 48, 357-367.
Bryan, R.C. Evaluation of student reactions to teaching procedures. *Education Digest,* 1945, 11, 55-56.
Cogan, M.L. The behavior of teachers and the productive behavior of their pupils. *Journal of Experimental Education,* December, 1958, 89-124.
Edwards, A. *Techniques for attitude scale construction.* New York: Appleton-Century-Crofts, 1957.
Edwards, A & Kenney, K. A comparison of the Thurstone and Likert techniques of attitude scale construction. *Journal of Applied Psychology,* 1946, 30, 72-83.
Guilford, J. *Psychometric Methode,* (2nd ed.) New York: McGraw-Hill Book, 1954.
Hamachek, D. Characteristics of good teachers and implications for teacher education. *Phi Delta Kappan,* February, 1969, 341-344.
Reed, H.B. Implications for science education of a teacher competence research. *Science Education,* December 1962, 473-486. Cited by D. Hamachek, Characteristics of good teachers and implications for teacher education. *Phi Delta Kappan,* February, 1969, 341-344.
Rosen, J. Personality and first-year teachers' relationships with children. *School Review,* 1968, 76, 294-311.
Ryans, D.G. Characteristics of teachers: Their description, comparison, and appraisal. Paper presented at the meeting of the American Educational Research Association - Department of Classroom Teachers, Atlantic City, February 21, 1962.
Simpson, R & Siedman, J. *Student evaluation of teaching and learning.* Washington, D.C.: American Association of Colleges for Teacher Education, 1962.
VanWinkle, H. A score card for rating teacher performance, *Clearinghouse,* 1968, 42, 287.
Witty, P. An analysis of the personality traits of the effective teacher. *Journal of Educational Research,* May, 1947, 662-671. | ea430ffd-aa69-40a3-b68f-7277492ee247 | CC-MAIN-2021-10 | https://files.eric.ed.gov/fulltext/ED037305.pdf | 2021-02-26T01:30:38+00:00 | crawl-data/CC-MAIN-2021-10/segments/1614178355944.41/warc/CC-MAIN-20210226001221-20210226031221-00490.warc.gz | 324,823,557 | 40,946 | eng_Latn | eng_Latn | 0.939726 | eng_Latn | 0.998205 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"dan_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"por_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
1344,
1449,
1608,
2983,
4830,
7100,
9833,
12410,
14849,
15274,
18098,
20805,
23466,
26025,
26207,
28277,
28378,
30896,
33997,
36285,
39336,
42039,
44930,
47859,
50822,
51915,
54327,
56968,
58241,
60325,
62260,
62990,
64120,
66414,
67657,
69451,
71282,
73794,
74824,
74955,
76440,
77607,
79167,
80676,
83052,
85294,
87425,
89569,
90850,
93119,
94322,
96306,
98108,
100441,
102241,
104025,
104441,
106497,
106860,
108143,
109447,
111373,
111890,
113313,
115357,
116935,
118321,
119650,
121778,
122918,
124559,
125720,
126924,
129874,
131571,
133755,
136375,
138979,
141391,
144241,
147134,
149539,
151815,
154333,
154737,
155885,
157211,
158586,
159779,
160443,
162136,
164382,
165812,
167473,
168110,
169982,
171087,
173343,
176106,
177799,
179735,
181428,
181735,
182324,
184698,
186297,
188238,
189799,
191722,
193587,
195335,
197407,
198086,
200044
] | [
1.7421875,
2.40625
] | 1 | 0 |
O Canada, Canada
Short Stories
Michel M.J. Shore
DIFFUSION
Pour tous les pays
Éditions Naaman
Naaman Dilif
C.P. 697
SHERBROOKE
(Québec, Canada)
J1H 5K5 Tél.: (819) 563-1117
En France
L'École
Cluf
11, rue de Sèvres
75006 PARIS
(France) Tél.: 222-94-10
EN VENTE
En Afrique noire: Éditions CLÉ, B.P. 1501, Yaoundé (Cameroun).
Au Canada: John Coutts Library Services Limited, 4290, Third Avenue,
Niagara Falls (Ontario, Canada) L2E 4K7.
Aux États-Unis: The Baker & Taylor Company, 501, Gladiola Avenue,
Momence, Illinois 60954 (U.S.A.). — Info 21 Booksellers, P.O.
Box 12, El Cerrito, California 94530 (U.S.A.).
En Grande-Bretagne: Grant & Cutler Ltd., 11, Buckingham Street,
Strand, London, WC2N 6DQ (Great Britain).
En Haïti: Librairie Emmanuel Schutt-Ainé, 89-97, rue Pavée, B.P. 613,
Port-au-Prince (Haïti).
Au Maroc: Smer-Diffusion, 3, rue Ghazza, Rabat (Maroc).
En Suisse: Les Éditions Sans Frontière, 94, Taillepied, 1095 Lutry
(Suisse).
Et chez votre libraire.
O CANADA, CANADA
SHORT STORIES
ENGLISH SERIES: FICTION
1. Michel M.J. Shore. *O Canada, Canada, Short Stories*, 1983.
O CANADA, CANADA
SHORT STORIES
By The Same Author
- Jerusalem Breezes, A Human Panorama of Jerusalem and a Hope for Peace, Shengold Publishers, Inc., New York, 1981.
Front cover design by Jacques J.M. Shore
Photo of author by Brian P. Hill
ISBN 2-89040-247-9
Copyright © 1982 Ottawa, Canada, by Michel M.J. Shore
All rights reserved.
Dépôt légal, 2e trimestre 1983
Bibliothèque nationale du Québec, Montréal
Bibliothèque nationale du Canada, Ottawa
Tous droits de traduction, de reproduction et d'adaptation réservés pour tous les pays.
For Barbara
ACKNOWLEDGEMENTS
To my parents: Sigmond Shore and Dr. Thérèse Lena Allen-Shore, who taught me to cherish Canada.
# TABLE OF CONTENTS
| Title | Page |
|--------------------------------------------|------|
| Overture | 11 |
| Please Papa, Take Us Home | 27 |
| Caution: Causes Drowsiness and Dulls the Senses | 43 |
| *Die Welt Von Gestern* | 49 |
| O Canada, Canada | 55 |
| Running a Marathon, Climbing a Mountain | 63 |
| Like After the Flood | 69 |
| Note on The Short Stories | 77 |
| The Author | 78 |
Oh, East is East and West is West and never the twain shall meet,
Till Earth and Sky stand presently at God’s great Judgment Seat;
But there is neither East nor West, Border, nor Breed nor Birth,
When two strong men stand face to face, though they come from the ends of the earth!
Rudyard Kipling
OVERTURE
A background of images, conversations, melodies and reflections blended and collided, childhood, high school, and university days all into one prior to Michel Sigmond’s stories unfolding.
In the large, gilded mirror of the old, high ceilinged Westmount apartment into which his grandparents had moved recently with their Louis XVI salon furniture and paintings, Michel Sigmond studied the reflections of the pudgy little boy and the white haired man whose penetrating brown eyes behind wire-framed spectacles seemed to him so very wise.
“The person who is given the Nobel Peace Prize is simply someone who wants to help people, even when it is very difficult to do so. When he meets someone who is crying he tries to make him smile. When he finds that someone is treated cruelly he does all he can so that kindness will return. This good person, my little grandson, tries to stop fights and prevent them from growing bigger. He does all this to keep people from hurting themselves. You see, dear child, he believes in a dream of a better tomorrow, but this is important — he works to make the dream come true. It is not easy. But my big little boy, nothing is easy. I believe that it is harder not to do anything than try to do absolutely everything, when you believe deep in your heart that you have no choice but to care.”
After his grandfather finished telling him about the prize, Michel sat still in the large Aubisson armchair with its colossal pastoral tapestry, watching his grandfather. Then he got up and walked to the large middle bay window. He saw flaming red and glittering yellow leaves on the tree branches, which he thought he could touch were the glass pane to vanish.
* * *
Michel thought of the principal, who had called him into his office. He was a tall grey haired man with a large frame dressed in a heavy tweed jacket and wool tie. His eyes seemed sympathetic until he began to speak, and then they darted out the window.
“I understand that you have been reading books which are not part of the curriculum,” he said. “And it has been brought to my attention that some of these books are soft cover books. I believe that what we teach you, or I should say attempt to teach you, is all that you should be concerned with. And I am going to state this in no uncertain terms. I forbid you to read or talk about books or things in books that are not taught in school. They are neither important nor relevant to your education.”
“But that’s not true, sir.”
“What’s not true? What are you saying?”
“Well, for instance, the English language history book used here says that Napoleon was a tyrant comparable to Hitler. But I have read elsewhere that he was a liberator, a hero. The truth is perhaps neither of these. But the only way I can learn it is by seeing Napoleon from as many points of view as possible. I do know that Napoleon did not create a Holocaust. Therefore he was not a Hitler. He may have been despotic, but in some ways he was a hero.”
“That is irrelevant and unimportant. What is important is that battles were fought at certain dates, the leadership of
countries changed hands, political systems were transformed."
"Yes, but it's also important to know what happened to the people of those countries, how they lived, what they thought, whether they had more or less food and more or less freedom."
"This is a high school and we teach what we consider important. Now, from today on, you will not speak of anything that is not in our textbooks."
"But, there is a whole world of so many things not in them," Michel said.
"If you want to remain here then you will do as I say. Perhaps this school is not the place for you. Not everyone has to have a higher education. The facts are comprised of what is taught in your textbooks. And that is how it will be in university. Perhaps you shouldn't go on. . . ."
Michel felt crushed. He fought back tears. He said nothing further. He believed that it would not be as the principal said in university. He would be encouraged to read every book he could find on subjects in which he was interested; and he would be encouraged to do research. Images and ideas from Michel's reading spun about in his mind: the Plains of Abraham, where both Wolfe and Montcalm were killed, neither knowing what history would make of them, the Indians, Napoleon, Jews, Christians, Protestants, Catholics, the English and the French. All these had to be seen from their own perspective but understood from ours, so that no other person would be a stranger to us — especially if he or she lived in our own city and country. The colour and excitement which Michel found in Canadian history was absent from the grade ten text he had studied the year before. And there had been no excerpts from the French diaries or journals in a French language text on the same subject which he had happened to find. It did not so much as mention these materials. Neither did it explain the difficult conditions and loneliness of the new land, nor the challenges which the explorers, missionaries, soldiers of fortune and pioneers had felt confronted them. Why had that book not tried to convey the exuberance with which names were given to mountains, lakes and rivers? Why was François-Xavier Garneau's Histoire du Canada not cited after the discussion on Lord Durham's Report? Garneau had responded to Durham's stinging allegation that the French in the New World had neither culture nor history. Michel could not understand why the spirit of a people could not be transmitted; why the history of Canada as a whole had been ignored, why so little was known about the West; why regionalism was permitted to prevail. He knew that education was left to the provinces, but citizenship was in the sphere of the federal government, and he did not understand why the two could not be brought together.
Why could one not be taught in both French and English from the early grades? Just because a student was Jewish or Protestant, why should he be excluded from a French education? And why did a Catholic boy or girl have to pay if he wanted to go to a school that was English but for Protestants? Just as the books were divided, Michel thought, the schools were divided, the people were divided. He thought the situation would change; it had to change. In his home, Michel always heard both languages. His mother even wrote novels, poetry and composed songs in both languages. And besides, what was so unusual about speaking two languages? Michel had spoken Polish for as long as he could remember, and he had heard his parents speak German, and he attended Hebrew school after classes.
Michel's father, a former diplomat, always spoke of his past travels, of the excitement of meeting people in their surroundings. He loved Canada. "What a blessed country Canada is," he would say, "a country of strength, of plenty and of freedom." Michel thought that if people really cared enough to go beyond what they knew and reached to what they didn't know, to whom they didn't know, they would rediscover Canada. The age of exploration was not over, so much remained uncharted,
14/O Canada, Canada
waiting to be discovered. He must go to university, he would not permit the principal to sabotage his hopes.
As he sat in the principal’s office, Michel did not know whether it was evidence of strength or weakness that he could block out what the man was saying while nodding at what would seem the most appropriate places. After his discourse on secondary education was finished, the principal stopped. Michel said, “Don’t worry sir, I will never again mention in class what I have read or learned outside this school.” And until his grade eleven sentence was served, he never did.
* * *
In 1966, as a Canadian representative to the University of Peace, speaking to the 1958 Nobel Prize Laureate, Père Dominique Pire, during the summer session in Tihange-Lez-Huy, Belgium, Michel recalled his first hearing about the prize Père Pire had won while a collage of leaves in the Canadian autumn drifted past his grandparents’ window.
It was against this backdrop that Père Pire delivered his first lecture. “To listen well before we speak well, and then to relate well; this is to understand that the other also has a message to give; and we also have a message to be given. There are no magic formulae, the road to peace is not short, simple or without obstacles. A long and difficult path lies ahead. The destination of peace can only be reached if men will be ready to lay aside their preconceived mistrust. . . .”
“. . . And the Anne Frank village in Wuppertal, mon cher Michel, is my sixth. It was founded in May 1959. I built it with the help of the Allies in memory of the little Jewish girl who died at the age of fourteen in a village of hell called Bergen Belsen. Each village, each stone, each house may have been difficult to realize, but that did not compare with the opposition with which I was personally confronted. Neighbouring towns would send
me anonymous messages in the name of the collectivity. These would be relayed to me via an obliging mayor, who would apologetically tell me it was the will of the people whom he represented. Could I guarantee that the new arrivals would not take his townsmen's jobs, or that they would be cared for when ill? Who would attend to them? And, who would cover the costs for their care? Moreover, who would pay for their coffins? And, even if this were all done, the mayors would say, their villages did not want an influx of hardcore useless, stateless vagabonds, not even a fraction of the one hundred and sixty-one thousand displaced persons, the human surplus of Europe, to disturb its peaceful way of life. People wanted to forget the war and I was forcing reminders on them. O, there were exceptions; at times, the exceptions were overwhelming. Volunteers came forth — volunteers who wanted to give their hands, hearts and a part of what little fortunes they had to assist the homeless to rediscover life and human dignity. Imagine, Michel, what sort of commotion approximately twenty families, or one hundred and fifty people, can bring about. But it was those exceptions, cher Michel, who were able to win over the xenophobes. Slowly the despairing, rusted souls were polished to resume the lustre of life."
Michel would long remember this afternoon, one of several occasions on which he was asked to join Père Pire in private discussion.
The grey day could not decide whether to rain or shine. It was as if the clouds were playing dice with the sun and neither could sustain a streak of luck. Strong winds moved the large, stained clouds each time the sun found a small but welcome opening. Although the long range forecast for the south of Belgium was for sunshine and warmer temperatures, clearly patience was needed to see an improvement in the weather after almost a week of cold, dull, windy days. The internal serenity of the University of Peace contrasted sharply with external physical
forces.
Against a background of greens, as breezes kissed the Belgian countryside Père Pire sat outdoors in a beige canvas chair. He was tall for a European; if he was not six feet, he seemed so, even sitting with his head slightly bent. His pale face and white collar were in sharp contrast to his black shirt and suit. The tired, penetrating eyes, which had fought insomnia for years, bore witness to the procession they had seen of people everywhere crying out for help. The humility with which he spoke to Michel of his impressions was clearly different from the audacity with which he was known to confront political leaders, bureaucratic mandarins and wealthy benefactors on behalf of those he found it imperative to shelter and restore to dignity. When representatives of the world's leading refugee organizations and states told him that it was impossible to do anything with the lists of refugees in the D.P. Camps, he said in that case he would do everything. He went to the heaps and hovels of the camps to give encouragement to those who needed the "will to live" in order to be eligible for life. After all, the rules of contemporary selection are most precise.
"Michel, the apathy of the refugees is not inherent; it is acquired," he said. "It can melt with human warmth. It is true, Michel, that an iron curtain exists in the East but we too have a curtain, a transparent new nylon barrier of regulatory mania and national egoism. We have created a hodge-podge of rules which the world, by and large, hopes will not evaporate."
"But Père Pire, what about the aimlessness of the refugees?"
"In the world of the camps, I met vagabonds by the thousands, sitting, turning in circles, prisoners of discouragement and uselessness. They were free but the world was hostile to them. Rootlessness leads to the worst of miseries that can touch a human being: no longer is he able to believe in fraternal love. For this reason, so many refugees are bitter. They drink to drown their sorrow, even become filthy and unkempt. It is not
laziness; it is the tarnishing of the spirit. They lose sight of reality, dream of a lost homeland or a future impossible to reach. Someone once said they are like people who sit at a station with their suitcases and wait for a train which will never arrive. They have memories they hold on to, like their luggage. They live in the past instead of using the present to rebuild their lives. But they cannot rebuild their lives alone. They need self-confidence. A lodging and a salary are not enough. It is only when they feel human devotion."
The case histories of one hundred refugees had been told to the participants, cases of people with tuberculosis, fathers, mothers with helpless children. But these were only a small part of the multitudes Père Pire tried to help. The actual numbers seemed to evade him and the contributions from donors, organizations and states, and from old age pensioners who gave of their savings, and from children who brought their allowances to the Père Pire Organization Centers of "Hearts Open to Europe" were never sufficient.
"Père, what is it that gave you such courage against such odds?"
"Not such odds, Michel. The one common denominator is man. I believe Pasteur expressed it best. 'One does not ask someone engulfed in sadness: what is your nationality, or what is your religion? One simply acknowledges you are suffering and that is enough; that is enough for me and I would comfort you.' My dear Michel, religion is a principle of love and not of caste. What gives me courage, Michel, is that the world is inhabited by men. I remember a discussion I had with your mother in Montreal in which I asked her what was the central theme in her writing. She answered, 'I want to find man in man.' Michel, we need an army, a world of men who want to discover, no, rediscover, man in man. There is a picture on my desk, in my small office in Huy, of Anne Frank. Behind her, I see all those who suffered and those who still suffer. Her face
her courage, her life inspire me, allow me to continue in difficult moments."
Thick logs crackled and sparked with heat. Michel Sigmond's glasses reflected the contrasting shadows and flickering light in the red brick fireplace which occupied one wall of the wood-panelled, book-lined den. An occasional burst of flame illuminated the icy-coloured, metal-framed Ted Harrison poster in which a blizzard's strength swept Eskimos trekking in a snowbound wilderness.
The heat of the burning wood permeated the room and the warmth of the glowing embers irradiated Michel's skin. Canadian December winds caused the fan above the oven in the kitchen to turn. Its propeller-like whirr harmonized rhythmically with the creaking of the window frames responding to the Arctic blasts outside. A faint scent of charcoal wafted up the stairs to the bedrooms of two small children sleeping in Ottawa while Soviet tanks kept Poland and other parts of the world awake.
Through the window to the left of the armchair in which he was sitting, Michel gazed at the white expanse which provided a backdrop for a lone, bare, buffeted maple and a Russian olive tree whose forebearing seeds were no strangers to deserts of snow and ice. His companion, friend, lover and wife sat in the armchair next to him. Michel's thoughts drifted from the symphonic melodies of André Gagnon's Neige to Nanette and the University of Peace, his story which he was concluding. He was weighing alternative endings when, suddenly, the final scene appeared to him.
It was August, the last day of the University of Peace session. Nanette was saying, "Michel, will I ever see you again?" Michel took out two of her letters from his University of Peace envelope and read "Will the peace of which we dream ever come? Will the ideas of Père Pire, in which we so ardently
believe, ever become an actual part of this world?"
Nanette was tall for a woman and dark with long black hair. Her dreamy brown eyes which suggested the alluring Portuguese beaches where she often sat and thought belied the quickness of her outward movements. Michel admired her, the sense of harmony she projected, as if she had come to terms with her life and reality. Although she and her family had been persecuted under the Salazar regime, she had never lost faith in the possibility of a better world. The University of Peace represented a Shangri-la for her; it nourished, satiated, and even intoxicated her starved inner being. For the first time her mere existence became a whole life. The metamorphosis was as complete as it was sudden.
While on a university exchange program, several months after the session, she had written:
"Dear Michel, I have come to the conclusion that dreamers are practical. They allow me and others like me to survive. After the structures and stratagems of repression have disintegrated with time, the storm of history produces a miraculous rainbow. A chapter concludes, a new chapter begins. The dreams live on. They cannot be shot, bombed or gassed. They are beyond the dimensions of time and space; and no weapon has yet neutralized them.
"Michel, 'they' can chain, imprison and exile men but not their dreams. That does not mean that 'they' will not try; but the dreams will live on, spark the thoughts of others in a continuous cycle. I believe that dreams such as ours can never be stamped out for as long as one breath remains in this universe; but even if they could be, the Divine Breath would bring them back into being. So you see, dear Michel, what we hope for is more practical, more concrete, more plausible than any fortress or arsenal. Nothing can destroy our dreams except our own disillusionment and cynicism, which must not be allowed to take root in moments of pain and mental exhaustion. Enemies of
dreams try to make them seem intangible. They would have us believe only in the number and strength of their physical weapons. At times their logic is difficult to withstand, but living with ourselves, our true selves, would be more difficult if we gave in.
"You know, Michel, I ask God each day that He help me fight disillusionment and cynicism. As long as I am given the strength to hope, I will never lose my love of life and joy in living; and I also pray for these.
I fear so much for you, you are so sensitive. Do not be sad, do not allow yourself to be hurt. Our hopes and ideals may take time to be realized but the victory is inevitable."
The Canadian winds howled and whistled through Michel's thoughts as he recalled a session of the University of Peace.
* * *
Ten years had passed. Michel walked along the long, wide corridors beamed with oak across the ceilings. As he toured the library and the classrooms in which he had become drunk on classical learning, he thought of how he had been begrudged its intoxicating effect in high school. Collège Notre-Dame occupied a special place in his mind, and his return to it in the spring of 1979 brought back four years of glowing memories.
After having completed the "conventum" tour of former students who had joined the alumni a decade ago, he asked the Directeur des Études if he could visit the classrooms a while longer. Frère Berthiaume, of course, complied. He seemed to sense that Michel had some private needs. Michel walked towards the room where Frère Roy had taught, opened the door. The lights were on. He sat down and closed his eyes.
Frère Roy had never stopped teaching. His lectures seemed still to be going on in the empty hall. Although fourteen years had gone by since Michel had attended his first year belles-lettres class in French literature, Michel could see the short,
slight, balding, energetic, nimble monk gesturing on the platform. He was exploding with enthusiasm. "Voilà vous voyez. . . Julien's character is a study in contrasts, in moods, in stages. These blend together and become one and indivisible. Stendhal does not merely create scenes in Le Rouge et le Noir, they come into being by force of necessity. Julien's sensuality, ambition, lust for power and wealth provide the impetus, the colour and the props with which Stendhal cannot do otherwise but comply with the inexorable. He gives free reign to the strength of emotions which shape events. The whirlwind of youth is never arrested; it is never hobbled by the chains of language but is allowed to whirl free in words which leap off the pages. They only seem earthbound at the end of the book, where the verdict is laid down and reflection replaces spontaneity. Stendhal, however, does not condemn, he merely presents a collage of life's images, the procession of Julien's emotions, concretized by his memories of indifference to love, searing hatred, vengeance, depression, serenity in the alternating thoughts of Mme de Rénal and Mathilde, which are terminated by the conclusive movement, the final visual take, of the guillotine. Ah, but art goes on, Stendhal has only borrowed for his protagonist feelings which will be used in varying shades of intensity by other authors exploiting the same timeless themes again and again; sometimes even more effectively, as in Flaubert.
"Flaubert is a Leonardo da Vinci; he dissects the scene and puts it together again, charting the spiritual anatomy of Madame Bovary and regulating each of her emotions as if on a thermostat. Madame Bovary can be analyzed in a series of stills, in slow motion; yet every single frame, even if it is stopped, leads to the next, because of its inner momentum, its particular change."
Whose emotions was he talking about? Were they only Madame Bovary's, or were Frère Roy's intertwined with them? He
taught with passion, and when two years later Michel took his course in existentialist literature, he found himself wholly entering, rather than merely analyzing, the works in the curriculum.
Another of Frère Roy’s former students had come into the room and joined Michel.
“Oui, François, je viens. Tu sais François,” Michel turned to him: “I can see him as clearly as when he taught us the first day. He will always go on teaching me. The cancer which ravaged his body and took him away could not take away his lectures. He will continue giving them for as long as anyone who has taken his class lives.”
“Tu as bien raison, Michel. I knew him also as president of the Cercle Littéraire. He left his mark on the Province of Quebec, by presenting French Canadian literature in the same way. Every novel became a play to the senses, every poem an encounter with the poet.”
“We had better go and join the others, François.” François had become his closest friend during their student days at Notre-Dame, and he knew Michel well. “I suspect you also want to see Frère Drouin’s room,” he said.
They passed Frère Lataille’s office. “How strange that he too fell victim to the same disease,” François said. “He must have meant a lot to you, Michel. His decision really changed your life. Not since its establishment one hundred years ago had any Jew been permitted to enter this college as a student. It was Frère Roy who told me that Frère Lataille accepted your application only after seeking the consent of the Archbishop of Montreal. Life is strange. I would probably never have known this, had I not sat next to Frère Roy when you were awarded first prize in religious philosophy. Michel, J’irai avec toi; I would like to join you if I may.”
They sat down in Frère Drouin’s classroom. He had left to teach in a university in Moncton, but this fact did not diminish
his continuing presence for them. He was a tall, amiable man with jolly, slightly bulging eyes, who looked not a little like the actor Fernandel. He seemed to inhabit a world of his own or, rather, the world of the writer he was discussing. We just happened to be there. He just happened not to be there. He was in a trance, a trance out of which Michel and François and all the others never saw him awake, like someone living on the moon.
"François, do you remember when he discussed Mauriac's Thérèse Desqueyroux, how the depression of the work affected him? He inhabited the book while teaching it."
"Oui, I remember it so well, Michel. It's as if he penetrated Mauriac's identity, felt the struggle which took place in Mauriac between his love for his main character and his simultaneous disappointment in her. Her tragedy somehow represented what he believed was a fall from grace and yet she could not bring herself to repent. And Mauriac, devout believer that he was, felt compelled as an artist, as a storyteller who reproduced true feelings, not to bring her to repentance. No matter how close she came to it, it was not in her character to take that final leap...
At midnight, Michel bade his few remaining classmates goodbye. He walked out into the still cold late April air. Across the street were the lights of St. Joseph's oratory, with its now empty ninety-nine stairs on the slope of Mount Royal, its Renaissance-style green basilica visible on the screen of night. Michel crossed Queen Mary Road to hail a taxi to his Westmount home. On the hill facing him, he could see Côte des Neiges and the law faculty of the Université de Montréal, from which he had graduated. This neat steel, brick and cement structure was as far away from the college, in time and space, as the era in which they were built.
So much had changed in ten years. Collège Notre-Dame was no longer an arts faculty of the Université de Montréal. It was
simply a private high school for the children of wealthy parents. Classical colleges in general were probably a thing of the past. The Ministry of Education in Quebec seemed to take the position that they had outlined their usefulness. It made no particular provision for them. On the other hand, it was now promoting a proliferation of M.B.A. programs, "practical courses". Could the new Quebec not come into being by encouraging the humanities, which made it unique, while fostering the more pragmatic disciplines? Was a harmony between the two impossible? Was it an either-or proposition, one having to exclude the other? How better to preserve the special character of Quebec than by a blending of the two? Could not Frère Roy and Frère Drouin have a place in this balance? Once Quebec created its new society, what, then, would it want to enhance? Was it not precisely the things taught at Collège Notre-Dame, which by then might be forgotten? For if Quebec became different from what it had been before, in order to regain what it thought it had lost, would it not be like every other place on the North American continent — exactly what its politicians said they wanted to avoid? The values would be the same; only the language would be different. French would be the medium of the "innovative, progressive" awakening for Quebec. The "new drive for prosperity" had left behind the language of culture. Succès, mes amis, in the nouveau Québec, for what? So that a few signs would not have to be bilingual? Michel felt sad.
He recalled a classroom scene at the Université de Montréal, the tumult of law students refusing to read cases only in the English language, demanding French translations. But even there, ideology had its limits. The "practical courses" for the "making of lawyers" were well attended. The numbers dwindled for those in history and philosophy of law. "No one is interested in the origins", was the battlecry. They had had enough of the past. The interest was in now, and only now, a
now which rejected the old order of things, whether it was worthwhile or not. Forget it, mes amis, the new era has been announced and let us throw out all that preceded it. All that remains of Collège Notre-Dame are grey rocks and the ivy which continues to grow over them.
A cold wind forced Michel to do up the top button of his coat, as he walked back and forth waiting for a cab. He thanked God for having been able to attend classes in philosophy at McGill, at the same time he was taking law courses at the Université de Montréal. His afternoons at the one made his mornings at the other bearable. Both universities were in the same city, but they were worlds apart. On the Roddick Gates of McGill were inscribed these words:
“O, East is East and West is West
And, never the twain shall meet.”
But Michel thought that the next lines of Kipling’s poem were more apropos:
“But there is neither East nor West, border
Nor breed nor birth
When two strong men stand face to face
Though they come from the ends of the earth.”
A tall, bespectacled, Oxford-educated, English-speaking counterpart of Frère Drouin lectured there in medieval philosophy. He might have been on a shore of the Thames; it was only by chance that he was beside the St. Lawrence. He dreamt out loud, and if you happened to be listening you learned something, if it is possible to learn from another man’s dream. Will the two worlds ever acknowledge their coexistence in Quebec? One day — now that one of these worlds has been erased in the collège classique, it may not be found by those who would have been closest to it.
Québec, où vas-tu?
26/O Canada, Canada
PLEASE PAPA, TAKE US HOME
“The motion for custody is denied.”
“But Votre Seigneurie, Arthur pleaded, “you are not denying them a Father but an entire world, the possibility of being complete, rather than fragmented entities — to be whole. They will lead a part-time life, a recess existence. Allow them to retain their identity; otherwise they will be lost to themselves. Monsieur le juge, you must understand that. . . .”
“There will be no change in custody arrangements. The children, Fernande, nine, Louise, seven, and Georges, five, are to remain with their mother. Monsieur Turgeon, that will be all. You had fine counsel, which represented the situation ably. You had your chance to speak. Your lawyer, Maître Sigmond, called you to the stand, asked you to explain your side, you did. I asked you further questions, which you answered. There is nothing more to be said. Monsieur, my judgment is rendered. If you do not agree with my decision you can always appeal it. That is your choice. Now Monsieur, I must ask you to leave. Next case!”
The greffier reads from the roll, “Vaillancourt contre Vaillancourt.”
Arthur had lost control. He had never lost control before. Or had he lost control a long time ago and not known it? His head was spinning, hurling images around the courtroom. His lawyer tried to usher him out, supporting his heavy frame as he shambled towards the door, but Maître Sigmond knew his client
could not make it. Arthur’s physical and mental strength and inner confidence, which had been apparent on every other occasion, had been shattered by little Georges’ large, brown, anxious eyes and extended hand as the child had cried out at the end of the hearing: “S’il vous plaît Papa, take us home.” It was then that Arthur had spoken without his usual logic. How unlike Arthur, who prided himself on being logical!
Elizabeth could not believe what had happened. Arthur always played by the rules of the game. And the courtroom and the law were his game, as were business and government. Before she had married Arthur he had had to prove his logic; he was more logical than any man she had ever met, as if to demonstrate that not all French Canadians were emotional, that he could clearly separate reason from feeling. A wave of sympathy, rather pity for him passed through her, as she no longer felt anything for him. How sad to see Arthur so lose his composure. True, privately at times, when he criticized her, he would give vent to anger, but it was a calculated anger to lend just the right force to his words. At such times he might wish her to be more presentable, or more refined, or more sophisticated or, perhaps, just more distant. She was of English descent and she knew that had been her attraction for Arthur, but she was not sufficiently “aristocratic” to serve his ambitions. Her father had been a conductor on the Canadian Pacific; his forebears had all worked for the railroad, which they had built as common labourers. Arthur, who came from one of the finest French Canadian families, had, without admitting it to anyone, acquired a corporate mentality which stifled his heritage with a bland correctness.
In view of this, his arguments for a change in custody were as unlikely as the outburst itself. They had been for the children to continue their French schooling, their French way of life and church education. Although the children spoke English at home, he staunchly maintained that the expression of their
being required a French Canadian upbringing and essence. Just as children needed a rapport continuel with both parents and a home base with at least one of them, he had argued, they needed a rapport continuel with their education and culture in the formative years. And his children’s mother could not be expected to maintain this nurturing connection. They would be sent to English schools and go to a Presbyterian Church after having attended French schools and mass every Sunday.
Elizabeth just could not understand. Her conversion had been a mechanical ceremony for the benefit of her French Canadian parents-in-law, certainly not for her or for Arthur, and the children’s French upbringing had hardly been an article of passionate conviction to him. Nor had Arthur ever been an actor. He played the one role he believed in, and that was to be successful and join the mainstream of society, in which his family had no place. Certainly his family was well known in provincial politics, even to a degree in federal politics as well as in the church and law, but not in the corporate boardrooms of the nation, and therefore not in federal government circles where the important decisions were made. Provincial politics did not count for him, it was too local, too parochial. Arthur once described a group of provincial officials as “a home and school association for whom the school board in Ottawa decided just how much authority they could have.”
During the last few years how all had changed for Arthur, for the province, for her! He had taught her so much in their eleven years of marriage, and yet he had lost her. She waited for James to come, to help her out with his strong hand on her arm. It had taken all her strength to leave Arthur, to move from Ottawa to the mansion on the outskirts of Sherbrooke which James had built. She felt she could not depart from the courtroom until James returned, as he had promised he would do, when he had dropped her off at the Palais de Justice. She had always needed someone to pick her up. Only then could she function in the
operation of a household, calling the right agencies for the procession of nurses, governesses and maids who had brought order to her domestic life. She could then attend to the personal routine of hairdresser appointments, shopping, going for mani-cures, electrolysis treatments and massages. Her work, she believed, consisted of making herself beautiful, and in this she had succeeded. In her mind she inventoried her features: long jet black hair, high, intriguing cheekbones, blue-green provocative eyes set like gems in a satin complexion, finely shaped lips, a graceful neck that lent itself well to the hugging turtle-necks she wore in winter and the décolleté blouses and dresses she wore in summer, the gentle curves which seemed both soft and firm, well-proportioned legs which hinted at sensuality.
James was still not here; he had asked her to wait in the courtroom so that she would not have to confront Arthur in the open marble atrium. Both James and she knew that Arthur was too proud to approach her here but that he would not hesitate to do so outside the public chamber. From here, James could whisk her and the children into the car and away without Arthur interfering. But neither of them had counted on the change of situation caused by Arthur’s outbreak. She wished she could turn her eyes away from Arthur as she moved her face, at least to give an appearance of indifference in his presence, but he was only a few seats away from her.
The autumn wind, which still had summer in its breath, was being joined by its slowly approaching northern brother. Rain began to pelt the Gothic building; its sliding drops gave the large windows a stained-glass look, the interior light touching them with a yellowish hue. In the large high-ceilinged, wood-panelled room dull hanging lamps threw shadows on the people in the scattered assembly seated in long rows, waiting for their cases to be called. Men scurried along the aisles, giving information in hushed voices to small groups huddled together. Elizabeth could not make out the proceedings in the front of the
room. The judge spoke in a monotone as if only to himself. His clerk and court stenographers were reporting for the record that on this day, September 21, 1975, certain verdicts were rendered, certain fates were sealed, that is, if further appeals would not be taken. The clerk yawned every few minutes to extricate himself from drowning in boredom, and Elizabeth had to restrain herself from yawning in sympathy. At last she saw James come in, his blond, balding head wet.
James was a man of average height, lean, with the agile movements of a sportsman. He had intended to take Elizabeth out of the court as soon as possible, but his car had stalled and he had had to leave it across the wet street while waiting for a mechanic. He knew the car could be repaired, but he was not so sure how he would fare having to continue to face two children each day after school until their bedtime. Thank God he saw the third only on the weekends she spent with them; Fernande had been sent away to school. It was on this condition that James had agreed to marry Elizabeth. He had told her that all the children must go to the only boarding school in the vicinity as soon as they were of age to be enrolled. At the moment only Fernande qualified and Georges and Louise attended English Protestant schools.
James would not have the children taught in a French Catholic school “to believe in all the superstition they were fed”. Besides that, their being so educated would upset his mother’s Sunday dinner. Every Sunday afternoon, James would drive Elizabeth and the children to see her in the Aberdeen Avenue Westmount house in which he had grown up.
Assured by Elizabeth that she would be just fine, that she would stay as long as necessary, James left the courtroom to continue waiting for the mechanic. As she watched him go out, Elizabeth glanced past Arthur, but then her eyes settled on him, as if drawn by some force. How strange and different he seemed to be.
Please Papa, Take Us Home/33
He had always looked determined, as if he was about to carry out a great intention. Even in his sleep, he never relaxed. The muscles of his face flexed, his square jaw was tight, his body seemed ready to spring forward to a new task. Elizabeth knew it was a task in his predetermined plan, the blueprint from which he made his moves in chronological order.
Now, something had happened that was not in that plan. Even when he had divorced her, the details were arranged in business-like fashion. It was a shock to his system only in the respect that it altered his schedule for the two days he could not report for work. But he had simply to call the minister, whom he served as special advisor, and say that an urgent family matter prevented him from coming into the office and that he would not be in until after the weekend. Arthur had needed the weekend to inform his parents. Although there had never been a divorce in his family that he could remember, they had not been difficult, because Elizabeth was someone from outside his religion and class. Elizabeth knew his encounter that weekend must, nevertheless, have been painful, but he kept that fact to himself, just as he kept nearly everything else to himself, except the time he spent with the children in the mornings and evenings before they went to bed and on weekends.
Arthur always had breakfast with the children, talked with them about what they would be doing in school and at play that day; and then at night, he examined them exactly on these plans. Arthur made it a point never to be away for supper unless it was essential; sometimes he would come home and leave when the children were ready for bed. He was an exemplary father. He sang songs he had learned in *primaire* and *lycée* with them, told them jokes and riddles in French, and at bedtime chanted a *berceuse*, a lullaby, in an audible French whisper. It told of fair maidens and handsome princes at a Versailles ball and had been handed down in his family from generation to generation, ever since his great-great-grandfather, a duke, had come to Quebec to organize the Parisian school system as he
had done for the French government which had sent him on this New World mission.
Arthur had felt that it was best not to pull the children’s lives apart. They were happy children, and everything should be done to minimize any emotional damage. They must spend Christmas vacations and summers with him in addition to one weekend a month, for which he would hire a nanny. He had worked out the arrangement with Elizabeth, or rather by himself and given her the instructions. However, it seemed that after three months, the arrangement had become intolerable for him. He had not anticipated that James would send the children to English schools and that they would not hear a word of French, not even a refrain from the lullaby, upon their departure.
She supposed Arthur would resent anything done by James who had taken her away from him, though at the time her relationship with Arthur was barely discernable. For months Elizabeth had seen James, who was the architect for one of the most lavish embassies to be built in Rockcliffe. She had met him at a party given by a neighbour. Arthur had been unable to attend. It was one of those evenings when he left the house at nine and signed out of his office in the Confederation Building at midnight. It was one of those things that happened. James asked her to marry him, or rather told her she would be marrying him, and Arthur did not seem to be an obstacle.
Now Arthur stroked his hair, which was greying at the temples, back. His intense brown eyes seemed drained of purpose. It was as if the searing laser beam gaze he had turned on Elizabeth at the beginning of the hearing had suffered a short circuit. Arthur was a big, though not heavy man, muscular and large boned, with square arms, shoulders and hands. He had lifted weights at six o’clock each morning since his Collège Brébeuf days. Whereas some men, no matter how strong they appear, have moments when they slouch like boys, Arthur
never had such moments. Except here and now. For the first time she had seen him reach for something he could not grasp, and the failure had made him seem helpless, deflated in his strong body. But then again, Elizabeth knew so little about Arthur. She had married him when he was articling. On graduating from Brébeuf, he had studied law at McGill and completed an M.B.A. at Harvard. Her mother had been his secretary, or rather secretary to all the articling students, at his St. James Street law firm. One day, she met her mother for lunch during a break from the two-week Cover Girl classes she was taking; Arthur saw her then and nearly every day for three months until they got married.
At that time Arthur had been full of fun. He had told her that he didn’t want to discuss his work, that he had always worked hard, graduated magna cum laude from every school he had attended, and it was now time to relax. From the beginning Arthur knew he would be made a partner in his staunch Anglo law firm, which represented “the Bank.” Therefore why not enjoy life with a beautiful girl he had just met. But he was so determined to relax that he resolved to catch up on all the fun he felt he had missed before. When Fernande was born, and then Louise and Georges, the fun gradually turned to a new object: his children. Arthur had realized he would have to work harder, harder than ever before, in order not just to be accepted but to excel so that he might become privy to the innermost secrets of interlocking corporate directorships, organizing commercial ventures, merging them, and thus at last enter the corridors of power. It was exciting; he was welcomed everywhere, or so it seemed from Elizabeth’s perspective. His dark three-piece pinstriped suits and subdued ties were his uniform, and from a corporate soldier he advanced to a general. They had few friends they called on regularly. Arthur was just too busy. Every outing was a social obligation. Only with the children was he relaxed, or relaxed until he knew he had to rush out.
again. It was like that until they moved to Ottawa, where his law firm loaned him out as a special advisor to the minister. Then he requested an indefinite leave of absence, which was readily granted. His most frequent telephone calls came from the minister, who wherever he went must have had a hot line to their house. She knew that Arthur was going places, but where?
Arthur was a participant in what he referred to once to his father as the “boardrooms of the nation”. It seemed he had brought these “boardrooms” or the experience derived therein to Ottawa. But she did not know what it all meant. Just as he never shared any aspect of his work with her when he was articling, he did not do so later. The children, and that included her, only knew that papa was a government advisor and that was that.
Maître Sigmond, Arthur’s lawyer, returned to the courtroom with a glass of water. Seeing him, Arthur got up and met him at the door. He thanked him for the water but refused it, saying that he was fine. His look of determination had returned by habit but there was something unconvincing in it. He moved brusquely until he reached the marble atrium, where he found his children, all, except Fernande, in tears. Arthur rushed towards them, hugged them in his powerful arms. He noted Georges’ missing teeth, Louise’s blond hair, which had come out of her pigtails, and Fernande’s determination not to cry, so like his own. Arthur was ready to sit down on a bench with them, when James walked in, bringing with him the raw outside dampness. Arthur changed his mind, kissed the children quickly, told them that he would take them to their grandparents’ home this weekend and walked out.
Without a word Arthur opened his car door, beckoned his lawyer inside, then told Maître Sigmond he would take him to his office in downtown Montreal, where he had picked him up in the morning. He said he was going directly to Ottawa, where he had promised the minister to attend an evening meeting on a
cabinet document to be presented the following day. He had also promised to write an introductory speech for the minister.
The rain pounded the car relentlessly. It was hard to see anything. Arthur was pleased that he would have to concentrate on the drive. He was only sorry that he could not be at his desk sooner so as to be able to immerse himself in his work. Maître Sigmond asked if Arthur preferred that he drive. Arthur declined, thanking him. Then neither spoke. Arthur was looking for his way through fog and rain.
Maître Sigmond summed up the court proceedings in his mind. Although this was the first custody motion he had ever handled, as he practiced international law, he was asked to plead the case because it involved an aspect of private international law, requiring a knowledge of Quebec and Ontario laws, and he was the most junior member in his firm. Sigmond felt he had said everything he could have said. The judge, from the start, had expressed the opinion that children, no matter how difficult the circumstances, should be with their mother. As he termed it, the biological maternal link was the most important element to children. He was clearly of the old school, but who was to say that he was wrong, except that circumstances sometimes altered matters. Maître Sigmond’s inclination was to appeal the judgment, but he knew that Arthur would never put his children through what he had called “a trial by ordeal — the ordeal of not being heard, of not being allowed to tell the judge that they loved their father and wanted to be with him, that James was not only their father but had never been their friend”.
Maître Sigmond got to know Arthur, or as much of Arthur as anyone did, when he was preparing the case. He had travelled to Ottawa on two occasions and had once travelled with Arthur to the public primary school and the boarding school where they found the children well taken care of but miserable. Commenting on this, the judge had said that the schools were new for the children, with different surroundings, culture and language,
but that the children, like all children, would quickly adapt to the changes in their life. On the road to Sherbrooke, when they had talked about the presentation of the motion, Arthur had made it very well understood that it was in Sherbrooke where he would gain custody of the children, and if he failed that was that. There would be no appeal.
They drove towards Montreal, seeing only the road ahead of them, not noticing the Jacques Cartier Bridge. River and sky had blended into a single greyness. Then they were in the commercial district, passing the Banque Canadienne Nationale Building, heading towards the Canadian Imperial Bank of Commerce Building, Victoria Square, up Beaver Hall Hill to C.I.L. House, and the inner city churches, dwarfed by the larger edifices. They were so close to Outremont that Arthur thought he could easily stop to see his family, but he quickly dismissed the idea. Why make it more difficult for them, for him? Perhaps this day would vanish with distance and time. . . When they arrived at Maître Sigmond’s building on Phillips Square, Arthur thanked Maître Sigmond, told him he realized nothing more could have been done, and wished him good luck.
Now alone, Arthur pictured in his mind the offices of his own firm on St. James Street: the brass doors, the large panelled offices with their understated furnishings and elegant airy look, his own large, neat mahogany desk, the boardroom with oil paintings of two of the Group of Seven, the pin striped army of men in starched collars smoking cigars, marching as if on parade. And he heard voices: Turgeon is an Anglo who happens to have a French name. He knows how to keep his mouth shut. The faces he saw belonged to men from Calgary, Toronto, Vancouver who controlled the purse strings of the nation. What did he know about such men except their business affairs, details of which were kept in locked files in his office on St. James Street. They were so cordial with him on the golf course or in the dining room at the club (the one to which his firm had
given him a membership) but this cordiality rarely rose above the trivial and the banal. Arthur knew that they needed his legal and business expertise and, particularly, his knowledge of the French language. They used it to confuse provincial officials when they were playing some game of emperor’s new clothes. They trusted him as if he were one of themselves, English, but all the while Arthur remained French. On the surface, however, he seemed more Anglo than the Anglos, and there were times when he was uncertain as to what he was.
This charade had continued even in Ottawa. Only yesterday afternoon, when asked how he was by an executive assistant, one in the colourless mass of the bureaucracy, he responded automatically, “Fine thank you, and you?” The young assistant had replied with due politeness, “Much better now,” and Arthur found himself shocked. Was the fellow actually going to tell him something personal, something of the sort those who are marked for success never do? His reaction, he realized in that instant, was entirely British — there was nothing French in it — and he wondered what he might say next. Was he riding for a fall? Had his career taken a downswing? “Indeed, I feel much better now that it has stopped raining.” The fellow smiled.
Arthur was more confused than ever. He did not know how to interpret the remark. There was a secret club into which one was born and in which one died, and if one did not belong to it he was always an outsider. Arthur realized that he had not a single friendship among all the truly successful men with whom he had worked. What he had hoped for, worked for, was to enter the lives of these people, and all he had been permitted to relate to was their professional and business affairs. He was of the wrong religion, nationality and upbringing to be invited into their homes. It was true that “they were aloof together”. He had taught himself to be aloof alone. As a result, he was objective, impassive, distant, neutral: a wall.
That evening, Arthur sat in his office in the stately Victorian
Gothic building next to the West block of the Parliament Buildings. He closed the door, observed the lights of Wellington Street reflected on the glass-structured Bank of Canada Building and the Sparks Street Mall off Bank Street. The air was clear and crisp with autumn. In the darkness, at the back of the building, the Ottawa River was carrying flaming maple and golden birch leaves downstream, and smoke billowed from the Eddy plant. Arthur began to prepare his minister’s introductory presentation, wrote a few lines, got up and walked to the window, and realized that in order not to appear naive or incompetent he had locked the door on his private life. But even more, he had locked himself out of it. That was why he had exploded in the courtroom. The appeal had been his last, desperate attempt to get back into his life again, and it had failed. He leaned his head against the window and wept.
The telephone rang. It rang several times before Arthur heard it and picked up the receiver. The minister’s voice demanded, “Hello, Arthur, Arthur, are you there?”
CAUTION: CAUSES DROWSINESS AND DULLS THE SENSES
"Hela, a young mother, gave the last morsel of bread she had in her pocket to the little boy who had been packed next to her in the cattle car. It was dark. She could not see the child but could only feel and hear his small presence next to her. He could not look at her, his head was bent by the mass of people behind him, but he chewed the crumbs which she put into his mouth as she caressed his face. Hela hoped that Zev, about the same age as the child she was feeding, would also receive some food to ease his hunger. Zev was her son. He had been torn out of her arms at the station where people had been assembled after their pre-dawn arrest and hurled into another car, which the S.S. officer said had room 'for one more little Jew'."
"On May 13, 1939 the Saint Louis sailed from Hamburg, bound for Havana. Of nine hundred and thirty-six passengers aboard, nine hundred and thirty were Jews, who were sent back to Europe, where most ended their lives in concentration camps. For a while the floating liner-turned freight vessel looked for a place to deposit its human cargo after Cuba barred its entry on numerous pretexts. At one point it came near the coast of Florida. The United States Coast Guard was given orders to prevent the passengers from reaching shore, should they attempt to jump ship."
As Michel Sigmond watched himself relating these tales on a
segment of the late night news show that had been taped in his office a few days earlier, he could still feel the instruments his dentist had used that morning to extract his four impacted wisdom teeth. The dentist had given him a bottle of codeine tablets. On the label, in large red letters, were the words CAUTION: CAUSES DROWSINESS AND DULLS THE SENSES. As his swollen jaw throbbed, he realized that, although the medication had knocked him out for most of the day, it had failed to ease the pain. Only the injection which he had received to freeze the areas operated upon had been effective. But how long could one remain frozen without feeling?
"If there were no legal fees, why did you try to help them?" the television reporter asked.
"Because of the stories I have told you, and because I didn't forget. I hope the world hasn't forgotten, either. I just did it. If not me, someone else would have helped, as others did. I wanted the six hundred and thirteen passengers on the Hai Hong to come to Canada. They simply needed a home."
Film clips were shown of the weary oriental people who had been windblown and drenched in perpetual storms in the South China Sea. Michel had told the president of the Canadian Vietnamese Association that his dental surgery would prevent his being present when the refugees arrived by airplane at the St. Hubert Airforce Base, but he had promised to watch the proceedings on television. Now he saw the welcoming ceremony, spotted by the hollow faces of old and young, some smiling tentatively. The next film sequence showed a few of the children tasting ice cream with maple syrup for the first time. A little boy, sitting next to a woman who appeared to be his mother, had not yet received the treat. The woman placed her portion of ice cream before the child and she started feeding him. He seemed too weak to hold the spoon himself. Michel later inquired about this boy, and found out that his mother had
died at sea and the woman next to him in the picture had not left his side for a moment.
Michel turned off the set, his mouth still aching, but consoled that the trauma of the *Hai Hong* had ended on this day, December 25, 1978. After weeks of discussion during which the question of the refugees’ entry was ceaselessly debated on hot-line shows, the ordeal was over. The wanderers had found a home.
After station identification, the program continued as Michel prepared for bed.
“Further to our interview with Mr. Sigmond, our research staff has come up with three newspaper commentaries on the voyage of the *Saint Louis* which my producers have asked me to read.”
From the June 9, 1939, edition of the *New York Times*: “It is hard to imagine the bitterness of exile when it takes place over a faraway frontier. Helpless families driven from their homes to a barren island in the Danube, thrust over the Polish frontier, escaping in terror of their lives to Switzerland or France, are hard for us in a free country to visualize. But these exiles floated by our shores. Some of them are on the American quota list and can later be admitted here. What is to happen in the interval has remained uncertain from hour to hour. We can only hope that some hearts will soften somewhere and some refuge be found. The cruise of the *Saint Louis* cries to high heaven of man’s inhumanity to man.”
The London *Daily Express* of the day, after describing the position of Sir Osbert Peake, Undersecretary in the British Home Office, who on behalf of Britain accepted a portion of the passengers, as did Belgium, Holland, and France, stated: “This example must not set a precedent. There is no room for any more refugees in this country. . . They become a burden and a grievance.”
*Caution.* . ./47
The August, 1939, issue of *Der Weltkampf*: “We are saying openly that we do not want Jews while the democracies keep on claiming that they are willing to receive them — and then leave the guests out in the cold! Aren’t we savages better men after all.”
Michel tried to sleep, but the pain would not subside. He turned on the television set again. A Christmas-New Year message filled the screen prior to the late night movie. It announced “Peace on Earth, Good Will Towards Men.”
DIE WELT VON GESTERN
The following is a list of the most common types of software that are used in the field of computer science:
1. Operating Systems: These are the programs that manage the hardware and software resources of a computer system.
2. Programming Languages: These are the languages used to write computer programs.
3. Database Management Systems: These are the programs that manage the storage, retrieval, and manipulation of data.
4. Web Development Tools: These are the tools used to create websites and web applications.
5. Graphics Software: These are the programs used to create and edit digital images.
6. Video Editing Software: These are the programs used to edit video footage.
7. Audio Editing Software: These are the programs used to edit audio recordings.
8. CAD (Computer-Aided Design) Software: These are the programs used to create technical drawings and designs.
9. Animation Software: These are the programs used to create animated graphics and videos.
10. Game Development Tools: These are the tools used to create video games.
11. Data Analysis Software: These are the programs used to analyze large amounts of data.
12. Project Management Software: These are the programs used to manage projects and tasks.
13. Collaboration Software: These are the programs used to collaborate with others on projects and tasks.
14. Security Software: These are the programs used to protect computers from viruses and other threats.
15. Virtual Reality Software: These are the programs used to create virtual environments.
"Hors d'œuvre, mein herr?"
"No, thank you."
"Indeed, monsieur, if Canada did not exist it would have to be created."
"May I offer you, perhaps a Dumsteiner wine from the Wachau area of the Danube? It is very dry. I think you will find it most agreeable."
The host delegate picked up two glasses from the long silver tray and asked the waiter to wait with a third.
"No thank you, I have already had the pleasure, but perhaps my colleagues. . ."
"Yes, thank you so much."
"Certainly, I find this and your Kremser wine delightful."
"Please do not let me disturb you."
"Not at all," said the ambassador from a state in the Orient. "I was telling my fine Canadian friend that his country is admired for what it is and what it offers. In my country, we think of Canada as the home not only of two cultures and languages but of immigrants from all over the world. A nation that has bestowed on them its dynamism of challenge and encouraged them to grow within their own cultural bounds. I suppose this is so because you were all immigrants except for your Indian population, which thousands of years ago came from my part of the world."
"Yes, my good friend," a European ambassador agreed. "I
was fortunate to visit Canada in 1967 during the World Fair Exhibition, and travelled across the country. Canada is a country which revitalizes one. We look to Canada as to successful grown-up children who understand their parents, yet have developed their own ideas, which perhaps will serve us in the future. Sometimes, I feel that where others have grown exhausted historically, you give us a rejuvenating tonic, a sort of vitamin which we need in times of illness or when we have grown too complacent. When we drift apart your country can bring us all together as a family by the sheer force of its achievements. Just this morning. . .”
The previous conversation replayed itself in Michel Sigmond’s ears. After five weeks the delegates were tired. They had spent just about half of spring at the conference and they were still waiting. The document which would become an international treaty was being retyped again. The final changes, reflecting this session’s compromises, showed themselves in the red, stained eyes and hoarse voices of the delegates, who had assembled from all sections of the globe.
In the vast rococo Imperial ballroom of the baroque Hofburg, eyes closed. Pictures from the bygone era as portrayed by Stefan Zweig in the *Die Welt Von Gestern* (The World of Yesterday) floated before Michel and he drifted into them. The Central Palace of Emperor Franz Josef and Empress Elizabeth hosted now not a conference but a white tie and *grande robe de gala soirée*. The wooden floor vibrated in three-quarter time.
Michel heard the orchestra as if from inside a seashell which echoed the music of the past. Then suddenly the mirrored elegance was shattered as the waltz became the scream of millions dying in the gas chambers of concentration camps. It was a phenomenon like light from a distant planet travelling through the universe for millenia after its source has been extinguished. Michel’s eyes opened and he thankfully returned
52/O Canada, Canada
to the present. He forced himself to think of pleasant things. Ah, the glitter of Vienna, in its chandeliers and crystals and the diamond studded ripples of the Danube in sunlight! From the most majestic ball, the Imperial, to the most coveted, the Opernball, all of Vienna is swept off her feet to the waltzes of Strauss throughout the fall, winter and spring, then into summer’s Salzburg retreat and its Mozart Festival. It is here that the shade of Wolfgang Amadeus smiles down on the audiences he so longed for in life.
Scheduled to leave Vienna as soon as the conference ended, Michel recalled images he had assembled in his mind during the past weeks. From the Innere Stadt (Inner City), bounded by the Ringstrasse, where his father had simultaneously received his engineering degree from the University of Vienna and his graduate economics diploma from the Welt Schule fur die Welt Handel, he strolled past the Opera House, the Art Gallery, the Museum of National History, the Parliament, the Burgtheater and the Votivkirche, massive, grey, pillared emblems surrounded by trees and elegant gardens and a scattering of coffee houses.
Only fifty years separated the footsteps of father and son; yet the distance was more than that. His father’s world was gone, obliterated. Only the stage, the props, the setting of the Vienna of yesterday, the background music of Wien Wien nur du Allein sung by Marlene Dietrich remained. The “void behind the glitter” had caused Stefan Zweig and his wife to commit suicide after the war when they reflected on the “barbarian recess from civilization,” from which they felt they could not return.
An African colleague tapped Michel on the shoulder. “I understand that we have at least an hour’s wait, if not more. May I invite you for a piece of Sachertorte in the adjoining room? It is said that one cannot leave Vienna without tasting
this famous chocolate cake, baked in the hotel from which it takes its name. I am told that it is coated with marmalade and iced with more chocolate. Can you resist?"
O CANADA, CANADA
The following is a list of the most common types of data that can be collected and analyzed using the methods described in this paper.
1. **Demographic Data**: This includes information such as age, gender, race/ethnicity, education level, income, employment status, and marital status. Demographic data can be used to identify trends and patterns in consumer behavior, which can help businesses make informed decisions about their marketing strategies.
2. **Behavioral Data**: This type of data includes information about how consumers interact with products or services, such as purchase history, website visits, and social media activity. Behavioral data can be used to understand customer preferences and needs, which can help businesses develop more effective marketing campaigns.
3. **Geographic Data**: This includes information about where customers live, work, and shop. Geographic data can be used to identify areas with high concentrations of potential customers, which can help businesses target their marketing efforts more effectively.
4. **Transactional Data**: This type of data includes information about sales transactions, such as product prices, quantities sold, and payment methods. Transactional data can be used to track sales performance and identify areas for improvement, which can help businesses optimize their pricing strategies and improve customer satisfaction.
5. **Sentiment Analysis Data**: This includes information about how customers feel about a product or service, such as reviews, ratings, and social media comments. Sentiment analysis data can be used to gauge customer satisfaction and identify areas for improvement, which can help businesses develop more effective marketing campaigns and improve customer loyalty.
6. **Predictive Analytics Data**: This includes information about future trends and patterns, such as sales forecasts and customer churn predictions. Predictive analytics data can be used to identify opportunities for growth and minimize risks, which can help businesses make more informed decisions about their marketing strategies.
7. **Big Data**: This refers to large volumes of data that are difficult to process using traditional data processing techniques. Big data can be used to identify new insights and trends that may not be apparent from smaller datasets, which can help businesses develop more effective marketing campaigns and improve customer satisfaction.
8. **Mobile Data**: This includes information about how customers use mobile devices, such as app usage, location tracking, and social media activity. Mobile data can be used to understand customer preferences and needs, which can help businesses develop more effective marketing campaigns and improve customer loyalty.
9. **IoT Data**: This includes information about how connected devices interact with each other, such as smart home devices and wearables. IoT data can be used to identify new opportunities for growth and minimize risks, which can help businesses develop more effective marketing campaigns and improve customer satisfaction.
10. **AI-Driven Data**: This includes information generated by artificial intelligence algorithms, such as chatbots and virtual assistants. AI-driven data can be used to automate routine tasks and provide personalized recommendations, which can help businesses improve efficiency and customer satisfaction.
“Constitutions do not speak. Seasons do not speak. Mountains, plains, oceans, lakes, rivers, forests, sunsets do not ask questions.”
“You told your daughter a bedtime story last night after the Constitution of Canada with its Charter of Rights and Freedoms came into being. In your tale, you said that every being has the right to express himself. Well, Michel, that includes us; the Charter guarantees that right even to itself. Inasmuch as you have had the chance to tell your story, allow us to tell ours.”
“This is ridiculous.”
“Dreams are not ridiculous. States have been founded and built on them, and nations have been recreated by them. Michel, you know the law, but you are also a dreamer. So you should know that constitutions and charters of human rights are made of dreams. When dreams die, they vanish and lose their voices. Our dream is neither a vision of power nor of conquest, but simply tells Canadians as a people not to take for granted what they have.”
“Why are you all speaking at the same time? Why doesn’t each of you express his own opinion?”
“We speak with one voice, without regional differences.”
“But who is to judge whether what you say is true?”
The Atlantic, Pacific and Arctic Oceans calmly murmured: “We were appointed to our task long before you were summoned to hear us. We visit shores far, far from Canada, and we
base our observations on precedents of states at both their high and low tides.”
As the seasons are the strongest forces, theirs was the first question. In every shade of cloud and sunlight, and out of a whirlwind of summer storms, autumn rains, winter blizzards, and spring showers, they came down from the mountains to ask: “O Canada, Canada, the Master Designer has left the choice of destiny in your hands. What will you be, a footnote or a model for the rest of the world?”
“But why am I to answer?”
“You are just as responsible for us and for other Canadians as anyone else. Why is it that in every other free country its citizens feel as a part of the collectivity, but here everyone asks, ‘Why me?’”
“Very well. But will you at least ask the laws and the Constitution of Canada to respond first?” Michel asked.
The Constitution stepped forward: “But, Michel, it is neither the laws behind the Constitution nor the Constitution behind the laws, but rather the will of the nation that determines our position in history. I will be what your judges make of me. And they can only make of me that which is reflected in you. Only in this way can the Constitution flourish. Some states have ideal constitutions but no collective will behind them, in others the people’s aspirations are suppressed. Here, Michel, we simply ask you and others, what do you want, what would you be?”
Michel interposed, “But how would you define Canada?”
“That is not important. Definitions are for dictionaries and for introductory sections of legal statutes. You may have to be logical during the day, but don’t be so in your dreams. No, Michel, the question is: How can you and other Canadians contribute to what Canada is, whatever it is? Don’t ask yourselves who you are and create a national dilemma, but rather ask yourselves where you are going.”
The Canadian sunset came forward in a golden aura: “Be fair
to Michel. Don’t penalize him on account of his training. Michel, Canada is what it is and to be Canadian, if there is a definition, is to be yourself, and that is unique. By being yourself you are Canadian. But because Canadians take both themselves and their Canadianism for granted, they do not see that both are the same. But that is only the first step. Once you are permitted to be who you are, you have the obligation to develop to your highest potential. That, Michel, is to be Canadian, a luxury, by the way, enjoyed in few other countries. Yes, Canadians take for granted something that is unique. To be Canadian is simply to be, or rather to be allowed to be.”
The rushing rivers impatiently added: “We are a fortunate country. We have our problems but everything is relative. What we take seriously others would consider lightly or welcome in place of their graver problems: national vendettas, poverty, starvation, disease, totalitarian oppression and the haunting cries of millions of perished souls against the injustices wrought upon them.”
The Charter unfurled itself and seemed to listen attentively as the rivers continued:
“The Charter will be what we will make of it. No, rather the Charter will be what you educate yourselves towards, by eliminating prejudice.”
The mountains, plains, lakes, rivers and forests asked through the wind: “Can you be large enough for our geographic expanse? Can your imagination, your intellect, your sentiments stretch as far as the railroad tracks from east to west? And can you match the air routes to the deserts of ice and snow with a desire to soar above the rugged, wholesome terrain without any thought of destroying it?”
“Wait, wait,” Michel called. “How do we bring together what seems to be our far-flung Canadian universe, that each provincial star may move in harmony with all the rest?”
Michel had barely got out this question when a bell sounded in his ears. The alarm clock.
In an April sun chastened by a saucy spring breeze, Michel was riding a few hours later across the glittering Ottawa River, past the boat studded Rideau Canal, in the direction of the Parliament on Wellington Street. When he reached the building in which he worked, he hesitated before going to his office at the end of the hall and knocked on a nearby door.
“Come in.”
The man who welcomed him had the bright blue eyes of youth. Their only concession to age were the glasses, which nevertheless could not hide their sparkle. The owner of these eyes looked like a retired navy captain, with short cropped greying hair and a face chiseled by wind and weather for more than sixty years. Even behind his desk he looked lean and muscular. He stood up in the book-lined office to offer Michel coffee to take the sleep out of his eyes. Without pouring a cup for himself, he handed the beverage to Michel in a habitual gesture that bespoke hospitality. He had been up for hours, he said, had attended the earliest Church service as he did everyday. Of average height, he stood ramrod straight when he talked about his principles, but tended to hunch over when he talked about himself. His clothes were the very wardrobe of simplicity and humility: a white shirt, a blue wool V-neck sweater, a tie of the same colour and texture, grey flannel pants. His tweed jacket was always perched on the back of his chair when he worked in the office.
There was nothing imposing about him; everything was in his eyes. They held a magical Irish mist, the “soft Irish weather” which is passed on by Irishmen from generation to generation, no matter what side of the ocean they’re on. They cast a spell of
reverence for life, a sense of awe, a fascination with learning new things, and a subtle excitement wherever they gaze. Dr. Gerald FitzGerald had been born and bred in Nova Scotia, with its tree-lined streets, its salty scent of the sea. The same sea which stretched to Ireland's high and rocky coast, from which loomed the great castles encircled by azaleas and rhododendrons described by Yeats.
It was such images, from the Ireland he had only visited and the Canada which was always at the forefront of his vision, that contributed to his dedication, his determination to give the best of himself to this country for which he worked and which he nobly represented in both official languages in world fora. Even though many occasions had presented themselves for him to make himself well known, he insisted on staying in the background. Weekly he commuted to another city to give evening university classes. Generations of students and specialists from the world over admired him, regarding him as honorary dean of his subject. They recognized that they became experts in their field because he had shared his knowledge with them. In recent years he had taken to writing his articles to the accompaniment of classical music from an F.M. radio station. He would not allow himself the "extravagance of a stereo", just as he denied himself so many other luxuries, except for an occasional opera or concert. He felt they were simply not necessary. So he continued to give his money away as he had always done to those who needed it, often without even the recipients knowing from whom it came.
He was better known outside Canada than within the building in which he worked. He was simply there and, although respected, taken for granted. Somehow the bureaucratic organization which he served had not been programmed to recognize and honour such exemplary service as this quiet, gentle man rendered daily. He was a motivating force capable of bringing out the finest qualities in others without himself being scarcely noticed.
How like Canada he was!
It was not what was said during his conversations with Dr. FitzGerald so much as the man’s presence which gave Michel the serenity and confidence to meet a new day. Now Dr. FitzGerald walked toward the window and said, “Look, Michel. What a magnificent day! This evening I’ll be able to cycle and work in my garden before resuming writing the next article I promised. I won’t have time to play the piano or finish a drawing I’ve been working on, but perhaps on the weekend. Guess what. The piano was just tuned and the sound is delightful.” He said such hopeful things even in winter, except that then the cycling and gardening were replaced by skating on the canal and cross-country skiing outside his house.
“By the way, Michel, did you see last night’s sunset? It gave off a golden aura and . . .”
The telephone rang. The day’s activities had begun. Michel waved goodbye and closed the door. He would visit his friend again.
RUNNING A MARATHON, CLIMBING A MOUNTAIN
It was unlike that cold, wet, blustery April in 1980. Here Terry Fox was running with Michel and every other runner. There, in St. Johns, Newfoundland, where he had begun his 5,300 mile race, he had run alone. In Ottawa, as in villages, towns and cities across Canada, the rhythm of his feet was like a mantra, repeated in the pounding of heels along the length of forests, mountains, streams, lakes, plains and rivers. Somewhere the hurting must stop. Somewhere the hurting must stop.
In the first half hour, for those watching on the other side of the Rideau Canal, the unevenly clustered runners resembled polkadot patch-like kites being blown horizontally. As the miles drifted by the kites were shredded into thinner and thinner strands and then became threads. The individual runners leapt, glided and soared, against the azure sky, their shadows skipping over the ripples of the canal on one side and playing hide-and-seek in the grass on the other. Running up Parliament Hill, Michel recalled watching Terry’s strong and graceful climb. Terry never had a problem going uphill. His artificial leg only gave him trouble on the downslope. Descending was unnatural to him, as if foreign to his constitution.
Terry pulled up the stragglers one by one; no one gave up on that incline. Shiny, dripping faces bobbed up and down. From the now even-paced line, in which every runner kept his place as if assigned to it in some natural order, one man broke loose in
a sprint that brought him next to Michel. It was Costas. Costas smiled confidently at the runners surprised by his speed, as if such surprises were in his nature.
Costas’ form was dark, strong, thin and sleek. He had run in marathons in Greece and elsewhere. Now he was racing past the canal and the Victorian-Gothic Parliament Buildings. During his student days on the Island of Crete, he had run under an almost perpetual blue sky, past cypress groves, oleander and olive trees, gleaming white houses set against the wide green sea. At dusk in Iraklion, when the sun would set aflame the palace of Festos, he would glide alongside the Venetian ramparts which had withstood a Turkish siege for twenty-four years. As he heard a Gregorian chant coming from a nearby monastery, his soles tapped on layers of buried civilizations. As a gift he had once given Michel a piece of a Minoan vase some four thousand years old.
After seven miles their steps were one. They ran together, united in their determination to finish the remaining six. Michel, after several exchanges with Costas, who said he had driven from Montreal with his wife and three children for the Marathon of Hope, was now out of breath. On a screen of moving, blurred bodies he watched a scene from his past. Costas had jumped a merchant marine ship to escape the military junta. After many years at sea, like a weather-beaten Ulysses he had wandered into Michel’s office and stated simply, “I want to stop my journey. Could you help me become a free man? I want to remain in Canada.” Michel requested and was granted political asylum for Costas, who was now a Canadian citizen, with a Canadian wife and children. Costas had had many difficult moments. He...
“Mr. Sigmond, I forgot to tell you, I now have a small store and I employ five people. Please, maybe you can come and visit me.” A few minutes later, Costas turned his face and his big brown eyes to Michel and said, “I guess you never thought we
would run together one day. You know, Mr. Sigmond, I never doubted it.” To make Costas laugh, Michel was about to say, “That was like a question addressed to the Oracle at Delphi; the answer could have gone either way.” But another incline prevented any response from him, except for a smile and a nod. Michel and Costas ran up the hill in unison.
From the large crowd gathered on a steep terrace at the last-mile mark, a little girl with blue eyes, brown pigtails and red ribbons parachuted down from her mother and brother’s side towards Michel and said, “Papa, I came to run with you for the last mile.” Michel turned to Costas and introduced his five-year-old daughter.
“Papa, I did not know you were going to run with someone.”
“I didn’t know either, but Mr. Costas did.”
Somewhere Terry is running a marathon, climbing a mountain with ease. He is ascending higher and higher. From his mountain there is no descent.
The following is a list of the most common types of software that are used in the field of computer science:
1. Operating Systems: These are the programs that manage the hardware and software resources of a computer system.
2. Programming Languages: These are the languages used to write computer programs.
3. Database Management Systems: These are the programs that manage the storage, retrieval, and manipulation of data.
4. Web Development Tools: These are the tools used to create websites and web applications.
5. Graphics Software: These are the programs used to create and edit digital images.
6. Video Editing Software: These are the programs used to edit video footage.
7. Audio Editing Software: These are the programs used to edit audio recordings.
8. CAD (Computer-Aided Design) Software: These are the programs used to create technical drawings and designs.
9. Animation Software: These are the programs used to create animated graphics and videos.
10. Game Development Tools: These are the tools used to create video games.
11. Data Analysis Software: These are the programs used to analyze large amounts of data.
12. Project Management Software: These are the programs used to manage projects and tasks.
13. Collaboration Software: These are the programs used to collaborate with others on projects and tasks.
14. Security Software: These are the programs used to protect computers and networks from cyber attacks.
15. Virtual Reality Software: These are the programs used to create virtual environments for gaming and other purposes.
LIKE AFTER THE FLOOD
The four were cocooned by the Laurentian Mountains, amid the lakes and forests of St. Donat. Perched on a large, flat rock beside a rushing stream, the blue-eyed, pig-tailed little girl, who had a peach-tanned, oval face, asked, "Papa, tell us an Indian story." The younger, brown-eyed, curly-haired boy with scraped knees and a cherubic, olive-coloured face, who sat beside the little girl said, "Yes Papa, an Indian story!"
The man could not be mistaken for anyone other than the little girl's father. Except for the fact that his eyes were brown and he had a mustache, his face was hers some twenty-five years older. The young woman could have been none other than the small boy's mother; even her hair, which had been wavy, had become curlier with time.
It was evening, just before bedtime, the end of a long summer day, which for parents always seems to stretch on and on, but for children never seems long enough. However, a promise is a promise, and today the children had been promised that their father would tell them a story in their very special place. Right here, with the water dashing past rocks of all shapes and colours, and where a dark, forbidding forest admitted just enough light for them to see each other. Under a sheltering arch of tree leaves, the children cuddled against their parents. While their father thought for a moment, they listened to a stream, the chirping of a bird, and the whistling of a breeze passing through pines.
At last their father said: "Before I tell you the story, I will tell you why stories are not only fun but important. You asked me for an Indian story. Such a story should be able to help you understand something about the Indians. By listening to their stories and stories about them, you enter their world. Do you remember the story I told you of Marco Polo? How no one in his own city believed him when he returned from his travels in the Orient? They listened to his stories but they only believed the things in them they already knew. Even Marco Polo's friends rejected the idea that people could live differently from themselves and could still live well, or even better than people did in the Italian city states, and in peace. If they had believed Marco's stories about Kublai Khan's court, they would themselves have discovered the Orient and its people. True, it is not exactly like being there, but if you listen attentively and let yourself enter the world of a story, it is almost as good. Now, the story I'm going to tell you was told to me by an Indian princess with skin as soft as satin and hair as black as night."
"Are you sure she was a princess?" the little girl asked.
"Well, she was as beautiful as one, and so are you. I simply decided she was one."
The boy exclaimed, "You know an Indian princess!"
"Almost everyone does. All you have to do is want to meet her. You will know her too, after I tell you the story. It was told to her by a robin. And it seems that every robin from generation to generation is told this story, and repeats it every day."
"But Papa," the boy interrupted, "how come so few other people know it?" The girl never asked such questions; by now she was old enough to know that her father just knew.
"People always see robins but how often do they listen to them?" the father answered and then continued:
"More than four hundred years ago, the Great Spirit, as He is called by the Indians, spoke to all the animals and told them to
send Him one of each animal whom they trusted.”
“Papa,” the girl said, “it was like the time of the Flood.”
“Exactly, there had not been such a gathering of animals since Noah brought pairs of animals into his Ark. But here, only one of each animal came; and only from this part of the world, from lands between the Atlantic, Pacific and Arctic Oceans. They walked, crawled, swam and flew. The wind and water currents helped to take them in the right direction, and they all met at the mouth of the St. Lawrence River.”
By now, the children were perfectly still, their eyes transfixed, their mouths slightly open.
“The Great Spirit said, ‘I have summoned you all here because you have understood that there must be peace between the sky, the earth, and the water; and that each of you must live in harmony with the world I have created, or you could not survive. You have lived on this land for millions of years in one form or another. I spoke to you once before, about ten thousand years ago, when the land mass of Asia was connected to North America. At that time you agreed with me that it was wise to invite the first inhabitants so that they could sing your praises, add to the music of nature, and through you worship me, your Creator. I now come to you again, to ask your permission to bring white people to this land from the Continent of Europe. On that land mass, an ocean away, there has been much fighting between countries, much hatred between men who don’t try to understand each other. Terrible wars have led to the killing of My white children. The most foolish of these wars they have called crusades and inquisitions. They have waged them in the name of religion, but that is not religion. True religion brings people together; it does not separate them. I have decided to give the white man one more chance, to give him a New World, like after the Flood, a world where he will not see so much pain and sorrow.
“Before calling all of you here, so as not to frighten my red
children, the Indians, I appeared in a dream to their most righteous leaders, and told them of my plan to assemble you. I asked them what they thought I should do. Their answer was: ‘Guide the white man over the sea. This land belongs to everyone, as it truly belongs only to you, Great Spirit.’ Others said: ‘Yes, invite them. Our wealth is not in what we have ourselves, but in what we can share with others.’”
Looking into the forest, the father continued: “As the Great Spirit did not bring his angels, a grey-white loon sang a hymn to all of creation, accompanied by a choir of all the other birds. From the assembly, composed of a squirrel, a muskrat, a beaver raised himself up and said: ‘Now everyone is free. How bird stepped out. It was the eagle, who boldly asked: ‘But how will we know if these men will live in harmony and not fight with each other as they have done in the Old World?’ Then the beaver raised himself up and said: ‘Not everyone is free. How do we know the white man will not try to enslave his brothers?’ The Great Spirit answered: ‘We don’t know.’ ‘But Great Spirit,’ the animals said, ‘You know everything.’ ‘I have given man choice. I know what he can do, but not whether he will do it. If I knew, then man would not be free.’
“Although the forests, the mountains, the plains, the rivers, and the lakes, were not formally invited, as they were in place, the Great Spirit asked them to participate in the discussion. They said, ‘Yes there is enough room here for whomever you want to send to us, as long as they will work the land and share it. But will they take care of us?’
“At last the righteous loon spoke up: ‘Nothing will be known until the event. Great Spirit, if you wish, let the white men come to these shores. You did not have to ask us. The land belongs to You. You can do this thing without our permission.’
“The Great Spirit answered: ‘Yes, but you have kept the land as beautiful and as serene as when I gave it to you. You have destroyed nothing. And the Indians respect you and the land,
and thus they glorify Me. I would never consider so important a matter without consulting you.”
As the children tried to keep their eyes open, the setting sun filled the skylight in the trees with rays of gold. The father stopped speaking in the voice of the Great Spirit and said, “Children, the Indian princess has told me that the day is soon to come when the Great Spirit will return to the Indians in their dreams. And He will bring together the descendants of all the animals to whom He spoke to decide whether it was good to have invited white people to this country, or whether maybe it would have been better just to tell them this story.”
The little girl asked her father, “What will happen? What do you think they will decide?”
The mother answered, “It depends on every one of us. On whether we take care of the land and of each other. Even the Great Spirit is waiting to find out.”
The following is a list of the most common types of software that are used in the field of computer science:
1. Operating Systems: These are the programs that manage the hardware and software resources of a computer system.
2. Programming Languages: These are the languages used to write computer programs.
3. Database Management Systems: These are the programs that manage the storage, retrieval, and manipulation of data.
4. Web Development Tools: These are the tools used to create websites and web applications.
5. Graphics Software: These are the programs used to create and edit digital images.
6. Video Editing Software: These are the programs used to edit video footage.
7. Audio Editing Software: These are the programs used to edit audio recordings.
8. CAD (Computer-Aided Design) Software: These are the programs used to create technical drawings and designs.
9. Animation Software: These are the programs used to create animated graphics and videos.
10. Game Development Tools: These are the tools used to create video games.
11. Data Analysis Software: These are the programs used to analyze large amounts of data.
12. Project Management Software: These are the programs used to manage projects and tasks.
13. Collaboration Software: These are the programs used to collaborate with others on projects and tasks.
14. Security Software: These are the programs used to protect computers from viruses and other threats.
15. Virtual Reality Software: These are the programs used to create virtual environments.
NOTE ON THE SHORT STORIES
*O Canada, Canada* is a collection of vignettes and short stories which represent a depressing lament and an exuberant hope for Canada all at the same time.
The collection is written from the point of view of Michel Sigmond, the unifying character to the theme. A gallery of Canadian portraits, a studio of images, is depicted in six episodes.
“Please Papa, Take Us Home” demonstrates that the two solitudes have as yet not met, though they seem to be blending into one. “Caution: Causes Drowsiness and Dulls the Senses” manifests the possibility of racial prejudice and indifference to refugees and immigrants that is just below the surface, waiting to spread or be cured by Canadian strength. “Die Welt Von Gestern” paints a picture of the glitter of Vienna during a palatial United Nations conference which evokes memories of the holocaust in the midst of a torrent of words which explode in a treaty. “O Canada, Canada” is a prosaic ballad wherein the Canadian Constitution and its Charter defend themselves in a court of witnesses composed of the Canadian seasons, sunsets, mountains, lakes, and rivers. “Running a Marathon, Climbing a Mountain” traces the spiritual Canadian landscape through the footsteps of Terry Fox accompanied by a collage of runners. “Like After the Flood” is a legend about the arrival of the Indians. It is woven as a tale told to children in the Laurentians.
THE AUTHOR
Born in 1948 in Paris, Michel M.J. Shore holds a baccalaureat ès art from Collège Notre-Dame, an Arts Faculty of the Université de Montréal, a Master of Arts in Philosophy from McGill University, and a law degree from the Université de Montréal. His master's thesis, entitled *Cultural Dialogue*, attempted to show that translations are not enough to understand the cultures of others, but that an interpretation of thought is necessary for an intimate and valid understanding. This principle underlies the esthetic of *O Canada, Canada*, as it did *Jerusalem Breezes, A Human Panorama of Jerusalem and a Hope for Peace*, Shengold Publishers, Inc., New York, 1981.
A member of the Bar of the Province of Quebec, Michel Shore resides in Ottawa, where he practices international law and writes. He and his wife Barbara have three children, Betty, Sigmond, and Loren.
Réalisation: Prof. Antoine Naaman.
Conseiller: Prof. Jean Vigneault.
Correction des épreuves: Louise Boissonneault et l'auteur.
Dessin de la couverture: Jacques J.M. Shore.
Photographie de l'auteur: Brian P. Hill.
ÉDITIONS NAAMAN
C.P. 697
SHERBROOKE (Québec, Canada)
J1H 5K5
IMPRIMERIE H.L.N. INC.
SHERBROOKE, QUÉBEC
Typographie de Communications des Cantons
2850, rue Delorme, Sherbrooke, Québec J1K 1A1
ISBN 2-89040-247-9
Printed in Canada
Imprimé au Canada
Michel M.J. Shore
O CANADA, CANADA
SHORT STORIES
O Canada, Canada...is a collection of vignettes and short stories which conveys the author's depressing lament and exuberant hope for Canada all at the same time. Michel Shore is a literary architect who has created a gallery of Canadian portraits, and woven a collection of images unique to the Canadian landscape.
ISBN 2-89040-247-9
Éditions Naaman, C.P. 697, SHERBROOKE (Québec, Canada) J1H 5K5 | 2ab168db-a22e-4aeb-883f-a7ae25995abf | CC-MAIN-2023-06 | https://michelshore.com/assets/files/OCanada.PDF | 2023-02-07T00:51:45+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500368.7/warc/CC-MAIN-20230207004322-20230207034322-00020.warc.gz | 420,647,959 | 22,184 | eng_Latn | eng_Latn | 0.938689 | eng_Latn | 0.999103 | [
"unknown",
"fra_Latn",
"unknown",
"vie_Latn",
"unknown",
"eng_Latn",
"unknown",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"fra_Latn",
"unknown",
"eng_Latn"
] | true | rolmOCR | [
49,
973,
1006,
1095,
1128,
1640,
1653,
1768,
2389,
2688,
4026,
5800,
7779,
9840,
11704,
13705,
15747,
17726,
19553,
21517,
23378,
25356,
27226,
29170,
31183,
32825,
32852,
34253,
36292,
38370,
40453,
42445,
44580,
46528,
48573,
50569,
52644,
54694,
56762,
57833,
57882,
59253,
61206,
62999,
63481,
63503,
65038,
66235,
68215,
70096,
70264,
70282,
73677,
75037,
76941,
78800,
80579,
82606,
83562,
83603,
85069,
87041,
87966,
89532,
89554,
91015,
93001,
94999,
97041,
97939,
99474,
100895,
101774,
102184,
102242,
102694
] | [
2.078125,
2.984375
] | 1 | 0 |
"Bird watching" brings to many people's minds a picture of bespectacled elderly gentlemen with walking canes and frivolous women dressed in coarse tweeds and leather walking shoes scurrying about the city park, monoculars in hand, spying on the array of bird life fluttering among the greenery. No picture is more ill-conceived!
Bird watching, more properly called birding, is a serious hobby to three million American naturalists and scientists. To these participants, birding is a source of scientific information, such as sight records, populations, distribution and migration patterns.
Each year the Department of the Interior's Fish and Wildlife Service solicits the cooperation of birders in estimating waterfowl populations. Under the direction of the National Audubon Society, local birding clubs and natural history clubs throughout the United States make an annual bird census known as the Christmas census because it is made during the holiday season; the results, compiled by the Society, comprise the best record of bird numbers and distribution in this country.
Less Serious Participants
In addition to the serious participants are millions of weekend birders who enjoy the activity as a form of outdoor recreation. To these people, birding places avian life in a new dimension. They become aware of the abundant and varied forms of bird life—approximately 750 species of shore birds, waterfowl, song birds and birds of prey exist on the North American continent. These amateur birders view bird life in the context of nature rather than as feathered nuisances that eat strawberries out of gardens or decorate statues in the parks.
Although birding can be a year 'round hobby, the most interesting and colorful time to go is spring. Stimulated by mild weather and the longer periods of daylight, thousands of birds in breeding plumage instinctively fly north to their summer residence. (A list accompanying this article indicates the average spring arrival date in Central Iowa for a number of bird species.)
The competitive spirit of this hobby results in contests to see who can observe the rarest, earliest arriving or most species. On May Day each year, birding clubs across the land vie with each other in an attempt to identify the most species within a 24-hour period.
Birding Equipment
The well-outfitted birder carries a pair of field glasses or binoculars, a field guide for identification, notebook or checklist, pen or pencil and warm clothing to correspond with the season.
The choice of field glasses depends on individual preferences concerning magnification and field of view. The versatile 7 x 35 binocular is the most popular because of its light weight. A 20X spotting scope with tripod is almost essential for long distance observation of hawks or waterfowl.
Several excellent field guides are available, including Roger Tory Peterson's *Field Guide to the Birds* and the *Audubon Bird Guide*. For the real enthusiast, a record album of bird songs keyed to Peterson's field guide can also be purchased.
Identifying Birds
Identifying birds presents a challenge, especially to the beginning birder. The ideal way to learn identification techniques and specific bird species is to accompany an expert. Since this is frequently impossible, there are a few tips every beginner should know.
Birding should be done in small groups—never more than 10 individuals. Move slowly and quietly. Scour the trees for movements. You may even want to sit in one spot for several minutes. Talk only when necessary, and keep it to a whisper.
When an unknown species is spotted, work into a position that allows a clear view of the bird. Keep the sun at your back if at all possible. Once in position, make these general observations!
Iowa Conservationist
Vol. 24 March 1965 No. 3
Published monthly by the Iowa Conservation Commission, East 7th Street and Court Avenue, Des Moines, Iowa 50308. Address all mail (subscriptions, change of address) Form 3579, manuscripts, etc., to the above address.
Subscription price: two years at $1.00
Second class postage paid at Des Moines, Iowa
(All Rights Reserved)
HAROLD E. HUGHES, Governor
E. B. SPEAKER, Director
JAMES A. SHERMAN, Editor
MAX SCHMIDT, Managing Editor
JACK HIGGINS, Contributing Editor
JACK KIRSTEIN, Photographer
MEMBERS OF THE COMMISSION
SHERRY FISHER, Chairman, Des Moines
ED WEINHEIMER, Vice Chairman, Greenfield
EARL E. JARVIS, Wilton Junction
ROBERT L. BEEBE, Sioux City
N. K. KINNEY, Jr., Burlington
LAURENCE N. NELSON, Bellevue
MIKE F. ZACK, Mason City
CIRCULATION THIS ISSUE 52,000
COMMISSION MINUTES
February 2 and 3, 1965
FISH AND GAME
Approval was given to the 1965 Fishing Season Regulations.
Approval was given to exercise seven options for approximately 300 acres of Badger Lake in Monona County at an average cost of $150 per acre.
Approval was given for a land exchange at Hendrickson Marsh in Story County involving 38 acres in ownership of Mr. Long, in trade for land having the same appraisal value.
A report was given concerning planning for part of the Kiowa Marsh in Sac County and further negotiations with the County Board of Supervisors and County Conservation Board were ordered.
Approval was given to permit an easement for levee purposes to Iowa River-Flint Creek Levee District No. 16 in Des Moines County with a provision that easements for crossing must be obtained for continuous access.
The Flint Access Area in Polk County was established as a Wildlife Refuge and abandoned as a shooting range.
Chairman Sherry Fisher received a report from Dr. Carlander of Iowa State University regarding efforts to obtain the establishment of a Cooperative Fisheries Unit in Iowa. This Unit would carry an annual budget of $40,000 and would be established at Iowa State University. The Director was ordered to prepare a resolution to be sent Congressmen and the U.S. Fish and Wildlife Service urging acceptance of the State of Iowa for a Cooperative Fisheries Unit.
The Commission met with a delegation to discuss underwater rough-fish spearing by scuba divers in Iowa and went on record as approving of a proposed bill which would allow this activity, under Commission regulations.
Approval was given to a motion that Iowa participate in the proposed special experimental teal season next fall.
The Commission requested that the Attorney General proceed with a suit to recover trout loss damages at Big Springs.
LANDS AND WATERS
Approval was given to a motion to hold a meeting with interested groups at the site of a proposed sewage treatment plant in the town of Sabula.
The Commission met with a delegation from Carroll County to discuss various ways and means of financing the expansion of Swan Lake Park which is now under the management of the Carroll County Conservation Board.
A bid of $3,854.52 was accepted for fuel for the Stom Lake Dredge from the Callison Oil Sales.
A discussion was held concerning three applications for the Backbone Park Concession, and the contract was awarded to Dale Nordfurt for 3 years.
Mr. George Weaver of the Engineering Section reviewed the principal large lake sites studied to date.
A discussion was held concerning the possible purchase of land at Casino Bay on Storm Lake; and Dr. Kinney, Commissioner, was asked to contact the landowners involved and determine the lowest price on this property.
A discussion was held by the Commission and Staff on the management of the Eagle Lake water level.
Boat registration procedures were reviewed.
Approval was given to a request that a complete file of all data involved in the Missouri land transactions and studies be established in the Commission Office in Des Moines.
COUNTY CONSERVATION ACTIVITIES
Calhoun County received approval for acquisition of 5½ acres of land at a total cost of $1,000 for the purpose of developing a fishing access to Big Cedar Creek and the development of a small picnic area to be called Kelly Access.
Crawford County received approval to acquire 21 acres of land under a sponsoring agreement with the Iowa State Highway Commission for the purpose of establishing a highway safety rest area adjacent to new U.S. Highway 30 west of Denison.
Howard County received approval for the acquisition of 27 acres of land at a total cost of $1,500 for an addition to Vernon Spring Park Area.
Linn County received approval for the acquisition of 33½ acres of land adjacent to the Cedar River as a gift from the Iowa Electric Light and Power Company for development as an outdoor classroom for the teaching of natural sciences and as a fishing access to the Cedar River.
Story County received approval for the acquisition of one acre of land by a sponsoring agreement with the Iowa State Highway Commission located one mile north of the town of Ames adjacent to U.S. Highway 69 to be used as a highway safety rest area.
Story County received approval for the acquisition of 2½ acres of land by a sponsoring agreement with the Iowa State Highway Commission located on the newly constructed Highway 30 approximately 3½ miles east of the town of Nevada to be used as a highway safety rest area.
Delaware County received approval for a development plan for the Burton Wildlife Area consisting of one acre of land adjacent to Highway 38.
Delaware County received approval for development of the M & O Wildlife Areas consisting of 6½ acres of land.
Story County received approval for a development plan for the Highway 69 Safety Rest Area and for the Highway 30 Safety Rest Area.
The County Conservation Director, H.W. Freed, reported on the negotiations concerning the Iowa Public Service Company riverdams and landholdings in Humboldt County.
The Commission approved the acquisition of the mill race in Humboldt to use in connection with the fish hatchery there.
GENERAL
Approval was given for travel to North American Wildlife Conference at Washington, D.C.; the Waterfowl Banding Program in Canada; the U.S. Forest Fire Control Meeting at Milwaukee, Wisconsin; Participation in sports shows at Chicago, Milwaukee, Minneapolis, and Omaha; a Blanket Travel Authorization for Engineering Section Personnel to the Corps of Engineers Office in Omaha, Nebraska City, Rock Island and Savannah.
Approval was given for the renewal of annual blanket travel for three district foresters one county into adjoining states to transact business.
The renewal of annual blanket travel by the area forester to Yellow River Forest to Prairie du Chien in Wisconsin; Blanket Travel for Land Acquisition Personnel to travel one county into adjoining states.
The Commission discussed the DeSoto Bend National Wildlife Program and asked the Director to obtain further information on the subject.
Dr. Marshall McKusick, State Archeologist, appeared before the Commission and discussed some of the new archeological findings in Iowa.
Snakes can swallow their victim whole since the upper and lower jaw can "unhook" to encompass large objects.
The flea can lift 140 times its own weight. If a man could do this, he would be capable of lifting a ten-ton truck.
The bluegill gets its name from a small blue tab that extends backward from the gill cover.
Turtles have no teeth, but their jawbones are often very sharp and their jaw muscles extremely powerful.
The skunk uses his potent scent sparingly. He produces it at the rate of only about one-third liquid ounce per week.
"G" PRACTICES IMPROVE IOWA'S HERITAGE
Jack Higgins
Future hunting and fishing prospects have never looked brighter in Iowa than at this time. The credit for this improved outlook goes to farmers and landowners who have set up cooperative conservation areas with the aid of the Agriculture Stabilization and Conservation Service, and State Conservation Commission. Their activities cover three basic wildlife habitats and are known as the "G" practices.
G-1
The G-1 program seeks to establish vegetative cover which will provide wildlife with both food and habitat. It is the broadest of the three programs, as it may be set up on any, or all, parts of a farm.
One portion allows the establishment of shrubs as field and travel lane borders. A second section allows the planting of shrubs around existing groves and windbreaks. The purpose here is to encourage the development of ground cover for birds and animals in sections of the state that have little, if any, natural shrub growth in fields. The third section encourages the use of odd areas for plantings that are suitable for wildlife, but not agriculture.
Odd area plantings must contain at least one-fourth acres of ground, and may be located on any portion of the farm. The pattern of planting will vary according to location and layout of the area. In general, such plots consist of a central area planted to either conifers, or an area on which the major portion is planted to permanent vegetative cover. Where conifers are used, the odd area planting consists of at least 50 conifers and 50 shrubs.
G-2
The program for the development or restoration of shallow water areas is designated as the G-2 practice. This program encourages the development of marsh and feeding areas that are attractive to waterfowl. Such an area has to be at least one acre in size to qualify for development aid.
A marsh may be established by plugging a drainage channel to return marsh conditions an area previously drained for agricultural use. If this condition can't be met, consideration is given to the construction of either a dike or dam system, or even the excavation of earth to a point below the water table. In the event that an excavation is needed, the winter water table has to be no more than two feet below ground level.
Waterfowl feeding areas are developed on flat, dry land, as they have to be tilled and seeded annually and then be flooded for a portion of the year. Flooding may be accomplished by pumping from an adjacent water supply, or by gravity from a nearby impoundment.
G-3
The final "G" practice deals with the construction of ponds or dams to create wildlife habitat for both animals and fish. The G-3 program is meant to aid in the development of permanent water structures on farmland. No federal cost-sharing is permitted if the primary use of the impoundment is to be used for irrigation, or the commercial production of fish.
Basically, G-3 ponds must provide a minimum of eight feet of water at least 20 percent of the total surface area of the pond at all times. The watershed may be as small as three acres, but can be no larger than 15 acres. The pond itself has to have at least one-half surface acres of water.
Financing
Under both the G-2 and G-3 practices, the federal cost-sharing agreement extends to 60 percent of the total costs involved. In the case of pond construction, the average cost to landowners in south central Iowa has been about $400 per one-half acre of surface water acquired. The G-1 program contains optional practices. Therefore, the cost-share agreements may vary. The percentage payments may range from a low of 50 percent for seeding an area, to a high of 80 percent of the cost of shrubs and trees.
"G" Practice Benefits
The idea behind all the "G" practices is that they foster the conservation of soil and water—two assets vital to the continuance of our society. The fact that they benefit the continuance of many forms of wildlife further enhances their value to both the farmer and the sportsman.
Per mile, shrub rows will generally produce 15,000 additional beneficial insects, 20 more insect eating birds, and 20 desirable small animals. At the same time there is a drastic reduction in the number of pests that plague crops. There will be 39,000 fewer destructive insects and 63 less harmful animals. Anyway you look at it, this is a real economic gain.
The hunter, on the other hand, discovers a more vigorous and numerous game population than had previously been supported by the land. Truly, these programs do much to improve the outlook of our Iowa heritage.
NATIONAL WILDLIFE WEEK
March 14-20
Control of water pollution is America's most pressing conservation problem. It has been estimated that, by 1980, this nation will need to re-use existing water supplies at least six times in order to meet domestic, industrial and agricultural needs.
Although many areas of our country are blessed with adequate water supplies at this time, we may face an acute water shortage unless steps are taken immediately to halt water pollution. By cleaning up streams, rivers, lakes and reservoirs, water can be used many times to supply human needs; but already, some parts of the country face economic disaster because of dirty water.
Every citizen can help "FIGHT DIRTY WATER" and keep America's supply of water clean and usable. Support efforts on the local, state and national level to control water pollution.
"FIGHT DIRTY WATER"
The clamor of thousands of blue and snow geese herald the arrival of spring as waves of these migrating birds move north each spring along the broad alluvial flood plain of the Platte River. The first arrivals are seen in late February, with the peak migration occurring in early March. Throughout the blustery month the magnificent flight shuttles north in the shadow of western Iowa's loess hills—Hamburg, Percival, Thurman, Pacific Junction, Missouri Valley, and Council Bluffs. These flocks are of great interest to birdwatchers, such as Audubon; and until recent years, went unnoticed except by a few people living on the river. Now, however, the geese have become a major attraction for tourists and photographers.
Almost simultaneously, the blues and snows break formation; swinging and sideslipping, they descend to the ground to feed or rest. The constant milling attracts new flocks. The geese become so thick in some instances that it looks like there isn't room for another one to land. Suddenly they swarm into the air, frightened by the blundering approach of a photographer. With wings thundering and voices squawking, they circle a few times, and once more land to feed or rest.
Early morning and late afternoon is feeding time for the geese. In turn, the flocks move from their resting areas on lakes and sloughs to nearby fields. The long lines and broken V's settle into the wet gumbo soil where they glean what remains of last fall's harvest. The flocks hop from field to field, gullets full, they return to the resting area.
The first blues and snows begin arriving in Iowa during the last week in February or first week in March; the peak migration usually occurs between the 10th and 25th of March, in Sioux City—following the retreating snow line on the 2,600-mile journey to the Baffin Island breeding grounds. The spectacle was never mentioned in the writings of early naturalists.
Now, scores of people from all over the midwest line the highways to view the awesome sight.
Blue and snow goose migration on the central flyway is leisurely, depending upon weather conditions. A late winter storm may send the birds scurrying back into Missouri, or unusually mild weather may magnetically draw them northward. Once they leave Iowa, the blues and snows, accompanied by lesser numbers of Canada geese and tundra-geese, migrate through Minnesota, South Dakota and North Dakota, into the Canadian prairie provinces, to James Bay and eventually into their arctic nesting grounds.
Other waterfowl, such as these mallard and pintail ducks, enhance the spring spectacle. Teal, baldpates, mergansers and redheads, dart in and out among the flocks of geese. To see all the bliss in their spring plumages, to see and hear their melting songs and calls and to thrill to the sheer magnitude of the migratory flights is a never-to-be-forgotten experience. Further information regarding the spring flights can be obtained from the State Conservation Commission, East 7th and Court, Des Moines, Iowa 50308.
SKUNKS AND THE RABIES PROBLEM
Paul D. Kline
Game Biologist
People think they have problems with flu, measles, chicken pox, and the like. What many of us don't realize is that all wild animals also host a repertoire of diseases. Some are of no more consequence than our common cold. Others are of vital importance to individual animals or populations. Very few wildlife diseases are transferable to human or domestic livestock.
Recently, rabies has become significant in Iowa wildlife, principally among striped skunks. Other animals, such as foxes and raccoons, occasionally have rabies but not as often as skunks. Rabies would not be a problem if these animals kept the disease to themselves, but they don't. They infect livestock and pose a mild threat to campers, picnickers and other outdoorsmen. Much of Iowa's annual livestock loss due to rabies can be traced to skunks; and even though there are no recent Iowa records of rabies in humans, the threat exists. It should be pointed out that not all skunks are rabid. As a matter of fact, most of them are not.
The disease, frequently called "hydrophobia" or "mad dog disease," is one that can infect any warm-blooded animal. It is caused by a filterable virus which attacks nerve tissue and eventually the brain of the infected animal. Since the virus usually occurs in the saliva of the rabid animal, the disease is usually transmitted from one animal to another by biting. One of the common symptoms of rabies is the irresistible urge to roam and bite.
High Skunk Population
At first glance it might seem simple to reduce the threat of rabies in Iowa by eliminating skunks. Certain facts complicate this solution, however. Skunk population surveys made in Iowa revealed an average of approximately three striped skunks per square mile. Therefore, Iowa's striped skunk population could be near 165,000 individuals. Any artificial population control would first need to remove the annual production or equivalent.
An Illinois study revealed the age ratio of skunks to be 2.3 juveniles per adult. In other words, more than two-thirds of the population represents annual production. Using these figures as a base, any sort of statewide control would need to remove 100,000 striped skunks annually before any resemblance of control would be achieved. Currently, less than 2,000 striped skunks are harvested each year by Iowa trappers.
If expert trappers were hired to achieve this degree of control, it would take at least 50 full time trappers and a capital outlay of $500,000 annually. And there would be no guarantee that rabies would be reduced!
One might say, "Let's put a bounty on skunks." The failure of any bounty system should be obvious to Iowans. There has been a bounty on foxes for years. In recent years more than $100,000 per annum has been spent for fox bounties, with the result that these animals are at least as numerous now as they were more than 20 years ago when the statewide bounty went into effect. A bounty on skunks would undoubtedly yield similar results.
Poisons Dangerous
Skunk control by use of poisons has been suggested. Using poisons, however, would be dangerous. Iowa has an average population of 50 humans per square mile. With this human population and the vast number of dogs, cats, livestock and other wildlife, accidents would surely follow the use of poisons no matter how well they were administered. Poisons are non-selective. They destroy whatever partakes of them.
Skunks Are Valuable
To this point we have condemned skunks. The truth is we should be cautious before we evaluate skunks merely on the basis of their role as rabies carriers.
One positive value of skunks relates to their food habits. Both species, striped and spotted, feed heavily on insects in summer and fall. Most of these insects are generally considered harmful species. Grasshoppers, crickets, cutworms and white grubs are commonly eaten. During winter and spring mice and rats are important in the diet. According to an Iowa State University Extension Service report, rats eat or destroy at least 100 pounds of food per rat per year in Iowa. This food has a minimum value of $2.00. Rats do considerable other damage also, but considering the food loss, the estimated 200,000 skunks (striped and spotted) perform a service worth $400,000 per year in rat control alone. This is based on the assumption that each skunk kills only one rat per year—many kill more.
Skunks probably kill and eat more mice than rats. It is difficult to say exactly how many mice the average skunk will eat during one year. If they eat 50 mice and we compare weights of mice and rats, we can say that the value of skunks for mouse control in Iowa is at least $2,500,000 per annum. This is based on the assumption that it takes eight mice to equal the damage done by one rat. Hence, for rodent control alone we can place a minimum value of $2,900,000 per year on skunks. We must keep this in mind before we condemn all skunks.
Rabies a Local Problem
Rabies appears as a local problem. Local 'hot spots' spring up here and there, some of them in the same locality year after year. Any control of rabies in skunks must be on a local basis, preferably by farmers or livestockmen who are faced with a rabies problem. It appears the only practical means for control is by use of steel traps.
The State Conservation Commission will help farmers and landowners set up a rabies control program. Conservation Officers and Game Managers will on request demonstrate the use of steel traps and skunk trapping techniques.
In areas of locally severe rabies outbreaks, individual landowners should band together to trap skunks in an effort to reduce the threat. Skunk denning sites near farm buildings, such as hay piles, openings under buildings or trash piles, should be eliminated. Rat and mouse infestations attract skunks and should be eliminated. Skunks are nocturnal animals. In the event that an individual of either species is seen wandering about during daylight hours, it should be destroyed as a suspect rabies carrier. Whenever humans or livestock have been exposed to rabies, a medical doctor or veterinarian should be consulted immediately.
Rabies is one of many problems we must face as wildlife managers, farmers, sportsmen and lovers of the outdoors. It may be with us a long time. Until research finds a solution or way to mitigate the threat, we will have to adjust to this problem.
TEACHERS CAMP APPLICATIONS DUE
Jack Higgins
The Iowa Teachers' Conservation Camp will soon be opening for its 16th annual session at Springbrook State Park. A number of openings still exist, but time for making application is quickly drawing to a close. Interested individuals should make application in the near future.
The Conservation Camp program gives Iowa teachers and college students who have a sophomore or better standing, an opportunity to live, work and play in a state park while earning up to six college credits in natural science. The major fields of study include forest resources, ecology, fish and wildlife management, rocks and minerals, soil and land management, as well as water conservation.
The subject matter is taught in two courses presented during three sessions. Session dates are June 6 to June 26, June 27 to July 17, and July 18 to August 7. Students may sign up for either one or two of the sessions. Since the first session is repeated during the last three week period, students may work out various combinations of time that they want to devote to summer study.
During any one course students will travel about 1,000 miles to and learn at first hand about various conservation practices being used in Iowa. A bus supplies transportation to and from various sites.
A single three week course costs an undergraduate $115.50; graduate students pay $118.50. This covers tuition, room and board. Scholarships are available in many counties. The amount may vary as the scholarship is dependent upon the resources of the organization that agrees to sponsor it.
To be eligible for a scholarship the student must first be accepted for participation in the program. Admission is granted by the State College of Iowa, Iowa Falls. Credit for the course also comes from SCI.
The Iowa Teachers Conservation Camp is the oldest school of its kind in the United States. It is held annually at the Grover Camp in Springbrook State Park, Guthrie County. Through the years it has established a reputation that extends beyond Iowa. Teachers from all over the nation have attended various sessions. First co...
THE MILKWEED
From the time their first green roots appear in spring until their dead brown stalks stand above the snow in winter, the milkweeds have a variety of uses and features of interest. The common name refers to the milky juice that oozes from stems and leaves when they are cut or broken. Because the roots of milkweeds were used as drugs, their scientific name, *Asclepias*, was taken from that of the Greek god of medicine.
In autumn, the roots are still collected and marketed in small amounts for the drugs they contain. Formerly, these were common remedies for lung trouble and rheumatism. The Indians made twine from the coarse strong fibers in the bark of the stalk. The dead stalks with their picturesque empty pods are favorites for making winter bouquets and art objects.
The common milkweed bears clusters of dull purple flowers with a heavy cloying odor which, though unpleasant to us, is unusually attractive to bees and butterflies. Each flower of the cluster has an elaborate trap to catch the legs of these insects and remove any pollen they may carry. Sometimes the insect cannot escape and pays with its life for the nectar it came to drink. Indians produced sugar by shaking the honeydew from its blooms in early morning and drying it.
Each cluster of blossoms is followed by one or two large warty pods with a seam along one side which pops open when the pod becomes ripe and dry. Inside is a closely packed roll of several hundred flat brown seeds arranged like scales on a fish, each with a folded parachute of fine silky fibers. Gradually, these parachutes open and the seeds are carried away on the fall winds. During the war, hundreds of tons of milkweed pods were gathered by school children and the silky fluff processed as a substitute for kapok, used to pad life jackets and flying suits.
The Butterfly Weed or Pleurisy Root with its glowing orange flowers is the most beautiful of the milkweeds. Unlike other milkweeds, it lacks the milky juice. The Indians used its roots for medicine and cooked the green pods with their buffalo meat much as we use green peppers. The Swamp Milkweed bears masses of brilliant red or rose-purple flowers which are followed by pencil-slender pods. The dainty Whorled Milkweed has tiny greenish white flowers and very slender leaves. Mixed with hay crops it can be poisonous to livestock.—From the Cook County, Illinois, Nature Bulletin.
IOWA'S 1965 FISHING SEASONS AND LIMITS
March 1, 1965 to February 28, 1966
| Kind of Fish: | Daily Catch Open Season Limit | Possession Limit | Minimum Length or Weight | Mississippi River, Big Sioux River, Missouri River and Inland Waters of Lee County |
|---------------|--------------------------------|------------------|--------------------------|--------------------------------------------------------------------------------|
| Carp, Buffalo, Quillback, Gar, Dogfish, Gizzard Shad, Sheepshead, Sucker, Redhorse, Chub, Sunfish, Bluegill, Crappie, Silver Bass, Bullhead, Rock Bass, Yellow Bass, Warmouth, Minnows and Sand Sturgeon | Continuous | None | None | Same as inland waters. |
| Rock Sturgeon | Closed | | | Closed. |
| Paddlefish | Continuous | 2 | 4 | 5 lb. | Same as inland waters except no catch or possession limit on Mississippi River. |
| Perch | Continuous | 15 | 30 | None | Same as inland waters except no catch or possession limit. |
| Trout | Continuous | 6 | 12 | None | Same as inland waters. |
| Catfish | Continuous | 8 | 16 | None | Continuous open season, no catch or possession limit. |
| Largemouth Bass | Continuous | 5 | 10 | None | Largemouth and Smallmouth Black Bass. Continuous open season. Aggregate daily catch limit 10; aggregate possession limit 20. |
| Smallmouth Bass | May 29-Feb. 15* | 5 | 10 | None | |
| Walleye and Sauger | Combined May 8-Feb. 15* | Walleye & Sauger | Combined 5 | 10 | None | Continuous open season. Aggregate daily catch limit 10; aggregate possession limit 20. |
| Northern Pike (Pickerel) | May 8-Feb. 15* | 3 | 6 | None | Continuous open season. Daily catch limit 5; possession limit 10. |
| Muskellunge | Closed | | | Closed. |
| Frogs (except Bullfrogs) | Continuous | 4 doz. | 8 doz. | None | Same as inland waters. |
| Bullfrogs (Rana Catesbeiana) | Continuous | 1 doz. | 1 doz. | None | Same as inland waters. |
Where waters are located within the confines of state, county, city parks, or State Fish and Game Management Areas, fishing will be permitted only when such areas are open to the public.
*In all streams; Missouri and Mississippi River oxbow lakes and artificial lakes a continuous open season for Walleye, Sauger and Northern Pike (Pickerel) shall apply.
EXCEPTIONS: On all state-owned natural lakes, all angling through ice is prohibited between the hours of 8:00 P.M. and 6:00 A.M.
In Little Spirit Lake, Dickinson County; Iowa and Tuttle (Okanoganian) Lakes, Emmet County; Burt (Swag) Lake, Kossuth County; and Lake LeMars, Carroll County, the following exceptions apply: **WALLEYE**, daily catch limit 6; possession limit 6; NORTHERN PIKE, daily catch limit 3, possession limit 3; SUNFISH, daily catch limit 15, possession limit 30; CATFISH, daily catch limit 16, possession limit 16. Open seasons on above fish, May 8 to February 15. **SMALLMOUTH AND LARGEMOUTH BLACK BASS**, daily catch limit 5, possession limit 5. Open seasons, May 29 to November 30. The possession limit shall not exceed thirty (30) fish of any kinds in the aggregate except that the aggregate possession limit shall not apply to fish named on which there is no daily catch limit.
BIRDING IS FUN—
(Continued from page 17)
1. Estimate the size of the bird. Compare it to a common bird you are familiar with—a sparrow, robin, crow, etc.
2. Is the bird chunky or slender?
3. What is the length and shape of the bird's tail and bill?
4. How long are the bird's legs?
5. Does the bird have a crested head?
Observe the bird's behavior!
1. Does the bird walk, hop, swim or wade?
2. Is the bird feeding on the ground, in low shrubbery, high in a tree or on the fly?
3. Does the bird move up or down the tree trunk as it feeds?
4. Does the bird fly in a straight line or in an undulating motion?
5. Do the bird's wings beat quickly or slowly?
Now look for the identifying color characteristics!
1. Is the bird's breast plain, spotted or striped?
2. Does the bird have an eye line?
3. Does the bird have an eye ring?
4. Does the bird have wing bars?
5. Does the bird have any other pronounced color patches or characteristics?
Once you have made these observations and recorded them in your mind or on paper, leaf through your field guide and attempt to make an identification. Soon you will learn to associate different characteristics with certain families and species of birds. The identification process will become more automatic, and you will be able to extend your concentration and observations to include bird songs, location of nests, a more precise study of behavior and making a rare find.
IOWA BIRD MIGRATION CALENDAR
Calendar Prepared by ROBERT B. MOORMAN,
Extension Wildlife Conservationist, Iowa State University.
| Name of Species | Avg. Date of Arrival | Avg. Date of Departure |
|----------------------------------|----------------------|------------------------|
| Gadwall | March 15 | November 16 |
| American Pintail | March 20 | November 8 |
| Green-Winged Teal | March 12 | November 8 |
| Blue-Winged Teal | March 18 | November 4 |
| Wood Duck | March 20 | October 26 |
| Redhead | March 18 | October 25 |
| Canvas-Back | March 18 | November 3 |
| Lesser Scaup Duck | March 9 | November 21 |
| Buffle-Necked Duck | March 25 | November 6 |
| Ruddy Duck | April 8 | October 28 |
| American Merganser | March 20 | November 12 |
| Turkey Vulture | April 1 | October 15 |
| Eastern Screech-Tailed Hawk | March 12 | November 16 |
| Red-Shouldered Hawk | March 14 | October 16 |
| Broad-winged Hawk | March 24 | October 25 |
| Swainson's Hawk | April 16 | September 25 |
| Rough-Legged Hawk (from north) | October 16 | March 25 |
| Marsh Hawk | March 1 | November 14 |
| Eastern Sparrow Hawk | March 14 | October 28 |
| King Rail | April 17 | September 25 |
| Virginia Rail | April 24 | October 15 |
| American Coot | March 25 | November 23 |
| Killdeer | June 10 | November 4 |
| American Woodcock | April 9 | October 28 |
| Wilson's Snipe | March 25 | November 25 |
| Upland Plover | April 1 | August 11 |
| Eastern Willet Sandpiper | April 23 | October 10 |
| Greater Yellowlegs | April 10 | September 26 |
| Herring Gull | April 4 | November 12 |
| Bonaparte's Gull | April 21 | October 4 |
| Common Tern | April 28 | September 20 |
| Mourning Dove | March 24 | October 25 |
| Yellow-Billed Cuckoo | May 1 | September 22 |
| Black-Billed Cuckoo | May 12 | September 22 |
| Barn Owl | Partially migratory | September 18 |
| Eastern Screech Owl | Permanent resident | September 25 |
| Great Horned Owl | Permanent resident | September 18 |
| Northern Barred Owl | Permanent resident | September 25 |
| Long-Eared Owl | Partially migratory | September 18 |
| Short-Eared Owl | Permanent resident | September 25 |
| Eastern Whip-poor-will | April 26 | September 18 |
| Eastern Nighthawk | May 3 | September 25 |
| Chimney Swift | April 15 | September 18 |
| Ruby-Throated Hummingbird | May 7 | October 1 |
| Eastern Belted Kingfisher | March 27 | November 18 |
| Northern Flicker | March 20 | October 22 |
| Red-Bellied Woodpecker | Permanent resident | May 1 |
| Red-Headed Woodpecker | Permanent resident | November 20 |
| Yellow-Bellied Sapsucker | April 3 | October 15 |
| Eastern Hairy Woodpecker | Permanent resident | September 24 |
| Northern Downy Woodpecker | Permanent resident | September 24 |
| Arkansas Kingbird | May 8 | September 8 |
| Northern Crested Flycatcher | May 8 | September 18 |
| Eastern Phoebe | March 15 | October 14 |
| Eastern Wood Pewee | May 7 | October 1 |
| Prairie Horned Lark | Partially migratory | September 3 |
| Tree Swallow | April 5 | October 1 |
| Bank Swallow | April 20 | September 21 |
| Rough-Winged Swallow | April 19 | September 21 |
| Barn Swallow | April 10 | September 24 |
| Cliff Swallow | April 24 | September 18 |
| Purple Martin | April 8 | September 3 |
| Northern Blue Jay | Permanent resident | September 3 |
| Black-Capped Chickadee | Permanent resident | September 3 |
| Tufted Titmouse | Permanent resident | September 3 |
| White-Breasted Nuthatch | Permanent resident | September 3 |
| Brown Creeper | Permanent resident | September 3 |
| Western House Wren | April 26 | October 5 |
| Eastern Winter Wren (often winter resident) | April 4 | September 30 |
| Short-Billed Marsh Wren | May 6 | September 25 |
| Catbird | May 1 | October 8 |
| Name of Species | Avg. Date of Arrival | Avg. Date of Departure |
|----------------------------------|----------------------|------------------------|
| Eastern Chipping Sparrow | April 1 | October 18 |
| Clay-Colored Sparrow | April 18 | October 18 |
| Field Sparrow | April 11 | October 18 |
| Harris' Sparrow | May 9 | October 18 |
| White-Crowned Sparrow | May 6 | October 18 |
| White-Throated Sparrow | April 26 | September 30 |
| Song Sparrow | April 6 | October 18 |
| Lapland Longspur | March 20 | November 8 |
| Eastern Snow Bunting | November 6 | March 20 |
ATTENTION: CONSERVATIONIST SUBSCRIBER
IF YOU ARE MOVING... please give the Iowa Conservationist notice by tearing off the mailing label from this issue of the Iowa Conservationist and affixing it here...
AFFIX LABEL HERE
... then fill in your name and new address below.
Name ____________________________________________
Street ___________________________________________
City ________________________ State ________________
Zip Code _________________________________________
Mail to: Iowa Conservationist — East 7th & Court, Des Moines, Iowa 50309
TEACHERS CAMP—
(Continued from page 22)
sideration is always given to Iowa teachers, however.
Co-sponsors for the camp since it was first organized have been the State Conservation Commission, State College of Iowa, and the Department of Public Instruction.
Further information may be obtained by writing to the Public Relations Section, State Conservation Commission. Applications should be directed to Mr. Bernd Clausen, Director ITCC, State College of Iowa, Cedar Falls.
The white Bishareen came is the most valuable of the tribe being very fast and capable of running a horse. They make excellent mounts.
The bottle-nosed dolphin or porpoise can outswim most fish but can remain submerged no longer than three minutes. | cdd2ab09-7154-4de9-bb84-751323af7f87 | CC-MAIN-2021-10 | http://publications.iowa.gov/28923/1/Iowa_Conservationist_1965_V24_N03.pdf | 2021-03-07T15:57:56+00:00 | crawl-data/CC-MAIN-2021-10/segments/1614178377821.94/warc/CC-MAIN-20210307135518-20210307165518-00181.warc.gz | 74,189,190 | 9,326 | eng_Latn | eng_Latn | 0.997674 | eng_Latn | 0.998277 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
3761,
11412,
16881,
18430,
19904,
28492,
34059,
44028
] | [
2.359375,
3.328125
] | 2 | 0 |
island
straight
natural
To survive on the island, I had to forage for nuts and berries.
Now write sentences containing the spelling words
I can create a character
Today we will:
• Read a new book
• design a new character
Key words: adjectives personality
I can create a character.
Let's read another book about pirates...
https://www.youtube.com/watch?v=QamzY39CT6o
I can create a character.
How would you feel if a pirate moved in next door?
I can create a character.
What sort of character might love to have a pirate neighbour?
What character might hate it?
Think:
- where they live
- personality
- appearance
- behaviour
I can create a character.
Here's an example...
A Grumpy 'Groan' Up
Bushy moustache
Uses a walking stick
Shiny, bald head that birds like to land on
I can create a character.
Include:
- where they live
- personality
- appearance
- behaviour
Why would they love or hate it if a pirate family moved in next door?
MUST: Use interesting adjectives and adverbs
SHOULD: Use a range of conjunctions to extend your sentences (which, that, with)
COULD: Use subordinate clauses to give more details
Draw your character and label their features.
Make notes on the setting and what might happen after the pirates have moved in next door to your character.
I can add amounts of money
Starter for ten
Which is the odd one out? Can you tell me why? Is there more than one answer?
50 + 20 =
5 + 5 + 5 =
20 + 10 =
40 + 10 =
5 + 50 =
Remember to spend 10 minutes on times table rock stars
The tutorial for today's work recaps adding money and is found at: https://vimeo.com/498286318
1) Complete the part whole models
a)
£\[\square\] and \[\square\]p
b)
£\[\square\] and \[\square\]p
2) Dora buys two birthday cards.
Complete the sentences to show how much money Dora spends.
£\[\square\] + £\[\square\] = £\[\square\]
\[\square\]p + \[\square\]p = \[\square\]p
Dora spends £\[\square\] and \[\square\]p.
3) Complete the number sentences.
a) £3 and 12p + £5 and 12p = £\[\square\] and \[\square\]p
b) £3 and 30p + £5 and 30p = £\[\square\] and \[\square\]p
c) £3 and 50p + £5 and 50p = £\[\square\] and \[\square\]p
d) £4 and 50p + £5 and 50p = £\[\square\] and \[\square\]p
What do you notice?
4) Arthur has £3 and 40p
Eric has £4 and 35p
How much money do they have altogether?
£\_\_ and \_\_p
7) Felix (still hungry) buys a packet of crisps for 75p
and a donut for 67p
What does he spend in total?
8) Annie and Alex are having pizza for lunch.
Tomato pizza £5 and 40p
Vegetable pizza £7 and 75p
Potato wedges £1 and 79p
Cheese bites £2 and 83p
a) Annie orders a tomato pizza and cheese bites.
How much does it cost?
£\_\_ and \_\_p
b) Alex has £10
She wants to buy potato wedges and a vegetable pizza.
Does she have enough money? ________________
Explain your answer.
I can investigate gas
What do we know about gases?
I can investigate gas
This is the method for our investigation:
1. Place a towel at the bottom of a cup.
2. Tape it securely in place.
3. Turn the cup upside-down and push it down into a large bowl of water.
Make a prediction for what you think will happen to the towel. Why?
I can investigate gas
Prediction
Method
Discuss: What is happening to the towel?
I can investigate gas.
Why is the towel dry?
What we found out:
Explain why the paper towel stayed dry.
I can investigate gas
What are the basic properties of a gas?
Let's learn: 🌐
https://www.bbc.co.uk/bitesize/topics/zkgg87h/articles/zsgwwxs
I can investigate gas
Another experiment!
https://www.bbc.co.uk/bitesize/clips/zt3fb9q
You could try this at home. All you need is a fizzy drink, a cup, something to stir it with and a pair of scales.
I can investigate gas
Under your experiment write up, add in any facts you have learnt about gases
What are the properties of a gas | <urn:uuid:e1e0d8e2-667e-4d25-9b97-06e10a7626c6> | CC-MAIN-2025-05 | https://www.manor.walsall.sch.uk/attachments/download.asp?file=1475&type=pdf | 2025-01-26T15:26:34+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703361941.29/warc/CC-MAIN-20250126135402-20250126165402-00650.warc.gz | 897,218,193 | 1,098 | eng_Latn | eng_Latn | 0.995531 | eng_Latn | 0.998684 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
139,
259,
373,
452,
638,
790,
1293,
1621,
2248,
2901,
2954,
3234,
3319,
3427,
3571,
3776,
3911
] | [
4.15625
] | 1 | 1 |
Dear Parents,
This is to inform you that Half Yearly Examination will be conducted as per the given schedule.
| Date | Day | Subject | Portion |
|------------|---------|---------|------------------------------------------------------------------------|
| 04.09.2023 | Monday | English | Lesson no. 3 : I just want to Go to School !<br>Grammar : Types of Sentences, Object and Subject<br>Lesson no. 4 : The Great Lemon Bake-Off<br>Grammar : Nouns (Concrete & Abstract)<br>Lesson no. 5 : Doctor’s Home<br>Grammar : Degree of Adjectives<br>Lesson no. 6 : The Animal Bridge<br>Grammar : Suffix<br>Creative writing : Acrostic Poem, Story Writing and Informal letter writing |
| 05.09.2023 | Tuesday | ICT | Lesson no. 1 : Let’s Enter the Digital World<br>Lesson no. 2 : Let’s Write<br>Lesson no. 3 : Let’s Work with Numbers |
| 06.09.2023 | Wednesday | Drawing | Rain , Train, Ganesha |
| 07.09.2023 | Thursday | | Holiday – Gopalkala |
| 08.09.2023 | Friday | Hindi | Lesson no. 4 : स्वारिक गुणां<br>Lesson no. 6 : सूक्षमताची हितस्मृती<br>Lesson no. 8 : पिण्डको/पिण्डकों कृष्ण बचाउँछ<br>Poem no. 5. मैथि और सात्रा<br>व्याकरण, संज्ञान, विशेषण, विशेषण, लिखा, निर्देश (51-60 )<br>रचनात्मक लेखन : अनुप्रेष्ट लेखन |
| 09.09.2023 | Saturday | | Day off |
| 10.09.2023 | Sunday | | Holiday |
| 11.09.2023 | Monday | Mathematics | Lesson no. 2 : (2.3 & 2.4) Subtracting numbers with and without regrouping and estimating the sum/difference<br>Lesson no. 3 : Multiplying & Sharing (3.1, 3.2, 3.3, 3.4)<br>Lesson no. 4 : Multiples,factors & Divisors (4.1, 4.2, 4.3, 4.4 )<br>Lesson no. 5 : Fractions (5.1, 5.2, 5.3). |
| 12.09.2023 | Tuesday | | Preparatory Off |
| 13.09.2023 | Wednesday | EVS I | Lesson no. 5 : Journey of food<br>Lesson no. 7 : Classification of Animals<br>Lesson no. 8 : Flowers and its types |
| 14.09.2023 | Thursday | | Preparatory Off |
| 15.09.2023 | Friday | Marathi | Lesson no. 5 : आजीविका सिकावण<br>Lesson no. 6 : आनंद<br>Poem 4 : जन्य जन्य जन्य किसान<br>Poem 7 : बाबा<br>Grammar as per lesson.<br>अक्षरप्रयोग : 21 ते 30<br>Creative Writing : निर्धारित |
| 16.09.2023 | Saturday | EVS II | Lesson no. 3 : A School for Everyone<br>Lesson no. 4 : A Good Citizen<br>Lesson no. 6 : Crops |
**Kindly Note :**
a. The timings for grade I-V from Monday, 04.09.2023 to Saturday, 16.09.2023 will be 12.45 p.m to 4.15 p.m.
b. P.E and Yoga written quiz will be conducted on Tuesday, 26.09.23 and Wednesday, 27.09.23 respectively during regular school hours.
c. Mark allotment : 50 mark. ICT : 25 marks. P.E and Yoga : 10 marks
d. Absenteeism must be avoided. In case of ill health, a written application along with supporting medical certificate to be submitted to the office or the Grade Teacher.
e. Dates are subject to change. Parents will be duly notified for the same.
Principal | <urn:uuid:4cec4220-4649-4514-947d-f996d303d855> | CC-MAIN-2025-05 | https://www.nhpsairoli.com/download.php?file=NHPSA/e7b0ebe9872f783f6c81b466b8936d1c.pdf&type=document | 2025-01-26T16:13:28+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703361941.29/warc/CC-MAIN-20250126135402-20250126165402-00649.warc.gz | 961,180,968 | 974 | eng_Latn | eng_Latn | 0.997385 | eng_Latn | 0.997385 | [
"eng_Latn"
] | false | rolmOCR | [
2931
] | [
2.15625
] | 1 | 0 |
minute
grammar
appear
The obnoxious child rudely corrected the accidental grammar mistake.
Can you write your own sentences using the spelling words?
I can use personification in my writing
Today we will:
• read our new book
• learn what personification is
Key words
personification feelings emotions
I can use personification in my writing.
These are my scissors:
I'm going to personify them.
Gracefully, the scissors danced through the paper.
Personification is where you give something, which is not human, human qualities.
I can use personification in my writing.
Choose an object from somewhere in the room to personify.
Use your imagination. How could you use human qualities to describe what the object is doing?
How are they doing it? Can you add adverbs or feelings?
I can use personification in my writing.
Can we add more detail with a subordinate clause? Remember, subordinate clauses add more info to a sentence.
Violently, the tree shook its branches as it was angry.
Since the rubber had not been used for ages, it sulked at the bottom of the tray.
The ruler, which was tall and straight, felt sad.
Unfortunately, the pencil sharper, who was rather naughty, devoured the pencil.
I can use personification in my writing.
Write sentences about different objects, bringing them to life.
MUST: Write in full sentences with neat handwriting, full stops and capital letters.
SHOULD: Use interesting verbs and adverbs to say what the objects did.
COULD: Use subordination to explain why the objects feel the way they do.
I can interpret pictograms
Starter for ten
What is the difference between the largest and smallest even numbers?
1 12 10 205
5 57
Remember to spend 10 minutes on times table rock stars
Use the video found here to support your learning:
1. Dora, Dexter and Jack play basketball at break time. They record the goals they score in a pictogram.
| Name | Goals |
|------|-------|
| Dora | 🏀🏀 |
| Dexter | 🏀🏀🏀🏀🏀 |
| Jack | 🏀🏀🏀🏀🏀🏀 |
a) Complete the sentences.
Dora scores [ ] goals.
Dexter scores [ ] goals.
Jack scores [ ] goals.
b) How many goals do they score altogether?
c) How many more goals does Jack score than Dexter?
d) How many ways could you work out the answer to part c)?
2. Two classes go on a trip to the zoo together. There are two coaches to take both classes.
| Coach 1 | Coach 2 |
|---------|---------|
| Boys | 🥰🥰 |
| Girls | 🥰🥰 |
| Boys | 🥰🥰 |
| Girls | 🥰🥰🥰🥰 |
Key
Tick the correct answer.
a) Which coach has more boys?
b) Which coach has more girls?
Coach 1 Coach 2 They have the same
c) How many girls are there in total? □
d) How many more girls than boys are there on Coach 2? □
e) How many more girls than boys are there on the trip to the zoo? □
f) How did you work out the answer to part e)?
3 At the zoo, Mo keeps a record of how many big cats he sees.
| Big Cat | Key |
|---------|-----|
| Leopard | 4 |
| Cheetah | 6 |
| Lion | 3 |
| Tiger | 8 |
Key: 1 paw = 2 big cats
a) Choose a word to complete the sentence.
more fewer
There are __________ leopards than lions.
There are __________ lions than cheetahs.
b)
If I add the number of cheetahs and lions together then it will be equal to the number of tigers.
Is Rosie correct? ___________
How do you know?
c)
Each paw represents 2 big cats so I can just double the amount of paws and that will be how many big cats there are.
Is Alex correct? ___________
How do you know?
I can research the benefits of tap and bottled water.
Which would you prefer to drink? Why? Discuss.
I can research the benefits of tap and bottled water.
Let's have a look at some of the facts about tap and bottled water:
https://www.youtube.com/watch?v=XbxQy5En5Rw
https://www.youtube.com/watch?v=Se12y9hSOM0&t=108s
Whilst watching, make notes about the reasons why people drink either bottled or tap water.
What are the good things about drinking tap water?
Are there any benefits to bottled water?
I can research the benefits of tap and bottled water.
Use your notes to create a page showing what you have learnt.
You may want to split your page like this example.
Use text and images. | <urn:uuid:9afec24a-e419-46a8-b231-01316184f9ed> | CC-MAIN-2025-05 | https://www.manor.walsall.sch.uk/attachments/download.asp?file=1513&type=pdf | 2025-01-26T15:40:21+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703361941.29/warc/CC-MAIN-20250126135402-20250126165402-00645.warc.gz | 904,905,586 | 1,068 | eng_Latn | eng_Latn | 0.994575 | eng_Latn | 0.999175 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
151,
305,
536,
789,
1213,
1553,
1795,
2518,
3466,
3569,
3977,
4169
] | [
4.34375
] | 1 | 0 |
Study Group 3
ELECTRONIC FUNDAMENTALS
Theory Lesson 5: Ohm's Law and Primary Cells
Experiment Lesson 5: Continuing the Multimeter Assembly
Theory Lesson 6: Secondary Cells
Experiment Lesson 6: Experiments with Cells
RCA INSTITUTES, INC.
A SERVICE OF RADIO CORPORATION OF AMERICA
New York, N.Y.
ELECTRONIC FUNDAMENTALS
THEORY LESSON 5
OHM'S LAW AND PRIMARY CELLS
5-1. Basic Electrical Units
5-2. Voltaic Cell
5-3. Electromotive Series of Metals
5-4. Chemical Action of a Cell
5-5. Primary Cell
5-6. Batteries
5-7. Ohm's Law
5-8. Internal Resistance
5-9. Layerbilt Batteries
5-10. Grid-Bias Cells
5-11. Mercury-Oxide Cells
5-12. Air-Cell
5-13. Temperature
5-14. Storing Cells
RCA INSTITUTES, INC.
A SERVICE OF RADIO CORPORATION OF AMERICA
HOME STUDY SCHOOL
350 West 4th Street, New York 14, N.Y.
INTRODUCTION
In the last lesson, we learned that when a difference in electric pressure exists between two points, and a conducting path connects them, an electric current will flow. We learned, too, that the flow of electrons is from the point of negative charge to the point of positive charge. Of course, if the flow is between two charged bodies, the current flow will stop as soon as the charge between the charged bodies becomes equal. When a conducting path connects the negative and positive terminals of a battery, however, the current flow is not momentary, but continues as long as the conducting path remains connected, or until the battery wears out or becomes discharged. Because this current always flows in the same direction, we call it direct current. There are other kinds of current, which will be discussed in another lesson.
5-1. BASIC ELECTRICAL UNITS
Just as we need units like ounces and pounds, inches and feet, and pints and quarts to measure many things we use daily, so do the electrician, the serviceman, and the engineer need units to measure electricity. Certain standard units have been adopted and are in use all over the world. No matter what country you visit, for instance, volt stands for the same amount of electrical pressure and ampere for the same rate of flow. Some of the more important units we must know something about are the coulomb, the ampere, the volt, the ohm, and the watt.
The coulomb is a unit of charge. Just as we measure gasoline by the gallon, we measure electrons by the coulomb. An electron is so very, very small an electrical charge that a tremendous number of electrons must flow in circuits to light lamps, operate radios, and run motors. The coulomb represents 6,240,000,000,000,000,000 electrons: that’s 6.24 quintillion electrons. Remember that the coulomb is a unit of quantity.
The ampere is the unit that represents the rate of flow of electric current. An ampere of current is flowing when one coulomb of electricity passes any point in an electric circuit in one second. For instance, if 6.24 quintillion electrons flow through an electric lamp in one second, the rate of flow is one ampere. To understand the difference between coulombs and amperes, we might compare them to liquid measures. If you pour a gallon of water into a pail, you have a quantity of water. You don’t care how fast the water goes into the pail. But if you are watering the lawn with a hose attached to a water tap, and someone asks you how much water you are using, you start figuring how many gallons per minute are coming out of the hose. The coulomb, like the gallon, is a measure of quantity. The ampere, like the gallons-per-minute, is a measure of rate of flow. (See Fig. 5-1.)
The volt is a measure of electrical pressure. It is the amount of pressure necessary to force one ampere through a circuit that has a resistance of one ohm. From now on, we’ll speak of electrical pressure as emf, potential difference, or voltage.
The ohm is the unit of electrical resistance. Resistance opposes the flow of electric current. The ohm is the amount of resistance offered by a circuit when one ampere flows and the pressure across the circuit terminals is equal to one volt. The symbol for the ohm is the Greek letter Ω (omega). If there were such a thing as a perfect conductor, we would have a circuit
The watt is defined as the rate at which energy is used when an emf of one volt causes one ampere to flow through a circuit.
5-2. VOLTAIC CELL
As you learned in the last lesson, we may obtain electricity in several ways. We may produce electricity by means of friction, by chemical action, by electromagnetic machines, by heating unlike metals that have been joined together, and in less common ways. This lesson is about the chemical methods of producing electricity.
Back in 1798, an Italian scientist, Alessandro Volta, discovered that, by placing a strip of zinc and a strip of copper in a jar containing dilute acetic acid (vinegar), as shown in Fig. 5-2, he could produce electricity. He found that a difference of electrical pressure existed between the zinc and the copper. He didn’t know how much the pressure was because at that time there were no electrical units with which to measure electricity. Later on, other men discovered the difference to be about 1.1 volts. As you might guess, the unit of electrical pressure is named after Volta.
One very important fact discovered by Volta was that electricity could be produced only between two unlike substances (usually metals). If, for instance, two copper or two zinc rods were placed in the fluid in the jar, no voltage was produced.
5-3. ELECTROMOTIVE SERIES OF METALS
Following Volta’s experiments, other scientists learned that the amount of voltage produced by a cell made up of any two substances could be accurately predicted. Table A shows a table of some common substances and the electrical pressure that exists between them when they are placed in an alkaline, acid, or salt solution.
If you look at Table A, you will see that each substance is followed by a number that represents the difference in electrical pressure that exists between it and hydrogen. In electricity, radio, or chemistry, we say that hydrogen is used in this table as a reference point (a position from which things are counted). So, for this table, hydrogen is zero. Lead, tin, iron, etc. are negative with respect to hydrogen. Bismuth, copper, mercury, etc. are positive with respect to hydrogen. Any one of the substances shown in this table could have been used as the reference with all the differences in electrical pressure being counted from it, but hydrogen was chosen because it was convenient.
**TABLE A – ELECTROMOTIVE SERIES OF METALS**
| Element | Normal Potential in Volts Using Hydrogen as Reference |
|---------|------------------------------------------------------|
| Potassium | -2.92 |
| Sodium | -2.71 |
| Magnesium | -1.55 |
| Zinc | -0.76 |
| Iron | -0.44 |
| Tin | -0.13 |
| Lead | -0.12 |
| Hydrogen | 0.00 |
| Bismuth | +0.20 |
| Copper | +0.34 |
| Mercury | +0.80 |
| Silver | +0.80 |
We may use this table to find the potential difference that exists between any two substances from which we might form a cell. For example, we find that zinc is -0.76 and copper is +0.34. Fig. 5-3 shows a scale giving the electrical pressure that exists between zinc and copper. You will notice that the scale goes both ways from the zero reference point of hydrogen. The scale marks to the right of zero are shown as plus (positive) values while those to the left are shown as minus (negative) values. Zinc is 0.76 volts in a negative direction from hydrogen and copper is 0.34 volts in a positive direction from hydrogen. However, if we start counting from zinc to the right until we come to copper, we will find that copper is 1.1 volts in a positive direction from zinc. What we do is to add -0.76 and +0.34 without worrying about minus and plus signs and we get 1.1. This tells us the difference in voltage (electrical pressure) that exists between zinc and copper. Because copper is in a positive direction from zinc, it is the positive electrode of the cell, and zinc is the negative electrode of the cell.
However, if we make a cell with zinc and magnesium as the two electrodes, we can see in Fig. 5-4 that zinc is 0.76 volts in a minus direction from hydrogen and magnesium is 1.55 volts in a minus direction from hydrogen; the difference in pressure that exists between magnesium and zinc is the
difference between $-1.55$ and $-0.76$. By subtracting 0.76 from 1.55, we find that this difference is 0.79 volts. Because magnesium is in a negative direction from zinc, it is the negative electrode. Because zinc is in a positive direction with respect to magnesium, it is the positive electrode of a cell made from these two substances. So now we have a case where two substances, both of which are negative with respect to hydrogen, may be used to form a cell. The one that is the less negative becomes the positive electrode. In the same way, a cell might be made from copper and silver. As the scale in Fig. 5-5 shows, silver is 0.46 volts more positive than copper. A cell formed with copper as a negative electrode and silver as a positive electrode produces an emf of 0.46 volts.
From the electromotive series table, you can see that the emf produced by chemical action between two metals or other substances placed in an acid, alkaline, or salt solution of proper strength is determined by the metals used. The size of the cell, the amount of the metals, and the spacing of the metals does not affect the emf produced by chemical action.
### 5-4. CHEMICAL ACTION OF A CELL
You are probably interested in knowing how and why a cell produces electricity. The complete story is difficult to tell and, without a knowledge of chemistry, difficult to understand. In fact, even the people who make batteries cannot answer some of the questions we might ask about the chemical and electrical action in a cell. However, it is not necessary or particularly desirable that we, as servicemen, know more than a few basic facts about cells and batteries. For that reason, the following paragraphs do not attempt to go into the chemistry of a cell.
Figure 5-6 shows a copper rod and a zinc rod in a jar containing sulphuric acid and water. The mixture of acid and water is called the electrolyte; without it there would be no cell action and no emf produced. The chemical action of the electrolyte upon the two metals produces a positive charge upon the copper rod and a negative charge upon the zinc rod.
When a small lamp is connected by wires to the upper ends of the copper and zinc rods, the electrical circuit is complete, because the wire, the lamp, the zinc, the electrolyte, and the copper all conduct electricity. The electrons of the negatively charged zinc rod are repelled by the other electrons on the zinc and attracted by the positive charge on the copper rod. Therefore, they move toward the copper through the connecting wires and the lamp — thus producing an electric current in the load circuit (outside the cell). This action continues until the circuit is broken by removing the lamp from the ends of the copper and zinc rods or until the zinc is eaten away by chemical action.
### 5-5. PRIMARY CELLS
Cells may be divided into two main classes: primary cells and secondary cells. By the term primary cell, we mean a unit that is consumed as it is used, while a
secondary cell is usually defined as one that may be recharged when its electricity is used up.
Most primary cells used in this country are made from carbon and zinc and are called dry cells. This combination produces a cell that is normally rated at 1.5 volts, although some cells sometimes test a little higher.
**Construction and Action of Carbon-Zinc Cell.** As shown in Fig. 5-7, the container and negative electrode of a single carbon-zinc cell is made from zinc. The zinc is as free as possible from impurities. There is also a brass-capped carbon rod, which receives the positive charges and acts as the positive electrode. Between the carbon and zinc is the electrolyte, which is a paste made from ammonium chloride.
The action of the carbon-zinc cell is similar to that of the copper-zinc cell discussed before. The electrolyte acts upon the carbon and zinc to produce a positive charge on the carbon and a negative charge on the zinc. There is, however, another action not yet mentioned. While the cell is producing electricity, hydrogen bubbles gather on the carbon electrode, as shown in Fig. 5-8. When the carbon rod becomes coated with hydrogen bubbles, the flow of electricity slows down or stops completely, because the hydrogen acts to resist the chemical action between the carbon electrode and the electrolyte. When this happens, we say that the cell is polarized.
**Depolarizing Mix.** It is necessary to add something to the cell that will get rid of the hydrogen bubbles as soon as they are formed on the carbon rod. So, in between the electrolyte and the carbon electrodes, as shown in Fig. 5-9, we insert a depolarizing mix, which contains a chemical called manganese dioxide. Some of the oxygen from this chemical combines with the hydrogen bubbles to form water, which leaves the carbon electrode free to gather more electrical charges, give up more electrons, and so remain positively charged.
Cell Capacity. The capacity of a cell is a measure of its ability to deliver electrical energy to a load. This means that when we speak of the capacity of a cell, we refer to the cell’s ability to supply a certain amount of current, at a useful voltage, for some period of time. Each cell that is made today is designed for a certain load.
The ability of a cell to supply any desired amount of current is determined by the amount of surface area of each electrode that is exposed to the electrolyte and to the kinds and quantities of the materials that make up the depolarizing mix.
In the case of the carbon and zinc cell, the capacity of the cell is affected by the number of square inches of zinc and the number of square inches of carbon touched by the electrolyte. Therefore, none of the outside area of the zinc helps supply electricity, because it is not exposed to the electrolyte. Only that part of the inner surface of the zinc that actually touches the electrolyte can affect the capacity. In the same way, only the surface of the carbon electrode that is in actual contact with the electrolyte can affect the cell’s capacity. The capacity of modern cells has been increased by mixing carbon in the depolarizing mix. This exposes a much larger area of carbon to the electrolyte.
There is no exact way of measuring the capacity of a cell. In other words, we cannot set an exact figure for the amount of electricity that may be obtained from a particular cell. There are many factors that determine how fast, and for how long a time, a cell can supply electrical power. Much depends upon the kind of service for which the cell is designed, and the kind of load that is connected to it. In general, under normal conditions, we can draw more current from a large cell than from a small cell. (There are exceptions to this rule.) Figure 5-10 shows the relative sizes of three types of cells. Also, some cells are made for continuous duty, while other cells are made to be used for short periods at a time. For that reason, we must know the kind of service for which the cell was designed.
If we attempt to draw electricity from the cell at a rate greater or for a period longer than it was designed to deliver, the depolarizing agent cannot get rid of the hydrogen bubbles on the positive electrode as fast as they are formed. When this happens, the output voltage of the cell drops, and it does not rise again until the cell has “rested”. You may have used a flashlight continuously at some time or other until the light grew very dim. Later on, you picked up the flashlight and found it working again. All that happened was that the cells were given time to depolarize.
On the other hand, if we draw electricity from a cell at a rate much slower than it was designed for, we may get less service out of the cell than it was designed to give. This is due to losses caused by the chemical actions that take place when a cell stands idle. For example, the shelf life (the period during which the cell can deliver from 80-95% of full capacity) of all but the very small dry cells (such as the pen-light size) is about two years. If we were to draw electricity from such a cell at so slow a rate that it was still in service after two years, some of the capacity of the cell would be lost in the chemical actions that naturally occur when a battery or cell stands idle.
cells in the proper way in order to get the voltage of one cell to add to the voltage of the next cell.
Carbon-zinc dry cells are connected together in series to form batteries of various voltages; many of these batteries are made specially for radio. However, one of the most common uses of dry cells connected in series is in 2-, 3-, or 5-cell flashlights. The 2-cell flashlight needs three volts to give maximum light; when we put cells in the flashlight case, we place them so that the positive electrode of one cell presses against one terminal of the flashlight bulb and the positive electrode of the second cell presses against the negative electrode of the first cell. This is shown in Fig. 5-13. The negative electrode of the second cell makes contact through the pressure spring, the metal case, and the switch to the other terminal of the bulb.
Cells Parallel Connected. When cells are connected in series to increase the voltage, there is no increase in the amount of current that may be drawn from the series over the amount of current that may be drawn from each individual cell. This means that if the cells are rated to deliver a quarter of an ampere continuously, this rate is not increased by connecting them in series. We can still draw only a quarter of an ampere safely. To increase the current-producing capacity, it is necessary to connect cells in parallel, as shown in Fig. 5-14a. For example, if one cell safely delivers a quarter of an ampere continuously, two cells in parallel will deliver half an ampere, and
all the cells must be connected in series. If each cell is designed to deliver 0.1 ampere, our 90-volt B-battery will deliver 90 volts at 0.1 ampere.
Let's try another one. Suppose we have a lot of 1.5-volt cells, each designed to deliver 0.1 ampere, and we need a 1.5-volt battery to deliver one ampere. The cells we have can supply the proper voltage, but not the proper current. So it will be necessary to connect 10 cells together (1 ampere divided by 0.1 ampere). The cells must be connected in parallel so that the battery will deliver 1.5 volts at one ampere.
Here's just one more. Suppose that we want to make a 6-volt battery to deliver 0.5 ampere, using the same cells. First we divide the voltage we need (6 volts) by the voltage of the cells we have (1.5 volts) and get 4. These 4 cells make a 6-volt battery capable of delivering 0.1 ampere. But we need 0.5 ampere. So we divide 0.5 ampere by 0.1 ampere and get 5. By connecting 5 cells together in parallel, we get a battery that will supply 1.5 volts and 0.5 ampere. To produce our battery then, we will need 5 strings of 4 cells, series connected, all tied together in parallel as shown in Fig. 5-15.
5-7. OHM'S LAW
A German scientist, George Ohm, first discovered the relationship between voltage, current, and resistance. This relationship, called Ohm's Law, is the most important principle in all electricity.
In any electrical circuit, the current in amperes is equal to the emf in volts divided by the resistance in ohms. When applying Ohm's Law to our work, we use the following abbreviations:
\[ E = \text{Volts} \]
\[ I = \text{Amperes} \]
\[ R = \text{Resistance in ohms} \]
Ways to Write Ohm's Law. Thus, Ohm's
Law may be written: Current equals the voltage divided by the resistance, or
\[ I = \frac{E}{R} \]
When we know the current and the resistance, and want to know the voltage, Ohm's Law may be stated: Voltage equals the current times the resistance, or
\[ E = (I \times R) = IR \]
When we know the current and voltage and want to know the resistance, Ohm's Law becomes: Resistance equals the voltage divided by the current, or
\[ R = \frac{E}{I} \]
You can use the same little circle trick you used to solve wavelength and frequency problems to solve Ohm's Law problems. The circle to set up looks like the one in Fig. 5-16. You cover the term you want to find, and what remains is the answer. For example, to find \( E \), you cover \( E \) in the circle and \( IR \) remains. Then you know that \( E = IR \). Likewise, if you cover \( I \), you can see that
\[ I = \frac{E}{R} \]
and when you cover \( R \), you see that
\[ R = \frac{E}{I} \]
**Application of Ohm's Law.** Now that Ohm's Law has been stated, let us see how we can use it. Figure 5-17a shows a simple electrical circuit: a resistor connected across the terminals of a battery. The resistor has a resistance of 30 ohms and the battery has a voltage of 60 volts. To calculate how much current is flowing, we use the formula:
\[ I = \frac{E}{R} \]
\[ I = \frac{60}{30} \]
\[ I = 2 \text{ amperes} \]
Suppose that we know the current to be 12 amperes and the resistance to be 10 ohms, as shown in \( b \) of the figure. We may find the voltage by:
\[ E = I \times R \]
\[ E = 12 \times 10 \]
\[ E = 120 \text{ volts} \]
If the current is 15 amperes and the voltage is 105 volts, as in \( c \) of the figure, we find the resistance as follows:
\[ R = \frac{E}{I} \]
\[ R = \frac{105}{15} \]
\[ R = 7 \text{ ohms} \]
be found by dividing the voltage by the amount of current flowing in the circuit. A circuit part that is designed to offer resistance to electricity is called a resistor.
A cell or a battery has a property called internal resistance. This internal resistance is due to certain qualities of the cell or battery. The internal resistance of a dry cell, for instance, is due to the resistance of the electrolyte, polarization, and local action. In general the electrodes have practically no resistance, and the electrolyte, if it is fresh and of the proper strength, has very little resistance. However, the action of the electrolyte upon the electrodes is the major cause of internal resistance.
One example of the action causing internal resistance is polarization. When a load is connected across the terminals of the battery and current flows, hydrogen bubbles form on the positive electrode and slow down the chemical action of the battery. When the chemical action is slowed down, the battery cannot deliver as much voltage to the load. This is because some of the emf produced by chemical action is lost inside the battery. In other words, the internal resistance of the battery has been increased, and a greater portion of the emf is dropped across it.
Another cause of internal resistance is local action, caused by impurities in the substances used in making the battery. For
Fig. 5-17
5-8. INTERNAL RESISTANCE
Earlier in this lesson, it was said that resistance is the property of a circuit that opposes the flow of current in the circuit; that is, resistance tends to stop current from flowing. Even silver and copper, two of the very best conductors of electricity, offer some resistance to the flow of electricity. As we know, resistance is measured in ohms. According to Ohm's Law, the resistance can
example, if the zinc used in the zinc electrode is not pure — that is, if there are other substances mixed with it — the zinc and its impurities will cause local action. For instance, suppose another metal, such as copper, is mixed with the zinc. The copper and the zinc are unlike metals. Both are exposed to an electrolyte. As a result, they act as a very small electrical cell. Connected to each other, the electrodes of this cell are short-circuited, and the chemical action is continuous. The area where local action takes place does not contribute to the capacity of the cell. In other words, the internal resistance of the battery has been increased. A battery may be considered as if the emf and the internal resistance ($R_i$) were separate and in series as shown in Fig. 5-18a. A meter is connected across the terminals of a 6-volt battery. The meter reads 6 volts. This voltage is the open-circuit voltage of the battery; that is, the meter is measuring the voltage of the battery when no load is connected across it and, therefore, no current is being drawn. In Fig. 5-18b, a 9-ohm resistor is connected across the battery. This is to provide a load so that current can flow. When we measure the voltage across the battery terminals with the load connected across them, as shown in Fig. 5-18c, we are measuring the closed-circuit voltage, or terminal voltage. The terminal-voltage reading is 5.4 volts. This is 0.6 volt lower than the open-circuit voltage. The voltage has dropped 0.6 volt due to the internal resistance of the battery.
These measurements show us that terminal voltage is equal to the open circuit voltage less the voltage that is lost inside the cell due to internal resistance. The terminal voltage is the usable voltage of the cell. Naturally, it is best to keep internal resistance down so that terminal voltage will be as high as possible.
We can find the internal resistance of a cell for any particular load of a cell or battery. We must know what the load is so that we may know how much current is being taken from the cell or battery. As we know, when the load is very great and more current is drawn than the cell or battery is designed to deliver, polarization will occur faster and increase internal resistance.
The internal resistance may be found fairly accurately by subtracting the closed-circuit voltage from the open-circuit voltage and dividing the difference by the current flowing. Let's see why this is so. The open-circuit voltage is the emf developed by the battery. The closed-circuit voltage is the voltage at the terminal when a load, such as a 9-ohm resistor, is connected. The difference between these, of course, is the voltage drop inside the cell due to internal resistance. Ohm's Law tells us that the resistance of a resistor or of a part of a circuit may be found by dividing the voltage across the resistor or across that part of the circuit by the current flowing through the circuit. So, to find the internal resistance of a cell, we must also know how much current is flowing in the circuit when the load is connected. Then the internal resistance is found by dividing the voltage lost in the battery by the current flowing in the circuit.
For example, when we connected the meter to the 6-volt battery without a load, we measured the open-circuit voltage, which was 6 volts. When we read the meter after connecting the load, we found the closed-circuit voltage, which was 5.4 volts. The current in the circuit can be found by using Ohm's Law. The voltage across the resistor was 5.4 volts and the resistance of the resistor was 9 ohms. Therefore, the current flowing through the resistor and battery circuit is equal to 5.4 divided by 9. The answer is 0.6 ampere. The internal resistance equals the open-circuit voltage minus the closed-circuit voltage, divided by the current. This equals 6 minus 5.4 over 0.6. This equals 0.6 over 0.6, which equals 1 ohm. The internal resistance of the battery with a 9-ohm load resistor is equal to 1 ohm.
We can set up the problem we have just discussed in the following form.
Internal resistance ($R_i$)
$$\frac{\text{open circuit voltage} - \text{closed circuit voltage}}{\text{current}}$$
Current (I)
\[ I = \frac{\text{voltage across 9-ohm resistor (E)}}{9} \]
\[ = \frac{5.4}{9} \]
\[ = 0.6 \text{ amp.} \]
Internal Resistance \( R_i \) =
\[ R_i = \frac{6 - 5.4}{0.6} \]
\[ = \frac{0.6}{0.6} \]
\[ = 1 \]
In fresh cells made by leading battery manufacturers, the internal resistance of a cell is very, very small, provided the cell is not overloaded or otherwise abused.
5-9. LAYERBILT BATTERIES
The cells we have been studying about up until now have all been cylindrical in shape. When batteries are made from such cells, a lot of space is wasted, as you can see for yourself in Fig. 5-19. Actually, between the space used inside each cell and the space wasted between cells, only about fifty percent of the space occupied by such a battery contains useful electricity-making materials. In order to conserve space and to make smaller batteries do the work of larger ones, one manufacturer developed the Layerbilt battery. Fig. 5-20a shows a cut-away view of a Layerbilt cell. It is a carbon-zinc cell like those we have been studying. However, instead of being cylindrical, each cell is square and flat, as shown in Fig. 5-20b. To form batteries, they are piled one on top of the other as shown in Fig. 5-20c. Two such stacks of 15 cells each are used to produce the familiar 45-volt B-battery used in so many portable battery-operated radios and shown in Fig. 5-20d.
5-10. GRID-BIAS CELLS
Once in a while, in radio and television circuits, it is necessary to have a source of voltage just to act as a difference in potential. In such cases, no current is drawn. It is necessary that the cells that provide this voltage have long life with constant voltage have freedom from local action, and be small in size. Two types of cells of the same size and shape as the one shown in Fig. 5-21 have been used by radio manufacturers for many years. They are called grid-bias cells or, sometimes, acorn cells. One type has an outer container, shaped like an acorn and made of cadmium, that acts as the negative electrode. The electrolyte is an acid paste. The positive electrode is made of vanadium pentoxide, which is insulated from the cadmium container by an insulating grommet. The voltage developed by this cell is 1.04 volts. The other type of grid-bias cell is made in the same way, except that the container and negative electrode are made of zinc instead of cadmium. The voltage developed by this type of cell is 1.2 volts.
Grid-bias cells, used properly, maintain constant voltage for periods of from 5 to 10 years. Because they were not designed to provide current, care must be used to see that they are not accidentally shorted. Even testing one with a meter is not advisable; this tends to load the cell, and any readings obtained are likely to be inaccurate. However, these cells have the ability to return to approximately normal voltage after a momenThe elastic seal is shrunk around the entire assembly, protecting the cell against loss of moisture and preventing creepage of solution from one cell to the next.
When more voltage is required than one cell can provide, cells may be connected in series to provide higher voltages. Special clip holders for these cells (shown in Fig. 5-22) are manufactured. Clip holders designed for two or more cells provide the connection between the cells.
5-11. MERCURY-OXIDE CELLS
Another type of cell, developed in recent years, is coming into common use. It is the
mercury-oxide cell, shown in Fig. 5-23. Mercury-oxide cells, while costing more than the carbon-zinc cells have many advantages. First, they are considerably lighter and smaller than the standard cells (when cells of equal capacity are compared). In addition, they operate over a wide temperature range, the rated voltage of 1.34 volts remains constant during most of the cell's life, and they do not require periods of "rest". The type shown in Fig. 5-23a uses a button of compressed, amalgamated zinc powder attached to the nickel-steel top as the negative electrode. The electrolyte is a solution of potassium-hydroxide saturated with a zincate. The positive electrode, which connects with the nickel-steel outer case, is made of mercuric oxide and graphite. An insulating grommet separates the negative steel top from the positive steel case. The type shown in Fig. 5-23b uses the same materials, except that the negative electrode is made from a zinc foil. Thin sheets of zinc foil are corrugated (wrinkled) and wound around and around, as shown in Fig. 5-23c, with a strip of absorbent material that has been soaked in the electrolyte. In this way, a very great area of the zinc comes into contact with the electrolyte. This adds considerably to the capacity of the cell.
Mercury-oxide cells are used by the Armed Forces for "walkie-talkie" radios, for guided missiles, and in other places where weight and size are important. In civilian production, at least one manufacturer uses them to power wrist-watches, and they are widely used by hearing-aid manufacturers.
5-12. AIR-CELL
This cell, while classed as a primary cell, cannot be called a dry cell. Even though
5-13. TEMPERATURE
One condition that affects the output and the life of cells and batteries is temperature. Most batteries and cells are designed to operate at greatest efficiency at normal room temperature (70°F). At temperatures of 100°F and above, cells may deliver slightly higher voltages, but they wear out much faster. At very low temperatures, from 0°F and below, the chemical action slows up greatly and cells do not deliver the power that they do at normal temperatures. One of the advantages of the mercury-oxide cell is that it can operate efficiently at higher and lower temperatures than the standard carbon-zinc cell.
5-14. STORING CELLS
Cells are best stored in a cool place, because this tends to slow up any chemical action that occurs while the cell is not in use. In a shop where batteries are kept for sale to customers, cells should be kept on one of the lower shelves (if there are several) because, as heat rises, the upper shelves are likely to be warmer. When a fresh supply of cells is received, be sure that the cells already in stock are placed in front of the shelf so that they may be sold before the fresh stock is put on sale. In ordering cells and batteries, do not order large quantities of unusual types of cells and batteries. Keep a low stock of those that sell slowly. Remember, very small cells, such as the pen-light size, have a short shelf life.
ELECTRONIC FUNDAMENTALS
EXPERIMENT LESSON 5
CONTINUING THE MULTIMETER ASSEMBLY
RCA INSTITUTES, INC.
A SERVICE OF RADIO CORPORATION OF AMERICA
HOME STUDY SCHOOL
350 West 4th Street, New York 14, N.Y.
All the parts in Kit 3 are listed below. Check the parts you receive against this list. Make sure you have the correct quantity of every item. If a part is either missing or defective upon arrival, request a replacement from Department R, Home Study School, RCA Institutes, Inc., 350 West 4th Street, New York 14, N.Y. Your request must include your name and student number, the complete name and description of the part copied from the Item column below, the Quantity missing or defective, and the reason you are asking for a new part.
**KIT 3**
**BILL OF MATERIALS**
| Quantity | Item | Quantity | Item |
|----------|-------------------------------------------|----------|-------------------------------------------|
| 1 | Battery, 6 volts | 2 | Potentiometer, 30 k-ohms, with 1 flat washer and 1 nut |
| 1 | Dry cell, type C, 1.5 volts | 1 | Resistor, 110 k-ohms, ½ watt, 5% |
| 3 | Dry cell, type D, 1.5 volts | 1 | Resistor, 22 k-ohms, ½ watt, 5% |
| 1 | Pilot light | 1 | Resistor, 17.9 k-ohms, ½ watt, 1% |
| 1 | Large battery bracket | 1 | Resistor, 1,500 ohms, ½ watt, 5% |
| 1 | Small battery bracket | 1 | Resistor, 91 ohms, ½ watt, 5% |
| 1 | Pilot-light holder | 1 | Resistor, 15 ohms, ½ watt, 5% |
If you get a part slightly different from a part described in this list, the substitute part will not interfere electrically or mechanically with your experiments or equipment.
Experiment Lesson 5
OBJECT
To continue the assembly of your multimeter with the parts received in Kit 3.
METHOD
As in Experiment Lesson 3, the wiring you perform in this lesson is planned in a series of steps. By following the instructions and performing the steps in order, you will avoid making errors. Be sure to solder connections when soldering is called for and to make only a simple connection without soldering when so instructed. Before each step, check and double-check the instructions and the picture diagrams so that your multimeter may be wired correctly.
EQUIPMENT NEEDED
Soldering Iron
Cloth for keeping soldering tip clean
Solder
Long-nose pliers
Diagonal cutting pliers
Adjustable crescent wrench, or a one half inch open-end or box wrench
Fine-blade screwdriver
CHECK KIT
Carefully unpack the parts sent to you in Kit 3. Check them against the packing list as directed on page 2.
After checking the parts, place the pilot light, pilot-light socket, and the three 1.5-volt D cells away where you can find them for the next Experiment Lesson.
INFORMATION
Two potentiometers are included in Kit 3 ($P_1$ and $P_2$). A complete definition and explanation of potentiometers is given in Theory Lesson 7. When you are ready to study Lesson 7, you will be better prepared to understand the differences between resistors, variable resistors, and potentiometers. However, for now, it can be said that a potentiometer is a resistor with a sliding arm, as shown in Fig. 5-1. Both potentiometers are exactly alike, so it does not matter which becomes $P_1$ and which $P_2$. Later in this lesson, you will fasten these two potentiometers back to back. At that time, you will receive instructions for doing so. Where tinned bare wire is called for, use a piece of solid pushback wire, with the insulation removed.
CHECK YOUR WORK
Before you start to work, re-check the wiring and connections made in Experiment Lesson 3. If you haven’t looked at these first steps recently, you may now be able to find an error more easily than you could have when you had just completed the work. Remember that no extra care you take now is wasted, because you are laying the foundation for the good workmanship that is expected of successful, reputable radio and television serviceman. When you are sure that no error has been made in the
previous work, proceed with the following preparation.
PREPARATION
1. Carefully examine the picture diagrams in Fig. 5-2 and see just where the parts go and how they look when properly wired.
2. Examine the schematic diagram shown in Fig. 5-3 to see the electrical connections to be made in this lesson. You will notice that the work already done is shown by light lines and the work to be done in this lesson is shown by heavy, dark lines. In this way, you can see how the wiring you are now going to do fits in with the wiring completed in Experiment Lesson 3.
3. Make sure that your soldering iron tip is clean. Then plug in your iron to an electric-power outlet so that it will be ready for use when you need it.
4. Clear your bench or table and arrange your tools for easy use.
Note: Remember that the instruction to connect means to make a good tight connection, without soldering, and the instruction to solder means to make a good tight connection and then solder.
JOB 5-1
To mount resistor $R_6$ on RANGE selector switch $S_1$.
Procedure.
Step 1. Remove 1 inch of lead from each end of the 1-ohm resistor, $R_6$.
Step 2. Connect one end of the resistor to $S_1B_5$ and connect the other end to $S_1A_5$ (on the deck above).
JOB 5-2
To mount resistor $R_7$ on switch $S_1$.
**Procedure.**
Step 1. Remove 1 inch of lead from each end of the 9.1-ohm resistor $R_7$.
Step 2. Bend the leads of $R_7$ so that it may be mounted between the 5th and 6th lugs on Deck B. Mount $R_7$ between lugs $S_1B_5$ and $S_1B_6$.
Step 3. Solder $S_1B_5$.
Step 4. Connect $S_1B_6$.
JOB 5-3
To mount resistor $R_8$ on RANGE selector switch $S_1$.
**Procedure.**
Step 1. Remove 3/4 inch of lead from each end of the 91-ohm resistor $R_8$.
Step 2. Bend the leads in shape so that the resistor may be mounted between the 6th and 7th lugs on Deck B.
Step 3. Solder one end to $S_1B_6$ and connect the other end to $S_1B_7$.
JOB 5-4
To connect lugs 5, 6, and 7 together on Deck A of switch $S_1$.
**Procedure.**
Step 1. Cut two 1-inch lengths of bare tinned wire.
Step 2. Bend one of these lengths as shown in Fig. 5-4.
Step 3. Solder one end of this connector to $S_1A_5$. Connect the other end to $S_1A_6$.
Step 4. Cut 1/2 inch of spaghetti and slip it over the other 1-inch piece of wire. After centering the spaghetti on the wire, bend the wire as you did the first length.
Step 5. Solder one end to $S_1A_6$ and solder the other end to $S_1A_7$. Make sure that no part of the bare wire touches the spacer post between the two lugs.
JOB 5-5
To mount resistors $R_9$ and $R_{10}$ between RANGE selector switch $S_1$ and FUNCTION switch $S_2$.
Step 1. Grasp the body of 15-ohm resistor $R_9$ and the body of 1500-ohm resistor $R_{10}$ between your left thumb and forefinger, as shown in Fig. 5-5a. Then wrap one lead of $R_{10}$ around one lead of $R_9$, using your right thumb and forefinger. Make four complete turns, each of them tight and close to the previous one.
Step 2. With your cutting pliers, remove the unused end of the $R_{10}$ lead, as shown in Fig. 5-5b. Solder this joint carefully and quickly so that you do not change the value of either resistor by overheating.
Step 3. Remove 1/2 inch of lead from the free end of the 15-ohm resistor $R_9$. Remove 7/8 inch of lead from the free end of the 1500-ohm resistor.
Step 4. Cut one 3/4-inch piece of spaghetti and slip it over the free end of resistor $R_9$. Slip this end into the lug of $S_1A_8$. At the same time, slip the free end of $R_{10}$ into $S_1A_9$. When you have made a
good tight connection to each of these lugs, solder $R_9$ to $S_{1A8}$ and $R_{10}$ to $S_{1A9}$ as shown in Figure 5-5c.
Step 5. Cut one 1-1/4-inch length of spaghetti and slip it over the joint lead of $R_9$ and $R_{10}$. Connect (but do not solder) this lead to $S_{2A2}$.
Step 2. Cut a 3-1/2 inch length of tape from the roll of plastic electrician’s tape that you received in Kit 1.
Step 3. Hold the two potentiometers back-to-back with your left hand as you fasten them together with a 3-1/2 inch length of tape. Start taping them together at a point immediately to one side of the soldering lugs, as shown in Fig. 5-6b. Carefully press the tape against the metal sides of the potentiometers as you tape them together. When you reach the lugs with the end of the tape, push the end through to the other side of the lugs with your screwdriver, as shown in Fig. 5-6c. Pull the tape taut and press the end against the sides of the potentiometers. When finished, the two potentiometers should be tightly fastened together and look like those shown in Fig. 5-6d.
Step 4. It may be necessary to bend the soldering lugs back a little so that the lugs of $P_1$ do not touch those of $P_2$ and so that there will be room for making connections to them. Be very careful to bend them only slightly, for if you bend them back too far they may break off.
Step 5. Place the meter panel on the meter box so that the switches face up as you did in Experiment Lesson 3.
Step 6. Hold the two potentiometers so that one shaft faces up and push the other shaft through the hole in the meter panel so that the lugs face in the direction shown in Fig. 5-6e.
Step 7. Place the flat washer over the threaded bushing and fasten in place with a 1/2-inch nut. Tighten the nut with a 1/2-inch wrench or with a crescent wrench. Make sure that the nut is tight enough to prevent slipping.
JOB 5-7
To mount resistor $R_{11}$ between potentiometer $P_1$ and switch $S_1$, as shown in Fig. 5-7.
Fig. 5-6
Step 2. Solder one end of this lead to $S_1A_{11}$ and solder the other end to $S_2B_{2}$, as shown in Fig. 5-7.
**JOB 5-9**
To mount $R_5$ between RANGE selector switch $S_1$ and potentiometer $P_2$.
**Procedure.**
Step 1. Remove 3/4-inch of lead from each end of the 17.9 k-ohm resistor $R_5$.
Step 2. Cut two 1/2-inch lengths of spaghetti. Slip one length over each end of resistor $R_5$.
Step 3. Connect one end of this resistor to terminal 2 of potentiometer $P_2$, as shown in Fig. 5-8.
Step 4. Solder the other end of this resistor to $S_1B_7$.
**JOB 5-10**
To make a connection between potentiometer $P_1$ and potentiometer $P_2$.
Step 1. Cut 1 inch of bare tinned wire.
Step 2. Connect one end of this lead to terminal 2 of potentiometer $P_2$, as shown in Fig. 5-9.
Step 3. Solder the other end of the lead to terminal 2 of potentiometer $P_1$.
CHECK YOUR WORK
With the connection made in Step 3 of Job 5-10, your multimeter is ready for the installation of the meter movement that will be sent to you in Kit 4. As soon as you are ready for Experiment Lesson 7, you can install the movement, make two connections, and put the meter to work measuring voltage and current.
Before you put your work aside, check the wiring very carefully.
1. See that the seven resistors you have wired in this lesson are of the values called for and that they are connected exactly according to the instructions.
2. Make sure that no bare wire touches any other bare wire or metal surface, except where instructions call for two or more wires to be connected to the same terminal.
3. Check the soldering; see that it is well done, with no excess solder or cold-soldered joints. Be very sure that no bits of solder dropped among the switch contacts while you were soldering.
ELECTRONIC FUNDAMENTALS
THEORY LESSON 6
SECONDARY CELLS
6-1. Lead-Acid Storage Battery
6-2. Specific Gravity
6-3. Capacity Ratings
6-4. New Lead-Acid Batteries
6-5. Batteries in Service
6-6. General Rules for Charging
6-7. Charging Methods
6-8. Overcharging
6-9. Charging Primary Batteries
6-10. Efficiency
6-11. Edison Alkaline Cell
6-12. Nickel-Cadmium Cell
6-13. Storing Storage Batteries
RCA INSTITUTES, INC.
A SERVICE OF RADIO CORPORATION OF AMERICA
HOME STUDY SCHOOL
350 West 4th Street, New York 14, N.Y.
INTRODUCTION
In the last lesson, a secondary cell was partly defined as one that may be recharged when its electricity is used up. A more complete explanation follows: A secondary cell is a device that produces electricity by chemical action. When the emf produced by such a cell falls below a useful level, the chemical action can be reversed and the emf can be brought back to its original level. This is done by sending an electric current through the cell in a direction opposite to the direction in which current flows as the cell is discharged. This action is called charging. When a cell receives its first charge, it is said to be charged. When it is charged again, we usually say it is recharged. The same cell may be used over and over again, so long as it remains in good condition, is used properly, and is recharged when necessary. Secondary cells are often called storage cells, since they have the effect of storing electricity until needed. Like primary cells, storage cells may be connected together to form batteries. We call these batteries storage batteries. The most common form of storage batteries used in this country are the 6-volt and 12-volt automobile battery. Figure 6-1 shows a cell and a battery. A 6-volt battery contains three 2-volt cells; a 12-volt battery contains six 2-volt cells.
Like the primary cell, the storage cell is made up of two unlike substances and an
electrolyte. In this country, the commonest storage cell is the lead-acid cell. This cell is made up of two kinds of lead in a solution of sulphuric acid and water. It was stated in the last lesson that the electrodes of a cell must be of different substances. Yet, in a lead-acid cell, both electrodes are made from lead. The reason it is possible to produce a lead-acid cell is that the two kinds of lead have different characteristics and different potentials in the electrochemical series of metals. The positive electrode is made from lead peroxide, which is normally dark brown in color. The negative electrode is made from a gray, spongy lead. Both electrodes are highly porous (which means that they are full of pores or tiny holes). These small pores make it possible for the electrolyte to soak into the electrode and increase the capacity of the cell.
6-1. LEAD-ACID STORAGE BATTERY
A fully charged lead-acid cell produces an open-circuit voltage of about 2.2 volts. Under load, the voltage may drop to 2.0 volts or less. Some portable radios and other portable equipment are powered by such cells. In general, however, there is a need for a greater voltage, so cells are connected together in series to produce batteries.
Batteries of many sizes and many cells are made for all kinds of uses, but the 6-volt battery is familiar to most of us. Let us see how one is made. Figure 6-2 shows a cutaway view of a 6-volt storage battery, with each part identified. The parts that chemically produce electricity are the negative plates, the positive plates, and the electrolyte (which is not shown). Each plate of a modern lead-acid cell is built up by filling a metal grid or framework with lead peroxide (for the positive plates) or spongy lead (for the negative plates). Grids are made from an alloy of lead and antimony. The antimony adds strength to the lead, so that each grid may support the weight of the materials it is filled with. Figure 6-3a shows a grid partly filled with lead peroxide, and Fig. 6-3b shows a complete negative plate made from a grid filled with spongy lead.
To make cells of large capacity, several positive plates are welded together to form a positive element, and several negative plates are welded together to form a negative element. One of the ways in which storage batteries are rated is by the number of plates in each cell. Because the negative plates are on the outside of the positive plates, there is always one more negative plate than positive plate. Therefore, there is always an odd number of plates in a cell. For example, a thirteen-plate battery is made up of cells, each having six positive (lead peroxide) plates and seven negative (spongy lead) plates, while a twenty-one plate battery has ten positive plates and eleven negative plates in each cell. The plates of the positive and negative elements are interleaved, as shown in Fig. 6-4a.
Separators. To prevent a positive plate from touching a negative plate, a separator is slipped between each positive and negative plate. Separators are thin, non-conducting strips of porous wood, fiber, glass fiber, or rubber. No matter what they are made of,
separators must be non-conductors and porous enough to permit the passage of the electrolyte. Figure 6-4b shows a wood separator with grooves cut in one side. This side faces a positive plate. The function of the grooves is to permit a better flow of electrolyte within the cell.
Battery Container. The assembled cells are placed in a glass or hard-rubber container. As shown in Fig. 6-5, each cell compartment is separated from the next compartment by a wall of the same material the case is made from. Molded rests or bridges for the cell element to rest on are at the bottom of each cell compartment. While discharging, or charging, or being subjected to a vibration, particles may flake or chip off the plates of a cell and settle at the bottom of the container. If the plates rested on the bottom of the case, the cell would be shorted. For this reason, the plates of the cell rest on the bridges, and room is left at the bottom to receive this loosened material. Each cell of a portable
battery, such as the kind used in automobiles, is covered with a hard rubber cover, as shown in Fig. 6-6. The hole at each end is slipped over the terminal post of a cell. The center hole is threaded to receive a cap, which may be removed for servicing the cell.
The cells are connected together by *cell connectors*, shown in Fig. 6-7a, which are made from lead or an alloy of lead and antimony. They must be heavy enough to carry a high current, such as that required of an automobile battery when starting the car. The negative and positive battery terminals are tapered, as shown in Fig. 6-7b, so as to receive any standard battery clamp. The positive terminal is always slightly larger than the negative terminal in order to prevent making battery connections in reverse. The individual cell covers are sealed to the battery case with a compound of a blown-oil asphalt or other tarry product. This sealing is necessary to prevent any accidental leakage of the acid solution. In this way, no acid is allowed to spill on and possibly destroy other surfaces.
**Electrolyte.** The electrolyte used in the lead-acid cell is a mixture of sulphuric acid and water. The electrolyte of a fully charged cell contains about 27%, by volume, of pure sulphuric acid. The other 73% is pure water. Most battery manufacturers suggest that only distilled water be used because, in many parts of the country, water contains chemical substances that may affect the chemical action of the cell or battery.
**Chemical Action.** The chemical action of the lead-acid cell is similar to the action of a primary cell. It is not important that we know all of the chemical changes that take place. It is sufficient if we understand that chemical action between the lead peroxide, the electrolyte, and the spongy lead can produce electricity, as shown in Fig. 6-8. However, we should know about some of the chemical changes that occur. As the cell is discharged in use, both the positive electrode (lead peroxide) and the negative electrode (spongy lead) combine with the sulphuric acid of the electrolyte to form a chemical substance called lead sulphate. In the language of battery men, the plates become sulphated. In producing this change, sulphuric acid is taken from the electrolyte. As a result, the electrolyte becomes weaker and weaker as the battery discharges. As more and more of the surface of each plate becomes sulphated, less and less electricity is produced. If the battery were to be completely discharged, the surface of each electrode would be entirely lead sulphate, and very little acid would remain in the electrolyte. For two reasons, therefore, no further electricity could be produced. First and most important, if two electrodes are made from the same substance, there is no potential difference between them. So, even if the electrolyte were full-strength, no emf could be produced. The second reason is that even if the electrodes were in their original condition, the electrolyte would be so weak that no effective emf could be produced.
In good practice, no battery or cell is ever permitted to become fully discharged. Either a cell is kept charged as it is used or it is recharged when the output voltage reaches a certain level. In recharging, an electric current is applied to the terminals of the cell and passes through the cell in a direction opposite to that of the discharging current. This reverses the chemical action, and the sulphate is returned from the positive and negative electrodes to the electrolyte. This makes the positive plate once again lead peroxide, makes the negative plate spongy lead, and restores the electrolyte to its full strength.
6-2. SPECIFIC GRAVITY
We have seen that, as the battery discharges, the electrolyte loses sulphuric acid. So, one way to test the condition of a storage cell is to find out how much sulphuric acid remains in the electrolyte. At first glance, this might seem difficult to do, and it would be except for the fact that sulphuric acid is heavier than water. A pint of pure sulphuric acid weighs 1.835 times as much as a pint of water. We use water as a standard for measuring the relative weights of equal volumes of all kinds of substances. This relative weight we call specific gravity, and because water is used as the standard, we say that it has a specific gravity of 1. Because sulphuric acid weighs 1.835 times as much as water, it is said to have a specific gravity of 1.835.
Of course, the electrolyte used in lead-acid cells is not pure sulphuric acid, but a mixture of acid and water. By measuring, we find that the specific gravity of a fully charged lead-acid cell is about 1.280. Table A shows the approximate specific gravity of the electrolyte for different states of charge at a temperature of 80° F.
**TABLE A – SPECIFIC GRAVITY AND CHARGE AT 80° F**
| Specific Gravity | State of Charge |
|------------------|-----------------|
| 1.280 | 100% |
| 1.250 | 75% |
| 1.220 | 50% |
| 1.190 | 25% |
| 1.130 | 0% |
Hydrometer. We measure the specific gravity of the electrolyte with a hydrometer. This instrument, shown in Fig. 6-9a, has a weighted float with a glass stem marked off like a thermometer. Instead of indicating temperature, however, it shows specific gravity. This float is enclosed in a glass tube with a flexible hose attached to the bottom and a rubber bulb at the top.
To test the specific gravity of a cell, the vent cap is removed from the top of the cell. Then the hydrometer is used, as shown in Fig. 6-9b, and enough of the electrolyte is sucked up into the hydrometer so that the float floats freely. To take a reading, your eye must be at the level of the fluid in the hydrometer. In this position, note the specific gravity as marked on the stem of the float. Typical readings are shown in Fig. 6-10a and b.
Note that the lighter the liquid the more the float sinks down. When the liquid is heavier (higher specific gravity) the less the float sinks down. Thus the lower specific gravity numbers are nearer the top of the float.
After the reading is taken for one cell, the electrolyte is returned to the cell. In the case of a battery, test each cell, one at a time. Always be sure to return the electrolyte to the cell from which it was taken.
Temperature and Hydrometer Readings. Most hydrometers made for testing lead-acid cells are accurately marked for an electrolyte temperature of 80 degrees F. When temper6-4. NEW LEAD-ACID BATTERIES
New batteries are quite frequently shipped "dry". That means that the electrolyte is shipped separately and must be added to the battery before placing it in service. When filling the cells of a lead-acid battery, care must be taken not to spill any of the electrolyte, because the sulphuric acid will damage clothing and other surfaces on which it spills. It is a good idea to use a rubber or glass funnel when pouring electrolyte into the cell, as shown in Fig. 6-11. Never use a metal funnel or a metal container for the electrolyte, because the sulphuric acid will eat away the metal. When pouring electrolyte into a cell, do not let the level rise above the line indicated by the manufacturer. If there is no level indicator, the proper level is about \( \frac{1}{4} \) to \( \frac{1}{2} \) inch above the top of the plates. After pouring electrolyte into a new cell, recheck the level in about fifteen minutes; then add enough electrolyte to make up for the amount absorbed by the plates and separators. If possible, let the batteries stand for 8 to 10 hours and readjust the level.
Mixing Electrolyte. In the previous paragraphs, it was assumed that the electrolyte shipped with the battery was properly mixed and had a specific gravity of 1.280. Sometimes, however, it is necessary to mix your own electrolyte. If electrolyte must be made from pure sulphuric acid (specific gravity 1.835) and water, great care must be taken. Pure sulphuric acid burns and blisters the skin. For that reason, it is a very good idea to wear a rubber apron, rubber gloves, and goggles for your protection when handling pure sulphuric acid.
Warning: Never pour water into acid. If you do, acid will spatter around you, just as grease spatters in a hot frying pan. Always pour acid into water, stirring gently with a glass or rubber rod.
To produce electrolyte with a specific gravity of 1.280, slowly mix one part acid into two and one-half parts distilled water.
Charging New Lead-Acid Batteries. New batteries, whether shipped wet or dry, need charging before being placed in service. Batteries that are shipped wet are already charged. However, a light finishing or "boosting" charge, at a low rate, is recommended. Batteries shipped dry must be fully charged before placing in service.
After charging a new battery, we may find that the electrolyte has a specific gravity greater than 1.280. In such cases, it is necessary to add sufficient distilled water to bring the specific gravity down to the proper level. It may be necessary to draw off some of the electrolyte to make room for water. However, any dilution of the electrolyte should be done slowly, with frequent testing, so that the electrolyte does not fall below the proper level.
6-5. BATTERIES IN SERVICE
Batteries in service should never be permitted to become completely discharged. The specific gravity of the electrolyte should never be permitted to fall below 1.150. In addition, batteries should never be permitted to remain discharged for any length of time. Some battery manufacturers recommend recharging when the specific gravity reaches 1.175 or 1.200.
6-6. GENERAL RULES FOR CHARGING
Batteries should be charged in a well-ventilated room. While charging, lead-acid cells and batteries give off oxygen and hydrogen. So, no matches, lighted cigarettes or cigars, or sparks of any kind should be permitted near a charging battery. Keep vent caps screwed tightly on cells. This will prevent spattering of acid from the cells during charging. Before placing a battery on charge, clean all dirt and corrosion from the terminals. See that the vent hole in each vent cap is open and clear of dirt and grease. Make sure that the electrolyte of each cell is at the proper level. If not, add sufficient distilled water to bring it to the proper level. Battery manufacturers urge you not to add acid, any other type of electrolyte, or any battery "dope". Just add water to the proper level.
6-7. CHARGING METHODS
No matter which method of charging is used, batteries are charged by placing direct current of the proper voltage and polarity across the terminals of the battery. A battery is considered to be fully charged when all cells are bubbling freely and no change in voltage or hydrometer readings is observed during four successive hourly readings. There are several methods of charging in use. These are constant-current charging, constant-voltage charging, high-rate charging, and trickle charging.
Constant-Current Charging. The oldest and most used charging method is the constant-current method. As shown in Fig. 6-12, the positive terminal of the charger is connected to the positive terminal of the battery and the negative terminal of the charger is connected to the negative terminal of the battery. Then, the charging resistor is adjusted to the proper charging current for the battery. According to the Association of American Battery Manufacturers, a safe charging rate is 1 ampere for each positive plate in a cell. So, in a 13-plate battery, which has 6 positive plates, a safe charging current is 6 amperes. If several batteries are to be charged at the same time, they may be connected in series, with the positive electrode of one connected to the negative electrode of the next one. The positive terminal of the series is connected to the positive terminal of the charger or voltage source, as shown in Fig. 6-13. When several batteries are charged at the same time in this way, the charging rate is the rate suitable for the smallest battery in the line.
When charging a battery by the constant-current method, it is necessary to keep a watch to see that the charging rate is not too high. This condition is usually indicated by excessive gassing (bubbling of the electrolyte) and by electrolyte temperatures over 110°F. In such cases, it is necessary to reduce the charge rate.
Constant-Voltage Charging. When batteries are not badly sulphated or are not too
greatly discharged, the time required for charging may be reduced by using the constant-voltage method. Apply a source of d.c. equal to 2.5 volts per cell. The charging current, at the start, is very high. As the cell becomes charged, the current rate reduces; by the time the cell is completely charged, the current has tapered off to a very small quantity. For that reason, this is sometimes called a taper charge. Figure 6-14 shows one arrangement of batteries being charged by the constant voltage method.
**High-Rate Charging.** Since the war, high-rate chargers have become increasingly popular. If a battery is not badly discharged or over-sulphated, as long as the electrolyte temperature does not rise above $125^\circ F$, and there is no excessive bubbling, an occasional high-rate charge does no material damage to a battery. Great care must be used, however, to follow the instructions for operating a high-rate charger. Otherwise this charge can cause great damage to batteries. Batteries shipped dry should not be charged by this method, since, in such batteries, the temperature should not be allowed to exceed $110^\circ F$.
**Trickle Charging.** Trickle charging is really a form of constant-voltage charging, except that it is applied continuously with a low charging current. The charging current is usually 1% or 2% of the ampere-hour rating of the battery. The storage cells used in some makes of 3-way portable radios use a trickle-charging circuit to charge the cell whenever the radio is connected to an electric power line. A typical circuit of this type is shown in the Service Practices booklet on portable radios.
6-8. OVERCHARGING
Care must be taken to avoid overcharging a battery for the following reasons:
1. Some of the water of the electrolyte is changed into hydrogen and oxygen, and these gases escape through the vent hole.
2. The loss of water increases the strength of the acid, which may cause damage to the negative plates and to wood or fibre separators.
3. Positive plates sometimes warp or buckle from overcharging, as shown in Fig. 6-15.
4. High internal heat frequently results from overcharging. This increases the rate of corrosion and may soften the sealing compound used in assembling the battery.
5. Excessive amounts of sediment form at the bottom of each cell.
6-9. CHARGING PRIMARY BATTERIES
In the lesson on primary batteries, it was stated that such batteries tend to consume themselves in discharging. It is true that some of the zinc container is eaten away by the chemical action that produces the battery current. Yet, it is often possible to recharge dry cells as many as two or three times. Usually it does not pay to charge 1.5-volt and other low-voltage cells. However, high-voltage batteries, such as 45-volt, 67.5-volt, and 90-volt B-batteries that are not greatly discharged may be charged successfully. In fact, some 3-way portables are made that recharge the B-battery when the radio is connected to an electric power line. This is discussed further in a Service Practices booklet on how to service battery and three-way portables.
6-10. EFFICIENCY
The converting of electrical energy into chemical energy, as in charging storage batteries, is never 100-percent efficient. There are always losses of energy due to heat and local action. In discharging a battery, there are similar losses in the conversion of chemical energy into electrical energy and in overcoming the internal resistance of the battery. However, while there is some loss in efficiency, the portability and convenience of batteries make them indispensable for many types of equipment.
6-11. EDISON ALKALINE CELL
The Edison alkaline cell is a storage cell that has widespread use in telephone central offices, railway signalling, and communication on railroad trains and in battery-operated trucks. Although Edison cells originally cost more than lead-acid cells, their long life and lighter weight frequently make them more economical to use over long periods of time.
Positive Plates. The positive plates of an Edison cell, as shown in Fig. 6-16a, are made from nickel-plated steel tubes filled with 315 layers of nickel flakes, with a layer of nickel hydroxide between each layer of flake nickel. These tubes are normally 1/4 or 3/16 of an inch in diameter and usually 4.5 inches in length. The tubes are punched with many small holes and reinforced with eight nickel-plated rings. They are then mounted on a nickel-plated steel grid, as shown in Fig. 6-16b.
Negative Plates. The negative plates are made from rectangular nickel-plated steel containers known as pockets. Each of these is punched with many fine holes and
filled with ferrous oxide (iron oxide) mixed with a little yellow oxide of mercury. The negative pockets are mounted on a nickel-plated steel grid to form the negative plate. Figure 6-17 shows a single negative pocket and an assembled negative plate.
The Electrolyte. The electrolyte is potassium hydroxide, and a small amount of lithium hydroxide, in water. The cells have nickel-plated steel terminal posts, specially tapered to fit the connectors made to join one cell to another. The cells are mounted in a case made from nickel-plated sheet steel. As shown in Fig. 6-18, the positive plates are mounted on a steel rod, evenly spaced by washers between each plate. The negative plates are assembled in the same way. Then the negative plates and the positive plates are interleaved, as shown in Fig. 6-18.
Chemical Action. Studies have been made of the chemical action that takes place in a charging and discharging nickel-iron storage cell (another name for Edison cell). However, exactly what happens is not yet completely understood. It is known that in discharging, oxygen is liberated by the positive plate and added to the negative plate. In charging, the action is reversed, with the oxygen leaving the negative plate and being absorbed by the positive plate. It is also known that during discharge and charge there is no important change in the electrolyte. For that reason, a hydrometer does not show the state of the charge or discharge.
State of Charge. The specific gravity of fresh alkaline electrolyte is about 1.230. In use, the electrolyte decreases in specific gravity. When it reaches 1.160 it is usually renewed. However, the electrolyte needs this renewal only two or three times during the life of the battery. The electrolyte is renewed by replacing the old electrolyte with fresh renewal electrolyte made especially for this purpose.
To determine the state of charge, it is necessary to measure the closed-circuit voltage of the cell under normal load. Freshly charged, the output of an average Edison cell
is 1.47 volts, which drops to about 1.42 volts in about six hours even if the cell is not used in the meantime. The terminal voltage of a completely discharged Edison cell is about 1.13 volts. Table B shows approximate closed-circuit voltage readings of an Edison cell in discharging.
**TABLE B – EDISON CELL VOLTAGES DURING DISCHARGE**
| Percent Discharge | Closed-Circuit Voltage |
|-------------------|------------------------|
| 0 | 1.42 |
| 10 | 1.32 |
| 20 | 1.27 |
| 30 | 1.25 |
| 40 | 1.23 |
| 50 | 1.22 |
| 60 | 1.21 |
| 70 | 1.20 |
| 80 | 1.19 |
| 90 | 1.17 |
| 100 | 1.13 |
**Charging Edison Cells.** For best results, the temperature of the electrolyte before charging should be between 70° and 80°F. If charged while the electrolyte is at a higher temperature, the capacity of the cell may be reduced during the next discharge period. Because the temperature of Edison cells rises considerably during discharging, as well as during charging, it may be necessary to let the cell cool off before charging. Edison cells are best charged by the constant-voltage method. The manufacturer’s directions must be followed carefully when charging.
**6-12. NICKEL-CADMIUM CELL**
The nickel-cadmium cell is very much like the nickel-iron cell, except that the negative electrode is usually cadmium or a mixture of cadmium and iron. Figure 6-19 shows a cut-away view of a nickel-cadmium cell. The electrolyte used is potassium hydroxide with a normal specific gravity of 1.210.
The open-circuit voltage of a nickel-cadmium cell is about 1.3 volts. When loaded so that it discharges at the normal rate suggested by the manufacturer, the closed circuit voltage is approximately 1.2 volts, until it is about 75-percent discharged. Some nickel-cadmium cells are considered discharged when the closed-circuit voltage reaches 1.1 volts and, in other cells, when the voltage reaches 1.0 volts. For charging rates, follow the manufacturer’s instructions.
Nickel-cadmium batteries are much more common in Europe, where they have been manufactured and used for many years. They are used for train lighting, mine lamps, in trucks and tractors, for communication systems, and to start marine engines. They have long life, are very rugged in construction, and require little attention.
6-13. STORING STORAGE BATTERIES
New lead-acid batteries that have been shipped dry may be stored for an indefinite period of time so long as the vent caps remain sealed and are not removed. Batteries that are received fully charged and ready for service should be stored in a cool place with plenty of ventilation. They may be placed on shelves, as shown in Fig. 6-20. Sufficient room should be allowed for connecting a charger to the terminals. While standing idle in storage, lead-acid batteries slowly discharge. At 100-degrees F, an idle lead-acid cell discharges six times as fast as it does at 50-degrees F. So, every so often lead-acid batteries need a booster charge to bring the specific gravity of the electrolyte up to a normal figure.
Batteries that have been in use should be recharged before being stored, and should be inspected about every two weeks. Never store a discharged battery.
Nickel-iron and nickel-cadmium batteries should be stored in a well-ventilated, cool place. However, the amount of self-discharge is so small that they require very little attention.
6-13. STORING STORAGE BATTERIES
New lead-acid batteries that have been shipped dry may be stored for an indefinite period of time so long as the vent caps remain sealed and are not removed. Batteries that are received fully charged and ready for service should be stored in a cool place with plenty of ventilation. They may be placed on shelves, as shown in Fig. 6-20. Sufficient room should be allowed for connecting a charger to the terminals. While standing idle in storage, lead-acid batteries slowly discharge. At 100-degrees F, an idle lead-acid cell discharges six times as fast as it does at 50-degrees F. So, every so often lead-acid batteries need a booster charge to bring the specific gravity of the electrolyte up to a normal figure.
Batteries that have been in use should be recharged before being stored, and should be inspected about every two weeks. Never store a discharged battery.
Nickel-iron and nickel-cadmium batteries should be stored in a well-ventilated, cool place. However, the amount of self-discharge is so small that they require very little attention.
ELECTRONIC FUNDAMENTALS
EXPERIMENT LESSON 6
EXPERIMENTS WITH CELLS
RCA INSTITUTES, INC.
A SERVICE OF RADIO CORPORATION OF AMERICA
HOME STUDY SCHOOL
350 West 4th Street, New York 14, N.Y.
Experiment Lesson 6
OBJECT
The object of the experiments in this lesson is to confirm the following statements made in Theory Lesson 5:
1. Carbon-zinc dry cells are connected together in series to form batteries of various voltages.
2. When cells are connected in series aiding, the voltage of each cell adds to the next voltage.
3. It is possible to connect cells so that they don’t aid.
4. Electrical pressure or emf exists between some common substances when they are placed in an alkaline, acid, or salt solution.
5. The emf produced by chemical action between two metals or other substances placed in an acid, alkaline, or salt solution of proper strength is determined by the metals used.
6. The emf produced by chemical action is not affected by the size of the cell, the amount of metal, and the spacing of the metals.
PREPARATION
In order to prepare for these experiments, read and study Theory Lesson 5. When you are sure that you understand the information given in Theory Lesson 5, proceed with the experiments given in this lesson. If you have trouble understanding some point in an experiment, stop what you are doing and read Theory Lesson 5 again until the point is cleared up and you find the answer to your problem.
INFORMATION
The experiments in the first part of this lesson are best performed where the lighting in the room is not too bright to keep you from observing the brightness level of a small flashlight bulb. Bright lights in the room should be turned off; medium to low lighting should be used. The equipment needed to perform this experiment probably can be found in your own home, making it unnecessary to buy anything.
PART ONE
OBJECT
The object of the first part of this lesson is to:
1. Test the total potential across a battery made up of 1.5-volt dry cells that are connected in series aiding.
2. Test the total potential across a battery made up of 1.5-volt dry cells that are connected in series opposing.
3. Test the total potential across a battery made up of 1.5-volt dry cells that are connected as a combination of both series aiding and series opposing.
4. Test the potential across a battery made up of dry cells that are connected in parallel.
In each of the following experiments, you will use your sense of sight and sense of taste to observe the strength of the total battery voltage. You will use your sense of sight by observing the brightness of a small, low-voltage lamp; you will also judge the potential strength by means of taste sensations. For example, if two conductors that carry a low d-c potential are placed on the tongue, the tongue will receive a certain taste sensation. If the voltage is reduced, the taste sensation will not be as strong.
Caution: Never place conductors or wires in the mouth unless you are sure that the potential is obtained from battery cells and does not exceed 3 volts.
In future lessons, you will use a meter for testing and will have no further use for this method.
EQUIPMENT NEEDED
One 6-volt pilot-light bulb
One pilot light socket
Three 1.5-volt dry cells
One 6-foot length of pushback wire
Soldering iron
Solder
Cutting pliers
Fine sandpaper
Clean cloth
PREPARATION OF PARTS
In order that different methods of connecting the individual cells may be used, it will be necessary to solder separate wires to the positive and negative terminals of the three 1.5-volt dry cells. Connect the wires as follows:
1. Using the cutting pliers, cut six 4-inch lengths of pushback wire.
2. Push back the insulation for 1/2 inch from each end of each of the 6 leads.
3. Lightly clean the top surface of the brass positive terminal of each of the 1.5-volt cells with the sandpaper.
4. Solder a lead to the brass positive terminal of each cell, as shown in Fig. 6-1a.
5. Clean a small spot on the zinc bottom of each cell.
6. Solder a lead to the clean spot on the bottom of the zinc casing of each cell. Your finished work should look like Fig. 6-1b.
Caution: Do not allow the two exposed leads of a cell to touch each other. If you do, the cell will become short-circuited and discharge in a short time.
EXPERIMENT 6-1
To test one dry cell using pilot-light and socket.
Procedure.
Step 1. Insert the 6-volt pilot-light bulb in its socket.
Step 2. Holding one lead of one of the dry cells in each hand, carefully contact the two terminals of the pilot-light socket with the bared ends of the two leads, as shown in Fig. 6-1c.
Step 3. Observe the brightness of the pilot-light bulb.
Step 4. Remove the two leads from the socket terminals. Wipe the exposed ends of the two leads with a clean cloth and place the exposed ends of the wires on your tongue, as shown in Fig. 6-2, making sure that the two bare wires do not touch each other. Note the strength of the taste sensation as the two wires touch your tongue. After holding the leads there for a few seconds, remove them from your mouth.
Discussion. When you connected the pilot light bulb across the dry cell, you observed that the bulb did not light very brightly. In fact, it was easy to look at the glowing filament without eyestrain. This was because the bulb is made to produce full brightness only when 6 volts is applied to its terminals. The voltage of the cell was very small—only 1.5 volts. This voltage could not force enough current through the bulb to cause it to light brightly.
You noticed, too, that the taste sensation received by your tongue was not too strong. The 1.5 volts of the cell was not enough to produce much sensation.
EXPERIMENT 6-2
To observe, by sight and taste, the effects of increasing the voltage.
Procedure.
Step 1. To obtain a total potential of 3-volts, connect two of the 1.5-volt dry cells in series aiding, as shown in Fig. 6-3a.
Step 2. Connect the two series-connected cells to the pilot-light socket, as shown in Fig. 6-3b.
Step 3. Observe the brightness of the bulb. Notice how much brighter it glows with a potential of 3 volts than when a potential of only 1.5 volts was used.
Step 4. Remove the two leads from the
socket and wipe their ends clean. Place the two leads on your tongue. The taste will seem stronger and more salty than the taste you experienced when a potential of 1.5 volts was used. Remove the two wires from the tongue.
**Discussion.** When the bulb was placed across the two series-aiding cells, it was easy to see that the electrical potential or voltage had increased over that obtained by using only one dry cell. The filament of the bulb glowed brightly, showing that the doubled electrical pressure forced more current through the resistance of the filament. Stated more simply, the increased voltage simply caused a greater electron movement through the filament wire. The filament wire, being a poor conductor of current, became hot and glowed even when only 1.5 volts was used; it became hotter and glowed brighter when 3 volts was used. The increased heat and light were due to the increased quantity of electrons forced through the thin, high-resistance filament wire.
The tongue, as we now realize, is sensitive to differences in electrical current flow. The increased voltage, due to two series-aiding cells, produced more current flow through the moist tongue; the taste sensation informed you that you could actually taste the greater force of the two cells.
**EXPERIMENT 6-3**
To connect two cells in series opposing and observe the effects by sight and taste.
**Procedure.**
Step 1. Connect two 1.5-volt cells in series opposing, as shown in Fig. 6-4.
Step 2. Connect the terminals of this series to the pilot-light socket and observe the filament of the bulb. Does it glow?
Step 3. Remove the leads from the socket and test the potential of the series with your tongue, as before. Is there any taste sensation? Does it have the sensation of one or two cells?
**Fig. 6-4**
**Discussion.** You probably found that the bulb did not glow at all and that the only taste sensation was that of two plain wires connected to nothing. This was because an electrical tug-of-war was taking place. The electrical pressure (voltage) of the first cell equaled the pressure of the second cell, and, because the pressures were in opposite directions, they balanced each other. This caused the voltage of the first cell to cancel the voltage of the second cell, resulting in no voltage at all at the terminals of the series.
**EXPERIMENT 6-4**
To observe the effects of connecting two cells so as to oppose the potential of a third cell.
**Procedure.**
Step 1. Connect the three cells as shown in Fig. 6-5, with cells 2 and 3 aiding and opposing cell 1. Connect the terminals of this series to the terminals of the pilot-light socket.
Step 2. Observe the glow of the heated filament. Make a mental comparison between the brightness obtained now and when a single cell was used.
Step 3. Remove the leads from the socket and test the series with your tongue. Is the taste sensation greater than that of a 3-volt battery, or is it more like that of a single cell?
Discussion. In this experiment, another electrical tug-of-war was taking place. Cell 1 and cell 2 balanced each other out by acting as though they were pulling on opposite ends of a rope; in this manner, they opposed each other. Cell 3, not having another cell to oppose, was free to exert its 1.5 volts of electrical pressure and force current to flow through the circuit. The circuit behaved as though cells 1 and 2 were not there, and cell 3 was acting alone. The potential of cell 1 cancelled the potential of cell 2, leaving a potential of cell 3 to do the work.
EXPERIMENT 6-5
To connect two cells in parallel and observe the results by sight and taste.
Procedure.
Step 1. Connect two cells in parallel, as shown in Fig. 6-6, making sure that the polarities (+ and −) are as shown.
Step 2. Connect the cells to the pilot-light socket and observe the glow. Is it like the glow that you observed when one cell or when two cells were connected in series?
Step 3. Remove the leads from the socket and test the voltage with your tongue. Does it taste like 1.5 volts or like 3 volts?
Discussion. In this experiment, you observed that the two parallel-connected cells had the same electrical pressure as a single 1.5-volt cell. In other words, if one cell had been disconnected completely and removed from the circuit, leaving only one cell, the lamp would have had the same brilliance and the taste sensation would have been the same. Why bother connecting two cells in parallel, when one cell delivers the same voltage? The reason is simply this: Each cell in a parallel-connected circuit shares the current flowing through the load; this means that they last longer and will not discharge as quickly as a single cell.
In all of the preceding experiments, you used dry cells, which have a potential of 1.5 volts d.c. You learned in Theory Lesson 5 that the positive electrode of such a cell is made of carbon, the negative electrode is made of zinc, and the electrolyte is ammonium chloride in paste form.
In the experiments that follow, you will make your own battery cells by using two dissimilar metals in a home-made electrolyte.
PART TWO
OBJECT
The object of this part of the lesson is to:
1. Construct three home-made cells.
2. Use the sense of taste to determine if an emf is present.
3. Attempt to force current through the
high internal resistance of the cells so as to light a pilot-light bulb.
4. Determine if a potential can be developed across two electrodes made of the same metals.
5. See if the potentials of a cell can be affected by changing the make-up of a cell, by changing the quantity of electrolyte, or by changing the size and spacing of the metals used for the electrodes.
**PREPARATION**
Review Theory Lesson 5 so that you will be prepared to perform the following experiments. Since you are going to assemble three cells, you should become familiar with the part of Theory Lesson 5 that explains the action of different metals in an electrolyte solution.
These experiments are best performed on a kitchen table or worktable located where accidental spilling of liquid will not do much damage. However, since all of the materials used are common substances found in your home, no special precautions need be taken.
**EQUIPMENT NEEDED**
- Three water tumblers
- Eight ounces of cider vinegar
- Three feet of stranded iron picture-hanging wire
- Three feet of bare copper wire (not tinned)
- Pilot-light bulb and socket (used in Part One)
- Cutting pliers
- Six inches of adhesive tape or cellophane tape
**ASSEMBLY OF CELLS**
Three cells will be assembled, each using an acid (vinegar) as the electrolyte. The electrodes will consist of copper (+) and iron (−). Assemble the cells in the following steps:
Step 1. Cut three 6-inch lengths of copper wire and three 6-inch lengths of iron wire.
Step 2. Make up two pairs of joined electrodes by tightly twisting together a copper wire with an iron wire for a distance of one inch, as shown in Fig. 6-7.
Step 3. Place the two pairs of joined electrodes and the remaining single copper and iron electrodes in the glass tumblers in the arrangement shown in Fig. 6-8. Arrange the electrodes and the spacing between the glass tumblers so that each electrode is about 1/4 inch from the bottom of the glass.
Step 4. Fasten each electrode to the top edge of the glass, using six 1-inch strips of cellophane or adhesive tape, one strip for each electrode.
Step 5. Carefully pour an equal quantity of cider vinegar into each glass, allowing each glass to become about one-third full.
Step 6. Wrap the bare end of the single copper-wire electrode around one of the 3-foot test leads, by twisting them together, as shown in Fig. 6-8. In the same way, connect the other 3-foot test lead to the single iron-wire electrode.
EXPERIMENT 6-6
To test the potential of three homemade cells.
Procedure.
Step 1. Wipe the free ends of the two 3-foot leads with a clean cloth and place the exposed ends of the wires on your tongue as in the other experiments.
Step 2. Note the strength of the taste sensation and compare it with the taste sensation of the series-connected dry cells. Try to guess the value of emf produced in the experiments in Part One of this Lesson. Remove the test leads from your mouth.
Step 3. Connect the 3-foot leads to the two terminals of the pilot-light socket. Do not be surprised if the bulb does not light or even glow faintly. This will be explained in the discussion that follows.
Discussion. Your taste sensation told you, in Step 2, that a voltage was present. This proved that electrical pressure existed when unlike metals were placed in an acid. Since the three copper-iron cells were connected in series-aiding, the total emf across the ends of the 3-foot test leads was three times the value of the voltage of one of the copper-iron cells. The total potential across the three homemade cells is equal to about the same voltage as a single 1.5-volt dry cell. In other words, the potential of each of your homemade copper-iron cells is equal to about 0.5 volt under load. Your tongue was the load. If the total emf of the three cells is 1.5 volts, why did the pilot-light bulb fail to glow when it was placed across the three series-connected cells in Step 3? The answer is that the internal resistance of each of the homemade cells is very high and does not pass enough current to heat the filament. The resistance of the filament is very low compared with the total internal resistance of the battery. When the battery resistance and the filament resistance are combined, the voltage divides; practically all of the battery potential is across its own internal resistance, and very little voltage remains
to operate the bulb. (See Fig. 6-9.) Although a voltage-dividing action took place when the high resistance circuit of your tongue was in series with the high resistance of the battery, both loads showed high resistance. Therefore, part of the battery voltage remained across the wires resting on your tongue, allowing enough current to flow to arouse the sensitive sense of taste.
You might ask why the emf produced by each of the home-made copper-iron cells is only about 0.5 volt? The Electrochemical Series Table in Theory Lesson 5 shows that the emf should be about 0.78 volt. The answer is that the vinegar used as the electrolyte is a very weak form of acetic acid. If a strong solution had been used, a greater emf would have been produced. In addition, the capacity of each cell was very small because the area of the electrodes exposed to the electrolyte was very small. So, when a load (the bulb or tongue) was applied to the terminals, the current drawn exceeded the capacity of the cells. Therefore, the positive electrode became polarized, and the internal resistance increased. As a result, very little power was delivered to the load.
**EXPERIMENT 6-7**
To reduce the quantity of electrolyte in order to observe the effect on the emf produced.
**Procedure.**
Step 1. Carefully pour most of the electrolyte from each glass into a glass jar, allowing enough electrolyte to remain in the three glass tumblers to immerse the bottom of each of the six electrodes for 1/2 inch.
Step 2. Use the taste test to discover whether the battery potential has been lowered due to the reduction in the amount of electrolyte.
**Discussion.** The sensation of taste told you that the battery potential remained about the same as when the original quantity of electrolyte was used. It is not the *amount* of electrolyte that determines the strength of the generated emf, but the strength or *type* of electrolyte used.
**EXPERIMENT 6-8**
To find what effect distance between the copper and iron electrodes has on the voltage of the cells.
**Procedure.**
Step 1. Repeat the taste test of Experiment 6-7, Step 2, and try to remember the amount of sensation your tongue receives.
Step 2. Bend all of the copper- and iron-electrode wires in the three glass tumblers so that there is only about 1/4 inch between each pair. Make sure that the electrodes do not touch each other. This arrangement is shown in Fig. 6-10.
Step 3. Determine again, by means of the taste test, whether the battery potential has changed due to the difference in spacing between the electrodes.
**Discussion.** Your sense of taste told you that the potential strength of the cells remained the same, even though the spacing between the electrodes was changed. Of course, if you had carelessly allowed an iron electrode and a copper electrode in one of the cells to touch, the cell would have been shorted out of the circuit, and
the potential strength of the battery would have been decreased to two-thirds of its original total value.
**EXPERIMENT 6-9**
To learn what effect the use of electrodes made of the same metal has on the emf produced.
**Procedure.**
Step 1. Remove the three copper-wire electrodes from the three cells and replace them with iron-wire electrodes. The three cells should now have iron-wire electrodes only.
Step 2. Repeat the taste test and try to detect any signs of voltage.
**Discussion.** Your taste sensations informed you that no potential was present. This proved that, in order to produce an emf, it is necessary to place different metals in an electrolyte solution. The iron wire used for one of the electrodes is just as negative with respect to hydrogen as the other electrode made of iron wire. Since both iron-wire electrodes are equally negative, zero potential exists between them. | 638e74bf-6e74-4210-b330-1035ee448697 | CC-MAIN-2021-31 | http://segalandassociates.com/Documents/Various-Articles-and-Books-For-Electronics/RCA-Course/RCA_Radio-Course-3b.pdf | 2021-07-31T06:19:59+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046154053.17/warc/CC-MAIN-20210731043043-20210731073043-00250.warc.gz | 38,277,088 | 22,079 | eng_Latn | eng_Latn | 0.910054 | eng_Latn | 0.998463 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"mlt_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"zsm_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"mlt_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
296,
802,
4161,
5463,
8363,
11348,
13275,
16654,
18196,
19893,
21692,
23511,
27719,
30608,
31164,
32840,
34233,
34439,
36217,
38565,
39611,
39810,
42134,
44112,
44122,
44990,
45906,
46423,
47828,
50992,
51987,
54048,
57108,
58541,
61378,
64524,
66169,
69202,
71240,
73884,
74972,
76060,
76251,
78767,
80440,
82299,
85280,
87629,
90095,
92014,
94925,
95826
] | [
3.609375,
4.3125
] | 1 | 0 |
Before and after photo series
Coalition for the Upper South Platte
2014-2015
www.cusp.ws
The forest is a mix of aspen and pine trees, with some areas having more aspen than others. The ground is covered in grass and some patches of snow. There are also some fallen trees and branches on the ground.
The forest is a mix of aspen and pine trees, with some areas covered in snow. The ground is covered in fallen leaves and branches.
Before and After: A comparison of the forested area before and after the restoration project.
Maddox before forest treatments 2011 NAIP Imagery
Maddox after forest treatments 2013 NAIP Imagery
The property is located in the heart of the Colorado Front Range, approximately 10 miles west of Boulder and 25 miles east of Denver. The property is situated on the eastern slope of the Front Range, providing stunning views of the mountains and the surrounding landscape. The property is surrounded by a variety of natural features, including forests, streams, and meadows, making it an ideal location for outdoor activities such as hiking, biking, and fishing. The property is also close to several popular ski resorts, making it a great destination for winter sports enthusiasts.
21a, 21b: Forested areas with snow and trees.
Meyer’s property
Before
3/3/15
After
3/12/15
STAGESTOP
TERREXCHOPPER
STAGESTOP
TERREXCHOPPER
The forest is in a state of transition, with some trees still standing while others have fallen and decayed. The ground is covered with a mix of fallen branches, leaves, and moss, indicating a natural cycle of growth and decay. The trees that remain are mostly young aspen trees, which are known for their rapid growth and ability to regenerate quickly after disturbance. The forest floor is relatively flat, with some small hills and valleys, suggesting that the area has not been heavily impacted by human activity. Overall, the forest appears to be in a healthy state, with a mix of different tree species and a diverse ecosystem.
Figure 1: Left: A forest scene with a mix of coniferous and deciduous trees. Right: A forest scene with a mix of coniferous and deciduous trees, including some aspen trees.
The property is located in the heart of the Colorado mountains, offering breathtaking views and a peaceful retreat from the hustle and bustle of city life. The land is surrounded by towering pine trees and rolling hills, providing a natural habitat for wildlife and a serene environment for outdoor enthusiasts.
The property features a variety of terrain, including open fields, forested areas, and rocky outcrops, making it ideal for various activities such as hiking, mountain biking, and horseback riding. The presence of a small stream running through the property adds to its natural beauty and provides opportunities for fishing and wildlife watching.
In addition to its stunning natural surroundings, the property also offers a range of recreational amenities, including a private dock on a nearby lake, a swimming pool, and a hot tub. These facilities make it an ideal destination for families and groups looking to enjoy the great outdoors while still having access to modern conveniences.
Overall, this property is a rare find in the Colorado mountains, offering a unique blend of natural beauty and recreational opportunities. Whether you're looking for a peaceful retreat or an exciting adventure, this property has something to offer everyone.
The following images show the difference between a healthy forest and a forest that has been thinned. The left image shows a dense forest with many dead trees, while the right image shows a forest that has been thinned to allow for more sunlight and air circulation.
The left image shows a forested area with tall trees and a grassy understory. The middle image is similar to the left, but the trees appear slightly more sparse. The right image shows a different section of the forest with a mix of tall trees and shorter, younger trees. There are also some fallen branches on the ground.
31b
35a
35b
38a
38b
39
40
The forest is a mix of coniferous and deciduous trees, with a dense understory of shrubs and grasses. The forest floor is covered in a layer of fallen leaves and needles, providing a rich habitat for a variety of wildlife. The forest is home to a wide range of plant and animal species, including deer, elk, and various bird species. The forest is also a popular destination for hikers and mountain bikers, who enjoy the scenic views and challenging trails.
The forest is a mix of pinyon and juniper trees, with some areas having more pinyon and others more juniper. The ground is covered in snow, which has been melting in some areas, revealing patches of dirt and rocks. The trees are tall and thin, with some having a reddish-brown color. The sky is clear and blue, indicating a sunny day.
The forest is a mix of coniferous and deciduous trees, with some areas showing signs of snow cover. The ground is covered in a layer of snow, and there are patches of bare soil visible. The trees are tall and have a mix of green and brown foliage. Some of the trees are leaning or have fallen over, indicating possible wind damage or natural decay. The overall scene suggests a cold, winter environment with a mix of natural and man-made elements.
The forest is a mix of aspen and pine trees, with some areas having more aspen and others having more pine. The ground is covered in leaves and other debris, and there are some fallen trees. The sky is overcast, and the overall atmosphere is peaceful and serene.
The forest is in good condition, with no signs of damage or disease. The trees are healthy and well-maintained, indicating that the forest management practices are effective.
Lone Lakes Photo Point
B2: After cutting,
Before slash removal
NW 1/4S
2/20/13
The left image shows a clearcut area with minimal vegetation, while the right image shows a similar area with more vegetation and a less disturbed appearance.
The left image shows a forested area with a mix of pine and aspen trees, some of which have been cut down. The ground is covered with grass and there are patches of bare soil. The right image shows a similar area but with more trees standing, indicating that some trees have been removed. The ground is also covered with grass and there are patches of bare soil.
The left image shows a forested area with some clear-cutting visible, where trees have been removed and the ground is covered with fallen branches and debris. The right image depicts a similar forested area but in winter, with snow covering the ground and the trees standing tall against a blue sky. | <urn:uuid:db71b253-937e-472e-a1e1-e2c01a211cc1> | CC-MAIN-2018-47 | http://cusp.ws/wp-content/uploads/2016/04/before-and-after-CUSP.pdf | 2018-11-18T19:30:46Z | crawl-data/CC-MAIN-2018-47/segments/1542039744561.78/warc/CC-MAIN-20181118180446-20181118202446-00423.warc.gz | 80,093,757 | 1,402 | eng_Latn | eng_Latn | 0.987591 | eng_Latn | 0.997629 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
88,
299,
431,
526,
627,
1211,
1258,
1306,
1356,
1991,
2165,
3426,
3694,
4017,
4032,
4050,
4509,
4845,
5294,
5558,
5734,
5814,
5974,
6338,
6639
] | [
2.0625
] | 1 | 1 |
Introduction
As the winter chill melts away and nature begins to bloom, it’s the perfect time to renew your commitment to fitness and well-being. Spring offers a fresh start, and what better way to embrace it than by revitalizing your workout routine? With the days growing longer and the weather warming up, there are plenty of opportunities to get active and energize both your body and mind right in the comfort of your own home. In this article, we’ll explore a variety of spring home workouts designed to help you achieve your fitness goals and enhance your overall health.
1. Outdoor Activities
Spring is the ideal season to take your workouts outside and soak up some sunshine. Whether it’s a morning jog through the park, a brisk walk around your neighborhood, or a leisurely bike ride along scenic trails, outdoor activities offer a refreshing change of pace and a chance to connect with nature. Take advantage of the longer daylight hours and mild temperatures to explore new routes and enjoy the beauty of springtime.
2. Bodyweight Exercises
No gym equipment? No problem! Bodyweight exercises are an effective way to build strength, improve flexibility, and increase endurance without any special gear. Incorporate moves like squats, lunges, push-ups, and planks into your routine to target different muscle groups and challenge your body in new ways. You can easily perform these exercises in your living room, backyard, or even while traveling, making them a convenient option for springtime workouts.
Turn household chores into a fun and productive workout by adding extra movements to your cleaning routine. For example, squat while loading the dishwasher, lunge while vacuuming, or do calf raises while dusting. Not only will you get your house sparkling clean, but you'll also burn calories and tone your muscles in the process. Put on your favorite playlist and make spring cleaning a fitness-friendly activity for the whole family to enjoy.
4. Yoga and Stretching
After a long winter, your body may feel stiff and tense. Ease tension, improve flexibility, and promote relaxation with yoga and stretching sessions. Set aside some time each day to practice gentle yoga poses and stretches that target tight areas such as the hips, shoulders, and lower back. Focus on deep breathing and mindfulness to quiet the mind and reduce stress. Whether you prefer a guided online class or a solo practice, yoga and stretching can help you find balance and rejuvenation this spring.
5. High-Intensity Interval Training (HIIT)
If you're short on time but still want an effective workout, HIIT is the way to go. HIIT involves alternating between short bursts of high-intensity exercise and brief periods of rest or low-intensity activity. This type of workout not only torches calories and boosts metabolism but also improves cardiovascular health and increases endurance. Design your own HIIT circuit using exercises like burpees, jumping jacks, mountain climbers, and high knees. Perform each exercise for 30 seconds to one minute, followed by 15 to 30 seconds of rest, and repeat for a total of 15 to 30 minutes.
6. Swimming
If you have access to a swimming pool or live near a body of water, swimming is an excellent way to get a full-body workout while enjoying the spring weather. Whether you're doing laps, practicing strokes, or simply splashing around, swimming provides a low-impact cardiovascular workout that builds endurance, strength, and flexibility. It engages multiple muscle groups simultaneously, including the arms, legs, core, and back, while also improving lung capacity and coordination. Plus, the buoyancy of water reduces stress on the joints, making it suitable for people of all fitness levels and ages. If you're fortunate enough to have a swimming pool heat pump, you can extend your swimming season even further into the cooler months, ensuring that you can enjoy the benefits of swimming all year round. So, dive in and make a splash this spring with swimming as part of your home workout routine.
7. Resistance Band Exercises
Add resistance bands to your home workout arsenal for an extra challenge and variety. Resistance bands are portable, affordable, and versatile, making them perfect for strength training exercises targeting the arms, legs, chest, back, and core. Try moves like bicep curls, tricep extensions, shoulder presses, squats, and rows to sculpt and tone your muscles. Adjust the resistance level by using different band strengths or varying your grip width. With resistance bands, you can achieve a full-body workout right in your living room or backyard.
8. Mind-Body Connection
In addition to physical exercise, it's essential to nurture your mental well-being and emotional health. Take time each day to practice mindfulness, meditation, or deep breathing exercises to reduce stress, enhance self-awareness, and cultivate inner peace. Find a quiet space where you can relax and unwind, whether it's a cozy corner of your home, a peaceful garden, or a serene outdoor retreat. Allow yourself to let go of worries and distractions, and focus on being present in the moment. By fostering a strong mind-body connection, you can better manage stress, improve mood, and enhance overall quality of life.
9. Hydration and Nutrition
Fuel your body with nourishing foods and stay hydrated to support your workouts and promote optimal health. As the weather warms up, it's essential to drink plenty of water throughout the day to stay hydrated and prevent dehydration. Keep a reusable water bottle with you wherever you go, and aim to drink at least eight glasses of water per day. In addition to hydration, focus on consuming a balanced diet rich in fruits, vegetables, lean proteins, whole grains, and healthy fats. Prioritize nutrient-dense foods that provide essential vitamins, minerals, and antioxidants to fuel your workouts, aid in recovery, and keep your body functioning at its best.
Conclusion
Spring is a time of renewal and growth, making it the perfect opportunity to refresh your fitness routine and prioritize your health and well-being. Whether you prefer outdoor activities, bodyweight exercises, yoga and stretching, HIIT workouts, swimming (especially if you have access to a swimming pool heat pump), resistance band exercises, or mind-body practices, there are plenty of options to choose from to help you achieve your fitness goals and feel your best. Incorporate these spring home workouts into your daily routine, and embrace the season with energy, enthusiasm, and a renewed sense of vitality. Here's to a healthier, happier you this spring and beyond! And if you're looking to install a swimming pool heat pump, be sure to reach out to a reputable heat pump supplier for assistance.
Materials
Tools
Step 1 - | <urn:uuid:dca1c96a-2905-42fb-8bcf-7c68f1fecc5f> | CC-MAIN-2025-05 | https://wikifab.org/w/index.php?title=Renew_Your_Routine:_Spring_Home_Workouts_for_a_Healthy_Body_and_Mind&action=pdfexport&format=single | 2025-01-26T15:38:28+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703361941.29/warc/CC-MAIN-20250126135402-20250126165402-00654.warc.gz | 633,253,132 | 1,336 | eng_Latn | eng_Latn | 0.997958 | eng_Latn | 0.997829 | [
"eng_Latn",
"eng_Latn",
"unknown"
] | false | rolmOCR | [
1519,
6774,
6802
] | [
2.359375
] | 1 | 0 |
I can write a story for my treasure map.
Does your plan have different events (problems) that your character(s) will have to get through on their journey?
Add some more adverbs around your event boxes.
I can write a story for my treasure map.
Paragraphs:
TiPToP
Time
Place
Topic
Person
I can write a story for my treasure map.
**Opening**
Captain Purplebeard and Sully had arrived at Marmon island. It is a scorching day and they slowly trudged through the sand.
**Build-Up**
Crept silently towards an abandoned tower. A monkey stole Purplebeard's hat. They followed.
**Dilemma**
OH NO! They have been captured and locked in skull rock. How are they going to escape?
**Resolution**
A brightly coloured bird hears their cries and helps them fight their way through Snake Temple.
**Closing**
Captain Purplebeard and Sully find their way to the ferocious forest to dig for their treasure. Suddenly...
I can write a story for my treasure map.
Use your plan to write the story for your treasure map.
Remember to start a new paragraph for each section on your plan!
All: Choose an appropriate A number to target.
I can write a story for my treasure map.
also, furthermore, moreover, what is more, in addition, besides, above all, as well (as), in the same way
first, second, third, furthermore, finally, to begin, to conclude, next
equally, likewise, similarly, correspondingly, in the same way
alternatively, rather, on the other hand, the alternative is, another possibility would be, however
so, therefore, as a result/consequence, accordingly, consequently, because of this/that, thus, hence, for this/that reason
now, as far as x is concerned, with regard/reference to, as for...
in conclusion, to conclude, in brief, to summarise, overall
• FANBOYS (co-ordinating)
• A WHITE BUS (subordinating)
Adverbials (TRAMP)
| TIME | REASON | MANNER | PLACE |
|------------|-----------------|----------------|---------------------|
| yesterday..| because... | quickly... | in the graveyard... |
| last week..| due to the fact.| like lightning...| next to the castle..|
| twice a week..| as... | with a smirk... | under the stars... |
| next.. | therefore... | carefully... | between the buildings..|
| when.. | consequently...| easily... | at the top of the hill..|
| after.. | | like a snake...| in the sky.. |
| before.. | | in a flash... | |
• FANBOYS (co-ordinating)
• A WHITE BUS (subordinating)
I can solve money problems
Use the videos from this week if you need more help.
https://vimeo.com/498286318
https://vimeo.com/498297373
https://vimeo.com/499227948
1) These items are available to buy:
| Item | Price |
|---------------|-----------|
| Pencil case | £5 and 90p|
| Coloured pencils | £3 and 20p|
| Ruler | £1 and 15p|
| Rubber | 45p |
| Pack of pens | £4 |
| Sharpener | 36p |
Use the space below the questions to do any working out.
a) Eric buys a rubber with a £5 note.
How much change does he get?
b) Kevin buys a pack of pens, a sharpener and a rubber.
He pays with a £5 note.
How much change does he get?
c) Bert buys colouring pencils.
He gets £6 and 80p in change
Which note did he pay with?
b) Imagine that you have £10 to spend.
Buy three things and tell me how much change you get.
2) What is £4 and 60p added to £4 and 70p?
5) Henry buys three ice creams which cost 70p each and two freddos at 30p each.
How much has he spent?
3) I buy four cans of cola for 80p.
How much have I spent in total?
6) Ernie buys three bouncy balls
Each cost £1 and 55p.
How much has he spent?
4) I buy a donut for £1 and 25p and a coffee for £2 and 89p
How much have I spent in total?
7) Jenny buys five cakes at a bake sale which each cost 26p. She also buys a drink which costs 52p.
How much does she spend altogether?
I can learn about the life of Jesus
What do you know about the life of Jesus?
I can learn about the life of Jesus
Let's learn 🎨
https://www.youtube.com/watch?v=O9GSs5B-0yQ
I can learn about the life of Jesus
What are the key events in Jesus' life?
Why are they significant?
I can learn about the life of Jesus
Task:
Create an illustrated timeline of Jesus' life.
Make notes next to the images explaining why the events were significant. | <urn:uuid:131f6e85-1845-41c7-9010-69c92533dabe> | CC-MAIN-2025-05 | https://www.manor.walsall.sch.uk/attachments/download.asp?file=1494&type=pdf | 2025-01-26T15:22:18+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703361941.29/warc/CC-MAIN-20250126135402-20250126165402-00685.warc.gz | 908,221,694 | 1,129 | eng_Latn | eng_Latn | 0.974323 | eng_Latn | 0.998485 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
203,
291,
909,
1122,
2557,
2724,
3426,
3958,
4038,
4135,
4240,
4407
] | [
4.1875
] | 1 | 1 |
Introductory to Economics
[Day] [Month] [Year]
Examination Paper
Sample Assessment
Answer ALL questions.
Clearly cross out surplus answers.
Time: 2 hours
The maximum mark for this paper is 100.
Any reference material brought into the examination room must be handed to the invigilator before the start of the examination.
Candidates are allowed to use a scientific calculator during this examination.
Question 1
a) "Factors of production" is a term used in economics to refer to the inputs required to produce goods and services to make an economic profit. These inputs include any resources necessary to create goods and services, such as land, labour, capital, and entrepreneurship.
i) What distinguishes entrepreneurship from labour as a factor of production?
Mark scheme
(1 mark for the quality of an entrepreneur and the counterpart quality of a labourer up to a maximum of 2 marks, as shown below):
- Entrepreneurship refers to the ability to organise the resources, land, labour, and capital to produce goods and services (1 mark). In contrast, labour refers to the physical and mental effort of people that could be used in producing goods and services. (1 mark)
- An entrepreneur is an innovator who attempts to introduce on a commercial basis some new products, product techniques, or even new forms of business organisation (1 mark). A labourer is not a person who is involved in introducing innovations on a commercial basis. (1 mark)
- Entrepreneurs make principal business policy decisions, that is, those non-routine decisions which set the course of a business enterprise (1 mark). Entrepreneurs hire labour to carry out their decisions. (1 mark)
- Entrepreneurs are risk bearers, and they thrive on risk (1 mark). On the other hand, workers avoid risk. (1 mark)
ii) Explain "The Law of Increasing Opportunity Cost" and state the THREE (3) causes of opportunity cost increase.
Mark scheme
On the production possibilities curve, when the production of one good increases by equal quantities, the quantity of the other that needs to be sacrificed will increase gradually. When all available resources have been fully utilised, the increase in the production of one good results in an increase in its opportunity cost or the quantity of other goods that must be sacrificed. (1 mark)
There are THREE (3) causes for increasing opportunity costs:
- Resources are not homogeneous. Therefore, ONE (1) type of resource is not perfectly substitutable for another.
- Techniques of production used to produce different goods and services are different.
- A resource more appropriate to produce a particular good or service is not so right to have another good or service. (1 mark for all THREE (3) causes correctly stated)
iii) How does a market economic system differ from a command economic system in solving the questions about resource allocation?
Mark scheme
(1 mark for each correctly stated quality of market economy up to a maximum of 2 marks, as below):
- In a market economy, decisions relating to resource allocation are made without any central direction. They are nevertheless coordinated. The main coordinating device is the set of market-determined prices.
- Market economies require no planning authority, no bureaucracy, to allocate resources. The price mechanism works as a result of millions of decisions made by individual producers and consumers acting in their own self-interest.
- The key to the entire process of resource allocation in a market economy is to be found in the role of prices, which perform the crucial function of providing signals that help to determine the allocation of resources.
(1 mark for each correctly stated quality of command economy up to a maximum of 2 marks, as below):
- In command economies, questions about resource allocation are decided by some central authority, which makes all the necessary decisions on what to produce, how to produce, and who gets it. Such economies are characterised by centralisation of decision-making.
- Centralised decision making requires a comprehensive plan for the economy to solve basic economics questions. Planners need to know the entire range of technological possibilities for production and to have full details of the supplies of all factors of production. Based on this information, planners decide their choices of goods and services to be produced and how to produce them. Planning the allocation of commodities is done by decrease. E.g. by rationing. However, planners often use prices for distribution. They set the prices of consumer goods and leave individuals to buy what they wish at the controlled prices.
b) The production possibility frontier (PPF) demonstrates the maximum output that can be produced with the available resources. PPF provides a range of answers to economic questions.
i) Describe, using a production possibility curve, how economists can grow faster if they are willing to cut back on current consumption.
Mark scheme
(1 mark for each of the following points up to a maximum of 3):
- Price Mechanism performs three roles in a market economy.
1. Supply signals
2. Supply incentives
3. Rationing
- The role of price mechanism for allocating resources among alternative uses can be said that to solve the problem of what and how many/much to produce, how to produce.
- The question of what and how many/much to produce solves the allocation of resources to produce more profitable goods.
ii) Using the production possibilities curve, explain the impact on the economy of each of the following:
- (a) a rise in the unemployment rate
- (b) an increase in the working-age population
**Mark scheme**
When the unemployment rate rises, utilising available economic resources further contracts. Therefore, the output should shift to the left or below point A, as shown in the diagram. Point A should be inside the PPC.
1 mark for the correct diagram and 1 mark for the correct explanation.
When the working-age population in the economy increases, the size of the resource endowment of the economy expands. As a result, the production capacity or the potential output of the economy increases. This can be shown in the diagram by shifting the PPC to the right. (From AB to CD)
1 mark for the correct diagram and 1 mark for a correct explanation.
c) State THREE (3) conditions that define a monopoly.
Mark Scheme
(1 mark for each of the below points, up to a maximum of 3):
- There is only one firm producing a good or service
- No close substitutes for the good or service sold
- There are barriers to entry that prevent competing firms from entering the market.
d) Explain the term legal monopolies.
Mark Scheme
Some monopolies are created by government legislation such as patent or copyright laws and the granting of public franchises (1 mark). Monopolies that are created because of legal barriers to entry are called legal monopolies (1 mark).
Total 20 Marks
Question 2
a) In TWO (2) key points, distinguish between the individual demand curve and the market demand curve.
Mark scheme
(1 mark for any correctly stated point from the below, up to a maximum of 2 marks):
- The individual demand curve is a simple graph showing the various amounts of a product an individual consumer is willing and able to purchase at each price in a series of prices during a specified period; all other things remain unchanged.
- The market demand curve is a graph showing the total quantities of a product all consumers are willing and able to purchase at each price during a specified period, all other things remain unchanged.
- The market demand curve is the horizontal sum of the individual demand curves and is formed by adding the quantities demanded by everyone at each price.
b) Giffen good is an inferior good, but an inferior good is not necessarily a “Giffen Good”. Explain.
Mark scheme
(1 mark for any correctly stated point from the below, up to a maximum of 3 marks):
- The effect of a change in the price of an inferior good is different. For an inferior good, the income effect is negative. Thus, for an inferior good, a lower price does not always lead to an increase in the quantity demanded.
- The lower price has a substitution effect that permanently increases the quantity demanded. The negative income effect offsets the substitution effect. The result depends on the relative strengths of the two effects.
- Thus, for some inferior goods, the negative income effect only partially offsets the substitution effect. Therefore, quantity demanded increases because of the price decrease, though not as much as for a normal good. This is the typical pattern for inferior goods, and it, too, leads to negatively sloped demand curves.
- When the negative income effect outweighs the substitution effect, it leads to a positively sloped demand curve. This is the case of Giffen goods. For this to happen, the good must be inferior. But that is not enough; the change in price must have a negative income effect strong enough to more than offset the substitution effect. Therefore, all inferior goods are not Giffen goods.
c) What is meant by the price elasticity of demand?
Mark scheme
Price elasticity of demand is the measure of the responsiveness of the quantity demanded of a good to changes in its price.
It is calculated by dividing the percentage change in quantity demanded by the percentage change in price. The following formula defined as:
\[ \text{Price Elasticity of Demand} = \frac{\% \text{ change in quantity demanded}}{\% \text{ change in price}} \]
(1 mark for the definition and 1 mark for the formula or method of calculation)
d) Consider that farmers who cultivate potato in a certain country are having a hard time making a living selling potatoes. The current demand and supply conditions in the pumpkin market are given by the equations below.
\[ \text{Demand (QD)} = 350 - 10p \]
\[ \text{Supply (QS)} = -40 + 5p \]
\( P \) is the price in pound per kilogram and \( Q \) is quantity in metric tons.
i) What are the market equilibrium price and quantity?
**Mark scheme**
Market equilibrium price and quantity:
\[ Qd = Qs \]
\[ 350 - 10P = -40 + 5P \]
\[ 390 = 15P \]
\[ P = £26 \] (1 mark)
\[ Qd = 350 - 10(26) \]
\[ Qd = 350 - 260 \]
\[ Qd = 90 \text{ metric tons} \] (1 mark)
ii) Suppose the government decides to help farmers by implementing a deficiency payment scheme. Under this scheme, the government will guarantee farmers that they will receive 30 pounds per kilogram of potato, and they ask that they sell all the potatoes they produce at whatever price they can get from the market. How much potatoes will the farmers supply to the market now?
**Mark scheme**
At the price of £30 per kg, market supply will be:
\[ Qs = -40 + 5P \] (1 mark)
\[ Qs = -40 + 5(30) \]
\[ Qs = -40 + 150 \]
\[ Qs = 110 \text{ metric tons} \] (1 mark)
iii) What price do farmers need to charge to sell the entire supply? How much will farmers receive from the government as deficiency payment?
**Mark scheme**
*Price to be charged to sell the total farm supply:*
\[ Qd = 350 - 10P \]
\[ Qd = 110 \]
*Therefore:*
\[ 110 = 350 - 10P \]
\[ 10P = 350 - 110 \]
\[ 10P = 240 \]
\[ P = £24 \text{ per kg} \quad (1 \text{ mark}) \]
*Deficiency payment per kg=*
*Guarantee price (£30 per kg)- Market price (24 per kg) = £6 per Kg*
*Total deficiency payment= 6 per kg x (110 metric tons)*
\[ = 6 \times 110,000 = 660,000 \]
\[ = 660,000 \quad (1 \text{ mark}) \]
iv) Calculate the consumer surplus and producer surplus after the introduction of the deficiency payment scheme.
**Mark scheme**
*Consumer surplus and producer surplus after the deficiency payment scheme:*
*Consumer Surplus= Maximum demand price- market price x (Quantity purchased) ÷2*
\[ 35-24 \times (110,000) \div 2 \]
\[ = 1,210,000 \div 2 = 605,000 \]
\[ = £605,000 \quad (1 \text{ mark}) \]
*Producer surplus*
*= price received by the farmer- Minimum Supply price x (Quantity sold) ÷2*
*Producer surplus = 30-8 \times (110,000) \div 2 = 22 \times 110,000 \div 2 = £1,210,000 \quad (1 \text{ mark})*
e) In THREE (3) key points, explain what price discrimination is and state ONE (1) example of it.
Mark scheme
(1 mark for each of the points below, up to a maximum of 3 marks):
- A firm price discriminates when it sells different units of a good or service for different prices
- A firm also price discriminates when it sells different units of its product to the same person for different prices, such as when an ice cream store charges a lower price for a second scoop of ice cream
- Example: For instance, a firm price discriminates when it sells its good or service to different people for different prices, such as when airlines charge different customers different fares for the same flight.
f) In TWO (2) key points, state how monopsony differs from a monopoly in terms of market structure.
Mark scheme
(1 mark for each of the points below, up to a maximum of 2 marks):
- While a monopsony involves a single buyer facing multiple sellers, a monopoly involves a single seller facing multiple buyers.
- In a monopsony, the buyer has market power over the wage rate, while in a monopoly, the seller has market power over the price.
Question 3
a) State the THREE (3) general types of barriers to entry and describe each of them along with an example.
Mark scheme
Barriers to entry can be divided into legal barriers, ownership barriers and natural barriers. (1 mark)
Legal barriers occur when government action blocks competition in a market (1 mark). For instance, the government could grant a public franchise, government license, patent, or copyright. In all cases, government action prevents other firms from entering the market. (1 mark)
Ownership barriers occur when a firm buys a significant portion of a natural resource (1 mark). For instance, DeBeers controls over 80 per cent of the world’s diamond market. The last barrier to entry is a natural barrier. (1 mark)
A natural barrier to entry occurs when economies of scale are so large that they make it possible for one firm to meet the entire market demand at a lower price than could TWO (2) or more firms (1 mark). In this case, the market will “naturally” evolve to become a monopoly as a larger firm uses its cost advantage to cut its price and drive its high-cost, smaller competitors out of business. (1 mark)
b) What is the relationship between the long run and the short run?
Mark Scheme
The long run can be viewed as the period for which the firm plans to build the most appropriate scale of plant to produce the future level of output. Once the firm has built a particular scale of plant, it operates in the short run. Thus, the firm operates in the short run and plans for the long run. The implementation of these long-run plans determines the short-run situation in which the firm will operate in the future. (1 mark)
c) How can be the long run average cost curve be derived? What does it show?
Mark Scheme
The Long-run average cost curve is the envelope of all the Short-run average cost curves and shows the minimum per-unit cost of producing each output level. (1 mark)
The long-run average cost curve is tangent to the short-run average cost curves to the left of their minimum points. The scale of a plant whose short-run average cost curve forms the minimum point on any Long-run average cost curve. (1 mark)
d) Draw a Long-run Average Cost (LAC) curve showing increasing returns to scale over a small range of outputs, constant returns to scale over a “large range” of outputs and decreasing returns to scale thereafter. Then, Comment on the relationship between LAC and returns to scale.
Mark Scheme
(1 mark for each of the below drawn correctly in a graph):
- The increasing returns to scale or decreasing LAC up to output OA;
- Constant returns to scale or constant LAC is between OA and OB;
- and decreasing returns to scale or increasing LAC.
Thus, LAC and returns to scale are opposing sides of a coin (1 mark). When economies of scale overwhelm the diseconomies of scale, the LAC curve falls; otherwise, the LAC is either constant or rising. The actual output level at which the LAC stops falling or growing depends on the industry. (1 mark)
e) Using indifference curve analysis, derive an elastic demand curve of commodity X for a reduction in Px, keeping constant the price of Y and the consumer’s taste and money income.
Mark Scheme
Point A on budget line 1 and indifference curve I is the original consumer equilibrium point. When Px falls, equilibrium is at point B, where indifference curve II is tangent to budget line 2 (1 mark). The movement from point A to point B (Q1Q4) is the total substitution and income effects of the fall in Px and gives dx (demand curve) in the bottom panel. Because the slope of the price consumption curve is negative between points A and B, dx is price-elastic. (1 mark)
f) In THREE (3) key points, state what partial equilibrium analysis is and why it is used.
Mark Scheme
(1 mark for each of the below points that define partial equilibrium analysis, up to a maximum of 2 marks)
Partial equilibrium analysis:
- studies specific decision-making units and markets by abstracting from the interconnections between them and the rest of the economy.
- Thus, it examines in detail the behaviour of individual people acting as consumers, managers, and owners of factors of production.
- Also, it is a study of the workings of individual markets.
(1 mark for the justification of usage):
- The justification for doing this is that partial equilibrium analysis reduces the problem under study to manageable proportions, while at the same time giving, in most instances, a sufficiently close approximation to the results sought.
Question 4
a) From the following table, find the average product and the marginal product of labour.
| Land | Labour | Total Product |
|------|--------|---------------|
| 1 | 0 | 0 |
| 1 | 1 | 2 |
| 1 | 2 | 5 |
| 1 | 3 | 9 |
| 1 | 4 | 12 |
| 1 | 5 | 16 |
| 1 | 6 | 18 |
| 1 | 7 | 14 |
| 1 | 8 | 8 |
| 1 | 9 | 6 |
Mark scheme
| Land | Labour | TP | APL | MPL |
|------|--------|------|-----|-----|
| 1 | 0 | 0 | 0 | - |
| 1 | 1 | 2 | 2 | 2 |
| 1 | 2 | 6 | 3 | 4 |
| 1 | 3 | 12 | 4 | 6 |
| 1 | 4 | 16 | 4 | 9 |
| 1 | 5 | 25 | 5 | 7 |
| 1 | 6 | 18 | 3 | 6 |
| 1 | 7 | 14 | 2 | 6 |
| 1 | 8 | 8 | 1 | 0 |
| 1 | 9 | 6 | 0.5 | -2 |
(3 marks for all entries correctly inserted in the APL column, and 3 marks for all entries correctly inserted in the MPL column. Deduct 1 mark per error up to a maximum of 6 marks).
b) In terms of “Labour” and “Land” in part (a) above, what does the law of diminishing returns to scale state?
Mark scheme
As more units of labour per unit of time are used to cultivate a fixed amount of land, after a point, the MPL will decline (1 mark). This is one of the most important laws of economics and is referred to as the law of diminishing returns. To observe the law of returns, one input must be kept fixed while the other is varied. Technology also remains constant. (1 mark)
c) From your answer to part (a) above, determine whether the law of diminishing returns operates. Explain.
Mark scheme
Yes (1 mark), the law of diminishing returns begins to operate at a certain point where the Marginal product of labour starts to decline. Before this point, labour is used too sparsely on one acre of Land, and so rather than increasing, diminishing returns to labour start to occur. (1 mark)
d) What are the THREE (3) types of unemployment and how do they change over the business cycle?
Mark scheme
The three types of unemployment are frictional, structural, and cyclical. (1 mark for all of them correctly stated)
(1 mark for each of the below points up to a maximum of 4 marks)
- The two types frictional and structural have no strong effect on the business cycle.
- The third type, cyclical unemployment, however, is the result of the business cycle.
- When the economy is in a recession and people lose their jobs as a result of the recession, the unemployed workers are cyclically unemployed.
- Conversely, when the economy is in an expansion, cyclical unemployment decreases. Hence, cyclical unemployment increases during a recession and decreases during an expansion.
e) Define frictional unemployment and, in TWO (2) key points, give an example of how a spell of frictional unemployment can begin.
Mark scheme
(1 mark for each of the below points up to a maximum of 3 marks):
- Frictional unemployment is the unemployment resulting from normal turnover in the labour market. For instance, there are always people entering or re-entering the labour force (entrants and re-entrants) and while these people look for work, they are frictionally unemployed.
- Similarly, there are always some people who quit their jobs to look for something better, and these people are frictionally unemployed.
- There is always a normal ebb and flow among firms as some gain sales while others lose them. The firms that lose business might release workers and these people also are frictionally unemployed.
Briefly explain why there will always be unemployment even when the economy is at "full employment".
Mark scheme
(1 mark for each of the below points up to a maximum of 2 marks)
- Unemployment is a natural occurrence in any economy with changes, such as high school or college graduates entering the labour force, or technological advances in one sector, or consumer preferences changing to favour one product over another. Frictional and structural unemployment will always exist.
- Cyclical unemployment, however, is a different matter. Cyclical unemployment does not seem to have the same degree of inevitability and hence full employment is defined as occurring when cyclical unemployment equals zero.
Question 5
a) Explain what a budget constraint line is.
Mark scheme
The budget constraint line shows all the different combinations of the TWO (2) commodities that a consumer can purchase, given his or her income and the prices of the two commodities (1 mark).
b) Suppose that $P_x = P_y = \$1$. A consumer’s income is $10 per period, which is spent on goods X and Y. Draw the budget line and explain.
Mark scheme
The budget line for this consumer is drawn by the line KL. If the consumer spent all her income on commodity Y, she could purchase 10 units of Y (1 mark). This defines point K. If she spent all her income on commodity X, she could purchase 10 units of X. This defines point L. By joining point K to L by a straight line the budget line KL can be drawn. (1 mark).
(2 marks for a correctly drawn graph with 1 mark for two axes correctly labelled Qy and Qx, and 1 mark for a straight budget line, as the below):
c) Scott worked in a large foreign country. He retired in 2013 and his pension income is fixed at £1,500 per month. The table below gives the CPI in this country. What is the real monthly value of his pension in the years between 2013 and 2016?
| Year | CPI |
|------|-------|
| 2013 | 100.0 |
| 2014 | 102.5 |
| 2015 | 106.0 |
| 2016 | 111.0 |
**Mark scheme**
Real value of the pension = \(\frac{1,500}{CPI} \times 100\) (1 mark)
2013: £1,500.00; (1 mark)
2014, £1,463.41; (1 mark)
2015, £1,415.09; (1 mark)
2016: £1,351.52. (1 mark)
d) For each of the following values of nominal GDP and real GDP, calculate the GDP price index.
a. Nominal GDP = £600, real GDP = £800.
b. Nominal GDP = £900, real GDP = £900.
c. Nominal GDP = £1,200, real GDP = £1,000.
**Mark scheme**
(a) GDP price index = \(\frac{600}{800} \times 100 = 75\) (1 mark)
(b) GDP price index = \(\frac{900}{900} \times 100 = 100\) (1 mark)
(c) GDP price index = \(\frac{1,200}{1,000} \times 100 = 120\) (1 mark)
TWO (2) firms are competing in a duopoly and are trying to decide which price to set. The TWO (2) prices under consideration are a high monopoly price and a low competitive level. If both seller A and seller B chose the monopoly price, each will make £20 million of economic profit. However, if ONE (1) picks the monopoly price while the other picks the competitive price, the high-price firm will lose £1 million while the low-price firm will make £32 million. If both sell at the competitive level, they both make zero economic profit.
Complete the payoff matrix below and determine the Nash equilibrium.
**Firm B’s strategies**
| Firm A’s strategies | High price | Low price |
|---------------------|------------|-----------|
| High price | $20 | $32 |
| Low price | $20 | $0 |
(1 mark for each correctly filled out quadrant as in the above payoff matrix - the economic profits are stated in millions of pounds.)
The Nash equilibrium is for both to charge the competitive, low, price and make zero economic profit. (1 mark)
f) The figure below shows the market demand curve for a market with THREE (3) firms. It also shows a firm’s marginal cost curve. In this oligopoly, what is the range of output and prices? Why does this range of outcomes exist?
Mark scheme
(1 mark for each of the below points up to a maximum of 2 marks):
- If the firms operate as a monopoly, they produce a total of 200 units per day and set a price of $12 per unit. If the firms compete and operate as perfect competitors, they produce 400 units per day and the price is $4 per unit.
- The range of possible outcomes exists because firms in oligopoly have the choice of colluding to decrease output to monopoly levels or cheating on the cartel and increasing output to its efficient level. A range of prices also exists between the monopoly price and the perfectly competitive price.
## Learning Outcomes matrix
| Question | Learning Outcomes / Assessment Criteria assessed | Marker can differentiate between varying levels of achievement |
|----------|--------------------------------------------------|-------------------------------------------------------------|
| 1 | LO1, LO2 | Yes |
| 2 | LO1, LO2 | Yes |
| 3 | LO1, LO2 | Yes |
| 4 | LO2, LO3 | Yes |
| 5 | LO2, LO3 | Yes |
## Grade descriptors
| Learning Outcome | Pass (40-59%) | Merit (60-69%) | Distinction (70-100%) |
|----------------------------------------------------------------------------------|-------------------------------------------------------------------------------|-------------------------------------------------------------------------------|-------------------------------------------------------------------------------------|
| 1. Acquire a firm grounding in introductory microeconomic theory and supply and demand, and recognise the key theoretical explanations of individual, firm and industry behaviour. | Demonstrates adequate knowledge and understanding of the subject matter. | Demonstrates good knowledge and understanding of the subject matter. | Demonstrates comprehensive knowledge and understanding of the subject matter. |
| 2. Evaluate and critically analyse microeconomic arguments, theories and policies regarding the price system. | Provides consistent interpretation and evaluation of relevant information and ideas to complete tasks, address well defined problems, and give appropriate justification for conclusions. | Provides critical interpretation and evaluation of relevant information and ideas to complete tasks, address well defined problems, and give well explained and highly appropriate justification for conclusions. | Provides consistently critical interpretation and evaluation of relevant information and ideas to complete tasks, address well defined problems, and give well explained and highly appropriate justification for conclusions. |
| 3. Develop a solid grasp of macroeconomic theory, and analyse and use analytical models for applications. | Demonstrates adequate ability to review effectiveness of methods, actions, and results. Can adequately identify, select, and use appropriate information and/or skills, methods, and procedures to reach appropriate conclusions. Uses appropriate | Demonstrates sound ability to review effectiveness of methods, actions, and results. Can soundly identify, select, and use appropriate information and/or skills, methods, and procedures to reach well explained and appropriate conclusions. | Demonstrates comprehensive ability to review effectiveness of methods, actions, and results. Can coherently identify, select, and use appropriate information and/or skills, methods, and procedures to reach well explained and highly appropriate conclusions. |
| | Uses detailed investigation and/or analysis of supplied information to inform conclusions. | Uses thorough and detailed investigation and/or consistently critical analysis of supplied information to inform well explained conclusions. |
|---|-----------------------------------------------------------------------------------------------|---------------------------------------------------------------------------------------------------------------|
| | | |
Introductory Economics © NCC Education Limited 2024 | <urn:uuid:31b829d0-06bc-42b2-a89b-29770c8ae6ed> | CC-MAIN-2025-05 | https://www.nccedu.com/wp-content/uploads/2024/02/Introductory-Economics_Exam_Sample-Assessment.pdf | 2025-01-26T14:22:20+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703361941.29/warc/CC-MAIN-20250126135402-20250126165402-00679.warc.gz | 965,501,298 | 6,554 | eng_Latn | eng_Latn | 0.969202 | eng_Latn | 0.997854 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown"
] | false | rolmOCR | [
409,
1793,
2746,
4645,
5458,
6321,
7762,
9654,
10882,
12114,
13256,
15423,
16938,
17793,
19441,
21467,
22443,
23109,
24100,
25179,
26020,
29645,
30369
] | [
1.9765625,
3.5
] | 1 | 0 |
| Topic | Reception | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
|-----------------------|---------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------|
| **Humankind** | **Human body** | The basic body parts are the head, arms, legs, nose, eyes, ears, mouth, hands and feet. Different body parts are used for different things, such as the eyes are used to see. Draw pictures of the human body and name some of the different body parts. | The basic body parts are the head, arms, legs, nose, eyes, ears, mouth, hands and feet. The five senses are hearing, sight, smell, taste and touch. Ears are used for hearing, eyes are used to see, the nose is used to smell, the tongue tastes and skin gives the sense of touch. Draw and label the main parts of the human body and say which body part is associated with which sense. | Humans offspring go through different stages as they grow to become adults. These include baby, toddler, child, teenager, adult and elderly. Describe the stages of human development (baby, toddler, child, teenager, adult and elderly). | Humans have a skeleton and muscles for movement, support and protecting organs. Major bones in the human body include the skull, ribs, spine, humerus, ulna, radius, pelvis, femur, tibia and fibula. Major muscle groups in the human body include the biceps, triceps, abdominal, trapezius, gluteals, hamstrings, quadriceps, deltoids, gastrocnemius, latissimus dorsi and pectorals. Describe how humans need the skeleton and muscles for support, protection and movement. | Humans reproduce sexually, which involves two parents (one female and one male) and produces offspring that are different from the parents. Describe the process of human reproduction. | The circulatory system includes the heart, blood vessels and blood. The heart pumps blood through the blood vessels and around the body. There are three types of blood vessels: arteries, veins and capillaries. They each have a different shape, hole (lumen) and wall. The blood carries gases (oxygen and carbon dioxide), water and nutrients to where they are needed. The red blood cells transport oxygen and carbon dioxide around the body. The blood also contains white blood cells, which protect the body from infection. Name and describe the process of the circulatory system and the functions of the heart, blood vessels and blood. |
| **Staying safe** | **AOL: PSED** Rules help to keep us safe in different environments and when using certain equipment. Follow instructions when in different environments and when handling simple equipment, such as scissors. | It is important to stay safe. Some ways to stay safe include staying safe in strong storms (sun cream, sun hat, sunglasses, swimming lessons (stop, look and listen), in the kitchen (not touching hot or sharp objects) and with household chemicals (not touching, drinking or eating). Find ways to stay safe in some familiar situations. | Humans need water, food, air and shelter to survive. Describe what humans need to survive. | Light from the Sun is damaging for vision and the skin. Protection from the Sun includes sun cream, sun hats, sunglasses and staying indoors or in the shade. Explain why light from the Sun can be dangerous. | Working with electrical circuits can be dangerous. Precautions include not touching electrical components with wet hands and not putting batteries in mouths. Explain the precautions needed for working safely with electrical circuits. | Very hot and very cold materials can burn skin. Heating materials should be done safely. Explain the precautions needed for working safely when heating, burning, cooling and mixing materials. | Lasers are intense beams of light and they should never be pointed at people’s faces or aircraft. Explain the dangers of using lasers and ways to use them safely. |
| **Healthy lifestyle** | **AOL: PSED** Washing and drying their hands, especially after using the toilet and before eating, helps stop the spread of harmful germs. Wash and dry hands regularly and say why this is important. | Hand washing and good hygiene are important parts of a healthy lifestyle and prevent the spread of germs. Explain why hand washing and cleanliness are important. | A healthy lifestyle includes exercise, good personal hygiene, good quality sleep and a balanced diet. Risks associated with an unhealthy lifestyle include obesity, tooth decay and mental health problems. Discuss the importance of a healthy lifestyle, including exercise, a balanced diet, good quality sleep and personal hygiene. | Humans have to get nutrition from what they eat. It is important to have a balanced diet made up of the main food groups, including proteins, carbohydrates, fruit and vegetables, dairy products and alternatives, and fats and spreads. Humans need to stay hydrated by drinking water. Explain the importance and characteristics of a healthy, balanced diet. | Regular teeth brushing, limiting sugary foods and visiting the dentist are important for good oral hygiene. Describe what damages teeth and how to look after them. | Good personal hygiene (washing, wearing clean clothes and brushing teeth) can prevent disease or illness. Puberty is the period during which adolescents reach sexual maturity and become capable of reproduction. It causes physical and emotional changes. Explain why personal hygiene is important during puberty. | Lifestyle choices can have a positive (exercise and eating healthily) or negative (drugs, smoking and alcohol) impact on the body. Explain the impact of positive and negative lifestyle choices on the body. |
| **Processes** | **AOL: World** The weather can change throughout the day, week and month. The weather is different at different times in the year. Notice and begin to describe patterns of weather in summer and winter. | There are four seasons: spring, summer, autumn and winter. Certain events and weather patterns happen in different seasons. Observe changes across the four seasons. | The UK has typical weather in each of the seasons. For example, when the light source moves. For example, when the light source is high above the object, the shadow is short and when the light source is low down, the object’s shadow is long. | Shadow change shape and size when the light source moves. For example, when the light source is high above the object, the shadow is short and when the light source is low down, the object’s shadow is long. | Pitch is how high or low a sound is. Parts of an instrument that are shorter, tighter or thinner produce high-pitched sounds. Parts of an instrument that are longer, looser or fatter produce low-pitched sounds. Compare and find patterns in the pitch of a sound, using a range of equipment, such as musical instruments. | Volume is how loud or quiet a sound is. The harder an instrument is hit, plucked or blown, the stronger the vibrations and the louder the sound. Compare and find patterns in the volume of a sound, using a range of equipment, such as musical instruments. | A shadow appears when an object blocks the passage of light. Apart from some distortion or fuzziness at the edges, shadows are the same shape as the object. The amount of fuzziness depends on the position or type of light source. Explain, using words, diagrams or a model, why shadows have the same shape as the objects that cast them and how shadows can be distorted. |
| **Changes** | **AOL: World** The number of daylight hours varies throughout the year, according to the season. The days are longer in summer and shorter in winter. Notice and talk about the differences in day length between the seasons. | Day length (the number of daylight hours) is longer in the summer months and shorter in the winter months. Observe and describe how day length changes across the year. | Some objects and materials can be changed by squashing, bending, twisting, stretching, heating, cooling, melting and being left to decay. Describe how some objects and materials can be changed and how these changes can be desirable or undesirable. | Fossils form over millions of years and are the remains of a once-living organism, preserved as rock. Scientists can use fossils to find out what life on Earth was like in the prehistoric past. Rocks form when a living thing dies in a watery environment. The body gets covered by mud and sand and the soft tissues rot away. Over time, the ground hardens to form sedimentary rock. | Heating or cooling materials can bring about a change of state. This change of state can be reversible or irreversible. The temperature at which matter change state varies depending on the material. Water changes state from solid (ice) ≠ liquid (water) at 0°C and from liquid (water) ≠ gas (water vapour) at 100°C. The process of changing from a solid to liquid is called melting. | Reversible changes include heating, cooling, melting, dissolving and evaporating. Irreversible changes include burning, rusting, decaying and chemical reactions. Identify, demonstrate and compare reversible and irreversible changes. | Describe some significant changes that have happened on Earth and the evidence, such as fossils, that support this. |
| **Earth** | **AOL: World** Ways to describe daily weather include sunny, rainy, windy, cloudy, warm or cold. Weather is warmer in the summer with more sunshine and colder in the winter with more snow and rain. Describe simply how weather changes as the seasons change.
covered x 5 optional x 6 | Different types of weather include sunshine, rain, hail, wind, snow, fog, lightning, storm and cloud. The weather can change daily and some weather types are more common in certain seasons, such as snow in winter. Observe and describe different types of weather.
covered x 2 | The Earth is spherical and is covered in water and land. When it is daytime in one location, it is night time on the other side of the world. Describe features of Earth using words and pictures.
optional | Solids are made from tiny pieces of crowded rock, air and organic matter. There are a variety of naturally occurring soils, including clay, sand and silt. Different areas have different soil types. Investigate soils from the local environment, making comparisons and identifying features.
covered | The water cycle has four stages: evaporation, condensation, precipitation and collection. Water in lakes, rivers and streams is warmed by the Sun, causing the water to evaporate and rise into the air as water vapour. As the water cools, it condenses and cools condensates to form water droplets in clouds. The clouds become full of water until they cannot hold any more and precipitate (rain, hail, snow and ice). The fallen water collects back in lakes, rivers and streams. Evaporation and condensation are caused by temperature changes. Describe the water cycle using words or diagrams and explain the part played by evaporation and condensation.
covered optional | The Solar System is made up of the Sun and everything that orbits around it. There are eight planets in our Solar System: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune. Earth orbits around the Sun in a year (365 days) to complete a full orbit. Describe or model the movement of the planets in our Solar System, including Earth, relative to the Sun.
covered x 10 optional x 3 | Light travels in straight lines. Identify that light travels in straight lines.
covered optional x 2 | Light sources give out light. They can be natural or artificial. When light hits an object, it is absorbed, scattered, reflected or a combination of all three. Light from a source or reflection enters the eye. Vertebrates, such as mammals, birds and reptiles, have a cornea and lens that refracts light that enters the eye and focuses it onto the retina at the back of the eye, which is called the retina. Once light reaches the retina, it is transmitted to the brain via the optic nerve. Explain that, because light travels, we can see things because they give out or reflect light into the eye.
covered x 2 optional |
| **Phenomena** | **AOL: World** Natural phenomena include weather, shadows, rainbows, floating, standing waves, sound and describe natural phenomena, such as the size of shadows, the colours of a rainbow, the speed of clouds moving across the sky and the strength of a wave.
covered x 6 | A shadow is formed when light from a light source, such as the Sun, is blocked by an opaque object, but not by transparent objects. Explain in simple terms how shadows are formed. Assign | When an instrument is played by plucking, striking or blowing, the air around or inside it vibrates. These vibrations travel as a sound wave to the ear. Explain in simple terms how sounds are made. Assign | Dark is the absence of light and we need light to be able to see. Describe the differences between dark and light and how we need light to be able to see.
covered optional | When an instrument is played, the air around or inside it vibrates. These vibrations travel as a sound wave. Sound waves travel through a medium, such as air or water, to the ear. Explain how sounds are made and heard using diagrams, models, written methods or verbally.
covered x 4 | The Sun, Earth, Moon and the planets in our solar system are roughly spherical. All planets are spherical because their mass is so large that they overcome their own force of gravity. This force of gravity pulls all of a planet’s material towards its centre, which then presses it into the most compact shape – a sphere. Describe the Sun, Earth and Moon as approximately spherical bodies and use this knowledge to understand the phases of the Moon and eclipses.
covered x 3 optional | ‘White’ light is a term used to describe visible, ordinary daylight. White light can be split into a spectrum of colours (rainbow colours) using prisms or lenses. Describe, using scientific language, phenomena associated with refraction of light.
covered |
| **Forces** | **AOL: World** Some objects float and others sink. When an object sinks it falls through the water to the bottom of the vessel. An object that floats stays at the water’s surface. Describe, predict and sort things that float and sink and talk about the forces that they can feel.
covered x 5 optional x 2 | Simple equipment can be used for measuring weather, such as measuring temperature with a thermometer, identifying precipitation and force with a windsock or measuring rainfall with a rain gauge. Investigate weather using toys, models or simple equipment.
covered x 4 optional x 2 | Some objects float and others sink. Objects that float are typically light or hollow. Objects that sink are typically heavy or dense. Sort and group objects that float and sink.
covered | An object will not move unless a pushing or pulling force is applied. Some forces require direct contact whereas others can act at a distance, such as magnetic force. Explain that an object will not move unless a push or pull force is applied, describing forces in action and whether a force requires direct contact or whether the force can act at a distance [magnetic force].
covered x 3 covered | A series circuit is a simple loop with only one path for the electricity to flow. A series circuit must be a complete loop to work and have a supply of power from a battery or cell. Predict and describe whether a circuit will work based on whether or not the circuit is a complete loop and has a battery or cell.
covered optional | Gravity is a force of attraction. Anything with a mass can exert a gravitational pull on another object. The Earth is a large mass, exerting gravitational pull on all objects on Earth, making dropped objects fall to the ground. Explain that objects fall to Earth due to the force of gravity.
covered optional | Voltage is measured in volts (V) and is a measure of the difference in electrical energy between two parts of a circuit. The greater the voltage, the more electrons are pushed through the circuit. The more voltage flowing through a lamp, buzzer or motor, the brighter the lamp, the louder the buzzer or the faster the motor. Explain how the brightness of a lamp or volume of a buzzer is affected by the number and voltage of cells used in a circuit.
covered |
| **Modelling** | **AOL: World** Some light sources need electricity or batteries to work, such as torches and some do not, such as candles. Explain and describe electrical and non-electrical light sources.
covered x 6 | Electrical circuits can light lamps or sound a buzzer. A switch turns an electrical circuit off and on. Describe, following instruction, what simple electrical circuits can do. Assign | Models can have moving parts that use levers, sliders, wheels and axles. Make models with moving parts.
covered x 2 | Make working models with simple mechanisms or electrical circuits.
covered | Electrical components include cells, wires, lamps, motors, switches and buzzers. Switches open and close a circuit and provide control. Construct operational simple series circuits using a range of components and switches for control.
covered x 3 optional | Mechanisms, such as levers, pulleys and gears, give us mechanical advantage. A lever’s advantage is the amount of effort needed to lift an object and provides control. Explain how much a simple machine multiplies the force that we put in. The bigger the mechanical advantage, the less force we need to apply. Describe and demonstrate how simple levers, gears and pulleys assist...
covered | There are recognised symbols for different components of circuits. Create a table showing a range of components and record diagrammatically using the recognised symbols for electrical components.
covered x 2 |
| Creativity | Report and conclude | **AOL: Work** Represent scientific observations by simple making and using simple charts and tables. Offer explanations for why things happen, making use of vocabulary, such as, because, then and and. |
| --- | --- | --- |
| | | The results are information that has been found out from an investigation. Talk about what they have done and say, with help, what they think they have found out. |
| | | The results are information that has been discovered from an investigation. Begin to answer to a question that uses the evidence collected. Use suitable vocabulary to talk or write about what they know and what the purpose was and, with help, draw a simple conclusion based on evidence collected, beginning to identify next steps or improvements. |
| | | Results are information, such as data or observations, that have been found out during an investigation. A conclusion is an explanation of what has been discovered using evidence collected. Use appropriate vocabulary to report on their findings, answer questions about their findings based on evidence collected, draw simple conclusions and identify next steps, improvements and further questions. |
| | | Results are information, such as data or observations, that have been collected during an investigation. A conclusion is an explanation of what has been discovered, using correct, precise terminology and relevant evidence. Report on and validate their findings, answer questions and justify their methods, opinions and conclusions, and use their methodology, separate facts from opinions, pose further questions and make predictions for what they might observe. |
| Gather and record data | **AOL: Math** Data can be recorded in tables and pictograms. Record data in simple tables and pictograms. |
| | | Data can be recorded and displayed in different ways, including tables, pictograms and drawings. With support, gather and record data in a range of ways (data tables, diagrams, Venn diagrams). |
| | | Data can be recorded and displayed in different ways, including tables, charts, graphs and labelled diagrams. Use a range of methods (tables, charts, pictograms) to gather and record simple data with some accuracy. |
| | | Data can be recorded and displayed in different ways, including tables, charts, graphs and labelled diagrams. Data can be used to provide evidence to answer questions. Gather and record findings in a variety of ways (diagrams, tables, charts and graphs) with increasing accuracy. |
| | | Data can be recorded and displayed in different ways, including tables, charts, graphs and labelled diagrams. Further record, classify and present observations and measurements in a variety of ways (pictorial representations, timelines, diagrams, keys, tables, classification keys, charts and graphs). |
| | | Data can be recorded and displayed in different ways, including tables, bar and line charts, classification keys and/or graphs. Gather and record data and results of increasing complexity, selecting from a range of methods (scientific diagrams, tables, classification keys, tables, graphs and models). |
| | | Data can be recorded and displayed in different ways, including tables, bar and line charts, classification keys and/or graphs. Further record, classify and present observations and measurements in a variety of ways (pictorial representations, timelines, diagrams, keys, tables and graphs [bar, line and scatter]), linking to mathematical knowledge. |
| Investigation | Questioning | **AOL: Q** Question words include who, why, what, where, when and how. Ask and answer scientific questions to find out more, explain how things work and why they might happen. |
| | | Question words include what, why, how, when, who and which. Ask simple scientific questions. |
| | | Question words include what, why, how, when, who, and which. Ask simple scientific questions about the world around them. |
| | | Questions can help us find out about the world. Ask and answer scientific questions about the world around them. |
| | | Questions can help us find out about the world and can be answered using a range of scientific enquiries without scientific equipment. Independently, about the world around them and begin to identify how they can answer them. |
| | | Questions can help us find out about the world and can be answered using a range of scientific enquiries without scientific equipment. Independently, about the world around them and identify how they can answer them. |
| Measurement | **AOL: Work** Simple equipment can be used to measure distance, height, weight and time. With support, use simple equipment, such as timers, rulers and compasses, to measure length, height, capacity and time. |
| | | Simple equipment is used to take measurements and observations. Examples include metre sticks, measuring tapes, egg timers and hand lenses. Use simple equipment to measure and make observations. |
| | | Simple equipment is used to take measurements and observations. Examples include metre sticks, hand lenses, metre sticks and trundle wheels. Use simple equipment to measure and make observations. |
| | | Equipment is used to take measurements and observations. Examples include data loggers plus sensors, timers (seconds, minutes and hours), thermometers (°C) and metre sticks, rulers (centimetres, metres). Taking repeat readings can increase the accuracy of the measurement. Take measurements in standard units, using a range of simple equipment. |
| | | Equipment is used to take measurements in standard units. Examples include data loggers plus sensors, timers (seconds, minutes and hours), thermometers (°C), and metre sticks, rulers (centimetres, metres). Take accurate measurements in standard units, using a range of equipment. |
| | | Equipment is used to take measurements in standard units. Examples include data loggers plus sensors, such as light (lux), sound (dB) and temperature (°C); timers (seconds, minutes and hours); and measuring tapes (millimetres, centimetres, metres). Take increasingly accurate measurements in standard units, using a range of chosen equipment. |
| | | Specialised equipment is used to take measurements in standard units. Examples include data loggers plus sensors, such as light (lux), sound (dB) and temperature (°C); timers (seconds, minutes and hours); and measuring tapes (millimetres, centimetres, metres). Take accurate, precise and repeated measurements in standard units, using a range of chosen equipment. |
| Investigation | **AOL: Work** When we try things out to see if they work, it is called a test. Observe how activities are going and adapt their ideas if necessary. |
| | | Simple tests can be carried out by following a set of instructions. With support, follow instructions to perform simple tests and begin to talk about what they might do or what might happen. |
| | | Tests can be carried out by following a set of instructions. A prediction is a guess at what might happen in an investigation. Follow a set of instructions to perform a range of simple tests, taking notes, predictions for what might happen and suggesting ways to answer their questions. |
| | | Tests can be set up and carried out by following or planning a set of instructions. A prediction is a best guess for what might happen in an investigation based on some prior knowledge. Set up and carry out some simple investigations and fair tests, making predictions for what might happen. |
| | | Scientific enquiries can be set up and carried out by following or planning a method. A prediction is a statement about what might happen in an investigation, based on some prior knowledge or understanding. Plan and carry out a range of investigations in which only one variable is changed and all others remain constant. Begin to independently plan, set up and carry out a range of comparisons and fair tests, making predictions and following a method accurately. |
| | | A prediction is a set of clear instructions for how to carry out a scientific investigation. A prediction is a statement about what might happen in an investigation based on some prior knowledge or understanding. Plan and carry out a range of investigations, including writing methods, identifying variables and making predictions based on prior knowledge and understanding. |
| Observation | **AOL: Work** With support, observe, record and talk about |
| | | Objects, materials and living things can be looked at and compared. Observe |
| | | Objects, materials and living things can be looked at, compared and |
| | | An observation involves looking closely at objects, materials and living things, which |
| | | An observation involves looking closely at objects, materials and living things. |
| | | An observation involves looking closely at objects, materials and living things. |
| | | An observation involves looking closely at objects, materials and living things. |
| Materials | Identification and Classification | **Fossil World** Objects are made from different materials. Everyday materials include wood, plastic, glass, fabric, metal and stone. Materials have different properties. Name and sort everyday items into groups of the same material.
**covered x 4** optional x 2 |
| --- | --- | --- |
| | | 1. A material is what an object is made From. Everyday materials include wood, plastic, glass, metal, water, rock, brick, paper and fabric. Identify and name what an object is made from, including wood, plastic, glass, metal, water and rock.
**covered x 4** optional |
| | | 2. Some foods, such as ice and chocolate melt when heated, but then harden (solidify or freeze) when cooled. Observe what happens when a range of everyday materials, including foods, are heated and cooled, sorting and grouping them based on their observations.
**covered** |
| | | 3. Light can be reflected from different surfaces. Some surfaces are poor reflectors, such as some fabrics, while other surfaces are good reflectors, such as mirrors. Group and sort materials as being reflective or non-reflective.
**covered** |
| | | 4. Materials can be grouped according to whether they are solids, liquids or gases. Solids stay in one place and can be held. Liquids take the shape of the container in which they are placed. Examples of liquids are water, juice and milk. Gases spread out to fill the available space and cannot be held. Examples of gases include oxygen, helium and carbon dioxide. Like a mixture of gases. Group and sort materials into solids, liquids or gases.
**covered x 2** |
| | | 5. Materials can be grouped according to their basic physical properties. Properties include hardness, solubility, transparency, conductivity (electrical and thermal) and magnetism. Compare and group everyday materials by these properties, including hardness, solubility, transparency, conductivity (electrical and thermal) and magnetism.
**covered x 3** optional x 2 |
| | | 6. Some materials (solutes) will dissolve in liquid (solvent) to form a solution. The solute can be recovered by evaporating off the solvent by heating. Explain, following instructions that some substances (solutes) will dissolve in liquid (solvents) to form a solution and the solute can be recovered by evaporating off the solvent.
**covered** |
| | | 7. Energy is transferred in three different ways: conduction, convection and radiation. A material that allows heat energy to travel through it is a thermal conductor. Poor thermal conductors are known as thermal insulators. Insulation is important for the survival of many animals. Blubber is a layer of fat that acts as an insulator under the skin of some animals, such as whales and walruses. It is an adaptation that is essential for their survival. Animals with fur, such as polar bears and Arctic foxes, trap a layer of air next to the skin to insulate them from the cold. Investigate and identify good thermal insulators, describing their common features.
**covered x 3** optional |
| Properties and uses | **Fossil World** Some materials are magnetic, which means that they are attracted to (pull towards) a magnet. Some metals are magnetic. Other materials are not magnetic. Examples are wood, dough and glass. Identify that materials have different properties and explore and sort magnetic and non-magnetic materials through play and exploration.
**covered x 3** optional |
| | | 1. Materials have different properties, such as hard or soft; stretchy or stiff; rough or smooth; opaque or transparent; bendy or rigid; waterproof or not waterproof. Investigate and describe the simple properties of a range of everyday materials, such as hard or soft, stretchy or stiff; rough or smooth; opaque or transparent; bendy or rigid and waterproof or not waterproof.
**covered x 5** optional x 6 |
| | | 2. A material's physical properties make it suitable for particular purposes, such as glass for windows and brick for building walls. Many materials are used for more than one purpose, such as metal for cars and cans. Compare the suitability of a range of everyday materials for particular uses, including wood, metal, plastic, glass, brick, rock, paper and cardboard.
**covered x 5** optional x 2 |
| | | 3. There are three different rock types: sedimentary, igneous and metamorphic. Sedimentary rocks form from mud, sand and particles that have been squashed together over a long time to form rock. Igneous rocks form from molten magma or lava. They usually contain visible crystals. Examples include pumice and granite. Metamorphic rocks are formed when existing rocks are heated by the magma under the Earth’s crust or squashed by the movement of the Earth’s tectonic plates. They are usually hard. Examples include slate and marble. Compare and group rocks based on their appearance, properties or uses.
**covered optional x 3**
| | | 4. Electrical conductors allow electricity to flow through them, whereas insulators do not. Common electrical conductors are metals. Common insulators include wood, glass, plastic and rubber. Describe materials as electrical conductors or insulators.
**covered x 2** optional |
| | | 5. Some mixtures can be separated by filtering, sieving and evaporating. Sieving can be used to separate large solids from liquids and some solids from other solids. Filtering can be used to separate small particles from larger particles. Evaporating can be used to separate dissolved solids from liquids. Separate mixtures by filtering, sieving and evaporating.
**covered optional x 3**
| | | 6. A material's properties dictate what it can be used for. For example, cooking pans are made of metal, which is a good thermal conductor, allowing heat to quickly transfer from the hob to the contents of the pan. Describe, using evidence from experiments or fair tests, why a material has been chosen for a specific use, including metals, wood and glass.
**covered x 2** |
| Nature | Identification and Classification | **Aotearoa** Plants and trees are part of nature. They can be identified according to their features, such as leaves, seeds and flowers. Begin to name and group plants and trees according to their observable features.
**covered x 2** optional x 2 |
| | | 1. Plants growing in the forest. Compare plants incident to shady dappled light and grass. Trees are large, woody plants and are either evergreen or deciduous. Trees that lose their leaves in the autumn are called deciduous. Examples include oak, maple, beech and rowan. Trees that shed old leaves and grow new leaves all year round are called evergreen trees. Examples include holly and pine. Identify, compare, group and sort a variety of common native and garden plants, including deciduous and |
| | | 2. A habitat is a place where a living thing lives. A forest habitat is a very small habitat. Identify and name a variety of plants and animals in a range of habitats and microhabitats.
**covered x 11** optional x 3 |
| | | 3. Some animals have skeletons for support, movement and protection. Endoskeletons are those found inside some animals, such as humans, cats and horses. Exoskeletons are those found on the outside of some animals, such as beetles and flies. Some animals have no skeleton, such as slugs and jellyfish. Identify and group animals that have no skeleton, an internal skeleton (endoskeleton) and an external skeleton (exoskeleton).
**covered** |
| | | 4. Scientists classify living things according to shared characteristics. Animals can be divided into six main groups: mammals, reptiles, amphibians, birds, fish and invertebrates. These groups can be further subdivided. Classifying keys are specific tools that aid the identification of living things. Compare, sort and group living things from a range of environments, in a variety of ways, based on observable
**covered** |
| | | 5. Flowering plants reproduce sexually. The flower is essential for sexual reproduction. Other plants reproduce asexually. Bulbs, corms and rhizomes are some parts used in asexual reproduction in plants. Group and sort plants by how they reproduce.
**covered** |
| | | 6. Classification helps us identify living organisms based on their physical characteristics. Use a construct classification systems to identify animals and plants from a range of habitats.
**covered** |
| | | 7. Scientists classify living organisms into broad groups according to their characteristics. Vertebrates are an example of a classification group. There are a number of ranks, or levels, within the biological classification system. The first |
| Parts and functions | **AOL: World** Parts of plants and trees include trunk, branch, twig, leaf, flower, petal, fruit, seed and bulb. Name and describe basic features of plants and trees.
**covered x 2**
**optional x 2**
**AOL: World** Different animal groups have different function body parts, such as birds have wings and fish have fins. Identify common features for different groups of animals, including wild and domestic animals.
**covered x 14**
**optional x 7** | The basic plant parts include root, stem, leaf, flower, petal, fruit, seed and bulb. There is a special part called a trunk. Label and describe the basic structure of a variety of common plants.
**covered x 2**
**optional x 2**
Different animal groups have some common body parts, such as a mouth, jaw, and different body parts, such as fins or wings. Label and describe the basic structures of a variety of common animals, including fish, amphibians, reptiles, birds and mammals.
**covered x 6** | Animals are living things. Animals can be identified by their characteristics into groups: fish, amphibians, reptiles, birds, invertebrates and mammals. Identify, compare, group and sort a variety of common animals, including fish, amphibians, reptiles, birds, invertebrates and mammals, based on observable features.
**covered x 4**
**optional** | egg, chick, chicken; spawn, tadpole, froglet, frog
**covered x 4**
**optional** | **features and behaviour**
**covered x 7**
**optional** | The plant’s roots anchor the plant in the ground and transport water and minerals from the ground to the leaves. The stem (or trunk) support the plant above the ground. The leaves collect energy from the Sun and make food for the plant. Flowering male seeds contain sperm cells. Name and describe the functions of the different parts of flowering plants (roots, stem, leaves and flowers).
**covered x 2**
**optional x 2** | The plant’s roots anchor the plant in the ground and transport water and minerals from the ground to the leaves. The stem (or trunk) support the plant above the ground. The leaves collect energy from the Sun and make food for the plant. Flowering male seeds contain sperm cells. Name and describe the functions of the different parts of flowering plants (roots, stem, leaves and flowers).
**covered x 7**
**optional** | There are four different types of teeth: incisors, canines, premolars and molars. Incisors are used for cutting. Canines are used for tearing. Premolars and molars are used for grinding and chewing. Carnivores, herbivores and omnivores have different characteristics and types of teeth. Herbivores have many large molars for grinding plant material. Carnivores have large canines for killing their prey and tearing meat. Identify the four different types of teeth in humans and other animals, and describe their functions.
**covered** | Parts of a flower include the stamen, pistil, anther, pollen, carpel, stigma, style, ovary, ovule and sepal. Pollination is when the male part of a plant (pollen) is carried, by wind, insects or other animals, to the female part of the plant (carpel). The pollen travels to the ovary where it fertilises the ovules (eggs). Seeds are then produced, which disperse far away from the parent plant and grow into plants. Identify the parts of a flower involved in sexual reproduction in plants (stamen, filament, anther, pollen, carpel, stigma, style, ovary, ovule and sepal).
**covered** | Animals that sexually reproduce generate new offspring of the same kind by combining the genetic material of two individuals. Each offspring inherits two of every gene, one from the female parent and one from the male parent. Identify that living things produce offspring of the same kind, although the offspring are not identical to either parent.
**covered x 2** | Plants and plants can be bred to produce offspring with specific and desired characteristics. This is called selective breeding. Explain how it includes allowing the produce to self pollinate or use crops that are disease-resistant. Describe how animals and plants can be bred to produce offspring with specific and desired characteristic (selective breeding).
**covered** |
| Nutrition | **AOL: World** Animals eat different kinds of food, including other animals, plants or both animals and plants. Match animals to the foods that they eat.
**covered x 3**
**optional x 2** | Carnivores eat other animals (meat), herbivores eat plants and omnivores eat other animals and plants. Group and sort a variety of common animals based on the foods they eat.
**covered x 2** | Carnivores eat other animals (meat), herbivores eat plants and omnivores eat other animals and plants. Group and sort a variety of common animals based on the foods they eat.
**covered x 6** | Food chains show how living things depend on one another for food. All living organisms with a place in a food chain are eaten by animals that either eat the plant or other animals. Interpret and construct simple food chains to describe how living things depend on each other as a source of food.
**covered x 6** | Food chains show how living things depend on one another for food. All living organisms with a place in a food chain are eaten by animals that either eat the plant or other animals. Herbivores get their nutrition from plants. Omnivores get their nutrition from eating a combination of both plants and other animals. Compare and contrast the diets of different animals.
**covered x 6** | Animals cannot make their own food and need to get nutrition from the food they eat. Carnivores get their nutrition from eating other animals. Herbivores get their nutrition from plants. Omnivores get their nutrition from eating a combination of both plants and other animals. Compare and contrast the diets of different animals.
**covered x 6** | Food chains show what animals eat within a habitat and how energy is passed through the habitat. A food chain starts with a producer, which is typically a green plant. The producer is eaten by a primary consumer (prey), which is eaten by a secondary consumer (predator), which is eaten by a tertiary consumer. Food chains end with a top or apex predator. Changes within a food chain, such as an abundance or lack of food, may have an impact on the entire food chain. Construct and interpret a variety of food chains and webs to show interdependence and how energy is passed on over time.
**covered** | Food chains changes in a habitat can have significant consequences for food chains and webs. Describe, using their knowledge of food chains and webs, what could happen if a habitat had a living thing removed or introduced.
**covered** | Population changes in a habitat can have significant consequences for food chains and webs. Describe, using their knowledge of food chains and webs, what could happen if a habitat had a living thing removed or introduced.
**covered** | The role of the circulatory system is to transport oxygen, water and nutrients throughout the body. They are transported in blood and dissolved in it to where they are needed. Explain that the circulatory system in animals transports oxygen, water and nutrients around the body.
**covered x 2**
**optional x 3** | Plants need air, light, water, minerals from the soil and room to grow, in order to survive. Different plants have different requirements and their habitats vary. Examples include cacti, which need less water than is typical, and ferns, which can grow in lower light levels. Describe the requirements of plants for life and growth (air, light, water, nutrients and room to grow) and how they vary from plant to plant.
**covered optional x 3** | Plants need air, light, water, minerals from the soil and room to grow, in order to survive. Different plants have different requirements and their habitats vary. Examples include cacti, which need less water than is typical, and ferns, which can grow in lower light levels. Describe the requirements of plants for life and growth (air, light, water, nutrients and room to grow) and how they vary from plant to plant.
**covered optional** | An adaptation helps an animal or plant survive in its habitat. If living things are unable to adapt to changes within their habitat, they are at risk of becoming extinct. Explain how adaptations help living things to survive in their habitat.
**optional** | An adaptation is a physical or behavioural trait that allows a living thing to survive and fill an ecological niche. Adaptations are a result of natural selection. Favourable traits help an organism survive and pass on their genes to subsequent generations. Identify how animals and plants are adapted to suit their environment, such as giraffes having long necks for feeding, and that adaptations may lead to evolution.
**covered x 4** | Reproduction is the process of producing offspring and is essential for continued existence of species. There are two types of reproduction: sexual and asexual. Sexual reproduction involves two parents (one female and one male) and produces offspring that are different from the parents. Asexual reproduction involves one parent and produces offspring that is identical to the parent. Describe the life process of reproduction in some plants and animals.
**covered x 2** | Reproduction is the process of producing offspring and is essential for continued existence of species. There are two types of reproduction: sexual and asexual. Sexual reproduction involves two parents (one female and one male) and produces offspring that are different from the parents. Asexual reproduction involves one parent and produces offspring that is identical to the parent. Describe the life process of reproduction in some plants and animals.
**covered x 2** | Farming in the UK can be divided into three main types: arable (growing crops), pastoral (raising livestock), mixed (arable and pastoral). Intensive farming in the past has resulted in the loss of habitats. Research and describe different farming rank is called a kingdom, the second a phylum, then class, order, family, genus and species. Classify living things, including microorganisms, animals and plants, into groups according to common observable characteristics and based on similarities and differences.
**covered x 3** | Living things are classified into groups, according to common observable characteristics and based on similarities and differences. Research and classify animals and plants into a range of habitats, deciding upon and explaining...
| Comparison | Physical things | Observe and describe living things and their habitats within the local environment.
**covered x 8**
optional x 3 | change:
**covered x 2**
optional | they need to survive. Describe a range of local habitats and habitats beyond their locality (beaches, rainforests, deserts, oceans and mountains) and what all habitats provide for the things that live there.
**covered x 7** | due to natural influences and how living things need to be able to adapt to these changes.
Assign | influences and the impact this can have on living things:
**covered x 2**
optional | practices in the UK and how these can have positive and negative effects on natural habitats.
**covered x 2** | where they belong in the classification system.
**covered** |
| Phenomena | **AOL: World** A shadow is the same shape as the object that makes it. Shadows change during the day. Make a shadow bigger or smaller using toys, play equipment and a light source.
**covered x 7**
optional x 2 | Materials can be grouped according to their properties. Compare materials in terms of use, material or use. Compare and group objects and materials according to simple given criteria.
**covered x 6**
optional x 2 | Living things are those that are alive. Dead things are those that have once lived but are no longer. Some things have never been alive. Compare and group things that are living, dead or have never been alive.
**covered x 2** | Magnets have two poles (north and south). Opposite poles attract each other, while like poles (north and north, or south and south) repel each other. Investigate and compare a range of magnets (bar, horseshoe and floating) and explain why opposite poles attract (north and south) and that opposite poles attract each other, while like poles repel each other.
**covered x 2**
optional | Electricity is a type of energy. It is used to power many everyday items such as kettles, computers and televisions. Electricity can also come from batteries. Batteries eventually run out of power and need to be recycled or recharged. Batteries can also be used to power small sound, such as mobile phones and torches. Compare common household equipment and appliances that are and are not powered by electricity.
**covered** | A life cycle is the series of changes in the life of a living thing. Describe these basic stages: birth, growth, reproduction and death. Mammals’ life cycles include the stages: embryo, juvenile, adolescent and adult. Amphibians’ life cycles include the stages: egg, larva, juvenile, baby, adolescent and adult. Compare the life cycles of animals, including a mammal, an amphibian, an insect and a bird.
**covered x 5**
optional | Environmental factors can affect the survival of living things in a habitat. These factors include habitat (internal and duration), weather, altitude, soil type and humans, such as when we mow or trample grass. Compare the living things in two different habitats (e.g. top vs bottom of a hill, full sun vs shade, exposed location vs sheltered location or well-trodden path vs unused area).
Assign |
| Change | Living things | **AOL: World** Living things change over time. This includes growth and decay. Explore the natural world around them and give simple descriptions, following observation, of changes.
**covered x 9**
optional x 5 | All living things (plants and animals) change over time as they grow and mature. Describe, follow and investigate, how plants and animals change over time.
**covered x 4**
optional | Plants grow from seeds and bulbs. Seeds and bulbs need water and warmth to start growing (germinate). As the plant grows bigger, it develops leaves and flowers. Observe and describe how seeds and bulbs change over time as they grow into mature plants.
**covered x 4** | Flowers are important in the life cycle of flowering plants. The processes of a plant’s life cycle include germination, flower production, pollination, seed formation and seed dispersal. Insects and the wind can transfer pollen between flowers (pollination). Animals, wind, water and explosions can disperse seeds away from the parent plant (seed dispersal). Draw and label the life cycle of a flowering plant.
**covered**
optional | Habitats change over time, either due to natural or human influences. Natural influences include extreme or unseasonable weather. Human influences include habitat destruction or pollution. These changes can affect the animals and plants that live in the habitat. Explain how unfamiliar habitats, such as a mountain or ocean, can change over time and what influences these changes.
**covered** | Humans go through characteristic stages as they develop towards old age. These stages include baby, infant, toddler, child, adolescent, young adult, adult and senior citizen. Puberty is the transition between childhood and adulthood. Describe the changes as humans develop from birth to old age.
**covered x 3**
optional x 3 | Scientists study fossilised remains to trace the past to living species that exist today to hypothesise how living things have evolved over time. Humans and apes share a common ancestry and evidence for this comes from fossil discoveries and genetic comparison. Explain that living things have changed over time, using specific examples and evidence.
**covered x 2** | | <urn:uuid:6e980c7f-b305-4458-8eb6-1185d5ebeb77> | CC-MAIN-2025-05 | https://www.peakdale.derbyshire.sch.uk/_files/ugd/09f6ee_5693cce555194454a435a6507970c02b.pdf | 2025-01-26T14:48:24+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703361941.29/warc/CC-MAIN-20250126135402-20250126165402-00683.warc.gz | 965,694,452 | 10,818 | eng_Latn | eng_Latn | 0.997855 | eng_Latn | 0.997955 | [
"unknown",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
10162,
18727,
27715,
36361,
46937,
52301
] | [
4.4375,
4.59375
] | 1 | 0 |
Teaching for Commitment
Inside this issue …
What is commitment? Peoplehood, engagement, commitment
School-wide planning · How do we engender commitment?
Commitment and Independence
Perspective on Jewish Education
Rabbi Daniel Landes
Table of Contents
Research
4 > Creating a Sustainable Sense of Peoplehood: Towards a pedagogy of commitment | Lisa Grant and Shlomi Ravid
7 > Teaching Towards Commitment: Closing the gap between “I ought to” and “I will” | Steve Bailey
12 > We Are All Jews by Choice | Edwin R. Frankel
17 > Toward an Understanding of Jewish Commitment | Micah Lapidus
24 > Rabbi Yohanan Had Five Disciples: A Hirschean theory of Jewish education | Ira Bedzow
Applications
30 > Objectivity and Subjectivity in the Teaching of History: Toward forging national identity in Israel | Tamar Ketko
35 > A Case Study in Commitment | Eli Kohn
40 > The Practical Teshuvah Workshop: A model for educating toward commitment | David I. Bernstein
43 > Expanding the Academic Experience: Educating for commitment | Eliot Feldman
47 > Teaching Jewish Commitment in an Era of Unlimited Choices | Yonatan Yussman
51 > Teaching Jewish Commitment: A rejoinder | Erica Brown
54 > Teaching for Commitment, or Independence? | Samuel Kapustin
Features
58 > From the Classics
D.I.Y. Mikveh: The Challenge of Encouraging Commitment | Levi Cooper
64 > Perspectives on Jewish Education
Commitment via Participatory Discourse | Daniel Landes
Toward an Understanding of Jewish Commitment
Micah Lapidus
Micah Lapidus examines a broad range of literature, expanding on quotes with direct bearing on understanding the complex nature of commitment in our era.
Judah ben Tema said: At five years the age is reached for the study of Scripture, at ten for the study of the Mishnah, at thirteen for the fulfillment of the commandments, at fifteen for the study of the Talmud, at eighteen for marriage, at twenty for seeking a livelihood...
– Mishnah Avot, 5:24
How would this mishnah read in the context of the contemporary North American Jewish community? A skeptic might “modernize/parody” the text as follows: “At five years the age is reached for soccer and kindergarten, at ten for little league, at thirteen maybe a bar mitzvah, at fifteen drivers education, at eighteen an elite Ivy League school, at twenty declare a major…”
The question of Jewish commitment is at least as old as Judah ben Tema. While commitment can be hard to define and even difficult to “know it when we see it,” it is a concept that has been addressed, both explicitly and implicitly by many great thinkers throughout history. While commitment can be viewed in narrow terms as type of legal obligation or pledge to perform a future action, my hope is to demonstrate that commitment should be understood in much broader terms.
Framing remarks
Educating toward commitment is decidedly not about setting an educational standard for the teaching of a subject and measuring the extent to which a student has or has not achieved that standard. Rather “commitment” as an existential category of...
being needs to be the standard – the overarching educational goal. If commitment is the standard then authentic assessments and learning activities are those that create experiences that allow each child/learner to practice making Jewish choices, utilizing Jewish resources, and using Jewish vocabulary. If we want to educate toward commitment then we need to ask the right question. Bethanie Horowitz’s (2002) qualitative question of, “How are American Jews Jewish?” is much more in line with an educational philosophy of commitment than the quantitative query: “How Jewish are Jewish Americans?”
That Judaism has managed to maintain the commitment of Jews in spite of the Jewish people’s tendency to frame our story in the most lachrymose terms is nothing short of a miracle.
**Proposition**
Jewish commitment should be the overarching goal of a Jewish day school education. Educating toward commitment is a broad endeavor. It means defining Jewish education, the role of Jewish educators, and the concept of Jewish commitment in ways that are aligned with one another and respond to the powerful forces of modern society that have, for the most part, been viewed as weakening rather than strengthening/challenging Judaism and the individual Jew. This author’s personal bias is that Jewish commitment is only meaningful if it embraces the challenges, complexities, and opportunities that exist in contemporary North American culture. Jewish commitment entails empowering the individual Jew to live a Jewish life of integrity while engaging in the fullness of modern life.
**Aphorisms on commitment**
The following aphorisms are arranged chronologically on the basis of the texts that have inspired them. Each of them is meant to be a piece of a puzzle that is admittedly incomplete. The author welcomes the opportunity to explore the concept of Jewish commitment alongside others who have different thoughts and opinions.
**A foundation for commitment**
“Lear: Why no, boy. Nothing can be made out of nothing.”
– Shakespeare, *King Lear*, Act 1 Scene 4, circa 1603
Commitment cannot emerge *ex nihilo*. There must be raw material. This raw material can be the content and subject matter of Jewish education – the stuff that the learner has encountered through their formal Jewish education. It can also be the home life from which the child emerges though unfortunately this often amounts to the most profound kind of “nothing” or worse. The raw material can be attitudes, relationships, and even false notions about Judaism. Ultimately, “nothing” represents the inability to awaken any sense of purpose or interest in the learner. It is the job of the educator to deny the possibility of the “nothing” and to bring out from each student the possibility of a “something” that may serve as a foundation for the construction of commitment.
**Beyond the cognitive**
“Make him feel it, or he will never know it.”
– Jean Jacques Rousseau, *Emile, or On Education*, Book 4, 1762
There are at least two meanings to the word “feel” – to touch, or to be touched. The former is corporeal, the latter spiritual or emotional. Educating toward commitment is not about cold knowledge. It is not about memorization. Commitment involves feeling, either touching or being touched. To that end stories should take precedence over facts because stories touch us and facts do not. Stories stick and facts bounce off. There is a growing body of literature emphasizing the power of narrative/story over fact/information. (See, for example, Pink, 2005; Gladwell, 2000). Without engaging the feeling heart and spirit, commitment will remain a cognitive impossibility. The student may know that they should (fill in the blank) but almost certainly never will. In the words of e.e. cummings, “Since feeling is first who pays any attention to the syntax of things will never wholly kiss you.”
**Love**
“We forget that God loves the learner.”
– Soren Kierkegaard, *Philosophical Fragments*, 1844
Love usually animates the best in all people. Commitment without love is emptiness and love with commitment is ephemeral and false. Commitment is an effect for which love is the primary cause. There are times when love does not animate the best in people. As with love there are times when commitment is misguided, inappropriate, even unhealthy. Just as love can be blind and fanatical, so can commitment.
God’s love for humanity is expressed by virtue of the many gifts that God has given us – the ability to think and feel, the ability to create and care, and the ability to act morally. When we dedicate our God-given gifts toward a particular end or value then it makes sense to speak of meaningful commitment. Meaningful commitment is thoughtful, soulful, creative, and moral. As educators we participate in a kind of *imitatio Dei* when we cultivate these God-given gifts within our students. In so doing we empower them to choose to live committed lives.
**Commitment and the nature of learning**
“To lead you to an overwhelming question… Oh, do not ask, ‘What is it?’ Let us go and make our visit.”
– T.S. Eliot, “The Love Song of J. Alfred Prufrock,” 1917
It is not enough to ask of Judaism “What is it?” The educator must say to the student, “Let us go and make our visit.” “What is it?” is an academic question. By virtue of the question’s syntax, Judaism
Without engaging the feeling heart and spirit, commitment will remain a cognitive impossibility.
is an “it.” An “it” is a curriculum, a body of knowledge, something static. At its best, an “it” is something the meaning of which is apprehended by a rational agent who has two possible avenues of response: 1) to try to know the “it” as he thinks it actually is, or 2) to try to define the “it” as he wants it to be or in accordance with his limited capacity. Regardless the knower and the object in the context of, “What is it?” exist in a detached way that emphasizes mutual alienation. “Let us go and make our visit,” on the other hand evokes an image of teacher leading learning toward an engagement with something. When teacher and learner embark on a visit together the learning process opens itself to the possibility of commitment. The willingness to “visit” is already a form of commitment, and the possibility of the learner being changed by virtue of the visit is a potential that does not exist when the educational process asks only, “What is it?”
Toward a methodology of building commitment
“Start with one note. One word. Chant it over and over forty different ways.”
– William Carlos Williams, *The Great American Novel*, 1923
Commitment means a willingness to embark on a process. It means a willingness to aspire to know, feel, or own something. It means the possibility of an idea becoming a mantra, becoming a part of who you are. It means turning something over and over again in your heart, your mind, and in your hands. As ben Bag Bag taught millennia ago (*Avot* 5:25), *Hafokh bah vahafokh bah, dekhulah bah* (=Turn it over and over again, for everything is within it). Commitment means dedicating oneself to deep reading. Commitment means dedicating oneself to reading deeply, sometimes at the expense of reading widely. Commitment is achieved not through habituation, but through mindfulness. It is measured by deepening wisdom rather than mechanical recitation.
Imagination and commitment
“The imagination, intoxicated by prohibitions, rises to drunken heights to destroy the world. Let it rage, let it kill. The imagination is supreme… Then at last will the world be made anew.”
– William Carlos Williams, *Spring and All*, 1923
If we, as educators, are committed to one thing, we might strongly consider committing our efforts to the cultivation of the imagination. Judaism is, at its heart, an imaginative tradition. Whether we point to Abraham’s imagination or whatever imagination might have imagined Abraham, Judaism’s sheer power is manifested in the historical fact that as it developed into a way of life it lead to “a world made anew.” Educators must be willing to let their students’ imaginations “rage and kill” if only to intoxicate their students with a sense of the possible rather than the necessary. Judaism has always been an idol-smashing doctrine. If the imagination wishes to take up a hammer so be it. Let our students know
that they are welcome to knock away from within rather than evicting those who would dare to be bold.
**Hopeful education**
“Gloom and solemnity are entirely out of place in even the most rigorous study of an art originally intended to make glad the heart of man.”
– Ezra Pound, *ABC of Reading*, 1934
The study of Judaism should generally be uplifting. This is not the same thing as saying that the study of Judaism should be light or fun. Uplift can occur when the learner’s mind is so challenged that they forgo their need to go to the bathroom because they’ve temporarily forgotten that they have a body. Uplift can also be a form of empowerment – learning that allows the learner to move from a narrow place to a less narrow place is uplifting, from a place deep down in the valley to the awesome mountaintop. That Judaism has managed to maintain the commitment of Jews in spite of the Jewish people’s tendency to frame our story in the most lachrymose terms is nothing short of a miracle. Though Jewish commitment can certainly be awakened through the study (and unfortunately the experience) of anti-Semitism and the Holocaust, at least one of the enduring understandings of such study should be that the human spirit cannot be restrained in its journey toward uplift. In other words, commitment is only meaningful when hope is real. To speak of educating toward commitment merely so that the crew goes down with the ship is absurd. The learner must be inspired to believe in a present and future that are worthy of commitment.
**Commitment as the expression of freedom**
“For freedom from restriction, the negative side, is to be prized only as a means to a freedom which is power: power to frame purposes, to judge wisely, to evaluate desires by the consequences which will result from acting upon them; power to select and order means to carry chosen ends into operation.”
– John Dewey, *Experience and Education*, 1938
Coerced commitment is oxymoronic, unethical and better suited for a fascist than a democratic state. Commitment can and must be grounded in freedom. Freedom, in its truest sense, is not “just another word for nothing left to lose” (as Bobby McGee once suggested), but rather the freedom to commit to and achieve purposes that give life meaning. Dewey presents a challenge that all Jewish educators in the modern world face, particularly in North America – educate toward commitment grounded in freedom. Rather than viewing freedom as a weakening force in Jewish life, Jewish educators must fully embrace the potential that exists in the context of a free society. It may be that Judaism will become a Judaism of free, willful, and committed Jews. If this is the case then it is reasonable to presume that many Jews will cease to be Jews for all the well-known and well-documented reasons. It is the task of the Jewish educator to inspire and empower as many students as possible to join this “coalition of the willing” and be committed.
**Acknowledging the learner**
“Boy: What am I to tell Mr. Godot, Sir?
Vladimir: Tell him… *(he hesitates)*... tell him you saw us. *(Pause.)*
You did see us, didn’t you?
Boy: Yes Sir.”
– Samuel Beckett, *Waiting for Godot*, 1954
If we, as educators, ask our students to see the power and richness of Judaism we must also commit ourselves to seeing the power and richness of our students. We cannot nurture an authentic commitment to Judaism without seeing our students for who they are. Though we thank God as *Pokeah Ivrim* (=Who Opens the eyes of the blind), many educators do not take seriously their obligation to seeing their students. We have grown accustomed to a superficial kind of seeing due, in part, to the lack of time allotted for self-reflection. Given our constant busyness there is little time for self-reflection in today’s world. It is therefore not surprising that our society is characterized by a conspicuous lack of self-knowledge.
If we educators are not committed first and foremost to seeing ourselves then we will never see our students as human beings. If we are unable to see our students then we will inevitably lack the authority to challenge them to see Jewish tradition in a way that will inspire commitment.
**Commitment as the alignment of thought and being**
“I am my own psychic phenomena in so far as I establish them in their conscious reality…. But I am not those psychic facts, in so far as I receive them passively and am obliged to resort to hypotheses about their origin and their true meaning, just as the scholar makes conjectures about the nature and essence of an external phenomenon.”
– Jean-Paul Sartre, *Being and Nothingness*, 1956
Commitment is an existential category of being. Commitment is the conscious alignment of certain attitudes and behaviors at any given time. It means consciously and conscientiously declaring that “I am for something” in the exact moment that my being enacts what my conscious mind and conscience are in the process of declaring. Commitment is not an academic subject. I cannot be truly committed to a belief that is handed down to me and that I passively receive. I can only be committed to beliefs that I establish in my “conscious reality.” Too often students of Judaism fall prey to several injurious tendencies such as going through the motions or uncritically adopting the opinions and beliefs of their teachers. Too often students are afraid to construct their own “conscious reality” because of the judgmental gaze of an Other which attempts to lock them into a different kind of being. Commitment is not a static concept, it is a dynamic one. Commitment exists whenever action and thought are unified. To the extent that Jewish educators can convey the concept of commitment as being rooted in existential authenticity students may ultimately come to be more self-reflective and less judgmental of others. They may also have a way of assessing the integrity of their present life.
**Commitment expressed through criticism**
“Modern criticism was born of a struggle against the absolutist state. It has ended up, in effect, as a handful of individuals reviewing each other’s books.”
– Terry Eagleton, *The Function of Criticism*, 1984
Judaism is an interpretative tradition. As such, criticism is a time-honored tradition within Judaism so long as the criticism comes from a place of commitment. The individual Jew is invited to criticize both Judaism and the broader, secular world. However criticism is not meant to be a flippant or destructive activity. On the contrary – it is a deliberate and constructive one. It requires
Jewish education that seeks to instill a sense of commitment must accustom students to “taking a stand” for what they believe in and a willingness to get their feet and hands dirty.
commitment. In order to criticize, one must first understand and empathize. One cannot understand and empathize without committing oneself to serious consideration of the other’s point of view, whoever that other may be. If the end result of serious inquiry is criticism then surely criticism is a manifestation of commitment. When one engages in criticism one enters into conversation. Conversation is only meaningful when it is dialogic. Criticism invites reciprocal criticism. If one is to stand behind their ideas then criticism requires commitment and also the openness to change. The antithesis of true criticism is *pilpul* (=mindless banter). Educators educate toward commitment when they inspire, equip and require their students to become critics. Students become critics when they recognize the futility of *pilpul* and the vulnerability of criticism and lend their voices to the ongoing discussion of Judaism.
**Taking seriously the ideas of children**
“Spontaneously, without any theological training, I, a child…came to question the basic thesis of Christian anthropology, namely, that man was created in God’s image. Either/or: either man was created in God’s image – and God has intestines! – or God lacks intestines and man is not like Him.”
– Milan Kundera, *The Unbearable Lightness of Being*, 1984
As Jewish educators we must be committed to taking the intellectual and emotional lives of children seriously. History attests to the fact that adult human beings have decidedly not figured out “best practices” for living. Nor have we figured out how to create the best of all possible worlds. It is wholly possible that all education is mis-education, or at least the vast majority. In teaching children to think we are, at least in part, teaching them how not to think. In so far as education involves teaching the child to surrender their ideas to those of experts or authorities and conform their thought processes to certain sanctioned routines we negate the possibility of meaningful thought and authentic commitment in children. Meaningful commitment requires the undiluted richness of mind, heart, and spirit. If we are serious about educating toward Jewish commitment we need to consider the status of the learner’s personal and innate knowledge and find ways to cultivate it rather than extinguish it.
Two perspectives on the concept of “burden”
“The heaviest of burdens is therefore simultaneously an image of life’s most intense fulfillment. The heavier the burden, the closer our lives come to the earth, the more real and truthful they become.”
— Milan Kundera, *The Unbearable Lightness of Being*, 1984
“Before the beginning of the nineteenth century all Jews regarded Judaism as a privilege; since then most Jews have come to regard it as a burden.”
— Mordecai Kaplan, *Judaism as a Civilization*, 1934
How does Kundera’s notion of “the heaviest of burdens” as “an image of life’s most intense fulfillment” influence our reading of the opening line of Mordecai Kaplan’s *Judaism as a Civilization* (above)? How can the Jewish educator transform the feeling of burden that Kaplan describes, with its negative connotations, into the burden that Kundera describes? Kundera’s burden is one that connects the bearer with the earth, with reality, and with truth. Kaplan’s burden is one that keeps the bearer bent, buckled and ultimately broken. For starters, to speak of Jewish commitment is to speak of a life that is grounded in Judaism. To speak of Jewish commitment is to speak on one’s ability to take a stand with both feet planted firmly on Jewish soil. When Moses approached the burning bush and found his life’s destiny he was told, “Remove your sandals from your feet, for the place on which you are standing is holy ground” (*Exodus* 3:5). Just as the bowler hat floating in midair is a central image for Kundera’s novel so, too, is the bare foot planted firmly on the earth a metaphor for Jewish commitment. Jewish education that seeks to instill a sense of commitment must accustom students to “taking a stand” for what they believe in and a willingness to get their feet and hands dirty.
Conclusion
Commitment is much more than an educational aspiration. It is an existential modality of being. In light of the various perspectives and voices of the preceding aphorisms it is reasonable to ask how Jewish day schools might educate toward Jewish commitment. In other words how can this multivocal discussion of commitment translate into the world of practice?
First and foremost “commitment” must be more than a three-syllable “C” word in a round of “buzzword bingo.” Educators who are interested in Jewish commitment (ostensibly there are many) must turn to their bookshelves and articulate a theory of commitment that conveys their own personal understanding of what commitment looks like. One can easily imagine a colloquium where Jewish educators come together to share their views on “commitment.” “Commitment” is a great topic for a professional learning community to discuss in the context of a community of practice such as a Jewish day school.
Another way in which Jewish day schools can establish cultures of commitment is through the faculty that they employ. When schools seek to fill positions, especially in Judaic Studies and Language Arts, and other core humanities, they
might ask potential candidates their views about the place of “commitment” in education. If commitment is a value for the school then candidates should be assessed on the basis of whether they might be able to advance the school’s goal of educating toward commitment.
Postscript
When teaching the *mitzvah* of *tefillin* I always include a conversation on the words of the prophet Hosea that are customarily recited during the laying of *tefillin*:
“I will betroth you to Me forever; I will betroth you to Me in righteousness and in justice, in loving kindness and in compassion” (Hosea 2:9).
I point out that these words are recited at two times in a person’s life: while laying *tefillin* and (in some traditions – ZG) under the *huppah*. Any Jewish educational view of commitment must acknowledge that commitment is expressed through both regular and exceptional acts. Moreover, commitment is more than just a human attitude, it is a way of expressing our love for and desire to know God.
References
Beckett, S. (1954). *Waiting for Godot*. New York: Grove Press.
Eagleton, T. (1984). *The Function of Criticism*. London & New York: Verso.
Elliot, T. (1934). *The Wasteland and Other Poems*. San Diego: Harcourt Brace & Company.
Horowitz, B. (2002). Reframing the Study of Contemporary American Jewish Identity. *Contemporary Jewry*, 23, 14-34.
Kaplan, M. (1981). *Judaism as a Civilization: Toward a Reconstruction of American-Jewish Life*. Philadelphia and New York: The Jewish Publication Society of America & Reconstructionist Press.
Kierkegaard, S. (1946). *A Kierkegaard Anthology*. (R. Bretall, Ed.) Princeton, New Jersey: Princeton University Press.
Kundera, M. (1984). *The Unbearable Lightness of Being*. (M. H. Heim, Trans.) New York: HarperCollins.
Malcolm, G. (2000). *The Tipping Point: How Little Things Can Make a Big Difference*. New York: Little, Brown and Company.
Pink, D. (2005). *A Whole New Mind: Why Right Brainers Will Rule the Future*. New York: Riverhead Books.
Fount, E. (1987). *ABC of Reading*. New York: New Directions Publishing Corporation.
Rousseau, J. J. (1979). *Emile, or On Education*. (A. Bloom, Ed.) USA: Basic Books.
Sartre, J. P. (1956). *Being and Nothingness*. (H. E. Barnes, Trans.) New York: Washington Square Press.
Shakespeare, W. (1993). *King Lear*. New York: Washington Square Press.
Williams, W. C. (1971). *Imaginations*. New York: New Directions Publishing Corporation.
The Rabbi Dr. Joseph H. Lookstein Center for Jewish Education in the Diaspora of the School of Education at Bar-Ilan University is a service and research center deeply committed to enhancing the quality of Jewish education in the Diaspora. The Center seeks to develop and facilitate programs and projects that reflect, encourage, and foster ongoing growth and learning for the Jewish educator. The Center's work is driven and inspired by the belief that there is much to be gained by creating frameworks that nurture and support the symbiosis between:
- The rich educational and spiritual resources in Israel and the particular experience of the Diaspora
- Educators from the broad range of the Jewish community
- The worlds of hands-on practice and Jewish and general theory
We invite you to join the Lookstein Center in its mission by purchasing (or renewing) your membership package.
Membership packages are offered to individuals, schools and organizations — and when a school or organization joins, all educators automatically become members too.
If you have read this journal you must share our concern about Jewish education and its future. So join us now, and partner with us, in our common goal — helping Jewish education and in particular, the Jewish educator.
For more details, go to www.lookstein.org/joinus or e-mail email@example.com.
firstname.lastname@example.org www.lookstein.org | <urn:uuid:a6bdb806-448b-46aa-9b0f-793cf97e037d> | CC-MAIN-2017-30 | http://micahlapidus.com/wp-content/uploads/2015/02/Toward-an-understanding-of-Jewish-commitment.pdf | 2017-07-27T04:31:57Z | crawl-data/CC-MAIN-2017-30/segments/1500549427429.9/warc/CC-MAIN-20170727042127-20170727062127-00435.warc.gz | 216,030,746 | 5,843 | eng_Latn | eng_Latn | 0.952589 | eng_Latn | 0.997406 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
236,
1451,
3080,
8440,
11422,
14543,
20551,
23560,
27404
] | [
2.1875,
1.6328125
] | 2 | 0 |
| Source of Competitive Food | Year Two Implemented by 2008-2009 School Year | Best Practice Optional (not required for School Nutrition Incentive Reimbursement) |
|---------------------------|---------------------------------------------|----------------------------------------------------------------------------------|
| Fundraisers (non-vending) | All food items sold as fundraisers on school property and available for sale during the school day must meet the guidelines below and will be reviewed by the principal of the school. Any fundraising group will receive a list of fundraising foods that meet these guidelines prior to the commencement of the fundraiser. The school food service director shall assist the principal in determining the suitability of fundraising items in accordance with the guidelines.
- Items will provide < 250 calories per serving.
- Packages will be in single serving sizes.
- Foods of Minimal Nutritional Value (USDA regulation 7CFR 210 and 220) will not be available anytime during the school day.
- Total fat will be <35% of the total calories (excluding nuts, seeds, nut butters and reduced fat cheeses)
- Saturated fat will be < 10% of the total calories.
- Sugar content will be <35% by weight (excluding naturally occurring sugars and low fat yogurts) and added sugar will not be listed as the first ingredient. (Table 3)
- Items will contain minimal to no trans fatty acid. (Table 4)
Food items will be available no earlier than 30 minutes after the last meal period of the day.
Alternate revenue generating sources will be developed. Following are resources: [www.kidseatwell.org/flyers/twentywaystoraisefunds.pdf](http://www.kidseatwell.org/flyers/twentywaystoraisefunds.pdf); [http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Student/NutritionEd/Healthy_Fundraising_Color.PDF](http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Student/NutritionEd/Healthy_Fundraising_Color.PDF).
Table 5 contains formulas for calculating total fat, saturated fat, and sugar by weight. | All food items sold as fundraisers on school property and available for sale during the school day must meet the guidelines below and will be reviewed by the principal of the school. Any fundraising group will receive a list of fundraising foods that meet these guidelines prior to the commencement of the fundraiser. The school food service director shall assist the principal in determining the suitability of fundraising items in accordance with the guidelines.
- Items will provide < 250 calories per serving.
- Packages will be in single serving sizes.
- Foods of Minimal Nutritional Value (USDA regulation 7CFR 210 and 220) will not be available anytime during the school day.
- Total fat will be <35% of the total calories (excluding nuts, seeds, nut butters and reduced fat cheeses)
- Saturated fat will be < 10% of the total calories.
- Sugar content will be < 35% by weight (excluding naturally occurring sugars and low fat yogurts) and added sugar will not be listed as the first ingredient. (Table 3)
- Items will contain minimal to no trans fatty acid. (Table 4)
Food items will be available no earlier than 30 minutes after the last meal period of the day.
Alternate revenue generating sources will be developed. Following are resources: [www.kidseatwell.org/flyers/twentywaystoraisefun](http://www.kidseatwell.org/flyers/twentywaystoraisefun)
Fundraisers (non-vending) continued
ds.pdf: http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Student/NutritionEd/Healthy_Fundraising_Color_PDF.
***Foods sold as fundraisers that are available for sale outside of the school day will support healthy eating by limiting foods high in added sugar, fat, sodium or trans fat content.
For additional information regarding foods available for sale outside of the school day, reference Local Wellness Policy Frequently Asked Questions, page 3, which is available at http://www.pde.state.pa.us/food_nutrition/lib/food_nutrition/local_wellness_policy_q_and_as_final_12-26-06.pdf.
Table 5 contains formulas for calculating total fat, saturated fat, and sugar by weight.
| Source of Competitive Food | Year Two Implemented by 2008-2009 School Year | Best Practice Optional (not required for School Nutrition Incentive Reimbursement) |
|---------------------------|---------------------------------------------|----------------------------------------------------------------------------------|
| Classroom Parties/Holiday Celebrations | Classroom parties will offer minimal amount of foods (maximum 2-3 items) that contain added sugar as the first ingredient (Table 3) and will provide the following:
- Fresh fruits and vegetables.
- Water, 100% fruit juice or milk.
In addition, Food Service Departments will offer party lists/menus that include food and beverage choices that:
- Are moderate in sodium content.
- Provide minimal to no trans fatty acids.
- Provide items that contain > 2 grams of fiber/serving.
- Offer fresh fruits and vegetables.
- Offer water, 100% fruit juice or milk as the beverage choices.
- Do not offer any Foods of Minimal Nutritional Value (USDA regulation 7CFR 210 and 220).
Parents and teachers will be encouraged to purchase foods and beverages from this menu of items. | Classroom parties will offer minimal amount of foods (maximum 2-3 items) that contain added sugar as the first ingredient (Table 3) and will provide the following:
- Fresh fruits and vegetables.
- Water, 100% fruit juice or milk.
In addition, Food Service Departments will offer party lists/menus that include food and beverage choices that:
- Are moderate in sodium content.
- Provide minimal to no trans fatty acids.
- Provide items that contain > 2 grams of fiber/serving.
- Offer fresh fruits and vegetables.
- Offer water, 100% fruit juice or milk as the beverage choices.
- Do not offer any Foods of Minimal Nutritional Value (USDA regulation 7CFR 210 and 220).
Parents and teachers will be encouraged to purchase foods and beverages from this menu of items. |
| Source of Competitive Food | Year Two Implemented by 2008-2009 School Year | Best Practice Optional (not required for School Nutrition Incentive Reimbursement) |
|---------------------------|---------------------------------------------|----------------------------------------------------------------------------------|
| Rewards | Food will not be used as a reward for classroom or school activities unless the reward is an activity that promotes a positive nutrition message (i.e., guest chef, field trip to a farm or farmers market, etc.). Alternate ideas can be found at: [www.cspinet.org/nutritionpolicy/constructive_rewards.pdf](http://www.cspinet.org/nutritionpolicy/constructive_rewards.pdf). [http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Student/NutritionEd/Food_As_Reward_HO1.pdf](http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Student/NutritionEd/Food_As_Reward_HO1.pdf). | Food will not be used as a reward for classroom or school activities unless the reward is an activity that promotes a positive nutrition message (i.e., guest chef, field trip to a farm or farmers market, etc.). Alternate ideas can be found at: [www.cspinet.org/nutritionpolicy/constructive_rewards.pdf](http://www.cspinet.org/nutritionpolicy/constructive_rewards.pdf). [http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Student/NutritionEd/Food_As_Reward_HO1.pdf](http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Student/NutritionEd/Food_As_Reward_HO1.pdf). |
| Foods from Home | Parents/caregivers will be encouraged to promote their child’s participation in the school meals programs. If their child does not participate in the school meals programs, parents/caregivers will be encouraged to provide a healthy alternative. All nutrition standards will be explained to parents/caregivers. They will continuously be provided with nutrition education and encouraged to comply with the nutrition policies to the best of their ability and knowledge. Examples of nutrition education outreach include newsletters, open houses, back to school nights, family nights, etc. | Parents/caregivers will be encouraged to promote their child’s participation in the school meals programs. If their child does not participate in the school meals programs, parents/caregivers will be encouraged to provide a healthy alternative. All nutrition standards will be explained to parents/caregivers. They will continuously be provided with nutrition education and encouraged to comply with the nutrition policies to the best of their ability and knowledge. Examples of nutrition education outreach include newsletters, open houses, back to school nights, family nights, etc. | | <urn:uuid:98130fc8-d265-49a9-be8c-693f3baa309a> | CC-MAIN-2019-22 | http://www.generalmclane.net/wp-content/uploads/2011/12/PDE-Nutrition-standards.pdf | 2019-05-20T04:25:20Z | crawl-data/CC-MAIN-2019-22/segments/1558232255562.23/warc/CC-MAIN-20190520041753-20190520063753-00435.warc.gz | 276,901,956 | 1,916 | eng_Latn | eng_Latn | 0.989039 | eng_Latn | 0.992431 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown"
] | false | rolmOCR | [
3399,
4106,
6083,
8735
] | [
2.140625
] | 1 | 0 |
1. Name of Property
historic name Vigo County Home for Dependent Children
other names/site number Glenn Home 167-579-30018
2. Location
street & number 7140 Wabash Avenue N/A not for publication
city or town Terre Haute N/A vicinity
state Indiana code IN county Vigo code 167 zip code 47803
3. State/Federal Agency Certification
As the designated authority under the National Historic Preservation Act, as amended, I hereby certify that this ☒ nomination
☐ request for determination of eligibility meets the documentation standards for registering properties in the National Register of
Historic Places and meets the procedural and professional requirements set forth in 36CFR Part 60. In my opinion, the property
☒ meets ☐ does not meet the National Register criteria. I recommend that this property be considered significant
☐ nationally ☐ statewide ☒ locally. ( ☐ See continuation sheet for additional comments.)
Signature of certifying official/Title Date
Indiana Department of Natural Resources
State or Federal agency and bureau
In my opinion, the property ☐ meets ☐ does not meet the National Register criteria. ( ☐ See continuation sheet for additional
comments.)
Signature of certifying official/Title Date
State or Federal agency and bureau
4. National Park Service Certification
I hereby certify that the property is:
☒ entered in the National Register.
☐ determined eligible for the National Register
☐ determined not eligible for the National Register
☐ removed from the National Register
☐ other, (explain:)
Signature of the Keeper Date of Action
Edson H. Beall 6-15-00
5. Classification
Ownership of Property | Category of Property | Number of Resources within Property
---|---|---
private | building | Contributing 2 Noncontributing 0 buildings
public-local | district | sites
public-State | site | structures
public-Federal | structure | objects
| object | Total 2 0
Name of related multiple property listing (Enter "N/A" if property is not part of a multiple property listing.)
N/A
Number of contributing resources previously listed in the National Register
0
6. Function or Use
Historic Functions
(Enter categories from instructions)
DOMESTIC: Institutional Housing
Current Functions
(Enter categories from instructions)
EDUCATION: Education-Related
7. Description
Architectural Classification
(Enter categories from instructions)
19th & 20th c. REVIVALS: Colonial Revival
Materials
(Enter categories from instructions)
foundation BRICK
walls BRICK
roof ASPHALT
other CONCRETE
Narrative Description
(Describe the historic and current condition of the property on one or more continuation sheets.)
8. Statement of Significance
Applicable National Register Criteria
(Mark "x" in one or more boxes for the criteria qualifying the property for National Register listing.)
- [ ] A Property is associated with events that have made a significant contribution to the broad patterns of our history.
- [ ] B Property is associated with the lives of persons significant in our past.
- [ ] C Property embodies the distinctive characteristics of a type, period, or method of construction or represents the work of a master, or possesses high artistic values, or represents a significant and distinguishable entity whose components lack individual distinction.
- [ ] D Property has yielded, or is likely to yield, information important in prehistory or history.
Criteria Considerations
(Mark "x" in all the boxes that apply.)
Property is:
- [ ] A owned by a religious institution or used for religious purposes.
- [ ] B removed from its original location.
- [ ] C a birthplace or grave.
- [ ] D a cemetery.
- [ ] E a reconstructed building, object, or structure.
- [ ] F a commemorative property.
- [ ] G less than 50 years of age or achieved significance within the past 50 years.
Narrative Statement of Significance
(Explain the significance of the property on one or more continuation sheets.)
9. Major Bibliographic References
Bibliography
(Cite the books, articles, and other sources used in preparing this form on one or more continuation sheets.)
Previous documentation on file (NPS):
- [ ] preliminary determination of individual listing (36 CFR 87) has been requested
- [ ] previously listed in the National Register
- [ ] previously determined eligible by the National Register
- [ ] designated a National Historic Landmark
- [ ] recorded by Historic American Buildings Survey # _______________________
- [ ] recorded by Historic American Engineering Record # _______________________
Primary location of additional data:
- [ ] State Historic Preservation Office
- [ ] Other State agency
- [ ] Federal agency
- [ ] Local government
- [ ] University
- [ ] Other
Name of repository: ________________________
10. Geographical Data
Acreage of Property less than one acre
UTM References
(Place additional UTM references on a continuation sheet.)
| Zone | Easting | Northing |
|------|---------|----------|
| 1 | 16 | 473700 |
| | | 4370730 |
| Zone | Easting | Northing |
|------|---------|----------|
| 2 | | |
| | | |
| Zone | Easting | Northing |
|------|---------|----------|
| 3 | | |
| | | |
| Zone | Easting | Northing |
|------|---------|----------|
| 4 | | |
| | | |
See continuation sheet
Verbal Boundary Description
(Describe the boundaries of the property on a continuation sheet.)
Boundary Justification
(Explain why the boundaries were selected on a continuation sheet.)
11. Form Prepared By
name/title Glory-June Greiff
organization
street & number 1753 South Talbott
city or town Indianapolis
date 6/27/99
telephone 317-637-6163
state IN
zip code 46225
Additional Documentation
Submit the following items with the completed form:
Continuation Sheets
Maps
A USGS map (7.5 or 15 minute series) indicating the property's location.
A Sketch map for historic districts and properties having large acreage or numerous resources.
Photographs
Representative black and white photographs of the property.
Additional Items
(Check with the SHPO or FPO for any additional items)
Property Owner
(name) Iota Delta of Pi Kappa Alpha Housing Corporation, c/o William J. Eccles
street & number 5500 Wabash Avenue #121
city or town Terre Haute
telephone 812-877-8125
state IN
zip code 47803
Paperwork Reduction Act Statement: This information is being collected for applications to the National Register of Historic Places to nominate properties for listing or determine eligibility for listing, to list properties and to amend existing listings. Response to this request is required to obtain a benefit in accordance with the National Historic Preservation Act, as amended (16 U.S.C. 470 et seq.).
Estimated Burden Statement: Public reporting burden for this form is estimated to average 18.1 hours per response including time for reviewing instructions, gathering and maintaining data, and completing and reviewing the form. Direct comments regarding this burden estimate or any aspect of this form to the Chief, Administrative Services Division, National Park Service, P.O. Box 37127, Washington, DC 20013-7127, and the Office of Management and Budget, Paperwork Reductions Projects (1024-0018), Washington, DC 20503.
NARRATIVE DESCRIPTION
The former Vigo County Home for Dependent Children sits upon a hill overlooking US40 to the south, about five miles east of Terre Haute. The part of the drive leading off (and almost paralleling) the highway before it turns northward up the hill was originally the National Road. There are remnants of a bridge west of the curve in the drive leading up the slope. The original property was sixty acres (later increased to 116), much of which had been farmed to provide food for the home and surplus to sell. Today the parcel on which the former children's home rests is about 23 acres. Only a small portion of this is included in the nomination. A juvenile detention center is located to the northwest, on property that was once part of the home. The surrounding area, which was almost entirely farmland as recently as the 1960s, contains a moderate amount of suburban residential development. The hamlet of East Glenn lies to the east.
The Vigo County Home for Dependent Children began as a cohesive cluster of buildings (an administration building with three dormitories of similar design) influenced by the Georgian Revival style, placed in a hilltop campus setting. The property retains a number of mature deciduous trees that likely were planted at the time of the initial construction. The original dormitory buildings are gone, but the main building, constructed in 1903, survives, along with its boilerhouse to the northwest. It is these two contributing buildings that comprise the nomination.
The main building (photos 1,2), of brick with a hipped roof, stands at the crest of the hill. It is a two-and-a-half story building over a raised basement; originally it had gabled dormers, which have been removed. The roof of the front section is hipped west-east and flanked with two tall rectangular brick fireplace chimneys; the middle section is hipped north-south. The rear portion, possibly built a bit later, has a gabled roof with a parapet. There is a one-story flat-roofed addition on the north. All the original windows, with concrete sills and wood frame double-hung sashes are in place; most are six-over-one or nine-over-one.
The six-bay main south facade is marked by a semi-circular two-story flat-roofed portico supported by four Doric columns that are embellished with egg-and-dart capitals. Within the recessed-arched entrance the door is surmounted by a stained-glass fanlight and flanked by clear sidelights. The entrance portico is flanked on the first floor by arched windows, each composed of narrow four-over-one double hung sashes flanking a center six-over-one sash, all surmounted by a
triptartate fanlight. The window arches feature concrete keystones. All the remaining windows of the front (south) section of the building are flat-arched, and all have concrete keystones.
The main building once housed administrative offices, public rooms, and staff residences. At times the top floor, a finished attic, may have been used to house children; records are sparse. Most of the interior trim and details remain intact (see photos 3,4), notably two glazed tile corner fireplaces in the parlors that flank the central hall. The rooms also boast parquet floors.
To the northwest of the main building stands the former boilerhouse (photo 5) that once provided heat for all the buildings on the campus. Overgrown with vines and surrounded by scrub trees, the structure is not quite the ruin it at first appears to be. The hipped roof with its cupola (also with hipped roof) is intact, as is the tapered smokestack. The building remains basically sound, albeit in need of stabilization. Several doors and windows are missing, and the interior is empty but for considerable trash.
Clustered around the main building and the boilerhouse are three postwar dormitories, a former hospital/treatment center to the north, a gymnasium built in 1926, and a few outbuildings. None of these are included in the nomination.
NARRATIVE STATEMENT OF SIGNIFICANCE
As a significant remnant of the county's first children's guardian home, established early this century as a temporary shelter for unwanted, neglected, or abused children, the Vigo County Home for Dependent Children is eligible for the National Register of Historic Places under Criterion A in the area of social history. It represents the movement prevalent during the Progressive Era for reform in the area of child welfare.
When it opened in 1903, the Vigo County Home for Dependent Children was highly touted as—and likely was—one of the best in the state. Built on the so-called "cottage plan," the institution consisted of an administration building that contained offices and housing for staff and three dormitories, each of which had a large day room in addition to sleeping quarters. The architect was Martin Miller, about whom
records are frustratingly absent. He may have had some connection with the firm of Miller, Miller and Yeager, which designed some of the later buildings on the campus, but this is not verified. August Fromme was the contractor.
Only six years earlier the Indiana General Assembly had enacted a law authorizing the state to oversee better care and control of "orphan, dependent, neglected, and abandoned children." It prohibited keeping those from ages three to seventeen in poorhouses for longer than ten days duration, as had been standard practice in many counties. (The duration allowed was increased to sixty days in 1901.) The same act established a state agency for placing children, which would be under the jurisdiction of the State Board of Charities.
Vigo County already had the well endowed Rose Orphan Home in Terre Haute, opened in 1884 with a legacy from the estate of railroad magnate Chauncey Rose. As its name implied, it was for true orphans only. Circuit Court Judge David N. Taylor appointed the first Board of Children's Guardians presided over by Sydney B. Davis; they oversaw a system in which matrons were chosen to care for in their homes--usually farms--groups of neglected children, or sometimes individual children were placed in foster homes. The board immediately began efforts to have the county purchase a farm on which suitable buildings might be erected to care for all the dependent children in one place. In 1901 the county bought the sixty-acre Klatte farm on the north side of the National Road where it was crossed by the Vandalia Railroad, about five miles east of Terre Haute near the small town of Glenn.
In the summer of 1903, children began to arrive at the Vigo County Home for Dependent Children, which shortly afterward became known as the Glenn Home, for its location. Its first director was Ovid Lawrence, who remained until just before his death in 1917. Ovid's wife served as the principal matron; they lived in quarters in the main building, as did members of the staff. The children lived in three virtually identical two-story buildings, each containing dormitories and a day room, and each under the charge of a matron. During their stay at the home, the children attended school for a half a day and "kept busy at some occupation the other half." The boys worked the farm; the girls learned housekeeping skills. A sizable garden provided food for the table and helped keep down the expenses of running the institution.
The Glenn Home, by most accounts, was a model institution for its day. After an inspection in 1915, the State Board of Charities and Correction reported that "the work of this institution is to be commended throughout, and the county may well be proud of its work and
management, there being nothing of this class superior to it in the state." Progressive Era ideals were in full bloom at the Glenn Home, touted in terms that may appear to us today as smug and self-congratulatory. The Home was seen by community leaders as "a Godsend to the unfortunate... a haven of refuge to these children." Indeed, their lives were no doubt stabilized in the home; they were well fed and provided with clean beds and regular health care. In what was considered a particularly progressive move, the children were not required to wear uniforms, but were individually clothed, largely in garments of the girls' own making. Accommodations were modest but certainly made attractive with touches such as starched white curtains and beds of bright flowers lining the drive. The girls' being taught to sew, cook, and do housework, and the boys' instruction in farming and woodcraft clearly aided in the Home's successful efforts to be partly self-supporting. The children were taught "morals" as well, and "affection [was] implied through every act by the office of the institution." The image portrayed was that the institution staff made every effort to create a home-like atmosphere such as many of these children had never enjoyed. The total number of children at Glenn Home at any time within a few years of its opening reached and continued to hover a little over one hundred.
The Glenn Home functioned successfully through several decades, continuing to balance school, vocational training, moral guidance, and some semblance of a home atmosphere. Improvements to the facility took place even during the Depression, with some of the work accomplished through WPA projects. After World War II the three original dormitories were replaced with modern buildings, coinciding with the 1949 closing of the Rose Orphans Home in Terre Haute, whose children were then placed in the Glenn Home. By the 1960s, however, the Home's population was decreasing, owing largely to the increase in the number of licensed foster homes. Large institutions like the Glenn Home were losing favor, and orphanages all over the state--and nation--were closing.
In 1973, Circuit Judge Joseph Anderson announced plans to close the Glenn Home because renovation was impractical, even though earlier that year the county commissioners had voted to fund not only neglected maintenance but even additional improvements. The judge also pointed out that the cost of maintaining a child at the Home cost twice as much as in foster care, and that, in any case, "the best vehicle for rearing children these days is the family-type atmosphere provided by the foster home." Plans fell through, however, largely because foster home
---
"Nature Smiles on Glenn Home and Its Fortunate Tots," *Terre Haute Tribune* 5 August 1919.
placements for teens were particularly difficult. Federal Title XX monies became available for the Glenn Home in 1978, which, since they reduced the amount of county funds needed, allowed the Home to remain open for about a year and a half longer. In 1979 the county purchased three group homes around Terre Haute to house dependent teens, and the Glenn Home for Dependent Children was closed. The property was sold at auction in early 1980.
During the 1980s the buildings were converted into apartments but later abandoned. Pi Kappa Alpha Fraternity of nearby Rose-Hulman Institute purchased the buildings for use as a chapter house and housing for the students of the fraternity. The buildings are gradually being rehabilitated.
The Vigo County Home for Dependent Children is eligible for the National Register of Historic Places under Criterion A in the area of social history, because it represents Progressive Era movements for reform in the area of child welfare. The home was the county's--and among the state's--first children's guardian home, a temporary shelter for unwanted, neglected, or abused children.
MAJOR BIBLIOGRAPHIC RESOURCES
Annual Report of the Indiana State Board of Charities. 1897-1905.
Indiana Bulletin of Charities and Correction, 56th Quarter. March 1904.
"Map of Vigo County, Indiana." Rockford, Illinois, 1902.
"Orphanages: Glenn Home for Children." Archival file, Vigo County Historical Society, Terre Haute.
Standard Atlas of Vigo County, Indiana. Terre Haute 1907.
Terre Haute Tribune, 1916-1925.
Terre Haute Tribune-Star, 1939-1980.
GEOGRAPHICAL DATA
Verbal Boundary Description
Starting at the southeast corner of the boundary, where the center of Kaperak Lane is perpendicular to the north-south sidewalk running on the east side of the main building, the boundary line extends 65 feet at a bearing of N84°46'48"W. The line then turns to N71°47'47"W and extends for 55 feet along the lane. The line then turns N38°55'20"W and extends for 46 feet along the lane. The line then turns N3°13'7"W and extends for 52 feet along the lane. The line then turns to N0°17'57"W and extends for 83 feet along the lane until coming to ten feet from the south door to the boiler house.
The line then follows along the wall of the boiler house, an elevation drop and tree line at S79°4'40"W for 31 feet. The line then goes over the depression to the west of the boiler house at N4°24'46"W for 80 feet until coming to the center line of Brentlinger Lane. The line then follows the lane of crushed stone at S83°58'51"E for 90 feet until coming to the center of a parking area consisting of the same crushed stone. This brings the line to the northeast corner of the boiler house.
The line then turns S1°29'E and extends for 64 feet until reaching the start of an access road to the northwest corner of the main building. The line turns S43°21'43"E and follows along the access road for 75 feet. The line then turns N88°25'7"E and extends along the north side of the main building for 49 feet. The line then turns S1°32"W and follows the east edge of the sidewalk on the east side of the building for 138 feet until coming back to the point of origin.
Boundary Justification
Encompasses the two surviving original buildings of the Vigo County Home for Dependent Children. | <urn:uuid:c01be1be-d44f-4489-b010-e82d8eacfeac> | CC-MAIN-2019-47 | https://npgallery.nps.gov/GetAsset/77b12828-d275-413a-991a-d5985d8c1611/ | 2019-11-17T08:31:26 | crawl-data/CC-MAIN-2019-47/segments/1573496668896.47/warc/CC-MAIN-20191117064703-20191117092703-00429.warc.gz | 541,793,682 | 4,586 | eng_Latn | eng_Latn | 0.968595 | eng_Latn | 0.997593 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
1624,
2667,
4795,
7400,
10045,
12244,
14992,
17803,
19382,
21109
] | [
1.0703125,
2.015625
] | 2 | 0 |
THE STATUS OF WOMEN
The five best countries in which a female can be born, reared, educated, employed, married and spend her life are: 1) Sweden, 2) Finland, 3) the U.S., 4) East Germany, and 5) Norway.
The five worst, in order of unfavorability: 1) Bangladesh, 2) Mali, 3) Afghanistan, 4) North Yemen, and 5) Pakistan.
These are some findings of a major study that ranks the status of women in 99 countries, representing 2.3 billion women (92% of all the world's females). Titled "Country Rankings of the Status of Women: Poor, Powerless, and Pregnant," it was conducted by the Population Crisis Committee, a private, Washington-based organization.
Statistical extracts comparing the status of women in the highest and lowest ranked countries and the U.S. are on the following page (I-H-34)
Some things to consider about these statistics:
1. What implications does this study have for women?
2. Why do you think that women live longer in the U.S. than in Bangladesh?
3. What opportunities would women have in the U.S. that they may not have in countries such as Bangladesh?
4. Why is the mortality rate lower in Sweden and the U.S. than in Bangladesh?
5. How can women make the best of the opportunities that they have in the U.S.?
6. How do you think the role of women in each country would relate to social position?
7. How do you think the role of men in each country would relate to social position?
### THE STATUS OF WOMEN - Page 2
Women's status in:
| Sweden | U.S.A. | Bangladesh |
|---------------------------------------------|---------------------------------------------|-------------------------------------------|
| Female life expectancy: 81 years | 79 years for females | 49 years for females |
| One in 167 girls dies before her 5th birthday | One in 91 dies | One in 5 dies |
| One in 53 now age 15 won't survive child bearing years (1% of these deaths relate to pregnancy /childbirth) | One in 38 (1% of deaths due to pregnancy/ childbirth) | One in 6 (33% due to pregnancy/childbirth) |
| Fewer than 1% of women 15-19 already have married | 8% already have married | 69% already have married |
| Women bear 1 or 2 children on the average | Less than 2 children | 5 or 6 children |
| Virtually all school-aged girls are in school | Virtually all in school | 1 in 3 in school |
| Female college enrollment is 37% of women age 20-24 | Enrollment 59% of women 20-24 | Enrollment less than 2% |
| 3 of 5 women 15 or over are in paid work force | Half of women 15 or over | 1 in 15 women |
| 49% of paid work force is female | 45% of paid work force | 14% of paid work force |
| 2 of 5 women are professionals | 1 in 7 women | 3 in 1000 women |
| Women live an average of seven years longer than men | Seven years longer than men | Two years less than men |
| Women and men have similar literacy rates | Slightly higher rates than men | 24% fewer men are illiterate |
| Held 113 seats in 349-member parliament | Held 24 seats in 535-member congress | Held 4 seats in 302-member parliament |
1988 - Parade Magazine
How do these statistics reflect the attitudes toward women and of women? | <urn:uuid:0fe4c693-ffd2-4814-8005-2932ee4536c9> | CC-MAIN-2019-47 | https://www.uen.org/lessonplan/download/32961?lessonId=26220&segmentTypeId=6 | 2019-11-17T07:22:02 | crawl-data/CC-MAIN-2019-47/segments/1573496668896.47/warc/CC-MAIN-20191117064703-20191117092703-00434.warc.gz | 1,024,012,028 | 814 | eng_Latn | eng_Latn | 0.980777 | eng_Latn | 0.994491 | [
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
1416,
3737
] | [
2.296875
] | 1 | 1 |
Attleboro
Water Division
PWD # 4016000
2002 Water Quality Report
ATTLEBORO'S WATER
The City's water system includes two water treatment facilities, three water storage tanks, 1,900 fire hydrants and 215 miles of water main. The two treatment facilities are supplied water from Manchester Reservoir, Orr's Pond, Luther Pond, Hoppin Hill Reservoir, Lake Mirimichi and Blakes Pond.
Most people are unaware of the fact that the City is limited by State permit as to the quantity of water that can be drawn annually from our supplies. The permit even limits the amount of water that can be taken at any one time. For example, the maximum rate that can be taken from the Russell F. Tennant Water Treatment Plant is 8 million gallons per day. Additional flow can only be taken with Department of Environmental Protection approval. Under the current permit, the City is authorized to draw a total 2.1 billion gallons per year. This sounds like a lot of water but, typically, the Department treats and pumps 1.8 to 1.9 billion gallons of water each year. This only allows an additional 300 million gallons to be pumped. On average there are 200 additional new water service connections to the municipal water system annually which adds to additional consumption. It should also be noted that the City is subject to fines if over pumping occurs. It is therefore extremely important that each one of us do as much as possible to conserve and not waste water.
Many residents now have installed irrigation systems. The sprinkler heads are designed to use only small quantities of water. However, they only work to conserve water when used properly. Water sprinkling should take place early in the morning or after the sun begins to set. This way the water will not evaporate before it reaches the roots of the grass. The rule of thumb is to water 1 inch per week. You do not need to water the lawn daily; odd/even is the best method. This should be based on your house number. With an odd number, water on odd days of the calendar etc. If you have a system that can detect rainfall, do not override it as this only wastes water. If you do not have one, check the cost of having one installed.
Water Conservation Tips
Toilet Leaks
A leaky toilet can waste 60 gallons of water per day, 22,000 gallons per year. Put a dye tablet or a few drops of food coloring in the toilet tank. If color appears in the bowl within an hour, your toilet is leaking.
Faucet Leaks
Some faucets drip noisily and others ooze silently at the base; some leaks are not even big enough to register on your meter. But any leak, no matter how small, is a big waste of water.
A slow steady drip can drain 75 gallons per week, a fast drip up to 200 gallons per week. A steady stream will waste as much as 1,000 gallons per week.
- A garden hose without a nozzle can waste up to 10 gallons per minute.
- A washing machine can use up to 50 gallons of water per load; make sure you only wash full loads.
Pool Filling:
Swimming pools should be filled early in the season rather than at the end of May. This helps reduce the demand on the water treatment facility and the water distribution system. This is also a good time to apply odd/even days if possible.
THE ATTLEBORO DEPARTMENT OF WATER & WASTEWATER is part of the City of Attleboro government. Our legislative branch is the Attleboro City Council, which holds hearings on budget and financial matters, considers ordinances which create or amend local laws. Some of these matters affect the operation of the Attleboro Water Division. The City Council meets every other Tuesday at 7 PM in the City Hall, 77 Park Street, first floor council chambers. The meetings are televised live on Channel 98, the local government access cable channel.
PORTUGUESE IMPORTANTE
O relatorio contem informações importantes sobre a qualidade da água da comunidade. Traduza-o ou peça ajuda de uma pessoa amiga para ajudá-la entender melhor.
WATER QUALITY SUMMARY
Listed below are the contaminants detected in Attleboro's drinking water in 2002. All are below allowed levels. Not listed are over 100 other contaminants for which we tested but did not detect. In 2002, Attleboro collected over 24,816 samples for water analysis.
### SYNTHETIC ORGANIC COMPOUNDS
| Substance | Highest Detected | Range | MCL | Source of Contaminant | Date Analyzed |
|----------------------------|------------------|----------------|-------|---------------------------------------------|---------------|
| Di – (2– ethylhexyl) phthalate | .002 ppm | ND – .002 ppm | .006 | Discharge from rubber and chemical plants. | Aug. 1, 2001 |
### INORGANIC CHEMICALS
| Substance (Contaminant) | Highest Level Detected | Range of Detection | Highest Level Allowed (EPA’s MCLs) | Ideal Goals (EPA’s MCLG) | Sources of Contaminant |
|-------------------------|------------------------|--------------------|-----------------------------------|--------------------------|--------------------------------------------------------------------------------------|
| Fluoride (ppm) | 1.3 | .90 – 1.3 | 4 ppm | | Water additive which promotes strong teeth; Erosion of natural deposits; Discharge from fertilizer and aluminum factories. |
| Nitrate (ppm) | 0.60 | 0.12 – 0.60 | 10 | 10 | Fertilizer runoff, leaching from septic tanks and erosion of natural deposits. |
| Sodium (ppm) | 68.0 | 44 – 68.0 | NR | NR | Naturally present in the environment |
| Barium (ppm) | .028 | | 2.0 ppm | 2.0 ppm | Erosion of natural deposits. |
### ORGANIC CHEMICALS
| Substance | Highest Level Detected | Range | MCL | Source of Contaminant |
|----------------------------|------------------------|----------------|-------|---------------------------------------------|
| Total (ppb) | 40 | ND – 40 | 80 | By-Product of drinking water chlorination |
| Trihalomethanes | 26 | ND – 26 | 60 | By-product of drinking water chlorination |
### MICROBIOLOGY
| Substance | Highest Level Detected | Range | MCL | Source of Contaminant |
|----------------------------|------------------------|----------------|-------|---------------------------------------------|
| Total Coliform | .032% | Less than 5% | 0 | Naturally present in the environment. |
| Turbidity (NTU) Wading River Station | 0.49 | 0.06 – 0.49 | TT .30 | Soil Runoff |
| Turbidity (NTU) R. F. T. Water Treatment Plant | 0.13 | 0.05 – 0.13 | TT.30 | Soil runoff |
**Definitions:**
- **Maximum contaminant level goal (MCLG)** - The level of a contaminant in drinking water below which there is no known or expected risk to health. MCLGs allow for a margin of safety.
- **Maximum Contamination Level (MCL)** - The highest level of a contaminant level that is allowed in drinking water. MCLs are set as close to the MCLGs as feasible using the best available treatment technology.
- **ppm** – One part per million; the equivalent of 1¢ in $10,000.
- **ppb** – One part per billion; the equivalent of 1¢ in $10,000,000.
- **NR** – Not regulated
- **AL** – Action Level
- **NTU** – Nephelometric Turbidity Units; a measure of the suspended material in water.
- **ND** – Substance not detected in the sample.
- **pCi/L** – Picocuries per liter is a measure of the radioactivity in water.
- **mrem/yr** – Millirems per year is a measure of the radiation adsorbed by the water.
- **TT** – Treatment Technique
- **NE** – Not Established
**Coliform:** Coliform are bacteria that are naturally present in the environment and are used to indicate that other potentially-harmful, bacteria may be present.
**Turbidity:** is a measurement of the cloudiness of the water. We monitor it because it is a good indicator of water quality and the effectiveness of filtration.
RADIONUCLIDE REPORT
| SUBSTANCE | RESULT | MCL | DATE ANALYZED | SOURCE OF SUBSTANCE |
|--------------------|--------------|---------|---------------|---------------------|
| Gross Alpha Activity | 0.3 (+- 1.7) | 15 pCi/L | 11/29/01 | Natural Deposits |
The Wading River Station, during the month of August, has a Turbidity Treatment Technique Violation. The facility exceeded the TT standard of (0.30 NTU) but it did not exceed the (MCL of 1.0 NTU). If disinfection is not maintained, turbidity may indicate the presence of disease causing organisms. These organisms include bacteria, viruses and parasites, which can cause symptoms such as nausea, cramps, diarrhea, and associated headaches.
The Wading River Station maintained an effective chlorine dose that maintained the disinfection properties of the water system. None of the testing showed disease-causing organisms in the drinking water. The station was taken out of service August 23, 2002. The filter beds were cleaned and the two (2) wells serving the beds were chemically treated and cleaned. The filter bed cleaning normally takes place in the fall when demand for water is at its lowest.
Please note: Lead and copper will be resampled in June 2003. Radionuclides and Synthetic Organic Compounds will be sampled in 2003.
| Lead (ppb) | Sample Results | Action Level¹ | 0 | Corrosion of household plumbing |
|------------|----------------|---------------|---|---------------------------------|
| | 2.0 | 15 | | |
| Copper (ppm) | 0.12 | 1.3 | 1.3 | Corrosion of household plumbing |
* Lead is reported as the 90% in ppb, which is below the action level of the EPA and State.
¹ Action Level – the concentration of a contaminant which, if exceeded, triggers a treatment or other requirement which a water system must follow. Note: Lead and copper samples were last collected in June 2001.
Infants and young children are typically more vulnerable to lead in drinking water than the general population. It is possible that lead levels at your home may be higher than at other homes in the community as a result of materials used in your home’s plumbing. If you are concerned about elevated lead levels in your homes water, you may wish to have your water tested and to flush your tap for 30 seconds to 2 minutes before using tap water. Additional information is available from the Safe Drinking Water Hotline (800-426-4791).
Nitrate in drinking water at levels above 10 ppm is a health risk for infants of less than six months of age. High nitrate levels in drinking water can cause blue baby syndrome. Nitrate levels may rise quickly for short periods of time because of rain fall or agricultural activity. If you are caring for an infant, you should ask advice form your health care provider.
SUBSTANCES FOUND IN WATER
The sources of drinking water (both tap water and bottled water) include rivers, lakes, reservoirs, streams and wells. As water travels over the land’s surface or through the ground, it dissolves naturally-occurring minerals and radioactive material, and can be polluted by animals or human activity. Contaminants that might be expected in untreated water include: biological contaminants, such as viruses and bacteria; inorganic contaminants, such as metals and salts; pesticides and herbicides; organic chemicals from industrial or petroleum use; and radioactive materials. To ensure that tap water is safe to drink, the Environmental Protection Agency (EPA) prescribes regulations that limit the amount of certain contaminants in water provided by public water systems.
Drinking water, including bottled water, may reasonably be expected to contain at least small amounts of some contaminants. The presence of contaminants does not necessarily indicate that water poses a health risk. More information about contaminants and the potential health effects can be obtained by calling the EPA’s Safe Drinking Water Hotline (800-426-4791).
VULNERABILITY
Some people may be more vulnerable to contaminants in drinking water than the general population. Immuno-compromised persons such as persons 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 healthcare providers. EPA/CDC guidelines on appropriate means to lessen the risk of infection by Cryptosporidium and other microbial contaminants are available from the Safe Drinking Water Hotline (800-426-4791). | <urn:uuid:1a6fba49-e3cb-4757-a242-6790c603539d> | CC-MAIN-2023-06 | https://cityofattleboro.us/ArchiveCenter/ViewFile/Item/132 | 2023-01-31T20:27:55+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764499890.39/warc/CC-MAIN-20230131190543-20230131220543-00741.warc.gz | 199,792,112 | 2,851 | eng_Latn | eng_Latn | 0.995746 | eng_Latn | 0.996926 | [
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
66,
3942,
8602,
13272
] | [
2.3125
] | 1 | 0 |
Activity Title: Accountaball
Grade: 4-12
Objective: To work together as a team to score points using your body and brain.
Explanation: Playing ultimate ball (same as ultimate Frisbee), students will work together to move the ball across the court and past the opponents end-line. If the ball touches the ground it is a turnover. When a team successfully passes the ball over the end-line the Accountaballers (one per team) run to the mid-court sideline. The teacher asks the Accountaballers a question (While this is happening, a new game starts on the court). The first person to answer correctly gets an additional point.
Modification: Accountaballers run to mid court and answer a pre-written question (short answer or multiple choice) on their teams Accountasheet and the answers are totaled as a group as a formative assessment at the end of the game.
Directions:
1. Make two teams (use flags, or pennies).
2. Pick one person to be the Accountaballer for each team.
3. On the teachers signal to start both teams begin passing the ball and trying to get it across the opponents end-line.
4. Students can only take 2 steps with the ball and hold it for 3 seconds.
5. Turnover if: take more than 2 steps with the ball, hold it for more than 3 seconds, it hits the ground, you score.
6. If a team scores by crossing the end-line the Accountaballers run to the sideline and get ready to answer a question.
7. The next game continues without the Accountaballers.
8. The teacher asks a question. Whichever Accountaballer answers correctly gets a point for their team.
9. After the question, the Accountaballers re-enter the game, give their ‘Accountaballer jersey’ to a new student on their team and continue.
10. You can score points by working as a team to make the ball cross the end-line or by answering a question correctly as an Accountaballer.
FOCUSED FITNESS
Assessment Ideas:
- Direct your questions to the Accountaballers that are specific to your big idea ie: SMART goals, FITT principle, components of fitness, nutrition
- Have Accountaballers write their answer and review all questions as a class at the end of the game.
Equipment:
Flags for each team, two pennies (one for each Accountaballer), ball or Frisbee, 2 hula hoops, questions for Accountaballers.
Diagram:
Accountaballers Questions
END LINE
KEY:
Blue team---------- Accountaballers hula hoops------ Red team---------- Accountaballers------------ | <urn:uuid:e337c4a1-9647-48dd-89b6-7254cc8a4296> | CC-MAIN-2017-30 | http://nationalpe.com/AlexAccountaball.pdf | 2017-07-23T04:33:02Z | crawl-data/CC-MAIN-2017-30/segments/1500549424247.30/warc/CC-MAIN-20170723042657-20170723062657-00409.warc.gz | 222,739,543 | 557 | eng_Latn | eng_Latn | 0.988093 | eng_Latn | 0.998601 | [
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
1854,
2434
] | [
4.40625
] | 2 | 1 |
### Assessing Organization
This assessment tool has been created to support the instruction, assessment and evaluation of the six learning skills and work habits which enable academic achievement and social/emotional growth. Teachers may choose to use all or some parts of this tool at different times and for different purposes (Assessment FOR Learning, Assessment AS Learning and Assessment OF Learning); in all cases, teachers are reminded to adapt it as necessary to be developmentally appropriate for the grade level.
**Organization:** the ability to manage and prioritize materials, information and time towards the achievement of goals.
**Sample Behaviours from Growing Success (on Report Card):**
- devises and follows a plan and process for completing work and tasks;
- establishes priorities and manages time to complete tasks and achieve goals;
- identifies, gathers, evaluates, and uses information, technology, and resources to complete tasks.
| **Possible criteria for sample behaviours** | **CONTINUUM (AfL/ AaL/ AoL)** | **Sample Student Self Assessment AaL** | **Possible Opportunities to Gather Evidence AfL/ AoL** |
|-------------------------------------------|-------------------------------|--------------------------------------|-----------------------------------------------------|
| | Satisfactory | Good | Excellent | |
| The Student: | | | | |
| • Time Management | sometimes uses a tool/ strategy (organizer, agenda, or calendar) to record upcoming events and due dates. | usually uses a tool/ strategy (organizer, agenda, or calendar) to record due dates, schedule work and meet agreed upon deadlines. | consistently uses tools and strategies to record due dates, schedule work and meet agreed upon deadlines. | □ Do I use some kind of organizer to record dates?
□ Do I plan my time by mapping backwards from the due date?
□ Do I break tasks into parts to make a plan for completion
□ Do I prioritize tasks to meet my goals?
□ Do I keep my binder/ notes in a logical order?
□ Do I have a system for keeping returned work/ feedback for later use?
□ Can I find things when I’m looking for them (in binder, bag, locker etc).
□ Do I store electronic files in a systematic way so I know where to find them? |
| • Planning | sometimes follows a plan for completing tasks/ parts of tasks. | usually follows a plan for completing tasks/ parts of tasks. | consistently creates and follows a plan for completing tasks/ parts of tasks. | In-Class Behaviours
• uses an agenda/ organizer
• records dates
• tracks stages of task completion
Desk/ Cubby/ Locker/ Notebook
• contents/ set up |
| • Prioritizing | sometimes considers importance and urgency to meet deadlines and goals. | usually considers importance and urgency to meet deadlines and goals. | consistently considers importance and urgency to meet deadlines and goals. | Student Conferencing
• process conferences
• work submission |
| • Materials Management | sometimes needs reminders to keep learning materials orderly so they can be found when needed. | usually keeps learning materials orderly so they are found when needed. | consistently keeps learning materials orderly so they are easily found when needed. | Process Work
• chunked
• complete |
| • Information Management | sometimes gathers and arranges information systematically. | usually gathers and arranges information systematically. | consistently gathers and arranges information systematically. | Binder/ Notes
• by unit/ theme
• dated/ chronological |
Working Draft -- September 6, 2012
LEARNING SKILLS AS ACADEMIC ENABLERS AND THE ROLE OF A GROWTH MINDSET*
People who have a Growth Mindset believe that intelligence is a quality that can be cultivated (in other words, it is not “fixed” or static) because the brain is like a muscle that can be trained. This Mindset, or disposition toward learning, has strong correlations to effort, self-efficacy, motivation and engagement. When teachers model and foster the development of a growth mindset, students are more likely to set high personal goals, persevere in their pursuit of those goals, develop resiliency in the face of challenges and, ultimately, recognize that their own efforts, skills and strategies were enablers of their learning and achievement.
*Dweck, Carol. *Mindset: The New Psychology of Success*. New York: Ballantine Books, 2008.
From Growing Success
“The development of learning skills and work habits needed to succeed in school and in life begins early in a child’s schooling. As students move through the grades, they develop and then consolidate their learning skills and work habits in preparation for postsecondary education and the world of work.
It is expected that teachers will work with students to help them develop the learning skills and work habits… to help students become effective learners, recognizing that it will look different at the various grade levels.
…there is broad agreement among educators… that learning skills and work habits…contribute substantially to student success. It is expected that teachers will work with students and their parents to ensure that they understand these learning skills and work habits and their importance.
Students benefit when teachers discuss and model these skills, and when teachers and parents work with students to help them develop these skills. Students also benefit when teachers work with them to explain how these skills will be assessed and evaluated… To the extent possible…the evaluation of learning skills and work habits, apart from any that may be included as part of a curriculum expectation in a subject or course, should not be considered in the determination of a student’s grades.
Assessing, evaluating, and reporting on the achievement of curriculum expectations and on the demonstration of learning skills and work habits separately allows teachers to provide information to the parents and student that is specific to each of the two areas of achievement” (GS 10-14).
Possible Teacher Planning and Reflection Questions
How have I:
✓ explicitly taught how to be organized?
✓ co-constructed a clear understanding of the criteria with students?
✓ provided feedback in relation to the criteria?
✓ created a learning environment that fosters the development of organization?
✓ embedded this LSWH in curriculum learning tasks and classroom culture?
✓ engaged students in self-assessment of organization?
✓ considered the individual learner profile when assessing the development of this LSWH?
✓ assisted students in setting personal goals in relation to organization?
✓ provided students with multiple opportunities to develop and demonstrate this LSWH over time?
✓ used a variety of sources of evidence when evaluating organization? | <urn:uuid:0e4c2789-218f-49f8-9f42-c5a2d2f7db3d> | CC-MAIN-2017-04 | http://mrsbader.com/pdf/learningskills/Organization.pdf | 2017-01-23T00:31:12Z | crawl-data/CC-MAIN-2017-04/segments/1484560281659.81/warc/CC-MAIN-20170116095121-00342-ip-10-171-10-70.ec2.internal.warc.gz | 203,054,298 | 1,339 | eng_Latn | eng_Latn | 0.996223 | eng_Latn | 0.996658 | [
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
4103,
7320
] | [
3.921875
] | 1 | 3 |
Unit 2 Verbal and Nonverbal Communication
This unit deals with communication as a transfer of meaning from one person or group to another. It focuses on the nature of meaning and ways to maintain the integrity of meaning through the process of dissemination and reception of a message. This unit also provides an overview of the nature and elements of verbal and nonverbal communication.
Learning Outcomes: Students who complete Unit 2 will be able to:
- differentiate among sign, symbol, index and icon
- provide an overview of the history of semiotics
- explain the various types of nonverbal communication
Key Concepts for Unit 2
- Definition and conceptualization of linguistics and overview of categories
- Definition and conceptualization of semantics
- Conceptualization of nonverbal communication and overview of categories
▶ Linguistics
Linguistics is the scientific study of language, specifically its structure, development, and relationship with other languages. Linguistics draws on both the physical and the social sciences and is subdivided into several recognized categories.
- Historical linguistics studies the origins, development and relationships of various languages
- Field linguistics is an applied area that collects data on little-studied languages, particularly those with few speakers that are in danger of dying out.
- Phonology or linguistic phonetics is the study of the spoken language, particularly in its physical aspects of speech sounds. Specifically it is the study of phonemes, the basic sound structure of a language and is concerned with how speech changes over time and how one language differs from another. Phonology deals with how sounds function within a language, whereas a related field, phonetics, deals with the human vocalization of sounds.
- Morphology, meanwhile, focuses on morphemes, the basic unit of meaning within a language. This branch of linguistics deals with how sounds combine to form words and/or change the meaning of words.
- Semantics deals with the meaning of language. It is a branch of linguistics that deals with the way signs relate to things, specifically with the meaning of words, phrases and expressions. Semantics also deals with aspects of denotation and connotation.
- Syntax or syntactics focuses on the form of language, its rules and patterns. Syntax deals with how signs relate to other signs, specifically the patterns and flow of words as they intermingle in phrases and sentences. This is the branch of language study that involves rules of grammar and other proscriptive and descriptive patterns.
Pragmatics is about the impact of language and how people use it. This branch of linguistics deals with how signs impact on human behavior and the social rules, often informal, that govern how language is used in different contexts and environments.
Sociolinguistics is the study of how language is used in society, including its differences among cultures, age groups, genders, social class, and so on.
Neurolinguistics or clinical linguistics is the clinical field of study that deals with language disorders (called aphasia). It also deals with how to prevent and overcome such disorders.
Computational linguistics is a new area that includes automatic speech recognition, computer-assisted translation, and other uses associated with the use of computers to predict and interpret human communication. It also overlaps with both historical and field linguistics.
**Verbal Communication**
All forms of communication can be categorized as either verbal or nonverbal. In turn, both verbal and nonverbal communication can be subdivided into either vocal or nonvocal.
Much of the communication that takes place between people is verbal; that is, it is based on language.
- Verbal communication of the vocal category includes spoken language.
- Nonvocal verbal communication involves written communication as well as communication that is transmitted through sign language, finger spelling, Braille, or other similar alternatives to verbal language.
Communication has been called the transfer of meaning from one mind to another. [Unit 1 definition: Communication is a sharing of meaning through the transmission of information via mutually understood signs.]
Because meanings exist in the human mind, they cannot be shared or communicated except through some external vehicle. The human body is capable of making sounds and movements which in turn can create a system of vehicles for sharing inner meanings and ideas with others. In general terms, such elements that codify meaning are called signs. The study of such signs is called semiotics.
**Semiotics**
Semiotics (sometimes called semiosis or semiology):
- Theory or study of signs, specifically the theoretical relationship between language and signs or symbols used in the transmission of language
- An application of linguistic principals to objects other than natural language, such as facial expression or religious ritual
- Academic study focusing on both the signification of language (assigning and deriving meaning from signs) as well as its codification (attachment of rules and procedures for correct use)
As noted in Unit 1, the foundation of human communication is speech, a natural capability but one that requires learning in a cultural context to make it mutually understandable with others. During the course of human social interaction, people have found it useful to add to their inventory of vehicles to communicate. Particularly, they have tried to extend the possibility of communication beyond the limits of speech (which is restricted to words uttered and heard in the here and now; that is, with the hearer and listener in the same place at the same time). The way to communicate beyond speech is to communicate through signs.
**Signs** are nonverbal units of expression. A natural sign is a physical indicator, such as smoke as an indication of the presence of fire. Signs also are called **signals** or **cues**. Semiotics identifies three types of signs: symbols, indices and icons.
- A **symbol** stands in place of an object. It may be a physical object such as a flag standing for patriotism and national pride, a cross with strong religious meaning for Christians, even the Nike swoosh or the McDonald’s arches. Or it may be a word or phrase, such as the “Allaho Akbar” printed in Arabic on flags or head bands. Symbols often have a metaphorical quality, such as the symbol of water as a sign of life or purity, as in the ritual washing in religious ceremonies. Likewise, people sometimes serve as symbolic signs, such as Adolph Hitler being considered as a face of hatred, Mother Teresa as a face of compassion, or Nelson Mandela or Malcolm X as faces of human struggle for dignity.
- An **index** points to something beyond itself. It is an indicator, such as words like "big" and arrows. An index also is sometimes called a **natural sign** because the relationship between the word and what it signifies is natural, such as smoke being an indexical sign of fire.
- An **icon** is a representation of an object that produces a mental image of the object represented. For example, the word tree, arbre and ki evoke a mental image only if you understand English, French and Japanese respectively. But the picture of a tree conjures up "tree" in the brain regardless of language ability. For this reason, icons often are used by computers and by the transportation and travel industry where customers with many different language backgrounds can nevertheless understand restroom icons such as ♂ and ♀ or hospitality such as 🏨 and 🏔️.
▶ **History of Semiotics**
People have been studying language and how it is communicated since they first learned to communicate. Classically, the Greek Stoics considered the understanding of natural signs and the relationship between objects and their referents. Socrates and Plato presented discourses on the relationship between ideas and objects and/or language about them.
The Christian Bishop Augustine of Hippo in Northern Africa picked up the Stoic idea of signs, in particular the distinction between natural and conventional (or learned) signs. He identified words as conventional signs and believed that it is possible for words in different languages to share the same meaning.
The formal study of semiotics is associated with **Ferdinand Saussure** (1857-1913), a Swiss linguist who’s posthumously published book became the foundation for contemporary study of semiotics. His premise was that an understanding of reality requires language, and that without language we have no way of analyzing or understanding the world around us. He also held that each language correlates sound and thought in its own way.
Saussure identified two aspects of a sign: a “concept” or a **signified** (signifiant as he wrote in French), and a “sound pattern” or a **signifier** (signifie).
Charles S. Peirce (1839-1914) is considered the founder of semiotics in the American tradition. Peirce taught that a sign (which he called technically, **representamen**) is the way human beings convey meaning. A sign consists of an **object** (the idea or reality being conveyed) and an **interpretant** (the meaning of the sign). For example, [drawing in history book] is the sign or representamen of [person], who is the object. The interpretant is the meaning that the reader draws from the drawing, to which the reader adds his or her own knowledge of [history]. Advertisements are full of signs that seek to lead the viewer/reader/listener to an interpretant.
Peirce identified three types of signs)
- An **icon** is a sign that resembles its referent object. For example, a photo identification card is an icon of the person identified on the card; a map is an icon of the territory it lays out. Icons often are intuitively understood because of their close relationship with their referents.
- An **index** is a sign that has a causal relationship with its referent; that is, with some physical or presumed connection. For example, smoke is an index or indicator of the presence of fire; sneezing is an indicator of allergies or a head cold. Some indices are natural (such as smoke) and thus can be intuitively understood. Others depend more on the informed understanding of the person receiving the indexed message. For example, the Crescent represents an event important to Muslims, and the cross represents a historic person and event for Christians – but neither can be understood or appreciated outside the context of that history, culture and belief.
- A **symbol** is a sign that is created arbitrarily, with no specific relationship to its reference, such as the letter written as M in Roman script, which symbolizes the same sound as the Arabic letter – the sound “mmm.” In general, words in any language are conventional symbols because, as arbitrary sounds, they have no real connection with their referent – “ab” in Arabic, “baba” in Turkish, “père” in French, “ojciec” in Polish, “chichi” in Japanese, all are arbitrary sounds to designate a person’s father. Because of their non-natural association with their referents, symbols generally must be learned.
Sometimes both indexes and symbols are used. For example, the number 1 (in Arabic numerals) or I (in Roman numerals) or (in –Japanese kanji numerals) all are indexes because they look like a single finger indicating only one object. However, the Roman system of numerals continues as an index with II, III, and so on and the Japanese uses 一 and 二 while the Arabic system of numerals (2, 3, 4) becomes purely symbolic in style.
Saussure identified three aspects of a sign: a signified (an abstract concept or idea in the mind), a signifier (the vehicle carrying the meaning) and a sign itself.
Emile Benveniste introduced a third categorization of signs that distinguished between form and substance, identifying the different types of signs.
- **Linguistic signs** are learned.
- **Iconic signs** are pictures, television images, computer graphics, and so on.
- **Social decorum** signs include expressions of gratitude and courtesies.
- **Regulative signs** are used for social control, such as traffic signs or “No Smoking” postings.
- **Monetary signs** reflect the values of economic life.
Religious signs are used in rituals and in understanding and transmitting beliefs.
Artistic signs are figurative images used for music and fine arts, such as musical notation or calligraphy.
The notion of semiotics has application in many different areas. Consider the situation of a television interview, in which camera shots serve as signifiers to various signified aspects of a screen. A long shot, for example with the camera lens apparently far away from the subject, signifies public distance and social relationships. A medium shot with the lens moderately close to the subject signifies a personal relationship. A close-up show signifies emotional intimacy.
Connotation and denotation also can be conveyed with camera angles. For example, an eye-level shot suggests an equality between the interviewer and the interviewee. A worm’s-eye view, with the camera pointed up on the interviewer, suggests a relationship in which the interviewer is more powerful or more important than the interviewee (or vice versa). Conversely, a bird’s-eye view, with the camera looking down on the interviewer, would suggest lesser importance.
Nonverbal Communication
While verbal communication is much studied and is the focus of much applied attention in areas ranging from journalism to governance to entertainment, the fact is that human beings communicate more through nonverbal means. Some estimates are that so-called body language accounts for 65, 70, even 90 percent of human communication. Using the 70-percent figure for body language, the voice accounts for another 20 percent or so, and specific words only about 10 percent. Research conclusions may vary a bit, but the consensus is clear: Nonverbal communication is hugely important in human interaction.
Nonverbal communication also is bound to culture. In particular, there are differences among cultures and nationalities about the relative value of speech versus silence, the relative value of talk versus action, the social role of small talk or gossip, and the role of animation, rhyme and exaggeration in speech. Because of these differences, the study of verbal and nonverbal communication always must be done within a social or cultural context.
As noted above, nonverbal communication may be vocal (focusing on vocal characteristics such as pitch, rate, and so on) or nonvocal (focusing on body language, environment, attire and the like).
Some linguists identify an aspect of nonverbal communication called paralanguage. This refers to a range of nonlinguistic elements of speech, such as facial expressions, gestures, the use of time and space, and so on. However, most linguists adhere to stricter categorization. Commonly, the study of nonverbal communication is divided into several specific categories.
- Kinesics (simplistically called body language) deals with physical movement, sometimes called affective displays. This study applies traditional linguistic principles to the body as a whole or to specific parts, particularly the face, hands and arms. It also deals with posture in standing and sitting, as well as with eye and facial expressions, such as the arching of eyebrows or rolling of the eyes. Kinesics vary culturally. For example, a person of Mediterranean culture may use extensive hand movements and body gestures as an expression of anger, whereas a Japanese person may be apparently less excited, but perhaps no less angry. Kinesics also includes the use of smiling, frowning, giggling and so on, which also differs by culture. While universally, smiling reveals happiness, in some cultures it also is used to mask sadness or to hide embarrassment.
Kinesics generally refers not to sign language that relies on gestures and expressions in a grammatical context as an alternative to spoken language. But it is associated with the use of emblems, physical gestures that support or reinforce what is said verbally. Some emblems seem to be universal, while others are cultural, with different interpretations in various cultures, or perhaps with different uses by men and women. An example of a universal emblem is the uplifted shoulders and upturned hands that indicate “I don’t know” virtually everywhere in the world. An example of a culture-bound emblem is the encircled thumb and forefinger. That gesture can be interpreted as worthless in France, money in Japan, OK in the United States, a curse in Arab cultures, and an obscenity in Germany, Brazil and Australia.
- **Occulesics** is closely related to kinesics. Occulesics deals with eye behavior as an element of communication. Some aspects of occulesics deal with a static or fixed gaze versus dynamic eye movement. This so-called *eye contact* is the subject of much interpretation by the observer, making it difficult to predict its exact communication impact. In the West, direct eye contact (looking into the eyes of the other person) is common about 40 percent of the time while talking and 70 percent while listening. In Japan, it is more common to look at the throat of the other person. In China and Indonesia, the practice is to lower the eyes because direct eye contact is considered bad manners, and in Hispanic culture direct eye contact is a form of challenge and disrespect. In Arab culture, it is common for both speakers and listeners to look directly into each others’ eyes for long periods of time, indicating keen interest in the conversation. In Mediterranean society, men often look at women for long periods of time that may be interpreted as staring by women from other cultures. Even the same kinesic gesture can be interpreted differently. For example, the facial gesture of downcast eyes during conversation can suggest social deference, evasion, insincerity or boredom.
- **Proxemics** involves the social use of space in a communication situation. One aspect of this is the closeness between and among people when they speak, and the significant role that culture plays in this. Distance is generally described on a continuum from *intimate space* (0-18 inches) to *personal space* or informal distance (18 inches to 4 feet) to *social space* or formal distance (4-12 feet), and *public space* or distance (beyond 12 feet). Proxemics also deals with the effective use of space in social settings, such as businesses and homes, ranging and the arrangement of space to encourage or inhibit communication.
- **Haptics** focuses on touching as an element of communication, indicating both the type of touch as well as its frequency and intensity. Like many other elements of nonverbal communication, haptics is very much a function of culture. It has been noted, for example, that Mediterranean, Middle Eastern and Latin American cultures employ much social touching in conversation, including embraces and hand-holding; these are called *high-contact* (or *high-touch*) cultures. In *moderate-touch* cultures such as North America and Northern Europe, touching is used only occasionally, such as in handshakes and sporadic shoulder touching or back slapping. In *low-contact* cultures such as in Northern Asian cultures, meanwhile, social touching is rarely used at all. But the geography is by no means that simple. People in the Asian nation of the Philippines, for example, use a large amount of social touching in conversation and personal interaction. Even within a culture, haptics vary. For example, handshakes vary in length and strength of grip depending on the actual (or hoped for) degree of intimacy between the two people shaking hands.
- **Vocalics** (also called *paralanguage*) deals with vocal cues, more accurately referred to as the nonphonemic qualities of language. These include accent, loudness, tempo, pitch, cadence, rate of speech, nasality and tone, insofar as these convey meaning. Vocalics is sometimes subdivided
into several categories. **Vocal characterizers** include laughing, crying, yawning, and so on. These can be associated with culture, such as the different ways various cultures accept the practice of belching. **Vocal qualifiers** such as volume, pitch, rhythm and tempo also are associated with cultural distinctions. In Arab culture, for example, speaking loudly connotes sincerity, whereas in North America it often is interpreted as aggressive. **Vocal segregates** (sounds such as mmmm, uh-huh, oooo) likewise also differ among various cultures. **Vocal rate** deals with the speed at which people talk, another factor that offers various interpretations.
- **Chronemics** deals with the use of time as an element of communication. **Formal time** is measured in minutes, hours, days, and so on. **Informal time** is measured relative to seasons, social customs, lunar cycles, etc. Chronemics involves specifics such as punctuality (which can be monochronic or M-time and polychronic or P-time) along with patterns of dominance or deference within a communication situations. For example, studies show that men are more likely than women to dominate a conversation and interrupt another speaker. Chronemics also deals with time from the standpoint of social settings, such as the likelihood among Americans of arriving early for business meetings but being “fashionably late” for social activities, while in Latin American and Arab culture, business people often arrive at a time Westerns would consider “late,” taking business meetings as occasions for hospitality and socializing. Meanwhile, the Sioux language doesn’t even have a word for “late,” reflecting a very relaxed attitude toward time. Chronemics also considers the use of **monochronemics** (doing one thing at a time, emphasis on schedules and promptness, getting to the point quickly) versus **polychronemics** (doing several things at a time, emphasis on people and the whole of a relationship). Studies show that the monochronic conversation (talking about one thing at a time) is common in Northern Europe and North America. Meanwhile, Latin American, Asian, Middle Eastern and Mediterranean cultures are more likely to use polychronic conversation (multiple conversations at the same time, and frequent interruption by other speaker-listeners).
- **Appearance** deals with the communication role played by a person’s look or physical appearance (as compared with physical gestures associated with kinesics). It deals with physical aspects of body shape, hair color and skin tone, as well as grooming, dress (both clothing and jewelry) and use of appearance enhancements such as body piercings, brandings and tattoos. Consider, for example, how attire is an essential part of nonvocal communication among areas influenced by Arab culture. Among North and Western Africans, public speakers prefer long robes and big sleeves so that when they raise their hands, extra sleeve cloth slips through the arms and puffs up their shoulder, making them look bigger and more elegant. The Arab and North African head covering with different bands of cloth and the color of the robes (white in daytime, dark at night) are more than fashion statements.
- **Environment** involves the communicative value of the physical space, such as room size, color, accessibility and location. Business people, for example, assume significant meaning about desk size, offices with (or without) windows, and so on. Generally it is assumed that the most important people in a company occupy the uppermost floor in a building.
- **Artifacts** similarly deals with the communicative aspect of apparent objects visible in the room – art, possessions and so on – in that these may be personal, indicative of status, and/or revealing of lifestyle. In some societies, much meaning is presumed by one’s choice of automobile. Artifacts almost always have cultural significance. For example, in many Western countries, pets have great emotional significance; among many Arabs, rugs are prestigious.
- **Olfactics** is an aspect of nonverbal communication dealing with smells. Though not widely studied from a communication perspective, olfactics might include the use of perfumes and spices. It is associated with proxemics in that, the closer people are in communication, the more likely that the smell will be relevant. In some high-contact cultures such as Samoan or Arab, it is customary to get close enough in conversation to smell the other person. Indeed, Arabs and religious Muslims are known for using perfumes, according to the teaching the Prophet that it is a charity to smell nice for others.
- **Synchrony** focuses on the amount of coordination in people’s behavior when their nonverbal cues are in sync with one another. Some examples include mirroring, mimicry, or behavioral meshing.
---
**Uses of Nonverbal Communication**
Nonverbal communication provides individuals and groups with many options for presenting their messages. Here are some of the uses of nonverbal communication.
- To create impressions beyond the verbal element of communication (kinesics, chronemics, vocalics, environment)
- To repeat and reinforce what is said verbally (occulesics, kinesics)
- To manage and regulate the interaction among participants in the communication exchange (kinesics, occulesics, proxemics, synchrony)
- To express emotion beyond the verbal element (kinesics, occulesics, haptics, vocalics, proxemics)
- To convey relational messages of affection, power, dominance, respect, and so on (proxemics, occulesics, haptics)
- To promote honest communication by detecting deception or conveying suspicion (kinesics, occulesics, vocalics)
- To provide group or social leadership by sending messages of power and persuasion (kinesics, vocalics, chronemics)
APPENDIX TO UNIT 2
▶ Relevant Web Sites
www.asha.org/about/publications/leader-online – American Speech-Language-Hearing Association
www.geocities.com/marvin_hecht/nonverbal.html – On-Line resource of articles, journals and links about nonverbal communication (Alternative site for the same information: euphrates.wpunj.edu/faculty/wagnerk/webagogy/hecht.htm)
nonverbal.ucsc.edu – Video resources about nonverbal communication
members.aol.com/nonverbal2/diction1.htm#The%20NONVERBAL%20DICTIONARY – Online dictionary of nonverbal communication
▶ Relevant Books
Bonvillain, N. (1999). *Language, culture and communication: the meaning of messages* (3rd ed.). Englewood Cliffs NJ: Prentice Hall.
Chandler, D. (2001). *Semiotics: The basics*. London: Routledge.
Cobley, P. (ed.). (2001). *The Routledge companion to semiotics and linguists*. London: Routledge.
Crow, D. (2003). *Visible signs: An introduction to semiotics*. West Sussex, UK: AVA Press
Knapp, M.L. & Hall, J.A. (2001). *Nonverbal communication in human action*. Belmont, CA: Wadsworth.
Guererro, L., DeVito, J.A., & Hecht, M.L. (1999). *The nonverbal communication reader: Classic and contemporary readings*. Prospect Heights, IL: Waveland.
Richmond, V.P., McCrosky, J.C. (1999). *Nonverbal behavior in interpersonal relations* (4th ed.). Boston. Allyn & Bacon.
Salzmann, Z. (1998). *Language, culture and society: An introduction to linguistic anthropology* (2nd ed.). Nashville TN: Westview.
▶ Unit Quiz
Define **morphology**.
Give an example of a **symbol**.
Give an example of an **icon**.
Define **kinesics**.
Define **proxemics**.
Define **chronemics**.
Freewrite and Discussion
Explain the relationship between a sign and a symbol.
Explain from personal experience an example of misunderstood communication caused by differing interpretations of nonverbal communication techniques.
Explain the difference between monochronemics and polychronemics.
Identify three of the seven uses of nonverbal communication.
Exercises
Ask students to give examples from their everyday experience of each type of linguistic signs: symbol, index and icon.
Ask students to role-play a scenario that dramatizes misunderstands associated with differing interpretations of nonverbal communication techniques. | <urn:uuid:a8db965c-b364-4d2a-832f-228a9df10119> | CC-MAIN-2017-30 | http://faculty.buffalostate.edu/smithrd/UAE%20Communication/Unit2.pdf | 2017-07-23T04:51:14Z | crawl-data/CC-MAIN-2017-30/segments/1500549424247.30/warc/CC-MAIN-20170723042657-20170723062657-00409.warc.gz | 109,369,973 | 5,800 | eng_Latn | eng_Latn | 0.961533 | eng_Latn | 0.996789 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
2589,
5173,
8753,
12302,
15950,
20130,
24170,
25949,
27590,
28232
] | [
3.15625,
3.765625
] | 3 | 2 |
Choose the best choice (a, b, c, or d) to complete the following sentences.
1. As the ............... of the news, it is the reader’s task to reconstruct the initial event from the report which he has received.
a. observer b. meditator c. reporter d. recipient
2. A newspaper reporter plays the role of ...............
a. an inventor who causes the events to happen
b. a manager who makes people make news
c. a mediator between an event and the reader
d. a receiver of the news from other newspapers
3. Reports about accidents, conflicts, crimes, announcement, new laws and regulations, discoveries, etc, which are the major product of a newspaper are referred to as ...............
a. editorial b. hard news c. feature d. soft news
4. “Feature” or.............. is a section which presents stories prepared by reporters who try to find topics which attract attention.
a. soft news b. special topics c. headlines d. hard news
5. The organization of a news text is generally a ............... one in which the highest levels of the meaning are presented first, and the lower levels follow.
a. reconstructing b. top-to-bottom c. bottom-up d. unorganized
6. All of the following items are correct about a headline EXCEPT ............
a. It densely summarizes and highlights the content of the article.
b. Time is always specified in the headline.
c. Some headlines leave location completely unclear.
d. It is printed in large bold typeset to attract the reader’s attention.
7. The first sentence or paragraph of the news article is referred to as the .......... and contains the essential points of the story.
a. lead b. headline c. attribution d. evaluation
8. Journalists structure their leads and headlines in a way to carry a news actor first. This is called .............
a. Action b. Attribution c. Personalization d. Evaluation
9. Attribution refers to the .....................
a. interpretation of the news
b. newspaper readers
c. reader's frame of reference
d. source of information
10. It is implied in the following news that ..................
**Queen Approves Nominee to Replace Controversial Bishop**
*LONDON (UPI) — Queen Elizabeth II*
*approved a nominee Wednesday to replace a controversial Anglican bishop who has been quoted as questioning the resurrection of Jesus, the virgin birth and the existence of hell.*
a. Queen Elizabeth II likes bishops
b. bishops talk according to the Queen’s wishes
c. the Queen believes in controversy over religion
d. bishops are nominated by the church and approved by the Queen.
11. The Queen apparently ..................
a. questions the resurrection of Jesus
b. agrees with the controversial bishop
c. disagrees with the controversial bishop
d. rejects the virgin birth and the existence of hell
12. In appositions, like *Governor William Doland Schaefer, white House staff secretary John Podesta*, the nouns give a sense of ............... and create the assumption that they are well known.
a. uniqueness b. personification c. commonness d. ambiguity
13. All of the following statements are correct about nominalization **EXCEPT** ...............
a. the use of nominalization is significant from ideological point of view
b. nominalization should be situated in time
c. nominalization provides a way of avoiding the identity of news actor
d. the news writer may impose his own attitude on the reader by using nominalization
14. By using this tactic, it is possible to avoid any direct reference at all to people as actors causing actions for which they are responsible.
a. passivization b. personification c. apposition d. modification
15. The phrase "Missing and Exploited Children Center" is an example of ...............
a. apposition b. nominalization c. modifier preposing d. depersonalization
16. All of the following are the purposes of direct quotation EXCEPT..............
a. a quote is valued as a particularly 'incontrovertible fact'
b. it is used to distance and disown, to absolve journalist from endorsement of what the source said
c. it is used to add to the story the flavor of the newsmaker's own words
d. besides of achieving the goal of brevity, it is used to create a sense of a certain title
17. Figures and numbers are used in news stories to ..................
a. insure respect for the writer b. compare a fact with fantasy
c. enhance their news value d. make them difficult to understand
18. In the headline "Bombing Destroys Kabul's Historic Mosque", which of the following tactics is used?
a. Depersonalization b. Personification c. Nominalization d. Apposition
19. Personification and depersonification in fact indicate the .................
a. lack of reliability of news stories
b. accuracy of information reported
c. role of events in attracting the reader's attention
d. role of the news writer in giving directions to news stories
20. Editorials usually .............
a. reflect the position of the people
b. represent the position of a newspaper on current issues
c. summarize the events of the community
d. have little to do with what happens in community
21. Designers of advertisements use the language ........... in order to influence the reader's senses.
They can create sentimental images to gratify internal and natural desires of the reader.
a. symbolically b. directly c. specifically d. clearly
22. Some advertisement ...................
a. show how consumers are creative
b. depend on the creativity of the buyers
c. are designed to help people develop their emotions
d. are based on social and psychological considerations
23. The primary goal of advertisers is to ...................
a. make a lot of money b. influence the reader's senses
c. sell their products d. identify their consumers
24. An editorial usually begins by ............... and ends with a conclusion in the form of advice, a plea, or a ................
a. current issues / command b. stating an issue/ judgement
c. stating an issue/ command d. current issue/ judgement
25. The professional ................. writer intends to attract and involve readers in article quickly and personally, appealing to readers' self interest.
a. editorial b. advertisement c. hard news d. sport
26. The front page of a newspaper is mainly devoted to ..................
a. feature stories b. headlines of hard news
c. detailed reports of sports d. commercial advertisements
27. Which one of the following is the feature headline?
a. Security Contract Doesn't Bar Hate b. When Will They Ever Learn?
c. Confessions of a Workaholic d. Hemingway Imitator Gets Prize
28. Editorials often...............
a. raise problems and suggest solutions
b. discuss ordinary matters as if they were problems
c. look down at government achievements
d. make issues of unimportant problems without referring solutions
29. A headline like *Muslim, Gypsy Villages Seek to Quit Serb Areas* exemplifies .......................
a. personification b. depersonalization c. personalization d. passivization
30. Adverbials are included in the news text to ....................
a. nullify special attests
b. create understandable news stories
c. reduce the effect of syntactic tactics
e. increase their news value | <urn:uuid:7b330909-5d96-40e9-b60b-fc3528a0d6d8> | CC-MAIN-2024-51 | https://sanjesh3.org/download/?cID=14563&type=U&id=14563 | 2024-12-06T04:05:41+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066368854.91/warc/CC-MAIN-20241206032528-20241206062528-00101.warc.gz | 465,958,618 | 1,640 | eng_Latn | eng_Latn | 0.992859 | eng_Latn | 0.996199 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
1899,
3526,
5218,
6955,
7361
] | [
3.09375
] | 2 | 0 |
First, watch this week’s video!
Activity
Helpers
What You Need
Preschool appropriate cleaning supplies
What You Do
Invite your child to be helpers and help clean up. Work together with your child to sweep, dust, and put away the toys.
What You Say
Say, “Today, we learned that God made us to help others. That’s a BIG thing God made us to do! And there are lots of ways we can help. In fact, I need a little help right now. Can you help me? Great! Here is a rag. Let’s clean the counter together. Thank you so much for helping me. Can you help me put the toys away? Let’s sing a song while we do it. Awesome! The toys are put away. Thank you for helping me. (Continue as long as there is interest being sure to thank your child for helping after each activity.)
“Wow! Great job helping today! God made us to do big things like help others! Who made you to do big things? God made me to do big things.”
Bible Story
David Helps Mephibosheth
(1 Samuel 20:14-17; 2 Samuel 9:1-13)
Remember This
“Be strong and courageous. Do not be afraid … for the Lord your God goes with you.”
Deuteronomy 31:6, NIV
Say This
Who made you to do big things?
God made me to do big things.
Prayer
Dear God, thank You for making each one of us here so very special. You love us very much. Remind us that You are with us and that You made us to do big things like help others! Thank You for sending Jesus to be our friend forever. We love You. In Jesus’ name we pray, amen.
First, watch this week’s video!
Individuality: Discovering who you’re meant to be so you can make a difference
Memory Verse
How you made me is amazing and wonderful. I praise you for that. What you have done is wonderful. I know that very well.
Psalm 139:14, NIV
Bible Story
Timothy
1 Timothy 4:12
(supporting: Acts 14–17; 1 Timothy 4:14; 1 Corinthians 4:17; 16:10)
Bottom Line
You can make a difference right now.
Activity
Can or Can’t?
What You Need:
Towel
What You Do:
Roll a towel into a skinny line. Have your child stand at the end of the towel. Choose one side to be the “Yes, I can side.” Choose the other side to be the “No, I can’t” side.
Read out the following list of situations and have your child jump from side to side, indicating whether or not it’s a task they can do at their current age.
- ride a bike
- drive a car
- tie your shoes
- have a tablet
- have a phone
- order a kid’s meal at a restaurant
- order from the adult menu at a restaurant stay up later on weekends
- stay up as late as you want, whenever you want
- pack your own lunch
- have candy without asking an adult stay home alone for an hour
- stay home alone overnight
- ride your bike to a friend’s house
- go to school
- get a job
Talk About the Bible Story
What were Timothy’s gifts and how did he use them? (Speaking, teaching, encouraging others; he helped others know who Jesus is)
You may not be able to do all the things you want to do right now. But there are some things you can do to help others. What are some ways that you can help others right now?
How can you make a difference at home? (Not fighting with siblings, helping with chores, helping younger siblings with homework, drawing pictures or making something for someone who’s stressed)
How can you make a difference at school? (Don’t join the class in bad behavior when the teacher steps out, help others with hard work, be patient and kind, don’t hog the ball at gym or recess, use encouraging words, etc.)
Make a list of a few ways your child can help at school and home this week.
Prayer
Use this prayer as a guide, either after talking about the Bible story or sometime before bed tonight:
“Dear God, thank You for making us with our own individuality and our own special gifts. Thank You for giving us opportunities to love and serve others, even when we’re young. Please show us the ways we can make a difference this week. We love You, and we pray these things in Jesus’ name. Amen.”
Download the free Parent Cue App
AVAILABLE FOR APPLE AND ANDROID DEVICES
Use this guide to help your family learn what God has to say about individuality.
**Activity**
**Who, Where, How?**
**What You Need:**
Index cards or scraps of paper, three bowls (or jars), three pieces of paper that you can use to label the bowls
**What You Do:**
Label the three bowls: “WHO,” “HOW,” “WHERE.”
Ask your child to think of a few places they go throughout the week, to write each place on an index card, and then place those cards in the “WHERE” bowl.
Then ask your child to think of a few people they know, to write each person’s name (and their title, like “mom,” “teacher,” “coach,” etc.) on an index card, and then place those cards in the “WHO” bowl.
Finally, ask your child to think of a few skills or traits they have (or things they enjoy doing), to write each skill or trait on an index card, and then place those cards in the “HOW” bowl.
When each bowl has a few index cards in it, instruct your child to take one card from each bowl. Give them time to brainstorm HOW they could use the gift/skill/trait they drew to make a difference in the life of WHO they drew . . . OR how they could use that gift/skill/trait to make a difference in the location (WHERE) they drew . . . OR how they might be able to combine all three! Discuss the examples your child comes up with. Ask them what could happen if they chose to make a difference in the way they described.
**Talk About the Bible Story**
Thinking about our Bible story, what were Timothy’s gifts and how did he use them? (What gifts would someone need to do what he did?)
You may not be able to do all the things you want to do right now. But there are some things you can do to help others. What are some ways that you can help others right now?
Parent: Share about a time when you recently made a difference at home, at work, or in your community. Did you help create peace between people? Did you help someone who needed it? Or share about a time when someone made a difference for YOU (especially if it was someone young).
**Prayer**
Use this prayer as a guide, either after talking about the Bible story or sometime before bed tonight:
“Dear God, thank You for making us with our own individuality and our own special gifts. Thank You for giving us opportunities to love and serve others, even when we’re young. Please show us the ways we can make a difference this week. We love You, and we pray these things in Jesus’ name. Amen.” | <urn:uuid:63f9a7d7-7835-43fe-ad40-42fa8a89a463> | CC-MAIN-2021-49 | https://www.revolution.church/uploads/Oct-21-Wk-4-Parent-Guide.pdf | 2021-11-29T21:15:29+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964358842.4/warc/CC-MAIN-20211129194957-20211129224957-00085.warc.gz | 1,045,670,974 | 1,550 | eng_Latn | eng_Latn | 0.991028 | eng_Latn | 0.992302 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
1457,
3990,
6420
] | [
4.03125
] | 2 | 0 |
Sequences and Series Lab
Introduction
A sequence is an ordered list of numbers; the numbers in this ordered list are called elements or terms. A series is a sum of the terms of a sequence, which we call the sum. For instance, \{1, 2, 3, ...\} is an example of an infinite sequence whose terms start at 1 and go up by 1 each term without end. On the other hand the \{2, 4, 6, 8\} is an example of a finite sequence since it has finitely many terms. Correspondingly we can find the sum of these sequences as
\[1 + 2 + 3 + 4 + 5 + ... = \sum_{n=1}^{\infty} n\]
and
\[2 + 4 + 6 + 8 = \sum_{n=1}^{4} 2n\]
In general it is customary to denote an infinite sequence or series of terms as \(\{a_i\}_{i=1}^{\infty} = \{a_1, a_2, a_3, a_4, ...\}\) and \(\sum_{i=1}^{\infty} a_i = a_1 + a_2 + a_3 + ..., \) while denoting a finite sequence or series of terms as \(\{a_i\}_{i=1}^{n} = \{a_1, a_2, a_3, ..., a_n\}\) and \(\sum_{i=1}^{n} a_i = a_1 + a_2 + a_3 + ... + a_n.\) In the above finite case we had \(n = 4\) terms, which were \(a_1 = 2, a_2 = 4, a_3 = 6\) and \(a_4 = 8.\) We were able to express any term as a function of its place in the sequence, namely we said \(a_k = 2k.\) Notice the relationship here between the index of \(a_k\) and the term \(2k.\) Ideally we would like to be able to write a sequence or series in its most compact form since determining properties like convergence are much easier to find if we know the form of the general term or \(a_n.\) However, it is not always guaranteed that we can write the general form as a function of its index or place in the sequence as we will soon see.
Exercises:
Directions \(I_1\) and \(I_2:\) Find the relationship between the terms and their place value or index then write the sequence or series in its most compact form, e.g. In the above example the infinite sequence could be written compactly as \(\{n\}_{n=1}^{\infty}\) and the finite sequence as \(\{2n\}_{n=1}^{4}.\) Note that we have already written their corresponding series compactly. If no relationship exists then state as much.
\(I_1\)
(a) \(3, 6, 9, 12, ...\)
(b) \(6, 9, 12, 15, 18, ..., 33\)
(c) \(2, -4, 6, -8, 10, ..., 20\) (We call a sequence of this type an alternating sequence since the signs alternate between terms). | <urn:uuid:47a6d486-1176-4dc6-9dec-3bb57fd50ecc> | CC-MAIN-2024-51 | https://www.kwti.org/_files/ugd/ae1416_7159b582ec4a45c6ac7549aaa0f6ff9a.pdf | 2024-12-06T03:45:58+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066368854.91/warc/CC-MAIN-20241206032528-20241206062528-00102.warc.gz | 801,510,684 | 727 | eng_Latn | eng_Latn | 0.986433 | eng_Latn | 0.986433 | [
"eng_Latn"
] | false | rolmOCR | [
2261
] | [
3.109375
] | 1 | 0 |
Houston Aging in Place Innovations
Interview Guide
This document has everything you need to know to conduct an interview in preparation for HAPI’s Appreciative Inquiry interviews & neighborhood forums. The figure below illustrates all the steps for undertaking your interviews - you can use it as a checklist if you would like to. Enjoy your interviews and the connections they strengthen… and thank you for your contribution to this effort!
Table of Contents
Preparing for the Interview
Purpose of the Interview 3
Project Overview ................................................................. 3
Your Role ........................................................................... 4
Conducting the Interviews & Completing the Summary Form .............. 5
Interview Tips ..................................................................... 6
Conducting the Interview
Interview Questions 8
Step One: Introduce Yourself and Your Purpose .................................. 8
Step Two: Begin the Interview ............................................................ 10
Step Three: Close the Interview ....................................................... 12
Reporting the Interview
Interview Summary Form ............................................................... 14
Purpose of the Interview
Project Overview
Background
For our senior neighbors, there is tremendous value in the concept of “aging in place”. The desire to remain independent, to be surrounded by familiar neighborhood sights and sounds and to be near friends and family is universal. Seniors also bring stability, resilience and a sense of history to our neighborhoods. Supporting their unique needs is vital to community strength, and more cost-effective than institutional care.
The goal of Houston Aging in Place Innovations (HAPI) grant is for older adults to achieve their optimal individual levels of functioning and support needed to age in their home neighborhood comfortably. As part of the project we will be conducting hundreds of interviews and hosting a community forum in each of the three target Houston neighborhoods – Fifth Ward, Magnolia Park/East End and Sunnyside.
Approximately three years ago, Neighborhood Centers Inc. began to apply the Appreciative Inquiry (AI) process to our work in communities and with individuals. This early exploration has resulted in the transformation of a number of processes within the agency that have allowed us to view ourselves and our clients from the perspective of what’s right, what works, and how we can best build on our collective strengths.
We decided to use the AI process as the central method of assessing the capacities and assets of elders aging in place in low-income Houston neighborhoods for a number of reasons. As a strengths-based approach, AI is an elder-friendly way to engage people in taking a more active role in aging well. It appreciates older adults by viewing aging as another stage of life that offers opportunities along with challenges. Finally, AI encourages older adults to recognize their abilities and strengths as resources that can be used to improve their quality of life.
At Neighborhood Centers we believe that community development is dependent first and foremost on meaningful community engagement. Via Appreciative Inquiry we hope to build a consensus and commitment within the community around priorities and needs for seniors’ ability to age in place. Neighborhood Centers’ process for doing “appreciative” community development follows the 5-D cycle of Appreciative Inquiry (AI) – Definition, Discovery, Dream, Design and Destiny. NCI has been engaging Houston neighborhoods in this process since 2005 and has completed hundreds of AI interviews and several follow-up summits and forums.
The purpose of the interviews and community forums is to:
1. engage community residents, service providers, businesses, churches, schools and others in conversations about creating communities that support aging in place;
2. identify neighborhood assets and gaps – including individual, organizational, and
community strengths that will form the foundation for building an elder-friendly neighborhood environment;
3. improve understanding of residents’ preferences and needs;
4. determine current capacity for healthy aging and readiness to improve personal and neighborhood conditions; and
5. define neighborhood agendas to be facilitated by Elder Care Action Teams.
The success of this process depends in great measure on the openness and willingness of each person to share their strengths, their stories, and their aspirations through the interview process. We look forward to learning and growing through the information we gather in each and every interview.
This interview will be a little different from what you are probably used to – it will be asking about times when things were at their BEST. You may be more familiar with interviews that ask questions about things that aren’t working well – the problems. In this case however, we are interested in finding out what seniors think is working really well so that we can identify what works well in communities and build upon those strengths.
Interview questions will follow this general structure:
1. What People Value Most in their Communities
2. High Point Successes, what communities and homes look like at their best specific to…
- Caring & Supportive Communities
- Supportive and Helpful Providers
- Aging with Pride
3. Images of the Future
As part of this process we will look at:
- What are the core factors that engage communities and enable their success?
- What can we learn from the community’s past experiences, especially when we examine closely those moments when they have been at their best?
- What are the most effective practices, strengths, or best qualities in these communities – things that we need to preserve no matter what else changes?
- What important lessons can we draw from the communities and their residents’ experiences?
- What kind of change do we want to initiate in these communities to create a system of support that helps seniors to optimally age in place?
- What are the specific hopes and images of the community that is has of itself at its best in the future for aging seniors?
All comments from the interviews will be anonymous (not confidential); names will not be attached to any of the stories, suggestions, or examples.
Your Role
The aim of this interview process is to invite responses from across both the community and external stakeholders. We want everyone to participate! Every voice is important.
How will that happen? You will be provided a list of names of community residents to interview.
As an interviewer, you will need to:
1) Contact your interviewee to schedule the interview and explain that each interview should take approximately one hour to complete.
2) Assure your interviewees that all comments are anonymous, but not confidential. In other words, stories and quotes will be shared, but no names will be attached to them.
3) After you complete your interviews, we ask that you capture the highlights and most compelling stories on the “Interview Summary Form” and submit them to Meggin Baxter (email@example.com).
Please remember, as an interviewer your role is to guide the persons you interview through a series of questions that will generate their best thinking on our theme and topics.
We’re counting on you to actively listen, engage with the story and the story teller, draw out specific details and examples, and be genuinely curious about the experiences that are shared with you.
Conducting the Interviews & Completing the Summary Form
- Please use the space after each question for taking notes during the interviews. (Note-taking is usually very individualized, but you want to be able to recall your interview well enough to complete the summary form effectively.)
- It is strongly recommended that you summarize the interview immediately after the interview session. Use the attached “Interview Summary Form” at the end of this packet.
- Be sure to note your name, the date of the interview and the neighborhood on the summary page.
Return interview summary forms to Meggin Baxter. As a guide to help us all stay on track, we request that interviews be completed according to the following schedule:
1/3 of all Interviews Completed by the end of February
2/3 of all Interviews Completed by the end of March
100% of all Interviews Completed by April 15th
ALL Interviews Completed & Summary Forms Submitted by April 30th
Interview Tips
As an interviewer, your goal is to encourage a vivid and complete description of events and ideas. Encourage the person you are interviewing to tell a very descriptive and detailed story/vision/idea. Encourage expansion of the story’s richness by asking clarifying questions such as:
- Tell me more.
- Why was that important to you?
- How did that affect you?
- What was your contribution?
- How has it changed you?
Helpful Things to Remember:
- Let the interviewee tell his/her story.
- Use the interview question section for script guidelines and note-taking.
- Take notes and listen for great quotes and stories.
- Be genuinely curious about their experiences, thoughts, and feelings.
- Some people will take longer to think about their answers -- allow for silence.
- If somebody doesn’t want to, or can’t answer any of the interview questions, that’s OK, let it go.
- The questions should be used as guidelines, you may choose to not use all the questions, or to adapt the questions to what you find works best for your interviews.
- Allow the interviewee to interpret whether the questions apply to work or to personal situations.
Here are some additional elements that we all determined help to make an interview GREAT…
- Showing interest and compassion
- Probing questions to dig deeper
- Surfacing the “why?”
- Acknowledging personal accomplishments
- Re-phrasing questions when needed to fit the person being interviewed
- Conducting interviews in warm, relaxing environments is ideal
- Respecting pauses – allow space for silence and reflection
- Being friendly, smile
- Showing excitement
- Actively listening with a spirit of wonder and curiosity
- Having fun!
What to do with Negatives*
With the introduction paragraph provided in the interview guide, you can generally get interviewees to identify things at their best. However, people should not feel like they do not have permission to talk about things that need fixing. There are several different ways to handle negatives.
**Postponing:** Say that you would like to make a note of what the person has said and come back to it later. When you get to the appropriate question that relates to their feedback, this is the time to discuss the “negative” data, having the interviewee reframe the negative into a positive vision.
**Listening:** If the person has some real intensity about problems, let him or her express it. If it is the major focus of the person’s energy, you are not going to get any positive data until she or he gets it out. Be careful not to get sucked into the negativity yourself and be sure to keep a caring and affirming spirit.
**Redirecting:** If the person is adamant about dealing with the negative, or if you have listened sufficiently to understand the negative issues being raised, find a way to guide the person back to the positive: “I think I understand a little bit about some of the problems you see (paraphrase a few of the ones you’ve heard), and now I would like to guide us back to looking at what is happening when things are working at their best. Can you think of a time, even the smallest moment, when you received support (for example) at its best?” If the person says it never happened in the community, find out if the person has had the experience of something working well in any other context.
**Using Negative Data:** Everything that people find wrong with a community represents an absence of something that they hold in their minds as an ideal. For example, if the interviewee says something like, “The transportation in this community is terrible,” say to them, “When you say that the transportation is terrible, it means that you have some image in your mind about what good transportation would look like. Can you describe that for me?” If the interviewee cannot reframe his or her statement into a positive image, use the negative information and reframe it yourself into a wish or vision statement and then confirm that statement with the interviewee.
*Adapted from Mohr, B.J., & Watkins, J.M. (2001). Appreciative inquiry: Change at the speed of imagination. San Francisco, CA: Jossey-Bass/Pfeiffer.*
Step One: Introduce Yourself and Your Purpose
I’m (name), thank you for meeting with me and participating in this process of gathering information from our residents across the community. These interviews are part of an effort to discover best practices, core strengths and hopes for the future, which will be used as input for a community forum we will host in this community in April. This process, including the forums, is designed to create a strategic plan for optimal aging in place that is created with the community consensus.
Before we start I would like to explain a little bit about what we are going to do because it may be a little different from what you are used to. I am going to ask questions about times when you, your home and your community were at its BEST. You may be more familiar with interviews that ask questions about things that aren’t working well – the problems – so we can “fix” them. In this case, we are going to find out about your home and the community at its best – the successes – so that, where applicable, they can be replicated and expanded upon throughout the community as we move into the future.
This strength-based approach has been widely researched and proven effective for a variety of applications and in just about every industry/sector imaginable. The end result of the interview will help us understand those positive factors or themes that will increase our vitality, effectiveness and success going into the future together. In order to surface these themes, the interview questions focus on areas that we believe are critically important to the successful design of our strategic directions:
- Caring & Supportive Communities
- Supportive & Helpful Providers
- Aging with Pride
This interview will take 45 minutes to one hour. Before we get started, is there anything you would like to ask or comment on?
Okay, let’s begin.
Step Two: Begin the Interview
Date: ________________
Name of Interviewer:
Organizational Affiliation:
Name of Interviewee:
Address: ___________________________ Zip: _________
Phone #1: ________________ Phone #2: ________________
Interviewee Age: _____ Gender: ___ Female ___ Male
Race or Ethnicity: _______________________
Location of interview if different from address above:
What do you think of as your neighborhood, where you live, and what do you call it?
☐ 5th Ward ☐ Magnolia Park/East End ☐ Sunnyside
☐ Other _________________________________
Caring Communities. Long-time residents of a neighborhood develop strong ties to their community by witnessing its growth and development. Over the years we have seen our neighbors work together and help one another in raising strong families, supporting local schools and businesses, improving the neighborhood and celebrating our achievements. Being a part of a community whose neighbors care and support one another gives us a sense of belonging and is a source of pride.
How long have you lived here? _____ years.
1. Why did you choose to live in this neighborhood?
2. What are some of the things that you value most about your neighborhood?
3. As you think about the years you have lived in (name of neighborhood), tell me about a time when you were helped or supported by your neighbors and/or community.
Prompts:
- What happened?
- Who was involved?
- What was important about this?
4. Which organizations, individuals and/or programs provide support and help make it possible for you to stay in your community as you grow older?
5. What wishes do you have for making your neighborhood the ideal place to live in the future?
Home is where the heart is. As in most close relationships, we grow more attached to our home the longer we live in it. We also know that most people spend the rest of their lives in the home where they celebrate their 65th birthday. Our homes are associated with family and friends, a reliable reminder of good times and stability in our lives. Staying in our safe and secure homes as we grow older often makes it easier to adjust to changes in personal health, abilities, relationships and needs.
How long have you lived in your home? _____ years.
Do you □ rent or □ own your home?
1. Tell me about a time when being in your home made it easier for you to overcome a personal challenge that you faced.
Prompts:
- What was it about your home, or being in your home, that made a difference?
- Were there any particular programs, relationships or support networks helped make your home a good place for you during that time?
2. What do you value most about living in your home?
3. What qualities does your home have that makes it the best place for you to be living right now?
4. Thinking about the future, if you could design the perfect place to age (this could be your home or somewhere else), what would it look like?
Prompts:
- What features would it have?
- Who would be there?
- What services would be available?
Aging with pride. As we grow older, we acquire valuable knowledge and skills that make us more self-sufficient, and the wisdom we’ve gained becomes an asset to family, friends and neighbors. We pave the way for others to follow and become respected ‘neighborhood elders.’ With advancing age, we also often experience changes in our personal health, abilities and relationships that may require us to seek assistance with activities of daily living, such as transportation and meal preparation. We expect this assistance to be delivered in a way that maintains our dignity and encourages independence and self-sufficiency.
1. Tell me about the best experience you’ve had receiving assistance with daily living activities (meal preparation, getting yourself ready, transportation). What made it so memorable? Who provided it?
2. What wishes do you have for living comfortably in the future?
3. What types of community or leisure activities would you be interested in participating in?
Step Three: Close the Interview
Thank you for sharing your thoughts and your time. The information you shared today will be compiled with the responses from other interviews and used as a starting point for a community forum we are planning for April, which you will be invited to participate in.
Reporting the Interview
Interview Summary Form
Please summarize and report the information from your interview as soon as possible. The more time that passes after the interview, the less information you will remember. The purpose of this form is to ensure that the essence of your interviewee’s responses are captured in a concise way that others can understand – please try to avoid reducing responses to one or two words. Thanks!
Please complete the summary form and submit to Meggin Baxter by email firstname.lastname@example.org
Name of Interviewer (your name): ____________________________________________
Date of Interview: _________________________________________________________
Interviewee’s Neighborhood: _______________________________________________
What was the most “quotable quote” that came out of this interview?
What was the most compelling story that came out of this interview? (use as much space as you need)
Overall, what was your sense of what was most valued, most important to this individual?
What were the 1–3 positive themes that stood out the most for you during the interview related to:
| Caring & Supportive Communities for Aging | Helpful & Supportive Service Providers | Safe and Livable Homes | Aging with Pride |
|------------------------------------------|---------------------------------------|------------------------|-----------------|
| 1) | 1) | 1) | 1) |
| 2) | 2) | 2) | 2) |
| 3) | 3) | 3) | 3) |
List all service providers mentioned by interviewee:
Images of the Future
1)
2)
3)
Activities they are interested in: | <urn:uuid:c65947cc-6f29-4074-a2af-ceb0937c3177> | CC-MAIN-2018-34 | http://ciaip.org/resource_docs/hapi_interview_guide.pdf | 2018-08-16T11:34:48Z | crawl-data/CC-MAIN-2018-34/segments/1534221210735.11/warc/CC-MAIN-20180816113217-20180816133217-00128.warc.gz | 87,467,619 | 4,025 | eng_Latn | eng_Latn | 0.980166 | eng_Latn | 0.998957 | [
"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"
] | false | rolmOCR | [
51,
1285,
4091,
6434,
8600,
10296,
12755,
14641,
15206,
16358,
17704,
18990,
20024,
20892
] | [
1.1015625,
2.171875
] | 4 | 0 |
Dr. Karl Paulnack, pianist and director of music division at The Boston Conservatory, gave this fantastic welcome address to the parents of incoming students at The Boston Conservatory on September 1, 2004:
“One of my parents’ deepest fears, I suspect, is that society would not properly value me as a musician, that I wouldn’t be appreciated. I had very good grades in high school, I was good in science and math, and they imagined that as a doctor or a research chemist or an engineer, I might be more appreciated than I would be as a musician. I still remember my mother’s remark when I announced my decision to apply to music school—she said, ‘you’re wasting your SAT scores!’ On some level, I think, my parents were not sure themselves what the value of music was, what its purpose was. And they loved music: they listened to classical music all the time. They just weren’t really clear about its function. So let me talk about that a little bit, because we live in a society that puts music in the “arts and entertainment” section of the newspaper, and serious music, the kind your kids are about to engage in, has absolutely nothing whatsoever to do with entertainment, in fact it’s the opposite of entertainment. Let me talk a little bit about music, and how it works.
One of the first cultures to articulate how music really works were the ancient Greeks. And this is going to fascinate you: the Greeks said that music and astronomy were two sides of the same coin. Astronomy was seen as the study of relationships between observable, permanent, external objects, and music was seen as the study of relationships between invisible, internal, hidden objects. Music has a way of finding the big, invisible moving pieces inside our hearts and souls and helping us figure out the position of things inside us. Let me give you some examples of how this works.
One of the most profound musical compositions of all time is the Quartet for the End of Time written by French composer Olivier Messiaen in 1940. Messiaen was 31 years old when France entered the war against Nazi Germany. He was captured by the Germans in June of 1940 and imprisoned in a prisoner-of-war camp.
He was fortunate to find a sympathetic prison guard who gave him paper and a place to compose, and fortunate to have musician colleagues in the camp, a cellist, a violinist, and a clarinetist. Messiaen wrote his quartet with these specific players in mind. It was performed in January 1941 for four thousand prisoners and guards in the prison camp. Today it is one of the most famous masterworks in the repertoire.
Given what we have since learned about life in the Nazi camps, why would anyone in his right mind waste time and energy writing or playing music? There was barely enough energy on a good day to find food and water, to avoid a beating, to stay warm, to escape torture—why would anyone bother with music? And yet—even from the concentration camps, we have poetry, we have music, we have visual art; it wasn’t just this one fanatic Messiaen; many, many people created art. Why? Well, in a place where people are only focused on survival, on the bare
necessities, the obvious conclusion is that art must be, somehow, essential for life. The camps were without money, without hope, without commerce, without recreation, without basic respect, but they were not without art. Art is part of survival; art is part of the human spirit, an unquenchable expression of who we are. Art is one of the ways in which we say, “I am alive, and my life has meaning.”
In September of 2001 I was a resident of Manhattan. On the morning of September 12, 2001 I reached a new understanding of my art and its relationship to the world. I sat down at the piano that morning at 10 AM to practice as was my daily routine; I did it by force of habit, without thinking about it. I lifted the cover on the keyboard, and opened my music, and put my hands on the keys and took my hands off the keys. And I sat there and thought, does this even matter? Isn’t this completely irrelevant? Playing the piano right now, given what happened in this city yesterday, seems silly, absurd, irreverent, pointless. Why am I here? What place has a musician in this moment in time? Who needs a piano player right now? I was completely lost.
And then I, along with the rest of New York, went through the journey of getting through that week. I did not play the piano that day, and in fact I contemplated briefly whether I would ever want to play the piano again. And then I observed how we got through the day.
At least in my neighborhood, we didn’t shoot hoops or play Scrabble. We didn’t play cards to pass the time, we didn’t watch TV, we didn’t shop, we most certainly did not go to the mall. The first organized activity that I saw in New York, on the very evening of September 11th, was singing. People sang. People sang around fire houses, people sang “We Shall Overcome”. Lots of people sang America the Beautiful. The first organized public event that I remember was the Brahms Requiem, later that week, at Lincoln Center, with the New York Philharmonic. The first organized public expression of grief, our first communal response to that historic event, was a concert. That was the beginning of a sense that life might go on. The US Military secured the airspace, but recovery was led by the arts, and by music in particular, that very night.
From these two experiences, I have come to understand that music is not part of “arts and entertainment” as the newspaper section would have us believe. It’s not a luxury, a lavish thing that we fund from leftovers of our budgets, not a plaything or an amusement or a pass time. Music is a basic need of human survival. Music is one of the ways we make sense of our lives, one of the ways in which we express feelings when we have no words, a way for us to understand things with our hearts when we can’t with our minds.
Some of you may know Samuel Barber’s heart wrenchingly beautiful piece Adagio for Strings. If you don’t know it by that name, then some of you may know it as the background music which accompanied the Oliver Stone movie Platoon, a film about the Vietnam War. If you know that piece of music either way, you know it has the ability to crack your heart open like a walnut; it can make you cry over sadness you didn’t know you had. Music can slip beneath our conscious reality to get at what’s really going on inside us the way a good therapist does.
Very few of you have ever been to a wedding where there was absolutely no music. There might have been only a little music, there might have been some really bad music, but with few exceptions there is some music. And something very predictable happens at weddings—people get
all pent up with all kinds of emotions, and then there’s some musical moment where the action of the wedding stops and someone sings or plays the flute or something. And even if the music is lame, even if the quality isn’t good, predictably 30 or 40 percent of the people who are going to cry at a wedding cry a couple of moments after the music starts. Why? The Greeks. Music allows us to move around those big invisible pieces of ourselves and rearrange our insides so that we can express what we feel even when we can’t talk about it. Can you imagine watching Indiana Jones or Superman or Star Wars with the dialogue but no music? What is it about the music swelling up at just the right moment in ET so that all the softies in the audience start crying at exactly the same moment? I guarantee you if you showed the movie with the music stripped out, it wouldn’t happen that way. The Greeks. Music is the understanding of the relationship between invisible internal objects.
I’ll give you one more example, the story of the most important concert of my life. I must tell you I have played a little less than a thousand concerts in my life so far. I have played in places that I thought were important. I like playing in Carnegie Hall; I enjoyed playing in Paris; it made me very happy to please the critics in St. Petersburg. I have played for people I thought were important; music critics of major newspapers, foreign heads of state. The most important concert of my entire life took place in a nursing home in a small Midwestern town a few years ago.
I was playing with a very dear friend of mine who is a violinist. We began, as we often do, with Aaron Copland’s Sonata, which was written during World War II and dedicated to a young friend of Copland’s, a young pilot who was shot down during the war. Now we often talk to our audiences about the pieces we are going to play rather than providing them with written program notes. But in this case, because we began the concert with this piece, we decided to talk about the piece later in the program and to just come out and play the music without explanation.
Midway through the piece, an elderly man seated in a wheelchair near the front of the concert hall began to weep. This man, whom I later met, was clearly a soldier—even in his 70’s, it was clear from his buzz-cut hair, square jaw and general demeanor that he had spent a good deal of his life in the military. I thought it a little bit odd that someone would be moved to tears by that particular movement of that particular piece, but it wasn’t the first time I’ve heard crying in a concert and we went on with the concert and finished the piece.
When we came out to play the next piece on the program, we decided to talk about both the first and second pieces, and we described the circumstances in which the Copland was written and mentioned its dedication to a downed pilot. The man in the front of the audience became so disturbed that he had to leave the auditorium. I honestly figured that we would not see him again, but he did come backstage afterwards, tears and all, to explain himself.
What he told us was this: “During World War II, I was a pilot, and I was in an aerial combat situation where one of my team’s planes was hit. I watched my friend bail out, and watched his parachute open, but the Japanese planes which had engaged us returned and machine gunned across the parachute chords so as to separate the parachute from the pilot, and I watched my friend drop away into the ocean, realizing that he was lost. I have not thought about this for many years, but during that first piece of music you played, this memory returned to me so vividly that it was as though I was reliving it. I didn’t understand why this was happening, why now, but then
when you came out to explain that this piece of music was written to commemorate a lost pilot, it was a little more than I could handle. How does the music do that? How did it find those feelings and those memories in me?”
Remember the Greeks: music is the study of invisible relationships between internal objects. The concert in the nursing home was the most important work I have ever done. For me to play for this old soldier and help him connect, somehow, with Aaron Copland, and to connect their memories of their lost friends, to help him remember and mourn his friend, this is my work. This is why music matters.
What follows is part of the talk I will give to this year’s freshman class when I welcome them a few days from now. The responsibility I will charge your sons and daughters with is this:
“If we were a medical school, and you were here as a med student practicing appendectomies, you’d take your work very seriously because you would imagine that some night at two AM someone is going to waltz into your emergency room and you’re going to have to save their life. Well, my friends, someday at 8 PM someone is going to walk into your concert hall and bring you a mind that is confused, a heart that is overwhelmed, a soul that is weary. Whether they go out whole again will depend partly on how well you do your craft.
You’re not here to become an entertainer, and you don’t have to sell yourself. The truth is you don’t have anything to sell; being a musician isn’t about dispensing a product, like selling used cars. I’m not an entertainer; I’m a lot closer to a paramedic, a firefighter, a rescue worker. You’re here to become a sort of therapist for the human soul, a spiritual version of a chiropractor, physical therapist, someone who works with our insides to see if they get things to line up, to see if we can come into harmony with ourselves and be healthy and happy and well.
Frankly, ladies and gentlemen, I expect you not only to master music; I expect you to save the planet. If there is a future wave of wellness on this planet, of harmony, of peace, of an end to war, of mutual understanding, of equality, of fairness, I don’t expect it will come from a government, a military force or a corporation. I no longer even expect it to come from the religions of the world, which together seem to have brought us as much war as they have peace. If there is a future of peace for humankind, if there is to be an understanding of how these invisible, internal things should fit together, I expect it will come from the artists, because that’s what we do. As in the concentration camp and the evening of 9/11, the artists are the ones who might be able to help us with our internal, invisible lives.” | <urn:uuid:1d7d56b8-62db-4a9e-b6c7-6ceb1e3ce9bf> | CC-MAIN-2018-51 | https://www.uabpercussion.org/uploads/5/6/3/0/5630145/karl_paulnack_address.pdf | 2018-12-17T14:13:27Z | crawl-data/CC-MAIN-2018-51/segments/1544376828507.84/warc/CC-MAIN-20181217135323-20181217161323-00116.warc.gz | 1,101,353,882 | 2,878 | eng_Latn | eng_Latn | 0.999087 | eng_Latn | 0.999139 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
3141,
6752,
10541,
13275
] | [
2.09375
] | 17 | 0 |
Christmas Eve Lesson #1
Do we worship baby Jesus?
Welcome to our lessons and carols Christmas Eve service. My name is Jonathan Romig and I am the Pastor of this church. We’ve just opened our time by singing *O Come, All Ye Faithful*. I think this is a great Christmas carol to open with because it’s invitation to us to come and worship Christ Jesus. But who is the Jesus we’ve come to worship?
I once saw a scene in a movie that I thought made a really great sermon illustration. But I never thought I would bring this scene up at a Christmas Eve service. The scene is from the movie *Talladega Nights*. This is a NASCAR driving movie starting Will Ferrell and in it his character, Ricky Bobby, prays to “Dear baby Jesus.” He actually gets into an argument with his wife and father-in-law because he prays this way. His wife interrupts him when he’s praying to baby Jesus.
Carley: You know sweetie, Jesus did grow up. You don’t always have to call him baby. It’s a bit odd and off puttin’ to pray to a baby.
Ricky: Well look, I like the Christmas Jesus best, and I’m sayin grace. When you say grace, you can say it to grown up Jesus, or teenage Jesus, or bearded Jesus, or whatever you want.\(^1\)
I think that’s a great illustration because although it’s funny, it also gets right down to the heart of Christmas. When you think of Jesus this Christmas who are you thinking of? Are you thinking of the sweet innocent baby in the manger? He’s the harmless Jesus. He’s the Jesus who can’t do much but sleep, cry, and eat. He won’t tell you how to live your life. He doesn’t expect much of you.
Or are you thinking of the grown up Jesus who died and rose again and is seated on the throne next to God the Father? That Jesus is Lord of all, including your life. In the first verse of *O Come, All Ye Faithful* we do sing to Jesus born at Bethlehem, but he is “born the King of Angels.” Even in the first verse we recognize this isn’t a harmless baby, but one who has power and authority. And although each verse sings about some aspect of his birth, each ends with the words, “O come, let us adore Him Christ the Lord!” To be Lord is to rule. To be Lord is to be king. To be Lord is to be sovereign.
Jesus was king at his birth and he is king today. But he’s no longer a baby. The New Testament book of Hebrews says this about Jesus.
Hebrews 1:3 “He is the radiance of the glory of God and the exact imprint of his nature, and he upholds the universe by the word of his power. After making purification for sins, he sat down at the right hand of the Majesty on high,” (ESV)
Yes, at Christmas we come to remember the birth of Jesus. But when we sing to Jesus we’re not singing to a baby. We’re singing to the living reigning Lord. “O come, let us adore him. Christ the Lord!” Join me as we continue to worship and sing to Christ Jesus, our Lord and King, no longer a baby but the one who sits on heaven’s throne.
Pastor Jonathan wrote this homily for Cornerstone’s Lessons & Carols Christmas Eve Service.
\(^1\) quotegeek.com/quotes-from-movies/talladega-nights-the-ballad-of/ Accessed 12/17/18.
Christmas Eve Lesson #2
What does Emmanuel (or Immanuel) mean?
For the remaining lessons I’m going to introduce the songs we are about to sing. We are about to sing the Christmas Hymn *O Come, O Come, Emmanuel*. This is a beautiful and powerful hymn with the chorus, “Rejoice! Rejoice! Emman-u-el… shall come to thee, O Isra—el.” Now we’re not telling Emmanuel to rejoice but we’re telling God’s people to rejoice because God has come to them. The chorus itself makes a lot more sense if you know what the word “Emmanuel” means.
The word Emmanuel appears in an Old Testament prophecy spoken 700 years before Christ’s birth.\(^2\) In fact, we actually have a hard copy of this prophecy that pre-dates the birth of Jesus—*The Great Isaiah Scroll*, which is part of the Dead Sea Scrolls dated at 125 BC.\(^3\)
**Isaiah 7:14** Therefore the Lord himself will give you a sign: The virgin will conceive and give birth to a son, and **will call him Immanuel**. (NIV®)
The Hebrew form of **Immanuel** is spelled with an “i” (יְהוֹשֻׁעַ) and the Greek form is spelled with an “e” (Ἐμμανουήλ).\(^4\) What matters is not the spelling but who this verse is talking about—Jesus. The Gospel of Matthew actually quotes the prophet Isaiah after the angel appears to Joseph.
**Matthew 1:22-23** All this took place to fulfill what the Lord had said through the prophet: “The virgin will conceive and give birth to a son, and **they will call him Immanuel**” (which means “God with us”). (NIV®)
The word “Immanuel” is actually a compound word like “snowflake” which is made up of two words “snow” and “flake.” “Im-manu-el” is made up of three words:
“Im” = with
“manu” = us
“el” = God (shortened form of Elohim)
So “Im-manu-el” literally means “with us, God” or “God with us.” What the prophet Isaiah promised was that one day a virgin would give birth to a child who would literally be God with us. 700 years later Jesus fulfills that prophecy. He is conceived by the Holy Spirit and born to the virgin Mary.
Because the Holy Spirit (who is God) is Jesus’ biological father and Mary is Jesus’ biological mother, Jesus is actually both God and man. He’s not like Hercules or other Greek heroes who are part human and part God. Jesus is fully 100% totally God, but also fully 100% totally man. And just by his birth he is fulfilling that ancient Isaiah promise that one day God would come to humankind.
So when we sing *O Come, O Come, Emmanuel* realize we’re not just singing a nice Christmas song. We are singing that God has fulfilled his Isaiah promise through the birth of Jesus to come and dwell among humankind. Together, let’s sing that God has come in Jesus Christ, Emmanuel, God with us.
*Pastor Jonathan wrote this homily for Cornerstone’s Lessons & Carols Christmas Eve Service.*
---
\(^2\) I’m drawing on my 12/22/2013 sermon at Immanuel Church in Chelmsford MA to explain “Emmanuel.”
\(^3\) The Digital Dead Sea Scrolls. [http://dss.collections.imj.org.il/isaiah](http://dss.collections.imj.org.il/isaiah) Accessed 12/18/18.
\(^4\) Immanuel or Emmanuel? Which is correct? [https://immanuelsouthern.com/2012/12/04/immanuel-or-emmanuel-which-is-correct/](https://immanuelsouthern.com/2012/12/04/immanuel-or-emmanuel-which-is-correct/) Accessed 12/18/18.
Christmas Eve Lesson #3
Why “I Heard the Bells” rings true today.
*Christianity Today* recently published an article on the Christmas carol “*I Heard the Bells*.”\(^5\) As I read it I learned that the great American poet *Henry Wadsworth Longfellow* wrote this song as a poem during the Civil War, “the bloodiest war in American history.”\(^6\) The lyrics reflect this terrible time:\(^7\)
“And in despair I bowed my head;
‘There is no peace on earth,’ I said;
‘For hate is strong,
And mocks the song
Of peace on earth, good will to men!’”
I didn’t know that just a few years before this Longfellow’s wife died in a terrible accident that left his face scarred. That same year his son was also injured in the war. So when Longfellow wrote this poem, he was writing from a place of deep personal pain and pain for his country. If we go back to the first verse of the song, we recognize that this is not how life is supposed to be, especially at Christmas.
*I heard the bells on Christmas day
Their old familiar carols play;
In music sweet the tones repeat,
“There’s peace on earth, good will to men.”
Longfellow describes the tension between how Christmas should feel—peaceful, joyful, happy—and how life actually feels—there’s conflict and hurt everywhere. As we look out at our world I think this song rings true. Just watch or listen to the news. Whether it’s politics or a tragedy or the economy it seems like there are tensions and conflict everywhere. Sometimes they’re up close and personal between us and family members or friends. This is because we live in a world marred by sin.
**Romans 3:10-11** As it is written:
“There is no one righteous, not even one;
there is no one who understands;
there is no one who seeks God. (NIV®)
Sin creates disorder and chaos in our world. It creates brokenness and hurt between people. But God offers a way of healing and hope for any who will trust in Jesus Christ.
**Romans 6:23** For the wages of sin is death, but the gift of God is eternal life in Christ Jesus our Lord. (NIV®)
So does our song sing of this hope? Longfellow was a Unitarian. That means he didn’t believe in Jesus like we do at Cornerstone, but he still captured the hope God offers in this stanza:
“Then pealed the bells more loud and deep: ‘God is not dead, nor doth He sleep;
The Wrong shall fail,
---
\(^5\) O’Neal, Kristen. *A Carol For The Despairing*. Christianity Today. December 2018. Pages 50-53.
\(^6\) O’Neal, Kristen. Page 52.
\(^7\) These lyrics are quoted directly from the article. Casting Crowns has adapted them into a beautiful song here: [https://castingcrowns.com/music/i-heard-the-bells-on-christmas-day/](https://castingcrowns.com/music/i-heard-the-bells-on-christmas-day/)
The Right prevail,
With peace on earth, good-will to men.”
As we sing this song tonight we can all find hope in Jesus Christ. Despite a world in a conflict, God promises that one day through Jesus he is going to right all wrongs. He is going to end all wars and conflict and peace and true justice will reign forever. So no matter what you’re going through this Christmas season, or how you feel about this world, I’d like to offer you hope through Jesus. Jesus is our final and everlasting peace. Let’s sing about this struggle and our final victory in “I Heard The Bells.”
Pastor Jonathan adapted this homily from an article published in Christianity Today. You can read the original article “A Carol for the Despairing” by Kristen O’Neal in the December 2018 issue.
Christmas Eve Lesson #4
Why do we sing Joy to the World after Silent Night?
Tonight we are singing two songs in closing, *Silent Night* followed by *Joy to the World*. It’s pretty typical for churches to sing these one after the other on Christmas Eve, but why do we that? Let’s start with Silent Night. What’s it about? It tells us of the birth of the Savior by recounting three miracles.
The first miracle is the birth of a child to a virgin girl. Verse one says, “Round yon Virgin, Mother and Child.” “Yon” is short for “yonder”—like “over there.” We’re saying, “Look over there! The Virgin mother with her child.” When we sing this line we are recounting a miracle foretold by a Scripture passage we already read tonight, Isaiah 7:14. Both the gospel of Matthew and Luke tell us Mary was a virgin when the Holy Spirit conceived Jesus within her (Matt 1:23; Luke 1:27, 34). The virgin birth is the first miracle we recount.
The second miracle is the angels appearing to the Shepherds. Verse two of *Silent Night* says, “Shepherd quake at the sight. Glories stream from heaven afar. Heavenly hosts sing Alleluia!” The angels come to announce the birth of Jesus. Their presence is another sign that this is no ordinary birth. It’s supernatural. It’s so special angels announce it (Luke 2:8-15).
The third miracle is that this baby is the “Son of God.” Verses two and three say, “Christ the Savior is born… Son of God, love’s pure light… Jesus Lord, at Thy birth.” This baby’s mom wasn’t ordinary. She was a virgin. His birth wasn’t normal. Angels announced it. This is because he wasn’t an ordinary baby. He is God come in the flesh. He is the Savior, the Son of God, the Lord.
But did people respond to Jesus like he is the Savior and Son of God? Did the crowds accept him as Lord? No. This is why 33 years later Jesus is crucified and dies. So how can we sing the next song? How can we sing “joy to the world” if our world rejects the baby who brings joy? Our world rejected him at his birth and is still rejecting him today.
We can sing *Joy to the World* because although we sing this song at Christmas time, it was not originally written to be a Christmas song. This hymn is based on Psalm 98, which speaks of the Lord’s return at the end of days to both restore and judge the world.
Psalm 98:4-9
4 Shout for joy to the Lord, all the earth,
burst into jubilant song with music;
5 make music to the Lord with the harp,
with the harp and the sound of singing,
6 with trumpets and the blast of the ram’s horn—
shout for joy before the Lord, the King.
7 Let the sea resound, and everything in it,
the world, and all who live in it.
8 Let the rivers clap their hands,
let the mountains sing together for joy;
9 let them sing before the Lord,
for he comes to judge the earth.
---
8 Silent Night. Lyrics Genius. https://genius.com/13354286 Accessed 12/3/2018. See annotation.
9 History of Hymns: “Joy to the World” by C. Michael Hawn. Discipleship Ministries. The United Methodist Church. https://www.umcdiscipleship.org/resources/history-of-hymns-joy-to-the-world Accessed 12/3/2018.
He will judge the world in righteousness and the peoples with equity. (NIV®)
Jesus died and was buried but three days later he rose again and then he ascended into heaven and sat down at the right hand of the throne of God (Eph 1:19-21). Right now Jesus is ruling and reigning over all of creation from afar, but one day soon he will rule and reign up close.
So when we sing, “Joy the world, the Lord has come” we are not actually singing about the birth of a precious little baby, but the return of King Jesus in final victory over sin, death, and Satan.\(^{10}\) So when we sing Silent Night we are singing of the first coming of Christ, his miraculous birth, and when we sing Joy to the World we are singing of the second coming of Christ. Let’s praise God for both the birth of Jesus Christ and his return by singing Silent Night followed by Joy to the World.
Pastor Jonathan wrote this homily for Cornerstone’s Lessons & Carols Christmas Eve Service.
\(^{10}\) We sing about the curse of Genesis 3:17-18 being undone in Joy to the World. | <urn:uuid:3f145c7c-ca59-4a70-bb04-c3cab2c55348> | CC-MAIN-2025-05 | https://www.cornerstonewestford.com/wp-content/uploads/2018/12/2018.12.24-Four-Christmas-Eve-Lessons-and-Carols-Web-v0.pdf | 2025-01-26T14:08:09+00:00 | crawl-data/CC-MAIN-2025-05/segments/1736703361941.29/warc/CC-MAIN-20250126135402-20250126165402-00644.warc.gz | 736,254,172 | 3,472 | eng_Latn | eng_Latn | 0.994625 | eng_Latn | 0.99627 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
3102,
6370,
9105,
9877,
12992,
14040
] | [
2.078125
] | 1 | 0 |
John Chapter Five
Keys to This Chapter
Key Passage: Verses 28-29
“Do not marvel at this; for the hour is coming in which all who are in the graves will hear His voice and come forth—those who have done good, to the resurrection of life, and those who have done evil, to the resurrection of condemnation.”
Key People
The Jews
Jesus
Infirm man
John (the Baptist)
Moses
Key Places
Jerusalem
Pool of Bethesda
Key Words
Paralyzed
Infirmitiy
Sabbath
Judgment
Authority
Execute
Resurrection
Key Lesson
Questions on the Text
1. What brought Jesus to Jerusalem?
2. What was by the Sheep Gate in Jerusalem? Why were a number of infirm people present there?
3. What did Jesus ask an infirm man? What was his infirmity? How long had he had it? (vv. 5-6)
4. Why, according to verse seven, had this infirm man not been healed?
5. What did Jesus command the infirm man to do? What was the result? (vv. 8-9)
6. Why did the Jews object to what Jesus had done? What did it prompt them to do? (vv. 10, 16)
7. What additional motive did the Jews have for seeking to kill Jesus? (v. 18)
8. Who, in verse 24, did Jesus say would have everlasting life?
9. Who will come forth from their graves at the resurrection? How will they be divided? (vv. 28-29)
10. Whose “will” did Jesus seek? (v. 30)
11. Who, according to verses 32 through 35, gave witness of Jesus?
12. What gave witness of Jesus in verse 36?
13. Who, in verses 37 and 38, gave witness to Jesus? How was His witness received?
14. What testimony did the Scriptures give? (v. 39)
15. Who accused unbelievers to the Father? (v. 45)
Matching
_____ 1. Jesus A. Has borne witness to the truth.
_____ 2. John B. Have not seen His form or heard His voice.
_____ 3. Works C. If bear witness of Himself, His witness is not true.
_____ 4. The Father D. Jews thought they had eternal life in them.
_____ 5. Scriptures E. Witness that the Father sent Jesus.
Discussion Question
How was it possible that Jesus’ witness of Himself would not be true? | <urn:uuid:94422341-b61f-4046-a99d-f310124e434c> | CC-MAIN-2021-04 | https://cdn2.congregateclients.com/covingtonchurchofchrist.com/media/uploads/sermons/2020/12/Study_of_John_Chapter_5_-_Gene_Taylor.pdf?Expires=1611579846&Signature=e-zpq3VvBRUoDTaxGqQgxou9~J966bido0NwFbP4ki38odU8Jzsi5hJ8d4pRPiyfD9WWrgW5vGQ26sK3JzCaaOiW0RB1~xCOdi2EhWWzAjt-0eVwQb298xoqf~bhmSzD3puczmwFRujG2jdmI~Ix32YhlKAgf8jP0LpYEW8bSuBFs3-Tmv1eqdZG94M3RohJ8yVXITVb5XptGnAlhdETTgfYKw8kZk5FhXjjZwlbRjUdXm671akW3GV4YxP4r2uBkDFFbgV-b3vXVyoUK8wXNEgtTKQ0QhcmuAG7HvkdZL8kkkVhdThtTAxO7nKO84sT-Eae8nv5fQrATy98Vs2ksw__&Key-Pair-Id=APKAIUPSMD7A347EYYTQ | 2021-01-24T13:04:06+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703548716.53/warc/CC-MAIN-20210124111006-20210124141006-00255.warc.gz | 270,207,410 | 539 | eng_Latn | eng_Latn | 0.995233 | eng_Latn | 0.995233 | [
"eng_Latn"
] | false | rolmOCR | [
1998
] | [
2.09375
] | 1 | 0 |
If you had a say in saving a life, wouldn’t you speak up?
A Guide To Changing Missouri’s Safety Belt Law
ARRIVE ALIVE
Our Opinion
Deadly Negligence
Monday brought somber news. Three area teenagers died in two separate accidents...None were wearing a seat belt...
Holts Summit Woman Injured In Auto Accident
She was wearing a seat belt, the patrol said.
Teen Driver Charged In Death
Millstadt
A teenager was charged Wednesday with reckless homicide ...
...led to the death of a high school baseball player who was thrown from the car’s back seat.
.... was not wearing a seat belt.
Camdenton Man Killed In One Car Accident
...was not wearing a seat belt, the patrol report said.
Ashland Man Injured In Collision
Both drivers were wearing seat belts, the report said.
St. Charles County
One-car Crash Kills Hillsboro Man
He was not wearing a seat belt.
# Table of Contents
| Section | Page |
|------------------------------------------------------------------------|------|
| Introduction | 1 |
| Primary Safety Belt Partners | |
| Steering Committee | 2 |
| Why Is A Change to Missouri’s Safety Belt Law Needed? | 2 |
| Safety Belt Myths | 5 |
| State Comparisons | 6 |
| How You Can Help | 7 |
Missouri Coalition for Roadway Safety
If you had a say in saving a life, wouldn’t you speak up?
The Missouri Coalition for Roadway Safety, a diverse group representing the engineering, business, enforcement, education, advocacy and emergency medical services areas, was created in 2004 to reduce traffic fatalities on Missouri’s roads. The goal: 1,000 or fewer deaths on our roads by the end of 2008. One of the group’s strategies for achieving this goal is passage of a primary safety belt law in Missouri.
A primary safety belt law:
- Would save approximately 90 lives a year and prevent more than 1,000 serious injuries;
- Would save Missourians approximately $231 million a year;
- Would reduce Medicaid costs in Missouri by approximately $103 million over a 10-year period;
- May qualify Missouri for an additional $16 million in federal funds for transportation; and
- Would reduce the costs to employers who face lost productivity, higher insurance premiums and workers’ compensation and medical costs when employees are injured in traffic crashes.
The Primary Safety Belt Partners, a task force formed under the Missouri Coalition for Roadway Safety, is working to inform Missourians about the importance of having a primary safety belt law and saving 90 lives a year.
Primary Safety Belt Partners Steering Committee
AAA
DaimlerChrysler
Federal Highway Administration
Ford Motor Company
General Motors
State Farm Insurance
Mothers Against Drunk Drivers (MADD)
Missouri Department of Transportation
Missouri Hospital Association
Missouri Insurance Coalition
Missouri Safety Center
Missouri Safety Council
Missouri State Medical Association
National Safety Council
What is Missouri’s current law, and what change is being proposed?
For 20 years Missouri has had a safety belt law that requires front seat passengers to buckle up, but a citation can only be issued if the officer makes a traffic stop for another violation (secondary enforcement). Missouri’s law is an infraction that carries no points on the license, no court costs and has a $10 fine. A primary enforcement law will allow officers to stop vehicles when they observe safety belt violations - like all other Missouri traffic laws.
Primary enforcement – why is it such an issue?
It has taken extensive education and enforcement efforts to raise Missouri’s safety belt use rate from barely 61 percent in 1999 to 75 percent in 2006. A primary safety belt law would:
- Save approximately 90 lives a year and prevent more than 1,000 serious injuries;
- Save Missourians approximately $231 million a year;
- Reduce Medicaid costs in Missouri by approximately $103 million over a 10-year period;
- Possibly qualify Missouri for an additional $16 million in federal funds for transportation; and
- Reduce the costs to employers who face lost productivity, higher insurance premiums and workers’ compensation and medical costs when employees are injured in traffic crashes.
primary safety belt law has the potential to save about 90 lives each year! Of any single piece of traffic safety legislation, a primary safety belt law has the greatest potential for saving the most lives.
**To whom would primary safety belt enforcement apply?**
Missouri law already allows for primary enforcement when children under 16 years aren’t properly restrained. Changing Missouri law would expand this to include adults (16 and over). However, people driving or riding in motor vehicles for agriculture work-related activities would be exempt.
**Why are safety belts so important?**
According to the U.S. Government Accounting Office, 93 percent of the factors contributing to motor vehicle crashes are human factors. One of your best defenses when riding in a motor vehicle is to wear your safety belt. It affords protection from being ejected and keeps the driver and passengers from smashing into steering columns, dashboards, windshields and other passengers in a crash. In fact, drivers involved in traffic crashes last year had a one in 32 chance of being killed if they weren’t wearing a safety belt. If the driver wore a safety belt, the chance of being killed dropped overwhelmingly to only one in 1,017.
**How do Missourians feel about wearing safety belts?**
With a 2006 safety belt use rate of 75 percent, about three-fourths of Missouri’s motoring public is buckling up already.
Who will benefit from a primary safety belt law?
All Missourians!
Missouri lives will be saved
A primary safety belt law has the potential to save 90 lives a year.
Missouri taxpayers will save dollars
The National Highway Traffic Safety Administration estimates that Missouri’s potential savings due to increased safety belt use would be about $231 million if the state would pass a primary safety belt law. According to a National Safety Council study, Missouri could have saved $103 million in Medicaid costs over a 10-year period if a primary safety belt law had been implemented in 2004.
In addition, Missouri could receive an additional $16 million in federal funds for transportation if the state had a qualifying primary safety belt law. That’s $16 million that could be used on projects to make our highways safer, such as guard cable, more reflective signs, wider stripes and shoulders and improvements in high accident locations.
Missouri employers will save dollars
Businesses incur massive economic costs each year from traffic crashes through lost productivity, workers compensation and medical costs, and higher insurance premiums. According to the Network of Employers for Traffic Safety (NETS), regardless of when, where, or why an employee is behind the wheel, when an auto injury occurs, there is a devastating impact on
the work place. Recent statistics show that the average cost of a motor vehicle crash to an employer is $16,500 regardless of whether it was an on-the-job or off-the-job crash. In 2005, traffic crashes cost employers $60 billion. In Missouri, crashes cost employers more than $800 million annually, and about $310 per employee.
**Common Safety Belt Myths**
*I can brace myself with my hands.* The force of a crash at 40 mph is like hitting the ground after falling off a 50-foot cliff.
*When I don’t wear my safety belt, I’m not hurting anyone but myself.* An unbelted person flies around inside a vehicle during a crash. Even if others in the car are belted, you could crush them with the force of your body or head on impact when you collide.
*A safety belt could prevent me from escaping if the vehicle is on fire or submerged in water.* Fire and water are involved in less than one percent of all crashes. Being in a safety belt increases the likelihood that the occupant will be conscious and able to get out of the vehicle.
*If I get hurt, I’m only hurting myself.* Medical costs are 55 percent higher for unbelted crash victims. Tax dollars pay for an estimated 25 percent of the medical costs of people injured in motor vehicles. When someone is killed or injured in a crash, family and friends suffer, too.
*A primary safety belt law will encourage racial profiling.* Law enforcement officers are required to complete a racial profile report on every motor vehicle stop – regardless of the reason (roadblocks and sobriety checkpoints are exempt).
Primary enforcement = motorists can be stopped and ticketed solely for not wearing a safety belt.
Secondary enforcement = motorists can be cited for not wearing a safety belt only if the driver is first pulled over for another offense.
Use rates - 2006 National Highway Traffic Safety Administration data.
Twenty-six states (including Washington, D.C.) have primary safety belt laws.
Twenty-four states have secondary safety belt laws.
New Hampshire does not have a safety belt law.
Missouri’s Safety Belt Use Rate
| Category | Percentage |
|--------------|------------|
| Overall | 75% |
| Teens | 58% |
| Pickups | 66% |
| Cars | 79% |
| Vans | 81% |
| SUVs | 81% |
How You Can Help
We need your help. To pass primary safety belt legislation, our state lawmakers need to know this issue is important to you and other citizens they represent. Here’s what you can do:
- Contact your state legislators and ask them to vote for this vital, life-saving law.
- Educate others and ask them to contact their legislators.
- Publicly speak out and promote changing Missouri’s safety belt law to allow for primary enforcement and support your community’s efforts to do the same.
- Always wear your safety belt.
- Visit www.saveMOlives.com for more information.
Tips For Contacting Your Elected Officials
You can find contact information for your state representative and senator by visiting www.moga.mo.gov. When contacting them by telephone, letter or e-mail, clearly state why primary safety belt legislation is important to you. If you have a personal survivor story, share it, but keep it simple and to the point.
Sample Letter:
Dear Representative/Senator ________________________:
As a constituent of yours, I believe you should know I support changing Missouri’s safety belt law to allow for primary enforcement. That is why I’m calling upon you to do all you can to ensure Missouri’s safety belt law is modified in the 2007 session to allow for primary enforcement.
With a primary safety belt law, we could save 90 lives each year. Ninety lives – picture your best friend or your neighbor’s child saved by a safety belt.
Missouri’s current safety belt law is the only traffic law in the state that requires a law enforcement officer to witness another offense before being able to make a stop and issue a citation for not wearing a safety belt.
(Personal story here if applicable)
Please let me know how you plan to vote on this issue. We have a chance to save 90 lives a year by allowing primary safety belt enforcement. Won’t you speak up?
Sincerely,
Name
Address
City, State, Zip Code
Telephone number
E-mail address
“Doing what is right isn’t always easy, but it is always right. We are losing an obscene number of Missourians to traffic crashes. A primary safety belt law will save lives and it is the right thing to do.”
MoDOT Director Pete Rahn, 2006 State of Transportation Address
Primary safety belt enforcement – if not for you, for those you love.
This driver was wearing a safety belt and survived.
This driver was not wearing a safety belt, was ejected and died.
Missouri Coalition for Roadway Safety
For more information:
Primary Safety Belt Partners
Missouri Coalition for Roadway Safety
611 East Capitol Ave., Suite 3
Jefferson City, MO 65101
(573) 636-8167
Email: email@example.com
www.saveMOlives.com | <urn:uuid:b67fac8b-c47b-4fee-ba54-7e86c52d85c2> | CC-MAIN-2023-06 | https://www.modot.org/sites/default/files/documents/PSBSummitBooklet.pdf | 2023-02-03T06:06:13+00:00 | crawl-data/CC-MAIN-2023-06/segments/1674764500044.16/warc/CC-MAIN-20230203055519-20230203085519-00067.warc.gz | 927,606,773 | 2,486 | eng_Latn | eng_Latn | 0.994646 | eng_Latn | 0.998403 | [
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
119,
865,
1665,
2909,
4574,
5984,
7332,
8895,
9656,
10602,
11897,
12334
] | [
2.09375
] | 3 | 0 |
Each year it is a pleasure to report to our parents and community the performance of our students on the state assessments. The Pennsylvania Department of Education determines targets for each school in the Commonwealth regarding student attendance, graduation rate, test participation rate, and proficiency levels in reading and mathematics. The following report provides this information for the Exeter Township School District.
Currently students in grades 3 through 8 and 11 take the state assessment in reading and math. Additionally students in grades 5, 8, and 11 are required to take the writing portion and students in grades 4, 8, and 11 are required to take the science test. Assessment results are reported annually by the Pennsylvania Department of Education and to the general public. More detailed information about the Exeter Township Schools as well as schools throughout the Commonwealth is available at http://paayp.emetric.net/.
The No Child Left Behind legislation is the federal law enacted in January of 2002 to ensure that all children receive a quality education. Included in the law are the following parents’ rights: 1) to review curriculum and instructional materials utilized by their children; 2) to review surveys and/or request that their children not participate in surveys conducted by outside organizations; 3) to request that their child’s name not be released to military recruiters without prior parent consent; and 4) to request information about the professional qualifications of their child’s teacher. If parents wish to exercise these rights, they should send their request in writing to the building principal.
If you have questions about this report, please feel free to contact the Assistant Superintendent’s office at 610-779-0700 extension 1028.
Dr. Warren Mata
Assistant Superintendent
### DISTRICT PERFORMANCE OVERVIEW
| GRADUATION & ATTENDANCE RATES | Graduation Rate | Goal Met | Attendance Rate | Goal Met |
|-------------------------------|-----------------|----------|-----------------|----------|
| All Students for 2009 | 94% | YES | 96% | YES |
| HIGHLY QUALIFIED STAFF | Lausch | Lorane | J-wald | Reiffton | JHS | SHS |
|-------------------------------|--------|--------|--------|----------|-----|-----|
| Professional Staff Certification | 100% | 100% | 100% | 100% | 100%| 100%|
| PERFORMANCE STATUS | Identified | School Name |
|-------------------------------|------------|-------------|
| Warning | 0 | |
| Making Progress | 0 | |
| School Improvement 1 | 0 | |
| School Improvement 2 | 1 | Senior High School |
| Corrective Action 1 or 2 | 0 | |
### SCORES BY GRADE LEVELS TESTED (Grades 3-8 and 11)
| 3rd Grade | Number Tested | Reading | Mathematics |
|-----------|---------------|---------|-------------|
| | | % in Each Performance Level | At/Above Proficient | % in Each Performance Level | At/Above Proficient |
| | | Below Basic | Basic | Proficient | Advanced | | Below Basic | Basic | Proficient | Advanced |
| All Students | 285 | 5.6 | 12.8 | 47.9 | 33.7 | 81.6 | 285 | 1 | 6.6 | 39.6 | 52.8 | 92.4 |
| Asian | 8 | N/A | N/A | N/A | N/A | N/A | 8 | N/A | N/A | N/A | N/A | N/A |
| Black | 14 | 6.7 | 26.7 | 40 | 26.7 | 66.7 | 14 | 0 | 20 | 20 | 60 | 80 |
| Hispanic | 18 | 16.7 | 22.2 | 38.9 | 22.2 | 61.1 | 18 | 0 | 11.1 | 66.7 | 22.2 | 88.9 |
| White | 245 | 4.9 | 11.7 | 49.8 | 33.6 | 83.4 | 245 | 1.2 | 5.7 | 39.7 | 53.4 | 93.1 |
| Female | 142 | 5.6 | 11.2 | 48.3 | 35 | 83.2 | 142 | 1.4 | 9.1 | 41.3 | 48.3 | 89.5 |
| Male | 143 | 5.5 | 14.5 | 47.6 | 32.4 | 80 | 143 | 0.7 | 4.1 | 37.9 | 57.2 | 95.2 |
| IEP | 46 | 16.3 | 22.4 | 32.7 | 28.6 | 61.2 | 46 | 2 | 20.4 | 32.7 | 44.9 | 77.6 |
| Econ. Disadv. | 57 | 14 | 15.8 | 47.4 | 22.8 | 70.2 | 57 | 5.3 | 10.5 | 50.9 | 33.3 | 84.2 |
| Grade | Number Tested | Reading | Mathematics |
|-------|---------------|---------|-------------|
| | | % in Each Performance Level | % in Each Performance Level | At/Above Proficient |
| | | Below Basic | Basic | Proficient | Advanced | Below Basic | Basic | Proficient | Advanced | At/Above Proficient |
| 4th | All Students | 328 | 7.3 | 15.5 | 40.3 | 37 | 77.3 | 4 | 7 | 35.9 | 53.2 | 89.1 |
| | Asian | 9 | N/A | N/A | N/A | N/A | N/A | 9 | N/A | N/A | N/A | N/A |
| | Black | 21 | 9.5 | 28.6 | 28.6 | 33.3 | 61.9 | 19 | 4.8 | 9.5 | 38.1 | 47.6 | 85.7 |
| | Hispanic | 16 | 18.8 | 43.8 | 25 | 12.5 | 37.5 | 15 | 12.5 | 6.3 | 62.5 | 18.8 | 81.3 |
| | Am. Indian | 1 | N/A | N/A | N/A | N/A | N/A | 1 | N/A | N/A | N/A | N/A |
| | White | 281 | 6.7 | 12.4 | 42.8 | 38.2 | 80.9 | 271 | 3.5 | 6.7 | 34.8 | 55 | 89.7 |
| | Female | 183 | 4.3 | 15.8 | 42.4 | 37.5 | 79.9 | 179 | 4.9 | 8.7 | 34.8 | 51.6 | 86.4 |
| | Male | 145 | 11 | 15.1 | 37.7 | 36.3 | 74 | 136 | 2.8 | 4.8 | 37.2 | 55.2 | 92.4 |
| | IEP | 60 | 22.6 | 27.4 | 29 | 21 | 50 | 48 | 12.9 | 11.3 | 32.3 | 43.5 | 75.8 |
| | LEP | 5 | N/A | N/A | N/A | N/A | N/A | 4 | N/A | N/A | N/A | N/A |
| | Econ. Disadv. | 59 | 16.7 | 23.3 | 36.7 | 23.3 | 60 | 54 | 8.5 | 6.8 | 44.1 | 40.7 | 84.7 |
| Grade | Number Tested | Reading | Mathematics |
|-------|---------------|---------|-------------|
| | | % in Each Performance Level | % in Each Performance Level | At/Above Proficient |
| | | Below Basic | Basic | Proficient | Advanced | Below Basic | Basic | Proficient | Advanced | At/Above Proficient |
| 5th | All Students | 296 | 12.2 | 15.2 | 40.6 | 32 | 72.6 | 283 | 3 | 11.6 | 29 | 56.4 | 85.5 |
| | Asian | 7 | N/A | N/A | N/A | N/A | N/A | 7 | N/A | N/A | N/A | N/A |
| | Black | 6 | N/A | N/A | N/A | N/A | N/A | 6 | N/A | N/A | N/A | N/A |
| | Hispanic | 10 | N/A | N/A | N/A | N/A | N/A | 10 | N/A | N/A | N/A | N/A |
| | White | 273 | 11.5 | 15.4 | 40.9 | 32.3 | 73.1 | 260 | 2.9 | 11.1 | 29.4 | 56.6 | 86 |
| | Female | 153 | 10.3 | 15.4 | 39.7 | 34.6 | 74.4 | 147 | 3.8 | 10.9 | 34.6 | 50.6 | 85.3 |
| | Male | 143 | 14.3 | 15 | 41.5 | 29.3 | 70.7 | 136 | 2 | 12.2 | 23.1 | 62.6 | 85.7 |
| | IEP | 59 | 36.4 | 24.2 | 24.2 | 15.2 | 39.4 | 46 | 10.6 | 27.3 | 36.4 | 25.8 | 62.1 |
| | Econ. Disadv. | 48 | 26.9 | 28.8 | 32.7 | 11.5 | 44.2 | 41 | 11.5 | 23.1 | 32.7 | 32.7 | 65.4 |
| Grade | Number Tested | Reading | Mathematics |
|-------|---------------|---------|-------------|
| | | % in Each Performance Level | % in Each Performance Level | At/Above Proficient |
| | | Below Basic | Basic | Proficient | Advanced | Below Basic | Basic | Proficient | Advanced | At/Above Proficient |
| 6th | All Students | 338 | 7.3 | 11.9 | 31.4 | 49.4 | 80.8 | 329 | 5.8 | 7 | 28.8 | 58.4 | 87.2 |
| | Asian | 4 | N/A | N/A | N/A | N/A | N/A | 4 | N/A | N/A | N/A | N/A |
| | Black | 23 | 12.5 | 8.3 | 50 | 29.2 | 79.2 | 22 | 8.3 | 4.2 | 41.7 | 45.8 | 87.5 |
| | Hispanic | 17 | 16.7 | 16.7 | 38.9 | 27.8 | 66.7 | 16 | 22.2 | 16.7 | 50 | 11.1 | 61.1 |
| | White | 294 | 6.4 | 12.1 | 29.5 | 52 | 81.5 | 287 | 4.7 | 6.7 | 26.5 | 62.1 | 88.6 |
| | Female | 163 | 8.4 | 12 | 30.7 | 48.8 | 79.5 | 158 | 7.2 | 9.6 | 28.9 | 54.2 | 83.1 |
| | Male | 175 | 6.2 | 11.8 | 32 | 50 | 82 | 171 | 4.5 | 4.5 | 28.7 | 62.4 | 91 |
| | IEP | 68 | 24.3 | 23 | 27 | 25.7 | 52.7 | 59 | 18.9 | 14.9 | 37.8 | 28.4 | 66.2 |
| | Econ. Disadv. | 70 | 14.1 | 19.7 | 25.4 | 40.8 | 66.2 | 68 | 18.3 | 8.5 | 35.2 | 38 | 73.2 |
| Grade | Number Tested | Reading | Mathematics |
|-------|---------------|---------|-------------|
| | | % in Each Performance Level | % in Each Performance Level | At/Above Proficient |
| | | Below Basic | Basic | Proficient | Advanced | Below Basic | Basic | Proficient | Advanced | At/Above Proficient |
| 7th | All Students | 350 | 6.7 | 12.5 | 26.7 | 54 | 80.8 | 342 | 7 | 10 | 24.5 | 58.5 | 83 |
| | Asian | 6 | N/A | N/A | N/A | N/A | N/A | 6 | N/A | N/A | N/A | N/A |
| | Black | 13 | 7.1 | 42.9 | 21.4 | 28.6 | 50 | 13 | 21.4 | 35.7 | 7.1 | 35.7 | 42.9 |
| | Hispanic | 22 | 17.4 | 21.7 | 21.7 | 39.1 | 60.9 | 21 | 13.6 | 4.5 | 40.9 | 40.9 | 81.8 |
| | Multiracial | 1 | N/A | N/A | N/A | N/A | N/A | 1 | N/A | N/A | N/A | N/A |
| | White | 307 | 5.4 | 10.8 | 27.7 | 56.1 | 83.8 | 300 | 5.7 | 8.9 | 24.8 | 60.5 | 85.4 |
| | Female | 169 | 3.5 | 9.2 | 24.9 | 62.4 | 87.3 | 165 | 4.6 | 11 | 24.9 | 59.5 | 84.4 |
| | Male | 180 | 9.2 | 15.7 | 28.6 | 46.5 | 75.1 | 176 | 8.7 | 8.7 | 24.5 | 58.2 | 82.6 |
| | IEP | 74 | 14.5 | 31.3 | 20.5 | 33.7 | 54.2 | 66 | 20.5 | 14.5 | 28.9 | 36.1 | 65.1 |
| | Econ. Disadv. | 62 | 18.5 | 24.6 | 20 | 36.9 | 56.9 | 58 | 17.2 | 10.9 | 34.4 | 37.5 | 71.9 |
N/A is indicated when a subgroup has 10 or less students to protect their privacy.
### 8th Grade
| | Number Tested | % in Each Performance Level | At/Above Proficient | Number Tested | % in Each Performance Level | At/Above Proficient |
|----------------|---------------|-----------------------------|---------------------|---------------|-----------------------------|---------------------|
| | | Below Basic | Basic | Proficient | Advanced | | Below Basic | Basic | Proficient | Advanced | |
| All Students | 334 | 3.8 | 7.3 | 25.1 | 63.7 | 88.9 | 333 | 7 | 25.8 | 59.2 | 85 |
| Asian | 3 | N/A | N/A | N/A | N/A | N/A | 3 | N/A | N/A | N/A | N/A |
| Black | 19 | 0 | 10.5 | 47.4 | 42.1 | 89.5 | 19 | 10.5 | 21.1 | 31.6 | 68.4 |
| Hispanic | 14 | 6.7 | 20 | 40 | 33.3 | 73.3 | 14 | 26.7 | 6.7 | 40 | 66.7 |
| Am. Indian | 2 | N/A | N/A | N/A | N/A | N/A | 2 | N/A | N/A | N/A | N/A |
| White | 296 | 4 | 6.6 | 23.1 | 66.3 | 89.4 | 295 | 6 | 7.3 | 24.2 | 62.6 |
| Female | 149 | 2 | 7.9 | 21.1 | 69.1 | 90.1 | 149 | 5.3 | 7.9 | 27 | 86.8 |
| Male | 185 | 5.3 | 6.8 | 28.4 | 59.5 | 87.9 | 184 | 8.5 | 7.9 | 24.9 | 83.6 |
| IEP | 64 | 12.5 | 20.8 | 27.8 | 38.9 | 66.7 | 63 | 25.4 | 15.5 | 29.6 | 59.2 |
| Econ. Disadv. | 62 | 10.8 | 13.8 | 30.8 | 44.6 | 75.4 | 62 | 13.8 | 13.8 | 35.4 | 72.3 |
### 11th Grade
| | Number Tested | % in Each Performance Level | At/Above Proficient | Number Tested | % in Each Performance Level | At/Above Proficient |
|----------------|---------------|-----------------------------|---------------------|---------------|-----------------------------|---------------------|
| | | Below Basic | Basic | Proficient | Advanced | | Below Basic | Basic | Proficient | Advanced | |
| All Students | 349 | 16 | 19 | 32 | 32 | 64.6 | 328 | 20 | 11 | 32 | 38 |
| Asian | 7 | N/A | N/A | N/A | N/A | N/A | 7 | N/A | N/A | N/A | N/A |
| Black | 22 | 32 | 27 | 14 | 27 | 40.9 | 22 | 46 | 5 | 23 | 27 |
| Hispanic | 13 | 21 | 21 | 43 | 14 | 57.1 | 13 | 36 | 21 | 21 | 42.9 |
| White | 306 | 15 | 18 | 34 | 34 | 67.3 | 285 | 17 | 10 | 33 | 39 |
| Female | 159 | 13 | 18 | 33 | 38 | 70 | 157 | 19 | 11 | 31 | 38 |
| Male | 189 | 19 | 21 | 32 | 28 | 60.4 | 170 | 20 | 10 | 33 | 38 |
| IEP | 71 | 52 | 23 | 19 | 7 | 25.3 | 50 | 47 | 16 | 24 | 13 |
| Econ. Disadv. | 62 | 39 | 19 | 32 | 10 | 41.9 | 58 | 45 | 16 | 23 | 16 |
### 5th Grade Writing
| | Number Tested | % in Each Performance Level | At/Above Proficient | Number Tested | % in Each Performance Level | At/Above Proficient |
|----------------|---------------|-----------------------------|---------------------|---------------|-----------------------------|---------------------|
| | | Below Basic | Basic | Proficient | Advanced | | Below Basic | Basic | Proficient | Advanced | |
| All Students | 295 | 0.3 | 33.9 | 64.7 | 1 | 65.8 | 335 | 0.6 | 8.7 | 77.6 | 13.1 |
| Asian | 7 | N/A | N/A | N/A | N/A | N/A | 3 | N/A | N/A | N/A | N/A |
| Black | 6 | N/A | N/A | N/A | N/A | N/A | 19 | 0 | 10.5 | 89.5 | 89.5 |
| Hispanic | 10 | N/A | N/A | N/A | N/A | N/A | 14 | 7.1 | 14.3 | 78.6 | 78.6 |
| White | 272 | 0.4 | 34.9 | 64 | 1.1 | 65.1 | 296 | 0 | 8.4 | 77.4 | 14.2 |
| Female | 153 | 0.0 | 22.9 | 75.8 | 1.3 | 77.1 | 149 | 0 | 4 | 79.2 | 96.0 |
| Male | 142 | 0.7 | 45.8 | 52.8 | 0.7 | 53.5 | 185 | 0.5 | 12.4 | 76.8 | 10.3 |
| IEP | 59 | 1.7 | 49.2 | 49.2 | 0.0 | 49.2 | 65 | 3.1 | 24.6 | 64.6 | 7.7 |
| Econ Disadv | 48 | 2.1 | 47.9 | 50 | 0.0 | 50.0 | 62 | 0 | 12.9 | 83.9 | 3.2 |
### 8th Grade Writing
| | Number Tested | % in Each Performance Level | At/Above Proficient |
|----------------|---------------|-----------------------------|---------------------|
| | | Below Basic | Basic | Proficient | Advanced | |
| All Students | 335 | 0.6 | 8.7 | 77.6 | 13.1 | 90.7 |
| Asian | 3 | N/A | N/A | N/A | N/A | N/A |
| Black | 19 | 0 | 10.5 | 89.5 | 0.0 | 89.5 |
| Hispanic | 14 | 7.1 | 14.3 | 78.6 | 0.0 | 78.6 |
| White | 296 | 0 | 8.4 | 77.4 | 14.2 | 91.6 |
| Female | 149 | 0 | 4 | 79.2 | 16.8 | 96.0 |
| Male | 185 | 0.5 | 12.4 | 76.8 | 10.3 | 87.0 |
| IEP | 65 | 3.1 | 24.6 | 64.6 | 7.7 | 72.3 |
| Econ Disadv | 62 | 0 | 12.9 | 83.9 | 3.2 | 87.1 |
### 11th Grade Writing
| | Number Tested | % in Each Performance Level | At/Above Proficient |
|----------------|---------------|-----------------------------|---------------------|
| | | Below Basic | Basic | Proficient | Advanced | |
| All Students | 345 | 0 | 14.2 | 80.0 | 5.8 | 85.8 |
| Asian | 6 | N/A | N/A | N/A | N/A | N/A |
| Black | 22 | 0 | 31.8 | 63.6 | 4.5 | 68.2 |
| Hispanic | 13 | 0 | 15.4 | 76.9 | 7.7 | 84.6 |
| White | 304 | 0 | 13.2 | 80.9 | 5.9 | 86.6 |
| Female | 157 | 0 | 8.9 | 83.4 | 7.6 | 91.1 |
| Male | 188 | 0 | 18.6 | 77.1 | 4.3 | 81.4 |
| IEP | 71 | 0 | 49.3 | 49.3 | 1.4 | 50.7 |
| Econ Disadv | 60 | 0 | 36.7 | 63.3 | 0 | 63.3 |
N/A is indicated when a subgroup has 10 or less students to protect their privacy.
### Three-Year Overview - Percentage of Students Scoring At or Above Proficient
#### 3rd Grade
| | READING | | MATH |
|-------|---------|--------|--------|
| | 2008 | 2009 | 2010 | 2008 | 2009 | 2010 |
| EXETER| 82 | 84 | 82 | 87 | 86 | 92 |
| State | 77 | 77 | 75 | 81 | 82 | 84 |
#### 5th Grade
| | READING | | MATH |
|-------|---------|--------|--------|
| | 2008 | 2009 | 2010 | 2008 | 2009 | 2010 |
| EXETER| 72 | 76 | 73 | 73 | 80 | 86 |
| State | 62 | 65 | 64 | 73 | 74 | 74 |
#### 8th Grade
| | READING | | MATH |
|-------|---------|--------|--------|
| | 2008 | 2009 | 2010 | 2008 | 2009 | 2010 |
| EXETER| 82 | 89 | 89 | 81 | 81 | 85 |
| State | 78 | 81 | 82 | 70 | 71 | 75 |
#### 11th Grade
| | READING | | MATH |
|-------|---------|--------|--------|
| | 2008 | 2009 | 2010 | 2008 | 2009 | 2010 |
| EXETER| 67 | 70 | 65 | 56 | 58 | 70 |
| State | 65 | 65 | 66 | 56 | 56 | 59 | | <urn:uuid:cec0ce33-e353-4aca-9a37-5d3766755a75> | CC-MAIN-2021-04 | https://www.exeter.k12.pa.us/cms/lib/PA01000700/Centricity/Domain/13/Report_card_insert_pdf.pdf | 2021-01-24T12:47:56+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610703548716.53/warc/CC-MAIN-20210124111006-20210124141006-00259.warc.gz | 741,984,199 | 7,233 | eng_Latn | eng_Latn | 0.97547 | eng_Latn | 0.994181 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
4076,
11569,
20440,
21674
] | [
1.7734375,
2.765625
] | 1 | 0 |
Sweetieraptors is designed to:
- introduce simple, core Scots vocabulary, eg *birl*, *broon*, *jaggy*, *shoogle*
- encourage **interactive reading**, by prompting children for their own responses to the questions in the text
- encourage **creative word-building** by showing children how to make up new words by joining together familiar words
If your class is not familiar with reading or hearing Scots, concentrate first on the **dinosaur names** in the text, and discuss the meaning of the names with your class, using the pictures as a guide.
The dinosaur names in Sweetieraptors are created by adding a Scots word, eg *dreich*, onto a familiar ‘dinosaur’ ending, such as -saurus or -pod. Try inventing new ‘Scots’ dinosaurs with your class, using a mixture of Scots and English, or all Scots (eg Clartyfit, Tousieheid).
Here are some **dinosaur endings** you can use:
- -saur or -saurus (=lizard)
- -dactyl (=finger/toe; Scots -finger, or -tae)
- -don (= tooth)
- -pod (= foot; Scots -fit)
- -raptor (=eater, grabber)
- -tops (=head; Scots -heid)
And here are some more **Scots words** that might make good dinosaurs! :
bonnie, bowfin, crabbit, drookit, fantoosh, feart, foostie, gallus, gowden, mingin, muckle, peeliewallie, perljink, pernicketie, stourie, strippit, tottie, wabbilt; dunt, fankle, greet, guddle, pech, puggle, rin, scunner, skite, skoosh, slaister, sook, taigle, trauchle
If you need help finding Scots words to use, there are some more examples in the Animal ABC.
**Ideas for Class projects:**
- **Draw** your Scots dinosaurs and ask others to guess what they are called.
- **Act out** being your Scots dinosaurs; tell others in the class what you are like, what you like to do, or what you like to eat.
- **Play charades**, trying to guess what each other’s dinosaurs are called.
- **Make models** of Scots dinosaurs (for example, paint an eggbox to look like a dinosaur, then fill it with sweeties to make a ‘Sweetieraptor’ sweetie dish!). | <urn:uuid:3fe41929-3a3a-41d4-a1e7-d079ac8e12b4> | CC-MAIN-2022-27 | http://itchy-coo.com/resources/sweetieraptorsteachersnotes.pdf | 2022-06-26T02:56:36+00:00 | crawl-data/CC-MAIN-2022-27/segments/1656103036363.5/warc/CC-MAIN-20220626010644-20220626040644-00203.warc.gz | 29,176,625 | 534 | eng_Latn | eng_Latn | 0.989521 | eng_Latn | 0.989521 | [
"eng_Latn"
] | false | rolmOCR | [
1973
] | [
4.59375
] | 3 | 0 |
Young Children, Public Spaces and Democracy Project (BRIC)
Background
The BRIC Project is for 3 years from January 2015. The project involves preschool teachers, young children and parents in exploring democratic engagement in public and civic spaces. Participants in the project are from England, Italy and Sweden. The project is funded by the European Union and led by Professor Tim Waller at Anglia Ruskin University.
Aims and objectives
BRIC aims to achieve the following objectives
1) An exchange of ‘good practice’ between preschool teachers in three countries (Italy, Sweden and the UK);
2) Systematic education and training around democratic engagement in public spaces;
3) The development of open educational resources and targeted activities to engage early childhood professionals, parents, the local community and key stakeholders, including local politicians and representatives from business.
Methods
Two main methods are used in BRIC:
1. Participatory Action Research (PAR) - the construction of a common grammar through PAR.
2. ‘Polyvocal’ – many voices
First Voice – The film of young children in public spaces
Second Voice – reflections of children and pedagogues in setting
Third Voice – reflections of pedagogues in the same culture
Fourth Voice – reflections of pedagogues in different cultures
Fifth Voice – reflections of the researcher/s
BRIC methods are drawn from the well-known studies of *Preschool in Three Cultures* by James Tobin (Tobin, Wu and Davidson, 1989 and Tobin, Hsueh, and Karasawa, 2009)
Project Activities and Actions
BRIC will involve teachers, children, parents (citizens) and politicians seeking to participate in democratic engagement around three specific **Focus Spaces**:
- the pavement (footpath, marciapiede, or equivalent),
- an indoor space (such as a library, but not a preschool)
- a green outdoor space (such as a park or woodland).
These activities will be documented and reflected on by the participants and disseminated through Local Forums, Transnational Exchanges and Webinars.
Impact and dissemination
Wider dissemination of BRIC will be made via the project website and Documentation Centre. In addition, impact will be strengthened through:
- The publication of a series of Case Studies and Vignettes drawn from BRIC activities
- The establishment of Permanent Open Forums in each participating country.
An International Conference in Brussels will be held at the completion of the project in 2017.
BRIC Pilot Project
A pilot project was established to explore the validity of the BRIC model of cross-cultural dialogue, documentation and reflection between preschool teachers in three countries; England, Italy and Sweden. The pilot took place between November 2013 and February 2014. The BRIC pilot project demonstrated that there was a generally very positive response to the BRIC project, from all preschool teachers and head teachers in the three countries involved. In addition, the pilot has shown how an exchange of ‘good practice’ between preschool teachers in three countries is feasible and is both desirable and highly valuable for the preschool teachers’ continuing professional development leading to deeper reflection and understanding.
The participating preschool teachers in England, Italy and Sweden agreed that for the main BRIC project the starting point is the dialogue with children and that there is a need for sustained and frequent engagement in a particular place – or public space.
*Also, for the BRIC project to succeed it is important for the children to leave traces of their engagement and the project must involve and inform local politicians and policy makers as well as parents.*
Project website: [www.bricproject.org](http://www.bricproject.org)
Contact: firstname.lastname@example.org | <urn:uuid:8328ffe5-19fe-4cad-8463-a40e0e8a71a5> | CC-MAIN-2017-26 | http://www.bricproject.org/contents/BRIC-briefing.pdf | 2017-06-23T01:48:01Z | crawl-data/CC-MAIN-2017-26/segments/1498128319943.55/warc/CC-MAIN-20170623012730-20170623032730-00300.warc.gz | 473,642,005 | 752 | eng_Latn | eng_Latn | 0.995405 | eng_Latn | 0.99601 | [
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
1536,
3796
] | [
2.515625
] | 2 | 2 |
A summer parent involvement project was set up in a Chicago inner city public school in a Hispanic neighborhood. The eight-session program was intended to help parents: (1) become involved with the school program by becoming comfortable with the school setting; (2) enjoy reading and writing and replicate these experiences with their children; (3) enjoy and understand science and math processes and replicate these processes with their children. The program was designed to include support activities to build rapport, such as providing refreshments, providing free books, and providing one day a week during which parents could bring other children not enrolled in summer school. The project was also designed to include educational, achievement activities related to family literacy, science, and math. The activities included making healthy snacks for kids, making arts and crafts items, and making books. Parents enjoyed the variety and responded well to each type of activity. The success of this program indicates that different languages and cultures need not be a barrier to parent participation, because the desire to educate children well is universal. (Contains 28 references.) (AP)
IN involVING PARENTS OF YOUNG CHILDREN
IN SCIENCE, MATH AND LITERACY ACTIVITIES
Elizabeth Landerholm, Ed.D.
Department of Curriculum & Instruction
Northeastern Illinois University
550 N. St. Louis Avenue
Chicago, IL 60625
Deborah Rubenstein
Early Childhood Special Education Masters' Program
Northeastern Illinois University
Michele Losch
Early Childhood Special Education Masters' Program
Northeastern Illinois University
"PERMISSION TO REPRODUCE THIS
MATERIAL HAS BEEN GRANTED BY
Elizabeth
Landerholm"
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)"
ABSTRACT
A parent involvement project was set up in an inner city public school on the North side of Chicago in an Hispanic neighborhood. The project was set up through a partnership sponsored by a grant from the Chicago Community Trust where a state university worked in a partnership with several public schools. A university professor, two graduate assistants, the principal and the school community representative worked together to design a summer parent involvement program for parents of children in the grades pre-kindergarten through first grade. Funding and time was contributed by the school, the university and the Community Trust grant. The two graduate assistants and the community representative implemented the program under the supervision of the principal and the university professor. The program was designed to include support activities to build rapport, such as providing coffee and rolls, providing free books, providing one day a week where the parent could bring other children not enrolled in summer school, and providing hands-on, enjoyable activities for parents. The project was also designed to include educational, achievement type activities related to family literacy, science and math.
Research from the onset of the Headstart Program in the 1960's through current research has provided substantial evidence that children's academic achievement is linked to their parents' involvement in their education. Involvement of parents in the educational programs of their children has shown to produce positive results in terms of child outcomes, increased parent skills, and improved educational programs (McCollum and Stayton, 1985, Welsh and Odum, 1981, Berger, 1991, Fruchter et al, 1992).
FAMILY SUPPORT
The early parent involvement programs connected with Headstart and special education, birth to three programs, focused on educational type parent involvement activities and leadership type activities. Since the early 1980's there has been a movement toward the development of family support and empowerment programs, (Weisbourd, 1983, Powell, 1986, Cochran and Dean, 1991).
Current research supports providing a variety of types of parent involvement rather than only one way, (Landerholm and Lowenthal, 1993, Olmsted, 1991, Berger, 1991, Comer and Haynes, 1991). Still, many schools only regard volunteering as legitimate "parent involvement." Because of this tendency, Lowitzer, (1989), found that families from low socio-economic status groups were rated by teachers as less involved with their children's programs than parents from higher income groups. Furthermore, these low income families had fewer resources and sources of support available to them. Landerholm and Lowenthal, (1993), Landerholm and Karr, (1988), found that support type activities such as food,
family entertainment, child care, were important in building rapport and a first step in getting parents involved. Later volunteering and leadership activities could be introduced. Building rapport and providing support was particularly important in low income and multicultural populations of parents and children, (Cicchetti, 1987, Landerholm and Karr, 1988, Ascher, 1988, Cochran and Dean, 1991, Goodson, Swartz and Millsap, 1991).
**FAMILY LITERACY**
The importance of the family's effect on children's achievement has been discussed in articles on family literacy. Burger and Landerholm, (1991), in their review of the literature, listed seven parental behaviors that effected childrens' literacy:
- parents talk with their children,
- parents model literacy activities,
- parents provide access to reading materials,
- parents read to their children,
- parents expect their children to achieve, and
- parents are involved with the school.
Other studies have documented the importance of families reading books and doing literacy activities together, (Morrow, 1993, Schickedanz, 1986, Handel, 1992, Strickland, 1990). The families that are least likely to read books together and do literacy activities together are young, poor, urban families. According to Comer & Haynes (1992), in the reanalysis of the Coleman Report approximately one-half to two-thirds of the student achievement variance studied was accounted for by home variables, especially
socioeconomic status rather than school variables. Children of low income families are at risk for poor school achievement. The Illinois Pre-Kindergarten at Risk programs target the risks of low income, teen mothers, minority families, bilingual families. The children of teenage mothers are especially at risk for not achieving in school (Landerholm, 1982, ERIC Clearinghouse, 1992). Even though socio-economic class is a risk factor for low achievement, many poor children do very well in school. One factor related to this is the individual parent's literacy behaviors with their children as mentioned above. Another factor is the school professionals' attitudes toward low income parents which has an effect on parents becoming involved in school. In a large study of elementary teachers, parents and students, teachers who were leaders in parent involvement did not prejudge less educated poor or single parents. They rated all groups of parents higher on helpfulness and follow through on learning activities with their children at home than teachers who did not frequently involve parents in their children's education. Those teachers who did not frequently involve parents also made more stereotypic judgements about the parents, especially socioeconomically disadvantaged parents and single parents (Epstein, 1992). Thus, the attitudes and practices of the teachers, not only the educational status, socioeconomic status (SES) or marital status of parents are important variables in predicting parental success as partners in their children's education.
Some current programs that are geared to reach urban, poor,
young parents and their young children are Even Start, Head Start and programs related to the Education of Children with Disabilities Act. These programs are becoming more family centered and especially family literacy centered. Headstart is phasing in literacy training for parents. Even Start program helps families in their homes with ways to prepare their children for school. Current programs are more willing to work with families at home or in the community. Burger and Landerholm, (1991), implemented a family literacy program for low income parents and their preschool children in a library on the West side of Chicago. Bilingual programs are also emphasizing family literacy. The family Initiative for English Literacy in El Paso, Texas (Quintero and Huerta-Macias, 1990) is using a family literacy approach with Hispanic parents and the Pajaro Valley program for Hispanic families in Arizona (Ada, 1988), uses storytelling among parents and children in Spanish and in English.
FAMILY MATH AND SCIENCE
Family Math and Science Programs provide joint classes for parents and children in problem solving and hands-on mathematics and science activities to reinforce school curriculum through home based learning activities. Weekly classes, taught by specially trained teachers and parents take place across six week cycles in both school and community settings. The programs were developed to address the lack of interest and limited abilities in math and science among female and minority students and the resulting under representation of these groups in post secondary education programs.
and professional careers such as science and engineering. The Family Math program was developed in 1981 at the University of California, Berkeley and disseminated to 5 minority community based organizations by the National Science Program in 1988. A grant from the Chevron corporation made it possible for the Northwest Equals program at Portland State University to institute the Family Science Program in 1988. Currently, the idea of Family Math and Science has caught on. The results have shown that families doing math and science together get the same result as families who read-improved skills and enjoyment, (Fruchter, et al, 1992).
DESIGN OF THE PROJECT
A parent involvement project was set up in an inner city public school on the North side of Chicago in an Hispanic neighborhood. The project was set up through a partnership sponsored by a grant from the Chicago Community Trust where a state university worked in a partnership with several public schools. A university professor, two graduate assistants, the principal and the school community representative worked together to design a summer parent involvement program for parents of children in the grades pre-kindergarten through first grade. Funding and time was contributed by the school, the university and the Community Trust grant. The two graduate assistants and the community representative implemented the program under the supervision of the principal and the university professor. The program was designed to include support activities to build rapport, such as providing coffee and rolls, providing free books, providing one day a week
where the parent could bring other children not enrolled in summer school, and providing hands-on, enjoyable activities for parents. The project was also designed to include educational, achievement type activities related to family literacy, science and math. Activities were designed that were easy to do, enjoyable, inexpensive, and involving materials that were easy to find at a local grocery store. Activities were also designed so that they could be replicated at home with their other children at a range of ages and levels. The program was scheduled two mornings a week. One morning was parents only, and one morning was parents and children. The program was implemented by the graduate assistants with the help of the community representative who also provided the translation.
GOALS OF THE PROJECT
The goals of the project were:
1. To help parents become involved with the school program by becoming comfortable at the school, making friends, having enjoyable experiences.
2. To help parents enjoy reading and writing and replicate these experiences with their children.
3. To help parents enjoy and understand science and math processes and replicate these processes with their children.
DESCRIPTION OF THE PROJECT
The two graduate assistants, both English speaking only, with the project goals in mind, designed and implemented the parent
activities in a Chicago public elementary school were the majority population was Spanish speaking. A number of parents involved in the program were bilingual, however, a significant proportion was Spanish speaking only. Thus, this school community representative served in the function of both translator and facilitator.
As this was a pioneer program at this particular school, there was no previous data to rely on, which resulted in an array of questions. Would parents be interested in the program to attend, even initially? If so, how many? Would the language barrier make the parents uncomfortable? What kind of activities would prove to be interesting?
As there were so many questions, it had to be decided what one common denominator would everyone have that could bring this group together successfully. After debate, it was concluded that food is enjoyed by most people, and food also stimulates conversation. Therefore, not only refreshments (bagels, cookies, hot and cold beverages) were provided, but the initial activities that the parents would participate is centered around food. The science and literacy activities would be worked in with the food theme.
The program was scheduled to begin the first day of the summer school session, as the first day of school usually brings good attendance. As the children were brought to school by their parents, there would be a large number of parents on the premises. The community representative at the school, who was well-known by the parents, initially brought the parents in to the program and acted as a intermediary.
The first day's activities centered on making healthy snacks to eat. On one table were bowls of vanilla yogurt, defrosted frozen fruit (sold inexpensively in bags in grocery stores), dates and almonds. Each person was able to pick and choose ingredients as they liked to make a yogurt mix. All ingredients necessary, including bowls and utensils, were plainly in sight. Having a beginning lesson that was self-explanatory was essential in the event that no bilingual translator was available. It was imperative to the success of the program that the parents feel welcomed and that the language barrier not be a major obstacle. Along with the yogurt mix activity, a science activity that showed how the root systems of plants operated, was introduced. While this needed translation into Spanish, the parents were sufficiently relaxed to be receptive to an activity that needed translation and more concentration. With both activities, it was stressed to the parents that all ingredients used in the activities were readily available, inexpensive and that the activities, as they had just personally experienced, were not time consuming. In addition, the parents were informed that upon completing a quick evaluation on each activity (printed in both English and Spanish), they would receive a free book as a thank you for coming. The books were age-appropriate in relation to the level of the activities. The parents were also informed that they would receive refreshments and a free book with each session they attended (the sessions were held twice-weekly for three hours each session). The program ended with favorable evaluations from the parents and promises to return the
next session. In all, over thirty parents attended the first session. Also, the root system activity (where a celery stick is inserted into a cup that has a little water with food coloring in it) was chosen for the first day because the results need to be checked several days later - incentive for participants to return.
The second session found not only all the participants of the first day, but guests that they had brought along. The day's activities included making pizza with English muffins as crusts, and finger painting with pudding. As participants were hesitant to use their fingers (always have paint brushes on hand for the squeamish), it was pointed out that the waiting time for the pizzas to bake was a perfect time to try the pudding art. Also, the children that were present that day (children were invited to attend once a week) engaged in doing the pudding art were reminders to the parents that this is an interesting activity for children, and educational also, as measuring the ingredients to make the pudding is a math lesson in itself.
By the third session, the staff coordinator no longer had to shepherd people into the meeting room. As parents dropped off their children, they took the initiative to come to the program. They were also becoming comfortable enough to start examining the day's materials without the coordinator's translations. The activities of this particular day consisted of silk flower arranging and growing grass seed. The parents were drawn to the brightly colored flowers, and expressed happy faces when told that they could take the flowers home. The grass seed sprouting was
also a project to be taken home, and, like the root system activity of the first day, was a project that could be observed over several days, fostering the science process of observation and communication.
The next session consisted of tissue paper flower making. This day could be called Acceptance Day - the day the parents showed how comfortable they truly were with the program and teachers. All parents expressed great delight with the brightly colored tissue paper on the work table. As a sample flower had been provided, the parents needed no translation and began working on the project before the community representative arrived. The community representative, who previously joined in but mainly oversaw the operation, became well ensconced in the activity herself, and from that session on, truly became a participant in the program versus just a facilitator and translator. On this day, also, was a project where the parents made apple prints' stationery. It was a project that involved dipping apples cut in half into corn syrup colored with food coloring and imprinting the apple shape on paper. The parent of a young girl expressed her concerns that her daughter never seems motivated to begin projects. Then while the parent had almost given up hope, the apple prints stationery project was an activity that she believed her daughter would like. She was so grateful to have been given an idea she thought her daughter would enjoy, and planned to try it at home that week. Another reward of the program was when a young girl who had attended the program with her mother and had made tissue paper
flowers at the program returned the next session with flowers she had made at home - a gift for the program teachers.
By the fifth session parents were comfortable with the facilitators and joked about the unique materials of the day. This session consisted of dying noodles to string for necklaces and painting with shaving cream and food color. Food color was used for both activities this session, giving the parents different ideas to do with the same media. All of the materials used this session are readily found in many homes. Parents that in the past had been hesitant to get dirty enjoyed painting with shaving cream and food color. Many unique designs were developed! Parents enjoyed these two activities. They were both easy to put together, inexpensive, fun to do and they were able to take home a finished project to share with the rest of the family.
The next session involved more messy art. This session the parents followed a recipe that had been translated into Spanish for play dough. Again, the materials here were easily found in many homes. This recipe also included food coloring. The parents just loved developing their own colors. Zip lock bags were provided so that parents could bring their dough home and play more. This activity also had another twist. One of the children present pressed her hand print into one of the facilitator's dough. The next week, after it was hardened and dry it was shared with the group as another thing to do with the recipe. Both old and young alike enjoyed and were able to be independent in this activity. This session also had the parents using glue, dried beans and other
foods to create patterns and designs by gluing these to paper plates. The designs created were truly unique. Each parent seemed to really do their own thing. These projects were great again in that the parents had something to take home to remind them of the activity.
As the seventh session came along the activities took a new turn. Literacy was the theme for this week. The first day of this theme the parents made their own story books. Since the beginning of the program parents received a children's book for attendance and they had asked for Spanish books. Here was their chance. They were supplied with construction paper, glue sticks, scissors, a stack of magazines, envelopes filled with already cut out pictures, and markers. They spent time deciding how best to attack their book, what story they would write and what pictures they would use to illustrate their story. Each parent had the opportunity to leave one book to be laminated and returned the following week. A few did not want to part with their book and instead decided to take it home to show off. The other activity of the day was making puzzles from magazine pictures. Supplied for the parents was scissors, glue sticks, construction paper, zip lock bags (to carry their puzzle home), markers, and card board. This too was done with a great deal of preplanning on the part of the parents. They spent time deciding which scene from the National Geographic magazines provided would they use to create a puzzle scene. Some parents made small puzzles with five and six pieces while others made puzzles with as many as 25 and 30 puzzle pieces. These two
activities went over very well, the parents enjoyed the activities, the materials were inexpensive with little to prepare and the material for both activities were the same (two activities for the price of one!).
As we came to the eighth session our literacy theme followed. The activities for this day included making books, a carry over from the previous session, and making placemats. This day about 10 to 12 parents attended the session. These two activities again used the same material. This day the placemats were the big hit! This activity was presented with simple directions and left very open ended for the parents. They enjoyed the opportunity to cut, paste, create, without limits to how the activity should be done or how it should look once it was finished. Parents are not much different from children when it comes to enjoying the opportunity to do their own thing!! The other activity for this session was making books. Although this activity was enjoyed the first time it was presented, parents did not spend too much time with this activity the second time it was presented. It seems as though this activity would have done better a second time if there had been more time between the sessions.
The activities planned for this parent's group were very mixed. Some activities were experiments, some were cooking, some activities had results to take home, and some activities were open ended while other activities followed specific directions. The parents enjoyed the variety and responded well to each type of activity. This group of parents was very responsive, gave helpful
feedback, enjoyed our attempts and fun in school!
A successful program, as evidenced by the one in this article, need not be hampered by language and culture barriers. As play is the universal language of children, the desire to educate their children can be the universal language of adults.
REFERENCES
Ada, Hispanic/Family Literature. 1988.
Ascher, C. (1988). Improving the school-home connection for poor and minority urban students. *Urban Review*. 20, 109 - 123.
Berger, E. H. (1991). Parent involvement: Yesterday and today. *The Elementary School Journal*, Vol. 91, Number 3.
Burger, Marylou & Landerholm, E. (1991).
Cicchetti, D. (1987). The application of a transactional risk model to intervention with multi-risk maltreating families. *Zero to Three*, 7, (5), 1-8.
Coleman, M. (1991). Planning for parent participation in schools for young children. (ERIC Document Reproduction Service ED 342463).
Cochran, M. and Dean, C., (1991). Home-school relations and the empowerment process. *The Elementary School Journal*. Vol. 91, Number 3.
Comer, J. and Haynes, N., (1991). Parent involvement in schools: an ecological approach. *The Elementary School Journal*. Volume 91, Number 3.
Epstein, J. (1992). School and family partnership. Report No. 6. Sponsored by Department of Health and Human Services. Office of Educational Research and Improvement. ED 343715.
Fruchter et al. (1993). *New Directions in Parent Involvement*. Academy for Educational Development. Washington, D.C.
Goodson, B., Schwartz, J. & Millsap, M. (1991). *Working with families: Promising programs to help parents support young children's learning*. Cambridge, MA: Abt Associates, Inc.
Handel, (1992). The partnership for family reading: Benefits for families and schools. *The Reading Teacher*. Vol. 46, No. 2.
Karnes-Bone. (1993).
Landerholm, E. (1982). High-risk infants of teenage mothers: later candidates for special education placements? *The Journal of the Division for Early Childhood*, 6, 3-13.
Landerholm, E. & Karr, J. (1988). Designing parent involvement program activities to deal with parents' needs. *Life Long Learning*. 11(5), p. 11-14.
Landerholm, E. & Lowenthal, B. (1993). Adding variety to parent involvement activities. *Early Child Development and Care*, Vol. 91, pp. 1-16.
Lewis, Anne. (1992). Helping young urban parents educate themselves and their children. ERIC/CUE Digest, No. 85. Office of Education Research and Improvement, Washington, D.C., ED 000036.
Lowitzer, A. (1989, April). Family demographics, family functioning, and parent involvement. Paper presented at the Society for Research in Child Development, Kansas City, Mo. ED 311 669.
McCollum, J., & Stayton, V. (1985). Infant/parent interaction: Studies and intervention based on the SIAI model. *The Journal of the Division of Early Childhood*, 9, (2), 125-135.
Morrow, L. M. (1993). *Literacy development in the early years*. Allyn & Bacon, Boston.
Northwest EQUALS, *Family Science*. Portland, OR: Portland State University.
Olmsted, P., (1991). Parent involvement in elementary education: findings and suggestions from the follow through program. *Elementary School Journal*. Vol. 91, Number 3.
Powell, D. (1986). Parent education and support programs. *Young Children*, 41, (3), 47-53.
Quintero, E. and Huerta-Macias, A., (1990). *The Reading Teacher*. Vol. 44, No. 4.
Schickedanz, J.A. (1986). More than ABC's: The early stages of reading and writing. Washington, D.C.: National Association for the Education of Young Children.
Strickland, D. S. & Morrow, L. M. (1990). Family Literacy: Sharing good books. *The Reading Teacher*, p. 518-519.
Weisbourd, B. (1983). The family support movement: Greater than the sum of its parts. *Zero to Three*, 4, 8-10.
Welsh, M. & Odum, C. (1981). Parent involvement in the education of the handicapped child: A review of the literature. *The Journal of the Division of Early Childhood*, 3, 15-25.
Authors: Elizabeth Landerholm is an Associate Professor of Early Childhood Education at Northeastern Illinois University in Chicago, Illinois.
Deborah Rubenstein and Michele Losch are graduate students in Early Childhood Special Education Master's Program at Northeastern Illinois University in Chicago, Illinois. | <urn:uuid:8157d7e1-5f92-4a44-8551-6856c0b97166> | CC-MAIN-2019-22 | https://files.eric.ed.gov/fulltext/ED380203.pdf | 2019-05-20T05:18:00Z | crawl-data/CC-MAIN-2019-22/segments/1558232255562.23/warc/CC-MAIN-20190520041753-20190520063753-00432.warc.gz | 467,836,690 | 5,584 | eng_Latn | eng_Latn | 0.963148 | eng_Latn | 0.998084 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
1195,
1762,
2985,
4576,
6036,
7661,
9262,
10879,
12239,
13826,
15504,
17137,
18750,
20389,
22016,
23615,
23910,
25766,
27554,
27870
] | [
2.984375,
3.109375
] | 1 | 0 |
THE ICE AGE
At one time in earth’s history, ice and snow (areas in white) covered nearly 30% of the earth’s surface. Some evolutionary scientists believe this ice age started about 2 million years ago and ended about 11 thousand years ago. Most earth science textbooks claim there were many ice ages (from 4 to 20) with long periods of time between each one. However, creationists looking at the same evidence believe there was only one Ice Age.
Over the years there have been over 60 different ideas of where all this ice and snow came from. However, all these ideas have great problems. Some scientists believe if the winters became colder we could have an ice age. Yet, even though the winters in Siberia are very cold, there are no ice sheets.
In order for any ice age to happen, huge amounts of water would need to evaporate from the oceans and fall as snow onto the earth’s surface. Simply cooler weather would not produce the right conditions because there would be less evaporation, and therefore, less snow. What is really needed for an ice age is not colder winters, but wetter winters. Much cooler summers are also needed to prevent the snow from melting.
The Bible records a time during the after effects of Noah’s Flood when these ice age conditions were possible. In Genesis 7:11 it says, “…all the fountains of the great deep [were] broken up…” When the earth was split open, hot water poured out to the surface. This splitting open of the earth would have also allowed volcanic lava and ash to pour out. A lot of water vapor would have been thrown into the atmosphere. As the hot waters poured into the sea, the oceans would have become warmer and the resulting evaporation would have put much moisture (water) into the atmosphere. All the volcanic ash in the air (along with clouds formed from evaporation) would have blocked out a large amount of sunlight cooling the land. The cooler land and warmer oceans would have created the right conditions for lots of snowfall. Because of much cooler summers (possibly 20° to 40° Fahrenheit colder than they are today), the snow that built up during the wetter winters could grow deeper and deeper. After several years, the weight of the snow would cause it to squeeze into ice.
After about 500 years, the oceans would have become cool enough that evaporation slowed. As the weather dried from less evaporation, the ice sheets would stop growing and begin to melt. Some scientists believe the ice would have melted in less than 200 years.
During the Ice Age, lots of the water in the oceans was locked up in the ice sheets. This would have lowered the sea levels exposing land bridges that would have allowed animals and people to move onto different continents.
When the ice sheets began to melt, it was sometimes fast enough that rivers would trap large animals such as rhinoceros, mammoths, reindeer, musk ox, and even hippopotamus! Some of these animals that were buried in the riverbanks would become fossils.
The conditions we see today could never make an ice age. However, the catastrophe of Noah’s Flood and the changes in the weather due to volcanic ash and warmer oceans can explain how an Ice Age could happen.
More information on the Ice Age can be found in *Life in the Great Ice Age*, by Michael & Beverly Oard, and *The Revised and Expanded Answers Book*. Both are available at www.discovercreation.org
NUMBER FILL-IN
God’s Word, the Bible, is a collection of 66 books. Use the BOLD numbers below to fill in the puzzle. One number has been inserted to help get you started. The answers are at the end of the page. However, the numbers have been changed to letters. A=0, B=1, C=2, J=9…etc.
TWO NUMBERS:
21 Letters (Epistles) in NT
27 Books in NT
39 Books in OT
40 Actually more than this number of authors of the Bible
THREE NUMBERS:
150 Chapters in Psalms (Longest Book)
176 Verses in Psalm 119 (Longest Chapter)
260 Chapters in NT
929 Chapters in OT
FOUR NUMBERS:
1189 Chapters in Bible
1200 Number of languages the Bible has been translated into (as of 2001)
3358 Number of times the word "God" appears in the Bible
7736 Number of times the word "Lord" appears in the Bible
7959 Verses in NT
FIVE NUMBERS:
23214 Verses in OT
SIX NUMBERS:
168000 Number of new Bibles sold or given away each day (as of 2001)
181253 Words in NT
593493 Words in OT
Starting from top left going clockwise: Paperclips, Pencils Erasers, Coins, Computer Keyboard Middle: Scissors
Kid's Think & Believe Too is published tri-monthly by Alpha Omega Institute, P.O. Box 4343, Grand Junction, CO 81502. Editors: Lanny and Marilyn Johnson. Kid's Think & Believe may be freely copied and distributed in its entirety for non-commercial use. AOI is a tax-exempt non-profit organization under Section 501(c)(3) of the Internal Revenue Code. © 2004 Alpha Omega Institute. | <urn:uuid:7ea8dc8f-52d0-42ae-99fd-a50037bb0873> | CC-MAIN-2024-30 | https://www.discovercreation.org/documents/kids/NovandDec2004KTB.pdf | 2024-07-12T16:39:17+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514450.42/warc/CC-MAIN-20240712161324-20240712191324-00148.warc.gz | 572,343,311 | 1,098 | eng_Latn | eng_Latn | 0.983057 | eng_Latn | 0.997959 | [
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
3387,
4832
] | [
3.296875
] | 2 | 0 |
Introduction of water conservation education packages: the opportunities and constraints affecting their success
J. Ryan, K. Mathew, M. Anda and E. Yuen
Remote Area Developments Group, Environmental Technology Centre, Murdoch University, Murdoch, WA, 6150, Australia. (E-mail: email@example.com)
Abstract The Remote Area Developments Group in the Institute for Environmental Science at Murdoch University developed a video and booklet education package on water conservation. The package was developed after research, review of current efforts in water conservation, and consultation with communities showed that there was a need in this area. The package was distributed to all communities within Western Australia. Several different workshops were conducted with Indigenous Environmental Health Workers from around Western Australia in remote areas and in the Perth Metropolitan communities using the package. This paper will briefly describe the opportunities and constraints that exist for water conservation in remote Aboriginal communities in Western Australia as well as give an evaluation of the education package based on workshops, trials and survey instrument. This paper will explain the conclusions that have been drawn from the study that a broad delivery style is the most advantageous style for remote communities, allowing the facilitator to assess the best style of delivery.
Keywords Education; water conservation; western Australia
Introduction
Around 63% of Australian people live in large urban areas where the water supply is reliable, safe and is piped to their homes and it is not a major concern for health or quality of life. The majority of the indigenous people of Western Australia around 42,000 people, or 2.7% of the population (EHNCC 1997), live in small rural and remote population centres. For these indigenous Australians access to a reliable water quantity is of a high-priority, sometimes a higher priority than the levels of the water quality (Henderson and Wade, 1996). Indigenous people in remote communities are often still living in rudimentary conditions while their urban counterparts have full amenities, with low cost water supplies and behavioural practices that are somewhat inappropriate for an arid continent. As remote indigenous communities continue to develop and gain more housing infrastructure, household appliances and municipal services, their water use will increase. In some cases costly solutions may have to be implemented to augment supplies. Water conservation techniques and education could sometimes avoid the need for further augmentation.
In Western Australia there are 259 discrete Aboriginal communities, many of these communities have small satellite communities known as "outstations" or seasonal camps (EHNCC 1997). In the 259 remote communities in Western Australia there are five different types of water supply. They are groundwater supply via bores and wells, rainwater tanks, soak, dams, piped town water supply or carted water from another location. Around 400 people each year have to live in a situation where their water supply will run out (EHNCC 1997) and 18 out of 178 communities surveyed by the Australian Construction Services in 1993, had water restrictions due to equipment breakdown, lack of storage, drought and an exhausted water source (ACS 1993). Water conservation can be vital to the livelihood, health and quality of life of Aboriginal people in remote areas of Australia.
Non-indigenous Australians have inhabited Australia for just over 210 years, in that time the water resource has been severely exploited. There has been considerable
degradation of the nation’s water resource, whereas indigenous people have lived in a sustainable manner on the continent for many thousands of years (Henderson and Wade, 1996).
In response to this degradation and exploitation, promotion of water conservation and efficiency is documented in Australia for non-indigenous people (McLaren et al., 1987, Phillips 1993, Water Corporation 1998, Ho et al., 1998). This is not the case for indigenous communities. There has been limited research in this area with only few examples documented (Pholeros et al., 1993, Healthabitat 1999, Toyne et al., 1996, Scollay 1999). Cultural and lifestyle differences between the communities that are located in remote areas or urban areas, mean that water conservation strategies will be very different. For example, in a community with a high rate of infectious disease more and longer showers are to be encouraged.
**Opportunities**
There are five main approaches that can be taken to implement water conservation in remote indigenous communities. These include:
- lifestyle changes;
- maintenance of hardware;
- increasing efficiency of water usage;
- introducing new technologies; and
- ensuring that hardware introduced to communities is constructed according to guidelines or regulations.
Whether or not these approaches are appropriate to each region and community or whether they can be adopted requires an understanding of the current situation of water use patterns. A raised awareness at an individual and community level for improved practices, trialing of new technologies, changes to government policy and improving the management and maintenance of the hardware available are advantageous to the implementation of water conservation techniques.
With these factors in mind, workshops in various regional centres around Western Australia were conducted. The major conclusion was that large water savings can be made in communities. The results of the workshops can be seen in Table 1. The workshops helped to establish levels of water use in various areas. The workshops have found that level of water usage is often below that of an average metropolitan Perth household and that there are many areas where water conservation techniques can be introduced and implemented.
For example, RADG had installed water meters on one new house in a remote community with the support of the community and other consultants. Readings were taken on the
**Table 1** Savings calculated at two different workshops, using the “Saving Water for Healthy Communities” held at Murdoch University
| Area | Estimated weekly water savings (L/household/week) | Estimated community water savings (kL/household/year) | Reference workshop |
|--------------------|---------------------------------------------------|------------------------------------------------------|--------------------------------------------------------|
| Perth Metro (house a.) | 350 | 3.0 | May 1999 Murdoch University N430 Unit |
| Perth Metro (house b.) | 840 | 44 | May 1999 Murdoch University N430 Unit |
| Meekatharra | 2,100 | 109.2 | April 1999 Environmental Health Worker Training Module |
| Carnarvon | 21,000 | 25 | April 1999 Environmental Health Worker Training Module |
| Kalumburu | 35,700 | 1,656 | April 1999 Environmental Health Worker Training Module |
Table 2 Levels of water use in different regions within Western Australia
| Area | Estimated daily water use (L/household/day) | Estimated weekly water use (L/household/week) | Estimated yearly water use (KL/household/year) | Reference workshop |
|---------------|---------------------------------------------|-----------------------------------------------|-----------------------------------------------|--------------------------------------------------------|
| Perth Metro | 110 | 350 | 18,200 | May 1999 Murdoch University N430 Unit |
| Perth Metro | 263.5 | 1845 | 95.94 | May 1999 Murdoch University N430 Unit |
| Cullacabardee | 662.09 | 4634.61538 | 241 | May 1999 Murdoch University N430 Unit |
| Kalumburu | 731 | 5,117 | 266.084 | April 1999 Environmental Health Worker Training Module |
| Laverton | 1,400 | 9,800 | 509.600 | April 1999 Environmental Health Worker Training Module |
| Jigalong | 3,000 | 21,000 | 1092 | RADG Site visit |
| Average Perth household | 893 | 6,250 | 325–350 | |
most recent visit where it was noted that the house was occupied by a family of 2 adults and 2 children with several other children being present for much of the day. A main inlet meter to the house was installed on 30/8/99 with an initial reading of 55,370 litres. At 11 am on 16/11/99 the meter reading was 265,617 litres, which indicated a daily consumption rate of nearly 3 KL/day or about 3 times the City of Perth household daily rate. At 11 am the next day this meter read 271,745 litres which indicated a consumption of approximately 6 KL in that 24-hour period. Meters had also been installed on the indoor and outdoor toilets. The readings here were 83,769.5–84,358.8 litres and 2,203.0–2,214.0 litres indicating a consumption of 590 and 110 litres respectively or at least 100 and 20 full flushes in each case. These are high values. The indoor toilet was leaking considerably. Leakage is often the cause of high water use in remote areas because the water is highly mineralised and results in scale buildup on seals.
In the workshops there is an opportunity to teach and demonstrate maintenance techniques to participants and to show working examples of water efficient systems and how to retrofit existing systems. Hands-on teaching and demonstration is a very effective method of education and can often change the attitudes and behaviours of the participants.
Constraints
By application of water conservation practices through the above mentioned five main areas precious water resources can be conserved in remote indigenous communities. However there are obstacles, physical and institutional, which can constrain the extent of conservation.
There is a need to use more water to improve health, provide more housing, and vegetate communities for dust suppression and to grow food. Water supply is one of the main determinants of environmental health in a community and at times reduced water use may not be beneficial, especially in communities where infectious diseases are a problem (Henderson and Wade, 1996). Therefore people can often believe that water conservation is not of a high priority.
People often do not see water conservation as a priority as there are many other areas where urgent attention is needed and these gain the limited funding or skilled personnel. The needs for health hardware, health services, youth workers and enhanced school programs are some areas which may take higher priority over water conservation.
Other institutional obstacles to water conservation are the techniques which contractors (e.g. builders and plumbers) bring to the communities. During consultation, engineers,
bureaucrats and tradespeople, without understanding the long-term impacts of technology that is implemented in communities, often respond directly to the needs felt by community residents. These needs are often perceived by engineers to be the same as those for people living in urban centres (Dallas et al., 1998). This results in some conventional practices that are not suitable for conditions in many remote communities. For example, poor quality tapware that cannot withstand the high usage and poor water quality and inappropriate internal drainage that cannot support the large number of people using the house.
High levels of hardness, dissolved salts, or conductivity of the water can constrain the physical water conservation techniques. Flow restrictors, seals and aerators usually malfunction because of the build up of scale on them, which causes more problems. The National Health and Medical Research Council drinking water guideline for TDS is 500-1000 (NHMRC 1998), however these levels can cause scale formation and some communities receive water supplied with a TDS greater than 1,000.
Remote Aboriginal communities, like any organisation, have to work to a budget and this may prevent the introduction of new hardware. Some of the hardware has high maintenance needs and this may not be met in some communities due to lack of skills and implementation and the limited scope of the Remote Area Essential Service Providers tasks.
**Education package**
To overcome some of these constraints, the Remote Area Developments Group produced a package consisting of a video and booklet, which was distributed to various communities around the state. Workshops were conducted with various members of the communities. School teachers and pupils, the Community Development Employment Program workers and Environmental Health Workers were people typically involved. Feedback from some communities was received in the form of surveys. The workshops varied in delivery techniques and included conducting household water audits, training on maintenance of hardware, as well as discussions and informal lectures.
Raised awareness of water conservation issues can be brought to the community members, community management and community workers through a video, on-site workshops, CD-ROM, theatre and drama as well as posters and other art projects. Participants in the workshops felt that an educational video, on-site workshop and different art projects were the most appropriate tools for water conservation education. The participants also believed that educating the community members about the current water situation in the community would be more beneficial than changing government policy or trialing new ideas. They thought that this education, however would have to come hand in hand with increased support from the Regional Service Providers, which would include more community visits and training as well as employing more community members.
Training packages such as the RADG’s “Saving Water for Healthy Homes” can also bring increased technical understanding of the problems which can occur in the community. They can introduce techniques, which are different to the conventional practices used in many institutions e.g. innovative engineering and plumbing practices.
**Evaluation**
The education package increased awareness of the issue of water conservation in the remote communities. There were however certain limitations and issues with the kit and the practices that were used on communities, as may be seen from the following examples.
- The kit was only suitable for remote areas where water was not on a town scheme supply. It was understood from the workshops held with metropolitan communities that the value of the water is very different in remote areas. Participants in the workshops thought that their community would use more water as the population increases, and if
more houses and gardens were built, but they did not think that this increase would cause the water to run out or to be in shortage.
- Problems existed in the community education practices and the ability to include the kit in the community school. The information included in the kit needs to be integrated in the school's teaching curriculum for it to have a significant influence on household behaviour in the longer term. 78% of the respondents to the survey held this view.
- The dynamics, population, infrastructure, management and life in general, in each community or each region can differ greatly. Designing a package that is relevant to each region was beyond the scope and the budget for the development of the kit.
- The booklet and video were recorded and produced in English. In remote communities English is often only spoken in the schools and is the second language of many people. Producing packages in the local languages was also beyond the scope and budget of this project.
- The booklet had a large emphasis on literacy and numeracy that was at an advanced level. Unfortunately these levels were not suitable for many of the participants that attended the workshops. The video was not of a highly technical nature and was therefore appreciated by a wider audience.
**Conclusions**
Considering all the constraints and opportunities, recommendations and conclusions can be made regarding water conservation education and implementation strategies on remote Aboriginal communities in Western Australia. This study has found the following.
a) Taking a broad approach to the delivery of educational practices is beneficial including a casual hands-on approach. This should include having several different delivery techniques for the education package, this will allow the facilitator to be able to tailor delivery in each community to meet the specific needs of that area.
b) When taking a broad approach to delivering the information, activities should include hands-on activities. For water conservation these activities can include conducting water audits on site, as well as workshops, and hands-on training in repair and maintenance of plumbing fittings, appliances, pumps and piping.
c) Any training on communities should occur with community members, workers and management. In the case of water conservation, the Essential Service Operators, Environmental Health Workers, administrators as well as teachers are the ideal recipients, so that maximum exposure of the new information and ideas can occur.
d) Regional Service Providers should also receive training to introduce the water conservation techniques relevant to the region. Techniques can then be introduced within the repair and maintenance and training component of the services provided.
e) Increased washing of people on communities is a necessary component of reducing disease, rate of hospitalisation and even death (Healthabitat 1999). There should be concentration on the techniques that optimise availability such as recycling wastewater and techniques that can help improve the overall health of the community i.e. house yard design to reduce watering and increase dust suppression.
f) Information such as the RADG's "Saving Water for Healthy Communities" should be included in the curriculum of the schools in the communities, so that the children are aware of the need for water conservation and can grow up with the correct perceptions of water and its usage.
g) The way to best convey water conservation techniques is not through calculation of actual savings; it is through hands-on training and talking through questions in a workshop style. Being able to implement water conservation techniques is not dependent on the person having adequate numeracy and literacy skills, therefore the training and
teaching of water conservation skills should not be dependent on the person being able to read or have numeracy skills, as was often the case with this workbook. The calculations could often not be completed without a calculator or adequate numeracy and literacy.
Acknowledgements
Funding provided by the Aboriginal and Torres Strait Islander Commission and the Aboriginal Affairs Department is gratefully acknowledged. The Department of Commerce and Trade is acknowledged also for its financial support for the Environmental Technology Centre.
References
ACS (Australian Construction Services) (1993). Aboriginal and Torres Straight Islander Commission: 1992 National House.
Anda, M. (1998). *Technologists in Remote Aboriginal Communities: A Regional Approach for community-building Technology*, PhD Thesis, Remote Area Developments Group, Murdoch University.
Dallas, S., Duffield, M., Ho, G. and Mathew, K. (1998). Water Conservation in Australian Indigenous Communities, 24th WEDC Conference – “Sanitation and water for all”, Islamabad, Pakistan, 31st August-6th September 1998.
Daube, M.M. (1994). *Report of the Taskforce on Aboriginal Social Justice*, April, Ministry of the Premier and Cabinet, Government of Western Australia.
Environmental Health Needs Coordinating Committee (EHNCC) (1997). *Environmental Health Needs of Aboriginal Communities in Western Australia*, Health Department of Western Australia.
Healthabitat (1999). *The National Indigenous Housing guide. improving the living environment for safety, health and sustainability*, Dept of Family and Children’s Services, Canberra.
Henderson, G. and Wade, A. (1996). *Aboriginal and Torres Strait Islander Water Supplies* AIATSIS Research Discussion Paper, Aboriginal Studies Press, Canberra.
Ho, G., Mathew, K., Sturman, J., and Ryan, J. (Eds) (1998). *Principles of Water Auditing for Local Governments*, Murdoch University, WA.
NHMRC (1998). *Australian Drinking Water Guidelines*, NHMRC, Dept of Health, Canberra.
McLaren, N., Heath, D. and Morias (1987). *Water Conservation for Communities in Arid Areas of South Australia* Engineering and Water Supply Department South Australia.
Phillips, B. (1993). *Designing Subdivisions to Save and Manage Water*, Occasional Paper Series 1, Paper number 3, Commonwealth Department of Health, Housing, Local Government and community Services, Canberra.
Pholeros, P., Rainow, S. and Torzillo, P. (1993). *Housing for Health, Towards a Healthy Living Environment for Aboriginal Australia*, Health habitat, NSW.
Scollay, C. (1999). *Our Place*, 9th edition, Centre for Appropriate Technology, Alice Springs.
Toynie, P., Warragka Groynes, R. and Ziman, S. (1996). *Towards a Bicultural Regional Water Program in Central Australia: Consultations with Aboriginal Community Groups* Department of Primary Industries and Energy, Canberra.
Water Corporation (1998). *Waterwise Awareness Training*, Perth, WA.
Western Australian Water Resources Council (WAWRC) (1986). *Water Conservation through Good Design*, WAWRC, Ledderville, WA. | <urn:uuid:7a785980-a97c-4147-b794-3acb7c1d8644> | CC-MAIN-2024-30 | https://es.ircwash.org/sites/default/files/276-01IN-17722.pdf | 2024-07-12T17:53:48+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514450.42/warc/CC-MAIN-20240712161324-20240712191324-00147.warc.gz | 193,280,607 | 4,200 | eng_Latn | eng_Latn | 0.960204 | eng_Latn | 0.99684 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
3656,
7555,
12234,
16144,
19959,
23018
] | [
2.078125,
2.59375
] | 2 | 0 |
Encryption
What Is Encryption?
You may hear people use the term “encryption” and how you should use it to protect yourself and your information. However, encryption can be confusing and you should understand its limitations. In this newsletter, we explain in simple terms what encryption is, how it protects you, and how to implement it properly.
You have a tremendous amount of sensitive information on your devices, such as personal documents, pictures, and emails. If you were to have one of your devices lost or stolen, all of your sensitive information could be accessed by whoever possesses it. In addition, you may conduct sensitive transactions online, such as banking or shopping. If anyone were to monitor these activities, they could steal your information, such as your financial account or credit card numbers. Encryption protects you in these situations by helping ensure unauthorized people cannot access or modify your information.
Encryption has been around for thousands of years. Today, encryption is far more sophisticated, but it serves the same purpose -- to pass a secret message from one place to another by ensuring only those authorized to read the message can access it. When information is not encrypted, it is called plain-text. This means anyone can easily read or access it. Encryption converts this information into a non-readable format called cipher-text. Today’s encryption works by using complex mathematical operations and a unique key to convert your information into cipher-text. The key is what locks or unlocks your information. In most cases, your key is a password or passcode.
What Can You Encrypt?
In general, there are two types of data to encrypt: data at rest (such as the data stored on your mobile device) and data in motion (such as retrieving email or messaging a friend).
Encrypting data at rest is vital to protect information in case your computer or mobile device is lost or stolen. Today's devices are extremely powerful and hold a tremendous amount of information, but are also very easy to lose. In addition, other types of mobile media can hold sensitive information, such as USB flash drives or external hard drives. Full Disk Encryption (FDE) is a widely used encryption technique that encrypts the entire drive in your system. This means that everything on the system is automatically encrypted for you; you do not have to decide what or what not to encrypt. Today, most computers come with FDE, but you may have to manually turn it on or enable it. It is called FileVault on Mac computers, while on Windows computers, depending on the version you have, you can use Bitlocker or Device Encryption. Most mobile devices also support FDE. iOS on iPhones and iPads automatically enable FDE once a passcode has been set. Starting with Android 6.0 (Marshmallow), Google is requiring FDE be enabled by default, provided the hardware meets certain minimum standards.
Information is also vulnerable when it is in transit. If the data is not encrypted, it can be monitored, modified, and captured online. This is why you want to ensure that any sensitive online transactions and communications are encrypted. A common type of online encryption is HTTPS. This means all traffic between your browser and a website is encrypted. Look for https:// in the URL, a lock icon on your browser, or your URL bar turning green. Another example is when you send or receive email. Most email clients provide encrypted capabilities, which you may have to enable. A third example of encrypting data in transit is between two users chatting with each other, such as with iMessage, Wickr, Signal, WhatsApp, or Telegram. Apps like these use end-to-end encryption, which prevents third parties from accessing data while it's transferred from one end system or device to another. This means only you and the person you're communicating with can read what is sent.
Encryption is a powerful way to help secure your information, but it is only as strong as your key.
Getting It Right
To be sure you are protected when using encryption, it is paramount that you use it correctly:
- Your encryption is only as strong as your key. If someone guesses or gets access to your key, they will have access to your data. Protect your key. If you are using a passcode or password for your key, make sure it is a strong, unique password. The longer your password, the harder it is for an attacker to guess or brute force it. Do not forget your password; without your key, you can no longer decrypt your information. If you can’t remember all of your passwords, we recommend a password manager.
- Your encryption is only as strong as the security of your devices. If your device has been compromised or is infected by malware, cyber attackers can bypass your encryption. This is why it is so important you take other steps to secure your device, including using anti-virus, strong passwords, and keeping it updated.
- Many mobile apps and computer applications now offer strong encryption to protect your data and communications. If the app or application you are considering does not support encryption, consider an alternative.
Security Awareness Posters
Learn how to protect your family, friends, and coworkers with this series of friendly and free security awareness posters. Download the posters from https://securingthehuman.sans.org/u/i58
Resources
Encryption Explained: http://www.howtogeek.com/howto/33949/htg-explains-what-is-encryption-and-how-does-it-work/
Passphrases: https://securingthehuman.sans.org/ouch/2015#april2015
Password Managers: https://securingthehuman.sans.org/ouch/2015#october2015
What Is Malware: https://securingthehuman.sans.org/ouch/2016#march2016
Securing Your New Tablet: https://securingthehuman.sans.org/ouch/2016#january2016
License
OUCH! is published by SANS Securing The Human and is distributed under the Creative Commons BY-NC-ND 4.0 license.
You are free to share or distribute this newsletter as long as you do not sell or modify it. For past editions or translated versions, visit securingthehuman.sans.org/ouch/archives. Editorial Board: Bill Wyman, Walt Scrivens, Phil Hoffman, Bob Rudis, Cheryl Conley | <urn:uuid:740f7315-6544-4722-9610-ae4f24476a16> | CC-MAIN-2017-26 | http://security.fsu.edu/sites/g/files/imported/storage/original/application/dac3baa9658a5de92ebc847cfaa72aa8.pdf | 2017-06-23T01:39:27Z | crawl-data/CC-MAIN-2017-26/segments/1498128319943.55/warc/CC-MAIN-20170623012730-20170623032730-00307.warc.gz | 344,890,469 | 1,283 | eng_Latn | eng_Latn | 0.998279 | eng_Latn | 0.998602 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
1830,
4004,
6191
] | [
2.515625
] | 3 | 1 |
At Fir Tree, our children have an inspirational start to their learning journey in the Foundation Stage. They have a safe and nurturing environment where they feel secure and have respect for the beliefs, values and cultures of others. We prepare our children for the opportunities, responsibilities and experiences of adult life. We therefore focus on developing essential communication, social, literacy and mathematics in a creative environment to prepare them for the challenges in the future.
The curriculum at Fir Tree has changed significantly and children now experience a holistic approach to learning. This enables teachers to plan areas of the curriculum around a common theme to enrich and ignite the children’s enthusiasm for knowledge and learning. Wherever possible teachers make links between different areas of the curriculum to support the children’s understanding of each theme and allow time for them to be covered in greater depth.
Literacy
The importance of developing children’s speaking and listening, reading and writing skills is highly valued. We use the New Curriculum 2014 as a basis to inform our teaching and learning and to ensure progression of key skills. We then use this as the driving force for our curriculum thus adding relevance to the themes that the children are learning and encourage them to identify the purpose of particular types of writing.
Developing our children’s speaking and listening is central to our curriculum, as we believe that without the opportunity for talk we can neither read with understanding nor write meaningfully.
Opportunities for shared, guided and independent reading are well established; regular reviews and renewal of our book stock as well as reading rewards and promotion events are essential features underpinning or commitment to encouraging reading. Our Library is now at the heart of the school with books being regularly audited and updated to ensure they continue to develop the children’s love for reading.
Phonics is taught in ability groups on a daily basis across Foundation Stage and Key Stage 1 and is reinforced throughout the curriculum. A new spelling scheme has been implemented this year to follow on from the excellent phonics work covered in KS1.
Handwriting is also given curriculum time, taught both discretely and reinforced at the point of writing.
Maths
The Mathematics curriculum is taught through the New Curriculum 2014, and unlike other curriculum areas is linked to the theme when it is appropriate. Maths teaching utilises a variety of resources to support children’s learning and they are encouraged to apply this to real life situations. Our children are encouraged to question and explain through problem solving and investigative activities and enhance their knowledge while developing a wide variety of mathematical concepts.
ICT
Information Communication Technology at Fir Tree is well resourced. Each classroom has 3 networked computers which allow all pupils controlled access to the internet, as well as a wide range of curriculum enhancing programmes on our own school network. The school also benefits from a brand new ICT suite and interactive board in order to allow the children opportunities to learn about computer coding, amongst other areas. Children are given a range of opportunities to develop their ICT skills including using the internet as a reference tool and how to keep safe while online.
Science
Learning about the amazing world around us should be fun! Whether we are studying physical processes, living things or the properties of materials we want our children to ask questions, explore first-hand evidence and communicate their findings in exciting ways. They will be challenged to devise and plan investigations, make careful observations and recordings, interpret results and draw conclusions. Throughout the school we encourage children to apply their Maths, English and ICT skills in their science work and to make links between their scientific ideas, knowledge and understanding and their everyday life experiences.
History
History is all about people and how they have shaped the communities and environments in which they live. Through teaching this subject as an integral part of class topics we aim for children to understand the impact and importance that key events and people can have on our world. As they do this, children will develop a chronological framework for their knowledge of significant events and people; use a range of historical sources and to interpret the past.
Geography
Through Geography, children develop an understanding of the interdependence of places and people and their natural environment. Children develop a range of skills such as mapping to topics relating to not only our local area, but also the wider world and local and world environments.
Art
As with all subjects at Fir Tree, Art is directly linked to the topic which the children learning. In this context children are given opportunities to develop their understanding of colour, line, shape, form, texture, tone and pattern and how they are used. This is achieved through working with a variety of media such as pastels, paint, fabric and clay, and learning a range of technical skills.
D&T
Pupils are taught to develop their design and technology capabilities through a combination of knowledge and designing and making. Design and Technology (D&T) is about challenges, the exploration of ideas and seeing projects develop from start to finish. Children are provided with a balanced, stimulating and challenging programme of learning experiences.
Music
Music lessons involve singing and work on rhythm using percussion and tuned instruments. Children are given opportunities to improvise and compose music in response to different stimuli. We aim to develop abilities and interests in making and appreciating music. We have specialist music teachers from Trinity come to our school to teach Clarinets, recorders and the trumpet. Year 3 children take part in the recorder lessons, Year 4 in the clarinets and Year 6 in the trumpet. There are then further opportunities to have lessons at school as well.
PE
PE at Fir Tree is taught by class teachers and specialist PE teachers from our Academy partner school, Trinity, who pass on their expertise to the children in Games, Gymnastics, Dance, Athletics and Swimming. We also have our very own full time Sports Coordinator who teaches PE alongside the Trinity staff, runs various clubs during lunchtime and after school and takes children out to different sporting events in and around Newbury. In addition children learn about health related exercise. They are also taught to recognize and follow relevant rules and safety procedures in different activities. Sport has an important role within society and we aim to ensure that children develop the physical skills and attitudes necessary for active participation.
RE
Religious Education (RE) follows the Berkshire Agreed Syllabus for RE. It teaches knowledge and understanding of the faiths within our multi-cultural society. Parents who wish to withdraw their children from RE lessons and/or assemblies may do so. However, assemblies are an important feature of school life and every effort is made to make them relevant and accessible to all children. Parents who wish to exercise this right should contact the Head Teacher.
Homework
Research has shown that schools with an effective homework policy are effective at raising standards. At Fir Tree, we always wish the best for our children. We expect all children to take their reading book and spellings home and share these with an adult. In addition, the KS2 children will have at least one piece of ‘formal homework’ to consolidate activities learnt during the week. This is given out on a Wednesday to be handed back in on a Monday. This will help to develop independent study skills and encourage children to extend their learning. Your help and encouragement is warmly welcomed. | <urn:uuid:0d43fe7e-4fe7-46a0-84ca-829796df15a5> | CC-MAIN-2017-26 | http://firtreeschool.co.uk/pdfs/Fir%20Tree%20School%20Curriculum.pdf | 2017-06-23T01:37:54Z | crawl-data/CC-MAIN-2017-26/segments/1498128319943.55/warc/CC-MAIN-20170623012730-20170623032730-00310.warc.gz | 134,469,672 | 1,451 | eng_Latn | eng_Latn | 0.997409 | eng_Latn | 0.997407 | [
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
3433,
8007
] | [
3.828125
] | 1 | 1 |
Balance of the Opouahi Scenic Reserve (as shown on deed plan OTS-201-31)
For Ngāti Kurumōkihi, the balance of the Opouahi Scenic Reserve (the Reserve) and environs are integral to the distinct identity and mana of the Hapū. The importance of the Reserve derives from its position along the eastern slopes of Maungaharuru (the Maungaharuru Range) and the location of Lake Opouahi within the Reserve. Accordingly, the following statement of association is relevant to the Reserve.
- Peaks of Maungaharuru Range.
Spiritual importance
Lake Opouahi is regarded as a particularly spiritual place of Ngāti Kurumōkihi. The tuna (eels) were renowned as being unique to Lake Opouahi. Oral traditions tell of tuna known as the kēhua tuna (ghost eels). The tuna would often challenge whānau (families) in defiance of being harvested. They were famed as the kaitiaki (guardian) of Ngāti Kurumōkihi and the area. Also in this area appeared a tipua (a supernatural being) in a form similar to a white pig. This tipua was revered as a tohu (sign) and would appear at a time of misfortune, either after the event, or as a warning. Patupaiarehe (fairies) are also known to dwell in the area.
Kōrero tuku iho – historical importance
Nearby the Reserve and at the foot of Maungaharuru are several pā (fortified villages) that are associated with Ngāti Kurumōkihi and are still identifiable today. They are Kokopuru and Matarangi. Kokopuru pā was built on the hill of the same name. Kokopuru pā was heavily fortified and surrounded by extensive cultivations, wāhi tapu (sacred places), midden, ovens and cave shelters. According to a source who visited the pā in 1882, the main defensive structures were, at that time, almost intact, with heavy palisades of upright tōtara poles and boughs stood in a circular formation around the hill.
Close by is Matarangi pā, on a peak near Lake Opouahi. The pā was formerly surrounded by cultivations where kūmara (sweet potatoes) and taewa (potatoes) were grown and the water supply came from two lakelets – Ngā Ipu-o-Te-Amohia. Another prominent feature was a carved meeting house which was unfortunately destroyed during a skirmish with a warparty. Over the generations, a number of Ngāti Kurumōkihi chiefs, including Waiatara, based themselves at Kokopuru and Matarangi.
In the vicinity of Lake Opouahi are a number of caves that are also known to have been occupied from time to time, and some are the ancestral resting place for tipuna (ancestors).
The Reserve is one of the few areas of remnant and regenerating native ngahere (forest) on Maungaharuru. It is located at an altitude of 500 to 700 metres above sea level.
In this area, plentiful flora and fauna were available for harvesting. In particular, rongoā (medicinal plants) were abundant, including red matipo, māwe, parapara, harakeke (flax), mānuka (tea tree), kāmahī, tawa, rewarewa (New Zealand honeysuckle) and tātarāmoa (bramble / bush lawyer).
The ngahere provided the ideal habitat for a large number of native birds including kiwi, kārearea (native falcon), kākā (native parrot), kererū (native pigeon) and tūī (parson bird). Many of these birds were harvested for kai (food) and their feathers used for decorating garments and personal adornments.
Lake Opouahi and its associated waterways were also significant sources of kai for the Hapū. The lake and waterways supplied uniquely tasting tuna, kākahī (freshwater mussels), kōura (freshwater
crayfish) and kōkopu (freshwater fish), as well as the daily water supply for the Hapū, as Lake Opouahi is a deep, spring-fed lake.
The Hapū have cultural, spiritual, traditional and historic associations with the Reserve and its environs, its waters, associated land and flora and fauna. The Hapū have a responsibility as kaitiaki in accordance with their kawa (rules) and tikanga (customs) to restore, protect and manage all those natural and historic resources and sites. This relationship is as important to present day whānau (families) as it was to their tīpuna (ancestors). The continued recognition of the Hapū, their identity, traditions and status as kaitiaki is entwined with Maungaharuru, including the Reserve and associated resources. | <urn:uuid:03ab1d5a-1f04-4839-91c2-5b5d25bb1f18> | CC-MAIN-2021-10 | https://tangoio.maori.nz/wp-content/uploads/2017/01/SA_Opouahi_MTT_DOS.pdf | 2021-02-26T01:14:18+00:00 | crawl-data/CC-MAIN-2021-10/segments/1614178355944.41/warc/CC-MAIN-20210226001221-20210226031221-00567.warc.gz | 590,256,193 | 1,065 | eng_Latn | eng_Latn | 0.978011 | eng_Latn | 0.98229 | [
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
3446,
4197
] | [
2.734375
] | 1 | 1 |
INSTRUCTIONS TO CANDIDATES
• The Insert will be found in the centre of this document.
• Write your name, centre number and candidate number in the boxes above. Please write clearly and in capital letters.
• Use black ink. HB pencil may be used for graphs and diagrams only.
• Answer all the questions.
• Read each question carefully. Make sure you know what you have to do before starting your answer.
• Write your answer to each question in the space provided. Additional paper may be used if necessary but you must clearly show your candidate number, centre number and question number(s).
• Do not write in the bar codes.
• The Insert contains the text for use with the questions.
• You are permitted to use a scientific or graphical calculator in this paper.
• Final answers should be given to a degree of accuracy appropriate to the context.
INFORMATION FOR CANDIDATES
• The number of marks is given in brackets [ ] at the end of each question or part question.
• You may find it helpful to make notes and to do some calculations as you read the passage.
• You are not required to hand in these notes with your Question Paper.
• You are advised that an answer may receive no marks unless you show sufficient detail of the working to indicate that a correct method is being used.
• The total number of marks for this paper is 18.
• This document consists of 8 pages. Any blank pages are indicated.
1 Use Fig. 4 to estimate the number of 50–54 year olds in the UK in 2001. (These were born in the post World War 2 baby boom.)
2 A copy of Fig. 2 is given below.
(i) Join the points with a curve and hence estimate the rate of population growth in the year 1927 in people per year.
(ii) Estimate this rate as a percentage of the population at that time.
3 (i) In line 21, the solution of the differential equation \( \frac{dp}{dt} = kp \) is stated to be \( p = p_0 e^{kt} \).
Use integration to derive this result.
(ii) The article then goes on to say
“If a model is to be valuable in this context, it must be possible to use it to predict the size of the world population in the future. So, as a test case, the first two data points in Table 1 should allow the later values to be predicted. These data points are
\[
\begin{align*}
1804 & \quad t = 0, \ p = p_0 = 10^9, \\
1927 & \quad t = 123, \ p = 2 \times 10^9,
\end{align*}
\]
and these correspond to \( k = 0.00563 \ldots \).”
Show how this value of \( k \) is obtained.
4 In Table 6, the population profile of an imaginary country was predicted. Complete the table subject to the same general assumptions except that, after 2010:
- the average number of children per female is 2.2;
- 60% of those in the 40–59 age group survive into the 60–79 age group;
- 20% of those in the 60–79 age group survive into the 80+ age group.
| Age group | 2010 | 2030 | 2050 | 2070 |
|-----------|------|------|------|------|
| 80+ | 1 | | | |
| 60–79 | 10 | | | |
| 40–59 | 20 | | | |
| 20–39 | 20 | | | |
| 0–19 | 20 | | | |
| Total | 71 | | | |
As in Table 6, the figures are in millions.
5 In constructing Table 6, some assumptions were made about the proportion of people surviving from one age group to the next. Use Table 6 to find
(i) the proportion of people in the 40–59 age group surviving into the 60–79 age group.
(ii) the proportion of those in the 60–79 age group surviving into the 80+ age group.
This table refers to the UK. It gives life expectancy and birth rate every 20 years from 1901 to 2001.
| Year | Life expectancy | Birth rate (births/1000) |
|------|----------------|-------------------------|
| 1901 | 47 | 28.5 |
| 1921 | 58 | 22.7 |
| 1941 | 64 | 14.5 |
| 1961 | 71 | 17.8 |
| 1981 | 74 | 12.9 |
| 2001 | 78 | 12.0 |
Explain how these data relate to the conclusions of the article.
[A copy of Fig. 7 is given below. You do not need to use it but may find it helpful.]
INFORMATION FOR CANDIDATES
• This Insert contains the text for use with the questions.
• This document consists of 8 pages. Any blank pages are indicated.
INSTRUCTION TO EXAMS OFFICER/INVIGILATOR
• Do not send this Insert for marking; it should be retained in the centre or recycled.
Please contact OCR Copyright should you wish to re-use this document.
The world population
Population pressure on our planet
During the last 200 years, the human population has increased by a factor of about 7. Table 1 gives the years when it reached 1, 2, 3 and so on billions of people, where 1 billion is $10^9$.
| Year | 1804 | 1927 | 1960 | 1974 | 1987 | 1999 | 2011 |
|------|------|------|------|------|------|------|------|
| Population (billions) | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
Table 1 World population
The increase in population is placing rising demands on the resources of our planet and on the whole eco-system that supports us. This raises very important questions.
- Is the world’s population going to continue to increase indefinitely or will there be a limit?
- Will the world’s population reach a level that the planet is unable to support?
- Should we be taking measures to restrict the world’s population, and if so what?
The first two of these questions require mathematical modelling of the situation. The third involves political and ethical decisions which should be informed by that modelling.
The modelling involved is complicated; this article introduces some of the issues involved.
The exponential model
A simple mathematical model is that the world’s population is increasing at a rate which is directly proportional to its existing size,
$$\frac{dp}{dt} = kp,$$
where $p$ is the number of people,
$t$ is time, measured in years,
$k$ is a constant.
The solution of this differential equation is
$$p = p_0 e^{kt}$$
where $p_0$ is the population at the time from which $t$ is measured.
If a model is to be valuable in this context, it must be possible to use it to predict the size of the world population in the future. So, as a test case, the first two data points in Table 1 should allow the later values to be predicted. These data points are
1804 \quad t = 0, \quad p = p_0 = 10^0,
1927 \quad t = 123, \quad p = 2 \times 10^0,
and these correspond to $k = 0.00563 \ldots$.
With this value of $k$, this model would predict that the population in 2011 would be 3.2 billion but in fact it was 7 billion. This model, based on the first two data points, is clearly not suitable.
In fact no exponential model fits the data in Table 1 well. You can see this just by looking at the graph of the data in Fig. 2. The graph of an exponential function is a curve which gets steeper and steeper but for the last 50 years this graph is virtually a straight line, indicating a constant rate of growth.
**Fig. 2 World population from 1800 to the present**
**The logistic model**
A standard mathematical model for a population which increases towards a limiting value of $m$ is given by the differential equation
$$\frac{dp}{dt} = kp(m - p).$$
This is known as the *logistic equation*. A typical solution curve is shown in Fig. 3.
While this looks as though it starts with the same sort of shape as a curve through the data points in Fig. 2, the resemblance is only superficial; it is not actually possible to find values of $k$ and $m$ that produce anything like a good fit. So this model is also unsatisfactory.
Like the previous model, this is an attempt to find a simple, neat solution to a very complicated problem. A different approach is needed and a starting point is provided by population profiles.
**Population profiles**
*Fig. 4 Population profile of the UK in 2001*
Population profiles are often illustrated by population pyramids, like that in Fig. 4. The lengths of the horizontal bars indicate the numbers of males and females in the UK population in 2001, in 5-year age intervals. In this case, the numbers on the horizontal scale are in thousands. Those on the vertical scale refer to age in completed years so that, for example, 10–14 means from 10 years 0 days to 14 years 364 days.
The UK population profile shows that in 2001 the number of children in the 0–4 age range was among the lowest for 50 years. Because there are fewer people in that age group, they in turn can be expected to have fewer children.
The shapes of the population profiles vary considerably between countries. In some countries the profiles have very wide bases, indicating large numbers of children.
It is worth noting that population figures for the UK are often affected by emigration and immigration.
**Modelling using population profiles**
If the individual population profiles of the large number of countries in the world are combined, a profile for the whole world emerges. It is possible to predict the changes in any country’s profile in the years ahead, and hence the changes in the world’s population. Each country is different and so needs to be looked at separately before combining the profiles.
The following model, for an imaginary country, is designed to highlight the key factors. Table 5 illustrates its profile in 2010 and part of that for 2030.
| Age group | 2010 | 2030 |
|-----------|------|------|
| 80+ | 1 | ? |
| 60–79 | 10 | ? |
| 40–59 | 20 | 20 |
| 20–39 | 20 | 20 |
| 0–19 | 20 | ? |
| Total | 71 | ? |
**Table 5 Population profile of an imaginary country (in millions)**
In 2010, this country has a stable population with the same numbers in the youngest three age groups, up to the age of 60; however, life expectancy is quite low with very few people reaching the age of 80.
Two of the figures for 2030 have also been filled in. The 20 million people in the 0–19 age group in 2010 will move into the 20–39 group. Similarly those in the 20–39 group will move into the 40–59 group. (It is assumed, for simplicity, that no one in these age groups dies.) What will the other figures for 2030 be?
Two different factors are involved: the birth rate and the life expectancy.
The 2010 profile in Table 5 was constructed using a number of assumptions:
- that those in the 0–19 age group are all children of females in the 20–39 group;
- that 50% of those in the 20–39 age group are female;
- that on average each female has 2 children;
- that there is no immigration or emigration.
While these assumptions are obviously somewhat artificial, particularly with regard to the age at which women have children, they are good enough to demonstrate the key features of a country’s population.
Throughout the world, life expectancy is rising. The proportion of the population in Table 5 who reach the age of 80 could be expected to increase.
In Table 6, the population profile of the country in Table 5 is predicted for the next 100 years, on the basis of the following new assumptions about the birth rate and life expectancy.
- Every 20 years, each group of people moves up a level.
- The average figure of 2 children per female is assumed to fall to 1.8, from 2010 onwards.
- The proportion of those in the 40–59 age group surviving into the 60–79 group increases from the 2010 figure of 50%; similarly there is an increase in survival from the 60–79 group into the 80+ group.
The figures used in these assumptions have been chosen to illustrate the modelling process. Their use does not mean that they will actually apply to the population of any real country.
| Age group | 2010 | 2030 | 2050 | 2070 | 2090 | 2110 |
|-----------|------|------|------|------|------|------|
| 80+ | 1 | 4 | 6.4 | 6.4 | 6.4 | 5.76 |
| 60–79 | 10 | 16 | 16 | 16 | 14.4 | 12.96|
| 40–59 | 20 | 20 | 20 | 18 | 16.2 | 14.58|
| 20–39 | 20 | 20 | 18 | 16.2 | 14.58| 13.12|
| 0–19 | 20 | 18 | 16.2 | 14.58| 13.12| 11.81|
| Total | 71 | 78 | 76.6 | 71.18| 64.7 | 58.23|
**Table 6 Population profile of an imaginary country (in millions, to 4 significant figures)**
The figures in Table 6 show the total population rising quite sharply to a maximum and then reducing, initially rather slowly but then more quickly. Patterns like this are observed in many countries. In some, like Japan, the population has passed its maximum and is declining. In most, however, it is still increasing and consequently the population of the world as a whole is still increasing.
An important feature of Table 6 is that it is based on a low birth rate of 1.8 children per female. In many countries the birth rate is much higher than the stable level of 2 children per female.
Birth rate and life expectancy
Two key factors that determine the change in a country’s population have been identified as its birth rate and its life expectancy. Data show that these are closely associated. Countries with high birth rates tend to have low life expectancy and those with low birth rates have high life expectancy. This is illustrated in Fig. 7 for all 221 countries; the data were drawn from the CIA World Factbook for 2009.
Notice that in Fig. 7 the birth rate is the number of births per 1000 of the population per year. It is thus a different measure from that used so far in this article which is mean births per female over her lifetime. So, for example, a country with a population of 80 million people and 1.2 million births per year has a birth rate of 15 births per 1000 per year.
**Fig. 7** Scatter diagram showing birth rate against life expectancy for the countries of the world
Conclusion
Table 8 gives the data for some selected countries in 2009.
| Country | Life expectancy | Birth rate |
|-----------|-----------------|------------|
| Japan | 82.12 | 7.64 |
| Sweden | 80.86 | 10.13 |
| Italy | 80.20 | 8.18 |
| UK | 79.01 | 10.65 |
| USA | 78.11 | 13.82 |
| Tunisia | 75.78 | 15.42 |
| Jamaica | 73.53 | 19.68 |
| China | 73.47 | 14.00 |
| Brazil | 71.99 | 18.43 |
| India | 69.89 | 21.76 |
| Bangladesh| 60.25 | 24.68 |
| Ghana | 59.85 | 28.58 |
| Uganda | 52.72 | 47.84 |
| Afghanistan| 44.64 | 45.46 |
**Table 8 Life expectancy and birth rates of selected countries (2009)**
The data in Table 8 illustrate the observation that countries with low birth rate and high life expectancy tend to be those with developed economies. Studies over time indicate that as they develop, countries follow a path from high birth rate and low life expectancy to low birth rate and high life expectancy. So it is reasonable to expect that at some time in the future, the world’s population will attain a maximum value and then start to decline.
When that maximum occurs, and how great the population then is, will depend on how quickly countries progress along that path. Consequently modelling the world’s population requires an understanding of the factors involved. Then it will be possible to determine what can be done to match the population to the planet’s resources.
| Question | Answer | Marks | Guidance |
|----------|--------|-------|----------|
| 1 | Males 1.95 million, Females 2 million: Total 3.95 million | B1 [1] | accept 3.9-4 million allow 4000 thousand oe |
| 2 (i) |  Gradient $0.018 \times 10^9$ giving 18 000 000 (people per year) | B1 | curve and tangent drawn do not accept a polygon accept any reasonable **tangent** at the correct point (ie touches, not crosses) (NB B0M1A1 is possible if a full curve is not drawn) |
| | | M1 A1 | use of gradient (**from tangent only**) accept 12-28,000,000 do not accept unreasonable accuracy eg no more than 3sf (0.018 or 180 000, say, can score M1 A0) without tangent is M0 A0 [3] |
| (ii) | $\frac{0.018 \times 10^9}{2 \times 10^9} \times 100\% = 0.9\%$ | M1 A1 | allow follow through from previous part for both marks ie (their (i)/$2 \times 10^9$) $\times 100\%$. for A mark do not allow more than 3sf could get M1A1 from say 0.018/2 $\times 100\%$ without having scored A1 in (i) [2] |
| Question | Answer | Marks | Guidance |
|----------|--------|-------|----------|
| 3 | (i) | $\frac{dp}{dt} = kp$
$\int \frac{dp}{p} = k \int dt$
$\ln p = kt + c$ | M1 A1 | separating variables correctly and intending to integrate
solving correctly, any form, need a constant |
| | | When $t = 0, p = p_0 \Rightarrow c = \ln p_0$
$\ln \left( \frac{p}{p_0} \right) = kt$
$p = p_0 e^{kt}$ | A1 | AG, fully correct derivation of given result including explicitly using initial condition (condone $t = 0, p = 10^9 = p_0$)
SC1 for verifying the given result correctly ie differentiating $p =$... and substituting for $p$ |
| | (ii) | $p_0 = 10^9$ so the 1927 figures give $2 \times 10^6 = 10^9 \times e^{k \times (1927 - 1804)}$
$\Rightarrow 123k = \ln 2$
$\Rightarrow k = 0.00563... *$ | M1 A1 [2] | the equation must be correct (soi)
$(10^9$ could be cancelled)
cao AG so must SHOW enough, eg $k = \ln 2/123$ or 0.005635…. |
| 4 | |  | B1 B1 B1 [3] | 2030 column
2050 column
2070 column (need 2dp)
SCB2 for columns correct but no totals |
| Question | Answer | Marks | Guidance |
|----------|------------------------------------------------------------------------|-------|--------------------------------------------------------------------------|
| 5 | (i) The proportion of people in the 40-59 age group surviving into the 60-79 group is 80%. | B1 [1] | cao oe in fractions or decimals |
| | (ii) The proportion of those in the 60-79 group surviving in to the 80+ group is 40%. | B1 [1] | cao oe in fractions or decimals |
| 6 | The data show that, over the last 100 years, the birth rate in the UK has declined and the life expectancy has increased. This pattern is consistent with the UK having a developing economy. | B1 | 1 mark for correct comments on changing (over time) birth rate and life expectancy. Not just negative correlation if no link (soi) to time |
| | | B1 [2] | 1 mark for linking to development |
This diagram does not need to be seen but some candidates may use it to help in their explanations. | <urn:uuid:3f0d438f-ac98-4232-93df-828b698ad8f0> | CC-MAIN-2024-10 | http://vle.woodhouse.ac.uk/topicdocs/maths/comprehensionfiles/C42012MayComprehension.pdf | 2024-02-27T14:08:24+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474676.26/warc/CC-MAIN-20240227121318-20240227151318-00410.warc.gz | 39,493,218 | 4,918 | eng_Latn | eng_Latn | 0.963603 | eng_Latn | 0.998443 | [
"eng_Latn",
"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"
] | false | rolmOCR | [
1403,
1760,
2441,
3503,
4179,
4537,
6512,
7427,
8027,
10414,
12940,
13953,
15607,
16633,
17767,
19107
] | [
2.71875
] | 2 | 0 |
DYSLEXIA
Hiding in Plain Sight
Less understood and more prevalent than realized and holding the key to students’ reading performance
BY SHELDON BERMAN AND SARA B. STETSON
It sounds simple — every child will read on level by the end of 3rd grade. We all agree this goal should be achievable. Yet year after year, it remains beyond our reach.
For the past decade, National Assessment of Educational Progress results have stubbornly indicated that about a third of all 4th graders read below basic level, reflecting scant improvement over the 40 percent of the 1990s given the research and professional development devoted to this issue. We are increasingly convinced that what we have been missing is the hidden challenge of dyslexia and other language-based reading difficulties.
In 24 years as superintendent, one of us (Berman) has faced the reading conundrum in four school communities. Ten years ago, in the Jefferson County Public Schools in Louisville, Ky., we tackled it through a communitywide initiative that used after-school programs and thousands of volunteers (parent, civic and business) to achieve the district’s reading targets.
Andover, Mass., Superintendent Sheldon Berman believes early identification of dyslexia can address learning problems before students require remediation.
We made significant improvement. However, the results plateaued after a few years and we struggled to understand why, not realizing that dyslexia and the spectrum of language-based reading challenges might be an underlying reason.
More recently, the same reading puzzle became distressingly evident in Massachusetts’ Andover Public Schools, which is a relatively more affluent and high-performing district. Despite the availability of resources, reading and language-based learning challenges have dominated conversations between parents and professionals. Attuned to issues that may detract from their children’s learning, parents and teachers have focused on the diagnosis of dyslexia.
Dyslexia is less understood and more prevalent than many realize and, because we identify it too late, it may hold the key to why it is so hard to improve reading performance.
A Learned Ability
Reading is not an innate ability. The sound-symbol connection must be mapped onto the brain through specific training. Because about 60 percent of children make this connection based on early pre-reading experiences, it may seem reading skills develop naturally. However, some children’s brains don’t neurologically discriminate speech sounds and/or identify how speech sounds relate to letters and words. They struggle with decoding and recognizing words, causing problems with fluency, spelling and writing.
Dyslexia is not a single deficit but rather an array of language and cognitive processing issues that range in severity. Some students have difficulty mapping speech sounds to letters, some struggle with the rapid retrieval of sounds and words, and about 60 percent experience both. They also may have deficits in working memory, processing speed and attention.
The International Dyslexia Association estimates the condition’s prevalence as high as 17 percent of the general population. Its impact is extraordinary. Although some individuals — including Steven Spielberg, Pablo Picasso, Whoopi Goldberg, Steve Jobs and Anderson Cooper — have achieved tremendous success despite their diagnosis of dyslexia, many are not so fortunate. A study of the Texas prison population revealed that 48 percent of inmates were dyslexic.
Dyslexia often can be prevented or lessened with the right interventions, opening up opportunities for many who have repeatedly experienced failure in school and life.
**Cloaked in Myths**
Some dyslexic students memorize sight words well, thereby masking their inability to decode. Others find ways to compensate by relying on listening and accessing information through other media. Still others only master basic decoding skills and continue to struggle with word reading efficiency. In each case, they appear to be readers until they confront complex texts. By then they require significant remediation and may have acquired attitudes that promote avoidance rather than engagement in reading.
Dyslexia also is cloaked by persistent myths that limit teachers’ understanding. Teachers often believe dyslexia is characterized by “word blindness” or seeing letters backwards and making reversals or that dyslexia is rare or only impacts boys.
In fact, dyslexia is a linguistic disability, not a visual one. It is the most common cause of reading, writing and spelling difficulties. According to the Dyslexia Help Center at the University of Michigan, 80 percent of students identified as learning disabled have reading deficits consistent with dyslexia. It impacts all genders, ethnicities and socioeconomic strata equally. Dispelling myths and providing teachers and administrators with solid background knowledge are critical.
**Explicit Instruction**
In Andover, it was apparent we needed to develop a better approach to prevention and intervention. We used an independent consultant to assess our reading and intervention programs and then, based on the findings, employed a student services director (Stetson) who has expertise in reading difficulties. We realized that dyslexia is not a special education issue but a matter of how we approach literacy in general. Addressing it requires shifts in thinking and instructional approaches for both regular and special education teachers.
Learning to read moves from discriminating sounds, to mapping sounds to letters, to whole word reading and finally to fluent reading of connected text. Intervention requires explicit instructional strategies that support specific stages of reading. For developmental dyslexia, intervention must occur at the lowest skill level at which a student’s reading breaks down.
Addressing dyslexia and other language-based reading difficulties requires early-grade teachers to explicitly teach phonetic strategies and to identify students who require multisensory instructional approaches. Teachers of older students must build on decoding strategies by providing direct instruction in vocabulary, fluency and grammatical structure. The teaching of reading cannot stop at 3rd grade but must continue intentionally and systematically until graduation.
**Early Identification**
We often wait until a student exhibits failure before referring him or her for special support. This wait-to-fail approach is particularly detrimental for dyslexic students because remediation in the higher grades is far less effective than identification and intervention in grades K-1.
---
“Dyslexia also is cloaked by persistent myths that limit teachers’ understanding. Teachers often believe dyslexia is characterized by ‘word blindness’ or seeing letters backwards and making reversals or that dyslexia is rare or only impacts boys.”
---
The most common underlying feature of developmental dyslexia is the inability to identify and discriminate speech sounds. In kindergarten and 1st grade, predictors of reading success include letter-sound knowledge, phonemic awareness skills such as knowing whether words rhyme, the ability to blend discrete speech sounds into words and the ability to segment words into their constituent sounds.
Assessments such as the Dynamic Indicators of Basic Early Literacy Skills, also known as DIBELS, include many of these strong predictors. Children with deficits on universal screenings should be followed up with simple assessments such as rapid naming — the ability to name familiar objects, colors and letters. Together, rapid naming, phonemic awareness and family history account for about 80 percent of the variability in reading performance and are better predictors of success than standard reading measures. To ensure that students remain on track and receive the supports they need when they need them,
districts must add specific skill-based assessments to their traditional outcome-based measures of reading comprehension, followed by systematic progress monitoring.
Without appropriate intervention, poor readers in grade 1 have a 90 percent likelihood of reading poorly in grade 4 and a 75 percent chance of struggling with reading in high school. By contrast, researchers have found that early screening followed by systematic instruction in phonemic awareness and decoding can raise well over 50 percent of struggling readers to average reading levels, with only 5 percent of identified children needing long-term intervention.
**Classroom-Based Help**
Addressing reading challenges requires a systemic approach that integrates universal screening, progress monitoring, professional development for regular education as well as special education teachers, and classroom-based prevention, intervention and reading support programs. Teachers need to be proficient at determining which students require particular approaches and at differentiating their classroom instruction to provide students with the right support.
Progress depends on the use of explicit, multisensory approaches such as the Lindamood Phoneme Sequencing program for sound discrimination and Orton-Gillingham methodology for phonetic development. These approaches build connections by simultaneously engaging visual, auditory and kinesthetic pathways. Students are exposed to the specific rules and structure of the language, and they identify and correct their own mistakes so error patterns are not encoded. Instruction also must be cumulative and mastery-based.
Overcoming reading challenges is primarily the responsibility of the classroom teacher, not the reading specialist or special education teacher. Strategies that develop phonemic awareness and decoding need to be part of the instruction for all students. Given the wide range of skills among dyslexic students, teachers at the upper elementary and secondary levels need to understand the instructional and assessment accommodations that support success for these students.
As district leaders, we need to use the lens that dyslexia provides as we put in place the programs, structures and supports to develop strong readers. Although practice is critical for the mastery of fluency and vocabulary development, providing programs that essentially tell struggling readers to read more, practice more and suffer more only adds to their frustration and feelings of failure. The goal is to prevent the emergence of developmental reading disorders by providing targeted instruction in the regular classroom, with support from reading specialists and special educators.
**Acting Systemically**
Andover now works with the Tufts Center for Reading and Language Research and with Harvard Medical School to identify and apply more effective approaches to recognize and address dyslexia. A systemic approach includes such elements as:
- An early-screening model using behavioral tasks that are the strongest predictors of reading failure;
- Data teams across elementary schools, so students can be identified, grouped for instructional interventions and monitored for progress;
- Staff development for all teachers, so they understand the hallmarks of atypical reading development;
- Training in the systematic, explicit, direct interventions that students with early reading failure require;
- Ongoing, embedded staff development, including coaches who can support teachers as they work with struggling students; and
- Mapping the developmental trajectory of reading acquisition, placing interventions where students’ specific deficits lie.
National and state policymakers are beginning to call attention to dyslexia. In 2016, Congress adopted the Research Excellence and Advancements for Dyslexia Act (READ Act, H.R. 3033). Legislatures in 36 states have passed dyslexia-related legislation. School districts now can take the lead in providing students with the foundation they need to read and understand the complex texts required to reach their college and career goals.
**SHELDON BERMAN** is superintendent of the Andover Public Schools in Andover, Mass. E-mail: email@example.com. **SARA STETSON** is student services director in the Andover Public Schools.
---
**Additional Resources**
Authors Sheldon Berman and Sara Stetson suggest these resources related to dyslexia among students.
- **ACADEMY OF ORTON-GILLINGHAM PRACTITIONERS AND EDUCATORS** ([www.ortonacademy.org](http://www.ortonacademy.org)). Orton-Gillingham methodology is a primary remediation for students with dyslexia. The academy provides training to educators.
- **CHILDREN OF THE CODE** ([www.childrenofthecode.org](http://www.childrenofthecode.org)). This is a collection of interviews with reading researchers and videos for educators.
- **FLORIDA CENTER FOR READING RESEARCH** ([www.fcrr.org](http://www.fcrr.org)). The center conducts and disseminates research and practical resources on all aspects of literacy development.
- **GAAB LABORATORY AT BOSTON CHILDREN’S HOSPITAL** ([http://thegaablab.com](http://thegaablab.com)). Nadine Gaab’s neuroscience laboratory uses functional magnetic resonance imaging to study the brain processes involved in dyslexia and other language-based learning disabilities.
- **GABRIELI LAB AT MASSACHUSETTS INSTITUTE OF TECHNOLOGY** ([http://gablab.mit.edu](http://gablab.mit.edu)). The lab is a multidisciplinary effort among MIT, Massachusetts General Hospital and Harvard Medical School using brain imaging to study brain-behavior relationships.
- **INTERNATIONAL DYSLEXIA ASSOCIATION** ([https://dyslexiaida.org](https://dyslexiaida.org)). The association provides research and resources on developmental dyslexia.
- **LINDAMOOD PHONEME SEQUENCING** ([http://lindamoodbell.com](http://lindamoodbell.com)). This program teaches students to discriminate speech sounds by discovering and labeling the oral-motor characteristics of phonemes.
- **MASSACHUSETTS GENERAL HOSPITAL INSTITUTE OF HEALTH PROFESSIONS** ([www.mghihp.edu](http://www.mghihp.edu)). The institute provides current information and training for dyslexia intervention specialists.
- **TUFTS UNIVERSITY CENTER FOR READING AND LANGUAGE RESEARCH** ([https://cse.tufts.edu/crlr](https://cse.tufts.edu/crlr)). The center provides professional development and intervention for supporting children with reading disorders.
- **WILSON LANGUAGE TRAINING CENTER** ([www.wilsonlanguage.com](http://www.wilsonlanguage.com)). The center uses an Orton-Gillingham-based instructional program.
- **YALE CENTER FOR DYSLEXIA AND CREATIVITY** ([http://dyslexia.yale.edu](http://dyslexia.yale.edu)). The center highlights the strengths of people with dyslexia. | <urn:uuid:87b060b0-dd6e-4e94-bc36-86f61aba756c> | CC-MAIN-2021-10 | https://lnsu.org/uploads/files/Dyslexia-Hiding%20in%20Plain%20Sight.pdf | 2021-02-26T01:15:48+00:00 | crawl-data/CC-MAIN-2021-10/segments/1614178355944.41/warc/CC-MAIN-20210226001221-20210226031221-00564.warc.gz | 435,892,927 | 2,810 | eng_Latn | eng_Latn | 0.992892 | eng_Latn | 0.995938 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
1149,
3623,
7951,
10656,
14732
] | [
3.546875
] | 1 | 0 |
Instructions:
(i) The question paper has 5 parts A, B, C, D and E. Answer all parts.
(ii) Part A carries 10 marks, Part B carries 20 marks, Part C carries 30 marks, Part D carries 30 marks and Part E carries 10 marks.
(iii) Write all the question paper number properly as indicated in the question paper.
PART-A
I Answer all the Ten questions: \(10 \times 1 = 10\)
1 If \(A = \begin{bmatrix} 2 \\ -1 \\ 3 \end{bmatrix}\) and \(B = \begin{bmatrix} 1 & 4 & 2 \end{bmatrix}\). Find \(BA\).
2 Find the number of diagonals in a decagon.
3 Negate the proposition “4 is an even integer or 7 is a prime number.”
4 Find the third proposition of 3 and 12.
5 Find the index of learning for 70% learning effect.
6 If \(\cos A = \frac{\sqrt{3}}{2}\), Find \(\cos 2A\).
7 Find the center of the circle \(x^2 + y^2 - 4x - y - 5 = 0\).
8 Evaluate \(\lim_{x \to 0} (1 + 3x)^{\frac{1}{x}}\).
9 Find \(\frac{dy}{dx}\). If \(y = e^{2x}\). Sin 3x
10 Evaluate: \(\int \sec x (\sec x - \tan x) \, dx\).
PART-B
II Answer any TEN questions: \(10 \times 2 = 20\)
11 Solve by Cramer’s rule: \(3x + 4y = 7\) and \(7x - y = 6\).
12 Find the number of straight lines and triangles that can be formed out of 12 points of which 5 are collinear.
13 Tickets are numbered from 1 to 18 are mixed up together and one ticket is drawn at random. What is the probability that the ticket has a number which is a multiple of 2 or 3.
14 If \((\neg p \lor q) \land \neg r\) is a false proposition then find the truth values of \(p\), \(q\) and \(r\).
15 A mixture contains milk and water in the ratio 6:1 on adding 5 litres of water, the ratio of milk and water becomes 7:2. Find the quantity of milk in the original mixture.
16 The present worth of a bill due sometimes hence is ₹1100 and T D on the bill is ₹110. Find BD and BG.
17 Prove that \[ \frac{\sin 2\theta}{1+\cos 2\theta} = \tan \theta \].
18 Prove that \[ \frac{\cos 2A}{\sec A} + \frac{\sin 2A}{\csc A} = \cos A \].
19 Find the equation of the parabola given that its vertex is (0, 0) and directrix is y = -3.
20 Show that the function \( f(x) = \begin{cases} \frac{x^2 - 9}{x - 3} & \text{when } x \neq 3 \\ 4 & \text{when } x = 3 \end{cases} \) is discontinuous at x = 3.
21 If \( x = e^{\log \cos 40^\circ} \), \( y = e^{\log \sin 40^\circ} \). Show that \( \frac{dy}{dx} = \frac{-x}{y} \).
22 If the sum of two numbers is 48. Find the numbers whose product is maximum.
23 Evaluate: \( \int \frac{\sin^2 x}{1 + \cos x} \, dx \).
24 Compute the total cost for the marginal cost function \( f'(x) = 6x^2 - 6x + 12 \) assuming that the fixed cost is ₹500.
PART-C
III Answer any TEN questions:
10 x 3 = 30
25 If \( A = \begin{bmatrix} 2 & -3 \\ 1 & 6 \end{bmatrix} \). Verify \( \text{adj}(AB) = \text{adj} B \cdot \text{adj} A \).
26 Prove that \( \begin{vmatrix} 1 & 1 & 1 \\ b & c & a \\ b^2 & c^2 & a^2 \end{vmatrix} = (a-b)(b-c)(c-a) \).
27 How many 5 digit numbers can be formed using the digits 1, 2, 3, 5, 7, 8, 9 (no digits being repeated).
How many of these are (i) divisible by 5 (ii) less than 50,000 (iii) greater than 75,000
28 A bag contains 8 red and 4 green balls. Find the probability that
(i) ball drawn is red when one ball is selected at random,
(ii) two balls are red and one ball is green when three balls are drawn at random,
(iii) three balls are drawn and none of them is green.
29 Rajeev planned his journey to Mumbai as follows. He will travel $\frac{5}{9}$ of the total distance by an aeroplane and $\frac{3}{4}$ of the remainder by train and the remaining distance 200km by a car. What is the total distance to Mumbai?
30 A bill for ₹14,600 drawn at 3 months after date was discounted on 11-11-99 for ₹14,320. If the discount rate is 20% p.a., on what date was the bill drawn?
31 A man sells ₹25,000, 13.5% stock when the shares were selling at a premium ₹20. He invests the proceeds partly in 15% stock at ₹75 and partly in 16% stock at 128. Find how much he has invested in each stock if his income increased by ₹1875.
32 Sanju goes to a shop to buy a bicycle quoted at ₹2000. The rate of sales tax is 12% on it. He asks the shop keeper for a rebate on the price of the bicycle to such an extent that he has to pay ₹2016 inclusive of sales tax. Find the rebate percentage on the price of the bicycle.
33 The angles of elevation of the top of a tower from two points distant $a$ and $b$ ($a < b$) for its foot and the same straight line from it are $30^\circ$ and $60^\circ$. Show that the height of the tower is $\sqrt{ab}$.
34 Find the focus, equation of directrix and length of latus rectum of $x^2 + 16y = 0$.
35 Differentiate $x^n$ with respect to $x$ from the first principles.
36 A man 2 meter height walks at a uniform speed of 6km / hour away from the lamp post 6 meter high. Find the rate at which the (i) length of his shadow increases (ii) the rate at which the tip of the shadow is moving.
37 Integrate $x^2 \cos x$ with respect to $x$.
38 Evaluate: $\int_0^1 \frac{2x + 5}{x^2 + 5x + 3} \, dx$.
PART-D
IV Answer any SIX questions:
6 x 5 = 30
39 Solve by matrix method
$x - y + z = 2$, \quad $2x - y = 0$, \quad $2y - z = 1$
40 Find the term independent of $x$ in the expansion of $\left( x^3 - \frac{3}{x^2} \right)^{15}$.
41 Resolve $\frac{2x^2 - 7x + 1}{x^2 - 3x - 4}$ into partial fraction.
42 Verify whether the proposition $(p \rightarrow q) \leftrightarrow (\sim q \rightarrow \sim p)$ is a tautology, contradiction or neither.
43 The monthly incomes of A and B are in the ratio 9:7 and those of B and C are in the ratio 3:2. If 10% of A’s income and 15% of C’s income differ by ₹18. Find the incomes of A, B and C.
44 A motor company ltd., has observed that a 90% learning effect applies to all labour related costs. Whenever a new product is taken up for production, the anticipated production to 320 units for the
coming year. The production is done in lots of 10 units each. Each lot requires 1000 hours at ₹15 / hour. Calculate the total labour hours and labour cost to manufacture 320 units.
45 Solve the following L.P.P graphically Maximize $Z = 60x + 40y$ subject to $x \leq 25$, $y \leq 35$, $2x + y \leq 60$, $x \geq 0$, $y \geq 0$.
46 Prove that $\cos 10^\circ \cdot \cos 30^\circ \cdot \cos 50^\circ \cdot \cos 70^\circ = \frac{3}{16}$.
47 If $y = a \cos(\log x) + b \sin(\log x)$. Show that $x^2 y_2 + xy_1 + y = 0$.
48 Find the area enclosed between the parabola $x^2 = 4y$ and the line $x = 4y - 2$.
PART-E
V Answer any ONE questions: 1 x 10 = 10
49 a) If angle $\theta$ is measured in radians, then prove that
$$\lim_{\theta \to 0} \left( \frac{\sin \theta}{\theta} \right) = 1$$ and hence deduce $$\lim_{\theta \to 0} \left( \frac{\tan \theta}{\theta} \right) = 1.$$ 6
b) Find the value of $(1.01)^5$ using Binomial theorem upto 4 decimal places. 4
50 a) Show that the points (2, -4), (3, -1), (3, -3), (0, 0) are concyclic. 6
b) The total revenue function is given by $R = 400x - 2x^2$ and the total cost function is given by $C = 2x^2 + 40x + 4000$. Find (i) the marginal revenue and marginal cost function. (ii) the average revenue and average cost. 4
********** | <urn:uuid:63fda802-7c00-4c9b-af21-0b51f4a31f17> | CC-MAIN-2023-23 | https://www.jaincollege.ac.in/pdf/vvpuram-mockpapers-2020/commerce/II-PUC-basic-mathematics-paper-1-2020.pdf | 2023-06-01T10:33:27+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224647639.37/warc/CC-MAIN-20230601074606-20230601104606-00603.warc.gz | 910,259,554 | 2,349 | eng_Latn | eng_Latn | 0.905157 | eng_Latn | 0.969568 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
1527,
3373,
5856,
7134
] | [
3.4375
] | 2 | 1 |
On a hot day in June it is fun to go to a baseball game. Many kids in Boston like the Red Sox. Lots of people go to the games. They yell when someone on the home team smacks a home run or strikes out the side. They eat hot dogs and popcorn and drink lots of tonic. The fans like it best when the home team wins the game, but sometimes that does not happen.
When the Red Sox are not winning many games, some people like to tell an old tale about Babe Ruth. Babe Ruth used to play baseball for the Red Sox from 1914-1919. He was one of the greatest hitters of all time. He once hit the ball more than six-hundred feet. He hit 714 homeruns in his lifetime. He was also a great pitcher. He could strike out lots of batters. All the fans loved the Babe, but the children loved him most of all. He would visit children who were not well. Babe knew how to make kids smile.
Babe went to play for the Yankees in 1920. The Red Sox did not trade him. They sold him for lots of cash. The fans were quite mad and many kids were very sad. Some fans said that selling Babe would bring the Red Sox bad luck. When the Red Sox do not win, some people think the tale is true even today.
On a hot day in June it is fun to go to a baseball game. Many kids in Boston like the Red Sox. Lots of people go to the games. They yell when someone on the home team smacks a home run or strikes out the side. They eat hot dogs and popcorn and drink lots of tonic. The fans like it best when the home team wins the game, but sometimes that does not happen.
When the Red Sox are not winning many games, some people like to tell an old tale about Babe Ruth. Babe Ruth used to play baseball for the Red Sox from 1914-1919. He was one of the greatest hitters of all time. He once hit the ball more than six-hundred feet. He hit 714 homeruns in his lifetime. He was also a great pitcher. He could strike out lots of batters. All the fans loved the Babe, but the children loved him most of all. He would visit children who were not well. Babe knew how to make kids smile.
Babe went to play for the Yankees in 1920. The Red Sox did not trade him. They sold him for lots of cash. The fans were quite mad and many kids were very sad. Some fans said that selling Babe would bring the Red Sox bad luck. When the Red Sox do not win, some people think the tale is true even today. | <urn:uuid:51006df4-4c45-4710-a288-90e3aa7b49cb> | CC-MAIN-2023-23 | https://www.bitelementaryliteracy.com/uploads/4/1/8/5/41851175/gr_2_unit_6_story.pdf | 2023-06-01T08:55:34+00:00 | crawl-data/CC-MAIN-2023-23/segments/1685224647639.37/warc/CC-MAIN-20230601074606-20230601104606-00605.warc.gz | 746,530,019 | 558 | eng_Latn | eng_Latn | 0.999867 | eng_Latn | 0.999853 | [
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
1169,
2340
] | [
2.03125
] | 1 | 0 |
Honest Abe
a character you can count on
Study Guide
A Musical for Young Audiences
Book, Lyrics and Direction by Mark Amenta
Presented by Face to Face Productions
The Story of the Musical
In the classic melodrama tradition, Honest Abe presents a hero—Abraham Lincoln, of course—and a villain—Crudley Doowrong. In each stage of Lincoln’s life, Crudley hurls adversity and ethical challenges, forcing our hero to face hardships, moral dilemmas and temptations. With the help of the audience, Lincoln must decide if he will uphold his positive character traits, or succumb to an easier, more self-serving approach. Will Lincoln’s trustworthiness, respect, responsibility, fairness, caring, and citizenship save the day?
Educational Goals
• CHARACTER COUNTS - Citizenship; Trustworthiness; Fairness; Respect; Responsibility; Caring
• PBIS - Positive Behavior Interventions & Supports
• Analyze factors in making ethical decisions
• Cultivate personal self-esteem and self confidence
• Support and enhance curriculum in social studies
• Develop and/or refine a concept of leadership
• Experience key moments in Abraham Lincoln’s life and decision-making processes
• Encourage the value of learning at any age
Curriculum Applications
• History of America from early 1800’s through Civil War
• Biography - Abraham Lincoln’s many contributions to the United States
• Slavery, Civil Rights movement
• Democracy and the role of the President (Fall 2012 presidential election year possibilities)
• America’s westward expansion; pioneers life on the prairie
• Local and state contributions to the development of the United States
Length of performance: 50 minutes (40 minute version available)
For further information, call 773-631-2013 or visit www.FacetoFaceProductions.com
| Year | Event |
|------|-------|
| 1809 | February 12, Abraham Lincoln born, Hardin County, Kentucky. |
| 1817 | Settled in Perry County, Indiana with father, mother and sister. |
| 1818 | October 5, Mrs. Thomas Lincoln (Nancy Hanks) died of “milk poison”. |
| 1819 | Thomas (father of A. L.) marries again: Mrs. Johnson (Sally Bush) of Kentucky. |
| 1830 | March, Lincoln family moves to Illinois, near Decatur. |
| 1831 | Works for himself: boatbuilding and sailing, carpentering, hog-sticking, sawmilling, blacksmithing, river-pilot, logger, etc., in Menard County, Indiana. |
| 1831 | Election clerk at New Salem. Captain and private (re-enlisted) in Black Hawk War. Store clerk and merchant, New Salem. Studies for the law. |
| 1832 | First political speech. Henry Clay, Whig platform. Defeated through strong local vote. Deputy surveyor, at three dollars a day, Sangamon County. |
| 1834 | Elected to State legislature as Whig. (Resides in Springfield till 1861. Law partner with John L. Stuart until 1840.) |
| 1835 | Postmaster, New Salem; appointed by President Jackson. |
| 1838 | Reelected to State legislature. |
| 1842 | Married Miss Mary Todd, of Kentucky. |
| 1844 | Proposed for Congress. |
| 1845 | Law partner with W. H. Herndon, for life. |
| 1846 | Elected to Congress, the single Whig Illinois member; voted antislavery; sought abolition in the D. C.; voted Wilmot Proviso. Declined reelection. |
| 1848 | Electioneered for General Taylor. |
| 1849 | Defeated by Shields for United States senator. |
| 1852 | Electioneered for General Scott. |
| 1854 | Won the State over to the Republicans, but by arrangement transferred his claim to the senatorship to Trumbull. October, debated with Douglas. Declined the governorship in favor of Bissell. |
| 1856 | Organized the Republican Party & became its chief; nominated vice-president, but was not chosen by its 1st convention; worked for the Fremont-Dayton presidential ticket. |
| 1858 | Lost in the legislature the senatorship to Douglas. |
| 1859 | Placed for the presidential candidacy. Made Eastern tour "to get acquainted." |
| 1860 | May 9, nominated for President, "shutting out" Seward, Chase, Cameron, Dayton, Wade, Bates, and McLean. |
| 1861 | March 4, inaugurated sixteenth President. April 12, Civil War began by firing on Fort Sumter. |
| 1862 | September 22, emancipation announced. |
| 1863 | January 1, emancipation of slaves proclaimed. November 19, Gettysburg Cemetery address. December 9, pardon to rebels proclaimed. |
| 1864 | November 8, Reelected President. |
| 1865 | March 4, inaugurated for the second term. April 14, assassinated in Ford's Theater, Washington, by a mad actor, Wilkes Booth. |
Math Connection: Time Line
Solve the Math Problems and use the Key below to answer the question:
Who was Honest Abe?
Honest Abe:
| 8 + 7 | 798787059 |
|-------|-----------|
| | |
| 8 - 0 - 3 + 5 | 787 + 5 + 7 + 6 |
|---------------|-----------------|
| | |
| 4 + 8 - 1 + 2 + 8 | 89 - 2 + 4 |
|-------------------|-----------|
| | |
Key:
10 11 8 9 12 13 7 14 b 15
every fourth number
Honest Abe
Gettysburg
caring
slavery
Illinois
fairness
responsibility
trustworthiness
President
debate
respect
citizenship
freedom
Washington
log cabin
character
Civil War
Kentucky
pig
campaign
lawyer
trial
carriage
flag
Six Good Character Traits
Have your students make a list of all the character aspects Abe showed in the production of HONEST ABE.
Trustworthiness
Be honest • Don’t deceive, cheat or steal • Be reliable — do what you say you’ll do • Have the courage to do the right thing • Build a good reputation • Be loyal — stand by your family, friends and country.
Respect
Treat others with respect; follow the Golden Rule • Be tolerant of differences • Use good manners, not bad language • Be considerate of the feelings of others • Don’t threaten, hit or hurt anyone • Deal peacefully with anger, insults and disagreements.
Responsibility
Do what you are supposed to do • Persevere: keep on trying! • Always do your best • Use self-control • Be self-disciplined • Think before you act — consider the consequences • Be accountable for your choices.
Fairness
Play by the rules • Take turns and share • Be open-minded; listen to others • Don’t take advantage of others • Don’t blame others carelessly.
Caring
Be kind • Be compassionate and show you care • Express gratitude • Forgive others • Help people in need.
Citizenship
Do your share to make your school and community better • Cooperate • Get involved in community affairs • Stay informed; vote • Be a good neighbor • Obey laws and rules • Respect authority • Protect the environment.
Language Arts Connection: Art, Drama, and Rhetoric:
Have your students memorize a portion of the Gettysburg Address and recite it aloud in front of the class. They can also make a stovepipe hat to help them get into character! (Visit http://www.expertvillage.com/video/77255_party-hats-stovepipe.htm for more info.)
The Gettysburg Address – delivered at the Soldiers’ National Cemetery in Gettysburg, Pennsylvania, on the afternoon of Thursday, November 19, 1863
Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal.
Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battlefield of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.
But, in a larger sense, we can not dedicate -- we can not consecrate -- we can not hallow -- this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us -- that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion -- that we here highly resolve that these dead shall not have died in vain -- that this nation, under God, shall have a new birth of freedom -- and that government of the people, by the people, for the people, shall not perish from the earth.
Language Arts Connection
Draw a picture of your favorite part from the play: HONEST ABE, and write about it.
Music Connection
Below is the sheet music to “A Character Worth Trusting” sung by teenage Abe and Crudley Dowrong as Fudley Oolong. Teach your students the song and then dialogue with them about the meaning of the lyrics.
A Character Worth Trusting
Words by Mark Amenta
Music by Fred Gilbert
Arr. by Tobi Lowrance
Cue line - FUDLEY: Don’t listen to them, kid...
When Some
faced with some misfortune that you cannot rectify, you can think that being reckless and dishonest isn’t wrong. Why not
steal and cheat and lie, plead the fifth or else deny, follow right along? Have a sense that you belong?
If there’s relief, it’s I’d rather have the
A Character Worth Trusting
Linc. only brief, and makes the matter worse, for misdeeds and selfish courage to be trustworthy and true. When I say I will then
Linc. actions are a curse, I must follow through, reputations that were even though that's not what
Fud. It is only just to
Linc. good going in reverse. It is only just to others always do.
earn the trust of your friends and family, always
act responsibly, make a pact of loyalty. Hold the
values that you know are true, be reliable in all you do, that's the
way to build a character worth trusting.
1.
A Character Worth Trusting
way to build a character worth trusting.
rit.
PBIS Connection
The Golden Rule describes a "reciprocal", or "two-way", relationship between one's self and others that involves both sides equally, and in a mutual fashion.
Below are lyrics to “The Golden Rule” sung by young Abe and his mother, Nancy. On the board write out “Do unto others and you would have them do undo you.”
Divide your students into small groups and have each group come up with a way they can integrate the Golden Rule into their school lives. Then have them work up a short skit demonstrating their Golden Rule moment.
Once each group has had a short time to rehearse they can present their scene. After each scene the audience can be allowed to comment on the example shown by the presenting group.
Lincoln Ever since I was a little boy you made it clear to me
Both Never disregard another or be cruel
Lincoln Use good manners not bad language, acting peacefully
Both That’s the way to always keep the Golden Rule
Lincoln Never hit or hurt or threaten, or treat others with neglect
Nancy Be tolerant of differences and help all those in need
Lincoln Expressing gratitude and giving others your respect
Both That’s the way to always keep the Golden Rule
Lincoln But sometimes, when my spirits sink
I can be insensitive and cruel
Nancy When you’re there on the brink, stop and think
Both That’s the way to always keep the Golden Rule
Language Arts Connection: Lincoln’s Quotes
Below are some of quotes from Lincoln that tell us a lot about the person he was as well as his philosophies of character and democracy. You can use these quotes in an activity in which you:
- Have students write a short essay or story that relates to one of the quotes
- Have students write their own adage about history, melodrama, character traits, etc.
“Those who deny freedom to others, deserve it not for themselves;
“As I would not be a slave, so I would not be a master. This expresses my idea of democracy. Whatever differs from this, to the extent of the difference, is no democracy.”
“If any personal description of me is thought desirable, it may be said, I am, in height, six feet, four inches, nearly; lean in flesh, weighing, on average, one hundred and eight pounds; dark complexion, with coarse black hair and grey eyes—no other marks or brands recollected.”
[upon being called “two-faced”] “I leave it to my audience. If I had another face, do you think I’d wear this one?”
“Common looking people are the best in the world: that is the reason the Lord makes so many of them.”
“I do the very best I know how – the very best I can; and I mean to keep doing so until the end.”
“Leave nothing for tomorrow which can be done today.”
“The probability that we may fall in the struggle ought not to deter us from the support of a cause we believe to be just; it shall not deter me.”
“Whenever I hear any one arguing for slavery I feel a strong impulse to see it tried on him personally.”
“With malice toward none, with charity for all, with firmness in the right as God gives us to see the right, let us strive on to finish the work we are in; to bind up the nation's wounds; to care for him who shall have borne the battle, and for his widow and his orphan - to do all
| Topic | Website |
|--------------------------------------------|-------------------------------------------------------------------------|
| Abraham Lincoln Biography | http://www.whitehouse.gov/history/presidents/al16.html |
| Abe Lincoln Timeline and Photos | http://www.historyplace.com/lincoln/index.html |
| Abraham Lincoln Games and Activities for Kids | http://www.apples4theteacher.com/holidays/presidents-day/abraham-lincoln/index.html |
| More Lincoln Activities | http://www.siec.k12.in.us/west/proj/lincoln/ |
| The American Civil War Homepage | http://sunsite.utk.edu/civil-war/ |
| Selected Civil War Photographs | http://memory.loc.gov/ammem/cwphtml/ |
| The Civil War for Kids | http://www.kathimitchell.com/civil.htm |
| Slavery in America | http://en.wikipedia.org/wiki/Slavery_in_the_United_States |
| Aesop’s Fables | http://aesopfables.com/ |
| Log Cabin Photographs | http://news.webshots.com/album/442561270AEujNs |
| 19th Century Melodrama | http://novaonline.nvcc.edu/eli/spd130et/melodrama.htm |
| Stephen Foster Biography and Music | http://www.pdmusic.org/foster.html |
| Character Counts | http://charactercounts.org/ | | <urn:uuid:9fce01d1-6563-4236-b918-2f1eb49ee1c7> | CC-MAIN-2018-51 | https://facetofaceproductions.com/sites/default/files/study_guides/Honest%20Abe%20Study%20Guide.pdf | 2018-12-17T13:54:18Z | crawl-data/CC-MAIN-2018-51/segments/1544376828507.84/warc/CC-MAIN-20181217135323-20181217161323-00117.warc.gz | 590,743,075 | 3,431 | eng_Latn | eng_Latn | 0.98464 | eng_Latn | 0.996489 | [
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown"
] | false | rolmOCR | [
162,
1771,
4462,
4926,
5150,
6486,
8428,
8539,
9190,
9542,
9644,
9760,
9836,
11229,
13065,
14901
] | [
4.3125
] | 2 | 0 |
Isotopes and atomic mass worksheet answers
SUBATOMIC PARTICLES and ISOTOPES WORKSHEET
Complete the following table using the information discussed in class and your Periodic Table. All atoms are neutral.
| Element Name | Atomic Number | Mass Number | Number of protons | Number of neutrons | Number of electrons | Isotopic notation |
|--------------|---------------|-------------|-------------------|--------------------|---------------------|------------------|
| oxygen | 8 | 17 | 8 | 9 | 8 | $^{17}_{8}O$ |
| phosphorous | 15 | 31 | 15 | 16 | 15 | $^{31}_{15}P$ |
| strontium | 38 | 88 | 38 | 50 | 38 | $^{88}_{38}Sr$ |
| neon | 10 | 20 | 10 | 10 | 10 | $^{20}_{10}Ne$ |
| fluorine | 9 | 19 | 9 | 10 | 9 | $^{19}_{9}F$ |
| gold | 79 | 197 | 79 | 118 | 79 | $^{197}_{79}Au$ |
Identify the neutral atom described by name and mass number (i.e. oxygen-16).
1) The atom with 2 neutrons and 1 proton is **hydrogen-3**.
2) The atom with 17 electrons and 18 neutrons is **chlorine-35**.
3) The atom with 6 protons and 8 neutrons is **carbon-14**.
Answer each of the following using your knowledge of chemistry and the Periodic Table.
4) An atom contains 55 protons. What is the element symbol? **Cesium (Cs)**
5) An atom contains 31 protons, 39 neutrons and 31 electrons. Identify the mass number of this atom. **70**
6) What is the atomic number of bromine? **35**
7) What is the number of total subatomic particles in an atom of B-11? **16**
8) What is the atomic number of Zn-65? **30**
9) How many neutrons are in an atom of Hg - 201? **121** | <urn:uuid:744fb433-937d-4f16-addc-94f71f282ed2> | CC-MAIN-2022-49 | http://motegi-kk.com/upload/ban_img/files/perugewuvajasapoka.pdf | 2022-12-10T09:51:38+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710421.14/warc/CC-MAIN-20221210074242-20221210104242-00730.warc.gz | 32,295,634 | 534 | eng_Latn | eng_Latn | 0.970873 | eng_Latn | 0.97308 | [
"unknown",
"eng_Latn"
] | false | rolmOCR | [
42,
2006
] | [
4.125
] | 1 | 0 |
Plural form of criterion
Continue
**LES ARTICLES INDEFINIS**
| Masculin | Féminin |
|----------|---------|
| Singulier | Pluriel |
| Pluriel | |
- **un garçon**
- **une fille**
- **un ami**
- **une amie**
- **un collège**
- **une école**
**LES ARTICLES DEFINIS**
| Masculin | Féminin |
|----------|---------|
| Singulier | Pluriel |
| le garçon | la fille |
| l'ami | l'amie |
| le collège| l'école |
---
**Plural Noun Forms**
**Regular Plurals**
The plural form of most nouns is created simply by adding the letter ‘s’ to the end of the word.
For example:
- minute - minutes | horse - horses | bag - bags
Nouns that end in -ch, -sh, -x, -ss, or -z or a silent -s sound, the plural is formed by adding ‘es’ to the end of the word.
For example:
- church - churches | box - boxes | gas - gases | desk - desks | class - classes
Nouns that end in a single -c, the plural is formed by adding ‘es’ to the end of the word.
For example:
- quick - quickness
Most nouns ending in -y preceded by a consonant also form their plurals by adding ‘ies’.
For example:
- garden - gardens | tomato - tomatoes | umbrella - umbrellas
However many newly created words and words with a Spanish or Italian origin that end in -y just add an ‘s’.
For example:
- photo - photos | piano - pianos | perfect - perfects
Nouns ending in a consonant + y, drop the y and add ‘ies’.
For example:
- party - parties | lady - ladies
Most nouns ending in -f or -fe, drop the f and add ‘ves’.
---
**Rule 2:** Nouns that ends in –s, -ss, -x, -sh, or -ch form their Plurals by adding –es to the Singular.
| Singular | Plural |
|----------|--------|
| Gas | Gases |
| Glass | Glasses|
| Box | Boxes | | <urn:uuid:44e66eb3-3afd-48b2-8adf-cbf84943d169> | CC-MAIN-2022-49 | http://fundoohairstyles.com/hairstyler/images/file/46029460198.pdf | 2022-12-10T08:03:37+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710421.14/warc/CC-MAIN-20221210074242-20221210104242-00725.warc.gz | 16,886,089 | 518 | eng_Latn | eng_Latn | 0.988499 | eng_Latn | 0.98943 | [
"unknown",
"eng_Latn"
] | false | rolmOCR | [
34,
1716
] | [
3.5
] | 1 | 0 |
Our Vision
Rooted, Rejoice, Respond
Rooted in God’s love, we rejoice to learn and respond to challenge.
Our Values
Our Vision is underpinned by our Values. We believe these values provide our children with a moral vocabulary, giving them the skills and attitudes that they need to prepare them for ‘life in all its fullness’ (John 10.10).
Generosity
‘Love your neighbour as yourself’ Mark 12.31
Compassion
‘Clothe yourselves with compassion, kindness, humility, gentleness and patience.’ Colossians 3.12
Courage
‘Be strong and courageous; do not be frightened or dismayed, for the lord your God is with you wherever you go.’ Joshua 1.9
Forgiveness
Just as the Lord has forgiven you, so you must also forgive others.’ Colossians 3.13
Friendship
‘Encourage one another and build each other up.’ 1 Thessalonians 5.11
Respect
‘Do to others as you would have them do to you.’ Matthew 7.12
Thankfulness
‘Always be thankful.’ 1 Thessalonians 5.16
Trust
‘My God is my strength in whom I trust.’ Psalm 18.2
Perseverance
‘I can do all things through him who strengthens me.’ Philippians 4.13
Justice
‘Learn to do right. Seek justice.’ Isaiah 1.17
Service
‘Serve one another in love.’ Galatians 5.13
Truthfulness
‘Tell the truth to each other’ Zechariah 8.16
Golden Rules
Each class uses the ‘Golden Rules’ as the base for school and class rules, to be followed by all children.
These are:
- We are gentle.
- We are kind and helpful.
- We listen.
- We are honest.
- We work hard.
- We look after property.
British Values
At Long Marston School we aim to create and enforce a clear expectation to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs. British values are embedded in the culture and ethos of Long Marston School and throughout all teaching and learning.
Super Learning Powers
Our school’s behaviour for learning themes.
Determination
What is the best way to solve this problem?
How can I improve?
How can I show I’m brave enough to get things wrong?
How can I make sure I don’t give up?
Curiosity
What else can I try?
How can I use my ideas?
How do I listen to and consider other people’s views?
How can I challenge others?
Independence
How can I take charge if my own learning?
When do I use my initiative?
How am I organised?
Can I say what went well and how I can improve?
Communication
How do I cooperate with others?
How do I value different people’s opinion?
How can I be a good listener?
What are the different ways I can communicate my ideas?
The Family
As parents/guardians, we will:
- Support the vision and aims of the school
- Support the school’s policies and guidelines for behaviour
- Let the school know, in a calm and supportive manner, of any concerns or problems that may affect our child’s work, health or behaviour
- Help our child with homework and support other opportunities for home learning
- Ensure our child attends school daily arriving by 8.55a.m., except in exceptional circumstances or illness, and we will not remove them for holidays during term time
- Work with the school in supporting the school uniform policy and naming all belongings
- Attend parents’ evenings and discussions about our child’s progress
- Ensure that our child is equipped for school each day with relevant equipment including home school link book, reading book, homework, PE kit and pencil case (juniors)
- Stay in touch with the school by reading appropriate emails and letters
- Support the school by encouraging a positive social, moral, spiritual and cultural attitude
Name: ____________________________
Signature: ____________________________
Date: _______________________________
The Pupil
I will:
- Follow the golden rules
- Take care of everything I use and my surroundings
- Be polite, help others and show respect to everyone
- Behave in a caring and considerate way to others
- Do all my class work and homework as well as I can and ask for help if I need to.
- Have everything ready for the start of each lesson
- Attend school regularly and arrive on time wearing correct school uniform and be tidy in appearance
- Bring the home/school link book to school each day
- Tell a member of staff if I am worried or unhappy about anything
- Keep myself safe
Name: ____________________________
Signature: ____________________________
Date: _______________________________
The School will:
- Provide a balanced curriculum and meet the needs of your child
- Achieve high standards of work and behaviour through a stimulating and challenging learning environment
- Care for your child’s safety and happiness
- Endeavour to develop your child’s potential as a valued member of the school community
- Make available to parents and carers all school policies and procedures
- Teach your children to develop a positive attitude for one another
- Provide information about your child’s timetable and curriculum
- Keep the family informed through regular newsletters, parent consultation evenings, parent workshops and an annual report as well as through the school website for policies and statutory information
- Provide a Christian ethos in which our children will grow
- Regularly check the home/school link book for communication from home
- Let you know of any concerns that we have
Name: Mrs L Whateley
Signature: ____________________________
Date: May 2022 | <urn:uuid:c4bd08e1-1e5a-4991-a344-b1de349dee9a> | CC-MAIN-2024-51 | https://www.longmarston.herts.sch.uk/_site/data/files/users/parents/28EBAD0FD3EFD0113C6FC8C5C1F97BFB.pdf | 2024-12-08T08:54:23+00:00 | crawl-data/CC-MAIN-2024-51/segments/1733066444677.95/warc/CC-MAIN-20241208080334-20241208110334-00114.warc.gz | 765,874,565 | 1,200 | eng_Latn | eng_Latn | 0.995847 | eng_Latn | 0.998429 | [
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
2592,
5423
] | [
3.15625
] | 1 | 0 |
The Indian Reservations.
The present system of the United States Government for the reclamation of the Indians, is based upon the soundest principles of public policy and humanity, and has been so far vindicated by the fullest success and happiest results, both to the Indians and the Government. We are pleased to learn from Washington, that there will be no change in the system, so far as this State is concerned, although a change has been recommended by inconsiderate and selfish parties, disacquainted with the Indian character and ignorant of its workings. A full investigation of the subject has convinced the Department that the Agents have been grossly misrepresented, and that the different Reservations have been conducted economically.
Had the present policy pursued by the Government towards the Indians, been adopted at an earlier period in our history, there is little doubt that the wars with the Choctaws, Creeks, Seminoles and other tribes, which cost so much bloodshed and treasure, in which so many valuable lives were lost and so many hearts left desolate, might have been happily avoided. But what is of much higher importance and interest in the cause of humanity, many tribes of Indians, still in a wild, destitute, and barbarous condition, might have been won to the embrace of Christianity, and the enjoyment of the blessings of education and civilization. But a different course was pursued; they were treated badly, their rights were disregarded, their feelings outraged, their customs, to them sacred, treated contemptuously. Exasperated and vindictive, is it remarkable that they sought revenge? Drive them from the Reservations now, reduce them to their former destitution, and might we not anticipate a repetition of the horrors of the Indian wars in the earlier days? Fortunately, no change is contemplated by Congress.
The very happiest consequences have followed the efforts of the Federal Government, directed by the present efficient and indefatigably Agents, to improve the social condition of the Indians in California. Many tribes in different parts of the State, from San Diego to Klamath, who have heretofore led a precarious and vagabond existence, or subsisted by depredations on the white citizens, have been partially civilized, trained to habits of industry, and taught to rely for certain support upon agricultural productions. It may, however, require years
the present efficient and indefatigable Agents, to improve the social condition of the Indians in California. Many tribes in different parts of the State from San Diego to Klamath, who have heretofore led a precarious and vagabond existence, or subsisted by depredations on the white citizens, have been partially civilized, trained to habits of industry, and taught to rely for certain support upon agricultural productions. It may, however, require years of patient labor and study to produce a thorough reformation in their habits. One of the greatest advantages, and that which is most tangibly felt from the reclamation of the Indians in California, is the almost entire cessation of Indian hostilities, and expensive wars occasioned by Indian depredations.
We are also gratified to learn that, if Col. Henely is not retained as Superintendent, Arthur St. Clair Denver, of our county, will be appointed in his place. If a change occur we hope the new Superintendent will continue to pursue successfully the policy towards the Indians of the present incumbent. In this connection we would, however, beg leave to suggest that the present number and location of the Reservations are wholly inadequate to the requirements and necessities of the Indians. More especially would we call the attention of those in authority and likely to be, to the propriety, we might with justice say necessity, of locating a Reservation in El Dorado county. Such a Reservation, properly located, prudently managed, would meet the necessities of all the Indians in Placer, El Dorado, Amador, and perhaps Calaveras counties. Why the Indians of the counties above named have been so long and so studiously neglected, is a question that requires explanation. They are certainly as much entitled to the protection and bounty of the Federal Government as their more fortunate brothers in other counties. In El Dorado the Indian population may be safely estimated at 2,500; in Amador, 1,000; and in Placer, 1,200. They are a heavy tax on our citizens who frequently, rather than see them suffer, contribute to their relief. In El Dorado county, between the South and Middle Fork of the American River, on Silver Creek, and a central point in the district composed by these counties, we are informed by a gentleman familiar with the country, there is a beautiful, healthy, well-watered, and fertile territory, well calculated to make a suitable Reservation. This territory abounds in fine pasture lands, is well timbered, and is well adapted for the cultivation of all cereals and the various fruits, as is any portion of California. Anticipating that a new Superintendent will be appointed—if he has not already been, we earnestly call his attention to this subject as a matter of paramount importance in connection with his official duties.
"Indian Reservations." Weekly
Mountain Democrat, March 12, 1859:
p. 2, col. 3.
MOUNTAIN DEMOCRAT
"OUR COUNTRY—Always Right, but Right or Wrong, Our Country."
FLE, EL DORADO COUNTY, CALIFORNIA, SATURDAY, MARCH 12, 1859.
NEW GOODS! NEW GOODS!!
L. ELKUS
Merchant Tailor,
Main street, Placerville, and SP street, Sacramento.
The sun looks down on all his flowers,
The faded and the fair;
The clouds are gathering o'er the dead east,
And clothe it here and there.
He bought a new suit of clothes,
And put it in his chamber, every one;
But when he got home, he found it was too big,
And had to go back for a new one.
SONNY MARGARET
Immediately, on the arrival of this bridge government, long expected, the whole of the soldier's duties, cause the priest to be summoned in all haste, and as soon as the hand of the remissive officer, the bride has been joined in wedlock to that of her husband, who has already applied, and finding by the parson's orders, summoned his master by his impatient necessity, arrangements were made for the young couple returned home to | <urn:uuid:c759fc87-22e2-4c0a-b8da-a9f565981ec9> | CC-MAIN-2018-34 | http://calindianhistory.org/wp-content/uploads/2015/09/03_12_1859_Reservations.pdf | 2018-08-16T12:44:44Z | crawl-data/CC-MAIN-2018-34/segments/1534221210735.11/warc/CC-MAIN-20180816113217-20180816133217-00134.warc.gz | 64,020,357 | 1,327 | eng_Latn | eng_Latn | 0.99821 | eng_Latn | 0.998188 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
2410,
5230,
6298
] | [
2.171875
] | 1 | 1 |
Follow the Drinking Gourd
When the sun comes back and the first quail calls - Follow the drinking gourd.
For the Ole Man's a-wait-ing for to car-ry you to free-dom Fol-low the drink-ing gourd.
Follow the drink-ing gourd Follow the drink-ing gourd for the old man is a-wait-ing for to car-ry you to freed-dom Fol-low the drink-ing gourd.
2. On the river bank makes a very true road.
Dead trees will mark the way.
The left foot, peg foot, traveling on.
Follow the drinking gourd.
Chorus:
Follow the drinking gourd.
Follow the drinking gourd.
For the Old Man is a waiting for to carry you to freedom
Follow the drinking gourd.
3. Now the river ends in between two hills,
Follow the drinking gourd.
There's another river on the other side.
Follow the drinking gourd.
Chorus:
4. When the great big river meets the little river
Follow the drinking gourd
For the Old Man is a waiting for to carry you to freedom
Follow the drinking gourd.
Chorus:
For information on the background of this song, and ideas on how to teach it, see Teaching American History with Favorite Folk Songs (2002) Tracy West. Scholastic Professional Books, New York. This publication includes other songs from American history, a CD with recordings of all songs, and many activities to reinforce understanding of American history.
SINGING
This song is an example of one way the slaves communicated so their white masters would not understand. A drinking gourd was a hollowed-out gourd used for drinking. But in this song the slaves used the term to refer to a similar shape made by the stars in the sky. Invite the children to listen and tell you what they think the drinking gourd really was. (The big dipper). Sing the song several times, asking the children to listen for other code words or phrases in the song. Leading questions might include: What time of year was it? Spring--sun comes and first quail calls. When should they travel? Night--when the drinking gourd is out. What did they use for a road? Riverbank. How many rivers did they follow? Three (Tombigbee, Tennessee, Ohio). Tell them that there is a story about a man named Peg-leg Joe. He is the “Old Man” in this song. He put marks on trees so the slaves would know which way to go. When they arrived at the last river, he picked them up in a boat and carried them across the river into Canada, where they would be safe.
Invite class to keep beat while singing and determine the pattern of strong and weak beats in four. Teach them to conduct while they sing. Let children take turns conducting the class singing.
PLAYING INSTRUMENTS
Play guitar or autoharp while singing this song. Help children become aware that a song has a melody and may have an accompaniment. Tell the children the song is in a minor key which gives it kind of a mysterious feeling. The autoharp plays chords which help create the minor sound. Teach children which chords to use on the autoharp and let them take turns accompanying this song. Notice that some of the chords are major and when they play the song has a major sound. Children might also enjoy creating sound affects for this song. Help them determine what instruments or voice sounds would work at certain places to add to the mood of the words.
CREATING
Invite children to make up a verse to the song using coded directions. Perhaps they could sing about going from the class room to the lunch room, or to a nearby store. Think of things they pass on the way and how they could use those in the song. Dramatize the song and use instruments to make sound effects for the drama.
LISTENING
*Scholastic puts out a magnificent work book and CD recording of this song. “Teaching American History with Favorite Folk Songs.” ISBN: 0-439-04387-5. It is wonderful! Play the recording and invite the children to sing along. *Play major and minor chords for children on the autoharp. Help them notice the difference. Ask them to use words to describe the difference in feeling. Play a game where children have to guess which chord you are playing--major or minor. Play like a relay. The winning side can chose one of its members to play the song on autoharp while everyone sings.
INTEGRATING
Read Follow the Drinking Gourd by Jeanette Winter. Dragonfly Books. ISBN: 0-679-81997-5. Notice how the story and song work together. Study the history of the Civil War and include stories of the Underground Railroad. Invite children to do research on slavery in America. Put the words of the song on a chart and encourage children to read the words as they sing the song.
Follow the Drinking Gourd | <urn:uuid:43e82cd0-4d0f-4ac1-b2dc-ea96f4bc7e66> | CC-MAIN-2021-39 | https://www.schools.utah.gov/File/0562a93c-5d88-4387-897d-b20799d7c35d | 2021-09-22T08:10:09+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780057337.81/warc/CC-MAIN-20210922072047-20210922102047-00051.warc.gz | 991,966,409 | 1,028 | eng_Latn | eng_Latn | 0.995081 | eng_Latn | 0.997886 | [
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
1332,
4598
] | [
4.59375
] | 1 | 2 |
The Birth of Venus (El nacimiento de Venus)
Traditional Aztec story
Marcos Carías
The good god and creator Quetzalcoatl performed two miracles for human beings. First of all, he made corn so that human beings would have food, and secondly, he sent his son, Ce Acatl Topiltzin Quetzalcoatl (Our Prince One-Reed Feathered Serpent), to govern them.
There never was a better ruler and never did the people live so happily. However, all this made Tezcatlipoca and his followers very envious. Tezcatlipoca was the brother of the good god and creator Quetzalcoatl, although a very mean brother because all he ever did was send down calamities on the humans.
Topiltzin loved peace. Tezcatlipoca and his followers loved violence and war. They wanted war so that they could steal other people’s possessions and take prisoners for slaves or kill them.
So Topiltzin’s enemies tricked him. They mixed a potion into his cup of chocolate that made Topiltzin fall into a deep sleep. Once he was asleep they took his clothes off and poured liquor all over his body, from his head to his toes, to make him act and smell like a drunk.
Then, they went and told the inhabitants of Tollan that the good king wanted to receive them all the next morning. And when the inhabitants went to see their king, they found him drunk, talking nonsense and stinking of alcohol. Everyone laughed at him.
The young Topiltzin had such a good heart that he was incapable of imagining that anyone could have tricked him. He thought he had misbehaved and blamed himself. He gave up his throne and abandoned the kingdom. His enemies had triumphed and there was no more happiness in the land.
Topiltzin reached the seashore. It was past dusk and already dark. The good god and creator, Quetzalcoatl, his father, decided to offer human beings a gleam of hope by sending Topiltzin up into the sky to become the evening star.
The young Topiltzin asked his father if he could also contemplate the Earth in the morning to cheer humans up with his light when they got up. The good god and creator agreed and made him into the morning star as well. As the young prince of the feathered serpent reached the sky, the celestial body now known as Venus was born.
Dawn and dusk
Although we cannot see the Sun in the sky in the early morning or late evening, the sky itself does not become light or dark immediately. At daybreak the light gradually increases, while it decreases at nightfall. This occurs because even though the Sun is below the horizon, its light shines on the atmosphere and the air spreads the light. | <urn:uuid:c3d2589e-16a0-417a-a867-3dfbb895686e> | CC-MAIN-2019-22 | http://sac.csic.es/unawe/stories/stories%20of%20stars/13.THE%20BIRTH%20OF%20VENUS_01.pdf | 2019-05-19T10:35:31Z | crawl-data/CC-MAIN-2019-22/segments/1558232254751.58/warc/CC-MAIN-20190519101512-20190519123512-00207.warc.gz | 191,103,046 | 575 | eng_Latn | eng_Latn | 0.998615 | eng_Latn | 0.998615 | [
"eng_Latn"
] | false | rolmOCR | [
2577
] | [
3.25
] | 1 | 0 |
Meditation Exercise for Student Writers and Others
This is an optional exercise. It was taught to me by one of my teachers and I highly recommend it. If you try it and don’t like it, then by all means stop. But I have found that it tends to make people, including me, more relaxed, productive and creative even though initially it can feel like a “loss” of time (20 minutes).
**Purpose**
Students face all sorts of stresses in their busy and complicated lives as they respond to school, work, and home-life pressures. Writing, in particular, can allow stress to rise to the surface because when people write they usually do so in less distracting environments, and this is when they often notice whatever stresses they may be feeling. “Writer’s block,” a feeling of being frozen when one first faces the blank page or computer screen, is similarly an anxious response to pressure and tension. While stress is an inevitable part of life and can even add to one’s creativity, students are rarely offered training at school in how to deal with stress when it becomes overwhelming and psychologically disruptive. Students may forget that they are not alone in facing such common and very human feelings; feeling alone, in turn, often merely adds an overlay of anxiety to stress.
Meditation techniques can help with such stresses and anxieties. In meditation, one goes psychically inward and attempts simply to notice whatever one is feeling, without adding any layers of judgment to that feeling. By getting in touch with one’s emotions, being attentive to the body’s signals, and remembering to be loving and accepting towards oneself and others, one’s own healthy relaxation responses kick in as one reestablishes a sense of personal equilibrium and perspective. Meditation also allows the unconscious to “speak” in its own unexpected ways, potentially releasing creative ideas and energy.
**Method**
There are many forms of meditation, from assuming the double lotus posture for hours and chanting mantras to short “sitting” exercises. Here is what I recommend.
First, download a brief meditation tuning fork-based musical piece called “Moses Code Meditation,” by Jonathan Goldman (it is part of the *I Am Wishes Fulfilled* album by Wayne Dyer and James Twyman, but you need not buy the whole album). You can get this on iTunes or in another online or offline music store.
Now find a quiet place to lie down and use headphones to listen to the music. While you are listening, you can let your mind wander, or you can do one of these exercises:
- Think about all of the positive motivations for doing what you are doing as a student (such as interest, responsibility, joy; you can choose your own), and let go of any negative motivations (such as guilt, fear of consequences for not doing it, risk of the negative judgment of one’s parents or oneself, etc.). Keep focusing on these positive motivations until you begin to really feel them.
- Stage a debate between two “parts” of yourself, such as the part that wants to accomplish something and the part that wants to procrastinate (or to judge). Ask the procrastinating part to explain its reasoning, and listen carefully. Is procrastinating a protection against the risk of failure? Is it a way of distracting oneself from complicated emotions having to do with success or failure to live up to one’s ideals? Suggest to the procrastinating part of oneself that you understand its motives, but that you are going to find other ways to deal with these issues – ways that are more self-affirming.
- If you tend to turn off your emotions under pressure and then get confused about what you are feeling, spend the meditation time exploring your feelings by imaginarily going “into” the part of your body where the most painful feelings manifest themselves. Touch that interior part of yourself with imaginary hands, and let your body know that you are not ignoring these feelings but are instead trying to come to terms with them.
- Remind yourself that a world without guilt, without punishment of oneself (or others), is possible. Remind yourself to forgive your errors and to love and accept yourself fully.
- Most of all, enjoy the music. It is probably not the kind of music you listen to in other contexts, and you may not like it at first. But give it a chance: although one might not describe it as “great music,” it is music that skillfully uses tuning forks to create an effect on you, or with you, in a different way.
Try this exercise today. Repeat it tomorrow. Repeat again. See how you feel after a week or two.
—Lincoln Z. Shlensky | <urn:uuid:e54b8b5e-9f31-42c2-b9ac-1dcd579710e1> | CC-MAIN-2018-51 | http://www.shlensky.com/uploads/1/8/6/0/18606224/meditation_exercise.pdf | 2018-12-16T13:31:06Z | crawl-data/CC-MAIN-2018-51/segments/1544376827727.65/warc/CC-MAIN-20181216121406-20181216143406-00074.warc.gz | 478,853,239 | 940 | eng_Latn | eng_Latn | 0.997251 | eng_Latn | 0.997713 | [
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
2066,
4603
] | [
3.125
] | 2 | 0 |
Artificial womb created to save premature babies
An artificial womb and placenta has been developed by scientists who hope that it can dramatically improve the survival chances of extremely premature babies.
The earliest that babies routinely survive birth is after 22 to 23 weeks’ gestation. Even then between 80 and 90 per cent quickly die, and most of the survivors have disabilities — many caused by the fact their lungs cannot cope with breathing and their immune systems cannot deal with exposure to the air.
Now a US team has shown they can incubate premature lambs in a device that mimics the wombs of their mothers. Alan Flake, from the Children’s Hospital of Philadelphia, said he hoped it would one day help to save human babies. “When premature babies are delivered, they are ventilated with gas, which impairs lung development, exposed to pathogens, and their very immature organs are not ready to be delivered,” he said. Many develop severe respiratory problems and infections as a result.
In research published in *Nature Communications*, he and his colleagues showed they could transfer lamb foetuses to a bag filled with artificial amniotic fluid and connect their umbilical cords to an artificial placenta that circulated oxygenated blood. Rather than suffer the developmental problems that would be expected with lambs removed so early, they survived and thrived.
“They appear to have normal development in all respects,” said Dr Flake. “We’ve bottle-fed them, grown them up. There’s no intelligence test for lambs, but we think they are pretty smart lambs.”
If the same technique could be shown to work in humans it would be revolutionary. In Britain, about one baby in 300 is born extremely prematurely, defined as before 28 weeks’ gestation. Parents are warned that such babies’ prognosis is not good, and whatever the outcome the children are very costly to the health service.
Any babies who might benefit from this would need to be delivered by Caesarean section and transferred across to the womb immediately in the operating theatre.
This new approach offers a far closer approximation to the natural environment, right down to the fact that it is the foetus’s own heart that pushes the blood through the placenta.
Dr Flake hopes to move to human trials in a few years, and argued that because of the extreme mortality rates using current apparatus it was important to move fast. However, other researchers said it might still be some time before artificial wombs are seen in hospitals.
“This is a really attractive concept and this study is a very important step forward,” said Colin Duncan, from the University of Edinburgh. “There are still huge challenges to refine the technique, to make good results more consistent. This will require a lot of additional preclinical research and development and this treatment will not enter the clinic any time soon.” | <urn:uuid:5662b7a6-4aab-4a96-980a-16ac330cebe0> | CC-MAIN-2018-51 | http://alertuk.org/docs/2017-04-26a.pdf | 2018-12-16T14:11:54Z | crawl-data/CC-MAIN-2018-51/segments/1544376827727.65/warc/CC-MAIN-20181216121406-20181216143406-00069.warc.gz | 12,807,184 | 565 | eng_Latn | eng_Latn | 0.999325 | eng_Latn | 0.999325 | [
"eng_Latn"
] | false | rolmOCR | [
2895
] | [
2.234375
] | 2 | 0 |
Add Dental Floss to Emergency Supplies
Billie Nicholson
If you are a regular dental floss user for oral hygiene, you carry a container with you every day. In addition to cleaning between your teeth, there are other reasons to add it to your emergency supplies. There are uses for both the waxed and unwaxed versions. These include:
- Use like twine to secure bags.
- Use it as fishing line. It’s the equivalent of 20 pound test.
- Sewing to repair clothing or tarps.
- Use some to make a bow drill to start a fire and use waxed floss to bind wood kindling. When lit, it will burn like a candle wick.
- Use un-waxed floss to tie food to a stick to cook over an open fire
- Works to secure your food out of animal reach.
- Tie tarp into a tree to make a shelter.
- Braid several strands together for replacement shoe laces.
- Use as a suture to close wounds.
- Make a trip line for an early warning of visitors.
- Can be used as a clothes line to hang wet clothes to dry.
- Secure gear to outside of carry pack.
- Tie a piece of floss through the frame of your glasses to replace a lost screw.
- Secure pants and sleeves against cold and rainy weather; or to keep out chiggers and ticks.
- Save the empty container to store small items
References
Carl from Kansas Asks: What is a Villager Sun Oven?
A. The Villager Sun Oven® is the only commercial solar oven manufactured in the world. It is designed to feed large groups of people quickly. Over 1200 meals a day can be cooked or hundreds of loaves of bread can be baked using the energy of the sun. Currently these solar bakeries are being used in over 40 deforested countries in the world. These units can serve special groups, like children in an orphanage, and be used as a micro-enterprise to alleviate poverty.
What is your Most Burning Question about Food Storage or Emergency Preparedness? Send your questions to firstname.lastname@example.org
Billie Nicholson
Recognizing the Symptoms of a Stroke
A stroke occurs when oxygen and vital nutrients carried in the blood is cut off from the brain. According to the American Stroke Association, nearly 700,000 Americans suffer strokes each year. Nearly 25% of those victims die. There are two reasons - in one, called an ischemic stroke, a blood vessel in the neck or brain is blocked by plaque or a blood clot. This makes up over 80% of strokes. The second reason known as a hemorrhagic stroke involves a blood vessel bursting or leaking.\(^1\)
A stroke is a serious medical emergency. The victim has only 2-6 hours to stop permanent brain damage. Getting to a hospital as quickly as possible is critical.\(^2\) Don’t take time to drive there. Call 911 immediately. An EMT can begin administering aid on the way to hospital. If you recognize any of these symptoms. For each minute the blood flow to the brain is blocked, 1.9 million neurons are lost.\(^3\) This could affect a person’s speech, mobility and memory.
1. Sudden Confusion or difficulty speaking or understanding - ask the victim to repeat the following: “You can’t teach an old dog new tricks.” Slurred words, using the wrong words or an inability to speak are symptoms of a stroke.
2. Sudden numbness or weakness of face, arm or leg, especially on one side of the body - often an affected limb on the opposite side of the body from where the stroke occurred will go numb, feel weak or be unable to move. Stretch out both arms with palms up for 10 seconds. If one arm drifts down, that indicates muscle weakness. Also with eyes open, lift one leg at a time.\(^2\)
3. Sudden trouble seeing with one or both eyes - blurred vision or loss of vision in one eye or double vision are not readily recognized as a stroke symptom.
4. Sudden trouble walking, loss of balance, or dizziness - don’t confuse these symptoms with inebriation or the flu.
5. Sudden severe headache with no known cause - women are more likely to have a headache with stroke than men. Don’t hesitate to ask for an MRI in the emergency room.
6. Droopy face - if one side of the face appears to be sagging or doesn’t move, ask the victim to smile, stick out his/her tongue or show teeth. The weakness will be obvious.
Strokes are the number 4 cause of death in the U.S. In addition, they are a leading cause of severe long-term disability. Don’t hesitate to get help immediately and don’t let the stroke victim over-rule a decision to call 911. The American Stroke Association has shown that administering a clot-busting drug within three hours of the first symptoms, reduces long-term disability for nearly 90% of all cases.\(^4\)
References
Benefits of Chia Seeds - More than a Chia Pet
Billie Nicholson
Do you remember the television ads for ceramic characters covered in green leaves? Sold only during the holidays, these seed sprouting kits must be the gift for the person that has everything. Chia seeds, surprisingly, are one of the healthiest foods on earth and are considered an amazing superfood.
Chia seeds come from a member of the mint family, *Salvia hispanica* L. They are rich in omega-3 fatty acids, protein, calcium, antioxidants and are one of the richest known sources of dietary fiber. They can be consumed whole or ground and mixed with other grains into bread or added to smoothies for increased creaminess. Gluten free, chia can be part of a diet for those sensitive to gluten containing grains, like wheat. When you mix chia with water a gel is created. (Wet chia seeds remind me of tadpole eggs.) This works well as an alternative to eggs in baked goods.\(^1\) Mix 3 Tbs. warm water with 1 Tbs. ground chia seeds. Let stand 5-10 minutes.\(^2\)
Chia was one of the most important crops for the ancient Aztec and Mayan cultures long ago. They continue to be a food staple for the Tarahumara Indians, a Mexican tribe of super athletes, living deep in Mexico’s remote Copper Canyon. Known as “the running people” and the subject of the book *Born to Run*, they run 50 to 100 miles at a time just for the fun of it. Chia seeds and pinole (roasted corn cake) are the two staples of their diet.\(^3\) The Indians prize chia seeds for their ability to provide sustainable energy. One ounce (28 grams) or 2 Tbs. of chia seeds contains:\(^4\)
- Fiber: 11 grams
- Protein: 4 grams
- Fat: 9 grams (5 of these are omega-3s)
- Calcium: 18% of the RDA (recommended daily allowance)
- Manganese: 30% of RDA
- Magnesium: 30% of RDA
- Phosphorus: 27% of RDA
Easy to incorporate into your diet, they can be added to anything, don’t need to be ground, they can be eaten raw, soaked in juice, added to porridges and puddings, or into baked goods. Chia seeds added to any recipe will dramatically boost the nutritional value.\(^5\) Chia seeds keep on the shelf for up to two years. The high quantity of healthy antioxidants act like a natural preservative, preventing them from going rancid. Chia seeds should be in every bug out bag. Try it you’ll like it.
References
We have been enjoying raised bed gardening for years and have had great success growing a wide variety of healthy, delicious and cost effective fresh vegetables. We use artificial soil as described below. This works great, so great that everything wants to be in the soil, including roots from other nearby trees, shrubs, etc. Our solution was to build a raised square foot garden so that nearby roots are not aware of our rich soil. Other advantages include not stooping to tend the plants and those with disabilities can sit in a wheelchair to continue the pleasures of gardening. Also when building the raised portion of your growing bed you can adjust the length of the legs to accommodate the slope of your property. We can build a few beds at our lake house and not have our veggies tumbling into the lake.
Our raised garden bed table was made from pressure treated lumber and placed on cement blocks. To keep the chemicals used to preserve the wood frame isolated from our soil we installed a plastic barrier, plastic composite decking and ground cloth before placing our plastic composite garden kit (4’x8’) on top. We secured the garden kit to the table with metal braces and 3 ½ inch #10 stainless steel screws. The finishing touch was to place strips of ground cloth at right angles inside the garden bed to prevent soil from washing through the cracks as the unit ages.
Photos RustyBuggy.com
For The Growing Medium:
We buy our growing medium from the local farm store and get a better price.
1/3 - (4 cu foot bail) – Peat Moss
1/3 - (4 cu foot bag) – Vermiculite
1/3 blend of the following:
– Composted cow manure
– Composted chicken manure
– Composted mushroom
Method
Start by opening the peat moss and break it up into small pieces in the bed. Add vermiculite and mix well. Open other bags and mix well working out lumps. Mix all growing medium dry. When finished mixing, water in the growing medium well (about one hour), test bed by checking bottom for dampness. If the bottom is dry, water until damp. This soil mixture has its good & bad issues. Good: Very rich mixture & great 1st year yields with no weed seeds. Bad: Very rich mixture so that every root in the area wants to invade the rich soil.
This rich bed is so delicious that garden worms will come to live. If you see worms in the yard pick them up and place into your new raised bed garden to speed up the worming process. We buy garden worms every 5 years or so. This year we ordered 1000 worms from Uncle Jim’s Worm Farm. They come with homecoming instructions. Go to http://unclejimswormfarm.com
NEVER step into your raised bed, as this will compact the soil and impede the great things to come. Reach in from either side to do your gardening work.
You are now ready to plant. Remember that this method of growing will yield bigger plants than you are used to seeing, so be careful to not plant your new seedlings too close together. More information is found at http://www.squarefootgardening.com
Curried Chicken and Rice from the Solar Chef
This tasty one dish meal is a good way to make use of leftover chicken.
Solar Baked Curried Chicken and Rice*
* Adapted from Weight Watchers “In One Pot”
INGREDIENTS
1 1/3 cups chicken broth
1/2 cup light coconut milk
1 tablespoon coconut oil
1 onion, finely chopped
1 red bell pepper, seeded and chopped
2 tablespoons minced, peeled fresh ginger
2 cloves garlic, minced
1 tablespoon curry powder
1 teaspoon garam masala
1/4 teaspoon salt
1 cup brown rice
2 cups previously cooked chicken, skin removed and shredded
1 (14 1/2-ounce) can diced tomatoes
1 cup frozen peas, thawed
2 tablespoons chopped fresh cilantro
PREPARATIONS
Set Sun Oven out to preheat.
In a saucepan, combine the chicken broth and coconut milk and bring to a simmer. Keep warm.
Heat the oil in a large pot or Dutch oven. Add the onion and bell pepper and cook, stirring often, until the onion is golden, about 5 minutes. Stir in the ginger, garlic, curry powder, garam masala, and salt. Stir in the rice until evenly coated. Stir in the chicken and tomatoes. Stir in the warm broth mixture, cover and transfer to the Sun Oven. Cook until the liquid has been absorbed, about 45 minutes. Stir in the peas and leave in the Sun Oven another 5 minutes. Sprinkle with cilantro just before serving.
Makes 4 to 6 servings.
Enjoy the Luxury of a Warm Shower
The SOLAR SHOWER is a great addition to emergency preparedness supplies during times when power or water access is limited. Fill it with water and hang it in the sun for about three hours. You’ll have 5 gallons of warm water using the sun’s energy. When placed outdoors in the direct sun, the matt black container absorbs the sun’s light energy and converts it into heat. Learn how to use it before you need it.
Camping fever will soon be hitting every neighborhood. Do you like to “rough it” and live in the wild, miles from civilization? After a couple of days do you yearn for the luxury of a warm shower to take off the grime? Now you can have both, the solitude and a warm shower. The SOLAR SHOWER is perfect for all your washing needs.
Constructed of durable PVC, with an easy filling cap and a sturdy carrying/hanging handle, it is perfect for all your washing needs. The handy on/off valve is connected to a shower-head for easy access allowing you to control how much or how little water you use. Once heated, the water in the SOLAR SHOWER will stay warm for another three hours after the sun goes down.
Specifications
- Capacity: 5 gallons
- Dimensions: 20 x 16 inches
- Weight: 14 ounces (empty)
Safe Rooms for Tornado Survival
Tornadoes and hurricanes are among the most destructive forces of nature. Unfortunately, these types of wind storms continue to cause injury and death to people who are unable to safely evacuate or find shelter from these events.
The National Weather Service did not start keeping organized records of tornadoes in the United States until 1950. Since then, the deadliest year for tornadoes was 2011, which claimed 553 lives. The single deadliest tornado to date was in Joplin, MO, on May 22, 2011, with 161 fatalities.
Compared with hurricanes and earthquakes, single tornado events typically affect smaller geographical areas but occur more often and cause more deaths. From 1950 through 2011, tornadoes caused about 5,600 fatalities in the United States, more than hurricanes and earthquakes combined over the same time period (NIST 2014).
FEMA has long supported the development of hazard-resistant codes and standards by assessing how structures respond in a disaster. Assessment conclusions and recommendations are applied through active participation in the process of creating and developing building codes and standards, including the Standard for the Design and Construction of Storm Shelters, known as ICC 500.
The most cost-effective way to design and construct a safe room is to include it in a new building. The cost of retrofitting an existing building (or portion thereof) is higher due to the additional design and construction constraints.
In new construction, the safe room is often built in the basement. The likelihood of wind-borne debris entering the basement is lower than for above-ground spaces; however, a basement safe room should still be designed to resist the extreme wind pressures that an above-ground safe room would need to resist. If you plan to add a basement safe room as a retrofitting project, keep the following in mind:
- You must be able to clear out an area of the basement large enough for the safe room.
- Unless the exterior basement walls contain adequate reinforcement as shown on the design drawings provided with this publication, these walls cannot be used as safe room walls because they are not reinforced to resist damage from wind-borne debris and extreme winds uplifting the home’s floor structure above.
- Exterior basement walls that are used as safe room walls must not contain windows, doors, or other openings in the area providing protection unless they are protected with an appropriate protective device or are designed to resist the debris impact and pressure associated with safe room design.
- The roof of the safe room must be designed to resist the wind pressures and debris impact forces.
- Just as the walls and roof of a safe room are designed and built to protect against extreme winds and wind-borne debris, so must the safe room door and assembly. Only door assemblies designed and tested to resist debris impacts and wind pressures can provide near-absolute life-safety protection.
- Some manufacturers produce and install prefabricated safe rooms.
References | <urn:uuid:0e4c0c81-ece6-4983-afa5-e42f576078ab> | CC-MAIN-2018-51 | http://www.sunoven.com/wp-content/uploads/2011/10/ENT-April-2015.pdf | 2018-12-16T12:41:44Z | crawl-data/CC-MAIN-2018-51/segments/1544376827727.65/warc/CC-MAIN-20181216121406-20181216143406-00077.warc.gz | 471,595,825 | 3,457 | eng_Latn | eng_Latn | 0.998525 | eng_Latn | 0.998964 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
1913,
4578,
6916,
8323,
9906,
11247,
12494,
15571
] | [
2.734375
] | 1 | 0 |
We’ve Tried Everything:
Reaching out to the unreachable child
Handouts
Karin Beal
American Council for School Social Workers
Mental Health in Schools Institute
Monday, October 1, 2018
Behavior Coaching
- How to stop constant defiance and power struggles without a barrage of punishments...
- The secret to ending constant arguments, bickering and yelling...
- What it takes to stop verbal or physical aggression, name-calling, threatening and anger issues...
The focus of behavior coaching is teaching and reinforcing skills in the moment of conflict or emotional distress with the expectations for the patient to acknowledge and use the skill being taught. “Conflict is inevitable, but combat is optional, and with prompt attention paid to emergent misbehavior through early intervention strategies, up to ninety percent of minor, pesky behavior problems can be eliminate in the [milieu].” (Dahlgren, n.d., p. 2)
Having high quality relationships between staff and patients is a key to milieu management and is associated with 31% fewer discipline problems as reported by R.J. Marzano (Marzano, Marzano, & Pickering, 2003)
Behavior coaching understands internal/external conflicts are inevitable and focuses on a preventative rather than reactive style of milieu management by teaching desirable behaviors and through the use of a safe environment, supportive environment, interaction, and engagement. (Emmer & Stough, 2001) (Gersh, McGovern, & Akiva, 2012) (Ramaswamy, Hillaker, & McGovern, 2013) (Dahlgren, n.d.)
Behavior coaching is not therapy; it is short-term advising, in brief 5 - 15-minute increments and has been shown to be effective in preventing and minimizing behavior challenges. (Marzano, 2007)
Behavior Coaches help individuals hang in and face adversity. More than mere information, our patient’s need “muscle memory” in order to learn how and when to use the skill when experiencing a conflict or emotional distress. These six steps for responding to conflict helps staff reframe the incident and are designed to help staff model appropriate ways to respond.
1. Approach calmly – use validation, nonjudgmental attitude, and acceptance; monitor your own proxemics, kinesics, paraverbal communication, and haptics
2. Acknowledge feelings – enhance your validation by use of more than one level of validation, regulation cannot occur in an invalidating environment
3. Gather information – as regulation and balance returns we can use the COPING model to enhance the tension reduction process
4. Restate the problem – make sure you understand the facts, differentiate facts from thoughts and/or perceptions, identify the emotions; this allows for structured reflection
5. Ask for solutions/choose together – this continues the COPING model and empowers the individual to make decisions through critically thinking about the conflict and further regulates emotion by decreasing helplessness, powerlessness, worthlessness, and inadequacy.
6. Be prepared to give follow-up support – this is the last step of the COPING model and further sends the message to the individual they are not alone; our goal is continue support and help them carry out the action plan or use the skill (CPI, 2017) (Gersh, McGovern, & Akiva, 2012) (Long, Wood, & Fecser, 2001)
**Perception of Obstacles Makes a Difference**
“Whenever you’re in conflict with someone, there is one factor that can make the difference between damaging your relationship and deepening it. That factor is attitude.” - William James (Gersh, McGovern, & Akiva, 2012, p. 19)
Some people see obstacles as a puzzle to solve. Some see obstacles as an opportunity to grow. Others see obstacles as threats. Still others see obstacles as meaning they cannot succeed. One’s view of barriers to achieving goals affects the reaction to the barrier. Conflict may turn into a valuable learning experience because it is through conflict we learn how to listen to others, share our own thoughts, feelings, perceptions, and/or values, get our needs met, and find ground; which lead to personal growth. (Gersh, McGovern, & Akiva, 2012) (Long, Wood, & Fecser, 2001)
When individuals are faced with a conflict or with emotions they cannot name or don’t want to experience then this becomes an obstacle and defenses are raised, barriers are in place.
The role of Behavior Coach is to help individuals identify the emotion, be aware of and allow the experience of the emotion to be present, identify and verbalize the conflict and/or barriers, and then to figure out a solution and use the solution. The coach reframes the situation and offers an opportunity to investigate instead of just managing or controlling it. The coach can reframe conflict to accomplish the following:
- Stresses listening, negotiating, collaboration, and compromise
- Stresses meta-cognition – thinking about what you are thinking and why you think that way
- Stresses development of empathy – how this conflict affects others, investigates how my thoughts, behaviors, and feelings impact others
- Stresses each individual perspective is legitimate and valid and carries equal importance as the adult/staff member
- Stresses positive participation with the individual experiencing the conflict; removes the adult/staff as all-knowing and discourages teaching or reinforcing the concept of “obey”/“listen to what I say” attitude (Gersh, McGovern, & Akiva, 2012) (Long, Wood, & Fecser, 2001)
Considerations for Our Patients
If a patient sees obstacles as the world being against them or as meaning failure, then the patient is likely to be overwhelmed with painful thoughts and difficult emotions when faced with blocks to goals.
Perhaps a patient doesn’t really experience thoughts when faced with an obstacle or is unaware of the thoughts.
Maybe the patient immediately experiences fear or shame. Fear tells us to escape the situation, that there is danger. Shame urges us to hide. If the situation isn’t one in which a patient needs to be afraid or ashamed, these emotions get in the way of overcoming obstacles. Other emotions may be present as well and also urge a certain action that might or might not be helpful. (Dahlgren, n.d.)
Think about the National Geographic Channel show, "The Dog Whisperer;" in the show, the "whisperer" -- an animal expert named Cesar Millan, trots the globe teaching dog owners how to reign in bad pooch behavior. This is not suggesting that our patients are animals -- they are indeed individuals with uniquely human needs.
Some principles about change are universal, however. Whether we're talking about an aggressive Chihuahua or an out-of-control patient, both need a strong, attuned presence from their caregivers/staff. Instead of being offended at the analogy, consider that with dogs, as it is with our patients, it is crucial how the owner (adult caregiver) carries themselves and the staff (or caregiver) "presence" with the individual. Instead of expecting a patient to "snap out of it," "stop", or "just realize that what they're doing is wrong," the Behavior Coach can see that they need to shift themselves first -- that they are the real coach. They have to coach the individual in how to regulate emotions, separate thoughts and perceptions, in order to better manage behavior and self-regulate.
There is no "cure" for our patient’s behavioral problems; there is no single pill or silver bullet strategy that hits the sweet spot and changes things permanently. While there is no cure, it's important to know there is a path toward greater connection and positive change. (Long, Wood, & Fecser, 2001) (Marzano, Marzano, & Pickering, Classroom Management That Works: Research Based Strategies for Every Teacher, 2003)
Resisting Consequences (punitive) (Dahlgren, n.d.) (Gersh, McGovern, & Akiva, 2012) (Ramaswamy, Hillaker, & McGovern, 2013)
Behavior is the language of needs and all behavior is reinforced. The goal of the consequence is to support the safety of all patients (physically and emotionally), communicate consistency, and support the individual in the moment and over the long-term. Consider the three basic categories of consequences:
1. **Natural Consequence** – these are what happen naturally, without any intervention
2. **Logical Consequence** – these are consequences that are imposed through intervention but seek to directly redress the action
3. **Punitive Consequence** – these are consequences that are imposed through intervention that seek to “punish” the person responsible (this is a prohibited practice in our treatment programs)
Only natural and logical consequences provide a meaningful opportunity for the individual to learn and practice a new skill, to develop empathy, communication, and how to repair relationships.
The goal of the behavior coach is to take time to discuss, think about, and then deal with the situation with the patient, not for the patient. This helps our patients learn to reflect, problem-solve, make decisions critically, and practice enhanced communication. (Ramaswamy, Hillaker, & McGovern, 2013)
**Questions like these are common:**
- What behavior should I ignore, and what should I deal with?
- How do I set limits without being too strict or not strict enough?
Research points to the benefits of behavior coaching as an evidenced practice in helping children and teens overcome behavior challenges. (Gersh, McGovern, & Akiva, 2012) (Long, Wood, & Fecser, 2001)
- Behavior Coaching offers individual’s great lessons in life:
1) it's OK to make a mistake and have conflict,
2) mistakes and conflicts are inevitable, and
3) both are stepping stones for learning. (Dahlgren, n.d.) (Gersh, McGovern, & Akiva, 2012) (Long, Wood, & Fecser, 2001)
- When an individual makes a mistake or experiences a challenge, one of two things can occur:
1) the person can learn from the mistake and try to improve the next time; or
2) the person can become preoccupied with the fear of making another mistake.
If the Behavior Coach stays calm and instructs the individual, there's a chance that the individual will see the mistake as an opportunity to learn. Unfortunately, as human beings, we often tend to have more animation in our reactions to negatives than in our reactions to positives. So it takes an extra effort on our part as coaches to remind ourselves to do all in our power to try to stay calm when mistakes and challenges occur. (Dahlgren, n.d.) (Gersh, McGovern, & Akiva, 2012)
- Have reasonable and realistic expectations. The Behavior Coach understands we are teaching new skills and it will take practice to become effective. Therefore, the skill will be taught in the moment of emotional distress, so the individual can learn how to first retrieve the information from their brain, how to use the skill with the Behavior Coach, and then how to retrieve and use independently when emotionally distressed. (Gersh, McGovern, & Akiva, 2012) (Long, Wood, & Fecser, 2001)
Remind individuals not to get down on themselves. Individuals can go from "cocky" to "unsure" in seconds. A steady reminder from the Behavior Coach can help them to keep from falling apart when things aren't going well. Encouraging individuals that it is okay to feel bad about the mistake/challenge but that they can also feel good about taking responsibility and being willing to use the skills at the same time. (Emmer & Stough, 2001) (Marzano, Marzano, & Pickering, Classroom Management That Works: Research Based Strategies for Every Teacher, 2003) (Ramaswamy, Phillips, McGovern, & Akiva, 2013)
Emphasize teamwork, and help individual’s think "we" instead of "me." One of the major cornerstones of self-esteem is developing a sense of belonging. We're social animals and we need to feel as though we belong to a group. The Behavior Coach plays a central role in making the "team" concept become a reality within our treatment program. The Behavior Coach makes sure all individuals get recognized, not just the "stars." The Behavior Coach does not allow peers to criticize each other. The coach encourages other adults/staff to notice and compliment everyone and not just the "stars." (Ramaswamy, Phillips, McGovern, & Akiva, 2013)
The task of the Behavior Coach is to teach individuals how to be in control of their emotions throughout challenges, conflicts, problems, and emotional distress and then afterward in their repair or amends of a situation. (Dahlgren, n.d.) (Gersh, McGovern, & Akiva, 2012)
References
CPI. (2017). *Instructor guide Nonviolent Crisis Intervention foundation course*. Milwaukee, WI: CPI.
Dahlgren, R. (n.d.). *Remain Calm & Respond Right When a Student Challenges!* Coeur d’Alene, ID: Center for Teacher Effectiveness.
Emmer, E. T., & Stough, L. M. (2001). Classroom management: A critical part of educational psychology, with implications for teacher education. *Educational Psychologist*, 103-112.
Gersh, A., McGovern, G., & Akiva, T. (2012). *Reframing Conflict*. Ypsilanti, MI: Forum for Youth Investment.
Long, N. J., Wood, M. M., & Fecser, F. A. (2001). *Life Space Crisis Intervention: Talking with Students in Conflict*. Austin, TX: Pro-Ed.
Marzano, R. J. (2007). *The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction*. Alexandria, VA: Association for Supervision and Curriculum Development.
Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). *Classroom Management That Works: Research Based Strategies for Every Teacher*. Alexandria, VA: Association for Supervision and Curriculum Development.
Ramaswamy, R., Hillaker, B., & McGovern, G. (2013). *Structure and Clear Limits*. Ypsilanti, MI: Forum for Youth Investment.
Ramaswamy, R., Phillips, S., McGovern, G., & Akiva, T. (2013). *Ask Listen Encourage*. Ypsilanti, MI: Forum for Youth Investment. | <urn:uuid:a143464f-4ded-49fb-91f2-33222ba55e9b> | CC-MAIN-2018-51 | https://acssw.org/conference/2018/Institute/Beal_K-Reaching_the_Unreachable_Child_handout_packet.pdf | 2018-12-16T12:43:00Z | crawl-data/CC-MAIN-2018-51/segments/1544376827727.65/warc/CC-MAIN-20181216121406-20181216143406-00074.warc.gz | 540,400,979 | 3,080 | eng_Latn | eng_Latn | 0.983314 | eng_Latn | 0.994846 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
185,
2696,
5432,
8367,
10951,
13796
] | [
2.0625
] | 1 | 0 |
This is my thirtieth monthly teaching letter and continues my third year of publication. I was browsing through the channels on television recently, when I came across a so-called “Christian Channel” in this area. They had a man on this station advising his listeners how to get their finances in order. It was a call-in type of program. Never did he advise them not to go into debt in the first place. Anyway, one of his desperate Christian listeners asked advice on how she could work her tithe into her budget. It was interesting what this Christian financial adviser was counseling this woman to do. He simply instructed the woman, she could pay her tithe to anyone she chose. This type of advice was totally unbiblical. The first mention of tithe in the Bible is Abraham paying his tithe of war spoils to the Priest of Salem who was no other than Shem. So, from the beginning, the tithe was to be paid to the senior priest of the family race-line. It remained this way until Reuben was disqualified for the job, at which time the sceptre bypassed Simeon and Levi and fell on Judah. The birthright was taken from Reuben and given to Joseph (the first born of Jacob by Rachel). The promise of the priesthood was taken from Reuben and later given to Levi. When the Tribe of Levi became the priest-tribe, the tithe was directed to be paid to them. This continued to be true until the time of John the Baptist. When the Messiah called his disciples, He called everyone from the Tribe of Benjamin except Judas, who was of the Satanic seedline. Later, Yahshua personally replaced Judas with Paul who was a Benjamite. Therefore, all twelve of Yahshua’s apostles were Benjamites. The Benjamites were sent with the Gospel to the Israelite people proclaiming our Redemption. It would be ridiculous to suppose the apostles should not have been supported by the tithe, but where do we find qualified Benjamites today for this purpose? The key word here is the word “Gospel.” The term “Gospel” has become synonymous with “truth.” Obviously, it would be quite impossible today to find Levites and Benjamites to receive our tithes. Therefore, today, the tithe should be paid to proclaimers of the Kingdom. There are three cardinal attributes to the Gospel of the Kingdom which are imperative today: (1) The Identity of Israel, (2) The message of the conspiracy, and (3) The identification of the “Jews” as the genetic Satanic enemy of Genesis 3:15. Anything short of this is not the “truth.” Therefore, the cardinal advice this so-called financial counselor should have told this woman, was to pay her tithe to the one proclaiming to her the entire truth. Obviously, the financial adviser, in this case, meant some Judeo-Christian church. If the true proclaimers of the Kingdom had only a fraction of the money sent to the JudeoChristian, so-called preachers on television, this message could take the world by storm. I hope this explanation of biblical tithing has cleared up any questions you may have had on the subject. Not only is one responsible for paying the tithe to the proper source, but any tithe paid to non-truthful sources is like giving aid and comfort to the enemy. I am sure, when the day of judgment comes, many who thought they were paying their tithe, will be given zero credit as they paid it to the wrong fountainhead. In the end, we are the ones responsible for determining the truth, as we are instructed to “study to show thyself approved unto Yahweh, a workman that needeth not to be ashamed, rightly dividing the word of truth.” This passage of Scripture shifts the responsibility right back to our doorstep.
There is only one way to establish the truth in the Identity message. We have to consider that everything we have ever been told in the past may not be correct. As a matter of fact, most of the things we have been taught in the past are 180 degrees from being right. They are just the opposite from what we were told they were. Therefore, it is immensely important to erase everything from the blackboard of our minds and start all over again from the beginning. This, many are unwilling to do.
In the last few lessons, I have been trying to set the stage for the story of Esau. When I started this series, I had no idea that there would be so many background materials to cover. With this lesson, I am going to diverge somewhat from this theme. Because Ted R. Weiland recently wrote a booklet, “Eve, Did She Or Didn’t She?”, mentioning my name 14 times along with several other good Two Seedline teachers, I thought it was about time to give him my retort. I have also sent him a copy of the following:
**SMITH & GOODSPEED ON JOHN 8:44**
“The devil is the father **you are sprung from**, and you want to carry out your father’s wishes. He was a murderer from the first, and he has nothing to do with truth, for there is no truth in him. When he tells a lie, he speaks in his true character, for he is a liar and the father of them.”
You can see, then, this verse is not speaking in a spiritual sense as most one seedliners would have you to believe. If so, how would one murder someone spiritually? It would be absurd to interpret this verse in a spiritual manner. When it is speaking of murder in this verse, it is speaking of Cain murdering Abel. It is not speaking of Cain murdering Abel spiritually, but physically. I am not the only one who understands this verse in such a way. *The New Treasury of Scripture Knowledge*, edited by Jerome H. Smith, published by the Thomas Nelson Publishers, page 1203, understands John 8:44 to be speaking of the murder of Abel by Cain, for it makes reference to Genesis 4:8. This is an entire book of cross-references. As far as I know, this book is in no way promoting the Two Seedline doctrine, nor does it have an ax to grind on this subject. Let’s take a look at Genesis 4:8 to which this book makes reference from John 8:44:
“And Cain talked with Abel his brother: and it came to pass, when they were in the field, that Cain rose up against Abel his brother, and slew him.”
For evidence to help prove that John 8:44 is speaking of the “Jews” as being descendants of Cain, and that Smith & Goodspeed has translated this passage correctly, we will check on the word “**OF**”, like in “Ye are **OF** your father the devil.”
The Strong’s number in the Greek is 1537. The *New Testament Word Study Dictionary* by Dr. Spiros Zodhiates devotes five pages to interpret the word “OF” as used in the Greek, pages 529-534. Obviously, I cannot quote this entire document here, but cite only that which is relevant to John 8:44:
**1537.** “… Preposition governing the genitive, primarily meaning out of, from, of, as spoken of such objects which were before another … Of the origin or source of anything, i.e., the primary, direct, immediate source … Of persons, of the place, stock, family, condition, meaning out of which one is derived or to which he belongs … Of the source, i.e., the person or thing, out of or from which anything proceeds, is derived, or to which it pertains …”
**MORE ON THE WORD “OF” IN JOHN 8:44**
We really need to examine the word “OF” in John 8:44, for it is very critical in understanding that the “Jews” are the descendants of Cain. The word “OF” is the Greek word #1537 in the *Strong’s Concordance*. Most one seedliners will claim John 8:44 should be taken spiritually only, that it is not speaking of a literal genetic offspring of Satan through Cain. Jeffrey A. Weakley (a one seedliner) in his 1994 booklet *The Satanic Seedline, Its Doctrine and History*, page 24, in his attempt to discredit the Two Seedline teaching says this of John 8:44 (this is an “Argument” and “Answer” debate conducted solely by him in his booklet): “This does not show that Cain was of that wicked one physically, but rather he was of that wicked one spiritually. Let’s look at part of 1 John 3:8: ‘He that committeth sin is of the devil ….’ When one studies out 1 John 3:8-12 the meaning becomes crystal clear. It must be talking about who we are serving spiritually. If it is talking about physical descendants, then all of us are physical descendants of Satan because we all have sinned. ‘For all have sinned, and come short of the glory of God …’ (Rom 3:23) … So if we have all sinned and if he that committeth sin is of the devil, we must conclude that all of us are of the devil … So what is it saying? Are you of the devil by physical descent or are you of the devil because you serve him (or have served him in the past)?” … “ARGUMENT [of the two seedliners]; John 8:44 says, ‘Ye are of your father the devil … This shows that the devil is their physical father’” … “ANSWER [by Jeffrey A. Weakley]: ‘Wrong. This once again shows that the devil is their spiritual father (the one that they serve).’.”
We must then determine whether John 8:44 is speaking of a spiritual devil or a physical devil. The word “OF” is critical in John 8:44 for determining this. The word in the Greek is #1537. In John 8:44 the Greek form is: ἐκ which is sometimes ἐξ. You can check this out in most any of the Greek interlinears. The *New Testament Greek Study Aids* by Walter Jerry Clark says on page 230 about the Greek word ἐκ: “out of … with the genitive: by means of, out of.” The *Intermediate New Testament Greek* by Richard A. Young, page 95 says the following about the Greek word ἐκ: “ἐκ often conveys special extensions ‘out of’ or ‘from.’ For example, the prophet said that God would call His Son out of Egypt (Matthew 2:15)” From the *Greek to English Interlinear* by George Ricker Berry, page 31 of his “Greek-English New Testament Lexicon”, we have this on ἐκ: “ἐκ or before a vowel, ἐξ, a preposition governing genitive, from, out of.” The *Thayer Greek-English Lexicon of the New Testament*, page 189 expresses ἐκ this way: “… out of, as separation from, something with which there has been close connection
... "In other words, the "Pharisees" in John 8:44 had a close genetic connection out of or from "the devil."
There are 32 other places in the New Testament where this Greek word (1537) '6 is used in the same sense. Let's see if these other passages are speaking of physical or spiritual beings: In Matthew 1:3 it speaks of "Phares" and "Zara" being "OF." Thamar. Does that sound "spiritual"? Again in Matthew 1:5 it says "Booz" begat Obed "OF." Ruth. Again, does that sound "spiritual"? In Matthew 1:18 it speaks of the "child" being "OF" the Holy Ghost. Again, does that sound "spiritual"? In Matthew 1:20 it again speaks of the "child" being "OF" the Holy Ghost. Again, does that sound "spiritual"? In Mark 5:8 the Redeemer commanded an unclean spirit to "come out 'OF' the man." Does the "man", from which the spirit was cast, sound "spiritual"? In Luke 2:36 it speaks of one "Phanuel" "OF" the tribe of Aser. Does this sound like a real person or a spirit? In Acts 13:21 it speaks of "a man 'OF', the tribe of Benjamin." Again, are we talking "spiritually" here? In Romans 1:3 it speaks of Yanshua being "made 'OF' the seed of David according to the flesh." How do the one seedliners claim this one to be "spiritual" when it states outright, "flesh"? After all, it's the same word "OF" as used in John 8:44?!?! In Romans 16:10 it speaks of "them which are 'OF' Aristobulus [household]." Can we ask again if this is someone who is a real person or something strangely "spiritual"? In Romans 16:11 it speaks of "them that be 'OF' the [household] of Narcissus." Does the word "OF" here apply to some real person or do we have to relegate it to something "spiritual"? In 1 Corinthians 11:12, it says "the woman [is] 'OF' the man." I can just imagine some ardent one seedliner explaining to his wife she is not a real person! In Philippians 4:22 it speaks of "they that are 'OF' Caesar's household." I guess that we Two Seedliners are now supposed to believe that Caesar was something spiritual! In Hebrews 7:5 it speaks of "the sons 'OF' Levi ..." and "out 'OF' the loins of Abraham." I guess the one seedliners would now have us Two Seedliners to believe that Levi and Abraham were some kind of a "spiritual" mirage! In 1 John 3:8 we are told: "He that committeth sin is 'OF' the devil." The devil (Satan) was the original lawbreaker, and that is what sin is all about! In 1 John 3:12 it further describes "Cain [who] was 'OF' that wicked one." The one seedliners really do some rhetorical gymnastics with this passage. Jeffrey A. Weakley said this passage was also "spiritual". In Revelation 3:9 it states: "I will make them 'OF' the synagogue of Satan." A synagogue is a worship house of Satan. The "Jews" truly do worship Satan their father and they admit with their own words that they are descended from Cain. I have in my possession a quotation from a publication Liberal Judaism published January, 1949 by a Rabbi Dr. Abba Hillel Silver who states in part, speaking of the then new State of Israel: "... the concept of the wandering Jew ... For the curse of Cain, the curse of being an outcast and a 'wanderer' over the face of the earth has been removed ..." It is only the one seedliners who do not understand that Cain was to be a "vagabond", a "wanderer" and having the "curse of Cain" upon him. Name one other group today that fits this category. In Revelation 5:5 it speaks of "the Lion of the tribe 'OF' Judah." Are we also supposed to believe that this is something "spiritual", and deny that Yahshua came in the flesh? In Revelation 7:5-8 we have: "'OF' the tribe of Judah ... 'OF' the tribe of Reuben ... 'OF' the tribe of Gad ... 'OF' the tribe of Aser ... 'OF' the tribe of Neptahlim ... 'OF' the tribe of Manasses ... 'OF' the tribe of Simeon ... 'OF' the tribe Levi ... 'OF' the tribe of Issachar ... 'OF'
the tribe of Zabulon ... ‘OF’ the tribe of Joseph ... ‘OF’ the tribe of Benjamin." If we are to be consistent, (a word which the one seedliners like to use), if the same Greek word that is used in all these references is physical in nature, so, too, is the word “OF” in John 8:44!!!!! Very convenient to throw up the word "spiritual" whenever you want to forge a barrier and not accept the truth which Yahshua spoke: "Ye are OF your father the devil." Yahshua was simply saying to the "Jews" that they were chips off the old block.
Also, I suggest that most people who use the word "spiritual" in this way don't even know what the word means. The dictionary might lead to the idea of a disembodied soul or a ghost, something mysterious or mystic. The Bible meaning for "spiritual" is: life as opposed to death. How does such a description of the word "spiritual" fit John 8:44? It's obvious, it doesn't!
ONE SEEDLINERS TEACHING A DANGEROUS DOCTRINE!
I now wish to give you a very good example of the "enmity" of the two seeds of Genesis 3:15 from the book "Germany Must Perish" by the American "Jew", Theodore N. Kaufman:
Page 11, "For quite patently, to fight once more in democratic defense against Germany with any goal in view save that country's extinction constitutes, even though it lose the war, a German victory. To fight, to win, and not this time to end Germanism forever by exterminating completely those people who spread its doctrine is to herald the outbreak of another German war within a generation."
Page 15, "And so it is with the people of Germany. They may respond for a while to civilizing forces; they may seemingly adopt the superficial mannerisms and exterior behaviorisms of civilized peoples but all the while there remains ever present within them that war-soul which eventually drives them, as it does the tiger, to kill. And no amount of conditioning, or reasoning, or civilizing — past, present or future — will ever be able to change this basic nature."
Page 83, "There is in fine, no other solution except one: That Germany must perish forever from this earth! And fortunately, as we shall now come to see, that is no longer impossible of accomplishment."
Page 86, "Quite naturally, massacre and wholesale extinction must be ruled out. ... There remains then but one mode of ridding the world forever of Germanism — and that is to stem the source from which issue those war-lusted souls, by preventing the people of Germany from ever again reproducing their kind. This modern method, known to science as Eugenic Sterilization, is at once practical, humane and thorough."
IN SHORT: This is why the "Jew" today is encouraging every White woman to jump in bed with a Black, Mexican or Mongolian! When one is talking about the "Germans", one is talking about the same tribe as Yahshua the Redeemer. The Germans are the true Tribe of Judah along with the Irish and Scottish, and the "Jews" are the false tribe of Judah. Maybe now we can know what "Planned Parenthood" is all about. (Say you want to continue to go to a "Jewish" doctor?) If you can't see the natural "enmity" between the "Jews" and Germany, you have to be blind! This "Jewish" hatred is not isolated to Germany alone, but anyone of German blood wherever Germans, Irish and Scots might live. Yes, I am saying that the one seedliners
are, like the "Jews", "blind guides." The two "seeds" of Genesis 3:15 are at war, and it is to the death of one or the other.
MORE ENMITY OF GENESIS 3:15
At a "Jewish" conference, January 12, 1952, in Budapest a "Jew", Rabbi Emanuel Rabinovich, spoke before the Emergency Council of European Rabbis. The following is part of that speech which can be found in William Guy Carr's book, *Pawns In The Game* on pages 105-106:
"... I can state with assurance that the last generation of white children is now being born. Our Control Commission will in the interest of peace and wiping out inter-racial tensions, forbid the whites to mate with whites. The white women must cohabit with members of the dark races, the white men with black women. Thus the white race will disappear, for mixing the dark with the white means the end of the white man, and our most dangerous enemy will become only a memory. We shall embark upon an era of ten thousand years of peace and plenty, the Pax Judaica, and our race will rule undisputed over the world. Our superior intelligence will easily enable us to retain mastery over a world of dark peoples."
The "Jews" went on to brag: "... *We are about to reach our goal. World War II furthered our plans greatly. We succeeded in having many millions of Christians kill each other and returning other millions in such conditions that they can do us no harm. There remains little to be done to complete our control of the stupid goyim.*"
"A RACIAL PLAN FOR THE 20TH CENTURY"
The following declaration of intent was given in 1912 by a British top-level Communist theoretician, Israel Cohen, as recorded in the booklet *Who's Who In The World Zionist Conspiracy* by James Combs, page 40:
"The 'Race-Mixing' program". We must realize that our party's most powerful weapon is racial tension ... In America we will aim for subtle victory. While inflaming the negro minority against the whites, we will endeavor to instill in the whites a guilt complex for their exploitation of the negroes. We will aid the negroes to rise in prominence in every walk of life, in the professions and in the world of sports and entertainment. With this prestige, the negro will be able to intermarry with the whites and begin a process which will deliver America to our cause."
THE EBLA FIND
As I promised you last month, I will bring you information on an archaeological find at a place known as Ebla. I will now quote from *The Thompson Chain-Reference Bible*, the "Archaeological Supplement" in part, pages 1791-1793. As this archaeology supplement is being continually updated by Thompson, your edition may read differently than what I am quoting here:
"... The most impressive of these mounds is known as Tell Mardikh, which lies some 30 miles south of modern Aleppo, rises 50 feet above the plain, and covers an area of 140 acres ... In the spring of 1964 Dr. Paolo Matthiae, professor of Near East archaeology at the University of Rome, obtained a permit to excavate Tell Mardikh with his wife, Gabriela, and an efficient archaeological team of assistants."
“During the first few years they carried out soundings in various parts of the mound. Uncovered were city gates similar to those of Solomon at Gezer and Megiddo, and two small chapel-type temples like the famous temples of Shechem, Megiddo and Hazor — all dating between 2000 and 1600 years before Christ, the period called Middle Bronze I and II.
“In 1968 the archaeologists discovered a royal statue which bore a dedicatory inscription to one Ibbit-Lim, ‘Lord of the City of Ebla, to the goddess Ishtar.’ It soon became clear that they were excavating the remarkable metropolis of the kingdom of Ebla, an immense Semitic empire whose center was set on the plains of modern Syria. From occasional references to it in ancient inscriptions — from Ur, Lagash, Nippur, Mari, and Egypt — archaeologists had long suspected the presence of such a civilization in North Syria. Many places and events of history would now fall into proper place.
“In 1973 work was begun in Early Bronze Age Ebla, which dated between 2400 and 2225 B.C. Excavators found a tablet indicating the city at this period was divided into two sections — an acropolis (high city) and a lower city. The acropolis contained four building complexes: the palace of the city, the palace of the king, the palace of the servants, and the stables. The lower city was divided into four quarters, each of which had a gate: the gate of the City, the gate of Dagan, the gate of Rasap, and the gate of Sipis.
“In 1975, while excavating in the palace of the city, the chief administrative center, they came upon the ruins of a large three-story royal palace building which had flourished four generations before the birth of Abraham. It contained a spacious audience court (100 to 170 feet, with a portico of carved wooden and stone columns adorned with gold and lapis lazuli), a tower room, and smaller rooms at the entrance of the courtyard. In the tower room were 42 cuneiform business tablets and a small school exercise tablet.
“During the following year they worked in the two rooms at the entrance of the courtyard. In the first room were about 1,000 business and administrative tablets, which were found ‘rather spread out and disordered.’ The second room was a large library — the authentic royal archives — containing 15,000 tablets that had been regularly arranged on wooden shelves. When the palace was destroyed by fire, however, the flames devoured the wooden shelves, and the tablets settled on top of one another …
“In a nearby room were another 1,000 tablets, along with writing implements. This they took to be the scribe’s room. In yet another room were 800 tablets, along with beautifully carved wooden figures, seal impressions, and plaques of wood, gold, and lapis lazuli. One sheet of gold was found … Professor Pettinato found that the major portion of the tablets were written in Sumerian wedge-shaped cuneiform script — the world’s oldest written language. The tablets themselves, however, dated from the middle of the third millennium B.C. One large tablet was a dictionary giving the Sumerian equivalents of some 3,000 Eblaite words. With the help of this lexicon, Pettinato was able to decipher [sic] many other Eblaite tablets. About 20 percent of the tablets were written in a northwestern Semitic language which Pettinato called Paleo-Canaanite, or Old Canaanite, although the script used was also cuneiform Sumerian. This he says, was the language spoken in Ebla and is closer in vocabulary and grammar to biblical Hebrew than any other Canaanite dialect, including Ugaritic.
"Contents and Significance of the Tablets
"The tablets so far unearthed number nearly 20,000, the majority of them large. Those which have been translated —only a fraction of the total—tell of the economy, administration, education, religion, trade, and conquest of a great commercial empire of which all memory had been lost in the historical traditions of the Near East.
"... what they have found already throws a flood of light on so many aspects of research in the field of ancient history and biblical archaeology that in many quarters the Ebla Tablets are now considered more significant for elucidating ancient history and the early backgrounds of the Bible than any other archaeological discovery ever unearthed.
"With its empire, the city of Ebla, whose population is given in one tablet as 260,000, constituted one of the greatest powers in the Ancient Near East during the third millennium B.C. Its commercial and political influence extended far beyond its own borders—from Sinai in the southwest to Mesopotamia in the east. As a major trade center, it controlled east-west commercial routes for grain and livestock from the west, cedar timber from Lebanon, and metals and textiles from Anatolia—the home of the Hittites—along with trade in silver and gold and the several other commodities from Cyprus and other Mediterranean countries.
"Ebla was a flourishing Semitic civilization. Her 'arts prospered and her craftsmen were renowned for the quality of their metal work, textiles, ceramics and woodworkings. They made cloth of scarlet and gold, weapons of bronze, and furniture of wood. Their educational system was far advanced. They kept records in their own language on tablets of clay which they stored in archives deep in the cellars of the royal palace.' All this existed more than a thousand years before the brilliant civilization of David and Solomon.
"Ebla had a king and a queen. Like Israel, it anointed its kings and had prophets. The king was in charge of state affairs, and his queen was held in equally high regard. The crown prince helped with domestic and administrative affairs, while the second son aided his father in foreign affairs. The tablets are quite explicit about the structure of the state and about the royal dynasty. Six kings are listed, among which is Ebrum. The resemblance of his name to Eber, the father of the Semites, according to Genesis 10:21, is astonishing, since it is virtually the same name as the biblical Eber, a direct descendant of Noah and the great-great-great-grandfather of Abraham.
"Other names found in these texts and later used by biblical characters are: Abraham, Esau, Saul, Michael, David, Israel and Ish-ma-il (Ishmael).
"The gods worshipped at Ebla numbered around 500, and included El and Ya. El is a shortened form of Elohim, used later by the Hebrews and in the Ugaritic tablets. Ya is a shortened form of what some think might be Yahweh, or Jehovah, and was used for their supreme god and gods in general. Other principal gods were Dagan, Rasap (Resef), Sipis (Samis), Astar, Adad, Kamis, Milik ...
"In recording the trade and treaty dealings of Ebla, the tablets give the names of hundreds of individual place-names, among which are Urusalim (Jerusalem), Geza, Lachish, Joppa, Ashtaroth, Dor, and Megiddo, as well as cities east of the Jordan. One tablet (No. 1860) mentions the cities of the plain—in the same order as in Genesis 14:2 (Sodom, Gomorrah, Admah, Zeboiim, and Bela, or Zoar)—as being cities with which Ebla carried on extensive trade. This was the first time these place-names had
been found outside the Bible. Dr. David Noel Freedmen had pointed out that this record precedes the great catastrophe involving Lot which many modern scholars have regarded as entirely fictional.
"The texts contain Canaanite stories of the Creation and the Flood and a Canaanite code of law. The creation tablet—a beautifully inscribed ten-line poem—is closer to the Genesis account than anything else discovered. In essence a part of it reads: There was a time when there was no heaven, and Lugal ('the great one') formed it out of nothing; there was no earth, and Lugal made it; there was no light, and he made it.
"The Flood story is given in five columns on a small tablet ... Ebla is only partially excavated, yet a part of the royal palace, two temples, a fortress, three city gates and tablets which now number nearly 20,000 have been exposed ... At one time Ebla even ruled over and collected tribute from Mari. Reverses came, however, and ancient Ebla was destroyed. Apparently the destruction was incomplete, for Ebla enjoyed something of a second life during the early part of the second millennium B.C. ... Around 1800 B.C. Ebla became a vassal state of the great kingdom of Aleppo, spoken of in the Mari letters as Yamhad. Around 1600 B.C. Naram-Sin, king of Akkad, defeated Ebla in battle and destroyed the city. From this disaster the city of Ebla never recovered, and it remained buried under its own debris until modern excavators began to resurrect it ..."
We find, from all of this, the peoples of this time period were far more advanced than we ever imagined. In the next lesson, I will be taking up more of the subject of Egypt. Egypt very definitely affected the life of Esau as he married Bashemath, a granddaughter of Abraham and the Egyptian Hagar. The story of Egypt may be a lengthy, but an interesting one. | <urn:uuid:e20c93fe-20fb-45b9-a57d-ef44f43c18f6> | CC-MAIN-2024-30 | https://israelitewatchmen.com/Emahiser/WTL-030.pdf | 2024-07-12T18:08:12+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514450.42/warc/CC-MAIN-20240712161324-20240712191324-00149.warc.gz | 253,384,754 | 6,863 | eng_Latn | eng_Latn | 0.997815 | eng_Latn | 0.998526 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
2818,
6299,
9895,
13725,
17060,
20139,
23705,
27291,
29130
] | [
1.171875,
2.796875
] | 3 | 1 |
In today’s society, we expect to be able to find information instantaneously. How often do you or your child have a question about something or need to research a topic? For many of us the answer is easy, just Google it! However, doing a Google search is not always the most effective way to get your answer!
At your child’s and your fingertips is a powerful resource known as POWER Library. By typing in www.powerlibrary.org, you can chat with a librarian, utilize E-resources, or explore the digitized documents and photographs associated with Pennsylvania. This is a service of Pennsylvania’s public libraries, school libraries, and the State Library. To access these resources from home all you need is a public library card or an electronic card that is available on the site by going to https://powerlibrary.auto-graphics.com
Available resources are:
- **AP Images** - a primary source database from the Associated Press including photographs, news clips, graphics, and news stories.
- **Auto Repair Reference Center** - comprehensive collection of automobile information.
- **BookFlix** - an online resource for preK to 3 that includes video related to nonfiction eBooks.
- **Business Source** - scholarly business e-resource of magazines and journals.
- **Consumer Health Complete** - a resource that provides information related to health topics.
- **Contemporary Authors** - a source of biographical and bibliographic information about influential authors.
- **CyberSmarts** - an e-book collection targeted for students in grade 3-6 addressing online safety issues.
- **eBooks from EBSCO** - a collection of eBook titles.
- **Greenfile** - an e-resource that connects environment and agriculture, education, law, health and technology.
- **Kids Search** - resources targeted for grades K-8.
- **MasterFILE (EBSCO)** - a multidisciplinary e-resource of reference resources, magazines and journals.
- **Middle Search** - resources targeted for middle school students.
- **Newspaper Source** - a comprehensive source of full-text newspapers.
- **Primary Search and Searchasaurus** - resources targeted for elementary school students.
- **SIRS Discoverer** - a general reference database for elementary and middle school students.
- **Professional Resources** - which includes LISTA (Library, Information Science & Technology Abstracts) and Teacher Reference Center.
Even with the powerful resources available, your child and you might need some help in obtaining your answer so you can use Chat with librarian. A librarian is available 24/7 to provide an answer or point you in the right direction. As a resident of Pennsylvania, you have access to these resources and services. Use the power of POWER Library! | <urn:uuid:b60c7ac8-badd-487d-9e5d-4802519c3828> | CC-MAIN-2019-04 | https://www.psla.org/assets/docs/psla_articles/power-of-power.pdf | 2019-01-19T18:23:05Z | crawl-data/CC-MAIN-2019-04/segments/1547583680452.20/warc/CC-MAIN-20190119180834-20190119202834-00264.warc.gz | 892,120,793 | 548 | eng_Latn | eng_Latn | 0.996491 | eng_Latn | 0.996491 | [
"eng_Latn"
] | false | rolmOCR | [
2721
] | [
2.703125
] | 1 | 0 |
Using Contemporary Archaeology and Applied Anthropology to Understand Food Loss in the American Food System
Timothy W. Jones, PhD
Bureau of Applied Research in Anthropology
University of Arizona
Tucson, AZ 85721
520-626-7624
email@example.com
OBJECTIVES
The goals of the USDA Food Loss Project were to quantify food losses at major stages of the food marketing system: harvesting, processing, storage; retail distribution; foodservice; and households. This information is being used to: (1) provide new estimates of food losses that reflect current market conditions and technologies (2) estimate the dollar value of these losses as a measure of the economic impact of food loss and (3) evaluate the environmental and social impact of food loss in the United States. These estimates will provide detailed and up-to-date measures of food loss to improve reliability of U.S. food consumption and nutrient data, construct means for reducing loss in the American food system or facilitate food recovery and gleaning efforts.
APPROACH
The project documented and quantified food losses throughout the U.S. food production and marketing system using a combination of primary data collection with contemporary archaeology techniques, interviews with commodity and industry experts as well as with lower level management, site visits, and secondary data sources. We measured losses in weight, value, and as a percentage of available food supplies. For fruits and vegetables existing farm-to-retail conversion factors were reviewed and updated based on primary data and commodity groups, and industry experts. Retail, household and foodservice losses were calculated using hand-sorted refuse data and quantitative measure of food purchased and used. The results of this study provide a unique combination of approaches incorporating traditional and innovative agricultural measures, traditional and innovative industry measures and contemporary archaeology and applied anthropology.
Keywords:
Food-Marketing-System; Food-Loss; Food-Waste; Contemporary-Archaeology; Food-Recovery; Consumption; Consumption-Survey; Applied –Anthropology
FOOD LOSS STUDY HIGHLIGHTS
Household Food Loss
- American households throw out 1.28 pounds of food a day in their refuse. Annually that is 467.2 lbs/year. This does not include food loss that goes down the garbage disposal, into compost piles, as food to family pets etc.
The 1.28 pounds per household per day consists of the following foods:
| Food Type | Percentage | Amount |
|-----------|------------|--------|
| Grain | 20% | .26 lbs/household/day |
| Meat | 11% | .14 lbs/household/day |
| Fruit | 16% | .21 lbs/household/day |
| Vegetables| 27% | .35 lbs/household/day |
| Fats | 2% | .03 lbs/household/day |
| Liquid | 5% | .07 lbs/household/day |
| Slop | 4% | .05 lbs/household/day |
| Other | 13% | .17 lbs/household/day |
(Reference 3)
Hispanic households have lower food loss rates (approximately 25% less) than non-Hispanics and lower income households have lower food loss rates than higher income households. The data also show that Hispanic households consume more fresh fruits and vegetables compared to non-Hispanic households. The amount of fresh fruit and vegetable consumption among Hispanic households has been decreasing over the last 20 years as they adopt food patterns of eating more prepared foods and eating out (Reference 1).
- Packaged edible food losses (foods that had not been taken out of their original packaging and were not out of date) constitute 14% of all household food loss. That would be about .18 lbs/household/day of food that could be donated to food banks or consumed. A breakdown of packaged edible foods includes dry packaged good (34%), canned (19%), meat (18%), condiments (12%), dairy (8%), frozen foods (3%), pastry (3%) and candy (3%). Packaged edible condiments consist mainly of small single serving packages of ketchup, mustard, mayonnaise and relish (Reference 3).
Percent (proportion) of Food Coming into the House that is Lost by Food Type
| Food Type | Percent (proportion) Lost |
|-----------|--------------------------|
| Meat | 12.8% (.128) |
| Grains | 16.1% (.161) |
| Fruit | 23.9% (.239) |
| Vegetables| 25.5% (.255) |
(Reference 5)
- On a percentage basis the amount of food loss at the household level is approximately 14%. This includes only meat, grains, fruits and vegetables (Reference 5).
Food loss costs a family of four at least $589.76 annually (Reference 7).
The annual cost of food waste in American households is $43,052,480,000. Broken down by food type:
- Meat: $14,042,280,000
- Grains: $10,193,720,000
- Fruit: $9,638,920,000
- Vegetables: $9,177,560,000
(Reference 7)
**Commercial Retail Food Loss**
Commercial retail food loss varies dramatically depending on the type of business and the type of food. The following are important highlights.
Food Loss as a Percentage of Total Food Used by Commercial Food Store
| Store Type | Percentage |
|-----------------------------|------------|
| Convenience Stores | 26.33% |
| Fast Food Restaurants | 9.55% |
| Full Service Restaurants | 3.11% |
| Supermarkets | 0.76% |
(Reference 6)
Commercial Food Losses by Food and Store Type
| Food Type | Fast Food Lbs.¹ | Fast Food (%)² | Convenience Lbs. | Convenience (%) | Full Service Lbs. | Full Service (%) | Supermarket Lbs. | Supermarket (%) | Total Lbs. | Total (%) |
|-------------|------------------|----------------|------------------|-----------------|-------------------|------------------|------------------|-----------------|------------|-----------|
| Grain | 97.95 | (25.0) | 12.68 | (30.1) | 65.37 | (9.5) | 11.00 | (9.24) | 187 | (15.05) |
| Meat | 140.28 | (11.9) | 10.64 | (18.6) | 13.36 | (1.5) | 1.12 | (0.04) | 165.4 | (3.16) |
| Fruit | 32.02 | (79.0) | 0.86 | (10.2) | 21.51 | (37.6) | 38.04 | (0.64) | 92.42 | (1.53) |
| Vegetables | 125.81 | (9.3) | 22.29 | (24.4) | 34.69 | (2.9) | 65.94 | (0.99) | 248.73 | (2.67) |
| **Total** | **418.42** | (9.6) | **52.72** | (26.3) | **138.19** | (3.1) | **120.79** | (0.76) | | |
¹ in pounds per store per day
² percent of food lost based on the amount of food coming into the store
Percent of Commercial Food Lost by Store and Food Type
(References 2 and 6)
The overall loss rate for these commercial retail food stores is 5.63%. This is misleading since other food types were not included and since there are such dramatic difference in food type losses depending on the type of business. The percent for each store and food type should be used.
Convenience stores have the highest percentage of food loss at 26.3%. This is due to the fact that they “attempt to keep cooked fresh food ready at all times” and periodically throw out cooked food. Fast Food Restaurants have the second largest overall percent of food loss (9.6%). Full Service restaurants food losses are
much lower at 3.1%. Small “mom and pop” restaurants had the lowest loss percentages. Supermarkets have very low loss rates due “mark downs” to sell food going out of date and to donations to local food banks and farmers (Reference 6)
Fast Food Restaurant losses vary greatly depending on the size of the chain. The large fast food chains have much lower loss rate (5%-7%) compared to small local chains where loss rate can be as high as 50%. The higher rate of loss is due to a lack of management, training and oversight. (Reference 6)
One reason for increased food loss in Fast Food Restaurants is the application of “Just-in-Time Delivery” to the industry. With the advent of this system and the use of regional warehouses (as opposed to local suppliers) the new stores were built with smaller storage facilities (particularly cold and freezer storage). Consumer demand is highly variable and not easily predicted yet manager orders have to be in a day or two before food deliveries. Managers do not want to run out of stock for their customers and hence food deliveries tend to be greater than the storage space available. These types of food losses are particularly costly since they consist of expensive and highly perishable frozen foods such as meat (Reference 6).
National Projections Food Lost per Day by Food and Store Type (in pounds)
| | Meat | Grain | Vegetables | Fruit | Total |
|------------------|------------|------------|------------|-----------|------------|
| Full Service Restaurant | 4,881,062 | 23,882,864 | 12,673,957 | 7,858,657 | 49,296,540 |
| Fast Food Restaurant | 30,128,497 | 21,037,113 | 27,020,717 | 6,877,063 | 85,063,390 |
| Supermarket | 77,796 | 764,071 | 4,580,258 | 2,642,296 | 8,064,421 |
| Convenience Store | 1,157,260 | 1,379,140 | 2,424,372 | 93,538 | 5,054,310 |
| **Total** | **36,244,615** | **47,063,188** | **46,699,304** | **17,471,554** | **147,478,661** |
(Reference 9)
Commercial retail food establishments throw out 54 billion pounds or 27 million tons of food annually (Reference 9).
Farm
Three major farming groups were studied; citrus, apples and fresh vegetables. Farm food loss varies greatly depending on the type of crop and the durability of the crop. Crop losses occur mainly through “Walk Bys”, weather, deterioration, neglect and processing.
Deterioration during transportation or storage in the fresh vegetable and citrus industry are negligible. In the apple industry, which takes great efforts to store, preserve and find uses for their product, experience losses of about 6% from deterioration.
With the advent of “Higher Value” products (prepared salads, broccoli flowers, pre-sliced carrots, etc) some increased losses have been created in the food chain before it
reaches the consumer. “Higher Value” processing has increased losses in the 3%-10% range (Reference 7).
Overall percent of farm food losses by food type are as follows:
| | Citrus | Leaf | Head | Broccoli | Cauliflower | Celery | Carrots | Apples | Lettuce |
|----------------------|--------|------|------|----------|-------------|--------|---------|--------|---------|
| Field Losses | 6% | 6% | 4% | 11% | 10% | 10% | 1% | 5% |
| Harvesting | 4% | <1% | <1% | <1% | <1% | <1% | <1% | 0.5% |
| Storage | 2% | 0.5% | 0.25%| * | * | * | * | 6% |
| Processing | 7% | 9% | 16% | 3% | 3% | 1% | 1% | 1% |
| Shipping | 1% | 1% | * | * | * | * | * | <1% |
| Neglect | 15% | * | * | * | * | * | * | * |
| Total | 29% | 17.5%| 23.25%| 19% | 15% | 15% | 3% |
1 Predominately oranges
* Negligible
(Reference 7)
Overall farm food losses are approximately 29% in the Citrus industry, 18% in the vegetable industry and 12% in the apple industry (Reference 7).
References:
1 Jones, Timothy, Sarah Dahlen, Andrew Bockhorst, Kathy Cisco, and Brian McKee Household Food Loss Comparing Tucson, Arizona and Wilmington, Delaware: Extrapolating the Tucson Household Data to the Nation, Bureau of Applied Research in Anthropology, University of Arizona. Report to the United States Department of Agriculture, Economic Research Service, 2002.
2 Jones, Timothy, Sarah Dahlen, Kathy Cisco, Andrew Bockhorst, Brian McKee
*Commercial Refuse Food Loss*, Bureau of Applied Research in Anthropology,
University of Arizona. Report to the United States Department of Agriculture,
Economic Research Service, 2002.
3 Jones, Timothy, Sarah Dahlen, Kathy Cisco, Brian McKee, and Andrew Bockhorst
*Household Refuse Food Loss*, Bureau of Applied Research in Anthropology,
University of Arizona. Report to the United States Department of Agriculture,
Economic Research Service, 2002
4 Jones, Timothy, Andrew Bockhorst, Brian McKee, and Aida Ndiaye
*Household Food Loss Perceptions: Results of the Household Interviews*, Bureau of
Applied Research in Anthropology, University of Arizona. Report to the United
States Department of Agriculture, Economic Research Service, 2003.
5 Jones, Timothy, Andrew Bockhorst, Brian McKee, and Aida Ndiaye
*Percentage of Food Loss in the Household*, Bureau of Applied Research in
Anthropology, University of Arizona. Report to the United States Department of
Agriculture, Economic Research Service, 2003
6 Jones, Timothy, Sarah Dahlen, Kathy Cisco, Andrew Bockhorst and Brian McKee
*Commercial Interview Results and Food Loss Percentages*, Bureau of Applied
Research in Anthropology, University of Arizona. Report to the United States
Department of Agriculture, Economic Research Service, 2003.
7 Jones, Timothy
*The Value of Food Loss in the American Household*, Bureau of Applied Research in
Anthropology, A Report to Tilia Corporation, San Francisco, California, 2004.
8 Jones, Timothy and Aida Ndiaye
*Food Loss in Fresh Fruit and Vegetable Farming, Storage and Processing*, Bureau of
Applied Research in Anthropology, University of Arizona. Report to the United
States Department of Agriculture, Economic Research Service, 2004.
9 Jones, Timothy and Frank MartinezNocito
The Volumes and Caloric Values of Commercial and Household Food Loss, Bureau
of Applied Research in Anthropology, Letter report to the Food and Agricultural
Organization of the United Nations, Rome, 2004. | <urn:uuid:0a8e3b00-b804-4cf4-a24b-33b1f6e7642a> | CC-MAIN-2016-26 | http://www.ce.cmu.edu/%7Egdrg/readings/2006/12/19/Jones_UsingContemporaryArchaeologyAndAppliedAnthropologyToUnderstandFoodLossInAmericanFoodSystem.pdf | 2016-06-30T08:28:11Z | crawl-data/CC-MAIN-2016-26/segments/1466783398216.41/warc/CC-MAIN-20160624154958-00001-ip-10-164-35-72.ec2.internal.warc.gz | 439,920,663 | 3,458 | eng_Latn | eng_Latn | 0.933968 | eng_Latn | 0.990614 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
2130,
4556,
7552,
10366,
12033,
14143
] | [
2
] | 3 | 0 |
Lesson Plan—BATS and HOT Nuts!
Summary
This activity allows students, working individually or in small groups, to retrieve information from pre-assigned web sites, retrieve real-time data to compare nitrate and phosphate concentrations at two open ocean monitoring sites, and construct an EXCEL graph using data from two different sites. Each student or group will retrieve data for a specific time frame from public data generated at an ocean observatory and generate a graph for each variable. After graphing the data, students will analyze their graphs, discuss and compare their findings with the class. In conclusion, the students will predict how future Global Climate Changes might affect these nutrients in the open ocean. Student assessment will be based on accuracy of content in a lab summary and active participation in the data collection process and class discussion.
Key Concepts
- Identify patterns and relationships determined from collected data.
- Solve for unknown quantities by manipulating variables.
- Discuss physical and chemical properties of saltwater.
- Describe physical characteristics and processes of oceans.
- Recognize interactions between the atmosphere and the ocean.
Objectives
- Locate and Describe the Ocean Conveyor Belt.
- Explain the importance of primary productivity and nutrient regeneration by bacteria in the World’s oceans. Explain how the Ocean Conveyor Belt affects both of these processes.
- Identify physical and chemical properties of ocean water that affect primary productivity in the ocean.
- Identify Ocean Observation Systems and the technology they use to measure various properties of ocean water.
- Collect Real-time data (phosphorus, nitrate, salinity, temperature, depth) from the HOT and BATS ocean observatory web sites. Analyze the data collected after constructing Excel graphs from the two sites.
- Predict the affect Global Climate Changes may have on primary productivity in open ocean waters.
Materials
- Computers with Internet access & printers
- Copies of the activity.
- Include any additional worksheets or resources (posters, paper for brochure, Blog, power point)
Procedure
1. Read the background information describing the Ocean Conveyor Belt
http://www.windows.ucar.edu/tour/link=/earth/Water/ocean_heat_storage_transfer.html
ocean primary productivity and nutrient recycling
http://www.wsu.edu/~dybdahl/lec10.html,
http://www.amnh.org/sciencebulletins/bio/v/opp_20040115/ and
http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/N/NitrogenCycle.html and
http://www.enviroliteracy.org/article.php/480.html physical and chemical properties of
ocean water that affect primary productivity
http://www.atmosphere.mpg.de/enid/1f85756ba5113dcb47a225ee0813c5aa,0/2_Oceanic_nutrients/- Phytoplankton_and_nutrients_1vf.html and
http://www.atmosphere.mpg.de/enid/1f85756ba5113dcb47a225ee0813c5aa,0/2_Oceanic_nutrients/- Phytoplankton_growth_1vg.html.
2. Answer the following questions (on a sheet of paper):
a. What is the correlation, if any, between nutrient concentrations in open ocean waters and ocean primary productivity?
b. In what ways are phytoplankton blooms beneficial to the health of open ocean ecosystem?
c. In what ways are phytoplankton blooms detrimental to the health of open ocean ecosystem? How might this impact the economic activity of the region?
3. Read the following information about Ocean Observatories:
http://www.oceansites.org/links/index.html
4. Go to the HOT web site http://hahana.soest.hawaii.edu/hot/hot-dogs/ and review the following data: phosphorus, nitrates, salinity, temperature from the following cruise #178 (February 2006). Use the attached graphing information sheet to graph the nitrate data (only) collected from that cruise. Print your graph.
5. Go to the BATS web site http://bats.bios.edu/ and review the following data: phosphorus, nitrates, salinity, temperature from the following cruise #10209 (February 2006): Use the attached graphing information sheet to graph the nitrate data (only) collected from that cruise onto the existing graph from the HOT web site.
6. Repeat steps 4 and 5 to graph phosphate data.
7. Analyze the data presented on the Excel graph.
8. Answer the following questions (on a sheet of paper):
a. Looking at the nutrient data, were their concentrations uniform throughout the water column at both the HOT and BATS sites?
b. What was the maximum concentration of each nutrient for each site?
c. At what depth were the highest nutrient concentrations found at each site?
d. Why are maximum concentrations of each nutrient found at this depth?
e. What oceanic factors might contribute to the difference found in total nutrient concentrations between the HOT site in the Pacific Ocean and BATS site in the Atlantic Ocean?
9. Read the following information about Global Climate Change
http://www.atmosphere.mpg.de/enid/1f85756ba5113dcb47a225ee0813c5aa_0/Oceans/more_1vp.html
10. Predict the affect Global Climate Change might have on primary productivity in open ocean waters.
**Assessment**
- **Performance**—students will follow the directions in the activity answering questions posed in the procedures section, creating and printing an EXCEL graph of defined data sets,
- **Product**—students will present their predictions in the form of a poster, power point presentation, skit or blog (www.blogger.com)
- Assessment rubrics that you would use in the classroom are also helpful
**Additional Resources**
Please list any Web sites, books, publications, or other resources that would be helpful for teachers or students preparing for this lesson. | <urn:uuid:dbcb5ab8-256a-4056-9e12-6c35b0e5746e> | CC-MAIN-2019-04 | http://greatlakesliteracy.net/_downloads/activities/bats-and-hot-nuts.pdf | 2019-01-19T18:25:39Z | crawl-data/CC-MAIN-2019-04/segments/1547583680452.20/warc/CC-MAIN-20190119180834-20190119202834-00267.warc.gz | 104,035,093 | 1,227 | eng_Latn | eng_Latn | 0.97186 | eng_Latn | 0.978132 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
1969,
4245,
5668
] | [
4.65625
] | 1 | 0 |
Children of the Spills - Phase I: Alaska and the Exxon Valdez Oil Spill
Author(s): Katie Aspen Gavenus, Jennifer Tobin-Gurley and Lori Peek
Source: *Children, Youth and Environments*, Vol. 23, No. 1, Children, Violence, Community and the Physical Environment (2013), pp. 155-166
Published by: University of Cincinnati
Stable URL: https://www.jstor.org/stable/10.7721/chilyoutenvi.23.1.0155
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact email@example.com.
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at https://about.jstor.org/terms
University of Cincinnati is collaborating with JSTOR to digitize, preserve and extend access to Children, Youth and Environments
Abstract
Children of the Spills is an oral history project created to encourage people in “oiled communities” to share their childhood memories, stories, and artwork. This project strives to broaden public understanding of the damaging human effects of oil spills and to assist communities as they work to protect and support children growing up in post-disaster settings. Ultimately, this project explores the ways that dramatic changes to the surrounding environment shape young people and the places where they live. Children of the Spills was carried out in two phases. The first focused on collecting oral histories from adults in Alaska who were between the ages of 1–19 at the time of the 1989 Exxon Valdez oil spill and were raised in communities affected by the disaster. The second engaged children and youth in the U.S. Gulf Coast states of Louisiana, Mississippi, and Alabama who were impacted by the 2010 BP/Deepwater Horizon oil spill. This first field report describes the Phase I work of the Children of the Spills project in Alaska, while a second field report summarizes Phase II activities carried out along the Gulf Coast.
Keywords: children, youth, Exxon Valdez, disasters, oil spills, Alaska, oral history
Introduction
*Children of the Spills* – Phase I is an independent project, led by Katie Gavenus, designed to gather and share the stories of adults affected by the environmental devastation caused by the *Exxon Valdez* oil spill. Katie is an environmental educator, collaborative artist, and resident of Homer, Alaska. The daughter of a commercial fisherman and a lawyer, Katie was only two-and-a-half years old when the *Exxon Valdez* ran aground on Bligh Reef in 1989, spilling more than 10 million gallons of crude oil into the waters of Prince William Sound. The oil itself touched over 1,000 miles of coastline, and the effects spread even farther, forever changing communities and people’s lives. Her early memories of the spill were few, but what she remembers most was the sense of doom among the adults in the community and her own feelings of helplessness as oil drifted down the coast and into nearby waters. One afternoon, her mother took her to the local middle school to donate a blanket to the rescued, oil-soaked sea otters that were being bathed in the swimming pool. Although it was not until she was an adult that she truly understood the gravity of the *Exxon Valdez* oil spill, it was this moment in her young life that helped Katie realize how empowering a child to share can reduce feelings of helplessness and inspire hope.
When the *Deepwater Horizon* began spilling oil into the Gulf of Mexico on April 20, 2010, Katie recognized that a new generation of children were being thrust into the challenge of growing up in a coastal place that was experiencing sudden changes in ecology, economy, and culture. As news stories blanketed the airwaves, there was an unmistakable lack of personal accounts from children and families most affected by the spill. Informed by her own memories, Katie decided to begin the *Children of the Spills* project in 2011 (http://childrenofthespills.org/). Over the next two years, she traveled from Alaska to the Gulf Coast to collect the stories of adults, children, and youth regarding their experiences in “oiled communities.” This first field report tells the story of the work she completed for the project in Alaska. A subsequent field report describes her experiences in three Gulf Coast states (see the Phase II field report in this issue of *Children, Youth and Environments* by Gavenus, Tobin-Gurley and Peek (2013)).
Alaska
Phase I of this project began in early 2011. Cook InletKeeper provided monetary support and advice as Katie worked through the initial planning process for this phase. Katie subsequently applied for and received a grant from the Prince William Sound Regional Citizens’ Advisory Council to travel across coastal communities in Alaska in an effort to gather stories from as many people as possible. The Center for Alaskan Coastal Studies served as the fiscal sponsor for the project and lent Katie audio recording equipment for the collection of oral histories.
Over the course of ten months, Katie visited eight communities in Alaska in order to collect oral histories from men and women who were between the ages of 1 and 19 at the time of the *Exxon Valdez* spill (see Figure 1 for the locations of the communities where the participants were located). Each of the eight communities was impacted in some way by the oil spill. Oil actually reached the shores and beaches of all of the communities except for Anchorage. To a greater or lesser
extent depending on the place, the spill and its aftermath affected the subsistence resources, local economies, and community structure in each location that Katie visited. Locals were involved, both formally and informally, in many of the clean-up activities in their own and surrounding communities.
**Figure 1. Locations where *Exxon Valdez* oral histories were recorded**
Katie’s first forays into the field involved trips to Cordova, Homer, and Kodiak. As an Alaska resident, she was able to identify potential participants through personal connections. She also visited libraries, coffee shops, and other local gathering spots to tell residents about her project and to recruit additional participants. Based on information she collected during these early interviews, Katie made a trip to Anchorage to interview adults who were affected by the spill and had eventually moved away from Kodiak. Her final field visits in Alaska involved trips to the smaller, more remote, villages of Tatitlek, Nanwalek, Port Graham, and Seldovia. In these locations, tradition dictates that outsiders must be granted permission from the Chief or other village or tribal organization before entering the communities. In addition, the fact that these communities are accessible only by boat or small plane necessitates coordination with the tribal council in each village (Figure 2). In these locations, Katie deferred to the recommendations of elders regarding how she should proceed with accessing participants. This resulted in interviews with elders from the Native Village of Port Graham and with adults who were children at the time of the *Exxon Valdez* oil spill from Seldovia, the Native Village of Tatitlek, and the Native Village of Nanwalek.
Figure 2. Katie traveled by car, ferry, and, in this case, small plane, to spend time in the communities affected by the *Exxon Valdez* oil spill
Photo: Katie Gavenus
**Project Goals**
The primary goals of the *Children of the Spills* project are to: 1) empower children, youth, and adults to share their experiences through interviews, conversations, and art; 2) raise awareness of the lasting effects of oil spills on young people; and 3) learn from people in affected communities in order to prepare for the immediate and longer-term impacts of present and future spills. More broadly, through the sharing of stories, *Children of the Spills* strives to illuminate the ways in which an oil spill can dramatically alter built, natural, and human environments.
By offering a space for people to talk about their experiences, this project brings attention to the detrimental impacts of oil spills in a unique and compelling format. Early in the project, a man in Cordova who was 10 years old at the time of the *Exxon Valdez* oil spill, affirmed the benefit of sharing his experience and learning from others:
*Everybody has a different story with the spill, but it’s nice to hear people who have similar stories... a big component to my emotional suffering from [the spill] was kind of feeling a little bit alone.*
Project Approach and Outcomes
During Phase I, Katie gathered stories and photographs from participants in Alaska with the expressed intent of sharing that information with children along the Gulf Coast (for more detail, see Phase II field report, this issue). In Alaska, Katie asked participants to recall their childhood memories in order to gain a better understanding of how the *Exxon Valdez* oil spill affected their lives, their families, their communities, and their livelihoods. She also asked the Alaska participants to reflect on their coping and healing processes as well as their suggestions to build resiliency and facilitate post-disaster recovery.
In each project location in Alaska, Katie scheduled interviews with individuals who grew up in communities affected by the 1989 oil spill. Katie began by explaining that she was asking them to participate in order to gather the untold stories of those who were children when the *Exxon Valdez* oil spill happened and to help children and youth living along the Gulf Coast learn from the experiences of Alaskans. This was an effective approach to recruiting participants, as many of the adults in Alaska revealed that they felt helpless as they watched the *Deepwater Horizon* rig contaminate the shores and upend lives along the Gulf Coast (Figure 3). Thus, in addition to opening up an outlet for Alaskans to share their own memories of the 1989 spill, it also provided them the opportunity to help children and youth presently experiencing a similar catastrophe.
**Figure 3.** While waiting to talk to a project participant, Katie met a group of young people mending nets on the dock. After she explained the project, they were willing to share their stories of the *Exxon Valdez* oil spill while they worked.
Photo: Katie Gavenus
Again, the oral history contributors from Alaska ranged in age from 1 to 19 at the time of the 1989 oil spill. As most of the interviews took place 22 years after the
spill, the participants were between the ages of about 23 and 41 when Katie interviewed them about their experiences as children during the *Exxon Valdez* catastrophe.
The average interview lasted about 30 minutes. These interviews were audio or video recorded, or Katie took notes, depending on the participant’s preference. In addition, participants were encouraged to submit any photos, journals, or drawings that were produced during the period following the *Exxon Valdez* spill (five participants were able to do so). Katie also took numerous photographs and some video footage of each willing participant. With the participants’ permission, Katie posted the photos and videos on the project website, as described in greater detail below.
The fieldwork in Alaska resulted in 48 oral histories with participants who were children at the time of the *Exxon Valdez* oil spill and 15 informal and formal interviews with elders and other community leaders. Katie also recorded numerous pages of observational field notes, collected photographs of the adults when they were children, and took current photographs of the participants as they worked on boats, mended fishing nets, and otherwise interacted in their environments. In addition, a teacher from Cordova donated a box of 100 drawings that were completed by school children in her class in the spring of 1989. The teacher asked her students at the time to draw an image of what to look for to know Prince William Sound was healing from the oil spill. In turn, the students drew a variety of pictures in crayon, marker, and pencil. This donation helped shape Phase II of the *Children of the Spills* project. Katie scanned the drawings and made a book of them to share with children in Louisiana, Mississippi, and Alabama. She then asked the children in the Gulf the same question to guide their own drawings of the Gulf Coast recovery process.
Katie used the stories and recommendations she gathered in Alaska to help educate and provide guidance to young people, their families, and communities along the Gulf of Mexico as they work to overcome the effects of the *BP/Deepwater Horizon* oil spill. For example, one of the key themes from the interviews with the Alaskans included the enduring legacy of the spill in the participants’ memories. Even two decades after the *Exxon Valdez*, a participant from Cordova who was 9 years old at the time of the spill could still recall the first time he saw the devastation:
*I remember getting on a plane one time... Going to Anchorage, they actually went down and circled the spill site and we saw the lightering tankers pulling up to the Exxon Valdez. That was the first time that I saw with my own eyes what was going on. I just remember seeing the sheen for miles and miles and miles trailing down Valdez Arm and then spreading out.*
Another common theme from the Alaska interviews, which Katie also shared with the Gulf Coast participants, was related to the immediate and enduring effects of the spill on fishing and other subsistence activities. This obviously affected the participants as well as their family members, as described by another respondent who was 6 years old when the *Exxon Valdez* ran aground:
My dad was actually in Homer when the oil spill happened. He had been doing a complete overhaul on his seine boat... A few days after the spill, he was coming back and... [he] had this nice, fancy paint job on his boat. [He] went through the oil and it made all the paint fall off.
When asked what they wanted to share with the children and youth living along the Gulf Coast, many of the Alaska participants recommended that they do their best to “move on” from the damage and destruction, to the best of their capability. A male respondent from Alaska, who was 11 years old when the spill occurred, expressed this sentiment:
I mean the biggest thing I think that we can take from what we learned here is move on. Get over it. If it’s not something that you can continue to make a life out of there, then you need to leave. If you can, then you need to get over it and don’t let yourself be put on hold for 20 years.
The project ultimately inspired crucial conversations among adults in Alaska and along the Gulf Coast about how children and youth are affected by oil spills. As one father in the Native Village of Nanwalek expressed after listening to a *Children of the Spills* presentation that included quotes from other Alaskans, “I didn’t know it [the spill] affected kids.” From the outset, the project was designed to initiate these kinds of insights and to engage community members in constructive conversations so that the healing process can move forward. Equally importantly, the Phase I project provided a platform for adults, who often felt silenced as children, to have their voices represented in the *Children of the Spills* archive.
To inform people beyond the communities directly affected, the stories were shared with a much wider public via the project website (http://childrenofthespills.org/). Visitors to the website can focus on specific individuals’ stories and explore the video, photos, and writing associated with that individual. Visitors can also choose to browse through the stories of many individuals and learn about some of the common themes across regions and communities.
**Lessons Learned**
Katie realized the benefit of being an “insider” when conducting interviews in Alaska over two decades after the spill. Her dirty Carhartt pants, sweatshirt, and rain boots were welcomed attire when she approached fishing families along the docks and in local shops (Figure 4). Being able to casually joke with participants about the dark humor following the spill and sharing her own personal experiences helped Alaskans open up about their childhood experiences following the spill. This allowed for the dynamic of the conversations to closely mirror a peer-to-peer interview and undoubtedly helped to establish rapport sooner in the interview process.
Figure 4. Standard attire in Alaska, Katie’s Xtra Tuff boots kept her dry and identified her as a “local,” which was important in terms of accessing participants. Camping in her tent kept the project expenses low.
Photo: Katie Gavenus
The first few interviews were easy. The individuals involved were eager to share their stories, had past experience with interviews because of all the media coverage that followed the spill, and were comfortable with the video camera. As Katie reached out to others throughout the communities, however, participants were sometimes less forthcoming and less at ease sharing about their lives. She realized at this point that relinquishing control of the research to the participants would be the most effective strategy. Katie began opening each interview by simply asking what the participant wanted to share about his or her experience following the spill. This shift in the approach to interviewing helped yield much richer narratives from the participants.
*Children of the Spills* was designed to allow a space for people affected by oil spills to tell their stories. For Katie, this meant that even if she had to interview someone on a loud boat where the recording would not be fully audible, it was perfectly okay (see Figure 5). On a few occasions, individuals were willing to tell their story but they requested that it not be recorded. Katie accepted this, recognizing the healing benefit of simply sharing memories, regardless of the medium. On some occasions, however, these individuals would decide, after talking for a while, that they were in fact comfortable with a more formal interview. At other times, participants veered far from the focus on the *Exxon Valdez* oil spill. This was also welcomed and Katie was happy to document any stories participants wanted to share, whether the topic was climate change, cherished childhood memories, or favorite salmon recipes. The
emphasis was placed on the process of sharing and not on a clean final product that focused on a singular issue—the disaster.
**Figure 5.** Many of the Alaskans who participated in interviews were busy with the fishing season. In this case, Katie and this salmon seine boat skipper talked about his childhood memories of the *Exxon Valdez* oil spill while his crew refueled the boat.
Giving back to the affected communities and honoring what is important to the participants was a central goal of the project. Therefore, Katie plans to edit the video and audio recordings and the transcripts of the interviews and return them to the participants in a format that they can keep. She also strived to volunteer her time in the communities she visited to repay them for the personal stories they contributed to the project (Figure 6). For example, in addition to interviewing adults in Alaska, Katie met with middle school students from a Marine Stewardship Club in Kodiak to educate them about the lasting impacts of the *Exxon Valdez* oil spill. She discussed both the *Exxon Valdez* oil spill and *BP/Deepwater Horizon* oil spill with kindergarten through high school students in the Native Village of Tatitlek during her visit in the spring of 2012. She returned to Seldovia and the Native Village of Nanwalek to help deliver a curriculum about oil spill prevention and preparedness to elementary, middle, and high school students.
Figure 6. In addition to oral history work in Alaska, Katie also helped to teach young students about the *Exxon Valdez* oil spill, its lingering effects, and the lessons learned in the aftermath of the spill. In this photo, Katie is shown sharing science and stories with students in the middle school Marine Stewardship Club in Kodiak.
Photo: Katie Gavenus
Although the *Children of the Spills* project officially ended in 2012, efforts are currently underway to continue the conversation between Alaska and Gulf Coast participants. This project spanned many months, but it will take years to fully understand the impact that the spills have had on children. Katie recently organized middle school students in Alaska and high school students in the Gulf Coast region to begin communication through Skype to discuss issues around climate change. She is also building an educational curriculum that pairs the science of oil spills with the social, cultural, and community impacts experienced by residents. This multidisciplinary curriculum could be taught in English, art, and science classes, and used in locations where connection to place is threatened, either by an oil spill or other harmful events. The goal is to develop educational resources that dispel the myths and unknowns and to help keep children and youth informed by facts and connected to others through personal communication and past experiences.
**Conclusion**
The impacts of the *Exxon Valdez* oil spill are quite varied and have been enduring in the lives of those who were residents of the communities affected by the disaster. For many people, one of the most devastating effects of the oil spill was the
curtailment of important subsistence activities. This problem was especially grave in places where subsistence is the cornerstone of both traditional culture and practical survival. In the Native Village of Port Graham, for example, one elder remembered the pain he felt when he took his young children to the beach after the oil spill. He had to tell them not to touch or eat some of their favorite foods, like bidarki chitons, clams, and mussels. He recalled the experience:
*You [could] see they really wanted the food down on the shoreline, they wanted that food, because they lived with it, they were raised with it... tell your little one, ‘You are not to eat the candy that’s there,’ they get hurt... I told a lot of these kids here, I said, ‘You want to live? Don’t touch anything on the beach... they’ve got oil, and oil kills.’*
A number of people in Native Villages like Port Graham feel that the oil may have killed some of their subsistence traditions forever. These messages, along with many more, serve to remind people of the devastation and loss experienced by oil-affected communities. But, these stories can also serve as a beacon of hope when adults are able to share their knowledge of the efforts to overcome these losses and to identify actions that can be taken to protect coastal homes and livelihoods. In doing so, they attempt to empower children and youth to recover and become part of the solution in their own communities and in other disaster-affected places.
The adults in Alaska benefited from the opportunity to help others after environmental devastation occurred in their own communities. Following the *Exxon Valdez* disaster, parents often were too overcome by the crisis to discuss the spill with their children. Participants indicated that it was those rare occasions when the issues were discussed directly with them, that recovery began. Now, through *Children of the Spills*, Alaskans can share this knowledge with families along the Gulf Coast to expedite the recovery process and begin a dialogue that involves children and their very real and important role in the aftermath of an oil spill.
**References**
Gavenus, Katie, Jennifer Tobin-Gurley and Lori Peek (2013). “*Children of the Spills – Phase II: The Gulf Coast and the BP/Deepwater Horizon Oil Spill.*” *Children, Youth and Environments* 23(1): 167–179.
**Acknowledgements**
We would like to thank Michelle Meyer for creating Figure 1, Kris Peterson and Dick Krajeski for connecting our writing team, and Louise Chawla for reviewing an earlier version of this report. Countless individuals contributed to Phase I of this project, and special thanks are due to all those who agreed to be interviewed or otherwise assisted with project-related tasks. Kristin and Danny Carpenter, Swigard Deusterloh and Stephen Bodnar kindly offered housing to Katie during her field work. PJ Bauer generously shared the drawings completed in 1989 by Cordova students. The Prince William Sound Regional Citizens’ Advisory Council, Center for Alaskan Coastal Studies, and Cook InletKeeper provided funding for this work.
Katie Aspen Gavenus was a toddler at the time of the Exxon Valdez oil spill. She grew up in a family and community directly impacted by the spill, clean-up, and litigation. She graduated from Bowdoin College in 2009 with an environmental studies degree with a focus on marine ecology and a visual arts degree with a focus on photography and public, community-based art. In recent years, she has devoted her time to working as an environmental educator primarily with elementary students in Alaska, California, and Maine.
Jennifer Tobin-Gurley is a research assistant at the Center for Disaster and Risk Analysis and a Ph.D. student in Sociology at Colorado State University. She earned a B.A. in Sociology and Women's Studies in 2005 and a M.A. in Sociology in 2008. Her master's thesis research drew on qualitative interviews with local disaster recovery workers and single mothers who were displaced to Colorado after Hurricane Katrina. Her work has been published in the International Journal of Mass Emergencies and Disasters and she received first-place in both the 2011 Hazards and Disasters Student Paper Competition and the 2011 U.S. Gender and Disaster Resilience Alliance Paper Competition. Jennifer is currently involved in a participatory project focusing on youths' recovery from the tornado in Joplin, Missouri.
Lori Peek is associate professor of Sociology and co-director of the Center for Disaster and Risk Analysis at Colorado State University. She also serves as associate chair for the Social Science Research Council Task Force on Hurricane Katrina and Rebuilding the Gulf Coast. Her work focuses on socially vulnerable populations—including children, women, racial and ethnic minorities, and persons with disabilities—in disaster. She is author of Behind the Backlash: Muslim Americans after 9/11 (Temple University Press 2011) and co-editor of Displaced: Life in the Katrina Diaspora (University of Texas Press 2012).
Websites and Other Resources
Children of the Spills: http://childrenofthespills.org
Prince William Sound Regional Citizens’ Advisory Council: http://www.pwsrcac.org
Center for Alaskan Coastal Studies: http://www.akcoastalstudies.org/
Cook InletKeeper: http://inletkeeper.org/ | <urn:uuid:0491606b-8892-4c7c-84ec-28245a9708c0> | CC-MAIN-2023-50 | https://hazards.colorado.edu/uploads/publications/27_2013_Gavenus_Tobin-Gurley_Peek.pdf | 2023-12-04T20:52:10+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100534.18/warc/CC-MAIN-20231204182901-20231204212901-00442.warc.gz | 337,322,208 | 5,496 | eng_Latn | eng_Latn | 0.994804 | eng_Latn | 0.998226 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
997,
2228,
5666,
7410,
8732,
10701,
13928,
16720,
18649,
20116,
21800,
24913,
27138
] | [
4.03125,
3.328125
] | 1 | 0 |
First Examination
Thursday, Friday, February 14, 1997
Instructions: This exam should be done on your own paper. Your name should be on each sheet and on the back of the last sheet; the answers should appear written carefully and in order. If in doubt, show intermediate steps. Full credit may not be given, even for correct answers, unless work is arranged clearly. This exam is closed book. You may leave after handing in your exam paper, but be sure to check your answers carefully. Each entire problem is worth 20 points.
1. The amount of sales tax collected in a certain city rose at a constant rate from 1960 until 1973. Between 1973 and 1982, the amount of sales tax collected increased exponentially. Between 1982 and 1986, the amount decreased gradually. From 1986 until 1990, the amount decreased exponentially. From 1990 through 1996, the amount increased exponentially, and in 1996, the amount exceeded the amount collected in 1982.
(a) State which of the graphs in Figure 1 best approximates the graph of the sales tax collected versus time in years.
(b) (important): Describe, individually, why each of the other graphs is not a good representation.
2. A body of mass $m$ is falling downward with velocity $v$. Newton’s Second Law of Motion, $F = ma$, says that the net downward force $F$ on the body is proportional to its downward acceleration $a$. The net force $F$ consists of the force $F_g$ due to gravity, which acts downward, minus the air resistance $F_r$, which acts upward. The force due to gravity is $mg$, where $g$ is a constant. Assume that the air resistance is proportional to the velocity of the body.
(a) Write an expression for the net force $F$ as a function of the velocity $v$.
(b) Write a formula giving $a$ as a function of $v$.
Figure 1: The graphs for problem 1
(c) Sketch $a$ against $v$.
3. In the middle of the nineteenth century, a prominent London citizen remarked that “If the number of horses in this city continues to increase at the present rate, by 1950 all London streets will be 6 feet deep in horse manure.” Assume that the statement was made in 1850, that there were 50,000 horses in London then, and that each horse is responsible for $1/500,000$ of a foot of horse manure in the street.
(a) Write down an exponential model for the amount of horse manure in the street as a function of time. Call the rate constant $\alpha$, and let $t = 0$ correspond to 1850.
(b) If there were indeed 6 feet of horse manure in London in 1950, then compute the rate constant $\alpha$.
(c) With that $\alpha$, compute the percentage increase per year in the number of horses in London.
(d) What is wrong with applying such an exponential model over the period 1850–1950?
4. Each of the following functions tends to $\infty$ as $x \to \infty$, but they increase at different rates. Rank them from slowest to fastest; that is, list the one whose graph is on the bottom for large $x$ first, then the one whose graph is next from the bottom, etc.
\begin{align*}
(a) & \quad f(x) = e^{0.0001x} \\
(b) & \quad f(x) = \sqrt{x} \\
(c) & \quad f(x) = x^2 \\
(d) & \quad f(x) = \log(x) \\
(e) & \quad f(x) = x^{1/3} \\
(f) & \quad f(x) = x^3 \\
(g) & \quad f(x) = x^2 + e^x \\
(h) & \quad f(x) = e^{x^2}
\end{align*}
5. The earth’s orbital axis changes its orientation with respect to fixed stars, or precesses with a period of approximately 22,000 years. A very rough model for the earth’s climate assumes that the primary cause of ice ages is this precession. The minimum temperature during the last ice age was roughly 11,000 years ago, so that, according to the rough model the earth is near the maximum global temperature today. Assume that the temperature today is roughly $10^6$ centigrade warmer than it was 11,000 years ago.
(a) Write down a trigonometric model for the deviation from average temperature of the world, as a function of time $t$. Take the present time to be $t = 0$.
(b) According to this model, how many degrees cooler will the earth be 1000 years from now? How many degrees cooler was the earth in the year 997 AD?
(Note: A more realistic trigonometric model is based on the Milankovich theory, in which three different periodic processes affect climate. Modern theories also include alterations to the atmosphere due to human activities.) | <urn:uuid:103a4f90-8a0a-493c-955a-363986bcd97b> | CC-MAIN-2023-50 | https://interval.louisiana.edu/courses/270/spring-1997/270tst1.pdf | 2023-12-04T19:13:32+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100534.18/warc/CC-MAIN-20231204182901-20231204212901-00454.warc.gz | 346,664,866 | 1,084 | eng_Latn | eng_Latn | 0.996376 | eng_Latn | 0.996816 | [
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
1773,
1809,
3778,
4314
] | [
2.609375
] | 1 | 0 |
MT 3016 is a robust, easily handled bench impact tester (Charpy) made to standard specifications. It demonstrates in a simple and reliable manner how the impact strength characteristics of a material are affected at, for example, low temperature. This is of great importance for the choice of material in applications subjected to heavy temperature fluctuations. It is also useful when a teacher wishes to demonstrate how the impact strength of a material is affected by different kinds of heat treatments, e.g. hardening, tempering, and normalizing.
With MT 3016 the student can do his laboratory exercises without difficulty.
**Description**
The machine has a heavy and stable cast iron mounting with holes for bench attachment. The stand consists of two robust steel bars. The pendulum is mounted in ball bearings and precision balanced. The test piece supports are hardened and ground. The distance between supports can easily be adjusted. The scale is graduated in joules and shows directly the energy required to break off the test piece. The pendulum is braked with a friction brake.
**Examples of experiments**
- Investigate the effect of carbon content on impact strength
- Investigate the effect of temperature on impact strength
- Investigate the effect of normalization on impact strength
**The equipment**
- Impact Tester
- 5 sets test pieces of 3 different steel qualities (Tot 15 pieces)
- Laboratory Manual
**Test pieces for MT 3016**
- MT 3027-1, Impact Test Piece 1, red (construction steel)
- MT 3027-2, Impact Test Piece 2, yellow (engineering steel)
- MT 3027-3, Impact Test Piece 3, green (tooling steel)
**Technical data**
- Max. impact energy: 15 joule (1 J=Nm)
- Scale graduation = 0.1 joule
- Dimensions of test pieces: 6x6x44 mm
- Dimensions: 170x290x615 mm
- Weight: 30 kg
MT 3012 Fatigue Testing Machine
Rotary bending
With the varying load to which most machines are exposed it is not the static break point but the fatigue limit which decides when a fracture occurs. Fatigue strength is thus of very great significance in machine design. MT 3012 provides a simple way of learning the effect of radius of fillet, surface smoothness, etc. on a material subjected to fluctuating flexural stresses. Great emphasis has been placed on producing a simple and reliable apparatus for students laboratory exercises.
Examples of experiments
- Test the fatigue strength of a material subjected to changes in bending stress
- Investigate the effect of the radius of the fillet and surface smoothness
- Record a simple Wöhler diagram
- Determine a Wöhler diagram for different radii of fillet and for different materials
The equipment
- Fatigue Testing Machine
- Tool box containing all the necessary tools
- 5 test pieces of each (tot. 15 pcs)
- Laboratory manual
| Test piece | Radius of fillet | Surface smoothness |
|------------|------------------|--------------------|
| 1 (MT 3026-1) | 0.5 mm | 4 µ |
| 2 (MT 3026-2) | 2 mm | 4 µ |
| 3 (MT 3026-3) | 2 mm | 25 µ |
Working principle
MT 3012 is driven by a 1-ph asynchronous motor. The number of changes of load is read directly on a 6-digit zeroing counter, counting every 10th revolution. The tapered test piece is attached to a very stable shaft mounted in two spherical ball bearings. The force is applied to the test piece with a spring and can be infinitely varied between 0 and 300 N. MT 3012 has a micro-switch which, on the fracture of the test piece, automatically cuts off the voltage to the motor. This ensures exact measurement and is of great advantage in experiments of a lengthy nature, such as the recording of complete Wöhler curves.
Technical data
Test piece diameter 8 mm
Max. load 300 N
Supply voltage 230V 50/60Hz (MT 3012)
110V 60Hz (MT 3012-116)
Speed (approx) 3000 rpm resp. 3600 rpm
Dimension 980x280x460 mm
Weight 24 kg
Please contact Terco for more information. Phone +46 8 506 855 12, Fax. +46 8 506 855 01, firstname.lastname@example.org
MT 3005 Twist and Bend Testing Machine
MT 3005 is a combined twist and bend testing machine. It can be used both in laboratory exercises, and in conjunction with theoretical work on twist and bending. Its size and weight makes it easy to carry between classrooms.
**Twist**
You use twist tests to determine and compare the modulus of rigidity for different materials and to demonstrate the deformation formula.
**Bending**
You use bending tests to determine the modulus of elasticity of different materials. You also use them to demonstrate, for example, the relation between load, moment of inertia, distance between supports, modulus of elasticity, and deflection.
The test pieces for bending tests are of different dimensions, so you can determine the relation between moment of inertia and dimension of a material.
Exemples of experiments
- Investigate the relationship between load, span, dimensions and deflection of a beam.
- Ascertain the coefficient of elasticity for steel, brass, aluminium and wood.
- Investigate the relationship between the torsional moment, clamping length and torsional angle of a shaft.
- Determine the shear modulus of steel, brass, and aluminium.
- Investigate the difference of having one end of the test piece fixed, both ends fixed, and no end fixed.
The equipment
- Twist and Bend Testing Machine
- Two loading devices (0.25 Kg)
- Two 1 kg weights
- Four 0.5 kg weights
- One dial gauge
- Seven steel test pieces of rectangular cross-section
- One wood test piece of rectangular cross-section
- Three test pieces, diameter 8 mm, of resp. steel, aluminium, and brass
- Two end fixtures
- Laboratory manual
Technical data
Max distance between supports 600 mm
Accuracy of bending 0.01 mm
Accuracy of twisting 0.01 mm (degrees)
Dimensions 790x225x345 mm
Weight 13 kg
MT 3100 Polariscop
For photoelastic measurements in education, industry and research environments.
The Polariscop MT 3100 is an instrument for measuring mechanical stress and studying stress patterns resulting from geometrical changes in loaded models. It was developed in collaboration with the National Aeronautical Research Institute in Sweden.
Photoelastic measurements using the polariscop are conducted by passing light through a plastic model of the actual object under test while a load is applied to the model.
Generally, photoelasticity is used to study objects stressed in two planar directions (biaxial), but it can also be used for objects stressed in three spatial directions (triaxial).
Stress patterns can be seen in the model as coloured isochromatics. Points having the same shear stress lie along these isochromatic fringes. You thus obtain an overall picture of the stress developed within the object, and stress concentrations can be ascertained and evaluated.
Using monochromatic light makes the evaluation of these isochromatics considerably easier, but white light is needed to study the directions of principal stress. The polariscop features a selector switch which operates a monochromatic lamp and a white-light fluorescent tube built into a box-type light source.
**The equipment**
- Polariscop MT 3100
- Quarter wave filter used with monochromatic light (2 off)
- Polarizer filter (1 off)
- Analyzer filter (1 off)
- Light source, white light (8 W) and sodium
- Load unit, steel ring with dial gauge
- Plastic model, ref.rod, plate 100x100 mm
- Laboratory Manual
**Accessories**
- MT 3101 Model set A, comprising: perforated beam, bar, bending element overlap
- MT 3103 Model set B, comprising: shaft, crane hook, rod, and spanner
- MT 3105 Araldit B plate to make your own test specimens. 420x310x10 mm
- MT 3106 "Polariscop measurement" slide series with captions, 25 colour slides
**Technical data**
- Dimensions 550x500x760 mm
- Weight 15 kg
- Supply Voltage 230 V 50/60Hz (MT 3100)
110 V 60 Hz (MT 3100-116)
Please contact Terco for more information. Phone +46 8 506 855 12, Fax. +46 8 506 855 01, email@example.com
MT 3047 is a kit of components designed to be adapted on the Terco Tensile Testing Machine MT 3017. Together with a computer interface and dedicated software, (the same as for MT 3037), all tests can be recorded by the computer and displayed both as tables and as diagrams. The diagrams can be printed. The kit is very easy to install and no drilling or machining is necessary. A userfriendly installation description is included.
**MT 3047 comprises:**
- Pressure transducer
- Digital dial gauge
- Computer interface
- Software
- Mounting details incl. cables
- Manual
- Adapter 230 V (MT 3047)
110V (MT 3047-116)
MT 3037 is an universal testing machine capable of a wide range of tensile and compression tests. The machine is specially designed for teaching purpose, and very easy to handle.
With the standard unit, tensile tests can be performed on various metal test pieces as well as compression tests and hardness tests according to Brinell.
Using different accessories, bending tests, folding tests, shearing tests as well as deep drawing tests can be carried out.
The machine is fully automatic and the power is generated by a motor driven hydraulic cylinder. It can be controlled both manually or by computer.
The speed of the cylinder can be manually adjusted to the requirement of the test. The power is transferred extremely smooth and with constant speed, thus giving best possible test results which is important for the tensile tests.
The power as well as the elongation is displayed on the monitor both as digital values and as bar diagrams (see figures). After the test a complete diagram, with values sampled 4 times/sec, is displayed both as tables and as diagrams. The diagrams can be printed out.
For the safety of the users the machine is equipped with a plastic cover.
The cover can be tilted to give complete access to the machine during set up.
It comprises a safety door, which is equipped with a security lock. The machine can not operate unless this door is closed.
Accessories for MT 3037
**MT 3018 Tensile Test Set (standard)**
Includes Tensile Test Piece Holders and 5 sets of Tensile Test Rods, each one including one of each of steel, aluminium, brass and copper.
This set is incl. in the code no. MT 3037.
**MT 3019 Brinell Test Set (optional)**
Includes a 10 mm steel ball indenter, magnifying glass and 5 sets of Brinell Test Pieces, each set including one of each of steel, aluminium, brass and copper.
**MT 3037-2 Clamping Jaws (optional)**
To be used for testing of sheet material like metal sheet and plastics. It requires special designed test pieces to avoid breaking inside the jaws.
MT 3037-2 can also be used together with MT 3017.
**Technical data**
- Maximum specimen thickness: 2 mm
- Max width of specimen: 22 mm
- Weight: 1.45 kg
**MT 3037-3 Compression Test Set (optional)**
For compression tests of test rods, to compare the yield point of different materials during tensile and compression tests. The set includes upper and lower holder and 5 sets of Compression Testing Rods, each set including one of each of steel, aluminium, brass and copper.
MT 3037-3 can also be used together with MT 3017.
Please contact Terco for more information. Phone +46 8 506 855 12, Fax. +46 8 506 855 01, firstname.lastname@example.org
MT 3007 Bending Test Set (optional)
MT 3007 Terco Bending Test Set is an easy to use kit for bending tests, and can be used together with our Tensile Testing Machines MT 3017 and MT 3037.
The system consists of a study base profile of steel where two supports can be placed in four different fixed positions. The span width is varied between 200 and 100 mm. Tests can be carried out both manually and by use of the standard software program for MT 3037.
The test set comprises 5 test pieces of steel with the length of 250 mm. Dimensions 6x25; 6x35; 6x50; 8x25; 10x25 mm.
Equipment list for MT 3037
Standard equipment
• Tool Box containing
- Sliding Caliper
- MT 3018 Tensile Test Set.
• MT 3037-6 Protective Safety Cover
• MT 3037-1 Computer Interface incl. cable to PC
• Software
• Manual
Optional equipment
• MT 3019 Brinell Test Set
• MT 3037-2 Clamping Jaws for test of thin metal
• MT 3037-3 Compression Test Set
• MT 3007 Bending Test Set
• Additional Test Pieces
Technical data
Max power 50 kN
Max movement 150 mm
Max speed 5 mm/sec
Min speed 0.05 mm/sec
Power supply 3-ph. 380 - 415 V 50/60 Hz (MT 3037)
Power supply 3-ph. 220 - 240 V 60 Hz (MT 3037 - 236)
Dimensions 620x450x1050 mm
Weight 80 kg
Brinell Test Piece after Brinell Indent
Specification of test pieces
Tensile Test Rods
Diameter: 5.0 mm
MT 3018-1, Tensile Test Rods, steel - 5 pcs
MT 3018-2, Tensile Test Rods, aluminium - 5 pcs
MT 3018-3, Tensile Test Rods, brass - 5 pcs
MT 3018-4, Tensile Test Rods, copper - 5 pcs
Standard diameter is 5 mm but tensile test rods are also available with 6 mm or 7 mm.
Compression Test Rods
Diameter: 6.0 mm
MT 3037-31, Compression Test Rods, steel - 5 pcs
MT 3037-32, Compression Test Rods, aluminium - 5 pcs
MT 3037-33, Compression Test Rods, brass - 5 pcs
MT 3037-34, Compression Test Rods, copper - 5 pcs
Standard diameter is 6 mm.
5 mm, 7 mm and 8 mm is also available.
Brinell Test Piece
Dimensions: 30x30x10 mm
MT 3019-1, Brinell Test Piece, steel - 1 pc
MT 3019-2, Brinell Test Piece, aluminium - 1 pc
MT 3019-3, Brinell Test Piece, brass - 1 pc
MT 3019-4, Brinell Test Piece, copper - 1 pc
Please contact Terco for more information. Phone +46 8 506 855 12, Fax. +46 8 506 855 01, email@example.com
MT 3024 Hardness Tester
For professional and educational hardness testing according to the ROCKWELL, BRINELL and VICKERS tests.
The ALPHA Durometer is convenient to use and requires a minimum of maintenance. The load is applied evenly and slowly by an adjustable oil dashpot system.
The load time is set by adjusting the dash-pot. The dial indicator has two graduations from 0 to 100, one for Rockwell tests with a diamond, the other for Rockwell tests with a steel ball.
The sturdy screw runs in a carefully centered bushing. The ball thrust bearing for the hand wheel rests against this bushing. The specimen holder has a large opening for facilitating the positioning of the indentation.
Loads
The minimum load of 10 kp is obtained by the lever alone. The 15.625 kp load is obtained by using the lever and the weight holder. In addition, weights are available for up to 187.5 kp as listed below.
The equipment
In order to have a complete set to work with, the following accessories are included:
Indentors:
- Rockwell C Diamond
- Rockwell B 1/16" ball
- Vickers Diamond
- Brinell 2.5 mm ball
Measuring magnifier:
- for Brinell tests
Laboratory manual
Test blocks:
- HRC 55-60 for Rockwell C (150 Kp load)
- HRB 70-80 for Rockwell B (100 Kp load)
- HB 200 for Brinell (30 Kp load)
- HV 720 for Vickers (187.5 Kp load)
All test blocks are delivered with certified testcertificates.
Technical data
Preload (by the lever alone) ................. 10 kp
Load by lever and weight holder ............. 15.625 kp
Loads .............................................. 30, 100, 150, 187.5 kp
Vertical gap ....................................... 150 mm
Horizontal reach ................................. 150 mm
Height .............................................. 580 mm
Width .............................................. 200 mm
Depth .............................................. 400 mm
Net weight, approx ............................. 50 kg
Shipping weight, approx ....................... 75 kg
Shipping volume, approx ....................... 0.4 m³
Please contact Terco for more information. Phone +46 8 506 855 12, Fax. +46 8 506 855 01, firstname.lastname@example.org
MT 3020 Recorder
MT 3020 is a mechanical recorder designed to be attached to our Tensile Testing Machine MT 3017. With this equipment you can easily study, for example, the yield point of steel. The size of the obtained graph is approximately 50x40mm. The recorder is easily mounted on the tensile tester.
**Technical data**
- **Accuracy**: 5 % (approx.)
- **Size**: 250x130x200
- **Weight**: 3 kg
MT 3017 is a hydraulic tensile testing machine with a screw-type operating cylinder which results in completely smooth and stepless loading. The cylinder is operated by a crank designed so only light hand power is required to obtain maximum load. The pedagogic design of the machine allows the student to observe what is happening throughout the entire process. Its convenient size and sturdy structure make the MT 3017 a highly reliable and safe machine.
The power is shown on a large and clearly visible indicating instrument which is graduated in kN (kilo Newton). The instrument has a maximum value indicator on the test rod which shows the power at failure.
The extension is measured by a gauge with an accuracy of 0.01 mm.
The machine provides extremely fine tensile testing charts where the elastic range, the yield range, and the plastic range are clearly indicated.
The tensile test rods for the MT 3017 are 5 mm in diameter with threaded ends. This makes them very easy to mount and also ensures reliable fastening.
The MT 3017 can also be used for Brinell testing. A Brinell kit and measuring magnifier are included. This machine may also be used for buckling tests.
Test pieces
- MT 3018-1, Tensile Test Rods, steel - 5 pcs
- MT 3018-2, Tensile Test Rods, aluminium - 5 pcs
- MT 3018-3, Tensile Test Rods, brass - 5 pcs
- MT 3018-4, Tensile Test Rods, copper - 5 pcs
- MT 3019-1, Brinell Test Piece, steel - 1 pc
- MT 3019-2, Brinell Test Piece, aluminium - 1 pc
- MT 3019-3, Brinell Test Piece, brass - 1 pc
- MT 3019-4, Brinell Test Piece, copper - 1 pc
Equipment list for MT 3017
MT 3018 Tensile Equipment. See page ........... 7
- Test piece holders
- Tensile test rod set incl. 4 x 5 pieces: steel, aluminium, brass, and copper
MT 3019 Brinell Testing Set. See page .......... 7
- Steel ball indenter
- Brinell test set incl. 4 x 5 testpieces: steel, aluminium, brass, and copper
- Measuring magnifier
Tool Box containing:
- Sliding caliper and above testpieces
Laboratory Manual
Optional equipment
MT 3037-2 Clamping Jaws. See page ............. 7
MT 3037-3 Compressing Tool Set. See page .... 7
MT 3007 Bending Test Set. See page ............. 8
Technical data
Maximum load 20 kN
Dimensions 360x360x820 mm
Weight 24 kg
Please contact Terco for more information. Phone +46 8 506 855 12, Fax. +46 8 506 855 01, email@example.com
MT 3004 is a measuring bridge for the study of deflection and load variations, suitable for use in combination with the Twist and Bend Testing Machine MT 3005 and the test pieces of steel and aluminium. The two included test pieces are provided with two strain gauges (120W) each, connecting cables and contacts. The gauges are protected against the ingress of moisture and against mechanical damage.
The measuring bridge is controlled by a microprocessor. The strain per unit of length (micro strain) is read directly on the instrument. The instrument has very high accuracy and can be used in connection with any strain gauge measurement provided the gauge factor value $K$ is within 1.50 - 2.50. The equipment is equipped with interface for connection to PC and the necessary software is included in the delivery. Software includes: Save measured data, graphic presentation, and calculations.
**The equipment comprises**
- Strain Gauge Bridge
- 2 test pieces with strain gauges (steel and aluminium)
- Connecting cables and contacts (4 mm)
- Manual
- Software
**Technical data**
| Selfzeroing | Adjustable Gauge Factor value ($1.5 < K > 2.5$) |
|-------------|-----------------------------------------------|
| Range | +/- 2000 microstrain |
| Linearity | 0.2 % |
| Accuracy | 1 % |
| Supply Voltage | 230 V 50/60 Hz (MT 3004E) |
| | 110 V 60 Hz (MT 3004E - 116) |
| Dimensions | 250 x 150 x 300 mm |
| Weight | 2 Kg | | <urn:uuid:93bd581f-b4f7-46be-8df1-832bbedfc111> | CC-MAIN-2021-49 | https://www.netes.com.tr/netes/dosyalar/dosya/9573439591F039250B8939CA69AFBDD5.pdf | 2021-12-08T21:35:13+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363598.57/warc/CC-MAIN-20211208205849-20211208235849-00471.warc.gz | 967,032,835 | 4,989 | eng_Latn | eng_Latn | 0.928934 | eng_Latn | 0.979016 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
1806,
3939,
4763,
5749,
7911,
8530,
9918,
11187,
13417,
15583,
15985,
18344,
20001
] | [
2.8125,
0.84765625
] | 4 | 0 |
BCU Awarding
Level 1 Certificate in Coaching Paddlesport
Training Course Workbook
Candidate Details
| Candidate Name: |
|-----------------|
| |
| Home Nation Association Membership Number: |
|--------------------------------------------|
| |
I confirm that all evidence provided within this workbook is my own.
Candidate Signature: ____________________________ Date: _______________
Contents
Introduction ........................................................................................................................................... 2
1. The Level 1 Coaches Remit ............................................................................................................. 3
2. Your Coaching Personality ............................................................................................................ 7
3. Paddlesport Activities .................................................................................................................. 8
4. Long Term Paddler Development (LTPD) .................................................................................... 11
5. Safety ........................................................................................................................................... 13
6. Equipment .................................................................................................................................... 17
7. Preparing Participants for Coaching Sessions .............................................................................. 20
8. BCU Policies for Coaches ............................................................................................................ 21
9. Safeguarding and Protecting Children and Vulnerable Adults .................................................. 23
10. Confidential Information ............................................................................................................. 24
11. Getting Involved with BCU Performance Awards ..................................................................... 26
12. Personal Action Plan .................................................................................................................. 27
Appendix 1 – Example Answers ....................................................................................................... 278
Example Risk Assessment .................................................................................................................. 39
Introduction
This Level 1 Training Course Workbook has been written for candidates working towards their Level 1 Certificate in Coaching Paddlesport. The resource explores a selection of topics covered on the course.
0. Example Activity:
The numbered activities in boxes like this form part of your overall assessment evidence. Answer all questions prior to the end of the course.
Example Activity:
The activities in boxes like this are not assessed. They are designed to help learning and development in the topic areas. Tutors may use these as group activities or set them for you to do in your own time.
Course tutors will help and support you in the use of the resource, and provide guidance in completing the various activities. You should keep this workbook for future reference.
Appendix 1 provides example answers to help you.
1. The Level 1 Coaches Remit
The Level 1 qualification is suitable for these coaching roles:
- running taster sessions
- coaching introductory core skills
- coaching paddlers in a variety of craft
- coaching in sheltered and very sheltered water conditions
Supervision
When you finish your Level 1 qualification and start coaching you should have direct help and support from someone more qualified. As you progress and gain more experience it may be suitable for you to start working without direct supervision. This often happens when Level 1 coaches are working within the management structure of a provider, club or centre. The person responsible for paddlesport should identify suitable venues, provide specific guidelines and make sure you have an induction to any site-specific procedures. This would often be considered suitable if you were running regular sessions of a similar nature. Depending on the risk management strategies you may need to have extra training or qualifications to ‘top-up’ your skills to suit the paddlesport delivery you will be doing. For example; first aid training, higher BCU personal performance awards, or extra safety and rescue training.
The BCU also acknowledge that you may have the skills to assist coaches in other situations. This will depend on your experience, skills, technical knowledge, the venue, the paddlers, and your personal interests. Your supervising coach remains responsible for the coaching session and for setting boundaries for your input. They must themselves be suitably qualified.
Participants
The Level 1 coach is trained to coach children and adults in their first year of paddlesport activity, including:
- introducing and supporting paddlers in their first experiences of the sport
- developing performance in the basic skills (see below)
- coaching participants with individual technical, tactical, physical and psychological needs
Introductory Core Skills
Level 1 coaches are trained to coach skills normally used by beginners, for example:
- fundamental Paddlesport Skills (Posture, Connectivity, Power Transfer, and Feel)
- lifting and carrying
- launching and landing
- forward paddling
- reverse paddling
- stopping (forward and backwards)
- steering, turning and manoeuvring
- moving sideways
- preventing a capsize
Craft
Level 1 coaches can coach participants in any flat-hulled or straight running, solo or crew canoes and kayaks. They would normally receive an induction to any unfamiliar craft before being expected to coach them without supervision. This induction would cover things like:
- specific rescues or towing techniques relevant to the session or craft
- how to set the boat up for participants
- any specific techniques or skills needed
- any safety issues
Examples of different paddlesport craft:
| Straight running | Kayaks | Solo |
|------------------|--------|------|
| Sea kayaks | Freestyle kayaks | Freestyle kayaks/canoes |
| Sit-on-tops | General purpose kayaks | General purpose kayaks/canoes |
| Sprint racing kayaks/canoes | Sea kayaks | Sea kayaks |
| Touring kayaks/canoes | Sit-on-tops | Sit-on-tops |
| Wild water racing kayaks/canoes | Slalom kayaks | Sprint racing kayaks/canoes |
| | Sprint racing kayaks (K1/K2/K4) | Slalom kayaks/canoes |
| | Surf kayaks | Stand-up-paddleboards |
| | Touring kayaks | Surf kayaks |
| | White water kayaks | Touring kayaks/canoes |
| | Wild water racing kayaks | White water kayaks/canoes |
| | | Wild water racing kayaks/canoes |
| Flat-hulled | Canoes | Crew |
|-------------|--------|------|
| Freestyle kayaks/canoes | Freestyle canoes | Sea kayaks |
| General purpose kayaks/canoes | General purpose canoes | Sit-on-tops |
| Sit-on-tops | Slalom canoes (C1/C2) | Slalom canoes (C2) |
| Slalom kayaks/canoes | Sprint racing canoes | Sprint racing kayaks/canoes |
| Stand-up-paddleboards | Stand-up-paddleboards | (K2/K4/C2) |
| Surf kayaks | Touring canoes | Touring kayaks/canoes |
| White water kayaks/canoes | White water canoes | Wild water Racing kayaks/canoes |
| | Wild water racing canoes | White water canoes |
Environmental Definitions
The BCU recommend the Level 1 coach can work in the these environments:
Swimming pools - Public or private, indoor and outdoor swimming pools.
Very sheltered water - Quiet canals with easy bankside access and egress; small lakes, which are not large enough, and do not have difficult landing areas for problems to occur if there is a sudden change in conditions; specified sites on gentle, slow moving rivers. The definition implies weather conditions that are not in themselves likely to cause problems. Care must be exercised when water temperatures are low. At any point the paddler will not be more than 50 metres from the bank.
Sheltered inland water - Ungraded rivers, faster flowing, but not involving the shooting of, or playing on weirs or running rapids. Areas of open water (e.g. lakes and lochs) that are no more than 200m offshore and in wind strengths that do not exceed Beaufort force 3.
Sheltered tidal water - Small enclosed bays, enclosed harbours, where there is minimal possibility of being blown offshore; defined beaches (a short section of beach with easy landing throughout, no tide races or overfalls beyond the beach), in conditions in which swimmers and beach craft could be happily operating winds not above Beaufort force 3 (Beaufort force 2 if offshore when greatest of caution must be exercised); the upper reaches of some suitable, slow moving estuaries during neap tides. In all cases the wind and weather conditions must be favourable.
Beaufort wind force 2 = wind speed 4-6 knots, described as a light breeze, sea state described as smooth. Beaufort wind force 3 = wind speed 7-10 knots, described as a gentle breeze, sea state described as slight. (Definitions taken from BCU Terms of Reference V4-0)
1. Describe your potential coaching environment. Then discuss with someone if this falls within the Level 1 coaches remit. Identify any changeable factors that may have an impact:
Describe the coaching environment (e.g. venue, participants, craft):
Describe any challenges (e.g. weather):
Getting Help
As a Level 1 coach you should have support and guidance to make sure that your planned sessions set you up to deliver a safe and enjoyable session, within a positive learning environment. This support will make sure that your session plan is suitable for the group you are working with, the venue/s used, and your own abilities. Checks should be made to make sure the technical content of your session is correct and suitable for the group, and that you have covered all the aspects that you need to. Support will come in many forms, for example:
- specific training
- having support on the water
- working with others
- receiving feedback on your coaching
- observing more experienced coaches
- informal discussions with other coaches
- access to up-to-date resources books, video etc.
- opportunities to discuss plans with the person responsible for paddlesport safety
When you are working out in the field it is important to check the details of your session plans; as you become more familiar with the session you are running this support will often decrease. It is important to make sure that you are proactive in asking for support when planning a session that has elements that are new to you. For example, if you are going to a new site, are teaching a different age range to normal, or the session has a different focus to what you are used to e.g. an environmental journey, rather than a skills session.
2. When you finish this course and get out coaching, who will you be able to get support from?
3. If you were using unfamiliar equipment, why would it be important to check with someone more experienced that it was set up properly?
2. Your Coaching Personality
During the Level 1 Course you will discuss issues such as treating people fairly and respecting individual needs, the importance of student-centred delivery and values/responsibilities relevant to the coach. As you start your coaching career you will also develop your own coaching personality – your own interpretation of how you take on these responsibilities.
4. Note down some words that you would like others to use to describe you as a coach:
Now chat these through with a peer, colleague, or manager and add anything you may wish to.
Do you think this describes a ‘paddler-centred’ coach?
Circle any of the words you feel you need to work on, and chat about how you may achieve your aims.
5. Name these paddlesport activities:
| | | |
|---|---|---|
| |  | Using kayaks (solo or tandem) to journey on gentle flowing rivers, lochs and lakes, estuaries and the sea. Boats are designed to run straight, but maintain width for stability. They also generally have large or open cockpits, so they are easy to get in and out of. Some boats used will look a bit like sea kayaks, and others like slow flat-water racing boats. |
| |  | This involves the descent of rapids in a kayak. The experience in essence is straightforward; you arrive at the start of your chosen run and head down the river. |
| |  | This is a generic term for boats that are designed to be paddled with a single blade, and have an open top. They can be paddled, poled, lined, tracked and sailed. Often used for journeying on rivers or lakes/lochs, and can be loaded for extended camping trips. |
| |  | Paddlers explore the coastline and go for journeys, anything from an hour or so to multiday expeditions. Kayaks are designed to be sea worthy with a covered deck, and the ability to have a spraydeck. They are generally designed with a good cruising speed, are easy to paddle in a straight line, and have space to carry equipment for camping etc. |
| |  | This discipline uses kayaks to play on ocean waves, the specialist boats are designed with flat hulls and hard rails to maximise speed, control and manoeuvrability on a wave. But paddlers also use white water kayaks and sit-on-tops to play around on the waves. |
| |  | These kayaks are open top, and normally used for general leisure. They are usually stable and easy to get on and off, there are a range of designs available some stable and manoeuvrable for messing around on the water, maybe in the sea or surf; others longer and designed for going on journeys. |
Choose from: Kayak Touring, Open Canoeing, Sea Kayaking, Sit-on-top, Surf Kayaking, White Water Kayaking,
| | | |
|---|---|---|
| |  | A combination of paddling and ball handling skills within an exciting contact team game. Two teams, each with five paddlers on the pitch at any one time, compete to score goals in their opponent’s net suspended at each end of the pitch above the water. |
| |  | A test of skill, speed and precision is crucial as the object of the sport is to negotiate a series of pre-defined gates; the winner of the event will have negotiated the course in the fastest time, with the fewest penalties. There are penalties for hitting and missing gates. Paddlers race in single kayaks, and both single and double canoes. |
| |  | This Olympic discipline, involves head-to-head racing on flat-water over distances of 200, 500, and 1000 metres on a straight course, of up to nine boats, each in a separate lane. Races are in singles, doubles and fours, for both canoes and kayaks. |
| |  | This endurance racing discipline has A to B races on lakes, canals, rivers and estuaries. Most races are between 5 and 20 miles long, although ultra-long races do exist, with the Devizes to Westminster race at 125 miles being one of the longest. The top paddlers use fast racing boats, but the less experienced can enter in any boat designed for speed. Races are in singles, doubles and fours, for both canoes and kayaks. |
| |  | This is an exciting, dynamic and unique sport, a bit like gymnastics in a boat! Paddlers use tiny specialist boats and search out features on fast flowing rivers; big standing waves or stoppers are used to do acrobatic tricks. Many paddlers just play the rivers for fun, but there are also competitions to enter. |
| |  | Flat out racing on stretches of white water rivers, the paddlesport equivalent to downhill ski racing. Classic races are normally 10 – 25 minutes, and sprint races much shorter at around 2-minutes. Paddlers race in single kayaks, and both single and double canoes. |
**Choose from:** Freestyle, Marathon Racing, Polo, Slalom, Sprint Racing, Wild Water Racing
The experiences a newcomer has in the sport, really do shape their future. It is important for coaches to recognise their own limitations, and to seek guidance from more qualified coaches to make sure they are giving their paddlers the best chance within the sport. It is also important that coaches are aware of local paddlesport opportunities available to a paddler, so they can guide participants in the right direction. What paddlesport disciplines have you taken part in, and how did they help your development?
| Paddlesport Experience: | Have you ever had a go at this? | How did this help you develop? |
|-------------------------|---------------------------------|-------------------------------|
| Freestyle | ☐ | |
| Kayak touring | ☐ | |
| Marathon racing | ☐ | |
| Open canoeing | ☐ | |
| Paddling a crew boat | ☐ | |
| Polo | ☐ | |
| Sea kayaking | ☐ | |
| Slalom | ☐ | |
| Sprint racing | ☐ | |
| Surf kayaking | ☐ | |
| White water kayaking | ☐ | |
| Wild water racing | ☐ | |
4. Long Term Paddler Development (LTPD)
The British Canoe Union has developed a pathway that identifies the important areas for paddlers at different stages of development within our sport to focus on. The basic principle of the pathway is to provide guidance so all paddlers are given the right opportunities based on their personal needs and aspirations. The pathway supports paddlers from the first day they get into a boat over a span of many years, providing a logical progression of programme planning and skill development from the young paddler to the experienced performer. It seeks to make sure that individuals who come into the sport, stay in the sport and achieve performances that reflect potential and aspirations. As coaches we should be applying the principles of LTPD into all our delivery.
There are three key PHASES within the LTPD pathway:
- **Recreational Paddlesport**
- **Foundation Paddlesport**
- **Performance Paddlesport**
The **Foundation Paddlesport Phase** sets out guidance for anyone starting out in paddlesport. The focus is on developing a strong core of skills through enjoyable and suitable activities, aiming to give paddlers a base to progress either into recreational or performance paddlesport or into other sports depending on their aspirations. This stage is based on having fun and developing quality movement skills, whilst learning to move, learning to play sport, and learning to paddle. As a paddler develops beyond this phase they would move into the Recreational or Performance Paddlesport Phases, depending on their aspirations.
The **Recreational Paddlesport Phase** aims to give paddlers opportunities and skills to maximise their enjoyment and satisfaction from the sport to whatever level they desire. The Long-Term Paddler Development model can be used as a goal setting evaluation tool, helping individuals and coaches to identify specific areas that need development in order to reach their personal goals.
The **Performance Paddlesport Phase** is applicable to anyone wishing to maximise their potential and equally applies to the competitive and non-competitive disciplines. It focuses on developing skills and fitness, learning how to perform under pressure, and producing the goods when it matters.
6. Describe a paddler typical of those you may coach – which LTPD phase would be most applicable to them?
| Describe the paddler (e.g. age, ability, experience, aspirations) | Identify the LTPD Phase (Foundation, Recreation, or Performance) |
|---------------------------------------------------------------|---------------------------------------------------------------|
| | |
Coaching beginners in the Foundation Phase:
Which of these principles do you think are particularly important when coaching newcomers in our sport?
| 7. Principles of Long Term Paddler Development applicable to beginners: | Strongly agree | Strongly disagree | Comments |
|------------------------------------------------------------------------|----------------|-------------------|----------|
| Paddling activity should be fun | | | |
| Coaches should concentrate on skill development | | | |
| Coaches should concentrate on physical development | | | |
| Equipment should be suitably sized | | | |
| Children should concentrate on paddling and not do other sports | | | |
| Paddlers should get on the water at least 3 times a week | | | |
| Paddlers should enter lots of competitions | | | |
| Coaches should focus on helping paddlers achieve their individual aspirations | | | |
| Coaches should encourage paddlers to experience varied paddlesport craft, challenges, and environments | | | |
More detailed information on LTPD is available in the ‘BCU Long Term Paddler Development Pathway Document’ available from Home Nation websites to download, or purchase from www.bcushop.org.uk
5. Safety
It is important to take account of any health and safety rules at the planning stage of the coaching process. Our responsibilities include:
- following safety procedures and policies
- identifying and assessing potential hazards
- putting in place suitable control measures
- taking the correct action to deal with any problems that arise
- reporting problems that we encounter
**Safety Procedures and Policies**
Places that run paddlesport activities will have various health and safety policies to make sure that reasonable steps are taken to ensure the safety of those involved and to make sure that foreseeable accidents are avoided. A person in a position of responsibility should make sure that you understand and abide by the relevant sections of these policies. The most common policies include *Risk Assessments* and *Operating Procedures*. See page 42 for an example Risk Assessment.
| What information may you find in a risk assessment that would affect your session plan? |
|---|
| |
**Identifying and Assessing Potential Hazards**
The paddling environment is dynamic and ever changing and not all hazards can be foreseen, we therefore need to continually monitor our environment identifying and assessing potential hazards. This dynamic risk assessment should occur as soon as we arrive at a paddling site, and continue until we are finished. This process involves identifying potential hazards and assessing the risk they present. We need to look for hazards that may affect ourselves, colleagues, participants, or anyone else close by, so we can then put in place suitable control measures.
8. Can you give some examples of the types of hazards you are likely to encounter:
| Hazards around the bank-side working area | e.g. slippery jetty |
|------------------------------------------|---------------------|
| Hazards on the water | e.g. pollution |
| Hazards around the building/s | e.g. broken stair rail |
| Faults/hazards with equipment | e.g. a faulty buoyancy aid |
Looking at a site you have used in your Level 1 course identify 4 hazards likely to present some risk of injury or harm, and describe the control measures you could put in place:
| Hazard | Control Measures |
|--------|------------------|
| | |
| | |
| | |
| | |
Control Measures
In most situations we have the training or experience to enable us to deal with problems correctly. Sometimes however we may be faced with a problem that we don’t feel qualified or able to deal with, it is then important to seek further support.
The control measures that we put in place may include things like:
- Coaches and participants wear specific clothing and footwear: clothing will help keep paddlers at the right temperature; this will vary depending on what type of activity they are doing and the weather conditions. Correct footwear can help prevent trips and slips on shore, and protect us if we stand on something sharp.
- Coaches and participants wear specific personal protective equipment (i.e. buoyancy-aid or helmet): a correctly fitted buoyancy aid will help a conscious swimmer stay afloat if they fall in the water; a correctly fitted helmet provides protection to the head against possible injury from bumps or bangs.
- Identifying specific checks to be performed, e.g.:
- check participants equipment is correctly fitted and in good working order
- check the venue for hazards prior to activity
- check medical forms prior to activity, and ask if anyone has any medical conditions or injuries that you need to be aware of
- Carrying specific safety equipment to deal with identified problems e.g.:
- things to manage paddlers basic comfort; clothes, drink, food, shelter
- things to manage accidents; first aid kit, repair kit, throwline, towline
- Providing specific instructions to participants e.g.:
- Set boundaries where paddlers are allowed to go
- Coach safe lifting and handling techniques
- Provide specific instructions on how an activity should be performed
9. How could you avoid some of these potential injuries/illnesses from occurring in your sessions?
| Bumps, bruises, cuts | |
|----------------------|---|
| Hypothermia | |
| Sprains or strains | |
| Water born infections| |
How would you report accidents, injuries and illnesses if they happened whilst someone was in your care?
How would you deal with these problems spotted when you arrived for a coaching session? Would you report the problem, and if so, to who?
| Problem | Action | Reporting |
|------------------------------------------------------------------------|--------|-----------|
| You notice a participant has been issued a buoyancy aid with a broken zip | | |
| There is a gang of boys throwing stones off the bridge where you were going to paddle | | |
| The river is higher than normal, it is unusually brown and has lots of debris floating around | | |
| A group of beginners are getting on the water in sailing dinghies, you’ve not seen them before | | |
| The wind looks stronger than normal and there are waves forming on the water | | |
Check that you have identified the problems that are appropriate for you to deal with yourself, and those where you should have sought assistance. How do you decide?
What are the key things to cover in your safety brief for a group of paddlers getting on the water for the first time? Consider your previous assessment of potential hazards:
6. Equipment
10. List the safety equipment you would consider having available whilst coaching a group of beginners, consider any potential hazards you have identified:
| Things to manage paddlers comfort | Things to manage accidents/incidents |
|-----------------------------------|--------------------------------------|
| e.g. a hot drink | e.g. a first aid-kit |
It is important that you can recognise when essential items of equipment are not in good working order, and take the necessary action as a result. If a piece of equipment is damaged or broken, has weak spot/s, or is being used incorrectly this can have serious safety issues. Coaches should continually be on the lookout for such problems and make sure any damaged items are not used. Providers of paddlesport activity should have procedures for making sure that such equipment is taken out of circulation as soon as a problem is spotted to make sure that it isn’t used accidently.
What is the procedure if you find a broken or damaged piece of equipment?
It is important to do visual checks on equipment to make sure that it is in good working order and suitably fitted, identify a few key times when this may be done:
| Can you list some important safety factors to check with these items of equipment, and how you make sure the equipment is suitable for the individual/activity: |
|---|
| Boat | |
| Paddle | |
| Buoyancy Aid | |
| Helmet | |
| Spraydeck | |
| Your Safety Kit | |
| Clothing | |
Boat Design
Boats are designed for different purposes:
- a boat designed for speed will be less manoeuvrable, and less stable (long and narrow)
- a boat designed to be very manoeuvrable will be relatively slow, but stable (short and wide)
- a boat designed to be stable will be slower and more manoeuvrable (short and wide)
Boat designers need to balance these factors into their boat design to make sure the compromises are suitable.
| Rate the these boats, and recommend something that they would be good for: |
|---------------------------------------------------------------|
| | slow, stable and manoeuvrable | fast, unstable and straight running | Something this boat would be good for: |
| Sea Kayak | | | | | | |
| Tandem Open Canoe | | | | | | |
| General Purpose Kayak | | | | | | |
Do the same for 3 different boats that you may use:
You may want to think about boats designed for the different disciplines:
Polo, Slalom, Freestyle, White Water, Surf, Wild Water Racing, Touring, Sprint Racing
Summary
Providing a safe environment for our paddlers is one of the most critical parts of the coach’s job. For Level 1 coaches it is important to make sure safety is thoroughly considered at the planning stage. This ensures enough time and support is given to spot problems and to decide what to do.
What are the key things to consider at the planning stage to make sure paddlers in your session are safe?
7. Preparing Participants for Coaching Sessions
To make sure that participants are ready for coaching sessions we need to make sure that we have prepared them physically and mentally.
11. If you were meeting an unfamiliar group at the start of a session what information do you think they need before they get ready?
e.g. where to get changed
Reflecting on effective warm-ups that you have been involved in, describe what was done, and outline why it is important:
| Ideas for content & activities: | Why is this element of the warm-up important? |
|---------------------------------|---------------------------------------------|
| Raise the heart rate | |
| Mobilise joints | |
| Paddling specific warm-up | |
| Psychological warm-up | |
Check that you include each of these aspects in your warm-ups
Make sure they are relevant to the activities you are going to be doing
8. BCU Policies for Coaches
BCU coaches have a number of responsibilities to make sure the paddlers in their care can enjoy the sport, are treated fairly and are protected from foreseeable harm. When coaches register for a BCU coach course they sign to say they have agreed to follow these policies. Level 1 coaches normally work within a supportive environment, with someone else having overall responsibility for paddlesport safety. However, an awareness of the general topic areas and the ability to know where to find more information are both important for the Level 1 coach. We will outline each area to highlight what it means to our coaches:
Coaches Code of Ethics
The BCU Coaches Code of Ethics meets national standards for sports coaches across the UK, and sets standards for coaches as well as providing information to participants about what standards are expected. The code of ethics comprise such values as responsibility, humanity, relationships, commitment, co-operation, advertising, integrity, confidentiality, abuse of privileges, competence, personal standards and safety, with regards to a responsibility towards participants, colleagues, the BCU and to society.
Duty of Care
Duty of Care is the duty that rests upon an individual or organisation to make sure that all reasonable steps are taken to ensure the safety of others. We all have a duty of care to everyone we come into contact with or have an effect on, this responsibility increases as we take on more responsible roles such as being a coach. It also increases in specialist environments if we have a greater level of knowledge or ability than those around us. Duty of Care is a legal commitment to being responsible. It is not something that we can choose, to avoid by writing disclaimers, or something we can duck out of. The BCU Duty of Care policy outlines a general and basic view of our duty of care.
Insurance
If a coach fails to meet their duty of care and someone becomes injured or suffers loss or damage, they can make a claim against the coach. It is therefore vital that coaches have Third Party Liability insurance to provide cover against claims of negligence. Anyone who offers paddlesport activity (e.g. club/centre/school) should have insurance to cover coaches at work. Third Party Liability insurance is also included within BCU membership. BCU insurance covers ‘Canoeing activities’, including coaching canoeing. It is important that details of any known incidents or injuries that occur to students while undergoing coaching or taking part in canoeing or kayaking activities are reported to the BCU, particularly those involving a personal injury, which may give rise to a subsequent claim.
Equality
The BCU Equality Policy aims to make sure that people from all sectors of the community (irrespective of their age, colour, disability, ethnic origin, race, sexual orientation or gender), have genuinely equal opportunities to take part in canoeing at all levels. The BCU as the governing body for sport takes responsibility for this in ensuring that present and potential members receive equally favourable treatment, but also need coaches working under BCU qualifications to do the same.
BCU Declaration of Physical Competence
Coaches need to be fit and able to perform the job. The BCU Statement of Physical Competence asks coaches to declare any medical conditions that may impair their ability to be responsible for the overall safety of others. The declaring of impairments does not necessarily stop a person from coaching; certain working conditions may be set up to make sure they can continue in the coaching role. This helps protect coaches, and is a mechanism by which the BCU can support those individuals with specific medical conditions. If a coach needs to declare a medical condition they should contact their Home Nation. Coaches declare physical competence when they sign the CR Form.
BCU First Aid Policy
All active coaches (from Level 2 and above), have a responsibility to maintain a current first aid award to make sure they can look after paddlers in their care. Coaches sign a declaration upon registration for BCU coaching qualifications accepting this responsibility. In order to meet this requirement coaches need a recognised first aid certificate (that meets the required training contact time), recorded on their Home Nation Association membership record. Whilst BCU Level 1 coaches do not need to register a first aid qualification with their Home Nation, it is recommended these coaches hold a recognised first aid award if working independently. Recognised first aid awards are listed on the BCU Website. Coaches are advised to attend first aid training that includes watersports specifics relevant to their normal coaching activity. For example, hypo/hyperthermia, drowning, applying first aid in an outdoor environment and incident management.
BCU Coach Update Scheme
The BCU Coach Update Scheme supports and recognises coach’s commitment to continued learning and development to improve what they do, and to keep up-to-date with current best practice. The BCU considers coaches that meet the requirements of the scheme meet minimum standards for deployment as a coach. The scheme is relevant to all active BCU coaches. Newly qualified Level 1 coaches who are members of one of the Home Nation Associations will automatically be registered as up-to-date for a period of 3 years. Before this time lapses you will need to provide evidence of a commitment to relevant development and learning. This can be done in a few ways, explained on the relevant pages of the Home Nation websites.
More information on all of these areas are available from the Home Nation Websites.
9. Safeguarding and Protecting Children and Vulnerable Adults
The ‘BCU Child and Vulnerable Groups Protection Policy’ outlines the responsibility we have towards protecting children and vulnerable adults from abuse. All BCU coaches have both a moral and legal obligation to make sure that when given the responsibility we provide the highest possible standard of care. The BCU provide a number of resources to support coaches, available on the Home Nation websites.
**Child Protection Training** - The BCU ask all individuals involved with children or with particular responsibilities in paddlesport to undertake child protection training. As part of this requirement all coaches (except BCU Level 1) need to do a recognised basic awareness course, and have this recorded on their membership record. An on-line ‘Paddle safe’ course can be accessed through the Home Nation websites that meets this minimum requirement. If you are working with young people it will provide a basic level of awareness and training to help safeguard children and young people within our sport. It also explains best practice and what to do if you have a concern about child protection.
**Criminal Record Checks** - There are legal requirements for people who have regular contact with children and adults at risk to meet the disclosure rules of their home country. For further support please refer to the safeguarding/child protection section of your Home Nation Association website, or discuss with the person responsible for child protection within your organisation.
12. Describe some good coaching practice specifically for working with children or vulnerable adults:
13. Why is it important to follow the correct procedures when working with children and vulnerable adults?
10. Confidential Information
It is reasonable to assume that at some point you may have access to confidential information about your participants. Being in a position of responsibility, you have a duty to handle this information discretely and sensitively.
14. List the kind of information that might be considered confidential?
Within the BCU Coaches Code of Ethics it states that coaches must agree with their participants what information will not divulged to others without agreement. It also describes situations when a coach may need to pass on information to those who have a ‘right to know’.
15. Describe a situation when you may need to pass on personal/confidential information?
The Data Protection Act (1998) is a piece of legislation that applies when personal data is stored on a computer or in a structured manual filing system. Providers of paddlesport activity should be aware of the act and someone in a position of responsibility should make sure that the procedures relating to the collection, storage, use, and destruction of personal information are appropriate. You may see data protection notices or consent statements on forms where personal information is collected. These state things such as how the information is going to be used, who may have access to it, and may have an option for the individual to opt out if they wish.
Personal information may be collected in a number of ways, for example:
- membership application form
- course booking form
- event entry form
- parental consent form
- medical declaration
- taking photographs and/or video
Consider these rules to make sure that personal information is treated correctly:
- only relevant, necessary, and accurate information is held
- information is only be used for the purposes stated
- information is kept for a suitable length of time, not kept longer than needed
- information is stored securely (e.g. in a locked cupboard, or password protected on computer)
- information is disposed of securely (e.g. shredded)
- information is not passed on, or put on public display without consent unless it is to someone who has a right to know
16. You see on a medical form that a paddler in your group has epilepsy, how would you make sure this information is treated correctly:
---
**Taking Photographs or Video of Children**
If someone in a photograph or video can be recognised it is important to make sure the parent/guardian and the young person have granted their consent if it is to be published (e.g. on the web, in a newsletter or magazine). In cases where you are celebrating the achievement of a young person it can be alright to name the child, but contact details must never be published. It is also important to make sure the children are suitably dressed (covered up wearing at least shorts and a vest, and wearing the necessary paddling kit to show safe practice).
Often coaches want to celebrate the success of their paddlers, and promote achievements by publishing photographs and/or videos online. If you want to do this here is some good practice advice:
- make sure the parent/guardian/young person has granted consent
- make sure everyone is suitably dressed
- don’t include personal information other than their name
- check with someone more qualified that it is OK and if there is anything else that should be done
**Further Information:**
This information provides only a basic interpretation of the law/guidance for Level 1 coaches; always check with someone more qualified before taking specific action. See also BCU Guidelines for use of photographic equipment (available on Home Nation Websites).
11. Getting Involved with BCU Performance Awards
Once qualified the Level 1 coach can assess/deliver a number of the BCU Performance Awards:
**BCU Star Awards** - The BCU Star Awards recognise paddler’s skills as they progress through the sport. They are generally aimed at paddlers over 16 years of age. Level 1 coaches are able to assess the entry level award ‘BCU Paddlesport Start’ and ‘BCU 1 Star’. Both awards can be taken in any Paddlesport craft. Paddlesport Start can normally be achieved after a paddlers first session. The BCU 1 Star is a basic boat handling skills award, and would normally be achieved after an introductory course of about 6-hours quality water time.
**BCU Paddlepower Awards** - Paddlepower is a youth-centred scheme aimed at encouraging young people to come into and stay in paddlesport. It is structured to introduce key concepts throughout a paddler’s development, providing a strong foundation of skills and understanding. Level 1 coaches are able to deliver ‘BCU Paddlepower Start’ and ‘BCU Paddlepower Passport’. Paddlepower Start is the entry-level award suitable for taster sessions or as part of a series of sessions designed for young paddlers. Paddlepower Passport comprises four progressive levels covering safety awareness, paddling skills, supporting knowledge, and varied experiences.
**BCU Racing Time Trial Awards** – This is a series of awards including time trials (2km – 10km), 500 Metre Sprint Awards, and Marathon and Half Marathon awards. The awards intend to recognise and encourage improvement in canoe and kayak racing performance, they can be attempted in any type of craft, although the aim is to encourage the use of straight running boats as a progression to racing boats.
**BCU Cross Stream Challenge** - Cross Stream Challenge aims to develop and challenge boat handling skills, strokes and moves, whilst blending slalom, freestyle, polo, with a touch of wild water and sprint racing and maybe a bit of surf. It uses specific tasks to help paddlers develop skills and helps coaches recognise interest and talent.
The BCU recommend that you work with other qualified and experienced providers before delivering these awards on your own. Contact your Home Nation Association to obtain the necessary pass-slips or certificates.
| 17. What sort of groups would benefit from working towards these BCU Performance awards? |
|-----------------------------------------------|
| **Paddlesport Start** |
| **1 Star** |
| **Paddlepower Start** |
| **Paddlepower Passport** |
| **Racing Time Trial Awards** |
| **Cross Stream Challenge** |
12. Personal Action Plan
18. List below the main learning and action points from your Level 1 course:
| Learning Points | Action Points |
|-----------------|---------------|
| Day 1 | |
| Day 2 | |
| Day 3 | |
| Day 4 | |
Further Comments from Tutor/s
Consider: things done well, areas to develop, new things to learn, further training opportunities, targets with timescales.
Appendix 1 – Example Answers
1. The Level 1 Coaches Remit
1. Describe your potential coaching environment. Then discuss with someone if this falls within the Level 1 coaches remit. Identify any changeable factors that may have an impact:
| describe the venue: | describe the people you would normally coach e.g.: | describe any challenges, e.g.: |
|---------------------|---------------------------------------------------|--------------------------------|
| swimming pool | ability | weather |
| canal | age | size of venue |
| pond | specific needs | river levels |
| loch/lake | craft used | sea state |
| section of river | | level of supervision/support |
| bay | | group size |
| harbour | | |
| beach | | |
2. When you finish this course and get out coaching, who will you be able to get support from?
e.g. deployer, supervising coach, the person responsible for paddlesport, a more experienced coach
3. If you were using unfamiliar equipment, why would it be important to check with someone more experienced that it was set up properly?
safety, enjoyment, learning
2. Your Coaching Personality
4. Note down some words that you would like others to use to describe you as a coach:
fair
safe
fun
clear
helpful
challenging
respectful
experienced
bouncy
aware of my needs
motivating
empowering
decisive
friendly
organised
listens
advisor
quiet/loud
capable
supportive
knowledgeable
keen
wants to learn
a good paddler
open minded
understanding
understandable
calm
polite
professional
Now chat these through with a peer, colleague, or manager and add anything you may wish to.
Do you think this describes a ‘paddler-centred’ coach?
Circle any of the words you feel you need to work on, and chat about how you may achieve your aims.
## 3. Paddlesport Activities
| Activity | Description |
|------------------------|-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| Kayak Touring | Using kayaks (solo or tandem) to journey on gentle flowing rivers, lochs and lakes, estuaries and the sea. Boats are designed to run straight, but maintain width for stability. They also generally have large or open cockpits, so they are easy to get in and out of. Some boats used will look a bit like sea kayaks, and others like slow flat-water racing boats. |
| White Water Kayaking | This involves the descent of rapids in a kayak. The experience in essence is straightforward; you arrive at the start of your chosen run and head down the river. |
| Open Canoeing | This is a generic term for boats that are designed to be paddled with a single blade, and have an open top. They can be paddled, poled, lined, tracked and sailed. Often used for journeying on rivers or lakes/lochs, and can be loaded for extended camping trips. |
| Sea Kayaking | Paddlers explore the coastline and go for journeys, anything from an hour or so to multiday expeditions. Kayaks are designed to be sea worthy with a covered deck, and the ability to have a spraydeck. They are generally designed with a good cruising speed, are easy to paddle in a straight line, and have space to carry equipment for camping etc. |
| Surf Kayaking | This discipline uses kayaks to play on ocean waves, the specialist boats are designed with flat hulls and hard rails to maximise speed, control and manoeuvrability on a wave. But paddlers also use white water kayaks and sit-on-tops to play around on the waves. |
| Sit-on-top | These kayaks are open top, and normally used for general leisure. They are usually stable and easy to get on and off, there are a range of designs available some stable and manoeuvrable for messing around on the water, maybe in the sea or surf; others longer and designed for going on journeys. |
| Sport | Description |
|-----------------------|-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| **Polo** | A combination of paddling and ball handling skills within an exciting contact team game. Two teams, each with five paddlers on the pitch at any one time, compete to score goals in their opponent’s net, suspended at each end of the pitch above the water. |
| **Slalom** | A test of skill, speed and precision is crucial as the object of the sport is to negotiate a series of pre-defined gates; the winner of the event will have negotiated the course in the fastest time, with the fewest penalties. There are penalties for hitting and missing gates. Paddlers race in single kayaks, and both single and double canoes. |
| **Sprint Racing** | This Olympic discipline, involves head-to-head racing on flat-water over distances of 200, 500, and 1000 metres on a straight course, of up to nine boats, each in a separate lane. Races are in singles, doubles and fours, for both canoes and kayaks. |
| **Marathon Racing** | This endurance racing discipline has A to B races on lakes, canals, rivers and estuaries. Most races are between 5 and 20 miles long, although ultra-long races do exist, with the Devizes to Westminster race at 125 miles being one of the longest. The top paddlers use fast racing boats, but the less experienced can enter in any boat designed for speed. Races are in singles, doubles and fours, for both canoes and kayaks. |
| **Freestyle** | This is an exciting, dynamic and unique sport, a bit like gymnastics in a boat! Paddlers use tiny specialist boats and search out features on fast flowing rivers; big standing waves or stoppers are used to do acrobatic tricks. Many paddlers just play the rivers for fun, but there are also competitions to enter. |
| **Wild Water Racing** | Flat out racing on stretches of white water rivers, the paddlesport equivalent to downhill ski racing. Classic races are normally 10 – 25 minutes, and sprint races much shorter at around 2-minutes. Paddlers race in single kayaks, and both single and double canoes. |
## Paddlesport Experience:
| Activity | Have you ever had a go at this? | How did this help you develop? |
|---------------------------|---------------------------------|-----------------------------------------------------------------------------------------------|
| Freestyle | ☐ | consider technical, tactical, physical, psychological |
| Kayak touring | ☐ | e.g. this helped develop my: appreciation of the environment |
| | | journeying skills, looking after myself and an awareness of others |
| Marathon racing | ☐ | decision making |
| Open canoeing | ☐ | confidence |
| | | boat handling skills |
| Paddling a crew boat | ☐ | |
| Polo | ☐ | |
| Sea kayaking | ☐ | ability to perform under pressure |
| | | forward paddling technique |
| Slalom | ☐ | stability/balance |
| Sprint racing | ☐ | agility/coordination |
| Surf kayaking | ☐ | efficiency |
| | | fitness |
| White water kayaking | ☐ | strength |
| Wild water racing | ☐ | |
### 4. Long Term Paddler Development (LTPD)
6. Describe a paddler typical of those you may coach – which LTPD phase would be most applicable to them?
| Describe the paddler (e.g. age, ability, experience, aspirations) | Identify the LTPD Phase (e.g. Foundation, Recreation, or Performance Phase ) |
|------------------------------------------------------------------|----------------------------------------------------------------------------|
| beginners in their first three years of participation | Foundation Stage |
| Intermediate/advanced paddlers participating for enjoyment and satisfaction (rather than maximising potential) | Recreational Stage |
| Intermediate/advanced paddlers wishing to maximise their potential (competitive and non-competitive) | Performance Stage |
### 7. Principles of Long Term Paddler Development applicable to beginners:
| Principle | Strongly agree | Strongly disagree | Comments |
|---------------------------------------------------------------------------|----------------|-------------------|--------------------------------------------------------------------------|
| Paddling activity should be fun | ✓ | | absolutely! |
| Coaches should concentrate on skill development | | ✓ | yes – quality skill development is very important for beginners, but they may also have other aspirations |
| Coaches should concentrate on physical development | | | no – it is more important to develop skills |
| Equipment should be suitably sized | ✓ | | yes – matched to individual size |
| Children should concentrate on paddling and not do other sports | | | no – they will develop better movement skills if they take part in different sports |
| Paddlers should get on the water at least 3 times a week | | | it will depend on personal aspirations |
| Paddlers should enter lots of competitions | | | no – beginners should spend most of their time practicing |
| Coaches should focus on helping paddlers achieve their individual aspirations | ✓ | | |
| Coaches should encourage paddlers to experience varied paddlesport craft, challenges, and environments | ✓ | | yes – this will help develop sound fundamental paddlesport skills |
### 5. Safety
**What information may you find in a risk assessment that would affect your session plan?**
- equipment requirements
- safety kit
- rules for activities
- specific safety control measures
- issues to include in safety briefing
- equipment checks
- boundaries
- staffing ratios/student numbers
8. Can you give some examples of the types of hazards you are likely to encounter:
| Hazards around the bank-side working area | e.g. slippery jetty, slippery/steep bank, overgrown, animal excrement, litter, disturbance from public |
|------------------------------------------|--------------------------------------------------------------------------------------------------|
| Hazards on the water | e.g. pollution, weather, unseen hazards, lack of space, conflict with other users |
| Hazards around the building/s | e.g. broken stair rail, poorly maintained facilities, slip or trip hazards, hazardous materials, unsecured equipment that could be used inappropriately |
| Faults/hazards with equipment | e.g. a faulty buoyancy aid, damage or breakages, weaknesses, incorrect use, general wear and tear |
Looking at a site you have used in your Level 1 course identify 4 hazards likely to present some risk of injury or harm, and describe the control measures you could put in place:
| Hazard | Control Measures |
|-----------------------------------------------------------------------|-------------------------------------------------------------------------------------------------------------------------------------------------|
| **Hazards around bank-side** | e.g. safety brief or specific instructions, choice of a suitable venue, highlighting hazards so they can be avoided |
| e.g. slippery jetty, slippery/steep bank, overgrown, animal excrement, litter, disturbance from public | |
| **Hazards on the water** | e.g. washing hands before eating, checking weather forecast, being aware of changes in the weather, checking water depth with paddle before a capsize drill, talking to other group leaders sharing the venue |
| e.g. pollution, weather, unseen hazards, lack of space, conflict with other users | |
| **Hazards around the building/s** | e.g. safety brief or specific instructions, choice of suitable venue, highlighting hazards so they can be avoided, reporting hazard for someone to fix, move hazard |
| e.g. broken stair rail, poorly maintained facilities, slip or trip hazards, hazardous materials, unsecured equipment that could be used inappropriately | |
| **Faults/hazards with equipment** | e.g. checking equipment before, during and after use |
| e.g. a faulty buoyancy aid, damage or breakages, weaknesses, incorrect use, general wear and tear | |
9. How could you avoid some of these potential injuries/illnesses from occurring in your sessions?
| Injuries/illnesses | Control Measures |
|-----------------------------|-------------------------------------------------------------------------------------------------------------------------------------------------|
| Bumps, bruises, cuts | e.g. safety brief or specific instructions, choice of suitable venue/activities, highlighting hazards so they can be avoided |
| Hypothermia | e.g. group wearing suitable clothing, activities suitable for weather conditions (active/not wet), go somewhere warm/dry/sheltered for breaks, have some spare clothes/warm-drink |
| Sprains or strains | e.g. safety brief or specific instructions, choice of suitable venue/activities, control during active games |
| Water born infections | e.g. washing hands before eating, raise awareness, avoid submersion |
### How would you report accidents, injuries and illnesses if they happened whilst someone was in your care?
*e.g. tell the person responsible for paddlesport activity, fill in an accident form*
### How would you deal with these problems spotted when you arrived for a coaching session: Would your report the problem, and if so, to who?
| Problem | Action | Reporting |
|------------------------------------------------------------------------|----------------------------------------------------------------------|----------------------------------|
| You notice a participant has been issued a buoyancy aid with a broken zip | *change it for one that isn’t damaged make sure it doesn’t get used by someone else* | **tell equipment officer** |
| There is a gang of boys throwing stones off the bridge where you were going to paddle | *go somewhere else or seek help* | **maybe tell your supervising coach** |
| The river is higher than normal, it is unusually brown and has lots of debris floating around | *ask if it is safe to go out, unless you have been trained otherwise* | |
| A group of beginners are getting on the water in sailing dinghies, you’ve not seen them before | *ask their group leader what they are doing maybe agree different working areas if not sure, ask your supervising coach for advice* | |
| The wind looks stronger than normal and there are waves forming on the water | *ask if it is safe to go out, unless you have been trained otherwise* | **tell other coaches** |
Check that you have identified the problems that are appropriate for you to deal with yourself, and those where you should have sought assistance. How do you decide?
*follow any guidance from supervising coach only deal with problems I am trained and/or competent to deal with*
### What are the key things to cover in your safety brief for a group of paddlers getting on the water for the first time? Consider your previous assessment of potential hazards:
- equipment, and how to use it (e.g. buoyancy aids/helmets if used)
- how to lift and carry boats
- how to get in
- how to avoid any specific hazards
- how to avoid a capsize, and what to do if it happens
- what to do when you are afloat
- any boundaries
6. Equipment
10. List the safety equipment you would consider having available whilst coaching a group of beginners, consider any potential hazards you have identified:
| Things to manage paddlers comfort | Things to manage accidents/incidents |
|-----------------------------------|--------------------------------------|
| e.g. a hot drink | e.g. a first aid-kit |
| • food/drink | • towline or tow system |
| • spare clothes | • mobile phone |
| • hat | • first aid kit |
| • sun screen | • repair kit |
| • shelter | • survival bag |
| | • throwline |
| | • knife, whistle |
| | • webbing (sewn/unsewn sling) |
| | • large karabiner |
What is the procedure if you find a broken or damaged piece of equipment?
e.g. sin-bin, attach do not use tag, hand back to stores, report to equipment officer
It is important to do visual checks on equipment to make sure that it is in good working order and suitably fitted, identify a few key times when this may be done:
- when kitting the group up
- before we get on the water
- putting kitting away
- on-going checks to make sure buoyancy aids are done up properly
Can you list the important safety factors to check with these items of equipment, and how do you make sure the equipment is suitable for the individual/activity?
| Equipment | Safety Factors |
|-----------------|--------------------------------------------------------------------------------|
| Boat | Adequate buoyancy, sound construction, no holes, seat firmly attached, sound end grabs, back rest and footrest in good working order. Size, speed, stability, manoeuvrability are suitable for the activity and the individual (size/ability). |
| Paddle | Sound construction. Size, shape, and weight are suitable for the activity and the individual (size/ability). |
| Buoyancy Aid | Buckles, straps, buoyancy and fabric in good condition; CE or ISO standard marking. Correctly sized and fitted for the individual. Decision made if one is to be worn. |
| Helmet | Shell, straps, buckles, cradle/padding in good condition; CE or ISO safety standard marking. Correctly sized and fitted for the individual; decision made if one is to be worn |
| Spraydeck | Able to keep the water out; release tag in good working order. Correctly sized and fitted for the individual and the boat; the release tag is accessible; Decision made if one is to be worn. |
| Your Safety Kit | In good working order. The right kit, matched to the activity and risk assessment. |
| Clothing | Right size, fit and comfort for the individual. Suitable for the activities planned and the weather conditions. |
Rate these boats, and recommend something that they would be good for:
| Boat | slow, stable and manoeuvrable | fast, unstable and straight running | Something this boat would be good for: |
|-----------------------------|-------------------------------|-------------------------------------|----------------------------------------|
| Sea Kayak | | | journeys, learning good forward paddling|
| Tandem Open Canoe | | ✓ | journeys, learning skills, communication|
| General Purpose Kayak | ✓ | | learning skills, messing about on the water|
Do the same for 3 different boats that you may use:
| Boat | Polo | Slalom | Freestyle | White Water Kayak | Surf Kayak | Wild Water Racer | Touring Kayak | Sprint Racing Kayak | Sit-on-Top |
|-----------------------------|------|--------|-----------|-------------------|------------|------------------|---------------|---------------------|------------|
| | ✓ | | | ✓ | | | | | |
| | | ✓ | | | | | | | |
| | | | ✓ | | | | | | |
| | | | | ✓ | | | | | |
| | | | | | ✓ | | | | |
| | | | | | | | | | |
| | | | | | | | | | |
| | | | | | | | | | |
| | | | | | | | | | |
What are the key things to consider at the planning stage to make sure the safety of your paddlers?
- the safety procedures and policies that may apply
- the potential hazards and control measures
- make sure everyone will be wearing correct clothing and equipment
- plan to check equipment is correctly fitted
- decide what safety equipment is needed
- seek help if needed
- plan what to include in the safety brief and any specific safety instructions for activities
- check that session plan is safe, enjoyable and maximises learning
- include an suitable warm-up for the activities
- make sure activities are at not too hard for the individuals
7. Preparing Participants for Coaching Sessions
11. If you were meeting an unfamiliar group at the start of a session what information do you think they need before they get ready?
for example:
- where to get changed
- what kit/clothing to put on
- timings
- food/drink arrangements
- toilets/changing facilities
- what they will be doing
- who you are
- who any other coaches are
Reflecting on effective warm-ups that you have been involved in, describe what was done, and outline why it is important:
| Ideas for content & activities: | Why is this element of the warm-up important? |
|---------------------------------|-----------------------------------------------|
| Raise the heart rate | *e.g.* running around games on the bank
active games on the water | increase blood flow to body, gets muscles etc. ready to exercise, prepares heart for activity increases body temp – muscles work better |
| Mobilise joints | *e.g.* gentle arm swings, games that involve moving joints around, | reduce stiffness prepares the muscles/joints for the demands of the session |
| Paddling specific warm-up | *e.g.* practicing range of strokes on the water | gently puts the body through specific movements, reminds the body/brain what to do |
| Psychological warm-up | *e.g.* games that need concentration, attention, games that increase/decrease excitement levels | helps the paddler focus on the session |
Check that you include each of these aspects in your warm-ups
Make sure they are relevant to the activities you are going to be doing
9. Safeguarding and Protecting Children
12. Describe some good coaching practice specifically for working with children or vulnerable adults:
*for example:*
- avoid situations where you are alone with a child/vulnerable adult, work in pairs
- if physical support/touching is necessary – ask for permission and explain why it is necessary
- do not allow physically rough or sexually provocative games, inappropriate touching or talking
- report any claims of abuse by a child
- place the well-being and safety of the participant above the development of performance
- develop appropriate relationships based on mutual trust and respect
- encourage participants to accept responsibility for their own behaviour
- make sure the activities are suitable for the individuals age, maturity, experience and ability
- avoid any intimacy
- follow provider/BCU Child Protection Policy
- undertake further child protection training if working regularly with children or vulnerable adults
13. Why is it important to follow the correct procedures when working with children and vulnerable adults?
- protect participants from potential abuse
- protect the coach from false allegations
- so participants feel safe, are able to develop at their own pace, and are treated as per their individual needs
10. Confidential Information
14. List the kind of information that might be considered confidential?
- medical
- personal details; e.g. address, date of birth, phone number, religious beliefs, criminal offences
- financial details; e.g. credit card number
- photographs or video footage
15. Describe a situation when you may need to pass on personal/confidential information?
- cheating, bullying, child protection concerns
- any information that may result in, or support disciplinary action
- information that others responsible for the participants welfare/safety may need to know
16. You see on a medical form that a paddler in your group has epilepsy, how would you make sure this information is treated correctly:
- make sure the medical form is put back and stored securely
- tell anyone who may need to know (i.e. other coaches who will be looking after the participant)
- don’t tell anyone who doesn’t need to know (i.e. other participants, friends)
- if the participant has a fit tell anyone who needs to know they have epilepsy (e.g. the group, the first aider, medics, your supervising coach)
11. Getting Involved with BCU Performance Awards
17. What sort of groups would benefit from working towards these BCU Performance awards?
| Award | Description |
|------------------------|-----------------------------------------------------------------------------|
| Paddlesport Start | adults in taster sessions |
| 1 Star | beginners taking part in a few paddlesport sessions (adults) |
| Paddlepower Start | children in their first session |
| Paddlepower Passport | children in first series of sessions |
| Racing Time Trail Awards | paddlers interested in, or staring out in racing
| paddlers needing an speed/distance incentive or goal to work towards |
| Cross Stream Challenge | children or adults developing skills, or wanting a taster of competition |
## Example Risk Assessment
| What are the risks/hazards? | To who? | Is the risk adequately controlled and how? | What further action is necessary? | Review comments/ dates |
|-----------------------------|---------|--------------------------------------------|----------------------------------|------------------------|
| Drowning | Participant Coach | All participants to wear buoyancy aid when on/near the water. Buoyancy aids comply with CE/ISO Standards. Buoyancy aids and boats checked (as per Health and Safety policy). Coaches have suitable qualification and experience for activity. Suitable staffing ratios are used (as per Operating Procedures). | Coach checks buoyancy aids are in good working order. Coach ensures buoyancy aids are worn correctly. Participant briefed on what to do in the event of a capsize. In the case of capsize the coach to make sure all participants are accounted for. | Jan-14 |
| Capsize with entrapment | Participant Coach | Coach to check equipment (boats and footwear). Coach able to rescue an entrapped capsized paddler. | Participant briefed on what to do in the event of a capsize. | Jan-14 |
| Capsize | Participant Coach | Boats fitted with sufficient buoyancy to float when capsized. Coaches trained in emptying boats and rescuing crew. | Coach checks suitable activities used for group ability. | Jan-14 |
| Hypothermia | Participant Coach | Session activities and clothing are suitable to conditions. Session cancelled if necessary. | Leader’s safety equipment reflects conditions and the group. Special attention is paid to headwear. | Jan-14 |
| Impact injury | Participant Coach | Helmets worn when injury likely in activity. | Coach to exercise group control. Participants informed of risks. | Jan-14 |
| Adverse Weather Conditions | Participant Coach | Weather forecast discussed at morning briefing. | Session activities and clothing are suitable to conditions. Session cancelled if conditions are inappropriate. | Jan-14 |
| Inherent risk (blisters, tenosynovitis, sunburn etc.) | Participant Coach | Coach first aid qualified. Coach carries suitable first aid kit. Participants provide details of existing medical conditions. | Coach’s safety brief includes disclosure of risk and highlights specific hazards. Coach promotes safe paddling practice. | Jan-14 |
| Lifting injuries | Participant Coach | Coach promotes and uses safe lifting strategies. | Extra care taken when moving canoes and rescuing swamped boats. | Jan-14 |
| Collision | Participant Coach | Coach performs dynamic risk assessment and takes suitable actions. | Coach discusses activities with other water-users when/if possible. | Jan-14 |
Risk Assessment Updated Jan 2013
Notes | <urn:uuid:aada49ae-4f0c-4a36-8416-8e5532235223> | CC-MAIN-2018-05 | http://canoescotland.org/sites/default/files/resources/resources/Resources%20for%20Level%201%20Candidates/BCU%20Level%201%20Training%20Course%20Workbook%20V4-0%20Final.pdf | 2018-01-19T01:39:03Z | crawl-data/CC-MAIN-2018-05/segments/1516084887692.13/warc/CC-MAIN-20180119010338-20180119030338-00013.warc.gz | 65,223,407 | 14,939 | eng_Latn | eng_Latn | 0.953551 | eng_Latn | 0.997673 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown"
] | false | rolmOCR | [
449,
3384,
5689,
8555,
9682,
11347,
12078,
14145,
16275,
18111,
20884,
22613,
24237,
25029,
27010,
28342,
29569,
29856,
31279,
32379,
35583,
38103,
39867,
41453,
43496,
46236,
46713,
49128,
51537,
54018,
57878,
60438,
65127,
67611,
70782,
74458,
76954,
79128,
81933,
81940
] | [
1.4140625,
2.828125
] | 9 | 0 |
Play-Doh—it’s the childhood favorite that every parent loves (and loves to hate for its messiness). This modeling clay was originally made as a wallpaper cleaner in the 1930s but was reborn as an educational toy in the 1950s. Play dough is the perfect toy for kids of all ages because it is non-toxic and reusable.
Benefits for Children
- Feel competent
- Proud of their accomplishments
- Outlet for extra energy
- Help children cope with strong feelings
- Sensory processing
- Compare and contrast
- Imagination
- Practice listening and talking
- Fine-motor skill development
- Hand-eye coordination
Basic Play-Doh Recipe
- 1 cup white flour
- 1/2 cup salt
- 2 tablespoons cream of tartar
- 1 tablespoon oil
- 1 cup water
- Food coloring and/or spices as desired
Combine dry ingredients in a medium-size pan. Mix well. Add water, oil and food coloring if desired. Mix well. Cook over medium heat stirring constantly for several minutes. Mixture will thicken and begin to clump. Continuing stirring until large clump forms. Remove from heat. Allow to cool enough to handle. Knead dough for several minutes or until texture is smooth and consistent. Store in sealed plastic container or bag.
Around-the-House Playdough Props
Squishing, rolling, sculpting, molding . . . young children love to play with playdough. Add some props from around the home and playdough play becomes a powerful way to support your child’s learning.
- Bottle caps
- Cookie cutters
- Combs
- Garlic press (be prepared to give it up forever)
- Large buttons and other objects that can be pressed into the playdough to make a design
- Feathers, leaves, twigs, pebbles
- Plastic knives, forks, and spoons
- Rolling pin or bottle
- Small toy people and animals
- Straws, string or shoelaces
- Tea strainer
- Toothpicks (only for older children)
Play-Doh Activities
**Play-Doh dress up**
Gather up some plastic animals and kids can give them a whole new look!
**Play-Doh poke-ins**
Poke in toothpicks to make all kinds of prickly creatures. Try straws, pipe cleaners, marker caps, googly eyes—all are fun to press in for kids.
**Rolling snakes is fun but how about making other animals?**
You could talk about what scares them and mold it together.
**Stamping Play-Doh**
Pressing things into Play-Doh is fun for kids to see the impression left behind.
**Pretend play animal setup**
Use the lid of a big or small plastic container to press Play-Doh into and create a pretend play setup for toddlers. Bring out some plastic animals and loose parts like corks, popsicle sticks and straws to add to the fun.
**Make Play-Doh monsters**
This is a great Play-Doh activity for all ages and you can certainly vary the loose parts offered depending on your child. Some fun options include: googly eyes, toothpicks, beads, pipe cleaners, cut straws and popsicle sticks.
**Create a Play-Doh family**
Observe who and how they create each family member. | <urn:uuid:551095de-b3b6-4b38-a636-6ea85db70314> | CC-MAIN-2021-49 | http://s3.amazonaws.com/evrconnect/sites/44/documents/2350/Play-Doh.pdf?1632939476 | 2021-12-08T23:14:24+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363598.57/warc/CC-MAIN-20211208205849-20211208235849-00473.warc.gz | 61,676,394 | 690 | eng_Latn | eng_Latn | 0.996768 | eng_Latn | 0.997112 | [
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
1195,
2931
] | [
2.71875
] | 1 | 0 |
Teach Me to Walk in the Light:
Dark VS Light Activities
This page outlines 3 different introduction activities to help distinguish light from dark in preparation for learning Teach Me to Walk in the Light. Each of the following activities requires very little prep and can be a great way to introduce this song in primary!
‘Picture Perfect’ Activity:
1. Start by finding 8-10 pictures of items or scenarios that represent light or darkness.
2. Print out your pictures and place them around the room in primary.
3. At the beginning of primary, create a T-Chart on the board with one side being "Light" and the other side saying "Dark."
4. Invite children to take turns choosing pictures and placing them on one side of the t-chart.
5. Discuss why each item fits in its category. You might also ask, "Which feels better, light or darkness?"
6. Begin teaching Teach Me to Walk in the Light
‘Pick an Item’ Activity:
1. Choose 5-8 items that represent either darkness or light. Some examples might include: a candle, a dark-colored shirt, a flashlight.
2. Place all items in a large bag and keep them hidden.
3. At the beginning of primary, have children choose one item at a time. Discuss whether each item represents darkness or light.
4. Begin teaching Teach Me to Walk in the Light.
‘Searching in the Darkness’ Activity:
1. Before children come into the primary room, turn the lights out. If it is too dark, you might choose to turn on a small candle or light.
2. Choose a large item to hide in the room.
3. When you begin primary, invite children to think about how they feel when it's dark. Do they feel nervous? Afraid? Confused?
4. Explain to the children that you have hidden an item in the room. Invite a child to find the item.
5. Once the item has been found, turn on the lights.
6. Have a child leave the room and hide the same item around the room.
7. When the child returns, have them find the item with the lights on.
8. Start teaching Teach Me to Walk in the Light.
A light bulb, a snowy mountain landscape, blue candles, and a person swimming in a pool with goggles on. | <urn:uuid:9ac56cc1-ef55-4f2c-b381-9021a93ae849> | CC-MAIN-2022-49 | https://www.primarysinging.com/wp-content/uploads/2022/05/Teach-Me-to-Walk-in-the-Light-Dark-VS-Light.pdf | 2022-12-10T08:57:33+00:00 | crawl-data/CC-MAIN-2022-49/segments/1669446710421.14/warc/CC-MAIN-20221210074242-20221210104242-00729.warc.gz | 1,016,851,382 | 553 | eng_Latn | eng_Latn | 0.998307 | eng_Latn | 0.998338 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
889,
1984,
2090
] | [
4.4375
] | 2 | 0 |
[Oslo, 13 October 2006]
The Norwegian Nobel Committee has decided to award the Nobel Peace Prize for 2006, divided into two equal parts, to Muhammad Yunus and Grameen Bank for their efforts to create economic and social development.
Muhammad Yunus has shown himself to be a leader to benefit millions of people, not only in Bangladesh, but also in many other countries.
Loans to poor people without any financial security seemed to be an impossible idea. More than thirty years ago, Yunus has, first and foremost through Grameen Bank, developed micro-credit into an instrument against poverty. Grameen Bank has been a source of ideas and models around the world.
Every person on earth has the right to live a good life. Yunus and Grameen Bank have shown that even the poorest can work to bring about their own development.
Micro-credit has proved to be an important liberating force in societies where women in particular have to struggle against repressive social and economic conditions. Economic growth and political democracy can not achieve their full potential unless the female half of humanity participates on an equal footing with the male.
Yunus's long-term vision is to eliminate poverty in the world. That vision can not be realized by means of micro-credit alone. But Muhammad Yunus and Grameen Bank have shown that, in the continuing efforts to achieve it, micro-credit must play a major part.
I. Comprehension Check: (5)
1. Who or which group won the Nobel Peace Prize in 2006?
(A) The Norwegian Nobel Committee.
(B) Muhammad Yunus and Grameen Bank.
(C) The poor people in Bangladesh.
(D) The women working in Grameen Bank.
2. What did Grameen Bank develop to save the poor people?
(A) An instrument of financial security.
(B) A system of food supply.
(C) A safety for women and children.
(D) A source of basic education.
3. What does “in particular” mean in paragraph 5, line 2?
(A) Popularly.
(B) Surely.
(C) Especially.
(D) Safely.
4. Which of the following is NOT Yunus’ efforts?
(A) To fight against poverty. (B) To improve life better.
(C) To borrow money from the poor. (D) To struggle for women’s freedom.
5. About the “micro-credit,” which is its main idea?
(A) It helps economic growth of a country.
(B) It moves political democracy of a country.
(C) It fulfills the dream to be a millionaire.
(D) It drives life condition away from poverty.
II Words for Learning: (10)
| EX: do (v.) – did – done | 做 | p. 257 (字典裡的頁碼) |
|--------------------------|----|---------------------|
| I did my homework last night. | | (抄字典裡的例句) |
1. award (v.)
2. peace (n.)
3. benefit (v.)
4. loan (n.)
5. major (adj.)
III. What reasons or problems do you think cause poverty? (5) | <urn:uuid:849d379e-ceef-49d8-af7e-5c2e4631f895> | CC-MAIN-2021-17 | http://www.chere.idv.tw/teach/rw/reading_writing/12grameen_bank.pdf | 2021-04-23T02:48:22+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618039626288.96/warc/CC-MAIN-20210423011010-20210423041010-00393.warc.gz | 117,629,790 | 705 | eng_Latn | eng_Latn | 0.99445 | eng_Latn | 0.995962 | [
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
2009,
2790
] | [
3.140625
] | 1 | 0 |
1. Date this sheet was completed/updated:
24-02-1997
2. Country:
Islamic Republic of Iran
3. Name of wetland: Lake Parishan and Dasht-e-Arjan
4. Geographical coordinates: approx. 29°30’N 52°00’E
5. Altitude: (average, max., min.) 2000 m (Arjan); 853 m (Parishan)
6. Area: 2,200 ha (Arjan); 4,000 ha (Parishan)
7. Overview: (general summary, in two or three sentences, of the wetland's principal characteristics)
A largely seasonal freshwater lake and marsh at 2,000 m elevation in the Zagros mountains (Dasht-e-Arjan), and a permanent brackish to saline lake at 853 m elevation in the Zagros foothills (Lake Parishan). Both are extremely important for breeding and wintering waterfowl of a wide variety of species, including some threatened waterfowl species. Both lakes are protected within the Arjan Protected Area.
8. Wetland Type (please circle the applicable codes for wetland types as listed in Annex I of the Explanatory Note and Guidelines document.)
marine-coastal: A • B • C • D • E • F • G • H • I • J • K
inland: L • M • N • O • P • Q • R • Sp • Ss • Tp • Ts
• U • Va • Vt • W • Xf • Xp • Y • Zg • Zk
man-made: 1 • 2 • 3 • 4 • 5 • 6 • 7 • 8 • 9
Please now rank these wetland types by listing them from the most to the least dominant: O Q R Sp Ts N
9. Ramsar Criteria: (please circle the applicable criteria; see point 12, next page.)
1a • 1b • 1c • 1d | 2a • 2b • 2c • 2d | 3a • 3b • 3c | 4a • 4b
Please specify the most significant criterion applicable to the site: 2c, 2b, 1a
10. Map of site included? Please tick yes ■ -or- no □
(Please refer to the Explanatory Note and Guidelines document for information regarding desirable map traits).
11. Name and address of the compiler of this form:
Please provide additional information on each of the following categories by attaching extra pages (please limit extra pages to no more than 10):
12. Justification of the criteria selected under point 9, on previous page. (Please refer to Annex II in the Explanatory Note and Guidelines document).
1a: The wetlands of Dasht-e-Arjan and Lake Parishan are outstanding examples of freshwater and brackish to saline wetlands characteristic of the highlands of western Iran.
2a: Five species of threatened birds occur in appreciable numbers: the *Pelecanus crispus*, *Marmaronetta angustirostris*, *Aythya nyroca*, *Oxyura leucocephala* and *Aquila heliaca*.
2b: The wetlands support a very diverse flora and fauna, and thus maintain the genetic and ecological diversity of the region.
2c: Both wetlands support large breeding colonies of herons (Ardeidae) and ibises (Threskiornithidae).
3a: The lakes regularly hold over 20,000 waterfowl in winter.
3c: The wetland supports over 1% of the regional breeding populations of the waterbirds *Plegadis falcinellus* and *Platalea leucorodia*, and of the regional wintering populations of *Pelecanus onocrotalus*, *Phoenicopterus ruber*, 11 species of ducks (Anatidae), *Fulica atra*, *Grus grus* and *Larus ridibundus*.
13. General location: (include the nearest large town and its administrative region)
Lake Parishan and Dasht-e-Arjan are situated in the Province of Fars, in the Zagros mountains, 40-80 km west of Shiraz and 15-25 km south of Kazerun. There are several small settlements in the area.
14. Physical features: (e.g. geology, geomorphology; origins - natural or artificial; hydrology; soil type; water quality; water depth
Dasht-e-Arjan and Lake Parishan are two very different wetlands situated only 15 km apart within the Arjan Protected Area. Dasht-e-Arjan is a shallow freshwater lake with extensive reedbeds. The lake lies enclosed in a basin, and is fed by two large springs on the western side and local run-off from winter rainfall and snow melt. It is unusual in that it drains out through a group of swallow-holes at its southeast corner. The bottom consists of alluvial mud. The wetland varies widely in size from year to year depending on rainfall, reaching about 2,400 ha after wet winters and decreasing to only a few hundred ha in years of drought. Most of the basin dries out in summer, but two large springs on the western side maintain some permanent marsh throughout the year. Much of the wetland freezes over in winter, and deep snow cover is not unusual. Good rainfall in recent years has resulted in a considerable expansion in the area covered by tall reeds.
Lake Parishan is a shallow, brackish to saline lake surrounded by marshes with halophytic vegetation. It lies enclosed in a drainage basin of about 29,000 ha in a broad valley between Zagros ranges, and is fed by a number of permanent springs and several seasonal watercourses. The salinity varies widely according to the size of the lake. At maximum, the lake is almost fresh and covers about 4,200 ha. During the dry years of the early 1970s, water levels were low, the lake was brackish to saline, marsh vegetation was confined to the western and eastern ends of the lake (near freshwater inflow), and there were large areas of bare saltflats in the south-west bay. Throughout much of the 1980s and 1990s however, water levels have remained high and the water is now almost fresh. There are extensive reedbeds in many parts of the lake. The lake has a muddy bottom.
The physiography of the region comprises oligo-miocene limestones that form spectacular escarpments, generally aligned as parallel ridges enclosing broad valleys with open oak woodland.
15. Hydrological values: (groundwater recharge, flood control, sediment trapping, shoreline stabilisation etc)
no information available
16. **Ecological features:** (main habitats and vegetation types)
Dasht-e-Arjan is a eutrophic lake. The marshes around it comprise extensive reedbeds of *Phragmites* and reedmace *Typha*, with fringing areas of rush and other aquatic plants. The surrounding flats are usually covered by terrestrial grasses or remain as bare baked mud, but in wet years sedges predominate. Lake Parishan has is an oligotrophic lake surrounded by eutrophic marshes. It also supports extensive beds of reeds and reedmace, as well as halophytic vegetation. Large areas of the semi-arid steppe around Lake Parishan have been converted to wheat fields. Nearby mountain sides are still covered with forests of oak, while the lower slopes are partially covered with steppic forest of almonds, hawthorn and hackberry. In much of the area, the shrub-like “Arjan” tree is conspicuous.
17. **Noteworthy flora:** (indicating, e.g., which species/communities are unique, rare, endangered or biogeographically important, etc.)
At Dasht-e-Arjan there are extensive areas of reeds *Phragmites australis* and reedmace *Typha* sp. with fringing areas of rush *Juncus* spp. and other aquatic plants. In wet years the surrounding flats are covered with *Carex* sp. sedges. Lake Parishan also supports extensive reedbeds of *Phragmites* and *Typha*, as well as the halophytic species of *Salsola, Kochia, Camphorosma* and *Halocnemum*. Steppes are covered with oak *Quercus brantii*, and in much of the area the “Arjan” tree *Amygdalus erioclada* is growing very well.
18. **Noteworthy fauna:** (indicating, e.g., which species are unique, rare, endangered, abundant or biogeographically important; include count data, etc.)
Both Lake Parishan and Dasht-e-Arjan are extremely important for wintering waterfowl of a wide variety of species, and are also of considerable importance for breeding waterfowl, notably Dalmatian pelican (*Pelecanus crispus*), marbled teal (*Marmaronetta angustirostris*), ferruginous duck (*Aythya nyroca*) and white-headed duck (*Oxyura leucocephala*). The Dalmatian pelican is at the lake all year round and few breed there. Marbled teal breeds at Lake Parishan when conditions are suitable, and large numbers winter at the wetlands. The ferruginous duck occurs in small numbers all year round, and several pairs breed at Lake Parishan. The numbers of most other duck and coot *Fulica atra* have in recent years been well below the numbers in the 1970s, presumably because of increased disturbance by fishermen in motorised boats. However, improved agriculture to the south of the lake now provides better feeding habitat for greylag goose (*Anser anser*) and crane (*Grus grus*), whose numbers have increased substantially. The extensive reed-beds now support large breeding colonies of herons, egrets, glossy ibis (*Plegadis falcinellus*), white spoonbill (*Platalea leucorodia*) and purple swamphen (*Porphyrio porphyrio*). Water rail (*Rallus aquaticus*) and Baillon’s crake (*Porzana pusilla*) breed in the marshes of Dasht-e-Arjan. In wet years little bittern (*Ixobrychus minutus*) also breeds at Lake Parishan, as do large mixed heronry and some colonies of terns.
Wintering raptors include white-tailed eagle (*Haliaetus albicilla*), marsh harrier (*Circus aeruginosus*), imperial eagle (*Aquila heliaca*), saker (*Falco cherrug*) and barbary falcon (*Falco pelegrinoides*). Breeding populations include lesser kestrel (*Falco naumanni*), black francolin (*Francolinus francolinus*), white-throated kingfisher (*Halcyon smyrnensis*), pied kingfisher (*Ceryle rudis*), moustached warbler (*Acrocephalus melanopogon*) and clamorous reed warbler (*A. stentoreus*). The great range of habitats within the protected area supports almost the full range of species typical for the montane steppe, pistachio-almond forest, oak forest and wetland systems of the central and southern Zagros mountains, as well as some species more typical of the Gulf coastal wetlands. A list with some bird counts is attached.
Forty-four species of mammals have been recorded in Arjan protected area (which is larger than the Ramsar site!) including wolf (*Canis lupus*), golden jackal (*Canis aureus*), red fox (*Vulpes vulpes*), brown bear (*Ursus arctos*), striped hyena (*Hyaena hyaena*), caracal (*Lynx caracal*), jungle cat (*Felis chaus*), leopard (*Panthera pardus*), wild boar (*Sus scrofa*), goitred gazelle (*Gazella subgutturosa*), Persian ibex (*Capra hircus aegagrus*) and wild sheep (*Ovis ammon*). The Persian lion (*Panthera leo persica*) survived in the area until about 1940.
19. Social and cultural values: (e.g. fisheries production, forestry, religious importance, archaeological site etc.)
The region is renowned for its spectacular scenery.
20. Land tenure/ownership of:
(a) site: National Government
(b) surrounding area: National Government (as far as the Arjan protected area is concerned)
21. Current land use:
(a) site: subsistence fishing, reed-cutting, extensive grazing by domestic livestock
(b) surroundings/catchment: there are a few small settlements with orchards and gardens, some wheat cultivation and other crops.
22. Factors (past, present or potential) adversely affecting the site's ecological character, including changes in land use and development projects:
(a) at the site: Lake Parishan is under considerable threat from various sources, while Dasht-e-Arjan remains in reasonably good condition. Some 20 hectares of marsh at the extreme north-west corner of Lake Parishan were drained for agriculture about 18 years ago. Elsewhere around this lake, wet meadows have been replaced by cultivated fields which in places extend to the water’s edge. A small area of fish ponds was established on the plains to the west of the lake in the early 1980s, and it is reported that 3 species of carp have been introduced to the lake. There has been a considerable increase in fishing activities, and the widespread use of outboard motor boats instead of traditional reedboats has resulted in disturbance to the waterfowl populations. Poaching remains a problem, as well as the accidental killing of waterfowl in fishing nets. Eutrophication may be a problem in the future because of domestic sewage and fertilizers, and some control over the spread of *Phragmites* may be necessary.
At Dasht-e-Arjan poaching is also a problem, as are two sets of high-tension power lines that cross the lake. They are dangerous to the birds and are spoiling the beautiful scenery of the lake. One of the lines has not been in use since it was constructed in the late 1970s.
(b) around the site: no information available
23. Conservation measures taken: (national category and legal status of protected areas - including any boundary changes which have been made; management practices; whether an officially approved management plan exists and whether it has been implemented)
A national park of 65,750 ha was established in 1972, but at the end of the 1970s after the revolution it was downgraded to a protected area of 52,800 ha. The area of the original national park was designated a UNESCO Biosphere Reserve in June 1976. There is a game guard station on a peninsula overlooking the western part of Lake Parishan. At both lakes hunting has been prohibited since 1973.
24. Conservation measures proposed but not yet implemented: (e.g. management plan in preparation; officially proposed as a protected area etc.)
The Ramsar Monitoring Procedure Mission that visited the lakes in 1992 made several recommendations: demarcating the borders of the site clearly with signs, upgrade the lakes and part of the Arjan reserve to wildlife refuge, prohibit any further drainage activities at lake Parishan, study the changes in aquatic vegetation of lake Parishan, create a visitors centre at the game guard station of Lake Parishan and if possible re-route the high-tension power lines across Dasht-e-Arjan.
25. **Current scientific research and facilities:** (e.g. details of current projects; existence of field station etc.)
The Ornithology Unit of the Department of the Environment has carried out annual mid-winter censuses since 1967, and many other surveys have been undertaken on other times of the year. Visiting researchers can be accommodated at the Game Guard Station.
26. **Current conservation education:** (e.g. visitors centre, hides, information booklet, facilities for school visits etc.)
no information available
27. **Current recreation and tourism:** (state if wetland is used for recreation/tourism; indicate type and frequency/intensity)
There must be some tourism according to the plans to build a visitors centre.
28. **Jurisdiction:** (territorial e.g. state/region and functional e.g. Dept of Agriculture/Dept. of Environment etc.)
Department of the Environment
PO Box 5181
15875 Teheran
Islamic Republic of Iran
29. **Management authority:** (name and address of local body directly responsible for managing the wetland)
Department of the Environment, address as mentioned above (28)
30. **Bibliographical references:** (scientific/technical only)
Carp, E. (1980). *A Directory of Western Palearctic Wetlands*. IUCN, Gland, Switzerland.
Evans, M.I. (1994). *Important Bird Areas in the Middle East*. BirdLife International, Cambridge, United Kingdom.
Mansoori, J. (1983). *National Report on Iran’s Wetlands of International Importance as Habitat for Waterfowl*. Prepared for the Groningen Conference, Netherlands, in May 1984.
Scott, D.A. (1976). *A List of the Wetlands of Iran*. Internal Report. Department of the Environment, Teheran, Iran.
Scott, D.A. (1995). *A Directory of Wetlands in the Middle East*. IUCN, Gland, Switzerland and IWRB, Slimbridge, United Kingdom.
Scott, D.A. and Smart, M. (1992). *Wetlands of the Seistan Basin, South Caspian and Fars, Islamic Republic of Iran*. Ramsar Convention Monitoring Procedure Report no. 26, Ramsar Convention Bureau, Gland, Switzerland.
UNEP/IUCN (1988). *Coral Reefs of the World. Volume 2: Indian Ocean, Red Sea and Gulf*. UNEP Regional Seas Directories and Bibliographies. IUCN, Gland, Switzerland / UNEP, Nairobi, Kenya.
WCMC (1990). Iran. In: Spagnesi, M (ed.), *Proceedings Conference on the Conservation of Wetlands of International Importance especially as Waterfowl Habitat*, Cagliari, Italy, 24-29 November 1980. Supplemento alle Richerche di Biologia delle Selvaggina. Vol.III (1): 741-747.
List of bird species including counting results
Lake Parishan and Dasht-e-Arjan
waterfowl
- globally threatened species
| Species | Count |
|--------------------------------|-------|
| Marmaronetta angustirostris | 5,500 w |
| Oxyura leucocephala | 25 w |
| Pelecanus crispus | 180 w |
- 1% or more of Middle east population
| Species | Count |
|--------------------------------|-------|
| Anas acuta | 25,000 w |
| Anas clypeata | 3,500 w |
| Anas crecca | 45,000 w |
| Anas penelope | 5,000 w |
| Anas platyrhynchos | 14,000 w |
| Anas strepera | 2,200 w |
| Anser anser | 5,760 w |
| Ardea cynerea | 255 w |
| Ardeola ralloides | 200 br |
| Aythya ferina | 20,000 w |
| Aythya fuligula | 2,520 w |
| Aythya nyroca | 150 w |
| Casmerodius albus | 370 w |
| Egretta garzetta | 350 w |
| Fulica atra | 24,300 w |
| Glareola pratincola | 30 br |
| Grus grus | 2,200 w |
| Himantopus himantopus | 100 w |
| Larus ridibundus | 4,300 w |
| Limosa limosa | 900 w |
| Nycticorax nycticorax | 100 br/300 w |
| Pelecanus onocrotalus | 800 w |
| Phoenicopterus ruber | 7,080 w |
| Platalea leucorodia | 200 w |
| Plegadis falcinellus | 930 w |
| Podiceps cristatus | 300 w |
| Porphyrio porphyrio | 140 w |
| Tadorna ferruginea | 4,180 w |
| Tringa totanus | 290 w |
| Vanellus indicus | 20 br |
| Vanellus leucurus | 20+ br |
| Vanellus vanellus | 4,000 w |
other birds:
| Species | Count |
|--------------------------------|-------|
| Acrocephalus melanopogon | br |
| Acrocephalus stentoreus | br |
| Aquila clanga | 5 w |
| Aquila heliaca | 7 w |
| Ceryle rudis | br |
| Circus aeruginosus | 40 w |
| Falco cherrug | w |
| Falco naumanni | 10-15 br |
| Falco pelegrinoides | w |
| Francolinus francolinus | br |
| Halcyon smyrnensis | br |
| Haliieetus albicilla | 4 w |
all counts individual birds
br = breeding, w = wintering
sources: Evans, 1994 and Scott, 1995 | <urn:uuid:c09e28b0-9fa8-4efc-b276-7ad1f254db3d> | CC-MAIN-2021-17 | https://rsisdev.ramsar.org/RISapp/files/RISrep/IR37RIS.pdf | 2021-04-23T02:17:12+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618039626288.96/warc/CC-MAIN-20210423011010-20210423041010-00392.warc.gz | 592,928,166 | 4,726 | eng_Latn | eng_Latn | 0.921013 | eng_Latn | 0.984336 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
1719,
5565,
10143,
13475,
15957,
18617
] | [
2.328125
] | 4 | 0 |
Lesson Summary
Students use a soda bottle to explore how changes in temperature, pressure, and amount of particles in the atmosphere affect the formation of clouds. Students will gain an understanding of Earth’s feedback mechanisms that help to keep it at a stable temperature.
Prior Knowledge & Skills
- Basic knowledge of clouds
AAAS Science Benchmarks
The living Environment
Interdependence of Life
Common Themes
Systems
Constancy and Change
NSES Science Standards
Science as Inquiry
Abilities Necessary to Do Scientific Inquiry
Physical Science
Properties and Changes of Properties in Matter
Earth and Space Science
Structure of the Earth System
Teaching Time: ~ 1 hour
Materials
- Bottles, 4 two liter clear soda bottles
- Chopsticks
- Liquid crystal thermometer
- Matches
- Tape
- Water
Advanced Planning
Preparation Time: ~10 minutes
1. Review the instructions
2. Gather the necessary supplies.
Recommended Reading: (attached)
- Feedback mechanism supplementary information
The Earth System
Authors:
Pat Fraser, Franklin Academy, Malone, New York
Linda Knisely, Annapolis High School, Annapolis, Maryland
Richard Taylan, F. D. Roosevelt High School, Hyde Park, New York
Additional Materials
Eric Barron, Director, Earth System Science Center, The Pennsylvania State University
Grade Level: 8 - 12
albedo effect
Albedo is the fraction of solar energy that is reflected back to space. The more reflective a surface, the higher the albedo (the range is 0 - 1). The elements of the climate system that most contribute to Earth's albedo are clouds, surface ice and snow, and aerosol haze. Variations in the albedo of these elements can have a significant impact on global climate. For example, the albedo for fresh snow can be as high as .87 (87% of incoming solar energy is reflected). When the portion of ocean and land that is covered by ice and snow increases, the increased area of high albedo can be a positive feedback that increases cooling and expands the area covered with ice and/or snow, which can increase cooling and further expand the area covered with ice and/or snow. This is known as the ice albedo effect. A decrease in ice and snow--which would damp (reduce) the albedo effect--would increase the amount of solar energy received, resulting in warmer temperatures that would diminish the area covered by ice and snow. This in turn would further damp the albedo effect. This is a negative feedback.
cloud condensation nuclei (CCN)*
In the atmosphere, clouds can form at relative humidities of less than 100%. This is due to the presence of minute water-attracting particles. Water vapor will stick to, and condense on, these particles to form clouds. Major sources of naturally occurring CCN are:
- volcanoes - dust and sulfate particles;
- oceans - sea salt and particles;
- phytoplankton - sulfate particles; and
- wildfires - soot and dust.
CCN can also result from man's activities. In particular, CCN occur as a byproduct of any combustion process. This includes motor vehicles emissions, industrial activity, and controlled fires (slash and burn agriculture).
Earth system science
Science of Earth as a system composed of interacting subsystems. This approach emphasizes the interactive nature of the components and crosses traditional discipline boundaries. The subsystems are the atmosphere, biosphere, geosphere, and hydrosphere (chart on page 9-4); described as follows:
atmosphere
Thin layer of gas or air that surrounds the Earth. Processes in the atmosphere include winds, weather, and the exchange of gases with living organisms.
biosphere
The wealth and diversity of living organisms on the Earth. Processes in the biosphere include life and death, evolution, and extinction.
geosphere
Physical elements of the Earth's surface, crust, and interior. Processes in the geosphere include continental drift, volcanic eruptions, and earthquakes.
hydrosphere
Water and ice on or near the surface of the Earth. Includes water vapor in clouds; ice caps and glaciers; and water in the oceans, rivers, lakes, and aquifers. Processes in the hydrosphere include the flow of rivers, evaporation, and rain.
feedback
Any process which amplifies or damps any perturbation to a system-- such as the climate system. An initial change is amplified (a + feedback) or damped (a - feedback). Within the Earth system, feedback may occur in a subsystem(s) other that where the stimulant is located. For example, increased greenhouse gases in the atmosphere-- which may lead to global warming--originate at the Earth's surface and may be ultimately stored in the ocean. See albedo effect for examples of positive and negative feedbacks. Note that all perturbations to a system are not necessarily part of a feedback loop.
perturbation
Any change in a system which has an effect on the system.
turgor
Rigidity of plant due to water content.
* courtesy of William F. Ryan, University of Maryland at College Park, Department of Meteorology.
Background for Teachers:
Space observations have changed the way we view Earth. Having access to data acquired by satellites that survey the entire planet, at regular intervals, has dramatically enhanced our ability to study Earth and supports the realization that humanity shares a common destiny. Scientists now use a systems view of Earth to understand the processes responsible for the evolution of the Earth on all timescales and the interaction of Earth's subsystems (atmosphere, biosphere, geosphere, hydrosphere). Understanding Earth means using a scientific approach that considers the Earth as a complex, evolving body, characterized by ceaseless change. It means understanding Earth on a global scale by describing how its component parts
and their interactions have evolved, how they function, how they may be expected to evolve.
We are interested in how the Earth system functions, what is "normal," what causes change in the system, and how the system copes with change. The Earth system is sometimes compared to the human body. We are interested in how well our heart/lungs/muscles/nerves, etc. work—but we are most keenly interested in how well the components work together—our overall health. So it is with Earth.
Disturbances to the Earth system are called perturbations. They can encompass anything from a change in the amount of solar insolation reaching Earth to the amount of carbon dioxide humans are putting into the atmosphere. Any change that has an effect on the Earth system that is either amplified or damped is part of a feedback loop—either positive or negative. Positive feedback reinforces an action or response. For example, an increase of ice or snow in cold climates can encourage cooler temperatures and more ice and snow—a positive feedback. Negative feedback is usually more stabilizing and limits the deviation of the system. For example, if those cold climates had warmer temperatures, that would likely result in less ice and snow, which would encourage the continuation of warmer temperatures. Notice that positive feedback reinforces (amplifies) a behavior but does not mean that the behavior is desirable. See Daisyworld on page 9-13 for a more detailed look at systems.
Activity 2: Perturbations of the Earth System
Students will conduct experiments to show examples of perturbations for one of the four parts of the Earth system.
**Atmosphere objective:** Students will investigate cloud formation and disappearance in relation to pressure and temperature changes, and relate this to feedback. See the diagram on page 9-11.
**Materials:**
- bottles, 4 two-liter clear soda bottles or gallon milk jugs
- chopsticks
- liquid crystal thermometer (available from NASCO Science Catalog)
- matches
- tape
- water
Procedure:
1. Divide the class into four groups.
2. Bow the thermometer, use a piece of clear tape to hold it in place. The bowed thermometer will be shaped like the letter "D." Use 2 additional pieces of tape to attach the thermometer inside the bottle. Hint - use a chopstick to insert the thermometer into the bottle and apply pressure to the tape strips.
3. Cap the bottle; squeeze the bottle hard. NOTE: This may require some force. What do you observe?
4. Release the bottle to reduce the air pressure inside the bottle. What do you observe?
5. Place a small amount of water inside the bottle. Repeat steps 3 and 4.
6. Light a match and let it burn for a few seconds, then place it in the bottle while still burning. Repeat steps 3 - 4 to create high and then low pressure inside the bottle.
7. The process in the bottle becomes feedback if you include a perturbation. For example, a volcanic eruption cools because dust in the atmosphere absorbs solar energy. (Factory emissions are an alternate example.)
\[ \text{volcanic eruption provides aerosols} \rightarrow \text{aerosols help form clouds} \]
\[ \text{surface of Earth cools more} \leftarrow \text{clouds reflect solar energy} \]
The initial impact of the volcanic/factory emissions is then amplified. Imagine, too, the opposite effects. See cloud condensation nuclei on page 9-2, and NASA Facts: Clouds and the Energy Cycle http://eospso.gsfc.nasa.gov/nasa_facts for background.
8. Students note and record what they observe in the bottle.
9. With their groups, students discuss and record examples of feedback involved in cloud formation and disappearance. Give examples of where and why on the Earth this type of feedback might occur.
10. Discuss how the Earth system is affected by increases or decreases in cloud coverage. Some examples of where clouds do and do not form: at the Equator, convergence and low pressure result in clouds and rain. Divergence and high pressure result in deserts at 30 degrees N and 30 degrees S latitudes. Frontal boundaries with their low pressure produce clouds and rain. Orographic uplift (forced lifting along a topographic barrier such as mountains) produces cooling, and clouds if the air is humid. On the leeward side of the mountain, sinking drier air results in noticeably less precipitation.
Note: the cloud in the bottle with thermometer procedure was developed by the American Meteorological Society's Project Atmosphere.
cloud in a soda bottle*
see page 9-9
liquid crystal display thermometer
(when bowed and taped, it’s shaped like the letter D)
2 - liter bottle with cap, thermometer taped inside
air, water, smoke cloud formed
* This procedure was developed by the American Meteorological Society’s Project Atmosphere.
modified version**
• two-hole rubber stopper that fits bottle neck
• copper tubing from plumbing supply store
• rubber bulb from a blood pressure gauge
1. With air, water, and smoke in the bottle, place finger over opening in copper tube and pump bulb to increase the pressure inside bottle.
2. Remove finger to reduce the air pressure inside the bottle.
3. Repeat steps one and two
For more dramatic results, substitute a gallon jug for the bottle.
high pressure caused by compression of air and adiabatic heating - no cloud
low pressure result of expansion of air and adiabatic cooling - cloud
** Variation by Richard Taylan, P.D. Roosevelt High School | <urn:uuid:068aac68-aafd-442e-8d13-e537f1fbb6bb> | CC-MAIN-2023-40 | https://lasp.colorado.edu/wp-content/uploads/2011/08/Atmospheric-Perturbations.pdf | 2023-09-24T20:02:19+00:00 | crawl-data/CC-MAIN-2023-40/segments/1695233506669.30/warc/CC-MAIN-20230924191454-20230924221454-00141.warc.gz | 400,364,877 | 2,340 | eng_Latn | eng_Latn | 0.906382 | eng_Latn | 0.995722 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
987,
1314,
3419,
5725,
7194,
7736,
10176,
11147
] | [
4.6875
] | 4 | 1 |
Chapter 1 Reading the Scales
In order to make use of the slide rule at your own will, you have to begin with practice of reading the each scale quickly and accurately. Slide rule's scales are "even" ones like those of a thermometer or a measuring instrument we are using in our daily lives. Consequently, you can read the scales in the same way as they are, however slide rule's scales are featuring the following points,
(1) Starting from 1, as you read 2, 3......, scale division is getting narrower and narrower. Therefore, the degree of subdivision between figures 1 and 3, 3 and 6, 6 and 1 (10) is not the same. The minimum division between 1 and 3 is 0.02, between 3 and 6 is 0.05 and between 6—10 is 0.01.
(2) The scale is read without regard to decimal point location. For example, 2 in scale D may be read 20, 200 or 0.2, 0.02 etc., a slide rule will not determine the position of the decimal point for us. Sometimes the position of the decimal point will be obvious. Sometimes mental arithmetic will have to be used. Once the user can read the scales of his slide rule, the rest is easy.
On the contrary, when ignoring the decimal point, since a figure such as 42.5 or 0.0425 is written 425(four two five), every one of these figures is set 4.25 in scale D.
Chapter 2. Multiplication and Division
1. Division
Can be calculated by following fundamental operation
\[ \frac{a}{b} = x \]
(1) Set the hairline (a red line) over \( a \) on the D scale
(2) Move the revolving plate, set \( b \) on the C scale under the hairline.
* Read the answer on the D scale opposite the index of the C scale.
Ex. \( 8.4 \div 3.6 = 2.33 \)
(1) Set the hairline over 8.4 on the D scale.
(2) Move the revolving plate, set 3.6 on the C scale under the hairline.
* Read the answer 2.33 on the D scale opposite the index of the C scale.
2. Multiplication
Can be accomplished on D and CI scales.
\[ a \times b = x \]
(1) Set the hairline over \( a \) on the D scale.
(2) Move the revolving plate, set \( b \) on the CI scale under the hairline.
* Read the answer on the D scale opposite the index of the CI scale.
Ex. \( 2.3 \times 3.1 = 7.13 \)
(1) Set the hairline over 2.3 on the D scale.
(2) Move the revolving plate, set 3.1 on the CI scale under the hairline.
* Read the answer 7.13 on the D scale opposite the index of the CI scale.
Exercise
\[
\begin{align*}
5.7 \div 7.8 &= 0.731 \\
23.6 \div 6.92 &= 3.41 \\
528 \div 30.6 &= 17.3 \\
1.61 \times 3.15 &= 5.06 \\
59.6 \times 0.205 &= 12.2 \\
846 \times 0.871 &= 737
\end{align*}
\]
Chapter 3. Proportion
(1) Proportion
When \( a \) on the C scale is set opposite \( b \) on the D scale, it indicates
\[
\frac{a}{b} = k
\]
Leaving the revolving plate at that, when \( c \) on the D scale corresponds to \( d \) on the C scale, it indicates
\[
\frac{c}{d} = k
\]
That is to say, they can be shown:
\[
\frac{a}{b} = \frac{c}{d} = k
\]
Utilizing this nature, once the revolving plate is set in any position under the given conditions, you can calculate proportions problems, such as percentages, conversion by only moving the hairline.
Ex. Knowing that 1 ft. is equal to 0.305 m, convert 27.8 ft., 17.3 ft. into meter, and convert 12.9 m., 2.92 m. into feet.
Correspond 1 ft. on the C scale to 0.305 m on the D scale. Read the answer 8.47 m on the D scale opposite 27.8 ft. on the C scale.
Read the answer 5.27 m on the D scale opposite 17.3 on the C scale.
Read the answer 42.3 ft. on the C scale opposite 12.9 m on the D scale.
Read the answer 9.58 ft. on the C scale opposite 2.92 m on the D scale.
Exercise
\[
\frac{6.4}{2.52} = \frac{x}{3.35} = \frac{4.14}{y} = \frac{z}{41.4}
\]
Ans. \(x = 8.5, y = 1.63, z = 105,\)
(2) Inverse Proportion
The inverse Proportion problem that product of \(a \times b\) is uniform can be accomplished by the same operation as that of proportion.
Correspond \(b\) on the CI scale to \(a\) on the D scale.
Read the answer \(d\) on the D scale opposite \(c\) on the CI scale.
Read the answer \(f\) on the CI scale opposite \(e\) on the D scale.
Ex. A bicycle runs at 38 miles per hour, and takes 140 minutes to go from one town to another. Calculate how many minutes it will take when the bicycle is travelling at 56 miles per hour and 62.5 miles per hour.
Correspond 140 minutes on the CI scale to 38 miles on the D scale.
Read the answer 95 minutes and 85 minutes on the D scale each opposite 56 miles and 62.5 miles on the CI scale. Another solution is to read the answer 95 minutes on the CI scale opposite 56 miles on the D scales.
Chapter 4. Squares and Square Roots
(2) Squares
When the hairline is set over \(x\) on the D scale, \(x^2\) appears under the hairline on the A scale. A value on the D scale is read as figures between 1—10 and a value on the A scale is read between 1—100. Except when \(x\) locates between 1—10, it is shown that \(x = y \times 10^n\) (\(y\) is limited between 1—10), you can find the answer as \(x^2 = y^2 \times 10^{2n}\).
Ex.
\[
1.72^2 = 2.96 \\
17.2^2 = (1.72 \times 10)^2 = 1.72^2 \times 10^2 = 2.96 \times 10^2 = 296 \\
0.172^2 = (1.72 \times 10^{-1})^2 = 1.72^2 \times 10^{-2} = 2.96 \times 10^{-2} = 0.0296
\]
Set the hairline over 1.72 on the D scale, read 2.96 on the A scale under the hairline.
Ex.
\[
66.8^2 = 4460 \\
0.0668^2 = 0.00446 \\
66.8^2 = (6.68 \times 10)^2 = 6.68^2 \times 10^2 = 44.6 \times 10^2 \\
0.0668^2 = (6.68 \times 10^{-2})^2 = 6.68^2 \times 10^{-4} = 44.6 \times 10^{-4}
\]
(2) Square Roots
Set the hairline over \(x\) on the A scale, read a value on the D scale under the hairline. In this case, a value, \(x\) on the A scale is limited between 1—100, in other figures outside this scope, you must reform that \(x = y \times 10^n\) (\(y\) is limited between 1—100, \(n\) is even numbers), you can find the answer as \(\sqrt{x} = \sqrt{y \times 10^n}\).
Ex. \(\sqrt{9} = 3, \sqrt{90} = 9.49\)
Set the hairline over 9 on the A scale, read 3 on the D scale under the hairline.
Set the hairline over 90 on the A scale, read 9.49 on the D scale under the hairline.
Ex.
\[
\sqrt{250} = 15.8 \\
\sqrt{250} = \sqrt{2.50 \times 10^2} = \sqrt{2.50 \times 10} = 1.58 \times 10 = 15.8 \\
\sqrt{0.0005} = \sqrt{5 \times 10^{-2}} = \sqrt{5 \times 10^{-2}} = 2.24 \times 10^{-4} = 0.0224
\]
Exercise
\[
3.8^2 = 14.4 \\
13.5^2 = 182 \\
\sqrt{272} = 16.5 \\
0.76^2 = 0.577 \\
\sqrt{4.55} = 2.11 \\
\sqrt{0.00605} = 0.0778
\]
Chapter 5. Logarithms
No.1001 circular slide rule is provided with the L scale to find logarithms. The L scale is uniformly divided from 0 to 1 and used with the D scale to obtain mantissa of common logarithms. The characteristics of the logarithms must be separately determined by the given number.
Ex.
\[
\log_{10} 2.43 = 0.386 \\
\log_{10} 24.3 = 1.386 \\
\log_{10} 0.657 = 4.54 \\
\log_{10} 1.657 = 0.454
\]
* Set the hairline over 2.43 on the D scale, read the answer 0.386 on the L scale under the hairline.
* Set the hairline over 0.657 on the L scale, read the answer 4.54 on the D scale under the hairline. | <urn:uuid:634f104b-7dfc-405a-9d6c-6312e0cd6751> | CC-MAIN-2021-49 | https://osgalleries.org/collectors/frohlich/hemmi/images/47101m.pdf | 2021-12-08T22:17:39+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363598.57/warc/CC-MAIN-20211208205849-20211208235849-00474.warc.gz | 498,561,792 | 2,345 | eng_Latn | eng_Latn | 0.967504 | eng_Latn | 0.981144 | [
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
3226,
7034
] | [
3.96875
] | 1 | 0 |
Caring for Your Lawn and Garden
Leave grass clippings on the lawn.
A healthy, established lawn with recycled grass clippings needs little or no additional phosphorus fertilizer. Yard waste such as leaves, grass clippings, and weeds can also be composted. Grass clippings should never be blown back into the street or curb line.
Mow turf grass at appropriate heights.
Mow turfgrass at the height of 2-3” and never remove more than 1/3 of the leaf.
Avoid overwatering.
Overwatering isn’t healthy for your lawn. The excess runoff also carries pollution into the storm drainage system. Check with the local water department or county extension service for watering tips. Adjust sprinkler heads to ensure they are watering only plants and not hard surfaces.
Use alternatives to insecticides and pesticides.
Consider using non-chemical methods for controlling pests. Ask your lawn care company if they offer Integrated Pest Management (IPM) services as an alternative to harmful chemicals.
Store your lawn and garden chemicals properly
Store fertilizers, herbicides, and gasoline in a secure, covered area to prevent accidental poisonings or contamination of runoff.
Dispose of lawn and garden chemicals properly.
Use your local recycling center or take advantage of local household chemical round-ups. Buy only what you need. Never pour chemicals into the storm drains — it’s illegal and it pollutes the water.
Landscape or mulch bare areas.
Rain, snow melt, and wind can erode exposed soil. Soil washed into the storm drains pollutes our waterways with sediment.
Landscape with native and xeriscape plants.
Plant alternatives to bluegrass lawns, such as buffalo grass. This not only conserves water but lowers fertilizer and pesticide requirements. Native plants are better adapted to our climate and more capable of surviving without chemical assistance.
Do your part to keep our water clean!
Dumping liquid or solid waste into a storm drain or creek is a crime. If you see illegal dumping, report it!
This brochure was created by and used with the permission of the City and County of Denver, the City of Aurora, the City of Lakewood and the Urban Drainage and Flood Control District.
Clean water – we need it to survive
Rivers, streams, creeks, ponds, lakes, reservoirs — the metro area’s waterways are some of our most precious resources. They provide drinking water, recreation, and wildlife habitat — but only if the water remains clean and unpolluted.
This brochure offers ways to care for your lawn and garden that will help prevent water pollution and keep our streams, rivers, and lakes clear and clean.
The gutter in the street outside your home carries water into a network of storm drains that lead straight to local creeks and rivers. Storm drains are separate from the sanitary sewer system (which handles wastewater from your sinks, tubs, and toilets). Unlike wastewater, stormwater is not treated at a sewage treatment plant. Stormwater goes directly from the storm drainage system into local creeks and rivers.
Anything on the sidewalks and streets such as excess fertilizer, grass clippings, leaves, pet waste, or trash is carried away by runoff or snowmelt and ends up in storm drains, where it flows into rivers, lakes, and streams.
What you do makes a difference!
You might not think that you can help solve the problem, but you can. Lawn and garden chemicals such as insecticides, pesticides, and fertilizers contaminate the stormwater if used improperly. Soil in bare areas can be washed away during heavy rains, polluting our water with sediment.
A healthy lawn helps water quality
Caring for your lawn and garden properly protects water quality and conserves water resources. Research has shown that healthy lawns:
- Improve water quality
- Prevent soil erosion
- Reduce air pollution
- Provide wildlife habitat
Caring for your lawn and garden
Amend soils.
Soil amendments mixed into the soil increase water and nutrient holding capacities which reduce runoff and promote a healthy root system.
Apply fertilizer sparingly and at the right time.
Excess fertilizer washes off and ends up in stormwater. Be sure to apply fertilizer, according to manufacturer guidelines, in early October before the grass goes dormant. Never apply fertilizers before a storm event. Sweep fertilizer from sidewalks or driveways back into lawn areas, not into the street. | <urn:uuid:781a5403-ee7e-4a47-91c8-02720697484b> | CC-MAIN-2021-17 | https://www.douglas.co.us/documents/caring-for-lawns.pdf/ | 2021-04-23T02:52:12+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618039626288.96/warc/CC-MAIN-20210423011010-20210423041010-00397.warc.gz | 842,714,664 | 887 | eng_Latn | eng_Latn | 0.997586 | eng_Latn | 0.997661 | [
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
2192,
4394
] | [
3.53125
] | 2 | 0 |
1.0 Introduction
2.0 Context – placing the school into its socio-religious setting
3.0 Aims – what we hope to achieve through collective worship and assemblies
4.0 Objectives – what other specific things do we want to achieve
5.0 Approaches – how do we make it happen?
6.0 Overview of scheme/plan for the year
7.0 Implementation of assembly – practical considerations
8.0 Resources available
9.0 Monitoring and evaluation
Appendices
A Draft Advice from SACRE (Standing Advisory Council for Religious Education)
B Example of assembly plan
1.0 Introduction.
Every school has to have a daily act of collective worship for every pupil in school, unless withdrawn by their parent. This policy seeks to promote two things, firstly compliance with the law and secondly, meaningful collective worship which positively contributes to the spiritual, moral, social and cultural life of the school and development of its pupils. It also seeks to quantify how the school meets these legal requirements whilst operating within certain logistical constraints, of which lack of a suitable space to conduct whole school assemblies is one. The policy seeks to clarify the law and the definition of collective worship as well as give indications of how the law might be fulfilled. This policy is intended to guide and challenge, at time when collective worship appears to be a mere anachronism. Further guidance relating to the law is included as Appendix A.
2.0 Context – placing the school into its socio-religious setting
Sir James Smith’s Community School is a comprehensive county school, serving a rural community in North Cornwall. The ethnic and religious survey shows that 94% of the pupils and their parents are white and nominally Christian though in practice this is far the reality; a relatively high proportion of students would classify themselves and their families as not religious. However our students are part of a wider national and global community and we strive to bring the world to Camelford in order to open minds, recognise difference, value other customs and combat bigotry and prejudice.
3.0 Aims – what we hope to achieve through collective worship and assemblies
1. To provide experience of collective acts of broadly Christian worship with particular emphasis on reflection and worship in recognition of all that we do together.
2. To promote a sense of belonging to a thriving school community and extend this to the wider community.
3. To encourage a sense of shared ownership and responsibility for the quality of our community’s collective worship. This means involving as many different members of the school and wider community as possible.
4. To encourage the school community to look outwards to recognise a diverse range of experiences in many walks of life both within different denominations and within different ethnic cultures and to learn to value such in a multi-ethnic society.
5. To share our concerns about major issues of the day and place them, where appropriate, in a Christian perspective.
6. To provide opportunities for everyone to enjoy worship, but to recognise that is not spectator entertainment, but participative community activity which requires spiritual involvement.
7. To celebrate the achievements of individual members and groups of the school community.
4.0 Objectives – what other specific things do we want to achieve
- To encourage the active participation of staff and pupils in worship, encouraging different groups to take responsibility for preparation and delivery;
- To relate spiritual and moral values to the daily life of the school;
- To celebrate cultural diversity in forms of music, dance, drama.
5.0 Approaches – how do we make it happen
5.1 There is a programme of daily assembly and Act of Collective Worship in the school during morning registration and/or tutorial session. This is organised in two ways: firstly by Year once a week in the main hall; and secondly by tutor group on the other days in the week.
5.2 Year assemblies are managed by the relevant Year Director and presented by a member of the Extended Leadership Team and other community individuals and groups on a rolling programme.
5.3 When pupils are involved, they receive guidance in their choice of readings, themes and prayers and the atmosphere should always be reflective. Pupils are also advised in how to develop their skills of presentation. Students presenting assemblies receive a special Headteacher’s commendation.
5.4 There are tutor group and/or year assemblies, as an adjunct to House assemblies, delivered at the times when the main hall is unavailable, as detailed on the Assembly Rota. This provides an opportunity for tutors to explore and offer extensions to the weekly theme with their tutees. For these assemblies, tutors are encouraged to initiate discussion and reflection amongst students.
5.5 Whole school acts of worship in assembly present logistical problems owing to the lack of a suitable space. It is not possible to use the hall due to lack of capacity set by fire regulations and the sports hall presents considerable problems with acoustics preventing its use to assemble the whole school.
6.0 Overview of scheme /plan for the year
6.1 This consists of: a statement of themes and topics which are based around key elements such as citizenship, spirituality, visitors, festivals, special days and reflecting on self. The overall aim is to support the philosophy (mission, aims, values and beliefs) underpinning the ethos of the school (refer to separate document detailing ethos).
6.2 Where possible chosen themes will reflect national and international events/celebrations, some of these will be perennial e.g. Holocaust Memorial Day
7.0 Implementation of assembly – practical considerations
To achieve the above:
1. There is an expectation that assemblies are not just “another job”. Every member of staff and pupils is encouraged to make a contribution. Staff are asked to volunteer to lead one House assembly per year. Pupils are encouraged to lead a Year assembly.
2. Requires each House or year group to organise at least one House or year group assembly per year in which they are facilitated by YD and form tutors. Tutorial time is available for preparation and evaluation.
3. We show respect for religions and one another in the manner in which we behave and respond during assembly times.
4. We allow a diverse range of worship style including prayers, singing, dancing, instrumental playing, drama, personal reflection and listening.
5. We invite outside speakers to share their experience of different times and places. Outside speakers may well offer some form of prayer; most will encourage students to reflect on what has been said and give time for that reflection.
6. We emphasise the importance of the ‘liturgical’ part of school assemblies (the main part) and it not becoming swamped by the administrative element (notices, etc.). Routine notices should happen before or after the presentation.
7. The Head Teacher is responsible for collective worship within the school and has the following responsibilities:
- preparing the Main Assembly Rota;
- arranging a rota of leaders of Collective Worship;
establishing and maintaining an up to date resource bank;
liaising with the local community in terms of visitors, etc.
monitoring the quality and consistency of assemblies.
8. The Year Director and team will manage the Year assemblies and manage staff and students to a prompt start of the assembly.
9. On occasions, Year tutors may be required to coach their form to present a student-led assembly to their year group.
10. The rights of members of staff to not to participate has to be respected.
8.0 Resources available
The school will maintain a resource base for collective worship located in the Headteacher’s office and on the staff website to which will be added new resources as allowed by the budget for collective worship and assemblies.
9.0 Monitoring and evaluation
Time will be spent annually evaluating the assembly programme and considering the appropriateness of the weekly themes. The school recognises the importance of involving new community partners and will consider all approaches as well as being proactively seeking new inputs.
If you would like this in a different format please contact the school
First Adopted – September 2012
Reviewed & Amended – March 2018
Reviewed by – Jon Lawrence
Ratified by Governors – March 2018
Next review due – March 2020
APPENDIX A
Collective Worship – Draft Advice from SACRE (Standing Advisory Council for Religious Education)
Introduction
Collective Worship is probably one of the most peculiar elements of the current education system. Every school has to have a daily act of collective worship for every pupil in school, unless withdrawn by their parent. Yet few people appear to worship in their daily lives and this law seems a throw back to when Great Britain was a Christian nation and everybody was signed up to that concept. Nevertheless the requirement remains. This advice seeks to promote among Cornwall Council schools two things, firstly compliance with the law and secondly, meaningful collective worship which positively contributes to the spiritual, moral, social and cultural life of the school and development of its pupils. The advice will clarify the law and the definition of collective worship for schools as well as give indications of how the law might be fulfilled. This advice it is meant to guide and challenge and SACRE hopes that it will fulfil both of these challenges in a time when collective worship appears to be a mere anachronism of the system.
Collective Worship and the Law – the basics
The current legislation governing collective worship is to be found in the School Standards and Framework Act 1998 which simply states: “each pupil in attendance at a community, foundation or voluntary school shall on each school day take part in an act of collective worship.”
Section 71 goes on to allow a certain exemption:
If the parent of a pupil at a community, foundation or voluntary school requests that he may be wholly or partly excused from attendance at religious worship in the school, the pupil shall be so excused until the request is withdrawn. The right to withdraw on the basis of conscience has long been established, going back to the 19th Century.
The Act in Schedule 20 goes on further to define the nature of worship, firstly for schools without a religious character in Section 3:
- Subject to paragraph 4, the required collective worship shall be wholly or mainly of a broadly Christian character.
- For the purposes of sub-paragraph (2), collective worship is of a broadly Christian character if it reflects the broad traditions of Christian belief without being distinctive of any particular Christian denomination.
- Not every act of collective worship in the school required by section 70 need comply with subparagraph (2) provided that, taking any school term as a whole, most such acts which take place in the school do comply.
Here we see that the law recognises that the majority of acts of collective worship should be mainly of a broadly Christian character with no denominational bias and that a single act of collective worship might be different in character to that general specification.
The Schedule goes one step further, though, with regard to the situation of the school and that the school should consider:
(6) (a) any circumstances relating to the family backgrounds of the pupils which are relevant for determining the character of the collective worship which is appropriate in their case, and (b) their ages and aptitudes. In this sense schools need to think carefully about the collective worship they have in their school and that it should meet the needs of families and pupils in a definite way.
With regard to foundation schools with a religious character and voluntary schools, they are governed by their trust deeds and should comply with the direction given within such deeds.
Are there exceptions?
The Act does allow an exception from the requirement for a school to have a daily act of collective worship which is broadly Christian in character with regard to the needs of specific groups of parents and their children. The exception is called a determination. The school must be able to make a case to its local SACRE that parents want a particular form of collective worship for their children. If SACRE agrees with the school on this issue then it is possible to have a particular form of collective worship for a specified group of pupils.
Does the law say anything else?
The law does further define three areas that schools should be aware of. Firstly, what constitutes a ‘collective’ for collective worship and secondly, where collective worship should happen and finally the issue of when it should happen.
2. (2) The arrangements for the required collective worship may, in respect of each school day, provide for a single act of worship for all pupils or for separate acts of worship for pupils in different age groups or in different school groups.
(3) For the purposes of sub-paragraph (2) a “school group” is any group in which pupils are taught or take part in other school activities.
(4). The belief, held by some, that collective worship is a whole school or key stage or year activity is erroneous. Collective worship can happen in any recognisable group in the school, such as a class or tutor group. As all pupils tend to be in these groups fairly constantly then there is no excuse for not having a daily act of collective worship for pupils not withdrawn by their parents.
(5) Subject to sub-paragraph (6), the required collective worship shall take place on the school premises.
(6) If the governing body of a community, foundation or voluntary school are of the opinion that it is desirable that any act of collective worship in the school required by section 70 should, on a special occasion, take place elsewhere than on the school premises, they may, after consultation with the head teacher, make such arrangements for that purpose as they think appropriate.
(7) The powers of a governing body under sub-paragraph (6) shall not be exercised so as to derogate from the rule that the required collective worship must normally take place on the school premises. This law is important because it preserves the general character of collective worship as non-denominational.
And finally, the timing of collective worship is a matter for the school. It need not be at the same time for all pupils but it must be part of the school day. As part of the school day it should not be confused with curriculum time and should be calculated relative to time outside of the school’s curriculum framework.
Who is responsible for collective worship?
The School standards and Framework Act is quite clear on this matter:
(2) Subject to section 71, in relation to any community, foundation or voluntary school-
(a) the Local Authority and the governing body shall exercise their functions with a view to securing, and (b) the Headteacher shall secure, that subsection (1) is complied with.
Responsibility for collective worship is a partnership between the LA, the governing body and the Headteacher. Legislation does allow teachers themselves not to participate in or lead collective worship and Headteachers should work closely with their staff to ensure both the requirement of the law and the needs of teachers are met without discriminating against teachers for the choice that they have made in good conscience. Here Headteachers may need to be creative with the way they deploy staff with regard to collective worship.
What is the aim of collective worship?
The DfES Circular 1/94 gives the current advice of the Department on RE and collective worship. It clearly sets out the aims of collective worship in the mind of the government:
Collective worship in schools should aim to provide the opportunity for pupils:
• to worship God
to consider spiritual and moral issues and to explore their own beliefs
to encourage participation and response, whether through active involvement in the presentation of worship or through listening to and joining in the worship offered, and
to develop community spirit, promote a common ethos and shared values, and reinforce positive attitudes (Paragraph 50)
In this sense collective worship is something which should be distinctive in the life of the school and should provide a particular sort of experiences for pupils which are different to what they would get in a lesson as part of the curriculum.
SACRE recognises that there is no ‘recipe’ that constitutes an act of collective worship and that such acts will be different in different schools and contexts. Nevertheless the DfES’s aims provide a good basis for asking whether or not an act of collective worship has occurred or whether the activity could be better described as an assembly. Indeed Circular 1/94 clearly states that ‘collective worship and assembly are distinct activities’ (Paragraph 58) although it recognises that both might occur as part of the same gathering.
**How is worship to be defined?**
Circular 1/94 is quite clear on this issue too, worship has its ordinary meaning: ‘it must in some sense reflect something special or separate from ordinary school activities and it should be concerned with reverence or veneration paid to a divine being or power’ (Paragraph 57). The Circular does, though, recognise that what happens in a school is not what will happen in a faith community as the nature of the school is different.
**What about prayer?**
In light of the DfES’s definition of worship it is reasonable to expect prayer to be a part of an act of collective worship, although not every act of collective worship need have one. An alternative to prayer in an act of collective worship might be the singing of a hymn or a time for reflection, nevertheless there should be some reference to a ‘divine being or power’ during the act.
This may cause problems for some teachers. There is a general reluctance in some schools to pray with pupils and this is understandable in what is often seen to be a post-Christian Britain. SACRE advises on this issue that pupils may be invited to pray, or listen to a prayer which they may wish to assent to but should not be forced to say a prayer against their will.
Some have argued that in light of the Human Rights Act 1998 that expecting pupils to pray at all is something that should be dropped. In fact the legislation regarding collective worship does not infringe the rights of parents to hold beliefs or have an education that supports their beliefs, with the appropriate safeguards for the state. Indeed if parents wish to remove their child from collective worship then they can and their rights have been preserved. Schools should not confuse the wishes of parents with the desires of pupils. Most parents do not remove their child from collective worship and schools should be confident in what they do, even though pupils might not always agree. Listening to pupils on how collective worship might be improved, though, is a different matter.
**APPENDIX B**
Example of assembly plan for Spring Term 2018
| Wk No | W/B | Theme / Thoughts | Who | Did you know? |
|-------|-----------|----------------------------------------------------------------------------------|------|-------------------------------------------------------------------------------|
| 15/A | 01/01/2018| Whole school weekly theme: Welcome to 2018
Return to school on Thursday 4th January
NB: Assembly will take place for Yr8 Thursday and Yr7 Friday | JL | 4/1 Sir Isaac Newton’s birthday
4/1 World Braille Day
5/1 Twelfth Night
6/1 Epiphany
“Some are born great, others achieve greatness.” Newton |
| 16/B | 08/01/2018| Whole school weekly theme: Welcome to 2018
NB. Assembly Monday – Wednesday.
NB: Mock exams Thursday 11 and Friday 12 January – no assemblies | JL | “What the New Year brings to you will depend a great deal on what you bring to the New Year.” - McLellan |
| 17/A | 15/01/2018| Mock exams week – no whole school assemblies
NB: | n/a | 16/1 Martin Luther King Day
17/1 Anne Brontë’s birthday
“Darkness cannot drive out darkness; only light can do that. Hate cannot drive out hate; only love can do that.” MLK |
| 18/B | 22/01/2018| Whole school weekly theme: Holocaust
Assemblies on Wednesday, Thursday and Friday only – see NB below
NB: No assemblies on Monday or Tuesday due to mock exams | KC | 24/1 Belly Laugh Day
25/1 Burn’s Night
27/1 Holocaust Memorial Day
“For the dead and the living, we must bear witness.” Primo Levi |
| 19/A | 29/01/2018| Whole school weekly theme: Litter and the environment
NB: | EM | 30/1 RNLI SOS Day
31/1 Up Helly Aa (Shetland)
2/2 Imbolc – time for a spring clean
“Only humans make waste that nature can’t digest.” SAS |
| Date | Theme | Code | Events |
|------------|----------------------------------------------------------------------|------|------------------------------------------------------------------------|
| 05/02/2018 | Whole school weekly theme: Year Focus | YD | 6/2 UNICEF Day for Change
7/2 safer Internet Day
7/2 Charles Dicken’s birthday
“It was the best of times, it was the worst of times.” Charles Dickens |
| 19/02/2018 | Whole school weekly theme: Dyslexia & Dyscalculia | MD | 22/2 World Thinking Day
22/2 Eating Disorders Awareness Week
“Thinking is the hardest work there is, which is probably the reason why so few engage in it.” Henry Ford |
| 26/02/2018 | Whole school weekly theme: No assemblies this week
Mon –Wed available for year specific assemblies | N/A | 27/2 Fairtrade Fortnight begins
1/3 World Book Day
“A book is a device to ignite the imagination.” Alan Bennett |
| 05/03/2018 | Whole school weekly theme: HERBs update – lessons to learn | YD | 8/3 International Women’s Day
10/3 National Science and Engineering Week begins
“The important thing is to never stop questioning.” Einstein. |
| 12/03/2018 | Whole school weekly theme: The Commonwealth | JL | British Science Week
12/3 World Maths Day
13/3 Commonwealth Day
14/3 National SingUp day
“Mathematics is a place where you can do things which you can’t do in the real world.” Marcus du Sautoy |
| Date | Theme | Group | Notes |
|------------|--------------------------------------------|----------------|----------------------------------------------------------------------|
| 19/03/2018 | Whole school weekly theme: | KC | Climate Week<br>Down’s Syndrome Awareness Week<br>20/3 Vernal/Spring Equinox<br>21/3 World Poetry Day<br>25/3 British Summer Time (BST) begins<br>“Down Syndrome isn’t a burden. How people react to it is.” |
| 26/03/2018 | Whole school weekly theme: Charity fund raiser | School Council | 26/3 Mother’s Day<br>“God could not be everywhere and therefore he made mothers.” Rudyard Kipling |
| | NB: No Year 7 Assembly on Friday 30th March 2018 as school is closed | | |
EASTER HOLIDAY Friday 30/03/2018 – Friday 14/04/2018
School reopens Monday 16th April 2018 – Week 27/A | <urn:uuid:71d6e45f-428c-40bc-8ea7-6ac622094bff> | CC-MAIN-2018-26 | http://sirjamessmiths.org.uk/Parents/School-Policies/March_2018/Collective_Worship_and_Assemblies_Pt_1-_March_2018.pdf | 2018-06-25T04:14:31Z | crawl-data/CC-MAIN-2018-26/segments/1529267867424.77/warc/CC-MAIN-20180625033646-20180625053646-00094.warc.gz | 290,664,816 | 4,759 | eng_Latn | eng_Latn | 0.99123 | eng_Latn | 0.997026 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
538,
4179,
7224,
8510,
12062,
16044,
19293,
21122,
22749,
23789
] | [
2.015625,
1.921875
] | 2 | 1 |
Using an Experiment in Burial Taphonomy to Delve into the Fossil Record
Constance Meredith Soja
Department of Geology
Colgate University
Hamilton, New York 13346
e-mail: firstname.lastname@example.org
ABSTRACT
To gain better insights into taphonomic processes and the conditions generally associated with becoming part of the paleontologic record, students in my first-year seminar on mass extinctions, after procuring readily available materials at a local supermarket, buried and six weeks later exhumed a wide range of organisms that had recently expired. Based on their knowledge of common fossils studied in a previous exercise and on our field-based burial experiment, students formulated and tested hypotheses about the preservational potential of different organisms and gained experience with scientific methodology involving data collection, analysis, and synthesis. This experiment successfully mimicked the very early stages in the preservation process and enabled introductory students to make reasonable predictions that they could test about the kinds of organisms that are most likely to become preserved as fossils, the conditions that are conducive for entry into the geologic record, and the rarity of fossilization.
Keywords: Education – geoscience; education – undergraduate; paleontology – general; stratigraphy, historical geology, paleoecology.
Introduction
Fossils culled from university collections for classroom use help to engender student appreciation for the diversity of life that has existed on our planet, evidence for evolution, and the aesthetic beauty of many fossilized remains. Despite estimates that one out of every million organisms has a chance of becoming preserved or that on average only 25 to 30 percent of members of marine communities find representation in the geologic record (Prothero, 1998), the variety of fossilized organisms that students routinely examine in historical geology and paleontology courses gives seemingly contradictory testimony about the record of life on Earth. Drawers upon drawers of fossils representing extinct species seem to attest to the richness of the paleontologic record rather than to its deficiencies or imperfections. Fossils representing a variety of preservational styles also appear to demonstrate that even the most delicate of organisms, including the intricate lacy exoskeletons of tiny, colonial animals (bryozoans), diaphanous films of carbonized leaves and fish, fragile insects entombed in hardened tree sap (amber), corrugated impressions of a clam’s ribbed shell, three-dimensional replicas of a brachiopod’s interior (internal casts) including muscle impressions, and traces of behavior recorded in fossilized footprints, worm burrows, sponge borings, and coprolites (petrified dung) can be fossilized. With such riches, students understandably can be seduced into overlooking the vagaries of the fossil record and may become suspicious about the validity of paleontological tenets concerning the incompleteness and selective nature of the fossil record.
To gain better insights into the rarity of fossilization as well as the conditions, or taphonomic processes, that generally are associated with becoming part of the geologic record, students in my first-year seminar on “The Sixth Extinction” interred and exhumed six weeks later a wide range of recently deceased organisms. Using readily available materials “collected” at a local supermarket, these introductory students formulated and tested their hypotheses about the preservational potential of vertebrate and invertebrate animals, plants, and fungi based on their knowledge of common fossils and fossilization processes examined in a previous exercise. This experiment was successful in simulating the very early stages in the preservational process of organisms that were buried rapidly. Furthermore, this exercise provided opportunities for introductory students to make reasonable predictions about the kinds of organisms that are most likely to become preserved as fossils, to test their predictions, and to gain important insights into the rare circumstances that contribute to the successful transformation of once-living organisms into fossils.
In addition, this field-based burial experiment, together with other hands-on exercises, enabled introductory students, most of whom did not plan to major in science, to fulfill a required “Scientific Perspectives” component of Colgate’s liberal-arts core curriculum. By completing a course that emphasized methods of scientific inquiry, including careful observation and data collection, students learned to use principles of scientific reasoning in analyzing and synthesizing their results. In particular, the experiment’s results promoted thoughtful consideration of why all organisms do not have an equal chance of becoming fossils, the characteristics of organisms that enhance the likelihood of being preserved, and the taphonomic processes that diminish an organism’s chances of becoming fossilized. In intermediate-advanced geology courses or ones in which more time can be devoted to a series of related experiments, this exercise on post-burial changes could be a corollary to Machel’s (1996) innovative use of chronologic photographs showing progressive flattening and dismemberment of roadkill specimens and to Babcock’s (1998) pre-burial experiments on marine, non-marine, and terrestrial organisms.
As part of a fall-semester course, this exercise involved a three-hour period to "collect," describe, and bury the specimens, two one-hour classes to discuss and prepare for the experiment and to disinter the remains, and several days after exhumation for students to complete their syntheses as a take-home midterm. The materials used during burial and exhumation are indicated in Table 1.
**The Experiment**
**Materials and Methods**
At the beginning of a three-hour class in early September, my fourteen students and I traveled by university van to a local supermarket. In the preceding class, we had reviewed the five kingdoms of life (Margulis and Schwartz, 1988) and created a list of fourteen organisms that could be purchased locally and would represent three of the five kingdoms, including fungi, two plant phyla, three animal phyla, and three classes of chordates (Table 2). To give students an equal chance of burying the "popular" specimens (raw meat), I randomly drew students' names in succession until each student had selected a "specimen" to collect, bury, and exhume.
| Burial | Exhumation |
|--------|------------|
| One recently deceased "specimen" per student | Latex gloves |
| One 40 lb. (18 kg) bag of soil per student* | Clear, gallon-size plastic bags |
| Data sheets | Shovels |
| Metric rulers and tape measures | Scissors |
| Camera with flash | Faucet or bucket with water |
| Film (allow 3-4 "before" pictures per student) | Data sheets |
| Shovels | Metric rulers and tape measures |
| Latex gloves | Camera with flash |
| Scissors | Film (allow 3-4 "after" pictures per student) |
| Twine | Marker board, marker pens, and eraser |
| Nails | Plastic identification tags |
| Permanent ink marker pens |
*combine two or more soil types together to create a rich, natural embalming mixture.
**Table 1. Materials used during burial and exhumation.**
| Buried Organisms | Exhumation Results | Taphonomic Process |
|------------------|--------------------|--------------------|
| K. Animalia | | |
| P. Chordata | | |
| Cl. Pisces: | fish (2), beheaded with bones | none | removed by scavenger |
| Cl. Aves: | chicken drums (6) with bones | none | removed by scavenger |
| Cl. Mammalia: | cow steak (1) with bone | none | removed by scavenger |
| | pork chop (3) with bone | none | removed by scavenger |
| P. Arthropoda | | |
| Cl. Malacostraca:| shrimp (32) in shell | 6 fragmentary skeletal remains | mostly decomposed |
| | crab legs (8) in shell | legs intact | soft-tissue decomposition |
| P. Mollusca | | |
| Cl. Pelecypoda: | clams (3) in shell | shells intact but gaping | soft-tissue decomposition |
| K. Fungi | | |
| P. Basidiomycota:| mushrooms (30) | none | completely decomposed |
| K. Plantae | | |
| P. Angiospermophyta | | |
| Cl. Dicotyledoneae: | onion (1) with skin | discolored but otherwise unaltered | no significant decomposition |
| | cucumbers (2) | partial remains except for seeds | mostly decomposed |
| | cantaloupe (1) with rind | intact but dimpled, discolored | partial decomposition |
| | head of lettuce (1) | partial remnant of single leaf | mostly decomposed |
| | hazelnuts (142) | missing except for 1 intact nut | removed by forager |
| P. Filicinophyta | | |
| (Cl. Filicopsida) & P. Angiospermophyta (Cl. Dicotyledoneae): | ferns mixed with flowers (17 stems) | ferns still green, stems intact with decayed remnants of flower heads | partial decomposition |
**Table 2. Itemization of interred specimens, including quantity buried, exhumation results, and inferred taphonomic processes. At the time of burial, all specimens weighed approximately one lb. (0.5 kg). "None" refers to specimens that were not retrieved at the time of exhumation, and "decomposed" signifies deterioration *in situ*. Classification after Margulis and Schwartz (1988).**
Using an Experiment in Burial Taphonomy to Delve into the Fossil Record
Once in the grocery store, students fanned out to secure their specimens. To enhance uniformity and mimic natural processes at the burial site, we had agreed that each specimen should be in as few pieces as possible, be fresh and raw rather than cooked, frozen, or processed, be unblemished, and weigh as close to a pound (0.5 kg) as possible, with weigh recorded *in situ* (weight was determined without the packaging and measured nonmetrically using the same hanging scale in the produce department). Once the experiment was explained, butchers readily repackaged a few of the meat items to accommodate our weight specifications. The total expense was $62.30 with nearly a third of the cost accounted for by the pound of mixed flower bouquets (carnations, mums, baby's breath, and ferns).
Satisfied with a successful hunt, we headed next to our local hardware store. Each student loaded into the van a sealed, plastic bag filled with either 40 lbs. (18 kg) of compost mixed with organic peat or with top soil (I had placed the $24.67 order for seven bags of each soil type a few days before). From there, we traveled to my house and backyard to set up the burial experiments. Metric rulers and tape measures as well as data sheets were provided so that before burial each student could record a detailed, written description of his or her "specimen," noting its pre-burial size, shape, color, texture, consistency, composition, and smell. Students took three to four "before burial" pictures of their specimens using a small *Instamatic* camera with flash, color print film (400 ASA), and a ruler for scale (Figures 1-2). In addition to being responsible for burying his/her own specimens, each student examined all fourteen organisms directly before burial and recorded shared information on his/her data sheets.
Next we proceeded to the burial site (Figure 3) where students made direct observations of and recorded information about the field conditions (temperature, environment (wooded), substratum (vegetated soil littered with crab apples), proximity to house and Colgate's running trails, and so on). Instead of burying the specimens directly in the ground (precluded by thin soils and hard bedrock), students worked in pairs, carefully slitting the top of each soil bag and using small shovels or their hands (protected by latex gloves) to make a rich, natural embalming medium from a mixture of the two soil types. Then they refilled each of the bags half-way, placed a specimen on top, and covered it with the remaining soil mixture as if the organism had died naturally and experienced "rapid burial." Bags were punctured with small nails for aeration and secured to tree trunks with twine, their tops were left open to the elements, and plastic tags were used to identify each bagged specimen using permanent markers. Additional photographs were taken to show the location, disposition, and caretaker of each "grave" (Figure 3). Finally, daily minimum/maximum temperatures and weather conditions were recorded during the six-week period.
**Statement of Hypotheses**
Immediately after the experiment was set up, each student wrote out two hypotheses. The first hypothesis predicted the preservational potential of his/her particular specimen by speculating about its physical state at the time of exhumation after six weeks of burial under the conditions observed in the field. Students acknowledged that close observation of their specimen's initial weight and morphology would enable them to deduce later the process of decay as reflected in anatomical alterations, weight loss (or gain), and changes in texture or chemical composition (Briggs and Kear, 1993). I also encouraged them to translate our very short (geologically instantaneous!) experiment into geologic time scales and to prognosticate (based on their knowledge of fossilization processes) about whether their specimen had a high, moderate, or low chance of ever becoming fossilized (assuming natural geologic conditions and given the kind of organism they had buried). Many of the students provided detailed speculations about how their buried specimens would be altered, for example, predicting changes in smell (from fresh to rotten or rancid), consistency (from firm to soft or pulpy), and texture (from smooth to irregular) caused by the degradational activities of microorganisms and other decomposing agents.
In formulating a second hypothesis, the students independently ranked all 14 of the specimens based on their prediction of the relative preservational potential of the buried organisms. With annotated explanations, they assigned a 1 to the specimen that they thought would have the *best* chance of leaving all or part of itself to become fossilized (assuming under natural conditions and over time), a 2 to the specimen with the next highest preservational potential, and so on; number 14 was for the specimen that they thought would have the *least* preservational potential. Most students ranked either the clams or the mammal specimens with the highest preservational potential and the soft-bodied organisms (lettuce, flowers, and mushrooms) with the least chance of preservation. These predictions were an important record to which students could refer when they analyzed and synthesized their exhumed results.
**Exhumation**
In mid-October six weeks after burial, we returned to the grave sites for exhumation (Table 1). Using shovels, latex gloves, and one-gallon clear plastic bags, students located their bagged specimens and noted similarities or differences in their disposition from six weeks before (one bag was toppled and others had visible tears). Next they gingerly used their hands and shovels to locate their specimens inside the bags, gently sifting through the soil and searching nearby for organic remains. Remnants from each original specimen were collected in the small plastic bags and were washed (an outside faucet was helpful) or brushed carefully to remove clinging soil particles.
On their data sheets, students completed a detailed, written description of their "specimens," noting post-burial size, shape, color, texture, consistency, composition, and smell. Students took three to four "after exhumation" pictures of their specimens, again using a ruler for scale. As some of the unearthed remains were difficult to identify, it was helpful to
have handy a marker board and pens to provide labels for the objects during photography (Figures 1-2). Students also examined each other's disinterred materials directly and shared information to be recorded on their data sheets. Finally, we made a return trip to the supermarket to determine weight loss during burial. Surreptitiously, we reweighed the exhumed remains (enclosed by clean plastic bags) using furtive demeanor and the same hanging scale as before. A few students stood as lookouts so as to avoid any unnecessary confrontation in the produce department. For comparative purposes, the remnants of the crab, clams, flowers, cantaloupe, and onion were reburied at the field site to be exhumed at an undetermined date in the future.
Results
As summarized in Table 2, 36% of the interred objects had disappeared without a trace (fish, steak, pork chops, chicken, mushrooms); 21% had undergone nearly complete disintegration (lettuce, cucumbers) or represented <1% of the original quantity (nuts); 36% existed in an incomplete, fragmentary, or altered state (shrimp, crab, clams, flowers, cantaloupe); and only 7% remained largely unaltered (onion). Large tears
suggested the activities of local inhabitants, such as raccoons, opossums, and (or) squirrels; supporting but circumstantial evidence was observed nearby in the form of muddy footprints left by a raccoon(s).
The bags that had contained the mushrooms (Figure 1), lettuce, and cucumbers, however, showed no evidence of disturbance thus leading to the interpretation that those objects had dewatered and experienced natural disintegration *in situ*. Not surprisingly, the seeds of the cucumber were remarkably intact, but the cucumber's flesh was a "highly decomposed, slimy, green ooze" (Figure 1). Some evidence of tampering was evident in bags that had contained the shrimp, crab, flowers, and onion, but most of the original objects were recovered, albeit some as incomplete or disintegrated fragments. The crabs' exoskeletons were relatively resistant to decay, but the shrimp and crabmeat had suffered considerable cuticular and (or) soft-tissue decomposition.
As was predicted by most of the students, the clam shells were robust and intact (Figure 1), although the soft parts had decayed forming a "disgusting mess with a mucous-like quality." The flowers had deteriorated except for the stems, and the ferns were largely unaltered and still bright green. The rind of the cantaloupe was discolored, dimpled, and had hardened during desiccation (Figure 2). Surprising to most of the students was the durability of the onion, which – as any gardener fond of root vegetables might have predicted – experienced only a slight change in color but exhibited no other visible signs of alteration (Figure 2).
**Discussion**
During an exercise with fossil specimens the week before commencing the burial experiment, my class had discussed the incompleteness of the fossil record and had considered a range of geologic phenomena that can either enhance or detract from the preservation of organisms as fossils. To encourage a thoughtful synthesis of the experiment’s results, students completed a take-home midterm, which comprised a detailed
report of the experiment’s purpose, materials and methods, hypotheses, results, discussion, literature-based comparison with actual fossilized remains, conclusions, and reference to “before” and “after” burial photographs. In their reports, many students acknowledged that most organisms likely to be preserved in the fossil record will be incomplete because of the rapid decomposition of soft tissues. By ranking either the clams or the mammal specimens with the highest preservational potential, indeed most of the class logically reasoned that “hard parts,” like biomineralized skeletons, teeth, and shell, or the durable organic constituents of plants, were more apt to fossilize than were soft-bodied vegetables and fungi. Furthermore, most of the class recognized that the hollow bones of birds and the thin, delicate bones of fish were not destined to become fossilized as often as the more robust skeletons of other vertebrates.
Artificially burying aquatic organisms in soil bags on land did not preclude most students from postulating that terrestrial organisms, because of the reduced chances for rapid burial in many dry-land environments, are less well represented as fossils than are marine or fresh-water organisms. Some students suggested that even after long-term burial some organic remains might not be preserved because the environments in which they had been buried were not conducive to fossilization. Students who made use of the daily weather records inferred that their specimens had deteriorated rapidly because of the unusually sunny, dry, and warm weather we had experienced in late summer (average daily temperature was 58 degrees F), thus confirming what other experiments have shown about the correlation between rapid rates of organic decomposition and elevated temperatures (Kidwell and Baumiller, 1990; Meyer, 1991; Davis and Briggs, 1998). A few students also recognized that some of the soft-bodied specimens (for example, onion) underwent very slow rates of decomposition once buried and thus survived better structurally over the short-term but lacked durability to leave any preservable remains over geologically significant intervals of time. Another student acknowledged the difficulty a paleontologist might encounter in piecing together the remains of individual organisms that had suffered dismemberment and transportation.
These ideas were reinforced in the comparative study each student undertook as part of the midterm to determine if organisms similar to those each had buried were represented by fossils from the rock record. Library resources and information available on the web, carefully scrutinized, helped students ascertain the abundance or rarity of particular types of fossil remains and provided evidence in support of the overall findings and conclusions of the experiment. Viewing the fossil record as a comparative set of natural “experiments” that the earth conducted long ago (Allmon, 1997) also emphasized the scientific value of performing many tests to determine whether predictions are borne out and, if they are not, being prepared to formulate revised hypotheses and redesign experiments.
The most surprising outcome of the experiment was that none of the students had given serious consideration to the impact that scavenging or foraging organisms might have on the fossilization potential of a significant proportion of the specimens we buried. Thus virtually all students overestimated the preservational potential of *individual* vertebrate organisms because of their durable parts and were overly pessimistic about the short-term fate of the onion, ferns, and cantaloupe. Some students, upon discovering that they had no objects to exhume, assumed that the experiment had failed and that, consequently, they would flunk the midterm, or that it was impossible to assess the fossilization potential of the vertebrates because they were missing or because “unnatural” and “unfair” agents had interrupted the preservational process.
Upon further reflection and discussion, students recognized that many physical, biological, and chemical phenomena at work on or below the earth’s surface (for example, wind, rain, erosion, predators, scavengers, dissolution, diagenesis, and so forth) can increase or diminish an organism’s chances of becoming preserved. In particular, most students came to the realization that predators and scavengers can play a significant role in disarticulating and transporting organisms, in posthumously mixing together creatures that in life did not share the same habitat, or in completely destroying, through abrasion and (or) ingestion, organic remains that might have become fossilized (Plotnick and others, 1988; Davis and Briggs, 1998).
**Summary**
This experiment gave students the opportunity to investigate taphonomic processes, particularly those summarized here, that paleontologists have identified through numerous burial experiments to be conducive or detrimental to fossilization. Marine and fresh-water organisms have a better chance of being preserved than do inhabitants of dry, terrestrial environments because aquatic organisms have a greater likelihood of becoming buried rapidly (Shipman, 1981; Seldon, 1990). Post-mortem changes to terrestrial and aquatic organisms occur quickly, generally with signs of decay that are significant enough to be detected in a few days or weeks (Meyer, 1971; Hill, 1980; Plotnick, 1986; Plotnick and others, 1988; Allison and Briggs, 1991; Meyer, 1991; Baumiller and Ausich, 1992; Babcock, 1998; Davis and Briggs, 1998). Elevated temperatures promote the rapid growth of bacteria and other decomposing microorganisms, which contribute to enhanced rates of decay (Davis and Briggs, 1998) but generally are a secondary process to changes induced very early by predatory or scavenging organisms (Plotnick, 1986). Carnivorous animals cause extensive damage to soft tissue and hard parts and thus exert a strong influence on the preservational potential of those organic remains that may survive the activities of predatory and scavenging organisms in pre- and post-burial environments (Davis and Briggs, 1998).
Contrary to Babcock’s (1998) conclusions, our experiment showed that considerable post-burial changes occur in organisms that were entombed rapidly before
they had experienced any substantial pre-burial modifications in morphology. Thus we recognized that factors in the post-burial environment also exert considerable influence on the types of organic remains that become candidates for fossilization after experiencing entombment and some degree of alteration. Furthermore, more than a third of the specimens we buried had disappeared without a trace (with the exception of one nut), demonstrating the significant impact of scavenging and foraging creatures on the preservational potential of many types of organisms. Rapid burial may be conducive to fossilization, but our study confirmed what other research has shown—that a significant percentage of organisms are likely to be preserved only if they are buried deeply enough to avoid detection by scavengers (and foragers) (Hill, 1980; Plotnick, 1986; Allison and Briggs, 1991; Davis and Briggs, 1998). Other processes that may diminish the taphonomic loss induced by scavenging organisms include catastrophic mass burials, which may produce a sudden influx of carcasses too numerous to be processed fully by local predators and scavengers (Behrensmeyer, 1991) or burial under anoxic conditions in an environment that is inhospitable to burrowing scavengers (Kidwell and Baumiller, 1990; Donovan, 1991; Allison and Briggs, 1991).
In a paleontology course, these ideas could serve as a perfect catalyst for discussions about the concept of "escalation" and the impact of the activities of carnivores on evolutionary and taphonomic processes (Vermeij, 1977). Also, this experiment could be designed to dovetail intellectually with pre-burial experiments developed by Babcock (1998) or be made more elaborate by: (1) burying organisms in protected cages and (or) under different thicknesses of sediment to determine the taphonomic threshold of burrowers, scavengers, and foragers (Plotnick, 1986; Plotnick and others, 1988; Briggs and Kear, 1993); (2) burying, exhuming, and reburying specimens at closely spaced intervals to monitor the stages in decay, disintegration, and disarticulation over a few weeks (Plotnick and others, 1988); (3) using burial media of different compositions and textures to ascertain the effect of sediment composition and grain size on preservation; or (4) using comparative burials in the lab to determine decay rates as a function of temperature and (or) oxygen concentrations (Kidwell and Baumiller, 1990; Briggs and Kear, 1993; Babcock, 1998).
Conclusions
In my introductory course, this simple experiment was successful in generating among first-year students a deeper understanding of the paleontologic record, taphonomic processes, and the rarity of fossilization. In particular by fostering an appreciation for why certain organisms occur as fossils with greater frequency than do other kinds of organisms, it provided an enjoyable means by which students could more critically evaluate the flawed but fecund fossil record. As a result, students learned that the paleontologic record, despite certain deficiencies in continuity and context, is an extraordinary chronicle of past life even though most organisms that ever lived on our planet are unlikely to have contributed preserved remains to it. Additionally at minimal monetary expense, this exercise yielded rich results by creating opportunities to engage introductory students in the scientific process and was fertile ground for cultivating meaningful discussions about the evolution of life, the earth's history, and extinction episodes past and present.
Acknowledgments
I thank my first-year seminar students for their cheerful contributions to this exercise, David Blackburn and Emily Hirshorn for additional comments, Bruce Selleck for encouragement during various stages of course development, Colgate University and the Department of Geology for financial support, and Brian White for suggesting improvements to the original experiment and subsequently to the paper's content and focus.
References Cited
Allison, P.A., and Briggs, D.E.G., editors, 1991. Taphonomy: Releasing the data locked in the fossil record: New York, Plenum Press, 560 p.
Allmon, W., 1997, Mass extinction, the biodiversity crisis, and the future of paleontology, in Wolberg, D.L., and Stump, E., editors, Dinofest International, Proceedings of the symposium, p. 513-517.
Babcock, L.E., 1998, Experimental investigation of the processes of fossilization: Journal of Geoscience Education, v. 46, p. 252-260.
Baumiller, T.K., and Ausich, W.I., 1992, The Broken-Stick model as a null hypothesis for crinoid stalk taphonomy and as a guide to the distribution of connective tissue in fossils: Paleobiology, v. 18, p. 288-298.
Behrensmeyer, A.K., 1991, Terrestrial vertebrate accumulations, in Allison, P.A., and Briggs, D.E.G., editors, Taphonomy: Releasing the data locked in the fossil record: New York, Plenum Press, p. 291-335.
Briggs, D.E.G., and Kear, A.J., 1993, Decay and preservation of Polychaetes: Taphonomic thresholds in soft-bodied organisms: Paleobiology, v. 19, p. 107-135.
Davis, P.G., and Briggs, D.E.G., 1998, The impact of decay on disarticulation on the preservation of fossil birds: Palaios, v. 13, p. 3-13.
Donovan, S.K., editor, 1991, The processes of fossilization: New York, Columbia University Press, 303 p.
Hill, A.P., 1980, Early postmortem damage to the remains of some contemporary East African mammals, in Behrensmeyer, A.K., and Hill, A.P., editors, Fossils in the making: Vertebrate taphonomy and paleoecology: Chicago, University of Chicago Press, p. 131-152.
Kidwell, S.M., and Baumiller, T., 1990, Experimental disintegration of regular echinoids: Roles of temperature, oxygen, and decay thresholds: Paleobiology, v. 16, p. 247-271.
Machel, H.G., 1996, Roadkill as teaching aids in historical geology and paleontology: Journal of Geoscience Education, v. 44, p. 270-276.
Margulis, L., and Schwartz, K.V., 1988, Five kingdoms: An illustrated guide to the phyla of life on Earth (2nd edition): New York, W.H. Freeman and Company, 376 p.
Meyer, C.A., 1991, Burial experiments with marine turtle carcasses and their paleoecological significance: Palaios, v. 6, p. 89-96.
Meyer, D.L., 1971, Post mortem disarticulation of Recent crinoids and ophiuroids under natural conditions: Geological Society of America Abstracts with Programs, v. 3 (7), p. 645-646.
Plotnick, R.E., 1986, Taphonomy of a modern shrimp: Implications for the arthropod fossil record: Palaios, v. 1, p. 286-293.
Plotnick, R.E., Baumiller, T., and Wetmore, K.L., 1988, Fossilization potential of the mud crab, *Panopeus* (Brachyura: Xanthidae) and temporal variability in crustacean taphonomy: Palaeogeography, Palaeoclimatology, Palaeoecology, v. 63, p. 27-43.
Prothero, D.R., 1998, Bringing fossils to life: An introduction to paleobiology: New York, McGraw-Hill, 457 p.
Seldon, P.A., 1990, Invertebrates, in Briggs, D.E.G., and Crowther, P.R., editors, Palaeobiology: A synthesis: Boston, Blackwell Scientific Publications, p. 64-68.
Shipman, P., 1981, Life history of a fossil: An introduction to taphonomy and paleoecology: Cambridge, Harvard University Press, 222 p.
Vermeij, G.J., 1977, The Mesozoic marine revolution: Gastropods, predators, and grazers: Paleobiology, v. 3, p. 245-258.
**About the Author**
Since 1992, Constance Soja has been on the faculty at Colgate University, where she teaches courses on evolution, history of life, paleontology, reef paleoecology, and "The Sixth Extinction." Her research in Alaska focuses on the paleoecology and paleobiogeography of Paleozoic marine organisms that evolved in tectonically active, oceanic island settings. Rather than study living or recently expired animals, she prefers to do research on organisms that experienced death and fossilization in the remote past. | <urn:uuid:e5d4c563-110b-4051-b170-99e5787d13d0> | CC-MAIN-2021-49 | https://www.uvm.edu/perkins/evolution/qanda/JGE-ExperTaphonMs.pdf | 2021-12-08T21:44:22+00:00 | crawl-data/CC-MAIN-2021-49/segments/1637964363598.57/warc/CC-MAIN-20211208205849-20211208235849-00474.warc.gz | 1,137,680,479 | 7,145 | eng_Latn | eng_Latn | 0.960179 | eng_Latn | 0.995601 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
5431,
9719,
16174,
17348,
19390,
25713,
31902,
33534
] | [
2.21875,
1.1015625
] | 2 | 0 |
GAP CLOSING
Proportional Reasoning
Intermediate / Senior Facilitator’s Guide
Topic 4
Proportional Reasoning
Diagnostic ................................................................. 5
Administer the diagnostic ........................................... 5
Using diagnostic results to personalize interventions ........ 5
Solutions .................................................................. 5
Using Intervention Materials ........................................ 8
Describing and Representing Ratios, Rates, and Percents .... 9
Equivalent Forms of Ratios, Rates, and Percents ............... 15
Solving Ratio and Rate Problems .................................... 21
Solving Percent Problems ............................................. 27
The Facilitator’s Guide for this entire module, including the Diagnostic plus all Intervention Materials, can be downloaded at http://www.edugains.ca/resources/LearningMaterials/GapClosing/Grade9/4-PropReasoning_FG_IS.pdf. The Student Book for this module can be downloaded at http://www.edugains.ca/resources/LearningMaterials/GapClosing/Grade9/4-PropReasoning_SB_IS.pdf.
PROPORTIONAL REASONING
Relevant Expectations for Grade 9
MPM1D
Number Sense and Algebra
• solve problems requiring the manipulation of expressions arising from applications of percent, ratio, rate, and proportion
• solve problems that can be modelled with first-degree equations, …
Linear Relations
• identify, through investigation, some properties of linear relations and apply these properties to determine whether a relation is linear or non-linear
• compare the properties of direct variation and partial variation in applications, …
Analytic Geometry
• determine, through investigation, various formulas for the slope of a line segment or a line, and use the formulas to determine the slope of a line segment or a line
• determine the meaning of the slope and y-intercept for a linear relation arising from a realistic situation ….
Measurement and Geometry
• solve problems involving the areas and perimeters of composite two-dimensional shapes
MPM1P
Number Sense and Algebra
• illustrate equivalent ratios, using a variety of tools
• represent, using equivalent ratios and proportions, directly proportional relationships arising from realistic situations
• solve for the unknown value in a proportion, using a variety of methods
• make comparisons using unit rates
• solve problems involving ratios, rates, and directly proportional relationships in various contexts using a variety of methods
• solve problems requiring the expression of percents, fractions, and decimals in their equivalent forms
Linear Relations
• identify, through investigation, some properties of linear relations and apply these properties to determine whether a relation is linear or non-linear
• determine, through investigation, that the rate of change of a linear relation can be found by choosing any two points on the line that represents the relation, finding the vertical change between the point and the horizontal change between the points and writing the ratio $\frac{\text{rise}}{\text{run}}$
• compare the properties of direct variation and partial variation in applications, …
Measurement and Geometry
• solve problems involving the areas and perimeters of composite two-dimensional shapes
Possible reasons why a student might struggle with ratios, rates, and percents
Students may struggle when solving problems involving ratios, rates, and percents.
Some of the problems include:
• comparing numbers additively rather than multiplicatively, e.g., believing that the ratio 4 : 6 is equivalent to the ratio 6 : 8 since you added 2 both times
• difficulty justifying why two ratios or rates are equivalent other than by describing mechanical procedures
• confusing the various ratios involved in a single situation. For example, if the ratio of the number of boys to the number of girls in a class is 3 : 4, the student might think that the class is 75% boys. The student is using the part-part ratio instead of the part-whole ratio.
• lack of understanding that solving a ratio, rate, or percent problem always involves determining an equivalent ratio in a preferred form for that particular situation
• difficulty solving a percent problem when the whole is the unknown, e.g., a student is able to calculate 30% of 50 but has difficulty calculating the number for which 15 is 30%.
• inability to draw pictures to model a ratio, rate, or percent situation to help when a solution is not obvious
• inability to determine an equivalent ratio when the terms are not whole numbers or when the terms of one ratio are not integer multiples of the terms of the other
• lack of comfort with the notion of what a percent greater than 100% means
• difficulty distinguishing between a percent of and a percent change
• difficulty dealing with decimal percents, e.g., thinking that 0.5% of 20 is 10
Administer the diagnostic
Using diagnostic results to personalize interventions
Intervention materials are included on each of these topics:
- describing and representing ratios, rates, and percents
- equivalent forms of rates, ratios, and percents
- solving ratio and rate problems
- solving percent problems
You may use all or only part of these sets of materials, based on student performance with the diagnostic. If students need help in understanding the intent of a question in the diagnostic, you are encouraged to clarify that intent.
| Evaluating Diagnostic Results | Suggested Intervention Materials |
|-------------------------------|----------------------------------|
| If students struggle with Questions 1–6 | use Describing and Representing Ratios, Rates and Percents |
| If students struggle with Questions 7–9 | use Equivalent Forms of Rates, Ratios and Percents |
| If students struggle with Questions 10–13 | use Solving Ratio and Rate Problems |
| If students struggle with Questions 14–17 | use Solving Percent Problems |
Solutions
1. a) $3 : 8$
b) $8 : 11$
c) e.g., $4 : 7$
2. a) Vada
b) No, e.g., $8 : 4$ would be twice as tall, not $5 : 4$
3. e.g., She goes 0.18 kilometres every minute.
4. a) $23\%$
b) $77\%$
5. a) DOES NOT MAKE SENSE
b) MAKES SENSE
c) DOES NOT MAKE SENSE
6. e.g., 35% is more than one fourth so it would mean more than 1 person in 4 is an adult; it would be like having one teacher for every 3 students and that does not make sense even if you include administrative staff and custodians.
7. a) 4
b) 4
c) 20
8. 360 times
9. a) e.g., $\frac{40}{100}$
b) e.g., $\frac{112}{100}$
c) e.g., $\frac{7}{200}$
10. a) $5.22$
b) $6.96$
11. 104 km
12. about $1.15
13. 30%
14. $9.09
15. a) FALSE
b) TRUE
c) TRUE
16. e.g., 10% of 120 is 12, so 40% is 48, not 30.
17. $37.50
Diagnostic
1. There are 8 boys and 3 girls on the Tech Team.
a) Write the ratio of the number of girls to number of boys in the form $\square : \square$.
b) Write the ratio of the number of boys to the number on the whole team.
c) Another Tech Team of 11 students has a higher ratio of number of girls to number of boys. What could the ratio be?
2. The ratio of Vada’s height to Melissa’s height is $5:4$.
a) Who is taller?
b) Is she twice as tall? How do you know?
3. Valene’s running rate is $0.18$ km/min. Explain what that means.
4. a) What percent of the grid is shaded?
![Grid with 16 squares, 12 shaded]
b) What percent is not shaded?
5. Indicate whether each statement does or does not make sense by circling your choice.
a) 8% of something is a lot of it.
MAKES SENSE DOES NOT MAKE SENSE
b) 80% of something is a lot more than half of it.
MAKES SENSE DOES NOT MAKE SENSE
c) 35% of the people in a high school building on a school day are adults, not students.
MAKES SENSE DOES NOT MAKE SENSE
6. Explain your answer to Question 5c.
7. Complete the missing amounts so that their ratios are equivalent.
a) $2:7 = \square : 14$
b) $5:10 = \square : .8$
c) $12 : \square = 3 : 5$
8. Suppose your heart beats 144 times in 2 minutes. How many times would you expect it to beat in 5 minutes?
9. What fraction is equivalent to each percent?
a) 40%
b) 112%
c) 3.5%
10. Three bars of soap cost $2.61$. At this rate, how much would each number of bars below cost?
a) 6 bars
b) 8 bars
11. A car goes 78 km in 45 minutes. At that speed, how far would it go in an hour?
12. A 2.6 L container of juice costs $3.00$. How much are you paying for 1 L?
13. Suppose the ratio of the number of boys to the number of girls in a class is $7:3$. What percent of the class is girls?
14. A T-shirt is priced at $12.99$. The store is offering a discount of 30%. How much will the shirt cost (before taxes)?
15. Tell if each statement is TRUE or FALSE by circling the correct word.
a) 4% of 120 is about 30. TRUE FALSE
b) 20% of 83 is about 16. TRUE FALSE
c) 11% of 198 is about 20. TRUE FALSE
16. Explain your answer to Question 15a.
17. Leo spent $25$ of the money she saved. She still has 60% of her money left. How much does she have left?
The purpose of the suggested work is to help students build a foundation for successfully working with proportions.
Each set of intervention materials includes a single-task Open Question approach and a multiple-question Think Sheet approach. These approaches both address the same learning goals, and represent different ways of engaging and interacting with learners. You could assign just one of these approaches, or sequence the Open Question approach before, or after the Think Sheet approach.
Suggestions are provided for how best to facilitate learning before, during, and after using your choice of approaches. This three-part structure consists of:
• Questions to ask before using the approach
• Using the approach
• Consolidating and reflecting on the approach
Describing and Representing Ratios, Rates, and Percents
Learning Goal
- representing comparisons based on multiplying as either ratios, rates and percents
Open Question
Questions to Ask Before Using the Open Question
◊ What does it mean if someone says the ratio of the number of boys to the ratio of the number of girls in a class is 3 : 4? (e.g., It means that there are 3 boys for every 4 girls.)
◊ What other information do you know based on that? (e.g., There are more girls than boys; that for every 7 students, 3 are boys and 4 are girls; and that the ratio of the number of girls to the number of boys is 4 : 3.)
◊ Why might you want to know a ratio like that? (e.g., Two teachers want to compare ways their classes are alike and different and this is one way.)
◊ Why do people call ratios comparisons? (e.g., Ratios tell you how much of one thing is being compared to how much of another.)
◊ Why is a percent a ratio? (e.g., It is comparing a number to 100. For example 50% means 50 compared to 100.)
◊ “I drove 30 kilometres in one hour.” How is this a comparison? (e.g., You are comparing the distance you travel to the amount of time it takes to travel that distance.)
Using the Open Question
Students might focus on only one of the three topic choices or all of them.
Support students in using the board’s safe computer use policy.
By viewing or listening to student responses, note if they:
• can distinguish between ratios and rates;
• recognize that ratios, rates, and percents all represent comparisons;
• can describe what two things are being compared with a ratio, rate, or percent.
Consolidating and Reflecting on the Open Question
◊ Why did you say that a batting average is a ratio? (e.g., It compares the number of hits a person gets to the number of times they could get a hit.)
◊ How are your rates different from your ratios? (e.g., The ratios use the same units for both terms but the rates do not.)
◊ What would a high rate for pollution mean? (e.g., There are more particles of bad things in a given amount of water or air.)
◊ Do you think that all prices are rates? (e.g., Yes, since you are comparing the amount of money for the number of packages or the mass or the volume.)
Solutions
e.g.,
ratio
• A batting average in baseball is a ratio where the second term is 1000. It is a way of comparing how many hits a player gets to the total chances of getting a hit.
http://www.ehow.com/how_9730_calculate-batting-average.html
• There is something called an assist-to-turnover ratio in basketball. If this ratio is high,
the player is good at passing to other players who make shots and also good at keeping the ball away from the other team. It compares the number of assists to the number of turnovers.
http://www.ehow.com/how_2092831_calculate-assists-turnover-ratio-basketball.html
• In football, there is a fumble ratio that compares the number of fumbles to 100 touches of the ball. It tells how ‘awkward’ a player is with the ball.
http://www.pro-football-reference.com/blog/?p=522
rate
• In 2002, it was reported that the air pollution rate in Cairo was 20 times the acceptable level. This rate compares the Cairo rate of air pollution to the world average.
http://aeamisr.org/news/air-pollution-in-cairo/
• Toronto public health estimated that 440 deaths per year were due to traffic pollution. This rate compares the number of deaths to the time period of one year.
http://www.toronto.ca/health/hphe/pdf/air_pollution_burden_boh.pdf
• The City of Calgary charges $95 a tonne to dump waste at their landfills. This rate compares money to mass.
http://www.calgary.ca/UEP/WRS/Pages/Landfill-information/Landfill-Rates.aspx
percent
• In New York City, there is a Percent for Art program; 1% of the budget for new buildings is spent on art. 1% compares the percent spent on art to the whole budget for new buildings.
http://www.nyc.gov/html/dcla/html/panyc/panyc.shtml
• In 2007, some people who support the arts in the United States were hoping for a 40% increase in spending on the arts. They are comparing the amount of increase they want to the money already being spent.
http://www.bloomberg.com/apps/news?pid=newsarchive&sid=ajxh6929.2Yk
• In New York City, funding for arts supplies and musical instruments fell 68% between 2006 and 2009. That percent compares the loss to the original whole.
http://articles.nydailynews.com/2010-07-01/local/29437363_1_arts-education-arts-classes-full-time-arts-teachers
Questions to Ask Before Assigning the Think Sheet
◊ What does it mean if someone says the ratio of the number of classical songs played on a radio station to the number of pop songs is 1 : 4? (e.g., It means that for every one classical song played, there are four pop songs played.)
◊ What other information do you know based on that ratio? (e.g., There are more pop songs played than classical ones; for every five songs played, four are pop and one is classical; and the ratio of the number of pop songs to the number of classical songs is 4 : 1)
◊ Why might you want to know a ratio like that? (e.g., To decide if this is the kind of radio station I want to listen to.)
◊ Why do people call ratios comparisons? (e.g., A ratio tells how much of one thing is being compared to how much of another.)
◊ Why is a percent a ratio? (e.g., It is comparing a number to 100, for example, 50% means 50 compared to 100.)
◊ “I drove 30 kilometres in one hour.” How is this a comparison? (e.g., You are comparing the distance you travel to the amount of time it takes to travel that distance.)
Using the Think Sheet
Read through the introductory box with the students and make sure they understand the material explained in the instructional box.
Encourage students to use counters to model the boy/girl ratio shown.
Provide rulers for Question 3 and blank hundredths grids for Question 7.
Assign the tasks.
By viewing or listening to student responses, note if they:
• can compare two ratios;
• can interpret a ratio;
• recognize how different ratios can describe the same situation;
• recognize that the term per usually connotes a ratio or rate;
• can model and interpret basic percents.
Consolidating and Reflecting: Questions to Ask After Using the Think Sheet
◊ Why did you say a 1 : 2.5 ratio of water to orange juice is weaker than a 1 : 4 ratio? (e.g., There is 1 cup of water in a 5 cup mixture for the 1 : 4 ratio, so the water is only $\frac{1}{5}$ of the mixture, but there is 1 cup of water in a 3.5 cup ratio for the 1 : 2.5 mixture, so the water is more than $\frac{1}{5}$ of the mixture.)
◊ Why was it important to know that the ratio 3 : 2 in Question 2 described the model lengths first and then the real lengths to decide whether the model was, or was not, bigger than the bird? (e.g., If the model was smaller, it would have been 3 : 2 to compare real lengths to model lengths.)
◊ What length-to-width ratios of a rectangle would be squares or almost squares? (e.g., 1 : 1 or maybe 1.1 : 1.) Why? (e.g., The length and width should be almost the same.)
◊ Why does the word “per” suggest a comparison? (e.g., You are comparing the item before the word per to the item after the word.)
◊ What percent do you think of as a lot? A little? (e.g., 90% is a lot, since it is most of something; 5% is a little, since it is only 5 parts out of a whole 100.)
Solutions
1. a) \[ \bigcirc \bigcirc \quad \square \square \square \]
b) \[ \bigcirc \bigcirc \bigcirc \bigcirc \square \]
2. C; 2 out of 6 is definitely less red than 2 out of 7. 2 out of 6 is like 1 out of 3 or 3 out of 9 which is less than 3 out of 8.
3. 1 : 2.5, since you will use 1 cup of water in only 3.5 cups compared to 1 cup in larger amounts.
4. a) bigger, since the model would use 3 centimetres for every real 2 centimetres
b) 3 cm
c) A length on the actual bird is compared to the matching length on the model.
5. a) No, e.g., If it were, the ratio would be close to 4 : 4, not 12 : 4.
b) 12 : 32
c) e.g., When you have a ratio, the units have to be the same; 12 metres is actually 1200 centimetres, so the ratio would be 1200 : 4, not 12 : 4.
6. 3 : 10, The fat is a smaller number compared to the whole body weight.
7. e.g., A pulse tells how many heartbeats per minute, so it’s comparing number of heartbeats to 1 minute.
8. e.g., grams per dollar; average number of children per family; number of doctors per 1000 people in the population
9. a) 50%
b) 60%
c) 25%
d) e.g., 90%
e) e.g., 8%
10. a) 95%
b) 95 : 5
11. a) It does not make sense; e.g., that would mean I would be exercising 8 hours a day and I do not do that.
b) It makes sense since; e.g., 50% means half, and since heads and tails are equally likely, you have half a chance for heads.
c) It makes sense; e.g., 1% is 1 out of 100 and there are 100 pennies in a loonie.
d) It does not have to make sense; e.g., It could have been 5% off a really expensive sweater and 10% off an inexpensive one.
**Describing and Representing Ratios, Rates, and Percents**
**Learning Goal**
- representing comparisons based on multiplying as either ratios, rates and percents
**Open Question**
Ratios, rates, and percents all describe comparisons.
For example:
- **Ratio** – A recipe uses 3 parts flour for every 1 part sugar,
- **Rate** – A painter uses one can of paint to cover 2 walls in 5 hours.
- **Percent** – 52% is .52% of 100.
- Search the Internet and find three or four examples for each type of comparison (ratio, rate, and percent) that are related to one of these topics:
- environmental issues
- sports
- the arts
- Each time, indicate what two things are being compared. Write down the url.
---
**Think Sheet**
**Describing and Representing Ratios, Rates, and Percents (Cont.)**
**Think Sheet**
These expressions describe comparisons using a ratio, a rate and a percent:
- Three girls for every four boys is a **ratio** that compares the proportion of girls to boys.
We can write that ratio as $3 : 4$.
3 and 4 are called **terms** in the ratio: 3 is the first term and 4 is the second term.
For example, if a class has 12 girls and 16 boys, you could arrange them to show that there are 3 girls for every 4 boys:
| G | G | G | B | B | B | [3 girls for 4 boys] |
|---|---|---|---|---|---|---------------------|
| G | G | G | B | B | B | [3 girls for 4 boys] |
| G | G | G | B | B | B | [3 girls for 4 boys] |
| G | G | G | B | B | B | [3 girls for 4 boys] |
12 girls 16 boys
Notice that the ratio of girls to all the students is not $3 : 4$: it is $3 : 7$ since there are 7 students in total for every 3 girls. We could also say $\frac{3}{7}$ of the class is girls.
- 3 boxes for $4 is a **rate** that compares an amount of goods to a dollar amount.
For example, if 3 boxes of one brand of a product costs $4 and 3 boxes of another brand of that product costs $5, we could choose the best buy by comparing the price of 1 box of each brand or by comparing how much of each brand $1 buys.
A **rate** compares two things measured in different units. It tells the units where boxes are compared (sometimes called a speed: kilometres per hour or metres per second) or a map scale (1 centimetre on the map for every 12 kilometres of real distance.)
---
**Describing and Representing Ratios, Rates, and Percents (Cont.)**
- Saying that 20% of the game is over uses a **percent** to compare a part of the game to the whole game. A percent is a ratio where the second term is 100. We could also write 20% as the ratio $20 : 100$.
Since percents are ratios out of 100, a 100-grid is a good way to represent a percent. The model shows 20% (20 squares out of 100).
![100-grid with 20 squares shaded]
To compare the part of the game that is over to the part that remains, you could use the ratio $20 : 80$ and use the same picture.
1. Draw a picture to show each ratio.
a) 2 circles : 3 squares
b) 4 circles : 5 shapes
2. Which circle is more red? Explain why.
A: 2 parts red out of 6 equal parts
B: 2 parts red out of 7 equal parts
C: 3 parts red out of 8 equal parts
3. You can mix 1 cup of water with different numbers of cups of orange juice to get different tastes. Which of these ratios of water to orange juice will taste the most watery? Explain why.
\[ \frac{1}{3} : \frac{1}{4} : \frac{1}{2.5} : \frac{1}{3.5} \]
4. Yasir built a scale model of a bird. He decided to use a ratio of:
\[ \frac{3}{2} \]
model lengths : real lengths
a) Was the model bigger or smaller than the real bird? Explain.
b) If a claw on the bird was really 2 centimetres, how long was it on the model?
c) What does the ratio \( \frac{2}{3} \) tell in this situation?
5. The ratio of the length to the width of a rectangle is 12 : 4.
a) Is the rectangle almost square or not? Explain.
b) What is the ratio of the length to the perimeter?
c) Why might the length and width be either 12 centimetres and 4 centimetres or 12 metres and 4 metres, but not 12 metres and 4 centimetres?
6. One measure of fitness is based on comparing your body fat mass to your total mass. A low ratio suggests that you are more fit. Which ratio of body fat mass to total mass is better: 3 : 10 or 3.4 : 10? Explain.
7. Why does your pulse describe a rate?
8. The word per is often used to describe rates. For example, you might talk about kilometres per hour. It can also be shown as a / (e.g., km/hr). List at least three other rates you might describe using the word per.
9. What percent might you be representing on a 100-grid if you shade:
a) every other square?
b) columns 1, 2, 4, 5, 7, and 8?
c) every 4th square?
d) most, but not all, of the squares?
e) just a few squares here and there?
10. On a particular day, 5% of all of the people in a school building are adults. The rest are students.
a) What percent are not adults?
b) What is the ratio of students to adults?
11. Which of these statements make sense? Explain your reasoning for each one.
a) You exercise vigorously 30% of the day.
b) If you flip a coin, it will land on heads 50% of the time.
c) A penny is worth 1% of a loonie.
d) If you buy a sweater and save 5%, you must have saved less than your friend who bought a sweater at 10% off.
Equivalent Forms of Ratios, Rates, and Percents
Learning Goal
• representing comparisons based on multiplying in a variety of different ways
Open Question
Questions to Ask Before Using the Open Question
◊ Why would someone say that $\frac{2}{3}$ and $\frac{4}{6}$ are equivalent fractions? (e.g., They are equal.) What does that mean? (e.g., If you shaded parts of a whole to show each fraction, they would look the same.)
◊ What if you were thinking about $\frac{2}{3}$ of a group and $\frac{4}{6}$ of a group? (e.g., It might mean that 2 out of every 3 counters are a certain colour, but that is the same as saying 4 out of 6 are that colour — 2 out of the first 3 and 2 out of the second 3.)
◊ Why might you want to know about equivalent fractions? (e.g., If you want to know how many students are boys when you know that $\frac{2}{3}$ of a set of 18 students are boys, you would want to think of $\frac{2}{3}$ as $\frac{12}{18}$.)
◊ What are equivalent ratios? (e.g., Two ratios that give you the same information, such as 2 out of 3 and 4 out of 6.)
Using the Open Question
Students spin the spinner 9 times to fill in all the required digits. Allow them to either spin all nine times and then put in the digits wherever they want or spin, immediately place a digit, and repeat eight times. If they are uncomfortable using a 0 as a tens digit, allow them to spin again.
Make sure that they understand that in all three cases, the 10 could become the first or second term of an equivalent ratio or rate.
By viewing or listening to student responses, note if they:
• have a strategy to determine an equivalent ratio or rate;
• use number sense to decide if one term is easier to change to a 10 than another;
• realize that percents are ratios and that an equivalent ratio would not have the number 100 as the second term.
Note: You might introduce the word proportion to refer to a statement that indicates that two ratios are equivalent or equal.
Consolidating and Reflecting on the Open Question
◊ How did you figure out that 43 : 48 is equivalent to 10 : 11.16? (e.g., I divided 43 by 4.3 to get 10, so I also divided 48 by 4.3.) Why does the second ratio make sense? (e.g., Both times, the first number is somewhat less than the second one.)
◊ How else could you have written 43 : 48 as an equivalent ratio with a 10? (e.g., I could have divided by 4.8 and then the second term would have been 10.)
◊ When you wrote 36% as an equivalent ratio, what did you do? (e.g., I know that 36% means 36 : 100, so I divided both numbers by 10.) Why is it not a percent anymore? (e.g., It is out of 10 and not out of 100.)
◊ If you had a rate of 34 km/5 hours, which term would you change to 10? Why? (e.g., I would change the second one since I could just double both numbers and that is quite easy.)
Solutions
e.g.,
\[
\begin{align*}
43 : 48 & \quad 21 \text{ km/8h} & \quad 47\% \\
10 : 11.16 & \quad 26.25 \text{ km/10 h} & \quad 4.7 : 10 \\
71 : 43 & \quad 25 \text{ km/3 h} & \quad 28\% \\
10 : 6.06 & \quad 83.3 \text{ km/10 h} & \quad 2.8 : 10 \\
55 : 36 & \quad 29 \text{ km/4 h} & \quad 36\% \\
15.28 : 10 & \quad 10 \text{ km/1.38 h} & \quad 10 : 27.78
\end{align*}
\]
Questions to Ask Before Assigning the Think Sheet
◊ Why would someone say that $\frac{2}{3}$ and $\frac{4}{6}$ are equivalent fractions? (e.g., They are equal.) What does that mean? (e.g., If you shaded part of a whole to show each fraction, they would look the same.)
◊ Why might you want to know about equivalent fractions? (e.g., If you want to know how many students are boys when you know that $\frac{2}{3}$ of a set of 18 students are boys, you would want to think of $\frac{2}{3}$ as $\frac{12}{18}$.)
◊ What are equivalent ratios? (e.g., Two ratios that give you the same information, such as 2 out of 3 and 4 out of 6.)
Using the Think Sheet
Read through the introductory box with the students and make sure they understand the material explained in the instructional box.
Assign the tasks.
By viewing or listening to student responses, note if they:
• have a strategy to determine an equivalent ratio or rate;
• can use a model to show why ratios are equivalent;
• recognize familiar mathematical situations that involve ratios;
• can compare ratios or rates;
• can describe a rate as a unit rate;
• relate percents and fractions.
Consolidating and Reflecting: Questions to Ask After Using the Think Sheet
◊ What sort of picture did you draw to show that $4 : 5$ is equivalent to $8 : 10$? (e.g., I drew 4 squares and 5 circles and did it twice. Then there were 8 squares and 10 circles but there were still 4 squares for each 5 circles.)
◊ Why might it be useful to notice that 20 is twice 10 to figure out the answer to Question 4c? (e.g., I know that the first term has to be double the second, so that the missing term has to be half of 8, which is 4.)
◊ How did you compare the ratios in Question 6? (e.g., I know that a ratio of 7 : 3 of the number of boys to the number of girls means that $\frac{7}{10}$ of the students are boys. But a ratio of 3 : 2 means $\frac{3}{5}$ are boys and I know that $\frac{7}{10}$ is more than $\frac{3}{5}$.)
◊ Why are unit rates useful? (e.g., You can tell really quickly which rate is greater.)
◊ Why are percents useful equivalents to other ratios or to fractions? (e.g., To compare percents, you use what you know about whole numbers.)
Solutions
1. b, c
2. e.g.,
The picture shows that having 4 parts out of 5 dark is really the same as having 8 out of 10 dark, if you use smaller sections.
3. e.g., $1000 : 10 = 100 : 1$
$10\,000 : 100 = 100 : 1$
$10 : 0.1 = 100 : 1$
$1 : 0.01 = 100 : 1$
I tried it with some of the columns that were there and it worked each time.
I realize that in a place value chart, each column is worth 10 of the one to its right. That means if you go one more column left, it is worth $10 \times 10 = 100$ of the column you started with, no matter where it is on the chart.
4. a) 5
b) 12
c) 4
d) 1200
e) 2
f) 1.6
For part c, I know that $20 : 10$ is the same as $2 : 1$ and so I needed half of 8 which is 4.
For part e, I noticed that 10.5 is 3 times as much as 3.5, so I divided 6 by 3. That is 2.
5. e.g., $4 : 3$ and $4 : 2$
6. The first class; e.g., $7 : 3$ means 7 out of 10 students are boys.
$3 : 2$ means 3 out of every 5, which is 6 out of 10, not 7 out of 10.
7. $32 \text{ km/15 min}$ is the same as $128 \text{ km/h}$ and that is faster than $120 \text{ km/h}$.
8. e.g., 10 bars for $7.78$
9. a) dog: 100 beats/min
lion: 40 beats/min
elephant: 35 beats/min
chicken: 240 beats/min
b) chicken
10. a) e.g., $\frac{1}{3}$, I know that $3 \times 33 = 99$, which is almost 100, so $\frac{1}{3}$ is about 33%, which is close to 30%.
b) e.g., $\frac{1}{5}$, I know that $20\% = \frac{1}{5}$, so $20 \times 5 = 100$ and I think 15% is close.
c) e.g., $\frac{2}{3}$, I know that $\frac{1}{3} = 33\%$ and $\frac{2}{3} = 67\%$ and 70 is close to 67.
d) e.g., $\frac{1}{10}$, I know that $11\% = \frac{11}{100}$. That is close to $\frac{10}{100} = \frac{1}{10}$.
11. a) e.g., $\frac{-13}{1000}$
b) lower rate since $\frac{26}{2000}$ is higher than $\frac{25}{2000}$.
12. 80%
13. Grade 9 was 24%
Grade 10 was 20%
Grade 11 was 26%
Grade 12 was 30%
14. a) Number A
b) Number A is twice Number B
**Open Question**
**Equivalent Forms of Rates, Ratios, and Percents**
**Learning Goal**
- representing comparisons based on multiplying in a variety of different ways
**Open Question**
Any fraction can be written in equivalent forms.
For example: $\frac{2}{5} = \frac{4}{10}$, $\frac{9}{15} = \frac{3}{5}$, and $\frac{4}{100} = 0.04$.
Ratios, rates, and percents can also be written in equivalent forms.
- Spin the spinner 9 times to fill in the digits.
| Ratio | Rate | Percent |
|-------|------|---------|
| | | |
- Show that each can be written in an equivalent form that somewhere includes the number 10.
- Repeat twice more.
| Ratio | Rate | Percent |
|-------|------|---------|
| | | |
---
**Think Sheet**
**Equivalent Forms of Rates, Ratios, and Percents**
**Think Sheet**
There are many ways to describe the same ratio or rate. The **equivalent forms** can be other ratios or rates, or they can be fractions or percents.
**Ratio**
- For example, if the gym has 4 soccer balls for every 2 basketballs, the ratio of soccer balls to basketballs is $4 : 2$. That means for every 2 soccer balls, there must be 1 basketball.
$$4 : 2 = 2 : 1$$
But that same ratio could also be described as $8 : 4$, since for every 8 soccer balls, there would be 4 basketballs.
$$4 : 2 = 8 : 4$$
Notice that each time, the first term is double the second. Since that relationship is the same, the ratios are equivalent.
Just as with fractions, if we multiply the two terms by the same amount, we will have an equivalent ratio.
$$\times 2$$
$$\times 3$$
$$2 : 1 = 4 : 2 = 12 : 6$$
The equation that says that two ratios are equal is called a **proportion**.
---
**Equivalent Forms of Rates, Ratios, and Percents**
**Rate**
- The same is true for rates. A rate of $3 for 4 boxes is the same as a rate of $6 for 8 boxes, $9 for 12 boxes, $1.50 for 2 boxes or 75¢ for 1 box.
The equivalent rate for one item is called a **unit rate**.
**Percent**
- Percents can also be described in equivalent forms.
For example, 25% means 25 out of 100, or $\frac{25}{100}$, or any fraction equivalent to $\frac{1}{4}$; for example, 50 out of 200 or 100 out of 400.
When a ratio or percent is written in a form where the two parts have no common factor, the ratio is in **lowest terms**. For example, 50 : 100 is not in lowest terms but the equivalent ratio 1 : 2 is in lowest terms.
1. Which of these ratios are equivalent ratios?
a) 2 : 5 and 2 : 3
b) 2 : 5 and 4 : 10
c) 4 : 10 and 6 : 15
2. Draw a picture that explains why the ratio $4 : 5$ is equivalent to the ratio $8 : 10$. Tell how the picture shows this.
3. Some of the columns in a place value chart are shown:
| ... | 10,000 | 1,000 | 100 | 10 | 1 | 0.1 | 0.01 | 0.001 | ... |
|-----|--------|-------|-----|----|-----|-----|------|-------|-----|
Show that the ratios of any column heading to the column heading two columns to its right are equivalent.
4. a) $4 : 10 = 2 : \square$
b) $6 : 8 = 9 : \square$
c) $8 : \square = 20 : 10$
d) $52 : 13 = \square : 300$
e) $3.5 : 10.5 = \square : 6$
f) $5 : 8 = 1 : \square$
i) Explain your strategy for part c) and e).
5. One way to compare ratios is to use equivalent ratios. Suppose one dessert uses four cups of strawberries for every three cups of blueberries. Another uses two cups of strawberries for every one cup of blueberries. Which equivalent ratios might you use to decide which is more “strawberry”? Explain your reasoning.
6. The ratio of the number of boys to the number of girls in one class is $7 : 3$. The ratio of the number of boys to the number of girls in another class is $3 : 2$. Which class has a greater fraction of boys? How do you know?
7. One car drives 52 kilometres every 10 minutes. Another drives 120 kilometres per hour. Use equivalent ratios to decide which is going faster.
8. Five bars of soap cost $3.89. What is an equivalent description of that rate?
9. The heart rates of different animals are shown below.
| Dog | Lion | Elephant | Chicken |
|--------------|------------|------------|------------|
| 200 beats in 2 minutes | 40 beats in 1 minute | 144 beats in 4 minutes | 120 beats in 30 seconds |
a) Write each rate as a unit rate (number of beats in 1 minute).
b) Which animal’s heart beats fastest?
10. What fraction with a numerator of 1 or 2 would be good to estimate each percent? Explain your thinking.
a) 32%
b) 12%
c) 70%
d) 11%
11. Canada’s population is growing by 1.3% a year.
a) Write 1.3% as an equivalent fraction.
b) Is a growth of 2 people for every 2000 people a higher or lower rate of growth? Explain.
12. Jamila earned 12 marks out of 15 on her project. What would her percentage mark be?
13. Fifty students tried out for a music competition. Twelve were Grade 9 students; ten were Grade 10 students; thirteen were Grade 11 students; and 15 were Grade 12 students. What percent of the students who auditioned were at each grade level?
14. A certain number is 20% of Number A and is also 40% of Number B.
a) Which number is bigger – Number A or Number B?
b) What is the relationship between those numbers?
Solving Ratio and Rate Problems
Learning Goal
- using an equivalent form of a ratio or rate to solve a problem
Open Question
Questions to Ask Before Using the Open Question
◊ Suppose you know that the ratio of the number of boys to the number of girls in a class is 5 : 4 and that there are 27 students. How could you figure out how many are boys? (e.g., I would put out 5 blue counters and 4 red ones but that is only 9 students. Then I would do it again and again. There are now 27 students and I can see that $3 \times 5 = 15$ are boys.)
◊ Why does it make sense to say that $15 : 27$ is an equivalent ratio to $5 : 9$, but a more useful one for this problem? (e.g., For this problem there are 27 students in the class and not 9, but you still always have 5 boys for every 9 girls.)
◊ Suppose you had not used counters. What else could you have done? (e.g., Instead of using 5 : 4, I would have used the ratio 5 : 9 for boys to the whole class. That is because I knew how many were in the whole class. I would have multiplied 5 and 9 by 3 to get an equivalent ratio where the second term was 27.)
◊ If, instead of telling you that there were 27 students, I had to tell you that there were 12 girls and asked how many boys, what would you have done? (e.g., I would have used the ratio 5 : 4 and known it has to be $\square : 12$ and so I would have still multiplied by 3.)
Using the Open Question
Students should clearly understand that some of the things that are written on the page could be incorrect and should be verified.
By viewing or listening to student responses, note if they:
- recognize that to solve a ratio or rate problem, you use an equivalent ratio;
- are able to determine an appropriate equivalent ratio for a given one;
- are able to set up a mathematical model to match a given contextual rate or ratio situation;
- recognize the implicit information provided by a given ratio (e.g., If you know that the ratio of the number of adults to the number of children is 5 : 3, then the ratio of the number of adults to the number of all people is 5 : 8.);
- think multiplicatively rather than additively when working with ratios, (e.g., The ratio or rate $a : b$ is not equivalent to $(a + c) : (b + c)$);
- appropriately justify their reasoning when solving ratio and rate problems.
Consolidating and Reflecting on the Open Question
◊ Could the number of children in the group for part b have been 200? (No, e.g., The children come in groups of 3, and 200 is not a multiple of 3.)
◊ Why does it make sense that, if you go 30 kilometres in 13 minutes, you should go a little more than 30 kilometres in 15 minutes? (e.g., If you keep driving, more time is more distance, but it is not a lot more time, so it should not be much more distance.)
◊ What is one way to figure out how much more distance? (e.g., You could figure out that you go $30 \div 13$ kilometres each minute and just add 2 of those to the 13 minute distance.)
◊ Why did I not have to tell you the exact lengths and widths for the rectangle for you to decide about part d? (e.g., I could just choose different examples with the correct ratio and see that they all work the same way.)
Solutions
1. e.g.,
I agree with:
b) If the ratio of the number of adults to the number of children is 5 : 3, then the ratio of the number of adults to the number of people is 5 : 8. That means that for every 5 adults, there are 8 people. Since there have to be whole numbers of adults and whole numbers of people and since 5 has no factors except for 1, there would have to be groups of 5 adults within groups of 8 people.
I disagree with:
a) If you drive 30 kilometres in 13 minutes, then you are driving 2.31 km/min. But if you drive 32 kilometres in 15 minutes, then you are driving 2.133 km/min. They are close, but not the same.
c) If you can buy $1 U.S. with $1.08 Canadian, you can figure how much you can buy with $1 Canadian, by dividing 1 by 1.08. When I divided, I got almost 93¢, not 92¢.
d) If the length and width of two rectangles are in a 5 : 2 ratio, then one pair of lengths and widths is 5l and 5w and the other pair is 2l and 2w. The perimeter of the first rectangle is 10l + 10w and the perimeter of the second rectangle is 4l + 4w. But 10l + 10w = 5(2l + 2w) and 4l + 4w = 2(2l + 2w). The ratio is 5(2l + 2w) to 2(2l + 2w) = 5 : 2.
The diagonals have length $\sqrt{25l^2 + 25w^2} = 5\sqrt{l^2 + w^2}$ and $\sqrt{4l^2 + 4w^2} = 2\sqrt{l^2 + w^2}$, and so the ratio is $5\sqrt{l^2 + w^2}$ to $2\sqrt{l^2 + w^2} = 5 : 2$.
The areas, though, do not have the ratio 5 : 2. That is because the first area is $25lw$ and the other area is $4lw$. So the ratio is $25lw$ to $4lw = 25 : 4$, not 5 : 2.
Another True Statement
If the ratio of the heights of two cylinders is 2 : 1 and they have the same size base, then the volumes are in the same ratio.
$V = \pi r^2 (2h)$ and $V = \pi r^2 h$, so the ratios are $2\pi r^2 h$ to $\pi r^2 h = 2 : 1$.
Another False Statement
If the ratio of the radii of two cylinders with the same height is 2 : 1, then the ratio of the volumes is also 2 : 1.
$V = \pi (2r)^2 h$ and $V = \pi r^2 h$, so the ratios are $\pi (2r)^2 h$ to $\pi r^2 h = 4 : 1$.
Questions to Ask Before Assigning the Think Sheet
◊ Suppose you know that the ratio of the number of boys to the number of girls in a class is 5 : 4 and that there are 27 students. How could you figure out how many are boys? (e.g., I would put out 5 blue counters and 4 red ones but that is only 9 students. Then I would do it again and again. There are now 27 students and I can see that $3 \times 5 = 15$ are boys.)
◊ Why does it make sense to say that 15 : 27 is an equivalent ratio to 5 : 9, but more useful for this problem? (e.g., For this problem there are 27 students in the class and not 9, but you still always have 5 boys for every 9 girls.)
◊ Suppose you had not used counters. What else could you have done?
(e.g., Instead of using 5 : 4, I would have used the ratio 5 : 9 for boys to the whole class. That is because I knew how many were in the whole class. I would have multiplied 5 and 4 by 3 to get an equivalent ratio where the second term was 27.)
◊ If instead of telling you that there were 27 students, I had to told you that there were 12 girls and asked how many boys, what would you have done? (e.g., I would have used the ratio 5 : 4 and known it has to be $\square : 12$ and so I would have still multiplied by 3.)
Using the Think Sheet
Read through the introductory box with the students and make sure they understand the material explained in the instructional box.
Assign the tasks.
By viewing or listening to student responses, note if they:
• recognize that to solve a ratio or rate problem, you use an equivalent ratio;
• are able to determine an appropriate equivalent ratio for a given one;
• are able to set up a mathematical model to match a given contextual rate or ratio situation;
• think multiplicatively rather than additively when working with ratios, e.g., that the ratio or rate $a : b$ is not equivalent to $(a + c) : (b + c)$;
• appropriately justify their reasoning when solving ratio and rate problems,
e.g., show different strategies to compare two rates.
Consolidating and Reflecting: Questions to Ask After Using the Think Sheet
◊ Why does it help to think of 450 as 4 and $\frac{1}{2}$ times as much as 100 to answer Question 1b? (e.g., You can just multiply the 10 by 4 and add 5.)
◊ What other strategy could you have used to solve Question 2? (e.g., I could have realized that 60 = 24 + 24 + half of 24 and then just added 32 + 32 + 16.)
◊ What equivalent ratios were you using (or proportion did you set up) to solve Question 4? ($2 : 5 = ? : 13$)
◊ Why was finding out the price for two cans of soup useful for Question 6?
(e.g., You could do easy divisions to figure out the price for two cans and then it would be easy to see which brand’s cans cost more.)
◊ How did you solve Question 11? (e.g., I knew that if the hexagon had side length 1, then its perimeter would be 6, so that was where I started. But if the square had side length 1, the perimeter would be 4 and the ratio would be 6 : 4. So I made the square side length $\frac{1}{2}$ and then the perimeter was 2 and I got the right ratio.)
Solutions
1. a) 30 L
b) 45 L
c) 7.5 L
2. 80 beats per minute
3. a) 0.333 km/min
b) 3 minutes/km
4. 5.2 cans; e.g., I figured out that 13 is $2\frac{3}{5}$ times as much as 5. I called that 2.6 and then multiplied 2 by 2.6.
5. a) 454 g
b) 1362 g
c) 1702.5 g
6. e.g.,
1st way: Find the cost of 12 cans of each to decide which costs less; multiply the A amount by 2 and the B amount by 3.
2nd way: Find the cost of 2 cans of each; divide the A amount by 3 and the B amount by 2.
3rd way: Find the cost of 1 can of each; divide the A amount by 6 and the B amount by 4.
7. a) 0.43 s
b) 44.4 s
8. a) 339 240 babies
b) 174 560 boys
9. 5 minutes. That is because 60 km/h means 1 km/minute. In 35 minutes, he went 35 km. But if you are going 70 km/h, since 35 is half of 70, it is half an hour or 30 minutes.
10. e.g., 30 000 cm or 300 m
11. Square sides are half as long as hexagon sides
12. e.g.,
a) I drew a 1-centimetre line and a 3-centimetre line and “wiggled” the 3 centimetre line to be the diagonal of a rectangle.
b) Almost 3 : 1, but not quite.
c) Yes. I enlarged the length and width of the rectangle I had by doubling, tripling, etc., and the same thing happened.
Solving Ratio and Rate Problems
Learning Goal
- using an equivalent form of a ratio or rate to solve a problem
Open Question
Keeno’s brother told her these things were true:
a) If you drive 20 kilometres in 13 minutes, then you would drive 32 kilometres in 15 minutes if you kept the same speed.
b) If there are adults and children in a large group and the ratio of the number of adults to the number of children is 5 : 3, then the total number of people has to be a multiple of 8.
c) If you buy $1 Canadian with $1.08 U.S., then you can buy $1 U.S. with 92¢ Canadian.
d) If the lengths and widths of two different rectangles are in a 5 : 2 ratio, the ratio of their diagonals, perimeters, and areas are also in a 5 : 2 ratio.
• With which do you agree? Explain why.
• With which do you disagree? Explain why.
• Make up a similar statement that is true. Prove that it is true.
• Make up a similar statement that sounds true, but really is not true. Prove that it is not true.
Think Sheet
Solving Ratio and Rate Problems (Continued)
Think Sheet
Sometimes a situation is described using a ratio or rate, but we need an equivalent form to be able to solve a problem. For example:
**Ratio problem**
The Canadian flag’s length-to-width dimensions are 2 : 1. We want to know how wide to make a flag that is 51 centimetres long. You want a ratio equivalent to 2 : 1 where the first term is 51.
We are trying to figure out \( \frac{?}{2} = 1 = 51 \).
- One way to solve the problem is to figure out what we multiplied 2 by to get 51. Then we multiply 1 by the same amount! Since \( 51 \div 2 = 25.5 \), we multiplied 2 by 25.5 to get 51. Then the width must be \( 1 \times 25.5 \) centimetres = 25.5 cm.
- Another way to solve the problem is to notice that the width is always half the length, so just take half of 51. This is also 25.5 centimetres.
**Rate problem**
We know that a family drove 130 kilometres in 1.6 hours. We want to know how far they would travel in 2 hours. We want an equivalent rate where the second value is 2 times the initial of 1.6 hours.
\( \frac{?}{1.6} = 2 \)
- We could figure out what to multiply 1.6 by to get 2 and then multiply 130 by the same amount!
\( 2 \div 1.6 = 1.25 \)
\( 1.25 \times 130 = 162.5 \text{ km} \)
- We could also divide 130 by 1.6 (which is 81.25) to figure out the number of kilometres they would drive in one hour, the unit rate.
In two hours, they would go twice as far.
\( 2 \times 81.25 = 162.50 \text{ km} \)
Solving Ratio and Rate Problems (Continued)
- We can build a **ratio table**. A ratio table is a table where equivalent ratios or rates fill the columns. To get from one column to another, we **multiply or divide** both terms by the same amount. We can also **add or subtract** the pairs of terms in two columns to create another equivalent ratio. For example, if both ratios are equivalent to 3 : 4, they both describe groups of 3 items matching groups of 4 items; if you combine them, there are still groups of 3 items matching groups of 4 items.
For the problem about the family driving, we start with a ratio with terms 130 and 1.6. We manipulate the values, following the rules above, to try to get a 2 in the bottom row since you want the distance for two hours. There is always more than one way to build a ratio table. One example is:
| Distance | 130 | 16.25 | 162.5 |
|----------|-----|-------|-------|
| Time | 1.6 | 0.2 | 2 |
1. A car uses 10 L of gasoline to go 100 kilometres. How much fuel will it use to go these distances?
a) 300 km
b) 450 km
c) 75 km
2. Tara’s heart beats 32 times in 24 seconds. What is her heart rate in beats per minute? (Remember: 60 seconds = 1 minute)
3. A competitive runner goes 10 km in about 50 min.
a) What is the unit rate in kilometres per minute?
b) What is the unit rate in minutes per kilometre?
4. Some paint is made by mixing 2 cans of white paint for every 5 cans of red paint. To make the same tint, how many cans of white paint would you need if you used 13 cans of red paint? Explain how you solved the problem.
5. A certain recipe uses 908 g of meat for 8 servings. Figure out the amount of meat you would need for 4, 12, and 15 servings:
a) 4 servings
b) 12 servings
c) 15 servings
6. 6 cans of Brand A soup cost $7.74.
4 cans of Brand B soup cost $5.44.
Describe three different ways to decide which brand is the better buy.
7. A computer can download a file that is 11.6 MB in one second.
a) How long would it take to download a 5 MB file at that same speed?
b) The same computer uploaded an 11.6 MB file in 103 seconds. How long would it take to upload a 5 MB file?
8. Canada’s annual birth rate was reported as 10.28 births per 1000 people.
a) If the population of Canada is about 33 million, about how many children are born in a year?
b) If the ratio of male births to female births is 1.06 : 1, about how many of those new babies were boys?
9. A very cautious driver drives a certain distance in 30 minutes driving at a speed of 60 km/h. How much time would he save if he drove that distance at the legal limit of 70 km/h? Explain your thinking.
10. The scale ratio on a map is reported as 1 : 10 000. If two places are 3 cm apart on the map, how far apart are the real places? Describe your answer using two different metric units.
11. The ratio of the perimeter of a certain regular hexagon (six sides equal) to the perimeter of a certain square is 6 : 2. What do you know about the relationship between the side lengths of the two shapes?
12. a) Draw a rectangle with a width to diagonal ratio of 1 : 3. Tell how you did it.
b) Estimate the length to width ratio.
Solving Percent Problems
Learning Goal
- using an equivalent form of a percent to solve a problem
Open Question
Questions to Ask Before Using the Open Question
◊ Suppose you know that 25% of the students in school take the bus. Would knowing how many students are in the school be enough information to figure out how many take the bus? (Yes, e.g., You divide by 4.) Why would you divide by 4? (25% is one fourth.)
◊ Suppose 32% took the bus. Then what would you do? (e.g., I would divide by 32 to figure out 1% and then multiply by 100.)
◊ In another school, I know that exactly 50 students take the bus. I also know that this is 25% of all the students. How do I figure out how many students are in the school? (e.g., I would multiply by 4.) Why? (e.g., If 50 is only one fourth, you need four groups to make the whole.)
◊ What if it were 48 students and they were only 40% of the school? (e.g., I would realize that 10% would be 12 students and would multiply by 10 to get 100%).
Using the Open Question
Students should clearly understand that some of the things that are written on the page could be incorrect and should be verified.
By viewing or listening to student responses, note if they:
• recognize that to solve a percent, they use an equivalent ratio;
• are able to determine an appropriate equivalent ratio for a given percent;
• are able to set up a mathematical model of some sort to match a given contextual rate or ratio situation;
• think multiplicatively rather than additively when working with ratios, e.g., that the ratio or rate $a : b$ is not equivalent to $(a + c) : (b + c)$;
• appropriately justify their reasoning when solving percent problems.
Consolidating and Reflecting on the Open Question
◊ Why might it be faster to realize that 35% off means that you take 65% of the original price to figure out the sale cost? (e.g., It is one less step. If you figure out how much you save, you still have to subtract that amount from the original price to get the sale price; if you use 65%, you just do one multiplication [and no subtraction].)
◊ Why do you think it did not turn out that 10% off and then another 15% off is the same as 25% off the original price? (e.g., When you take the 15% off the sale price, you are taking the 15% of a different amount, not the original price.)
◊ How are the first two problems alike? (e.g., Both times you are taking one of the percents of a different number than you are taking for the other percent.)
◊ Why did you disagree with d? (e.g., I tried it with a number and it did not work.) How could you have predicted it might not work? (e.g., You are taking 80% of one amount but 120% of a smaller one, so each percent of the big number is worth more than each percent of the small one.)
Solutions
1. e.g.,
I agree with:
c) The full price, which is 100%, is made up of the discount price (which is 35%) and the sale price. That means what is left for the sale price is 65%.
I disagree with:
a) I tried it with a $100 price. If you take 10% off, it costs $90. Then I took 15% of $90 off, which is $13.50, so the final price was $76.50. It you had taken 25% off, it would have been $75, not $76.50.
b) I tried it with a $1 price. If you take 10% off, it costs 90¢. If you pay 13% tax on $0.90, then it costs $1.02 altogether, not $1.03.
d) I know that 80 is 80% of 100. Then I had to figure out what percent of 80 the number 100 is. Since $\frac{100}{80} = \frac{5}{4}$, it is $\frac{5}{4}$ of 80 and that is the same as 125%, not 120%.
Another true statement
If you want to calculate the price of an item after 13% tax, you can just multiply by 1.13. This is true since $1.13 \times \text{a number} = 1 \times \text{the number} + 0.13 \times \text{the number}$. That is the original price plus the tax.
Another false statement that seems true
If you take 10% off a price and then put the 10% back on, it is as if you did not do anything. This is false. For example, if the price is $100, 10% off makes it cost $90. Then if you add 10% of 90 back on, you are up to $99, not $100.
Questions to Ask Before Assigning the Think Sheet
◊ Suppose you know that 25% of the students in your school take the bus. Would knowing how many students are in the school be enough information to figure out how many take the bus? (Yes, e.g., You divide by 4.) Why would you divide by 4? (25% is one fourth.)
◊ Suppose 32% took the bus. Then what would you do? (e.g., I would divide by 32 to figure out 1% and then multiply by 100.)
◊ In another school, you know that exactly 50 students take the bus. You also know that this is 25% of all the students. How do you figure out how many students are in the school? (e.g., I would multiply by 4.) Why? (If 50 is only one fourth, then you need four groups to make the whole.)
◊ What if it were 48 students and they were only 40% of the school? (e.g., I would realize that 10% would be 12 students and would multiply by 10 to get 100%).
Using the Think Sheet
Read through the introductory box with the students and make sure they understand the material explained in the instructional box.
Assign the tasks.
By viewing or listening to student responses, note if they:
• recognize that to solve a percent, they use an equivalent ratio;
• are able to estimate percents;
• are able to determine an appropriate equivalent ratio for a given percent;
• are able to relate an equation to a percent situation;
• recognize alternative strategies for solving percent problems;
• think multiplicatively rather than additively when working with ratios, e.g., that if A is a certain percent of B, you divide and not add or subtract to determine the percent B is of A;
• appropriately justify their reasoning when solving percent problems.
Consolidating and Reflecting: Questions to Ask After Using the Think Sheet
◊ Why does it help to think of 74% as about $\frac{3}{4}$ to solve Question 1b? (e.g., You can just take $\frac{3}{4}$ of 80 in your head and multiply by 3.)
◊ What was different about your questions for 2c than 2a and 2b? (e.g., In the first parts, you knew the whole and wanted a part of it. In the last one, since you are dividing and getting a bigger answer, you know the part and not the whole.)
◊ What strategy did you use to solve Question 6? (e.g., I knew that 34.97 was 70%, so I divided by 7 to get 10% and then multiplied by 10 to get 100%.)
◊ Why was your answer to Question 10b 103.2%? (e.g., You have 100% which is the original population and another 3.2%.)
◊ Why can you solve part B by multiplying 0.24 x 40? (e.g., because 24% = $\frac{24}{100}$ which is 0.24 and 0.24 of something is 0.24 times it.)
Solutions
1. b and c;
b makes sense since 74% is about $\frac{3}{4}$ and $\frac{3}{4}$ of 80 is 60.
c makes sense since 110% of 93 is all of it and another 10%, which is close to 9. So that is 102.
2. a) 35% of 48
b) 75% of 88
c) 45 is 20% of a number. What is it?
3. e.g., $7. I would figure that $45.29 is close to $40. Then 10% is $4 and another 5% is another half of $4. So a tip of $6 would make sense for $40. But the meal cost was an extra $5.
So I would add another $1.
4. a) I know that 10% is $8.90, almost $9. Then another 3% is about $\frac{1}{3}$ of that, so it is another $3. That means I would estimate $12.
b) $11.57
c) $100.57
5. e.g., because 1.13 = 1 + 0.13. The 1 refers to the original price and 0.13 is the extra tax.
6. original price: $49.96
I realized that $34.97 was 70% of something, so I knew 1% was $34.97 ÷ 70 and the whole original price was 100 times as much.
7. a) about 91%
b) 30% of $550 is $165.
8. about 127%, e.g., I used actual values to figure this out. I chose a square with a side length of 10 and another with a side length of 11.25. Then the areas were 100 and 126.56 (almost 127), so the ratio was $\frac{127}{100}$, which is 127%.
This makes sense since the area of the large square should be more than 100% of the area of the small one, but not a whole lot more. So 127% works. Also I know that with whole numbers, areas of squares grow faster than side lengths, so it makes sense that 127 is more than 112.5.
9. about $35 900
10. a) 4981 people
b) 103.2%
c) about 96.9%
11. e.g., For A: I divide 40 by 0.24 and for B I multiply 40 by 0.24. So I am using the same numbers but doing different things with them.
Solving Percent Problems
Learning Goal
- using an equivalent form of a percent to solve a problem
Open Question
Keeno’s brother told her that these things were true:
a) If you buy something on sale at 10% off and then you get another 15% off, you could have taken 25% off the original price.
b) If you buy something on sale at 10% off and then you pay 13% tax, you could have just added 3% to the original price.
c) If the discount at a store is 35%, you can calculate the sale price by using 65% of the original price.
d) If a smaller number is 80% of a larger one, then the larger one is 120% of the smaller one.
• With which do you agree? Explain why.
• With which do you disagree? Explain why.
• Make up a similar statement that is true. Prove that it is true.
• Make up a similar statement that sounds true, but really is not. Prove that it is not true.
Think Sheet
Solving Percent Problems
(Continued)
Think Sheet
Percents are ratios where the second term is 100. Sometimes, to solve a problem, we need an equivalent ratio with a different second term.
When We Know the Whole
For example: Suppose a school has 720 students. At least 60% are required to participate in a fund-raiser before a sponsoring company will help with a scholarship. We want to know exactly how many students are needed. So instead of the ratio 60 : 100 (60%), we want an equivalent ratio in the form □ : 720.
Solve the problem, using a fraction, decimal or ratio table.
Using a fraction or a percent
\[ 60\% = \frac{3}{5} \]
So 60% of 720 = \( \frac{3}{5} \) of 720 = \( \frac{3}{5} \times 720 \)
\[ \frac{3}{5} \times 720 = \frac{3 \times 720}{5} = \frac{2160}{5} = 432 \]
We can use what we know about simple percents of a number (benchmarks) to calculate a more complicated percent.
For example, since 10% is \( \frac{1}{10} \), then 10% of 720 = 72.
60% would be 6 times as much,
\[ 6 \times 72 = 432. \]
Using a decimal
\[ 60\% = \frac{60}{100} = 0.60 \]
\[ 0.60 \times 720 = 432 \]
Using a Proportion
Sometimes we solve by writing an equivalent ratio directly.
If 60 : 100 = □ : 720, we divide 720 by 100 to see what we multiplied 100 by to get 720. Then we multiply 60 by that same amount.
\[ 720 \div 100 = 7.2 \]
\[ 60 \times 7.2 = 432 \]
Solving Percent Problems
(Continued)
Using a ratio table
We can build a ratio table. A ratio table is a table where equivalent ratios or rates fill the columns. To get from one column to another, we can multiply or divide both terms in the ratio by the same number. We copy and then compact the pairs of terms in two columns to create another equivalent ratio. For example, if both ratios are equivalent to 3 : 4, they both describe groups of 3 items matching groups of 4 items; if we combine them, there are still groups of 3 items matching groups of 4 items.
We start with the ratio 60 : 100, which is 60%, and build equivalent ratios.
Step 1 It is easier to get to 720 from 20 than is from 100.
\[ \begin{array}{ccc}
60 & 12 & \\
100 & 20 & 720 \\
\end{array} \]
\[ + 5 \]
Step 2 Since 720 × 700 ÷ 20, it would be helpful to get 700 in the bottom row. It is not difficult from 100.
\[ \begin{array}{ccc}
60 & 12 & 420 \\
100 & 20 & 700 & 720 \\
\end{array} \]
\[ + 7 \]
Step 3 There is now 700 and 20 in the same row that could be combined to get 720.
\[ \begin{array}{cccc}
60 & 12 & 420 & 432 \\
100 & 20 & 700 & 720 \\
\end{array} \]
Note: We could also have multiplied column 2 by 36 (since 36 × 20 = 720) instead of getting the third column that is there, then 12 × 36 = 432 and we would have had the same result.
Solving Percent Problems
(Continued)
• These same strategies can be used even if the percent is more than 100% or a decimal percent! For example, if we wanted 132% of 420, we could multiply by the fraction $\frac{132}{100}$ or decimal 1.32. We could also start a ratio table with a column reading 132 and 100 or we could figure out how $\frac{132}{100} = \frac{\square}{420}$.
When We Know a Part
The same strategies we have been using can be adapted to solve problems in which we know part but not the whole.
• For example, suppose we know that 15% of the students in a school volunteer at a local soup kitchen. We know that the number of student volunteers is 39 students. We want to know how many students are in the school. Suppose $x$ is the total number of students in the school.
Using a decimal
We know that $0.15 \times x = 39$, so we divide 39 by 0.15 to figure out the missing value $x$.
$$\frac{39}{0.15} = 260.$$
Using a proportion
We can write the proportion $\frac{15}{100} = \frac{39}{\square}$. Figure out what we multiplied 15 by to get 39 by dividing 39 by 15. Multiply 100 by the same amount.
$$39 \div 15 = 2.6,$$
$$2.6 \times 100 = 260.$$
Using benchmarks
If we know that 15% is 39, then we know that 5% is $\frac{1}{3}$ of 39, which is 13. That means 10% is 26 (2 × 13%) and 100% is 260 (10 × 10%).
Using a ratio table
We create equivalent ratios with a first term of 39:
| + 5 | × 13 |
|-----|------|
| 15 | 3 |
| 100 | 20 |
| 260 | 390 |
4. The Harmonized Sales Tax (HST) is 13%. Suppose an item costs $89 and you have to pay HST.
a) How might you estimate the HST on the item before calculating it?
b) What is the HST on that item?
c) How much is the total cost including the tax?
5. Anka calculated the price for an item including HST by multiplying by 1.13. Why does that make sense?
6. Jayda bought a sweater on sale. The discount was 30%. Before the tax was added, the sale price of the sweater was $34.97. Figure out the original price and describe the strategy you used.
7. Ethan had $550 in the bank. He took out $50 to spend on a present.
a) What percent of his money is still in the bank?
b) How much could he have taken out if he wanted to make sure that 70% was still in the bank?
Solving Percent Problems
(Continued)
1. Which of these make sense? Why?
a) 30% of 58 is about 12.
b) 74% of 82 is about 60.
c) 110% of 93 is about 100.
2. Each of these calculations is a step in the solution of a different percent question. Using a percent, what might the question have been?
a) 0.38 × 48
b) $\frac{3}{4} \times 88$
c) 45 ÷ 0.2
3. People often recommend giving a 15% tip for good service. If a meal costs $45.29, what tip would you leave if you wanted to leave about 18%? Explain how to estimate without using a calculator.
8. The side length of one square is 12.2% of the side length of another. What percent of the area of the small square is the area of the larger one? Explain why your answer seems reasonable.
9. A new employee in a company earns only 62% the salary of a more experienced employee. If the experienced employee earns $57,000, what would be the salary of the new employee?
10. A town of 4827 people is expected to grow by 3.2% next year.
a) What is the expected population for the next year?
b) What percent of the old population is the new one?
c) What percent of that new population is the old one?
11. What is the same and what is different about how you solve these two problems?
A: I spent $40 and it was 24% of what I had. How much did I have?
B: I spent 24% of the $40 I had. What did I spend? | <urn:uuid:69f75719-4184-4c08-b3af-c1ace1db955f> | CC-MAIN-2018-51 | http://www.edugains.ca/resourcesMath/CE/LessonsSupports/GapClosing/NumberSense_Int-Senior/4-PropReasoning_FG_IS.pdf | 2018-12-16T14:06:09Z | crawl-data/CC-MAIN-2018-51/segments/1544376827727.65/warc/CC-MAIN-20181216121406-20181216143406-00070.warc.gz | 367,863,348 | 18,737 | eng_Latn | eng_Latn | 0.922324 | eng_Latn | 0.996882 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"frp_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
78,
1129,
3326,
4927,
6670,
6824,
9158,
9933,
12510,
14424,
17304,
18947,
22093,
24222,
27039,
27420,
29969,
31629,
34165,
36833,
40018,
42032,
45107,
46365,
49963,
52074,
54845,
56167,
58747,
60452,
64053,
67673
] | [
4.3125,
4.40625
] | 2 | 0 |
Early Childhood Interagency Coordinating Council
Report from
Quality Child Care Worthy Wage Task Force
May 21, 2004
# Table of Contents
**Quality Child Care/Worthy Wage Task Force**
**Early Childhood Interagency Coordinating Council**
| Section Title | Page |
|-------------------------------------------------------------------------------|------|
| I. Introduction: Toward a Quality Early Childhood Care and Education System | 4 |
| A. Vision for Early Care and Educations | 5 |
| B. Assessment of the Current Early Childhood Care and Education System | 7 |
| II. Priorities Established By the Quality Child Care Worthy Wage Task Force | 9 |
| A. Governance Recommendations | 9 |
| B. Public/Private Partnerships and Economic Impact of Early Care and Education Recommendations | 13 |
| C. Quality Child Care/Worthy Wage | 17 |
| 1. Entry Level Credential Recommendations | 18 |
| 2. Salary Model and Supplemental Wage Compensation Recommendations | 21 |
| Resources | 29 |
| Quality Child Care Worthy Wage Task Force Membership | 32 |
| Appendix A: Detailed Charts on Current System | 33 |
| Appendix B: State Examples of Governance in Early Childhood Education | 56 |
| Appendix C: State Examples of Public/Private Partnerships | 62 |
| Appendix | Title | Page |
|----------|----------------------------------------------------------------------|------|
| D | State Examples of Credentialing Systems | 65 |
| E | State Examples of Wage Supplementation Programs | 70 |
| F | Kentucky’s Core Competencies | 72 |
| G | New Mexico’s Core Competencies | 75 |
| H | North Carolina and Draft Nebraska Salary Models | 81 |
I. Introduction: Toward a Quality Early Childhood Education System
Introduction
In September 2002, the Early Childhood Interagency Coordinating Council (ECICC) chartered a task force of its members to develop recommendations to the Governor and Legislature on ways the state can improve the quality of care and education for all young children and specifically to examine what wage initiatives might assist in that improvement.
Work of Task Force
The Quality Child Care/Worthy Wage Task Force met to examine Nebraska’s current early care and education system, determine what elements would be essential for a quality early care and education system to exist in Nebraska, and examine what initiatives have been developed around the country to improve early care and education.
Three focus areas were selected to highlight: governance, public/private partnerships, and worthy wage. The recommendations from the task force will focus on those three areas.
Toward a Quality Early Childhood Education System
In the ideal, policy makers, legislators, and state agencies would find it easy to support investments in early care and education for Nebraska’s young children. Most policy makers understand the first five years of a child’s life help create the foundation for the productive, smart and healthy adult of the future. Policy makers understand that foundation will lead to smart, healthy, and productive adults who help build a great economic future for the state.
Changing social, economic and demographic factors have resulted in increased demands for quality early care and education services. More parents are in the workforce and fewer families have a full-time caregiver available to help nurture and support children. The early care and education system must provide quality services to ensure that children are safe, healthy, developing strong motor, cognitive, and social/emotional skills for use in life.
Societal Factors that Demand the Need for Quality Early Childhood Services
The National Economic Impacts Study (1) discussed the changes in parental participation in the workforce. Their findings were:
- Less than 15 percent of American families currently fit the traditional model of husband as wage-earner and wife as homemaker.
Approximately 15 percent of the almost one-third of children who are cared for by only one parent live with their father.
Nationally, father-headed families are the fastest growing of all family types.
In 2000, 65 percent of women with children under age six; 72 percent of women with children aged three to five; 61 percent with children under age three; and 59 percent of women with children under age one were in the workforce, with most working full-time.
Whether by choice or by need, women play a crucial role in financially supporting their families. Approximately 55 percent of working women are responsible for half or more of the household’s income with almost 20 percent the sole family provider.
Nebraska ranks second in both the nation and the region in women’s labor force participation. Among Nebraska women with children under age 6, 70 percent are in the workforce. (2)
For many families, in order to maintain the standard of living they had as children, both parents must work. Families having two wage earners have become an economic reality and the need for quality early care and education has become imperative. Since both parents work care should be taken about the social infrastructure needed to support young children during the hours that parents work.
Young children need dependable care, consistent care, and care that can help create a sense of trust and confidence for the young child to navigate through the world. Children need care that helps prepare them by encouraging talk, play, imagination, building, and learning to read and problem solve.
A. The Vision
The Quality Child Care/Worthy Wage Task Force created a vision for what a well planned and intentional early childhood system of care and education might include. The chart that follows represents their vision for an early care and education system in Nebraska. The vision described contains elements that the task force believes are essential to maintaining a quality early childhood care and education system.
Vision
Investments in Early Care and Education in Nebraska
(All system components are interrelated in order for quality to exist.)
Support for Families
Families are provided:
- Financial assistance to pay for child care and education when income limits their ability to pay
- information that helps inform them on the availability of child care and education and the quality of care available
- information on supporting young children’s developmental needs
- opportunities to have children with disabilities in natural and inclusive care services that can identify developmental delays early
- supports when families need respite from intensive care needs of children
- an active role in decisions regarding the child’s care and education
Governance
Policies and decisions made by governing bodies reflect:
- young children need supportive, nurturing and educational environments in order to develop to their full potential
- investments in young children today assures a strong workforce and economy for tomorrow
- some families need governmental supports in order to pay for the cost of early care and education for their children due to a variety of circumstances
- the quality of early care and education can be improved by supporting increased education within the field.
Health/Safety and Quality Standards
Child care and education licensing standards and regulations address:
- basic health/safety needs of young children
- children’s cognitive, social/emotional and physical development
- help inform parents/consumers of levels of quality in early care and education
Best Practice
Early care and education providers stay current on applied research that reflects best practice in the field. All components of the system reflect best practice.
Monitoring/Data Systems
Monitoring systems help inform the public of the quality of early care and education, the early learning results delivered by programs, and seek to insure appropriate use of funds which are invested in the system.
- Monitor early care and education systems regularly to ensure they meet standards
- Track and report the education of the provider and the quality of program
- Early childhood learning outcomes are monitored and reported regularly
Provider Support
Programs have low turnover, quality teachers, and sufficient resources to operate high quality programs
- Takes into account the broad range of settings caring for and educating young children
- Programs have dependable funding streams to plan quality programs
- Information on regulations, standards, best practice regularly provided
- Easy access to technical assistance, mentoring, and advise
Worthy Wage/Compensation
Early childhood teachers and caregivers receive compensation that provides:
- increases according to the education of the teacher/caregiver
- benefits similar to other professions
- paid time for professional development
Public/Private Partnerships
Business, faith groups, foundations and the greater community recognize that quality early care and education programs makes for a strong economy and community.
- Businesses provide benefits for families that can help them acquire quality early care and education for their children
- Faith groups who provide early care and education do so as a community service and to support quality care and education for young children
- Foundations recognize the value of a dollar invested in quality programs for young children today saves the community $7.00 tomorrow
Professional Development
- Nebraska higher education institutions develop degree programs based upon competencies and that can easily move early childhood teachers to the next highest degree
- Ongoing professional development programs are available statewide to advance current knowledge and best practice in early care and education
- Entry level training is available to support those entering the field.
Professional Credential
- Early care and education directors and teachers have a recognized professional credential based upon their education
- Entry Credential is established for those in the field
B. Assessment of Current Early Care and Education System
Nebraska has developed key elements of early childhood care and education infrastructure in order to rapidly respond to the change in family and society. The following page displays the assessment done by the Quality Child Care/Worthy Wage Task Force on the current system of care and education in Nebraska. The regular font items in each of the elements reflect what is currently in place in Nebraska and the italicized items reflect what is missing from Nebraska’s system of early care and education. Appendix A contains the detailed charts on each of the elements as well as information on what other states have done to respond to these essential elements of an early care and education system. The Quality Child Care Worthy Wage Task Force wants policy makers to understand the importance of maintaining all elements of the system in order for quality to truly exist. The task force also recognizes that it is impossible to address all system deficiencies at this time. The task force chose to focus on three priority areas, they are: governance, public/private partnerships, and quality child care/worthy wage.
## Support for Families
Available information and services for families:
- information on selecting quality child care
- license system can supply names of providers and results of inspections and complaints
- information on parenting, child development, child care subsidy for low income families, child care licensing respite services
- toll-free phone line with information
- early intervention and early childhood special education services
**Families need:**
- licensing information system that can be accessed on web and supply information on quality
- resource and referral system to provide information on quality of care provided
- an easy way to identify quality of care and education and training of providers
- child care subsidy rates that support access to quality programs
## Health/Safety And Quality Standards
- HHSS licensing regulations for child care centers, family child care homes
- HHSS regulations for license exempt when care is subsidized by HHSS
- HHSS regulations for childhood immunizations
- NDE regulations for early childhood programs
- National accreditation programs review some centers, homes in Nebraska
- child care grants to improve quality
**Licensing regulations need to:**
- include more levels reflecting quality of care to better inform the public
- address cognitive, social/emotional and physical development of young children
- address the interaction between the teacher and child
- Early learning guidelines for early childhood need to be developed and approved (in process)
## Monitoring/Data Systems
- HHSS licensing visits—graduated sanctions
- HHSS Child care subsidy recovery unit
- NDE Early childhood program visits/reports & evaluations
- Early Head Start—year end Report
- Midwest Child Care Consortium Research
- Environmental Rating Scales
- Improving Learning for Children with Disabilities Process
**Improve upon a system to monitor quality**
## Provider Support
Providers receive or participate in:
- Regional Training Coalitions
- Some support groups
- Informational packets to licensed providers
- Accreditation support
- Regular newsletters to licensed providers
- Toll free information line for provider support
- ECTC media center resources and best practice information
- Pre-service orientation to child care licensing
**Providers are missing:**
- Technical assistance mechanism when they are struggling with licensing compliance
- Model centers/mentoring that can demonstrate best practice
## Worthy Wage/Compensation
- Wage supports are needed to improve the pay to early childhood caregivers/teachers in child care centers
- Benefit packages are needed to provide child care providers with basic benefits and to retain them in the field and to promote quality
- Ongoing grants are needed to support quality programs
## Public/Private Partnerships
Businesses currently offer:
- Dependent child care deductions
- Employer sponsored child care
- Flex-time
- Job sharing opportunities
- Offering employees opportunities to work staggered hour shifts
- Foundations have provided small grants for early childhood
- Refundable tax credits for low-income families
- USDA low interest loans
- Community Development Block Grants through DED
- Business tax credits passed—but not implemented
- Low interest loans from banks for child care businesses
- Businesses sponsor T.E.A.C.H. Early Childhood scholarships
## Governance
Key policy-makers for early care and education:
- Governor
- Legislature
- State Board of Education
- HHSS Policy Cabinet
- NDE Office of Early Childhood
- HHSS Child Care and Child Care Licensing
- Head Start State Collaboration Office
- Other state, county and local governing bodies
**Policymakers need strong constituency support for proposed policy changes**
## Current System
Investments in Early Care and Education in Nebraska
(All system components are interrelated in order for a quality system to exist. Regular font items are in place, italicized items are missing)
## Professional Development/Higher Education
Overall professional development system
- Professional development framework
- CDA Scholarships
**Higher education**
- Various degrees in early childhood education
- Scholarship support for college education
**Professional Development**
- Conferences and training offered through Early Childhood Training Center and others
- Regional Training Coalitions
**Professional Credentialing**
- Various teaching certificates/endorsements
- Professional licensing for specific early childhood special education disciplines
**Professional Development System needs are:**
- Career pathways need to be better defined
- Core competencies for early childhood education and early childhood special education are needed
- Higher education needs to articulate more courses between 2-year and 4-year institutions for people can pursue higher level of education
- Professional credentialing system needed for those with Associate degree or less
II. Priorities Established By the Task Force:
The Quality Child Care Worthy Wage Task Force believes Nebraska must on three priorities in order to advance quality care and education in Nebraska. The task force urges Nebraska to develop a future early care and education system to achieve the following vision:
A. Governance: Governing bodies can confidently support quality early care and education initiatives, knowing that there is sufficient public will behind the effort.
B. Public/Private Partnerships: The business community throughout the state vocalizes both awareness of and support for quality early care and education. The larger community endorses quality early care and education today in order to have a strong workforce tomorrow. Business and community leaders also recognize that quality early care and education programs are an important economic development issue for building strong and healthy communities.
C. Quality Child Care/Worthy Wage: The state provides, minimally, a wage model that helps establish norms in wages for early childhood care and education providers. Optimally, the state should create a strategic plan that will develop, with state dollars, a wage supplementation plan that would ensure early care and education teachers receive wages based upon their education, experience, and longevity.
A. Governance
In the Voices for America’s Children report, *Early Learning Left Out* (3), a comparison of public investments in the education and development of children was made by three age groupings. The three groupings were---the early years (roughly 0-5), the school-aged years (roughly 6-18), and the college-aged years (roughly 19-23). The report examined the state, federal, and school district spending of 12 states across the country. The findings were:
- While 85% of a child’s core brain structure is formed by age three, less than 4% of public investments on education and development have occurred by that time.
- On a per child basis, public investments in education and development are more than seven times greater during the school-aged years ($5,410 per child) than during the early learning years ($740 per child).
- On a per child basis, public investments in education and development are nearly five times greater during the college-aged years ($3,664 per youth/young adult) than during the early learning years.
This means that for every dollar society invests in the education and development of the school-aged child, society invests only 13.7 cents in that child during the earliest learning years—a major investment gap.
State investments in education and development in the earliest learning years constitute a very small percentage of overall public expenditures, in many states less than 1%.
**The Role of Governance**
Governance is the leadership and policy development necessary to establish systems, monitor systems, advocate on behalf of quality, affordability, and accessibility.
**Nebraska’s Governance System and its Response**
Nebraska has a variety of governance bodies that have assumed leadership for improving quality early care and education systems. The Office of the Governor, the Legislature, the State Board of Education, the Nebraska Department of Education, the Health and Human Services System, and the Head Start State Collaboration Office have initiated efforts to improve the quality of early care and education. Additionally, the community leadership of the Greater Omaha Chamber of Commerce in partnership with the state agencies has influenced efforts to improve the quality of early care and education.
Some examples of recent successes initiated by policymakers in Nebraska have been:
- **Legislature:** Expanded funding for early childhood program grants through the Nebraska Department of Education
- **Governor/NDE/HHS:** Establishment of the T.E.A.C.H. Early Childhood® NEBRASKA scholarship program for early childhood providers to attend college.
- **Governor/NDE/HHS:** Establishment of the early childhood mental health initiative
- **State Board of Education:** Established goals and policy on early childhood in the *Creating Equitable Opportunities for an Essential Education for all Students* publication.
- **HHSS** maintained child care subsidy to low-income families without need for a waiting list. (Many states have huge waiting lists that prevent families from accessing child care subsidies.)
- **NDE/HHS:** Development of the Early Learning Guidelines for ages three-five.
Greater Omaha Chamber of Commerce: Development of quality child care programs in conjunction with Omaha businesses, encouragement of accreditation within the Metro Omaha area, and push for business tax credits in the legislature.
Some policy makers in Nebraska have expressed frustration at their efforts to improve the quality of early care and education in Nebraska. Some of their frustrations have been regarding the absence of united agreement and support from the early childhood field for those efforts that will improve the quality of services provided.
Some early childhood providers have voiced opposition to policy changes. The early childhood field remains a diverse field with very different passions about the work that they do. Some early childhood providers are small businesses operated out of their home, are fiercely independent, preferring limited government regulation of their work. Some providers have served children for many years without formal education, and have years of training and independent reading and study on child development and care. Finally, there are those in the field who have achieved Associate Degrees, Bachelors Degrees, and even Master’s Degrees. All of these providers care deeply about the work that they do and believe strongly on how best to build the future of the field.
Despite the occasional voiced opposition of providers some early care and education policy improvements have moved forward, including those listed previously. Each of these efforts has developed out of the commitment of a few policy makers to address some parts of the system. Many of them have passed and have made their impact on the system. There is still additional work that needs to be done to improve the quality of early care and education. Creating a comprehensive strategic plan addressing quality care and education will help advance that work. However, in order for comprehensive strategic planning and system development to occur, policy makers need to know that there is wide support for the changes proposed and that the early care and education field will need to be part of the strategic planning effort.
Sharon Kagan reported in *Supporting Quality Early Childhood Care and Education: Addressing Compensation and Infrastructure* (4) that ideally the system of governance would:
- Coordinate all the individual elements of the infrastructure;
- Establish accountability mechanisms that assure the quality of care in every community, including appropriate assessment of child outcomes and staff competence;
- Engage in long-range planning across all early care and education programs.
In another article by Kagan, *Back to Basics: Essential Components of an American Early Care and Education System* (5), she states:
“Lacking clear direction, often policy initiatives focus on one element of the system one year, and another element the next year. There is limited long-term planning; replicating the episodic nature that has so long characterized early care and education program
development. Having a clear definition and clear direction will reduce the helter-skelter approach to policy.”
**Task Force Belief Statement on Governance**
The Quality Child Care/Worthy Wage Task Force believes it is essential that Nebraska maintain effective and collaborative leadership for early care and education. The first recommendation is meant to ensure that “coordination of the infrastructure” and “accountability mechanisms” that Kagan talks about is in place. The Quality Child Care/Worthy Wage Task Force also believes it is important that the “long-range planning” across all early care and education programs is essential. The Task Force felt that the Together for Kids and Families strategic planning mechanism would be an important effort toward that “long range planning”. Additionally, the State Board of Education Policy Study on Early Childhood offers potentially useful information to utilize in planning for quality early childhood care and education services.
The Quality Child Care/Worthy Wage Task Force examined the various state initiatives for leadership within early care and education. Appendix B includes a discussion of what other states have done to establish that comprehensive vision for early care and education. The task force believes that they were many things to be learned from other states efforts. Three of the key ideas were:
1. There are a variety of ways to bring both the state and local communities together to improve quality care and education. Some of the more effective efforts have included a local/community engagement piece with responsibility for planning and fund distribution at the local level.
2. All efforts have a clear vision and strategic plan driving their efforts.
3. Private sector partners need to be fully engaged in order to have broad support.
**Recommendations related to Governance:**
1. Continued support from the Governor for a strong and effective leadership team with collaborative working relationships between the Nebraska Department of Education and Health and Human Services System related to the strategic planning and administration of early childhood services and support systems in Nebraska.
2. Recognition by the Governor of the Together for Kids and Families strategic planning effort as a comprehensive strategic planning effort for early childhood services and support systems in Nebraska. This initiative is funded by the U.S. Department of Health and Human Services and is collaboration between NDE and HHS. The Together for Kids and Families strategic planning effort should be embraced as an important vehicle through which Nebraska will establish one “vision” for all young children.
3. Recognition by the Governor of the 2004-2005 Nebraska Early Childhood Policy Study as an important initiative for developing recommendations to inform future policy decisions by the State Board of Education and its policy partners. The study’s leadership team and process will assure coordination of state level efforts through cross-representation of the early childhood field and schools, including the Early Childhood Interagency Coordinating Council, the Together for Kids and Families advisory team, HHS and NDE.
B. Public/Private Partnerships and Economic Impact of Early Care and Education
The early care and education field contributes to the economy both as a major employment sector within the state and as the workforce that enables many parents to work in high income positions. Both government and business benefit from the important role the early care and education field play in the economy. Public and private partnerships will be needed to help improve the quality of early care and education and to ensure that fields contributions build a healthy economy both today and tomorrow.
Economic Impact of Early Care and Education
The *National Economic Impact Study* (1) published in 2002 found substantial contributions of the child care sector to the economy. The key findings were:
“Quality child care contributes to labor productivity in three primary ways, as follows:
- Increased labor force participation—both in terms of number of jobs and quantity of hours worked—by providing mothers and fathers the opportunity to engage in work outside the home. Child care enables parents to pay a portion of their income to providers in exchange for the opportunity to keep the remainder of their pay check.
- Higher income, by permitting parents to maintain job skills and continuous employment experience. Child care enables parents, particularly mothers, to keep their jobs longer, and reduce potentially wage and skill-reducing absences.
- Lower absenteeism and turn-over rates by providing parents with the peace of mind that their children are receiving responsible care….Child care contributes to a stable and consistent workforce.”
The Mid-America Regional Council, in March 2003, published an Economic Development Strategy for Kansas using the Cornell Methodology *Recognizing the Economic Importance of Child Care* (6). Kansas reports:
- Child care in Kansas is over a $500 million dollar industry.
- The child care industry in Kansas is made up of over 8,645 small businesses.
- Regulated child care establishments employ over 14,000 workers—about as many as the state’s hotel industry and important agricultural industries like feed grains, food grains and meat-packing plants.
- Regulated child care establishments serve over 100,000 Kansas children.
- Working families who rely on child care earn almost $1.98 billion a year.
The report states, “The ripple effects of quality child care aren’t just short term; they move through generations. While the industry provides vital support for our current workforce, high-quality child care programs also help build the future workforce by giving children the early education guidance they need to prepare for school and become successful employees and citizens.”
The *National Economic Impacts of the Child Care Sector Study* (1) study indicates early care and education is a contributing economic force in communities and across the nation. Their findings:
- In 2001, Americans spent approximately $38 billion a year on licensed child care programs, excluding care provided at unlicensed and informal facilities…the sector creates enough income to support approximately 2.8 million direct, indirect, and induced jobs, on which about one-third are in the child care industry itself. In addition, the sector generates almost $9 billion in tax revenues.
- The licensed child care industry directly employs more Americans than public secondary schools, and is directly responsible for twice as many jobs as the farming sector.
- Child care provides an essential infrastructure which enable mothers and fathers to be employed outside the home, and earn necessary income. By making it possible for parents to work, the formal child care sector enable Americans to earn more than $100 billion annually.
- The additional wages supported by the child care sector, in turn, have substantial impact on the national economy, engendering almost $580 billion in total labor income, approximately $69 billion in tax revenues, and supporting more than 15 million jobs.
For every dollar spent on the formal child care sector alone generates $15.25 in additional earnings by parents.
Substantial evidence demonstrates that the economic benefits of child care far exceed its costs. For example, quality child care has been shown to contribute to reductions in special education costs; lower school drop-out rates; decreased levels of criminal activity; and increased earning power, including reduced risks of poverty.
Accessible, affordable child care is essential to economic prosperity. By the year 2010 the U.S. is expected to add another 1.2 million children aged four and under, a 6 percent increase. Unless the formal child care sector likewise adds sufficient, affordable capacity, parents will not be able to fully participate in the U.S. economy.
The child care industry is unique in the variety of forms that make it up. Approximately, 70 percent of child care providers are small businesses classified as for-profit, however, few of them generate revenue that other small businesses realize. Another portion of the industry is large for-profit corporations. In addition, there are nonprofit centers, and publicly supported programs such as the federal Head Start programs and state funded early childhood programs supported partially with state and federal dollars.
| Estimated Number of Licensed Child Care Provider Nationally | Number of facilities |
|------------------------------------------------------------|----------------------|
| Family Day Care Providers/Homes | 306,246 |
| Child Care Centers | 113,298 |
| Public Sector Agencies | 55,000 |
| Churches | 23,000 |
| Hospitals | 900 |
| U.S. Military Bases (Worldwide) | 639 |
| Colleges and Universities | 1,400 |
| Community Service Organizations | 2,000 |
| Total | 500,143 |
Source: National Economic Impacts of the Child Care Sector, Fall 2002
The variety of organizational forms in the early childhood care and education sector has complicated people’s search for solutions to help ensure that quality early care and education for young children is routinely offered.
The *National Economic Impacts Study* also indicates that families pay approximately 60 percent of the total annual estimated expenditures on child care nationwide, with the public sector (federal, state, and local) paying about 39 percent, and private sector businesses and nonprofits contributing just 1 percent. In contrast, families pay approximately 23 percent of the costs of public college education, and the private sector makes substantially greater investments in higher education than in early care.
Fees for child care have been increasing at an average rate of 7 percent a year, a higher-than inflation price increase. The child care inflation rate in part reflects the growing demand for higher quality care as represented by rising wages and higher facility costs.
The public sector share for child care translates into approximately $15 billion annually. The majority of federal funds that subsidize children come from three programs: the Child Care Development Fund, Temporary Aid to Needy Families, and Head Start. In addition, states pay for a variety of child care programs, including pre-school initiatives.
**Engaging Others in Supporting Quality Early Care and Education**
Several states have developed some strong partnerships between the public and private sector to improve the quality of early care and education. Appendix C has examples of public/private partnerships that are making a difference.
Nebraska will need to develop intentional and thoughtful strategies in order to grow a high quality early care and education system to prepare the workforce for the future. Successful strategies will need to engage both the public and private sector. Other states have demonstrated that there are economic incentives for the state, for businesses and corporations, and for working parents to increase investments in stable and high-quality early care and education programs. Nebraska’s current investments fall short of ensuring that all children and families have access to high quality early care and education. There are opportunities for further investments by both the public and private sector to advance quality early care and education in Nebraska.
**Task Force Belief Statement on Public/Private Partnerships and Economic Impact of Early Care and Education**
The Quality Child Care/Worthy Wage Task Force believes it is important to advance Nebraska’s efforts to have strong public/private partnerships addressing early childhood care and education. There has been significant past involvement from leaders in the private sector in the Governor’s Business Council on Child Care Financing. The Greater Omaha Chamber of Commerce continues to play an active role in addressing quality child care in the Metropolitan Omaha area. Columbus leaders have also actively examined the quality of early care and education in that community. Further work must be done to make the case for the economic impacts of the child care industry and the need for private/corporate involvement in quality early care and education. All Nebraskans need to appreciate the value the early care and education sector provides to ensure the future economic strength of Nebraska.
Recommendations related to Public/Private Partnerships and Economic Impact of Early Care and Education
1) Establish a task force to conduct a Child Care Economic Impact Study using the Cornell Methodology. (5)
a) The task force should include representatives from the Department of Labor, Department of Economic Development, Department of Education, the Health and Human Services System, and the State Chamber of Commerce.
b) The study should include an examination of public/private partnerships that currently exist in Nebraska and provide best practice information on those successful partnerships.
2) Appoint representatives from the Department of Labor and the Department of Economic Development to the Early Childhood Interagency Coordinating Council.
3) Enact the tax credits for businesses related to child care (Nebraska Revised Statutes 77-27,222) earlier than 2007.
4) Provide a progress report on actions taken in response to the Governor’s Business Council on Child Care Financing report. (6)
5) Develop private sector funding to support incentives for early childhood programs that have achieved accreditation.
6) Recruit representatives for the Governor’s Business Council on Child Care Financing and other knowledgeable business leaders to educate other business leaders on the importance and value of investments in quality early childhood care and education.
C. Quality Child Care/Worthy Wage
Improving the Quality of Early Care and Education through Career Development
Nebraska has active working elements of a career development system. The two-year and four-year colleges have developed degrees in early childhood education. Strong collaborations between the two-year colleges have led to the development of a set of ten core courses that anyone obtaining an Associates of Arts degree in early childhood will complete. The Nebraska Framework for Early Childhood Professional Development published in 1998 identified a progression of education for people in early childhood to consider as they develop their early childhood career (often times called a career ladder or career lattice). Intensive training programs recently offered in Nebraska have been
approved for college credit to help those in the field work toward their early childhood education degree. The T.E.A.C.H. Early Childhood® NEBRASKA program has provided scholarships for people working full-time in early childhood to take college courses that would move them toward an early childhood degree.
Nebraska has established teacher certification requirements for teachers providing early care and education within a public school setting (Rule 11). However, Nebraska has no entry level credential for those working in the early childhood education field that operates outside the jurisdiction of a public school. The only educational requirements, cited by child care licensing standards are for child care center directors where centers have more than 22 children. When centers have more than 22 children the center directors are required to have a high school diploma. Centers with less than 22 children do not require the director to have a high school diploma. Child care center teachers and family child care home providers have age requirements, but no educational requirements for entry into the field. Nebraska does have ongoing training requirements for all teachers and directors in a child care program. All are required to complete 12 clock hours of training each year. The training can be self-study (watching videotapes or reading books) or attending training programs.
1. Development of an Entry Credential with Core Competencies
Other States have become very active in requiring that people working in early care and education have specialized training in order to work in a licensed early childhood program.
| Role | Number of states |
|-------------------------------------------|------------------|
| | Specialized Pre-Service Training Required |
| Child Care Teacher | 20 |
| Child Care Director | 38 |
| Small Family Child Care Home Provider | 11 |
| Large Family Child Care Home Director | 12 |
Source: Adapted from *Staff Qualifications in Early Childhood Education 2003*, National Association for the Education of Young Children, June 2003
- Rhode Island requires teachers in child care centers to have a higher education degree.
- Two states, Indiana and Pennsylvania, require directors of child care centers to have a higher education degree.
- No states require family child care providers to have a higher education degree.
- All 50 states require a Kindergarten teacher to have a minimum of a bachelor’s degree. (9)
Findings from the Midwest Child Care Research Consortium (10) show that providers who have 8 or more Child Care Assets are far more likely to provide good quality child care than those with fewer Assets, across four Midwestern States. (Nebraska was one of the four states that participated in the study.)
The Midwest Child Care Research Consortium encourages states to:
- Increase Assets within the child care labor force to improve quality.
- Require all providers who receive federal child care subsidies to acquire 4 or more assets, including First Aid and CPR Certification.
- Move Quality statewide from the minimal to good range. Provide supports to providers can obtain 8 or more assets. As a state it will be necessary to invest in many types of assets to reach this goal.
Some of the Assets that relate to establishing an entry level credential include:
- Completing an one year degree or more
- Completing a Child Development Associate certificate
- Completing 24 hours of child care-related training or more
- Completing CPR and First Aid within the past 2 years
- Completing a form of intense training (a multi-meeting program of training guided by curriculum, e.g. High/Scope, HeadsUp! Reading, Creative Curriculum training.)
- Attending a child care or early education regional, state, or national conference.
**State requirements for teacher pre-service training or education in private early childhood education centers.**
The chart below details the pre-service educational or training requirements that have been put in place in other states in the country.
| No requirements | Alaska, Arizona, Arkansas, Colorado, Connecticut, Idaho, Indiana, Iowa, Kentucky, Louisiana, Maine, Michigan, Mississippi, Missouri, Nebraska, New Mexico, New York, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, South Carolina, South Dakota, Tennessee, Utah, Virginia, West Virginia, Wyoming |
|-----------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| 10 clock hours or less of training | Georgia (10 hours in 1st year), Montana (8 hours in 1st year), Nevada (3 hours within 1st year), Texas (8 hours) |
| 11-20 hours of training | Alabama (12 hours), Washington (20 hours) |
| More than 20 hours | Delaware (60 hours plus 1 year experience), Florida (40 hours), Maryland (90 hours plus 1 year experience), Wisconsin (2 non-credit ECE courses plus 80 days experience) |
|-------------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| Child Development Associate (CDA)/Certified Child Care Professional | District of Columbia, Hawaii (plus 1 year experience), Florida (40 hours), Maryland (90 hours plus 1 year experience), Wisconsin (2 non-credit ECE courses plus 80 days experience) |
| College coursework in Early Childhood or equivalent | California (6 semesters), Massachusetts (2 year vocational child care course), Vermont (12 credits plus 3 years experience) |
| Associate’s degree (AA) in early childhood or equivalent | New Hampshire (2 year vocational child care course) |
| Bachelor’s (BA) degree | Rhode Island (must meet standards for state Early Childhood Certificate) with 24 Early childhood education credits and 6 credits in student teaching. |
Source: States’ Efforts in Improving the Qualifications of Early Care and Education Teachers, National Institute for Early Education Research (11)
Several states have developed a voluntary career lattice that describes the education, experience, and/or skills necessary to increase one’s teaching qualifications. California’s Child Development Permit Matrix, Colorado’s Early Childhood Professional Credential Career Lattice, Montana’s Early Care and Education Career Path, and Kentucky’s three new early childhood credentials, and Oregon’s Professional Development Registry are discussed in Appendix D as possible voluntary systems for early childhood credentialing. Appendix F and G detail the core competencies required for entry credentials in Kentucky and New Mexico respectively.
**Task Force Belief Statement on Early Childhood Credentialing**
The Quality Child Care/Worthy Wage Task Force examined the variety of credentialing systems offered in the early childhood field. The task force believes that having a variety of recognized credentials in the early childhood system would help provide incentives for those people working in the field to pursue further professional development and education. The Midwest Child Care Research Consortium provides specific ASSETS that need to be considered as Nebraska moves forward with development of an entry level credential. The task force believes it is most important that more specific entry level knowledge requirements be developed and proposes establishment of an entry level credential as essential to assure minimum educational standards for those working in the early childhood field in Nebraska.
Recommendation for Credentialing to improve Quality of Early Childhood Care and Education
Develop an entry level credential with identified core competencies for early childhood teachers as a requirement to work in a licensed program. The entry level credential should be obtained within one year of beginning work in a child care program. The entry level credential should allow providers to complete a designated training/education program or an option for testing out of the program based upon a caregiver/teacher’s current knowledge and expertise.
Developing a Salary Model or Supplemental Wage Compensation System
Need to Improve Quality and Compensation in Early Childhood
Steven Barnett in his article *Low Wages=Low Quality* (12) indicates research has demonstrated:
- Poor pay and scant benefits prevent preschool programs from hiring and keeping highly effective teachers.
- Inadequate teacher compensation lowers preschool program quality and leads to poorer cognitive, social, and emotional outcomes for children.
- Preschool teachers are poorly paid compared to all workers and especially so compared to professionals with similar qualifications.
- Public policies to improve teacher compensation together with higher standards and accountability can improve preschool program quality and child outcomes.
- State policies to encourage improvements in preschool teacher quality and reduce turnover are too poorly funded to produce large, widespread gains.
Barnett further indicates that in 2002 the median American preschool teacher’s salary was $21,332. The median salary for teacher assistants was $16,299. High turnover within the profession also harms educational quality. Annual turnover rates of 25-50% are common among preschool teachers.
Making the Connection between Quality, Education and Compensation
- Quality in child care centers around the country is often mediocre. For example, of more than 400 centers studied in four states, only 8% of infant classrooms and 24% of preschool classrooms were of good or excellent quality. Ten percent of preschool programs and 40% of infant programs were rated as having poor quality. (12)
Research suggests that the education of staff is positively related to the quality of care. However, two recent studies found that only a small percentage of teachers in child care programs have a bachelor’s degree or higher. (13)
Child care center staff turnover is high, ranging from 25-50% a year. This means that centers are constantly orienting and training staff. (14)
Child care center staff compensation, including wages and benefits is exceptionally low, with child care staff among the lower paid of all classes of workers in the US. (13)
Some of the key findings from the 2002 Midwest Child Care Research Consortium Report, *Child Care Characteristics and Quality in Nebraska* (15) were:
- About 37% of Nebraska’s child care was found to be “good” quality. 49% was of “minimal” quality and 14% was “poor” quality.
- In Nebraska, the child care literacy environments are substandard.
- Care in family child care for Nebraska’s children who receive subsidies is lower quality than care observed in family child care at large.
- *Early Head Start child care partners* had higher observed quality care than other providers on average, and, in Nebraska the relationship held up for infant/toddler center-based partners.
- The relationship between child care quality and high levels of education, found in many other studies, also exists within most groups of providers for Nebraska. The relationship is strong for family child care and less strong for center-based care.
- In Nebraska, there was a strong relationship between having a CDA certificate and quality in all forms of care.
**Full Cost of Quality**
Many families rely on early childhood programs in order to remain in the workforce. Families and society need to recognize the importance of providing quality early childhood services in order for families and society to benefit. Early childhood services have primarily been an arrangement between the parent and the service provider. Many families have limited financial resources which profoundly affects their ability to afford the quality program needed for their child.
Early childhood providers recognize that families have limited resources and are reluctant to raise their prices understanding the impact it will have on the families’ income. Programs leave their rates low, which leads to inadequate compensation for staff, since personnel are the largest percentage of program budget. Low wages and poor working benefits make it difficult to attract and retain qualified staff. Staff who remain in the field have little incentive to seek additional training and professional development.
The *Full Cost of Quality* (16) report indicates:
“Reaching the full cost of quality in early childhood programs will require breaking the vicious cycle of a lack of public understanding, inadequate public standards governing early childhood services, the lack of resources, inadequate compensation, high rates of turnover, and unacceptable quality for children….Most important, the perception that parents alone are expected to bear the costs for providing early childhood programs must change. High quality early childhood programs benefit all sectors of society, now and in the future. It is time that the costs of their provision be borne more equitable by all segments of society.”
The 1998 Kansas City Summit on Child Care Financing (17) prepared a data appendix utilizing the model in the *Reaching the Full Cost of Quality Report*. Kansas City examined what the full cost of quality would be if staff in early care and education programs were adequately paid for their work. The model assumed that average wages for a teacher with a bachelor’s degree from a four-year college would be $26,881 and salary for an assistant teacher of $18,533. The average costs for each child enrolled in the program would be $7,305 or $140 per week. The range depending on the age of the child and appropriate child/teacher ratios averaged from $203 per week to $126 per week. (Keep in mind these fees were based upon 1998 data. It is likely that the full cost of quality would be even higher today.)
In order to establish a high quality early care and education system Nebraska needs to address the four parameters established by the National Association for the Education of Young Children (16). The four parameters that must be addressed are:
a. Foster **good relationships between children and adults** by limiting group size and the number of children per adult, promoting continuity for children, and enhancing staff-parent relationships;
b. Ensure that educational personnel have **qualifications** reflecting the **specialized preparation and knowledge** needed to work effectively with young children and their families;
c. Provide **adequate compensation** (salaries and benefits) to attract and retain qualified staff; and
d. Establish an environment that enhances children’s ability to learn in a safe and stimulating setting and provides good working conditions for adults.
The Midwest Child Care Research Consortium (18) findings indicate:
*In Nebraska and the Midwest, early childhood professionals receiving higher compensation, including wages and benefits, provided higher observed quality of care. Teachers receiving higher levels of compensation were more likely to provide positive developmental experiences for young children, such as activities promoting language and literacy, large and small motor (muscle) development, music, movement, and artistic expression, learning activities, and good social relationships. Such teachers were also more likely to be warm and nurturing and provide a safe and healthy environment for young children.*
**Current wages and turnover in Nebraska and education of providers**
Nebraska wages for early care and education teachers vary across the state and across the types of programs that they work within. According to the Nebraska Department of Labor (19), people whose position in early care and education is described as child care worker are the lowest paid of all early care and education teachers. Information in the tables that follow describe the entry wages for child care teachers, preschool teachers, early childhood program directors, and kindergarten teachers across the state (19).
| Classification of Worker | Average Hourly | Average Annual | Entry wage | Experienced Wage |
|------------------------------------------------|----------------|----------------|---------------------|------------------------|
| Child Care Worker | $7.65 | $15,905 | $6.21 per hour | $8.36 per hour |
| Preschool Teacher | $9.41 | $19,575 | $6.62 per hour | $10.81 per hour |
| Educational Administration/Preschool Program | $16.87 | $35,092 | $8.81 per hour | $43,472 per year |
| Kindergarten teachers | N/A | $38,863 | $27,853 per year | $44,368 per year |
| Special Education Teachers | N/A | $38,481 | $26,496 per year | $44,474 per year |
The *Low Wages=Low Quality Article* (12) indicates that Head Start Teacher salaries in 2001-2002 were significantly higher than salaries received by others working in early care and education. The federal support of this program and emphasis on having early childhood education and or credentials have increased these salaries over time. Head Start Teachers with a CDA average $19,004, teachers with an Associate’s degree receive $21,049 and those with a bachelor’s degree receive $25,884.
Omaha Metropolitan Area Early Care and Education Wages
The Greater Omaha Chamber of Commerce (20) conducts the EQUIP survey of early care and education programs every two years regarding wages, tenure, and education of teachers within the Metropolitan Omaha area. Below are their 2003 findings on wages, hours, tenure, education, and turnover rates:
### Salary/Hours/Tenure
| | Lead Teachers | Teachers | Assistant Teachers | Center Directors | Home Directors |
|----------------------|---------------|----------|--------------------|------------------|---------------|
| **Wages** | $9.96/hour | $8.15/hour | $7.43/hour | $31,988/year | $24,871/year |
| **Hour/Week** | 34 | 31 | 24 | 40+ | N/A |
| **Tenure (years)** | 4.1 | 2.85 | 1.5 | 6.2 | 10.28 |
### Turnover Rates
| | Lead Teachers | Teachers | Assistant Teachers |
|----------------------|---------------|----------|--------------------|
| **Average % Turnover**| 28.7% | 28.4% | 83.6% |
| **Range for all categories** | 3.0-180% | | |
### Provider Education
| | Lead Teachers | Teachers | Assistant Teachers | Center Directors | Home Directors |
|----------------------|---------------|----------|--------------------|------------------|---------------|
| **H.S. or Less** | 23.1% | 23.4% | 55.0% | 7.8% | 29.0% |
| **CDA/AA or some college** | 32.2% | 48.6% | 41.8% | 24.7% | 55.0% |
| **Bachelor’s +** | 44.7% | 28.0% | 3.2% | 67.6% | 16.0% |
### Columbus Information—2001 (21)
Columbus conducted a study similar to the EQUIP survey of child care providers within the Columbus, Nebraska area. Columbus is currently conducting a survey of employees regarding child care. The results of this study should be available in June or July of 2004. Their findings on wages and education are below:
| | Wage range |
|----------------------|-----------------------------|
| Family child care home | $500-$2,000 per month before expenses |
| Assistant Teachers | $5.38 per hour |
| Center Teachers | $5.25-$7.75 per hour |
| Center Directors | $12,000-$26,250 per year |
## 2001 Education Level of Providers in Columbus, Nebraska
| Education Level | Family Home Providers | Center Directors | Center Teachers | Center Assistant Teachers/Aides |
|----------------------------------|-----------------------|------------------|-----------------|---------------------------------|
| Did not graduate from high school| 4% | | | 3% |
| High school/GED | 54% | | 26% | 84% |
| Some College | 23% | 22% | 46% | 6% |
| College Certificate/Diploma | 4% | | | |
| Associates Degree | 15% | 22% | 14% | |
| Bachelors Degree | | 44% | 14% | |
| Masters Degree | | 11% | | |
### What Parents Pay
The 2000 Children Defense Fund’s Report, *The High Cost of Quality Care: Out of Reach for Many Families* (22) indicates:
- Child care for a 4-year old in a child care center averaged $4,000 to $6,000 per year. Families with younger children or with more than one child face even greater costs.
- Non-poor families, on average spend 7 percent of their income on child care.
- Many low-income families have no choice but to place their children in lower cost, often lower quality care. As a result, too many children are cared for in unstimulating or even unsafe settings….
Using the 1998 information from the Kansas City data appendix to the *Reaching the Full Cost of Quality report*, a person could assume that the average cost for a child in a quality early care and education programs is around $140 per week. The average fees charged to parents in 2003 for early care and education in Omaha is $105.75 in child care centers and $87.38 in homes; and in Columbus is $107.10 for a child care center $100.80 for child care home, then Nebraska is falling short of paying for the full cost of quality. The fact that parents are paying less indicates that care is being provided at a lower cost based upon the reality that teachers accept wages that fall far below the $26,811 salary for a bachelors prepared teacher, that programs are hiring teachers with less education, or that programs are cutting programmatic and equipment costs that can provide that rich stimulating and educational environment necessary for young children. Below is the current breakdown of fees parents are paying for various types of care based upon the Omaha Equip survey completed in 2003 and the Columbus survey completed in 2001.
Omaha Child Care Fees (Weekly) 2003 (20)
| Age Group | Centers Mean | Centers Median | Homes Mean | Homes Median |
|-------------|--------------|----------------|------------|--------------|
| Infants | $127.00 | $125.00 | $92.43 | $95.00 |
| Toddlers | $109.00 | $115.00 | $89.71 | $90.00 |
| Preschool | $100.00 | $95.00 | $80.01 | $85.00 |
| Kindergarten| $87.00 | $90.00 | N/A | N/A |
| School Age | | | $53.20 | $45.00 |
Columbus Child Care Rates—2001 (21)
| Age Group | Child Care Homes* | Child Care Centers* |
|-------------|-------------------|---------------------|
| Infants | $115.20 per week | $114.75 |
| Toddlers | | 107.10 |
| Preschoolers| | $99.45 |
| School-aged | | $54.00 |
| All other ages | $86.40 per week | |
* Based on an average of 45 hours per week. Columbus study reported as hourly rates.
Other State Compensation Initiatives
The Quality Child Care/Worthy Wage Task Force recognized that early care teachers are being paid well below the expected wage for a quality program. The Quality Child Care/Worthy Wage Task Force recognized that parents are paying all that they can to provide for a quality child care program and that there needs to be a shared responsibility for payment of quality child care. A shared responsibility should include parents, the federal government, state government, and local government contributing to the support of a quality early care and education system. The Quality Child Care/Worthy Wage Task Force examined what other states have done to help enhance the wages provided to early care and education teachers in order to improve the quality. Appendix E details the various supplemental compensation initiatives that states have utilized.
Task Force Belief Statement on Salary Model or Supplemental Wage Compensation System
The Quality Child Care Worthy Wage Task Force believes that most current compensation for early care and education teachers falls short of the demands of the job and will not ensure quality care for young children. The average wage for an early care and education provider (child care provider) in Nebraska is $7.65 (19) based on the December 2003 Nebraska Department of Labor information. The Midwest Research Consortium Study provides significant evidence that education and compensation have everything to do with the predictable quality of the program. Task Force members recognize that families are paying all that they can to provide for the care of their children and that additional funding support is needed to improve the quality of early care and education programs. The Quality Child Care Worthy Wage Task Force believes a salary
model could help programs implement salaries that recognize both education and longevity. The Task Force also believes that a supplemental wage program for early childhood teachers and caregivers is one of the better ways to improve the quality of early care and education in Nebraska.
**Recommendations for Salary Model and Supplemental Compensation System**
1) Establish a voluntary, worthy wage model recognizing both years of service and level of education for staff in child care and early childhood education programs. (Sample from North Carolina (23) and discussion draft for Nebraska can be found in Appendix H.)
2) Implement a wage supplementation program based upon education and years of service that helps pay early care and education teachers’ better wages.
**Summary**
The Quality Child Care/Worthy Wage Task Force worked diligently over the last eighteen months to examine a variety of efforts that might impact the quality of early care and education in Nebraska. The recommendations made with this report are meant to move Nebraska forward in its effort to provide quality early care and education for children at a time of an uncertain economic forecast. In addition, creating the public will to support a supplemental wage program needs to be addressed. Implementation of recommendations submitted by the Public Awareness Task Force of the Early Childhood Interagency Coordinating Council can help create stronger public support for these recommendations.
If Nebraska pursues these recommendations they will:
- Understand the economic impact that early care and education makes;
- Understand the importance of building greater public will to support early care and education;
- Create a unified vision and strategic plan for advancing early care and education;
- Help communities and the public understand what wages should be offered to early care and education providers based upon their education and longevity in the field;
- Establish a strategy for implementing an initiative that supplements early care and education workers wages and recognizes their efforts to improve their education and their care for children.
The task force believes that all recommendations proposed are essential to improve the quality of early care and education for children in Nebraska.
Resources
1. *The National Economic Impacts of the Child Care Sector*, A study by M. Cubed; Fall 2002, The National Child Care Association.
2. *Current Nebraska Early Child Care and Education Services*, June 1999, Nebraska Departments of Education and Health and Human Services System.
3. *Early Learning Left Out*, Feb. 2004, Voices for Americas Children.
4. Kagan, Sharon L., et al, *Supporting Quality Early Care and Education: Addressing Compensation and Infrastructure*, Young Children, National Association for the Education of young Children, May 2002.
5. Kagan, Sharon L; *Back to Basics: Essential Components of An American Early Care and Education System*, Teachers College, Columbia University, September 2001.
6. *Investing in the Child Care Industry: An Economic Development Strategy for Kansas*, Mid-America Regional Council, March 2003.
7. Ribeiro, Rosaria and Warner, Mildred; *Measuring the Regional Economic Importance of Early Care and Education: The Cornell Methodology Guide*”; Linking Economic Development and Child Care Research Project, Cornell Cooperative Extension, January 2004.
8. *Nebraska’s Child Care Challenge*, Governor’s Business Council on Child Care Financing, November 1999.
9. *Preliminary Data on Staff Qualifications in Early Childhood Education 2003*, National Association for the Education of Young Children, June 2003.
10. *Policy Brief: Child Care Assets: What are 14 Key Assets of Child Care Providers that Support Quality*, Midwest Child Care Research Consortium, 2004.
11. Ackerman, Debra J.; *States Efforts In Improving Qualifications of Early Care and Education Teachers*, National Institute for Early Education Research, January 2003
12. Barnett, W. Steven, *Low Wages=Low Quality Solving the Real Preschool Teacher Crisis*, National Institute for Early Education Research, March 2003.
13. *Quality in Child Care Centers*, Early Childhood Research and Policy Brief, National Center for Early Development and Learning, Frank Porter Graham Child Development Center, Summer 1997.
14. Helburn et al, *The Cost, Quality and Child Outcomes in Child Care Centers Study: Technical Report*, 1995, (Denver: University of Colorado, 1995).
15. Edwards, Carolyn et al, *Child Care Characteristics and Quality in Nebraska*, Midwest Child Care Research Consortium, June 2002.
16. Editor, Willer, Barbara, *Reaching the Full Cost of Quality in Early Childhood Programs*, National Association for the Education of Young Children, 1990.
17. *Data Appendix from the 1998 Kansas City Summit on Child Care Financing*, Mid-America Regional Council, 1998.
18. *Policy Brief: Compensation of Early Childhood Teachers: What Value Do We Place on Young Children*, Midwest Child Care Research Consortium, 2004.
19. *Labor Market Information from Nebraska Career Compass*, Nebraska Department of Labor, December 2003. [www.dol.state.ne.us/nwd/center8](http://www.dol.state.ne.us/nwd/center8).
20. *Omaha EQUIP 2004 Survey Report*, Greater Omaha Chamber of Commerce.
21. *2001 Columbus Child Care Counts Report: A report on the state of child care in Columbus, Nebraska*; The Columbus Collaborative Team Child Care Standing Committee, 2001.
22. *The High Cost of Child Care Puts Quality Care Out of Reach For Many Families*, Children’s Defense Fund, 2000.
23. *A Model for Establishing A Salary Schedule for Child Care Teachers*, Compensation and Education Task Group, NC Institute for Early Childhood Professional Development, 2001.
24. *California Partnership for Early Care and Education: Summary of Accomplishments*, California Partnerships for Early Care and Education, May 2003.
25. *Delaware’s Early Success*, www.nccic.org/ccpartnerships/profies/delaware.htm.
26. *Hawaii’s Good Beginnings Alliance*, [www.goodbeginnings.org/history.htm](http://www.goodbeginnings.org/history.htm).
27. *Indiana’s Building Bright Beginnings Initiative*, Family and Social Services Administration, [www.state.in.us/fssa/children/bbb/background.html](http://www.state.in.us/fssa/children/bbb/background.html).
28. *Kentucky Invests in Developing Success*,
29. *Smart Start and Preschool Child Care Quality in North Carolina: Change Over Time and Relation to Children’s Readiness*, Frank Porter Graham Child Development Institute Evaluation Team, March 2003.
30. *ConAgra—Paul’s Place*, [www.nccic.org/ccpartnerships/profiles/conagrapp.htm](http://www.nccic.org/ccpartnerships/profiles/conagrapp.htm).
31. Educare Colorado Quality Rating System, www.educarecolorado.org
32. Child Care Facilities Loan Fund Provider Program, Connecticut Health and Educational Facilities Authority.
33. Georgia Early Learning Initiative,
34. Illinois Facilities Fund, www.nccic.org/ccpartnerships/profiles/ilfacilities.htm.
35. Educare of Omaha, www.educareomaha.org; Omaha 2000 Early Childhood Education Center, www.omaha.org/edu/omaha8.htm, Early Childhood Training Center information on program in Sidney, NE.
36. CICK: Community Investment Collaborative for Kids, www.nccic.org/ccpartnerships/profiles/cick.htm.
37. Early Childhood Professional Development: Creating a Framework for Kentucky, Kentucky Invests in Developing Success, Governor’s Office of Early Childhood Development, May 2002.
38. Editor Turner, Polly; La Ristra: New Mexico’s Comprehensive Professional Development System in Early Care and Education and Family Support, The University of New Mexico, June 2002.
39. Burton, Alice, et al; The CARES Initiative in California: Pursuing Public Policy to Build a Skilled and Stable Child Care Workforce, 1997-2000, Center for the Child Care Workforce, 2000.
40. INCENTIVE$: The Georgia Early Learning Initiative,
41. Child Care WAGE$ Project: A Salary Supplement for Child Care Teachers, Directors, and Family Child Care Providers, Child Care Services Association, 1998.
42. R.E.W.A.R.D. Oklahoma, Oklahoma Department of Human Services, Division of Child Care, www.cecepd.org/Reward/Supplements.htm.
43. R.E.W.A.R.D. (Rewarding Education with Wages and Respect for Dedication) Wisconsin, www.dwd.state.wi.us/dws/programs/childcare/teach/reward.htm.
Quality Child Care Worthy Wage Task Force Membership
Task Force Leader: Carrie Witte, North Platte Community Day Care Center
Additional Task Force Members:
Melody Hobson, Blue River Family Resource Center
Lea Ann Johnson, Lincoln Public Schools
Kim Madsen, Chadron State College
Pat Nauroth, South Sioux City High School
Patti Waltman, Family Child Care Provider, North Platte
Technical Assistance Provided:
Marcia Corr, Department of Education
Betty Medinger, Health and Human Services System
Pat Urzedowski, Health and Human Services System
Rae Anderson, National Child Care Information Center
Carol Fichter, Early Childhood Training Center
Terry Rohren, Early Childhood Training Center
## Appendix A--Nebraska Quality Early Childhood Care and Education System—Health/Safety And Quality Standards
| Vision Statements | What’s in Place in Nebraska | What is Missing in Nebraska | Other Strategies to Consider |
|-------------------|----------------------------|-----------------------------|-----------------------------|
| Early childhood care and education licensing standards and regulations address:
- Basic health/safety needs of young children
- Children’s cognitive, social/emotional and physical development
- Help inform parents/consumers of levels of quality in early care and education | • Licensing regulations for child care homes and child care centers (HHSS)
• Licensing regulations for license exempt early childhood providers (HHSS) who accept Child Care Subsidy
• Regulations for childhood immunization (HHSS)
• Tiered reimbursement system (higher rate for those accredited programs)
• Regulations for early childhood education programs operated through schools (NDE, Rule 11)
• Voluntary system of national accreditation programs review some centers, homes in Nebraska (NAEYC, NFCCA, NESACA)
• Child care grants to | • Licensing regulations need to address cognitive, social/emotional and physical development of young children
• Licensing system needs to reflect more levels of quality to better inform the public
• Licensing regulations need to address the interaction between the teacher and the child | • Colorado Educare Program—(Voluntary System) Provides a four star quality rating system based upon: Classroom environment Parent involvement Teacher credentials Adult/child ratios Accreditation
• North Carolina—Stars program (Licensing System). Scores relate to staff education, program standards, and compliance history
• State Tiered Strategies |
| Social Emotional Development of Young Children | Improve Quality of Programs (HHSS) |
|-----------------------------------------------|-----------------------------------|
| Subsidy systems support high quality care for children living at or near the poverty level | Child care health consultants |
| Children with special needs are served in high quality natural and inclusive settings with supportive services teaching adaptations that address their needs | Head Start performance measures |
| Vision Statement | What’s In Place in Nebraska | What is Needed | Other Strategies to Consider |
|---------------------------------------------------------------------------------|---------------------------------------------------------------------------------------------|-------------------------------------------------------------------------------|------------------------------------------------------------------|
| Families are provided: | Available information and services for families: | Families need: | • Oregon’s Child: Everyone’s Business |
| • Financial assistance to pay for child care and education when income limits | • Child Care Subsidy system (provided to those families at or below 120% of poverty and | • Licensing information that can be accessed on the web and supply | • Hawaii’s Good Beginnings Alliance |
| their ability to pay | for those transitioning off TANF 185% of poverty) | information on the quality of early childhood care and education providers | |
| • Information that helps inform them on the availability of child care and | • Child care subsidy reimbursement rate higher when center or home is accredited and | • Resource and referral system that can provide information on quality of | |
| education and the quality of care available | current established rate is higher that basic subsidy rate. | care provided | |
| • Information on supporting young children’s developmental needs | • Information on selecting quality child care (“The Right Place” brochure and video) | • An easy way to identify quality of care and education and training of | |
| • Opportunities to have children with disabilities in natural and inclusive | • Website information on accredited programs, selection of quality settings, state subsidy | providers | |
| care | for child care, child care licensing (ECTC, HHSS, NDE) | • Child care subsidy rates that support access to quality programs | |
| • Services that can identify developmental delays early | • Nebraska Resource | | |
| • Supports when families need respite from intensive care needs of children | | | |
| • An active role in decisions regarding the | | | |
| Best Practice: | Referral System—access to basic information regarding care and parent supports |
|----------------|----------------------------------------------------------------------------------|
| Families have access to understandable information about the quality of care provided through early childhood programs so that they can weigh cost and quality in their decision to seek care for their children. | Licensing system can supply names of providers and results of inspections and complaints |
| Families on subsidy have access to high quality early childhood care regardless of ability to pay | Information on parenting, child development, child-care subsidy for low income families |
| Children with medical conditions and/or developmental delays are identified early and family supports are readily available. | Information on parenting, child development, child care subsidy for income families (Learning from Birth Packets) |
| Early childhood providers are able to provide support, information and actively engage families | Respite services |
| | Toll-free phone line with information |
| | Early intervention and early childhood special education services |
| | Early intervention and services coordination |
| Vision Statement | What is Currently in Place | What is Needed | What Others Have Done |
|---------------------------------------------------------------------------------|-------------------------------------------------------------------------------------------|--------------------------------------------------------------------------------|-------------------------------------------------------------------------------------|
| Policies and decisions made by governing bodies reflect: | Key policy making bodies within the early childhood care and education field: | • Unified voice from the early childhood field that supports improved quality | • Engage in long-range planning across all early care and education programs |
| • Young children need supportive, nurturing and educational environments in order to develop to their full potential | • Governor | • Policymakers need strong constituency support for proposed policy changes | • California Partnership for Early Care and Education |
| • Investments in young children today assures a strong workforce and economy for tomorrow | • Legislature | • Affordable system changes that do not dramatically increase the tax base and/or identify possible efficiencies in delivery to realize some savings that can be moved to other areas of need | • North Carolina Partnership for Children |
| • Some families need governmental supports in order to pay for the cost of early care and education for their children due to a variety of circumstances | • State Board of Education | | • Kentucky KIDS Now |
| • The quality of early care and education can be improved by supporting increased education within the field | • HHSS Policy Cabinet | | |
| | • NDE Office of Early Childhood | | |
| | • HHSS Office of Economic and Family Support | | |
| | • HHSS Credentialing Division | | |
| | • Head Start State Collaboration Office | | |
| | • Other state, county and local governing bodies | | |
Best Practice:
- An early childhood partnership is forged that includes active involvement from family child care homes, child care centers, public schools and ESU’s, and Head Start programs.
- Early childhood providers share a few agreed upon strategies for improving the quality of care provided to children.
- Early childhood field regularly informs policymakers on what changes can improve the quality of early childhood education.
- Policymakers know several key people to contact as early childhood experts who can help inform their work.
- Early childhood field can describe cost
effective changes that can improve the early childhood system.
- There is a mechanism in place in Nebraska to mobilize the voices of the early childhood field to advocate on their own behalf.
- Policy makers receive consistent messages from the early childhood field regarding changes in professional development and standards within the early childhood field.
| Vision Statement | What’s Available In Nebraska | What Is Needed | Other Strategies to Consider |
|---------------------------------------------------------------------------------|-----------------------------------------------------------------------------------------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|------------------------------------------------------------------------------------------------|
| Business, faith groups, foundations and the greater community recognize that quality early care and education programs make for a strong future creating both a thriving economy and community. | Businesses currently offer: | • Actively engage the business community, faith community and philanthropic community to value the importance of early childhood brain development and high quality care. | • Colorado Educare Program |
| | • Dependent child care deductions | • Provide collaborative skill-building services to the early childhood field so that they can work well with private sector/government partners. | • Connecticut Child Care Facilities Financing Program |
| | • Employer sponsored child care | • Encourage more of the practices in place in some businesses (what currently exists) | • Community Investment Collaborative for Kids |
| | • Flex-time so parents can be home with their children | • Business child care tax credit needs to be implemented | • Illinois Facilities Fund |
| | • Job sharing opportunities so parents can be home with their children | • Low interest loans could be available for child care businesses | • Delaware’s Early Success Program |
| | Some faith communities currently offer: | • Businesses sponsor | • Georgia’s Early Learning Initiative |
| | • Licensed early childhood programs in their facilities | | |
| | Some Foundations have provided: | | |
| | • Small grants for early childhood programs | | |
| | • Development of Educare program to serve low-income children in metro Omaha | | |
| Best Practice: | USDA low interest loans
|--------------------------------------------------------------------------------|-----------------------------|
| Early childhood field values the importance of working with business and | Department of Economic Development Block Grants |
| government to improve the quality of early childhood care and education. | Refundable tax credits to lower-income families |
| Business leaders regularly partner with early childhood programs to support | Business tax credit for on-site child care that has been available for several years. |
| quality care. | T.E.A.C.H. Early Childhood scholarships for early childhood teachers |
| Businesses appreciate the economic impact the early childhood field has for | More foundations provide support to early childhood programs |
| business growth and development. | |
| Businesses provide grants, child care subsidies and pre-tax accounts for | |
| employees. | |
| Government and business work in partnership with the early childhood field to | |
| improve the education provided to young children. | |
- Financial institutions provide financial support for buildings that provide quality learning environments for young children.
| Vision Statement | What’s Currently in Place | What is Needed | Other Strategies to Consider |
|------------------|---------------------------|---------------|-----------------------------|
| Early childhood teachers and caregivers receive incentive compensation that provides:
- Increases in compensation according to the education of the teacher/caregiver
- Access to benefits similar to other professions
- Paid time off for professional development | • Average wage of early childhood teachers/caregivers in Nebraska is $7.00 per hour.
• Approximately half of early childhood teachers (caregivers) working in child care centers (51.4%) receive health insurance for themselves.
• One third of early childhood teachers working in child care centers (33.3%) receive retirement benefits.
• Nearly three-quarters (73%) of early childhood teachers working in centers receive paid sick days.
• About two thirds (67.4%) of early childhood teacher working in centers received paid days to attend training. | • Increase salaries/wages for early childhood professionals.
• Benefit packages are needed to provide child care providers with basic benefits, to retain them in the field and to promote quality
• Ongoing grants are needed to support quality programs | • Wisconsin R.E.W.A.R.D.S. Program
• Oklahoma REWARD Program
• North Carolina W.A.G.E.S. Program
• California CARES (Compensation and Recognition Enhances Stability)
• Oregon Cares
• San Francisco Wages Plus
• Boise Cares
• Georgia Incentive$
• Illinois Great START (Strategy to Attract and Retain Teachers)
• T.E.A.C.H. Early Childhood® Health Insurance Program
• North Carolina model salary schedule |
Best Practice:
• Early childhood professionals are compensated based upon their education, years of experiences, and results in child outcomes.
• Early childhood professionals are provided with benefits compensation commensurate with other educational
• Early childhood programs know about, and have access to many grant/compensation programs in order to make operating a quality program a viable reality.
• Early childhood programs actively pursue the quality funding opportunities available for them.
• Early childhood programs have a consistent high quality professional staff available from one year to the next.
| Vision Statement | What’s in Place in Nebraska | What’s Needed | Other Strategies to Consider |
|------------------|----------------------------|--------------|-----------------------------|
| Monitoring systems help inform the public of the quality of early care and education and the early learning results delivered by programs.
- Monitor early care and education systems regularly to ensure they meet standards
- Track and report the education of the provider and the quality of the program
- Early childhood learning outcomes are monitored and reported regularly | HHSS licensing monitoring system includes:
- Regular unannounced visits
- Graduated sanctions
- Administrative hearing process
HHSS child care subsidy recovery unit makes sure all payments are appropriate
State NDE operated early childhood programs:
- Receive regular visits
- Provide written reports on program progress
Early Head Start year end report
Studies/Research on practice:
- Midwest Consortium Research—Child Care Characteristics and Quality in Nebraska Report
- Environmental Rating Scales—Assessing | • Improve upon a system to monitor quality
• Early childhood learning guidelines.
• Data systems that track progress in addressing early learning guidelines
• Data system that can track the salary, education of the provider, and the quality of the program through a single system
• Common instrument utilized by all to assess quality
• Family/parent feedback results on the quality of care, cost of care |
| **Education providers can describe the results/outcomes of their work.** | |
|---|---|
| • There are an agreed upon set of data elements that are regularly reported and monitored across the system. | |
| • The level of quality expected and provided across the early childhood system are understood and communicated. | |
| • Early childhood providers regularly monitor their indicators of quality and make adjustments in their services and programs as new information becomes available. | |
| **Quality of care.** | |
|---|---|
| • Improving Learning for Children with Disabilities Process | |
| • Early Head Start year end reports | |
| • Head Start Annual Program reports and outcome measures | |
| • T.E.A.C.H. Early Childhood program evaluation | |
| Vision Statement | What’s In Place In Nebraska | What’s Needed | Other Strategies to Consider |
|---------------------------------------------------------------------------------|---------------------------------------------------------------------------------------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|------------------------------------------------------------------------------------------------|
| Providers have low turnover, quality teachers, and sufficient resources to operate high quality programs.
- Programs have dependable funding streams to plan quality programs
- Information on regulations, standards, and best practice are regularly provided and integrated into early childhood programs
- Programs have easy access to technical assistance, mentoring, and advise | Providers receive or participate in:
- Regional Training Coalitions
- Some support groups across the state to assist early childhood providers
- Accreditation support for those programs who decide to pursue accreditation
- Informational packets mailed regularly to licensed providers and license exempt providers
- Newsletter regularly sent to all licensed providers (Kaleidoscope)
- Toll free information line for provider support through ECTC (Child Line)
- ECTC media resources to assist early childhood providers | Providers are missing:
- Technical assistance mechanism when they are struggling with licensing/quality compliance issues
- Technical assistance that helps early childhood programs weigh their options for making their programs more financially viable.
- Model centers/mentoring are available and can demonstrate best practice to other early childhood providers. | • Wisconsin Centers for Excellence Initiative
• Wisconsin Child Care Mentor Project
• California Early Childhood Mentor Program |
| Best Practice:
- Early childhood programs who want to pursue high quality services have tools to do so.
- Applied research is regularly provided to the early childhood field | | Programs need:
- Nebraska to better recognize and promote early childhood program that provide excellent care
- Nebraska to better recognize early childhood professionals | |
to help inform their work.
- Mentoring/support systems are in place to help programs see excellent care in action and duplicate the practice in their programs.
- Early childhood programs have financial management and human resource management skills that can help them deliver high quality programs.
- ECTC Training Calendar provides upcoming training, location
- Financial support for working toward accreditation
- Pre-service training on licensing regulations
that provide excellent care for young children
| Vision Statements | What’s Currently in Place | What’s Needed | Other Strategies to Consider |
|----------------------------------------------------------------------------------|------------------------------------------------------------------------------------------|-------------------------------------------------------------------------------|-----------------------------------------------------------------------------------------------|
| **Pre-service education:**
Nebraska higher education institutions develop degree programs based upon competencies and that are fully articulated between two-year degree institutions and four-year degree institutions. | **Overall Professional Development System:**
- Professional Development Framework written in 1998
- Head Start training/education requirements defined at the national level
- Child Development Associate credential nationally defined and recognized
- CDA scholarship support
**Higher education:**
- AA, AAS, BA, and Master’s degrees in early childhood education
- Scholarship support for associate degree (T.E.A.C.H. Early Childhood® NEBRASKA)
- Natural Allies | **Overall Professional Development System:**
- Professional Development Framework needs to be updated
- Career pathways need to be better defined
- Core competencies for early childhood education and early childhood special education are needed
**Higher education:**
- Higher education needs to articulate more courses between 2-year and 4-year institutions so early childhood teachers can easily pursue a higher degree
- Additional financial resources needed for T.E.A.C.H. Early Childhood® NEBRASKA program to provide additional associate degree | • Early childhood educator professional credentialing system
• Georgia Professional Development Registry
• Oregon Professional Development Registry
• San Francisco Child Development Permit Matrix
• Colorado Early Childhood Professional Credential
• Kentucky Early Childhood Professional Development Framework
• New Mexico Career Lattice and Higher Education Early Childhood Articulation Task Force
• North Carolina Institute for Early Childhood Professional Development |
| Staff should have a range of formal qualifications, with a portion of center teachers and family child care teachers holding bachelor’s degrees and administrator’s holding advanced degrees. Entry-level positions should be maintained so that preservice qualifications do not become a barrier to individuals from low socioeconomic backgrounds or minority groups seeking to enter the field. | (Developing associate degree early childhood curriculum that addresses working with children with disabilities) |
| --- | --- |
| **Ongoing Professional Development**
- First Connections (Internet course on infant/toddler development/care)
- HeadsUp Reading (distance education on early language and literacy)
- SpecialCare Training (Training for early childhood teachers on working with children with disabilities)
- Taking the Lead Training (Developing leadership skills in the early childhood field)
- Management Training Program (Skills for operating/managing an early childhood program) | **Professional Credential:**
- Director’s professional credential needed
- Professional credential needed for those with an associate degree or less
- Support bachelor’s degree scholarships, and support bachelor’s degree scholarships |
**Best Practice:**
Early childhood professionals understand the career pathways and make informed choices regarding their future education and development.
**Ongoing Professional Development:**
Predictable ongoing funding needed for training initiatives from year to year.
| **Children well trained and educated early childhood professionals who can advance their intellectual, social/emotional and physical development.** | |
| --- | --- |
| **The early childhood field has a clearly defined set of professional credentials that recognize their education and expertise.** | |
| **The early childhood field values lifelong learning and embraces opportunities for continuing education and development.** | |
- Environmental Rating Scales Training (Quality indicators in an early childhood program)
- High Scope Training
- Variety of conferences: Early Connections, Infant Toddler, Regional Early Childhood Conferences
- Child Care Health Consultant Training
- School-age care modules (under development)
- Early childhood mental health (piloted and under development)
- Home Visitation Training
- Various training brokered by ECTC for early childhood providers/regions across the state
- Child care orientation training (HHSS)
| Professional Credential System |
|--------------------------------|
| - Child Development Associate (CDA) |
| - Teaching endorsements |
| - Early childhood education unified |
| - Early childhood special education |
Definitions of Acronyms in the document:
**AA**- Associate of Arts Degree typically given by a 2-year institution of higher education
**AAS**- Associate of Applied Sciences degree from a 2-year institution of higher education
**BA**- Bachelor’s of Arts degree from a 4-year institution of higher education
**CDA**- Child Development Associate. The national credential for early childhood education teachers.
**CARES**- Compensation and Retention Encourage Stability—a program that originated in California as a wage supplement to early childhood care givers.
**ECTC**- Early Childhood Training Center, a statewide project of the Nebraska Department of Education
**HHSS**- Nebraska Health and Human Services System
**NAEYC**- National Association for the Education of Young Children, the national organization that accredits early childhood centers and preschools.
**NDE**- Nebraska Department of Education
**NFCCA**- National Family Child Care Association, the national organization that accredits family child care homes.
**NSACA**- National School Age Care Alliance, the national organization that accredits school age care programs.
**R.E.W.A.R.D.S.**- Rewarding Education with Wages and Respect for Dedication. The wage supplement program offered through the states of Wisconsin and Oklahoma.
**TANF**- Temporary Assistance to Needy Families- The program administered by the state to support low income families for a short period of time.
**T.E.A.C.H.-** Teacher Education and Compensation Helps. The program started in North Carolina to provide scholarship support for those early childhood educator who agree to pursue a college education with a bonus provided upon completion of the credits and a agreement to remain in the current work setting for an additional year. The program is now offered in twenty-two states.
**W.A.G.E.S.** – A salary supplement for child care teachers, directors, and family child care providers in North Carolina.
Page 55 of 84
Appendix B
National and State Examples of Strong Governance and Leadership for Early Childhood
Several states have implemented comprehensive planning to improve the quality of early care and education.
| State | How Organized/ Accomplishments |
|--------------------------------------------|-----------------------------------------------------------------------------------------------|
| California Partnership for Early Care and Education (24) | **How Organized:**
Initiated by the Child Development Policy Institute
Involved eighteen organizations that were involved in early childhood care
Representatives of the Child Development Division of the California Department of Education served as advisors
**Accomplishments:**
Responded in a unified voice to the governor’s proposed realignment for early childhood funding.
Effectively responded to the Governor’s proposal for realignment for the budget year and create a fiscal response to the budget crisis.
Formed subcommittees and quickly worked to address the primary areas of impact from the proposed realignment and to identify any potential targeted savings.
Partnership developed a list of proposed savings as an alternative to realignment. |
Delaware’s Early Success Program (25)
**How Organized:**
Statewide effort to coordinate a system of care for young children
Partners include:
- State government agencies
- Private businesses
- Child Care resource and referral
- Family and Workplace connection
- Early care and education providers, parents, legislators, higher education and community advocates.
**Accomplishments:**
Established a vision for early care and education
Addresses the following areas:
- Creating a statewide governance structure
- Maximizing financing
- Following best-practice methods to enhance quality
- Utilizing outcome-based evaluation
- Linking training opportunities to academic credit
- Licensing individual and facility providers of care to young children;
- Engaging families by providing parents with knowledge and encouragement
Hawaii’s Good Beginnings Alliance (26)
**How Organized:**
Established by state legislation.
Organized as Private nonprofit corporation to coordinate policy, disburse public funds, and implement community plans.
Community Councils at the local level. Membership includes: families, organizations representing families, providers of early childhood services, business and local government.
Interdepartmental Council is made up of state agency directors from departments of education, human services, labor and industrial relations, business, economic development, tourism, business and philanthropic communities.
**Accomplishments:**
Four community councils established.
Developed annual awards ceremony to recognize outstanding early childhood professionals.
Established statewide goal for the program—“All of Hawaii’s children will be safe, healthy, and ready to succeed”.
Received funding through Packard Foundation.
Established early childhood careers registry.
Created the Hawaii Early Education Fund with both corporate and individual support. Funds support promising early childhood programs.
Received Grant-in-Aid funding from Hawaii State Legislature.
Established T.E.A.C.H. Early Childhood® Hawaii.
School Readiness Task Force Established.
Strategic Plan Adopted.
Indiana’s Building Bright Beginnings (27)
**How Organized:**
Initiative of the Governor and First Lady of Indiana.
Indiana’s coordinated effort to improve the healthy development of young children from birth through four.
Key efforts to support:
- Responsible parenting
- Health and protection
- Quality child care and early education
- Community mobilization
Led by the Building Bright Beginnings State Advisory Council, consisting of representatives from various state government agencies, provides direction for this effort. Agencies included are:
- Department of Health
- Human Resource Investment Council
- Department of Education
- Criminal Justice Institute
- Department of Corrections
- Commission for Women
- Family and Social Services Administration
- Department of Workforce Development
- Department of Environmental Management.
**Accomplishments:**
Distributed 400,000 “Guides to Raising a Healthy, Happy Baby” to parents and others with young children. The guide is now available in Spanish.
Education citizens about the importance of young children’s healthy development through radio public service announcements and commercials.
Encouraged parents to “Seek and Demand Quality Child Care” and to protect against environmental threats through a multimedia campaign.
Established the Community Mobilization Task Force which developed a statewide plan to engage communities in promoting and improving early childhood programs.
Established ongoing recycling campaign in all 92 counties with a $106,000 funding to educate families on how to reduce exposure to lead and provide lead inspection in 2,000 homes.
| Kentucky Kids (Kentucky Invests in Developing Success) Now (28) | Implemented a 5-star recognition program within child care facilities to raise parent awareness of the facilities environmentally safe track record.
**How Organized:**
Governor established Office of Early Childhood Development within Governor’s Office.
Governor initiated legislation.
Legislation passed both chambers without one dissenting vote. Including funding.
Three major areas of focus:
Assure maternal and child health
Support families
Enhance Early Care and Education
**Accomplishments:**
A healthy public campaign emphasizes healthy lifestyle choices for pregnant women.
Funds are provided to cover immunization and comprehensive eye exams for low-income children who lack health insurance. All newborns receive auditory screenings before leaving the hospital.
Voluntary home visiting program for first time parents.
Regional mental health centers provide support to early care and education programs.
Establish a star rating system to assess quality of care.
Programs that participate in the program receive monetary incentives if they maintain their quality.
Scholarship assistance for early childhood providers.
Defined core content for early care and education.
Established credentials for those working in early care and education. |
North Carolina Partnership for Children (Smart Start) (29)
**How Organized:**
Begun as a task force created by the Governor to address the high percentage of working mothers, insufficient child care regulations, poor quality of child care, and low SAT scores.
Initiative established based upon the belief that changes needed to come from local communities where children and families lived.
State initiative that provides support to county-level Smart Start partnerships
Provides funding and technical assistance to county partnerships on program development, administration, organization development, communication, fiscal management, technology, contracts management, and fund raising.
County partnerships must have broad-based community participation.
**Accomplishments:**
Offered higher-quality child care to more than 100,000 children;
Provided training and education to more than 26,000 child care teachers, including more than 7,000 through T.E.A.C.H. scholarships;
Provided preventive health care to more than 97,000 children;
Provided parenting and health care education to more than 60,000 parents;
Provided child care subsidies to over 50,000 children; and
Created more than 33,500 spaces in child care and education programs.
| State | Public/Private Partnership/Accomplishments |
|------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| Arkansas | **Partnership:** ConAgra—Paul’s Place
**Partners:** ConAgra, Northwest Arkansas Head Start, Northwest Arkansas Child Care, Inc.; Northwest Economic Development District; Federal Head Start; Arkansas Governor’s Office, Farmer’s Home Administration
**Accomplishments:** Developed a quality child care program to serve 150 children. Half of the slots are for children of ConAgra’s Butterball Turkey plant, the other are open to the community. The center operates from 5:00 AM until 10:00 PM. The program uses operational funds from ConAgra to help fund the program. In other communities the ConAgra Foundation has helped support early childhood programs. Butterball provides the majority of the funds for the center and the Farmer’s Home Administration provided a loan to construct the $600,000 building. The plant covers the day-to-day expenses for the center which totals $250,000 per year. For Butterball employees the plan also pays one-half of the $67.00 weekly fee.
Butterball measures the centers effectiveness by looking at its bottom line. Among employees using the center, turnover is half the normal rate. The lower turnover rate reduces company operating costs for recruiting, training, and lost work hours. |
| Colorado | **Partnership:** Educare of Colorado
**Partners:** The Boettcher Foundation, the Temple Hoyne Buell Foundation, the Annie E. Casey Foundation, Chambers Family Fund, Clayton Foundation, Colorado Trust, Daniels Fund, The Denver Foundation, Donnell-Kay Foundation, 1st Bank of Colorado, Gannett Foundation, Helen K. and Arthur E. Johnson Foundation, the Gay and Lesbian Fund for Colorado
**Accomplishments:** Established a 4-star Quality Rating System to measure quality in all licensed center and home child care settings for children births to kindergarten. The 4-star quality rating system was developed by a diverse group of early childhood educators and advocates. The program allows parents to better identify quality and choose quality care for their children. The program also helps child care providers better understand ways they can improve the quality of their programs. |
| Connecticut| **Partnership:** Connecticut Child Care Facilities Loan Fund (CCFLF)
**Partners:** Connecticut Department of Education, Connecticut Department of Social Services, Connecticut Health and |
| State | Partnership |
|---------|-----------------------------------------------------------------------------|
| | **Partnership:** Connecticut Child Care Financing Corporation (CCFLF) |
| | **Partners:** Connecticut Department of Children and Families, Connecticut |
| | Education Facilities Authority and seven major banks. |
| | **Accomplishments:** Created a public private partnerships to provide access |
| | to capital for Connecticut’s child care providers. CCFLF provided three |
| | loan programs, to assist the various types of child care providers. The |
| | three loan programs are: guaranteed loans, small direct loans, and tax-exempt|
| | financing. Loans range from $25,000 to $500,000. |
| Georgia | **Partnership:** Georgia Early Learning Initiative |
| | **Partners:** Office of the Governor, United Ways of Georgia, Joseph B. |
| | Whitehead Foundation, Georgia Chamber of Commerce |
| | **Accomplishments:** Created to improve the quality of early childhood |
| | education programs in Georgia. Founding beliefs: Higher quality programs |
| | significantly enhance a child’s readiness for school. Established |
| | INCENTIVE$ program—a statewide salary supplement program, paid directly to |
| | early childhood educators, designed to encourage continued education and |
| | increase staff retention. Provide T.E.A.C.H. Early Childhood® Georgia |
| | scholarships to child care teachers/caregivers who attend college in early |
| | childhood education. Provide tiered reimbursement to licensed child care |
| | centers, and family child care providers who choose to increase the quality |
| | of their programs. |
| Illinois| **Partnership:** Illinois Facilities Fund (IFF) |
| | **Partners:** Illinois Department of Children and Family Services, City of |
| | Chicago, National and local foundations, financial institutions, community |
| | development corporations and other community organizations, child care |
| | providers. |
| | **Accomplishments:** The IFF is a community lender that provides low-interest |
| | loans and technical assistance to nonprofits, including child care |
| | providers, for facilities renovation and construction. The IFF accomplishes |
| | its work by pulling together the public and private-sector resources and |
| | expertise necessary to support capital improvements. |
| | Constructed seven family resource and child care centers serving 1,385 |
| | children in low-income neighborhoods. Provided low-cost loans to 23 child |
| | care center for new construction and improvements. Financed and developed |
| | two new family resource center in Chicago with the capacity to serve |
| | approximately 140 infants. |
California’s “Child Development Permit” (11) matrix—available in English, Chinese, and Spanish has six levels ranging from assistant teacher to program director. Level One reflects the licensure regulations to begin teaching in private ECE setting, which requires six units of college coursework in Early Childhood Education or Child Development. Competencies are articulated in an extensive guidebook authored by the Advancing Career in Child Development Project (1999) through Pacific Oaks College.
| Title | Education | Experience | 5-Year Renewal Requirements |
|---------------------|---------------------------------------------------------------------------|-----------------------------------------------------------------------------|-----------------------------|
| Assistant | 6 units/credits Early Childhood Education or Child Development | None | 105 hours of professional growth |
| Associate Teacher | 12 units ECE/CD, including core courses or a CDA | 50 days of 3+ hours/day within 2 years | Must meet teacher requirements with 10 years |
| Teacher | 24 units ECE/CD including core courses +16 general education units or AA or higher in ECE or related field, with 3 semester units supervised field experience in ECE setting. | 175 days of 3+ hours/day within 4 years | 105 hours of professional growth |
| Master teacher | 24 units ECE/CD including core courses + 16 general education units +6 specialization units +2 units adult supervision | 350 days of 3+ hours/day within 4 years | 105 hours of professional growth |
| Site supervisor | AA (or 60 units) with 24 units ECE/CD including core courses + 6 units administration + 2 units adult supervision | 350 days of 3+ hours/day within 4 years, including at least 100 days supervising adults | 105 hours of professional growth |
| Program Director | BA with 24 units ECE/CD including core courses + 6 units | Site supervisor status + 1 program year of site | 105 hours of professional growth |
Colorado’s Early Childhood Professional Credential Career Lattice (11)
Colorado has no regulatory minimum pre-service requirement to being teaching in a private ECE setting, the state does have a voluntary, six level Early Childhood Professional Credential, which ranges from completion of coursework regarding Colorado’s Core Knowledge and Standards to a Doctoral Degree. The education requirement for each level is derived from Colorado’s Core Knowledge and Standards: A Guide for Early Childhood Professional Development. Level I can be held for three years before renewal is needed; Levels II through VI must be renewed after five years.
| Level | Education | Experience | Renewal Requirements |
|-------|------------------------------------------------|-----------|----------------------------------------------------------|
| I | 90 hours of training or coursework | None | Training and/or coursework covering Level II |
| II | Training and/or coursework that covers Levels I and II | 2 years | 6 semester credit hours |
| III | AA degree | 1 year | 6 semester credits |
| IV | BA degree | 1 year | 6 semester credit hours |
| V | Master’s degree | 2 years | 6 semester credit hours or major professional contribution|
| VI | Doctoral degree | 2 years | 6 semester credit hours or major professional contribution|
Montana’s Early Care and Education Career Path (11)
Montana’s Early Education and Career Path ranges from a pre-professional level that reflects the current licensing requirements to be an ECE teacher, to a doctorate in Early Childhood Education or Child Development. With the exception of the pre-professional level, which requires minimum training of 8 hours per year, all levels require a minimum of 15 hours of ongoing training each year. In addition, Levels III through VIII require membership in a professional early childhood organization.
| Level | Minimum Training | Experience Required |
|-------|------------------|---------------------|
| Level | Requirements | Content |
|-------|------------------------------------------------------------------------------|-------------------------------------------------------------------------|
| Pre-Professional | 8 hours orientation plus CPR/First Aid Certification | Currently working in an early childhood setting |
| I | 8 hours orientation plus CPR/First Aid certification and high school diploma or GED | Minimum of 500 hours working in an early childhood setting |
| II | CPR/First Aid certification and high school diploma or GED + 60 hour approved training | Minimum of 500 hours working in an early childhood setting |
| III | CDA credential + 120 hours approved training | Minimum of 1000 hours working in an early childhood setting |
| IV | CDA credential+ 20 or more college credits in ECE, or 1 year certification requiring 30 college credits | Minimum of 2000 hours working in an early childhood setting |
| V | AA degree in ECE/CD, including 20 credits in ECE and 300 hours supervised teaching experience | Minimum of 1000 hours working in an early childhood setting |
| VI | BS/BA degree in ECE/CD or related field with Montana EC Permissive Special Competency | Minimum of 1000 hours working in an early childhood setting |
| VII | Master’s degree in ECE/CD or related field with ECE emphasis | Minimum of 1000 hours working in an early childhood setting |
| VIII | Doctorate in ECE/CD or related field with ECE emphasis | Minimum of 1000 hours working in an early childhood setting |
**Kentucky’s Credentials for Early Childhood Education (37)**
Kentucky has created three credentials for Early Childhood Education as part of the KIDS Now Partnership. The three credentials have been created to acknowledge the differing competencies and skill areas that are required for different aspects of the early childhood profession. The Commonwealth Child Care Credential is designed to recognize those who want to exceed the minimum training required by Child Care Licensing Regulations. All credentials are awarded by the Cabinet for Family and Children and the Governor’s Office of Early Childhood Development.
| Credentials | Requirements | Content | Ongoing |
|------------------------------|----------------------------------------------------|-------------------------------------------------------------------------|---------|
| Commonwealth Child Care | 60 clock hours of instruction, including field | 14 hours in child growth and development; 15 in learning environment/curriculum; 9 in | 15 hours of additional training each |
| Credential | | | |
| Credential | Assignments | Core Competencies | Additional Training |
|-----------------------------|------------------------------------------------------------------------------|-----------------------------------------------------------------------------------|----------------------------------------------------------|
| Director’s Credential | 12 college credit hours distributed in required areas | Regulations and laws; ethics; programming, supervision and staff development; health, safety and nutrition; financial management and marketing; community collaboration/resource management | 15 hours of additional training each year |
| Trainer’s Credential (Must be 21 years old) | Meet education requirements by level, participation in orientation and seminar | Child growth and development; learning environments/curriculum; health, safety and nutrition; family and community partnerships; child assessment; professional development/professionalism; program management/evaluation | Annual trainer updates and 45 hours of additional training every 3 years |
A complete listing of Kentucky’s early childhood core competencies identified for the Commonwealth Child Care Credential can be found in Appendix B.
**New Mexico’s Career Lattice and Credentialing System (38)**
New Mexico’s Career Lattice was established around a set of seven areas of competency with multiple indicators for essential knowledge needed to work with young children and families. The system is also fully articulated between two-year and four-year colleges and recognizes each level of learning as counting toward the next level of learning. Appendix C provides complete information about the competencies required for the New Mexico entry level credential.
| Levels | Preparation Programs | Credentials |
|-------------------------------|--------------------------------------------------------------------------------------|-------------------------------------------------------------------------------------------------------|
| 45-hour entry level course | Training and technical assistance programs, community colleges, colleges and universities | Certificate (Office of Child Development) |
| Child Development Associate | Community colleges, private/non-profit training organizations, colleges and universities | National Credential (Council for Early Childhood Professional Recognition) |
| 1-year vocational | Technical-vocational schools, community colleges, colleges and universities | Certificate (Office of Child Development) |
| certificate | community colleges | Development) |
|-------------------------------------------------|------------------------------------------------------------------------------------|-------------------------------------------------------------------------------|
| Associate of Arts Degree | Technical-Vocational Schools, community colleges, universities | Certificate (Office of Child Development) |
| Bachelor’s Degree | Colleges/Universities | License (State Department of Education) |
| Mater of Arts Degree in Early Childhood | Colleges/Universities | License (State Department of Education) |
| State | Compensation Initiative/How it Works |
|---------------|-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| California (39) | **San Francisco CARES Child Care Stipend program**
Purpose: Provide wage incentives to teachers who pursue formal education and remain within the early childhood program.
How it works: Must work in licensed facility for at least 1 year, supplements range from $500-$4,500 depending on education, additional stipends go to providers with a second language or a graduate degree that supplement is $500. Centers who pay less than $7.50 per hour must bring wages up before receiving funds. |
| Georgia (40) | **Incentive$**
Purpose: reward teachers of children five and under for staying on the job and increasing their level of skills and knowledge through formal education.
How it works: Must work in licensed child care center or home, work at least 25 hours per week, earn less than $14.45 per hour, stayed employed at the same location for at least 12 consecutive months, serve at least 25% subsidized children. Annual supplement amount ranges from $400-$2,000 depending on education. |
| North Carolina (41) | **WAGE$**
Purpose: Improve child care by reducing turnover and encouraging the continued education of teachers, directors, and family child care providers.
How it works: Any teacher or family child care provider earning less that $14.45 per hour or any director earning less than $15.00 per hour may be eligible for a salary supplement. Supplements range from $200 per year-$4,000 per year depending on education and length of service.
**Salary Model for Establishing a Salary Schedule for Child Care Teachers**
Purpose: The model salary schedule is voluntary and is intended to help communities and child care programs work toward creating better and more strategic compensation for the early childhood workforce.
How it works: The model for a salary schedule links the level of attained education and the level of responsibility of those teaching young children. The model is meant to be a beginning place for communities to discuss the low wages and low market rates for early childhood care. The salaries proposed are still not equivalent to those earned by teachers in public schools. The model recognizes increased education within all job types. Teachers with degrees are paid significantly more than those who do not have them. Second, the model recognizes longevity by a standards 3% increase in each education level. |
| State | Program Name | Purpose | How It Works | Amount of Wage Supplement | Number Participating | Total Costs |
|-------------|------------------------------------------------------------------------------|------------------------------------------------------------------------|------------------------------------------------------------------------------|--------------------------|---------------------|---------------|
| Oklahoma | Oklahoma R.E.W.A.R.D. | Provide children with more stable relationships and better-educated teachers by rewarding education and continuity of care. | Provides salary supplements once every six months to teachers who remain in their program. Supplements range from $200 annually-$2,000 annually for teachers and from $400-$1200 annually for directors working at least 20 hours per week in licensed programs. Must make below a certain salary level to be eligible. | | | |
| Wisconsin | Child Care R.E.W.A.R.D.S. (Rewarding Education with Wages and Respect for Dedication) | Improve child care quality by reducing turnover, retaining staff who have attained identified educational levels, and encouraging continued education of teachers, directors and family child care providers. | Provide wage supplements based on level of education, longevity. Amount of wage supplement: $875-$1,750 awarded to teachers based upon education and longevity in the field. | | 1427 teachers | $1,888,250 |
| I. Child Growth and Development | a. Discuss at least three general principles of development that provide the basis for planning age appropriate programs for young children.
b. Describe basic behavioral characteristics of children of various ages and stages, including the social/emotional, physical/motor, adaptive, communicative, and cognitive areas of development.
c. Demonstrate knowledge that children are diverse with regard to different rates of development, individual interests, special needs, temperaments, languages, cultures, and learning styles through incorporating this knowledge into interactions with children at home and in centers. |
|---|---|
| II. Healthy, Safety and Nutrition | a. Follow regulations regarding health, safety, and sanitation across multiple settings.
b. Practice procedures for emergencies including first aid and CPR and making adaptations for children with special needs.
c. Demonstrate proper techniques of preventing communicable diseases including hand washing.
d. Demonstrate appropriate response and documentation of children’s injuries.
e. Follow written procedures for administration of medication.
f. Practice principles for SIDS prevention.
g. Verbalize and demonstrate procedures for supervising children’s activities to prevent illness and injury.
h. Demonstrate basic principles of oral health in children.
i. Follow program procedures for mealtime. |
| III. Professional Development and Professionalism | a. Maintain confidentiality.
b. Demonstrate dependable, responsible behavior including teamwork.
c. Participate in professional development as required for each level to improve performance and to expand personal knowledge of child development, interdisciplinary practice, and family-centered service.
d. View self as a learner.
e. Demonstrate job satisfaction and genuine interest in young children and their families.
f. Understand and comply with regulations and licensing standards.
g. Develop and implement a written professional development plan. |
| IV. Learning Environments and Curriculum | a. Demonstrate use of materials, such as blocks, etc., for play.
b. Maintain materials and equipment in arranged environments to allow and encourage appropriate independence, promote physical |
development, and encourage appropriate curriculum.
c. Follow established routines for adults and children in regard to diapering, toileting, eating, dressing, tooth brushing, sleeping, and general hygiene.
d. Respond positively to children’s attempts to communicate.
e. Use and respond to verbal and nonverbal communication techniques.
f. Encourage children to engage in meaningful conversation.
g. Use non-biased activities and materials.
h. Support children in making choices individually and cooperatively.
i. Support children in opportunities to be successful at meaningful tasks (i.e. using child sinks or small, manageable, stable pitchers for pouring).
j. Support a variety of activities which promote large and small muscle development.
k. Support children’s use of a variety of age appropriate art materials and experiences.
l. Support children’s use of developmentally appropriate music experiences.
m. Support children’s opportunities to explore their senses (i.e. sand and water play, art and music experiences, exploring textures.)
n. Support an environment to assist children in developing respect for self and others, self-control, and self-direction through dramatic play, large/small group activities, modeling, etc.
o. Engage children in play that encourages curiosity, exploration, and problem solving.
p. Support planned math, science, and nature exploration in response to children’s emerging interests.
q. Encourage the development of cognitive skills by providing concrete experiences.
r. Foster children’s sense of security.
s. Communicate frequently with each child verbally (i.e. calm voices, smiles, touch, embraces, child’s eye level.)
t. Demonstrate behavior that communicates the importance of each child.
u. Avoid corporal punishment including but not limited to shaking, spanking, humiliating or harassing language.
v. Treat all children equitably and fairly.
w. React consistently to children’s behavior.
x. Follow basic daily schedule that is familiar to children.
y. Support children’s transition between activities.
z. Cooperate with team members to implement daily activities.
aa. Collaborate daily with team members to share child-related information.
| | |
|---|---|
| V. Child Assessment | a. Assist with collection of information about each child’s development.
b. Assist with supervision in the use of appropriate assessment methods of children’s social/emotional, physical, communication, and cognitive development.
c. Participate as a team member in planning, coordinating, and implementing assessment procedures.
ab. Conduct informal daily communications with parents. |
| VI. Family and Community Partnerships | a. Demonstrate confidentiality relative to all aspects of the lives of individual children and their families.
b. Follow the center’s plan for maintaining written and verbal daily communication with families.
c. Show a warm welcoming, attitude toward families and their involvement in the life of the center, child care home, or school.
d. Respond empathetically and knowledgeably to parents’ feelings and concerns regarding child care, guidance, and their child’s development, in the home language whenever possible.
e. Provide relevant information to families regarding community resources.
f. Collaborate with families to support transition.
g. Utilize community resources to enrich curriculum. |
| VI. Program Management and Evaluation | a. Adhere to program policies and licensing regulations. |
| Common Core Competency Areas | Knowledge Required |
|-----------------------------|--------------------|
| I. Child Growth, Development and Learning | a. Discuss in general terms the growth and development of children from birth through age 8.
b. Observe children of various ages and discuss the general characteristics of growth and development.
c. Discuss biological and environmental factors that influence and foster the healthy growth and development of children.
d. Discuss the unique developmental progress and ways of learning of infants, toddlers, preschoolers and school-age children.
e. Discuss individual differences, including risk factors that may affect development and learning.
f. Discuss the similarities among children who are developing typically and those with developmental delays or those at risk for developmental delays.
g. Discuss in general terms the domains of development for infants, toddlers, preschoolers, and school-age children.
h. Observe children of various ages and discuss inter-relatedness of physical/motor, social/emotional, language/cognitive and adaptive/living skills in early childhood education.
i. Discuss how children develop within the context of family, community and culture.
j. Discuss the functions of language in all developmental domains of infants, toddlers, preschoolers, and school-age children.
k. Discuss the language abilities of infants, toddlers, preschoolers, and school-age children in the context of family and culture.
l. Discuss how children develop communication skills.
m. Discuss the multiple forms of communication used by infants, toddlers, preschoolers, and school-age children.
n. Discuss how children express their feelings.
o. Discuss how emotions, behaviors, and communication are interdependent.
p. Discuss the meaning of self-regulatory capacity.
q. Discuss the factors that influence self-regulatory capacity. |
| II. Health, Safety, and Nutrition | a. Identify and discuss basic physical health, emotional well-being, and nutritional and safety needs of young children.
b. Implement basic healthy, safety, and nutritional practices, including emergency procedures, with young children as required by regulation. |
| | c. Observe and discuss potential environmental hazards and risks and take corrective measures to ensure children’s safety.
d. Identify and discuss aspects of the indoor and outdoor environments that promote young children’s physical and emotional well-being.
e. Discuss the role of the early childhood professional and program in facilitating children’s health.
f. Identify and discuss possible signs of wellness and illness in young children.
g. Recognize signs of illness, distress, and possible risks to children’s health and alert appropriate program personnel.
h. Identify possible signs of emotional distress, child abuse, and neglect in young children.
i. Describe appropriate reporting procedures and legal obligation to do so.
j. Implement reporting procedures as required by law.
k. Identify local resources available to children and families that address problems of emotional distress, child abuse, and neglect.
l. Identify and describe healthy and appropriate behaviors for young children in areas such as hand washing, toileting procedures, nose-wiping, hair-brushing, face-washing, tooth-brushing, eating habits, and rest/sleep routines.
m. Identify and discuss ways in which early childhood programs and professionals as well as parents and families can encourage the development and reinforcement of healthy behaviors in young children.
n. Identify and discuss the varied signs of fatigue in young children.
o. Describe how early childhood professionals and programs can ensure the time and space for quiet activities, rest, and sleep as needed by young children.
p. Identify appropriate health and nutrition community resources.
q. Discuss appropriate health care and nutrition activities for young children that are relevant to the diverse cultures in New Mexico.
r. Identify and discuss healthy choices and healthy-promoting behaviors appropriate for children of various ages. |
|---|---|
| III. Family and Community Collaboration | a. Discuss and identify ways to establish collaborative relationships with those involved with children in early childhood settings.
b. Welcome family and community visitors. Maximize safety of children by using sign-out sheets and secure physical boundaries.
c. Identify and discuss a variety of strategies early childhood |
| III. Family and Community Involvement | professionals and programs use for communicating with all families.
d. Discuss variations across cultures in terms of family strengths, expectations, values, and childrearing practices.
e. Discuss the importance of using and valuing languages of the children and families enrolled in the program.
f. Define the meaning of a family system.
g. Discuss the causes of family stress.
h. Discuss the legitimacy of all families’ goals and priorities for their children and their implications for early childhood programs.
i. Discuss ways family members can support children’s emergent literacy.
j. Discuss the contributions to the learning environment that can be made by family and community members.
k. Discuss community resources for promoting child and family literacy.
l. Discuss applicable state and federal regulations and procedural safeguards.
m. Discuss the importance of communicating with families about regulations and safeguards. |
| IV. Curriculum Development and Implementation | a. Define and discuss the term “developmentally appropriate”.
b. Discuss in general terms, how and what young children learn through play.
c. Discuss developmentally appropriate programs and environments for infants, toddlers, preschoolers, and children in the primary grades.
d. Discuss in general terms the developmental domains of young children (physical, motor, language, cognitive, social, emotional).
e. Discuss ways that play supports young children’s learning.
f. Discuss various content areas in early childhood education curriculum.
g. Discuss in general terms the components of reading and writing in early childhood.
h. Discuss, in general terms, components of an integrated curriculum.
i. Discuss the IEP/IFSP process and how it impacts curriculum content.
j. Identify appropriate team members who might participate in the IEP/IFSP process.
k. Discuss the term “anti-bias”.
l. Discuss examples of bias in society.
m. Observe and discuss basic elements of quality program models and learning environments for children birth through age eight. |
| | n. Observe and discuss how young children, birth through age eight actively interact with their environment.
o. Observe, identify, and discuss how elements of the learning environment support children’s active exploration of their environment.
p. Discuss the meaning of the term “guidance”.
q. Discuss the use of developmentally appropriate and inappropriate guidance techniques with children birth through age eight.
r. Discuss how adults influence the ways young children view and value themselves.
s. Describe ways that children make decisions in the learning environment.
t. Discuss ways children construct their own knowledge through various strategies that include decision-making problem solving, and inquiry experiences.
u. Discuss the ways that children’s unique creative expression is encouraged through the learning environment.
v. Discuss the importance of emphasizing the creative process over the final product.
w. Discuss the importance of self-selection of activities by children of various ages.
x. Discuss ways of structuring environments for encouraging children to self select activities.
y. Discuss appropriate daily schedules for children of various ages.
z. Discuss the influence of physical setting, schedule, routines, and transitions on children’s behavior.
aa. Discuss ways that the physical setting, schedule, routines, and transitions, can be used to promote children’s development, and learning.
ab. Discuss show and what children learn through play.
ac. Discuss elements of developmentally appropriate practices.
ad. Discuss ways adults can facilitate play in early learning environments.
ae. Discuss the sequence of oral language development.
af. Discuss language as communication and particularly the link between oral language and early reading and writing.
ag. Observe various adult-child and child-child interactions and discuss how those interactions help young children develop expressive language and thought.
ah. Discuss the importance of reading to children and encouraging children to use books.
ai. Discuss a variety of strategies that facilitate the development of literacy skills. |
| | |
|---|---|
| aj. Discuss developmentally appropriate software for young children at each developmental level.
ai. Discuss a variety of assistive devices used with children with special needs.
aj. Discuss the various roles of adults in early childhood programs.
ak. Discuss ways to develop a team approach.
al. Discuss the difference between child and adult communication skills.
am. Discuss the importance of continues improvement of one’s own communication skills. |
| V. Assessment of Children and Evaluation of Programs
a. Discuss ways that early childhood professionals learn about each child as an individual through the use of various assessment procedures.
b. Discuss the meaning and importance of confidentiality of all information pertaining to the program and participants.
c. Discuss the importance of maintaining precise, accurate, and complete records.
d. Identify the processes and participants involved in IFSP and IEP including the particular role of the early childhood professional.
e. Identify and discuss the general ways in which a child’s language and culture influence the assessment process and results.
f. Discuss the influence of environmental factors on the assessment process.
g. Identify and discuss ways in which programs and early childhood professionals can involve families and other professionals in assessing children’s developmental strengths and needs in setting individual and program goals.
h. Discuss the need to communicate assessment results in a way that is responsive to family members’ level of understanding.
i. Discuss the importance of providing families with assessment results in a timely fashion.
j. Discuss the importance of providing information to assist families in understanding the development of their children.
k. Discuss the importance of identifying and involving all stakeholders in program evaluations.
l. Discuss the importance of specifying program components and program goals.
m. Discuss the importance of regularly evaluating and modifying program goals for children and families.
n. Identify individuals who should be involved in evaluation of program goals.
o. Define and discuss the terms “formative evaluation” and |
| | “summative evaluation”.
p. Discuss the importance of using both formative and summative evaluations.
q. Discuss self-evaluation techniques. |
|---|---|
| VI. Professionalism | a. Discuss and reflect on NAEYC’s professional code of ethics.
b. Identify and discuss various services available to children birth through eight years of age.
c. Discuss the importance of confidentiality.
d. Discuss the importance of collaboration among colleagues and families in early care and education settings.
e. Identify and discuss the role of the adult in early care and education.
f. Define the term “inclusion”.
g. Define the term “cultural and linguistic diversity”.
h. Discuss various local and regional cultures and languages.
i. Define and discuss the importance of critical self-reflection.
j. Discuss how early care and education programs differ culturally, historically, and philosophically.
k. Define the term “advocacy”.
l. Define and accept the follow of the professional as an advocate for quality early childhood programs.
m. Identify multiple resources for services for children and their families.
n. Identify various disciplines that provide related services within the learning environment to children and families.
o. Define the term “professionalism”.
p. Identify professional organizations.
q. Discuss opportunities for ongoing professional development.
r. Discuss the importance of collaboration among all adults who work in the early childhood program. |
## North Carolina Salary Model (First 4 years)
| Assistant Teacher/Teacher’s Aid | Years on Job |
|---------------------------------------------------------------------|--------------|
| | 0 | 1 | 2 | 3 | 4 |
| High School Only | 6.50 | 6.70 | 6.90 | 7.10 | 7.32 |
| N. C. Early Childhood Credential | 6.75 | 6.95 | 7.16 | 7.38 | 7.60 |
| 6 sem or 9 qtr.hrs in ECE/CD | 6.75 | 6.95 | 7.16 | 7.38 | 7.60 |
| CDA Credential | 7.00 | 7.21 | 7.43 | 7.65 | 7.88 |
| Early Childhood Certificate or Equivalent | 7.00 | 7.21 | 7.43 | 7.65 | 7.88 |
| 24 sem. Or 35 qtr. Hrs toward AAS in ECE | 7.25 | 7.47 | 7.69 | 7.92 | 8.16 |
| Early Childhood Diploma | 7.50 | 7.73 | 7.96 | 8.20 | 8.44 |
| AAS with non-ECE or CD major | 7.50 | 7.73 | 7.96 | 8.20 | 8.44 |
| 70 sem. hrs of general education coursework | 7.50 | 7.73 | 7.96 | 8.20 | 8.44 |
| 36 sem. or 54 qtr. hrs in related field plus CDA | 7.50 | 7.73 | 7.96 | 8.20 | 8.44 |
| 45 sem or 68 qtr hrs toward AAS in ECE | 8.00 | 8.24 | 8.49 | 8.74 | 9.00 |
| 45 sem. Or 68 qtr. Hrs in related field plus 18/27 hrs in ECE | 8.00 | 8.24 | 8.49 | 8.74 | 9.00 |
| AAS in early childhood education or child dev. | 8.50 | 8.76 | 9.02 | 9.29 | 9.57 |
| AAS in any field plus 30 sem. Hrs in ECE/CD | 8.50 | 8.76 | 9.02 | 9.29 | 9.57 |
| BA/BS with non-ECE or CD major | 8.50 | 8.76 | 9.02 | 9.29 | 9.57 |
| BA/BS in related field plus 18/27 hrs in ECE/CD | 9.50 | 9.79 | 10.08| 10.38| 10.69|
| 90 sem hrs toward BA/BS in ECE/CD | 9.50 | 9.79 | 10.08| 10.38| 10.69|
| BA/BS in early childhood education or child dev. | 10.50| 10.82| 11.14| 11.47| 11.82|
| BA/BS in related field plus 24/36 hrs in ECE/CD | 10.50| 10.82| 11.14| 11.47| 11.82|
## Lead Teacher
| Years on Job |
|--------------|
| 0 | 1 | 2 | 3 | 4 |
| N. C. Early Childhood Credential | 8.00 | 8.24 | 8.49 | 8.74 | 9.00 |
| 6 sem or 9 qtr.hrs in ECE/CD | 8.00 | 8.24 | 8.49 | 8.74 | 9.00 |
| CDA Credential | 8.50 | 8.76 | 9.02 | 9.29 | 9.57 |
| Early Childhood Certificate or Equivalent | 8.50 | 8.76 | 9.02 | 9.29 | 9.57 |
| 24 sem. Or 35 qtr. Hrs toward AAS in ECE | 9.00 | 9.27 | 9.55 | 9.83 | 10.13|
| Early Childhood Diploma | 9.50 | 9.79 | 10.08| 10.38| 10.69|
| AAS with non-ECE or CD major | 9.50 | 9.79 | 10.08| 10.38| 10.69|
| 70 sem. hrs of general education coursework | 9.50 | 9.79 | 10.08| 10.38| 10.69|
| Education Level | 0 | 1 | 2 | 3 | 4 |
|---------------------------------------------------------------------------------|-------|-------|-------|-------|-------|
| 36 sem. or 54 qtr. hrs in related field plus CDA | 9.50 | 9.79 | 10.08 | 10.38 | 10.69 |
| 45 sem or 68 qtr hrs toward AAS in ECE | 10.00 | 10.30 | 10.61 | 10.93 | 11.26 |
| 45 sem. Or 68 qtr. Hrs in related field plus 18/27 hrs in ECE | 10.00 | 10.30 | 10.61 | 10.93 | 11.26 |
| AAS in early childhood education or child dev. | 10.50 | 10.82 | 11.14 | 11.47 | 11.82 |
| AAS in any field plus 30 sem. Hrs in ECE/CD | 10.50 | 10.82 | 11.14 | 11.47 | 11.82 |
| BA/BS with non-ECE or CD major | 10.50 | 10.82 | 11.14 | 11.47 | 11.82 |
| BA/BS in related field plus 18/27 hrs in ECE/CD | 11.50 | 11.85 | 12.20 | 12.57 | 12.94 |
| 90 sem hrs toward BA/BS in ECE/CD | 11.50 | 11.85 | 12.20 | 12.57 | 12.94 |
| BA/BS in early childhood education or child dev. | 12.50 | 12.88 | 13.26 | 13.66 | 14.07 |
| BA/BS in related field plus 24/36 hrs in ECE/CD | 12.50 | 12.88 | 13.26 | 13.66 | 14.07 |
| MA/MS in Early Childhood or Child dev. | 13.50 | 13.91 | 14.32 | 14.75 | 15.19 |
| Master/Mentor Teacher | Years on Job |
|-----------------------|--------------|
| | 0 | 1 | 2 | 3 | 4 |
| 45 sem or 68 qtr hrs toward AAS in ECE | 10.61 | 10.93 | 11.26 | 11.59 | 11.94 |
| 45 sem. Or 68 qtr. Hrs in related field plus 18/27 hrs in ECE | 10.61 | 10.93 | 11.26 | 11.59 | 11.94 |
| AAS in early childhood education or child dev. | 11.14 | 11.47 | 11.82 | 12.17 | 12.54 |
| AAS in any field plus 30 sem. Hrs in ECE/CD | 11.14 | 11.47 | 11.82 | 12.17 | 12.54 |
| BA/BS with non-ECE or CD major | 11.14 | 11.47 | 11.82 | 12.17 | 12.54 |
| BA/BS in related field plus 18/27 hrs in ECE/CD | 12.20 | 12.57 | 12.94 | 13.33 | 13.73 |
| 90 sem hrs toward BA/BS in ECE/CD | 12.20 | 12.57 | 12.94 | 13.33 | 13.73 |
| BA/BS in early childhood education or child dev. | 13.26 | 13.66 | 14.07 | 14.49 | 14.92 |
| BA/BS in related field plus 24/36 hrs in ECE/CD | 13.26 | 13.66 | 14.07 | 14.49 | 14.92 |
| MA/MS in Early Childhood or Child dev. | 14.32 | 14.75 | 15.19 | 15.65 | 16.12 |
A Model for a Salary Schedule for Nebraska’s Teachers of Young Children
Assistant Teacher/Teacher’s Aid
| Years on the Job | 0 | 1 | 2 | 3 | 4 | 5 |
|------------------|-----|-----|-----|-----|-----|-----|
| High School Only | 6.50| 6.76| 7.03| 7.31| 7.60| 7.90|
| CDA Credential | 6.69| 6.97| 7.25| 7.53| 7.83| 8.15|
| 24 semester or 35 quarter Hours toward AAS in ECE | 6.96| 7.24| 7.52| 7.83| 8.14| 8.47|
| AAS with non-ECE or CD major | 7.37| 7.66| 7.97| 8.29| 8.62| 8.97|
| AAS in ECE | 8.50| 8.76| 9.02| 9.29| 9.57| 9.85|
| BA/BS with non-ECE or CD major | 9.50| 9.79| 10.08| 10.38| 10.69| 11.01|
| BA/BS in ECE | 10.75| 11.18| 11.62| 12.09| 12.57| 13.07|
Teacher
| Years on the job | 0 | 1 | 2 | 3 | 4 | 5 |
|------------------|-----|-----|-----|-----|-----|-----|
| High School Only | 7.00| 7.28| 7.57| 7.87| 8.18| 8.50|
| CDA Credential | 8.50| 8.76| 9.02| 9.29| 9.57| 9.85|
| 24 semester or 35 quarter Hours toward AAS in ECE | 9.00| 9.27| 9.55| 9.83| 10.13| 10.43|
| AAS with non-ECE or CD major | 9.50| 9.79| 10.08| 10.38| 10.69| 11.01|
| AAS in ECE | 11.00| 11.44| 11.90| 12.37| 12.86| 13.38|
| BA/BS with non-ECE or CD major | 12.50| 13.00| 13.52| 14.06| 14.62| 15.21|
| BA/BS in ECE | 13.39| 13.92| 14.47| 15.05| 15.66| 16.28|
| Masters Degree non-ECE | 12.87| 13.39| 13.92| 14.48| 15.06| 15.66|
| Masters Degree in ECE | 13.50| 13.91| 14.32| 14.75| 15.19| 15.65|
| Family Child Care Home Director | Year on the Job |
|---------------------------------|----------------|
| | 0 | 1 | 2 | 3 | 4 | 5 |
| High School Only | 8.00| 8.24| 8.49| 8.74| 9.00| 9.27|
| CDA Credential | 8.50| 8.76| 9.02| 9.29| 9.57| 9.85|
| 24 semester or 35 quarter Hours toward AAS in ECE | 9.00| 9.27| 9.55| 9.83| 10.13| 10.43|
| AAS with non-ECE or CD major | 9.50| 9.79| 10.08| 10.38| 10.69| 11.01|
| AAS in ECE | 11.00| 11.44| 11.89| 12.37| 12.87| 13.38|
| BA/BS with non-ECE or CD major | 12.50| 13.00| 13.52| 14.06| 14.62| 15.20|
| BA/BS in ECE | 13.39| 13.93| 14.48| 15.06| 15.66| 16.29|
| Masters Degree non ECE | 12.87| 12.88| 13.26| 13.66| 14.07| 14.49|
| Masters Degree in ECE | 14.46| 15.04| 15.64| 16.26| 16.92| 16.28|
| Child Care Center Director | Year on the job |
|---------------------------------|----------------|
| | 0 | 1 | 2 | 3 | 4 | 5 |
| High School Only | 9.00| 9.36| 9.73| 10.12| 10.53| 10.95|
| CDA Credential | 10.00| 10.30| 10.61| 10.93| 11.26| 11.59|
| 24 semester or 35 quarter Hours toward AAS in ECE | 10.50| 10.82| 11.14| 11.47| 11.82| 12.17|
| AAS with non-ECE or CD major | 10.75| 11.18| 11.62| 12.09| 12.58| 13.08|
| AAS in ECE | 11.50| 11.91| 12.39| 12.89| 13.40| 13.94|
| BA/BS with non-ECE or CD major | 13.04| 13.56| 14.10| 14.66| 15.25| 15.86|
| BA/BS in ECE | 15.41| 16.03| 16.67| 17.33| 18.03| 18.75|
| Masters Degree non-ECE | 14.59| 15.17| 15.77| 16.41| 17.06| 17.75|
| Masters Degree in ECE | 17.18| 17.86| 18.58| 19.32| 20.10| 20.90|
Assistant Teacher salary figures loosely based upon Nebraska Teacher Aide salary. BA/BS salary figures loosely based upon Nebraska Department of Labor December 2003 estimates for preschool/kindergarten teachers. Director figures loosely based upon Nebraska Department of Labor December 2003 estimates for educational administrators/preschool and child care program. Adapted from North Carolina Model Salary Schedule. | <urn:uuid:b65985da-0024-4c9e-8313-a2ee93952527> | CC-MAIN-2020-40 | https://applications.education.ne.gov/distrib/web/ecicc/ec_task_force_reports/qcc_worthy_wage.pdf | 2020-09-27T11:50:23+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400274441.60/warc/CC-MAIN-20200927085848-20200927115848-00245.warc.gz | 274,214,005 | 30,996 | eng_Latn | eng_Latn | 0.939181 | eng_Latn | 0.996584 | [
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"unknown",
"unknown",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
118,
1676,
2315,
4574,
6589,
10688,
11864,
16839,
19217,
21345,
24374,
27065,
29228,
31606,
34671,
37351,
39543,
42193,
44553,
47357,
49519,
51622,
54377,
57220,
59724,
62708,
65630,
67930,
70124,
72372,
74029,
74724,
76546,
77043,
81265,
82496,
86894,
87482,
87846,
93436,
95189,
95318,
97282,
97650,
99201,
99966,
102755,
103272,
105727,
107261,
108219,
108438,
110404,
110419,
111742,
112568,
113856,
115485,
116839,
118089,
120945,
124375,
126779,
129130,
132136,
135241,
136323,
139202,
140979,
143270,
145486,
146778,
149011,
151331,
153465,
155642,
157881,
159390,
162451,
165083,
166515,
168708
] | [
2.125,
0.8828125
] | 2 | 0 |
I. Why peer observation?
- Provides mutual understanding for both observer and observed
- Less intrusive and less stressful than other forms of observation, such as videotaping or faculty observation.
- Logistically and technologically uncomplicated
- Can be focused according to the interests of each instructor
II. Giving feedback constructively
- Be empathetic; emphasize your shared purpose over evaluation
- Set your peer at ease first, then get into specifics
- Begin with constructive criticism, end with a focus on the positive.
- Phrase constructive criticism tactfully, emphasizing alternatives and avoiding personal attacks.
- Positive statements can be given in first person (e.g., “I liked how you did this”)
- Be specific. The greater the specificity, the more useful the comments. (e.g., More students may have raised their hands if you had said “so and so” instead of “so and so”.)
- Give each observer equal time to give feedback and to discuss it.
- Keep the conversation confidential.
III. Considerations in planning your peer evaluations: Discussion
- Are both members of the dyad able to observe each other within a week or two?
- What will you tell the students? What will be the role of the observer? (anonymous observer, explain presence as evaluation of instruction, or full participant observer)
- Do you want written notes from your observer?
- What is each member hoping to get out of the observation?
- Will you meet after each observation or when both are completed?
IV. Factors to observe and discuss with your peer:
I. Overall Classroom Set Up
a. Organization/Goal of class
- Is the goal of the class apparent to you as the observer?
- Is there an opening and summation to the class meeting?
- Any suggestions?
b. Preparation
- Is the instructor prepared for the class meeting?
- How can you tell?
- Any suggestions?
c. Content
- Is the main content of the class apparent to you as the observer?
- Does the content match the stated goals of the session?
- Does the content seem clear to the students?
- Any suggestions?
d. Seating arrangements
- Describe the seating arrangements.
- Do they facilitate: discussion, listening, notetaking?
- Is the arrangement purposeful?
- Any suggestions?
e. Do you observe any other factors that contribute to the general classroom set up?
II. Personal Qualities of the Instructor
a. Enthusiasm
- Describe the level of enthusiasm with specific observations.
- Is it contagious?
b. Voice
- Can you hear the instructor? (e.g., clear enough, loud enough)
- Any suggestions?
c. Eye contact
- Does the instructor make consistent eye contact with all students?
- Any suggestions?
d. Body language
- Describe the body language of the instructor with specific observations.
- Any suggestions?
e. Habits
- Describe any distracting habits of the instructor (“um”, pacing back and forth, etc.).
- Any suggestions for how to avoid it in the future?
f. Congruence of style with subject matter
- Given the subject matter, size of the class, other classroom characteristics, does the teaching style maximize learning and teaching?
g. Any other observations about instructor’s personal qualities?
III. Specific Instructional Skills
a. Knowledge of subject
-Does the instructor illustrate appropriate knowledge of the subject?
-Any suggestions?
b. Asking questions
-Write down some questions verbatim that the instructor asks.
-Does the instructor wait long enough for student responses?
-Does the instructor ask information questions?
-Analysis questions?
-Synthesis questions?
-Evaluation questions?
-Application questions?
-Any suggestions on kinds of questions that are most appropriate for this course?
c. Use of Examples
-How would you describe the use of examples?
-Any suggestions?
d. Timing
-How would you describe the overall pace of the class?
-Any suggestions?
e. Any other observations about specific teaching skills?
IV. Interactions with Students
a. Motivation
-How would you describe the motivation level of the instructor?
-What specific observations did you make?
-How do the students respond?
-Any suggestions?
b. Dealing with silence
-Describe any students sitting silently.
-Describe how the instructor reacts.
-Any suggestions?
c. Dealing with vacant stares
-Describe any students staring vacantly.
-Describe how the instructor reacts.
-Any suggestions?
d. Dealing with unruly students
- Describe any unruly students.
- Describe how the instructor reacts.
- Any suggestions?
e. Use of humor
- Describe any use of humor.
- Any suggestions?
f. Affirmative teaching
- When illustrating points, does the instructor use positive examples (e.g., This is how you do this...) rather than illustrating mistakes?
- Any suggestions?
g. Engaging the class
- Describe the level of engagement of the class.
- Any suggestions?
h. Responding to questions
- Write down verbatim a question asked by a student and the instructor’s response.
- Does the instructor understand the question?
- Does the instructor adequately answer the question?
- Any suggestions?
i. Any other observations regarding interactions with students?
V. Use of Materials
a. Notes
- Does the instructor use notes?
- Would they be/Are they helpful or distracting?
b. Handouts
- Are there handouts?
- Would they be/Are they helpful or distracting?
c. Audiovisual/multimedia
- Are any media used?
- Any suggestions?
d. Blackboard
- Does the instructor write on the blackboard?
- Is handwriting legible?
- Any suggestions?
e. Texts
- Does the instructor use assigned texts/readings in class?
- Any suggestions?
f. Are there other suggested materials to make instruction more effective? | <urn:uuid:6a86d277-2376-4953-9e1a-56c2fcd7ddd8> | CC-MAIN-2017-39 | http://tap.rutgers.edu/files/peer-observation/peer-observation-guide.pdf | 2017-09-23T14:33:28Z | crawl-data/CC-MAIN-2017-39/segments/1505818689686.40/warc/CC-MAIN-20170923141947-20170923161947-00119.warc.gz | 342,380,990 | 1,259 | eng_Latn | eng_Latn | 0.995984 | eng_Latn | 0.996547 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
1501,
3176,
4502,
5869
] | [
2.0625
] | 1 | 0 |
Queen and Commonwealth (Woodpeckers)
Wow Starter: Virtual plane journeys. Mystery tickets to two different countries within the Commonwealth.
Final Event: Welcoming parade for HRH Elizabeth II and Prince Philip. Welcoming party to give gifts and perform dances, songs and poems.
UNDERSTANDING THE WORLD
Location knowledge LKS2
- ge35 I can use latitude and longitude and can locate and name the Equator, North and South Poles, hemispheres, the Tropics of Cancer and Capricorn and the Arctic and Antarctic circles
- ge37 I can use maps and atlases to locate the Prime/Greenwich Meridian and explain its governance of time zones (including day and night)
Geographical skills and fieldwork LKS2
- ge46 I can use a variety of paper-based and digital resources to locate and identify places and features around the world
We will be taking virtual trips to two different Commonwealth countries. We will be learning about where they are in the world, the continent that they are in and using a variety of paper-based and digital resources to compare and contrast their country. We will be revisiting the meaning of latitude and the significant lines of latitude. We will then be learning about longitude and about time zones around the world.
PHYSICAL EDUCATION
LKS2
- pe17 I can respond to music to create and perform dances, on my own or with a group, that incorporate a range of more complex, controlled and precise movements
We will be learning short dance sequences from Samoa and Kenya to perform in small groups at our Welcoming Parade.
EXPRESSIVE ARTS AND DESIGN
LKS2
- art12 I can show examples of drawing using pencil and charcoal.
LKS2
- mus11 I can sing in a group, or on my own, with expression, awareness of others and in tune
- mus18 I can listen carefully and perform accurately from memory
- mus20 I can identify music from different traditions
In preparation for our Welcome Parade, we will be making Samoan inspired floral collages. We will also be creating Samoan artworks based around the theme of silhouettes. We will be learning a traditional song from Samoa to perform to parents.
COMMUNICATION AND LANGUAGE
LKS2
- sl21 participate in discussions, presentations, performances, role play, improvisations and debates
- sl22 gain, maintain and monitor the interest of the listener(s)
Through class circle times, we will be discussing the role of the Queen. We will be thinking about rights and responsibilities one has towards the Queen. We will be focusing upon the Christian value of Service.
LITERACY
Reading - comprehension LKS2
- e143 preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
We will be learning poems about our Queen off by heart. We will be considering our audience and how we can capture their attention. We will be discussing the use of tone, volume and intonation. We will perform our poems at our Welcoming Parade.
PSED & RELIGIOUS EDUCATION
DL LKS2
- pa3 I can say who or what inspires me (OS)
RE – Learning From Religion LKS2
- pa32 Identify how commitment to a religion is shown
- pa33 Understand that there are responsibilities as well as rights.
PSED Preparing to play an active role as citizens LKS2 | <urn:uuid:e16cc0d7-7708-4ee3-bdb4-c91f9446aedb> | CC-MAIN-2017-39 | http://st-marys-banbury.oxon.sch.uk/classes_2015_2016/curriculum/TW_Queen_Woodpeckers.pdf | 2017-09-23T14:47:34Z | crawl-data/CC-MAIN-2017-39/segments/1505818689686.40/warc/CC-MAIN-20170923141947-20170923161947-00121.warc.gz | 311,773,256 | 703 | eng_Latn | eng_Latn | 0.99569 | eng_Latn | 0.99569 | [
"eng_Latn"
] | false | rolmOCR | [
3240
] | [
3.140625
] | 2 | 0 |
The following references are examples of components and teaching in The InvestiGator Club Prekindergarten Learning System that align to the Hawai‘i Preschool Content Standards: Cognitive Development. The correlation is intended to illustrate the system’s approach to these standards, not the comprehensiveness of the program.
### Symbolic Play
**Standard 1: Represent fantasy and real-life experiences through pretend play.**
| The InvestiGator Club Components | The InvestiGator Club Teacher Guide (TG) |
|----------------------------------|----------------------------------------|
| Dilly and Friends Doll Puppets | Under Construction TG p. 49 Learning Centers: Hardware Store |
| Bruno’s Buzz Nonfiction Reader: *What’s the Weather?* | Healthy You |
| Finny, Feathery, Furry Friends Center Card: “At the Vet’s” | TG p. 44 Learning Centers: Doctor’s Office |
| Watch It Grow Center Card: “Produce Stand” | TG p. 48 Learning Centers: Drive-Through Restaurant |
| | TG p. 49 Learning Centers: Grocery Store |
| | Finny, Feathery, Furry Friends TG p. 49 Learning Centers: At the Vet’s and Act Out Animals |
| | Splash and Dig |
| | TG p. 49 Learning Centers: Act Out Water Animals |
| | TG p. 79 Oral Language: A Walk on the Beach |
| | Watch It Grow TG p. 49 Learning Centers: Produce Stand |
| | Weather Watchers TG p. 49 Learning Centers: A Chance of Snow |
**Standard 2: Engage in sustained symbolic play with other children.**
| The InvestiGator Club Components | The InvestiGator Club Teacher Guide (TG) |
|----------------------------------|----------------------------------------|
| Dilly and Friends Doll Puppets | Under Construction TG p. 49 Learning Centers: Hardware Store |
| Finny, Feathery, Furry Friends Center Card: “At the Vet’s” | Healthy You |
| Watch It Grow Center Card: “Produce Stand” | TG p. 44 Learning Centers: Doctor’s Office |
| | TG p. 48 Learning Centers: Drive-Through Restaurant |
| | TG p. 49 Learning Centers: Grocery Store |
| | Finny, Feathery, Furry Friends TG p. 49 Learning Centers: At the Vet’s |
| | Watch It Grow TG p. 49 Learning Centers: Produce Stand |
| | Weather Watchers TG p. 49 Learning Centers: A Chance of Snow |
## Mathematics
### Standard 1: Learn about numbers, numerical representation, and simple numerical operations.
| The InvestiGator Club Components | The InvestiGator Club Teacher Guide (TG) |
|----------------------------------|------------------------------------------|
| Magnetic Math Board | Let’s Investigate! |
| Magnetic Foam Numbers | TG p. 91 Math: One to One |
| Magnetic Counting Strips | TG p. 227 Math: Knock Again |
| Trade Books: *Little Quack*, *Millions of Snowflakes*, *One-Dog Canoe*, *More, Fewer, Less* | **Under Construction** TG p. 128 Math: How Many? |
| Investigation Flapboards and Flap Fillers | **Healthy You** TG p. 33 Daily Routines: Numbers |
| Finny, Feathery, Furry Friends Center Card: “How Many Dogs?” | TG p. 42 Learning Centers: Doughy Numbers |
| | **Finny, Feathery, Furry Friends** TG p. 42 Learning Centers: How Many Dogs? |
| | **Splash and Dig** TG pp. 102–103 Small Group: Math |
| | **Watch It Grow** TG p. 64 Math: The Number 8 |
| | **Weather Watchers** TG p. 124 Math: The Numbers 0 to 10 |
### Standard 2: Recognize and create patterns and become aware of relationships.
| The InvestiGator Club Components | The InvestiGator Club Teacher Guide (TG) |
|----------------------------------|------------------------------------------|
| Alphabet Flapboard and Flap Fillers | Let’s Investigate! |
| Magnetic Foam Letters | TG p. 113 Math: People Patterns |
| Magnetic Math Board | TG p. 117 Math: Clap, Pat, Clap, Pat |
| Magnetic Foam Numbers | TG p. 139 Math: Match a Snack |
| Magnetic Counting Strips | TG p. 170 Music: Clap and Step |
| Trade Books: *The Shape of Things*, *More, Fewer, Less* | **Under Construction** TG pp. 102–103 Small Group: Math |
| Investigation Flapboards and Flap Fillers | TG p. 109 Art: Sponge Print Patterns |
| | **Splash and Dig** TG p. 108 Math: Connecting Blocks |
| | TG p. 133 Dramatic Play: What Comes Next? |
| | **Weather Watchers** TG p. 42 Learning Centers: Can You Make This? |
### Standard 3: Develop concepts of shape and space.
| The InvestiGator Club Components | The InvestiGator Club Teacher Guide (TG) |
|----------------------------------|------------------------------------------|
| Dilly and Friends Doll Puppets | Let’s Investigate! |
| Trade Books: *The Shape of Things*, *Millions of Snowflakes* | TG p. 222 Readiness: Basic Shapes |
| Investigation Flapboards and Flap Fillers | TG pp. 224–225 Whole Group: Readiness: Investigating Shapes |
| | **Under Construction** TG pp. 86–87 Whole Group: Math |
| | TG p. 89 Art: Shapely Homes and Literacy: Reread a Shape Story |
| | **Healthy You** TG p. 42 Learning Centers: Geoboards |
| | TG p. 105 Math: Rubber Band Shapes |
| | **Splash and Dig** TG p. 69 Math: Seaworthy Shapes |
## The InvestiGator Club and Hawai‘i Preschool Content Standards Correlation: Cognitive Development
### Standard 4: Develop and use measurement concepts.
| The InvestiGator Club Components | The InvestiGator Club Teacher Guide (TG) |
|----------------------------------|----------------------------------------|
| *Dilly and Bruno Buzzbee* Lapbook and Little Book
Bruno’s Buzz Nonfiction Reader: *Build a Doghouse!* | Let’s Investigate! TG p. 205 Math: Long and Short Worms
*Under Construction* TG pp. 134–135 Culminating Activity: Investigation Celebration
*Healthy You* TG p. 133 Math: More or Less?
*Finny, Feathery, Furry Friends* TG p. 69 Math: Color, Size, Shape
*Splash and Dig* TG p. 47 Learning Centers: Water Play |
### Standard 5: Represent and interpret data.
| The InvestiGator Club Components | The InvestiGator Club Teacher Guide (TG) |
|----------------------------------|----------------------------------------|
| Magnetic Math Board
Magnetic Foam Numbers
Magnetic Counting Strips
Trade Book: *More, Fewer, Less* | Let’s Investigate!
TG p. 156 Math: More or Less
TG pp. 158–159 Whole Group: Readiness: Left and Right
TG p. 223 Social Studies: City and County Graph
*Finny, Feathery, Furry Friends*
TG p. 93 Math: If You Were an Animal
TG p. 112 Math: Favorite Wild Animals
*Splash and Dig* TG p. 64 Science: Gathering Water Data
*Weather Watchers*
TG pp. 90–91 Closing Circle Time: Shared Writing
TG p. 128 Math: 0 to 10 Floor Graph |
### Science
#### Standard 1: Increase sensory awareness.
| The InvestiGator Club Components | The InvestiGator Club Teacher Guide (TG) |
|----------------------------------|----------------------------------------|
| Dilly’s Music and Movement CD
Listen to Your World CD
Oral Language Card 5
Bruno’s Buzz Nonfiction Reader: *My Five Senses*
Healthy You Center Card: “Your Sense of Touch” | Let’s Investigate! TG p. 135 Science: Investigators Try and Record
*Under Construction* TG p. 104 Science: Rocks Rock!
*Healthy You*
TG p. 43 Learning Centers: Your Sense of Touch
TG p. 58 Oral Language: Your Senses
TG p. 60 Everyday Literacy: Use the Clues
TG pp. 122–123 Small Group: Science
TG p. 125 Literacy: Reread a Senses Story
*Splash and Dig* TG p. 73 Listening: Water Sounds
*Watch It Grow*
TG p. 43 Learning Centers: Peek at a Pocket
TG p. 99 Oral Language: All About Soil
TG p. 113 Music: Say It with Music
*Weather Watchers*
TG p. 112 Listening: “The Wind”
TG p. 113 Oral Language: Falling Leaves |
## The InvestiGator Club and Hawai‘i Preschool Content Standards Correlation: Cognitive Development
### Standard 2: Engage in scientific inquiry.
| The InvestiGator Club Components | The InvestiGator Club Teacher Guide (TG) |
|----------------------------------|----------------------------------------|
| Listen to Your World CD | Let’s Investigate! |
| Trade Books | TG p. 90 Science: Investigators Look |
| Bruno’s Buzz Nonfiction Readers | TG pp. 110–111 Small Group: Science |
| Oral Language Cards | Under Construction |
| Investigation Flapboards and Flap Fillers | TG p. 33 Daily Routines: Science |
| Center Cards | TG p. 64 Science: Observe and Compare |
**Healthy You**
- TG p. 49 Learning Centers: Your Heart Beats
- TG p. 64 Science: What’s Inside Me?
- TG pp. 122–123 Small Group: Science
**Splash and Dig**
- TG p. 47 Learning Centers: Mountains and Water Play
- TG p. 64 Science: Gathering Water Data
- TG p. 104 Science: Fresh or Salt?
**Watch It Grow**
- TG p. 104 Science: Where Does It Go?
- TG p. 105 Literacy: Plant Anatomy
**Weather Watchers**
- TG p. 47 Learning Centers: Raindrops
- TG p. 64 Science: Make a Rainbow
- TG p. 85 Science: Sun and Shadows
- TG p. 125 Science: Reread a Weather Story
### Standard 3: Explore physical properties of the world.
| The InvestiGator Club Components | The InvestiGator Club Teacher Guide (TG) |
|----------------------------------|----------------------------------------|
| Bruno’s Buzz Nonfiction Reader: Mud Pies | Let’s Investigate! TG pp. 110–111 Small Group: Science |
| Under Construction Flapboards and Flap Fillers | Under Construction TG p. 118 Oral Language: Push and Pull |
| Splash and Dig Center Cards: “Float or Sink?,” “Mountains” | Splash and Dig |
| TG p. 33 Daily Routines: Science |
| TG p. 43 Learning Centers: Float or Sink? |
| TG p. 47 Learning Centers: Mountains |
| TG pp. 122–123 Small Group: Science |
**Watch It Grow**
- TG p. 45 Learning Centers: Nature Collage and Crayon Rubbings
**Weather Watchers**
- TG p. 113 Science: Will It Move?
## The InvestiGator Club and Hawai‘i Preschool Content Standards Correlation: Cognitive Development
### Standard 4: Explore characteristics of living things.
| The InvestiGator Club Components | The InvestiGator Club Teacher Guide (TG) |
|----------------------------------|----------------------------------------|
| Oral Language Cards 24, 45 | Let’s Investigate! TG p. 157 Social Studies: We Have Needs and Science: Be Healthy Like Manny Healthy You |
| Bruno’s Buzz Nonfiction Reader: *The Fish Tank* | TG p. 64 Science: What’s Inside Me? |
| Healthy You Flapboards and Flap Fillers | TG p. 85 Science: Animal Exercises |
| Finny, Feathery, Furry Friends Flapboards and Flap Fillers | Finny, Feathery, Furry Friends |
| Watch It Grow Flapboards and Flap Fillers | TG p. 33 Daily Routines: Science |
| | TG p. 43 Learning Centers: Animal Homes and Living and Nonliving |
| | TG pp. 122–123 Small Group: Science |
| | Watch It Grow |
| | TG p. 33 Daily Routines: Science |
| | TG p. 85 Science: In Living Color |
### Standard 5: Learn about the earth and sky.
| The InvestiGator Club Components | The InvestiGator Club Teacher Guide (TG) |
|----------------------------------|----------------------------------------|
| Trade Books: *Millions of Snowflakes*, *The Snowy Day* | Let’s Investigate! TG p. 49 Learning Centers: Exploring Sand |
| Bruno’s Buzz Nonfiction Readers: *Mud Pies*, *What’s the Weather?* | Under Construction TG p. 47 Learning Centers: Sand Construction |
| Oral Language Card 63 | Splash and Dig |
| Weather Watchers Flapboards and Flap Fillers | TG p. 84 Social Studies: Ocean in a Bottle |
| | TG pp. 96–97 Opening Circle Time: Oral Language |
| | TG pp. 122–123 Small Group: Science |
| | TG p. 125 Science: Reread a Muddy Story |
| | Watch It Grow |
| | TG p. 29 Daily Routines: Safety |
| | TG p. 49 Learning Centers: Rain Forest Day |
| | TG p. 58 Oral Language: From the Forest |
| | Weather Watchers |
| | TG p. 78 Oral Language: Cloud Watching |
| | TG p. 79 Oral Language: What Is the Sun? |
### Standard 6: Have a variety of educational experiences that involve technology.
| The InvestiGator Club Components | The InvestiGator Club Teacher Guide (TG) |
|----------------------------------|----------------------------------------|
| Dilly and Friends Read Along CD | Let’s Investigate! TG p. 127 Technology: The “Techie” in You |
| eFlabords Learning Software | Under Construction TG p. 46 Learning Centers: CD Corner and Karaoke Kid |
| Dilly’s Music and Movement CD | Finny, Feathery, Furry Friends TG p. 46 Learning Centers: Computer Fun and Record Animal Songs |
| Listen to Your World CD | Splash and Dig TG p. 46 Learning Centers: eFlabords by the Water |
| Oral Language Card 16 | Watch It Grow TG p. 46 Learning Centers: Watch It Grow Clips and Move to the Rhythm |
| Under Construction Center Card: “Karaoke Kid” | Weather Watchers TG p. 46 Learning Centers: Spring Pictures and Record Weather Stories |
| Healthy You Center Card: “Your Name in Print” | |
| Weather Watchers Center Card: “Spring Pictures” | |
## The InvestiGator Club and Hawai‘i Preschool Content Standards Correlation: Cognitive Development
### Social Studies
**Standard 1: Learn about themselves and other people (psychology).**
| The InvestiGator Club Components | The InvestiGator Club Teacher Guide (TG) |
|----------------------------------|----------------------------------------|
| Dilly and Friends Doll Puppets | Let’s Investigate! |
| Dilly and Friends Lapbooks and Little Books | TG p. 56 Back to School: Getting to Know Each Other |
| Dilly and Friends Read Along CD | TG p. 113 Social Studies: Special Me, Special You |
| Bruno’s Buzz Nonfiction Readers: *Build a Doghouse!*, *Mud Pies* | **Under Construction** |
| Investigation Flapboards and Flap Fillers | TG p. 35 Daily Routines: Social and Emotional Development |
| | TG p. 132 Oral Language: Hello, My Name Is Gabby |
| | **Healthy You** TG p. 65 Social and Emotional: Alike and Different |
| | **Splash and Dig** TG p. 132 Oral Language: In My Yard |
| | **Weather Watchers** TG p. 109 Literacy: Friends Like Rosalita |
**Standard 2: Appreciate their own and other cultures (cultural anthropology).**
| The InvestiGator Club Components | The InvestiGator Club Teacher Guide (TG) |
|----------------------------------|----------------------------------------|
| Dilly and Friends Doll Puppets | Let’s Investigate! |
| Dilly’s Music and Movement CD | TG p. 57 Oral Language: I Belong |
| Art Prints | TG p. 65 Social Studies: Family Roles and Traditions |
| | TG pp. 80–81 Opening Circle Time: Oral Language: Make Connections |
| | TG p. 94 Social Studies: Hello Around The World and Fine Art: Art Across Cultures |
| | **Healthy You** TG p. 84 Social Studies: Food Around the World |
| | **Finny, Feathery, Furry Friends** TG p. 68 Fine Art: *Los Pescados Peña* |
**Standard 3: Become aware of how things, people, and places change over time (history).**
| The InvestiGator Club Components | The InvestiGator Club Teacher Guide (TG) |
|----------------------------------|----------------------------------------|
| Dilly and Friends Doll Puppets | Let’s Investigate! |
| JT Days Poster | TG p. 135 Social Studies: How We Change Over Time |
| Dilly Birthday Poster | TG p. 209 Oral Language: The “Big Kid” in You |
| | **Splash and Dig** TG p. 28 Daily Routines: Days in Review |
| | **Watch It Grow** TG p. 28 Daily Routines: Days in Review |
| | TG p. 64 Science: Seeds on the Move |
| | TG p. 104 Social Studies: Plan a Town |
| | **Weather Watchers** TG p. 28 Daily Routines: Days in Review |
### Standard 4: Explore how people depend upon one another for the things (goods) and help (services) they need (economics).
| The InvestiGator Club Components | The InvestiGator Club Teacher Guide (TG) |
|----------------------------------|----------------------------------------|
| Dilly and Friends Lapbooks and Little Books
Dilly and Friends Read Along CD
Trade Books: *Apple Farmer Annie*, *Good Thing*
*You’re Not an Octopus!*
Bruno’s Buzz Nonfiction Reader: *Build a Doghouse!*
Investigation Flapboards and Flap Fillers
Watch It Grow Center Card: “Produce Stand” | Let’s Investigate!
TG p. 46 Learning Centers: Families
TG p. 157 Social Studies: We Have Needs
TG p. 160 Social Studies: We Know What We Need
**Under Construction** TG pp. 106–107 Whole Group: Social and Emotional
**Healthy You** TG p. 113 Dramatic Play: All Kinds of Doctors
**Splash and Dig** TG pp. 106–107 Whole Group: Social and Emotional
**Watch It Grow**
TG p. 44 Learning Centers: From Farm to Market
TG p. 49 Learning Centers: Produce Stand
TG pp. 116–117 Opening Circle Time: Oral Language |
### Standard 5: Understand what people need to do to work and live together in groups (sociology, political science).
| The InvestiGator Club Components | The InvestiGator Club Teacher Guide (TG) |
|----------------------------------|----------------------------------------|
| Dilly and Friends Doll Puppets
Dilly and Friends Lapbooks and Little Books
Dilly and Friends Read Along CD
Investigation Flapboards and Flap Fillers | Let’s Investigate!
TG p. 201 Social Studies: What’s My Job?
TG p. 208 Back to School: Busy Bees
**Under Construction** TG p. 84 Social Studies: Community Workers
**Healthy You**
TG p. 49 Learning Centers: Grocery Store
TG p. 65 Social and Emotional: Alike and Different
**Splash and Dig** TG p. 65 Social and Emotional: Puppet Play
**Watch It Grow** TG p. 119 Oral Language: Jobs on the Farm |
### Standard 6: Develop geographic awareness (geography).
| The InvestiGator Club Components | The InvestiGator Club Teacher Guide (TG) |
|----------------------------------|----------------------------------------|
| Let’s Investigate! Flapboards and Flap Fillers
Under Construction Flapboards and Flap Fillers
Under Construction Center Card: “Block Town”
Splash and Dig Flapboards and Flap Fillers
Splash and Dig Center Card: “Mountains” | Let’s Investigate!
TG p. 83 Social Studies: The Traveler in You
TG p. 99 Social Studies: Travel with JT
TG pp. 176–177 Small Group: Social Studies
**Under Construction** TG p. 48 Learning Centers: Block Town
**Splash and Dig**
TG p. 45 Learning Centers: Beach Mural
TG p. 47 Learning Centers: Mountains
TG pp. 116–117 Opening Circle Time: Oral Language
**Watch It Grow** TG p. 118 Oral Language: Time for a Hay Ride |
| The InvestiGator Club Components | The InvestiGator Club Teacher Guide (TG) |
|----------------------------------|----------------------------------------|
| Finny, Feathery, Furry Friends Flapboards and Flap Fillers | Splash and Dig |
| Splash and Dig Flapboards and Flap Fillers | TG p. 44 Learning Centers: Let’s Recycle |
| Watch It Grow Flapboards and Flap Fillers | TG p. 64 Science: Gathering Water Data |
| Watch It Grow Center Card: “Make a Garden” | TG p. 104 Social Studies: Drinking Water |
| | TG pp. 116–117 Opening Circle Time: Oral Language |
| | Watch It Grow |
| | TG p. 47 Learning Centers: Make a Garden |
| | TG p. 59 Oral Language: Tell About Pictures |
| | TG p. 119 Oral Language: Dirt Detectives |
| | Weather Watchers TG p. 132 Oral Language: Scepter Pass |
The following references are examples of components and teaching in The InvestiGator Club Prekindergarten Learning System that align to the Hawai‘i Preschool Content Standards: Communication, Language Development and Literacy. The correlation is intended to illustrate the system’s approach to these standards, not the comprehensiveness of the program.
### Communication: Speaking and Listening
#### Standard 1: Use language in a variety of ways.
| The InvestiGator Club Components | The InvestiGator Club Teacher Guide (TG) |
|----------------------------------|----------------------------------------|
| Dilly and Friends Doll Puppets | Let’s Investigate! |
| Dilly and Friends Lapbooks and Little Books | TG pp. 78–79 Investigation Station |
| Dilly and Friends Read Along CD | TG p. 105 Oral Language: Getting to Know Auntie Lu |
| Trade Books | Under Construction TG pp. 106–107 Whole Group: Social and Emotional |
| Bruno’s Buzz Nonfiction Readers | Healthy You TG p. 129 Literacy: Retell a Classic |
| Oral Language Cards | Finny, Feathery, Furry Friends TG pp. 96–97 |
| Investigation Flapboards and Flap Fillers | Opening Circle Time: Oral Language |
| | Splash and Dig TG p. 132 Oral Language: Sharing Chair |
| | Watch It Grow TG p. 59 Oral Language: Tell About Pictures |
| | Weather Watchers TG p. 72 Oral Language: Pass the Rain Hat |
#### Standard 2: Listen with comprehension to a variety of spoken forms of language.
| The InvestiGator Club Components | The InvestiGator Club Teacher Guide (TG) |
|----------------------------------|----------------------------------------|
| Dilly and Friends Doll Puppets | Let’s Investigate! |
| Rosalita Word Poster | TG pp. 152–153 Everyday Literacy: Alphabet Knowledge |
| Alphabet Song Poster | TG p. 193 Oral Language: Getting to Know Bruno |
| Dilly and Friends Lapbooks and Little Books | Under Construction TG p. 38 Daily Routines: Who Is It? |
| Dilly and Friends Read Along CD | Healthy You TG p. 104 Science: Clues to Healthy Habits |
| Dilly’s Music and Movement CD | Finny, Feathery, Furry Friends TG p. 60 Everyday Literacy: Phonological Awareness |
| Listen to Your World CD | TG p. 78 Listening: Name the Animals |
| eFlapboards Learning Software | Splash and Dig TG p. 119 Listening: Listen and Act |
| Trade Books | Watch It Grow TG p. 59 Listening: What Do You Hear? |
| Oral Language Cards | Weather Watchers TG p. 119 Listening: Seasons Game |
| Investigation Flapboards and Flap Fillers |
## Language Acquisition
**Standard 3: Acquire increasingly rich vocabulary and sentence structure.**
| The InvestiGator Club Components | The InvestiGator Club Teacher Guide (TG) |
|----------------------------------|----------------------------------------|
| Rosalita Word Poster | Let’s Investigate! TG p. 48 Learning Centers: Computer Parts |
| eFlapboards Learning Software | Under Construction TG pp. 52–53 Investigation Launch |
| Trade Books | Healthy You TG p. 78 Oral Language: Nutritious Food |
| Oral Language Cards | TG p. 113 Dramatic Play: All Kinds of Doctors and Oral Language: I Can Do It! |
| Investigation Flapboards and Flap Fillers | Finny, Feathery, Furry Friends TG pp. 96–97 Opening Circle Time: Oral Language |
| | Splash and Dig TG pp. 96–97 Opening Circle Time: Oral Language |
| | Watch It Grow TG p. 98 Oral Language: If Flowers Could Talk |
| | Weather Watchers TG pp. 96–97 Opening Circle Time: Oral Language |
| | TG p. 98 Oral Language: “Boom, Bang!” and Oral Language: Tornado in a Jar |
| | TG p. 99 Oral Language: Windy Words and Oral Language: A Windy-Day Story |
## Emergent Reading and Writing
**Standard 4: Recognize and use symbols.**
| The InvestiGator Club Components | The InvestiGator Club Teacher Guide (TG) |
|----------------------------------|----------------------------------------|
| Alphabet Flapboard and Flap Fillers | Let’s Investigate! TG pp. 86–87 Everyday Literacy: Alphabet Knowledge |
| Magnetic Foam Letters | Under Construction TG p. 32 Daily Routines: Letters |
| Dilly’s Alphabet Cards | TG p. 41 Learning Centers: That’s My Name! |
| Alphabet Song Poster | Healthy You TG p. 84 Math: The Number 3 |
| Dilly’s Alphabet Show | TG p. 93 Literacy: Matching Pairs |
| Under Construction Center Card: “That’s My Name!” | Finny, Feathery, Furry Friends TG p. 32 Daily Routines: Letters |
| Splash and Dig Center Card: “Water Everywhere” | Splash and Dig TG p. 41 Learning Centers: Water Everywhere and Fun with Water |
| | Watch It Grow TG p. 101 Everyday Literacy: Alphabet Garden |
| | Weather Watchers TG p. 41 Learning Centers: Felt Board Names and Stories |
## The InvestiGator Club and Hawai‘i Preschool Content Standards Correlation: Communication, Language Development and Literacy
### Standard 5: Enjoy and understand books.
| The InvestiGator Club Components | The InvestiGator Club Teacher Guide (TG) |
|----------------------------------|----------------------------------------|
| Dilly’s Alphabet Show | Let’s Investigate! |
| Dilly and Friends Lapbooks and Little Books | TG p. 42 Learning Centers: Reading Practice |
| Dilly and Friends Read Along CD | TG p. 112 Literacy: Favorite Books |
| Trade Books | Under Construction TG p. 40 Learning Centers: |
| Bruno’s Buzz Nonfiction Readers | Let’s Read! |
| | Healthy You TG p. 125 Literacy: Reread a Senses Story |
| | Finny, Feathery, Furry Friends TG pp. 106–107 |
| | Whole Group: Social and Emotional |
| | Splash and Dig TG pp. 126–127 Whole Group: |
| | Storytelling Classics |
| | Watch It Grow TG p. 109 Literacy: Reread a Sunflower Story |
| | Weather Watchers TG p. 40 Learning Centers: Read and Talk |
### Standard 6: Show interest in writing.
| The InvestiGator Club Components | The InvestiGator Club Teacher Guide (TG) |
|----------------------------------|----------------------------------------|
| Daily Routine Posters | Let’s Investigate! TG p. 43 Learning Centers: Writing Practice and Writing Role Play |
| Weather Watchers Center Card: “Weather Book” | Under Construction TG p. 41 Learning Centers: |
| | While You Were Out |
| | Finny, Feathery, Furry Friends TG pp. 130–131 |
| | Closing Circle Time: Shared Writing |
| | Watch It Grow TG p. 88 Literacy: Write a Recipe |
| | Weather Watchers TG p. 41 Learning Centers: |
| | Weather Book |
### Standard 7: Acquire concepts of print.
| The InvestiGator Club Components | The InvestiGator Club Teacher Guide (TG) |
|----------------------------------|----------------------------------------|
| Daily Routine Posters | Let’s Investigate! TG p. 139 Literacy: Have a Book Parade! |
| Dilly and Friends Lapbooks and Little Books | Healthy You TG p. 109 Literacy: Read and Follow |
| Trade Books | Finny, Feathery, Furry Friends TG p. 40 Learning Centers: Storytelling Time |
| Bruno’s Buzz Nonfiction Readers | TG pp. 70–71 Closing Circle Time: Shared Writing |
| InvestiGator Club Theme Song Poster | Watch It Grow TG pp. 90–91 Closing Circle Time: |
| Alphabet Song Poster | Shared Writing |
| | Weather Watchers TG p. 40 Learning Centers: Read and Talk |
| Standard 8: Acquire emergent literacy skills while exploring print in books and the environment. |
|-----------------------------------------------|
| **The InvestiGator Club Components** | **The InvestiGator Club Teacher Guide (TG)** |
| Daily Routine Posters | Let’s Investigate! TG pp. 62–63 Small Group: Literacy |
| Dilly and Friends Lapbooks and Little Books | Under Construction TG pp. 56–57 Opening Circle Time: Oral Language |
| Trade Books | Healthy You TG p. 125 Literacy: Safety Signs |
| Bruno’s Buzz Nonfiction Readers | Watch It Grow TG p. 89 Literacy: Reread an Apple Story |
| Oral Language Cards | Weather Watchers TG pp. 122–123 Small Group: Science |
| InvestiGator Club Theme Song Poster | |
| Alphabet Song Poster | |
The following references are examples of components and teaching in The InvestiGator Club Prekindergarten Learning System that align to the Hawai‘i Preschool Content Standards: Creative Development. The correlation is intended to illustrate the system’s approach to these standards, not the comprehensiveness of the program.
### Art
#### Standard 1: Create and express themselves through a variety of art experiences.
| The InvestiGator Club Components | The InvestiGator Club Teacher Guide (TG) |
|----------------------------------|----------------------------------------|
| Art Prints | Let’s Investigate! TG p. 226 Art: Tilt the Colors |
| Watch It Grow Center Card: “Nature Collage” | Under Construction TG p. 45 Learning Centers: Tire Track Prints |
| | TG p. 129 Art: We Are Illustrators |
| | Healthy You TG p. 129 Art: Healthy Food Prints |
| | Finny, Feathery, Furry Friends TG p. 109 Art: Feather Painting |
| | Splash and Dig TG p. 45 Learning Centers: Watercolor Artworks |
| | Watch It Grow TG p. 45 Learning Centers: Nature Collage |
| | Weather Watchers TG p. 45 Learning Centers: Weather Collage |
| | TG p. 129 Art: Four Seasons Mobile |
#### Standard 2: Begin to learn about art elements and techniques.
| The InvestiGator Club Components | The InvestiGator Club Teacher Guide (TG) |
|----------------------------------|----------------------------------------|
| Art Prints | Let’s Investigate! TG p. 182 Art: Art Media |
| Finny, Feathery, Furry Friends Center Card: “Clay Animals” | TG p. 204 Art: Art Tools |
| | Under Construction TG p. 109 Art: Sponge Print Patterns |
| | Healthy You TG p. 45 Learning Centers: Food Prints |
| | TG p. 89 Art: More or Fewer? |
| | Finny, Feathery, Furry Friends TG p. 45 Learning Centers: Clay Animals |
| | Splash and Dig TG p. 45 Learning Centers: Beach Mural |
| | Weather Watchers TG p. 68 Fine Arts: My Country Is Winter |
| | TG p. 109 Art: Bubble Paintings |
## Music
### Standard 1: Create and express themselves through a variety of music experiences.
| The InvestiGator Club Components | The InvestiGator Club Teacher Guide (TG) |
|----------------------------------|----------------------------------------|
| InvestiGator Club Theme Song Poster
Alphabet Song Poster
Dilly’s Music and Movement CD
Oral Language Card 20 | Let’s Investigate!
TG p. 34 Daily Routines: Music
TG p. 99 Music: The Musician in You
Under Construction TG p. 73 Music: “The Backhoe Song”
Healthy You TG p. 68 Music: “Tooth Time March”
Finny, Feathery, Furry Friends TG p. 128 Music: Bumblebee Buzz
Splash and Dig TG p. 98 Oral Language: If I Could Be …
Watch It Grow TG p. 32 Daily Routines: Music
Weather Watchers TG p. 68 Music: “Bad Weather Blues” |
### Standard 2: Begin to learn about music elements and techniques.
| The InvestiGator Club Components | The InvestiGator Club Teacher Guide (TG) |
|----------------------------------|----------------------------------------|
| Dilly’s Music and Movement CD | Let’s Investigate!
TG p. 126 Music: Music Long Ago
TG p. 127 Oral Language: Getting to Know Rosalita
Under Construction TG p. 88 Music and Movement: Rhythm
Healthy You TG p. 32 Daily Routines: Music
Finny, Feathery, Furry Friends TG p. 88 Music and Movement: Make Instruments
Splash and Dig
TG p. 88 Music and Movement: Instruments
TG p. 108 Music: Feel the Beat
Watch It Grow TG p. 108 Music and Movement: Water Music
Weather Watchers TG p. 88 Music and Movement: Rhythm of the Rain |
## Creative Movement and Drama
**Standard 1: Create and express themselves through a variety of creative movement and drama experiences.**
| The InvestiGator Club Components | The InvestiGator Club Teacher Guide (TG) |
|----------------------------------|----------------------------------------|
| Dilly and Friends Doll Puppets | Let’s Investigate! TG p. 170 Music: Clap and Step |
| Dilly’s Music and Movement CD | Under Construction TG p. 128 Music: Little Pigs Sing-Along |
| Dramatic Play Center Cards | Healthy You TG p. 108 Music and Movement: Dance to the Music |
| | Finny, Feathery, Furry Friends TG p. 68 Music: “I’m Glad to Be a Bee” |
| | Splash and Dig TG p. 108 Music: Feel the Beat |
| | Watch It Grow TG p. 68 Music: “Watch It Grow Cha Cha” |
| | Weather Watchers TG p. 73 Music: “Walking in the Snow” |
| | TG p. 128 Music: Spring Rain Shower |
**Standard 2: Begin to learn about movement elements and techniques.**
| The InvestiGator Club Components | The InvestiGator Club Teacher Guide (TG) |
|----------------------------------|----------------------------------------|
| Dilly’s Music and Movement CD | Let’s Investigate! TG p. 34 Daily Routines: Music |
| | TG p. 36 Daily Routines: Gross Motor Skills |
| | Under Construction TG p. 32 Daily Routines: Music |
| | TG p. 34 Daily Routines: Gross Motor Skills |
| | Healthy You TG p. 73 Movement: Jump and Jive |
| | Finny, Feathery, Furry Friends TG p. 73 Oral Language: Jump or Jiggle |
| | Splash and Dig TG p. 93 Music and Movement: Sea Limbo |
| | Watch It Grow TG p. 73 Movement: Squirrel in a Tree |
| | Weather Watchers TG p. 32 Daily Routines: Music |
| | TG p. 34 Daily Routines: Gross Motor Skills |
## Aesthetic Appreciation
**Standard 1:** Develop appreciation for natural and cultural beauty and the visual and performing arts.
| The InvestiGator Club Components | The InvestiGator Club Teacher Guide (TG) |
|----------------------------------|-----------------------------------------|
| Great Auntie Lu Art Poster | Let’s Investigate! |
| Art Prints | TG p. 31 Daily Routines: Featured Artist |
| | TG p. 68 Art: Art Clues |
| | **Under Construction** TG p. 68 Fine Art: *The Builders* |
| | **Healthy You** TG p. 68 Fine Arts: *Optometrist* |
| | **Finny, Feathery, Furry Friends** TG p. 68 Fine Art: *Los Pescados Peña* |
| | **Splash and Dig** TG p. 73 Music: The Water Song |
| | **Watch It Grow** TG p. 109 Fine Art: Living or Not? |
| | **Weather Watchers** TG p. 89 Art: Sun Prints |
Correlation to the Hawai‘i Preschool Content Standards: Personal and Social Development
The following references are examples of components and teaching in The InvestiGator Club Prekindergarten Learning System that align to the Hawai‘i Preschool Content Standards: Personal and Social Development. The correlation is intended to illustrate the system’s approach to these standards, not the comprehensiveness of the program.
| Standard 1: Understand and express feelings appropriately. | The InvestiGator Club Components | The InvestiGator Club Teacher Guide (TG) |
|----------------------------------------------------------|----------------------------------|----------------------------------------|
| Dilly and Friends Doll Puppets | Let’s Investigate! TG p. 187 Social and Emotional: The Superhero in You |
| Dilly and JT Gator Lapbook and Little Book | Under Construction TG p. 35 Daily Routines: Social and Emotional Development |
| Dilly and Rosalita Sausalita Lapbook and Little Book | Healthy You TG p. 98 Oral Language: How Am I Feeling? |
| Dilly and Friends Read Along CD | Finny, Feathery, Furry Friends TG p. 65 Social and Emotional: Show You Care |
| Healthy You Flapboards and Flap Fillers | Splash and Dig TG p. 65 Social and Emotional: Puppet Play |
| | Watch It Grow TG p. 35 Daily Routines: Social and Emotional Development |
| | Weather Watchers TG p. 65 Social and Emotional: Feel It, Show It, Say It |
| | TG p. 124 Social and Emotional: The Picnic Is Canceled |
| Standard 2: Develop a positive and realistic self-concept. | The InvestiGator Club Components | The InvestiGator Club Teacher Guide (TG) |
|----------------------------------------------------------|----------------------------------|----------------------------------------|
| Dilly and Friends Doll Puppets | Let’s Investigate! |
| Dilly and Friends Lapbooks and Little Books | TG p. 42 Learning Centers: Picture Dictionary |
| Dilly and Friends Read Along CD | TG p. 82 Back to School: Name Song |
| | Under Construction TG p. 112 Oral Language: Medallion Day |
| | Healthy You TG pp. 106–107 Whole Group: Social and Emotional |
| | Finny, Feathery, Furry Friends TG pp. 66–67 Whole Group: Literacy |
| | Splash and Dig TG p. 109 Art: Draw a Game |
| | TG p. 112 Oral Language: I’m a Good Listener |
## The InvestiGator Club and Hawai‘i Preschool Content Standards Correlation: Personal and Social Development
### Standard 3: Develop social skills and positive peer and adult relationships.
| The InvestiGator Club Components | The InvestiGator Club Teacher Guide (TG) |
|----------------------------------|-----------------------------------------|
| Dilly and Friends Doll Puppets | Let’s Investigate! |
| Dilly and Friends Lapbooks and Little Books | TG p. 46 Learning Centers: Families |
| Dilly and Friends Read Along CD | TG p. 57 Oral Language: I Belong |
| | TG p. 65 Social Studies: Family Roles and Traditions |
| | Under Construction TG p. 65 Social and Emotional: Play a Sharing Game |
| | Healthy You TG pp. 106–107 Whole Group: Social and Emotional |
| | Finny, Feathery, Furry Friends TG pp. 106–107 Whole Group: Social and Emotional |
| | Splash and Dig TG p. 35 Daily Routines: Social and Emotional Development |
| | Watch It Grow TG p. 65 Social and Emotional: Thank-You Leaf Bouquet |
| | Weather Watchers TG p. 40 Learning Centers: Read and Talk |
### Standard 4: Develop a positive and open approach to learning.
| The InvestiGator Club Components | The InvestiGator Club Teacher Guide (TG) |
|----------------------------------|-----------------------------------------|
| Listen to Your World CD | Let’s Investigate! |
| eFlapboards Learning Software | TG p. 44 Learning Centers: Math Match |
| Oral Language Cards | TG p. 59 Oral Language: What Do You See? |
| Investigation Flapboards and Flap Fillers | Under Construction |
| Center Cards | TG p. 46 Learning Centers: CD Corner |
| | TG pp. 58–59 Everyday Literacy: Phonological Awareness |
| | Healthy You TG pp. 70–71 Closing Circle Time: Shared Writing |
| | Splash and Dig TG p. 52–53 Investigation Launch |
| | Watch It Grow TG p. 41 Learning Centers: Alphabet Book |
| | Weather Watchers TG p. 46 Learning Centers: Spring Pictures |
| Standard 5: Acquire behaviors and skills. | The InvestiGator Club Components | The InvestiGator Club Teacher Guide (TG) |
|-----------------------------------------|----------------------------------|----------------------------------------|
| Dilly and Friends Lapbooks and Little Books | Let’s Investigate! TG p. 135 Science: Investigators Try and Record Under Construction TG p. 41 Learning Centers: That’s My Name! TG p. 65 Literacy: Name Cards Healthy You TG p. 113 Oral Language: I Can Do It! Finny, Feathery, Furry Friends TG p. 124 Social and Emotional: Overcoming Fears Splash and Dig TG p. 64 Science: Gathering Water Data Watch It Grow TG pp. 134–135 Culminating Activity: Investigation Celebration Weather Watchers TG p. 36 Daily Routines: Fastening Practice |
The following references are examples of components and teaching in The InvestiGator Club Prekindergarten Learning System that align to the Hawai‘i Preschool Content Standards: Physical Health and Well Being. The correlation is intended to illustrate the system’s approach to these standards, not the comprehensiveness of the program.
| Standard 1: Develop health awareness and skills. | The InvestiGator Club Components | The InvestiGator Club Teacher Guide (TG) |
|--------------------------------------------------|---------------------------------|----------------------------------------|
| Chuck Safety Poster | Let’s Investigate! TG p. 38 Daily Routines: Establish Toilet Routines |
| Oral Language Card 28 | Under Construction TG p. 36 Daily Routines: Rub a Dub Dub |
| Healthy You Flapboards and Flap Fillers | Healthy You TG p. 36 Daily Routines: Nothing in Your Mouth |
| | Finny, Feathery, Furry Friends TG p. 36 Daily Routines: Food Wash |
| | Splash and Dig TG p. 36 Daily Routines: Drink Your Water! |
| | Weather Watchers TG p. 37 Daily Routines: Rainbow Salad, Trail Mix, and Sunshine Spread |
| Standard 2: Learn and follow basic safety rules. | The InvestiGator Club Components | The InvestiGator Club Teacher Guide (TG) |
|--------------------------------------------------|---------------------------------|----------------------------------------|
| Chuck Safety Poster | Let’s Investigate! TG p. 36 Daily Routines: Outdoor Play |
| Oral Language Card 28 | Under Construction TG p. 36 Daily Routines: Stop Signs |
| Under Construction Flapboards and Flap Fillers | Healthy You TG p. 38 Daily Routines: Seat Belts, Please! |
| Healthy You Flapboards and Flap Fillers | Finny, Feathery, Furry Friends TG p. 36 Daily Routines: Keen Senses for Crossing |
| | Splash and Dig TG p. 29 Daily Routines: Safety |
| | Watch It Grow TG p. 29 Daily Routines: Safety |
## The InvestiGator Club and Hawai‘i Preschool Content Standards Correlation: Physical Health and Well Being
### Standard 3: Acquire basic self-help skills and routines.
| The InvestiGator Club Components | The InvestiGator Club Teacher Guide (TG) |
|----------------------------------|----------------------------------------|
| Oral Language Cards 8, 9, 10 | Let’s Investigate! |
| Healthy You Flapboards and Flap Fillers | TG p. 38 Daily Routines: Establish Hand-Washing and Tooth Care Routines |
| | TG p. 40 Daily Routines: Arrival Transitions and Departure Transitions |
| | TG p. 41 Daily Routines: Tidy-Up Time |
| | **Healthy You** |
| | TG p. 98 Oral Language: Care for Cuts |
| | TG p. 99 Oral Language: Dressing Up |
| | **Weather Watchers** TG p. 36 Daily Routines: Fastening Practice and What to Wear? |
### Standard 4: Develop strength and coordination of small muscles.
| The InvestiGator Club Components | The InvestiGator Club Teacher Guide (TG) |
|----------------------------------|----------------------------------------|
| Dilly and Friends Doll Puppets | Let’s Investigate! TG p. 204 Art: Art Tools |
| Alphabet Flapboard and Flap Fillers | Under Construction TG p. 42 Learning Centers: Build a Pattern |
| Magnetic Foam Letters | **Healthy You** TG p. 43 Learning Centers: What Can My Muscles Do? |
| Magnetic Math Board | **Finny, Feathery, Furry Friends** TG p. 89 Art: Farm Animal Sculpture |
| Magnetic Foam Numbers | **Splash and Dig** TG p. 43 Learning Centers: Moving Water with a Sponge |
| Magnetic Counting Strips | TG p. 45 Learning Centers: Watercolor Artworks |
| Center Cards | **Watch It Grow** TG p. 124 Social and Emotional: Kabob Crew |
| | **Weather Watchers** TG p. 48 Learning Centers: Build a Castle |
| | TG p. 129 Art: Four Seasons Mobile |
### Standard 5: Develop strength and coordination of large muscles.
| The InvestiGator Club Components | The InvestiGator Club Teacher Guide (TG) |
|----------------------------------|----------------------------------------|
| Dilly’s Music and Movement CD | Let’s Investigate! |
| | TG p. 36 Daily Routines: Gross Motor Skills |
| | TG p. 143 Gross Motor Skills: The Dancer in You |
| | **Under Construction** TG p. 39 Daily Routines: Giant Steps |
| | **Healthy You** TG p. 36 Daily Routines: Daily Stretches |
| | **Finny, Feathery, Furry Friends** TG p. 34 Daily Routines: Gross Motor Skills |
| | **Splash and Dig** TG p. 128 Math: Bounce and Count |
| | **Watch It Grow** TG p. 73 Movement: Squirrel in a Tree |
| | **Weather Watchers** TG p. 124 Math: The Numbers 0 to 10 | | <urn:uuid:dfa3c94c-0ede-4b73-bca2-e06b5b5db4c3> | CC-MAIN-2018-51 | https://www.investigatorclub.com/Portals/0/correlations/Hawaii.pdf | 2018-12-16T13:20:59Z | crawl-data/CC-MAIN-2018-51/segments/1544376827727.65/warc/CC-MAIN-20181216121406-20181216143406-00072.warc.gz | 946,163,728 | 10,820 | eng_Latn | eng_Latn | 0.902345 | eng_Latn | 0.923103 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
2595,
5942,
8480,
10639,
14376,
17473,
20317,
21104,
23829,
26282,
29414,
30157,
32581,
34159,
36324,
37412,
40331,
42773,
43549,
45802,
49052
] | [
4.46875,
4.34375
] | 2 | 1 |
1. (2 points) The following statement is true: “If you forget your password, then you will not be able to log on.” Given that, answer the following questions by circling the correct choice.
(a) You forgot your password. Will you be able to log on? Yes / No / Maybe
(b) You were able to log on. Did you forget your password? Yes / No / Maybe
(c) You were not able to log on. Did you forget your password? Yes / No / Maybe
(d) You did not forget your password. Will you be able to log on? Yes / No / Maybe
2. (2 points) The following statement is true: “If and only if you lose a library book, then you will have to pay for a replacement.” Given that, is it possible for each of the following statements to be true? Circle the correct choice.
(a) You lose a library book and pay for a replacement. Yes / No
(b) You do not lose a library book but you pay for a replacement. Yes / No
(c) You lose a library book but do not pay for a replacement. Yes / No
(d) You do not lose a library book and you do not pay for a replacement. Yes / No
3. (2 points) Consider the statement: “If everything is awesome, then you are living the dream.” Which of the following statements are logically equivalent? Circle all of the correct answers.
(a) If everything is not awesome, then you are not living the dream.
(b) If you are living the dream, then everything is awesome.
(c) If you are not living the dream, then everything is not awesome.
(d) Either you are living the dream and everything is awesome or you are not living the dream and everything is not awesome.
4. (4 points) Consider the following statement: “This cup of tea contains milk or sugar.” Circle all statements below that are logically equivalent. There may be more than one correct answer.
(a) It is not true that this cup of tea does not contain milk or does not contain sugar.
(b) It is not true that this cup of tea does not contain milk and does not contain sugar.
(c) This cup of tea contains milk or it contains sugar but not milk.
(d) This cup of tea contains milk or it contains both milk and sugar.
5. (4 points) Is \((\overline{p} \lor q) \rightarrow (\overline{p} \land q)\) logically equivalent to \(p \leftrightarrow \overline{q}\)? Use a truth table to justify your answer.
6. (2 points) Calculate all terms for the following formula and write your answer on the line.
\[ a_n = 4^n - 1 \quad \text{for} \quad 0 \leq n \leq 2 \]
7. (3 points) Write a recursive formula for the following. Draw a box around your answer.
\[ 5, 11, 17, 23, \ldots \]
8. (5 points) Consider the following.
\[
\frac{7}{8} + \frac{7}{9} + \frac{7}{10} + \cdots + \frac{7}{25}
\]
(a) Is this a sequence or a series? Circle one: sequence / series
(b) Is it finite or infinite? Circle one: finite / infinite
(c) How many terms does it have?
(d) Rewrite it using sigma notation. Don’t bother calculating the total.
For the questions on this page: if you are using the Laws of Logic, remember to use one law of logic per line, and be sure to state the name of the law you are using!
9. (4 points) Simplify the following using the laws of logic. If you’re stuck, try using a truth table for part marks.
\[(\overline{p} \land (q \lor 0)) \lor (\overline{p} \land (\overline{q} \lor \overline{q}))\]
10. (2 points) Simplify the following. This is the nasty question I promised you and credit will only be awarded if the laws of logic are used to simplify the expression.
\[\overline{A \ C + C} \left( \overline{A B} + \overline{C} + A \ \overline{C} \right)\] | <urn:uuid:d1c29095-c981-439a-a2a1-c4f446532bcd> | CC-MAIN-2024-38 | http://wrean.ca/math155/tests/old/math155_test2_A.pdf | 2024-09-11T12:38:18+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651387.63/warc/CC-MAIN-20240911120037-20240911150037-00299.warc.gz | 35,790,409 | 928 | eng_Latn | eng_Latn | 0.987766 | eng_Latn | 0.996487 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
1562,
2258,
2881,
3527
] | [
2.8125
] | 1 | 0 |
SECOND GRADE
BLIZZARD BAG DAY 3
1. Complete the following sentence: “I would like to go to the North Pole because I would like to see Santa Claus and his reindeer.”
2. Draw a snowman on your paper. Make sure he has a carrot nose, a green scarf, and stick arms.
3. Color the snowflakes in blue.
4. Write a short paragraph about what you would do if you could visit the North Pole for Christmas. Be sure to include at least one of the following words: snow, cold, ice, reindeer, Santa Claus, and North Pole.
5. Draw a picture of yourself and your family at the North Pole.
**Day 3
Reading
- Read *The Case of the Missing Fish*.
- Complete the worksheets about *The Case of the Missing Fish*.
Writing
- Write a story about your favorite winter activity. You must write three reasons that the activity is your favorite. Write at least 6 sentences. Be sure to use capital letters and periods!
- Illustrate your story.
Math
- Complete the addition and subtraction page.
- Complete the place value page.
Language
- Complete the Reflexive Pronouns and Collective Nouns worksheets.
The Case of the Missing Fish
by Anita Amin
Emma and Alex went fishing with Grandpa at the beach. It was sunny and the waves gently rolled in.
After a while, Grandpa frowned. "No bites," he said. "Where are the fish today?"
"A mystery!" Emma cried. "Don't worry. Detective Emma is here."
"And Detective Alex!" Alex added.
"We need clues." Emma studied the area. "There are a lot of shells here."
Some seagulls landed nearby.
"And a lot of birds," Alex added.
The seagulls pecked at the sand. Then they took off, flying over the ocean.
"Look," Emma said, pointing to the seagulls. "Why do those birds keep diving down to the ocean? Something fishy is going on."
Alex said, "Maybe they're trying to see the ocean better."
"Or maybe they're trying to see something in the ocean better," Emma said.
"You think they lost something?" Alex asked.
"Or found something. Look!" Emma cried as a seagull flew over them.
In its beak, the seagull was carrying a small fish.
"Those birds are catching more fish than we are!" Grandpa laughed.
"Another case cracked by Detective Emma," Emma said.
"And Detective Alex," Alex added.
The Case of the Missing Fish
by Anita Amin
1. Where does this story take place?
a. by a lake
b. by a river
c. by a pond
d. by the seashore
2. What kind of birds did Emma and Alex see at the beach? _______________________
3. Emma and Alex were pretending to be detectives. What does a detective do?
a. solves a mystery
b. looks for fish
c. picks up shells on the beach
d. scare birds away
4. After they pecked the sand and flew over the ocean, what did the birds do?
________________________________________________________________
________________________________________________________________
5. Read the sentence below.
"Another case cracked by detective Emma," Emma said.
What does the underlined word mean?
a. broke
b. solved
c. found
d. dropped
The Case of the Missing Fish
by Anita Amin
Draw straight lines to match each vocabulary word on the left with the definition on the right.
1. bites • going under water
2. pecked • poked with a beak
3. diving • pulls on a fishing pole
4. ocean • large body of salt water
5. mystery • hints
6. clues • puzzle; something to figure out
Copy the beginning of the sentence then finish it with a detailed explanation in a paragraph. My favorite winter activity is...
Illustrate Your Story
Pizza By The Slice
Solve the problems.
Draw toppings on the pizza slice.
Use the code.
Topping Code
If an answer is odd, draw a brown mushroom shape around it.
If an answer is even, draw a red pepperoni shape around it.
\[
\begin{align*}
7 + 7 &= 14 \\
8 + 5 &= 13 \\
14 - 6 &= 8 \\
12 - 8 &= 4 \\
5 + 6 &= 11 \\
9 + 4 &= 13 \\
12 - 9 &= 3 \\
4 + 3 &= 7 \\
6 + 6 &= 12 \\
7 + 9 &= 16 \\
16 - 8 &= 8 \\
9 - 3 &= 6 \\
13 - 4 &= 9 \\
8 + 7 &= 15 \\
9 + 8 &= 17 \\
13 - 5 &= 8 \\
3 + 6 &= 9 \\
6 + 4 &= 10 \\
18 - 9 &= 9 \\
10 - 5 &= 5 \\
11 - 4 &= 7 \\
6 + 7 &= 13 \\
3 + 7 &= 10 \\
9 + 2 &= 11 \\
14 - 8 &= 6 \\
8 - 4 &= 4 \\
15 - 7 &= 8 \\
5 + 7 &= 12 \\
\end{align*}
\]
Bonus Box: On the back of this sheet, draw and color a slice of your favorite kind of pizza.
Scoreboard Action
Help the Hoppertown cheerleaders check each team's final score. Complete each scoreboard. Use the score code.
| Team | Final Score | Tens | Ones |
|--------|-------------|------|------|
| Wallabies | ![Image] | 4 | 7 |
| Roos | ![Image] | | |
| Team | Final Score | Tens | Ones |
|--------|-------------|------|------|
| Jumpers | ![Image] | | |
| Joeys | ![Image] | | |
| Team | Final Score | Tens | Ones |
|--------|-------------|------|------|
| Pockets | ![Image] | | |
| Outbacks | ![Image] | | |
| Team | Final Score | Tens | Ones |
|--------|-------------|------|------|
| Bouncers | ![Image] | | |
| Springs | ![Image] | | |
Now circle the name of the winning team on each scoreboard.
Bonus Box: Write each score on the back of this sheet. Order the numbers from smallest to largest.
Reflexive Pronouns
Use the words from the word bank to fill in the blanks.
Word Bank
herself himself themselves
yourselves myself
1. Can all of you get _______________ some water?
2. I will get it _______________.
3. David cut _______________ with the scissors.
4. They can’t help _______________.
5. Mary watched _______________ dance in the mirror during dance class.
Collective Nouns
Use the words from the word bank to fill in the blanks.
Word Bank
herd colony flock
school pack
1. The ____________ of wolves was in the woods.
2. We saw a ____________ of zebras at the Zoo.
3. Did you see the _________ of sheep?
4. I watched the ___________ of ants carrying food to their anthill.
5. She watched a ___________ of fish swim. | <urn:uuid:782f6b42-c388-4c87-adb9-8e22f7a6882b> | CC-MAIN-2018-51 | https://www.tcsnc.org/cms/lib/NC01910389/Centricity/Domain/1108/2nd%20Grade%20Blizzard%20Bag%20Day%203.pdf | 2018-12-16T13:52:08Z | crawl-data/CC-MAIN-2018-51/segments/1544376827727.65/warc/CC-MAIN-20181216121406-20181216143406-00072.warc.gz | 1,079,549,363 | 1,622 | eng_Latn | eng_Latn | 0.908051 | eng_Latn | 0.998754 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
575,
1086,
2217,
3024,
3371,
3501,
3524,
4292,
5212,
5593,
5963
] | [
4.5
] | 3 | 0 |
7.2.12. (a) Find the coefficient of $z^{2k}$ in $(1 + z^2 + z^4 + z^6 + \cdots)^n$.
This geometric series can be rewritten as $\frac{1}{(1 - z^2)^n}$, which has series expansion
$$\sum_{k=0}^{\infty} \binom{n+k-1}{n-1}(z^2)^k = \sum_{k=0}^{\infty} \binom{n+k-1}{n-1}z^{2k},$$
so the coefficient of $z^{2k}$ is $\binom{n+k-1}{n-1}$.
(b) Find the coefficient of $z^{2k+1}$ in $(1 + z^2 + z^4 + z^6 + \cdots)(z^3 + z^5 + z^7 + \cdots)^3$.
We factor the expression and apply known series representations as such:
$$(1 + z^2 + z^4 + z^6 + \cdots)(z^3 + z^5 + z^7 + \cdots)^3 = (1 + z^2 + z^4 + z^6 + \cdots)(z^3)^3(1 + z^2 + z^4 + \cdots)^3$$
$$= z^9(1 + z^2 + z^4 + \cdots)^4$$
$$= \frac{z^9}{(1 - z^2)^4}$$
$$= z^9 \sum_{n=0}^{\infty} \binom{n+4-1}{4-1}(z^2)^n$$
$$= \sum_{n=0}^{\infty} \binom{n+3}{3}z^{2n+9}$$
To canonicalize the exponent of $z$ (since $2n + 9$ is a rather unwieldy and unconventional form), we choose $k$ such that $2k + 1 = 2n + 9$; in other words, $k = n + 4$. Substituting that into the above series,
$$\sum_{k-4=0}^{\infty} \binom{k-4+3}{3}z^{2(k-4)+9} = \sum_{k=4}^{\infty} \binom{k-1}{3}z^{2k+1}$$
so the coefficient of $z^{2k+1}$ is $\binom{k-1}{3}$.
7.2.18. Construct a generating function for $a_n$, the number of ways to distribute $n$ juggling balls to four different jugglers if unlimited supplies of orange and white balls are available and each juggler receives at least two balls of each color.
The process for this is an eightfold repetition of the act of handing at least 2 balls to a single juggler: first we hand juggler #1 white balls, then orange, then white to #2, and so forth. The generating function for each of these actions is $(z^2 + z^3 + z^4 + \cdots)$, so the generating function for the entire process is $\sum_{n=0}^{\infty} a_n x^n = (z^2 + z^3 + z^4 + \cdots)^8$. This is a complete answer to the question as given, but if you wish to determine particular values of $a_n$, the expression can be simplified as such:
$$(z^2 + z^3 + z^4 + \cdots)^8 = (z^2)^8(1 + z + z^2 + \cdots)^8$$
$$= \frac{z^{16}}{(1 - z)^8}$$
$$= z^{16} \sum_{k=0}^{\infty} \binom{k+8-1}{8-1}z^k$$
$$= \sum_{k=0}^{\infty} \binom{k+7}{7}z^{k+16}$$
We then index-shift to produce a more canonical power-series form: \( n = k + 16 \), so
\[
\sum_{n-16=0}^{\infty} \binom{(n-16)+7}{7} z^{(n-16)+16} = \sum_{n=16}^{\infty} \binom{n-9}{7} z^n
\]
so \( a_n \) would be \( \binom{n-9}{7} \).
### 7.4.4. Find the number of \( n \)-digit ternary sequences that contain an odd number of 0’s and an even number of 1’s.
This is a process consisting of three sorts of actions (choosing zeroes, ones, and twos), in which the order of the actions is significant; since we want to multiply generating functions representing different processes and get not only the number of different ways we can perform the processes but the number of ways to *order* performance of the processes, we use an exponential generating function, with the exponent on \( z \) recording how many terms of our sequence are being selected.
We have complete freedom to choose as many twos as we want, so our generating function for choice of twos is
\[
1 \left( \frac{z^0}{0!} \right) + 1 \left( \frac{z^1}{1!} \right) + 1 \left( \frac{z^2}{2!} \right) + 1 \left( \frac{z^3}{3!} \right) + \cdots = 1 + z + \frac{z^2}{2} + \frac{z^3}{6} + \cdots = e^z
\]
Choosing to include zeroes instead, we are constrained to choose an odd number, so we only have odd-exponent terms:
\[
1 \left( \frac{z^1}{1!} \right) + 1 \left( \frac{z^3}{3!} \right) + 1 \left( \frac{z^5}{5!} \right) + 1 \left( \frac{z^7}{7!} \right) + \cdots = z + \frac{z^3}{6} + \frac{z^5}{120} + \cdots
\]
This can be concisely expressed (if you are intimately familiar with Taylor series) as \( \sinh z \) or as \( \frac{e^z - e^{-z}}{2} \); it can also be shown to be \( \frac{e^z - e^{-z}}{2} \) through manipulations of the known Taylor series for \( e^z \) and \( e^{-z} \), which allow for cancellation of even terms upon subtraction.
Likewise, our calculation for inclusion of ones allows only an even number to be included, so we only use even exponents, yielding the generating function
\[
1 \left( \frac{z^0}{0!} \right) + 1 \left( \frac{z^2}{2!} \right) + 1 \left( \frac{z^4}{4!} \right) + 1 \left( \frac{z^6}{6!} \right) + \cdots = 1 + \frac{z^2}{2} + \frac{z^4}{24} + \cdots
\]
which, much like the above generating function, has a concise hyperbolic-function representation as \( \cosh z \) or as the more familiar \( \frac{e^z + e^{-z}}{2} \).
Thus, the generating function for a process in which these selection processed for zeroes,
ones, and twos are commingled is:
\[
\left( \frac{e^z - e^{-z}}{2} \right) \left( \frac{e^z + e^{-z}}{2} \right) e^z = \left( \frac{e^{2z} - e^{-2z}}{4} \right) e^z \\
= \frac{e^{3z} - e^{-z}}{4} \\
= \frac{1}{4} \left( \sum_{n=0}^{\infty} \frac{(3z)^n}{n!} - \sum_{n=0}^{\infty} \frac{(-z)^n}{n!} \right) \\
= \frac{1}{4} \left( \sum_{n=0}^{\infty} 3^n \frac{z^n}{n!} - \sum_{n=0}^{\infty} (-1)^n \frac{z^n}{n!} \right) \\
= \sum_{n=0}^{\infty} \frac{3^n - (-1)^n}{4} \left( \frac{z^n}{n!} \right)
\]
Since this is the exponential generating function for the number of ways to select an ordered selection of \( n \) ternary digits (called “trits”), the number of ways to do so for any particular value of \( n \) is the coefficient of \( \frac{z^n}{n!} \), which can be seen above to be \( \frac{3^n - (-1)^n}{4} \).
7.4.6. Find an exponential generating function for the number of ways to distribute \( n \) different objects to six different jugglers if each juggler receives between three and five objects.
One can think of an assignment of distinct objects to \( n \) people as an \( n \)-ary sequence of digits; for instance, in this case the senary digit-string “1043552” would be an assignment of 7 distinct objects, giving object #2 to person zero, object #1 to person one, object #7 to person two, and so forth up to giving objects #5 and #6 to person five. As such, we can think of this selection process as a commingled selection of how many zeroes there are in the string, how many ones, etc. Each must appear between three and five times, so the exponential generating functions representing each individual selection is
\[
1 \left( \frac{z^3}{3!} \right) + 1 \left( \frac{z^4}{4!} \right) + 1 \left( \frac{z^5}{5!} \right) = \frac{z^3}{6} + \frac{z^4}{24} + \frac{z^5}{120}
\]
And the generating function for the process as a whole consists of six such processes, thus \( \left( \frac{z^3}{6} + \frac{z^4}{24} + \frac{z^5}{120} \right)^6 \). The expansion of this form is difficult to calculate and rather unilluminating. For example, the initial term is \( \frac{z^{18}}{46656} \), more canonically represented as 137225088000\( \frac{z^{18}}{18!} \), which demonstrates that there are approximately 137 trillion distributions of a mere 18 objects under this scheme.
7.4.10. Find the number of strings of length \( n \) that can be constructed using the alphabet \( \{a, b, c, d, e\} \) if:
(a) \( b \) occurs an odd number of times.
Free selection of any number of instances of a particular letter yields generating function \( 1 \left( \frac{z^0}{0!} \right) + 1 \left( \frac{z^1}{1!} \right) + 1 \left( \frac{z^2}{2!} \right) + 1 \left( \frac{z^3}{3!} \right) + \cdots = e^z \); selection of an odd number
of instances of a particular letter yields \(1 \left(\frac{z^1}{1!}\right) + 1 \left(\frac{z^3}{3!}\right) + 1 \left(\frac{z^5}{5!}\right) + 1 \left(\frac{z^7}{7!}\right) + \cdots = \frac{e^z - e^{-z}}{2}\), as seen in problem 7.4.4. Thus, given exponential selection functions for all five letters which we want to mingle, we see that the generating function for this process as a whole is
\[
(e^z)^4 \left(\frac{e^z - e^{-z}}{2}\right) = \frac{e^{5z} - e^{3z}}{2}
\]
\[
= \frac{1}{2} \left( \sum_{n=0}^{\infty} \frac{(5z)^n}{n!} - \sum_{n=0}^{\infty} \frac{(3z)^n}{n!} \right)
\]
\[
= \sum_{n=0}^{\infty} \frac{5^n - 3^n}{2} \frac{z^n}{n!}
\]
so the number of ways to achieve an arrangement of \(n\) letters is the coefficient of \(\frac{z^n}{n!}\), seen above to be \(\frac{5^n - 3^n}{2}\).
(b) both \(a\) and \(b\) occur an odd number of times. Using the same processes in the previous section, we get
\[
(e^z)^3 \left(\frac{e^z - e^{-z}}{2}\right)^2 = \frac{e^{5z} - 2e^{3z} + e^z}{4}
\]
\[
= \frac{1}{4} \left( \sum_{n=0}^{\infty} \frac{(5z)^n}{n!} - 2 \sum_{n=0}^{\infty} \frac{(3z)^n}{n!} + \sum_{n=0}^{\infty} \frac{z^n}{n!} \right)
\]
\[
= \sum_{n=0}^{\infty} \frac{5^n - 2 \cdot 3^n + 1}{4} \frac{z^n}{n!}
\]
so as above, the coefficient of \(\frac{z^n}{n!}\) gives us our desired formula, \(\frac{5^n - 2 \cdot 3^n + 1}{4}\).
7.4.16. Find the exponential generating function for the number of ways to distribute \(n\) different objects to five people if person 1 receives fewer objects than person 2 and the total number of objects received by persons 1 and 2 is no more than 5.
While a clever approach may be possible, the one which occurred most readily to me is brute force: produce an aggregate generating function for object selection for the first two people, then multiply by the easier-to-construct generating function for the remaining three. For the first two people, it is fairly straightforward to construct the generating function by hand, since it will only have terms up to \(\frac{z^5}{5!}\) by construction. We look at the number of ways to distribute each number of objects zero through five to two people with person #1 receiving fewer objects than person #2: there are 0 ways to distribute zero objects, 1 way to distribute one (give it to #2), 1 way to distribute two (give both to #2), 4 ways to distribute three (give a single object to #1 in one of 3 different ways, or give them all to #2), 5 ways to distribute four (give a single object to #1 in one of 4 different ways, or give them all to #2), and 16 ways to distribute five (give zero, one, or two objects to #1 in 1, 5, or 10 ways respectively). Thus, distribution to the first two people has generating function
\[
0 \frac{z^0}{0!} + 1 \frac{z^1}{1!} + 1 \frac{z^2}{2!} + 4 \frac{z^3}{3!} + 5 \frac{z^4}{4!} + 16 \frac{z^5}{5!}
\]
while the remaining three people, with freechoice, have the far more conventional exponential generating functions for their processes \(1 \left( \frac{z^0}{0!} \right) + 1 \left( \frac{z^1}{1!} \right) + 1 \left( \frac{z^2}{2!} \right) + 1 \left( \frac{z^3}{3!} \right) + \cdots = e^z\). Thus, the generating function for assignment to all 5 people is
\[
\left( z + \frac{z^2}{2} + 4 \frac{z^3}{6} + 5 \frac{z^4}{24} + 16 \frac{z^5}{120} \right) e^{3z}
\]
8.1.2. (a) A man climbs a set of 10 steps, taking either 1 or 2 steps in each stride. In how many ways can he climb all 10 steps?
Let \(a_n\) represent the number of such ways to climb \(n\) steps; then the above-requested quantity is \(a_{10}\). To climb \(n\) steps, we have two choices: we can climb a single step and proceed somehow through the remaining \(n - 1\) steps, or we can climb two steps and then proceed somehow through the remaining \(n - 2\) steps. If we climb one step, we can climb the remaining \(n - 1\) steps in \(a_{n-1}\) ways, by the very definition of \(a_n\); likewise, if we start by taking two steps, we may do the remainder in \(a_{n-2}\) ways. Thus, there are \(a_{n-1} + a_{n-2}\) ways to climb \(n\) steps, so \(a_n\) is given by the recurrence \(a_n = a_{n-1} + a_{n-2}\), and the initial conditions \(a_0 = 1\) (since there is one valid way to climb zero steps: the null move) and \(a_1 = 1\) (since there is one valid way to climb a single step: with a single one-step stride). We may use the recurrence to calculate the higher-valued \(a_i\): \(a_2 = 1 + 1 = 2\), \(a_3 = 1 + 2 = 3\), \(a_4 = 2 + 3 = 5\), \(a_5 = 3 + 5 = 8\), \(a_6 = 5 + 8 = 13\), \(a_7 = 8 + 13 = 21\), \(a_8 = 13 + 21 = 34\), \(a_9 = 21 + 34 = 55\), and \(a_{10} = 34 + 55 = 89\). Thus there are 89 different traversals of the stairs. The sequence given by this recurrence is an index-shifted version of the Fibonacci sequence (OEIS A000045).
(b) A man climbs a set of 10 steps, taking either 1, 2, or 3 steps in each stride. In how many ways can he climb all 10 steps?
Following the same logic as above, we can demonstrate that, if the number of ways to traverse \(n\) steps is denoted \(a_n\), then this situation is described by the recurrence \(a_n = a_{n-1} + a_{n-2} + a_{n-3}\), with initial values \(a_0 = 1\), \(a_1 = 1\), and \(a_2 = 2\). Since we want \(a_{10}\), we must calculate the intermediary values \(a_3 = 1 + 1 + 2 = 4\), \(a_4 = 1 + 2 + 4 = 7\), \(a_5 = 2 + 4 + 7 = 13\), \(a_6 = 4 + 7 + 13 = 24\), \(a_7 = 7 + 13 + 24 = 44\), \(a_8 = 13 + 24 + 44 = 81\), \(a_9 = 24 + 44 + 81 = 149\), and \(a_{10} = 44 + 81 + 149 = 274\). Thus there are 274 possible traversals of the stairs. The sequence given by this recurrence is an index-shifted version of the so-called “Tribonacci” sequence (OEIS A000073).
8.1.6. Find a recurrence relation (and initial conditions) for the number of ways to distribute \(n\) distinct objects to four distinct recipients.
Let us denote the number of distributions of 4 distinct objects to \(n\) distinct recipients with \(a_n\). We know, of course, that any formula we find for \(a_n\) should be identical to the closed-form formula \(a_n = 4^n\), since that is, from previous knowledge, what we know to be the number of free distributions of \(n\) distinct objects to four distinct recipients.
However, if we approach this from a recurrence-relation standpoint, we might divide the process of distributing \(n\) objects into two subprocesses: the distribution of the first
$n - 1$ objects, and the distribution of the final object. The first $n - 1$ objects can be distributed, by our definition of $a_n$, in $a_{n-1}$ ways, and the final object can be distributed in 4 different ways (since it can be given to any of 4 recipients). Thus, the total number of ways to distribute $n$ objects is $a_{n-1} \cdot 4$, leading to the recurrence $a_n = 4a_{n-1}$; together with the initial condition $a_0 = 1$ (since the only possible distribution of no objects is the null distribution), this does in fact yield the pattern we would expect to see, in which $a_n = 4^n$.
8.1.8. Find a recurrence relation (and initial conditions) for the number of ternary sequences which:
(a) contain no consecutive 0’s.
Let us denote by $a_n$ the number of ternary sequences of length $n$ with no consecutive zeroes. Now, to build a recurrence, we would ask: how can I construct a ternary sequence of length $n$ from a shorter sequence satisfying the above rules? A sequence ending in 1 or 2 is easy to construct: take a sequence of length $n - 1$ and augment it with a 1 or a 2 on the end. We can construct $2a_{n-1}$ sequences ending in 1 or 2 this way, since there are $a_{n-1}$ sequences of length $n - 1$, each of which we can add a 1 or 2 to the end of. However, to find sequences of length $n$ ending in 0, we must be cautious: we cannot in general augment a sequence of length $n - 1$ by adding a 0 to the end. However, we may augment a sequence of length $n - 2$ by adding 10 or 20 to the end safely. This yields $2a_{n-2}$ sequences of length $n$ ending with 10 or 20. At this point we can be confident we’ve found all ternary sequences of length $n$ without two consecutive zeroes, since we’ve found those ending in 1, in 2, in 10, or 20. The only suffix absent is 00, which we know will not occur. Thus, the number of sequences of length $n$ satisfying the above conditions is $2a_{n-1} + 2a_{n-2}$, so our recurrence is $a_n = 2a_{n-1} + 2a_{n-2}$, and the initial conditions can be determined via brute force to be $a_0 = 1$ (the only zero-length sequence is the null sequence), $a_1 = 3$ (any of the sequences “0”, “1”, or “2”). This sequence is given as OEIS A028859; the property requested in this problem is given as the first comment in its description.
(b) contain no blocks of three consecutive 0’s.
We proceed as above, determining a complete space of non-overlapping suffixes which we can add with impunity to a sequence with the abovementioned property to get a new sequence with the same property (for instance, above we had the suffixes 1, 2, 10, and 20, which was a complete set of possible suffixes, since the excluded suffix 00 could not possibly occur). As above we have 1, 2, 10, and 20, but in addition we may have two 0s occurring last, as long as they are preceded by a nonzero; thus we also have the safe suffix 100. At this point all suffixes have been identified except those with 000, which are of course forbidden. Thus, every “good” sequence (i.e. satisfying the given condition) of length $n$ can be identified as one of the following:
- a good sequence of length $n - 1$ with a 1 or 2 on the end,
- a good sequence of length $n - 2$ with a 10 or 20 on the end, or
• a good sequence of length $n - 3$ with a 100 or 200 on the end,
Thus, as above, we can calculate the recurrence for the number of good sequences of length $n$ as given by $a_n = 2a_{n-1} + 2a_{n-2} + 2a_{n-3}$ with initial conditions $a_0 = 1$, $a_1 = 3$, and $a_2 = 9$ (the number of ternary sequences of length 0, 1, and 2). This sequence is given as OEIS A119826; the property requested in this problem is in fact its primary description.
8.1.10. Find a recurrence relation for the number of ways to pair off $2n$ people for $n$ simultaneous tennis matches.
Let $a_n$ be the number of ways to pair off $2n$ people. In calculating $a_n$, let us consider an individual (called Alice for the sake of illustration here). Alice must be paired with somebody, and since there are $2n - 1$ people who are not Alice, she can be so paired in any of $2n - 1$ ways. Then, we must pair off the $2(n - 1)$ people who are neither Alice nor her partner. By the very definition of $a_n$, we may denote the number of ways to do so as $a_{n-1}$. Thus, the number of ways to perform this two-step process (pairing Alice, then pairing everyone else) is $(2n - 1)a_{n-1}$, so $a_n = (2n - 1)a_{n-1}$ forms our recurrence. Our initial condition is (as it so often is) $a_0 = 1$, since there is a trivial null pairing of zero people. This sequence is given as OEIS A001147; the property requested in this problem is given as the fourth comment in its description.
8.1.16. Find a recurrence relation for the number of ways to pair off with nonintersecting lines $2n$ different points on a circle.
Let us label our points, in order around the circumference, as $x_0, x_1, \ldots, x_{2n-1}$. Suppose $x_0$ is connected to some $x_i$. Then, from a topological point of view, we may think of the line $x_0x_i$ as dividing the circle up into two circles: one with $x_1, x_2, \ldots, x_{i-1}$ about its circumference, and one with $x_{i+1}, x_{i+2}, \ldots, x_{2n-1}$ about its circumference. Thus, a pairing on $2n$ points which makes use of the edge $x_0x_i$ can be constructed via a two-step process: perform a pairing on the points $x_1, x_2, \ldots, x_{i-1}$, and perform a pairing on $x_{i+1}, x_{i+2}, \ldots, x_{2n-1}$. Clearly there are zero ways to do this when $i$ is even, since we have an odd number of points in each pairing demanded; however, if $i$ is an odd number $2k + 1$, then we are pairing $2k$ points in the first circle and $2n - 2k - 2$ in the second, which we may represent as $a_k$ and $a_{n-k-1}$. Thus, there are $a_k a_{n-k-1}$ ways to pair off the points if one of our lines is $x_0x_{2k+1}$. We may consider each value of $k$ from zero to $n - 1$ as a separate case, so there are $\sum_{k=0}^{n-1} a_k a_{n-k-1}$ ways to pair off $2n$ points in total, giving the recurrence:
$$a_n = \sum_{k=0}^{n-1} a_k a_{n-k-1}$$
with initial condition $a_0 = 1$. This sequence is the highly versatile and useful Catalan numbers (OEIS A000108; the property requested in this problem is given as the fifth comment in its description, however, there are many other useful interpretations of the Catalan numbers). | <urn:uuid:d1591a93-c690-4ca2-8c0e-f879f6e58af8> | CC-MAIN-2019-13 | http://aleph.math.louisville.edu/teaching/2008SP-387/ps08-solutions.pdf | 2019-03-24T10:47:04Z | crawl-data/CC-MAIN-2019-13/segments/1552912203438.69/warc/CC-MAIN-20190324103739-20190324125739-00361.warc.gz | 8,585,044 | 6,660 | eng_Latn | eng_Latn | 0.919594 | eng_Latn | 0.973897 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
2187,
4622,
7357,
10195,
13688,
16905,
20016
] | [
2.375,
2.640625
] | 1 | 1 |
“a full and candid account”
Using Special Accommodations and Testimonial Aids to Facilitate the Testimony of Children
BOOK 2
Testimony Outside the Courtroom
by Alison Cunningham and Pamela Hurley
The opinions expressed herein are those of the authors and do not necessarily reflect those of the Department of Justice Canada or the Government of Canada.
Alison Cunningham, M.A.(Crim.)
Director of Research & Planning
Centre for Children & Families in the Justice System
Pamela Hurley, M.Ed.
Director, Child Witness Project
Centre for Children & Families in the Justice System
Download copies of all seven handbooks in the series at: www.lfcc.on.ca
Disponible également en français sous le titre « Un récit complet et franc »
Recours à des arrangements spéciaux et aux aides au témoignage pour faciliter le témoignage des enfants : Témoignage à l’extérieur de la salle d’audience.
© 2007 Centre for Children and Families in the Justice System
(London Family Court Clinic, Inc.)
Library and Archives Canada Cataloguing in Publication
Cunningham, Alison J., 1959-
A full and candid account : using special accommodations and testimonial aids to facilitate the testimony of children / by Alison Cunningham and Pamela Hurley.
Includes bibliographical references.
Contents: book 1. Overview of issues related to child testimony – book 2. Testimony outside the courtroom – book 3. Witness screens – book 4. Video-recorded evidence – book 5. Designated support person – book 6. Hearsay evidence and children – book 7. Children & teenagers testifying in domestic violence cases.
KE8460.C86 2007 347.71'066083 C2007-905613-XE
Text in English and French, on inverted pages.
ISBN 978-1-895953-34-3 (v. 1).–ISBN 978-1-895953-35-0 (v. 2).–ISBN 978-1-895953-36-7 (v. 3).–ISBN 978-1-895953-37-4 (v. 4).–ISBN 978-1-895953-38-1 (v. 5).–ISBN 978-1-895953-39-8 (v. 6).–ISBN 978-1-895953-40-4 (v. 7)
1. Child witnesses – Canada. 2. Child witnesses – Services for – Canada. 3. Abused children – Services for – Canada. 4. Forensic psychology.
I. Hurley, Pamela, 1949– II. Centre for Children & Families in the Justice System III. Title.
IV. Title: Using special accommodations and testimonial aids to facilitate the testimony of children. V. Title: Récit complet et franc.
# Table of Contents
Introduction to Testimony Outside the Courtroom ........................................... 2
Why Some Children Should Testify From Outside the Courtroom .................. 4
Using Tele-testimony ......................................................................................... 5
Configuration of Equipment in the Courtroom ............................................... 7
Minimum Requirements for a Courtroom Necessary to Receive Tele-testimony ................................................................. 8
Diagrams of Testimony Rooms ....................................................................... 9
Remote Testimony ............................................................................................ 11
Criminal Code Section 486.2 .......................................................................... 12
Bill C-2: What's the Same? What's Changed? .............................................. 13
Basic Facts About Testimony Outside the Courtroom .................................. 14
What Prosecutors Should Know About Trauma ............................................. 16
FAQs About Trauma and the Child Witness .................................................. 19
FAQs About Testimony Outside the Courtroom ........................................... 20
What Children Say About Testifying Outside the Courtroom ....................... 22
Good Practice Guidance for Tele-testimony .................................................. 24
Situations that May Arise ................................................................................ 25
Explaining CCTV to Children ......................................................................... 26
Ascertaining the Child's Opinion ..................................................................... 27
Delivering Service in the Remote Court Location ......................................... 28
Further Readings .............................................................................................. 29
About the Handbook Series ............................................................................ 30
Starr, age 17, was scheduled to testify against Mr. Smith who was charged with living on the avails of prostitution of a person under the age of 18. The offence came to light when he viciously assaulted her on the street and a bystander called the police. At the hospital, Starr only reluctantly gave a statement to the police. Starr was an unpredictable client for victim services, missing scheduled appointments only to show up days later in a state of agitation. While wanting to see him “behind bars,” she was terrified of this dangerous man, her former pimp. Mention of seeing him in the courtroom sent her into waves of panic. Despite being older than most child witnesses, it was evident she would need a testimonial aid. There was also the cumulative effect of prior abuse and sexual victimizations from her childhood. She had run away from her small and remote home town to the provincial capital and was soon drawn into the sex trade for survival. As the trial approached, she had no family support and her living arrangements were unstable. When advised she could give evidence without being in the courtroom, she was visibly relieved. Kim the victim services worker could then focus her on other aspects of pre-court education and support. Starr chose Kim as her support person to be in the CCTV testimony room. With these protections, Starr gave a complete account of her evidence.
According to s. 486.2 of the Criminal Code, witnesses under the age of 18 can testify outside the courtroom using closed-circuit television (CCTV) or by testifying remotely from a separate location, perhaps in another city or town.
The focus here is on testimony outside the courtroom, including the use of CCTV to enable a child to testify from elsewhere in the courthouse. The topic of remote testimony is also discussed. In this approach, testimony is transmitted “live” from a location outside the courthouse, using secure electronic transmission supported by a fast-evolving menu of options. That remote location could be as close as an adjacent building or as far away as another country. You also find here a discussion of trauma in young crime victims and witnesses. As in all handbooks in this series, the goal is to help court personnel help children give a complete and accurate account of evidence to the Court.
Section 486.2 also applies to testimony from behind a screen or other protective device. Handbook No. 3 in this series addresses the use of witness screens.
Testimony Outside the Courtroom: Introduction
There are circumstances in which a witness under 18 should not or cannot testify in a courtroom. Closed-circuit video systems and other forms of tele-testimony can introduce a child’s live evidence to the Court when it would otherwise not be heard. The child is also available for cross-examination. The required technology is rapidly evolving in sophistication, availability and convenience. The constitutionality of s. 486.2 was confirmed in *R. v. Levogiannis*, [1993] 4 S.C.R. 475, a decision which continues to be cited in relation to testimony outside the courtroom.
Outside the courtroom but inside the courthouse
In Canada, closed-circuit television (CCTV) systems are used in a rapidly increasing number of courthouses in one of three forms:
- a CCTV system integrated into the infrastructure of the building at the time of design and construction;
- a CCTV system retrofitted into the building; or,
- portable systems brought in as needed.
Advances in technology, year after year, have led to improved CCTV systems and decreased costs. The user friendliness has also increased. This testimonial aid has been legislatively available since 1988 but its use has spread slowly and unevenly across the country. The availability of portable/mobile systems means this aid is hypothetically available for use almost anywhere in Canada.
Remote testimony
Testimony from a site distant from the courthouse is considered when a witness cannot travel to testify in person, for reasons that may include living in another province, travel hardship, weather conditions or medical restrictions. Several technologies make remote testimony possible, including the Internet, intranets, video-conferencing, and satellite transmission.
Presumption
As with most testimonial aids discussed in this series of handbooks, a presumption exists that a child can testify outside the courtroom upon application. The exception would be if the presiding judge or justice ruled that using such a measure would interfere with the proper administration of justice.
Testimony outside the courtroom will not eliminate all testimony-related stresses. Children can feel distress when describing the details of the offence, for example. In handbook No. 1 in this series, we examine the subject of testimony-related stress.
Graham Davies and Elizabeth Noon observed the testimony of 154 children. Those using CCTV were rated as more forthcoming and less unhappy compared with children who testified in open court. Judges, barristers and court administrators reported positive views of CCTV.
G. Davies & E. Noon (1993). Video Links: Their Impact on Child Witness Trials. Issues in Criminological & Legal Psychology, 20: 22-26.
Points to consider...
- Reducing testimony-related stress helps children focus and increases the likelihood they will return to testify after a recess or adjournment.
- For children traumatized by the offence, features of the court process can trigger a trauma reaction that, in the extreme, can include a full panic attack.
- Common testimony-related triggers for trauma reactions include seeing the accused and being forced to think about painful events when testifying.
- The witness is “virtually present” in the courtroom. The judge, jury, court personnel, accused and gallery can see and hear the child testify. The child’s demeanour can be observed clearly, particularly on large monitors.
- Most children are familiar and comfortable with concepts associated with video transmission, electronic communication, and the related equipment.
- Many courthouses are already equipped for video remand.
- In our experience, parents of children who testified via CCTV strongly support its use and believe it helped their children to testify.
- Children who testified using CCTV tell us they found it helpful and many believe they could not have testified in the courtroom.
- Many people assume only young children need to testify outside the courtroom, but some older children and teenagers also benefit.
- The imperative of face-to-face confrontation in the adversarial system is incompatible with the traditional aboriginal notion of non-confrontation.
Why Some Children Should Testify From Outside the Courtroom
Being in close proximity to the accused prevents some children from giving complete evidence or even from testifying at all. In addition, testifying in front of strangers or supporters of the accused can generate distress, anxiety and even fear. Why is it important to address testimony-related stressors in children?
- Feeling distressed and afraid causes some children to lose focus, compromising their abilities to listen and respond to questions.
- When frightened, some children become overly compliant (e.g., answering “yes” to every question) and some become non-responsive.
- Stress causes some children to experience physical reactions that include feeling shaky, faint or physically ill when in the witness box.
- If their experience in the courtroom is too stressful, children may refuse to return to complete their testimony after a recess or adjournment.
When considering testimony outside the courtroom, look for these factors.
**Potential for intimidation by the accused**
- Facial expressions, looks, gestures or body language of the accused can intimidate a child into silence.
- The child may have been threatened with dire consequences for “telling” and continue to worry about those eventualities (e.g., pet being hurt).
**Distractions in a large courtroom**
- Activities, such as people entering and exiting or side-bar discussions among lawyers, distract children who have limited attention spans.
**Factors associated with observers in the gallery**
- The presence of family and friends of the accused in the courtroom is threatening to some witnesses.
- Some high-profile cases attract much public and media scrutiny.
**Innate characteristics of the child**
- Seeing the accused can trigger trauma reactions in emotionally fragile and vulnerable children.
- Children who are timid or shy have difficulty being the focus of attention and some will “clam up” when in the witness box.
Using Tele-testimony
The rubric of “tele-testimony” includes several techniques for live transmission of two-way, simultaneous, visual and oral communication. The transmission must be secure and reliable whether using a closed-circuit video link, local area network, telephone lines, cable lines, broadband Internet connection, or satellite. Where systems are in place, people assembled in a courtroom can hear evidence delivered from down the hall, across the street, in another province or territory or from outside Canada. These technologies are routinely used for video remand, among other court-related purposes, in many parts of the country.
Take care not to confuse different concepts with similar names such as video-conferencing and video-recorded evidence (a topic addressed in handbook No. 4).
Video-conferencing
Video-conferencing permits visual and audio communication between any two locations with compatible equipment, nearby or far away. A witness who cannot travel to court could testify using video-conferencing technology from a suitable secondary location, perhaps in his or her community. A child could testify remotely from another courthouse, police station, hospital or community centre. Especially in the far north, this technology may well revolutionize how courts receive the evidence of children. It can also be used in circuit-court or satellite-court jurisdictions.
Ricardo Ramírez et al. (2004). Harnessing ICTS: A Canadian First Nations Experience. Sioux Lookout ON: K-Net Services. [www.knet.ca]
PRACTICE TIP: Video-conferencing technology can be used for “virtual meetings” in the months and weeks before court. For example, children can remain in their home communities yet have meetings with the Crown and also receive victim-support services from a distance. The need for testimonial aids could be determined and application made in a timely manner even though the child travels to the courthouse only on dates when testimony is required.
Closed-circuit television (CCTV)
A CCTV system should be called closed-circuit “video” because there is no actual broadcasting as implied by the word “television.” In England, the terms “video-link” or “live-link” testimony are used to describe the same technology. Coaxial cable connects monitors and cameras in the courtroom with monitors and cameras in a separate room somewhere in the courthouse. This is the “closed circuit.”
There are many variations, but these are common or required features of CCTV and remote testimony setups:
- Everyone in the courtroom including the judge, jury, accused and members of the public must see and hear the witness on the monitor(s).
- The witness must see and hear the judge (and Crown and defence counsel, if they are in the courtroom).
- While testifying, the child does not see or hear the accused (or people in the public gallery).
- The Court must be assured that no one coaches or prompts the child from “off camera.” A trustworthy person such as a victim support worker can sit with the child and normally this person’s face must be viewed on camera.
- When the child is testifying via CCTV, Crown and defence counsel will sit either in the testimony room or in the courtroom. The choice is a matter of local practice or dictated by the child’s needs, the size of the testimony room or the preference of the Court.
- The accused must be able to confer with his or her counsel (see page 20).
- Provision must be made to accommodate the possibility that a child is asked to view and adopt the contents of a video-recorded statement.
Remote testimony need not involve transmission of evidence over a great distance. In this English study, children gave evidence via a video link from a nearby building. Not being in the courthouse removed most of the negative issues related to giving evidence either from the witness box or even in a video-link from within the courthouse. This set up “softens the traditional adversarial nature of the criminal justice system.”
Richard Applegate (2006). Taking Child Witnesses Out of the Crown Court: A Live Link Initiative. International Review of Victimology, 13(2): 179-200.
Configuration of Equipment in the Courtroom
Equipment for the courtroom includes microphones, at least one camera, at least one monitor, and the necessary cables and cords. Find a diagram on the next page.
Monitors
- If using one monitor, ensure it is positioned to be seen by all present, including the judge, accused, lawyers, jury and people in the gallery.
- The bigger the better (27" is recommended as a minimum size) to permit viewing of the child's facial expressions and demeanour by all present.
- The number of monitors is limited only by resource constraints - ideally a courtroom could have one monitor each for the judge, the jury, the accused, the Crown, the defence counsel, the court clerk and the public gallery.
- A split screen monitor has several uses to show more than one person at the same time (e.g., the child and the judge).
- Plasma screens are now found in some courthouses.
Cameras
- One camera in the courtroom is sufficient (angled at the judge's face).
- Children must see the face of the person who is asking them questions, so position a camera to pivot between the Crown and defence, if they will be asking their questions from the courtroom.
- Position the camera to avoid an accidental sighting of the accused (except when the camera must pan the courtroom when identification of the accused is required: see page 20).
Microphones
- Have one microphone for the judge and one each for the two lawyers if they will be asking questions from the courtroom.
- Investing in high-quality microphones pays off with high-quality sound.
Special contingencies for portable (mobile) systems
Portable systems can be hired, borrowed or sent from provincial/territorial centres. In remote areas, transportation can be a problem. Circuit-court teams may be able to travel with portable systems.
PRACTICE TIP: Where the weight and size of equipment is a concern (e.g., it exceeds the weight limit of small planes or is too large for snowmobile transport), ascertain whether monitors or other components are available locally to reduce the amount of equipment you must carry.
Minimum Requirements for a Courtroom Necessary to Receive Tele-testimony
Figure 1
Courtroom equipment varies greatly depending upon local resources, vintage of the equipment, and available space. This diagram illustrates the minimum equipment required to support testimony outside the courtroom, using either a CCTV system or remote link. At minimum, you require one video camera, a microphone, and a monitor visible to all present including the accused and the public gallery (perhaps suspended from the ceiling or placed on a movable cart). If the Crown and defence counsel remain in the courtroom to ask the child questions, they too will need a monitor, microphone(s), and a camera that pivots for sharing.
When a video-recorded statement will be introduced as per s. 715.1 of the Criminal Code, arrangements must be made for the child to watch the recording in the testimony room. The Court simultaneously watches the same statement. Some judges want to observe the child’s demeanour while viewing the statement. See handbook No. 4 in this series for further discussion of this issue.
Across Canada, from east to west and north to south, court personnel find creative ways to craft comfortable and safe places for child witnesses within cramped and over-crowded courthouses. In handbook No. 3., we provide guidance on the optimal arrangement of a testimony suite. At minimum, a testimony room itself has a table, chairs, monitor, camera and microphone as illustrated here. A DVD/VCR player, to view a video-recorded statement, should be available. In this diagram, the lawyers sit in the testimony room. Have all the equipment turned on and tested before you invite the child into the testimony room.
In some courthouses, you find a novel arrangement using CCTV-assisted testimony inside the courtroom. In these setups, the child is in the courtroom but sitting in a screened off area, often facing the judge. The accused views the child’s testimony on a monitor. This arrangement is discussed in handbook No. 3 about witness screens.
Figure 3
Sometimes lawyers stay in the courtroom to ask their questions of the child, a decision dictated by space constraints, local practice or judicial preference. This arrangement is also used when the testimony is accomplished remotely. It is important to use a support person, so the child is not alone in the testimony room.
Space permitting, have a support person in the testimony room, as per s. 486.1 of the Criminal Code. Application for both measures can be made concurrently. Seat the support person in camera range so observers in the courtroom can be assured of his or her neutrality and absence of communication. Handbook No. 5 in this series describes the use of a designated support person.
Remote Testimony
The technologies permitting remote testimony are fast evolving. Secure transmission of testimony can be sent via telephone lines, cable, satellite, or using the Internet, as long as both sites have compatible systems.
Figure 4
Here the child testifies from a location outside the courthouse, possibly in another building or another part of the province/territory. The remote location could be another courthouse, a community centre, a social service agency, a health facility or a police station.
Criminal Code Section 486.2
Selected excerpts from s. 486.2† as amended by Bill C-2.
Testimony outside courtroom – witnesses under 18 or who have a disability
(1) Despite section 650 [Accused to be Present in Court], in any proceedings against an accused, the judge or justice shall, on application of the prosecutor, of a witness who is under age of eighteen years or of a witness who is able to communicate evidence but may have difficulty doing so by reason of a mental or physical disability, order that the witness testify outside of the court room or behind a screen or other device that would allow the witness not to see the accused, unless the judge or justice is of the opinion that the order would interfere with the proper administration of justice.
Application
(2.1) An application referred to in subsection (1) or (2) may be made, during the proceedings, to the presiding judge or justice or, before the proceedings begin, to the judge or justice who will preside at the proceedings.
Conditions of Exclusion
(7) A witness shall not testify outside the court room under subsection (1), (2), (4) or (6) unless arrangements are made for the accused, the judge or justice and the jury to watch the testimony of the witness by means of closed-circuit television or otherwise and the accused is permitted to communicate with counsel while watching the testimony.
No Adverse Inference
(8) No adverse inference may be drawn from the fact that an order is, or is not, made under this section.
† Sections 486.2(2) and (3) to (6) have been omitted.
Bill C-2: What's the Same? What's Changed?
Bill C-2 created the latest in a series of amendments to the *Criminal Code* and the *Canada Evidence Act* pertaining to child witnesses. When the Bill C-2 amendments came into force in January of 2006, these features of the provisions for testimony outside the courtroom changed.
| NEW | PREVIOUS |
|----------------------------------------------------------------------|--------------------------------------------------------------------------|
| • no restriction on type of offence | • use was restricted to specified offences, mainly sexual offences and |
| | offences in which violence was used, threatened, or attempted |
| • any witness under age 18 | • only available to qualifying witness under age 18 |
| • presumptively available, unless testimony outside the courtroom | • available at the discretion of the Court |
| would interfere with the proper administration of justice | |
These features did not change:
- application is made by the Crown prosecutor (or the witness).
- arrangements must be made for the accused, the judge or justice and the jury to watch the testimony of the witness;
- the accused must be able to communicate with counsel while watching the testimony, even if counsel is sitting in the testimony room to question the child; and,
- no adverse inference should be drawn from the fact that an order is or is not made for testimony outside the courtroom.
For more information on the Bill C-2 amendments, see the handbook in the series called Overview of Issues Related to Child Testimony.
Legislative provision for shielding a child witness has been available in Canada since 1988. However, the first reported use of such a measure was in England in 1919, when a child was permitted to testify outside of the sight of her father.
*R. v. Smellie* (1919), 14 C.A.R. 128.
Basic Facts About Testimony Outside the Courtroom
Who qualifies for testimony outside the courtroom?
Any witness under the age of 18 who wants to (subject to judicial approval).
PRACTICE TIP: Availability of the requisite equipment varies. However, portable CCTV equipment can be acquired and used virtually anywhere, with enough notice and planning.
In what type of proceedings can a child testify outside the courtroom?
In any criminal court or youth justice court proceeding.
When can the Crown prosecutor make an application?
At any point, to the presiding judge or justice, ideally as early as possible prior to the day the child will testify.
Can the judge or justice refuse to permit testimony outside the courtroom?
No, unless he or she is “of the opinion that the order would interfere with the proper administration of justice.”
Davies noted the key arguments against the use of CCTV with child witnesses: it is easier to lie when not sitting face-to-face with the accused, triers of fact cannot assess as readily non-verbal cues of lying, and that a stressed witness is more credible to the jury (especially if crying). He reviewed the international literature on CCTV-use and concluded that these ideas were not empirically supported. Evaluations in the U.K. and Australia show CCTV has a neutral or positive impact on the quality of evidence, that court personnel accept its use, and that children have more positive experiences as witnesses. Experimental studies of mock jurors indicate that video-link testimony does not impair jurors' abilities to assess witness credibility (an ability which is not very accurate in the first place).
Graham Davies (1999). The Impact of Television on the Presentation and Reception of Children's Testimony. International Journal of Law & Psychiatry, 22(3-4): 241-256.
Who sits in the testimony room?
The child and, ideally, a designated support person. The defence and Crown counsel may sit there to ask their questions. Unless he or she is the designated support person, it is neither typical nor recommended for a parent to be in the room. An interpreter would have to be present if required, as might a camera operator or technician.
How does the child make an oath/affirmation or promise to tell the truth?
The court clerk can briefly visit the room or address the child via the CCTV link.
Guidelines for setting-up a testimony room
As new courthouses are built and old ones retro-fitted, court administration staff are faced with the opportunity - and challenge - of designing and decorating a testimony room and related facilities. These are some guidelines.
- The testimony room can be brightly painted but minimally decorated.
- Toys, stuffed animals and games are best kept in the waiting room because they will distract the child.
- Lawyers appreciate adequate table surface to fit their papers and files.
- A high-quality microphone is a necessity.
- The testimony room ideally will be sound proofed to avoid the distractions of corridor noise and the courthouse public-address system.
- Where possible, an adjacent waiting room and private washroom is best.
Because a child may wait hours before testifying, a welcoming waiting room is appreciated, as we describe in handbook No 3.
Researchers questioned jurors at the conclusion of 25 criminal trials for child sexual abuse, a total of 277 jurors in all. All the child complainants testified using CCTV. The majority of jurors (88%) saw the use of CCTV as either “very fair” or “quite fair” to the accused.
Judy Cashmore & Lily Trimboli (2006). Child Sexual Assault Trials: A Survey of Juror Perceptions. Sydney AU: New South Wales Bureau of Crime Statistics & Research.
What Prosecutors Should Know About Trauma
You may wonder why we include here a discussion about trauma. Isn't that the domain of therapists and doctors? Consider these facts:
- witnesses who saw or experienced a criminal act(s) were traumatized to a greater or lesser extent;
- some coping strategies in trauma survivors reduce their perceived credibility as witnesses (e.g., drug use);
- some features of the court process can trigger trauma reactions in people already experiencing post-trauma distress; and,
- some features of the court process can themselves be traumatizing for vulnerable children, such as harsh cross-examination.
Understanding trauma helps us focus children on the task of testifying rather than on their worries and feelings.
A few key facts about trauma and trauma reactions
- “Trauma” can be a single event or an accumulation of repeated events during which you fear for your safety or that of another person.
- During the traumatic event(s), the victim is flooded with feelings of terror, loss of control and especially helplessness.
- Sexual victimization can also cause feelings of guilt and shame.
- These intense feelings come back if “triggered” - even years after the initial trauma - by encountering a vivid reminder.
- Triggering reminders can be sights, smells or thoughts.
Traumatized individuals try to avoid “triggers” they know will overwhelm them with intense emotions and possibly panic. This avoidance can take the form of avoiding certain people, places or objects (e.g., knives). A traumatized person tries to avoid thinking about the event, which can be difficult when unwanted thoughts unpredictably pop into consciousness. These are called “intrusive thoughts.”
How and when can court involvement trigger trauma reactions?
- By reviewing a written or video-recorded statement before court.
- That first glimpse of the accused can be extremely “triggering” for some.
- During examination in-chief, thinking about the events associated with the traumatic event can trigger a flood of emotions.
- During cross-examination, the witness may have to go over those events again (children find this frustrating at the best of times) and possibly in greater detail.
- Also in cross-examination, the witness may feel blamed for being victimized or feel cast in the role of liar.
A verdict of acquittal may trigger feelings of helplessness and the fear that no one believes them (often associated with delayed disclosure in children) or feelings of guilt and self-blame for the offence (sometimes ideas planted on purpose by the accused to prevent disclosure).
PRACTICE TIP: Think about something that terrifies you, like big deadly snakes. What would it take to get you to enter a room where you knew a big snake was? How would you feel entering the room and coming face-to-face with a big snake? If someone were asking you questions, wouldn’t you continue to focus on the snake? Those thoughts and feelings approximate what a child thinks and feels when in a courtroom with someone who traumatized them. The fear may not be rational, but it’s real. This example also helps explain the different reactions of people, which varies from mild anxiety to full-blown panic depending on their level of fear.
Different people exposed to the same trauma can have dramatically different reactions over the short- and long-term. Not all people exposed to a trauma will go on to experience post-traumatic reactions. Or a person can manage fine on a day-to-day basis but be overwhelmed when suddenly encountering a trigger, such as a seemingly harmless comment from another person or a smell of cologne.
The role of coping as a reaction to trauma
No one can tolerate being constantly in a state of agitation and anxiety so each traumatized person seeks ways to feel better, called “coping strategies.” Coping can be healthy and positive, like doing yoga or getting therapy. Coping can be unhealthy or negative, like taking drugs or cutting your body to numb feelings. Whether objectively positive or unhealthy, each person's individual coping strategies are important because they help them get through the day.
What coping with trauma can look like in children
Children can't access some of the healthier coping strategies without adult help. For example, a child needs adult help to enter therapy. Children's coping can be inside, where it's hard for us to see unless it shows in troubling behaviours. The following reactions, some of which could be caused by other stressors, can be signs of trauma in children:
- sleep problems including nightmares;
- unexplained tummy aches or head aches;
- separation anxiety or sudden displays of crying and panic;
- regression in previous developmental advances, such as bed wetting; or,
- inability to concentrate or remember things.
What coping with trauma can look like in teens
Teenagers use a wider array of coping strategies than children, but many are not healthy ones. It can be difficult to tease out trauma-related coping from normal aspects of adolescence, such as mood swings. Reactions to the current offence may be intertwined with earlier traumas such as child abuse or neglect. However, this list reflects some trauma-related coping strategies seen in teen victims of crime:
- minimization of the offence (e.g., “I don't know why everyone is making such a big deal about this”);
- running away from home (especially when home is abusive);
- using drugs or alcohol to quell intense anxieties;
- working in the sex trade to create an illusion of control over sexual contact or having multiple sexual partners for the same reason;
- self-isolation and loss of contact with friends;
- obsessive use of video games or music (to block thoughts and feelings);
- detachment or apparent absence of emotions (also to block thoughts); or,
- self-harm such as carving (also to block thoughts and feelings).
Because of these coping strategies, the most vulnerable young people can be seen as the least credible witnesses and they are challenging clients for prosecutors and victim support workers.
Physical and psychological avoidance in traumatized witnesses
In prospective witnesses, avoidance can manifest by not appearing in court to testify. This act is rare. More commonly you see psychological avoidance, which can take several forms in the witness box: choosing not to relate details of the offence which are too painful to think about; or, traumatic forgetting in which they genuinely cannot recall into consciousness details of the offence.
PRACTICE TIP: A child or teen can appear calm and unaffected in pre-court interviews, only to panic when entering the courtroom or hold back on describing key elements of the offence when testifying. It's impossible for you to predict in all cases. In fact, it's impossible for them to predict. Even adults cannot predict in advance how testifying will affect them. Offer all available protections to every young witness.
People who work with trauma victims must take care of themselves too.
Jan Richardson (2001). Guidebook on Vicarious Trauma: Recommended Solutions for Anti-violence Workers. Ottawa ON: Public Health Agency of Canada.
Q. When the charge before the court involves a relatively minor offence, why would CCTV testimony be considered?
A. When assessing the impact of trauma on a child, offence seriousness is not the only - or even the best - indicator. Children can be emotionally vulnerable because of a prior victimization, mental health issues or developmental delays. The relationship between the child and accused is also an important factor to consider.
Q. Some people want the child to start out by testifying in the witness box to assess the need for testimony outside the courtroom. If the child reacts negatively, the aid can then be used. Is this reasonable?
A. This approach is not recommended. Some children will freeze or become highly distressed or agitated. Once badly shaken, a child may refuse to testify. You cannot always predict this reaction, nor can they.
Q. Some young witnesses live on the streets and seem to be “tough as nails.” I assume they don’t need testimonial aids. Correct?
A. No. Young people cut adrift from the care and guidance of nurturing adults can be the most vulnerable clients you encounter. Bravado is a common defence mechanism in teenagers, as they seek to appear more mature and able to cope than they really are. With street youth, their arsenal of survival skills may include distrust of adults, hiding any fears, and appearing “tough as nails.” This appearance can mask the stereotypical symptoms of trauma such as panic attacks. That’s why it’s important to understand the concept of “trigger.”
Q. The teenage witness in a sexual abuse case describes the offence in an oddly dispassionate way. Does that mean she is lying?
A. You are probably seeing a coping strategy. She may be afraid of getting too close to the emotions associated with the offence, lest she lose control. She could be coping by distancing herself from the emotional content of the memory, recounting it as something that happened to someone else. You may hear victims say, “it was no big deal.” By minimizing the offence, they retain a sense of themselves as “okay” and in control.
Q. The accused must be able to communicate with defence counsel while the child testifies. When counsel is in the testimony room with the child, how can this be arranged?
A. A number of creative solutions are used. For example, the accused can give a pre-arranged signal such as raising a hand or standing up. A recess is then ordered. Some judges routinely order a recess between examination-in-chief and cross-examination, to ensure the accused has ample time to consult with counsel. A more sophisticated, but costly, system is to outfit both parties with earphones and microphones or to install a telephone link.
Q. If a witness must identify a piece of evidence such as a diary or other document, how can this be managed?
A. A common practice is for the court clerk to take the item to the testimony room for the witness's review. Again, there is a more costly alternative. Some courthouses have special document cameras for this purpose.
Q. In our courthouse, we can use either the screen or CCTV. How do we decide which measure to use?
A. Demonstrate both options to the witness and let him or her decide. Involving children in the decision helps encourage participation and provides the young witness with a sense of control. Some children prefer the screen, so don't assume it is the inferior option in all cases. There are some cases, however, where your professional judgment suggests the CCTV option will be necessary.
In handbook No. 3, we list reasons that some children don't like to use the screen. On page 23, we describe some research findings on what children don't like about CCTV.
Q. When the witness is asked to identify the accused, how is this accomplished?
A. Allow the child to testify first. Then have the camera pan the courtroom so the child can see everyone present on the monitor in the testimony room.
Q. Should witnesses know that the accused sees and hears them as they testify?
A. Yes. The court orientation visit is an opportunity for the child to view the courtroom and the testimony room. When demonstrating the CCTV, explain that the accused will see them. Reassure children that they will not be able to see or hear the accused on their monitor in the testimony room.
Q. What happens when a video-recorded statement is introduced as evidence?
A. The child views the statement on a DVD/VCR player in the testimony room. Everyone assembled in the courtroom must view the statement more-or-less simultaneously. If the child adopts the contents of the statement, cross-examination ensues.
Handbook No. 4 explains issues associated with video-recorded statements.
Q. Can the witness meet the judge when testifying via CCTV?
A. Most judges introduce themselves to the child via the CCTV. Some judges introduce themselves in the testimony room. This interaction gives the judge an opportunity to meet and observe the child in person. The camera and microphone are turned on so the meeting is viewed on the courtroom monitor. The location of the CCTV room could be an obstacle for such meetings and it is not possible in remote testimony situations.
Q. If a witness testifies outside the courtroom for the preliminary hearing, is it assumed that the same situation will apply at trial?
A. Not necessarily. The need should be ascertained each time a child testifies. Some children testify at preliminary hearing without the benefit of a testimonial aid, but will need CCTV or a screen at trial (or vice versa).
Q. Who operates the CCTV equipment?
A. In some places, technicians operate (and sometimes set up) the equipment. In other places, the court clerk operates (and sometimes sets up) the equipment. When equipment is rented, technicians can be hired.
What Children Say About Testifying Outside the Courtroom
It's important to ask children their opinions about testifying via CCTV because some children prefer to be in the courtroom. More commonly, children appreciate the opportunity to testify outside the courtroom. Here are some things children in our jurisdiction told us, both pro and con.
Seeing the accused can be distressing
“I'm a very shy person. Seeing him would make me very nervous and I would stutter. I couldn't have talked to the judge.” (Sam, age 8)
Certain “looks” or facial expressions can silence a child
“I was afraid to see him and I didn't know what would happen if I saw his mean stare.” (Cara, age 9)
Being in the presence of the accused can heighten concerns about safety
“I would not feel safe in the same room as him. He said he would hurt me if I told anyone.” (Aaron, age 11)
Children can be intimidated by seeing supporters of the accused
“I didn't have to see him and all his family and friends staring at me when I was talking to the judge.” (Amina, age 13)
The child is distanced from the formal environment of the courtroom
“It's a good way to talk to the judge. I just talked into the microphone and told the truth.” (Moon-shing, age 9)
Seeing the accused may trigger trauma reactions
“I'd freak if I saw him. For months I had nightmares of him coming after me. They got worse near the court date. I couldn't have testified if I'd been in the courtroom with him.” (Mae, age 14)
PRACTICE TIP: The court day is often long and exhausting for children. Delays caused by technical problems just increase frustrations and fatigue, making it difficult to get some kids to focus. Test the cameras and sound systems the day before and again on the morning of court.
PRACTICE TIP: Some teenagers decline CCTV lest they appear “uncool” or “like a wuss.” Reassure them that CCTV is for all young people under 18, and that even some adults prefer to use it. It is the law.
Confronting the accused is empowering for some children
“I wanted to face my fear and tell what happened in front of everyone.”
(Alek, age 12)
“I wanted him to know that I am not afraid of him any more.”
(Tanya, age 15)
Knowing their video image is seen by the accused is unsettling for some children
“It would be weird if he was watching me and I couldn't see him, so I testified in the courtroom.” (Pierre, age 14)
CCTV may not be the best aid for witnesses in child pornography cases
“He [the accused] took photographs of me when I didn't know. So I didn't want a camera used when I testified.” (Bianca, age 15)
Seeing a supportive parent can outweigh concerns about seeing the accused
“If I had used CCTV I wouldn't have had my mom and my dad there when I testified.” (Birget, age 11)
In this English study, 44 young people who testified with CCTV were asked to describe anything they didn't like. The most common complaint was about the testimony room, including constrained space, uncomfortable chairs, drab decor, and poor ventilation. Less common issues were seeing the accused on the monitor (a rare but disturbing accident), delays caused by technical difficulties, and the distress of learning that the accused saw them while they testified (among youth who had been told otherwise).
Joyce Plotnikoff & Richard Woolfson (2004). In Their Own Words: The Experiences of 50 Young Witnesses in Criminal Proceedings. London UK: National Society for the Prevention of Cruelty to Children.
Good Practice Guidance for Tele-testimony
These points represent the optimal use of testimony outside the courtroom. Local contingencies and resource availability may necessitate some modifications.
1. Ensure each child witness and his or her family are aware of the testimonial aids available to them by law.
2. All child witnesses should be considered as candidates for testimony outside the courtroom, regardless of age or type of offence.
3. As with all testimonial aids, make the decision to use testimony outside the courtroom early in the process. This leaves adequate time to notify the defence, make application to the Court, and reserve access to the equipment. Also, when witnesses know they will use a testimonial aid, it is a great relief.
4. When age-appropriate, ask for the child's preference about CCTV and explain the other options available. Provide a demonstration if possible to help them decide.
5. Courtroom orientation and demonstration of aids is recommended several weeks before the court date.
6. Knowing a witness will testify outside the court does not obviate the need for victim support services, including the features of pre-court preparation discussed in overview handbook No. 1. Ensure each witness receives the benefit of victim support in the weeks prior and on the day of court.
7. A young witness appreciates the presence of a support person with him or her in the testimony room. Apply for both measures at the same time.
8. Be very careful using CCTV in cases involving child pornography.
PRACTICE TIP: An accidental encounter in a security line-up or a sighting of the accused in a public waiting area can cause significant distress or trigger a trauma reaction. Better safe than sorry. Arrange for the child to arrive early to avoid any contact or sightings of the accused or his supporters. Escort the family into the courthouse and provide a secure waiting area. When necessary, provide an escort to the washroom or (for adults) the smoking area.
Situations that May Arise
To be prepared for all eventualities, we list here examples of situations you may encounter.
- Technology glitches are to be expected so test and re-test the system and then test it again before bringing the child into the testimony room.
- Those of us with little technical savvy can underestimate the challenges of remote communication and may not be aware, for example, of potential system incompatibility (e.g., IP and ISDN protocols). Always seek the advice of experts.
- CCTV tends to be available in the provincial or territorial courts. Increasingly, superior courts are being outfitted with CCTV. Where this arrangement is not available, some judges have heard a child's testimony at the lower level. This may mean temporarily moving the jury.
- Portable CCTV units are vulnerable to "missing pieces" and cables that wear out. Checking equipment at both the packing and unpacking stages is crucial. Local stores may stock the missing part. Consider the option (if available) of telephone consultation with a technician.
- Despite advance setup and testing, the equipment may malfunction on the day it is needed. Have a contingency plan. Check whether the child could testify using a screen or if the case could be adjourned.
- Remind everyone to turn off telephones and similar devices. Some electronic transmissions interfere with the operation of some types of CCTV equipment, most obviously manifested in screechy feedback.
In a recent U.K. study, over 40% of young or vulnerable witnesses reported seeing the accused on the day of court, despite that fact that separate waiting rooms were almost universally available. The most common locations of sightings were in the corridor outside the courtroom, in the washrooms, in the cafeteria, or on their journey to or from the courthouse.
Becky Hamlyn et al. (2004). Are Special Measures Working? Evidence from Surveys of Vulnerable and Intimidated Witnesses. London UK: The Home Office.
Explaining CCTV to Children
Young children need things explained in simple, concrete terms.
Key points to emphasize
- There is no broadcast of the testimony to anywhere except the courtroom.
- No one makes a videotape of (or records) the testimony.
- The accused will view the witness on a screen in the courtroom.
- It is possible that the judge will not agree to use the CCTV or technical difficulties will arise: you cannot guarantee that a child will use CCTV.
Explaining CCTV to children
- You don't go into the big courtroom - you talk to the judge from a special witness room.
- Closed-circuit is not the same as your TV at home - it's not real TV.
- The people in the courtroom see and hear you on their monitor.
- The microphone here is how the people in the courtroom hear you.
- The camera here is how the people in the courtroom see you.
- You see and talk to the judge whose face will be on your monitor.
Explain who will be in the room with the child once you know the identity of any support person and whether or not the lawyers will be present. Inform children of any local contingency that you expect such as if the judge is likely to enter the testimony room to introduce him or herself.
“Tips” to give children
- Once you are in the testimony room, everything you say or do is seen in the courtroom (so act properly and don't be silly).
- Speak toward the microphone and look at the monitor so the judge hears you.
- The witness room is like a special courtroom so it has the same rules, like no chewing gum or wearing hats.
- Just like if you were in the big courtroom, you have to tell the truth.
- Speak clearly: don't nod or shake your head but say “yes” or “no” instead.
- If the chair is too low, ask for a cushion to make you higher.
Emphasize also the other “rules for witnesses” listed on page 17 of handbook No. 1.
Research suggests, confirming common sense, that children should play a role in deciding about testimonial aids. Asking for their input gives them some small sense of control and feeling of involvement. Demonstrate the options available locally and help them understand the pros and cons of each. Some children prefer to testify in the courtroom with no barrier, as we described earlier, to confront the accused and show they are no longer afraid. Some children like the screen, but many do not.
Although you may learn their opinions early in the process, check again as the court date approaches because a child’s concerns may change over time. Children (especially young children) cannot anticipate how they will react when actually faced with the task of testifying. If they decline an aid, have one available as backup.
PRACTICE TIP: Seeing something is better than hearing or reading about it. An orientation visit to the courthouse with CCTV demonstration is the most effective way to prepare children for the experience of testimony outside the courtroom. When this is not feasible, showing a video depiction of CCTV is helpful. There are also several web sites for children, cited later under “further readings.”
This much-cited Australian study concluded that children fared best when given a choice to use (or forego) the CCTV option. Children who declined the option of CCTV did as well as children who accepted the option and better than children for whom the option was not available.
Judy Cashmore (1991). The Use of Closed-circuit Television for Child Witnesses in the ACT. Sydney AU: Australian Law Reform Commission.
Delivering Service in the Remote Court Location
Canada is a large country and the administration of justice extends to every corner. In great part, this is accomplished by circuit-court teams travelling through northern and other remote areas on a regular basis. Victim support workers are essential team members. When the “courthouse” is a legion hall or recreation centre, supporting a child witness before and on the day of court is challenging but not impossible. Where the catchment area of an urban courthouse includes remote communities, some strategies used to deliver pre-court preparation services include:
- contracting with a resident of the remote community to deliver victim-support services as-needed;
- travelling to remote communities to meet with families;
- scheduling meetings when the circuit-court team is in town for other cases (if time permits);
- telephone contact and tele-conferences; or,
- “virtual meetings” linking court-based personnel with a remote location as described on page 5.
Send information booklets in the mail and encourage the use of Internet sites designed for children and teenagers. These strategies are also useful when children will testify remotely from their home communities. Generally, apply these principles.
Establish communication early in the process
Initiate communication with the family soon after charges are laid and keep them apprised of case developments, as you would with any family.
Harness technology for communication
Explore available options for video-conferencing. For example, many health facilities have equipment for tele-health services.
Provide pre-court preparation services
The basic components of pre-court preparation for children are described in handbook No. 1.
Protect the child from seeing the accused while waiting
This could mean waiting in a local coffee shop (with a cell phone) or in a car in the parking lot.
Protect the child from seeing the accused while testifying (if necessary)
This could mean improvising a room divider as a barrier or renting video equipment to facilitate a testimony from another room in the building. Circuit-court teams could travel with portable CCTV equipment or it can be delivered ahead of time. Some witness screens are portable.
Further Readings
In addition to studies and reports already cited, these sources will be informative.
Doherty-Sneddon, Gweyneth & Sandra McAuley (2000). Influence of Video-mediation on Adult-Child Interviews: Implications for the Use of the Live Link with Child Witnesses. *Applied Cognitive Psychology*, 14: 379-392.
Eth, S. & R.S. Pynoos, eds. (1985). *Post-Traumatic Stress Disorder in Children*. Washington DC: American Psychiatric Press.
Murray, Kathleen (1995). *Live Television Link: An Evaluation of its use by Child Witnesses in Scottish Criminal Trials*. Edinburgh UK: Central Research Unit, The Scottish Office.
Orcutt, Holly K., Gail Goodman et al. (2001). Detecting Deception in Children's Testimony: Factfinders' Abilities to Reach the Truth in Open Court and Closed-Circuit Trials. *Law & Human Behavior*, 25(4): 339-372.
*R. v. Levogiannis*, [1993] 4 S.C.R. 475. †
Review of Child Evidence Working Group (2007). *Improving the Criminal Trial Process for Young Witnesses: A Consultation Paper*. London UK: Office for Criminal Justice Reform, The Home Office. †
Taylor, Natalie & Jacqueline Joudo (2005). *The Impact of Pre-recorded Video and Closed Circuit Television Testimony by Adult Sexual Assault Complainants on Jury Decision-making: An Experimental Study*. Canberra AU: Australian Institute of Criminology. †
van der Kolk, B.A., A.C. McFarlane & L. Weisaeth, eds. (1996). *Traumatic Stress - The Effects of Overwhelming Experience on Mind, Body and Society*. New York NY: The Guilford Press.
† These resources are available on the Internet.
**Web sites for children and teenagers**
Cory's Courthouse www.coryscourthouse.ca
Court Choices: Options for Youth Testifying www.courtchoices.ca
Courtprep.ca www.courtprep.ca
About the Handbook Series
This is one of seven handbooks written to aid front-line justice personnel who use special accommodations and testimonial aids for young victims and witnesses in criminal proceedings. The series title – “A Full and Candid Account” – reflects the legislative imperative of facilitating the conditions whereby a child witness can best communicate his or her evidence to the Court. The seven topics covered in the series are:
1. Overview of issues related to child testimony
2. Testimony outside the courtroom
3. Witness screens
4. Video-recorded evidence
5. Designated support person
6. Hearsay evidence and children
7. Children and teenagers testifying in domestic violence cases
These handbooks provide a concise and convenient summary of legislation, operational and logistical issues, FAQs, and helpful tips for working with children and teenagers.
The information, references and guidelines in this handbook focus on child witnesses (under age 18), although material may be relevant for some adult witnesses contemplated in the provisions for vulnerable witnesses.
Over two decades, our own research and experience at the Child Witness Project have clearly demonstrated how the stressful aspects of testifying can be ameliorated to maximize a child’s ability to give “a full and candid account” of his or her evidence. Special accommodations and testimonial aids are important tools available for this purpose.
Every child witness in Canada has the right to ask for measures including closed-circuit or remote testimony, screens, and recourse to a support person while testifying. Yet, there is wide variation in the frequency of use of the special accommodations and testimonial aids now provided for in the Criminal Code. The overarching goal of this handbook series is to ensure that no child is denied access to the appropriate accommodation or testimonial aid only for want of awareness, knowledge or understanding. By creating these practical handbooks, we hope to fulfill the promise of special protections made available by Parliament so children and young people will not be traumatized by their experiences as witnesses. | <urn:uuid:a272c350-d355-46c1-ba72-74cb3cebcbe8> | CC-MAIN-2016-26 | http://www.lfcc.on.ca/2_OutsideCourtroom.pdf | 2016-06-30T06:38:54Z | crawl-data/CC-MAIN-2016-26/segments/1466783398209.20/warc/CC-MAIN-20160624154958-00188-ip-10-164-35-72.ec2.internal.warc.gz | 659,882,375 | 12,028 | eng_Latn | eng_Latn | 0.953802 | eng_Latn | 0.998126 | [
"eng_Latn",
"eng_Latn",
"por_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
199,
2263,
4400,
6880,
9229,
11098,
13076,
15493,
17225,
19332,
20426,
21378,
22090,
22607,
24170,
26446,
28272,
30145,
32472,
34966,
37332,
39424,
41267,
43127,
44878,
46586,
48589,
50572,
52427,
54066,
56333,
58085,
60252
] | [
1.3046875,
2.1875
] | 4 | 0 |
UNIVERSITY OF FORT HARE
INFORMATION AND COMMUNICATION TECHNOLOGY
ADVANCED CERTIFICATE IN FOUNDATION PHASE TEACHING
JUNE MAIN EXAMINATION
2023
TIME: 2 Hours
SUBJECT: ICT 111E
MARKS: 50
This memorandum consists of papers including the cover page
INTERNAL EXAMINER
Mr B. Mutongoza
INTERNAL MODERATOR
Dr N. Ngibe
INSTRUCTIONS TO CANDIDATES
1. Answer ALL the questions.
2. Read ALL the questions carefully.
3. Number the answers correctly according to the numbering system used in this question paper.
4. Write neatly and legibly.
SECTION A: MULTIPLE CHOICE
1. The device that the computer uses to keep data is called
A. input device
B. output device
C. processing device
D. storage device
2. In which of the following are the storage devices arranged on the basis of lowest to the highest capacity?
A. CD, DVD, Floppy Disk and Hard Disk
B. Floppy Disk, Hard Disk, DVD and CD
C. Floppy Disk, CD, DVD and Hard Disk
D. Floppy Disk, DVD, CD and Hard Disk
3. Programs that perform specific tasks for users are referred to as
A. application software
B. computer software
C. operating software
D. system software
4. The software responsible for the management of the basic operations of the computer is the
A. application program
B. device drivers
C. operating system
D. utility program
5. Which of the following devices will enable users to get access to the internet connection?
A. keyboard
B. Modem
C. Projector
D. Scanner
6. The internet is a
A. global network of computers
B. government agency that links computers
C. software for designing programs
D. special network of computers in an office
7. The computer equivalence of a sheet of paper divided into rows and columns in the office suite is called
A. database
B. electronic sheet
C. spreadsheet
D. word processor
8. The following are good practices in the computing environment except
A. copyrighting of software
B. designing of cards
C. networking of computers
D. pirating of software
9. Which of the following software can be used to enhance teaching and learning through the use of pictures, video and sound?
A. Multimedia software
B. Network software
C. Programming software
D. Utility software
10. A program on the computer which enables users to type your assignments is the
A. browser
B. spreadsheet
C. utility
D. word processor
11. The save command is found under which of the following menu buttons?
A. Edit
B. File
C. Insert
D. Tools
12. Which of the following is used to produce hard copies from personal computers in schools?
A. Photocopier
B. Monitor
C. Scanner
D. Printer
13. All of the following are reasons for using ICT in education except
A. forcing students to learn at others' pace
B. increasing learner motivation and engagement
C. facilitating the acquisition of basic skills in subject areas
D. enhancing teaching through the use of presentation software
14. Which of the following terms refers to unsolicited emails in the form of advertising or chain letters?
A. Compose
B. Inbox
C. Spam
D. Trash
15. Computer virus is capable of
A. enhancing the contents of a file
B. maintaining the computer system
C. making the work of the computer easy
D. slowing down the computer system performance
16. Computer devices such as mouse, trackpad and joystick are referred to as
A. Output devices
17. The most common means by which data are input into the computer is through the
A. mouse
B. keyboard
C. microphone
D. joystick
18. Which of the following statements is not true?
A. Remove all removable storage media or device from the system unit when switching on a computer.
B. Shut down a computer system before removing the electric power supply
C. Random access memory is part of main memory
D. The application software must be loaded before an operating system can be loaded when a computer system is switched on.
19. GUI stands for
A. Grand User Interface
B. General User Interface
C. Graphic User Interface
D. Graphical User Interrupt
20. The bar on the desktop which displays opened applications and other icons is referred to as
A. scroll bar
B. taskbar
C. title bar
D. toolbar
8. Using examples from your experience, describe any three benefits of using ICT in education
9. Based on your own experiences, briefly describe any three challenges of using ICT in education | <urn:uuid:64f75f7f-6d8d-45ae-8e2f-ad60b9f3e372> | CC-MAIN-2024-38 | https://libdspace.ufh.ac.za/server/api/core/bitstreams/46dc2dea-ee17-45d2-8cc4-692983c8051a/content | 2024-09-11T14:11:19+00:00 | crawl-data/CC-MAIN-2024-38/segments/1725700651387.63/warc/CC-MAIN-20240911120037-20240911150037-00309.warc.gz | 338,191,931 | 1,098 | eng_Latn | eng_Latn | 0.984998 | eng_Latn | 0.992837 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
534,
1489,
2428,
3470,
4313,
4507
] | [
2.171875
] | 1 | 0 |
SZÉKESFEHÉRVÁR
www.turizmus.szekesfehervar.hu
ROYAL RECEPTION
Sziklásfehérvár is one of the oldest Hungarian cities; it was built on the hills of a swampy plain, as a vantage point easy to defend, in the junction of natural roads. It was at this excellent strategic point that Prince Géza set up his imperial seat, the forerunner settlement of today’s Székesfehérvár. He also built the first stone church of the Hungarians (3) here around 997, which later served as his burial place, as well. The open gates in the coat-of-arms of the city symbolize that it is still open to every visitor.
The city became a really important center under St. Stephen, who built a private church here, the Holy Mary provost church, the future coronation church. In fact, Székesfehérvár is called the city of St. Stephen; because it was from the king that it received its free city title and privileges that distinguished it from the other neighboring settlements. Our state-founding king was buried in Székesfehérvár, and his only son Prince Imre was born here. This was the home of the royal throne, the coronation regalia, the treasury and later the country’s archive. The coronation and the cult of the three factors were required to make royal power legitimate: the coronation had to take place in Székesfehérvár, it had to be performed by the archbishop of Esztergom and the crown of St. Stephen had to be used for it. Forty-three of our kings were crowned here, and apart from St. Stephen, eight kings from the Árpád house and seven from marx houses chose the coronation church of Székesfehérvár as their final resting place.
Today, only the ruins remaining of this once magnificent coronation town can be admired outstandingly by European standard too. The Ruin Garden (8) in the heart of the city takes us back to the middle ages, heralding the magnificence of the one-time coronation town. The mausoleum near the Ruin Garden houses the finely carved sarcophagus made for the canonization of St. Stephen, and a mural by Vilmos Aba-Novák depicting the story of the Holy Right Hand and the Holy Crown. The Bishop’s Palace (9) located near to the Mediaeval
SZÉKESFEHÉRVÁR – THE CITY OF KINGS
Founded: Prince Géza set up his royal seat here in 912.
Location: At a strategic point by the junction of land roads in the Central Transdanubian region, halfway from Budapest to Lake Balaton. By car you can reach it on main road no. 7 or on motorway M7. It remains an important road and railway junction till this day. A city with county rights, the seat of Fejér county.
Area: 170.89 km²
Population: 102 035
Origin of its name: There exist two explanations of the Fehérvár (White Castle) name: one suggests that it comes from the white flag raised by some members of the ruling family (András I), the other implies that the building stones of the royal castle were white, built by Géza, or the white-washed walls of the castle lent it the name. Later, the prefix ‘Szek’ meaning the seat of the land, was added to the suffix Fehérvár.
BUSTLING CULTURE
After the devastating rule of the Turks Székesfehérvár enjoyed a new golden era in the 18th and 19th centuries. The Inner City retained its medieval street structure, its ornaments being primarily the Baroque churches, the Rococo and Zopf style buildings and palaces. Education, culture and intellectual life thrived inside its walls. The country’s first stone theater building, the Vörösmarty Theatre (19), was built up here. The visitor to the city can feel this buzzing cultural life till this day. Székesfehérvár is still uniquely rich in museum relics, art creations, rarities. Visitors can explore Roman-time stone relics, sarcophagi, bricks with initials printed in them (in the Archaeological Museum), Saint Stephen’s treasures (17), works of art in the Gallery of Fine Art, the Deák Collection (74), István Csik Gallery (15), New Hungarian Gallery (2) or the fascinating porcelain dolls in a exhibition which certainly stands without an equal (Hetedihet Toy Museum [13]). Our cultural programs will entertain audiences of all tastes all year round.
The recently completed reconstruction of two monuments in the City recalls the world of civic fehérvar: One of these is the Henrietta-Carolina House (12) in Renaissance style, a Baroque building of outstanding value consisting of three blocks; the renovation of which was fully completed in 2011.
The art nouveau Árpád Bath (7) built in 1905, which radiates the incomparable atmosphere of the age, is a real gem of Székesfehérvár.
Those who like the ornate, virtuoso creations of late Baroque should not miss the Seminary (1) and Cistercian church (16). Maulbertsch’s peerless, lace-fine vision of heaven on the ceiling of the Seminary and the carved wood furniture of the vestry of the Cistercian church stand without an equal in Central Europe and with surely baroque theme.
TIME TRAVEL
Székesfehérvár derives its unique, historic bustling atmosphere of, beyond the built ‘décor’, from the many little details. When you just ramble around in the city you will pass ornate Baroque churches, buildings teeming with balconies and impressive palazzos in classic style, and come across time and again the remains of the medieval city wall or age-old buildings. Its numerous historical sites and monuments represent the entire history of a city, what was devastated several times over the centuries and rose again to thrive. It is worth getting off the beaten track of the Main street and making a time travel through the closed courtyards and the smaller alley. Clocks play a distinguished role in the life of the city: the Flower Clock (18) tells time on a face clad in colorful flowers, and the Animated Clock Tower (Oranjekút) (6) parades prominent and symbolic figures of Hungarian history to wonderful tunes every two hours.
After a walk in the beautiful Inner City you can rest your feet in parks and shady gardens with little lakes in them, which incidentally hold new marvels too, in the form of a music pavilion (20) from the era of the first Millennium, or a music well that yields medicinal water. The lovers of more romantic sights will surely be taken by the Mária lake (Bányai-út), also called the ‘lake of the suicides’ in the city greens. Not far from it you will see the Gold Bull (Aranybulla) memorial, also a lookout point of the city, which marks the place of the proclamation of the Bull in 1222.
Perhaps the most strange edifice of the city is the Bory castle (21). This 20th century romantic knight’s castle was built by painter and sculptor Jenő Bory. A memorial to his love for his wife, the castle was designed and built by the artist himself with 36 years of unending effort. Apart from the numerous works of the artist himself, their valuable art collection can also be seen in the city gallery.
CITY OF CHAMPIONS
After the second world war Székesfehérvár grew into one of the most significant sport cities of the country. In four team sports its teams are in the top league and in the 2010/2011 season the prides of our city bagged two championship golds and a silver: the Hungarian national team (Videoton FC) and the ‘Sziget Fehérvár’ AIJ ice hockey team took the gold, the Alba Fehérvár men’s basketball team earned the silver medal, and the Fehérvár KC women’s basketball team finished in the 5th place of the chart.
We are certainly not short of outstanding athletes: pentathlete Zsuzsa Vörös of Alba Volán-Budapest is our Olympic champion, and two European champions of ice hockey players of the city are members of the Toronto Maple Leafs.
The relics of the biggest are kept with veneration: the suit of Gábor Ockay, who died a sudden and tragic death in 2009 and the hockey stick of Krisztián Palkovics. We also remember with pride such sport history moments as the 1985 UEFA Cup finals, when our football team the ‘Vidi’ fought a memorable battle with Real Madrid.
You can always count on some great match moments with us! Do not miss them!
Accommodation, tour operator office and souvenir shop
Székesfehérvár, u. szék., Telefoni: 00 36 22 537 261 • 00 36 22 537 693 • Fax: 00 36 22 340 330
Email: firstname.lastname@example.org
Operator: Turisztikai Közhasznú Nonprofit Kft. | <urn:uuid:0843b799-6b5a-41e1-bdee-e79254e35438> | CC-MAIN-2022-21 | http://oldturizmus.szekesfehervar.hu/_user/11/leporello_angol_uj_2013_net_egybe.pdf | 2022-05-20T03:57:10+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662531352.50/warc/CC-MAIN-20220520030533-20220520060533-00713.warc.gz | 51,557,337 | 1,997 | eng_Latn | eng_Latn | 0.995916 | eng_Latn | 0.995916 | [
"eng_Latn"
] | false | rolmOCR | [
8233
] | [
2.09375
] | 2 | 0 |
2020
PSYCHOLOGY
(Theory)
Full Marks : 70
Pass Marks : 21
Time : Three hours
All the questions are compulsory.
The figures in the right margin indicate full marks for the questions.
Answer Question Nos. 1 – 3 in about 120 words each.
1. What is Pro-social behavior? What are the factors influencing Pro-social behavior. 2+3=5
2. How can you reduce social Loafing in group? 5
3. How can the environment be protected from pollution? 5
Answer the following questions. Each question carries 3 (three) marks. Answers of each question should be limited to about 50 words. 3×7=21
4. (i) What is the difference between Intellectual deficiency and Intellectual giftedness?
(ii) What are the main approach to the study of Personality?
(iii) What do you understand by substance Abuse and Dependence?
(iv) What are the goals of Psychotherapies?
(v) Compare and Contrast formal group and informal group.
(vi) Differentiate between Instrumental aggression and Hostile aggression.
(vii) What are the characteristic of effective helper?
Answers of each item in about 30 words. Each item carries 2 marks only.
\[2 \times 10 = 20\]
5. (i) What is psychological test?
(ii) What are the stages of personality according to Sigmund Freud?
(iii) What are the factors that lead to Positive Health and wellbeing?
(iv) What is Psychoneuroimmunology?
(v) Draw a figure showing structures of Personality in Freudian therapy.
(vi) What are the symptoms of Post-traumatic stress disorder (PTSD)?
(vii) Mention the strategies for Handling Prejudice.
(viii) Why do people obey even when they know that their behavior is harming others?
(ix) What is interpersonal communication?
(x) What is the typical format of Counselling interview?
Answer each of the following questions in a word or group of words or a sentence each. Each question carries 1 (one) mark.
\[1 \times 10 = 10\]
6. (i) What is Aptitude?
(ii) What proposes the structure of Intellectual model?
(iii) Who developed the Thematic apperception test?
(iv) Mention one source of stress.
(v) Diagrammatically show the relation of stress with illness.
(vi) What is Bipolar mood disorder?
(vii) What is empathy?
(viii) Mention one ethics of Psychology.
(ix) What is Social Loafing?
(x) What is Paraphrasing?
7. Complete each of the following statements by giving appropriate word for the blank. Each item carries 1 (one) mark only. \(1 \times 4 = 4\)
(i) IQs below 25 are categorized as………………………… retardation.
(ii) ………………………… is present when client has feelings of hostility, anger, resentment towards the therapist.
(iii) …………………………… phenomenon by which majority group places the blame on a minority outgroup for each own social, economic or political problems.
(iv) The norm of …………………………… states that we should help others wherever we find it is fair to do so. | <urn:uuid:944a2c27-a185-4689-9779-12166f143e53> | CC-MAIN-2020-50 | https://cohsem.nic.in/docs/questions/2020/Main/Psy.pdf | 2020-12-05T15:09:12+00:00 | crawl-data/CC-MAIN-2020-50/segments/1606141747887.95/warc/CC-MAIN-20201205135106-20201205165106-00358.warc.gz | 239,214,431 | 667 | eng_Latn | eng_Latn | 0.991878 | eng_Latn | 0.992883 | [
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
904,
2048,
2833
] | [
2.171875
] | 1 | 0 |
Forming expressions
(9 – 1) Topic booklet
These questions have been collated from previous years GCSE Mathematics papers.
You must have: Ruler graduated in centimetres and millimetres, protractor, pair of compasses, pen, HB pencil, eraser.
Instructions
• Use black ink or ball-point pen.
• Fill in the boxes at the top of this page with your name, centre number and candidate number.
• Answer all questions.
• Answer the questions in the spaces provided – there may be more space than you need.
• Diagrams are NOT accurately drawn, unless otherwise indicated.
• You must show all your working out.
• If the question is a 1F question you are not allowed to use a calculator.
• If the question is a 2F or a 3F question, you may use a calculator to help you answer.
Information
• The marks for each question are shown in brackets – use this as a guide as to how much time to spend on each question.
Advice
• Read each question carefully before you start to answer it.
• Keep an eye on the time.
• Try to answer every question.
• Check your answers if you have time at the end.
2 Cups are sold in packs and in boxes.
There are 12 cups in each pack.
There are 18 cups in each box.
Alison buys $p$ packs of cups and $b$ boxes of cups.
Write down an expression, in terms of $p$ and $b$, for the total number of cups Alison buys.
6 Here are five straight rods.
All measurements are in centimetres.
The total length of the five rods is $L$ cm.
Find a formula for $L$ in terms of $a$.
Write your formula as simply as possible.
6 Michelle and Wayne have saved a total of £458 for their holiday. Wayne saved £72 more than Michelle. How much did Wayne save?
£
Specimen 1 – Paper 2F (Total for Question 6 is 2 marks)
7 There are $y$ boats on a lake. There are 7 people in each boat. Write an expression, in terms of $y$, for the total number of people in the boats.
...........................................................................................................
June 2019 – Paper 2F (Total for Question 7 is 1 mark)
7 David has twice as many cousins as Becky.
Becky has twice as many cousins as Nishat.
Nishat has 6 cousins.
How many cousins does David have?
May 2018 – Paper 3F
(Total for Question 7 is 2 marks)
10 Rob buys $p$ packets of plain crisps and $c$ packets of cheese crisps.
Write down an expression for the total number of packets of crisps Rob buys.
Sample 1 – Paper 2F
(Total for Question 10 is 1 mark)
13 The length of a line is $x$ centimetres.
Write down an expression, in terms of $x$, for the length of the line in millimetres.
June 2019 – Paper 1F
(Total for Question 13 is 1 mark)
13 Azmol, Ryan and Kim each played a game.
Azmol’s score was four times Ryan’s score.
Kim’s score was half of Azmol’s score.
Write down the ratio of Azmol’s score to Ryan’s score to Kim’s score.
13 The size of the largest angle in a triangle is 4 times the size of the smallest angle. The other angle is $27^\circ$ less than the largest angle.
Work out, in degrees, the size of each angle in the triangle. You must show your working.
June 2017 – Paper 3F
(Total for Question 13 is 5 marks)
14 There are $x$ sweets in a box. There are $y$ sweets in a packet.
Write an expression, in terms of $x$ and $y$, for the total number of sweets in 3 boxes and 2 packets.
November 2022 – 2F
(Total for Question 14 is 2 marks)
16 Here is a quadrilateral $ABCD$.
All the measurements are in centimetres.
The perimeter of $ABCD$ is 52 centimetres.
Work out the length of $DC$.
_____________________________ centimetres
(Total for Question 16 is 4 marks)
17 The diagram shows a pentagon.
The pentagon has one line of symmetry.
\[ AE = 4x \]
\[ AB = 2x + 1 \]
\[ BC = x + 2 \]
All these measurements are given in centimetres.
The perimeter of the pentagon is 18 cm.
(a) Show that \( 10x + 6 = 18 \)
(b) Find the value of \( x \).
\[ x = \]
17 Here is a rectangle made of card.
The measurements in the diagram are in centimetres.
Lily fits four of these rectangles together to make a frame.
The perimeter of the inside of the frame is $P$ cm.
(a) Show that $P = 8x - 4y$
Magda says,
“When $x$ and $y$ are whole numbers, $P$ is always a multiple of 4.”
(b) Is Magda correct?
You must give a reason for your answer.
18 Ben is $n$ years old.
Chloe is twice as old as Ben.
Dan is five years younger than Ben.
The total of Ben’s age, Chloe’s age and Dan’s age is $T$ years.
(a) Find a formula for $T$ in terms of $n$.
(b) In the table below, put a tick ($\checkmark$) in the box next to the identity.
| $3h + 2 = 14$ | |
|---------------|---|
| $3a + 4b - 2c$ | |
| $A = \pi r^2$ | |
| $5m - 3m = 2m$ | $\checkmark$ |
| $x + 7 \leq 12$ | |
(Total for Question 18 is 4 marks)
18 Dimitar has 20 sweets.
Pip also has 20 sweets.
Dimitar gives Pip $x$ sweets.
Dimitar then eats 5 of his sweets.
Pip then eats half of her sweets.
Write expressions for the number of sweets Dimitar and Pip now have.
Dimitar .................................................. Pip .................................................
Specimen 2 – Paper 1F
(Total for Question 18 is 3 marks)
19 Adam, Linda and Rytis share an amount of money.
Linda gets three times as much money as Rytis gets.
Linda gets half as much money as Adam gets.
What fraction of the amount of money does Linda get?
20 The diagram shows a right-angled triangle.
All the angles are in degrees.
Work out the size of the smallest angle of the triangle.
24 Rick, Selma and Tony are playing a game with counters.
Rick has some counters.
Selma has twice as many counters as Rick.
Tony has 6 counters less than Selma.
In total they have 54 counters.
the number of counters Rick has : the number of counters Tony has = 1 : p
Work out the value of \( p \).
\[ p = \]
24 Kiaria is 7 years older than Jay.
Martha is twice as old as Kiaria.
The sum of their three ages is 77
Find the ratio of Jay’s age to Kiaria’s age to Martha’s age.
24 Here is a rectangle.
The length of the rectangle is 7 cm longer than the width of the rectangle.
4 of these rectangles are used to make this 8-sided shape.
The perimeter of the 8-sided shape is 70 cm.
Work out the area of the 8-sided shape.
........................................................................... cm²
November 2017 – Paper 3F
(Total for Question 24 is 5 marks)
26 Becky has some marbles.
Chris has two times as many marbles as Becky.
Dan has seven more marbles than Chris.
They have a total of 57 marbles.
Dan says,
“If I give some marbles to Becky, each of us will have the same number of marbles.”
Is Dan correct?
You must show how you get your answer.
28 The diagram shows triangle $AOB$.
Angle $AOB$ is not an obtuse angle.
Find the greatest value of $x$.
You must show all your working.
28 Here is a right-angled triangle.
Four of these triangles are joined to enclose the square $ABCD$ as shown below.
Show that the area of the square $ABCD$ is $x^2 + y^2$.
In the diagram all measurements are in centimetres.
The perimeter of the quadrilateral is twice the perimeter of the triangle.
Work out the perimeter of the quadrilateral.
\[\text{cm}\] | <urn:uuid:5259fdab-c749-4440-81ab-00dc936de63e> | CC-MAIN-2024-10 | https://mathsteacherhub.com/portal/uploads/Forming%20expressions%20(9%20-%201).pdf | 2024-02-25T02:23:45+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474573.20/warc/CC-MAIN-20240225003942-20240225033942-00869.warc.gz | 386,888,940 | 1,888 | eng_Latn | eng_Latn | 0.985607 | eng_Latn | 0.998242 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
1079,
1530,
2033,
2632,
2830,
3358,
3589,
3879,
4260,
4730,
5328,
5465,
5779,
5947,
6339,
6637,
6777,
6952,
7142
] | [
3.921875
] | 1 | 0 |
In recent years, resistance to the cultural, political, and legal barriers facing trans people has gained greater attention. As trans resistance grows, we will increasingly see trans people making demands for access to education.
In this two-part essay, I offer tips for addressing obstacles to trans students’ classroom participation and for avoiding unintentional exclusionary practices. In the first part, I suggest guidelines for referring to students by their preferred names and pronouns. In the second, I address people who talk about bodies, within and outside classrooms, suggesting ways to avoid implying that gender is defined by body parts.
I. Some Basic Tips for Making Classrooms Welcoming for Trans and other Gender Nonconforming Students
+ Do not call the roll or otherwise read the roster aloud until you have given students a chance to state what they prefer to be called, in case the roster represents a prior name.
+ Allow students to self-identify the name they go by and what pronouns they prefer. Do not make assumptions based on the class roster or the student’s appearance. A great way to accomplish this is to pass around a seating chart or sign-in sheet and ask them to indicate these items in writing—as well as whether they prefer Mr. or Ms. in contexts using that formality, like law schools—and then use it when you call on them or refer to them in class. In smaller groups, you can do a go-around on the first day where people state what name and pronoun they would like to be called in class.
+ If you are aware of a student’s former name that they do not use, either because you knew them before they changed it or because it is on the roster, do not use it or reveal it to others. Well meaning comments like “I knew Gina when she was Bill,” even if meant supportively, reveal what might feel like personal information to the student, and unnecessarily draw attention to their trans identity. If they want to
share their former name or trans history or identity with others, they can do so, but others should not share those for them.
+ Set a tone of respect. At the beginning of each semester when establishing the guidelines for class (do not surf the internet while in class, do the reading, be punctual) include something like: “It is important that this classroom be a respectful environment where everyone can participate comfortably. One part of respectful behavior is that everyone should be referred to by what they go by. This includes pronouncing people’s names correctly and referring to them by the pronouns they prefer.” Add in whatever guidelines for respect that you see as important, but make sure to include pronoun usage since people are often unaware of the issue. I present at the end of this section a pronoun etiquette sheet that you can use if you want to give students more information on the issue. Keep in mind that some students, even at the graduate level, do not seem to know what a pronoun is and you may need to use an example by saying something like, “For example, I prefer to be referred to as ‘he/him.’”
+ If you make a mistake about someone’s pronoun, correct yourself. Going on as if it did not happen is actually less respectful than making the correction. This also saves the person who was misidentified from having to correct an incorrect pronoun assumption that has now been planted in the minds of classmates or anyone else who heard the mistake. It is essential, especially as teachers, that we model respectful behavior.
+ Whether in office hours, when speaking with students in groups, or when speaking with faculty and staff, when someone else makes a pronoun mistake, correct them. It is polite to provide a correction, whether or not the person whose pronoun was misused is present, in order to avoid future mistakes and in order to correct the mistaken assumption that might now have been planted in the minds of any other participants in the conversation who heard the mistake. Allowing the mistake to go uncorrected ensures future uncomfortable interactions for the person who is being misidentified.
+ Never ask personal questions of trans people that you would not ask of others. Because of the sensationalist media coverage of trans people’s lives, there is often an assumption that personal questions are appropriate. Never ask about a trans person’s body or medical care, their old name, why or how they know they are trans, their sexual orientation or practices, their family’s reaction to their gender identity, or any other questions that are irrelevant to your relationship with them unless they invite you to do so or voluntarily share the information.
+ If you meet a student outside the classroom in a setting where they did not already get to self-identify via your seating chart, and you are not sure of the proper pronoun for them, ask. One way to do this is by sharing your own. “I use masculine pronouns. I want to make sure to address you correctly, how do you like to be addressed?” This may seem like a strange thing to do but a person who often experiences being addressed incorrectly may see it as a sign of respect that you are interested
in getting it right rather than making assumptions. If you are not sure and do not want to ask, you can also avoid using pronouns—but making a pronoun assumption is the worst option.
+ If you are in a situation where you realize that your students may not be out as trans in all contexts, avoid unintentionally outing them. That means, if your students are out at school but may not be out to their parents, child welfare system caseworker, or others, avoid pronouns when you run into them with those people in another context. Making sure you are providing a safer space in the classroom may mean that your students come out in that space before they are out in other spaces that are less safe.
**Taking it Further**
If you want to take your awareness of these issues further, here are some additional ideas to consider.
+ Educate yourself about trans history, trans studies, and trans resistance. There are wonderful resources on the internet, in addition to many journal articles and books of all kinds.
+ Include trans issues on your syllabus, and help your students learn how to talk about these issues respectfully and understand their importance. Be certain that you are well-educated before you do this. Avoid including these issues in a way that is sensationalist. Be sure you are including texts written by trans authors, and that what you share in class does not limit representation to white trans people with wealth, using texts that center the experiences of trans people of color, trans immigrants, trans people with disabilities, queer trans people, and poor trans people.
+ Think about how gender norms, or ideas about what men and women should be like, might be being enforced in your classroom or in other parts of your life. What does it mean to stand up against the rules of gender, both at work and in other areas of our lives? How might we be enforcing gender norms on ourselves or our loved ones with well-meaning advice or guidance? Exploring these questions can deepen our commitment to gender self-determination for all people and to eliminating coercive systems that punish gender variance.
---
**Sample Pronoun Etiquette Handout**
*on the next page*
*a handy sheet to share with colleagues or students*
Pronoun Etiquette by Dean Spade
People often wonder how to be polite when it comes to problems of misidentifying another person’s pronoun. Here are some general tips:
1. If you make a mistake, correct yourself. Going on as if it did not happen is actually less respectful than making the correction. This also saves the person who was misidentified from having to correct an incorrect pronoun assumption that has now been planted in the minds of any other participants in the conversation who heard the mistake.
2. If someone else makes a mistake, correct them. It is polite to provide a correction, whether or not the person whose pronoun as misused is present, in order to avoid future mistakes and in order to correct the mistaken assumption that might now have been planted in the minds of any other participants in the conversation who heard the mistake.
3. If you aren’t sure of a person’s pronoun, ask. One way to do this is by sharing your own. “I use masculine pronouns. I want to make sure to address you correctly, how do you like to be addressed?” This may seem like a strange thing to do but a person who often experiences being addressed incorrectly may see it as a sign of respect that you are interested in getting it right.
4. When facilitating a group discussion, ask people to identify their pronouns when they go around and do introductions. This will allow everyone in the room the chance to self-identify and to get each others’ pronouns right the first time. It will also reduce the burden on anyone whose pronoun is often misidentified and may help them access the discussion more easily because they do not have to fear an embarrassing mistake.
II. About Purportedly Gendered Body Parts
From my understanding, a central endeavor of feminist, queer, and trans activists has been to dismantle the cultural ideologies, social practices, and legal norms that say that certain body parts determine gender identity and gendered social characteristics and roles. We have fought against the idea that the presence of uteruses or ovaries or penises or testicles should be understood to determine such things as people’s intelligence, proper parental roles, proper physical appearance, proper gender identity, proper labor roles, proper sexual partners and activities, and capacity to make decisions. We have opposed medical and scientific assertions that affirm the purported health of traditional gender roles and activities and that pathologize bodies that defy those norms. We continue to work to dispel myths that body parts somehow make us who we are (and make us “less than” or “better than,” depending on which we may have).
Yet feminists and trans allies still sometimes (often inadvertently) prop up these sexist and transphobic ideas just by using language that is shaped by biological determinism. This occurs even in spaces where people have gained some basic skills around respecting pronoun preferences, suggesting an increasing desire to support gender self-determination and to abandon certain expectations related to gender norms. I still frequently hear people who I know are committed to dismantling gender norms use terms like “female-bodied,” “male body parts,” “biologically female,” and “bio-boy.”
At the same time, I have heard many smart trans people and allies demonstrate the use of alternatives to language that is invested in the myth of biological binary gender. I share some of these alternatives below. I would like to see them adopted not just in academic contexts but by all people who talk about bodies and role model how to talk about bodies including health practitioners, teachers, and exercise instructors.
1) We can talk about uteruses, ovaries, penises, vulvas, etc. with specificity without assigning these parts a gender. Rather than saying things like “male body parts,” “female bodies” or “male bodies” we can say the thing we are probably trying to say more directly, such as “bodies with penises,” “bodies with uteruses,” “people with ovaries” and skip the assumption that those body parts correlate with a gender. Examples: “Unfortunately the anatomical drawings in this book only represent bodies with penises and testicles, but I think this picture can still help you get a sense of how the abdominal muscle is shaped.” “People with testicles may find this exercise easier with this adjustment.” “Some people may feel a sensation in the ovaries during this procedure.”
2) The term “internal reproductive organs” can be a useful way to talk generally about ovaries, uteruses, and the like without calling them “female reproductive organs.” Example: “The doctor might think it is necessary to have some ultrasounds of the internal reproductive organs to find out more about what is causing the pain.”
3) We can use “people who menstruate” or “people who are pregnant” or “people who produce sperm” or other terms like these rather than using “male,” “female” or “pregnant women” as a proxy for these statuses. In this way we get rid of the
assumptions that all people who identify as a particular gender have the same kind of body or do the same things with their bodies, as well as the mistaken belief that if your body has/does that thing it is a particular gender. Examples: “This exercise is not recommended for people who are menstruating.” “People who are trying to become pregnant should not take this medication.” “People who produce sperm should be warned that this procedure could affect their fertility.”
4) When we want to talk about someone and indicate that they are not trans, we can say “not trans” or “non-trans” or “cisgender” rather than “biologically male,” or “bio boy,” or “bio girl.” When we talk about someone trans we should identify them by their current gender, and if we need to refer to their assigned gender at birth we could say they were “assigned male” or “assigned female” rather than that they are “biologically male” or “biologically female.” These “bio” terms reproduce the oppressive logic that our bodies have some purported biological gendered truth in them, separate from our social gender role. Our bodies have varying parts—it is socialization that assigns our body parts gendered meaning.
5) If we know we are going to be talking about bodies, taking the adjectives “male” and “female” or “masculine” and “feminine” out of our vocabularies for describing body parts or systems can help us avoid alienating or offending the people we are talking to. This may help improve access to whatever we are offering people who are often alienated from much needed health services as well as from opportunities for organized physical and educational activities.
As we all know, lots of people’s bodies do not fit the rigid story about “biological sex.” They include trans people, genderqueer people, people with intersex conditions, people who cannot or choose not to reproduce, non-trans women who have had hysterectomies, non-trans men who do not have testicles, and many others. Many people will benefit from our efforts to dismantle the gendered language about bodies that enforces harmful norms. Taking these gendered framings off of application forms and intake forms and making sure that the “gender” question on such forms is a blank space where people can write what they want rather than check a box, are also important steps for improving access. I am sure that depending on the context in which we are talking about bodies, other phrasing might be useful, but I believe that we can talk in ways that get out of compulsory gender assignment of these body parts and reflect our rejection of the notion that binary gender is “natural” or pre-political. Listening for other examples of good use of language to move away from these assumptions is always a pleasurable part of my own project. I highly recommend it. We each tend to be most expert in the bureaucratic systems and communication norms of the institutions we deal with and work in daily. Those are ideal places for us to start spotting gender norm enforcement and dismantling it. | <urn:uuid:a74f7117-7784-441f-abcd-6d68d1e4fba8> | CC-MAIN-2022-21 | https://transreads.org/wp-content/uploads/2019/09/2019-09-12_5d7ac4f17ff88_Spade-SomeVeryBasicTipsforMakingHigherEducationMoreAccessibletoTransStudentsandRethinkingHowWeTalkaboutGenderedBodies.pdf | 2022-05-20T03:27:12+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652662531352.50/warc/CC-MAIN-20220520030533-20220520060533-00722.warc.gz | 673,486,903 | 3,112 | eng_Latn | eng_Latn | 0.994609 | eng_Latn | 0.99564 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
1947,
5159,
7402,
9078,
12419,
15465
] | [
2.234375
] | 5 | 0 |
11/15/18 Be able to use percents to solve real world problems.
Tip - Standard is 15% of the bill
$100 dinner $\frac{15}{100} = \frac{x}{100}$
$15 tip
$115 total bill
Sales tax - most states have
$67 shoes .0625(67) =
$4.19 6.25%
$71.19 total
Mark-up
$225 original $49.50 22% markup
$274.50 new price
Discount
$200 original $60 30% discount
$140 sales price
Your bill for a meal at a restaurant is $45. A 6% sales tax will be added to the bill. You leave a 15% tip. What is the total cost of your meal?
\[
\text{Tip} = 45 \times 0.15 = \$6.75 \\
\text{Sales tax} = 45 \times 0.06 = \$2.70 \\
\]
\[
\begin{array}{c}
45 \\
+ 6.75 \\
+ 2.70 \\
\hline
\$54.45 \\
\end{array}
\]
A computer is originally priced at $1800 and is on sale for 10% off. After continuing not to sell, the computer gets marked down an additional 15%. What is the new price of the computer?
\[
\begin{align*}
10\% \quad & 1800(.1) = 180 \\
\text{off} \quad & 1800 \\
- & 180 \\
\hline
& \$1620
\end{align*}
\]
\[
\begin{align*}
\text{Additional} \quad & 15\% \\
\text{off} \quad & 1620(.15) = 243 \\
& 1620 \\
- & 243 \\
\hline
& \$1377
\end{align*}
\]
A shoe store in Oregon is selling a pair of basketball shoes for $145. The shoes are $160 at a store in Washington, but they are on sale there for 15% off the original price. A sales tax of 6.5% will be added to the original price. Should you buy the shoes in Oregon or Washington?
\[
\begin{align*}
\text{Oregon} \quad & 145 + (145)(.065) = 153.225 \\
\text{Washington} \quad & 160 - (160)(.15) = 136 \\
& 136 + (136)(.065) = 144.94
\end{align*}
\]
$145 $144.84 | <urn:uuid:07ee5377-f2d4-4ecf-8196-b542dee3e99f> | CC-MAIN-2018-51 | https://userfiles-secure.educatorpages.com/userfiles/Schuck/Math78HW/Notes%20Percent%20Applications.pdf | 2018-12-12T02:01:39Z | crawl-data/CC-MAIN-2018-51/segments/1544376823710.44/warc/CC-MAIN-20181212000955-20181212022455-00472.warc.gz | 805,708,574 | 572 | eng_Latn | eng_Latn | 0.966871 | eng_Latn | 0.972714 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown"
] | false | rolmOCR | [
370,
689,
1593,
1608
] | [
2.5
] | 1 | 0 |
Commitment to Child Safety
Niddrie Primary School is committed to safety and wellbeing of all children and young people. This will be the primary focus of our care and decision making. Niddrie Primary School has zero tolerance for child abuse.
Niddrie Primary School is committed to providing a child safe environment where children and young people are safe, and their voices are heard about decisions that affect their lives. Particular attention will be paid to the cultural safety of Aboriginal children and children from culturally and/or linguistically diverse backgrounds, vulnerable children as well as the safety of children with a disability.
Every person involved in Niddrie Primary School has a responsibility to understand the important and specific role he/she plays individually and collectively to ensure that the wellbeing and safety of all children and young people is at the forefront of all they do and every decision they make.
WHAT IS BULLYING?
Bullying is repeated incidents involving:
- a bigger, stronger or more powerful child on a smaller or weaker child, or
- a group of children on a single child.
These might be:
- **Verbal**: the child is called names, put down, threatened.
- **Physical**: the child is hit, tripped, poked, kicked, or belongings are stolen or damaged.
- **Social**: the child is left out, ignored, or rumours are spread.
- **Psychological**: the child is stalked or given dirty looks.
Bullying is different from ordinary teasing, rough-and-tumble or schoolyard fights. What makes it different is that the incidents are ongoing, and there is usually an imbalance of size, strength and power between the children involved.
The bully might have power not only because he or she is bigger and stronger, but because other children side with the bully often to protect themselves.
Research shows:
- Boys are more often bullied by a single individual; girls more often by groups. There is not much difference between the number of boys and girls who suffer from bullying.
- The size of the school, or whether the school is single-sex or co-educational or government or non-government, makes no significant difference to the amount of bullying that goes on.
- Children are most often bullied when they are in their first few years of primary school and again in their first few years of secondary school.
WHAT ARE THE SIGNS?
Bullying may be very hard to see. Victims may already be having trouble getting on with other children or with teachers. They are often picked on by bullies for this reason.
Bullying usually happens out of sight, away from teachers or other adults. The people who are most likely to know what is going on are other children.
Children who are being bullied often don’t like to tell anyone because they feel weak or ashamed, or are frightened that it will only make things worse. They also feel it is wrong to ‘dob in’ or tell tales on other children.
If they tell anyone, it is most likely they will tell their parents – usually their mother – or their friends before they will tell a teacher.
Some tell-tale signs are:
- bruises, scratches or cuts that your child can’t really explain;
- torn or damaged clothing;
- damaged or missing belongings;
- headaches, stomach aches and other pains that the child can’t put a finger on;
- unexplained tears or depression;
- unusual outbursts of temper;
- not wanting to go to school;
- not wanting to play with friends;
- wanting changes in the way he or she travels to and from school;
- school work falls off in quality; and
- wanting extra money without giving a reason.
There are things you can do to help a child if he or she is being bullied.
WHAT CAN YOU DO?
By the time children tell their parents they are being bullied, they may have tried everything they can to deal with it on their own. Telling parents is often a very hard step to take.
Many parents do get angry, quite understandably, and want to go to the school and sort it out NOW!
IF DISTRESSED PARENT/S APPROACH YOU ABOUT BULLYING:
- Reassure the parents. E.g. “I’m sorry to hear that your child (name) has been suffering harassment, I’m glad you have come to me with this problem. You can be sure that we take this seriously and will do something about it”
- Employ active listening strategies e.g. write down main points made; restate points made back to parent from time to time to reassure parent you are listening; if parent repeats points, intervene reassuring parent that you understand their distress and read back the noted points to them again. (If
appropriate, bring parents to Office and inform the Principal or Assistant Principal)
- Don’t try and solve the problem there and then. All instances of parent concern must be reported to the Principal.
- Discuss the situation with your area co-ordinator, welfare co-ordinator and/or Assistant Principal.
- Before determining a course of action, discuss the situation with the child discretely. (See below)
- Contact the parent and discuss your plans.
- When you make undertakings, write these down and make sure you carry out these actions, reporting back to the Principal and parent in a timely manner. (See below)
**Children need to:**
- feel believed and listened to;
- develop trust in how parents will handle it;
- talk more openly about what has happened;
- gain some control over what is happening;
- learn things they can do to protect themselves;
- regain self-confidence.
It helps if teachers:
- take seriously reports from children or parents about bullying
- involve the children in making decisions about what to do;
- listen to what children say;
- tell children they understand their situation.
**As a first step, it is usually best to:**
- encourage the child to talk through it as far as he or she wants to, so you get the basic facts straight;
- try to keep an open mind, remembering you are hearing one part of the story only;
- ask questions gently;
- help the child reflect on what has been done so far; and
- help the child work out what might be done.
**It is important to find out:**
- what happened;
- who was involved;
- where;
- when; and
- did anybody else see it, and, if so, who?
It is important to write down what you find out.
Present the information you have as calmly as possible. Do it in a way that makes it clear to the parent that you see yourself and the school as partners in trying to fix this problem. Tell the parent what you and your child would like to do, and ask them for ideas as well.
WHAT CAN PARENTS DO?
By the time children tell their parents they are being bullied, they may have tried everything they can to deal with it on their own. Telling parents is often a very hard step to take.
Children need to:
- feel believed and listened to;
- develop trust in how parents will handle it;
- talk more openly about what has happened;
- gain some control over what is happening;
- learn things they can do to protect themselves;
- regain self-confidence.
It helps if parents:
- involve the children in making decisions about what to do;
- listen to what children say;
- tell them they understand.
It does not help if parents:
- get angry or upset;
- feel guilty or ashamed;
- make the children think it is not important;
- blame the children;
- blame the school;
- accuse people without knowing the facts;
- look for scapegoats;
- demand to know all the details at once; and
- look for easy solutions.
Many parents do get angry, quite understandably, and want to go to the school and sort it out NOW!
This might not be the best first step. For one thing, the child will almost certainly be reluctant to involve the school straight away because something they would rather keep quiet could be spread around. The child might also feel at risk of the bully taking revenge.
As a first step, it is usually best to:
- encourage the child to talk through it as far as he or she wants to, so you get the basic facts straight;
- try to keep an open mind, remembering you are hearing one part of the story only;
- ask questions gently;
- help the child reflect on what has been done so far; and
- help the child work out what might be done.
It is important to find out:
- what happened;
- who was involved;
- where;
- when; and
- did anybody else see it, and, if so, who?
**It is a good idea to write down what you find out.**
There are some important next steps to consider:
Never try to sort out the bullies yourself. This rarely works and often makes matters worse.
Once you have a clear picture of the situation, and some idea about how you and the child would prefer to handle it, contact the school.
Make an appointment to see the principal or the class teacher or whoever you think would be best to see. Don’t barge in. Sometimes, the school welfare officer or chaplain might be a good person to start with.
Present the information you have as calmly as possible.
Do it in a way that makes it clear to the school that you see yourself and the school as partners in trying to fix this problem. Tell the school what you and your child would like to do, and ask them for ideas as well.
Ask about the school’s policy on bullying.
Most, if not all, schools have a policy on responding to bullying. Your school will be as concerned as you to deal with the problem.
The school will need time to investigate the matter and to talk to teachers, other students and even other parents if that’s the best thing to do. Remember the school staff may not have seen the incidents and it is not always easy to judge if it is bullying or just a bit of harmless fun which has gone too far.
Make a note of what the school says it will do, and arrange to make a follow-up call to see what has been done.
HELPING YOUR CHILD COPE
If the bullying is happening on the way to or from school, see if your child can go a different way or join up with other children. This might help while things are being sorted out.
It might also be possible for your child to be paired with another more robust child for the time being too. The school could help with this.
If your child finds it hard to make friends, encourage them to make a special effort. One good friend can make a big difference.
Invite school friends home to strengthen the relationships begun at school.
- Talk to your child about some of the things that have happened, and discuss some ways of dealing with them, such as:
- pretending not to hear hurtful comments;
- using silent ‘self-talk’ such as, ‘That’s their problem, not mine’, or, ‘I’m OK’, to reinforce self-confidence;
- developing greater self-assertiveness, so as to be able to face the bully without becoming scared, upset, abusive or violent; and
- believing that it is OK to tell someone when bullying happens – that it is not ‘dobbing’.
It is important that children understand the difference between ‘dobbing in’ and reporting something that is serious. Bullying is serious. People get hurt, and some are harmed for a long time. Children have said that being bullied is almost the worst thing that can happen to them. | <urn:uuid:1a6f974c-fa8b-4907-89c6-63387aeb446b> | CC-MAIN-2018-51 | https://niddrieps.vic.edu.au/wp-content/uploads/2018/07/Anti-Bullying-Policy-2017.pdf | 2018-12-12T01:10:14Z | crawl-data/CC-MAIN-2018-51/segments/1544376823710.44/warc/CC-MAIN-20181212000955-20181212022455-00469.warc.gz | 722,218,824 | 2,365 | eng_Latn | eng_Latn | 0.997676 | eng_Latn | 0.998536 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
2357,
4558,
6175,
7789,
9714,
11065
] | [
4.34375
] | 1 | 0 |
2018-2019 Individual Registration & Login Instructions for South Triad Schools
Please follow the instructions below to begin using the Kuder® Navigator – an online educational and career planning system for today’s middle schools and high schools.
**Registration**
- Go to [navigator.kuder.com](http://navigator.kuder.com)
- Click on **Create an Account**
- Select I am a Student
- Click **Current Grade Level** from the drop down screen
- High School Graduation Year: 2022
- Navigator Activation Code: **N4273928SZP**
- On Step 2, where it asks, “Please contact me by:” Please select “Neither”
- During the process you will need to create a user name and password. Use the format below and be sure to write down your user name and password in the space provided for future reference.
User Name: firstnamelastnamegraduationyear (for example: clairefletcher2022)
Password: student id number
- Be sure to check the box next to “I have read and agree to the terms and conditions of use.”
- Click **Sign Me Up** to complete the process.
**Taking an Assessment**
The first step in the educational and career planning process is learning about yourself.
- Click on **Take an Assessment. Click on the following TWO (2) assessments:**
- Kuder Career Interest Assessment
- Kuder Skills Confidence Assessment
- Once you complete the assessments, use your results and other available tools to explore majors and education and plan for work.
**Logging In**
To re-enter your account, go to [navigator.kuder.com](http://navigator.kuder.com), select **Log In**, and enter your user name and password.
Do you know where you’re going?-
You’ve Taken the Kuder Navigator Assessments…Now What?
After you have discovered your career interests, there are several resources within the Kuder Navigator Career Portfolio to help you plan for college and future careers. Take your planning a step at a time, and you will find that not only can you make good decisions about your career and education options, you will be able to adapt more readily to changes in your own life and in the working world.
Explore Occupations
Students can browse and explore occupations from the more than 1,000 included in the O*NET database. Students can read and compare O*NET occupation descriptions of interest and save favorites to their portfolio. Navigator also provides them with three main ways to create a list and explore occupations: by clusters and pathways, by assessment results, and by a title or keyword search.
Plan for Education
This section provides information on the various options students have after high school: going directly to work; entering military service; entering on-the-job training or apprenticeship; entering schools that offer an associate degree or less; and entering a four-year college. Students can easily create or update an education plan for high school and beyond. At the high school level, students can also explore extended learning opportunities, postsecondary schools, and financial aid information.
Plan for Work
Whether students are planning for a summer job or a full-time job after high school, this section helps them prepare for the job search by providing directional guidance on how to develop a résumé, write a cover letter, collect a list of references, and more.
Find a Job
Once students have learned about preparing and planning for work, they can learn how to find job openings; search for jobs on the Internet; research employers; and create an electronic Portfolio (e-Portfolio). The e-Portfolio becomes a student’s web page of achievements and goals and may be shared online.
My Portfolio
The My Portfolio section is a place to update account information; view and save assessment results; develop a list of career goals, activities, and awards; and store postsecondary schools of interest. High school students may also use the My Portfolio section to access features that help them learn about themselves; explore education and career options; and record information such as educational accomplishments and work experiences.
Keep Your Family Involved
Share your assessment results with your parents, guardians, and other family members and include them in your college and career planning process. Learn about their college and career planning experiences and current occupations.
Career planning is a lifelong process! Continue to return to your lifelong Kuder Navigator Portfolio to explore more career options, research additional educational opportunities, update your résumé(s), and more!
Kuder Activities Lesson 3: Student Worksheet
The goal of this activity is to allow you to research three occupations that you’d like to learn more about and how you can do so.
- Go to http://navigator.kuder.com or your custom website. Select I already have an account, then enter your username and password. Next, click Sign Me In.
- Click on Explore Occupations and select Occupations by Title.
Occupation One
- Think of an occupation you want to know more about, then Search by Title or Keyword(s).
- Click on the title of the occupation you’ve chosen, watch its video, then read its complete description. Save it to your portfolio by clicking on the star under the occupation title. Record the information below for this occupation.
Occupation Title: ____________________________________________________________
Education Required: ______________________ Salary Range: _______________________
Primary Tasks: __________________________________________________________________
______________________________________________________________________________
Occupation Two
- Click on Occupations by Title along the left navigation menu and Search by Title or Keyword(s) for a different occupation.
- Click on the title of the occupation you’ve chosen, watch its video, then read its complete description. Save it to your portfolio by clicking on the star under the occupation title. Record the information below for this occupation.
Occupation Title: ____________________________________________________________
Education Required: ______________________ Salary Range: _______________________
Primary Tasks: __________________________________________________________________
______________________________________________________________________________
Occupation Three
• Click on Occupations by Title along the left navigation menu and Search by Title or Keyword(s) for a different occupation.
• Click on the title of the occupation you’ve chosen, watch its video, then read its complete description. Save it to your portfolio by clicking on the star under the occupation title. Record the information below for this occupation.
Occupation Title: ____________________________________________________________
Education Required: __________________________ Salary Range: __________________
Primary Tasks: __________________________________________________________________
_____________________________________________________________________________
Comparing Occupations
• Click on My Favorites and select My Favorite Occupations from the left navigation menu.
• Scroll down to the Favorite Occupations chart to view the three occupations you saved and researched. Check the box in front of all three occupations and click Compare to see a side-by-side comparison of all three occupations. Now, answer the following questions.
1. Which of the three occupations did you like best and why? _______________________
____________________________________________________________________________
____________________________________________________________________________
2. With what you learned today, how will it affect your educational planning? _________
____________________________________________________________________________
____________________________________________________________________________
3. How could you learn more about these occupations? (Job shadowing, part-time jobs,
extended learning opportunities, courses at school, etc.)
____________________________________________________________________________
____________________________________________________________________________
Copyright© Kuder, Inc. Permission granted by publisher to photocopy for student use. | <urn:uuid:bca01932-9ef5-4098-b2a8-76fdcd1b1637> | CC-MAIN-2019-09 | https://hokanson.files.wordpress.com/2019/01/career-assessment-instructions.pdf | 2019-02-22T13:54:01Z | crawl-data/CC-MAIN-2019-09/segments/1550247518425.87/warc/CC-MAIN-20190222135147-20190222161147-00417.warc.gz | 599,624,995 | 1,479 | eng_Latn | eng_Latn | 0.990827 | eng_Latn | 0.998997 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
1604,
4548,
6308,
8279
] | [
2.515625
] | 1 | 0 |
T1 /tiːˈwʌn/ noun a high-capacity telephone line suitable for high-speed digital access to the Internet, handling 24 voice or data channels simultaneously
tab key /ˈtæb kiː/ noun one of the keys on a computer keyboard which enables the user to move through or arrange text in columns
table /ˈteɪb(ə)l/ noun a list of data arranged in rows and columns
table of contents /ˈteɪb(ə)l əv ˈkɒntents/ noun a list of contents in a book or magazine, usually printed at the beginning
tabloid /ˈtæblɔɪd/ noun a small-size newspaper with a less serious approach to the news than the broadsheets
tabulate /ˈtæbjʊleɪt/ verb to arrange work on a word processor using the tab key to move from one column or row to the next
tabulator /ˈtæbjʊleɪtə/ noun part of a computer which sets words or figures automatically in columns
tacit knowledge /ˈtæsɪt ˈnɒlɪdʒ/ noun human knowledge that takes the form of intuitions, judgments and learned skills, and is hard to define or record. Compare explicit knowledge
tact /tækt/ noun an ability to deal with people or situations without upsetting anyone
tactic /ˈtæktɪk/ noun a method of achieving what you want
tactical planning /ˈtæktɪkl ˈplænɪŋ/ noun discussion and decisions about future tactics
tactile feedback /ˈtæktɪl fiːdbæk/ noun information discovered by the sense of touch
tag /tæɡ/ noun a character or symbol attached to a record to aid retrieval
‘Indexing tools provided by document capture software companies such as Captiva enable users to index – or tag – scanned images and assign them to specific, searchable files within a document imaging system.’ [Computer Weekly]
tail end /ˈteɪl ˈend/ noun the final entry or activity in a series
tail off /ˈteɪl ˈɒf/ verb to become less in amount or value until it finally stops or disappears completely
take /teɪk/ verb to move something physically from one place to another □ to take a message to listen to information in order to pass it on to somebody else □ to take a photograph to use a camera to create a picture of something □ to take into account to consider a fact or aspect before making a decision
take out /ˈteɪk ˈaʊt/ verb 1. to arrange to have something □ They made arrangements to take out a mortgage to buy the house. 2. to borrow a book from a library
talking book /ˈtɔːkɪŋ ˈbʊk/ noun a book that has been recorded on to an audio cassette, originally intended for people who cannot see well enough to read
talking newspaper /ˈtɔːkɪŋ ˈnjuːzpeɪpə/ noun a tape or cassette recording of a newspaper, usually for the use of blind people
talks /tɔːks/ plural noun 1. a formal discussion 2. an informal lecture
tally /'tæli/ noun an informal cumulative record of amounts collected ■ verb to agree or correspond with another conclusion or total ◇ The figures in the accounts did not tally with the office records.
tape /teɪp/ noun a narrow strip of plastic, coated with magnetic material on which to record sound or pictures
tape measure /'teɪp ,meʒə/ noun a flexible strip of metal or cloth marked with divisions of length
tape merging /'teɪp ,m3:dʒɪŋ/ noun the act of taking two tapes with data and combining them, usually by combining master tape with corrections or additions on a second tape
tape recorder /'teɪp rɪ,kɔːdə/ noun a machine that is used to record and play back sounds on audio cassettes or reel to reel tape
target audience /'tɑːɡɪt ,ə:dɪəns/ noun a group of people at which specific products, services or written or spoken information is aimed
target date /'tɑːɡɪt dɛɪt/ noun the date by which a task must be done
target language /'tɑːɡɪt ,læŋwidʒ/ noun the language that a text is translated into
target market /'tɑːɡɪt ,maːkɪt/ noun the type of customer who is thought likely to buy specific goods or services
tariff /'tærɪf/ noun a charge made for goods or services
task /tɑːsk/ noun a job that has to be done
task identity /'tɑːsk əɪdentɪti/ noun a code that indicates which is the job to be done
taxonomy /tæk'sɒnəmi/ noun the principle of classifying and ordering items such as books, e.g. in a hierarchical structure
tc abbreviation in Internet addresses, the top-level domain for Turks and Caicos Islands
TCP /'tʃiː siː 'piː/ noun a standard data transmission protocol that provides full duplex transmission, in which the protocol bundles data into packets and checks for errors. Full form transmission control protocol
TCP/IP /'tʃiː siː 'piː ər 'piː/ noun a data transfer protocol used in networks and communications systems, often used in Unix-based networks. Full form transmission control protocol/interface program
teach /tiːtʃ/ verb 1. to impart knowledge or skill to somebody by instruction or example 2. to give lessons in or provide information about a subject
teacher librarian /'tʃiːtʃə laɪ 'bɹeərɪən/ noun a person who is qualified both as a teacher and as a school librarian
teacher’s book /'tʃiːtʃəs bʊk/, teacher’s manual /'tʃiːtʃəs ,mænjʊəl/ noun a book published to go with a set of students’ books, giving the teacher answers to questions and suggestions for teaching
teaching tool /'tʃiːtʃɪŋ tuːl/ noun any document or audiovisual material that can be used for teaching
team teaching /'tiːm 'tiːtʃɪŋ/ noun a system of two or more teachers working together to teach a group of students
teamwork /'tiːmwɜːk/ noun the combined action of a group of people working well together
technical author /'teknik(ə)l ,ɔːθə/ noun a person who writes specialised instructions and manuals on technical subjects
technical college /'teknik(ə)l ,kɒlɪdʒ/ noun a further education college in which students study practical rather than academic subjects
technical information centre /'teknik(ə)l ,ɪnfə'meɪʃ(ə)n ,sentə/ noun an organisation which acquires, processes and distributes technical information
technical manual /'teknik(ə)l ,mænjʊəl/ noun a book that gives instructions about how to work a machine
technical support /'teknik(ə)l sə 'pɔːt/ noun a system by which the users of machines are helped by people who understand how they work
‘As far as straight Internet access goes, look at features such as cost per month for unlimited access, quality of software bundled, the technical support hours. Internet Magazine publishes a list of access provider performance tests every month.’ [The Independent]
**technician** /tekˈnɪʃ(ə)n/ **noun** a person who specialises in working with and maintaining machines or scientific equipment
**technique** /tekˈniːk/ **noun** a particular skill or ability which can be learned
**technofreak** /ˈteknəʊfriːk/ **noun** a technical expert in, or obsessive enthusiast of, information systems
**technology** /tekˈnɒlədʒi/ **noun** the application of scientific knowledge to practical purposes. ◊ information technology
**teething troubles** /ˈtiːθɪŋ ,trʌb(ə)lz/ plural **noun** small difficulties which occur at the start of a project
**TEFL** abbreviation teaching of English as a foreign language
**tele-** /teli/ **prefix** meaning across a distance
**telecommunication** /ˌtelɪkə ,mjuːnˈkeɪʃ(ə)n/ **noun** the transmission of encoded sound, pictures or data over significant distances, using radio signals or electrical or optical lines
**telecommunications** /ˌtelɪkə ,mjuːnˈkeɪʃ(ə)nɪz/ **noun** the science and technology of using electronic equipment to send messages over a distance
**telecomputing** /ˈtelɪkəmˌpjʊːtɪŋ/ **noun** the act of sending information to or receiving information from another computer via a modem or local area network
**teleconferencing** /ˈtelɪ ,kɒnf(ə)rənsɪŋ/ **noun** the act of several people using a telephone network to speak to each other at the same time
**telecottage** /ˈtelɪkɒtɪdʒ/ **noun** a house where a person both lives and works
**telegram** /ˈtelɪɡræm/ **noun** a message sent by telegraphy and then printed on to paper and delivered
**telegraphy** /təˈleɡrəfi/ **noun** a way of sending telegrams using radio or electric signals
**telematics** /ˈtelɪˌmætɪks/ **noun** the study of the processes involved in the long-distance transmission of computer data
**telemedicine** /ˈtelɪmed(ə)sɪn/ **noun** the use of video links, e-mail, telephone or some other telecommunications system to transmit medical information, e.g. in consultations between a doctor and patient or in supervision of medical staff
**telemessage** /ˈtelɪmesɪdʒ/ **noun** a message sent by telephone but delivered as a card
**teleordering** /ˈtelɪˌɔːdɪŋ/ **noun** the ordering of goods by telephone which are then delivered to your address
**telephone** /ˈtelɪfəʊn/ **noun** an instrument which can be used to talk to somebody over a long distance by means of dialling a series of numbers ■ **verb** to make contact with somebody at a distance by using a telephone
**telephone call** /ˈtelɪfəʊn kɔːl/ **noun** a conversation with somebody on the telephone
**telephone directory** /ˈtelɪfəʊn dɪˈrekt(ə)rɪ/, **telephone book** /ˈtelɪfəʊn buːk/ **noun** a book containing an alphabetical list of names, addresses and telephone numbers of people in a given city, town or area
**telephone exchange** /ˈtelɪfəʊn ɪksˌtʃeɪndʒ/ **noun** a building where telephone lines can be connected when a call is made
**telephone extension** /ˈtelɪfəʊn ekˌstenʃ(ə)n/ **noun** an extra telephone linked to the main line into the building
**telephone operator** /ˈtelɪfəʊn ˈɒpəreɪtə/ **noun** a person who works in a telephone exchange, connecting calls and answering problems
**telephone subscriber** /ˈtelɪfəʊn səb,skraɪbə/ **noun** a person who pays money to a telephone company in order to be able to connect a telephone to the national network
**telephone switchboard** /ˈtelɪfəʊn ˈswɪtʃbɔːd/ **noun** a central point in a
private telephone network where all the lines meet and can be connected
**teleprocessing** /'teli,prəʊsesɪŋ/
*noun* the use of computer terminals in different locations, connected to a main computer, to process data. Abbr **TP**
**telesales** /'telɪsɔlz/
*noun* the process of telephoning people without warning to try to sell them things
**teleshopping** /'teliʃɒpɪŋ/
*noun* using the telephone to do shopping which is then delivered to you
**teletext** /'telɪtekst/
*noun* a system of transmitting written text using a television signal
COMMENT: Teletext constantly transmits pages of information which are repeated one after the other; the user can stop one to read it. This is different from viewdata, where the user calls up a page of text using a telephone line.
**television** /,telɪ'veɪʒ(ə)n/
*noun* 1. a system of transmitting pictures and sound over a distance so that they can be received and seen on a television set 2. a device for receiving and displaying broadcast television programmes ▶ abbr **TV**
**teleworker** /'telɪwɜːkə/
*noun* somebody who works from home by means of computers, modem, phone and fax machines
**telex** /'teleks/
*noun* a system of sending international messages using telephone lines, where the text is typed on one machine and immediately printed out at the receiving end
**Telnet** /'telnet/
*noun* a remote login program that allows a user on one computer to access another on the same network
**template** /'tem,pleɪt/
*noun* a thin sheet of metal or plastic with cut-out shapes which enable exactly the same shape to be reproduced many times
**temporarily** /,tempə'reərəli/
*adverb* only for a short time
**temporary** /'temp(ə)rəri/
*adjective* lasting only a short time
**tender** /'tendə/
*noun* a formal offer to supply goods or services at a stated price ■ *verb* to make a formal offer to do something □ *He tendered his resignation.* □ *to put work out to tender* to ask for companies to state their price for doing a particular job
**term** /tɜːm/
*noun* 1. a set or limited period of time □ *The term of office for the chairperson is one year.* 2. one of the three divisions of the academic year □ *The year starts in October with the autumn term.* 3. a word used in the terminology of indexing
**terminal** /'tɜːmin(ə)l/
*noun* a processor with screen and keyboard used to access a central computer system
**terminal user interface** /'tɜːmin(ə)l ,juːzə ,ɪntəfərs/
*noun* hardware and software used by a person at a terminal to enable contact with the central computer
**terminate** /'tɜːmɪnɪt/
*verb* 1. to stop completely 2. to end something
**terminology** /,tɜːmi'nɒlədʒi/
*noun* a set of specialised words and phrases belonging to a specific subject
**terms** /tɜːmz/
*plural noun* 1. the headings, words and phrases used in a classification scheme 2. conditions agreed between people for a sale or job
**tertiary** /'tɜː'səri/
*adjective* third in order or stage of development □ *Universities are the tertiary stage of education after primary and secondary schools.*
**tertiary education** /,tɜː'səri ,edʒu'keɪʃ(ə)n/
*noun* same as **higher education**
**TESL**
*abbreviation* teaching of English as a second language
**TESOL**
*abbreviation* EDUC teaching of English to speakers of other languages
**test pattern** /'test ,pæt(ə)n/
*noun* a design which uses different textures and colours on a television screen to see if all the components are adjusted properly
**text** /tekst/
*noun* the main part of a written document
**textbook** /'tekstbʊk/
*noun* an academic book on a particular subject used for study
**text box** /'tekst bɒks/
*noun* a box within a computer dialogue box in which characters such as text, dates or numbers can be typed and edited
**text editing** /'tekst ,editɪŋ/
*noun* work done on a word processor to
change, add, delete or move words, phrases or paragraphs
**text file** /'tekst faɪl/ **noun** a stored file on a computer that contains text rather than digits or data
**text formatter** /'tekst ˈfɔːmətə/ **noun** a program that arranges a text file according to pre-set rules such as line width and page size
**text illustrations** /'tekst ˌɪləstreɪʃ(ə)nz/ **plural noun** illustrations printed on the text pages, and not on separate paper
**text index** /'tekst ˈɪndeks/ **noun** an index of some or all of the words in something such as a computer file or database field, used to aid searching and retrieval
**text management** /'tekst ˈmænɪdʒmənt/ **noun** facilities that allow text to be written, stored, retrieved, edited and printed
**text processing** /'tekst ˈprəʊsesɪŋ/ **noun** same as word processing
**text retrieval** /'tekst rɪˈtriːv(ə)l/ **noun** a facility on a word processor which allows the user to find the text of documents to be edited or worked with
**text to table** /ˌtekst tu ˈteɪb(ə)l/ **noun** a facility on a word processor which allows the user to convert text into table form
**textual analysis** /ˈtekstʃuəl əˌnælɪsɪs/ **noun** investigation into the techniques used in a particular style of writing
**tg** **abbreviation** in Internet addresses, the top-level domain for Togo
**th** **abbreviation** in Internet addresses, the top-level domain for Thailand
**The Bookseller** /ˈbʊksɛlə/ **noun** a journal providing information especially interesting to booksellers and publishers
**thematic catalogue** /θiːˈmætɪk ˈkætəlɒɡ/ **noun** a musical catalogue containing the main themes of a composer’s works, usually arranged in chronological order
**thermal imaging** /ˌθɜːm(ə)l ˈɪmɪdʒɪŋ/ **noun** a technique which uses a TV camera sensitive to heat rather than light to produce pictures
**thermal paper** /ˌθɜːm(ə)l ˈpeɪpə/ **noun** paper which is chemically coated so that it can be used with a thermal printer
**thermal printer** /ˌθɜːm(ə)l ˈprɪntə/ **noun** a printing machine which uses heat-sensitive paper
**thesaurus** /ˈθiːərəs/ **noun** a type of dictionary that lists groups of synonyms
**thesaurus strategy** /ˈθiːərəs ˈstrætədʒi/ **noun** in database searching, the practice of running multiple searches using similar words to find as many documents on a subject as possible
**thesis** /ˈθiːsɪs/ **noun** a piece of extended writing explaining the objectives, methodology and findings of a research project
**thesis statement** /ˈθiːsɪs ˈsteɪtment/ **noun** a sentence or short paragraph at the beginning of a thesis which describes the main idea explored in the text
**third party** /ˌθɜːrd ˈpɑːti/ **noun** a person who becomes involved in a situation but is not one of the main parties
**32mo** **abbreviation** thirty-twomo
**thirty-twomo** /ˌθɜːrti ˈtuːməʊ/ **noun**
1. a size of book page traditionally created by folding a single sheet of standard-sized printing paper five times, giving 32 leaves or 64 pages
2. a book printed in this format. Abbr 32mo
3. an American book format about 4 or 5 inches high. Abbr 32mo
**Thomson’s Local Directory** /ˈθɒmsənz ˈləʊk(ə)l daɪˈrekt(ə)ri/ **noun** a private publication in most areas of the UK giving local information such as business telephone numbers, postcodes and maps
**thorough** /ˈθʌrə/ **adjective** very careful and complete
**thread** /θred/ **noun** an idea or theme which connects the different parts of a story together
**3D** /ˈθɜː ˈdiː/ **abbreviation** three-dimensional
**three-dimensional** /ˈθriː ˈdeɪ ˈmenʃ(ə)nəl/ **adjective** having width, breadth and depth and so appearing solid. Abbr 3D
3G /ˈθriː ˈdʒiː/ noun a wireless communications technology designed to provide high-speed Internet access and transmission of text, digitised voice, video and multimedia. Full form third generation
three-quarter binding /ˈθriː ˈkwɔːtər ˈbændɪŋ/ noun bookbinding in which the spine and most of the sides of a book are covered in the same material
thriller /ˈθrɪlə/ noun a novel telling of crime and criminals in an adventurous way
throughput /ˈθruːpɒt/ noun the amount of information processed in a given period of time
thumb index /ˈθʌm ,ɪndɛks/ noun a method of indexing used especially for dictionaries and diaries, where rounded holes are cut into the foredge of a book, allowing a thumb to be placed in the hole and the book to be opened at the correct page quickly
thumb-index /ˈθʌm ,ɪndɛks/ verb to provide a book with a thumb index o The dictionary is thumb-indexed.
tie-in /ˈtaɪ ɪn/ noun a book that is derived from or published together with a TV or radio programme
tier /tɪə/ noun one of a number of levels o There were five tiers of shelves.
.tif /tɪf/ suffix a file extension for a TIFF file. Full form tagged image file format
TIFF /tɪf/ abbreviation a standard file format used to store graphic images. Full form tagged image file format
COMMENT: TIFF is probably the most common image interchange format used by DTP software. Developed by Aldus and Microsoft, TIFF can handle monochrome, grey-scale, 8-bit or 24-bit colour images. There have been many different versions of TIFF that include several different compression algorithms
tilde /ˈtɪldə/ noun a pronunciation symbol (˜) written over some letters in Spanish and Portuguese
tilt /tɪlt/ verb to alter the angle of something so that it is not vertical o tilt & swivel used to describe a computer screen mounted on a pivot so that the angle and direction can be changed
time lag /ˈtaɪm læɡ/ noun a period of waiting between two related events o There is sometimes a time lag between speakers who are interviewed on television from another country.
time out /ˈtaɪm ˈaʊt/ noun time taken away from one’s usual activities
timer /ˈtaɪmə/ noun a device which can be set or pre-set to measure the time taken to do an activity
timescale /ˈtaɪmskeɪl/ noun the length of time taken up by a particular activity o Their timescale for writing the book was six months.
timesharing /ˈtaɪmʃeərɪŋ/ noun an arrangement by which several people can be online to a computer at the same time
time slot /ˈtaɪm ˈsloʊt/ noun a period of time allocated to a specific activity
timetable /ˈtaɪmtɛib(ə)l/ noun a schedule of times and activities such as bus and train services
title /ˈtaɪt(ə)l/ noun 1. the name given to a book, play or TV programme 2. the word used to indicate the status of a person, e.g. Mr, Mrs, Dr or Rev
title-a-line catalogue /ˈtaɪt(ə)l əˈlain ,kætəlɒɡ/ noun a catalogue in which the entries occupy only one line of type each
title bar /ˈtaɪt(ə)l bɑː/ noun a horizontal bar at the top of a computer screen which usually shows the names of the program and file that is currently in use
title catalogue /ˈtaɪt(ə)l ,kætəlɒɡ/ noun an alphabetical list of book titles
title index /ˈtaɪt(ə)l ,ɪndɛks/ noun an index of books in a library or publisher’s catalogue listed under their titles
title page /ˈtaɪt(ə)l peɪdʒ/ noun a page at the beginning of a book which states the title and publication information
COMMENT: The title page is always a right-hand page. From the designer’s point of view, a title page is designed both to attract the reader and at the same time give some idea of the contents of the book; this must be done using typography alone, although some title pages have illustrations or vignettes. The jacket or cover is designed in order to
attract the purchaser to the book in the shop; the title page is designed to make the reader want to read it when he or she opens it
**tj abbreviation** in Internet addresses, the top-level domain for Tajikistan
**tm abbreviation** in Internet addresses, the top-level domain for Turkmenistan
**tn abbreviation** in Internet addresses, the top-level domain for Tunisia
**to abbreviation** in Internet addresses, the top-level domain for Tonga
**TOEFL** /'təʊf(ə)l/ a trademark for a standardised English language test taken by speakers of other languages who are applying to universities in the United States. Full form **Test of English as a Foreign Language**
**TOEIC** /'təʊɪk/ a trademark for a standardised English language test which measures comprehension, speaking, writing and reading skills, focusing especially on the areas of business, commerce and industry. Full form **Test of English for International Communication**
**token effort** /ˌtəʊkən ˈefət/ noun the minimum amount of effort required so as to be seen to be trying to do something
**toner** /ˈtəʊnə/ noun dry ink powder put into a photocopier to develop the image on the copy
**toolkit** /ˈtuːkɪt/ noun 1. a collection of information, resources and advice for a specific subject area or activity 2. a bundle of software which can be used to set up a particular utility or service
**tools** /tuːlz/ plural noun a set of utility programs such as backup and format in a computer system
**top down structure** /ˈtɒp ˈdaʊn ˈstrʌktʃə/ noun a system in which policies are decided by people in authority rather than the people who actually do the work
**topic** /ˈtɒpɪk/ noun the subject of a document or for discussion
**topic map** /ˈtɒpɪk mæp/ noun a model of the structure of knowledge which represents a topic, the associations between this topic and other topics and the information sources in which this topic is referred to
‘According to the company, [processing tool] TMCore05 is based on open standards to enable full integration with an organisation’s existing file and content management applications. The solution utilises topic maps and enables employees to quickly retrieve information they need.’ [Telecomworldwire]
**top-level** /ˈtɒp ˈlev(ə)l/ adjective relating to things that are discussed or decided by the people with the most power in a country, company or organisation
**top-level domain** /ˌtɒp ˈlev(ə)l dɔɪnˈmeɪn/ noun the part of an Internet address that identifies an Internet domain, e.g. edu (education), .com (commercial) or a two-letter country code.
**top management** /ˌtɒp ˈmænɪdʒmənt/ noun the most senior members of a management hierarchy
**topographical information** /ˌtɒpəɡræfɪk(ə)l ˌɪnfəˈmeɪʃ(ə)n/ noun a description of the physical features of a country
**topology** /ˈtɒpəlɒdʒi/ noun the relationships between parts linked together in a system such as a computer network
**top secret** /ˈtɒp ˈsiːkrɛt/ adjective highly confidential so having a restricted circulation to the people at the top level
**touch pad** /ˈtʌtʃ pæd/ noun a flat surface which is sensitive to touch and can be used to control a cursor on screen or on/off switches
**touch screen** /ˈtʌtʃ skriːn/ noun a computer display screen which is sensitive to touch and will react when touched according to pre-programmed information
**town plan** /ˈtaʊn ˈplæn/ noun same as **street plan**
**toy library** /ˈtɔɪ ˈlaɪbrəri/ noun a collection of toys which can be borrowed by young children for short periods
**tp abbreviation** in Internet addresses, the top-level domain for Timor Leste
**TP abbreviation** teleprocessing
tr abbreviation in Internet addresses, the top-level domain for Turkey
trace /treɪs/ verb to find somebody or something after a prolonged search
tracing /'treɪsɪŋ/ noun 1. a list of the headings an entry appears under in a catalogue 2. a list of the references made to an entry from other entries in a catalogue
track /træk/ noun a concentric ring on a computer disk or tape which is used to store data in separate sections
tracking /'trækɪŋ/ noun lines on magnetic tapes or disks along which information is carried
tract /trækt/ noun a short article dealing with a religious or moral subject
tractor feed /'træktə fiːd/ noun a method of controlling paper feed by the use of holes on the edge of the paper and sprockets on the printer
trade /treɪd/ noun the activity of buying, selling or exchanging goods or services
trade book /'treɪd bʊk/ noun a standard edition of a book, meant for sale to the general public, as opposed to a de luxe or book-club edition
trade catalogue /'treɪd ,kætəlɒɡ/ noun 1. a book containing details of the goods manufactured or sold by a firm 2. publisher’s catalogue listing books for sale through retail bookshops
trade directory /'treɪd dai ,rɛkt(ə)rɪ/ noun a book containing alphabetical lists and information about companies and organisations involved in trade in a particular area
trademark /'treɪdmɑːk/ noun a name, sign or symbol printed on something to show who it is made by
trade name /'treɪd neɪm/ noun the name under which a product is sold o Some drugs are marketed under several different trade names.
trade-off /'treɪd ɒf/ noun a compromise between two opposite points of view
trade paperback /,treɪd 'peɪpəbæk/ noun a paperback edition of a book that is superior in production quality to a mass-market paperback edition and is similar to a hardback in size
trail /treɪl/ noun a path followed by somebody or something
train /'treɪn ɒn/ verb to teach somebody the skills for a specific job
trainee /'treɪ'nɪ/ noun a person who is learning how to perform specific tasks
trainer /'treɪnə/ noun a person who instructs others
training /'treɪnɪŋ/ noun the act of teaching somebody specific skills
training costs /'treɪnɪŋ kɒsts/ plural noun money needed by a company to pay for training its employees
training manual /'treɪnɪŋ ,mænjʊəl/ noun an instruction book which explains how to train somebody in a specific skill
training materials /'treɪnɪŋ mæ'tɔrɪəlz/ plural noun teaching materials used for training
training package /'treɪnɪŋ .pækɪdʒ/ noun a pack of teaching materials to help trainers to run courses
training programme /'treɪnɪŋ ,prəʊɡræm/ noun a schedule designed to teach specific skills within a given time
trans- /træns/ prefix used to form words with the meaning of moving across time or space
transaction /træn'zækʃən/ noun an action which involves the exchange of goods or information
transaction data /trænz'ækʃən ,dætə/ noun information about the data being processed
transaction processing /træn'zækʃən ,prəʊsesɪŋ/ noun the way in which a computer deals with instructions given by the user
transceiver /træn'siːvə/ noun a device that can both transmit and receive signals, e.g. a terminal or modem
transcribe /træn'skrɑːb/ verb 1. to produce a written version of spoken words o His speech was transcribed so that it could be printed. 2. to write a written text in the alphabet of another language
transcript /'trænskript/ noun a written form of something that was spoken
transcription /træn'skrɪpʃən/ noun the act of transcribing data or copying a text
transfer /træns'fɜː/ verb to move something to another location
transferable skill /træns,fɜːrəb(ə)l 'skɪl/ noun a skill that is not limited to a specific academic discipline, area of knowledge, job or task and is useful in any work situation, e.g. communication or organisational skills
‘The introduction of this specialist qualification broadens the scope of our existing IT education programme. The theoretical and practical elements of the programme will provide students with transferable skills which are of tangible benefit in the industry.’ [M2 Presswire]
transfer of records /,trænsfɜː əv 'rekɔːdz/, transfer of materials /,trænsfɜː əv mə'tɪəriəlz/ noun the act of moving records or materials to another system or physical storage location
transform /træns'fɔːm/ verb to change completely
transformation /,trænsfɔː'meɪʃ(ə)n/ noun the act of putting data into a different format, e.g. for data encryption purposes
transgressive fiction /trænz ,gresɪv 'fɪkʃ(ə)n/ noun a literary genre characterised by graphic exploration of taboo topics, to which the work of writers such as the Marquis de Sade and William Burroughs belongs. It is based on the belief that knowledge is to be found at the very edge of human experience.
transistor /'træn'zɪstə/ noun a small electrical device which controls amplification in a machine such as a radio or television
translate /træns'leɪt/ verb 1. to change information from one language or format to another 2. to convert ideas into action
translation bureau /,træns 'leɪʃ(ə)n ,bjuərəʊ/ noun an office which translates documents for companies
translator /træns'leɪtə/ noun 1. a person who converts text and spoken words from one language to another 2. a laptop computer that translates words into other languages
transliteration /ˌtrænzlɪtə'reɪʃ(ə)n/ noun the writing of words of one language using the characters of another, e.g. Arabic using the Roman alphabet. ◊ romanisation
transmission /trænz'mɪʃ(ə)n/ noun a programme broadcast on television or radio
transmit /trænz'mɪt/ verb to send out information from one device to another by radio waves, cable or wire links
transmitter /trænz'mɪtə/ noun a set of equipment used for broadcasting radio or television signals
transparency /træns'pærənsi/ noun transparent positive film which can be projected on to a screen by using a light source
transparent /træns'pærənt/ adjective easily seen through, recognised or understood
transport /'trænspɔːrt/ noun a way of moving goods and people from one place to another ■ verb to carry something or somebody from one place to another
travel book /'træv(ə)l buːk/ noun a book which describes a journey undertaken by the author, or the author’s impressions of a foreign country, but not giving factual details of hotels, museums and other tourist information
travel guide /'træv(ə)l gaɪd/ noun a book which gives tourist information about a place such as how to get there, what is worth visiting and which hotels to stay at
trawl /trɔːl/ noun a search for something, especially information ■ verb to search for something through a large amount of information or many possibilities
treatment /'triːtmənt/ noun a way of writing about something or somebody
tree /triː/ noun 1. a diagram of a hierarchical structure that shows the relarelationships between components as branches 2. a hierarchical data structure in which each element contains data and may be linked by branches to two or more other elements
**tree diagram** /'triːˌdaɪəɡræm/ noun
INFO SCI same as **tree 1**
**tree structure** /'triːˌstrʌktʃə/ noun
a way of writing down the connections between items in an indexing string, using a system of branches rather than linear format
**trend** /trend/ noun
a general movement in the way something is developing
**trend analysis** /'trend əˌnæləsis/ noun
investigation of the direction and strength of the movement in a development
**trial** /'traɪəl/ noun
a test of somebody or something to see if they are suitable for a particular situation
**trial and error** /'traɪəl ənd ˈerə/ noun
the process of trying out different ways of doing things until the best way is found
**trial user** /'traɪəl ˈjuːzə/ noun
a person who is asked to use a service to see if it works well
**trim** /trim/ verb
to cut off a small portion of something around its edge
**trivia** /'trɪviə/ noun
a collection of insignificant or obscure items, details or information
**troubleshooter** /'trʌb(ə)lˌfuːtə/ noun
a person who works at solving problems which occur in companies, organisations, systems or computer programs
**true** /truː/ adjective
based on provable facts
**truncation** /trʌŋˈkeɪʃ(ə)n/ noun
the shortening of a search term by adding a symbol such as % or * to match all the forms with the same stem, e.g. LIBRAR% will find library, librarian, librarianship
**trunk call** /'trʌŋk kɔːl/ noun
a long-distance telephone call
**trust** /trʌst/ noun
a financial arrangement where a company keeps and invests money for someone
**trust directory** /'trʌst daɪəˌrekt(ə)rɪ/ noun
a book with an alphabetical list of trust companies
**TS** abbreviation
typescript
**tt** abbreviation
in Internet addresses, the top-level domain for Trinidad and Tobago
**tuition** /tjuːˈɪʃ(ə)n/ noun
teaching or instruction, especially when given individually or in a small group
**tune in** /,tjuːn ˈɪn/ verb
to adjust a radio receiver until the signal is at its strongest and clearest
**Turbogopher** /'tɜːbəʊˌɡəfə/ noun
a Macintosh version of the gopher system for accessing the Internet
**turnaround document** /'tɜːnərəund ˌdɒkjumənt/ noun
a document used to record the details of a job and the time taken to complete it
**turnaround time** /'tɜːnərəund ˈtaɪm/ noun
the time taken to complete a job from beginning to end. The turnaround time for photocopying a document is three hours.
**turnkey system** /'tɜːnkiːˌsɪstəm/ noun
a complete system which is ready for immediate use
**turn off** /,tɜːn ˈɒf/ verb
to disconnect the power supply from a machine
**turn on** /,tɜːn ˈɒn/ verb
to connect the power supply to a machine
**turnover** /'tɜːnəʊvə/ noun
1. the rate at which people leave a company and are replaced 2. the amount of money taken for goods or services sold during a given period of time
**turtle** /'tɜːt(ə)l/ noun
a computer peripheral, like a large mouse, used to draw graphics on a VDU. Floor turtles are used in primary schools as teaching aids.
**tutor** /'tjuːtə/ noun
a teacher who is responsible for individuals or small groups, used especially at higher levels of education
**tutorial** /tjuːˈtɔːriəl/ noun
a chapter of a book or manual, or a section of a computer program, designed to provide instruction or training using exercises and assignments ■ adjective relating to or belonging to a tutor, or to the role and responsibilities of a tutor
tv abbreviation in Internet addresses, the top-level domain for Tuvalu
TV abbreviation television
TV station /ˈtiː ˈviː ˈsteɪʃ(ə)n/ noun a building where television programmes are produced
tw abbreviation in Internet addresses, the top-level domain for Taiwan
twelvemo /ˈtwɛlvməʊ/ noun 1. a book made from a sheet which is folded to give twelve leaves or twenty-four pages 2. a book with this format 3. an American book size, 7–8 inches high ▶ abbr 12mo
12mo abbreviation twelvemo
24mo abbreviation twenty-fourmo
twenty-fourmo /ˈtwenti ˈfɔːrməʊ/ noun 1. a book format produced when the printed sheet is folded to give 24 leaves, or 48 pages 2. a book with this format 3. an American book size, 5–6 inches high ▶ abbr 24mo
two-dimensional /ˈtuː ˈdæɪ ˈmenʃ(ə)nəl/ adjective having only length and breadth and so looking flat
two-way radio /ˈtuː ˈwei ˈreɪdiəʊ/ noun a radio transmitter and receiver in a single handset which allows two-way communication with another user
.txt suffix a file extension for a text file. Full form text
type /taɪp/ noun metal characters used for printing ■ verb to write using a computer keyboard
typeface /ˈtaɪpfəs/ noun the size and style of printing used, measured in ‘points’ which refer to the height of the characters
typescript /ˈtaɪpskrɪpt/ noun a typewritten copy of a manuscript. Abbr TS
typeset /ˈtaɪpsɛt/ verb to set text in type ready to be printed
typesetter /ˈtaɪpsɛtə/ noun a person or company that typesets text
typist /ˈtaɪpɪst/ noun a person whose job is to type up documents using a computer
typo /ˈtaɪpəʊ/ noun US a typographic error which is made while typesetting (informal) (NOTE: GB English is also literal)
typographic error /ˌtaɪpəˈgræfɪk ˈerə/ noun a mistake made when typing
‘...all name searches can be truncated without a wildcard (learned inf, learn, lea). Authority files exist for each word in a business name, so it is possible to look up uncertain spellings first. Unfortunately, the authority files reveal the large number of misspellings and typographic errors in the database (such as ‘informatio’).’ [Information World Review]
typography /tʌɪˈpɒɡrəfi/ noun the design and methods used when working with type
tz abbreviation in Internet addresses, the top-level domain for Tanzania | <urn:uuid:50b9dfd5-e83f-4c55-843f-707193f0aabe> | CC-MAIN-2018-51 | https://ebook.nscpolteksby.ac.id/files/Ebook/Computer%20Engineering/Dictionary%20of%20Information%20and%20Library%20Management%20(2006)/T.pdf | 2018-12-12T01:21:12Z | crawl-data/CC-MAIN-2018-51/segments/1544376823710.44/warc/CC-MAIN-20181212000955-20181212022455-00472.warc.gz | 605,775,300 | 10,720 | eng_Latn | eng_Latn | 0.970876 | eng_Latn | 0.974117 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
2546,
6003,
9652,
13532,
17170,
20913,
24534,
27922,
31367,
34909,
37179
] | [
2.546875,
2.921875
] | 1 | 0 |
The Last Line of Defense
By Elaine Hassinger, Water Quality Specialist, Tri-County Health Department
We’ve all learned about the water cycle in school, but most of us probably never think about another way that water cycles throughout our cities and towns, or about the people who make that cycle happen twenty-four hours a day, three hundred-sixty five days a year.
The other water cycle occurs through an intricate system of sanitary sewers, wastewater treatment plants, drinking water treatment plants and drinking water distribution systems; all of which are...
interconnected to either surface water or groundwater sources. The people at the forefront who make the cycle happen are drinking water and wastewater plant operators.
Drinking water plant operators make sure the water we drink has been treated to meet all regulatory standards for public health. Wastewater operators make sure the water we have used is sufficiently treated for release back into waterways. The job these workers do every day is critical to ensure that we all have a safe water supply.
**What do Operators Need to Know?**
Water treatment jobs are so critical, in fact, Colorado Regulation 100, *Water and Wastewater Operators Certification Requirements*, requires all water treatment facilities to be run by certified operators. Operators progress through four levels of certification and are hired by a facility based on the level of certification that coincides with the operator’s assigned duties and the water facility’s classification. Each certification level requires the operator to pass a test that measures mastery of specific criteria such as regulations, mathematics, hydraulics, and laboratory procedures.
The knowledge and skills that water treatment operators possess is vital, especially as more people move to Colorado and put a strain on our water resources, and more contaminants are found in our water supplies. Unfortunately, recent research indicates that a shortage of experienced water treatment personnel is on the near horizon. According to the WeiserMazars’ [2014 US Water Industry Outlook](https://blog.yourwatercolorado.org/2016/10/06/the-last-line-of-defense/), the two most significant challenges facing the water industry are aging infrastructure, followed by the aging and approaching retirement of management and plant workers. The water industry is in need of more treatment operators.
**How is Water Treated?**
So how is water treated? Here’s the quick version of drinking water treatment. Treatment plants divert water from rivers or streams and screen out large items. The water is
conveyed to large tanks where chemicals are added that make suspended particles clump together. The clumps settle to the bottom and the clear upper layer is drained off and filtered through layers of sand, gravel or other material. The filtered water is then disinfected, stored and distributed to customers.
And the quick version of wastewater treatment: As wastewater reaches a treatment plant from the sewer system, large items and grit are screened out. The remaining wastewater is diverted to aeration basins for treatment by beneficial microbes that feed on pollutants. Next are the clarifiers, where solids settle to the bottom. The clarified upper layer flows to a disinfection unit. After disinfection treated wastewater is ready to be released to a river or stream. Meanwhile back at the clarifier, the settled layer, or sludge, receives further treatment and may be landfilled.
Keep in mind that these examples are *very*, *very* basic and there are many different types of treatment plants and systems and many different configurations.
**What do Water Operators Do?**
Typical duties of a water treatment operator include reviewing the Supervisory Control and Data Acquisition (SCADA) system to check trends in plant operations, manually inspecting equipment and gauges, collecting water samples, performing laboratory tests, and solving simple mathematical calculations. Shifts can vary. Some plants have three daily shifts; others only one. Rotating shifts, weekend work and work on holidays...
may also be necessary.
**How to Get Started in the Industry**
If you’re interested in changing careers or just starting out, a job as a water treatment operator will always be in demand, offers advancement as well as the possibility for other options. Jobs are usually posted on web sites of water and wastewater utilities and applications filed online. Some jobs are posted on the American Water Works Association’s (AWWA) [Career Center](#) page. A smaller treatment plant may hire you for an entry level position even if you don’t have a certificate and let you work under supervision during your probationary period. Continued employment would be contingent on earning the certificate. On-the-job training and upward mobility are common at most plants.
Water and wastewater treatment operator careers can lead to other industry related positions. It all depends on what interests you and what and how much training you want to pursue. You may find that you’d rather spend all day in the laboratory analyzing water samples. Maybe you’re fascinated by the treatment of wastewater and want to help keep industrial pollutants out of wastewater plants. Industrial pretreatment would be a career for you. With the right training, either of these water fields is an option.
**My Experience in Wastewater Treatment**
So you may be wondering if I know what I’m writing about. Well, yes. My stint as a wastewater treatment operator was brief, but I continue to hold my certificate and have worked in the water industry for nearly two decades. Some of my favorite memories of my time at the wastewater plant: examining microscope slides with living microbes; conducting laboratory analyses of wastewater samples; doing process control calculations; watching spectacular Colorado sunrises, and observing bald eagles, and other waterfowl at the facility’s finished water reservoir. You can’t see any of that from a cubicle.
*Elaine has approximately twenty years of water industry experience including industrial pretreatment, water resources, water quality, wastewater treatment operations, laboratory analyses, public education and cross-connection and backflow prevention management. She holds a BS in Biology and MAS in Environmental Policy and Management. She currently works for Tri-County Health Department as a Water Quality Specialist.*
One response to “The Last Line of Defense”
Coyote Gulch
October 7, 2016 at 5:02 am
Reblogged this on Coyote Gulch.
Reply
Leave a Reply
Enter your comment here... | <urn:uuid:5a2e19d5-d1d6-4480-8199-c08d23f1ef1c> | CC-MAIN-2018-26 | http://www.mazarsusa.com/uploads/src/uploads/The%20Last%20Line%20of%20Defense%20_%20Your%20Water%20Colorado%20Blog.pdf | 2018-06-25T04:26:12Z | crawl-data/CC-MAIN-2018-26/segments/1529267867424.77/warc/CC-MAIN-20180625033646-20180625053646-00097.warc.gz | 446,294,233 | 1,260 | eng_Latn | eng_Latn | 0.982794 | eng_Latn | 0.99821 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
568,
2612,
4126,
6470,
6555,
6638
] | [
2.734375
] | 2 | 4 |
THE RECRUIT NOTEBOOK
Recruit Training Regiment
MCRD, San Diego, California
1st EDITION 1962
BASIC INFORMATION
ORGANIZATION WEEK
TO YOU AS FUTURE MARINES
WELCOME ABOARD
You young men are citizens of the strongest nation on this earth, the United States of America. You, and people like you, are the reason for that strength. Individually, you may be physically weak. But from this day, and each succeeding day during your training, you must dedicate yourself to becoming physically strong, mentally awake, and morally strong, so that you will be able to do your part in keeping your country strong and free. We Americans—you and I—our fathers and mothers—and all of our loved ones—must be thankful for the strength and freedom of our country. But being thankful is not enough. Our freedoms were hard won, and it is our job to protect them.
Why do we have so many freedoms and such a great American way of life? It is the result of the hard work of honest, dedicated people who have made this nation a great democracy. Marines before you have died fighting to protect it and to keep it free, to keep it a land where all men are created equal. Now, you and your own and their parents before them—your relatives and friends, have done something to help make this country great. You—each and every one of you—must now do your part honestly and faithfully.
When you enlisted, you raised your right hand and swore that you would bear true faith and allegiance to the United States of America, and that you would serve them honestly and faithfully against all their enemies whosoever. This is a sacred oath taken by you of your own free will and there is a great trust placed in you by the people of America, that you honor your oath. If you are to be a United States Marine, you will honor your oath—cherish it as only free Americans can, and fulfill it—both in spirit and letter.
Our Motto—The Marines' Motto is Semper Fidelis. Its meaning is this "Always faithful"—faithful to yourself, your comrades, your Corps, your Country, and your God. While you are here, we will teach you the real meaning of this motto. We intend to teach you what you have to know if you are to be a Marine, a member of the finest fighting force in the world.
BI-1
A CREED FOR MARINES
To be a Marine
You have to believe in:
YOURSELF . . . YOUR FELLOW MARINE
YOUR GOD . . . YOUR COUNTRY . . . YOUR CORPS
— SEMPER FIDELIS —
BI-2
TRAINING
Recruit training is tough. It has to be in order for the Marine Corps to maintain its unbeatable reputation. Always remember, hundreds of thousands of other young men just like you have gone through recruit training. After you have finished your eleven weeks of recruit training, you will be a basic Marine. You, your family and friends will be proud of the fact that you completed this phase of your Marine Corps career, and that you have become a member of the world's finest fighting outfit. The treatment you will receive here will be different from that which you have been used to. You are expected to act like a man and you will be treated as one. It will be hard for you but it will be fair. Remember, many men have passed and many men will follow you through these doors to success.
BI-3
YOUR CONDUCT
Obey orders quickly and to the best of your ability. Never leave your assigned area unless you obtain permission from the non-commissioned officer responsible for your training, your Drill Instructor. Always wear the proper uniform. Your Drill Instructor will tell you what to wear. Never put your hands in your pockets. Do not wear your cap indoors or go outdoors without it on. The only time you will wear a cap inside is when you are under arms.
GENERAL INFORMATION
There are certain other things you should know immediately. Here they are:
POSITION OF ATTENTION
The position of attention is the basic military position. It indicates that you are alert and ready for instructions. Come to attention with smartness and snap at the commands FALL IN or ATTENTION. Thereafter, move only as ordered until given AT EASE, REST, FALL OUT, or until you are dismissed. To come to attention:
1. Bring your left heel against the right.
2. Turn your feet out equally to form an angle of 45°. Keep your heels on the same line and touching.
3. Your legs must be straight without stiffness. Weight of the body is distributed evenly on both feet.
4. Keep your hips and shoulders level and your chest lifted.
5. Your arms must hang naturally, thumbs along the trouser seams, palms facing inward toward your legs, and fingers extended (not stiffly) and joined.
6. Keep your head and body erect. Look straight ahead. Keep your mouth closed and your chin pulled in slightly. Eyes must look directly forward.
7. Stand still and do not talk.
BI-5
SALUTING
This is a courtesy which is rendered to every officer you may meet or see. You will recognize an officer by the metal insignia that is worn on the collar of the shirt and on the shoulder of his coat. These metal insignia will be in the form of gold or silver bars, oak leaves, silver eagle or silver star.
After you have been in the Marine Corps a few months, you will be able to recognize an officer in several other ways: by his hat, by his shoes by his uniform, etc., but while in recruit training watch for the metal insignia for recognition. The rank insignia are included in the material that you now have. Study them well.
When approaching an officer and he is approximately 6 paces from you, assume a good posture and raise your right hand directly and smartly until the tip of your forefinger touches the lower part of the cap above and slightly right of your right eye. Thumb and fingers must be straight and touching each other upper arm level with the deck (ground) and forearm at a 45° angle, wrist and hand straight as a continuation of the line made by your forearm. With the salute, give a verbal greeting such as, "Good Morning, Sir," and hold the salute until it is returned by the officer, then cut away your hand smartly—all the way back to your side. The salute will be rendered only at "quick time" if you are moving; it is not necessary to come to the halt prior to saluting.
Never salute indoors unless you are on duty and are covered. If an officer enters a room you are in, call "ATTENTION" and remain in the position of attention until given "AT EASE" or until the officer leaves the room.
When passing an officer from the rear, move to his left side, render the hand salute and state, "By your leave, Sir," hold the salute until the officer has stated "carry on" or "granted" and has returned the hand salute, then pass the officer and continue on your way.
BI-6
PERSONAL ACTION
There is a proper method of addressing anyone other than another recruit. It is done by assuming the position of attention and saying: "Sir, Pvt (last name) requests permission to speak to the (Drill Instructor, Lieutenant, Doctor), etc."
Proper method of entering the duty hut, office or building is to Knock three (3) times and say "Sir, Pvt (last name), Platoon No. , requests permission to enter the (duty office, company office), etc."
BI-7
PROPER TERMINOLOGY
Marines have an interesting and colorful vocabulary. As Marines, we use many terms for things that are different from the terms used by civilians. With time and experience, this vocabulary grows. Here are a few of the more common words that you will hear often.
In a building we find:
DECKS instead of floors
LADDERS instead of stairs
BULKHEADS instead of walls
SCUTTLEBUTTS instead of drinking fountains
OVERHEADS instead of ceilings
BRIGHTWORK instead of brass or shiny metal
HEADS not bathrooms or latrines
SQUADBAYS are large rooms where men live
RACKS or BUNKS are beds
A PASSAGEWAY is a corridor or hallway
Around a mess hall we find:
CHOW meaning food
GALLEY meaning kitchen
SPUD LOCKER meaning a place where fresh vegetables are prepared
MESSMEN not K.P.'s or mess-cooks
SCULLERY is where dishes are washed
REEFER is a large refrigerator or refrigerated room
BI-8
G I HOUSE is where garbage is stored until it is hauled away.
CHOW DOWN When we are eating. We eat.
RED LEAD which is catsup, and in coffee, we use.
SIDE ARMS which are cream and sugar.
When we talk at places, we may say:
BOONDOCKS for woods or wilds
PROPERTY SHED for a place where organizational property is stored
REGIMENTAL AREA not R.T.R. area
FIRST BATTALION MESSHALL not mess #400
QUARTERS not billets. When we go
TOPSIDE we go upstairs, and
BELOW downstairs.
These terms apply to our uniform or personal property.
TWO BLOCKED a necktie worn snugly around the collar with the knot positioned exactly in the "V" of the buttoned shirt.
We wear:
TROUSERS not pants
D I's wear:
FIELD HATS not campaign hats.
GEAR is any property or equipment
PERSONAL GEAR is personal property. In our personal gear we always have a
HOUSE-WIFE which is a sewing kit. Marines have
SEA BAGS which are duffel bags, not barrocks bags.
IRISH PENNANTS are loose strings or straps that detract from a neat appearance.
BI-9
When referring to certain people, we say:
COMMANDING OFFICER not CO or "Old Man" or anything disrespectful
SERGEANTS MAJOR not sergeant majors, when there are more than one. A
WOMAN MARINE or W.M. by any other name is not correct and is disrespectful.
A RUNNER is a messenger
These are terms applied to things we do. We
SHIP OVER or reenlist for another
CRUISE which is an enlistment period
SHOVE OFF means leave the vicinity, and
KNOCK IT OFF means stop what you are doing.
SURVEY means turn in an unserviceable item.
POLICE means clean up or make tidy. When we
LISTEN UP we give attention in order to hear
SCOOP or DOPE which is news or information. We do not listen to
SCUTTLEBUTT which is rumor.
SECURE means stop, make fast, cease work, or put away
UNDER ARMS means armed with a weapon
We always say,
O FIVE HUNDRED never 0 five 00, and
SIX AUGUST never August sixth
Though there are many more terms that you will learn, these will help you to start off.
PROFANITY, swearing, and verbal filth is not permitted. It is a poor crutch for a man with a small vocabulary and little intelligence.
YOUR VALUABLES
If you possess any valuable items at this time, such as cameras, portable radios, you will mail them home, or you may turn them in and you will be given a receipt for these items. Keep this receipt and do not lose it. After graduation, you will have the opportunity to go to the Provost Marshal's office and repossess these items. Remember.
1. Do not lend money to anyone
2. Do not contribute or donate to anyone or anything. The only collection you are allowed to donate to on your own is the church collection during Divine Services. When a COMMISSIONED officer witnesses it, you may contribute to fund drives for charity or to group purchases at the Marine Exchange.
3. Do not give away any of your clothes or possessions
CONTRABAND
Contraband is any item that you have with you and are not supposed to have. Before you leave Receiving Barracks, make sure that you have turned in all these items to one of the instructors that worked with you when you first arrived here at the Marine Corps Recruit Depot. If you are caught with any of these items in your possession after leaving Receiving Barracks, you will be punished. Make sure that the only things you keep with you are the things you have received or will receive from the Marine Corps while in Recruit Training of this Depot.
SICK CALL
If you feel sick or have any other problems concerning your health, report to your platoon commander or one of his junior Drill Instructors immediately. Do not run the chance of spreading a disease or causing serious injury to yourself.
MAIL
Correspondence—Write your parents and friends as often as you can. Write whatever you want, but ALWAYS WRITE THE TRUTH. Do not lie, exaggerate, or give wrong implications. If you do, you will cause extreme worry or concern by your family or friends for something that is false.
Your mailing address is:
PVT
Serial No.
Platoon No.
Marine Corps Recruit Depot
San Diego 40, California
MESSING
This is a Marine Corps term for eating. You are assigned to the same mess hall where you will eat all of your meals while undergoing recruit training, except when at the rifle range. As you enter the mess hall, you will be assigned one of a number of sections to sit in. The information will be given to you by one of your Drill Instructors. You will remove your cap, place it in your hip pocket and will take a metal tray. You will come to a line where you may choose your own salads, and then hot foods will be placed on your tray. Take all you want and take at least a portion of all foods offered. At the end of the chow line, you will find cups and silverware. Take one of each. Do not handle cups or silverware other than your own as this spreads germs. When you have everything you need, move out of the line and proceed to your designated section. Milk cartons are placed on tables, and when empty, may be exchanged at the end of the chow line. Coffee pitchers are placed on tables and may be refilled from coffee urn at the end of the chow line. Eat everything you take, and remember that good table manners are part of your life here. When you have finished eating all of the food on your tray, if you are still hungry, you may obtain second helpings if available. After you have finished your meal, insure that your immediate area is policed up and then proceed to dump your trash, place your eating utensils and tray into the proper receptacles and then join your platoon.
c. Strength tests:
There are three strength tests while you are in recruit training, in your 1st week, 3rd week, and 9th week. You must make a maximum effort in each event. Here are the test exercises:
(1) Pull ups
(2) Push ups
(3) Sit ups—2-minute time limit
(4) Step ups—3-minute time limit
(5) 300-yard run
d. In the 10th week of training, you will receive a combat readiness test. You will be in full combat uniform with rifle. The events are:
1. Climbing Uphill (Step-ups).
Requires a recruit to step up and down an 18" step. Satisfactory score: 60 up and down steps in 3 minutes.
2. Rope Climb.
Requires a recruit to climb a 20' knotted rope. Satisfactory time: 30 seconds.
3. Evacuation Carry.
Requires a recruit to run 50 yards in a zig-zag route, pick up and carry a simulated wounded man 50 yards. Satisfactory time: 42 seconds.
4. Advance by Fire and Maneuver.
Requires a recruit to cover a distance of 175 yards, including a jump over an 8-foot ditch. The first 25 yards of the course are traversed by creeping and crawling, followed by a zig-zag run to include hitting the deck 3 times and assuming the firing position. Satisfactory time: 3 minutes.
5. Forced March
Requires a recruit to walk or double time three (3) miles in thirty-six (36) minutes without any halts. Each recruit will carry his own individual equipment and weapon from start to finish.
e. Hikes: You will make three different hikes while in recruit training. They will be
1. To the rifle range—about 6 miles
2. From the rifle range—about 6 miles
3. A conditioning hike in the 9th week of about 10 miles
2. Log exercises and Obstacle Courses are used continually throughout your training to develop your confidence, strength, and teamwork.
3. Each Sunday afternoon you will participate in organized athletics, such as football, soccer, basketball volleyball, boxing, and a military field day.
Because of the many things that have to be accomplished to turn you into a basic Marine, and time being extremely limited for this training, you will not be allowed visits by parents and relatives until after you have completed four weeks of training. Having been granted the privilege of receiving visitors, you are directed to follow the below listed instructions.
1. You will not enter any civilian motor vehicle.
2. You will not consume any alcoholic beverages.
3. You will conduct yourself in a military manner at all times and wear your uniform in accordance with existing regulations.
4. You and your guests are authorized to use the following areas only:
a. Recruit Reception Center Bldg #340
b. Patio areas at either end of Bldg = 340
c. Patio area opposite enlisted lounge, Bldg = 346
d. Patio area west of Bldg = 342
5. Smoking and the consumption of food and beverages is authorized only in the areas listed above.
6. You will not enter the enlisted lounge, Bldg = 346. Your guests may purchase refreshments at the enlisted lounge; however, you will await their return in the patio area across the street.
7. You will return to the Recruit Reception Center, Bldg = 340, by 1600 and check in.
---
**COMMISSIONED OFFICERS' RANK STRUCTURE**
| Rank | Insignia |
|-----------------------|-------------------|
| MAJOR | ![Gold Star] |
| CAPTAIN | ![Silver Bar] |
| FIRST LIEUTENANT | ![Silver Bar] |
| SECOND LIEUTENANT | ![Gold Bar] |
| WARRANT OFFICER RED SILVER | ![Red Silver Bars] |
| WARRANT OFFICER RED SILVER | ![Red Silver Bars] |
| WARRANT OFFICER RED GOLD | ![Red Gold Bars] |
| WARRANT OFFICER RED GOLD | ![Red Gold Bars] |
---
**CLOTHING & EQUIPMENT**
**CLOTHING & EQUIPMENT**
**MARINE CORPS PACK SHELTER TENTS**
CLOTHING AND EQUIPMENT
1. The Marine Corps Manual states that "No enlisted person in the naval service shall have in his possession, without permission from proper authority, any article of wearing apparel or bedding belonging to any other person in the naval service." If, with permission from proper authority, you have an article of clothing with another man's name on it, an appropriate entry must be made in your service record book.
2. Marking of Clothing—You must know these things.
a. All articles of clothing, except those issued on temporary memorandum receipt, are marked in a prescribed manner with the owner's last name and initials.
b. Marking is accomplished with black or white ink, as appropriate, with letters not more than ½ inch high. Black ink is used on light colored materials and white ink on dark colored materials. The exception to this is the man's green scarf, which shall be marked with black ink.
c. Marking machines, stencils, name tapes or stumps may be used as appropriate.
d. Where the word "right" or "left" is used to describe the location of a name on an article, it will be the wearer's right or left when the article is worn.
(1) Bag, duffel: In the center of bottom on outside.
(2) Belts: In the center of underside of belts (except trouser belts), parallel to the top, 6 inches from the plate or buckle. Trouser, web, belt: In the center, 1 inch from the buckle.
(3) Cap, frame: On the inside of the sweatband, in the center, at the right side, parallel to the edge.
(4) Cap, garrison: In the center of the lining of the right side, one inch from and parallel to the right edge.
(5) Cap, utility: In the center of the underside of the visor.
(6) Coats, enlisted men: On the lining of right sleeve, near and parallel to the shoulder seam.
(7) Shirt, utility: Outside, horizontally centered one-half inch above the pocket of the left breast.
(8) Cover, cap: Inside of the band on the right side, on the double edge.
(9) Drawers: On the outside of the right half waistband parallel to the edge. For drawers with expanding waistband, marked on the right side below the elastic.
(10) Gloves: Inside the wrists, parallel to the edge.
(11) Jacket, man's green: On the lining of the right sleeve, near and parallel to the shoulder seam.
(12) Liner, overcoat: In the center on the inside of the neckband.
(13) Necktie: In the center of the neck loop of the necktie.
(14) Overcoat, wool, green: On the lining of the right sleeve near and parallel to the shoulder seam.
(15) Raincoat, nylon-royan, green: Centered on the inside of the neckband.
(16) Scarf, neckwear, green: Name tape will not be used. Place scarf with narrow edges to the right and left with long edges parallel to person marking scarf. Place name in lower right corner, in black ink, name to read from left to right, bottom of name parallel to and ½-inch from long edge, letter of name 2 inches from right narrow edge.
(17) Shirt: In the center on the inside of the neckband.
(18) Shoes: Inside of the outboard side near the top, parallel to the upper edge.
(19) Socks: On the smooth weave of the sock, one inch from and parallel to the seam joining the ribbed and smooth weaves.
(20) Trousers: Inside the right waistband.
(21) Undershirt: Across the center of the back inside, one inch below the neckline seam.
3. Initial clothing issue consists of the articles of clothing issued to Marines who come in the Corps on active duty for a full tour. Cost of this initial issue can amount to about $175.00.
Since 10 November 1775, Marines have been noted not only for their outstanding feats in battle but also for the neat manner in which they dress and care for their uniform. It is your responsibility and your duty to give the proper care to your uniform. You must wear it properly and proudly.
CLOTHING AND EQUIPMENT
4. As a recruit in the Marine Corps, you are given the clothing necessary to fully outfit you for duty in the Marine Corps. This is called the initial clothing issue and costs the Marine Corps about $175.00 at the present time.
| Item | Description |
|-----------------------|--------------------------------------------------|
| Clasp, Necktie, gold | |
| Coat, Man's green | |
| Cover, Service cap, green | |
| Cover, Service cap, khaki, tropical | |
| Drawers, Men's: cotton, white, pr. | |
| Frame, Service Cap | |
| Gloves, Leather, dress, pr. | |
| Insignia, Bafs: black, cover | |
| Insignia, Bafs: black, collar, pr. | |
| Bag, Duffel | |
| Belt, Coat, Man's wool, green | |
| Belt, Trousers, web, khaki | |
| Boot, Combat | |
| Buckle, f/belt, web, khaki | |
| Buckle, f/belt, wool, blue or green | |
| Cap, Garrison, green | |
| Cap, Garrison, khaki, cotton | |
| Cap, Garrison, khaki, tropical | |
| Cap, utility | |
| Insignia, Bafs: black, collar, lt. | |
| Necktie: khaki (man's) | |
| Overcoat, Man's: wool, green | |
| Scarf, Neckwear, rayon-acetate, tissue, f.g. | |
| Shirt, Man's: cotton, white, pr. | |
| Shirt, Man's: sateen (utility) | |
| Shirt, Man's: khaki, tropical | |
| Shoe, Dress: Man's, pr. | |
| Socks, Men's: brown, pr. | |
| Socks, Men's: w cushion sole, black, pr. | |
| Trousers, Men's: green w/hip pockets, pr. | |
| Trousers, Men's: khaki cotton /hip pockets, pr. | |
| Trousers, Men's: khaki tropical, pr. | |
| Trousers, Men's: sateen (utility), pr. | |
| Undershirt, Man's: cotton, white | |
| Raincoat | |
2. Once you have received your initial issue, it is your responsibility to keep all your clothing in good serviceable condition. The Marine Corps assists you by giving you, after six months of service, money to use to keep your clothing acceptable. This extra money is called a clothing allowance.
a. After six months, your pay will include a $4.20 clothing allowance each month.
b. After thirty-six months, your clothing allowance will increase to $6.00 per month.
c. It will be your responsibility to spend this money on replacement and repair of your uniforms.
3. Remember that you are entitled to free alteration on your uniforms for the first six months you are in the Marine Corps. Check the fit of your uniforms before this period is passed.
4. While you are in the Marine Corps, you can always expect to stand clothing inspections. This is done to allow your commanders to insure:
a. That you have the required amount of clothing.
b. That the condition and repair of the clothing is satisfactory.
c. That the clothing is properly marked.
d. That the clothing is receiving proper care and cleaning.
---
**SHELTER TENTS**
As Marines, we must know how to provide ourselves with shelter in the field. With no other equipment than what you carry on your back, you can construct a shelter tent. Knowing how to construct this shelter tent properly will determine whether you spend a comfortable or a miserable night in the field.
1. Necessary Equipment
a. Two shelter halves—each man supplies one
b. Two tent poles—each man supplies one
c. Ten tent pins—each man supplies five
d. Two guy lines—each man supplies one
2. Selection of site should include:
a. Proper drainage
(1) Never pitch in a dry stream bed
(2) Avoid hill bottoms
(3) Avoid wet or marshy ground
b. Soil—must be suitable for anchoring tent pins
c. Camouflage—tent must blend with terrain
3. Ditching (keeping water out of tent)
a. Dig a small ditch completely around tent and lead away from tent
b. Excess dirt is piled against sides of tent
4. Padding the ground
a. To insulate against cold and dampness, place poncho over whatever vegetation can be found, such as grass, hay, or tender branches of trees or bushes
5. Procedure in the event of fire
a. Pull the poles and pins and collapse tent.
b. Beat out fire by smothering with water, sand or dirt.
Living in the field either in combat or on maneuvers can be rough enough at best. By following the steps listed, we can prepare ourselves a home away from home that will give us the maximum comfort possible.
d. Contents should be packed so that hard items do not dig into the back. This can be accomplished by placing the poncho and clothing on the side nearest the wearer's back.
4. Care and Cleaning
a. All canvas equipment (packs, canteen cover, suspender straps, etc.) are cleaned by brushing with a dry brush or, if necessary, scrubbing with a brush dipped in mild, soapy, lukewarm water.
---
**MOUTH TO MOUTH ARTIFICIAL RESPIRATION (INSUFFLATION)**
When a person cannot breathe for himself due to electric shock, gas asphyxiation or drowning, you may preserve a life if you do the following at once:
1. **If Air Passage is Blocked**, clear at once by striking victim sharply on back, by dislodging the obstruction with your fingers, or by drawing it out by suction.
2. **Start Insufflation Immediately** — The first several seconds are vitally important. Do not delay resuscitation to summon doctor or aid, transport victim or give secondary first aid.
3. **Place Victim on His Back** with neck fully extended (head back). A coat or pillow placed beneath his shoulders will help maintain this position.
4. **Elevate Victim’s Jaw** by inserting your thumb between his teeth, grasping the lower jaw and lifting it forcefully upward until the lower teeth are higher than the upper teeth.
5. **Close Victim’s Nose** by pinching the nose between the finger and thumb. (See figure #1)
6. **Cover Victim’s Mouth** by placing your mouth completely over his with airtight contact. (See figure #2)
7. **Blow Air** into the victim’s lungs until you see the chest rise (less forcefully for children); remove your mouth and let him exhale. If chest does not rise, check the position of his head and jaw (Steps #3 and #4); check for air passage obstructions.
8. Repeat the above steps about 12 times a minute until victim revives. (20 times a minute for children)
FIRST AID
1. What is first aid? First aid is the care you may give to yourself or to your buddies who have become casualties, before regular medical attention can be administered by our medical corpsmen or doctors.
2. You may have to render first aid at anytime. To do so properly, you should recognize the types of bleeding, which are as follows:
a. Arterial—Blood is bright red in color and if the wound is not too deep, blood will spurt with each beat of the heart.
b. Venous—Blood is dark red in color and flows in a steady stream.
c. Capillary—Blood oozes from wound.
3. If a wound is deep, the victim can have all three types of bleeding at the same time. In all first aid procedures you follow a sequence known as "the three life-saving steps."
a. "Stop the bleeding." The person giving First Aid will use pressure bandage, elevation, pressure point, tourniquet, or a combination of these to stop the loss of blood. Remember: The tourniquet should be used only as a last resort to stop the bleeding.
b. "Protect the wound" is the second step in the sequence, which means to cover the wound with a sterile dressing to keep out dirt and germs and help prevent infection.
c. "Prevent or treat for shock" must be used with all types of injuries. A person in shock may tremble, appear nervous, be very pale, wet with sweat or uncannious. Regardless of condition of person, keep the victim comfortably warm, move him as little as possible, handle him gently and elevate the feet (if the wound permits). This action can greatly reduce or prevent shock.
SANITATION AND HYGIENE
1. Personal hygiene is the set of rules each Marine must live by to stay in good physical health.
2. In the Marine Corps, your health is very basic to your performance. If you are sick, you are of little value as a Marine. Therefore, it is only logical that your personal hygiene will be continually stressed and improved while you are a Marine.
3. Disease is caused by germs entering the body through our food, through the air we breathe, through breaks in our skin or the other natural openings of our body.
4. You can stay healthy longer if you do these things:
a. Bathing—Bathe at least once a day, scrubbing all parts of your body with soap and with water.
b. Care of teeth—Brush your teeth at least once daily, preferred after every meal, if possible. Use dental floss to remove lodged food particles between the teeth; and visit the dentist twice a year.
c. Washing hands—After using the head and before every meal, wash your hands with soap and water; keep your nails trimmed and clean.
d. Coughing and sneezing—If possible, avoid people who have colds. If you have a cough or cold, use a handkerchief to cover your mouth when you cough or sneeze.
e. Spitting—Sputum is discharge from nose, throat and mouth, and is an extremely active carrier of germs. It collects in the throat and mouth. If you must spit, spit in the head or your handkerchief, or swallow it if no facility is available. Do not spit on the deck.
5. You can have better physical health if you do these things.
a. Take care of your feet by:
(1) Washing daily with soap and water and then dry thoroughly.
(2) Trim toenails straight across, file sharp and ragged edges. Do not tear.
(3) Blisters must never be punctured by a recruit. If a blister is painful, report to sick call for treatment. If necessary, the corpsman may puncture the blister and apply medication to prevent infection.
(4) Corns, bunions, ingrown toenails and serious abrasions should be treated by a corpsman.
(5) Athlete's foot is cracking of the skin between and under the toes, or a general itching. The best prevention against athlete's foot is to keep feet dry and clean, use shower shoes in the living area and showers, and apply foot powder daily. See corpsman if this condition appears.
(6) Change your socks daily. Make sure that they fit without wrinkles, are loose enough for free toe movement, and that they have no holes.
(7) Your shoes must fit. Tight shoes cause binding and pressure. Large shoes cause blisters. Wrong size socks cause sore feet, just as improper size shoes. If the size of your socks or shoes feels wrong, check with your Drill Instructor.
b. Bowels—Get in the practice of regular bowel movements. The drinking of ample water during the day helps to regulate bowels. Don't use laxatives unless the doctor approves it, and if you have any cramps or loose bowels, report to sickbay.
SH-1
SANITATION AND HYGIENE
In the field, the proper use of heads and care of mess gear is necessary. Proper care and use will reduce the possibility of spreading germs carried by the fly. The diseases most commonly spread by the fly are dysentery, typhoid fever and, in some areas, cholera.
The fly picks up germs from body waste, diseased persons, and spoiled food, and spreads them by body contact, excretion, and vomiting. To avoid some of the menaces, we can properly use our heads and care for mess gear in the following manner.
1. Heads:
a. Cat Holes—A Cat Hole is a method of depositing our waste when we are on a hike. We merely dig a small hole, deposit the waste, and cover the hole.
b. Straddle Trench—A straddle trench is a head one (1) foot wide, two (2) feet deep, and three (3) feet long; it will accommodate ten (10) men for 24 hours. Make sure when you leave the area this head is covered with earth and marked. The dirt from the trench is left alongside, with an entrenching tool, to cover waste as it is deposited.
c. Deep Pit Head—This will be installed by the engineers, and is designed to accommodate a large number of men indefinitely.
2. Mess Gear:
a. Before Eating—Dip your mess gear in boiling water for a minimum of three (3) seconds.
b. After Eating—Scrape off food into garbage can or waste pits, dip mess gear in warm soapy water, wash in hot soapy water and rinse in actively boiling water, twirl mess gear to air dry and restore.
UNIFORM CODE OF MILITARY JUSTICE
NAVY REGULATIONS
INTERIOR GUARD
INTERIOR GUARD
1. General: Any commander may establish an interior guard to preserve order, protect property, and enforce regulations within the limits of his command.
2. Composition:
a. Main guards
b. Special guards
c. Brig guards
3. Orders:
a. General Orders apply to all sentries of the main and special guard. They do not change and are the same throughout the United Forces. All sentries of the main and special guard are required to MEMORIZE, KNOW, and COMPLY with the General Orders.
b. Special Orders are the do's and don'ts for any one post, and differ from post to post. They are originated by the Commanding Officer.
GENERAL ORDERS
1. To take charge of this post and all government property in view.
2. To walk my post in a military manner, keeping always on the alert, and observing everything that takes place within sight or hearing.
3. To report all violations of orders I am instructed to enforce.
4. To repeat all calls from posts more distant from the guardhouse than my own.
5. To quit my post only when properly relieved.
6. To report all persons on to the sentry who relieves me all orders from the Commanding Officer, Field Officer of the Day, Officer of the Day, officers and non-commissioned officers of the guard only.
7. To talk to no one except in line of duty.
8. To give the alarm in case of fire or disorder.
9. To call the control of the guard in any case not covered by instructions.
10. To salute all officers, and all colors and standards not cased.
11. To be especially watchful at night and, during the time for challenging, to challenge all persons on or near my post, and to allow no one to pass without proper authority.
IG 1, 2, 3, 4, & 5
ORGANIZATION OF THE GUARD
1. **Commanding Officer** is responsible for the security of his command. With this in mind, he sets up his interior guard, he is also the senior member of the guard.
2. **Field Officer of the Day** is used when there are two or more interior guards to coordinate and represents the Commanding Officer in his absence.
3. **Officer of the Day** is responsible for the performance by the guard.
4. **Commander of the Guard** is responsible for the instruction, discipline and performance of the guard.
5. **Sergeant of the Guard** has general supervision over all enlisted men of the guard; is thoroughly familiar with all guard orders; is responsible for all guard property, inspects each relief of the guard at least once, tour of duty is 24 hours.
6. **Corporal of the Guard** posts and relieves sentries of his relief; instructs all members of his relief; checks appearance and fitness of sentries on arm, issues ammunition and makes sure his relief is thoroughly posted on general and special orders; stands some watch as relief.
7. **Main Guard Sentries**: All members of the guard will memorize, understand, and comply with the General Orders for sentries; and also understand and comply with the special orders applying to their particular post.
8. **Field music of the Guard** sounds all calls, remains in the guard house during his tour of duty.
9. **Supernumeraries of the Guard** are extra members of each relief of the guard; they are used whenever a sentry must be relieved from post by other than the regular relief.
Performance of Sentries
1. No other service has the reputation of proficiency, military appearance, discipline and knowledge that is enjoyed by the Marine Corps. You must uphold this position.
2. You must treat persons on your post with firmness, patience, politeness, and respect.
3. You must remember that you are at all times a direct representative of your Commanding Officer and your unit.
UNIFORM CODE OF MILITARY JUSTICE
1. The Uniform Code of Military Justice is a federal law, that governs personnel in the armed forces. It works in the same way for us as civil law does for civilians. Uniform Code of Military Justice was put into effect in May 1951.
2. It is just as easy to live within the law in military life as it is in civilian life. However, much of your new military life and the laws that govern us are new to you. You should know about them. One of the Articles, Article #137, states that all persons entering the armed forces must have certain parts read and explained to them. Here they are:
a. **Article #2**—Who is subject to the code?
(1) All personnel in the service on active duty, you and I
(2) Retired personnel who are entitled to receive pay.
b. **Article #15**—Commanding Officers’ non-judicial punishment:
This article authorizes Commanding Officers to punish members of their commands for minor infractions of military discipline without a court-martial. Punishments which can be administered by Commanding Officers are as follows:
(1) Withholding of privileges for two consecutive weeks
(2) Two weeks extra restriction to a specified area
(3) Extra duties for two hours per day for two weeks.
(4) Reduction to next inferior rank except in the rank of Staff Sergeant (E-6) and above.
c. **Article #31**—Compulsory self-incrimination prohibited:
No person, subject to this code, shall compel any person to incriminate himself or to answer any questions, the answer to which may tend to incriminate him. This does not mean that you may remain silent when you are asked about things that happened to you or things that you have personally witnessed, unless your answer will actually incriminate you.
d. **Article #85**—Desertion:
No member of the armed forces of the United States may, without proper authority, absent himself from his service, organization or place of duty with intent to remain away permanently. During war, this may be punishable by death.
e. **Article #86**—Absence without leave:
No member of the armed forces may, without proper authority, absent himself or remain absent from his appointed place of duty.
This is one of the most serious offenses in the military. Remember the offender always comes back, *always comes back*, and for this reason, there is no profit ever in being absent without leave. Don’t run away! You will come back! You become a fugitive when you leave without authority. You remain a fugitive until you
return—a fugitive from the United States of America. Remember that when apprehended by civil authorities, a reward of $25.00 is paid by the government, which is charged against your pay.
3. These offenses of unauthorized absence are considered so serious that the President, by Executive Order in September 1951, increased the maximum punishment under the Uniform Code of Military Justice for these violations. Here are some of the offenses and their maximum punishments:
a. Failure to go to, or going from their appointed place of duty.
(1) Confinement at hard labor for one month.
(2) Forfeiture of 2/3 pay per month for one month.
b. Absence from unit, organization or other place of duty.
(1) For not more than three days:
(a) Confinement at hard labor for one (1) month.
(b) Forfeiture of 2/3 pay per month for one (1) month.
(2) More than three (3) days but not more than thirty (30) days:
(a) Confinement at hard labor for six (6) months.
(b) Forfeiture of 2/3 pay per month for six (6) months.
(3) More than thirty (30) days:
(a) Dishonorable Discharge.
(b) Forfeiture of all pay and allowances.
(c) Confinement at hard labor for one (1) year.
UNIFORM CODE OF MILITARY JUSTICE
1. There are three (3) types of court martial by which you may be tried for an offense, depending upon the nature of it. In the order of severity of punishment that you can receive as a result of being found guilty, the courts are: General, Special, and Summary.
2. Here are the characteristics of each court martial:
a. General Court Martial
(1) Made up of at least five (5) members and a law officer.
(2) May award:
(a) Death.
(b) Dishonorable Discharge.
(c) Life imprisonment.
(d) Forfeiture of all pay and allowances.
(3) If accused is enlisted, he can request enlisted members, in which case, one-third of the court will be enlisted.
b. Special Court Martial
(1) Made up of at least three (3) members.
(2) May award:
(a) Bad Conduct Discharge.
(b) Six months confinement at hard labor.
(c) Forfeiture of two-thirds pay per month, for six months.
(d) Reduction to rank of private.
(3) As in General Court, an enlisted accused has a right to request enlisted member(s).
c. Summary Court Martial:
(1) Made up of one (1) officer.
(2) May award:
(a) Thirty (30) days confinement at hard labor.
(b) Restriction to certain specified limits for two months.
(c) Forfeiture of two-thirds pay, per month, for one month.
(d) Reduction to the next inferior grade.
(e) You may refuse trial by the court and request trial by special court. However, you should be forewarned that if convicted by Special Court you can receive a punitive discharge or reduction of more than one rank which can not be awarded by the Summary Court Martial.
NAVY REGULATIONS
2. You are subject to Navy Regulations. They have the force of law because they are supported by the Uniform Code of Military Justice. Here are some of them.
a. 1216. Obligation to report offenses
(1) All offenses against the code coming under your observation must be reported.
b. 1225. Report of communicable diseases
(1) You must report the existence or suspicion of diseases to the medical officer.
c. 1256. Incurring debts
(1) You must not contract debts without being able to pay them back.
d. 1262. Uniforms, arms, and outfits
(1) You must not sell, loan, or give away any of the above property without proper authority.
e. 1271. Possession of weapons
(1) You must not have concealed on your person any dangerous weapon, instrument or device.
VITAL INFORMATION
INFORMATION LECTURES
PAY AND ALLOWANCES
VISITOR INSTRUCTIONS
HISTORY AND TRADITIONS
CODE OF CONDUCT
2. **Deductions.** There are several deductions which are legally withheld from your pay. They are Income Tax, Social Security, and others hereafter mentioned.
a. **Income Tax:**
Your withholding tax is automatically computed on the basis at 1 exemption (yourself). If you have any dependents whom you wish to claim as exemptions, report this to the Disbursing Officer through your company office.
| Pay | Exemption |
|--------------|-----------|
| Pvt (No prior service) | $78.00 | $4.00 |
| Pvt (Over 4 Mo service) | 83.20 | 4.80 |
| Pvt (Over 2 yr service) | 105.00 | 9.10 |
| PFC (Under 2 yr service) | 85.80 | 5.50 |
| PFC (Over 2 yr service) | 108.00 | 9.80 |
b. **Social Security:**
This is deducted from your basic pay at the rate of 3 1/8% (January '62).
| Pay | Monthly Withholding |
|--------------|---------------------|
| Pvt (No prior service) | $78.00 | $2.44 |
| Pvt (Over 4 mo service) | 83.20 | 2.60 Effective |
| Pvt (Over 2 yr service) | 105.00 | 3.28 Jan 62 |
| PFC (Under 2 yr service) | 85.80 | 2.68 |
| PFC (Over 2 yr service) | 108.00 | 3.38 |
c. **Other Deductions:** A partial or total loss of your pay and allowances would result from the following circumstances:
(1) Conviction by a Court-Martial (sentenced to loss of pay).
(2) Unauthorized absence.
(3) Fraudulent enlistment.
(4) Excess leave time taken in excess of the number of days accrued or advanced.
(5) Loss, destruction, or damage of government property (but only with your consent). NOTE: Disciplinary action for negligence could result in a Court-Martial.
(6) Misconduct (absence from duty caused by improper use of alcoholic liquors or habit-forming drugs).
(7) In custody of civil authorities (resulting in conviction for an offense).
3. **Allowances.** Allowances are in addition to your basic pay and should be used for the designated purposes.
a. **Clothing Allowance**
$4.20 after six months of active duty and $6.00 after 36 months of active duty.
b. **Dependants’ Allowance**
If you are married or have a family which you can prove is dependent upon you for at least half of their support, see your Drill Sergeant for instructions on what procedure to follow to receive this allowance.
You may register an allotment, which is authorizing a portion of your pay to be paid to someone else, for certain reasons, such as:
(1) Support of dependents or relatives.
(2) Purchase of U.S. Savings Bonds.
(3) Payment of commercial life insurance.
(4) Repayment of loans from Red Cross or Navy Relief.
(5) Savings or checking deposits in banking facilities.
4. **Pay in Recruit Training.** You will be paid in the fourth week—$65.00 with $45.00 withheld for payment of Exchange coupons and articles you received when you were in the Receiving Barracks.
Seventh week—Approximately $40.00
Eleventh week—Approximately $70.00
It should be remembered that leave after Infantry Training at Camp Pendleton cannot be allowed if you don’t have funds available for the round trip. Pay will usually be every two weeks after you have completed your four weeks of Infantry Training at Camp Pendleton.
The Declaration of Independence was adopted on 4 July 1776, and is divided into three important parts.
Part one states the fundamental principles of our American Government—that all men are created equal, that each man has the unalienable rights of life, liberty and the pursuit of happiness; that governments are formed to secure these rights; that governments receive their power from the governed, and that the people have the right to alter or change that government if it becomes destructive to these ends.
Part two covers the acts which had been committed by the British against the American colonies.
Part three is the actual Declaration of Independence, ending with a pledge by the signers of their lives, their fortunes and their sacred honor in the cause of the United States.
The Declaration of Independence states our philosophy of government and the pledge of our forefathers to support it as the first pillar of our American freedoms.
The Constitution of the United States was adopted in 1787 and signed by the thirteen original states in 1790.
The Constitution basically establishes a government of three branches:
1. Executive—The President
2. Legislative—The Senate and House of Representatives
3. Judicial—The Court system, headed by the Supreme Court.
The three branches are controlled through a system of checks and balances such as a Presidential veto power, a 2/3 Congressional vote to override a veto, and a Judicial review as to the constitutionality of laws.
The Constitution divides the power between the Federal and State Governments with specific power delegated to Congress, certain power denied the states, and those powers not mentioned belonging to the states.
Finally, the Constitution authorizes Congress to make all laws necessary and proper for carrying into execution the powers granted by the Constitution.
The Constitution contains 23 amendments. The first 10 are called The Bill of Rights. These rights state the individual freedoms guaranteed to American citizens, namely, freedom of religion, speech and press, the right to petition to Government, of peaceful assembly, of trial by jury, of counsel and due process of law, to keep and bear arms, and the right to just compensation for private property, freedom from housing soldiers, from unreasonable search and seizure, from self-incrimination and double jeopardy, and from excessive bail, and cruel and unusual punishments.
The history of the United States Marine Corps parallels the history of the United States. They were both born in the cauldron of the Revolutionary War and have continued to live for almost two centuries. Our country's flag, her medals, her military decorations, and our Corps' uniforms have grown together to make our history colorful, interesting, and imaginative.
1. Our nation's flag has gone through a series of changes. It started with the many different kinds of group flags, to the Grand Union, the Stars and Stripes, the Fifteen Stars and Fifteen Stripes, until today we have the thirteen stripes and fifty-star flag.
a. The Grand Union was to fly with Marines on their first amphibious landing at Fort Nassau in the Bahama Islands in 1776.
b. Lt. O'Bannan and his Marines flew the Fifteen Stars and Stripes for the first time over the Old World at Derne, Tripoli, in 1805.
c. The flag has four official names: FLAG when it is flying from a staff or used to cover a casket, COLOR when in the hands of troops, STANDARD when flown aboard a vehicle, and the NATIONAL ENSIGN when flying aboard a naval vessel.
d. The flag also has names and sizes: The Storm Flag, 9½ x 5 feet; the Post Flag, 19 x 10 feet; and the Garrison or Holiday Flag, 38 x 20 feet.
e. The flag is raised briskly at 0800 and lowered slowly at sunset.
2. The basic color of the Marines' uniform, "Forest Green," has not changed since 1775. The color was used because it blended so well with the green foliage of the eastern seaboard area of the United States. Our khaki colored uniforms were adapted from the dust-colored uniform the British used in the East India uprising of 1860-1861. The red stripes of the dress blue uniform commemorate the bravery of officers and non-commissioned officers at the battle of Chapultepec in Mexico in 1846.
3. Medals and Decorations:
a. Purple Heart
This was the first medal ever issued by our country. It was issued by General Washington in 1782 for acts of bravery and for being wounded by the enemy. Later it was given only for being wounded.
b. Medal of Honor
This is the highest military award given by our country. It was first issued in 1861 and is for acts of bravery, above and beyond the call of duty.
c. Other medals that are now given for acts of bravery in combat are:
(1) Navy Cross
(2) Silver Star
(3) Bronze Star with Combat V
d. Campaign Ribbons
Campaign ribbons were authorized in 1905 and can be worn in lieu of medals. Campaign ribbons designate areas and battles participated in by the wearer. Each Marine's personal history is represented by the ribbons he wears.
MARINE CORPS HISTORY AND TRADITIONS
The period 1775 to 1900 was a very colorful era in Marine Corps history. We find that it was during this period that the Corps was founded, our blue uniform came into existence, and the words for the Marine Hymn were born. Here are some important events we should know about our Corps that came into being during this time:
1. 10 November 1775—The Marine Corps was born through action of the Continental Congress which authorized the formation of two companies of Marines. Our birthday is 10 November each year, just like your birthdate.
2. Tun Tavern, Philadelphia, was the first recruiting office and its owner, Robert Mulin, was made the first honorary captain and first recruiting officer.
3. Samuel Nicholas was appointed to rank of captain and was the first Commandant.
4. First amphibious landing was made 3 March, 1776, at Ft. Nassau in the Bahama Islands during Revolutionary War Period.
5. Captain John Paul Jones had Marines aboard the "Bon Homme Richard" when he captured the "Serapis," a British man of war. The year was 1779.
6. Lt. Presley O'Bannon with seven Marines and 436 Greek soldiers, Arab camels and mule drivers and Mosaluke warriors attacked the city of Tripoli at Derna, Tripoli. This attack was made after a 600-mile trip across the Libyan Desert which took 37 days. The attack was made against 800 defenders. In appreciation for services rendered, Lt. O'Bannon was presented a sword with Mameluke hilt similar to the Marine Corps officer's sword of today. From this battle also came the line in the Marine Hymn, "To the Shores of Tripoli."
7. During the War of 1812, Marines served aboard "Old Ironsides," U.S.S. Constitution as well as on the "H-McHenry" where the "Star Spangled Banner" was written.
8. The Florida Indian war in 1834 found our Commandant, Archibald Henderson personally leading his Marines into the swamps. This Commandant remained in office for 39 years, the longest period for any Marine Commandant.
9. During the Mexican-American war of 1846, Marines stormed the "Halls of Montezuma" and a fortress called "Chapultepec." From this battle came the gold stripe on the blue trousers of enlisted and officer uniforms.
10. 1868—The present Marine Corps emblem was adopted.
11. "The Marines have landed and the situation is well in hand," was the message telegraphed from Panama to Washington in 1895 after Marines had landed to preserve order and discipline in the Canal Zone.
DEMOCRACY VS. COMMUNISM
1. Communism got its first big start in Russia in 1917 during the Russian Revolution. In 1921, Communism took over in Russia with a reign of terror and violence.
2. What pure Communism promises and actually gives are two different pictures—as different as black and white.
PROMISES—A classless society—no restrictions, no poverty, a working man's paradise, equality of everyone in all things.
FACTS—There is a definite class society ranging from top party officials to slaves. There are restrictions on everything—it is really a dictatorship by the Communist Party.
Poverty is widespread in Communist countries—frequently with starvation diets and squalid living conditions.
A man must work where he is told and produce a quota.
The only equality is the knowledge that you can share in terror, misery, and a black future.
The goal of Communism is World Domination.
3. In comparison to Communism, Democracy gives a man an opportunity to work as he pleases—where he pleases; the right of a free and secret ballot; the right to own his home; a judicial system that is fair and equal. Most important of all he can believe what he wants; he can worship God when, where, and how he wants.
This, in a nutshell, is a comparison between Democracy and Communism.
4. The way to protect your democracy, and thus your freedom, is to use your freedom of speech, of religion, your right to vote, and above all, to be proud you are an American who knows what America is all about, and are willing to fight for it.
MARINE CORPS HISTORY AND TRADITIONS
1. World War II started for the United States at 0700 on 7 December 1941 with the infamous attack on the United States Fleet at Pearl Harbor.
2. World War II, the Marines' war in the Pacific, found the Corps with a force in readiness to serve the United States.
3. Years prior to World War II—1934 to 1941.
a. Marines like Major Earl Ellis foresaw the future in the thirties and alerted the Corps to the possibility of a war with Japan. His foresight helped form the Fleet Marine Force on 8 December 1933, giving the United States an amphibious assault landing force.
4. Operations in the Pacific.
a. The Japanese attacked Pearl Harbor on 7 December 1941, and inflicted heavy damage to the American fleet and bases there.
b. The combatants of Wake, Midway and Guam were defensive in nature. The overwhelming Japanese forces seized Wake and Guam from the small garrisons of United States Marines after a bitter struggle.
c. The first major offensive action against the Japanese by Marines took place on the morning of 7 August 1942 at Guadalcanal. From then on, the Marines fought seizing points at the Russell and New Georgia Islands, Bougainville, Tarawa, Cape Gloucester, several of the Marshall Islands, Saipan, Guam and Tinian in the Marianas Islands, Peleliu, Iwo Jima, and finally Okinawa.
d. Two atomic bombs dropped on the 6th and 9th of August 1945, hastened the Japanese surrender. The Japanese surrendered on 16 August 1945.
3. The years between World War II and the Korean War (1947 to 1950) found the Marine Corps engaged in activities now by the National Security Act of 1947. These were, first, to be a force-in-readiness for service with the fleet; second, to develop amphibious techniques, and third, to perform any other duties that the President may direct. During this period, the helicopter assault or vertical envelopment was developed as a means of providing mobility and dispersion in modern warfare, and has been accepted as doctrine in Marine Corps tactics.
At the outbreak of the Korean War, the United States Marine Corps lived up to its reputation established in World War II and in its previous history, by its immediate response to General MacArthur's urgent call for Marines.
1. The 1st Provisional Brigade arrived in Korea, and on 7 August 1950 launched a counter-attack on the North Korean forces, which saved the Pusan Perimeter. The Brigade then became part of the 1st Marine Division which made an amphibious landing at Inchon on 15 September 1950, and fought to the city of Seoul, the South Korean capital. The city fell in two (2) days of fighting, and the entire North Korean army began a hasty retreat from everywhere in South Korea.
2. The Division then made another amphibious landing at Wonsan, and drove against scattered Korean and Chinese Communist foes to the Chosin Reservoir. Here the Division was surrounded by eight Chinese divisions when the Chinese Communists launched their massive counter offensive in late November, 1950. The Chinese objective was the total destruction of the 1st Marine Division.
The Division, supported by Marine and Navy air, fought an epic battle to Hwahung against many thousands of Communists, severe cold and mountainous terrain. In our attack towards the sea we took our wounded and dead and the bulk of our equipment.
3. Operations "Killer" and "Ripper" followed in the spring of 1951 to destroy the combined Communist Chinese and North Korean forces. During this time the 1st Marine DiviRIFLE
M14
STOPPAGES, IMMEDIATE ACTION, REAR SIGHT
MECHANICS AND SAFETY PRECAUTIONS, M-14
1. A stoppage is the failure in the cycle of operation of your
rifle and it can be caused by:
a. Faulty ammunition
b. Faulty magazine
c. Faulty operation (malfunction) of a mechanical part of
the rifle
2. If your rifle stops firing when you don't want it to, you
must take immediate action. This may be in two phases:
a. 1st Phase—Pull operating rod to rear, palm up; release,
re-aim, and attempt to fire. If the rifle fails to fire, go
to the second phase as outlined below.
b. 2nd Phase—
(1) Make a quick but detailed inspection of the rifle by
eye.
(2) Then do these things:
(a) Take the rifle from your shoulder.
(b) Examine the receiver throughout the next step
to see what happens.
(c) Pull the operating rod handle slowly to the rear
and check what is in the chamber, what is be-
ing extracted, what is being ejected, and if the
primer of the round has a mark on it.
(d) Observe the stoppage.
(e) Treat the stoppage and continue to fire.
A good way to remember this procedure is to remember
the first letter of each step. TEPOT.
3. Rear Sight Mechanics
a. The rear sights of your rifle should always be all the
way down and centered unless you are cleaning or fir-
ing your rifle.
b. If your sights are too tight, or oily, check with your
Drill Instructor or the range armorer for correcting or
adjustment.
c. How your sights work.
(1) If you raise the rear sight, this will cause you to
raise the muzzle of the rifle to maintain a correct
sight alignment, which will raise the strike of the
bullet on the target.
(2) If you lower the rear sight, this will cause you to
lower the muzzle of the rifle to maintain a correct
sight alignment, which will lower the strike of the
bullet on the target.
(3) If you move the rear sight to the right, you must
move the muzzle of your rifle to the right to main-
tain a correct sight alignment and this will cause
the strike of the bullet to move to the right on the
target.
(4) If you move the rear sight to the left, you must
move the muzzle of your rifle to the left to main-
tain a correct sight alignment and this will cause
the strike of the bullet to move to the left on the
target.
d. During your qualification with the rifle, don't feel that
the sights cannot be changed. Use those sights to shoot
the score you are capable of doing.
4. Safety Precautions—You must observe these safety pre-
cautions all the time:
a. Consider that every weapon is loaded.
b. Inspect the weapon for a live round before doing any-
thing else.
c. Inspect bore for obstruction before firing.
Your rifle is not safe unless you do these things every time
you handle it.
FUNCTIONING, M-14 RIFLE
1. The functioning of your rifle is important to you because:
a. It develops your confidence in your own rifle by under-
standing how and why it operates.
b. It gives you the knowledge to prevent and/or reduce
stoppages which may occur during firing.
c. It gives you the knowledge to handle and use the rifle
safely.
d. It gives you the knowledge to practice proper care and
cleaning of your rifle.
2. You must understand how your rifle operates in semi-auto-
matic operation. Here is how it works.
a. Feeding—a round forced in the path of the bolt.
b. Chambering—a round is moved into the chamber from
the magazine by the bolt.
c. Locking—when the bolt is fully closed
d. Firing—occurs when the firing pin strikes the primer of
the bullet.
e. Unlocking—occurs after the round is fired and the lock-
ing lugs of the bolt are disengaged from the locking
recesses of the receiver
f. Extracting—pulling the empty cartridge from the
chamber.
g. Ejecting—throwing the empty cartridge out of and
away from the receiver.
h. Cocking—occurs when the hammer is forced into prop-
er position by the bolt as it moves to the rear and is
ready for the next round.
3. You must know and understand the functioning of the
parts of the firing mechanism assembly that are listed
below:
Sear—the sear catches the rear hammer hooks, holding the hammer to the rear while the trigger is being held to the rear by the shooter in semi-automatic fire. The trigger must be released to the forward position before the sear will release the rear hammer hooks.
Trigger Lugs—the trigger lugs engaged in the hammer hooks keep the hammer in the rear position after the trigger is released to the forward position.
Trigger—when the trigger is moved to the rear again, the trigger lugs are disengaged from the hammer hooks and the hammer is released.
Hammer—the hammer moves forward under pressure of the hammer spring and strikes the tong of the firing pin.
Does your rifle have a safety?—Your rifle really has two safeties in one. One, the trigger block, prevents the trigger from going forward and releasing the hammer. The second safety is the hammer notch on the safety. This notch engages the safety lug on the hammer and prevents the hammer from going forward.
4. Your rifle has the capability of automatic fire by the installation of a selector on the right side of the receiver just below the rear sight. The important thing to know about this feature is that the rifle will fire continually as long as you depress the trigger to the rear and do not run out of ammunition. Although your rifle can be made to fire automatically, you will normally fire it one shot at a time. This one shot business is the important part of your training while you are a recruit. It is being emphasized in your training.
MECHANICAL TRAINING, M-14 RIFLE
1. Background
a. Standards established by the North Atlantic Treaty Organization, of which the United States is a member, made 30 caliber ammunition obsolete, and therefore our M1 Garand became obsolete.
b. The 7.62 millimeter round, having been adopted as the standard caliber for all NATO small arms weapons, required the developing of a new rifle and machine gun for the Armed Forces of the United States.
c. The M14 rifle was adopted by the U.S. Armed Forces as the best one using 7.62 millimeter ammunition.
2. You must remember these things about your rifle:
a. Name—U.S. Rifle, 7.62 millimeter, M-14
b. Weight loaded—10.32 pounds
c. Weight without magazine—7.25 pounds
d. Maximum effective range—800 yards
e. Chamber pressure—50,000 lbs per square inch
f. Muzzle velocity—2,800 feet per second
g. Overall length of rifle—49.14"
h. Length of barrel (includes chamber)—22.0"
i. Your rifle number is 493021
3. Here are some more things you must remember about your rifle:
a. Description:
7.62 millimeter, magazine fed, gas operated, air cooled, semi-automatic, shoulder weapon. It can be converted to automatic operation with the rotation of the selector if it is attached to your rifle.
b. Rate of Fire:
(1) Cyclic rate of fire, 700-750 rounds per minute
(2) Maximum Rate of Fire
(a) Semi-Automatic, 40-60 rounds per minute
(b) Automatic, 120-150 rounds per minute
(3) Maximum Effective (well aimed) Rate of Fire
(a) Semi-Automatic, 20-30 rounds per minute
(b) Automatic, 40-60 rounds per minute
(c) Sustained Rate of Fire, 8-10 rounds per minute
DISASSEMBLY AND ASSEMBLY, M-14
1. In disassembly and assembly of your rifle, follow these golden rules:
a. Clear your weapon prior to disassembly and always check your rifle for easy movement of parts after assembly.
b. Never use force during disassembly and assembly.
c. During disassembly the removal of parts should be placed in sequence to aid in easier assembly.
2. Disassembly procedure for normal maintenance and daily cleaning.
a. Remove the magazine, clear your weapon and place the safety in the safe position, sights down and barrel to your left.
b. Remove the firing mechanism assembly by grasping the trigger guard near the latch, then applying outward and upward pressure until the assembly is dislodged from the barrel and receiver group.
c. Separate the stock group from the barrel and receiver group.
d. The barrel and receiver group should not be further disassembled, unless required.
3. Your rifle is now disassembled into the three main groups. For more thorough cleaning for such things as inspections, it is necessary to disassemble the rifle further. This is done by taking the barrel and receiver group and:
a. Remove the connector assembly (do not bend)
b. Remove the operating rod spring and guide. (Use care in removal of the spring. It is under tension and if not carefully handled, it will slip out of your hand and spread parts all over.)
c. Remove the operating rod.
d. Remove the bolt.
4. Your rifle is now field stripped. Further disassembly is only necessary after you have fired your rifle. To do this, continue to disassemble the barrel and receiver group as follows:
a. Remove the gas cylinder plug.
b. Remove the gas piston (do not damage the rings).
c. Remove the gas cylinder lock.
d. Remove the gas cylinder (do not damage the threads on the barrel).
e. Remove the front band.
f. Remove the hand guard (remove by sliding forward—do not clamp off or on).
5. This is the extent that you may disassemble your rifle. To assemble your rifle, put the parts back into your rifle in the reverse order from the disassembly steps.
a. Replace handguard (slide it into its recesses on the barrel—do not clamp it on).
b. Replace the front band (do not strip the threads on the barrel).
c. Replace the gas cylinder.
d. Replace the gas cylinder lock (do not cross thread)
e. Replace the gas piston (make sure it is fully seated with the small end protruding from the rear of the gas cylinder).
f. Replace the gas cylinder plug (use combination tool and tighten only wrist tight—do not force).
g. Replace the bolt.
h. Replace the operating rod.
i. Replace the operating rod spring and guide (once again, use caution with the operating rod spring).
j. Replace the connector assembly (do not bend).
6. Assembly of the three main groups:
a. Replace the stock group on the barrel and receiver group.
b. Replace the firing mechanism assembly (make sure the guide rib on the trigger housing is fully seated before it is locked in place. Do not force the trigger guard — check why it will not lock easily.)
c. Replace the magazine.
d. Check the weapon for easy movement of parts.
CARE AND CLEANING, M-14
1. Your rifle is the finest and most dependable weapon that has ever been placed in the hands of Marines. In order for it to be dependable and accurate in combat, you must give it careful daily care and cleaning. Always check the rifle to make sure it is clear before starting to clean it.
a. Wipe the outside metal parts of your rifle with a dry clean rag. Use the cleaning rod and a clean dry patch on the bore. Apply a light coat of oil to all the metal parts, including the bore, with the exception of the gas system. Apply linseed oil to the wood and work it in.
b. Daily cleaning before firing on the rifle range: Remove the light coat of oil from bore and chamber. Lightly oil the metal parts that do not touch the ammunition or are in the gas system. Lubricate lightly the metal parts that move in grooves, recesses, or that rotate or turn on other metal parts.
c. Daily cleaning after firing on the rifle range: Use a patch dipped in bore cleaner and swab the bore; then use the metal bore brush in the bore several times. Use the chamber brush in the chamber. Use dry patches until both chamber and bore are clean. Re-clean with oil and patches all the metal parts of the rifle, and then apply a light coat of oil to all the metal exterior and interior parts of the rifle. Apply a light coat of oil to the bore with an oily patch. Add linseed oil to the wood parts and work it in.
d. After the final day of firing on the rifle range, do these things:
(1) For three consecutive days, clean your rifle in the following manner:
(2) Field strip your rifle. Clean the bore and chamber with bore cleaner and then dry with patches. Remove all lubricants from the rifle. Clean the gas cylinder, piston, face of bolt with bore cleaner and exterior surfaces with an oily patch. Put a light coat of linseed oil on the stock and rub it in.
2. Never use any type of abrasive on the metal of your rifle. It is not because you will destroy the weapon. It is because you will remove the dark color of the metal (bluing) which protects it from rust. Your rifle is tuned to prevent shining in moonlight and during daylight. Your weapon is already camouflaged for your protection. Don't remove it! | <urn:uuid:b5cab8f6-5218-44b7-8246-b191e8471090> | CC-MAIN-2024-42 | https://www.usmcvta.org/pdf/Recruit%20Notebook%201962.pdf | 2024-10-05T22:52:08+00:00 | crawl-data/CC-MAIN-2024-42/segments/1727944253384.19/warc/CC-MAIN-20241005204934-20241005234934-00717.warc.gz | 926,122,770 | 16,898 | eng_Latn | eng_Latn | 0.940615 | eng_Latn | 0.998739 | [
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
93,
130,
3686,
8047,
12143,
15541,
17386,
24164,
26770,
28632,
31685,
36371,
40910,
44579,
44699,
47877,
52733,
56983,
60523,
60531,
64935,
70956,
73558
] | [
2.046875,
0.625
] | 1 | 0 |
Religious Education (RE)
It is the intention of this policy to inform staff, associates, parents and all other interested parties of the content, practice and implementation of the RE curriculum at the Jam Creative School.
All children, including those with special educational needs, as defined under the 1981 Education Act and more recently as indicated in the DFE Circular 1/94, Religious Education and Collective Worship, (DFE 1994, para. 20) are entitled to a broad and balanced Religious Education Curriculum. It is recognised that RE is an essential element of each child’s education, contributing to their social, moral, spiritual and cultural development.
The principal religion of staff/associates at The Jam Academy is Christian, however we welcome students from all religions to learn and grow at our school. RE is concerned with ‘Learning about Religions’ and ‘Learning from Religion’ and it is not the practice of our school to preach to or convert students to a particular faith. The faith background of both the staff/associates and student’s family is respected at all times.
Parents/guardians of a student at our school have a right to withdraw their children from religious education (RE). If a parent/guardian asks for their son/daughter to be wholly or partly excused from attending any RE, the school must comply unless the request is withdrawn. Any parent/guardian who wishes this may consult the Curriculum Director.
Values & Aims
We believe at our school that RE both supports and strengthens what we aim to do in every aspect of school life. Our caring ethos and the value which we place on the development of the whole child, spiritually, morally, socially, culturally and intellectually, is reflected in the RE curriculum.
Specifically, RE at our school aims to enable students of whatever ability and level of development to:
1. Acquire and develop knowledge and understanding of principal world faiths practised in our country. These include Buddhism, Christianity, Hinduism, Islam, Judaism and Sikhism.
2. Develop an understanding of the influence of beliefs, values and traditions on individuals, communities, societies and cultures;
3. Develop the ability to make reasoned and informed judgements about religious and moral issues with reference to the teachings of the principal religions
4. Enhance their own spiritual, moral, cultural and social development by:
- developing awareness of the fundamental questions of life arising from human experiences, and how religious beliefs and practices can relate to them;
- responding to the fundamental questions of life in the light of their experience and with reference to religious beliefs and practices;
- reflecting on their own beliefs, values and experiences in the light of their study;
- expressing their own personal viewpoints in a thoughtful, reasoned and considerate way;
5. Recognise the right of people to hold different beliefs within a religiously diverse society.
Objectives
Learning
RE education is delivered through our Project and Current Affairs classes, encouraging a reflective approach to learning by encouraging an open and honest enquiry, awareness of prejudice, a growing self-understanding and respecting the rights of others to hold beliefs different from their own.
Students will be ‘Learning about Religions’ and ‘Learning from Religion’ through:
1. Investigation; the use of first-hand and other resources to understand religious people, objects, symbols, places, events, stories.
2. Questioning; developing curiosity about life, relationships and the natural world
3. Empathy; developing the power of imagination to identify feelings such as wonder, forgiveness, sorrow, joy and to try to see the world through the eyes of others.
4. Reflection; the ability to consider thoughts, feelings, experiences, attitudes, beliefs of oneself and others.
5. Relating; linking significant features of religions, making associations between them, to understand what makes religions distinct and/or similar.
6. Expression; the ability to identify and explain feelings and aspects of religions.
Teaching
Although specific project classes will look at the history of the key religions, the teaching of RE will also be fully integrated within the delivery of other subjects. This approach is closely linked to our delivery of Social, Moral, Spiritual and Cultural education of our students.
Spiritual, Moral, Social and Cultural (SMSC) Education
Spiritual, Moral, Social and Cultural education (SMSC) helps students develop personal qualities which are valued in any civilised society; for example, thoughtfulness, honesty, respect for difference, moral principles, independence, and self-respect. At the Jam Creative School we seek to teach these qualities across the curriculum and throughout school life. It is linked closely to our school’s ethos and aims.
We also ensure that we provide effective preparation of students for the opportunities, responsibilities and experiences of life in British society. To this end, every opportunity is taken to actively promote Fundamental British Values in the school.
We use the following definitions of Spiritual, Moral, Social and Cultural:
**Spiritual**
Beliefs, religious or otherwise, which inform students’ perspective on life and their interest in, and respect for, different people’s feelings and values. A sense of enjoyment and fascination in learning about themselves, others and the world around them, including the intangible. Use of imagination and creativity in their learning and willingness to reflect on their experiences.
**Moral**
Ability to recognise the difference between right and wrong and students’ readiness to apply this understanding in their own lives. Understanding of the consequences of their actions. Interest in investigating and offering reasoned views about moral and ethical issues.
**Social**
Use of a range of social skills in different contexts, including working and socialising with students from different religious, ethnic and socioeconomic backgrounds. Willingness to participate in a variety of social settings, cooperating well with others and being able to resolve conflicts effectively. Interest in, and understanding of, the way communities and societies function at a variety of levels.
**Cultural**
Understanding and having an appreciation of the wide range of cultural influences that have shaped their own heritage. Willingness to participate in, and respond to, for example, artistic, musical, sporting, mathematical, technological, scientific and cultural opportunities. Interest in exploring, understanding of, and respect for cultural diversity and the extent to which they understand, accept, respect and celebrate diversity as shown by their attitudes towards different religious, ethnic and socioeconomic groups in the local, national and global communities.
The Contribution of English
English contributes to our students’ SMSC development through:
- Developing confidence and expertise in language, which is an important aspect of individual and social identity.
- Enabling students to understand and engage with the feelings and values embodied in high quality poetry, fiction, drama, film and television.
- Developing students’ awareness of moral and social issues in fiction, journalism, magazines, radio, television and film.
- Helping students to understand how language changes over time, the influences on spoken and written language and social attitudes to the use of language.
The Contribution of Mathematics
Mathematics contributes to our students’ SMSC development through:
- Spiritual development: through helping students obtain an insight into the infinite, and through explaining the underlying mathematical principles behind natural forms and patterns.
- Moral development: helping students recognise how logical reasoning can be used to consider the consequences of particular decisions and choices. Helping them learn the value of mathematical truth.
- Social development: through helping students work together productively on complex mathematical tasks and helping them see that the result is often better than any of them could achieve separately.
- Cultural development: through helping students appreciate that mathematical thought contributes to the development of our culture and is becoming increasingly central to our highly technological future, and through recognising that mathematicians from many cultures have contributed to the development of modern day mathematics.
The Contribution of Science
Science contributes to our students’ SMSC development through:
- Encouraging students to reflect on the wonder of the natural world.
- Awareness of the ways that science and technology can affect society and the environment.
- Consideration of the moral dilemmas that can result from scientific developments.
- Showing respect for differing opinions, about creation for example.
- Co-operation in practical activity.
- Raising awareness that scientific developments are the product of many.
The Contribution of Information Communication Technology
ICT contributes to our students’ SMSC development through:
- Preparing the students for the challenges of living and learning in a technologically enriched, increasingly interconnected world.
- Making clear the guidelines about the ethical use of the internet.
- Acknowledging advances in technology and appreciation for human achievement.
The Contribution of History
History contributes to our students’ SMSC development through:
- Looking at the creation and evolution of British society.
- Enabling students to reflect on issues such as slavery, the holocaust and Imperialism.
- Showing an awareness of the moral implications of the actions of historical figures.
The Contribution of Geography
Geography contributes to our students’ SMSC development through:
- Opportunities for reflection on the creation of earth and its origins, future and diversity.
- Reflection on the fair distribution of the earth’s resources and issues surrounding climate change.
- A study of people and physical geography gives our students the chance to reflect on the social and cultural characteristics of society.
The Contribution of Modern Foreign Languages
Modern Foreign Languages contributes to our students’ SMSC development through:
- Gaining insights into the way of life, cultural traditions, moral and social developments of other people.
- Social skills are developed through group activities and communication exercises.
- Listening skills are improved through oral/aural work.
The Contribution of Religious Education
RE makes a distinctive and substantial contribution to the delivery of SMSC:
- Students learn about beliefs, values and the concept of spirituality.
- RE reflects on the significance of religious teaching in their own lives.
- Develops respect for the right of others to hold beliefs different from their own.
- Shows an understanding of the influence of religion on society.
- Fosters appreciation and understanding of different cultures, religions and traditions.
The Contribution of Art
Art contributes to our students’ SMSC development through:
- Art lessons develop students' aesthetic appreciation.
- In turn, art evokes feelings of 'awe' and 'wonder'.
- Giving students the chance to reflect on nature, their environment and surroundings.
- Studying artists with a spiritual or religious theme, issues raised by artists which concerns ethical issues, such as war paintings.
The Contribution of Design and Technology
Design and Technology makes a contribution to students’ SMSC development through:
- Reflecting on products and inventions, the diversity of materials and ways in which design can improve the quality of our lives.
- Awareness of the moral dilemmas created by technological advances.
- How different cultures have contributed to technology.
- Opportunities to work as a team, recognising others strengths, sharing equipment.
- Giving the opportunity to examine cultural differences in food and diet.
- Reflecting on the social issues around food such as price and income.
- Acknowledging government guidelines for health and dietary requirements.
- Reflecting on the moral issues concerning food production in third world countries.
The Contribution of Music
Music contributes to our students’ SMSC development through:
- Teaching that encourages students to be open to the music of other cultures.
- Discussing and reflecting upon a range of personal experiences (own performance) and observed experiences (trips, concerts and peer performances).
- Lead students to appreciate aesthetic order, beauty and on occasion ambiguity, for example through listening activities, where possible beyond their common experience.
- Looking at the way music can change moods and behaviour.
The Contribution of Physical Education
Students’ SMSC development is actively promoted through PE by:
- Activities involving co-operation, teamwork, competition, rules, self-discipline and fair play.
- Exploring the sports and traditions of a variety of cultures.
- Individual activities that provide the opportunity for self-reflection, awareness and challenge.
The contribution of PSHE/Citizenship
Students’ SMSC development is actively promoted in PSHE and Citizenship by:
- Exploring questions about democracy, justice, inequality, how we are governed and organised.
- Learning to work together to create solutions that try to address challenges facing neighbourhoods and wider communities.
- Developing knowledge and skills to make a positive contribution to society as informed and responsible citizens.
- Appreciating diversity, understanding different viewpoints, collaboration for change.
Monitoring & Implementation of the Policy
- Provision for SMSC is monitored and reviewed by the Curriculum Director, teachers, associates and students.
- Regular discussions are held at staff/associates meetings.
- Staff/associates share classroom work and practice.
- The implementation of this policy is the responsibility of all staff/associates. | <urn:uuid:d165ebc8-8ac2-4dc1-897f-dfa6e0ea498a> | CC-MAIN-2019-09 | https://thejamacademy.co.uk/assets/tja_policy_re_smsc_policy.pdf | 2019-02-22T14:29:46Z | crawl-data/CC-MAIN-2019-09/segments/1550247518425.87/warc/CC-MAIN-20190222135147-20190222161147-00410.warc.gz | 706,249,008 | 2,554 | eng_Latn | eng_Latn | 0.992132 | eng_Latn | 0.993404 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
2984,
4423,
6909,
9080,
11131,
12872,
14128
] | [
4.125
] | 2 | 0 |
Wetlands
What is a Wetland
A wetland is a term used to describe a wide variety of wet environments from a slight depression that holds water after spring runoff to a forested swamp with muck soils. Applying Federal standards, a wetland is saturated with water either above the soil surface or just below it, and covered by vegetation adapted to definable hydric (wet) soil conditions.
Vegetation: Common wetland vegetation includes willows, alder, black ash, black spruce, white cedar, tamarack, balsam poplar, cattails, peat moss, ostrich fern, cinnamon fern, Canada bluejoint grass, and sedges (especially those sedges with large leaves).
Soils: Soils formed under prolonged periods (5% of the growing season and equal to seven consecutive days in our area) of saturation with little or no free oxygen (anaerobic) are called hydric soils. Mineral soils (clays, silts, sands) with bright red or yellow colors become dull colored (grays, dull blues or greens) under anaerobic conditions. Often there are streaks or blotches of reds or yellows associated with the dull colored hydric soil. These mixed colors are called mottles or redoximorphic features.
Organic matter under anaerobic conditions decomposes very slowly to form thick layers of peat or muck. Hydric soils of organic origin are brown to dark black.
Water (Hydrology): The presence of water or any indication of inundation or saturation at a site is an indication of a wetland.
Wetland Types
There are 8 wetland types, some are easily identifiable by areas of standing water or tree growth.
Wetland Functions, Values & Benefits
Wetlands serve a variety of functions and values beneficial to the general public and environment. The degree to which a wetland serves these functions depends on the hydrology, soil, vegetation, and location of the wetland in the landscape. Although a wetland may not serve all functions, each wetland works in combination with other wetlands as part of a complex integrated system.
Wetlands provide ground water recharge and discharge, as well as flood and erosion control. They act as filters for cleaner water and lakes, and provide fishery habitat for spawning and food, wildlife habitat, recreation and income for specialized industries.
Wetland Protection
The goal of wetland protection is ensuring no net loss of wetlands. Federal laws—enforced through the U.S. Army Corps of Engineers—as well as Minnesota’s Wetland Conservation Act of 1991 are in place to protect wetlands from negative impacts including filling, draining and, in some cases, excavation.
Wetland protection is the realization of the importance of wetlands to the natural environment and economy.
Wetlands in St. Louis County
St. Louis County has over 1,000 lakes, countless rivers and streams, and hundreds of thousands of acres of wetlands that provide recreational opportunities to both residents and tourists.
This guide is designed to give general information about wetland regulations, identifying wetland areas, common species of vegetation, and impacts to wetland areas for residents, contractors, and professionals associated with shoreland property.
Please review the guide to find relevant information and resources. Further information can be obtained by calling, emailing, visiting offices, or accessing the web sites available on the back page of this information guide.
## Wetland Types
### Type 1 Seasonally Flooded Basin or Flat
#### A Fresh (Wet) Meadow
**About:** Soils are usually dry or well drained but may be intermittently inundated or saturated during the growing season. In forested landscapes, these may blend almost imperceptibly into the surrounding upland forest during dry periods.
**Vegetation:** Plants include tag alder, shrub willows, small sedges, Canada bluejoint grass, and some forbs such as smooth goldenrod. In forested areas sapling trees of ash, red maple, and more typical mature upland species such as quaking aspen may become established.
**Soils:** Slight concave areas in swales or toe slope and foot slope positions. Soils are reddish or brown with mottles (redoximorphic features) in the upper 12 inches. Examples are Ellsbury soils and Canoia series soils.
#### B Floodplain Forest
**About:** Usually found along streams or rivers, floodplain forest soils are somewhat well drained during the growing season but are flooded in the spring or after heavy rains. Flooding frequencies vary from frequent (1 out of 2 years) to occasional (2 to 5 years out of 10 years).
**Vegetation:** Balsam poplar, black ash, and green ash are common. In some areas silver maple, red maple, and bur oak predominate. Because these sites are not permanently saturated, some typical upland trees may be present. Herbaceous vegetation includes ostrich fern, lake sedge and similar large sedges, northern bluebells, hedge nettle, and skullcap.
**Soils:** Fluvaquents and Udtluvents with sandier textures but may include strata of silts and clay. Organic matter may be present between the layers of mineral soils or on the surface.
#### C Seasonally Flooded Basin
**About:** Dry during much of the growing season and generally less than an acre in size, these look like part of the forest. Water is usually gone by mid-summer but the basins may re-fill after heavy rains. Flooding frequencies are similar to floodplain forests.
**Vegetation:** Populated by black and green ash, red maple, elm, balsam poplar, and/or quaking aspen trees. Some tag alder and shrub willows may be present. Herbaceous plants include sensitive fern, wild iris, and Canada bluejoint grass. Seasonally flooded basins with temporary open water may also contain cow parsnip, bur-reed, and water crowfoot.
**Soils:** Fluvaquents and Udtluvents with sandier textures but may include strata of silts and clay.
### Type 2 Inland Fresh Meadow
#### A Fresh (Wet) Meadow
**About:** Soil is usually without standing water for most of the growing season but is waterlogged within at least a few inches of the surface. Meadows may fill shallow basins, sloughs, or farmland sags, or they may border shallow marshes on the lowland side.
**Vegetation:** Broad-leaved sedges such as lake sedge and beaked sedge, wool-grass, Canada bluejoint grass. Disturbed sites may have redtop grass and canary grass as abundant or dominant species. Forbs are not usually conspicuous in these sedge-dominated wetlands but can include swamp aster, beggar’s ticks (*Bidens*), and bugleweed.
**Soils:** Formed in depressional areas or adjacent to marshland. Soils will have mottles (redoximorphic features) in the upper 12 inches and may have a dominance of grayish colors. Examples are Bergland, Giese, and Spooner series.
#### B Sedge Meadow
**About:** The soil is saturated throughout the growing season and usually has some standing water. Vegetation is dominated by sedges.
**Vegetation:** The dominant plants are large sedges (tussock, lake, beaked, retrose), Wool-grass and other similar *Scirpus* species are common as is Canada bluejoint grass. Forbs include giant goldenrod, pincushion aster, flat-top white aster, swamp aster, joe-pye-weed, bugleweed, and wild mint. Shrub willows (such as meadow, Bebb’s, and pussy willows) and alders may be present along the edges or on high spots.
**Soils:** Formed in depressional areas or adjacent to marshland. Soils will have mottles (redoximorphic features) in the upper 12 inches and may have a dominance of grayish colors. Examples are Bergland, Giese, and Spooner series. Organic surface layers may be present in some cases. Examples of these are Blackhoof, Baden series.
### Type 3 Shallow Marsh
**About:** Saturated soils covered with about 6 inches of water throughout the growing season.
**Vegetation:** Herbaceous emergent aquatics and some floating aquatics including broad-leaf cattail, giant and green bur-reed, pink smartweed, arrowhead, and duckweed. Small bladderwort (*Utricularia minor*) and some species of pondweed (*Potamogeton*) may be found in the deepest parts of the marsh.
**Soils:** Mineral soils with gleyed colors of bluish, greenish, or grayish. Organic soils if present may have a hydrogen sulfate odor. Examples are Seelyville, Cathro, Markey, and Blackhoof series.
### Type 4 Deep Marsh
**About:** Saturated soils covered with 6 inches to 3 feet of water throughout the growing season.
**Vegetation:** Herbaceous emergent, floating, and submerged aquatics including broad-leaf cattail, giant bur-reed, soft-stem and hardstem bulrushes, river bulrush, wild rice, arrowhead, coontail, water milfoil, common bladderwort (*Utricularia macrorhiza*), and various species of pondweed (*Potamogeton*).
**Soils:** Mineral soils with gleyed colors of bluish, greenish, or grayish. Organic soils if present may have a hydrogen sulfate odor. Examples are Seelyville, Cathro, Markey, and Blackhoof series.
**Type 5 Open Water**
**About:** Shallow open water between 6 and 10 feet deep fringed by emergent, floating, and submergent vegetation.
**Vegetation:** Herbaceous emergent, floating, and submerged aquatics including broad-leaf cattail, giant bur-reed, soft-stem and hardstem bulrushes, river bulrush, water lilies, wild rice, arrowhead, coontail, water milfoil, common bladderwort (*Utricularia macrorhiza*), and various species of pondweed (*Potamogeton*).
**Soils:** Mineral soils with gleedy colors of bluish, greenish, or grayish. Organic soils if present may have a hydrogen sulfate odor. Examples are Seelyville, Cathro, Markey, and Blackhoof series.
---
**Type 6 Shrub Swamps**
**A Shrub-Carr**
**About:** Willow and other deciduous woody shrubs forming thickets on saturated to seasonally flooded soils.
**Vegetation:** Meadow willow is most common but Bebb’s willow, tea-leaf willow, and pussy willow are also frequent. Other species include red osier dogwood, meadowsweet, highbush cranberry, tag alder, and currants. Herbaceous species include Canada bluejoint grass, joe-pye-weed, smooth goldenrod, sensitive fern, wild mint, bedstraw, and sedges. Canary grass and redtop grass are present in disturbed sites.
**Soils:** Very poorly drained mineral soils with grayish colors or red soils with mottles (redoxomorphic features). Organic soils may also be present with a thickness of 2 to 51 inches. Examples are Giese, Baden, Cathro, and Markey series.
**B Alder Thicket**
**About:** Deciduous woody shrub community dominated by tag alder.
**Vegetation:** Tag alder with winterberry holly, highbush cranberry, shrubby willows, manna grass, sensitive fern, wild mint, and bugleweed. Some sites may have scattered tamarack, white cedar, and black ash trees and saplings. Canary grass and redtop grass are present in disturbed sites.
**Soils:** Very poorly drained mineral soils with grayish colors or red soils with mottles (redoxomorphic features). Organic soils may also be present with a thickness of 2 to 51 inches. Examples are Giese, Baden, Cathro, and Markey series.
---
**Type 7 Wooded Swamps**
**A Hardwood Swamp**
**About:** Forested swamps dominated by lowland hardwoods in basins and troughs. Vegetation is lush and species diversity is high. Groundwater interaction or water flow through is evident. There may be a layer of gravel, cobbles and boulders under the soil.
**Vegetation:** Dominated by black ash but often with red maple, yellow birch, and elm. Conifers such as white cedar, tamarack, and black spruce may be present. Shrubs include tea-leaf willow, tag alder, and winterberry holly. Herbaceous species are cinnamon fern, oak-leaf fern, woodland horsetail, wild iris, turtlehead, marsh marigold, swamp saxifrage, golden saxifrage, Canada bluejoint grass, Carex crinita, and swamp aster. Peat mosses are scarce or absent and instead large leafy mosses (such as *Mnium*, *Cladacium*, and *Thuidium*) are common.
**Soils:** Very poorly drained soils, organic layer with a thickness of 8 to greater than 51 inches, muck or mucky peat. Examples are Baden, Cathro, and Doris series.
**B Coniferous Swamp**
**About:** Forested swamps dominated by lowland conifers in basins and troughs. Vegetation is lush and species diversity is high. Groundwater interaction or water flow through is evident.
**Vegetation:** Usually a mix of white cedar, tamarack, and black spruce. Black ash, red maple, yellow birch, and balsam fir are occasionally found. Shrubs include tea-leaf willow, tag alder, and winterberry holly. Labrador tea can occur, also. Herbaceous species are cinnamon fern, woodland horsetail, oak-leaf fern, wild iris, turtlehead, marsh marigold, Canada bluejoint grass, bristly sedge, and swamp aster. Peat mosses are often present but do not include true acidic bog species.
**Soils:** Very poorly drained soils, organic layer with a thickness of 8 to greater than 51 inches, pH ranges from calcareous to medium acid. Examples are Mooselookie, Lupton, and Tacosh series.
---
**Type 8 Bogs**
**A Open Bog**
**About:** Open bogs are composed of living Sphagnum mosses over saturated fibric acidic peat. Vegetation is limited to a few species of sedges, black spruce, tamarack, and woody shrubs in the plant family known as Ericaceae that includes such familiar plants as rhododendron and blueberry.
**Vegetation:** Sphagnum moss is often the most abundant plant in terms of biomass. Other plant species include low woody shrubs with Labrador tea, leather-leaf, bog laurel, and bog rosemary being the most conspicuous. Small cranberry is common. Stunted shrub-like plants of tamarack and black spruce are usually present. A few sedges and their relatives are unique to acidic open bogs and include *Carex pauciflora* and cotton-grass (*Eriophorum spissum*). Another typical bog sedge is *Carex oligosperma* (few-seeded sedge).
**Soils:** Fibric acidic peats saturated to the surface during the growing season. The organic layer is 16 inches to greater than 51 inches. Examples are Greenwood, Loxley, and Merwin.
**B Coniferous Bog**
**About:** Coniferous bogs are similar to open bogs but have a canopy of mature tamarack and black spruce. Sphagnum moss may be common or it may be co-dominated with feather moss (*Hylocomium splendens*). Well-developed coniferous bogs form on extensive raised mounds of moss, the upper layers are essentially cutoff from subsurface water and may appear dry.
**Vegetation:** Sphagnum moss and feather moss are conspicuous. The extent of canopy closure will determine the abundance of vascular plants. Small cranberry, snowberry, and small fine-leaved sedges such as *Carex disperma* are common in the dim light of coniferous bogs. Labrador tea and bristly clubmoss are often present, too.
**Soils:** Fibric acidic peats with woody fragments saturated to the surface during the growing season. The organic layer is 16 inches to greater than 51 inches. Examples are Greenwood, Loxley, and Merwin.
St. Louis County Contact Information
Wetland Administration, Technical Assistance & Enforcement
Primary Contact for all Wetlands Issues
Contact these agencies FIRST if you suspect wetlands exist, to request a review, or obtain necessary permits for projects that may affect wetlands.
After working with primary contacts, try these agencies for additional technical assistance.
St. Louis County Planning and Development
Northland Office Bldg
307 1st St. S.
Virginia, MN 55792
Phone: 218-749-0633
800-450-9777
Fax: 218-749-0620
Soil & Water Conservation District
North St. Louis or South St. Louis
Fond Du Lac Reservation
Office of Water Protection
U.S. Army Corps of Engineers
St Paul District
State of Minnesota Board of Water & Soil Resources (BWSR)
State of Minnesota Department of Natural Resources (DNR)
Waters Division
Local administrators of the Minnesota Wetland Conservation Act. Provides plan and info reviews for wetland issues, including impacts of parking and replacement. Coordinates enforcement with DNR.
Provides technical, educational, and financial resources to land occupiers in order to implement practices and proposals that will improve water quality and other natural resources.
Administers setback regulations on all lands on the Fond du Lac Reservation and provides technical and educational resources to protect prairie and enhance water quality.
Regulation developed by the drainage industry to protect and restore wetland wetlands through section 404 of the Clean Water Act and section 10 of the Rivers Water Act of 1989.
Regulates Public Waters Permits for all work within wetlands and wetlands of types 3, 4 and 5 that are 15 or more acres in size or 2.5 acres in incorporated areas.
Regulates Public Waters Permits for all work within wetlands and wetlands of types 3, 4 and 5 that are 15 or more acres in size or 2.5 acres in incorporated areas.
About the Guide
This guide is designed to give general information about wetland regulations, identifying wetland areas, common species, and impacts to wetland areas for residents, contractors, and professionals associated with shoreland property.
St. Louis county has over 1,000 lakes, countless rivers and streams, and hundreds of thousands of acres of wetlands that provide recreational opportunities to both residents and tourists.
Obtaining the Guide
Copies of this guide are available free to all residents. Requests for a large number of guides should be directed to St. Louis County Planning and Development and may be charged a minimal fee to cover printing and production costs. All requests should be directed to:
218-725-5000
Toll Free Minnesota 800-450-9777
www.co.st-louis.mn.us
St. Louis County Planning and Development
227 West First Street
100 Missabe Building
Duluth, MN 55802
Publishing Information
The Wetland Guide was developed and published by St. Louis County Planning and Development.
Information Updates
St. Louis County strives to maintain the latest information available. If any information in this guide is incorrect or any additional information is needed, please contact St. Louis County Planning and Development, 218-725-5000. | 75ee31f0-4431-4e86-b099-4b857b4775a4 | CC-MAIN-2019-51 | https://co.carlton.mn.us/DocumentCenter/View/1559/Wetland-Information-Guide--Wetland-Types-in-MN | 2019-12-15T03:49:20 | crawl-data/CC-MAIN-2019-51/segments/1575541301014.74/warc/CC-MAIN-20191215015215-20191215043215-00349.warc.gz | 319,553,003 | 4,222 | eng_Latn | eng_Latn | 0.989587 | eng_Latn | 0.993129 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
3364,
8856,
14849,
18009
] | [
2.984375
] | 2 | 0 |
CONTINUOUS AND ALTERNATING CURRENT MACHINERY PROBLEMS
THE WILEY TECHNICAL SERIES
FOR
VOCATIONAL AND INDUSTRIAL SCHOOLS
EDITED BY
J. M. JAMESON
GIRARD COLLEGE
THE WILEY TECHNICAL SERIES
EDITED BY
JOSEPH M. JAMESON
TEXT-BOOKS IN ELECTRICITY
NOW READY
The Elements of Electricity: For Technical Students. By W. H. Timbie, Wentworth Institute. xi + 586 pages, 5½ by 8. 415 figures. Cloth, $2.00 net.
The Essentials of Electricity: A Text-book for Wiremen and the Electrical Trades. By W. H. Timbie, Wentworth Institute. Flexible covers, pocket size, xiii + 271 pages, 5 by 7¼. 224 figures. Cloth, $1.25 net.
Continuous and Alternating Current Machinery. By Professor J. H. Morecroft, Columbia University. ix + 466 pages, 5½ by 7¾. 288 figures. Cloth, $1.75 net.
Continuous and Alternating Current Machinery Problems. By W. T. Ryan, E. E., Assistant Professor of Electrical Engineering, The University of Minnesota. 40 pages, 5½ by 7¾. Cloth, 50 cents net.
Exercises in Electricity: D.C. and A.C. By W. H. Timbie, Wentworth Institute. Loose leaf or bound in paper cover. 8 by 10¼. Single exercises two cents each. Complete, 85 cents net.
Elementary Electrical Testing. By Professor V. Karapetoff, Cornell University. Looseleaf or bound in paper cover. 8 by 10¼. Single exercises two cents each. Complete, 50 cents net.
Alternating Current Electricity and its Application to Industry: First Course. By W. H. Timbie, Wentworth Institute, and H. H. Higbie, Professor of Electrical Engineering, University of Michigan. x + 534 pages, 5½ by 8. 389 figures. Cloth, $2.00 net.
IN PRESS—READY FALL 1915
Alternating Current Electricity: Second Course. By W. H. Timbie, Wentworth Institute, and H. H. Higbie, Professor of Electrical Engineering, University of Michigan.
IN PREPARATION
Electric Lighting. By H. H. Higbie, Professor of Electrical Engineering, University of Michigan.
An Introduction to Industrial Electricity. By W. H. Timbie, Wentworth Institute.
Wiring Exercises. By H. A. Calderwood, Carnegie Institute of Technology.
For full announcement see list following index.
CONTINUOUS AND ALTERNATING CURRENT MACHINERY PROBLEMS
ELEMENTARY PROBLEMS FOR USE IN TECHNICAL SCHOOLS
BY
WILLIAM T. RYAN
Assistant Professor of Electrical Engineering, University of Minnesota.
Member American Institute of Electrical Engineers.
FIRST EDITION
FIRST THOUSAND
NEW YORK
JOHN WILEY & SONS, INC.
LONDON: CHAPMAN & HALL, LIMITED
1915
BY THE SAME AUTHOR
PUBLISHED BY
JOHN WILEY & SONS, INC.
DESIGN OF ELECTRICAL MACHINERY.
A Manual for the Use, Primarily, of Students in Electrical Engineering Courses, in Three Volumes.
Vol. I. Direct Current Dynamos.
ix+109 pages. 6 by 9. Profusely illustrated. Cloth, $1.50 net.
Vol. II. Alternating Current Transformers.
vii+119 pages. 6 by 9. Profusely illustrated. Cloth, $1.50 net.
Vol. III. Alternators, Synchronous Motors, Rotary Converters.
vii+129 pages. 6 by 9. 104 figures. Cloth, $1.50 net.
PREFACE
This little book of problems was prepared to be used in conjunction with Morecroft's elementary text-book on "Continuous and Alternating Current Machinery" as texts for a short course given by the author to civil and mining engineers. It is well understood that the average student is apt to find general principles and mathematical formulae somewhat vague and uninviting, unless his conception is made somewhat easier by the way of concrete examples and laboratory work. The author believes that Morecroft's text-book, Clewell's Laboratory Manual and this little book of problems make a very effective combination for administering a short elementary course to advanced students in non-electrical engineering courses.
The Problems will also be found suitable for use with any of the available text-books or with a lecture course.
In general the problems are very closely related to actual engineering practice and are so made up as not to be mere mathematical puzzles.
W. T. Ryan.
Minneapolis, Minn.
January 1, 1915.
CONTENTS
CHAPTER I
ELEMENTARY LAWS OF CONTINUOUS CURRENTS .................. 1
CHAPTER II
PARTS OF A C. C. DYNAMO-ELECTRIC MACHINE .................. 9
CHAPTER III
THE CONTINUOUS-CURRENT GENERATOR .......................... 11
CHAPTER IV
THE CONTINUOUS-CURRENT MOTOR ............................... 14
CHAPTER V
EFFICIENCY OF DYNAMO-ELECTRIC MACHINES ..................... 18
CHAPTER VI
ELEMENTARY PRINCIPLES OF ALTERNATING CURRENT .............. 20
CHAPTER VII
THE ALTERNATING-CURRENT GENERATOR .......................... 26
CHAPTER VIII
THE TRANSFORMER .............................................. 28
CHAPTER IX
ALTERNATING-CURRENT MOTORS ................................... 32
CHAPTER X
POLYPHASE POWER .............................................. 35
CONTINUOUS AND ALTERNATING CURRENT MACHINERY PROBLEMS
CHAPTER I
ELEMENTARY LAWS OF CONTINUOUS CURRENTS
1. The armature of a street railway motor has a resistance of 0.0625 ohm at a temperature of 70° F. After operating for several hours the resistance is found to be 0.0775 ohm. What has been the rise of temperature of the armature.
2. The resistance of the filament of a tantalum incandescent lamp at 70° F. is 50 ohms. When operating under normal conditions the temperature is 2025° C., and 115 volts sends a current of 0.39 ampere through the filament. What is the temperature coefficient of the filament?
3. By referring to the areas in circular mils of No. 4 and No. 10 wires as given in the wire table, determine the resistance of 1000 ft. at 20° C. and at 80° C. Then check your results with the wire table. Also determine the resistance by the approximate method and find what the percentage error would be at 20° C.
4. How many circular mils in a wire \( \frac{1}{4} \) in. by \( \frac{1}{2} \) in.?
5. Ten 530-ohm 25-watt, and five 330-ohm 40-watt Mazda lamps are all in parallel. Resistance of the circuit between the lamps and generator is 0.24 ohm. Find the resistance of the group of lamps and the current taken by them if the voltage at the generator terminals is 116.
6. Approximately 18,000,000 cu.ft. of water per minute falls 200 ft. at Niagara Falls. (a) Assuming water turbines available whose efficiency is 86 per cent, what horsepower is available? (b) Assuming that all this energy is used up in heating the water, how much warmer is the water below the falls than above?
Note. The distinguished English Scientist, Joule, after whom the practical unit of electrical energy is named, made elaborate experiments to determine exactly what relation existed between the units of heat and work. The most generally accepted experimental results give 778 ft.-lbs. of work as being exactly equivalent to the amount of heat required to raise the temperature of 1 lb. of water 1° F. at or near 39° F., the temperature of its maximum density. This amount of heat is called 1 British thermal unit (written B.T.U.). Therefore 1 ft.-lb. = 778 B.T.U. One pound of water falling 1 ft. would represent 1 ft.-lb. of mechanical energy; 550 ft.-lbs. per second represents 1 horse-power.
7. A 60-watt Mazda lamp has a resistance of 240 ohms. If 120 volts are applied to the lamp, determine: (a) current taken by lamp; (b) the work per hour in Joules; (c) the power in watts; (d) the power in horse-power; (e) the work under (b) in foot-pounds; (f) the number of B.T.U. developed per minute; (g) how many such lamps would a 25-kilowatt generator suffice?
8. \(AB\) is a resistance whose value is 1 ohm. Two batteries each having an internal resistance of 1 ohm are connected in parallel across \(AB\). If the e.m.f. of one of the batteries is 2 volts and of the other 1 volt, how much current will flow through \(AB\), and how much of this current will be supplied by the 2-volt battery and how much by the 1-volt battery?
Note. In order to make a general solution of a network of electrical circuits Kirchhoff's rules in addition to Ohm's law are needed. Kirchhoff's first rule: The algebraic sum of all the currents flowing toward a branch point in a network is equal to zero. Kirchhoff's second rule: The algebraic sum of all the electromotive forces acting around a closed circuit of a network
of conductors, is equal to the sum of $IR$ products around the circuit.
At the point $A$ we have,
$$i_1 - i_2 - i_3 = 0.$$
(1)
At the point $B$ we have,
$$i_2 - i_4 - i_5 = 0.$$
(2)
We do not know whether the current, $i_4$, is flowing up through $BD$ or down as indicated. The assumption is made that it is flowing down. If this assumption is wrong, it will be indicated in the final solution by the obtaining of a negative value for $i_4$.
At the point $C$ we have,
$$i_5 + i_6 - i_1 = 0.$$
(3)
Considering the closed circuit $ABCF$,
$$i_1 r_1 + i_2 r_2 + i_5 r_5 = E.$$
(4)
Considering the closed circuit $ADCF$,
$$E = i_1 r_1 + i_3 r_3 + i_6 r_6.$$
(5)
Considering the closed circuit $ABD$,
$$0 = i_2 r_2 + i_4 r_4 - i_3 r_3.$$
(6)
If $E$ and $r_1, r_2, r_3, r_4, r_5,$ and $r_6$ are known, the values of $i_1, i_2, i_3, i_4, i_5,$ and $i_6$ may be found from the above simultaneous equations.
**Example Illustrating Application of Kirchhoff’s Rules**
A 120-volt dynamo, Fig. 2, and a storage battery are connected in parallel to a number of lamps whose combined resistance is 1 ohm. The voltage of the battery is 116 and the resistance of the battery circuit is 0.10 ohm. The resistance of the dynamo circuit from (B) to (A) is 0.10 ohm. Will the battery be charged
**Fig. 2.—Application of Kirchhoff’s Rules.**
or discharged and what will the current be, in the battery circuit, in the lamp circuit, and in the dynamo circuit?
We will assume the battery is being charged. If it is discharging we will get a negative value for $i_2$. Considering the point (A), we have,
$$i_1 - i_2 - i_3 = 0.$$
(1)
Considering the dynamo and battery circuit, we have,
$$0.1i_1 + 0.1i_2 = 120 - 116 = 4.$$
(2)
Considering the dynamo and lamp circuit, we have,
$$0.1i_1 + i_3 = 120.$$
(3)
Transposing Eq. (2) and multiplying by 10 we get,
$$i_2 = 40 - i_1.$$
(2a)
Transposing Eq. (3) we get,
\[ i_3 = 120 - 0.1i_1 \]
Substituting the values of \( i_2 \) and \( i_3 \) from (2a) and (3a) in (1) we get,
\[ i_1 - 40 + i_1 - 120 + 0.1i_1 = 0; \]
\[ 2.1i_1 = 160; \]
\[ i_1 = 76.19 \text{ amperes.} \]
The current taken by the lamps is found from Eq. (3a),
\[ i_3 = 120 - (0.1)(76.19) = 112.38 \text{ amperes.} \]
The current through the battery circuit is found from Eq. (2a).
\[ i_2 = 40 - 76.19 = -36.19 \text{ amperes.} \]
The battery is therefore being discharged instead of charged and supplies 36.19 amperes to the lamps. The remaining 76.19 amperes of the 112.38 amperes taken by the lamps is supplied by the dynamo. The voltage between the points (B) and (A) is
\[ 120 - (76.19)(0.1) = 116 - (36.19)(0.1) = 112.38. \]
9. In Fig. 3 the first car is 2 miles from the generator and is taking 30 amperes. The second car is 3 miles from the station and is taking 20 amperes. The third car is 4 miles from the station and is taking 20 amperes. The trolley has a resistance of 0.40 ohm per mile. Track resistance = 0.05 ohm per mile. Feeder resistance = 0.20
ohm per mile, and the feeder is connected to the trolley every mile. Find the voltage across each car.
10. The current through the shunt field of a 12.5-kw. 125-volt generator is 2 amperes. A rheostat is in series with the shunt field and the voltage across the rheostat is 25 volts, making the e.m.f. across the field 100 volts. (a) What is the resistance of the field, of the rheostat, and of the field and rheostat in series? (b) How many watts are wasted in heating the rheostat and in heating the field? (c) What percentage of the rated output of the generator is each loss?
11. At 9 cents per kilowatt hour how much will it cost per week of sixty hours to operate four 25-watt, and eight 40-watt Mazda lamps?
12. What horse-power must an engine deliver to a generator supplying one thousand 40-watt Mazda lamps? The line loss is 5 per cent, the efficiency of the generator is 90 per cent, and the loss in the belt is 1 per cent.
13. A motor 500 ft. away from the generator requires 40 amperes at 220 volts. No. 4 wire is used. Find the e.m.f. at the generator and the per cent of the voltage lost in the line; also find the power lost in the line and the per cent of the power generated thus lost.
14. Required the size wire in problem 13 to limit the loss in the line to 5 per cent of the voltage which is generated.
15. A cast-iron ring 100 ins. long is to carry a flux of 1,000,000 lines. The area is 20 sq.ins. What is the permeability at this density? How many ampere turns will be required? What is the reluctance of the circuit?
16. A certain magnetic circuit is made up of 160 ins. of sheet iron 20 sq.ins. in cross-section, and 0.50 in. of air 21 sq.ins. in cross-section. Find the number of ampere turns necessary to set up 500,000 lines of force in the above circuit.
17. Fig. 4 represents a lifting magnet. The core, $B$,
is of cast steel, 50 sq.ins. in cross-section. Armature $A$ is of the same material and has a cross-section of 60 sq.ins. There is a space of 0.06 in. between $B$ and $A$ due to dirt and rust. The flux required is 2,000,000 lines. How many ampere turns are needed?
18. What is the reluctance of the magnetic circuit in problem 17?
19. A generator has 120 conductors in series on the armature. The length of the armature is 12 ins. and the diameter is 10 ins. The pole pieces cover three-fourths
**Fig. 4.—Lifting Magnet.**
of the armature, and the flux density in the air gap is 60,000 lines per square inch. Required the voltage at 1200 r.p.m.
20. A conductor on the surface of an armature is 20 ins. long. The flux density under a pole is 60,000 lines per square inch; the speed is 60 ft. per second. How many conductors in series will be required to set up 220 volts, assuming the poles to cover 75 per cent of the surface of the armature?
21. The earth’s magnetic field at a certain place dips 60° below the horizontal and its intensity is 0.59 gauss. A horizontal electric light wire stretched due magnetic
east and west carries a current of 2000 amperes flowing from east to west. The wire is 1000 ft. long. Find the force in pounds with which the earth's magnetic field pushes on the wire and specify its direction.
22. There are 600 conductors on the surface of a continuous current armature. Assuming 70 per cent of these to line in a magnetic field of 50,000 lines of force per square inch density. (a) How many pounds tangential pull are there on the surface of the armature? The length of each conductor is 15 ins., the diameter of the armature is 12 ins., and the current in each conductor is 20 amperes. (b) What torque in foot-pounds is developed? (c) If the speed of the armature is 1200 r.p.m. what is the horse-power? (d) What would the horse-power be if the speed were 600 r.p.m.?
CHAPTER II
PARTS OF A C.C. DYNAMO-ELECTRIC MACHINE
1. The following data apply to the magnetic circuit of a small modern two-pole machine. The flux required in the armature is 2,400,000 lines. The leakage factor may be assumed to be 1.10.
| Part. | Material. | Length in cm. | Area in sq.cm. | Flux. | Flux Density. | Amp. Turns per cm. | Amp. Turns. |
|-----------|--------------------|---------------|----------------|-------------|---------------|---------------------|-------------|
| Armature. | Laminated iron | 20 | 200 | 2,400,000 | | | |
| Teeth. | Laminated iron | 1.25 on each side | 140 | 2,400,000 | | | |
| Air gap. | Air | 0.25 on each side | 240 | 2,400,000 | | | |
| Poles. | Laminated iron | 15 on each side | 180 | 2,640,000 | | | |
| Yoke. | Cast steel | 80 | 120 each | 1,320,000 | | | |
Determine: (a) Ampere turns required for each part; (b) total ampere turns required; (c) ampere turns per pole.
Note. This problem will show roughly how the number of ampere turns are obtained. In an actual design there are some other factors, as for example armature reaction, which have to be taken into consideration.
2. Each field coil of a four-pole dynamo requires 12,000 ampere turns for its excitation. If the mean length of a turn is 15 ins. and 110 volts are applied to the four coils, determine resistance per foot of the proper size wire to use. (b) From the wire table find the nearest commercial size.
3. Allowing 1200 circular mils per ampere in order to limit the final temperature rise of the coil to approximately
50° C., determine the proper number of turns to use on the field coil of problem 3.
4. 19 volts are applied to each one of the six field coils of a 115-volt motor. The average length of a turn on the field is 28 inches, and the wire is No. 16, B. & S. gage. When the average temperature of the coil is 50° C., what is the magnetizing force in ampere turns? If there are 1000 turns on the coil, what will be the current?
5. (a) About how many amperes would a No. 16 wire safely carry if it were wound into a field coil? (b) If it were wound into a well ventilated armature?
CHAPTER III
THE CONTINUOUS-CURRENT GENERATOR
1. A four-pole simplex lap-drum-wound armature has 55 coils of 10 turns each. The flux per pole is 2,000,000 lines. Calculate the e.m.f. generated if the speed is 1200 r.p.m.
Note. The formula $e = lHv10^{-8}$ may be reduced to the following more usable form:
$l =$ length of wire in series in one path $= zl / \text{paths}$, where $z =$ total number of conductors on the surface of the armature.
Average $H = \phi$ poles/$2\pi rl$ where $\phi$ is the flux per pole, $r$ the radius of the armature, and $l$ its length.
$$v = (2\pi r)(r.\text{p.m.})/60.$$
Therefore,
$$e = \frac{zl\phi \text{ poles } 2\pi r(r.\text{p.m.})}{\text{paths } 2\pi rl60},$$
$$e = \frac{\phi \text{ poles } z(r.\text{p.m.})}{10^8 \text{ paths } 60}.$$
A simplex wave winding has two paths, a duplex wave winding four paths, a simplex lap winding as many paths as there are poles, a duplex lap winding two times as many paths as there are poles, etc.
2. What would the e.m.f. be in problem 1 if the armature were simplex wave wound?
3. A 125-volt, 40-kilowatt, 4-pole generator has 300 conductors. By leaving out two of these conductors this winding may be changed to a two-path wave winding.
What would then be the e.m.f., current capacity, and kilowatt capacity of the machine?
4. The machine of problem 3 is shunt wound and requires 6 amperes for exciting the field. The armature is wound with No. 4 wire. Now many circular mils per ampere are allowed in the armature winding? The field is wound with No. 12 wire. How many circular mils per ampere are allowed in the field? Why are the circular mils per ampere so much smaller in the armature than in the field?
5. A 10-pole simplex lap-wound, 500-kilowatt generator has a terminal e.m.f. of 600 volts on full load. There are 5000 ft. of No. 4 B. & S. copper wire wound on the armature. Assuming 2 volts drop in the brushes, brush contacts and leads, what e.m.f. must be induced in the armature?
6. If there are 1000 conductors on the surface of the armature of problem 5, what must the flux per pole be if the speed is 130 r.p.m.?
7. Show that the amount of wire needed for distribution with given line loss varies inversely as the square of the voltage of transmission.
8. Show that the amount of wire needed with the three-wire system is only three-eighths of that required for the two-wire system if all three wires are made the same size.
9. One thousand 25-watt Mazda lamps are to be supplied with current at an e.m.f. of 110 volts, from a 120-volt generator at a distance of 600 ft. from the lamps. Find the size of copper wire required in the mains.
10. One thousand 25-watt Mazda lamps are to be supplied with current at an e.m.f. of 110 volts from a 240-volt three-wire generator 600 ft. away from the lamps. The system is balanced. Find the size of copper wire required for the outside mains. If the neutral wire is one-half as large as either outside main, what percentage copper wire
is saved by using the three-wire system instead of the two-wire system as in problem 9?
11. The resistance of the armature of a certain generator is 0.15 ohm when delivering 40 amperes and the brush contact drop is 2 volts. The e.m.f. induced in the armature is 126 volts. What is the e.m.f. at the armature terminals?
12. On test a simplex wave-wound shunt generator gives 110 volts and 50 amperes to the external circuit. If the resistance of the armature is 0.15 ohm, the brush contact drop is 2 volts, and the resistance of the field 44 ohms, find the current through each armature path and the B. & S. size wire if 600 circular mils per ampere is used. Also find the total e.m.f. generated by the armature.
CHAPTER IV
THE CONTINUOUS-CURRENT MOTOR
1. A four-pole simplex lap-wound continuous-current motor has 1,200,000 lines of force per pole, and 55 armature coils with six turns per coil. If the armature current is 40 amperes, what will be the tangential pull in pounds at the rim of a pulley whose diameter is 10 ins.?
Note. The formulae $F = HII/10$ may be reduced to the following form:
Average $H = \phi$ poles/$2\pi rl$, where $r =$ radius of the armature, $l$ its length, and $\phi$ the flux per pole;
$I = I_a/\text{paths}$, where $I_a =$ total armature current;
$l = Zl$ where $Z =$ number of armature conductors;
$$F = \frac{\phi \text{ poles } I_a Z l}{2\pi r l \text{ paths } 10},$$
$$F = \frac{\phi \text{ poles } I_a Z}{20\pi r \text{ paths}};$$
where
$F =$ tangential pull on the armature wire in dynes.
In order to get the torque in dyne centimeters we must multiply by the radius, $r$, therefore,
$$T = \frac{\phi \text{ poles } I_a Z}{20\pi \text{ paths}},$$
where
$T =$ torque in dyne cms.
One foot-pound is equal to $(1.356)(10^7)$ dyne-cms., therefore,
\[ T = \frac{\phi \text{ poles } I_a Z}{20\pi \text{ paths (1.356)(10}^7)}; \]
\[ T = \frac{0.118I_a Z \phi \text{ poles}}{10^8 \text{ paths}}; \]
where
\[ T = \text{torque in foot-pounds} = \text{tangential pull in pounds at 1-ft. radius.} \]
The formulae for horse-power is,
\[ \text{H.P.} = \frac{2\pi n T}{33000}, \]
where
\[ T = \text{torque in foot-pounds}; \]
\[ n = \text{speed in r.p.m.} \]
2. What horse-power will be produced in the motor of problem 1, (a) if the speed is 1200 r.p.m., and the armature current 50 amperes? (b) If the speed is 600 r.p.m. and the armature current is 50 amperes?
3. (a) A shunt motor has an armature resistance of 0.10 ohm, and 2 volts brush contact drop. It is connected to 230-volt mains and the armature current is 100 amperes. What is the counter e.m.f.? (b) A shunt motor is developing a counter e.m.f. of 213 volts. If the armature resistance is 0.10 ohm, the brush drop 2 volts, and it is connected to 220-volt mains, how much current will flow through the armature?
4. (a) How much current would flow through the armature of problem 3 if it were connected directly to the mains and were not generating any counter e.m.f.? (b) If a starting rheostat having total resistance of 2 ohms is used, how much current will flow through the armature at the moment of starting?
5. The field winding of a shunt motor has a resistance of 110 ohms and the e.m.f. applied to it is 220 volts. (a) What is the amount of power expended in field excitation? (b) The full-load intake of the motor is 50 amperes at 220
volts, and the efficiency 90 per cent; express the power consumed in the field in terms of the full-load output of the motor.
6. From the following data determine the armature resistance of a motor:
\[
\begin{align*}
\text{Impressed voltage} &= 230 \text{ volts}; \\
\text{Counter e.m.f.} &= 215 \text{ volts}; \\
\text{Armature current} &= 30 \text{ amperes}; \\
\text{Brush contact drop} &= 1.9 \text{ volts}.
\end{align*}
\]
7. A 220-volt shunt motor has an armature resistance of 0.40 ohm and a brush contact drop of 2 volts. The field resistance is 220 ohms. The full-load speed is 1000 r.p.m. and the motor is taking 41 amperes. (a) At what speed must this machine run as a generator in order to deliver 40 amperes at 220 volts? (b) What is the counter e.m.f. when running at full load as a motor? (c) What e.m.f. is induced in the armature when run as a generator delivering 40 amperes at 220 volts.
8. The efficiency of the motor of problem 7 as a motor when running at full load is 85 per cent. (a) What H.P. is delivered by the machine? (b) How much useful torque is being produced. (c) Assuming 6 per cent of the torque actually developed as being used up in overcoming friction and windage, what is the flux per pole which actually enters the armature? There are four poles and the armature is simplex lap-wound and has 55 coils of six turns each.
9. A shunt motor connected to 110-volt supply mains takes 3 amperes through its armature and runs at a speed of 1000 r.p.m. The resistance of the armature including brushes and brush contacts is 0.2 ohm. The resistance of the field circuit is doubled and the speed is observed to rise to 1500 r.p.m. and the armature current to 5 amperes. In what ratio has the armature flux, $\phi$, been changed by doubling the field resistance?
10. (a) Find the speed of a railway motor in r.p.m. corresponding to a car speed of 20 miles per hour, the gear ratio between the motor and axle being $14:68$, and the diameter of the car wheels 33 ins. (b) Assuming that 15 per cent of the armature torque is used up in motor gear, and axle friction and windage, find the armature torque in foot-pounds corresponding to a tractive effort of 2000 lbs. delivered by the motor to the car. (c) What is the horsepower of the motor?
CHAPTER V
EFFICIENCY OF DYNAMO-ELECTRIC MACHINES
1. A certain motor has a normal current density of 30 amperes per square inch of brush contact. (a) What is the voltage drop for both brushes together (on basis of 0.8 volt + 0.2 × amperes per square centimeter)? (b) What will it be for 50 per cent overload? (c) For one-half load?
2. What is the brush contact loss in watts in problem 1, when, (a) the current density is 10 amperes per square inch; (b) when it is 30 amperes? (c) when it is 40 amperes? The normal full-load current of the motor is 61 amperes, and the field current is 1 ampere.
3. The following data apply to a 10-horse-power, 220-volt motor:
Shunt field resistance (hot) = 220 ohms;
Armature resistance (hot) = 0.45 ohm;
Area of brush contacts,
(all + brush contacts) = 8 sq.cm.;
Rated current = 41 amperes;
Rated voltage = 220 volts;
Current density full load = 5 amps. per sq.cm.;
Stray power (no load) = 490 watts.
(a) Plot curves between current input (up to 60 amperes) and (1) brush contact loss in watts; (2) shunt field loss; (3) stray power loss (may be assumed to be constant at all loads); (4) armature copper loss; (5) total loss. (b) Plot a curve between efficiency and current input.
4. (a) Determine what the current input is for the motor of problem 3 when the output (input-losses) is 10
horse-power. (b) The name-plate rating of the above machine is 41 amperes, 220 volts and 10 horse-power. What efficiency would this indicate?
5. Calculate the efficiency of the motor of problem 3 when used as a generator and delivering 40 amperes at 220 volts to the external circuit.
6. The motor of a motor generator set takes 100 amperes at 230 volts from supply mains, and delivers 89 per cent of its power intake to the generator which it drives. The generator delivers 90 per cent of its power intake to a receiving circuit at 115 volts. Find the current supplied by the generator.
CHAPTER VI
ELEMENTARY PRINCIPLES OF ALTERNATING CURRENT
1. (a) Rotate a vector and taking its projections plot a sine wave of current, \( i = I_m \sin \alpha \), where \( I_m \) is the maximum value of the current. (b) Divide a half cycle into narrow strips and obtain the average ordinate in terms of \( I_m \).
2. Construct the curve of square ordinates, divide into narrow strips and obtain by measurement the average value of the squares of the instantaneous values; then take the square root of this average and express it in terms of \( I_m \).
Note. One method of proving that \( I_{av} = 0.636I_m \) is as follows:
In Fig. 5, \( i = I_m \sin \alpha \) and
\[
I_{av} = \text{average value of } i = \frac{\int_0^\pi I_m \sin \alpha d\alpha}{\pi};
\]
\[
I_{av} = \left[ \frac{I_m \cos \alpha}{\pi} \right]_0^\pi = \frac{2I_m}{\pi} = 0.636 I_m.
\]
The fact that $I_v = 0.707 I_m$ may be shown as follows:
$$I_v = \sqrt{i^2} = \sqrt{\frac{\int_0^\pi I_m^2 \sin^2 \alpha d\alpha}{\pi}} = \sqrt{\frac{I_m^2 \left[ \frac{\alpha}{2} - \frac{1}{4} \sin^2 \alpha \right]_\pi}{\pi}};$$
$$I_v = \sqrt{\frac{I_m^2 \pi}{2\pi}} = \sqrt{\frac{1}{2} I_m^2} = 707 I_m.$$
By a similar process it may be proved that $W = EI \cos \phi$, where $W$ is the power in watts, $E$ the current in amperes (virtual value), $E$ the e.m.f. in volts (virtual value), and $\phi$ the angle by which $E$ and $I$ differ in phase.
3. (a) Prove that $W = EI$ where $E$ and $I$ are virtual values and are in phase. (b) Prove that $W = EI \cos \phi$ where $\phi$ is the angle by which $E$ and $I$ differ in phase.
4. An alternating current varies sinusoidally from 0 to 200 amperes as time elapses. (a) What will an a.c. ammeter read if placed in the circuit? (b) The maximum value of the current in an alternating current circuit is 50 amperes and the maximum value of the e.m.f. 160 volts. The current and e.m.f. are 30 degrees out of phase. What is the power in the circuit?
5. (a) What is the virtual value of an alternating e.m.f. when the instantaneous value at $60^\circ$ is 300 volts? (b) What is the average e.m.f.?
6. The average voltage in an alternating-current circuit containing 10 ohms resistance (no capacity and no inductance) is 110 volts. What is the average current? (b) What is the virtual current? (c) What is the power?
Note. In all problems to follow, the terms “amperes” and “volts” and the symbols $E$ and $I$ will mean virtual values unless otherwise specified.
7. In a given circuit the resistance is 10 ohms, the inductance 0.03 henry and the frequency 60 cycles per second. (a) What current will flow if the e.m.f. is 125
volts? (b) What is the phase displacement? (c) What is the power? (d) What current would a continuous-current e.m.f. of 125 volts send through the circuit?
8. The exciting current of a 220-volt, 10 horse-power continuous current motor is 1 ampere. The resistance of the field is 220 ohms, and the inductance is 90 henrys. Find what this current would be if a 60-cycle per second e.m.f. of 220 volts were applied to the field circuit.
9. In a given circuit the resistance is 1 ohm and a 220-volt, 60-cycle per second e.m.f. causes 110 amperes to flow in the circuit. Find the inductive reactance, resistance, and impedance.
10. A condenser whose capacity is 100 micro-farads is connected to a 60-cycle per second 220-volt circuit. (a) Assuming the resistance of the lead wires as equal to zero, what charging current will flow? (b) What will the power be?
11. (a) A 60-cycle per second 110,000-volt, 100-mile transmission line has a capacity of 0.50 micro-farad. What will the charging current be? (b) A 60-cycle per second 10,000-volt, 10-mile transmission line has a capacity of 0.05 micro-farad. (b) What will the charging current be? (c) What will the charging kilovolt amperes be in each case?
12. A circuit having a resistance of 10 ohms, a capacity of 0.0003 farad and an inductance of 0.03 henry has a 60-cycle per second, 230-volt e.m.f. applied to it. Determine (a) current; (b) phase displacement; (c) power.
13. Two circuits having resistances of 5 and 10 ohms respectively, and inductances of 0.02 and 0.03 henry respectively are in series and have a 60-cycle per second, 230-volt e.m.f. applied to them. Determine (a) current in amperes; (b) power in each circuit and in the two circuits; (c) e.m.f. in volts across each circuit.
14. Given two circuits in series. The resistance of the first circuit is 10 ohms, the inductive reactance 10 ohms and the capacity reactance 5 ohms. The resistance of the
second circuit is 5 ohms, the inductive reactance is 5 ohms and the capacity reactance 10 ohms. Determine the impedance of the two circuits in series. If the e.m.f. applied to the above circuit is 500 volts, determine, (a) current; (b) phase displacement; (c) power.
15. The two circuits of problem 14 are connected in parallel. Determine: (a) Current in each circuit if the applied e.m.f. is 500 volts. (b) Total current. (c) Power in each circuit and the total power. (d) Total impedance in ohms.
16. The two circuits of problem 14 are connected in parallel and are connected in series with a third circuit whose resistance is 5 ohms, inductive reactance 5 ohms, and capacity reactance 0 ohms. Required the impedance of the combination and the current and power due to an e.m.f. of 600 volts.
17. A 10-horse-power, 200-volt, single-phase induction motor, power factor 80 per cent, guaranteed efficiency 86 per cent, is connected to a generator by a transmission line having a resistance of 0.5 ohm and an inductive reactance of 0.5 ohm. Required the generator voltage.
Note. Problems like the above are solved as follows:
\[ I = \frac{10 \times 746}{(200)(.80)(.86)} = 54 \text{ amperes}; \]
- \( IR \) of line \( = (54)(0.5) = 27 \) volts;
- \( IX \) of line \( = (54)(0.5) = 27 \) volts;
Equivalent \( IR \) of motor \( = (200)(0.80) = 160 \) volts;
Equivalent \( IX \) of motor \( = \sqrt{(200)^2 - (160)^2} = 120 \) volts;
\[ E_0 = \sqrt{(160 + 27)^2 + (120 + 27)^2} = 235.7 \text{ volts}; \]
\[ \phi_0 = \tan^{-1} \left( \frac{147}{187} \right) \]
If the above motor were two phase, the problem would be solved on the basis of transmitting one-half of the power over two of the four wires connecting the motor to the generator. If it were three phase, it would be solved on the basis of transmitting one-half of the power over two of the three wires connecting the motor with the generator. It is therefore evident that a three-phase line requires only 75 per cent as much copper as a single-phase or a two-phase line.
Fig. 6.—Illustrating Method of Solving Problem 17.
18. A 15-horse-power, 220-volt, single-phase motor, power factor 90 per cent, efficiency 90 per cent is connected to a generator by a transmission line having a resistance of 0.5 ohm. Required the generator voltage.
19. A 20-horse-power, 220-volt, two-phase motor, power factor 90 per cent, efficiency 90 per cent, is connected to a two-phase generator by a transmission line, the resistance of each wire being 0.6 ohm and the inductive reactance 0.3 ohm. Required the generator voltage.
20. Required the generator voltage if the motor in problem 19 were three-phase, and if three of the wires specified in problem 19 were used.
21. Six hundred 25-watt, 110-volt Mazda lamps are
connected to a generator through a transmission line having a resistance of 0.05 ohm and 0.03 ohm inductive resistance. Required the generator voltage.
Note. The power factor of incandescent lamps may be taken as unity.
22. What frequency will give resonance in a circuit having 1 ohm resistance, 10 micro-farads capacity, and 0.350 henry inductance.
23. An induction motor taking a lagging current of 50 amperes, power factor 80 per cent, is connected in parallel with an over-excited synchronous motor which is taking a leading current of 60 amperes, power factor 90 per cent. Required current taken by the two motors and the resultant power factor.
CHAPTER VII
THE ALTERNATING-CURRENT GENERATOR
1. Determine the frequency in cycles per second of a current given by a ten-pole alternator running at 720 r.p.m. (b) A generator is to be direct-connected to a Corliss engine running at 120 r.p.m. If the frequency is to be 60 cycles per second, how many poles must the alternator have?
2. (a) A single-phase generator has a safe current-carrying capacity of 100 amperes and is rated at 250 volts. What would the rating be in kilovolt amperes? (b) A two-phase alternator has a safe current-carrying capacity of 100 amperes per phase, and is rated at 250 volts. Required the rating in kilovolt amperes. (c) A three-phase alternator has a safe current-carrying capacity of 100 amperes per line and is rated at 250 volts. Required the rating in kilovolt amperes.
3. A 200-kilovolt ampere alternator delivers 100 kilowatts at 80 per cent power factor to a number of induction motors. How many 40-watt Mazda lamps at unity factor will the generator carry in addition. The total lines losses are to be 10 per cent.
4. A certain alternator is observed to require 10 amperes exciting current when delivering normal full-load current of 80 amperes at the rated full load e.m.f. of 125 volts and unity power factor. The armature impedance is found to be 0.35 ohm and the resistance 0.15 ohm. Required the total induced e.m.f. of the machine when the exciting current is 10 amperes.
5. A three-phase generator has equal loads of 50 kilowatts, 100 per cent power factor delta-connected across each phase. Voltage across each phase is 125. (a) What is the current in each line wire? (b) If the alternator were Y-connected what would the current be in each winding? (c) What would it be if the alternator were delta-connected?
6. A 125-volt, 100-kilovolt ampere, delta-connected alternator is reconnected in Y. What will be the voltage? What will the rating be in kilovolt amperes?
CHAPTER VIII
THE TRANSFORMER
1. A certain 10-kva. transformer requires 0.088 ampere when the high-tension side is connected to 2200-volt mains, and the secondary is open circuited. The hysteresis and eddy-current losses are 110 watts. Required the magnetizing current.
Note. The no-load primary current, $I_0$, is the resultant of the iron loss component, $I_w$, and the magnetizing component, $I_m$.
$$I_c = \sqrt{I_w^2 + I_m^2}.$$
$I_w$ is equal to the iron losses in watts divided by the primary voltage. $I_w$ is in phase with the primary voltage and $I_m$ is in quadrature.
2. What would a watt meter read if it were placed in the primary circuit specified in problem 1? What is the angle of phase displacement between the impressed primary voltage and $I_0$?
3. There are 1200 turns on the primary of the above transformer, and 120 turns on the secondary. (a) What will the secondary voltage be with no load on the secondary? (b) A sufficient number of incandescent lamps, unity power factor, are connected to the secondary of the above transformer to cause 40 amperes to flow in the secondary. Required the current and its phase displacement in the primary.
Note. Since the ratio of transformation is 10 to 1, 40 amperes in the secondary will cause an increase of 4 amperes in the primary, and since the power factor is unity it will be in phase with
the primary voltage, therefore in phase with $I_w$ and in quadrature with $I_m$.
4. The area of the magnetic circuit of a certain 15-kva. transformer is 12 sq.ins. The mean length of the magnetic circuit is 36 ins. The maximum flux density is 50,000 lines per square inch. A fair value for the permeability at this density would be 2650. There are 1000 turns on the primary. Required the magnetizing current.
Note. The formula, $\phi = 0.4\pi NI\mu A/l$ applies, but it must be remembered that $I$ is the maximum value of the current if $\phi$ is taken as the maximum value of the flux.
Substituting for $B$, $A/l$ and $I\sqrt{2}$ for $I_m$ we get
$$I_m = \frac{0.5627Bl}{N\mu},$$
where $N$ is the number of primary turns, $l$ is expressed in centimeters and $B$ in lines per square centimeter, $I_m$ is the virtual value of the magnetizing current in amperes.
5. A certain transformer has a ratio of 10 to 1, and the windings are so designed that the current densities in the primary and in the secondary are the same. (a) What is the ratio of primary to secondary resistance, if both windings have the same mean length of turn? (b) If the current density in the secondary were made 10 per cent greater than the primary and if the mean length of a primary turn were 10 per cent greater, what would the ratio be?
6. The magnetic core of a 30-kva. transformer has a net cross-sectional area of 20 sq.ins. and an average length of 60 ins. The high-tension winding is designed for an impressed voltage of 6600 at 60 cycles. The maximum flux density in the core is 60,000 lines per square inch. At this density the permeability is 2300 and the iron loss 0.35 watts per cubic inch. How many turns are required on the high-tension winding? What is the magnetizing current, the no-load current and the power factor?
7. A 10-kva. transformer has a core loss of 102 watts and 149 watts total copper loss at full load; the primary and secondary copper losses are equal. Determine the efficiency at $\frac{1}{4}$, $\frac{1}{2}$, $\frac{3}{4}$, $\frac{1}{2}$ and $\frac{1}{4}$ load.
8. Determine the all-day efficiency for the transformer of problem 7 if it is operated two hours at full load, one hour at $\frac{3}{4}$ load, five hours at $\frac{1}{4}$ load and sixteen hours at no load.
9. A 40-kva. transformer has 200 watts hysteresis loss and 40 watts eddy current loss. If the magnetic density in this transformer is 60,000 lines per square inch what would the effect on hysteresis, eddy current and total core loss be of increasing the density to 90,000 lines per square inch. Of decreasing it to 40,000?
10. How would the losses in problem 9 be effected if there were no change in density, but if the frequency were to become 50 cycles per second instead of 60?
11. A 10 kva., 2200—220-volt transformer has the following constants:
- Resistance of primary = 5.45 ohms.
- Resistance of secondary = 0.0545 ohm.
- Core loss (at 2200 volts) = 130 watts.
- Magnetizing current = 0.10 ampere.
Required primary current, primary copper losses and the efficiency when the secondary current is (a) 50 amperes, (b) 40 amperes, (c) 30 amperes, (d) 20 amperes, (e) 10 amperes.
12. The load on the secondary of the transformer in problem 11 consists of incandescent lamps operating at unity power factor, the leakage has a negligible effect on the regulation, and it is sufficiently accurate for commercial purposes to subtract the primary $IR$ drop from the impressed voltage, divide by the ratio of transformation, and then subtract from the resultant the secondary $IR$ drop, in order to get the secondary voltage. On this basis what
would the secondary voltage be when secondary current is 45 amperes? The ratio of transformation is 10 to 1.
13. The effect of magnetic leakage in the transformer of problem 12 is equivalent to an inductive reactance of 10 ohms placed in series with the primary winding and outside of the transformer when the secondary current is 45 amperes. What will the secondary voltage be with a load of 45 amperes at 100 per cent power factor on the secondary?
CHAPTER IX
ALTERNATING-CURRENT MOTORS
1. A synchronous motor running on a 2200-volt line is so excited that the armature current and impressed e.m.f. are in phase. The current in the armature is 30 amperes. The resistance of the armature is 0.6 ohms, and the inductive reactance $2\pi fL_a I_a$ is 3 ohms. Required the c.e.m.f. of the motor.
Fig. 7 shows the e.m.f. diagram of an alternator and synchronous motor in which the assumption is made that the coefficient of self-induction of the armature has a constant value for all conditions of load and excitation. The e.m.f., $E_g$, generated in the armature forms the hypothenuse of a right-angled triangle one side of which is equal to the total inductive pressure drop both internal and external, while the other side is equal to the sum of the external $IR$ drop plus the $I_a R_a$ drop in the armature. $E$ is the terminal e.m.f. and $ABC$ is the angle between the terminal voltage and the armature current. The angle $OBC$ is the angle between the e.m.f. generated in the armature and the armature current. In the motor diagram $E_g$ is the e.m.f. induced in the armature, is the c.e.m.f. of the synchronous motor. $E$ is the voltage applied to the motor. In the diagram the current lags behind $E$ by the angle $OBC$. It is at once evident that as $E_g$ is increased by increasing the exciting current, the point $B$ will swing to the right, if $E$ and $OA$ remain constant. $E$, being the impressed e.m.f., does not change and $OA$ varies only a small amount due to the fact that $I_a$ varies somewhat as $E_g$ is changed. The error made therefore by assuming $L_a$ to remain the same is very small and the vector diagram is made extremely simple. In the problems given in this chapter $L_a$ is to be assumed as remaining constant. It is at once evident from the diagram that if $E_g$ is made large enough, the current will lead the impressed voltage $E$ by an angle which may be made quite large by considerably over-exciting the motor.
2. (a) Required the c.e.m.f. of the motor in problem 1 if the current is 30 amperes and leads the impressed e.m.f. by 15 degrees. (b) If it lags behind the impressed e.m.f. 15 degrees.
3. Required the phase displacement between the cur-
rent and impressed e.m.f. in the motor of problem 1, when the armature current is 40 amperes and the c.e.m.f. is equal to the impressed e.m.f.
4. The motor of problem 1 is connected in series with a choke coil having 5 ohms inductive reactance and 0.20 ohm resistance. The e.m.f. impressed on the combination is 2300 volts. The current in the armature is 30 amperes.
and leads the impressed e.m.f. by 30°. Required the e.m.f. at the motor terminals and the c.e.m.f. of the motor.
5. An 8-pole induction motor is connected to 60-cycle per second, 220-volt mains and when fully loaded runs at 850 r.p.m. What is the slip in r.p.m.? Assuming zero slip when the motor is unloaded, what would the r.p.m. be?
6. In problem 5 what is the frequency of the current in the rotor when the speed is 850 r.p.m.?
7. Two 10-horse-power, three-phase induction motors, power factor 80 per cent, efficiency 85 per cent, are operating in parallel with a 25-horse-power, three-phase synchronous motor excited so as to have a leading power factor of 90 per cent, efficiency is 90 per cent. The above motors are connected to 220-volt mains. How much current does each motor take, and what is the total current?
8. Five hundred, 40-watt Mazda lamps, unity power factor and 20 horse-power in single-phase induction motors, average efficiency 80 per cent, average power factor 80 per cent, and a single-phase, 25-horse-power synchronous motor, efficiency 90 per cent, are operating in parallel on 125-volt mains. Required the power factor of the synchronous motor in order to make the power factor of the system unity.
CHAPTER X
POLYPHASE POWER
1. Two watt-meters are connected into a balanced three-phase system to measure the power. (a) If one of the meters reads two-thirds of the power what is the power factor? (b) If one of the meters reads all the power, what is the power factor? (c) If both meters read exactly the same, what is the power factor?
2. Three circuits each having a resistance of 1 ohm and a reactance of 0.5 ohm are connected in delta across a three-phase, 220-volt circuit. Determine (a) line current, (b) current in each circuit, (c) total power supplied.
3. The three circuits described in problem 2 are connected in Y across a three-phase, 220-volt circuit. Determine (a) line current, (b) current in each circuit, (c) total power supplied.
4. Three circuits each having zero reactance and resistance of 10, 20 and 30 ohms respectively are connected in delta across a three-phase, 440-volt circuit. (a) What is the current in each circuit? (b) What is the current in each line wire? (c) What is the total power supplied?
5. The circuits referred to in problem 4 are connected in Y across a three-phase, 440-volt circuit. (a) What is the current in each circuit? (b) What is the total power supplied?
6. Three unequal lamp loads are connected in delta at the end of a three-phase transmission line having a resistance of 0.1 ohm and a negligible reactance. If the voltage at the generator is 115 and there are fifty 25-watt lamps in the first circuit, one hundred 40-watt lamps
in the second circuit and two hundred 40-watt lamps in the third circuit, what will be the line voltages at the lamps?
7. (a) If the three lamp-loads of problem 6 were connected in Y and the generator voltage were 200, what would be the voltage applied to each set of lamps? (b) Why is it not practicable to Y connect incandescent lamps to a three-phase line?
8. Two alternating-current generators operating in parallel deliver power to a balanced three-phase load. The output of each generator is measured by the 2-watt meter method. The terminal voltage is 2200. The watt-meter readings are as follows:
Generator No. 1. \( W_1 = 200 \text{ kw} \). \( W_2 = 250 \text{ kw} \).
Generator No. 2. \( W_1 = 210 \text{ kw} \). \( W_2 = 240 \text{ kw} \).
What is the total power supplied?
## Dimensions and Resistances of Pure Copper Wire
| Gauge No. | Diameter (Inches) | Area | Weight and Length, Lbs. per 1000 Feet. | Ohms per 1000 Feet. |
|-----------|------------------|------|--------------------------------------|---------------------|
| | Bare. | Single Cotton Covered | Double Cotton Covered | Circular mils (d²), 1 mill = .001 Inch. | Feet per Lb. | At 20° C. | At 50° C. | At 80° C. | At 20° C. | At 50° C. | At 80° C. |
| 0 | .000 | .000 | .000 | 211600.00 | 640.5 | 1.561 | .05483 | .06058 | .06440 | .00007629 | .0001215 | .0001931 | .0003071 | .0004883 |
| 1 | .001 | .001 | .001 | 167805.00 | 508.0 | 1.969 | .06170 | .06833 | .07420 | .0001255 | .0001995 | .0003173 | .0005045 |
| 2 | .002 | .002 | .002 | 133079.40 | 402.8 | 2.452 | .07780 | .08692 | .09701 | .0001255 | .0001995 | .0003173 | .0005045 |
| 3 | .003 | .003 | .003 | 105592.50 | 319.5 | 3.130 | .09811 | .1096 | .1215 | .0001255 | .0001995 | .0003173 | .0005045 |
| 4 | .004 | .004 | .004 | 83694.20 | 253.3 | 3.947 | .12377 | .13822 | .15322 | .0001255 | .0001995 | .0003173 | .0005045 |
| 5 | .005 | .005 | .005 | 65234.00 | 200.9 | 4.977 | .1667 | .17434 | .18322 | .0001255 | .0001995 | .0003173 | .0005045 |
| 6 | .006 | .006 | .006 | 47172.00 | 158.4 | 6.276 | .2198 | .23456 | .25111 | .0001255 | .0001995 | .0003173 | .0005045 |
| 7 | .007 | .007 | .007 | 33712.00 | 109.0 | 7.914 | .2840 | .30729 | .33873 | .0001255 | .0001995 | .0003173 | .0005045 |
| 8 | .008 | .008 | .008 | 24250.50 | 79.46 | 12.585 | .3944 | .4406 | .4883 | .0001255 | .0001995 | .0003173 | .0005045 |
| 9 | .009 | .009 | .009 | 17474 | 58.03 | 18.85 | .5555 | .6158 | .6815 | .0001255 | .0001995 | .0003173 | .0005045 |
| 10 | .010 | .010 | .010 | 12812 | 41.98 | 26.01 | .7671 | .8707 | .9701 | .0001255 | .0001995 | .0003173 | .0005045 |
| 11 | .011 | .011 | .011 | 9381 | 30.63 | 35.23 | .9835 | 1.114 | 1.2535 | .0001255 | .0001995 | .0003173 | .0005045 |
| 12 | .012 | .012 | .012 | 6529 | 20.90 | 49.67 | 1.455 | 1.557 | 1.6967 | .0001255 | .0001995 | .0003173 | .0005045 |
| 13 | .013 | .013 | .013 | 4718 | 15.08 | 60.59 | 1.977 | 2.146 | 2.347 | .0001255 | .0001995 | .0003173 | .0005045 |
| 14 | .014 | .014 | .014 | 3371 | 10.43 | 80.44 | 2.811 | 3.152 | 3.536 | .0001255 | .0001995 | .0003173 | .0005045 |
| 15 | .015 | .015 | .015 | 2425 | 7.95 | 101.4 | 3.179 | 4.479 | 4.904 | .0001255 | .0001995 | .0003173 | .0005045 |
| 16 | .016 | .016 | .016 | 1747 | 5.81 | 127.9 | 4.009 | 5.648 | 6.259 | .0001255 | .0001995 | .0003173 | .0005045 |
| 17 | .017 | .017 | .017 | 1281 | 4.19 | 161.3 | 5.055 | 6.374 | 7.122 | 7.892 | 8.952 | 124.4 | 124.4 | 124.4 | 124.4 |
| 18 | .018 | .018 | .018 | 938 | 3.08 | 204.8 | 6.20 | 7.122 | 8.038 | 8.980 | 11.32 | 12.55 | 12.55 | 12.55 |
| 19 | .019 | .019 | .019 | 699 | 2.24 | 262.4 | 7.62 | 8.980 | 10.14 | 11.32 | 14.28 | 15.83 | 15.83 | 15.83 |
| 20 | .020 | .020 | .020 | 514 | 1.65 | 337.2 | 9.24 | 10.14 | 11.32 | 14.28 | 16.78 | 18.01 | 18.01 | 18.01 |
| 21 | .021 | .021 | .021 | 386 | 1.21 | 437.6 | 11.04 | 12.55 | 14.28 | 16.78 | 18.01 | 20.01 | 20.01 | 20.01 |
| 22 | .022 | .022 | .022 | 289 | 0.91 | 576.0 | 13.12 | 15.83 | 18.01 | 20.01 | 22.11 | 24.64 | 24.64 | 24.64 |
| 23 | .023 | .023 | .023 | 211 | 0.69 | 752.0 | 15.48 | 18.01 | 20.01 | 22.11 | 24.64 | 27.32 | 27.32 | 27.32 |
| 24 | .024 | .024 | .024 | 154 | 0.54 | 980.0 | 18.16 | 20.01 | 22.11 | 24.64 | 27.32 | 30.95 | 30.95 | 30.95 |
| 25 | .025 | .025 | .025 | 118 | 0.43 | 1260 | 21.12 | 22.11 | 24.64 | 27.32 | 30.95 | 34.90 | 34.90 | 34.90 |
| 26 | .026 | .026 | .026 | 90 | 0.34 | 1600 | 24.36 | 24.64 | 27.32 | 30.95 | 34.90 | 39.21 | 39.21 | 39.21 |
| 27 | .027 | .027 | .027 | 71 | 0.27 | 2000 | 27.86 | 27.32 | 30.95 | 34.90 | 39.21 | 44.80 | 44.80 | 44.80 |
| 28 | .028 | .028 | .028 | 56 | 0.21 | 2500 | 31.66 | 30.95 | 34.90 | 39.21 | 44.80 | 51.68 | 51.68 | 51.68 |
| 29 | .029 | .029 | .029 | 44 | 0.17 | 3120 | 35.76 | 34.90 | 39.21 | 44.80 | 51.68 | 59.84 | 59.84 | 59.84 |
| 30 | .030 | .030 | .030 | 35 | 0.13 | 3900 | 40.16 | 39.21 | 44.80 | 51.68 | 59.84 | 69.60 | 69.60 | 69.60 |
| 31 | .031 | .031 | .031 | 27 | 0.10 | 4800 | 44.86 | 44.80 | 51.68 | 59.84 | 69.60 | 81.60 | 81.60 | 81.60 |
| 32 | .032 | .032 | .032 | 21 | 0.08 | 6000 | 50.06 | 51.68 | 59.84 | 69.60 | 81.60 | 96.00 | 96.00 | 96.00 |
| 33 | .033 | .033 | .033 | 16 | 0.06 | 7500 | 56.26 | 59.84 | 69.60 | 81.60 | 96.00 | 114.00 | 114.00 | 114.00 |
| 34 | .034 | .034 | .034 | 12 | 0.05 | 9400 | 63.46 | 69.60 | 81.60 | 96.00 | 114.00 | 136.00 | 136.00 | 136.00 |
| 35 | .035 | .035 | .035 | 9 | 0.04 | 11800 | 71.66 | 81.60 | 96.00 | 114.00 | 136.00 | 164.00 | 164.00 | 164.00 |
| 36 | .036 | .036 | .036 | 7 | 0.03 | 15000 | 80.86 | 96.00 | 114.00 | 136.00 | 164.00 | 200.00 | 200.00 | 200.00 |
Reprinted from Sheldon and Hausman's *Dynamo-Electric Machinery*, Vol. I, by permission of D. Van Nostrand Company. | <urn:uuid:bbe1f1ad-795e-46dc-afe0-3832ccb778be> | CC-MAIN-2024-10 | http://www.survivorlibrary.com/library/continuous_and_alternating_current_machinery_problems_1915.pdf | 2024-02-25T01:38:48+00:00 | crawl-data/CC-MAIN-2024-10/segments/1707947474573.20/warc/CC-MAIN-20240225003942-20240225033942-00867.warc.gz | 74,661,018 | 16,320 | eng_Latn | eng_Latn | 0.91385 | eng_Latn | 0.991746 | [
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"pol_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | false | rolmOCR | [
55,
161,
2089,
2439,
2949,
3981,
4750,
6043,
8163,
8931,
10090,
11198,
13047,
14185,
14975,
16898,
17474,
18702,
20467,
21182,
22267,
23827,
25624,
26102,
27433,
28024,
28884,
30660,
32582,
34148,
35355,
36011,
37491,
37933,
39300,
41117,
42935,
43388,
45388,
46076,
47308,
48801,
49591,
56926
] | [
2.421875,
0.546875
] | 3 | 0 |
## Major Events in World History
This Quick Prep section provides a handy reference to key facts on a variety of topics in world history.
| Time and Place | Event | Significance |
|----------------|-------|--------------|
| 40,000 B.C. Europe | Cro-Magnons appear. | Ancestors of modern humans |
| 8000 B.C. Africa, Asia | Agriculture begins. | One of the great breakthroughs in human history, setting the stage for the development of civilizations |
| 3100 B.C. Egypt | Upper and Lower Egypt unite. | The Kingdom of Egypt, ruled by pharaohs, began a 3,000-year period of unity and cultural continuity. |
| 3000 B.C. Mesopotamia | Civilization emerges in Sumer. | One of the world's first civilizations |
| 2500 B.C. Indus Valley | Planned cities arise. | Beginning of the Indus Valley civilization; many features of modern Indian culture can be traced to this early civilization. |
| 2350 B.C. Mesopotamia | Sargon of Akkad builds an empire. | World's first empire, which extended from the Mediterranean coast in the west to present-day Iran in the east |
| 2000 B.C. China | Xia Dynasty emerges. | This was the first Chinese dynasty. Along the Huang He, farming settlements grew into cities. |
| 1700 B.C. Asian steppes | Indo-Europeans begin migrations. | The Indo-Europeans moved into Europe, the Middle East, and India, spreading their languages and changing cultures. |
| 1532 B.C. China | Shang Dynasty begins. | The first Chinese civilization, which arose along the Huang He |
| 1200 B.C. Mexico | Olmec culture arises. | Oldest known civilization in the Americas |
| 850 B.C. Assyria | Assyria builds an empire. | Using military force to conquer and rule, the Assyrians established an empire that included most of the old centers of power in Southwest Asia and Egypt. |
| 800 B.C. Greece | Greek city-states arise. | Led to the development of several political systems, including democracy |
| 550 B.C. Persia | Cyrus builds the Persian Empire. | Characterized by tolerance and wise government |
| 500 B.C. Rome | Romans establish a republic. | Source of some of the most fundamental values and institutions of Western civilization |
| 461 B.C. Greece | Age of Pericles begins. | Democratic principles and classical Greek culture flourished, leaving a legacy that endures to the present day. |
| 334 B.C. Greece | Alexander begins to build an empire. | Conquered Persia and Egypt; extended his empire to the Indus River in India; resulted in a blending of Greek, Egyptian, and Eastern customs |
| 321 B.C. India | Mauryan Empire is established. | United north India politically for the first time |
| 202 B.C. China | Han Dynasty replaces Qin dynasty. | Expanded China's borders; developed a system of government that lasted for centuries |
| 27 B.C. Rome | Octavian rules Roman Empire. | Took the title of Augustus and ruled the mightiest empire of the ancient world; began the Pax Romana, a 200-year period of peace and prosperity; Roman way of life spread throughout the empire. |
| A.D. 29 Jerusalem | Jesus is crucified. | Christianity spread throughout the Roman Empire. |
| A.D. 100 South America | Moche civilization emerges. | Built an advanced society in Peru |
| A.D. 100s Africa | Bantu migrations begin. | Bantu speakers spread their language and culture throughout southern Africa. |
| A.D. 320 India | Gupta Empire begins. | A great flowering of Indian civilization, especially Hindu culture |
| Time and Place | Event | Significance |
|---------------|----------------------------------------------------------------------|----------------------------------------------------------------------------------------------------------------------------------------------|
| 527 Constantinople | Justinian I becomes Byzantine emperor. | Recovered and ruled almost all the former territory of the Roman Empire; created a body of civil laws called Justinian’s Code; built beautiful churches |
| 600 Central America | Maya civilization thrives. | Built spectacular cities and developed the most advanced writing system in the ancient Americas |
| 618 China | Tang dynasty begins. | Created a powerful empire, improved trade and agriculture, and restored the civil service bureaucracy |
| 622 Arabia | Muhammad leaves Mecca. | The hegira (emigration) of Muhammad marked the founding of Islam, now the world’s second-largest faith. |
| 800 North America | Anasazi civilization develops. | Ancestors of the Pueblo peoples |
| 800s–900s West Africa | Empire of Ghana thrives. | Built its wealth on the trans-Saharan gold-salt trade |
| 814 Western Europe | Charlemagne unites much of Europe. | Established the Carolingian Empire |
| 960 China | Sung Dynasty begins. | China became the most populous and advanced country in the world. |
| 1095 France | Pope Urban II issues call for First Crusade. | Stimulated trade, weakened the power of the pope and feudal nobles, and left a legacy of distrust between Christians and Muslims |
| 1192 Japan | Kamakura Shogunate begins. | First shogunate, which set the pattern for military dictators, called shoguns, to rule Japan until 1868 |
| 1200s Mexico | Aztec civilization begins. | Built the greatest empire in Mesoamerica |
| 1200s Peru | Inca Empire begins. | The largest empire in the Americas |
| 1209 Mongolia | Genghis Khan begins Mongol conquests. | Built the largest unified land empire in world history |
| 1215 England | King John agrees to Magna Carta. | The Magna Carta contributed to modern concepts of jury trials and legal rights. |
| 1235 Africa | Sundiata founds Mali Empire. | Became a powerful center of commerce and trade in West Africa |
| 1279 China | Kublai Khan conquers Sung Dynasty. | Completed the conquest of China and encouraged trade; Chinese ideas then began to influence Western civilization. |
| 1300 Italy | Renaissance begins. | Revival of classical studies, revolutionized art, literature, and society |
| 1337 France | Hundred Years’ War begins. | Ended the Middle Ages |
| 1347 Italy | Bubonic plague spreads to Europe. | Killed nearly one-third of Europe’s population and disrupted medieval society |
| 1368 China | Ming Dynasty begins. | Ended Mongol rule of China and made China the dominant power in the region |
| 1453 Turkey | Constantinople falls to Turks. | One of the most influential cities of the 15th century, Constantinople became part of the Ottoman Empire, and its name was changed to Istanbul. |
| 1492 Americas | Columbus sails to Hispaniola. | Opened the way for European settlement of the Americas |
| 1517 Germany | Martin Luther begins Reformation. | Led to the founding of Protestant churches |
| 1526 India | Babur founds Mughal Empire. | Brought Turks, Persians, and Indians together in a vast empire |
| 1529 Anatolia | Suleiman the Magnificent rules Ottoman Empire. | The Ottoman Empire reached its greatest size and grandeur. |
| 1603 Japan | Tokugawa Shogunate begins. | Unified Japan and began a 200-year period of isolation and prosperity |
| 1607 North America | English settle at Jamestown. | England’s first permanent settlement in North America |
| Time and Place | Event | Significance |
|----------------|-------|--------------|
| 1644 China | Manchus found Qing dynasty. | The Manchus ruled China for 260 years and brought Taiwan, Chinese Central Asia, Mongolia, and Tibet into China. |
| 1700s Europe | Enlightenment thought develops. | Philosophers promoted ideas about representative government and individual rights that helped to spur democratic revolutions. |
| 1775 North America | American Revolution breaks out. | American revolutionaries threw off British rule and established a successful republic—the United States. |
| 1789 France | French Revolution begins. | The French Revolution ended the Old Regime and brought on the Reign of Terror. |
| 1805–1812 France | Napoleon conquers most of Europe. | Built the largest European empire since the Roman Empire. |
| 1821 Mexico | Mexico declares independence. | Mexico and many other Latin American countries fought colonial rule and gained their independence about this time. |
| 1848 Europe | Revolutions sweep Europe. | A system of nation-states became established in Europe. |
| 1854 Japan | Treaty of Kanagawa gives U.S. access to two ports. | Japan ended its isolation from the rest of the world. |
| 1865 United States | Civil War ends. | The United States remained one nation and slavery ended. |
| 1871 Germany | Franco-Prussian War ends. | The final stage in the unification of Germany. |
| 1884–1885 Germany | Berlin Conference takes place. | European powers divided among them almost the entire continent of Africa, which remained largely colonized until the 1960s. |
| 1911 China | Qing dynasty is overthrown. | Ended thousands of years of imperial rule and made China a republic under Sun Yat-sen. |
| 1914 Europe | World War I begins. | Became the largest war the world had ever seen. |
| 1917 Russia | Russian Revolution occurs. | Ended the rule of the czars and ushered in the first communist government. |
| 1939 Europe | Germany invades Poland. | The beginning of World War II, which caused more death and destruction than any other conflict in history. |
| 1945 Japan | United States drops atomic bombs. | Japan surrendered, and World War II ended. |
| 1945 United States | United Nations charter is signed. | With 191 member nations, the UN is now the world’s leading peacekeeping organization. |
| 1949 China | Chinese Communists take over China. | China split into two nations, one on the island of Taiwan and one on the mainland. On the mainland, Communist China expanded its territory and reshaped its economy based on Marxist socialism. |
| 1957 Vietnam | Vietnam War begins. | The war continued until 1975, deeply divided Americans, and ended with North Vietnamese Communists taking over South Vietnam. |
| 1990 Germany | Berlin Wall falls. | Germany became unified again. |
| 1991 Soviet Union | Soviet Union breaks up. | The Cold War ended. |
| 2001 United States | September 11 Terrorist Attacks | Terrorists attacked the United States, crashing planes into strategic targets, killing thousands of civilians. |
The term *era*, or *age*, refers to a broad period of time characterized by a shared pattern of life. Eras and ages typically do not have exact starting and ending points. Because the historical development of different regions of the world is varied, no single listing of eras applies to all of world history. This chart applies primarily to Western civilization.
| Era and Dates | Description |
|---------------|-------------|
| **Stone Age** (2.5 million–3000 B.C.) | This long prehistoric period is often divided into two parts: the Old Stone Age, or Paleolithic Age, and the New Stone Age, or Neolithic Age. The Paleolithic Age lasted from about 2.5 million to 8000 B.C. During this time, hominids made and used stone tools and learned to control fire. The Neolithic Age began about 8000 B.C. and ended about 3000 B.C. in some areas. In this period, people learned to polish stone tools, make pottery, grow crops, and raise animals. The introduction of agriculture, a major turning point in human history, is called the Neolithic Revolution. |
| **Bronze Age** (3000–1200 B.C.) | People began using bronze, rather than stone and copper, to make tools and weapons. The Bronze Age began in Sumer about 3000 B.C. when Sumerian metalworkers found that they could melt together certain amounts of copper and tin to make bronze. The first civilizations emerged during the Bronze Age. |
| **Iron Age** (1500–1000 B.C. to the present day) | The use of iron to make tools and weapons became widespread. The Iron Age is the last technological stage in the Stone-Bronze-Iron ages sequence. |
| **Classical Greece** (2000 B.C.–300 B.C.) | Greek culture developed, rose to new heights, and spread to other lands. The Greek city-states established the first democratic governments. Greek scientists made advances in mathematics, medicine, and other fields. The Greeks produced great works of drama, poetry, sculpture, architecture, and philosophy that still influence people today. |
| **Roman Empire** (500 B.C.–A.D. 500) | At its height, the Roman Empire united much of Europe, the north coast of Africa, and a large part of the Middle East. The Romans admired Greek art, literature, architecture, and science, and so they adopted and preserved much of Greek culture. The Romans also created their own legacy with outstanding achievements in engineering, architecture, the arts, and law. The Romans spread Christianity throughout Europe, and their official language—Latin—gave rise to French, Italian, Spanish, and other Romance languages. Western civilization has its roots in Greco-Roman culture. |
| **Middle Ages** (500–1200) | The West Roman Empire fell to Germanic conquerors who formed kingdoms out of former Roman provinces. A new political and military system called feudalism became established. Nobles were granted the use of lands that belonged to their king in exchange for their loyalty, military service, and protection of the peasants who worked the land. Western Europe became divided into feudal states. The Middle Ages was the time of castles and knights. |
| **Renaissance and Reformation** (1300–1600) | The Renaissance was a period of rebirth of learning and the arts based on a revival of classical study. The study of Greek classics gave rise to an intellectual movement called humanism, which emphasized human potential and achievements rather than religious concerns. The works of the Italian artists Leonardo da Vinci and Michelangelo and the English dramatist William Shakespeare represent the cultural height of the Renaissance. The Reformation was a movement for religious reform that led to the founding of Protestant churches. These churches rejected the authority of the pope, and the power of the Roman Catholic Church declined. |
| **Exploration and Colonization** 1400–1800 | The monarchs of Europe financed voyages around the world, motivated by the desire for riches and the hope of spreading Christianity. Seeking spices and converts, European explorers made long sea journeys to the East. Searching for a shorter sea route to Asia, Christopher Columbus landed in the Caribbean islands and opened up the New World to European colonization. The establishment of colonies and trading networks led to a great worldwide cultural exchange, the devastation of Native American cultures in the New World, and the enslavement of millions of Africans. |
| **Revolution and Independence** 1700–1900 | Movements toward democracy and nationalism affected most countries in the Western world. These movements sparked the Revolutionary War in America, which resulted in the independence of the British colonies and the birth of the United States. They also sparked the ten-year French Revolution. Many Latin American nations fought colonial rule and gained their independence. In Europe, great empires fell and a system of nation-states became established. |
| Era and Dates | Description |
|-----------------------|-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| **Industrial Revolution**
1700–1900 | The spread of power-driven machines sparked the rapid growth of industry in Great Britain, the United States, and continental Europe. People began working in large factories, rather than homes and small workshops, to produce goods. Industrialization made possible a great increase in the production of manufactured goods. A worldwide system of markets developed as industrial nations imported raw materials and exported manufactured goods. Industrialization dramatically transformed people’s lives. People moved from rural areas to cities, and the middle class increased in size. European nations divided up most of Africa, acquiring colonies to feed their factories with raw materials. |
| **Warring World**
1900–1945 | The first half of the 1900s was marked by warfare on a larger scale than ever before. Rivalries among European powers led to a system of military alliances that drew Europe and other regions into World War I (1914–1918). The Allies, which included France, Britain, Russia, Italy, and the United States, defeated the Central Powers, which included Germany, Austria-Hungary, and the Ottoman Empire. The victorious Allies dictated harsh peace terms that left hard feelings and set the stage for World War II. World War I also helped ignite the Russian Revolutions of 1917, which replaced czarist rule with the world’s first communist government. The expansionism of Germany and Japan led to World War II (1939–1945). Germany, Japan, Italy, and other Axis powers were defeated by Britain, the Soviet Union, the United States, and the other Allies. The war cost millions of lives and left Europe and Japan economically and socially devastated. |
| **Cold War**
1946–1991 | After World War II, countries with two conflicting economic systems—capitalism and communism—competed for worldwide influence and power. The major players in this struggle, the United States and the Soviet Union, each tried to win other nations to its side. They used military, economic, and humanitarian aid to extend their control over other countries. Each sought to prevent the other superpower from gaining influence. The rivalry was mainly diplomatic and strategic and hence was called the Cold War. However, it led both the United States and the Soviet Union to become involved in military actions around the world. The rivalry dominated world politics for four decades, until the Soviet Union broke up in 1991. |
| | Buddhism | Christianity | Hinduism | Islam | Judaism | Confucianism |
|----------------------|---------------------------|----------------------------|------------------------------|------------------------------|----------------------------|-----------------------------|
| **Followers Worldwide** | 360 million | 2 billion | 900 million | 1.3 billion | 14 million | 6.3 million |
| **Name of Deity** | The Buddha did not teach a personal deity. | God | Three main gods: Brahma, Vishnu, Shiva | God (Allah) | God (Yahweh) | Confucius (viewed by many as a god) |
| **Founder** | The Buddha | Jesus Christ | No one founder | Muhammad | Abraham | Confucius |
| **Holy Book** | No one book—sacred texts, including the *Perfection of Wisdom Sutra* | Bible | No one book—sacred texts, including the Vedas, the Puranas | Qur’an | Hebrew Bible, including the Torah | the *Analects*, the Five Classics |
| **Leadership** | Buddhist monks and nuns | Clergy (priests/ministers) | Guru, Holy Man, Brahmin priest | No clergy | Rabbis | No clergy |
| **Basic Beliefs** | • Persons achieve complete peace and happiness, known as nirvana, by eliminating their attachment to worldly things.
• Nirvana is reached by following the Noble Eightfold Path: Right views; Right aspirations; Right speech; Right conduct; Right livelihood; Right endeavor; Right mindfulness; Right meditation. | • There is only one God, who watches over and cares for his people.
• Jesus Christ was the son of God. He died to save humanity from sin. His death and resurrection made eternal life possible for others. | • The soul never dies, but is continually reborn.
• Persons achieve happiness and enlightenment after they free themselves from their earthly desires.
• Freedom from earthly desires comes from a lifetime of worship, knowledge, and virtuous acts. | • Persons achieve salvation by following the Five Pillars of Islam and living a just life. These pillars are: faith; almsgiving, or charity to the poor; fasting, which Muslims perform during Ramadan; pilgrimage (to Mecca); and prayer. | • There is only one God, who watches over and cares for his people.
• God loves and protects his people, but also holds people accountable for their sins and shortcomings.
• Persons serve God by studying the Torah and living by its teachings. | • Social order, harmony, and good government should be based on strong family relationships.
• Respect for parents and elders is important to a well-ordered society.
• Education is important both to the welfare of the individual and to society. |
* estimated 2002 figures
## Major Inventions of the Modern Age
Some dates are historically debated.
| Invention | Date | Significance |
|----------------------------|--------|------------------------------------------------------------------------------|
| Magnifying Glass | 1250 | Used for study of small matter and used in crafts |
| Gun / Cannon | 1260 | Enabled weapons to be used at long range for better defense |
| Mechanical Clock | 1360 | Allowed better planning, especially in cities and in traveling |
| Printing Press | 1454 | Spread written information and scholarship and new ideas, especially in religion |
| Cast Iron Pipe | 1455 | A conduit for water and sewage; improved sanitation |
| Graphite Pencil | 1560 | Helped in art, science, mathematics and education for drafting ideas |
| Microscope | 1590 | Allowed study of cells and microorganisms; new knowledge of life processes |
| Telescope | 1608 | Study of the stars, planets, objects, and motion in space; better navigation |
| Submarine | 1620 | Used for ocean exploration and later for warfare |
| Analytic Geometry | 1637 | System for describing points, planes, and curves in abstract space |
| Steam Engine | 1639 | Helped pave the way for the industrial revolution |
| Barometer | 1643 | Measured atmospheric pressure; allowed more accurate weather prediction |
| Tourniquet | 1674 | Used in medicine to apply pressure and stop blood flow to a part of the body |
| Piano | 1709 | Produced a greater range of sounds than previous musical instruments |
| Mercury Thermometer | 1714 | Measured heat by degrees; improved chemistry, meteorology, and medicine |
| Ship Chronometer | 1728 | Allowed timekeeping at sea; led to longitude measurements; improved mapping |
| Threshing Machine | 1732 | Sped up crop production; improved farming |
| Classification of Species | 1735 | Allowed shared data about global discoveries within a scientific naming system |
| Wool Carding Machine | 1743 | Sped production of fibers for wool cloth |
| Leyden Jar | 1746 | First electrical condensor, led to understanding of current and circuits |
| Dynamometer | 1750 | Measured mechanical forces, used in developing new machines |
| Watt's Steam Engine | 1769 | More efficient engine powered the industrial revolution |
| Cotton Gin | 1793 | Cotton could be cleaned by machine rather than by hand; sped production |
| Smallpox Vaccine | 1796 | helped stop the spread of epidemic disease |
| Locomotive | 1825 | First locomotive and first passenger railroad, sped shipping and transport |
| Photograph | 1826 | Faithful production of images from life by machine |
| Telegraph | 1837 | First long-distance communication without human travel |
| Bessemer Steelmaking | 1850s | Furnace hot enough to melt iron and carbon; facilitated steel and skyscrapers |
| Pasteurization | 1860s | Sterilization of liquids; increased shelf-life of milk and other perishables |
| Telephone | 1876 | Person-to-person long-distance communication by speech |
| Edison's Light Bulb | 1879 | Made long-lasting indoor electric lighting possible |
| Automobile | 1885–96| First gas engine, diesel engine, motorcycle, automobile, and tires |
| Radioactivity (X-Ray) | 1895–8 | Accidental X-ray led to discovery of radioactivity; used in medicine and energy |
| Airplane | 1903 | Sped transportation and shipping, also maximized military weapons |
| Television | 1923 | Long-distance transmission and receipt of sound and moving image |
| Rocket | 1926 | First liquid-propelled rocket, led to later space flight |
| Penicillin | 1928 | mold spores that killed bacteria, later used to cure bacterial infections, led to other antibiotics |
| Satellite | 1957 | Mechanical explorer able to orbit Earth through space, used for communications, surveillance, weapons, and space exploration |
| Computer | 1964 | Used for engineering; data storage, sharing, and processing; robotics and other artificial intelligence applications |
| Global Computer Network | 1969 | U.S. Defense Department creates ARPANET; precursor to 1991 Internet |
| Genetic Engineering | 1973 | First successful recombination of DNA; led to improved food production |
| Time and Place | Event | Significance |
|--------------------------------|----------------------------------------------------------------------|------------------------------------------------------------------------------|
| Analects (about 400 B.C.) | Followers of Confucius | Teachings of Confucius |
| Bill of Rights (adopted 1791) | Members of Congress | First 10 amendments to the U.S. Constitution, outlining the rights and liberties of American citizens |
| Code of Hammurabi (1700s B.C.) | Hammurabi | Collection of laws for Babylonian Empire |
| Dead Sea Scrolls (about 200 B.C.—A.D. 70) | Probably the Essenes, a Jewish sect | Ancient manuscripts from Palestine that include the oldest manuscript of the Hebrew Bible |
| Declaration of Independence (1776) | Thomas Jefferson | Statement of the American colonists’ reasons for declaring independence from Great Britain |
| Declaration of the Rights of Man (1789) | French National Assembly | Statement of the rights of French men |
| English Bill of Rights (1689) | English Parliament | List of the rights of Englishmen |
| Hebrew Bible (after 1000 B.C.) | Unknown | Sacred book of Judaism |
| Justinian Code (A.D. 528–533) | Panel of legal experts appointed by Byzantine emperor Justinian | Collection of early Roman laws and legal opinions |
| Magna Carta (1215) | English nobles | Guaranteed rights of English nobles |
| Mayflower Compact (1620) | Pilgrim leaders | First written agreement for self-government in America |
| New Testament (after about A.D. 70) | Unknown | Sacred book of Christianity |
| Ninety-Five Theses (1517) | Martin Luther | Statements addressing problems within the Catholic Church |
| Popol Vuh (1500s) | Unknown | Creation story of the Maya |
| Qur’an (A.D. 610–632) | Considered to be revelations from the angel Gabriel to Muhammad | Sacred book of Muslims |
| The Republic (375 B.C.?) | Plato | Description of ideal state of society |
| Two Treatises of Government (1690) | John Locke | Ideas on government and natural rights |
| U.S. Constitution (adopted 1788) | Members of Constitutional Convention | Statement of the form of the United States government |
| Vedas (about 1400 B.C.) | Unknown | Sacred books of Hinduism |
## Major Explorations
| Area Explored | Dates | Explorer(s) | Nationality |
|----------------------------------------------------|-------------|------------------------------------------|-------------|
| Newfoundland | about 1000 | Leif Ericson | Norse |
| China, Southeast Asia, India | 1270s–1290s | Marco Polo | Venetian |
| West Indies, South and Central America | 1492–1502 | Christopher Columbus | Italian |
| Newfoundland | 1497 | John and Sebastian Cabot | Italian |
| Cape of Good Hope, Africa; India | 1497–1498 | Vasco da Gama | Portuguese |
| East and north coast of South America | 1497–1499 | Vespucci | Italian |
| Brazil | 1500 | Pedro Alvarez Cabral | Portuguese |
| Panama, Pacific Ocean | 1513 | Vasco Nunez de Balboa | Spanish |
| Florida, Yucatán Peninsula | 1513 | Juan Ponce de Leon | Spanish |
| Mexico | 1519 | Hernando Cortés | Spanish |
| Straits of Magellan, Tierra del Fuego | 1519–1520 | Ferdinand Magellan | Portuguese |
| New York harbor | 1524 | Giovanni da Verrazano | Italian |
| Texas | 1528 | Cabeza de Vaca | Spanish |
| Peru | 1532 | Francisco Pizarro | Spanish |
| Canada, Gulf of St. Lawrence | 1534 | Jacques Cartier | French |
| Buenos Aires | 1536 | Pedro de Mendoza | Spanish |
| Mississippi River, near Memphis | 1539–1541 | Hernando de Soto | Spanish |
| Southwestern United States | 1540 | Francisco de Coronado | Spanish |
| Colorado River | 1540 | Hernando Alarcon | Spanish |
| Colorado, Grand Canyon | 1540 | Garcia de Lopez Cardenas | Spanish |
| Amazon River | 1541 | Francisco de Orellana | Spanish |
| Western Mexico, San Diego harbor | 1542 | Juan Rodriguez Cabrillo | Portuguese |
| California coast | 1577–1580 | Sir Francis Drake | English |
| Orinoco river | 1595 | Sir Walter Raleigh | English |
| Canadian interior, Lake Champlain | 1603–1609 | Samuel de Champlain | French |
| Hudson River, Hudson Bay | 1609–1610 | Henry Hudson | English |
| Tasmania | 1642 | Abel Janszoon | Dutch |
| Mississippi River, south to Arkansas | 1673 | Jacques Marquette, Louis Joliet | French |
| Mississippi River, south to Gulf of Mexico | 1682 | Robert Cavelier, sieur de La Salle | French |
| Bering Strait and Alaska | 1727–1729 | Vitus Bering | Danish |
| South Pacific | 1768–1775 | James Cook | English |
| Northwestern Canada | 1789 | Sir Alexander Mackenzie | Canadian |
| Missouri River, Rocky Mountains, Columbia River | 1804–1805 | Meriwether Lewis, William Clark | American |
| Arabia, East Africa, Lake Tanganyika | 1853–1858 | Sir Richard Burton | English |
| Upper course of Zambezi River, Victoria Falls, Lake Ngami | 1849–1873 | David Livingstone | Scottish |
| Congo River | 1874–1889 | Sir Henry Stanley | Welsh |
| North Pole | 1909 | Robert E. Peary, Matthew Henson | American |
| South Pole | 1911 | Roald Amundsen | Norwegian |
| Moon | 1969 | Neil Armstrong, Edwin Aldrin | American |
| Mars | 1975–2005 | Space probes Viking 1 and 2; Mars Rover robots Spirit and Opportunity | American |
| Name | Who the Person Was | What the Person Did |
|-----------------------------|-------------------------------------|-------------------------------------------------------------------------------------|
| Abraham (2000 B.C.) | Hebrew leader | Founded Judaism. |
| Alexander the Great (356–323 B.C.) | Macedonian king | Built an empire that included Greece, Persia, Egypt, and part of Central Asia. |
| Aristotle (384–322 B.C.) | Greek philosopher | Summarized most knowledge up to his time and invented rules of logic that contributed to the modern scientific method. |
| Bonaparte, Napoleon (1769–1821) | French general and emperor | Built a vast French empire and is considered one of the world's great military geniuses along with Alexander the Great, Hannibal, and Julius Caesar. |
| Caesar, Julius (100–44 B.C.) | Roman general and dictator | Expanded the Roman Empire. |
| Gandhi, Mohandas K. (1869–1948) | Indian political and religious leader | Helped India gain its independence from Great Britain by a method of nonviolent resistance. |
| Hitler, Adolf (1889–1945) | German dictator | Initiated World War II and the Holocaust. |
| Jefferson, Thomas (1743–1826) | American president, architect, and inventor | Wrote the Declaration of Independence. |
| Jesus (4 B.C.?–A.D. 28?) | Jewish religious leader | Founded Christianity. |
| King, Martin Luther, Jr. (1929–1968) | American civil rights leader | Led the civil rights movement in the United States during the 1950s and 1960s. |
| Lenin, Vladimir (1870–1924) | Russian dictator | Founded the Communist Party in Russia and established the world's first Communist Party dictatorship. |
| Lincoln, Abraham (1809–1865) | American president | Led the United States through the American Civil War. |
| Locke, John (1632–1704) | English philosopher | Was a leader of the Enlightenment and promoted democratic thinking. |
| Luther, Martin (1483–1546) | German theologian | Started the Reformation. |
| Mandela, Nelson (1918– ) | South African anti-apartheid leader | Became the first black president of South Africa. |
| Mao Tse-tung (1893–1976) | Chinese dictator | Led the Communist revolution in China. |
| Marx, Karl (1818–1883) | German philosopher | Founded the mass movements of democratic socialism and revolutionary communism. |
| Moses (1300s B.C.) | Israelite leader | Led the Jews out of Egypt and received the Ten Commandments. |
| Muhammad (A.D. 570?–632) | Muslim prophet | Founded Islam. |
| Pericles (494?–429 B.C.) | Greek statesman | Led Athens during its golden age, often called the Age of Pericles. |
| Plato (427–347 B.C.) | Greek philosopher | Wrote *The Republic*, in which he described his ideal society. |
| Socrates (469–399 B.C.) | Greek philosopher | Taught students to examine their beliefs and developed a question-and-answer method of teaching called the Socratic method. |
| Stalin, Joseph (1879–1953) | Soviet dictator | Used terror to transform the Soviet Union into a totalitarian state and to modernize its economy. |
| Sun Yat-sen (1866–1925) | Chinese leader | Became known as the "father of modern China" for leading a revolution that overthrew the last Chinese emperor. |
| Washington, George (1732–1799) | American general and president | Commanded the Continental Army during the American Revolution and served as the first president of the United States. | | <urn:uuid:59d99518-9d93-4e8e-82f6-b7150262aa9b> | CC-MAIN-2018-51 | http://www.isnetworked.org/uploads_regional/western/CST%20Social%20Studies/1431967175_4%20CST%20SocialStudies_HugeEvents&People.PDF | 2018-12-12T01:13:10Z | crawl-data/CC-MAIN-2018-51/segments/1544376823710.44/warc/CC-MAIN-20181212000955-20181212022455-00470.warc.gz | 417,060,474 | 7,902 | eng_Latn | eng_Latn | 0.994561 | eng_Latn | 0.997252 | [
"eng_Latn",
"unknown",
"unknown",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"unknown",
"unknown",
"unknown"
] | false | rolmOCR | [
3419,
10209,
13311,
18189,
21150,
24260,
29593,
33500,
38812,
43286
] | [
3.078125,
3.140625
] | 1 | 0 |
1. THE AMERICAN DREAM
2. THE IMMIGRANT EXPERIENCE
3. ATTITUDES TO IMMIGRATION
4. RACIAL TENSIONS
5. JIM CROW LAWS
6. CIVIL RIGHTS 1945-60
7. MARTIN LUTHER KING
8. WHITE RESISTANCE
9. BLACK POWER
10. FREE AT LAST?
Q.1 Explain the reasons why immigration to America increased during the period 1890-1920?
A Lithuanian immigrant in America wrote SOURCE A in 1913
SOURCE A
All of us told our friends and relatives to come soon. Thousands came. Our employers were pleased when they arrived. The work is easy to learn, and so unskilled Lithuanians and even young girls can learn to do it, and then the Americans and Germans and Irish are put out and the employer saves money, because the Lithuanians work cheaper.
Q.2 How fully does SOURCE A explain why American employers welcomed new immigrants?
(Use SOURCE A and recall)
SOURCE B, is part of a public letter by the leaders of the Jewish community in the Russian city of Kiev in 1906.
SOURCE B
There is no hope for Jews in Russia. The survival of our people lies in a land beyond the seas, which welcomes every race and faith. In the great republic, we will be free from the brutality and persecution which we suffer in this our birthplace. In America we shall find rest; the stars and stripes will wave over the true home of our people.
To America brothers! To America
Q.3 Evaluate the usefulness of SOURCE B as evidence about Jewish immigration to America at the start of the twentieth century.
(You may want to comment on who wrote it, when they wrote it, why they wrote it, what they say or what has been missed out.)
SOURCE A is from a report in the 'New York Evening Post' about immigrant life in the New York tenements in 1919.
SOURCE A
Tenement life is brutal. Single rooms shelter entire families, as many as twelve people live in one room. As the tenements fill up, wooden shacks at the back of buildings are rented for four to five dollars a month, almost one weeks' pay. For those desperate enough, damp cellars serve as living space. In these dark caves, rats thrive and spread disease.
Q.1 Evaluate the usefulness of SOURCE A as evidence about immigrant housing in New York.
(You may want to comment on who wrote it, when they wrote it, why they wrote it, what they say or what has been missed out.)
SOURCE B was written by a modern historian.
SOURCE B
Emigration to America was not a magic solution for most of the immigrants. They arrived without money to start farms or businesses and uneducated immigrants could not hope to get skilled work. Most found jobs that native-born Americans avoided, such as digging canals, building railroads, or working in steel mills and clothing factories.
Q.2 Explain the reasons why most immigrants to America worked in low paid jobs? (Use SOURCE B and recall)
Q.3 Describe the difficulties faced by new immigrants in America in the 1920s?
Q.1 Explain the reasons why there was growing opposition to immigration in America after World War 1?
SOURCE A is from a speech by US President Calvin Coolidge in 1921.
SOURCE A
Restricted immigration is not an offensive but purely a defensive action. It is not intended as a criticism of others in the slightest degree, but only to protect ourselves. We do not judge any race or religion, but we must remember that our institutions our society and our government will fail unless America is kept American.
Q.2 Evaluate the usefulness of SOURCE A as evidence about American attitudes towards immigration in the 1920s.
(You may want to comment on who wrote it, when they wrote it, why they wrote it, what they say or what has been missed out.)
SOURCE B shows the effects of the immigration quotas introduced by the American government during the 1920s.
SOURCE B
IMMIGRANTS TO THE USA BY REGION OF ORIGIN
| REGION | NORTHERN AND WESTERN EUROPE | SOUTHERN AND EASTERN EUROPE | ASIA AND AFRICA |
|-------------------------|-----------------------------|----------------------------|-----------------|
| AVERAGE 1907 - 1914 | 176,983 | 685,531 | 40,658 |
| QUOTAS UNDER 1921 ACT | 198,082 | 158,367 | 1,690 |
| QUOTAS UNDER 1924 ACT | 140,999 | 20,847 | 432 |
Q.3 Describe the changes to American Immigration policy during the 1920s?
(Use SOURCE B and recall)
FREE AT LAST –CIVIL RIGHTS IN THE USA, 1918–1968 NATIONAL 5
RACIAL TENSIONS 5/4
SOURCE A is by a modern historian.
SOURCE A
During the 1920’s, racial tensions in American society reached boiling point. Newspapers claimed that the ‘new immigrants’, East European and Mediterranean people were inferior to Northern Europeans. Cartoons and songs showed new immigrants as criminals or subhuman. Some argued that immigration was the cause of socialism, the Mafia, disease, and alcoholism.
Q.1 How fully does SOURCE A describe the racial issues that divided American society during the 1920s?
(Use SOURCE A and recall)
SOURCE B is part of a report from the newspaper ‘Chicago Tribune’, July 20, 1919.
SOURCE B
Rioting that ended in looting, burning, and murder broke loose in Chicago's "black district" yesterday evening. Before 3 o'clock this morning, twenty persons had been killed, and 138 wounded. Of the dead thirteen were white and seven coloured. The list of injured included sixty-nine whites and sixty-nine coloureds.
Q.2 Evaluate the usefulness of SOURCE B as evidence of racial problems in America after 1918.
(You may want to comment on who wrote it, when they wrote it, why they wrote it, what they say or what has been missed out.)
Q.3 Describe the methods used by the Ku Klux Klan to achieve its aims during the 1920s?
THE JIM CROW LAWS
SOURCE A is an extract from the US Supreme Court judgement on segregated railway coaches. (Plessey v Ferguson 1896).
SOURCE A
We cannot say that a law that requires the separation of the two races in public conveyances (trains) is unreasonable. The enforced separation of the two races does not necessarily mean the inferiority of one race to the other. If this is so, it is only because the coloured race chooses to put that construction upon it.
SOURCE B is by Supreme Court Judge John Marshall Harlan who voted against the decision in the Plessey v Ferguson case of 1896.
SOURCE B
What is more likely to arouse race hate, and a feeling of distrust between the races, than laws which state that coloured citizens are so inferior that they cannot be allowed to sit in public coaches occupied by white citizens? The thin disguise of "equal" accommodation for passengers in railroad coaches will not fool anyone, nor make up for the wrong done this day.
Q.1 Compare the attitudes to segregation in SOURCE A and SOURCE B. (Compare the sources overall and/or in detail.)
SOURCE C is from the State Law Codes of North Carolina, which remained in force between 1916 and 1954.
SOURCE C
Separate free schools shall be established for the education of children of African descent; and it shall be unlawful for any coloured child to attend any white school, or any white child to attend a coloured school. Books shall not be interchangeable between the white and coloured schools, but shall continue to be used by the race first using them.
Q.2 Evaluate the usefulness of SOURCE C as evidence about segregation in America. (You may want to comment on who wrote it, when they wrote it, why they wrote it, what they say or what has been missed out.)
Q.3 Describe the treatment of Black Americans in the southern states.
Q.1 Explain the reasons why black Americans campaigned for improved civil rights after the Second World War?
SOURCE A describes the Montgomery bus boycott of 1955.
SOURCE A
For thirteen months, the 42,000 black people in Montgomery walked to work or obtained lifts from the small car-owning black population of the city. Eventually, the loss of revenue and a decision by the Supreme Court forced the Montgomery Bus Company to accept integration.
Q.2 How fully does SOURCE A explain the importance of the Montgomery bus boycott in the campaign for black civil rights?
(Use SOURCE A and recall)
SOURCE B is part of a 1957 newspaper report in the ‘Boston Globe’ about the first black students at Little Rock High school.
SOURCE B
When the nine black students entered the school the mob went crazy. Mothers yelled to their children, “Come out! Don’t stay in there with those niggers!” Inside the school, the black students were abused. White students spat on them, tripped them, and yelled insults. More serious problems were to come. By 11:30, the city police surrounding the school felt that they could no longer control the mob. The students had to leave the school through a back entrance.
Q.3 Evaluate the usefulness of SOURCE B as evidence about the events at Little Rock High School in 1957.
(You may want to comment on who wrote it, when they wrote it, why they wrote it, what they say or what has been missed out.)
MARTIN LUTHER KING & NON-VIOLENCE
SOURCE A is part of a speech made by Martin Luther King soon after the Montgomery bus boycott in 1956.
SOURCE A
Let us fight passionately for justice and peace, but let us be sure that our hands are clean in this struggle. Let us never fight with violence and hate, but always fight with love; so that, when the day comes that the walls of segregation have completely crumbled we will be able to live with people as their brothers and sisters.
Q.1 Evaluate the usefulness of SOURCE A as evidence about Martin Luther King’s leadership of the campaign for black civil rights.
(You may want to comment on who wrote it, when they wrote it, why they wrote it, what they say or what has been missed out.)
Q.2 Describe the aims of the civil rights movement led by Martin Luther King?
SOURCE B is about the Student Non-violent Coordinating Committee set up in 1960.
SOURCE B
The Student Non-violent Coordinating Committee recruited thousands of young volunteers, both black and white, to the civil rights campaign. It provided training in the methods of non-violent protest. Had it not been for the willingness of these volunteers to take part in sit-ins and freedom rides it is unlikely that the civil rights campaign would have had such a big impact.
Q.3 How fully does SOURCE A describe the protest methods used by civil rights campaigners in the early 1960s?
(Use SOURCE A and recall)
WHITE RESISTANCE
SOURCE A is from a 1961 pamphlet by the Tennessee Association of Citizens’ Councils.
SOURCE A
Why Does Your Community Need a Citizens’ Council?
Maybe your town has had no racial problems! You soon will have:
The NAACP (National Association for the Agitation of Coloured People), corrupt northern politicians, liberal do-gooders and communist agents, will make sure that you have a problem in the near future.
The Citizens’ Council is the South’s answer to those who want to make us a mongrel race.
We will not be integrated. We are proud of our white blood and our white history. We are not ashamed of our traditions, our Christian beliefs, and our segregated way of life.
Q.1 Evaluate the usefulness of SOURCE A as evidence about opposition to the civil rights campaign.
(You may want to comment on who wrote it, when they wrote it, why they wrote it, what they say or what has been missed out.)
SOURCE B is part of an NBC television interview with a Mississippi police officer in 1964.
SOURCE B
We don’t need northern college kids stirring up coloured folks to break the law. We had no trouble with our coloureds before they came round. They can’t even see that King and the NAACP are using them - and everybody knows they get their money from Moscow and Cuba. Best advice I could give these kids is to get back up north where they came from before somebody gets killed.
Q.2 Compare the evidence in SOURCE A and SOURCE B about white attitudes to the civil rights movement in the Southern States.
(Compare the sources overall and/or in detail.)
Q.3 Describe the methods used by Southern whites to prevent blacks achieving equal rights.
BLACK POWER
SOURCE A is by a modern historian.
SOURCE A
At the same time as Martin Luther King campaigned for racial integration, other black leaders wanted separatism and identification with Africa. The Black Muslim leader Elijah Muhammad demanded a separate territory for blacks. He said, “The entire white race will be destroyed and removed from this earth…and those black men who are still trying to integrate will be destroyed along with the whites.”
Q.1 How fully does SOURCE A describe the differences between the aims of the Black Muslims and those of Martin Luther King and his supporters. (Use SOURCE A and recall)
SOURCE B is part of an interview with John Lewis in 1970.
SOURCE B
Black power leaders had a powerful and positive influence upon the civil rights movement. Supporters of black power encouraged black Americans to take pride in their racial background and recognize that “black is beautiful.” A growing number of black Americans began to wear “Afro” hairstyles and take African or Islamic surnames. Singer James Brown captured the new mood: “Say it loud—I’m black and I’m proud.”
Q.2 Evaluate the usefulness of SOURCE B as evidence about the black power movement.
(You may want to comment on who wrote it, when they wrote it, why they wrote it, what they say or what has been missed out.)
Q.3 To what extent did support for the black power movement increase in the late 1960s because peaceful protests failed to bring real equality for Black Americans?
FREE AT LAST –CIVIL RIGHTS IN THE USA, 1918–1968 NATIONAL 5
FREE AT LAST? 5/10
SOURCE A is from the Kerner Commission set up in 1967 to investigate the race riots in American cities and to provide recommendations for the future.
SOURCE A
Our nation is moving toward two societies, one black, and one white—separate and unequal. Segregation and poverty have created in the racial ghetto a destructive environment totally unknown to most white Americans. What white Americans have never fully understood—but what the Negro can never forget—is that white society is responsible for the ghetto. White institutions created it, white institutions maintain it, and white society condones it.
Q.1 Evaluate the usefulness of SOURCE A as evidence that black Americans continued to face inequality in the late 1960s?
(You may want to comment on who wrote it, when they wrote it, why they wrote it, what they say or what has been missed out.)
SOURCE B is from a speech in 1966 by Stokley Carmichael, a leader of the black power movement.
SOURCE B
All the marches, sit-ins, and protests got us nowhere. We are no better off now than we were a hundred years ago. We were told that if we worked hard, we would succeed, and if that were true we would own this country by now. We have picked the cotton for nothing; we are the maids in the kitchens of liberal white people; we are the janitors, the porters, the garbage men; we sweep up your college floors. We are the hardest workers and the lowest paid.
SOURCE C is from ‘America in the Twentieth Century’ (1983) by the historian Andrew Giles.
SOURCE C
During the 1960s, the country moved towards equality for black Americans. Black family incomes rose by 53 percent; black employment in professional, technical, and clerical occupations doubled; and average black educational attainment increased by four years. The number of blacks below the poverty line fell from 55 percent in 1960 to 27 percent in 1968. The black unemployment rate fell by 34 percent.
Q.2 Compare the evidence in SOURCE B and SOURCE C about the status of black Americans in the 1960s.
(Compare the sources overall and/or in detail.)
Q.3 To what extent did the civil rights movement achieve equality for black Americans by 1968? | ba599f58-5248-4cfc-a99b-97eaa24970cd | CC-MAIN-2019-51 | http://baldragon.ea.dundeecity.sch.uk/our-school/departments/social-subjects/history/department-documents/additional-resources/files-and-presentations/s4-and-s5-nationals/european-and-world/s5-national-5-free-at-last | 2019-12-05T23:25:23 | crawl-data/CC-MAIN-2019-51/segments/1575540482284.9/warc/CC-MAIN-20191205213531-20191206001531-00368.warc.gz | 15,038,240 | 3,468 | eng_Latn | eng_Latn | 0.967234 | eng_Latn | 0.99889 | [
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn",
"eng_Latn"
] | true | rolmOCR | [
212,
1578,
2857,
4397,
5736,
7576,
9005,
10431,
12101,
13589,
15840
] | [
3.765625
] | 2 | 0 |
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.